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.

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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.

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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.

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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.

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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!

My work in the Politics department here at Princeton took on a whole new dimension during the summer. From early June to mid-August, I worked in a congressional representative’s office in the House of Representatives. I applied for the internship for perhaps obvious reasons: I was looking to get a first-hand look at the different government institutions I’ve only really read about in textbooks and newspaper articles. And, without a shadow of a doubt, my summer experience delivered!

Before starting, I wasn’t sure what to expect either from my work in the office or my life outside it. Looking back, I don’t know that I could quickly summarize the litany of different experiences and challenges I experienced at work or on my own time as I, at times. struggled to navigate life in the city. Each day I spent interning was wildly different, and invited valuable reflection on how I can best harness the top-rate education I’m getting on campus for good.

At work, I did everything from giving tours of the Capitol to writing memoranda on various bills for the Congressman to read. Some days I spent mostly at my desk, typing away and answering phone calls, while others were spent running around the halls of the House and Senate office buildings delivering notes and messages for and from higher-ranking staffers. From the very first morning of my internship, when I was tasked with combing through a 200-page budget document, staff treated me as an integral part of the office. In-between tasks, I listened to members of Congress speak as part of the Intern Lecture Series and tried my best to explore all the different nooks and crannies of the Capitol building.

Perhaps even more valuable than the actual work experience I gained were the insights I gleaned from my conversations with coworkers and Princeton alumni as part of the Princeton in Washington program (PiW). The staffers in my office had a range of different educational and professional backgrounds, and were generous with their time in speaking to interns about life on the Hill and speaking about broader career advice. The Princeton in Washington program, which connects Princeton alumni, families and current students living in the capitol region, hosted a wide variety of educational events with high-profile alumni. The roster of alumni speakers, including sitting Senators, members of the House, and high-ranking government and private-sector officials, offered a window into a variety of different Washington career paths and ways to succeed.

I’m immensely grateful for the opportunity to undertake such a life-changing experience, and even more so for the global Princeton community which offered me an incredible network of support even as I was working 200 miles away from campus. Who knows yet if I’ll be back next summer, but I love knowing that the Tiger family will follow me wherever I choose to go.

Princeton University. A wonderful place filled with opportunities to take advantage of and organizations to get involved with. One of the most salient aspects of Princeton is this idea of an Orange Bubble, which shields and protects us from the outside world. For me, the Bubble was so strong my first two years that I had no clue what was happening outside FitzRandolph Gate unless I purposefully read or watched the news. Although it makes me feel safe and at home, the Orange Bubble surrounds us with privilege and has the potential to blind us from seeing other aspects of life.

The Petey Greene Program has been my temporary, weekly escape from the Orange Bubble. Petey Greene is one of my all-time favorite groups I’ve gotten involved with at Princeton so far. Each week volunteers tutor incarcerated students to help them earn their GED.

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I joined Petey Greene during my sophomore year at Princeton, and I have not yet missed a single session. I always look forward to that 25-minute van ride with people I now consider friends, and I look forward to the tutoring itself. Petey Greene has opened my eyes to experiences and people I never would have encountered elsewhere in life, and I am grateful. Volunteer work was a huge part of my life in high school, and I struggled to make time for it at Princeton. Now, for a few hours every Friday, I get to help people reach their academic goals, despite the adversity they face.

Petey Greene has also influenced me academically. As a concentrator in the Woodrow Wilson School, I am required to conduct research and write two Junior Papers (one per semester) during my junior year, in preparation for my senior thesis. I chose to write my first Junior Paper on the treatment of incarcerated pregnant women in New York prisons, and my second Junior Paper is about mass incarceration in the United States.

Although I love the homey feeling I get from the Orange Bubble, I am endlessly grateful for organizations like Petey Greene that bring me outside of Princeton’s walls and enable me to help others.

I should admit, from the very start, that I know very little, if anything, about visual arts. Beyond a hazy memory of how color wheels work (“ROY G. BIV!”) and a vague familiarity with a handful of names of the most famous artists, I can confidently say that my understanding of the visual arts is elementary at best.

For that reason, I’ve kept a respectful distance from the Princeton University Art Museum. Maybe because I found it confusing or because I found it a bit intimidating (or, more likely, a mix of both), I never stepped foot into the gallery at the Art Museum. To be totally honest, I did briefly enter the gallery in the fall of my first year, but that was during the Nassau Street Sampler, an event the Art Museum holds, when I was simply focused on trying all of the food at the event.

So, when two of my friends from Princeton Christian Fellowship, who happened to be tour guides at the Art Museum, offered to take a group of us on a tour, I hesitantly agreed. However, I wasn’t sure that I wanted to spend that hour walking around a silent room, looking at paintings and sculptures that I knew nothing about.

Instead, contrary to my previous ideas about art, the tour couldn’t have been more exciting. The tour guides used each piece to transport us into a different society at a different point in human history, masterfully weaving in interesting factoids about the art we were looking at into the fascinating stories about humans long ago. Rather than quietly tip-toeing around a maze of incomprehensible frames, I got to see the Art Museum for what it was—a collection of windows into a time and place past.

As we walked by the Princeton Vase, one of Claude Monet’s original "Bridge over a Pond of Water Lilies" paintings, and Andy Warhol’s "Blue Marilyn," I found myself truly enjoying and appreciating the art on display and the Art Museum itself. Of course, my experience was especially enhanced by the fact that I was able to ask any and all of my “stupid” questions—“Why is that entirely black square of a painting considered art?”—but the tour guides graciously answered them all. The “entirely black square of a painting” was Ad Reinhardt’s "Abstract Painting" that actually has multiple shades of black and is a demonstration of Reinhardt’s technical ability to make typically shiny oil paints matte.

I ended up staying after the hour was up, excited to walk around the museum on my own. While I certainly am no expert after having gone on just one tour, the Princeton University Art Museum, like so many things on this campus, has opened my eyes to a whole new world that I can’t wait to explore further.