Content Expertise

I am very effective when it comes to providing students with useful, relevant, and current information regarding assessment, statistics, and research methodology. This ability stems from my work experience at the Georgia Center for Assessment (formerly known as the Center for Testing and Reporting Services) at the University of Georgia, my experience as a statistician for the Georgia Department of Education, and my training in Educational Psychology. However, I continuously seek to expand my base of knowledge by attending seminars and workshops for statistical methods. In 2008, I attended a National Data Training Seminar sponsored by the U.S. Department of Education: Using ELS:2002 and NELS:88 for Research and Policy Discussion (Certificate).

In addition, I have attended eight separate workshops at the Center for Statistical Consultation and Research (CSCAR)at the University of Michigan. These are:


1) Applications of Hierarchical Linear Models (HLM)
2) Multivariate Techniques: Logistic Regression and Related Techniques (Logistic Regression)
3) Multivariate Techniques: Data Reduction (Data Reduction)
4) Issues in Analysis of Complex Sample Survey Data (Complex Sample Survey)
5) Determining Sufficient Sample Size (Sample Size)
6) Applied Survival Analysis, Event History Analysis and Reliability Analysis (Survival Analysis)
7) Regression Analysis (Regression)
8) Applied Structural Equation Modeling (SEM)


I consistently strive to maintain an in-depth understanding of practical and theoretical issues of traditional research and the most up-to-date developments. As such, I endeavor to remain current with professional literature. I also strive to maintain a high degree of involvement in professional associations because it is an essential way of staying up-to-date and it enhances W&M’s reputation as a research based institution. Likewise, I attend conferences on a regular basis to learn more about the important developments in my field and to expand my knowledge base. Case in point, I have presented (or will present) forty-five refereed scholarly research studies. See Table 5 under the Section II. Scholarship.


Keeping My Teaching Up-To-Date by Using My Latest Publications
My current research agenda is an important source of information for my courses. I have either required, or recommended, that students read my published articles, and I have utilized conference presentation materials relevant to my classroom presentations. Prior to a semester, I e-mail my students a publication (Kim, 2005b), which compares American education with Asian education. I also upload the publication to the course E-reserve or Blackboard web sites so that it is readily available. This article aids students in understanding their own educational system while fostering an awareness of trends in international education systems. Moreover, it helps students realize the importance placed on education in Asian cultures, thereby enabling them to better understand my educational philosophy and background.


Finally, I believe the article enhances learning by encouraging students to draw parallels and make connections with their life experiences. Samples of my students’ reflection papers can be accessed with this hyperlink (Students' Reflection Samples). Some other examples of how I have disseminated the product of my scholarly pursuits to enhance my students learning opportunities include:

At W&M.
EDUCF 09. This class is focused on the various aspects of cognitive or developmental psychology which incorporates my research and publications. For example, while studying intelligence, my students read my book chapter about intelligence (Kim, Cramond, & VanTassel-Baska, in press). For additional information relating to gifted children’s needs and development, my students read my book chapter about giftedness (Kim, 2009a) and a journal article about underachievement (Kim, 2008c). After their required reading, we discuss it in class and my students are required to write a reflection (Sample Students' Reflections) on the subject.

Research courses (EDPS 677 , EDUCF 65, & EDUC 663). These classes focus on the various quantitative research methods that I incorporate into my scholarly work. For example, when I teach associational research, for causal-comparative research, I use research studies that explore the relationship between Confucianism and creativity (Kim & Cramond, 2005 [Program]) and for correlational research, I use my study that explored the relationship between underachievement and creativity (Kim, in press). When I teach quantitative review studies, I use my meta-analyses studies including a meta-analysis of creative and IQ tests (Kim, 2005a) and a meta-analysis of predictive validity of creativity tests and IQ tests (Kim, 2008b). When I teach Intervention research, I use the Project Clarion study for the CFGE (Kim et al., under review).


