In this blog post, I’ll summarize my academic efforts, school activities, experiences with empathy and collaboration, and career preparation process during my time in high school.
Writing About My Academic Experiences and Reflections
The method I used most actively to improve my grades in high school was performance-based assessment. While many students tend to view performance-based assessments as merely supplementary tasks for class, I treated them as research projects and key learning opportunities directly linked to my grade point average. To differentiate public education, the school adopted a teaching approach that gave teachers greater discretion; as a result, learning assignments and performance-based assessments carried more weight than curriculum-paced lessons. I sought to leverage this structure to my advantage in my studies.
I experienced tangible academic achievements through performance-based assessments in math and computer science. For example, in the “Discrete Probability Distributions” unit of Math II, we were assigned the task of solving all the example problems from both the textbook and the standard reference book. I went beyond simply writing down the correct answers; I meticulously analyzed my mistakes on the problems I got wrong. Even when I was randomly called on during class to solve problems at the blackboard, I never made a single mistake. As a result, I received a perfect score on the performance assessment, and thanks to my habit of finishing each unit during that day’s self-study period, I was able to fully master the material without needing to do any separate preparation for the exam.
In Computer Science, when we were given basic programming assignments, many of my classmates would simply copy code directly from the internet, but I made a point of typing everything out myself, line by line, to understand the program’s structure. The experience of typing the code myself and running it to visually confirm the flow of variables and the behavior of functions helped me develop practical skills that went beyond textbook understanding. Repeating this process made the entire programming unit easier to grasp, and I was able to keep up with the class material without needing any separate time to prepare for exams.
Above all, adhering to the principle of “resolving what I learned that day on the same day” was a huge help. When time is short, it’s easy to just copy the correct answers or skip reviewing mistakes, but to avoid doing that, I used the self-study time immediately after class to review any parts I didn’t fully understand. As a result, I was able to manage my grades through performance assessments while also improving the quality of my learning, which became a crucial foundation for my future approach to studying.
Major School Activities and Reflections
Although I tended to be introverted, my passion for engineering led me to join the engineering club, where I gained the opportunity to develop my leadership skills. In my sophomore year, I was recommended to serve as president and took charge of the club. I worked to clearly define the club’s goals and scope of activities, documenting them to establish them as a tradition. I set the club’s purpose as “nurturing creative aspiring engineers” and centered our activities on open-ended project proposals and development to achieve this goal.
To create a space for our activities, I set up a Naver Cafe on a platform frequently used by members instead of relying on an outdated bulletin board, and I created a project proposal template to establish standards for our activities. Once I organized and uploaded last year’s projects, programming learning materials, and external links, interested members began joining one by one, and comments and suggestions became lively. This environment played a major role in fostering a culture where members could propose and bring their ideas to life.
One of the club projects I proposed was the creation of a “spinning top robot that rotates automatically when light is shone on it.” During club hours, we formed teams of three and posted instructions on construction methods, required materials, step-by-step processes, and expected outcomes so that each team could prepare independently. The underclassmen gathered the materials and built the spinning robots using phototransistors, LEDs, and DC motors, while I assisted with the construction by taking photos and videos to document the process.
I felt a particular sense of fulfillment as a senior when I taught them how to connect the legs properly during the soldering process to prevent short circuits and helped them correct any mistakes. Through these hands-on projects, the underclassmen learned technical fundamentals, and I was able to develop my leadership and teaching skills through guidance and documentation. My experience running the club was more than just an activity; it was a valuable time that helped me develop my aptitude for my major and my ability to collaborate.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
Through my activities in the Welfare Division of the school student council, I personally experienced the importance of consideration and cooperation while working to improve students’ living environment. The student council was an organization open not only to class officers but also to club presidents, and I applied to join the Welfare Division to reflect the voices of the school community. In the Welfare Division, I was primarily responsible for conducting surveys to improve the school lunch menu and gathering feedback on campus facility improvements.
The cafeteria survey focused on students’ preferred and least preferred menu items, the hygiene of the serving trays, and portion sizes. After compiling the survey results, I suggested to the nutritionist that we increase the variety of chicken-based dishes, and I relayed concerns regarding hygiene and portion sizes to the cafeteria staff to drive improvements. The nutritionist and kitchen staff expressed their gratitude for receiving direct feedback from students, and the students quickly noticed the positive changes.
Additionally, among the feedback collected through the student council suggestion box, the most frequent request was regarding the school’s air conditioning. Many students voiced concerns that having only fans in classrooms made it difficult to concentrate on their studies during the summer. I proposed a plan to install one air conditioner in each classroom to the school’s operating committee, and the committee approved the installation, starting with the senior classrooms, on the condition that budgets for other facility improvements be adjusted accordingly. Since then, I have received numerous expressions of gratitude from my fellow students for creating a better environment for studying.
Through this experience, I learned that even small changes within a community can have a significant impact on the satisfaction and atmosphere of its members. I came to believe that the process of identifying what members truly want and driving tangible improvements is, in itself, a vital activity that fosters a healthy community life.
Efforts and Preparation Related to Motivation for Application and Career Plans
When deciding on a career in computer engineering, I sought to go beyond simply accumulating specialized knowledge to gain broad insights and practical experience. Solidifying my grasp of fundamental concepts through performance-based assessments during my academic studies, typing out programming assignments myself to understand their structure, and proposing projects and mentoring underclassmen in my club were all practical preparations for studying and researching computer engineering. These activities helped me develop the fundamental attitude and problem-solving skills necessary for someone who creates technology.
In addition, three books I read over the past three years had a significant impact on my career path. First, Edward Wilson’s ‘Consilience: The Unity of Knowledge’ made me realize the necessity of transcending disciplinary boundaries. The author advocates for the integration of knowledge by connecting culture, art, and the social sciences from a biological perspective; after reading this book, I came to believe that the ability to fuse knowledge from other fields is crucial even within the field of computer science.
Second, ‘The Path Young People Should Take’ encouraged me to choose my own path without fearing failure. I was deeply troubled by my career choices while reading this book, but the author emphasized that the younger generation must define success for themselves and take on challenges. Through this, I was able to firmly resolve to study computer science—which I truly desire—and develop technology, regardless of my parents’ expectations.
Third, Matthias Horx’s ‘The End of Technology’ provided the insight that for technology to succeed, it is not enough for it to be merely perfect or cutting-edge. The author states that technology that people actually feel comfortable using and that improves their lives is ultimately the most successful. This perspective established a standard for me to prioritize “human needs” above all else when designing the programs or technologies I intend to develop in the future.
Alongside my theoretical reading, I also engaged in practical preparation. Through club activities—including project planning, development, and website management—I honed my planning and communication skills, while my involvement in the student council allowed me to gain experience in researching and incorporating user needs. Additionally, I worked to develop my problem-solving and code-reading abilities by independently writing and debugging programming assignments. Moving forward, I plan to delve deeper into fields such as algorithms, systems, and human-centered design at the university level, while continuing to engage in research and development aimed at creating technology that genuinely benefits people.
