Fall break always comes at the perfect time during the Princeton semester. Six weeks into classes, just as you’re getting into the swing of things for the school year, you are gifted a wonderful, seven-day break. Over this break, people do a variety of things. Many go home. Some travel to exotic locales as part of a class. Others go on trips with their clubs and friends. A few stay on campus to rest and recharge. 

In the past, I’ve always returned home to Oregon for break. For me, it seemed like the best way to get the rest I needed. This year, I had a different plan: the opportunity to participate in a Jewish-Muslim dialogue hiking trip in Moab, Utah. Random right?! The idea of the trip, organized by the Center for Jewish Life, Muslim Life Program and Outdoor Action Program, was to promote mutual understanding between Jewish and Muslim students via a shared experience.

A total of twelve students took part – six Jewish and six Muslim. From the first day, the group had a great dynamic as everyone who came on the trip wanted to be there, wanted to ask difficult questions and wanted to learn. As we drove across Utah to start our first hike, I already felt that I’d made some lasting friends.

While it ended up being too cold to camp, each day featured amazing hikes. We were primarily exploring Arches National Park, a park known for its tremendous rock formations that take the shape of beautiful, natural arches. Each day, after many hours of hiking, we would head back to our motel to cook together, play games and continue the dialogue. 

While I’d initially been nervous about doing something physical over my fall break, I’m so grateful that I took this unique trip, which featured conversations about subjects ranging from religious practices and holidays, to favorite sports teams, to highly charged political issues. While the trip itself was exhausting, I still came back feeling excited and reinvigorated — heartened by the productive conversations and new friends I’d made. 

One of the aspects of Princeton that surprises most people when I am talking about the University is its size. With fewer than 6,000 undergraduates, Princeton is a relatively small school compared to its peer institutions. But it is precisely this size that enables the University to focus on the undergraduate experience. If you spend enough time around here or even just take a tour, the University’s “undergraduate focus” is sure to come up, and rightly so; it is a significant part of what makes Princeton the school that it is.

Princeton’s size allows for a more intentional focus of resources on the undergraduate students. Upon matriculation, each student is assigned to a residential college (their home for the first two years), a residential college adviser, a peer academic adviser and a residential graduate student. Students are also made aware of dozens of other resources, including group and individualized tutoring, Counseling and Psychological Services and dozens of other centers or offices that focus primarily on supporting undergraduate students. As students work their way through Princeton and begin the quintessential independent work their junior and senior years, everyone either is assigned or chooses a departmental adviser who meets and works with them to see their work from start to finish. This alone is an incredible aspect of Princeton—to develop robust research alongside a Princeton professor!

Another benefit to the number of students is the sense of community that exists between current students and the alumni. This creates a sort of bonding effect that connects Princetonians across the years. I know that sounds like a typical admission phrase; even I was skeptical when I first arrived here. But I must say that is one of the more special parts of going to school here: the people you meet and the community you are encouraged to build.

With that being said, it is important to note that a small campus is not for every student. The University is set up next to, but a bit separated from, the town of Princeton. Most of Princeton’s buildings are on the main part of campus, making a walk from one end of campus to the other an average of twenty minutes or so. After classes, many students are engaged in extracurriculars, studying or socializing. Most of the performance shows, eating clubs or dining halls are either on campus or immediately adjacent. Overall, you can see why the phrase “Orange Bubble” exists; time can slip by easily without stepping foot off campus. And with Princeton’s size, it is easy to meet someone new every day, but it is simultaneously easy to get settled in a routine where you interact with the same people and see the same faces each day. Having a relatively small, communal campus in a non-urban setting has a lot of benefits, but it also has its drawbacks if you aren’t careful or intentional about getting off campus or interacting with non-college aged students. But regardless of the pros and cons, it is not for everyone. Some people thrive better in smaller environments than Princeton, others in larger. As with any university or anything in life, it’s all about balance and finding out what works for you.

When you start your junior year at Princeton, a new question becomes a part of the classic small-talk lexicon — “Where do you eat?” This strange question is in reference to the abundant dining choices available to upperclass students. In addition to the dining hall, they are presented with a multitude of dining choices, from joining a co-op or an eating club to going independent. Everyone has to figure out their approach to meals. 

