In this blog post, I will outline my motivations for applying to college and my academic plans, based on my academic efforts, school activities, and collaborative experiences during high school.
Writing about Academic Experiences and Reflections
When I entered high school, there was a growing trend toward practical, hands-on education, and Meister High Schools were very popular, so I enrolled in one at my parents’ suggestion. Unlike general industrial high schools, my school emphasized hands-on classes and industry-academia collaboration tailored to each major, and in particular, provided various practical training opportunities related to die design and manufacturing. I built my skills through practical training and participation in various competitions. Although it was an environment where many students secured employment immediately after graduation, I began to consider attending college as I expanded my field of study and developed an interest in railway operation systems.
I had to prepare for the College Scholastic Ability Test (CSAT) to enter college, but since few students at my school took the exam, I began studying on my own. Although high school offered elective courses such as Social Studies or Science, I chose Vocational Studies—a subject where I could apply the industrial knowledge I had acquired—and took the exam in that subject. Fortunately, the content of the General Industrial Studies exam did not deviate significantly from what I had learned in school, but preparing for the test was a whole different challenge.
Since my school’s curriculum was practice-oriented, much of the theory was geared toward practical applications; however, the “General Industrial Knowledge” exam required knowledge of general theories and processes across heavy and chemical industries, high-tech industries, and manufacturing engineering. In particular, I found it challenging to learn new processes such as production management systems, human resource management, and technology management. I studied by breaking down the vast amount of material into individual units, organizing it neatly in a notebook, and memorizing it whenever I had a spare moment.
I found the industrial and safety subjects relatively interesting, and through my studies on mechanical and electrical safety accidents, I began to think specifically about the considerations necessary from the perspective of managing a railway operations system. I gained a new understanding that preventing safety accidents in railway operations requires effective management of both mechanical and electrical systems, and this realization became my motivation to study these topics more deeply in college.
Major Campus Activities and Reflections
After enrolling in a Meister High School, I was assigned to the Mold Design and Manufacturing Department, where I systematically learned drafting, modeling, and CAD techniques. Since the school also provided specialized training in CAM, general-purpose and automated machine tools, and mechanical assembly, I aimed to become a skilled technical professional by comprehensively mastering mold design and manufacturing techniques.
The field of mold making was not directly related to railway electrical systems. This is because mold making is a branch of manufacturing engineering that involves creating molds and tools for forming and machining products of uniform specifications, whereas electrical systems place greater emphasis on understanding internal operating systems and computer operating systems. Nevertheless, I believed that CAD design training was valuable as the foundation of all industrial fields, so I took intensive courses in CAD/CAM design for mold machining and learned the basic structure of mechanical equipment.
During my freshman year, I learned basic machining and design, and starting in my sophomore year, through CNC machine tool courses, I learned to use CAD/CAM software and manufacture precision mechanical parts using CNC equipment. Since the process didn’t end with design but continued through actual production, I became particularly careful with every single design specification and realized firsthand how even a small measurement error could lead to manufacturing problems.
In my third year, the difficulty level increased with the 5-axis machining practicum. Although 5-axis machining centers are complex to operate and require precise measurements, I learned step by step from the basics, and after several months of practice, I was able to operate the equipment and perform precise measurements with ease. As a result, I gained experience in producing more sophisticated tools while ensuring dimensional tolerances, surface roughness, and geometric accuracy.
Through my studies in mold design and precision machinery, I realized that I could apply what I had learned to the railway industry. Trains are, after all, precision machines, and they share the commonality that the parts produced through mold design and the design of electrical systems both begin with CAD. Therefore, I studied the railway industry by disassembling and reassembling existing electrical systems to understand their structure, which naturally led me to take on design challenges.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
Our department had a sister-school agreement with Kitakyushu College of Technology in Japan and conducted an overseas field study program every year. A field experience team was formed within the department, and members visited Japan to participate in hands-on training. For most students, this was their first experience abroad, so they felt a mix of excitement and nervousness. Above all, it was refreshing to see firsthand the state of technical education at a school in another country.
As soon as we arrived in Japan, local students welcomed us warmly at the airport, holding welcome signs. We then went on a group tour of the Railway Bureau and, on our way to Kitakyushu University, had the opportunity to ride a local train. Upon arriving at the university, we were able to examine the train operation control system and the railway electrical system in detail; thanks to the Japanese students’ kind explanations in English about the equipment and structures we were encountering for the first time, it was easy to understand.
At the local university, we took technical hands-on classes together and participated in building model machinery in the gymnasium. After seeing the industrial parts and electrical system models created by the Japanese students, we collaborated, discussed ideas, and participated in the construction process. It was impressive to see how, despite differences in language, culture, and age, there were many aspects of the design and manufacturing process that we could understand without the need for verbal communication.
Through this experience, I realized that equipment design and manufacturing operate on a common language that transcends national borders. I also came to feel that foreign language proficiency is essential for entering the global workforce, which made me keenly aware of the importance of studying foreign languages. I resolved to prepare myself to actively participate in international exchanges and collaborations in the future.
Efforts and Preparations Related to Motivation for Application and Career Plans
While studying CAD and CAM in high school, I acquired a foundation in general industrial engineering and learned how to create design drawings. Through practice-oriented classes and various hands-on exercises, I developed practical skills, and I also explored career options in preparation for college to compensate for any theoretical gaps. Building on this foundation, I aim to grow into a well-rounded professional with a balanced understanding of both theory and practice during my time at university.
I have developed a phased academic plan for my time at university. In my first year, I plan to focus intensively on CAD practice based on the design knowledge I acquired in high school and to build a solid foundation in numerical surveying through Industrial Mathematics. In my second year, I intend to learn the principles and operation of electrical systems through Electromagnetics and Circuit Theory, and to solidify my understanding by directly applying the theories I’ve learned to practical exercises.
For practical training, I plan to actively participate in club activities by planning and completing projects with my fellow club members. In my third year, I will delve deeper into control engineering, railway signaling engineering, and electrical control systems—all essential for railway traffic control operations—to gain a thorough understanding of the processes and acquire the skills required in real-world operational environments.
My personal goal is to work at the Korea Electrical Safety Corporation and be seconded to the Korea Railroad Corporation to become a specialist in controlling railway electrical systems. To achieve this, in addition to the curriculum, I plan to obtain certifications such as the Electrical Engineer and Electrical Construction Engineer licenses, and complete the introductory course of the Railway Safety Specialist Training Program. As a senior in my fourth year, I will gain extensive design experience by personally designing microprocessors, railway communication systems, and railway signals, thereby developing the capabilities needed to be immediately effective in the field.
