Princeton’s campus looks fundamentally different at Princeton Preview than when you return on the Dinky for sophomore year. Novel were the shapes of sidewalks, grandiosity of buildings, and historically rooted landmark names; the complex and at times confusing dining hall swipe rules, eating clubs, and workings of Frist’s mail system; the short semesters, intimate precepts, and independent nature of academic inquiry.

One year in, Princeton is still beautiful but it is also just home. I order coffee from the same shop each morning, grab the same sushi at Late Meal in the afternoon, and return to the same residential college at night. What do you mean, like Nick Carraway said in The Great Gatsby, we just beat on boats against the current? Perhaps it was unrealistic to expect a daily transcendental revelation. Perhaps it’s my fault for thinking all I needed was to be splattered with orange paint. But I like new, shiny, unfamiliar things. Where to look? One might call this the sophomore slump.

Sophomore slump (noun): A sophomore’s dwindling motivation as college loses its perceived grandiosity and palpable novelty.

The starry-eyed condition of my freshman year was an incongruent prediction for how my four years would feel. College burnout is real! My romanticized view of college as an endless cycle of new friends, new ideas, new heights of achievement proves to be an illusion as my first sophomore semester soars by. Intermittently, I think NOOOOO where did my weeks and months go!?!?! What did I even accomplish in September and October?!?! Am I failing to be a true Princetonian?!?! Sometimes I feel that I am a nondescript creature floating in the primordial ooze, accountable to no one and spiraling to academic paths eroding in employability by the second. Certainly taking a class to read War and Peace and keeping a journal pretending to be a character on the home front will fix this all.

What happened to the infinite four years I so desperately anticipated? You look around each campus destination and alright, this is what it is. All you’ve got. All you are. Like a limerence-fueled relationship losing its spark. Lamentably, you realize the problem might be you. Damn.

While I’ve painted a picture that is more blue than orange, despair not, some relationships just require a bit of soul-searching. Whether you switch majors after getting bored like me, reboot old artistic hobbies, or discover an unfamiliar direction to pursue, the sophomore slump is the universe’s (or this primordial ooze in which you float) invitation to breathe new life into your relationship with your beloved prince. Maybe your Big Bang is just ahead, don’t relent! The slump lets you rest until you uncover the effervescence of your youth anew.

Coming into Princeton, I didn’t foresee a leave of absence on the schedule. I had already extended my schooling by a year by opting to finish high school at a United World College (UWC), an international boarding school, and truth be told, I liked the sound of “Class of 2025”. There is a myth that students who walk through the center of FitzRandolph Gate will not graduate in four years, and I never did that, so I should be immune to needing extra time, right?

After spending last summer at Princeton working on my senior thesis in the Nelson lab, I was eager to return home in August for the first time since studying abroad the previous fall. Unfortunately, I received an unexpected diagnosis of hyperthyroidism, and by the time I received treatment several weeks into the semester, it would be too late to catch up on what I had missed. So began the process of taking a leave of absence. 

Students taking a leave of absence work closely with their residential college staff. In my case, Dean Wagner and Dean Meggs from New College West were very helpful in ensuring I received the information I needed and University Health Services in securing continuity of care upon my return. With the support of my thesis advisor, Professor Nelson, and the Molecular Biology department, I successfully applied to return after one semester instead of one year. I am extremely grateful this was possible, as I was back in good health by the end of September and eager to return to Princeton, especially for the Class of 2025’s last semester.

Although my leave of absence was unplanned, there were many unexpected benefits. Having only returned home three times since starting college, I appreciated being able to spend several months with my family and catch up with old friends. Suddenly finding myself with a lot of free time, I baked for the weekly English as a Second Language cafe at our church, took a few ballroom dance classes co-taught by my sister, and read over 30 books. My favorite was Between Two Kingdoms, which happens to be written by a Princeton alum. I sat in on a History class on famine in the 20th century, in which I learned about events I had never heard about before, including the Holodomor and Bengal famine. I was also able to return to a job I had the summer before my first year, portering patients and restocking supplies in the Emergency Department. Looking for ways to stay connected with Princeton, I completed the online training to become a helpline counselor with CONTACT of Mercer County and began volunteering upon my return.

