Graduate Student Spotlight: Sangmi Kim

1. Can you tell us about your background? What experiences led you to become a graduate student at the University of Tennessee-Knoxville?

My academic journey has been guided by a commitment to making unseen lives visible. During research training in Japan, I interviewed socially withdrawn youth, often referred to as NEET (“Not in Education, Employment, or Training”). This experience raised questions that continue to shape my work today: why do some young people remain isolated even in supportive environments, and why does resilience manifest so differently from person to person?

These questions deepened when, as a social worker in South Korea, I mentored immigrant women and worked closely with a Vietnamese woman who attempted suicide amid domestic violence and linguistic isolation. That encounter left me with a profound sense of helplessness but also strengthened my resolve to pursue doctoral study, so that I could deepen my understanding of suicide risk and resilience. I chose this path to develop research that informs both practice and policy in social work, with an emphasis on equity and culturally responsive approaches for immigrant families and other marginalized populations.

At the University of Tennessee, Knoxville, I now integrate social work and data science to explore how AI-based suicide prediction can better serve vulnerable youth and immigrant families. This interdisciplinary path has provided me with the opportunity to grow as both a researcher and an educator, committed to preparing the next generation of social workers.

2. Please describe your experience participating in events and workshops through the TLI and CIRTL programs. How has this experience supported your goals as a graduate student and a future educator?

My teaching preparation has been greatly strengthened by the Facilitating Undergraduate Evidence-Based Learning (FUEL) program, the CIRTL Associate Level Certification, and the Inclusive Teaching Certification. These programs gave me the opportunity to practice curriculum design, develop syllabi, and record lectures for peer and faculty feedback, providing a strong foundation for my future teaching endeavors.

What I found most valuable was learning that teaching is not simply about presenting research, but about making knowledge accessible, engaging, and inclusive. The training I received through TLI and CIRTL helped me move beyond the role of researcher and build the capacity to translate findings and insights into meaningful learning experiences for students. This shift was pivotal in shaping my identity as both a scholar and an educator.

The impact of this training has extended beyond the classroom. It has given me the confidence to present my research at university, regional, and national conferences, where I received the Certificate of Excellence in Scholarship for my first-authored presentation “AI Integration &

Ethical Challenges in Social Work Practice.” These experiences, in turn, led to invitations as a guest speaker, including the SW633 – Professional Development for Social Work Scholars panel at the University of Tennessee, the workshop “The Evolution of Cyberbullying Definitions” at Ewha Womans University, and SW626 – Critical Thinking for Science and Research at the University of Tennessee. Each of these opportunities was made possible by the skills and confidence I gained through the FUEL and CIRTL programs.

3. Regarding your teaching experiences, do you have one or more examples that demonstrate how you positively impacted your students’ learning?

One of my most memorable teaching experiences was in SOWK 540 – Social Welfare Advocacy and Action (MSA Program), where I contributed to curriculum development and delivered a mini-lecture titled “Advocacy and Activism to Combat Social Isolation and Loneliness, Focusing on Youth.” Many students were unfamiliar with concepts such as futōkō (school non-attendance), NEET (Not in Education, Employment, or Training), and hikikomori (severe social withdrawal). Drawing on my research and professional experiences in Korea and Japan, I introduced these terms and compared global policy approaches to youth isolation, emphasizing how resilience and vulnerability can manifest differently across contexts.

This experience impacted me as much as my students. Several students later shared that learning about hikikomori for the first time helped them recognize youth isolation as a global issue and consider how advocacy strategies could be applied in practice. For me, it was a powerful reminder that knowledge I once assumed to be self-evident can become transformative when shared in the classroom. It also confirmed that my personal experiences and research perspectives can bring genuine meaning to students’ learning.

This experience motivated me to invest more time and effort in developing my teaching skills, drawing on resources such as the CIRTL workshops to strengthen my teaching practices and build confidence as an educator. It marked a turning point where I began to see teaching not only as delivering content but also as creating a space where lived experience and scholarly insight come together to inspire students.

Thanks to the training I received through TLI and CIRTL, as well as my teaching assistantships, I have become more confident as an instructor and more committed to bridging the gap between research and practice. These opportunities taught me that teaching is most impactful when it connects scholarly knowledge with lived experience, giving students space to engage both critically and practically. I am especially grateful that these programs continue to prepare me for the ongoing journey of becoming an educator who not only translates research into inclusive learning but also works to safeguard vulnerable communities through innovation and care.