In this blog post, I’ll summarize what I learned through my academic experiences during high school, the school activities in which I meaningfully participated, and examples of my consideration and cooperation.

Academic Experiences and Reflections

I initially aimed to attend medical school, but later decided to apply to the Department of Life Sciences at Inje University because I wanted to become more deeply involved in biotechnology research. After finalizing my career path, I realized that systematic preparation was necessary for college admission, so I began to devote myself fully to my studies. In particular, because of my strong interest in biology, I focused my studies on related subjects and textbooks.
To prepare for college admission, I set both long-term and short-term goals. My long-term goal was to be admitted to the Department of Life Sciences at Inje University, while my short-term goal was to select subjects and create a study plan to achieve high scores on the College Scholastic Ability Test (CSAT). I chose biology and chemistry—subjects related to my intended major—for the CSAT and studied them in depth. Separately from my CSAT preparation, I sought out and read books on biotechnology to broaden my background knowledge.
Reading both specialized textbooks and general non-fiction books simultaneously made it easier to understand the theoretical context and allowed me to better connect the dots when solving CSAT problems. As my goals became clearer, I developed a passion for studying and was able to truly enjoy the learning process. This enjoyment translated into results, and my grades improved rapidly.
On the other hand, I didn’t find all subjects equally interesting. I was relatively less interested in school exam subjects like physics and earth science, and I tended to neglect them. So, I devised a strategy to allocate my time differently based on my level of interest in each subject. For example, I studied chemistry and biology intensively for about two and a half hours a day, while I set aside separate time—about an hour and a half each—for physics and earth science.
Another strategy was adjusting the order in which I studied. I aimed to maintain sustained interest in my studies by tackling subjects I liked less first and saving the ones I enjoyed more for later. Thanks to this strategic study method, which took my interests and enthusiasm into account, I was able to strike a balance while preparing for both my school grades and the College Scholastic Ability Test (CSAT) simultaneously.

Major School Activities and Reflections

During my sophomore year of high school, I applied to and served on the Student Discipline Committee for one year. Since the committee selects students based on outstanding academic performance and exemplary conduct, I took on the role with a sense of pride. I was assigned to monitor students at the school gate in the mornings, checking name tags and uniform compliance—specifically, I was primarily responsible for verifying whether students were wearing socks.
While conducting these checks on-site, several questions arose. I would point out students who were missing a sock, wearing ankle socks, or wearing socks with flashy colors or patterns; however, many of the students I addressed would change their socks as soon as they entered the classroom. Students also voiced various complaints to us. These included complaints such as having to change from long socks to ankle socks in the classroom after arriving at school wearing long socks, the ambiguity of the criteria for what constitutes “flashy” socks, and questions about whether wearing ankle socks because it was hot should be considered a problem.
As we discussed these issues with our fellow Student Discipline Committee members, a consensus emerged regarding whether all the rules related to school uniforms were reasonable. For example, we agreed that outerwear such as windbreakers should be permitted for the sake of students’ health, and that there was insufficient justification for insisting exclusively on long socks. We compiled these issues into a written proposal and submitted it to the teacher in charge, also conveying that the Discipline Committee’s activities were inefficient due to rules with ambiguous standards.
The teacher in charge reviewed our suggestions positively, and a few weeks later, some of the rules were revised. Wearing dark-colored windbreakers was permitted, and regarding socks, while the existing standards for color and patterns were maintained, the policy was amended to allow ankle socks. These changes improved student convenience and efficiency, and the Discipline Committee’s activities also ran more smoothly. Through this experience, I learned that unreasonable rules can be changed by gathering evidence to make a persuasive case, and that it is important to present opinions with a sense of responsibility.

Examples of Consideration, Sharing, and Cooperation, and My Reflections

I’m naturally impatient and easily distracted, so I found it difficult to sit in one place and study for long periods. Even during evening self-study sessions, I couldn’t sit still for three hours straight; I had to keep moving to stay focused, and when the break bell rang, I’d go out to the playground to play soccer with my friends. However, when I returned to my seat, the excessive physical activity from playing soccer often made it even harder to concentrate.
When I entered my senior year of high school, the amount of study requiring me to sit for long periods increased, deepening my concerns. A friend I was studying with suggested I join the cross-stitching club. Since it was an activity mainly done by girls, I felt awkward at first, but I decided to give it a try after hearing that it could help improve my concentration. The process of stitching one thread at a time with various colored threads onto white fabric was very difficult at first; my hands would sweat, and I wasn’t satisfied with the results.
However, with the help of my friends and consistent practice, my skills began to improve. The time spent slowly stitching cross-stitch while listening to quiet classical music had a surprisingly calming effect on my mind and body and helped me focus. On days I did cross-stitch, that steady concentration carried over into my self-study time, making my studying much more efficient.
As the project came to a close, I presented the club members with cross-stitch keychains I had made as a token of my gratitude. Although it was a small gift, seeing how touched and delighted my friends were gave me a great sense of fulfillment. Through this experience, I learned how to change my habits, the importance of helping and caring for one another, and that even small efforts can bring joy to others.