This blog post explores how to effectively integrate and persuasively articulate architectural volunteer experience within a landscape architecture statement of purpose.
Writing About Academic Experience and Reflections
Designing My Future in the Construction Information Department at Technical High School
I spent valuable time at technical high school majoring in Construction Information, where I could concretely contemplate and design my career path. Our department offered courses spanning diverse fields like construction, architecture, and civil engineering, enabling me to systematically learn practical, specialized knowledge and skills.
Initially, I vaguely dreamed of becoming a construction contractor, but taking major courses helped me establish a more concrete direction for my career. Recently, the expansion of national parks, public facilities, and recreational facilities has led to increasing vitality in the environmental interior and landscaping industries. Within this industrial trend, I developed an interest in the profession of landscape architect, a path I naturally discovered through my department’s classes and activities.
I would like to introduce the main areas I studied over three years, divided into four categories.
First, the subjects demanding the most time and effort during high school were Surveying Practice and Civil Engineering Drafting Practice.
Surveying Practice was literally the core course laying the foundation for construction projects and served as the basis for learning civil engineering drafting. Surveying involves activities conducted before planning and designing a project, including measuring reference points, taking baseline measurements, and understanding terrain through photogrammetry.
We learned to measure angles and distances using total stations and determine the precise location of surveyed points. We also mastered height measurement techniques with levels. Performing complex calculations based on this acquired data naturally cultivated our mathematical reasoning skills.
Next is Civil Engineering Drafting Practice. In this class, we trained to draw cross-sections and side views of construction structures using CAD, a computer-aided design program. Initially, we focused on drawing basic external shapes. However, as the academic year progressed, we gradually deepened our CAD skills by handling more detailed structural drawings, such as base plates, top plates, and rebar detail drawings.
While surveying and drafting practice focused on foundational studies, subjects like GPS and soil testing required relatively less time investment but presented higher difficulty. In the GPS class, we collected topographic spatial information using a positioning system, analyzed it, and engaged in activities applying this data in real-world scenarios.
In soil testing, we performed compaction tests using soil as part of simulations for construction. Specifically, we gained practical experience by understanding the relationship between moisture content and dry unit weight, calculating the optimum moisture content and maximum dry unit weight through experiments.
Thus, my studies at the technical high school went beyond mere theory, combining practical training with hands-on experience. This enabled more realistic career planning and future design.
The three years spent in the Construction Information Department were a time for me to discover and prepare for my own direction in the professional world. I believe this will serve as a solid foundation for walking my own path in the specialized field of landscape architecture.
Major School Activities and Reflections
New Lessons Learned from RCY Volunteer Club Activities
I was active in the school’s RCY (Red Cross Youth) volunteer club. While club activities are typically categorized as ‘on-campus’ or ‘off-campus,’ our RCY operated under ‘domestic’ and ‘international’ divisions. This distinction stemmed from our club independently launching overseas volunteer teams, actively conducting service abroad. Consequently, domestically we engaged in various volunteer work both on and off campus, while internationally we visited regions in need to carry out locally tailored service activities.
Among our domestic activities, the most memorable were operating the ‘Love Blood Donation Vehicle’ and conducting subway fundraising campaigns. The blood donation vehicle operation was conducted under the guidance of the Korean Red Cross. We were responsible for driving the mobile unit directly onto the streets and guiding donors through the procedures inside. Prior to this, a professional instructor from the Korean Red Cross visited our school to educate us on the meaning and procedures of blood donation.
Honestly, I wasn’t someone who donated blood frequently; at most, I donated once a year. However, this training truly made me understand the importance of blood donation. Hearing the stories of critically ill patients urgently needing transfusions or children suffering from leukemia, the fact that a single donation could save someone’s life struck me deeply. I also realized that blood donation is a form of sharing only possible for healthy individuals. Inspired by this experience, I registered as a regular blood donor and also underwent a health checkup.
When operating the blood donation vehicle, I explained the significance of blood donation in detail to donors and guided them through the procedures and precautions. I also assisted the nurse in meticulously checking donors’ health conditions and organizing the health checklists. Through this process, I felt a deep sense of fulfillment knowing that more people than I imagined were helping their neighbors with warm hearts, and that I too was one of them, doing something small but meaningful.
The subway fundraising campaign was an activity that began in earnest after the overseas volunteer group was launched within RCY. Our volunteer group carried out service activities in various countries, including Cambodia, the Philippines, and Vietnam. We planned and executed service tailored to each country’s situation. In Cambodia, where educational facilities were scarce, we built schools and distributed school supplies. In the Philippines and Vietnam, we sought out areas with poor medical infrastructure and collaborated with local medical volunteer teams to provide medical guidance and assistance.
I personally participated in the Cambodia volunteer activity and also heard stories from friends who visited other countries. The stories of local children who couldn’t receive proper medical care or education deeply moved us. So, based on the stories we heard in each country, we pondered how we could provide more help. As a result, we planned a subway fundraising campaign in Korea. The donations collected through this campaign were delivered directly to local organizations, translating into tangible support.
