University of Illinois Chicago (UIC)
Graduate Courses
COMM 594: AI, Virtual Worlds, and Culture, Fall 2024
COMM 585: Digital Ethnography, Spring 2026
COMM 580: Qualitative Methods in Communication, Spring 2025
Undergraduate Courses
COMM 465: Video Games and Society, Fall 2025, Fall 2024, Fall 2023
COMM 330: Mass Media and Popular Culture, Spring 2024, Fall 2023, Spring 2023
COMM 270: Digital Influencers, Spring 2025
Co-taught with a UIC Bridge to Faculty (B2F) postdoctoral scholar for teaching mentorship.
COMM 260: Games as Social Technology, Fall 2025, Spring 2024, Spring 2023, Fall 2022
Syllabus and reflections available on Pop Junctions: https://henryjenkins.org/blog/2022/12/11/games-as-social-technologya-syllabus
University of Southern California (USC)
COMM 309: Communication and Technology, Summer 2021 [online due to COVID-19]
COMM 204: Public Speaking, Fall 2020 [online due to COVID-19]
COMM 200: Communication and Social Science, Spring 2019 (discussion instructor)
COMM 209: Communication and Media Economics, Fall 2018 (discussion instructor)
COMM 384: Interpreting Popular Culture, Spring 2022, USC
COMM 321: Communication and Social Media, Spring 2021 [online due to COVID-19], USC
COMM 309: Communication and Technology, Fall 2019, USC
COMM 313: Communication and Mass Media, Spring 2020 [partially online due to COVID-19], Fall 2017, Spring 2017, USC
Nagoya University Senior High School Active Learning in English Program, 2013, Nagoya University
“Not JUST Video Games: Media, Pop Culture, and Communication”, Dec 4, 2025 [scheduled], April 28, 2025 & Dec 2, 2024, COMM 101: Introduction to Communication, UIC.
“AR K-pop Idols: Meta-authentic Cyborgs, Entertainment Media, and Participatory Culture”, Nov 29, 2023, COMM_ST 387: Critical Internet Studies, Northwestern University
“Metaverse: An Old New World”, November 3, 2022 & February 24, 2022, COMM 216: Digital Journalism, UIC
"The Future of Entertainment: Virtual Idols and Virtual Influencers", April 6, 2021, COMM 340: The Cultures of New Media, USC
"Web 3.0 Imaginaries: Cryptocurrency and NFTs", March 16, 2021, COMM 321: Communication and Social Media, USC
"Internet Studies", Nov 18, 2020, COMM 552: Qualitative Research Methods in Communication [graduate course], USC
“Virtual Influencers: Social Interactions with Nonhumans”, Nov 4, 2020, COMM 339: Communication Technology and Culture, USC
“Mediated Places: Real Versus (?) Virtual Togetherness”, Oct 19, 2020, COMM 400: Studying Internet Culture, USC
“Diffusion of Innovation and New Technology”, April 27, 2020, COMM 313: Communication and Mass Media, USC
“Diffusion of Innovation and New Technology”, April 24, 2018, COMM 313: Communication and Mass Media, USC
English conversation, reading, writing, 2012-2014, private tutor, South Korea
Game Studies (undergraduate)
“Games as Social Technology—A Syllabus.” Pop Junctions. https://henryjenkins.org/blog/2022/12/11/games-as-social-technologya-syllabus
AI and Pedagogy
"REFLECTION-AI: Artificial Intelligence or Algorithmic Instruction Problem? Empowering Students through Situated Knowledges-based Reflexivity". Frontiers in Communication, 10. https://doi.org/10.3389/fcomm.2025.1598082
Abstract: This article argues for a socio-technical rethinking of the contexts of teaching and assessing with artificial intelligence (AI), whether viewed as a threat or an opportunity. Drawing on technology studies and critical reflection on student experiences with English academic writing assignments in pre-AI era Korea, I reposition the “AI problem” as a cultural problem, namely an “algorithmic instruction” problem concerning structural prioritization of formulaic student work and pedagogical standardization, not a novel technology or individual moral(e) problem. Therefore, cultural, structural solutions are desirable. As potential breakthroughs, critical feminist epistemology of situated knowledges and qualitative methodological practice of reflexivity are discussed. Four practical mottos inspired from the concepts are introduced: 1. Building from positionality and reflexivity; 2. Memorization to (aided) storytelling; 3. “I” to “beyond-I” scaffolding; and 4. Evaluation to celebration. Examples from personal teaching experiences and implications for AI integration are discussed. Sustainable (re-)imaginations of AI in pedagogy are recommended. [Keywords: artificial intelligence, algorithmic culture, algorithmic instruction, situated knowledges, reflexivity, pedagogy]
