Skip to main content

Donguk Lee

Title: Assistant Professor

Department: Audiology and Speech-Language Pathology

College: College of Health and Public Service

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Tennessee Health Science Center, 2023
    Major: Speech and Hearing Science

Current Scheduled Teaching

ASLP 6750.001Advanced Audiologic AssessmentSpring 2025
ASLP 6670.002Medical AudiologySpring 2025
ASLP 6990.001Research ProjectSpring 2025
ASLP 6695.001Hearing Aids II: Strategies for Selecting and Fitting Hearing AidsFall 2024
ASLP 6660.002Hearing ScienceFall 2024
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

ASLP 6750.001Advanced Audiologic AssessmentSpring 2024 SPOT
ASLP 6670.002Medical AudiologySpring 2024 SPOT
ASLP 6695.001Hearing Aids II: Strategies for Selecting and Fitting Hearing AidsFall 2023 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, D., Lewis, J.D. (2023). Inter-subject variability in the dependence of medial-olivocochlear reflex strength on noise bandwidth. Ear and Hearing. 44 (3) 544-557.
  • Lewis, J.D., Goettl-Meyer, M., Lee, D. (2023). Medial Olivocochlear Reflex Strength in Ears With Low-to-Moderate Annual Noise Exposure. Journal of Speech, Language, and Hearing Research. 66 (4) 1428-1443.
  • Lee, D., Lewis, J.D., Johnstone, P.M., Plyler, P.N. (2022). Acceptable noise levels and preferred signal-to-noise ratios for speech and music. Ear and Hearing. 43 (3) 1013-1022.
  • Lewis, J.D., Mashburn, A., Lee, D. (2020). Jittering stimulus onset attenuates short-latency, synchronized-spontaneous otoacoustic emission energy. The Journal of the Acoustical Society of America. 147 (3) 1504-1515.
  • Lee, D., Han, W. (2019). Noise levels at baseball stadiums and the spectators’ attitude to noise. Journal of Noise and Health. 21 (99) 47-54.
  • Lee, D., Kim, G., Han, W. (2017). Analysis of Subway Interior Noise at Peak Commuter Time. Journal of Audiology & Otology. 21 (2) 61-65.
  • Yu, J., Lee, D., Han, W. (2016). Preferred listening levels of mobile phone programs when considering subway interior noise. 18 (80) 36-41.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Lee, D., Miller, S.E. (Co-Principal), Champlin, S. (Co-Principal), "Understanding User Perspectives: A Survey on Major Hearing Aids, OTC, and Amplified Earphones," sponsored by University of North Texas, University of North Texas, $1000 Funded. (2024 - 2025).
  • Gopal, K.V. (Principal), Lee, D. (Co-Principal), Thomas, B. (Co-Principal), "Assessing the Relationship Between Hearing Loss, Hearing Aid Intervention, Brain Imaging, and Cognitive Decline," sponsored by Once Upon a Time Foundation, Other, $20000 Funded. (2024 - 2025).
  • Lee, D. (Principal), Schafer, E.C. (Co-Principal), Miller, S.E. (Co-Principal), Lam, P. (Co-Principal), "Noise tolerance and preferred listening level under different noise conditions," sponsored by Texas Speech-Language-Hearing Foundation Research Grants, State, $1100 Funded. (2024 - 2025).
  • Lee, D. (Principal), Lewis, J.D. (Co-Principal), "Evaluation of Efferent Unmasking Using Cortical-Auditory Evoked Potentials," sponsored by American Speech-Language Hearing Association (ASHA), National, $2000 Funded. (2022 - 2023).
,
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
CLOSE