Hannah H. Kim

Assistant Professor of Psychology

Education                      

  • PhD in Psychology, The Graduate Center, CUNY (2017)
    • Dissertation: “Identity in Sociocultural Context: Life stories of Korean Youth in New York City”
  • M.Phil. in Psychology, The Graduate Center, CUNY (2013)
  • M.A. in Child and Family Studies, Yonsei University, Seoul, South Korea (1997)
  • B.S. in Child and Family Studies, Yonsei University, Seoul, South Korea (1992)

Teaching Experience

Adjunct Assistant Professor (2016–2019)

Department of Psychology, Brooklyn College CUNY

Department of Social Science, LaGuardia Community College CUNY

Courses teaching:

  • General Psychology
  • Developmental Psychology I & II
  • Introduction to Child Psychology

Adjunct Lecturer (2009-2015)

Department of Psychology, Brooklyn College CUNY

Department of Social Science, LaGuardia Community College CUNY

Department of Psychology, College of Staten Island CUNY

Courses taught:

  • Introduction to Child Psychology
  • Cognitive Development
  • General Psychology/ Introduction to Psychology
  • Developmental Psychology I

Assistant Teacher (2008-2009)

Child Development and Learning Center, Graduate School and University Center CUNY

Teaching Statement

My faith in God is at the center of my life. I am devoted to relating my faith in God and Christ Jesus to my teaching and working with students. To this end, I endeavor to combine the principles of psychological science and the theological doctrines of Christianity in my courses. In specific, I am much interested in designing and teaching my developmental courses from Christian perspectives, such as, the creation of human life (we are fearfully and wonderfully created in God’s image), moving across the different life stages, the old ages until death, and for each life stage, how we can better understand and achieve a variety of developmental outcomes for ourselves to become the persons God created us to be.

In agreement with the Vygotskian approach to leaning and development, I believe my job as a psychology teacher is to provide scaffolding that is essential for students to achieve best learning outcomes. In so doing, I also learn through a collaboration with my students, which I really like about teaching. In a classroom, I am a teacher and a learner at the same time. I aim to be a good teacher, a good communicator, and a good source of encouragement to my students.

To reach these goals, I have developed a teaching philosophy that emphasizes four objectives in general. I want to help students: (1) To acquire a better understanding of the subject; (2) To critically review research being conducted in the subject area; (3) To expand their knowledge of various issues related to the subject area; (4) To be able to discuss implications and directions for future research. To promote students’ learning experiences in ways to achieve these goals, I frequently challenge them to think critically and participate in class discussion, which is the first rule in my courses. To my belief, class participation is an important part of the learning process. In my classrooms, students are encouraged to connect theoretical principles to life experiences and observations and to be able to critique the subject matter. I desire them to know the material and engage in practical and theoretical exchange.

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