Elena Bray Speth, Ph.D.
Professor
Biology
Courses Taught
BIOL 104 - Principles of Biology I, BIOL 280 - Biology for Education Majors
Education
Ph.D., Michigan State University
Research Interests
The Bray Speth group includes graduate and undergraduate biology students who conduct research on college-level biology teaching and learning.
They investigate how active-learning pedagogical strategies promote understanding of complex biological systems and processes in large-enrollment introductory biology courses.
Ongoing projects focus on:
- Assessment of systems thinking skills through student-generated models and explanations of complex biological processes;
- Student understanding and representation of the gene-to-phenotype relationship and of the origin of genetic variation;
- Infusing evolutionary reasoning into introductory molecular, cellular and organismal biology.
Publications and Media Placements
Momsen J, Bray Speth E, Wyse S, and TM Long (2022). . CBE鈥擫ife Sciences Education 21:2.
Wilson KJ, Long TM, Momsen JL, and E Bray Speth (2020). . CBE鈥擫ife Sciences Education 19(1): fe1.
Wilson KJ, Long TM, Momsen JL, and E Bray Speth (2020). . 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 鈥� Life Sciences Education 16: ar30.
- This study was featured in a Wall Street Journal column (鈥淏efore you Study, Ask for Help鈥�, by Sue Shellenbarger, ), and in a blog post on the 鈥淔aculty Focus鈥� website (鈥淗ow Should I Study for the Exam?鈥�, by Maryellen Weimer, )
Bray Speth E, Shaw N, Momsen JL, Reinagel A, Le P, Taqieddin R, and TM Long (2014). Introductory biology students鈥� conceptual models and explanations of the origin of variation. CBE 鈥� Life Sciences Education 13: 529-539.
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.
Dauer JT, Momsen JL, Bray Speth E, Makohon-Moore SC and TM Long (2013). Analyzing change in students鈥� gene-to-evolution models in college-level introductory biology. Journal of Research in Science Teaching 50: 639鈥�659.
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.
Ebert-May D, Bray Speth E, Momsen JL (2010). Assessing Scientific Reasoning in a Liberal Learning Curriculum. In: Science and the Educated American: A Core Component of Liberal Education, Meinwald J and Hildebrand JG, eds., American Academy of Arts and Sciences, Cambridge (MA)
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.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.
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.