In this blog post, I’ll summarize my academic achievements, extracurricular activities, and experiences of caring for others during high school, as well as my motivation for applying and my career preparation process.
Writing About Academic Experiences and Reflections
While attending a science high school and conducting various research projects, I encountered many topics that were difficult to tackle on my own. We worked on both school-assigned projects and projects we set for ourselves, and as the difficulty increased, I realized the limitations of relying solely on my own information gathering. To address these limitations, the school encouraged discussion-based activities among students—specifically, colloquia where we shared ideas.
Colloquia were opportunities for students researching the same field and their faculty advisors to gather and discuss research topics and methods. By exchanging advice on each other’s research methods and refining our research processes through feedback, we were also able to generate new ideas through discussion. This process allowed me to truly appreciate the importance of developing critical thinking through questioning and exchanging opinions.
From the students’ perspective, these sessions helped develop the ability to present their research to others accurately and effectively. Furthermore, by learning to listen attentively to others’ research processes, students comprehensively improved their communication and debate skills. Through my repeated participation in these colloquia, I noticed a marked improvement in these abilities.
The topics covered in the colloquia were diverse, spanning the fields of life sciences and chemistry. For example, these included a study on the cytoprotective effects of peanut sprout root extract; an analysis of the antimicrobial and antioxidant activities and component composition of Korean pine leaf extract; a study on the causes of urban odors; and a study on sewer odor pollution and concentration changes, focusing on reducible sulfur compounds. Rather than being a class conducted solely under the guidance of a single instructor, the exchange of ideas among students researching the same field greatly aided my understanding and progress on assignments.
Description of Major Campus Activities and Reflections
While in high school, I actively participated in various educational programs, such as research and development support programs and classes utilizing state-of-the-art equipment. Rather than simply using these two programs separately, I made an effort to integrate them to enhance my learning outcomes. For instance, when working on a specific research project as a team, I designed the experimental process to allow for experiments using state-of-the-art equipment, thereby leveraging the synergy between the programs.
When participating in research programs, I placed particular emphasis on self-directed learning. Since individual and team assignments were given sequentially, I made it a priority to complete the individual assignments first. The individual assignments were relatively straightforward and allowed for autonomy in topic selection; my research involved the development of mobile software to support human and chemical experiments. This process required me to study software design and development alongside an understanding of experimental procedures simultaneously, and I was able to build my design and development knowledge through programming.
In the next phase, four students formed a team and conducted group research under the guidance of an advisor. A total of 36 teams, including ours, were selected to conduct research in collaboration with external institutions. Since the principal investigators were designated as university professors or PhD-level experts, we had access to external consultation and state-of-the-art facilities, which enabled us to conduct more in-depth research. Even though it was an autonomous research project, reaching consensus on topics among team members was necessary, which sometimes led to lengthy meetings; during this process, we conducted thorough preliminary research and practiced presenting our ideas persuasively.
Through this process, I earned 8 credits over two semesters and was able to utilize state-of-the-art facilities at universities or research institutes designated by the principal investigator. The research process included receiving a guidebook and instructions on research methods; submitting a project application and finalizing a topic; taking a lab tour and exploring potential topics; selecting specific tasks and being assigned a faculty advisor; writing research notes and drafting a research proposal; and finally, submitting the final research report. The entire process was a long journey spanning approximately 10 months, and through it, my scientific inquiry skills and creative problem-solving abilities improved significantly.
In particular, I continually attempted to design learning experiences that integrated research with the use of cutting-edge equipment. By establishing roles within the team, planning experiments, and devising equipment usage strategies in advance and carrying them out, I was able to develop the practical skills needed in a real research setting. These experiences laid the foundation for my ability to integrate software with experimental techniques.
Examples of Compassion, Sharing, and Collaboration, and My Reflections
During the second semester of my sophomore year in high school, I participated in a four-day, three-night nature exploration program in the Jeju Island area with my classmates. It was a major event—on par with a school field trip—and I collaborated with several friends to fulfill my responsibilities throughout the preparation and execution of the event. I also participated in a preliminary site visit before the event to assess the conditions of the exploration sites and inspect the experimental and practical training facilities, helping to ensure the event ran smoothly.
On-site in Jeju, we carried out activities alongside our supervising teacher, local guides, and local instructors. The supervising teacher managed the entire group of students, the local guides provided scientific explanations about the sites we visited, and the local instructors delivered university-level lectures on the natural environment. I worked alongside the classmates who had joined me on the preliminary site visit to assist with event operations, serving as a guide and assistant during activities such as observation, measurement, investigation, specimen collection, presentations, and discussions.
The focus of our exploration was Jeju Island’s geographical characteristics, geology, and ecological features, and we compiled our observation records using videos and photographs. We surveyed the biota by climbing Mount Halla and distributed experimental equipment to each team to support their field investigations. We carried out a variety of activities, including geological and topographical surveys of columnar joints and the Seogwipo Formation, observations of volcanic structures, explorations of ecological wetlands, astronomical observations and a tour of the observatory, and a science skit contest.
Serving on the event preparation committee, I found great fulfillment in collaborating with many friends, and the sense of pride I felt when we compiled the final exploration reports to wrap up the activities was particularly memorable. Through this experience, I learned firsthand the importance of cooperation and a sense of responsibility, and I realized the value of consideration and communication through the process of helping and being helped by others.
Efforts and Preparation Related to Motivation for Application and Career Plans
I applied to the Department of Software Convergence at Ajou University because the undergraduate curriculum aligns well with my academic interests. While attending a science high school, I took courses in computer programming and the use of advanced equipment, which I compiled into a learning portfolio; this led me to apply through the “Outstanding Science Talent” admissions track for science high school graduates. I determined that the Department of Software Convergence encapsulates my interests and aligns well with my academic goals.
After admission, I plan to diligently complete the undergraduate curriculum, focusing on computer program design and object-oriented programming. Although I studied programming in high school, I do not believe I am fully prepared for the advanced undergraduate curriculum; therefore, I intend to systematically acquire major-specific knowledge in areas such as networks, operating systems, software analysis and design, algorithms, and digital circuits. If necessary, I plan to supplement my skills through study groups and team projects.
Furthermore, drawing on my experience participating in classes that utilized cutting-edge equipment since high school, I plan to consistently participate in practical exercises such as electron microscopy, ELSA scanner use, and cryomicrotomy. My goal is to develop not only theoretical knowledge but also practical skills in experiments and equipment operation.
Upon graduation, I intend to join the Ubiquitous Network Systems Laboratory to conduct research on foundational technologies and practical applications. Specifically, I plan to research ubiquitous sensor networks, wireless LAN systems, wireless security, mobile computing, and wireless mesh networks. These research topics align with both the laboratory’s focus and my personal interests.
I believe that network research is central to building ubiquitous systems and environments. Therefore, I plan to devote myself to research in communications and networks and participate in industry-academia research projects. Specifically, I aim to participate in practical research projects—such as those in the field of ubiquitous healthcare or content-centric networks—to grow into a researcher with international competitiveness.
