Advisory Board Member, Center for Higher and Adult Education
Dongbin Kim is an associate professor of higher, adult and lifelong education. Her research focuses on issues of equity and social justice in the field of higher education. This focus is applied to three interrelated topical areas: (1) financial aid policy, (2) college access and (3) international and comparative higher education issues within the U.S. and global contexts. Dr. Kim's research has been published in Teachers College Record, Harvard Educational Review, Journal of Higher Education and Research in Higher Education. Her most recent research examined the intersection of individual, financial and institutional context that shapes students' college mobility patterns. She holds an Ed.M. in educational administration from Seoul National University in Korea and a Ph.D. in higher education policy from the University of California, Los Angeles.
Exploring the Mobility Rates of Foreign Born Faculty
In the CHAE Report (Fall 2015), Dr. Kim discusses mobility rates in foreign born faculty in higher education in the U.S.
2015 Washington, DC Policy Trip
Doctoral students in EAD 967 travel to Washington, DC annually for the opportunity to link theory and practice by hearing from higher education policy leaders on a range of current policy issues.
Dr. Dongbin Kim to lead first "Faculty Work In Progress" colloquium
As part of the "Faculty Work in Progress" series on internationally-oriented scholarship in the College, Dr. Kim will share her presentation "Understanding Chinese International Students: What They Expect from American Higher Education Institutions".
Policy Students Visit D.C.
Doctoral students in the EAD 967: Policy Development and Analysis in Postsecondary Education course took a two-day trip to Washington, DC, supported by the Center for Higher and Adult Education (CHAE).
Dr. Dongbin Kim presents "Understanding the changing patterns of doctoral student migration: Past, present, and future"
In this Center Speaker Series session, Dr. Kim discusses the migration patterns of doctoral students from their undergraduate institutions to their doctoral programs.