Dr. Koh’s teaching, research, and scholarship are informed by her experience with children, youth, and families as both an educator and a clinician. She has clinical experience in regular and special education schools, community and hospital-based outpatient clinics, and residential settings; she also has a small private practice specializing in adoption, race, ethnicity, and culture. Dr. Koh has lived and taught overseas in China, Korea, Morocco, and Laos.
Dr. Koh believes that teaching and learning are parallel, interdependent processes that should be built on the following elements: (1) critical thinking (Bloom et al. 1956); (2) intersectionality (Crenshaw, 1989, 1991); (3) experiential learning Kolb (1981, 2015); and (4) varied assessment (Sellers & Neff, 2019). She believes education should be a transformational learning experience that transcends difference – what bell hooks (1994) calls “engaged pedagogy.”
- BA Hartwick College
- MA Columbia University
- MAT School for International Training
- MSW Smith College
- PhD University of Minnesota
- Social work pedagogy
- Adoption and genetic relatedness
Koh, B. D. (manuscript in preparation). Beyond pluralism: A call for intersectional ethics.
Koh, B. D. (manuscript in preparation). Applied Buddhist ethics in social work practice.
Koh, B. D., & Bosch, L. A. (under review). A review of social work ethics: Implications for social work education.
Koh, B. D., & Reamer, F. G. (2020). Why moral theories matter: A review of ethics and adoption literature. Adoption Quarterly. doi: 10.1080/10926755.2020.1719255
Bibus, A., & Koh, B. D. (2019). Developing intercultural humility in social work education. Journal of Social Work Education. doi: 10.1080/10437797.2019.1661925
Koh, B. D., & Boisen, L. S. (2019). The Use of Selves Interdependent Model (USIM): A pedagogical model for reflective practice. Journal of Social Work Education, 55(2), 338-350. doi: 10.1080/10437797.2018.1513880
Koh, B. D., Kim, J. R., & McRoy, R. (2017). Exploring adoption-specific curricula in undergraduate and graduate degree programs. Adoption Quarterly, 20(3), 252-265. doi: 10.1080/10926755.2017.1349698
Anderson, K. N., Rueter, M. A., Connor, J. J., & Koh, B. D. (2017). Observed mother–and father–child interaction differences in families with medically assisted reproduction-conceived (MAR) twins and singletons. Family Process, 56(4), 997-1011. doi: 10.1111/famp.12254
Anderson, K. N., Koh, B. D., Connor, J. J., Koerner, A. F., Damario, M., & Rueter, M. A. (2014). Twins conceived using assisted reproduction: Parental mental health, family relationships, and child adjustment at middle childhood. Human Reproduction, 29(10), 2247-2255. doi:10.1093/humrep/deu190
Samek, D. R., Koh, B. D., & Rueter, M. A. (2013). Overview of behavioral genetics research for family researchers. Journal of Family Theory and Review, 5, 214-233. doi: 10.1111/jftr.12013
Koh, B. D., & Rueter, M. A. (2011). Contributions of parent-adolescent negative emotionality traits to adolescent conflict and adopted adolescent externalizing behaviors. Journal of Clinical Child and Adolescent Psychology, 40, 825-836. doi:10.1080/15374416.2011.614579
Von Korff, L., Grotevant, H. D., Koh, B. D., & Samek, D. R. (2010). Adoptive mothers: Identity agents on the pathway to adoptive identity formation. Identity: An International Journal of Theory and Research, 10, 122-137. doi: 10.1080/15283481003711767
Koh, B. D., Kim, J. R., & McRoy, R. (2020). Adoption Specific Curricula in Higher Education. In G. Wrobel, E. Helder, & E. Marr (Eds.) The Routledge Handbook of Adoption, (pp. 493-507). London, UK: Routledge.
Boisen, L. & Koh, B.D. (2016). Integrating theory and practice in field education. In M. Hensley, (Ed.) The Field Instructor’s Survival Guide, (pp. 63-82). New York: Springer Publishing.