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  • Shi "Shi Hae" Kim

  • Associate Professor - Sociology/Anthropology
  • Ph.D., The University of Michigan, 1995 MA, The University of Michigan, 1983
  • Sociology and Anthropology
  • (262) 595-2015
  • kims@uwp.edu
Biography
I am a multi-disciplinary scholar wiith the background of Early Childhood Education and sociology, I teach and research in the area of math education and sociology. I am specialized in program assessment. I originally came from Korea and received the Ph.D. degree in Early Childhood Education from The University of Michigan in Ann Arbor in 1995. From 1995 to 1998, I worked in Korea where I introduced a qualitative research method, Phenomenology and English as a Foreign Language instructional strategies. After coming back to the U.S. 1998, I worked in Ann Arbor Public Schools to teach English as Second Language students and to support ESL parents. I organized ESL Parent Support Group to provide workshops to help those international parents. Upon joining the UWP Teacher Education faculty in the fall of 2005, my first service was to design the TEDU program to meet the Department of Public Instruction requirements. I began to develop the basic structure for the program and created supporting documents required for reaccreditation. Since the fall of 2010, I moved to Sociology/Anthropology Department where I have tried to make myself interdisciplinary scholar who combines education with sociology. I earned my tenure in Sociology/Anthropology Department in 2011. My work for program assessment was continued in Sociology/Anthropology Department. Two departmental level program assessment reports were made in the year of 2012 and 2013.
Teaching, Research/Creative & Consulting Interests

Teaching Interests

I believe that teaching students is the foremost value to society provided by any institution of higher education and should be its primary mission. Therefore, teaching has always been my top priority. All other activities should complement and support this mission. To me, teaching is a very complex practice that constantly evolves and builds on many different experiences. I have consistently found new insights into teaching from my varied roles as teacher, student, and even as a parent. Even though I have spent most of my life teaching, every day I am transformed by reflecting on new trends and past successes. Primarily, I have been influenced by the theory of social constructivism (Vygotsky, 1997) which promotes creation of learning context in which students play an active role in learning. As a teacher of all grade levels from preschool to graduate school, I have discovered that regardless of my students’ academic levels, my goal in teaching is to assist them in achieving their maximum potential; to aid them in becoming the best, most self-actualized people. My major teaching interests in UWP is how to improve minority students’ academic achievement. I have tried diverse strategies to help minority students to engage in learning. One of the strategies is to help them reflect on their prior rich experiences to understand classroom learning and find implications out of that. Currently I teach CBL courses which emphasis community involvements. Diversity is my another teaching interest. Two courses; Diversity Circles and Asians in American Society focus on diversity in the U.S.

Research Interests

As a cross-cultural researcher, my research goal is enhancing knowledge of human cultures and international knowledge. By conducting interdisciplinary research in the fields of sociology and education emphasizing on transferable knowledge and best practices derived from an investigation of cross-cultural studies on sociological practices which have allowed the two countries students turn out differently. Using a sociological point of view, “social imagination,” a phrased coined by C. Wright Mills (1959), I study the connection between individual, private experience, and the wider society to closely examine the ways in which they are affected by social forces and the ways these social groups are affected by their members. Cross-cultural studies provide us insights into what and how we actually carry out our own daily practices. Studying Korean children’s experiences both at school and in the home, I try to gain insights into why Korean children excel in academic performance. The ultimate goal is to provide guidance in developing programs that can improve American children’s academic performance through a comparison of their experiences, strategies, and programs. The qualitative study focuses primarily on Korean third grade children’s academic and social experiences with math education both at home and at school. The tentative research title is “Korean Children Have Two Schools: Influence of Social Factors on Academic Performance.” Fall of 2014, I worked with two Sociology major students to develop a research article which was accepted by National Conference of Undergraduate Research. The manuscript is ready to be submitted to peer review journals.

Consulting Interests

As a Sociology faculty, my interest is the second generation of Asian immigrants. I have worked to develop workshops to mentoring and guiding them to find social network among Asian especially Korean professional women. In addition to working with the second generation of Asian women, I have established consulting and advisory relationships with local schools and individual teachers and local school district curriculum coordinators. My work has helped me share my expertise of elementary math education with the local school districts through developing math intervention program for at risk students and teacher trainings to work with classroom teachers as well as building math consultants. I have developed two intervention plans: one for 44 local high school pre-algebra students and another one for a UWP student. One of the local high school failed the state WKCE math tests. I volunteered to work for the school. First 44 at-risk students were identified and tested out to measure their math proficiency. The test results showed that their computational levels were lower than the third grade level. They demonstrated problems in subtractions. Each student’s test result were analyzed and individualized intervention plan will be presented to the school. Without intervention, taking 9th grade math would be waste of time for these students. Another case is the UWP honor student who has not graduated due to poor math proficiency. Taking the pre-algebra math course for six times and having had private tutors to pass the course turned to in vain. I tested his math computational skills and prescribed an intervention plan for him. After working with me for 11 months he met the university math proficiency level and found that he could graduate in Spring 2012. Now he is pursuing his Ph.D. degree.
Key Service Activities

Departmental Service

2017: Committee Member - SOCA Search and Screen Committee

Public Service

2012: Program Coordinator - Korean American Teacher Exchange Program
Courses Taught

Spring 2018

SOCA 336 CHILDHOOD & SOCIETY
SOCA 107 DIVERSITY CIRCLES:
SOCA 492 INTERNSHIP IN SOCIOLOGY
SOCA 101 INTRODUCTION TO SOCIOLOGY
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS
SOCA 300 TOPICS DATA COLLECTN/ANALYSIS:

Fall 2017

SOCA 328 ASIANS AMER SOCIETY (DV)
SOCA 336 CHILDHOOD & SOCIETY
SOCA 499 INDEPENDENT STUDY
SOCA 492 INTERNSHIP IN SOCIOLOGY
SOCA 101 INTRODUCTION TO SOCIOLOGY
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS
SOCA 300 TOPICS DATA COLLECTN/ANALYSIS:
SOCA 300 TOPICS DATA COLLECTN/ANALYSIS:

Spring 2017

SOCA 328 ASIANS AMER SOCIETY (DV)
SOCA 336 CHILDHOOD & SOCIETY
SOCA 300 DATA COLLECTION/ANALYSIS:
SOCA 300 DATA COLLECTION/ANALYSIS:
SOCA 107 DIVERSITY CIRCLES:
SOCA 107 DIVERSITY CIRCLES:
SOCA 499 INDEPENDENT STUDY
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS

Fall 2016

SOCA 499 INDEPENDENT STUDY

Fall 2015

SOCA 499 INDEPENDENT STUDY

Spring 2015

SOCA 328 ASIANS AMER SOCIETY (DV)
SOCA 336 CHILDHOOD & SOCIETY
SOCA 107 DIVERSITY CIRCLES:
SOCA 499 INDEPENDENT STUDY
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS

Fall 2014

SOCA 328 ASIANS AMER SOCIETY (DV)
SOCA 336 CHILDHOOD & SOCIETY
SOCA 300 DATA COLLECTION/ANALYSIS:
SOCA 499 INDEPENDENT STUDY
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS

Spring 2014

SOCA 406 ADV PROGRAM EVALUATION
SOCA 336 CHILDHOOD & SOCIETY
SOCA 300 DATA COLLECTION/ANALYSIS:
SOCA 107 DIVERSITY CIRCLES:
SOCA 499 INDEPENDENT STUDY
SOCA 295 SOCIAL SCIENCE RESEARCH MTHDS

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