To be called “coach” is an opportunity and an even bigger responsibility. The basketball court is my classroom, our student-athletes the front line. They are the ones playing with Princeton across their chest. They represent themselves, our program, our coaching staff and the entire University community. They do this on the court and off of it, on campus and abroad. I understand my role in their development.

My driving philosophy is one of authentic leadership. As a collegiate coach, you get to choose your team. I recruit the right people, competitors and winners to be sure, but also people who have the intangible qualities to be great. My student-athletes arrive at Princeton having already been the best, but this is a much bigger pond. And I ask that they trust the process. I remind them how special these four years are. I challenge them daily.

I get a lot of credit for “inspiring my players.” For me, it’s about caring about the process. Caring first about who we add to the Tiger family and then being deeply committed to each individual’s growth curve. This curve includes the challenges, triumphs, struggles and highlights. This is done in private; it is also done in public. It’s always done from the heart.

Princeton’s been the perfect fit for me, and I hope I’ve been the right fit for this great University. Here, I am charged with recruiting the best of the best. At Princeton, the student-athlete model is embedded into the very core of the University. Our elite athletes are some of the nation’s best students, and they are encouraged to be true members of the campus community. They pursue excellence in every arena, and they are willing to sacrifice and work relentlessly to achieve their varied dreams. In addition, we expect that our women lead with kindness, empathy, compassion and passion.

It’s been said that competing in sports reveals character and that you can tell a lot about people by how they play the game. I agree with both of these sentiments. My job is to create the synergy, to provide the leadership to help them grow into better versions of themselves, on and off the court. The path isn’t always straight, and it comes with a whole range of emotions, but it’s always been worth it.

I have hired a great staff. They are the ideal role models and teachers, and they are entirely invested in the Ivy League model. We work well together, working hard to sustain and grow a winning tradition, while ensuring that the most important life’s lessons are learned along the way.

This particular Tiger team made history and an indelible mark on the many who have followed this season closely. They played with toughness, fearlessness and relentlessness. They came together to become a true team. They achieved the unimaginable. And they did things the right way. They practiced hard, and they played with class. This Tiger team represented Princeton in the way this University and its brand deserve. I will remember this team, as I do them all, forever.

This season’s chapter is over. Soon we’ll be back at work…starting the next chapter.

The forest I wander — our library — is more docile than Poliphili’s, but no less enchanting.

The weekend of Feb. 27 to March 1 has remained one of the most formative experiences of my sixth semester. With a group of 18 students and two administrators, I traveled to Brown University for the first annual 1vyG Conference.

More than 250 first-generation students attended the conference to engage in conversations about their experiences at elite universities. Not only did I learn from profound lectures on topics like college admissions and socioeconomic status, I also had the opportunity to meet dozens of students eager to share their unique stories.

I have found that conferences usually prioritize networking beyond everything else. However, to get the most out of 1vyG you were encouraged to listen and empathize. Through listening, I empathized with students on a deeper level rather than debasing them to mere “connections.”

I realized that although we attend different universities, we face similar struggles. A lack of mentorship and feelings of isolation permeated the stories, but so did courage and determination. The students’ eyes lit up when they admitted an intimate yet crucial detail; they felt not only compassion, but also empathy from their listeners.

With each iteration of my story, I uncovered details that I never considered significant until I thought deeply about their repercussions. It was important to mention that I grew up without books in the house. It was important to mention that attending an unaccredited elementary school contributed to the holes in my education. It was important to mention that the pangs of poverty affected my academic experience.

As a writer, I was surprised at how little I knew about my own story.

It would be foolish to say that my main takeaway was learning more about myself. I had the privilege of hearing dozens of stories from first-generation students who hailed from all over the world. My favorite books cannot compare to the raw, unedited life stories that these students carry with them. The conference allowed us to weave our narratives together and inspired us to improve the first-generation student experience at our respective universities.

Initiatives like The Princeton Hidden Minority Council allow students to engage with the first-generation and low-income community on the Princeton campus. The umbrella organization raises awareness on academic and financial resources, facilitates mentorship opportunities with professors and alumni, and spurs dialogue on the first-generation and low-income student experience.

On the bus ride back, I ruminated on how I could contribute to improving the experience of first-generation students at Princeton. I tore my eyes away from "American Gods" and looked out at the growing twilight. It struck me that I had not started writing my daily 1,000-word passage. And that is when it hit me. I am a storyteller, and therefore I will tell stories.

Have you ever stopped to wonder, in a moment of utter woe and misery, if perhaps all the sorrows in your life are caused not by fate, but by a flaky, oily, potato-based food often served with sour cream and applesauce?

One of the most surprising pockets of linguistic diversity I have encountered is actually in the heart of suburban New Jersey: Princeton University.

It’s a bit strange, being a Canadian at Princeton. While American culture is in many ways congruent with that of its northern neighbor, the two countries nevertheless diverge from one another in subtle, though important ways.

