| Virginia S. Lee & Associates |
| Higher Education Consulting |
| Teaching, Learning and Assessment |
Publications
Here is a selected, annotated listed of our publications for your review:
Lee, V.S. (in progress). Program types and prototypes. In K. Gillespie & D. Robertson (Eds.)
Guide to Faculty Development (2nd edition). San Francisco, CA: Jossey-Bass.
Lee, V.S. & Robertson, D.R. (in progress). Administrative and organizational development. In
K. Gillespie & D. Robertson (Eds.) Guide to Faculty Development (2nd edition). San
Francisco, CA: Jossey-Bass.
Lee, V.S., Hyman, M. R., & Luginbuhl, G. (2007). The concept of readiness in the academic
department: A case study of undergraduate education reform. Innovative Higher Education,
32(1), 3-18.
Lee, V.S. (2006). Faculty learning communities and Inquiry-guided Learning at North
Carolina State. In N. Simpson & J. Layne (Eds.) Student learning communities, faculty
learning communities, & faculty development, 35-46. Stillwater, OK: New Forums Press
Lee, V.S. (Ed.) (2004). Teaching and learning through inquiry: A guidebook for institutions
and instructors. Sterling, VA: Stylus Publishing. With contributions from thirty-seven faculty,
students, staff and administrators, the book chronicles various aspects of the inquiry-guided
learning initiative at NC State University.
Lee, V.S. (2003). Vees, thinking frames, and concept maps: Supporting student thought and
inquiry. National Teaching & Learning Forum, 12(4), 1-4.
Lee, V.S. (2003). Promoting learning through inquiry. Essays on Teaching Excellence, 15(3).
Fort Collins, CO: POD Network in High Education.
Lee, V.S. (2002). Unlearning: a critical element in the learning process. Essays on Teaching
Excellence, 14(2). Fort Collins, CO: POD Network in Higher Education.
Lee, V.S. (2002. Hewlett campus challenge project: the institutionalization of inquiry-guided
learning in the departmental major. Emphasis, 12 (1). Raleigh, NC: Faculty Center for
Teaching and Learning.
Lee, V. S. (2001). NC State’s Undergraduate program review process: Promoting sustained
inquiry about student learning. Emphasis 11, (2). Raleigh, NC: Faculty Center for Teaching
and Learning.
Lee, V.S. & Schechter, E. (2000). Assessing teaching and learning. Emphasis, 10 (1).
Raleigh, NC: Faculty Center for Teaching and Learning.
Lee, V.S. (1999). Educating the whole person: heart, body, and mind. National Teaching &
Learning Forum, 8 (5), 1999. An exploration of Krathwohl's taxonomy of the affective domain
and its implications for course design.
Lee, V.S. (1999). The influence of disciplinary differences on consultations with faculty. In M.
Kaplan (Ed.) To Improve the Academy, 18, 278-290. Bolton, MA: Anker Publishing Co., Inc.
After reviewing the research literature on disciplinary differences with a particular focus on
the sciences, the article explores its implications for conducting individual consultations with
science faculty.
Lee, V.S. (1999). Creating a blueprint for the constructivist classroom. National Teaching &
Learning Forum, 8(4). A review of Bloom's taxonomy of the cognitive domain and its
implications for course design.
Lee, V.S. (1998). The uses of uncertainty in the college classroom. Essays on Teaching
Excellence, 12(1). Fort Collins, CO: POD Network in Higher Education. One of our personal
favorites, this short essays considers the idea of uncertainty and how instructors can use it
to promote learning.
Lee, V.S. & Williford, L.E. (1997). Differences in african-american and white students'
perceptions of the postsecondary large class. ERIC Document Service ED 71078. Based on
a comprehensive study of large classes at UNC-Chapel Hill.
Lee, V.S. (1997). Relating student experience to the curriculum. Essays on Teaching
Excellence, 11(1). Fort Collins, CO: POD Network in Higher Education.
Lee, V.S. (1996). Planning, designing, and evaluating student assignments. For Your
Consideration. Chapel Hill, NC: Center for Teaching and Learning.
Lee, V.S. (1996). Relating student experience and the curriculum. For Your Consideration.
