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James Long is an educator who is committed to providing students with a modern and practical engineering education. Previously an assistant teaching professor at Rice University and graduate instructor at Duke University, he has developed courses and learning modules in various areas in biomedical engineering, including biostatistics, instrumentation, and transport phenomena. He has collaborated with other teaching faculty across the country on several efforts to advance biomedical engineering education, from investigating the role of problem-based learning in student self-efficacy to creating a national peer mentorship program to help faculty form inter-institutional connections. His pedagogical research focuses on teaching interventions to improve students’ professional communication skills and alternative grading strategies to improve student motivation.

Selected publications:

• Long, J., Dragich, E., & Saterbak, A. (2022). Problem-based learning impacts students’ reported learning and confidence in an undergraduate biomedical engineering course. Biomedical Engineering Education, 2(2), 209-232.
• Long, J., Trahey, G., & Bottenus, N. (2022). Spatial coherence in medical ultrasound: A review. Ultrasound in medicine & biology, 48(6), 975-996.
• Long, J., Long, W., Bottenus, N., & Trahey, G. (2020). Coherence-based quantification of acoustic clutter sources in medical ultrasound. The Journal of the Acoustical Society of America, 148(2), 1051-1062.

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