Research and publication provides a solid foundation for Virginia Lee’s work. She publishes on a range of topics and issues related to educational development in higher education. For a full list of publications, see the Curriculum Vitae.
With contributions from thirty-six faculty members and staff, the book documents key aspects of the inquiry-guided learning initiative at North Carolina State University, which Virginia led. The volume describes how we conceptualized and assessed inquiry-guided learning and how we supported faculty as they planned and implemented course using inquiry-guided learning. It also includes examples of integrating inquiry-guided learning in individual courses, departmental programs, and college-wide programs. Campuses across the country use the book to stimulate discussion on inquiry-guided learning and more broadly, the dynamics of institution-wide educational reform.
Inquiry-guided Learning (Jossey-Bass; 2012)
With eight institutional case studies drawn from colleges and universities in English-speaking countries (Canada, England, New Zealand, United States), this volume provides a clear description of inquiry-guided learning based on best practice. It also provides a window into the dynamics of undergraduate education reform using inquiry-guided learning, with a helpful final chapter that compares the eight institutions on key dimensions. This issue is a valuable resource for:
- Institutions attempting undergraduate reform through inquiry-guided learning
- Practitioners and scholars of inquiry-guided learning
- Instructors seeking good texts for courses on higher education administration
- Administrators seeking to understand and lead undergraduate education reform.
Selected Chapters and Articles
Lee, V.S. (2013). Helping students lead meaningful lives through the power of inquiry-guided learning. In O. Kovbasyuk & P. Blessinger (Eds). Meaning-centered education: International perspectives and explorations in higher education, 154-167. New York, NY: Routledge.
The chapter examines the relationship between student questions related to identity and life purpose and inquiry-guided learning. It includes a framework that colleges and universities can use to integrate students’ personal search for meaning more centrally into the undergraduate curriculum.
Lee, V.S., Bach, D.J. & Muthiah, R.N. (2012). The spiritual roots of the midcareer faculty experience. In J.E. Groccia & L. Cruz (Eds). To Improve the Academy, 31, 69-83.
This article examines the current malaise of the academy through an exploration of mid-career faculty. After summarizing selected studies on mid-career faculty, we draw upon alternative literature and developmental frameworks to shed light on the spiritual dimension of the mid-career faculty experience. We offer recommendations on appropriate interventions in light of the alternative analysis and discuss their wider implications for a post-industrial paradigm of academic renewal.
Lee, V.S., DeZure, D., Debowski, S., Ho, A., & Li, K. (2011). Enhancing international collaboration among academic developers in established and emerging contexts: Moving toward a post-colonial perspective. International Journal for Academic Development, 1-5.
This article, co-authored by members of an international delegation to a 2009 conference in Beijing and the organizer of the conference, offers a comprehensive framework for international collaboration, particularly between established and emerging contexts, drawing on the concepts of elastic practice and post-colonial educational development.
V.S. Lee (2011). Reflections on international engagement as educational developers in the United States. In J.E. Miller & J.E. Grocia (Editors) To Improve the Academy, 29, 302-314. San Francisco, CA: Jossey-Bass.
During an eighteen-month period while also serving as the POD Network President, Virginia Lee had a number of international educational development experiences that caused her to reflect on the dynamics of international collaboration and to write this essay for the POD Network peer-reviewed journal, To Improve the Academy. The essay draws on the concepts of elastic practice and post-colonial educational development advanced by colleagues in Australia.
V.S. Lee, M.R. Hyman, & G. Luginbuhl (2007). The concept of readiness in the academic department: A case study of undergraduate education reform. Innovative Higher Education, 32 (1), 3-18.
The Department of Microbiology at NC State was one of ten departments that participated in project to introduce inquiry-guided learning into a sequence of courses in the academic major. It made particularly good progress, and we asked why. Co-authored with two members of the Department, the article includes a helpful table with a list of factors contributing to readiness for change, a series of diagnostic questions, and recommendations for department chairs.