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Kelly Long, Ph.D.

Kelly Long

Assistant Professor

Phone678-696-2805

Office locationDunlap-Mathis, 127,

Area(s) of Expertise: Race/Ethnicity, Quantitative Methods, Survey Methodology

Overview

Dr. Kelly Long teaches quantitative research methods and other courses in the Higher Education Leadership and Practice program. Prior to ³ÉÈËBÕ¾, Dr. Long worked in Institutional Research, most recently as the Assistant Vice President at a private college for three years and she held a similar role at a community college for six years.

Dr. Long is a peer reviewer for the Community College Journal of Research and Practice and a peer reviewer for the Higher Learning Commission. She holds an M.S. in Survey Methodology from the University of Michigan and has a Ph.D. in Education Leadership from Oakland University.

Education

  • Ph.D., Educational Leadership, Oakland University, 2020
  • M.S., Survey Methodology, University of Michigan, 2011
  • B.A., Psychology, Oakland University, 2009

Courses Taught

  • EDD 7210 - Historical and Contemporary Contexts of Community Colleges
  • EDD 8001 - Dissertation Development I
  • EDD 8002 - Dissertation Development II
  • EDD 8003 - Dissertation Development III
  • EDD 8102 - Quantitative Research Methods
  • EDD 8106 - Social Justice Issues and Policies in Higher Education
  • EDD 8203 - Program Development and Assessment in Higher Education
  • EDD 8207 - Promoting Inclusive Environments for Students in Higher Education
  • EDD 8209 - Advanced Quantitative Methods
  • EDD 9000 - Research Development Seminar

Publications

Long, K. & Adams, K. (2024). Estimating the e]ects of diversity, equity, inclusion, and social justice mission statements on student outcomes: A quasi-experimental study. Journal of Higher Education Management, 39(2), 82-92.

Long, K. (2024). Teaching Students About Race and Racism: Navigating Dimensions of Political Ideology. Journal of Cases in Educational Leadership, 27(3), 96-105.

Long K., Fisher, K., & Lathrop, R. (2024). Approaches to building diversity, inclusion, and equity in student learning outcomes assessment: A literature review. Literature Reviews in Education and Human Services, 3(1), 19-35.

Long, K., & Adams, K. R. (2024). A conceptual framework of racial ideologies and frames: Implications for qualitative research on racial discourse. In, A. Elhami, A. Roshan, & H. Chandan (Eds.) Principles of Conducting Qualitative Research in Multicultural Settings. IGI Global.

Long, K., & Adams, K. R. (2024). Application of ChatGPT in doctoral research writing education: A narrative inquiry. In O. Ebers & A. Muller (Eds.) AI Approaches to Literacy in Higher Education. IGI Global.

Long, K. (2023). (Re) building Our Understanding of Race Measures in Education. In Reconstructing Perceptions of Systemically Marginalized Groups (pp. 118-140). IGI 2 of 3 Global.

Long, K. (2023). Moving Beyond the Gender Binary in Higher Education Data: Institutional Research Leader Perspectives. Journal of Assessment and Institutional Effectiveness, 13(1-2), 49-71.

Long, K. (2023). Strategies for diversifying the legal profession pipeline: A critical race theory review. Strategic Enrollment Management Quarterly, 11(3), 41-56.

(Alternative names used: Burmeister, Perez-Vergara)
Long, K. (2022). A Recipe for Interpreting Racial Statistics to Combat Racism. In, K. Brown, R. Papa, S. Rodriguez
(Eds.), Recipes to Combat the “Isms”: Volume Two (pp. 1-7). ICPEL.

Long, K. (2021). Using Assessment to Improve Student Learning in a Diversity Course. College Teaching. DOI: 10.1080/87567555.2021.1901069

Perez-Vergara, K. (2020). Enrollment projections: A practitioner’s guide. Strategic Enrollment Management Quarterly, 7(4), 17-24.

Perez-Vergara, K. (2019). Higher education enrollment theories: Setting context for enrollment projections. Strategic Enrollment Management Quarterly, 7(2), 13-33.

Perez-Vergara, K. & Carey Li, K. (2018). Instructional faculty staffing in community colleges: A data-driven method for staffing multi-campus institutions. New Horizons in Adult Education and Human Resource Development, 30(4), 54-61.

Perez-Vergara, K., Lathrop, R., & Orlowski, M. (2018). Community college program planning: A method to measure and meet community need. Community College Journal of Research and Practice, 42(3), 204-217. DOI: 10.1080/10668926.2017.1283260

Perez-Vergara, K. & Orlowski, M. (2015). A methodology for determining the transferability rate of courses. Community College Journal of Research and Practice, 39(9), 793-807. DOI:10.1080/10668926.2013.879376

Bodde, A.E., Beebe, T.J., Chen, L.P., Jenkins, S., Perez-Vergara, K., Finney Rutten, L.J., & Ziegenfuss J.Y. (2014). Misperceptions of weight status among adolescents: Sociodemographic and behavioral correlates. Patient Related Outcome Measures, 5, 163-171.

Manthiram, K., Blood, E.A., Kuppuswamy, V., Martins, Y., Narauan, A., Burmeister, K., Parvathy, K., & Hassan, A. (2014). Predictors of optional immunization uptake in an urban south Indian population. Vaccine, 25(5), 3417–3423.

Gupta, A., Ly, S., Castroneves, L.A., Frates, M.C., Benson, C.B., Feldman, H.A., Wassner, A.J., Smith, J.R., Marqusee, E., Alexander, E.K., Barletta, J., Muyide, F., Doubilet, P.M., Peters, H.E., Webb, S., Modi, B.P., Paltiel, H.J., Martins, Y., Burmeister, K., Ozakewich, H., Hollowell, M., Cibas, E.S., Moore, F.D., Shamberger, R.C., Larsen, P.R., & Huang, S.A. (2014). How are childhood thyroid nodules discovered: Opportunities for improving early detection. Journal of Pediatrics, 164(3), 658-660.

Brown, S.D., Donelan, K., Martins, Y., Sayeed, S.A., Mitchell, C., Burmeister, K., & Ecker, J.L. (2013). Does professional orientation predict ethical sensitivities? Attitudes of pediatric and obstetric specialists toward fetuses, pregnant women and pregnancy termination. Journal of Medical Ethics, 40(2), 117-122. doi:10.1136/medethics-2012-101126.

Brown, S.D., Donelan, K., Martins, Y., Burmeister, K., Buchmiller, T.L., Sayeed, S.A., Mitchell, C., & Ecker, J.L. (2012). Differing attitudes of fetal care pediatric and maternal-fetal medicine specialists. Pediatrics, 130(6), e1534-e1540. DOI 10.1542/peds.2012-1352.

Ziegenfuss, J.Y., Burmeister, K., James, K., Haas, L., Tilburt, J., & Beebe, T.J. (2012). Getting physicians to open the survey: Little evidence that an envelope teaser increases response rates. BMC Medical Research Methodology, 12(1), 1-4.

Ziegenfuss, J.Y., Burmeister, K., Harris, A., Holubar, S.D., & Beebe, T.J. (2012). Telephone follow-up to a mail survey: When to offer an interview compared to a reminder call. BMC Medical Research Methodology, 12(1), 1-4.

Long, K. (2023). (Re) building Our Understanding of Race Measures in Education. In Reconstructing Perceptions of Systemically Marginalized Groups (pp. 118-140). IGI Global.