Many Princeton students turn to eating clubs. Eating clubs are a concept unique to Princeton and serve as social and culinary hubs on campus. During the second semester of sophomore year, students sign-up or participate in a selection process, called “bicker” to be in a club where they will eat most of their meals. The eating clubs are clustered on Prospect Avenue adjacent to the University. For generations, many Princeton students have had great experiences with eating clubs and relish this unique part of their time at Princeton. That said, eating clubs are not the only options. 

Students who don’t join eating clubs and choose not to eat in the dining halls have several options, one of which is dining co-ops. Co-ops are food-share programs where small groups of Princeton students (usually around 30) come together and cook fresh, tasty meals for one another. As a co-op member, you are expected to cook once a week and the costs are very affordable. There are various types of co-ops on campus that cook foods catering to different cuisine types and preferences. 

This year, I joined the Pink House food share. Pink House is a sustainability-minded community that cooks vegan and vegetarian meals for a community of about 25. As a part of Pink House, I have access to a real kitchen and fresh ingredients when I cook once a week. It is an excellent way to unwind, de-stress and learn some valuable cooking skills. So far this year, I have enjoyed experimenting with hearty stews, zesty salads and delicious baked goods. I have also enjoyed having fun and conversations with my fellow cooks. 

Because I am vegan, I knew it would take me a while to figure out what other options, outside of the dining halls, were available to me, but my experience at Pink House showed me that there really are options for everyone. 

Before coming to Princeton, I didn’t really know what entrepreneurship was. Surprisingly, the first club that reached out to me during the first-year activities fair was the Entrepreneurship Club. Since then I have discovered a passion for the field and have participated in many entrepreneurial opportunities offered by the University. 

I have been able to learn about entrepreneurship through the courses offered by the Keller Center. In a course called “Creativity, Innovation and Design,” I was able to propose a solution to a major problem affecting college students: time management. My group and I thought of implementing meditation breaks during lectures in order to help with concentration. Another great course is “Foundations of Entrepreneurship,” in which we have weekly guest lectures from leaders in the field. The founder and CEO of Giphy recently came to the class and it was incredible to learn how he began his own venture.

Outside of the classroom, the Keller Center offers opportunities during the summer. I got to travel to Tel Aviv as a marketing intern at a high-tech startup. Believe it or not, I was able to use my liberal arts education to write blog posts and redesign the startup’s website. I lived with a cohort of 20 Princeton students and learned a lot about the Israeli startup culture. What’s amazing is that this summer internship was fully funded by the University!

Other opportunities made available by Princeton was the Tigers Entrepreneurs Conference 2019 in San Francisco. It was an unbelievable experience because I was able to meet with alumni who founded their own startups, as well as visit companies like Google and Salesforce.

I am incredibly grateful to Princeton for letting me discover my passion for entrepreneurship and giving me the tools and skills necessary to pursue the field after I graduate. My message to prospective students is that, while Princeton is known for its liberal arts education, it also excels in entrepreneurship! If you are creative, have innovative ideas, or want to change the world, entrepreneurship might also be for you! 

Some of you reading this may attend high schools where many seniors go off to attend Princeton and other similar colleges every single year. Others might not know anyone from their school who’s ever attended Princeton before. I’m very proud of the fact that I’m the first student from my high school ever to be admitted to Princeton and I think it’s given me a unique perspective on campus life.

I won’t lie — deciding to come to Princeton was a touch nerve-wracking because I had no idea what to expect and didn’t have any past graduates from my school that I could ask. Unlike many of my high school friends, who were all attending local colleges together, I didn’t have anyone to ‘twin’ shirts with on College Decision Day or to discuss first-year orientation with. Looking back, however, I wouldn’t have done it any other way — coming to college without the friend groups from high school allowed me to grow more as an individual from the moment I stepped on campus.

