In this blog post, I will present a summary of my academic efforts and study methods during high school, meaningful campus activities, examples of empathy and conflict resolution, and the process of overcoming difficulties—all tailored to the personal statement prompts for the Department of Architectural Engineering at Daejeon University’s College of Engineering.
Academic Efforts and Learning Experiences During High School
As a high school student, I had poor study habits—I was easily distracted during class and did not take thorough notes. Even when I tried to focus on the lesson, background noise or my friends’ antics would catch my attention instead, and my notes were scattered like doodles. As a result, I often had to borrow notes from classmates to cram for exams. When I entered my sophomore year and faced the reality that I needed to prepare for college entrance exams, I resolved to improve my study habits. To correct my tendency to get distracted, I read a book titled ‘Tips for Organizing Your Thoughts’ and learned how to focus on a single task for extended periods and how to use notes effectively. The book suggested not jotting down thoughts haphazardly but organizing them by topic in a single notebook. I organized my study material and assignments into just two categories in my notebook and set a goal to complete everything I wrote down that very day. Doing this allowed me to visually see what needed to be done, making my priorities clear, and I was able to tackle assignments immediately so they wouldn’t pile up. I marked completed tasks by crossing them out and immediately stored assignments in my desk drawer to ensure I never missed a deadline. When preparing for exams, I jotted down the scope in advance to study systematically, and I wrote down important points on Post-it notes and stuck them in conspicuous places. These changes in my habits reduced my distractions and laid the foundation for steadily improving my grades.
An Example of Meaningful Effort in School Activities
During high school, I struggled a lot because I wasn’t sure about my career path. Although I was motivated to get good grades, I lacked a clear sense of purpose since there were no specific subjects that particularly interested me. So, adopting the mindset that “it’s okay not to have a dream,” I decided to actively utilize the career and aptitude programs offered by the school to discover my aptitudes. In particular, I participated in a career and learning mentoring program, where I received guidance on interpreting test results and learning strategies. While attending motivational lectures, I realized that many students shared similar concerns, and the advice to do my best in whatever tasks were given to me—even if I didn’t have an immediate dream—helped alleviate my anxiety about studying. After objectively assessing myself through learning style assessments, standardized tests, and interest inventories, I was determined to have a aptitude for artistic fields where I could express my creativity, despite being somewhat easily distracted. The interest assessment revealed my interest in the field of architecture, and the career type assessment showed a high compatibility with the role of an architect. Subsequently, through a “Career Map” workshop where I experienced the process of designing my future, I clarified my career path and, setting my sights on becoming an architect, began gathering relevant information and preparing accordingly.
Examples of Consideration, Sharing, Cooperation, and Conflict Management During School Life
As I developed an interest in architecture, I began to look at the spaces around me in a new light and realized the impact that spaces have on people’s emotions and relationships. Since our class was large and we were crammed into a small classroom, conflicts over seating arrangements were frequent. As personal belongings further reduced available space, leading to discomfort and arguments, I proposed a class meeting to improve the classroom environment. After gathering participants, we identified priority areas for improvement—such as organizing the bulletin board, tidying the window curtains, and removing graffiti from the walls—and submitted a request to the school to replace the worn-out desks and chairs. Using the class budget, we purchased green curtains and wall decals to enhance concentration and create a more organized atmosphere. We also rearranged the seating layout from a block configuration to single rows to use the space more efficiently. As we worked together with my classmates to clear away clutter and organize the space, we developed a greater sense of consideration for one another, and I felt a deep sense of fulfillment seeing how this ultimately improved the classroom’s learning environment.
My Biggest Challenge and How I Overcame It
During my freshman year of high school, the fact that I had no career path was a major source of stress. I was shocked when, during a class discussion where my classmates were sharing their future aspirations, I was the only one without a goal—and it was only then that I began to seriously consider my career path. Without a goal, I struggled to find a reason to study and often felt frustrated. To overcome this, I used the career guidance programs and aptitude tests offered by the school to objectively assess myself. Through the test results and mentoring, I discovered that I had an interest and aptitude for architecture, which led me to set the goal of becoming an architect. The process of finding my career path boosted my confidence and strengthened my spirit of challenge. I resolved to gather information and build relevant knowledge while preparing steadily, even amid uncertainty. I focused on new architectural trends, such as shared housing where private and communal spaces coexist, and thereby refined my own architectural interests. Through this experience, I gained the mindset to set and pursue goals, as well as the confidence to take on new challenges.
