Publications
Publications
Wester ER, Walsh LL, Arango-Caro S, Bray Speth E, Callis-Duehl K. (2024) Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition. J Microbiol Biol Educ e00093-24. https://doi.org/10.1128/jmbe.00093-24
Long TM, Momsen JL, Bray Speth E and Wyse S (2024) Editorial: Systems thinking in biology teaching and learning. Frontiers in Education 9:1380524. https://doi.org/10.3389/feduc.2024.1380524
Sebesta, A. J., & Bray Speth, E. (2023). Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams. PLoS ONE, 18(7), e0287313.
Momsen J, Bray Speth E, Wyse S, and TM Long (2022). Using Systems and Systems Thinking to Unify Biology Education. CBE—Life Sciences Education 21:2.
Wilson KJ, Long TM, Momsen JL, and E Bray Speth (2020). Modeling in the Classroom: Making Relationships and Systems Visible. CBE—Life Sciences Education 19(1): fe1.
Wilson KJ, Long TM, Momsen JL, and E Bray Speth (2020). Evidence Based Teaching Guide: Modeling in Classroom. CBE-Life Sciences Education.
Sebesta A and E Bray Speth (2017). How should I study for the exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology. CBE – Life Sciences Education 16: ar30.
This study was featured in a Wall Street Journal column (“Before you Study, Ask for Help”, by Sue Shellenbarger, https://www.wsj.com/articles/the-smarter-ways-to-study-1502810531?tesla=y), and in a blog post on the “Faculty Focus” website (“How Should I Study for the Exam?”, by Maryellen Weimer, https://www.facultyfocus.com/articles/teaching-professor-blog/how-should-i-study-for-the-exam/)
Reinagel A and E Bray Speth (2016). Beyond the central dogma: model-based learning of how genes determine phenotypes. CBE – Life Sciences Education 15: 1-13. https://doi.org/10.1187/cbe.15-04-0105
Bray Speth E, Shaw N, Momsen JL, Reinagel A, Le P, Taqieddin R, and TM Long (2014). Introductory biology students’ conceptual models and explanations of the origin of variation. CBE – Life Sciences Education 13: 529-539. https://doi.org/10.1187/cbe.14-02-0020
Long TM, Dauer JT, Kostelnik KM, Momsen JL, Wyse SA, Bray Speth E and D Ebert-May (2014). Fostering ecoliteracy through model-based instruction. Frontiers in Ecology and the Environment 12: 138-139. https://doi.org/10.1890/1540-9295-12.2.138
Dauer JT, Momsen JL, Bray Speth E, Makohon-Moore SC and TM Long (2013). Analyzing change in students’ gene-to-evolution models in college-level introductory biology. Journal of Research in Science Teaching 50: 639–659. https://doi.org/10.1002/tea.21094
Bray Speth E, Momsen JL, Moyerbrailean GA, Ebert-May D, Long T, Wyse S, Linton D (2010). 1, 2, 3, 4: Infusing quantitative literacy into introductory biology. CBE - Life Sciences Education 9: 323-332. https://doi.org/10.1187/cbe.10-03-0033
Bray Speth E, Long TM, Pennock RT, Ebert-May D (2009). Using Avida-ED for teaching and learning about evolution in undergraduate introductory biology courses. Evolution Education and Outreach 2: 415–428. https://doi.org/10.1007/s12052-009-0154-z
Bray Speth E, Hauck P, Imboden L, He SY (2009). Subcellular localization and functional analysis of the Arabidopsis GTPase RabE. Plant Physiology 149: 1824-1837. https://doi.org/10.1104/pp.108.132092
Bray Speth E, Lee YN, He SY (2007). Pathogen virulence factors as molecular probes of basic plant cellular functions. Current Opinion in Plant Biology 10: 580-586.
Caretto S, Bray Speth E, Fachechi C, Gala R, Zacheo G, Giovinazzo G (2004). Enhancement of vitamin E production in sunflower cell cultures. Plant Cell Reports 23: 174-179. https://doi.org/10.1007/s00299-004-0799-6
Caretto S, Giardina MC, Macagnano A, Bray E, Nicolodi C, Mariotti D (1999). Biochemical evidence for two forms of Acetohydroxyacid Synthase in Daucus carota L. cell lines selected for chlorsulfuron resistance. Pesticide Biochemistry and Physiology 64:76-84. https://doi.org/10.1006/pest.1999.2413