My worries about not having built-in support here were unfounded too. The first-year experience at Princeton is loaded with opportunities to meet and ask questions of upperclass students and professional University staff, who oftentimes are absolutely overjoyed to meet you! Every first-year is assigned a Residential College Advisor (RCA) and a Peer Academic Advisor (PAA), two junior or senior students in your residential college who can offer student-to-student advice on everything from course selection to social troubles. Each student also gets a faculty advisor in their area of study and has access to their college’s director of studies for a second opinion.

There are also several resources on campus meant specifically for students who come to Princeton from underrepresented or otherwise unique backgrounds. One that comes to mind is the Scholars Institute Fellows Program (SIFP), whose website notes that SIFP “offers mentorship, academic enrichment, and a welcoming scholarly community to students hailing from backgrounds historically underrepresented at Princeton.” Another is the First-Generation Low Income Council (FLiC), which also offers similar resources.

What I’ve found is that there’s no “right way” to come to Princeton. For maybe my first week of classes, I was afraid I wouldn’t have a network of juniors and seniors to turn to for mentorship.  Pretty soon, though, I had carved out my own place on campus. The diversity at Princeton has given me the experiences to meet hundreds if not thousands of other students with whom I share much more crucial interests and values. There’s nothing to fear in blazing your own trail!

As the deadline for early action applications to Princeton looms closer and closer, I’m constantly reminded of my own path to Princeton and the process it took for me to get here. I remember how stressful the college application process was, with everyone asking, “Where are you applying?” and, “What’s your first choice?” It’s easy to get overwhelmed by these questions, especially if you’re not quite sure of how to respond.

The process of making your list of schools to apply to is tough. I remember I didn’t understand why it was so hard when I was young; why couldn’t students just apply to every single school in the country? That way they’d surely get in somewhere. I didn’t realize that each application came with an application fee, not to mention the fact that the Common Application limits the number of schools you can apply to through their platform. (If the application fee is a hardship for your family – you can check with the school to see if fee waivers are available.) Upon learning this, I started to understand why so many students have a hard time crafting their list.

Image

So, how do you go about making “The List”? What should you keep in mind when looking at schools? Below is a survival guide to college applications.

1. Location. Location is key. Many high school students can’t wait to graduate and go to a university far away from home, but here’s a pro tip: everyone gets homesick at some point or another. Maybe you miss your parents, siblings or pet. Maybe you miss sleeping in your own familiar bed. Maybe you miss that small-town feel. Whatever the reason, it’s very hard to go home for the weekend if you live far away. When I was looking at schools, my parents insisted on a “no-fly zone,” meaning the schools I chose had to be within driving distance from home. At first, I thought this was a huge limitation; then I realized that, since I lived in New York, I had so many colleges within driving distance from me!
2. Campus feel. When I was looking at colleges, I remember that the way a campus was structured was really important to me. I wanted a campus that felt like a campus. For that reason, a lot of city schools didn’t make it to my list. One aspect of Princeton that I love is that it has a physical gate that clearly signifies where the campus is. This solid campus structure makes the school feel homier to me, which was important. If you’re a person who loves cities and being immersed in them, try adding more city schools to your list!
3. Money. Money can be a sore subject that not a lot of people like to talk about. Nevertheless, the reality is that money is a huge factor when students apply to college. There are many different ways to go about this. In-state tuition versus out-of-state tuition can make a huge difference at some schools. At others, the financial aid program is what attracts students. When I made my list of schools to apply to, I made sure to keep all of this in mind before choosing universities. Princeton's generous financial aid program made college possible for me, as the program is need-based and is committed to meeting 100% of a family’s demonstrated need. Princeton also reevaluates your family's financial situation every year in order to account for any changes, making it extremely flexible!
4. Academics. Of course! We can’t forget the actual reason why you go to college! The academic opportunities at a university will likely be a deciding factor during your application process. Part of what attracted me to Princeton was its academic rigor which, in turn, opens doors to countless internship and career opportunities.
5. Alumni network. When you apply to a school, you have to also keep in mind your plans for after college. A strong alumni network goes a long way when it comes time to look for work, internships, fellowships, graduate programs, etc.  In fact, over 26,000 alumni volunteers work with the University in various capacities including providing opportunities and advice to students and young alumni interested in internships and careers.

