The key to college admissions in 2028: Student portfolio design that will lead to acceptance!
From student portfolio design strategies selected by universities to writing self-evaluations tailored to university advancement.
A roadmap for admission to prestigious universities, suggested by admissions experts Team Union.

Students stay up late at night worrying about their performance and self-evaluations, and their parents worry alongside them.
To address these concerns, this book guides both students and parents to clearly understand the college admissions process and strategically prepare for school life.
It provides specific, practical examples, including admission strategies for each type of school, understanding the criteria for school type evaluation, how to cultivate inquiry skills through topic exploration and reading, and even how to design student records and write self-evaluations.
Starting with the 2028 school year, the importance of the student record (school life record) will increase.
In college admissions, where simple performance-based evaluations such as awards and certificates have disappeared, self-directed exploration, the context of activities, and the growth process have become core evaluation criteria.


In reality, the proportion of comprehensive student records (Hakjong) is increasing, especially in top universities, and the reflection of student records in regular admissions is also strengthening.
This book provides concrete strategies to help students design their own activities to adapt to these changes and effectively demonstrate their career paths and capabilities.
It includes case studies and report writing methods that can be applied directly to actual school settings, such as creative writing, special features, and career activities, and details practical know-how, such as tips for writing subject-specific self-evaluations, how to use key keywords for student record design, and examples before and after revision.

The process itself of specifying the question about the research topic and pushing it to the end is becoming the center of evaluation.
In addition, learning attitude, sincerity, and participation are evaluated as equally important as inquiry activities related to classes.
Students and parents must first understand these evaluation criteria so they can develop practical strategies accordingly.

--- p.7, from "Prologue"

What we recommend is to include 2-3 activity items per 500 characters.
Thinking about it this way, it determines to some extent the number of important activities I must do from a student department design perspective.
If you diligently attend school, your special abilities and special skills will be naturally filled in through performance evaluations.
Ultimately, four or five research papers per year from the creative body are sufficient for students to ponder on topics that they are interested in.

--- p.21, from “Student Department Design Determines College Admissions”

The end of the exploration of the major department lies in reflecting on one's current self and making plans.
By exploring various majors, you should examine whether you have the level and ability to enter them, and if not, reflect on what efforts you should make.
It would also be a good idea to make a macro-level plan for graduating from high school.
Rather than limiting it to academic studies, it's also a great idea to write a report that fits your career path or participate in a camp organized by your school.

--- p.64, from “Creative Experience Activity Program”

When designing a student portfolio, subject-based in-depth exploration activities can be utilized as described above.
While students cannot plan their own performance assessments, some subjects may allow students to design additional activity reports themselves.
In addition to the follow-up activities in the curriculum, students can design follow-up activities that lead to creativity.
As mentioned above, the core of design is to link, expand, and deepen activities in the curriculum.

--- p.70, from “Special Programs by Subject”

The reason why you must use the major guidebook in particular is because it clearly states what kind of students the university and department are trying to select when applying.
I applied to a biotechnology program because I wanted to become a researcher who develops new drug treatments, but that university might not have a curriculum related to new drug treatments at all.
Then is there any reason to select that student?
--- p.319, from “Counting the Abilities in Your Student Profile with a Major Guidebook”

It is not desirable for students to describe themselves as having “excellent scientific thinking skills” or “excellent humanistic imagination” in their self-evaluation forms.
Rather than simply evaluating themselves as excellent, students should demonstrate their efforts by including essential keywords such as "I tried to think creatively" and "I was able to develop my knowledge information processing skills" through a certain process.

--- p.351, from “Essential Keyword Strategies for Self-Evaluation Forms”