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Ph.D. The Ohio State University

M.A. University of South Florida

B.S. Florida State University

Susi Long began her career as a classroom teacher in Clearwater, Florida moving to northern Germany to teach in American schools overseas. For the next seventeen years, she lived with her family in The Netherlands, Iceland, Ohio, and England. In Ohio she completed coursework toward her Ph.D. at The Ohio State University. In Iceland, she taught for Boston University and collected data for her dissertation, a study of cross-cultural and new language learning. Moving to South Carolina in 1997, she began her career as a university faculty member at the University of South Carolina. Currently she is a Professor the Department of Instruction and Teacher Education.

Susi Long's research began with her 1995 study of cross-cultural learning in Njardvik, Iceland, a study which received the 1997 National Council of Teachers of English Promising Researcher Award creating the foundation for a career-long focus on issues of culture, language, and literacies. The 2004 book, Many Pathways to Literacy (co-edited with Drs. Dinah Volk and Eve Gregory) is one outcome of this work. A related strand of scholarship focuses on preservice and inservice teacher education. This research includes a long-term collaborative study with seven new teachers examining barriers and support encountered during their first six years in the classroom. The study culminated in the 2006 book, Tensions and Triumphs in the Early Years of Teaching.

Currently, Dr. Long's work focuses on equity pedagogies as she collaborates with first and second grade teachers in the development, implementation, and evaluation of culturally relevant literacy practices. This work is highlighted in her recent book, Supporting Students in a Time of Core Standards, PreK-2 (2011). The book takes a critical stance, supporting educators in sustaining innovative and culturally relevant teaching in a time of Common Core Standards. Work in progress includes the study of culturally and historically relevant practices growing from a Fulbright Hayes supported experience through which Dr. Long and colleague, Dr. Gloria Boutte, took 11 educators to Sierra Leone to study the contributions of Sierra Leonean culture, history, and language to the United States, South Carolina in particular.

Susi's research is also reflected in her work in various leadership capacities within the National Council of Teachers of English including NCTE's Executive Committee, chairing NCTE's Governmental Relations Committee, serving as a mentor for the Cultivating New Voices of Scholars of Color program, Co-Director of the Early Childhood Assembly's Professional Dyads and Culturally Relevant Teaching program, Chair of the Board of Trustees of NCTE's Research Foundation, and co-editor of the NCTE/Routledge research series.


2013                USC College of Education Research Award

2012                Featured Scholar, University of South Carolina, Office of Vice President for Research

2012 - 2015     Chair, Board of Trustees of the Research Foundation, NCTE

2012 - 2014     Mentor, Cultivating New Voices of Scholars of Color Program, NCTE

2012 - 2014     Invited Member, NCTE Research Forum

2011 – 2014     Standing Committee on Research, NCTE

2009 - 2012     Trustee, NCTE Research Foundation

2007 – 2008     Educational Policy and Governmental Relations Committee, NCTE

2006 – 2008     Executive Committee, NCTE

2006 - 2008     Assistant Chair: Elementary Section Steering Committee, NCTE

2005                Advocate for African American Students Award, Center of Excellence for  
                        Education and Equity of African American Students - Benedict College, SC

2001                George Lackey Award for Inspirational Teaching, College of Education, USC

1997                NCTE’s 1997 Promising Researcher, National Council of Teachers of English

1991                Graduate Student Alumni Research Award, The Ohio State University

EDRD 811 Sociocultural Perspectives on Literacy Learning

EDRD 801: Critical Perspectives on English/Language Arts

EDRD 844 Advanced Study of Language Acquisition

EDEC 336: Culturally Relevant Pedagogy

EDEC 344: Linguistic Pluralism Across Content Areas

EDRD 345:Teaching Reading in Early Childhood Education

EDRD 445: Teaching Writing in Early Childhood Education

EDRD 797 Assessment for English Language Learners

EDEC 744: Language Acquisition in Learning Environments

Curriculum Vitae

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