I hope that these tips will be helpful to you during your college application process. However, you should also keep in mind that you’re going to end up where you’re supposed to be. The admission process doesn’t always work out the way you expect it to, and the stress of the “What-ifs” is exhausting and simply awful. Try not to feed into the frenzy of college applications; if you focus on keeping your own process under control, you’ll be much happier in the end!

One of the more exciting aspects of life at Princeton is when public figures or experts in fields visit to participate in a conversation on a relevant, interesting topic. Recently, I had the opportunity of seeing two notable public figures come to campus and add to my Princeton memories. The President of Microsoft and Princeton University Trustee, Brad Smith ‘81, came to have a conversation with the host of “The Daily Show”, Trevor Noah. The event focused on Smith’s latest book (co-written with Carol Ann Browne), “Tools and Weapons: The Promise and the Peril of the Digital Age.”

For big events like this, the University tries to make ticket distribution as fair as possible. For these University-wide engagements, the announcement of the speaker and ticket information is sent to the undergraduate community via e-mail (among other reasons, this is why staying organized and on top of your emails is so important!). It is common for ticket distribution to take place in the ticket office at Frist Campus Center. For some of the more popular events, students line up for over an hour before the ticket office opens, ready to buy a ticket for themselves or a friend.

During this recent talk, Smith and Noah described how their shared fascination for technology and passion for ethics in the field allowed them to develop a friendship and business partnership. Noah included a stop at Microsoft when touring for his recent book, “Born a Crime: Stories of a South African Childhood”. There, the two met and subsequently began having conversations around innovation and the future of technology. Noah related his experiences of wonder to stories he told in his book about building computers as a child.

The conversation then shifted in a cool way as the two discussed some of the issues regarding technology in the modern age. Noah talked about the partnership he developed with Microsoft to deliver computers to the Johannesburg communities he was supporting through the Trevor Noah Foundation. What was particularly interesting to me was hearing Smith talk about Microsoft’s project to extend broadband—highspeed internet access—to rural areas across the globe. The two then began talking passionately about the importance of access to technology and education in underresourced communities. They noted that increasing such access addresses representation in the technology field but also helps to address ethical issues encountered by building artificial intelligence in a non-inclusive environment.

Overall, it was amazing to hear about Brad Smith’s experiences as a student on campus and the years since then, while also learning about Trevor Noah’s passion for technology and access for the Johannesburg youth, in addition to laughing at his jokes and quips. This talk exemplified one of the more fun and surprising aspects of Princeton: the ways in which we are able to learn outside the classroom, especially from the experts, themselves!

Packing up and moving to campus is not easy for anyone. It typically involves the painstaking process of deciding which sweater comes and which stays behind, an overstuffed suitcase and leaving behind friends, family and home. Yet, when it finally comes time to move onto campus, some of my peers will hop in a car or on a train with their families in tow, but I will hop on a flight traveling across the country from Portland, Oregon. 

I am not complaining. I know that many students at Princeton travel even longer distances to receive the incredible education we are all so lucky to have. If anything, I like the fact that I am from a place so unique on Princeton’s campus. That said, it also means that my Princeton experience is different. I go home for fewer breaks. Move-in and move-out days are a little more stressful. When I forget to bring my graphing calculator, my parents can’t just pop over and deliver it on the weekend. 

While I may not be from the Northeast, over my time here, I have learned to lean into my difference. When I tell people where I am from, I usually get excited follow-up questions and inquiries. On breaks that I haven’t been able to go home, I have been welcomed into the homes of the incredible friends I have made over the course of my time here. So, while I occasionally wish my parents lived just a tad closer to campus, I will always be a proud Oregonian at Princeton, living far from home.

Image

During the summer, I was lucky enough to intern at the American Civil Liberties Union (ACLU), in downtown Manhattan, working in their National Political Advocacy Department on the Campaign for Smart Justice. Through the Campaign, I worked on projects with the overarching theme of eliminating mass incarceration and racial injustice in the American criminal legal system. I’m incredibly grateful for the experience, as it was a summer of learning and growing for me in so many ways.