I ended last post about classes with a little illustration of studious note-taking. 

Just in case you are wondering, 

I not only go to class, I pay attention and take good notes! In this post, let me give you some thoughts on my experiences with notes. 

I definitely can't speak to all classes and disciplines, but hopefully this will give you one perspective. Since notes really depend on class size:

• For smaller seminars and precepts, I usually get a feel for what is appropriate, depending on the professor and the type of information the seminar revolves around. 
• If it's a discussion-heavy class or precept, taking extensive notes may not even be necessary! It might just be better to be fully engaged in the discussion.
• For larger lecture classes, it's usually pretty clear that I shouldn't be engaged in conversation. Actually, I should probably be listening and trying to retain what the professor is saying, and taking notes helps this!

There are a couple of mediums for note-taking, the first being good old

Actually, I usually prefer pencils, mostly because mistakes and I are old friends.

If I can record enough information by hand, I'll cut out the distraction of a laptop and go with pencil and paper. Especially in courses where I don't need every detail, handwritten notes often help me choose to record only the most crucial or interesting bits of information. I find my English classes usually fall in this pen and paper category.

Of course, cutting out distractions does not mean there are no doodles. I went through a few of my notebooks and discovered 

I am particularly fond of drawing the backs of people's heads. 

Also this guy showed up a couple times. I'm not entirely sure from where, but I think I like him. 

If I'm in a class that goes quickly, or one that I know it is helpful to have more extensive notes, I bust out my

​In most of my larger lecture classes so far, the professors have been just fine with students using computers. The amazing Professor Nicole Shelton, who taught my PSY 252: "Social Psychology" course, once described her view in front of the McCosh 50 lecture hall as looking over a sea of glowing, white apples.

I've sat next to more than a few Facebookers and online-shoppers, and was introduced to Buzzfeed by creeping on a neighbor in my fall freshman seminar. My friend Alissa even reported once seeing a girl in front of her reading entries on this "Speaking Of Princeton" blog. I'm not going to lie; it is easy to get distracted with a laptop. Professors who allow them do request you use them solely for taking notes though, so it's respectful to everyone to use them for focused note-taking.

Actually, in many cases you shouldn't need to frantically write down everything. Many instructors will put their lecture slides up on Blackboard, the course management system Princeton uses as an online hub for things like class material and precept posting 

If you miss something, or want to revisit an image from lecture, you can find the presentation after class! Not all courses have this option, though. As Professor Bendixen, my professor for "Science Fiction", said paradoxically on the first day of class, "I don't use audio/visual aids; I don't believe in technology." It is an excellent course. 

By the way, taking notes by laptop became infinitely more satisfying when I discovered the note-taking option in Word. It (kind of) makes you feel like you are taking notes on paper, not a screen! And then it outdoes real life by letting you change your workspace with the click of a button:

For example, 

SO! Those are the main methods of taking notes: using paper or using your laptop.

However, I thought I should mention I have seen some people simply using their minds.

I've seen them here and there; under the voice of a lecturer, as the hall rustles with the clattering of keys and the scratching of pencils, they sit calmly. They are unrestrained by papers or power cords. They are pure. Are they that confident in their mental powers? Do they just not care? They just... listen. 

I am definitely not one of those people, so props to them! Really, it comes down to the nature of the class and how you learn and listen best. Personally, I love writing and recording things, plus it also just anchors my focus to have something visual in front of me. Also, I think it's worth mentioning this TIME article.

SO, 

I can say these were good for my information retention.

As this bearded guy is probably thinking,

YAY! 

Currently on view in the Princeton University Art Museum are representations of the night by artists from the 15th to 18th century, Durer to Goya, in etching and engravings.

One thing I love about Princeton’s campus is its proximity to Nassau Street. Nassau Street is just outside of FitzRandolph Gate, the University’s main gate, and it’s speckled with cute shops and eateries, as well as with fancier restaurants and boutiques. Walking down Nassau is often just what I need to get off campus and to get my mind out of the books, and I’m happy to have some more time to do just that because we’re now on spring break! So, here are few of my favorite places on Nassau:

1) Naked Pizza. Yum! I went here for the first time during my first month as a freshman with a free pizza coupon the University gave us. I’ve been back (many, many) times since. It’s healthy and delicious—I highly recommend the “superbiotic.” It really is super!

2) The Princeton Public Library. It’s not that the University’s 11 libraries aren’t enough; it’s just that our public library has a wonderful community atmosphere. One of my favorite parts is the small book shop in the front where you can get really nice used books for just $1 or $2. They also have a cute cafe by the entrance with some fun treats and drinks, and the library is sprinkled with great study spaces. As a Princeton student, you can get your own library card. I always use my card to check out travel books since their travel selection is so wide.

