In this blog post, I’ll outline my academic plans and career aspirations for college, drawing on my academic efforts, school activities, and experiences with empathy and collaboration during my high school years.
Academic Experiences and Reflections
I wasn’t a natural “genius,” but there’s one thing I’m confident I can match anyone in: That is my tenacity—I never give up. I have a personality where, if there’s something I don’t understand, I won’t let go until I do. There were times when I spent an entire day grappling with a single math problem, and other times when I spent two days trying to solve a science problem. I even spent an entire week solving a problem my math teacher had given me, saying it was “a problem for college students.” Thanks to my personality—where I simply can’t rest until I’ve satisfied my curiosity—I was able to hone my tenacity throughout my school years.
The most difficult subject for me was English grammar. Even after memorizing sentence patterns from Type 1 to Type 5, there were so many exceptions that I kept getting questions wrong. As a result, I even started confusing problems I already knew, leading me to repeat the same mistakes over and over. My grades dropped, and I could have given up, but I decided to take a different approach. I figured that if I could figure out every single exception to every rule, I’d be set. So, I picked three grammar books and resolved to memorize every single exception and rule in them, one by one.
At first, memorizing all three books from cover to cover wasn’t easy. But as I repeated the process, I gradually started to enjoy it and developed some memorization techniques. The key was not to memorize blindly, but to separate what I “knew” from what I “didn’t know,” organizing only the latter and memorizing it again. By systematically organizing and repeating this process, I reached a level where I made almost no mistakes on English grammar problems after six months. Once I experienced that sense of accomplishment, I developed the mindset to never give up, even in the face of greater challenges.
Major School Activities and Reflections
When I first entered school, I had a strong desire to serve as class president during my freshman year. This was because my homeroom teacher for that year was truly a wonderful person, and I deeply wanted to spend my school life by her side, helping her and learning from her. So, after competing with friends who shared the same goal, I was elected class president, and in that role, I promised the students one principle. I promised to be a “fair and honest class president.” My classmates trusted my commitment to speak the truth and act impartially, without letting my personal emotions or moods influence my decisions.
The first thing I learned as class president was the “difficulty of communication.” Even when I tried to accurately convey what I had heard from the teacher to the class, misunderstandings arose, and some students didn’t catch the message. As I kept receiving the same questions about homework and assignments, I realized that I could only maintain trust by fully understanding the information myself. So, whenever there was an important announcement, I would always bring a notepad to class, confirm the details with the teacher, and record them one by one. If there was anything I didn’t understand, I would ask again to ensure I grasped it accurately. Through this experience, I learned the importance of communication and advance preparation in managing a class.
Because I enjoyed my experience as class president, I decided to take on a bigger role. I ran for student council president, was elected, and spent a year leading efforts to improve student welfare and school policies. Serving as student council president presented a level of responsibility and challenges that were on a completely different scale from being class president. Since I couldn’t meet with every student directly, misunderstandings sometimes arose, and some classmates grew frustrated when tasks were delayed. In those moments, I decided not to be swayed by short-term results but to build trust by moving forward slowly and steadily. Eventually, I achieved results step by step and earned my peers’ trust.
Through these leadership experiences, I learned firsthand how to lead an organization, prevent and mediate conflicts, and manage schedules responsibly. By experiencing a wide range of situations—from communication within a small class to implementing policies for the entire student body—I came to understand the true nature of leadership.
Examples of Compassion, Sharing, and Cooperation, and My Reflections
The most common challenge I faced while serving as class president and student council president was conflict resolution. While conflicts among classmates often left room for clearing up misunderstandings, conflicts between teachers and students were frequently deeper and more difficult to resolve. At first, I was flustered because I didn’t know how to mediate, but through experience, I realized that the most effective approach was simply “listening.”
In particular, while preparing for a school festival as student council president, a major disagreement arose between the teachers and the students. I struggled with which side to take and how to broach the subject, but I decided to first listen calmly to both sides. From the teachers’ perspective, they had reduced the preparation time out of concern that it would interfere with academics, while the students felt disappointed because they wanted to celebrate this important moment in their school lives. I helped convey both sides’ positions calmly and explained each other’s concerns.
Ultimately, listening fully to each other became the starting point for resolving the conflict. The teachers understood the students’ feelings and made some concessions, while the students also adjusted their demands to find common ground. Through this experience, I learned an important lesson: when misunderstandings arise, helping people listen fully and clarify their positions is more effective than rushing to propose a solution.
Efforts and Preparation Related to Motivation for Application and Career Plans
My decision to pursue a degree in Military Science was inspired by my father. Watching the integrity and dedication to the nation he demonstrated while serving in the military naturally fostered a desire in me to follow that path. Additionally, the leadership experience I gained as a class representative and student council president has built my confidence in leading people and establishing systems. Therefore, I intend to formally study Military Science and grow into an officer.
After entering university, I plan to gain a balanced mix of domestic and international experiences. First, based on Yeungnam University’s systematic curriculum, I will thoroughly master the knowledge of the Department of Military Science and develop practical skills such as command studies. At the same time, I intend to participate in volunteer activities at the university and in the local community to cultivate my character and virtue. I believe that being a soldier is not merely a profession that requires physical strength, but one that demands virtue and wisdom to embrace others and make sound judgments.
I also intend to gain overseas experience to encounter and learn from diverse cultures and people. Through volunteer work, I plan to meet people directly and experience local communities abroad to broaden my perspective. These experiences will help me, as a future leader, practice flexible judgment and consideration in various situations.
Ultimately, I wish to carry on my father’s legacy and dedicate myself as an officer. The path of an officer is physically and mentally demanding, but it requires a corresponding sense of responsibility and mission. Through training and self-discipline, I aim to become an outstanding soldier who contributes to making Korea a safer nation.