Part of Frontiers in Communication's Research Topic "Teaching and Assessing with AI: Teaching Ideas, Research, and Reflectionsˆ (eds. D. Girardelli, A. W. Ou & K. Merrill Jr.): "By the end of 2022, generative AI technologies based on large language models had become easily accessible and increasingly widespread. As disruptive technologies, their full impact and range of applications are still unfolding. Education is one of the six key application areas for generative AI identified by Chiarello et al. (2024)....Specifically, educators are called to tackle, among other things, the changing dynamics of teacher-student communication, the shifting nature of their role, ethical concerns in assessment, and the impact of generative AI on intercultural understanding in increasingly diverse education settings."; "The aim of this Research Topic is to offer a platform for researchers and educators to reflect on the impact of these technological shifts on classroom culture and to share innovative pedagogical experiments that enhance teaching and assessing practices. "
Virtual Influencer, AI, Robot, Authenticity, Future
“Artificial Not Welcome, Real Is Better? Sus Virtual Beings Among Us.” In Media Res. MediaCommons. https://mediacommons.org/imr/content/artificial-not-welcome-real-better-sus-virtual-beings-among-us-2
Teaching prompt and discussion on artificial beings. Video advertisement.
About In Media Res: "The longest-running feature of MediaCommons is In Media Res, which focuses on up-to-the minute discussion of brief excerpts from media texts in weekly thematic clusters." (In Media Res)
3. Super Bowl Advertisement, Civic Imagination, Popular Culture, Identity, Social Values
“What Super Bowl Advertisements Can Teach Us About the Civic Imagination.” (In collaboration with Henry Jenkins, Maximilian Brichta, Paulina Lanz, Amanda Lee, Steven Proudfoot, Sangita Shresthova, Isabel DeLano, Molly Frizzell, Alfonso Hegde, Azeb Madebo, Ioana Mischie, Christopher Persaud, Becky Pham, Marley Randazzo, Khaliah Reed, Daisy Reid, Ingvild Kvale Sørenssen, Jessica Steel, Mythily Nair, Essence Wilson) The Journal of Media Literacy, Returning to Normalcy: Exchanges and Interchanges International Media Literacy Research Symposium '22 Issue. https://ic4ml.org/journal-article/what-super-bowl-advertisements-can-teach-us-about-the-civic-imagination/
Abstract: This article explores how Super Bowl advertisements can be used to understand and apply the authors’ concept of the “civic imagination,” which was developed in their recent books, Popular Culture and the Civic Imagination (2020) and Practicing Futures (2020). They offer an analysis of selected 2022 Super Bowl ads with the goal to provide a map for educators who may be interested in exploring these, and similar media artifacts and themes with their students. They begin by laying down a foundation for civic imagination, then explore the themes that emerged through a contextual exploration of all the ads included in the 2022 lineup before diving into a close reading of two specific ads. Some surprising, yet insightful, disconnects were discovered through the process highlighting the nuanced and layered nature of the civic imagination(s). [Keyword(s): Civic Imagination, Popular Culture, Identity, Social Values, SuperBowl Ad]
About The Journal of Media Literacy: "Our goal is to make JML, The Journal of Media Literacy a more accessible resource for our readership: K-12 teachers, teacher educators, professors, community activists, media professionals, and students from around the world interested in growing the field of media literacy. We want to be a bridge which connects the professional to the lay person across the various disciplines, pedagogies, and approaches that encompass today’s literacies." (International Council for Media Literacy)
4. Media and Popular Culture, Critical Media Literacy, Reflexive Writing
"The Joy Kill Club: On Squid Game (2021), a Roundtable-Monologue by a Korean Female Aca-fan." Confessions of an Aca-fan (now Pop Junctions: Reflections on Entertainment, Pop Culture, Activism, Media Literacy, Fandom and More). https://henryjenkins.org/blog/2021/10/30/squid-game-part-one
Exercise or writing assignment template.
