In this blog post, I will summarize my academic experiences and extracurricular activities at Culinary Science High School, examples of my consideration and cooperation, as well as my motivation for applying to the Department of Food Engineering at Korea University and the preparation process I undertook.
Academic Efforts and Learning Experiences
While attending Culinary Science High School, I established a career path in which I did not simply aim to obtain a chef’s license and find employment, but rather to pursue higher education and specialize in food research. Therefore, rather than relying solely on hands-on classes, I devoted more time to theoretical studies in an effort to cultivate my potential to grow as a food researcher. Through the regular curriculum, I learned step-by-step theories—including various cooking methods, heat transfer, low-temperature and high-temperature sterilization, freezing, mass transfer, evaporation, drying, adsorption, and extraction—and studied challenging subjects such as mechanical separation, membrane separation, grinding, mixing, and distillation in conjunction with hands-on practice.
In terms of my attitude toward class, I would arrive at least five minutes early to read through the material in advance and repeatedly review and prepare for each lesson. I sat in the front row of the classroom, taking thorough notes on the instructor’s explanations and even recording additional examples to deepen my understanding. In my upper-level courses, I participated in hands-on classes where I developed my own recipes by experimenting with methods of mixing solids and liquids through processing, separation, grinding, and mixing processes. I also explored ways to enhance food safety through research on food packaging and packaging materials.
Meaningful Participation in School Activities
I participated in a community-contribution food development competition held at my school and developed a product focused on improving the quality of life for seniors living alone. To create practical products that would support the dietary needs of these seniors, I focused on frozen foods that can be thawed and eaten multiple times, fried foods that require only simple reheating, and pre-cooked grilled and smoked foods. I also designed dried foods suitable as side dishes, taking into account processes that reduce the risk of spoilage, such as freeze-drying and salt curing.
Specifically, I researched dried fish products like smoked salmon, grilled items made from chicken breast and pork, and fried foods made with vegetables such as squash, mushrooms, and chili peppers, developing them to maintain a crispy texture with just one heating. Since the competition required individual preparation, I went through a process of developing my own ideas, analyzing reference materials and commercially available products, and refining my work based on feedback from friends. As a result, I successfully created three types of foods that could be frozen, thawed, and cooked immediately for serving. I won the grand prize in the school competition and even had the rewarding opportunity to donate the products to a local organization supporting elderly people living alone.
Examples of Consideration, Sharing, Collaboration, and Conflict Management
During my sophomore year of high school, I participated in improving the school lunch menu through volunteer work assisting the school nutritionist. I was responsible for searching for and collecting data, as well as editing existing materials, while a fellow student used Excel to process the data into secondary sources; we divided the tasks and worked together. I made a conscious effort to remain meticulous while creating a survey that reflected students’ opinions and organizing the vast amount of collected responses into data.
For example, for questions such as preferences for meat side dishes, I tallied the number of respondents for each option and divided it by the total number of respondents to calculate the percentage. These statistics were of great help to the school nutritionist in adjusting the lunch menu, and I felt a sense of fulfillment, along with my fellow participants, when the results we submitted were actually incorporated into the menu.
Motivation for Application and Preparation Process
Although I had aimed to become a chef from a young age and enrolled in a culinary science high school, my school experience sparked a greater interest in ingredients, cooking and processing methods, and the machinery and tools used in food processing. I became convinced that I wanted to grow not only as a chef but also as a researcher involved in food functionality and development, so I decided to pursue a career in food engineering. I applied to the Department of Food Engineering at Korea University to further my studies in the various cooking and processing methods—such as heat treatment, freezing, drying, distillation, and fermentation—that I had learned in high school.
For example, when someone recovering from surgery needs to consume food that is gentle on the stomach yet aids digestion, I want to possess the ability to research and prepare meals tailored to the specific purpose and characteristics of the individual. Rather than simply creating food that is flashy or attention-grabbing, I aspire to become a researcher who develops food with a purpose—food that provides tangible benefits to members of society, particularly marginalized groups. To this end, I will strive to develop the functional properties of various foods and hone my expertise to become a leader in the field of food research.