First, I was able to continue expanding my knowledge about law, politics, policy and the interaction between them. I used the skills I’ve been developing at Princeton through the Woodrow Wilson School of Public and International Affairs⁠—knowledge accrued from various classes⁠—and applied them to the projects I was working on at the ACLU. Being able to see the real-world applications of the concepts I have learned in class was amazing; it made my work that much more meaningful. Additionally, knowing that I was contributing to extremely important projects was incredible. For example, I contributed to the ACLU’s work on clemency by putting together a memorandum that analyzed each state’s past and present policies on the matter. I then used the information to figure out which states the ACLU should focus on for their own clemency initiatives. I’m grateful to have contributed to such a monumental cause.

Second, I had the opportunity to compare my experience at the ACLU with my internship last summer. Last summer, I worked at the New York Legal Assistance Group (NYLAG) in their Immigrant Protection Unit (IPU). Although NYLAG and the ACLU are both non-profit organizations, I had vastly different experiences at both organizations. While I was working in direct services at NYLAG, I had my own clients and ran my own meetings; I was doing more big-picture work at the ACLU this summer. I was able to meet and talk with many influential individuals in today’s political scene. I even had the opportunity to video-conference with Edward Snowden.

Image

Third, I received funding from Princeton for my internship at the ACLU, since the internship was unpaid. Because of Princeton’s generosity, I was able to afford rent at a beautiful apartment in Manhattan. While working at NYLAG last summer, my commute was an hour and a half to and from work each day. Living in Manhattan made my commute much more manageable, and it provided me with a community I had never had access to before. All of a sudden, I was surrounded by other college students interning in the same city and having similar experiences. I was able to participate in more after-hours work functions, which facilitated closer relationships with my coworkers. Finally, I experienced living on my own in a setting that wasn’t a college dorm. I paid rent for the first time, went on weekly grocery store runs, cooked every day and got to know a new area.

Image

My experience at the ACLU went above and beyond anything I could have ever imagined, and it reinforced my interest in law, politics and policy. I am grateful for my time at the organization, and I’m looking forward to following the ACLU’s accomplishments in the years to come!

Entering the second half of my Princeton career is a scary prospect. It seems like just yesterday I was jumping on the couch with my family, screaming at the top of our lungs just seconds after spotting the ‘Congratulations!’ at the top of my Princeton admission decision. 

Being an upperclassman at Princeton is different in a couple key ways from the first and second year experiences. Perhaps most obvious is the change in the dining scene. First-year and sophomores eat all of their meals in the residential college dining halls, while juniors and seniors can get their meals in a number of different ways. Students can opt to continue on a partial or full dining hall plan, join a co-op (a small group of students who rotate cooking often-themed meals), or become fully independent (cooking meals on your own).

However, the most common dining option (and the one I’ve chosen) is joining one of the 11 eating clubs. Joining the eating clubs can sometimes be a source of anxiety for students as they struggle to pick the right one and coordinate choices with their friends. However, students are welcome to eat at clubs other than their own through the Meal Exchange program, and maintain strong friendships outside of their own clubs (I know many of my best friends aren’t in my eating club!) 

Another key change in upperclass life is its residential aspect. Students live in their assigned residential college their first two years at Princeton. Before junior year, however, students have the choice to move out of their colleges and into upperclass housing, which is not affiliated with any of the residential colleges. While most of these buildings share the same Gothic architecture as the underclass dorms, it was definitely jarring for me to see people from colleges other than my home Mathey in the hallways of my new building. Moving off campus is also an option for juniors and seniors, however majority of the student remains on campus since housing is guaranteed all four years.

One final big change going into junior year is the new research focus in coursework. Most of Princeton’s 37 undergraduate concentrations (or majors) require students to begin independent research in their chosen field of study. This begins with the junior paper, a ‘mini-thesis’ which is often a 20-30 page exploration of an original topic within your major. Don’t worry if this sounds intimidating (I’d think you’re crazy if you weren’t a little bit scared) – students within many departments are automatically enrolled in research methods classes that are invaluable in guiding individual projects. 

The end of my college career is perhaps a little closer than I’d like. However, I’m excited for the challenges that lie ahead and am optimistic that the second half of college will be even more fulfilling than the first!