One highlight from my semester off was attending my first conference, the Biomedical Engineering Society Annual Meeting in Baltimore, MD, with the support of Professor Nelson and my research mentors in the lab. I was deeply impressed by the creativity and diversity of research I saw, including the recovery of damaged lungs for transplantation via cross-circulation and “cell dancing” in sliding hydrogels. It was also exciting to have an opportunity to share our own work on the effect of diet on breast cancer cell growth and receive feedback from other researchers.

Despite trying to find ways to keep busy, my semester off was largely marked by boredom. I was used to taking five classes, being involved in extracurriculars, and being on-campus with my friends, and I felt a bit lost without something tangible to work toward. One of my UWC teachers reminded me, however, that there is value in boredom. I appreciated being able to spend the day reading a book, the weekends grocery shopping with my mom and going for walks by the river, and I was glad to have a break from the intensity of the Princeton semester. 

Upon returning to campus in January, I appreciated being able to start the spring semester refreshed instead of burned out. Now, halfway through my penultimate semester, I am grateful I had a chance to hit pause for a few months but also return in time to spend one last semester with all my friends in the Class of 2025. As graduation draws near, it is hard to believe four years have passed by so quickly, and I am eager to make the most of our remaining time together. Whether you are considering taking a gap year before, during, or after college, I hope this encourages you that time off can be helpful and restorative. After all, school will always be there when you are ready to return.

To put it plainly, any type of midterm week can get hectic. I have experienced two midterm weeks at Princeton so far, and these two specific weeks have taught me some valuable lessons that apply to not just academics but life in general. 

Lesson #1: Time management is key. At Princeton, midterm week differs from finals week in that classes are still operating as usual. When finals week rolls around, classes are already done and over, and you have an entire week dedicated to preparing for your final assessments, which is called “Reading Period.” However, classes are in full-swing during midterm week, so you have to balance your regular day-to-day classwork with midterm preparation.​​ This balance can undoubtedly get tricky at times. One helpful hack I have learned, though, is to start midterm preparation early AND finish classwork early. Doing so not only gives you a head start on midterm studying but also provides more room in your schedule for you to focus directly on your midterms. Believe me, not having classwork looming over you is always a plus, especially during midterm week! So, starting early and finishing assignments early is very important!

Lesson #2: Surround yourself with supportive people, and be one of those supportive people. If your midterms are ever making you stressed, the good news is that everyone else around you is likely feeling the same way. Reach out to your friends if you feel overwhelmed, and likewise, encourage your friends. I have found that study sessions with friends are great refreshers, as surrounding yourself with friends who are also doing work is not just motivating but also gives way to some fun conversations and laughs! Midterm week can feel crazy, but surrounding yourself with friends and being a friend can always help keep you grounded and uplifted. 

Lesson #3: Take breaks, and know that everything is going to be okay. For me, I cannot do good work when I am tired. If I feel sleepy or just simply unmotivated, I know there is no point in me trying to complete something complicated because I will likely lose focus and have a harder time understanding whatever it is. Thus, I love taking a rejuvenating break! Whether I am taking a nap, going for a walk/jog around campus, or chatting with friends, I always enjoy a break that helps me “refuel” and stay motivated. Additionally, I have learned to not obsess over midterms or exams. Yes, it is important to prepare and to do your best, but at the end of the day, do not sacrifice your health or well-being for a good grade on an exam — you are a person before you are a student. It is much easier said than done, but as long as you put in your best work, that is all you can do. Just know that you are still amazing regardless of what a grade on an exam says. 

Although it can seem frantic, midterm week is a great way for you to see and to show off what you have learned so far in your classes. They are meant to be “check-ups” on how well you are understanding your class's content and growing as a learner. They are not meant to stress you out, but even if they do, always remember to manage your time well, surround yourself with good people, and rest assured that your best is enough. 

For as long as I can remember, I’ve loved to draw. Whether it was doodling in the margins of my notebooks or sketching landscapes from trips I wanted to remember, art has always been a quiet presence in my life. But despite my enthusiasm, I never had the opportunity to formally learn how to draw—not in the way I wanted to. Technique, composition, the interplay of light and shadow… those were things I admired in other artists’ work but never quite knew how to achieve myself.

That changed when I enrolled in Drawing I.

