The ELI Student Spotlight series is designed to highlight students who demonstrate outstanding commitment and enthusiasm in ELI courses.

Meet Judy Kim! Judy was nominated by her instructor, Becky Kato, in her ELI 584 course, Graduate Student Instructors Seminar and Practicum, during the fall 2024 semester. Becky describes Judy as an active participant in ELI 584 contributing valuable insights to in-class discussions. Judy also volunteered as a guest participant in ELI 530 class discussions, enriching the discussion experience for new graduate students at Taubman College. Judy is also a co-chair of the professional development team for Graduate Rackham International (GRIN). In this role, she actively shares her time and experiences with international graduate students across campus.

 

Name: Judy Kim

Hometown: Seoul

Country: South Korea

Degree Program: Ph.D. in Higher Education

 

What inspired you to take a class at the English Language Institute? 

The main motivations for taking ELI classes were to immerse myself in diverse contexts of using English and to strengthen my confidence. Indeed, I found the ELI classrooms to be the most comfortable environment for interacting with both students and professors. These classes also allowed me to explore a wide range of topics beyond my academic field. We, classmates and teachers, embraced a shared understanding that learning is a continuous process, where mistakes are not setbacks but chances for growth and improvement.

 

What have you enjoyed the most about your experience with ELI's resources? Why? 

Since the beginning of my doctoral studies at Michigan, I have taken advantage of various resources offered by ELI, including courses, conversation circles, and academic advising. Among these, the diverse range of courses provided invaluable opportunities for growth. I especially appreciated the ethos of ELI classes, which embraced linguistic diversity and a holistic approach to language learning. The professors tailored their instruction to meet me where I was and engaged in meaningful conversations rather than simply offering advice or consultation. I am deeply grateful to all my professors—Becky, Debbie, Kristen, and Sara—who walked alongside me, holding my hands throughout this journey.

 

What do you hope to do after graduating from Michigan?

One of the greatest joys of pursuing a doctoral degree is the opportunity to engage in research, teaching, and service. After graduating from Michigan, thus, I hope to continue in academia, contributing to higher education in multiple roles as a teacher, researcher, and advocate. Through my work with mentors such as Dr. Judith Pennywell (Director of the International Center) and Dr. Rosemary Perez, I have come to understand that scholarly work is most meaningful when it remains connected to students' lived experiences. I aspire to support individuals from diverse backgrounds—both academically and practically—while challenging oppressive power structures within higher education.

 

What advice would you give to other international students at U-M?

I find the term “advice” to be somewhat heavy or loaded when describing the thoughts I want to share with fellow international students. However, as a doctoral student deeply engaged in exploring how students navigate their collegiate experiences on international campuses, I have come to realize that there is no single path to being a “good” international student. At times, I have found myself trying to conform to American culture, questioning the authenticity of my own perspectives. Yet, what we bring to this campus—whether or not it aligns with U.S.-centric norms—is a true asset. We are the ones who enrich this space with diversity. Our language proficiency is different, not deficient. We deserve to be here.