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Emery, NC, CM Trujillo, A Jarosz, and TM Long. 2019. Quantifying and Visualizing Campus Tree Phenology. CourseSource.


Pelaez, N., Anderson, T. R., Gardner, S. M., Yin, Y., Abraham, J. K., Bartlett, E. L., ... & Sirum, K. (2018). A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines. CBE—Life Sciences Education17(2), es2.

Trujillo, C. M., & Long, T. M. (2018). Document co-citation analysis to enhance transdisciplinary research. Science advances4(1), e1701130.


Dauer, JT, & Long, TM. (2015). Long-term conceptual retrieval by college biology majors following model?based instruction. Journal of Research in Science Teaching, 52(8), 1188-1206.


Bray Speth, E, N Shaw, J Momsen, A Reinagel, P Le, R Taqieddin, T Long. (2014). Introductory biology students' conceptual models and explanations of the origin of variation. In press at CBE Life Sciences Education.

Wyse, SA, TM Long, D Ebert-May. (2014). Teaching assistant professional development in biology: Designed for and driven by multidimensional data.  CBE Life Sciences Education 13:212-223. Doi: 10.1187/cbe.13-06-0106.

Long, TM, J Dauer, KM Kostelnik, JL Momsen, SA Wyse, E Bray Speth, and D Ebert-May. (2014). Fostering ecoliteracy through model-based instruction. Frontiers in Ecology and the Environment 12(2):138-139.



Dauer, JT, JL Momsen, E Bray Speth, SC Makohon-Moore, TM Long. (2013). Analyzing change in students’ Gene-to-Evolution models in college-level introductory biology. Journal of Research in Science Teaching50(6): 639-659.Doi: 10.1002/tea.21094


Long, TM, SA Wyse. (2012). A season for inquiry: Investigating phenology in local campus trees. Science 335: 932-933.



Ebert-May D, Derting TL, Hodder J, Momsen JL, Long TM, Jardeleza SE. (2011). What we say is not what we do: Effective evaluation of faculty development programs. BioScience 6(17): 550-558.

Haudek, KC, JJ Kaplan, J Knight, TM Long, J Merrill, A Munn, R Nehm, M Smith, M Urban-Lurain. (2011). Harnessing technology to improve formative assessment of student conceptions in STEM: Forging a national network.  CBE Life Sciences Education 10(2):149-55. 



Bray Speth, E. , J.L. Momsen, G.A. Moyerbrailen, D. Ebert-May, T.M. Long, S.A. Wyse, and D. Linton. (2010). 1, 2, 3, 4: Infusing quantitative literacy into Introductory Biology. CBE Life Sciences Education 9:323-332.

Momsen J.L., Long T.M., Wyse S., and Ebert-May D. (2010). Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills. CBE Life Sciences Education 9(4): 435-400

Long, T.M., J. Momsen, and E. Bray Speth. (2010). Using Concept Models for Teaching and Learning About Complex Systems in Introductory Biology. Essay.

Rober A.R., C. Phillippo, S.A. Wyse, C. Elzinga, S.M. Lawrence, & T. Long. (2010).Investigating the Evolutionary Adaptations that have Enabled Plants to Survive in a Diversity of Habitats. EcoEd Digital Library.



Bray Speth, E., T.M. Long, R.T. Pennock, and D. Ebert-May. (2009). Using Avida-ED for teaching and learning about evolution in undergraduate introductory biology courses. Evolution: Education and Outreach 2(3):415-428.



Ebert-May, D., D. Linton, J. Hodder, and T.M. Long. (2005). Active homework – preparation for active classes. Frontiers in Ecology and the Environment 3:283-284.