In this blog post, I will summarize how my study habits, school activities, and experiences with empathy and collaboration during high school led to my career choice and preparation.
Academic Experiences and Reflections
When I was younger, I didn’t really believe the saying, “Studying is a habit.” I thought that if I had a good memory, my grades would improve, and I believed that studying was all about mental effort. However, the exam format I encountered in high school didn’t work with simple memorization alone. I had to solve problems by applying concepts based on understanding, and during that process, my grades dropped sharply, leaving me feeling shocked and afraid.
From that point on, I resolved to cultivate the “habit of studying consistently at set times.” After observing my body’s rhythm, I realized I was a morning person and that memorizing immediately after waking up was most efficient. So, instead of going to bed at midnight, I started my day by waking up at 5 a.m. to memorize English vocabulary, and I would solve one English listening problem before heading to school.
On my way to school, I set aside time to memorize math formulas. This was because, while I was good at applying math concepts, I tended to forget formulas easily, so consistent repetition was necessary. During class, I focused as much as possible, striving to understand and memorize the material right then and there, and I tried not to waste time on other thoughts. During evening self-study hours, I allocated only one hour to memorization subjects and focused the rest of the time on solving practice exams, strictly adhering to my time allocation.
By setting specific times and consistently following my plan, my grades—which had been improving only slightly at first—began to recover and rise steadily. As I personally witnessed how regular habits led to results, I developed an interest in studying, and above all, I realized that “studying as a habit” was the core of my learning.
Major Extracurricular Activities and Reflections
Joining the essay and debate club was initially part of my preparation for college admission. However, through club activities, I broadened my perspective and gained experience collaborating with others. Our club wrote essays every month and typically met once a week to hold discussions.
At first, I felt awkward expressing my thoughts and hesitated, which led to some harsh criticism from a senior member. I even considered quitting the club. However, I grew interested as I realized that the process of listening to others’ opinions—rather than simply criticizing them—and working together to resolve the questions within them was actually productive. I came to understand that the act of sharing ideas is a positive experience that nurtures each other’s thinking.
For the next two years, I served as a “presenter.” The presenter’s role is to select discussion topics, gather relevant materials, and establish the starting point for the discussion—a responsibility distinct from that of the president. Although I was clumsy at first, I gradually became accustomed to finding and organizing materials in fields that interested me. By systematically organizing the materials and sometimes creating PowerPoint presentations, I improved the quality of our discussions and encouraged members to participate more actively.
Even during exam periods, I pushed through my fatigue to consistently prepare interesting topics, which led to an increase in new members and the club’s growth. What was initially considered a small and boring club had become the second-largest club on campus by the time I was a junior, and the principal even awarded us a prize in recognition of our contributions to enhancing students’ academic abilities and critical thinking skills. These achievements gave me the confidence to take the initiative and accomplish things on my own.
Above all, the most valuable change was finding my “dream.” While researching various topics, I learned about people creating innovative works of art and architecture on a global scale, and I became captivated by the world of beautiful spaces created by architects. This led me to set the goal of becoming an architect, and my career path became clear: I wanted to create buildings that bring comfort and beauty to people.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
In my senior year of high school, being class president is a position most students want to avoid. This is because it’s a time for preparing for the college entrance exam, and the atmosphere prioritizes individual study. I, on the other hand, wanted to take on the role of class president to serve as the class’s “information hub.” At our school, most announcements are relayed through the class president, so if the president fails to fulfill their responsibilities, the students in that class face delays in receiving information.
After being elected class president, I paid special attention to arriving on time and accurately conveying announcements. I arrived at school 30 minutes earlier than my classmates to collect supplies and tidy up the classroom, creating a pleasant learning environment. I also worked hard to manage the classroom environment and atmosphere so that teachers could enjoy teaching our class.
In particular, introducing the “Arrival Time Check” chart was highly effective. This system allows students who arrive early to feel a sense of accomplishment through visible records, while those who arrive late have an opportunity for self-reflection. After consulting with the teachers, I created a morning checklist, printed it out, and distributed it, and I also prepared small gifts to encourage students who arrived early.
Although the initial preparation and management were challenging, our class gradually became the one with the fewest latecomers among the 12 third-grade classes. Seeing the class atmosphere transform into a lively one made me feel a greater sense of responsibility, and I learned that small acts of consideration and systematic management have a positive impact on the community.
Efforts and Preparation Related to Motivation for Application and Career Plans
I applied to the Department of Architecture at the University of Seoul because I was deeply attracted to the school’s practice-oriented education and expertise. The educational system, which cultivates practical skills that can be immediately applied in the field rather than remaining confined to abstract theory, aligned well with my goals. While reviewing the portfolios and work processes of world-renowned architects, I was particularly struck by the importance of “fundamentals.”
While architecture may seem simple at first glance, it is actually completed through solid fundamentals and numerous rounds of revisions. I realized that only with a strong foundation can meaningful results emerge through creative design and iterative discussions. I wish to learn these fundamentals through the professors and educational programs at the University of Seoul.
In the long term, I aspire to become a professional who creates beautiful buildings that people find most comfortable to use and want to spend time in. Observing the rise of function-oriented architecture amid Korea’s rapid development, I have set a goal to design buildings that enhance aesthetic quality and harmonize with the surrounding landscape.
To this end, I established strong study habits during high school, developed my critical thinking and research skills through discussions and data analysis, and practiced organizational management and a considerate attitude through my role as class president. After admission, I intend to study diligently and work hard to build a solid foundation in architecture, and ultimately become an architect who can fully express my creativity.
