Faculty Member Position: Associate ProfessorDepartment: ELSITCollege: GCOEEmail: firstname.lastname@example.org Faculty Profile Ming Yeh-Lee is an Associate Professor in the Department of Administration and Interdisciplinary Studies in the College of Education. Lee is an Independent Ed.D. Task Force member, a Faculty Research Associate for the Center for US-China Policy Studies as well as a member of the Administrative Review Committee for the Dean of the College of Education at San Francisco State University. Lee received the Graduate Student Award at the 40th Adult Education Research Conference at Northern Illinois University in DeKalb, IL as well as the Graduate Teaching Award from the University of Georgia in Athens, GA. She holds professional leadership as a Consulting Editor of Adult Education Quarterly, a Publication of the American Association for Adult and Continuing Education. In addition, she is a Reviewer of New Horizons in Adult Education and Human Resource Development, an E-journal published by Florida International University. Education ED. D. Department of Adult Education, Fall 1992-Fall 1997 University of Georgia, Athens, GA Graduate Certificate Women's Studies 1995 University of Georgia, Athens, GA M. ED. Department of Curriculum & Instruction 1990-Spring 1992 University of Illinois, Urbana-Champaign, IL B. A. Department of Education 1985-1989 Minor: English Literature National Chengchi University, Taipei, Taiwan, R. O. C. Publications Lee, M. (In press). Expanding the racialized discourse—An Asian American perspective. In V. Sheared, S. Brookfield., J. Johnson-Bailey., & S. Colins, III. (Eds.), The Handbook on Race and Racism in Adult and Higher Education: A Dialogue among Adult Educators. San Francisco: Jossey-Bass. Lee, M., Hemphill, D., Perea, J. (2009). Teaching for transformation: Structured cross- cultural experience in transnational context. Adult Education Research Conference proceedings, 50, 212-217. Johnson-Bailey, J. & Lee, M. (2005). Women of color in the academy: Where is our authority in the classroom? Feminist Teacher,15(2), 111-122.