The other thing I love about the library is that it hosts a farmer’s market on Thursdays just outside its doors in the fall and spring. Fresh fruits and vegetables, artisan breads, homemade candles, local meats, brown eggs and flowers galore. In the winter, the library hosts the market inside once a month.

3) The Whole Earth Center. For my fellow health nuts, this is a must. It is a bit pricy (but less expensive than the U-Store on campus), and it’s an easy 15 minute walk down Nassau Street, so it is very convenient. I’ve found that the best sales are in September at the beginning of the academic year—think Clif bars, healthy cookies, organic peanut butter and the like, all reduced to a pretty significant savings. The other nice thing about the Whole Earth Center is that they have nuts and trail mix in bulk.

4) The Paper Source. I could just live here. The Paper Source is an adorable paper store that has decorative paper, great stationery, cute cards and the best calendars. Their windows are also always so festive and decorative, and I once did a card-making class here on a Thursday night with a friend. We each made several amazing valentines during the class. Simply put, the Paper Source is a must.

Of course, there’s also a Starbucks on Nassau, and I just couldn’t do justice to the myriad ice cream places in this post; they certainly deserve a blog of their own. So, these are a few of my favorite places on Nassau. And as I have more free time over spring break, I just might discover a few more.

Over the years, I’ve had so many people ask me what it’s like to be at Princeton. That’s a huge question, and a terribly complex one, but oftentimes it’s followed up with things like: “Is everyone busy all the time?” "Are the classes super hard?" “Do you ever get time to relax?”

My answer has always been, "Princeton is what you make of it”. I don’t think there is any one typical experience at Princeton; it really is unique for every individual, and you have a lot of say in how your day-to-day life will look. And it is very likely that your Princeton experience will look very different from semester to semester and year to year. 

So what is it like to be at Princeton? I won’t get into any of the complexities and intricacies of being a student here, but I can provide you with a quick overview of what my daily life here on campus has been via quick descriptions of my weekly schedule over the last four spring semesters.

Freshman year: 

I took four classes: Gen Chem, an introductory molecular biology class, microeconomics, and French. I had two to three weekly lectures and a precept per class, plus a lab for mol bio and chem. It made for a busy semester, but one that is pretty typical for a freshman pre-med. I also was on the lightweight crew team, so would have practices from 4:30-6:30 every day. Thankfully, Princeton blocks out that time period for athletic practices so no student-athlete should ever have to choose between attending class or attending practice; unfortunately, many interesting guest speakers and other activities fall during that time period, too. On a typical day, I would wake up around 8 or 9 a.m., grab breakfast with my other pre-med roommates before our classes, attend class or work during the day, eat dinner with teammates after practice, and spend the evenings finishing up homework. I always set aside Friday evenings for something more fun and relaxing; Saturdays I often had races, and Sundays I spent doing work (although my residential college adviser always held a Sunday night study break to look forward to!) 

Sophomore year: 

This was probably my easiest semester, although I was finishing up organic chemistry, probably the most dreaded pre-med class of all. There's a big difference between sophomore and freshman year, I think, in that you finally feel as though you really understand how Princeton works. Sophomore spring is that perfect time where you've really gotten the hang of things, but you haven't yet started your independent work. I took my first departmental that semester, "Animal Behavior," and decided that I loved the quirky and fun ecology and evolutionary biology (EEB) department. I also took a theology class (REL 263), which I elected to PDF (this just means that I took it with the pass/D/fail option) because it was such a new, but super interesting, topic to me. I also worked as an EMT during this semester after completing the New Jersey certification course in the fall, so I spent around 30 hours every month volunteering for Princeton First Aid and Rescue. I also had just gotten into my eating club, Cap and Gown, so was getting to know a bunch of new faces and form wonderful new friendships. 

Junior year: 

Junior year I was studying abroad in Kenya with the EEB department, so my day-to-day life looked completely different from any other semester. I took a series of four three-week long classes on topics ranging from African mammals to the conservation of African landscapes to tropical agriculture. We'd wake up at around 7 a.m. every day with the sun, spend the day doing field studies or traveling, and come home in the evenings to relax and hang out. I had maybe 20 hours of lectures in total over the entire semester, instead of 20 hours of lectures every week. I climbed Mt. Kenya over spring break, met some of the most wonderful people, and got a glimpse into a land and culture I never thought I would see. It was an incredible (and surreal) experience. 

Senior year: 

While the majority of my friends are in just two classes, I'm currently enrolled in three to finish up pre-med and global health and health policy requirements. I'm taking the second semester of introductory physics, a graduate-level seminar in epidemiology, and a MOL class called "Infection: Biology, Burden, and Disease." In addition to this, I also work as an intramural supervisor and as a residential college adviser, which takes up around 4-6 hours over the course of two or three weeknights. My biggest worry besides classes right now is the thesis. As one of my good friends keeps reminding me, we have less than 50 days to go....! And, of course, figuring out the next steps beyond Princeton.