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Lindsay E. Lee

Title: Adjunct Faculty

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of North Texas, 2021
    Major: Educational Psychology - Gifted and Talented
    Dissertation: Evaluating Program Diversity and the Probability of Gifted Identification Using the Torrance Test of Creative Thinking
  • Certificate, University of North Texas, 2014
    Major: Standard Social Studies, 8th-12th Grade
  • BA, University of North Texas, 2010
    Major: Social Science

Current Scheduled Teaching

No current or future courses scheduled.

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

EPSY 5350.480Foundations of PsychoEducational MeasurementSpring 8W1 2026 SPOT
EPSY 5990.420Supervised Research or Program EvaluationSpring 2026
EPSY 5123.081Human Development Across the Life SpanSpring 8W1 2022 SPOT
HDFS 3123.020Child Development for Non MajorsSpring 2020 Syllabus
HDFS 3123.020Child Development for Non MajorsFall 2019 Syllabus SPOT
HDFS 1013.005Human DevelopmentFall 2019 Syllabus SPOT
HDFS 1013.001Human DevelopmentSpring 2019 Syllabus SPOT
HDFS 1013.007Human DevelopmentFall 2018 Syllabus SPOT
HDFS 1013.020Human DevelopmentSummer 5W2 2018 Syllabus SPOT
HDFS 1013.026Human DevelopmentSummer 5W2 2018 Syllabus SPOT
HDFS 1013.003Human DevelopmentSpring 2018 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, L.E., Rinn, A.N., Rambo-Hernandez, K. (2024). What happens after referral? Evaluating the probability of gifted identification with the Torrance Test of Creative Thinking. Gifted Child Quarterly. 68 (2) 119-136.
  • Lee, L.E., Rinn, A., Crutchfield, K., Ottwein, J., Hodges, J., Mun, R. (2021). Perfectionism and the imposter phenomenon in academically talented undergraduates. Gifted Child Quarterly. 65 (3) 220-234.
  • Mun, R., Ezzani, M.D., Lee, L.E., Ottwein, J. (2021). Building systemic capacity to improve identification and services in gifted education: A case study of one district. Gifted Child Quarterly. https://doi.org/10.1177%2F0016986220967376
  • Hodges, J., Crutchfield, K., Lee, L.E. (2021). Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs. Journal for the Education of the Gifted.
  • Meyer, M., Lee, L.E., Crutchfield, K., Murphy, L., Miller, M., Ottwein, Rinn, A. (2020). Viewpoints in gifted education research and practice: An overview of three major paradigms.
  • Mun, R., Ezzani, M.D., Lee, L.E. (2020). Culturally relevant leadership in gifted education: A systematic literature review. Educational Research Review. Amsterdam, Elsevier. https://www.elsevier.com/
  • Lee, L.E., Rinn, A., Crutchfield, K., Hodges, J., Mun, R. (2020). Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates. Gifted Child Quarterly.
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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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