College of Education Excellence in Online Teaching Award, 2023

Teaching Equitable Asian American Community History (TEAACH) Act Grant, The Asian American Foundation, 2022

Lee, S. S. (2022). An Unseen Unheard Minority: Asian American Students at the University of Illinois. (New Directions in the History of Education). Rutgers University Press.  link >

Lee, S. S. (2021). Battling Asian Hate: Asian American Students Reclaim their Place in Diversity Discourse. Educational Research and Development Journal , 24(2), 15-20.

Lee, S. S. (2010). Review: R.S. Chou and J.R. Feagin's The Myth of the Model Minority: Asian Americans Facing Racism. Journal of American Ethnic History, 29(4), 152-154.  link >

Lee, S. S. (2010). Where is Your “Home”? Writing the History of Asian Americans in Higher Education. In M. Gasman (Ed.), The History of U.S. Higher Education: Methods for Understanding the Past (pp. 150-162). Routledge.  link >

Lee, S. S., Lee, M. R., Mok, T. A., & Chih, D. W. (2009). Looking Beyond the Numbers: Asian American College Students' Perceptions of Campus Climate. In C. C. Park, R. Endo, & X. L. Rong (Eds.), New Perspectives on Asian American Parents, Students and Teacher Recruitment (pp. 193-217). (Research on the Education of Asian Pacific Americans). Information Age Publishing Inc..

Lee, S. S. (2008). Satire As Racial Backlash Against Asian Americans. Inside Higher Ed.

Lee, S. S. (2008). The De-Minoritization of Asian Americans: A Historical Examination of the Representations of Asian American in Affirmative Action Admissions Policies at the University of California. Asian American Law Journal, 15(1), 129-152.  link >

Perez, M., & Lee, S. S. (2008). Asian American and Latina/o College Students' Life Stories. Journal of American Ethnic History, 27(4), 107-113.

Lee, S. S. (2007). Review: A. Austin's From Concentration Camp to Campus: Japanese American Students and World War II. History of Education Quarterly, 47(1), 92-95.  link >

Lee, S. S. (2007). Review: S. Chan's In Defense of Asian American Studies: The Politics of Teaching and Program Building. Journal of Higher Education, 78(6), 720-723.  link >

Ng, J. C., Lee, S. S., & Pak, Y. K. (2007). Contesting the Model Minority and Perpetual Foreigner Stereotypes: A Critical Review of Literature on Asian Americans in Education. Review of Research in Education, 31(1), 95-130.  link >

Lee, S. S. (2006). Over-Represented and De-Minoritized: The Racialization of Asian Americans in Higher Education. InterActions: UCLA Journal of Education and Information Studies , 2(2).  link >

CI 550: Methods of Educational Inquiry (CI 550) Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers.

EPOL 402: Asian American Education (EPOL 402) Examination and analysis of Asian American education from the late 1800's to the present.

EPOL 500: Proseminar in EPOL (EPOL 500) Introduces new doctoral students in EPOL to the variety of educational research traditions in order to foster reflective inquiry and critical research literacy.

EPOL 550: Methods of Educational Inquiry (EPOL 550) Same as CI 550, EPSY 550, and SPED 550. See CI 550.

EPOL 586: General Field Research Seminar (EPOL 586) This course will guide doctoral students as they develop a broad and critical understanding of their general field of doctoral study. Students will conduct a synthesized and critical review of the general field literature, which will become part of their dissertation. This course may meet the doctoral requirement of the General Field Qualifying Examination.

EPOL 587: Special Field Research Seminar (EPOL 587) This course will guide doctoral students as they develop a broad and critical understanding of their special field of doctoral study. Students will conduct a synthesized and critical review of the special field literature, which will become part of their dissertation.This course may meet the doctoral requirement of the Special Field Qualifying Examination.

EPOL 590: Advanced Graduate Seminar (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

EPS 402: Asian American Education (EPS 402) Same as AAS 402 and EPOL 402. See EPOL 402.

EPS 590: Advanced Graduate Seminar (EPS 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

EPSY 550: Methods of Educational Inquiry (EPSY 550) Same as CI 550, ERAM 550, and SPED 550. See CI 550.

ERAM 550: Methods of Educational Inquiry (ERAM 550) Same as CI 550, EPSY 550, and SPED 550. See CI 550.

SPED 395: Independent Study (SPED 395) Study of problems not considered in other courses; designed for students who excel in self-direction and intellectual curiosity.

SPED 550: Methods of Educational Inquiry (SPED 550) Same as CI 550, EPSY 550, and ERAM 550. See CI 550.