Faculty Profile

Chris Long

Title
Assistant Professor
Department
Teacher Education and Administration
College
College of Education

    

Education

PhD, Curtin University, 2013.
Major: Science Education
Dissertation Title: Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes
MAT, University of Texas - Dallas, 2007.
Major: Science Education
BS, Texas A&M - Commerce, 1989.
Major: Geography

Current Scheduled Teaching*

EDCI 5860.030, Instructional Methodologies in Mathematics and Science, Spring 2023
EDEE 3330.013, Teaching Science EC 6, Spring 2023
EDEE 3400.014, STEAM Education: Commitments to Equity, Diversity and Inclusion, Fall 2022 Syllabus
EDEE 3330.601, Teaching Science EC 6, Fall 2022 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EDCI 5030.030, Maintaining Classroom Discipline, Summer 10W 2022 Syllabus SPOT
EDCI 3830.001, Teaching/Learning Process and Evaluation, Summer 5W2 2022 Syllabus SPOT
EDCI 6950.703, Doctoral Dissertation, Spring 2022
EDCI 5860.030, Instructional Methodologies in Mathematics and Science, Spring 2022 Syllabus SPOT
EDCI 4500.001, Project Based Instruction in Math, Science, and Computer Science, Spring 2022 Syllabus SPOT
EDCI 4500.002, Project Based Instruction in Math, Science, and Computer Science, Fall 2021 Syllabus SPOT
EDCI 6900.701, Special Problems, Fall 2021
EDEE 3330.005, Teaching Science EC 6, Fall 2021 Syllabus SPOT
EDEE 3320.001, Foundations of Education: The School Curriculum, Summer 5W1 2021 Syllabus SPOT
EDCI 5030.026, Maintaining Classroom Discipline, Summer 10W 2021 Syllabus SPOT
EDCI 5030.030, Maintaining Classroom Discipline, Summer 10W 2021 Syllabus SPOT
EDCI 5860.030, Instructional Methodologies in Mathematics and Science, Spring 2021 Syllabus SPOT
EDCI 4500.002, Project Based Instruction in Math, Science, and Computer Science, Spring 2021 Syllabus SPOT
EDCI 6340.001, Conceptual Models of Learning and Instruction, Fall 2020 SPOT
EDME 4330.001, Science in Grades 4 8, Fall 2020 Syllabus
EDEE 4330.005, Science in Grades EC 6, Fall 2020 Syllabus SPOT
EDCI 5020.026, Curriculum Development for Culturally Diverse Learners, Summer 10W 2020 Syllabus SPOT
EDCI 5020.030, Curriculum Development for Culturally Diverse Learners, Summer 10W 2020 Syllabus SPOT
EDEE 3320.001, Foundations of Education: The School Curriculum, Summer 5W1 2020 Syllabus SPOT
EDME 4900.001, Special Problems, Summer 10W 2020 Syllabus
EDCI 4500.002, Project Based Instruction in Math, Science, and Computer Science, Spring 2020 Syllabus
EDEE 4330.601, Science in Grades EC 6, Spring 2020 Syllabus
EDCI 4500.001, Project Based Instruction in Math, Science, and Computer Science, Fall 2019 Syllabus SPOT
EDEE 4330.601, Science in Grades EC 6, Fall 2019 Syllabus SPOT
EDCI 5320.026, Curriculum Development, Summer 5W1 2019 Syllabus SPOT
EDCI 5320.030, Curriculum Development, Summer 5W1 2019 Syllabus SPOT
EDEE 3320.501, Foundations of Education: The School Curriculum, Summer 5W2 2019 Syllabus SPOT
EDCI 5860.030, Instructional Methodologies in Mathematics and Science, Spring 2019 SPOT
EDEE 4330.551, Science in Grades EC 6, Spring 2019 Syllabus SPOT
EDSE 4900.700, Special Problems, Spring 2019
EDME 4330.001, Science in Grades 4 8, Fall 2018 Syllabus SPOT
EDEE 4330.501, Science in Grades EC 6, Fall 2018 Syllabus SPOT
EDSE 5003.030, Successful Teaching in the Secondary School, Summer 10W 2018 SPOT
EDCI 3830.001, Teaching/Learning Process and Evaluation, Summer 5W2 2018 Syllabus SPOT
EDME 4330.001, Science in Grades 4 8, Spring 2018 Syllabus
EDEE 4330.501, Science in Grades EC 6, Spring 2018 Syllabus SPOT
EDME 4330.001, Science in Grades 4 8, Fall 2017 Syllabus SPOT
