Kelly Long, Ph.D.

Kelly Long

Assistant Professor

Phone678-696-2805

Office locationDunlap-Mathis, 127, Gainesville

Area(s) of Expertise: Critical Race Theory, QuantCrit, Social Justice, Race/Ethnicity, Quantitative Methods, Survey Methodology

Overview

Dr. Kelly Long teaches quantitative research methods and courses focused on social justice. Prior to UNG, 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. She currently researches in the field of QuantCrit, focusing on the ways researchers use racial statistics to promote racial justice and disrupt racism.

Education

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

Courses Taught

  • EDUC 6402 - Educational Research Methodology
  • EDUC 6403 - Educational Measurement
  • EDUC 6600 - Professional Capstone
  • EDD 7001 - Dissertation Development I
  • EDD 7002 - Dissertation Development II
  • EDD 7003 - Dissertation Development III
  • EDD 7102 - Quantitative Research Methods
  • EDD 7106 - Social Justice Issues and Policies in Higher Education
  • EDD 7203 - Program Development and Assessment in Higher Education 
  • EDD 7207 - Promoting Inclusive Environments for Students in Higher Education  
  • EDD 7209 - Advanced Quantitative Methods
  • EDD 8000 - Independent Research

Publications

(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.