Starting over your thesis less than three months before it is due is, needless to say, not ideal. And yet, that is exactly the situation I found myself in at the start of this semester.

In early September, I had set out to research the immigration policy preferences of Latinos born in the United States. I applied for funding from the Politics Department to carry out paid interviews in order to learn more about participants’ political views and immigration backgrounds. To make a very long story short, however, due to complications in the timeline of my interviews and limitations surrounding the sample size I was able to secure, by late January, it was clear I would have to scrap the nearly forty pages I had written to change my thesis topic—and change it fast.

The day that I realized this would be the case, I started frantically sending out emails to my thesis advisor and the relevant faculty members in the Politics Department. By the next morning, I was on the phone with my thesis advisor discussing possible next steps, setting up office hours with my professor who I view as a mentor, and chatting non-stop with my close friends about what I should do. A billion worries and ideas swirled around in my head non-stop for these first twenty-four hours until I finally accepted that changing my topic would be the best course of action. After what seemed like dozens of conversations with the people around me, I settled on expanding my junior paper topic.

From the moment my thesis advisor and I settled on this decision, I spent every single day in the basement of Firestone Library compiling the research I would need to bring a new thesis together. I started the now familiar process of compiling a literature review and the possible primary sources that I would be using. My advisor helped me establish a new timeline for myself with realistic internal deadlines, and the faculty in my department reassured me that I’d have their support.

During all of this turmoil, I was not alone. I spent every day receiving support from—and giving support to—my friends. Although we were all at different stages of our writing at this point, being in each other’s company gave us not only the morale, but the accountability to do what we needed to do. This meant scheduling breaks to go get coffee or takeout, and changing locations every time we got tired of the same four walls. It meant staying up until late at night, but getting to leave the building and walk back to our dorms together. By the end of spring break, I had four out of seven chapters written. By April 13, after two months that now feel like a blur, I submitted my completed senior thesis in the tower of Firestone while surrounded by some of my closest friends and my family on the phone.

For any prospective students reading this, I want you to know that the purpose of sharing my story is not to freak you out, or to scare you away from the possibility of having to write a senior thesis while at Princeton—starting over is not by any means the norm. But if you take one thing away from my experience, it’s that even if things go wrong, the key to surviving the senior thesis is an incredible support system—one that you are guaranteed to find here at Princeton. 

Every part of my thesis journey has proven this much. From having an advisor and a department that were immediately willing to communicate with me when I started considering changing my topic, to having other professors on campus to lean on for advice and support during the process, to having friends that never stopped believing in me, to having loved ones back home that were always willing to answer the phone when I felt like crying—despite the enormous obstacle that I faced, I made it through as a testament to the support system I had around me. In the end, I submitted a thesis that I am proud of given the time that I had, and I feel excited about the prospect of doing research again in the future. I know the thesis seems intimidating, but believe me when I say that you will always find people who want you to succeed—and you will.

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The Politics Junior Paper (JP) is a 20-30 page project that juniors in the Politics Department must submit near the end of April. It is largely open-ended, giving students the opportunity to pursue research on topics that fascinate them. Students work closely with an advisor and can run experiments, analyze data, or do something entirely novel.

I’m currently working alongside the (truly) wonderful Professor Stephens-Dougan in the Politics Department to look into what role race plays in shaping voter perception of electoral candidates. My junior paper will be a springboard for my senior thesis, which will dive into the realm of identity politics more comprehensively. 

I imagine several students, both current and prospective, are wondering what starting the process of writing your own paper looks like and what type of support systems are in place. 

Below, I’ve written a few reflections on what starting this process has looked like for me, where I am now, and what I have learned along the way:

— 

Like most research projects, mine began as a simple idea.

After completing several readings for a related class, I became deeply curious about how identity and politics intersect in different ways. I knew I wanted to take what I had learned in the classroom and turn it into something tangible.

The rest of the experience has been a blur — during sophomore and junior fall, I took a mix of required lectures and preceptorials that taught me how to conduct research and data analysis. By the end of my junior fall, I was expected to formally articulate my research question, methodology, independent variable, dependent variable, and hypothesis in a “prospectus,” which helped me solicit feedback and accordingly adjust my research design. 

Then, shortly after receiving feedback, I worked with my advisor, former preceptors, and some PhD students — all of whom have been of the utmost help for my project — to go over my research design. 

Concurrently, I was also applying for funding from different sources at Princeton, which required submitting an itemized breakdown of how I planned to utilize such funds; And, since I was working with human subjects, I was also going through training with the Collaborative Institutional Training Initiative (CITI) and requesting approval from the Institutional Review Board (IRB) so I could launch my study. 

Since then, I’ve been able to conduct my experiment. And now, I am in the final stages of refining my draft before I submit the final copy.

— 

In undertaking this experience, I have truly witnessed how research can be deeply rewarding — especially when the topic at hand is something you are deeply passionately about. 

But admittedly, there are days where I fear I have fallen short of what I had hoped to achieve. Sometimes I wonder if what I am doing is interesting enough, if it's different. 

However, if there is anything I have learned, it is how to take a step back and remember the bigger picture: research at Princeton is a once in a lifetime opportunity, where I am able to work with some of the greatest minds on this campus to make a contribution, no matter how small, to the wealth of human knowledge.

