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Annie Lee

Title: Assistant Professor

Department: Public Administration

College: College of Health and Public Service

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Rutgers, 2021
    Major: Planning and Public Policy

Current Scheduled Teaching

PADM 5300.001Introduction to Urban PlanningFall 2025
PADM 3210.001Population Demographics and Urban PlanningFall 2025 Syllabus
PADM 6710.004Seminar in Public Administration and ManagementFall 2025
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

PADM 3220.001Land Use and Transportation PlanningSpring 2025 Syllabus SPOT
PADM 4180.001Urban Planning StudioSpring 2025 Syllabus SPOT
PADM 3210.001Population Demographics and Urban PlanningFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Lee, A.S., Breau, S. (2024). Canada's Economic Centre of Gravity: New Estimates using Local Labour Market Areas. Canadian Journal of Regional Science. 47 (2) p.28-37. https://idjs.ca/en/issues/vol-47-no-2-2024
  • Bauluz, L., Bukowski, P., Fransham, M., Lee, A.S., L'opez Forero, M., Novokmet, F., Breau, S., Lee, N., Malgouyres, C., Schularick, M., Verdugo, G. (2024). Spatial wage inequality in North America and Western Europe: changes between and within local labour markets 1975-2019. Banque de France. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4957463
  • Wang, S., Du, R., Lee, A.S. (2024). Ridesourcing regulation and traffic speeds: A New York case. Journal of Transport Geography. 116 103846. Pergamon.
  • Breau, S., Lee, A.S. (2023). The evolution of the Kuznets curve in Canada. Papers in Regional Science. 102 (4) 709-736. Elsevier.
  • Lee, A.S., Rodgers III, W.M., Breau, S. (2023). Challenging Transitions? Assessing the Occupational Mobility Patterns of U.S. Immigrants by Gender. International Migration. 61 (6) 155-174. Wiley.
  • Lee, A.S., Lahr, M., Wang, S. (2022). Couple households and the commuting time–gender gap. The Professional Geographer. 74 (4) 688-703. Taylor & Francis.

    • Magazine/Trade Publication

  • Bauluz, L., Bukowski, P., Fransham, M., Lee, A.S., Lee, N., Forero, M.L., Novokmet, F., Schularick, M. (2024). How where you live affects your pay. CentrePiece, Centre for Economic Performance, LSE.

Contracts, Grants and Sponsored Research

    Fellowship

  • Lee, A.S. (Principal), "HPS Faculty Supplemental Travel Award," sponsored by UNT College of Health and Public Service, University of North Texas, $750 Funded. (2025 - 2025).
  • Lee, A.S. (Principal), "HPS Faculty Supplemental Travel Award," sponsored by UNT College of Health and Public Service, University of North Texas, $1000 Funded. (2025 - 2025).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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