About Pop Junctions: "Pop Junctions has evolved from Henry Jenkins’ blog Confessions of an Aca-Fan into a platform of diverse content generated by a collective editorial board."
Civic Imagination, Environment, Plant, Community
“Watering the Civic Imagination” (developed in collaboration with Delano, I., Mischie, I., Persaud, C., & Quick, T.). Civic Imagination Project. https://www.civicimaginationproject.org/watering-civic-imagination
About the Civic Imagination Toolkits: "Designed to take around 20 minutes, each of the activities described here offers a constructive and informal way through which individuals and communities reflect, observe and imagine, placing plants, nature, stories and the civic imagination at the center of the conversation. Here, plants, and the stories they inspire, become portals for us to notice, reflect, create, connect, and chart collective paths forward." (Civic Imagination Project)
“Ms. Kim honestly killed it with this class. I've said it before and I'll say it again, this was the most well–structured class I've have this entire semester, and therefore the best class I've ever had at USC. She really did her very best to teach us, and it shows. Our classes were interesting, our assignments meaningful, and our professor attentive and involved; what more could I ask for” -anonymous USC student
“I simply cannot express how valuable this course was. This is the most I have ever been engaged with a class both during this semester and throughout my entire experience at USC. When signing up for a small class, I expected deep in–class discussion while also feeling more connected to fellow students. This class exceeded my expectations. I felt challenged leading up to each speech assignment (especially as the semester progressed), but I never felt hopeless or unable to ask for help. Again, I cannot stress enough how much this class improved my speaking skills, and I also cannot express enough how much I enjoyed the class as a whole.” -anonymous USC student
"You've been a great TA, Donna! You've helped me hone my analysis skills and you've always been helpful when I come to see you about issues with my term paper. If I didn't understand a concept, you did a good job of further explaining until I understand." -anonymous USC student
"Donna was great. She helped me with papers and gave constructive feedback. She is knowledgeable in the subject and genuinely wants to interact with students." -anonymous USC student
"Great TA! I had her for another class last semester and I was pleasantly surprised to find out that she would be TA'ing this course. She's very sweet, helpful, understanding and wants all of her student to succeed." -anonymous USC student
"This has been one of the best classes I've taken at UIC. The class was really so enjoyable because of the professor. Enthusiasm, flexibility, and the sense of care made taking this class such an enjoyable experience. Thanks professor :)" -anonymous UIC student
“It is evident that the professor masters the content she teaches in this class, and her work method is very effective and relatively simple. All the resources that the professor provides make this course very understandable and very interesting.” -anonymous UIC student
“This class was incredibly welcoming and stimulating. It provided a lot of new perspectives on how to analyze games and the social implications that every mechanism of a game has. I enjoyed the lecture format a lot as it made the content easy to digest. The essays that we had throughout the semester were also fun.” -anonymous UIC student
"Donna is a great teacher; always well-prepared. I loved her theoretical knowledge. As a senior student, when I envision myself as a faculty member, I want to be like her. She is considerate, kind, passionate, knowledgeable, and creative. I wish her all the best." -anonymous UIC student
“Professor Donna was very helpful and really seemed to care about not only the subject matter of the course but also her students, as well as the extent to which we understood the course. She is a great communicator in and out of the classroom and is always very accommodating. One of the best instructors I've had at UIC.” -anonymous UIC student
“Professor Kim presented the information very well. I felt as if Professor Kim was reasonable with the assignments given. She also gave very helpful feedback for all of our assignments that could help improve our grade in future assignments. I felt comfortable enough to talk in class, and I looked forward to going to class everyday. The topic was very interesting to me and the information was useful to me in my personal life as well. I’ve even noticed growth in my vocabulary.” -anonymous UIC student
“Dr. Kim is amazing! I enjoyed her class a lot and loved the content. Dr. Kim makes her content very engaging and allows students to hold conversation, share their thoughts, and bring in their own experiences to the class.” -anonymous UIC student
“I appreciate the variety and depth of topics we covered. There was a solid balance between material that was relevant to my personal research interests and material that opened up my curiosity to other research areas.” -anonymous UIC student
“The lectures were very interesting, and made you want to keep following along. Professor Kim is very knowledgable in this area and the way she ran class showed that. Overall was a very enjoyable class :)” -anonymous UIC student