As an engineering student, my days are usually filled with equations, simulations, and technical problem-solving. My mind is constantly working through numbers and constraints, optimizing, analyzing. But stepping into the Drawing I studio feels like entering another world—one where precision gives way to intuition, where mistakes are embraced, and where time slows down just enough to notice the way light falls on a crumpled piece of fabric.

One of the most rewarding aspects of the class has been learning actual techniques—things I never knew I was missing. I’ve experimented with charcoal, ink washes, and different ways of mark-making that have completely changed how I approach a blank page. Still lifes, in particular, have been a revelation. Before, I might have seen a collection of objects on a table and simply tried to copy what I saw. Now, I look for depth, contrast, texture. I see how negative space shapes the composition, how a single bold stroke of charcoal can bring a drawing to life.

Another unexpected joy has been learning from my peers. Each critique session is like seeing the world through a dozen different perspectives. Someone’s expressive linework, another’s delicate shading—there’s always something to absorb, something to inspire. It’s a reminder that art isn’t just about improving in isolation; it’s about conversation, observation, and growth.

And then there’s the sketchbook.

At the beginning of the semester, we were all given our own sketchbooks—blank, waiting, full of possibility. I’ll admit, at first, I hesitated to put pencil to paper. But soon, it became a space for pure experimentation. Quick gesture drawings, abstract shapes, studies of hands and faces. Some pages are careful and intentional; others are chaotic and filled with half-formed ideas. But that’s the beauty of it. There’s no pressure for perfection, only the freedom to explore.

In many ways, this class has given me something I didn’t even know I needed. It’s not just a break from engineering—it’s a way to engage with creativity in a deeper, more meaningful way. It’s a reminder that, even amid the busiest weeks, there’s always space to step back, observe, and create.

And maybe, just maybe, I’ll carry a little bit of that mindset with me beyond the studio—into my engineering work, my problem-solving, and the way I see the world.

I will not be the first, nor the last to say this: Welcome to Princeton, congratulations! You should be incredibly proud of yourself, your hard work and dedication to school, and your journey up until this point. The Tiger community can’t wait to see you at “the best old place of all.”

As a bit of a side note for those reading this that did not get in or are hoping to in the future: just know that everyone’s journey is different and ‘success’ isn’t bound to getting into somewhere or not. Make the most of whatever situation you find yourself in and the world will be your oyster!

For those of you who will be coming to Princeton next year as the great class of 2029, you have a lot to look forward to! This includes so many things—lookout for future blogs or check out ones written by my peers—including but not limited to: Academics - famous professors, research opportunities, and cool classes; Social - student organizations/events/shows, school sports, or Eating Clubs; Professional - access to alumni, networking/info sessions, and unique opportunities.

Before then, however, you may be wondering: “I got in, but now what?” I definitely went through this when I opened my decision in December 2021. From what I can recall, the process of matriculating was very smooth so long as you read the emails the university sends. Basically, just make sure all of your paperwork, forms and eventually AP/IB exam results are sent in.

Some time after the regular decision results come out, you will be invited to meet other admitted students and alumni near your geographical area. I am from Sarasota, Florida and there were five students admitted from Southwest Florida so we met via Zoom (it was also 2022). Some of my friends from NYC and LA have told me that they went to much larger in-person gatherings, so it really depends. Regardless, it is a great opportunity to connect with future peers or alumni who may be open to mentoring you!

Speaking of meeting other students, Princeton Preview is a great place to meet other kids who got into Princeton. This happens in the spring after regular decision results come back, so one advantage to getting in early is that you can plan travel a little better (I enjoyed this perk haha). Take full advantage of meeting prospective students, or meeting up with others you’ve met online beforehand. I’m sure they have unofficial Instagram pages where you can send a profile for someone to post (I didn’t do this and definitely don’t pay money—that a scam). The official class of 2029 Instagram made by Princeton is a good place to start following other kids. I also joined Facebook and Discord groups since there was some good information about rooming. That said, it doesn’t really matter if you meet peers online beforehand since the orientation events once you get here are amazing.

While this has been a really brief overview of what happens after you get into Princeton, I hope it was somewhat helpful. I would say the most important thing right now to do is: enjoy the time you have left in high school and don’t slack off (for the most part). If you have any questions about this transition or want some advice from my experience, feel free to send me an email, thomas.danz@princeton.edu! 

I can’t wait to see you on campus. Welcome to Princeton!

