Navigating university life, especially as an international or graduate student, can be challenging. At the University of Utah Asia Campus (UAC) in Songdo, Incheon, one professor consistently stands out as a guide, mentor, and role model for students in the Department of Communication: Dr. Sejin Kim.

Dr. Kim, who teaches Introduction to Strategic Communication: Theory and Practice, Intercultural Communication, and PR and Campaign Cases, has built a reputation as a professor who genuinely cares about his students’ success. I’ve had the privilege of working closely with him as his teaching assistant (TA) for Intro to Strategic Communication during the Fall 2024 semester, and I’ll continue to assist and shadow him in the upcoming Spring 2025 semester as a graduate student. Over the years, Dr. Kim has proven to be a source of support, not only during my undergraduate studies but also during my transition into graduate school.

A Knowledgeable and Approachable Mentor

One of the defining characteristics of Dr. Kim is his deep knowledge of the field of communication. Whether it’s breaking down complex theories in Intro to Strategic Communication or offering real-world insights in PR and Campaign Cases, he bridges the gap between academic concepts and practical application. This approach not only enhances learning but also prepares students for future careers in communications.

Beyond his expertise, Dr. Kim’s teaching style is approachable. He’s not a harsh grader, but that doesn’t mean he compromises on quality. Instead, he fosters an environment where students are encouraged to think critically, engage actively, and, most importantly, feel comfortable making mistakes and learning from them. This approach has allowed me and many other students to grow academically without the fear of failure weighing us down.

A Support System for Students

What truly sets Dr. Kim apart is his unwavering support for his students. Transitioning from undergraduate to graduate school at UAC was a significant shift for me, and Dr. Kim’s encouragement and guidance played a pivotal role in helping me adapt. He consistently checks in with his students, offering advice not only on coursework but also on how to manage the broader challenges of university life.

For instance, during my first semester as a graduate student, I often felt overwhelmed by imposter syndrome—a common experience for many students. Dr. Kim’s reassurance reminded me that growth comes from stepping outside my comfort zone and embracing challenges. His mentorship extended beyond academic guidance; it helped me develop the confidence to tackle my new role as a TA and my coursework as a graduate student.