In this blog post, I’ll summarize the academic efforts I made during high school, my school activities, my experiences with community service, and my motivation for applying to an architecture program along with my preparation process.

Academic Experiences and Reflections

I started high school with the goal of pursuing architecture, but math was always a struggle for me. While my grades in other subjects were decent, my math grades were unsatisfactory, and this led me into a vicious cycle where my motivation to study in general began to wane. To break this cycle, I first tried to clearly identify the root cause of why my grades weren’t improving.
After consulting with my teacher and reflecting on the issue myself, I realized that I had been approaching math solely as “problem-solving.” Because I focused solely on solving problems before fully understanding the underlying principles, I frequently got answers wrong, and as a result, my grades didn’t improve. So, I decided to change my study method: I resolved to develop the habit of thoroughly understanding concepts and principles before attempting problems.
At first, it wasn’t easy to break away from my familiar routine. I felt frustrated when my friends seemed to be solving difficult problems one after another. However, I believed it was more important to solve my own problems than to keep up with others, so I began by repeatedly studying and memorizing the basic principles before tackling problems. I invested more time in analyzing my mistakes and ensuring I didn’t repeat them than in simply solving a large number of problems.
As a result, my math grades began to rise sharply. By accurately identifying my weaknesses and consistently applying study methods tailored to them, I saw tangible results. Through this experience, I realized firsthand that facing problems head-on and making a concerted effort to improve leads directly to success, and I learned the importance of adapting my study methods based on even minor setbacks.

Major School Activities and Reflections

Having dreamed of architecture since I was young, I naturally joined the architecture club in high school. Fortunately, my school had an architecture club—a relatively rare find—and I joined without hesitation. I engaged in various activities, including mentoring from upperclassmen, attending lectures by architecture experts, volunteering in the local community, and building architectural models.
Among the model-building activities, the most interesting project was “Our School in 10 Years.” The project began with the idea of proposing concepts for remodeling the school’s aging buildings; each of us presented our own visions and designs for what the school would look like in 10 years and built scale models based on those ideas. I envisioned a design that would stay current without falling behind the times by predicting future trends and blending elements from the past and present to preserve tradition.
The model also incorporated practical elements, such as improvements to the hallway layout for student convenience and a flexible arrangement of classrooms and break areas. The project received a positive response through a popularity vote at the exhibition, which allowed me to gain confidence in architectural design and confirm my ability to bring ideas to life. This experience taught me not only about design sensibility but also the importance of observing and incorporating people’s needs.
To broaden my understanding not only of architecture but also of the culture connected to it, I led a discussion group on architecture, art, and literature. During these after-school sessions, we freely shared our individual knowledge and cultural perspectives, and through discussion, we gained a deeper understanding of how architecture connects to art, history, and the humanities.
Through these discussions, I internalized the value of speaking and listening, and through interactions with my peers, I realized that our individual dreams could merge into a collective cultural force. This process helped me view architecture not merely as a technical discipline but as a comprehensive activity that influences society and culture, further solidifying my conviction in my choice of major.

Examples of Compassion, Sharing, and Collaboration, and My Reflections

I participated in a volunteer program to share character-building education with children in partnership with a local school. This activity involved using my architectural knowledge, understanding of math and science, and skills in assembly and fabrication to provide children with diverse learning experiences and help them discover their dreams. At first, it was difficult just to maintain my focus in front of a boisterous group of children, and I felt stressed because teaching itself was unfamiliar to me.
However, I changed my approach by recalling how, when I was young, I had drawn great strength from someone’s small acts of care and a willingness to listen. As I listened carefully to the children’s stories, empathized with them, and built trust, their focus during class naturally improved. I also increased their interest by structuring the lesson content based on their input—asking each child what they wanted to learn and incorporating their suggestions.
Going beyond simply teaching academic subjects, I also served as a mentor, offering guidance on the children’s personal concerns. In these situations, rather than providing a “right answer,” I made an effort to listen to the children’s stories, empathize with them, and then offer advice based on my own experiences that would give them hope. As a result, I saw many children gain confidence and begin to pursue their dreams, and I, too, gained bright energy and positive motivation from interacting with them.
This volunteer experience reminded me once again that consideration and active listening are the starting points for building relationships, and it allowed me to truly experience how I, too, can grow through giving. I also learned how crucial cooperation and trust are in the processes of education and communication.

Efforts and Preparation Related to Motivation for Application and Career Plans

My motivation for choosing architecture stemmed from a natural interest that developed as I watched my father work on construction sites since I was a child. As I reflected on the meaning and value of architecture through architecture-related movies, lectures, and books, I became convinced that this was the right career path for me.
While preparing for college, I consistently maintained my academic performance and actively led club activities and discussion groups to broaden my knowledge of architecture. I sought out architecture-related lectures and advice from experts, and honed my practical skills through model-making and design exercises. I treated every architecture-related activity as a learning opportunity to accumulate knowledge and experience.
Through my experience building models in the club, I realized that architecture is not merely about aesthetic design; rather, a nation’s architectural culture can vary depending on the extent to which science and technology are utilized. Furthermore, since design elements are directly linked to a society’s culture and trends, I felt that a convergent approach—one that simultaneously considers human convenience and artistic sensibility—is necessary.
My goal is to create an architectural culture that meets contemporary and societal demands while also proposing and realizing new ideas. To this end, I intend to continue learning and taking on challenges to become an architecture student equipped with practical skills and creative thinking. I believe that I will be able to further refine and realize these dreams in the Department of Architectural Engineering at Inha University.
I will always maintain an attitude of learning, putting theory into practice, gaining experience, and taking on challenges. I will prepare tirelessly to become a designer who contributes to society through architecture that connects people and spaces.