Ever since my first year at Princeton, I’ve heard about courses that include University-sponsored trips abroad for its students. This was shocking news to me. A free trip across the world as part of our curriculum? It sounded too good to be true. Come to find out, these classes really existed—and I’d eventually be enrolled in one!

This past fall break, I was part of a lucky group of 10 students who were able to travel to Tokyo, Japan for the course ANT437: Gaming Blackness: The Anthropology of Video Games and Race. Given the heavy Japanese influence on the video game industry, this trip was a perfect way to tie in course themes to tangible, cultural experiences. And it was nothing short of amazing! We had the opportunity to see various shrines and monuments, visit arcades, and even participate in a Q&A with executive Shu Yoshida of Sony Interactive, among many other cool things. We even got to go to Tokyo DisneySea on our last day! These activities and excursions offered us a unique chance to immerse ourselves in Japan’s rich culture, while also applying what we’ve learned in the classroom to real-life.

There are usually a few classes each semester that offer trips like mine. Other destinations have included Paris, Ethiopia, Greece, Ecuador, and many more. Granted, these courses tend to have a cap of about 10-12 students each and are by application only. While preference is sometimes given to students who are majoring in the department offering the course, this shouldn’t discourage you! Our trip, for example, was an Anthropology course listing and included a few Anthropology majors like myself, yet also students from a diverse set of departments, such as: African American Studies, Mechanical and Aerospace Engineering, Mathematics, and Operations Research and Financial Engineering. That is to say, definitely don’t be dissuaded by a course in a department different from your own major of study. If you’re interested in the topic, shoot your shot and apply! And, of course, work hard on your application and tell the professor exactly why you’re passionate about it. Since these are once-in-a-lifetime opportunities, there are a lot of students vying for the limited spots, so showing your enthusiasm and how the course will contribute to your academic journey is always a good idea.

The trip was especially special for me as a senior. After first hearing about these types of classes as a freshman, I hoped and prayed that I’d have the chance to take one of them before I graduated. After all, how often do you get to say you traveled on Princeton’s dime? But semester after semester, I never found a class with a trip that really piqued my interest — until this one! It just so happened that this course not only aligned with my major, but my personal research interests, as well. As someone planning to center her senior thesis around media/digital anthropology and how humans find community in online spaces, it seemed like fate that this class was being offered for my final year at Princeton. Not only that, but it was also the first time I’ve gotten to travel outside of the country in nearly 10 years! All of this culminated in a truly unforgettable experience that I’m incredibly grateful to Princeton for and will cherish forever. What a way to kick off the beginning of the end of my Princeton journey!
 

Princeton courses take on a variety of forms. Perhaps the most common form consists of two fifty-minute lectures with anywhere from thirty to over a hundred students, and one precept with around ten students. Meeting three times a week, these kinds of classes are very common in the social sciences and humanities. Many people enjoy classes that meet only twice a week for two eighty-minute sessions. Every class structure serves a purpose and students can more or less tailor their schedules to reflect their learning preferences.

Seminars are classes that meet only once a week for three hours and have anywhere between six and twenty students. Typically, you will be assigned anywhere between seventy and two hundred pages of reading for the week. During class, you will be expected to come in prepared to discuss your own analysis of the readings and pose questions related to what you learned or found confusing. This means participation plays a very large role in your own success in the class. Assignments typically take the form of several papers throughout the semester, or perhaps one midterm paper and one final research paper. I’ve had a few seminars that have included a requirement to lead one class discussion during the semester, though of course no two seminars are identical. This is perhaps an unpopular opinion—at least according to the reactions I receive from my friends when I say this—but these are my favorite kinds of classes.

There are many benefits to enrolling in seminars. Three hours might sound like a painfully long time but more often than not I find that these classes fly by. I also know that the emphasis placed on participation can sound intimidating. What if you can’t think of anything to say? What if you ask a bad question? These were certainly all thoughts I had before taking my first seminar in my freshman year. However, I have found that the size and organization of the seminar greatly lends itself to increasing your own comfort with the subject material and participation more generally. Small class sizes are not necessarily unique to Princeton, but they are definitely a defining aspect of the University—one that I am very thankful for. Often, a sense of camaraderie develops amongst seminar students and the professor for this reason. This makes seminars a great opportunity to learn from your classmates, build close relationships with your professors, and develop your own skills in public speaking and text analysis. Put simply, I'm glad I took a chance on seminars despite being initially intimidated by the thought of them.

