In this blog post, I will summarize my academic experiences and extracurricular activities at Culinary Science High School, examples of my consideration and cooperation, as well as my motivation for applying to the Department of Food Engineering at Korea University and the preparation process.
Academic Efforts and Learning Experiences
While attending Culinary Science High School, I established a career path where my goal was not simply to obtain a chef’s license and find employment, but to pursue higher education and specialize in food research. Therefore, I did not rely solely on hands-on practical classes but devoted more time to theoretical studies, striving to cultivate my potential to grow as a food researcher. In the regular curriculum, I learned step-by-step theories covering various cooking methods, as well as heat transfer, pasteurization (low-temperature and high-temperature), freezing, mass transfer, evaporation, drying, adsorption, and extraction. I also studied challenging subjects such as mechanical separation, membrane separation, grinding, mixing, and distillation in conjunction with practical training.
In terms of my attitude toward class, I would arrive at least five minutes early to read the material in advance and repeatedly review and prepare for the lesson. I sat in the front row of the classroom, taking meticulous notes on the teacher’s explanations and even recording additional examples to deepen my understanding. In my upper-level courses, I participated in hands-on classes where I developed my own recipes by experimenting with methods of mixing solids and liquids through processing, separation, grinding, and blending. I also explored ways to enhance food safety through research on food packaging and packaging materials.
Meaningful Extracurricular Activities
I participated in a community-contribution food development competition held at my school and developed a product focused on improving the quality of life for elderly people living alone. To create practical products that would assist the dietary needs of these seniors, I focused on frozen foods that can be thawed and eaten multiple times, fried foods that require only simple heating, and pre-cooked grilled and smoked foods. I also designed dried foods suitable for side dishes, incorporating processes like freeze-drying and salt-curing to minimize the risk of spoilage.
Specifically, I researched dried fish products such as smoked salmon, grilled chicken breast and pork-based items, and fried vegetable products using ingredients like pumpkin, mushrooms, and chili peppers, developing them to maintain a crispy texture with just one heating. Since the competition required individual preparation, I went through a process of developing my own ideas, analyzing reference materials and commercially available products, and refining my work based on feedback from friends. As a result, I successfully created three types of food products that could be frozen, thawed, and cooked immediately for serving. I felt a great sense of accomplishment after winning the grand prize in the school competition and having the opportunity to donate the products to a local organization supporting elderly people living alone.
Examples of Consideration, Sharing, Cooperation, and Conflict Management
During my sophomore year of high school, I participated in improving the school lunch menu through volunteer work assisting the school nutritionist. I was responsible for searching for and collecting data, as well as editing existing materials, while a fellow student took on the role of processing the data into secondary sources using Excel; we divided the work and collaborated effectively. I made a conscious effort to remain meticulous throughout the process of creating a survey that reflected students’ opinions and organizing the vast amount of collected responses into data.
For example, for questions such as preferences for meat side dishes, I tallied the number of respondents for each option and divided it by the total number of respondents to calculate the percentage. These organized statistics were of great help to the nutritionist in adjusting the school lunch menu, and I felt a sense of fulfillment alongside my fellow participants when the results we submitted were actually reflected in the menu.
Motivation for Application and Preparation Process
Although I entered a culinary science high school with the goal of becoming a chef from a young age, my school experience sparked a greater interest in ingredients, cooking and processing methods, and the machinery and tools used in food processing. I became convinced that I wanted to grow not only as a practitioner of culinary skills but also as a researcher involved in food functionality and development, leading me to choose a career path in food engineering. I applied to the Department of Food Engineering at Korea University to further my studies in various cooking and processing methods—such as heat treatment, freezing, drying, distillation, and fermentation—which I had learned in high school.
For example, when a person recovering from surgery needs to consume food that is gentle on the stomach yet aids digestion, I want to acquire the ability to research and prepare meals tailored to the specific needs and characteristics of the individual. Rather than simply creating flashy or attention-grabbing dishes, I aspire to become a researcher who develops foods with a clear purpose—ones that provide tangible benefits to society, particularly to marginalized groups. To this end, I will strive to become a leader in the field of food research by developing the functional properties of various foods and honing my expertise.