Through RCY volunteer activities, I learned a value beyond simple service. It goes beyond merely helping; it involves understanding and respecting each other’s lives and contemplating ways to provide tangible assistance. I personally experienced that this is the true meaning of service. The fact that I could be a small source of hope for someone was deeply moving to me and made me resolve to live a life of consistent giving.
Cases of Consideration, Sharing, and Cooperation and Reflections
“Participating in Construction Volunteering through the Global Leadership Program”
I participated in an overseas volunteer group organized within the RCY volunteer corps and went to Cambodia for volunteer work. This activity was part of the ‘Youth Global Leadership Overseas Volunteer’ project, a specialized program for the district where our school is located, and I was able to participate with the support of that program.
The reality of Cambodia I encountered firsthand was far more challenging than I had imagined. The lack of proper social infrastructure made the overall living conditions appear inconvenient, and in some areas, development was focused solely on the tourism industry, resulting in a starkly visible wealth gap even in outward appearances.
The actual volunteer work took place in a remote village far from the capital. We crossed a long lake by boat to reach the deep-seated village. Many people lived on the water there, and children spent their days swimming, using the lake and river as their playground. Their floating houses were unsanitary, but what was even more heartbreaking was the near-total absence of educational facilities. There was only one space that could be called a school, precariously built on the water.
The children studied under a single light bulb in a small space woven from wood and grass, a sight that left a deep impression on us. As architecture majors, we felt there was clearly an area where we could help, and we resolved to make a tangible contribution to expanding their educational space.
Fortunately, just outside the village, there was land available for use. We began the foundation work using cement we had prepared in advance. We mixed cement with water in buckets to create a solid base, then erected pillars and proceeded to the second phase of construction. Since this building was intended to serve as an educational facility, we paid special attention to structural safety and internal temperature control. Construction proceeded relatively smoothly because the design was finalized before the volunteer team departed, based on local photographs.
The week-long construction volunteer activity was physically demanding, but our hearts felt warmer and more fulfilled than ever. During construction, nearby villagers shared food with us out of gratitude, and children frequently visited the site to cheer us on. We were able to complete the work, greatly energized by that warm encouragement.
It was immensely gratifying to see this small yet meaningful educational space completed, knowing it could positively impact the children’s futures. This experience allowed me to personally feel the value of sharing, consideration, and cooperation. It also gave me confidence that my specialized knowledge can genuinely contribute to society.
My volunteer work in Cambodia was more than just an overseas experience; it was a profound time that awakened me to what true global leadership means. It was a precious experience that made me resolve to live practicing these values going forward.
Motivation for Application, Career Plans, and Preparations
Dreaming of becoming a “National Park Landscape Architect who regularly participates in architectural volunteer activities”
I have seriously contemplated my career path since high school. In particular, through career aptitude tests and interest assessments, I analyzed my inclinations and suitable career fields. This confirmed that work contributing to society and fields requiring a spirit of service align well with me. These results weren’t just data; they aligned perfectly with my actual life experiences. Since high school, I’ve voluntarily participated in various volunteer activities, where I found genuine fulfillment and a sense of accomplishment.
These experiences provided crucial direction for my career choice. I want to build expertise in architecture and landscape architecture, not just to be a professional working for personal gain, but to actively serve as an architectural volunteer who makes tangible contributions to the community. Specifically, as a landscape architect managing and preserving public facilities like national parks and cultural heritage sites, I aspire to lead a fulfilling life performing work of high social value.
To realize this goal, I am applying to the Landscape Architecture Department at ○○ University. The subjects taught there—landscape planning, design, landscape studies, dendrology, and environmental ecology—are essential disciplines for my future career. At university, I intend to actively participate not only in theoretical studies but also in diverse practical training and projects to cultivate both field awareness and practical skills.
Specifically, I have prior experience acquiring fundamental technical skills like design, CAD, and GIS while enrolled in the Construction Information Department during high school. I believe this background will greatly aid my adaptation to future major courses. I also have hands-on experience performing foundation work and surveying for buildings, making me familiar with the process of translating design drawings into physical spaces. I am also proficient in collecting and analyzing spatial information, as well as operating design programs.
However, some aspects of landscape architecture are still unfamiliar to me. Fields like ecology, landscape studies, and dendrology, which require understanding the natural environment and biological ecology, differ somewhat in nature from my previous studies. To compensate for this, I plan to participate in internships at related companies during my university years and steadily accumulate field-centered experience.
Furthermore, I intend to continue the architectural volunteer work I undertook during high school into my university years. I will join landscape and architectural volunteer clubs to engage in practical activities with the local community. I also plan to systematically prepare for and obtain relevant certifications, such as Landscape Architect or Surveyor. Through this, I aspire to grow into a landscape professional who harmonizes theory, practice, and social engagement.
My ultimate goal is to contribute to designing and creating natural spaces where many people can rest, by participating in public projects like large-scale national parks or garden expositions. I chose landscape architecture not merely as a ‘job’, but as a ‘calling’ to realize my values and contribute to society. I will continue walking my own path with consistent effort and sincerity.