I have written previously about a class I took during my sophomore fall, Central Americans and Asylum in the United States. This was a fairly large seminar, but it remains one of my all-time favorite classes during my time at Princeton. I learned a lot about the asylum process through our discussions and involvement in real-life asylum cases. Junior year, I took a seminar called Playing Dead: Corpses in Theater and Cinema in the English and Theater Departments. We read plays I’d never been exposed to before, as well as watched a variety of films and movies related to the course subject. For example, I loved watching one of Guillermo del Toro’s movies and feeling like I was being productive since it was for a class. This semester, I am taking a seminar called The History of Incarceration in the United States, and another anthropology seminar on borders (which also has a few graduate students enrolled!).

Over the last four academic years, I have taken approximately ten classes that have been seminars—roughly a third of all my classes. As I prepare to select my courses for my last semester at Princeton, you can rest assured that I will be taking at least one more.

Inspired by the tutorial systems of the University of Oxford and Cambridge, University President Woodrow Wilson implemented the notion of a “precept” in 1905. The precept is basically a fancy word for smaller classes, where attendance is usually mandated and students are expected to contribute. Precepts are taught by other faculty members, the professor who teaches the course, or, most often in my experience, by advanced graduate students. What makes precepts unique is the capacity for students to participate in small group discussions while further delving into the material of the course. 

I find the precept system to be overlooked. Some of my fondest classes are the ones where my preceptors took the extra step, walked the extra mile, and gave me a helping hand. In the spirit of gratitude this Thanksgiving season, I wanted to spotlight two of the classes where I felt like my preceptors went above and beyond in making sure everyone understood the course material.

Pol 392: American Foreign Policy

My preceptor for this course, Tetsekela Anyiam-Osigwe, always comes up with clever ways to have each student interact with the course material. From our brief discussions before class I know Tetsekela is a graduate student in the Politics Department at Princeton and is doing research in the organizations/dynamics of international states. Not only do I find her to be extremely intelligent, but also creative. During class, she will find a way to get each student to participate. From mini simulations to full fledged debates, I find her techniques to be incredibly clever. She not only ensures that we understand everything, but also meets us halfway by explaining complex topics we may not have fully grasped initially. I’m eternally grateful for all the guidance she has given me on my research for the class and for always making the 50 minutes fly by. 

GLS 318: Vienna, Culture and Politics

Over my freshman Summer I studied abroad in Vienna and found one of my teachers/preceptors, Friederike Ach, to also go above and beyond in making the experience feel worthwhile. Not only is Friederike’s work on lovesickness deeply fascinating, but also, her worldly intelligence really helped open my eyes to the importance of learning beyond the classroom. Whether it was museum visits to what was once an insane asylum or our daily German lessons, I found that her perceptiveness made for a very flexible and tailored educational experience. I’m grateful for her guidance as both an educator and a companion. 

Inspired by my fellow blogger’s post about not being afraid of your professors, I want to nudge current and future students to also not be afraid of your preceptors. In the spirit of giving thanks, I wanted to spotlight two notable educators that I feel have truly made an impact on my life through their efforts. 

With the holidays approaching, I've been thinking a lot about home. As a first-year student immensely new to campus, the holidays and the breaks that came with them were a refuge from the Princeton chaos and unfamiliarity — I could go home and escape campus-related stress. Now, as a sophomore, much more acclimated to campus, I approach the holidays with much gratitude for all the ways in which Princeton has become my home. And leaving it during breaks can even be a bit difficult.

Thus, in honor of the holidays, I devoted this blog to expressing my gratitude toward everything at Princeton that makes my life feel warm even as the weather becomes frosty with the holiday air.

1. Friends!

I'm grateful to finally balance academic life, extracurricular activities, and socializing this semester. When I get stressed, I tend to retreat into my own bubble. However, recently, I've found that I make better, more thoughtful contributions to my classes and activities after spending time with friends. Taking time to decompress from the chaos of campus life — laughing, going out, and even just chatting — has become as important to me as writing essays and attending meetings. This time with friends is often the thing that powers me through my busy weeks, and it's the place I come back to when academic stress gets too much. As excited as I am to leave campus and see my family this holiday season, I'm a little sad about the weeks I'll spend away from my friends here. It's a bittersweet feeling, but more than anything, I'm grateful to have something that makes saying goodbye hard. 