At EMU.
EDPS 340. A book chapter (Kim, 2007) and two journal articles (Kim, 2006a; Kim, Cramond, & Bandalos, 2006) on issues relating to reliability and validity of creativity tests contributed to my teaching preparedness. Another journal article on a meta-analysis of IQ and creativity tests (Kim, 2008b) was used to help my students comprehend issues of predictive validity.

Giftedness and creativity courses (EDPS 504 & EDPS 614). The topic of this class was directly related to my research interest, therefore I routinely utilized my own scholarship in this course. For this particular course, I used many of my publications including journal articles, book chapters, and research presentations from various conferences. The PowerPoint presentations for EDPS 614 can be accessed by clicking on the hyperlink.

Statistics courses (EDPS 621& EDPS 651).The students were required to complete a research report using a real data set. I used the data set from my research study report about the relationship between underachievement and creativity that I presented at the 2007 AERA conference (AERA 2007 Data Set). I have also used my data set from a research report about cultural influences on creativity (Kim & Cramond, 2005 [AERA 2005 Data Set]), and the data set from one of a previous student’s thesis [Cheng Data]. I served as the thesis committee chair, and the study will be published in Psychology of Aesthetics, Creativity, and the Arts. Finally, I have used real data sets from my previous or current studies for the class presentations and mid-term [Sample mid-term] and final test questions.



Keeping My Teaching Up To Date by Using the Latest Information
To enhance my course preparation and improvement, I incorporate the latest journal and news articles and the most recent releases from the local and state Departments of Education. Some examples of my utilization of the newest materials are:


At W&M.
Research & developmental courses (EDPS 677, EDUCF 09, EDUCF 65, & EDUC 663).

I utilize the latest versions of research textbooks and the 6th edition of the APA Publication Manual. I instruct students on how to search for empirical research articles through the Halle library (at EMU) and the Swem library (at WM) web sites and how to use the latest articles in the data base to demonstrate how to locate relevant articles for the course. In addition, I utilize the Social Sciences Citation Index web site to show my students which journals in a specific field have had the most impact on the field recently. I introduce current or upcoming training and/or grant opportunities to my students using the AERA, the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), and the U.S. Department of Education web sites. These sources are particularly valuable for students in Ph.D. or Ed.D. programs, and two of my students have attended national data training seminarsunder my guidance.

At EMU.
EDPS 340. I continued learning through research activities related to assessment practice in classrooms. I utilized the most recent edition of “Measurement and Assessment in Teaching” by Linn and Miller. Additionally, I utilized the most recent elementary, middle, and high school Michigan Educational Assessment Program (MEAP, MEAP items), released by the Michigan Department of Education, to teach different types of items for traditional test development, which allowed me to elaborate more fully on the material presented in the text chapters. I utilized reports released by the Michigan Department of Education and generate my own data to teach Microsoft Excel and data analysis while demonstrating to students how to interpret standardized test results; additionally, this showed students where they could find valuable teaching resources on the Web. I also utilized an article about grade inflation by Germain and Scandura (2005) to discuss fair grading. Additionally, I utilized an article entitled, “MEAP Writing Scores Lag: Why Can’t Kids do Better” from the Detroit News (1/23/07) to discuss MEAP items and the benefits and drawbacks of lengthening the test.

Giftedness and creativity courses (EDPS 504 & EDPS 614). I utilized the latest articles from the Creativity Research Journal through EMU's library. I requested that EMU’s Halle library subscribe to this journal in both electronic and hard copy (Request to Library for a Subscription) and utilized articles from this journal to supplement and elaborate on the other instructional materials for my EDPS 614 and EDPS 677 courses. I also utilized numerous articles from the Journal of Creative Behavior for the latest research results related to the understanding and development of creative potential.

Statistics courses (EDPS 621& EDPS 651). I utilized the latest version of the textbook (Green & Salkind, 2007) for teaching SPSS and various statistical analyses. I also use the latest research study examples from the Creativity Research Journal to assist my students in creating their final research report projects.