This blog post explores how science and math-focused learning preparation enhances your motivation for applying to architectural engineering. It specifically explains how foundational engineering knowledge connects to design and construction capabilities, thereby increasing your suitability for the major.
Writing about Academic Experience and Reflections
“The Journey to Become a Prepared Female Architectural Engineer”
I grew up under my father, who ran a construction equipment and building company. He often brought home building materials to study, constantly researching. Witnessing this, I resolved to become a professional female architect who designs and constructs directly on-site. I then pursued a degree in Architectural Engineering to begin my preparation for becoming an engineer.
Having decided my career path early, I focused not only on preparing for the college entrance exam during my first year of high school but also on building the mathematical skills necessary to fully grasp the content I would learn after entering university. To this end, I researched the foundational knowledge and designated liberal arts courses required for admission to the Architectural Engineering department and learned that I would need to focus primarily on mathematics, computer science, physics, and chemistry. Therefore, even during high school, I enthusiastically attended classes in these subjects and worked hard to maintain good grades in my school subjects as well.
For science inquiry subjects, since preparing for the CSAT required more time, I read related books to increase my interest. I found and read books like ‘Physics Textbook, Chemistry Textbook Rewritten Through Movies’, ‘Science Hidden in Advertisements’, and ‘Science is Fun’ at the library. Reading these books made me realize that science isn’t a subject detached from my life, but rather connected to various phenomena around me.
Specifically, the movie ‘The Matrix’ made me ponder whether teleportation and self-replication are quantum-mechanically possible, while ‘Evolution,’ a film about volcanic eruptions, led me to study the creation of volcanic ash through the chemical reaction of heat and air. Previously, physics and chemistry experiments felt like artificially planned procedures, but seeing vivid movie scenes connect to these examples fundamentally changed my perspective on science. I developed the habit of analyzing even simple chemical reactions around me, which I hadn’t noticed before, from a learner’s perspective.
Writing about major school activities and reflections
“Broadening my horizons through architecture club activities”
The great Swiss architect Le Corbusier said architecture is a creative act of breathing life into stone. I was grateful to discover our high school had an architecture club and joined immediately. Our club conducted various activities based on Le Corbusier’s architectural philosophy. As a member, my activities included designing creative architectural structures, drawing blueprints, constructing models based on those blueprints, exhibiting the creations, and studying architectural cultural history.
Studying architectural history involved gathering knowledge through independent reading and then engaging in study group-like sessions with fellow members for discussion. Every two weeks, we met in groups to research architectural materials related to specific periods or themes—like the Renaissance, Baroque, or Greco-Roman eras—and prepared PowerPoint presentations for group presentations. When I was assigned to create materials introducing Greek architecture, I chose not to simply organize knowledge into a chronological timeline presentation. Instead, I selected a famous architect like Pheidias and focused on his works to explain the characteristics of architecture from that era. Preparing this presentation was rewarding not only because I was conveying knowledge to other members, but above all, it greatly helped my own architectural studies and college entrance exam preparation.
Beyond studying architectural cultural history, the activity I participated in most enthusiastically was designing buildings and creating blueprints. Our club operated its own online community site where members could post sketches of simple exteriors or interior structures for creative buildings they designed in their spare time. Posting these ideas allowed other members to review them and leave comments like “This part could use improvement” or “This aspect is really well thought out,” which greatly aided in developing my thinking. To post these, I personally learned Photoshop and Illustrator, conceptualized a bench-style pavilion, and created image files. After receiving feedback suggesting adding a central passageway or ladder model, I built these prototypes using suitable materials like wood and wire.
The model I made myself, along with instructions, was displayed on campus at the club exhibition alongside other members’ works. Seeing other students marvel at and compliment these pieces, and even vote by placing stickers on the ones they liked, was a great experience that helped gauge the public appeal of my work. I first constructed the pavilion model out of wood, laying artificial grass on the roof to create a nature-friendly structure. I then added decorative wire elements to the front, incorporated a communication space based on fellow members’ advice, and attached benches and ladders to complete the piece. As a result, many friends voted for it as a building they wished existed in reality. This experience sparked my desire to create more buildings with even more creative ideas.
Examples of Consideration, Sharing, and Cooperation and Reflections
“School Trip: Learning Community Spirit Where Everyone Becomes One”
In my sophomore year, I went on a school trip to Jeju Island. It was a 3-night, 4-day journey that utilized every mode of transportation: train, bus, and ferry. Through this trip, I learned the value of helping and looking out for each other within our class community. I also gained a sense of community by having opportunities to give back to others in return for the help I received.
During the long journey from Gyeonggi Province to Jeollanam-do, our class paired up with the classmates seated next to us at the start and looked out for each other. When someone left their seat to use the restroom, we made sure to check their location and ensure the bus didn’t leave without them. We also looked out for each other by sharing snacks and helping with train ticket purchases, supporting one another. However, after booking the ferry to Jeju, I ended up losing my ferry ticket. The departure time was approaching, and since boarding was limited, I felt desperate. A friend from another class offered to let me use their ticket instead. They explained their spot on this ferry was already booked, so I could use theirs while they took the next one. I promised to repay their kindness, deeply grateful, and safely boarded the ferry to Jeju with our class.
After arriving in Jeju, I met another classmate who had helped me during a difficult part of the Olle Trail hiking course. While walking along the path leading to the sea, that friend and their partner got lost, falling behind the group. Since our class was moving well behind the others, we happened to meet by chance, and I gladly guided them. Looking at the map I had, I gave them detailed directions, and they quickly found their class group. Both friends thanked me. Like this, throughout the long field trip schedule, I received help from classmates and partners I traveled with, received kindness from classmates I didn’t know well, and also learned a sense of community by helping others.