Image

   2. Art!

As a creative writer and theater maker, I'm grateful to live on a campus with many artistic opportunities. And the last few weeks on campus have exemplified this fount of creativity. I write and read gorgeous poems for my Advanced Poetry class every week. I even represented my poetry class at the Creative Writing department's Fall semester reading. I've spent the last couple of months assistant-directing a musical for the Lewis Center of the Arts (the home of Theater, Creative Writing, Dance, and Visual Arts at Princeton), which opened and closed in the previous couple of weekends. Saying goodbye to that production was hard, but the creative opportunities that came with it brought a lifetime's worth of fulfillment. I've attended friends' art exhibition openings, dance expositions, and play performances when I'm not in class. The artist in me feels so full of gratitude for all the creative engagement that the past weeks and months have fostered.

Image

Image

  3. Supportive Professors

This portion of the semester can feel dizzying. In the coming weeks, before I can return home for the holidays, I'll have to navigate the chaos of writing several term papers and completing final exams. Fortunately, I have kind professors who make this process more comforting. I enjoy using Office Hours to talk to my African American history preceptor about which class readings can best inform my final paper. My French cinema professor always leaves thoughtful comments on my grammar assignments and encourages me to explore my West African heritage throughout my creative projects in class. My poetry professor always creates time to discuss and workshop my poems and recommend poems that speak to my lived experience — a nice break from my other academic work! My art history professor is always willing to help me look through dense scholarly sources so that I can craft a well-argued and engaging term paper. Even as the stress of the final weeks on campus set in, I'm grateful to know that these resources are available to me.

  4. A Warm Place to Come Back to at the End of the Day

At the end of long days, I'm grateful that my warm dorm awaits me. I've made my dorm a place where I can decompress from academics. So, when I come back to my dorm, I can rest, call home, hang out with friends, watch movies, eat, and watch the seasons change right outside my window.

Image

The holidays always bring bittersweet feelings, especially when you're far from home. This holiday season, however, I'm enjoying taking time to reflect and express gratitude for life and all its simple wonders.

During my time at Princeton, I’ve taken many engaging classes, but one that truly stands out is Congressional Politics (POL 324). Taught by Professors Lee and Oldham, this course was especially compelling as it simulated the workings of the Senate. The first six weeks included traditional lectures and discussions, but the second half shifted to a full-fledged role-play simulation. Each student took on the role of a senator, joined a committee, and had a detailed set of responsibilities. We conducted committee meetings during precepts and engaged with our peers and constituents through Slack, which served as our version of Twitter. This experience was unlike anything I had encountered before. Prior to this course, my understanding of Congress was quite limited, but by the end, I felt significantly more informed and engaged with the legislative process than I ever could have anticipated.

In this class, my role was to be senator of Hawaii which meant I was responsible for representing my constituents and securing policy objectives that best met their interests; I was also on the education committee and directly oversaw bills under this jurisdiction. In the six weeks I played as senator, I frequently “tweeted,” proposed several bills, and voted for numerous amendments, all while working alongside other fellow senators. I also spoke on the “floor” of the Senate (a classroom in Robertson) and truly embodied what it meant to be a part of Congress. In fact, one night, I vividly remember leaping out of bed in response to a Slack notification, scrambling to write an “amendment” before our “session” (class) the next day. To this day, that notification sound still haunts me!

I do not think any class will ever compare. Pol 324 was truly one of the most defining classes that I have taken at Princeton. Indeed, other than being able to truly immerse myself in the inner mechanisms of Congress, I was also pushed out of my comfort zone. I learned how to articulate my thoughts, work alongside others, and also venture into uncomfortable spaces. Moreover, since part of this experience required learning how to navigate complicated and sensitive situations, as actual Congress members do in the real world, I learned how to approach these moments and not shy away from making my beliefs known (even in a fictitious setting). Due to the experimental and candid nature of the class, it felt comforting to get close with my classmates and my professors. Indeed, as we all navigated this new experience, it was amazing seeing the patience we employed to one another and the common fascination we shared in witnessing how concepts discussed in class played out in the simulation.