EDEE 4330.003, Science in Grades EC 6, Fall 2017 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Journal Article
Long, C., Harrell, P. E., Subramaniam, K., Pope, E., Thompson, R. (2022). Strengthening Elementary Preservice Teachers’ Physical Science Content Knowledge: A Three-Year Study. Research in Science Education. https://link.springer.com/article/10.1007/s11165-022-10071-9. Springer.
Harrell, P. E., Subramaniam, K., Long, C. S., Thompson, R., Pope, E. (2022). Increasing Hispanics in the educator workforce: A science methods intervention to improve passing rates on an EC-6 science certification examination. Journal of Latinos and Education. 21(2), 11. Routledge Taylor & Francis. https://www.tandfonline.com/journals/hjle20
Long, C., Sinclair, B. B., Fraser, B. J., Larson, T. R., Harrell, P. E. (2021). Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption. Learning Environments Research. Springer.
Eutsler, L. M., Long, C. S. (2021). Preservice teachers' acceptance of virtual reality to plan science instruction.. Educational Technology & Society. https://www.j-ets.net/collection/published-issues/24_2
Harrell, P. E., Kirby, B. S., Subramaniam, K., Long, C. (2021). Are Elementary Preservice Teachers Floating or Sinking in Their Understanding of Buoyancy?. International Journal of Science and Mathematics Education. Plano: Springer Nature.
Long, C. S., Eutsler, L. M. (2020). Engaging with VR: Where Will You Take Your Students?. Science Scope. (July/August 2020), 16-22. National Science Teachers' Association.
Subramaniam, K., Harrell, P. E., Long, C. S., Khan, N. (2020). Pre-Service Elementary Teachers’ Conceptual Understanding of Average Speed: The Systematicity and Persistence of Related and Unrelated Concepts. Research in Science and Technological Education. 45. Taylor and Francis.
Long, C. S., Fraser, B. J., Sinclair, B. B. (2020). Differential effectiveness of alternative middle-school science sequences for students of different ethnicities.. Learning Environments Research. 23(1), 87-99. Springer. https://link.springer.com/epdf/10.1007/s10984-019-09291-0?author_access_token=JHDSiwXiG_mBGoWhG6yj1fe4RwlQNchNByi7wbcMAY7Ak6kKVgJ3YEyuzc-ojIiQjK6p6Ojbt5s5UZOmGhQF6pJS8pumupJarHQBH2OqIQSqCLxrSYD48XAanNTRAWsuv59Pd5cPM979HpRbFmCc5g%3D%3D
Long, C. S., Harrell, P. E., Subramaniam, K., *Pope, (2019). Using microteaching to improve preservice elementary teachers’ physical science content knowledge. Electronic Journal of Science Education. 23(4), 16-31. Southwestern University/Texas Christian University. https://ejse.southwestern.edu/article/view/19119
Long, C. S. (2019). The effect of science education classes on pre-service elementary teachers’ attitudes about science. Journal of College Science Teaching. National Science Teachers Association. http://www.nsta.org/college/
Subramaniam, K., Kirby, B., Harrell, P. E., Long, C. (2019). Using concept maps to reveal prospective elementary teachers’ knowledge of buoyancy. Electronic Journal of Science Education.
Long, C. S. (2015). Comparison of alternative sequencing of middle-school science curriculum: Classroom learning environment and student attitudes. 30(1), 23-36 (14). Albert Park: James Nicholas Publishers.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Teaching
Long, C. S., Long, C. S., Boyd, R. M., Khan, N., "Mutual Mentoring: Preparing Effective Science Teacher Educators for K-12 English Learners," Sponsored by University of North Texas, University of North Texas, $3750 Funded. (September 1, 2021 – Present).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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