Chapel Hill, NC: Center for Teaching and Learning.
Lee, V.S. (in progress). Program types and prototypes. In K. Gillespie & D. Robertson (Eds.)
Guide to Faculty Development (2nd edition). San Francisco, CA: Jossey-Bass.
Lee, V.S. & Robertson, D.R. (in progress). Administrative and organizational development. In
K. Gillespie & D. Robertson (Eds.) Guide to Faculty Development (2nd edition). San
Francisco, CA: Jossey-Bass.
Lee, V.S., Hyman, M. R., & Luginbuhl, G. (2007). The concept of readiness in the academic
department: A case study of undergraduate education reform. Innovative Higher Education,
32(1), 3-18.
Lee, V.S. (2006). Faculty learning communities and Inquiry-guided Learning at North
Carolina State. In N. Simpson & J. Layne (Eds.) Student learning communities, faculty
learning communities, & faculty development, 35-46. Stillwater, OK: New Forums Press
Lee, V.S. (Ed.) (2004). Teaching and learning through inquiry: A guidebook for institutions
and instructors. Sterling, VA: Stylus Publishing. With contributions from thirty-seven faculty,
students, staff and administrators, the book chronicles various aspects of the inquiry-guided
learning initiative at NC State University.
Lee, V.S. (2003). Vees, thinking frames, and concept maps: Supporting student thought and
inquiry. National Teaching & Learning Forum, 12(4), 1-4.
Lee, V.S. (2003). Promoting learning through inquiry. Essays on Teaching Excellence, 15(3).
Fort Collins, CO: POD Network in High Education.
Lee, V.S. (2002). Unlearning: a critical element in the learning process. Essays on Teaching
Excellence, 14(2). Fort Collins, CO: POD Network in Higher Education.
Lee, V.S. (2002. Hewlett campus challenge project: the institutionalization of inquiry-guided
learning in the departmental major. Emphasis, 12 (1). Raleigh, NC: Faculty Center for
Teaching and Learning.
Lee, V. S. (2001). NC State’s Undergraduate program review process: Promoting sustained
inquiry about student learning. Emphasis 11, (2). Raleigh, NC: Faculty Center for Teaching
and Learning.
Lee, V.S. & Schechter, E. (2000). Assessing teaching and learning. Emphasis, 10 (1).
Raleigh, NC: Faculty Center for Teaching and Learning.
Lee, V.S. (1999). Educating the whole person: heart, body, and mind. National Teaching &
Learning Forum, 8 (5), 1999. An exploration of Krathwohl's taxonomy of the affective domain
and its implications for course design.
Lee, V.S. (1999). The influence of disciplinary differences on consultations with faculty. In M.
Kaplan (Ed.) To Improve the Academy, 18, 278-290. Bolton, MA: Anker Publishing Co., Inc.
After reviewing the research literature on disciplinary differences with a particular focus on
the sciences, the article explores its implications for conducting individual consultations with
science faculty.
Lee, V.S. (1999). Creating a blueprint for the constructivist classroom. National Teaching &
Learning Forum, 8(4). A review of Bloom's taxonomy of the cognitive domain and its
implications for course design.
Lee, V.S. (1998). The uses of uncertainty in the college classroom. Essays on Teaching
Excellence, 12(1). Fort Collins, CO: POD Network in Higher Education. One of our personal
favorites, this short essays considers the idea of uncertainty and how instructors can use it
to promote learning.
Lee, V.S. & Williford, L.E. (1997). Differences in african-american and white students'
perceptions of the postsecondary large class. ERIC Document Service ED 71078. Based on
a comprehensive study of large classes at UNC-Chapel Hill.
Lee, V.S. (1997). Relating student experience to the curriculum. Essays on Teaching
Excellence, 11(1). Fort Collins, CO: POD Network in Higher Education.
Lee, V.S. (1996). Planning, designing, and evaluating student assignments. For Your
Consideration. Chapel Hill, NC: Center for Teaching and Learning.
Lee, V.S. (1996). Relating student experience and the curriculum. For Your Consideration.
Chapel Hill, NC: Center for Teaching and Learning.
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