My four years at Princeton are flying by, and there are so many classes I would love to take if I had more time. If I listed them all, it would probably be the length of a senior thesis, so here’s a selection of my top 7:

1. Making an Exoneree (Department: School of Public and International Affairs)

   Making an Exoneree is one of the most unique courses I have ever come across. The course was started by a professor at Georgetown University who helped to exonerate a childhood friend who spent almost 18 years in prison for a crime he did not commit. An intensive, hands-on course, students have contributed to freeing three wrongfully convicted individuals since its inception at Princeton in 2018. Students describe the course as "life-changing... If you want a real look into the criminal legal system and care deeply about justice, then this course is something you absolutely should take during your time at Princeton."

   

2. International Organizations (Department: Politics)

   Taught by Professor Vreeland, an expert in international political economy, International Organizations has quickly become one of the most popular courses at Princeton, with enrollment exceeding the 400-person cap every semester it is offered. The course examines the origins, effectiveness, and future of institutions from the UN and WHO to the European Union and African Development Bank. I had to see what the buzz was about and sat in on a lecture during shopping period last spring, and I would have given an arm and a leg to take the class. Professor Vreeland was an extremely engaging lecturer, making memorable references to popular songs and movies, and keeping students on their toes by asking for participation using a random name selector. He also cares deeply about students inside and outside of the classroom and regularly publicizes and attends students’ performances. This course review says it all: "Professor Vreeland teaches you how to read, how to think, and how to learn at a fundamental level. He's the quintessential educator: a professor who wants his students to learn for the sake of learning and knows exactly how to motivate them and work with them. You should not leave Princeton without taking this course." What a shame I’ll have to do so!

   

3. Poverty, by America (Departments: Sociology and African American Studies): 

   I still remember reading Evicted on a sunny afternoon during a summer in junior high and the impression it left on me of the challenges of facing housing insecurity. I was impressed to discover that the author, Matthew Desmond, had spent a year living among the eight families featured in order to write the book. When a friend told me that she worked with Professor Desmond in the Eviction Lab at Princeton and was taking a class taught by him, I knew it would be among the top on my wishlist.

4. The Great Russian Novel and Beyond (Department: Slavic Languages and Literatures)

   I love to read (send me an email if you have any book recommendations!). Last fall, I was looking for a literature course to fulfill my remaining literature and the arts distribution requirement and a good friend of mine (who was actually my Community Action orientation leader) recommended this introduction to Russian literature. I enrolled in the course and discovered that it was a hidden gem tucked away among the many interesting literature classes available at Princeton. Professor Chances clearly loves the books, and I was eager to learn about famous and lesser known works of Russian literature in a small class setting. The weekly precept (small group discussion) was led by Professor Chances and only had four students! Unfortunately, I had never read any of the books before so I was having trouble keeping up with the reading. I made the difficult decision to drop the course at the end of the second week, known as add/drop or shopping period. I was able to borrow the books for the semester through the University library, so I hope to finish Fathers and Children and read Anna Karenina once classes end.

5. Beginner’s American Sign Language (Department: Linguistics)

   Princeton began offering for-credit ASL courses in 2018 which could be used to fulfill the foreign language requirement starting in 2021. I would love to learn a language which uses a completely different part of my brain, gain a better understanding of deaf culture, and think about how we can increase accessibility for individuals who are hard of hearing. Former blogger Naomi wrote a wonderful post about learning ASL three years ago which makes me want to at least shop ASL101 in the fall.

6. Princeton University Steel Band (Department: Music)

   Steel Band is another popular course in which students learn how to play the steelpan, an instrument originating from Trinidad and Tobago with a beautifully resonant sound. The course is P/D/F only, which means students receive a “pass”, “D”, or “fail” for the course, removing the stress of receiving a good grade (read more in Jocelyne’s blog post about P/D/F classes). Almost every review reads, “Take this course!” and one student commented that they’ll be talking about it for many years after Princeton. Although I won’t be able to fit it into my schedule, I plan on attending the class performance at the end of April which will also feature the student steelpan ensemble TigerChunes, led by one of my friends!

   

   

7. Practical Ethics (Departments: Center for Human Values and Philosophy)

   Last but not least, I wish I could have taken Practical Ethics, which discusses topics ranging from abortion to the ethics of what we eat, and actually made my Outdoor Action co-leader become vegetarian. Taught by Professor Peter Singer, author of a number of fascinating books including Animal Liberation and The Life You Can Save, students praised the application of different ethical theories to real-world issues and Professor Singer as an “excellent lecturer, speaker, and arguer.” Unfortunately, the course is no longer offered following Professor Singer’s retirement in 2023, but I hope he will return to give an occasional lecture!

   Honorable mentions include: 

8. Analog Photography, or any course in the Visual Arts department
9. The Glass Class, a freshman seminar on the science and art of glass which travels to Venice over the break!

Clearly, I could go on. Princeton offers a wide array of unique courses which stretch students in different ways, whether by learning a new language on campus or abroad, engaging with community members and organizations, or simply discussing topics and authors you had never heard of before. As my time at Princeton comes to a close next semester, I am grateful to have had access to scholars, professors, and students who continue to stimulate my intellectual curiosity and teach me something new every day.

One of my favorite pastimes is going for a walk around campus. Regardless of whatever is going on, I have found that a stroll through campus is always nice, never failing to present me with an opportunity to notice features I never had before and to take some time to reflect. 

As I go on each walk, I get to appreciate all of my surroundings. Outside Henry Hall, which sits along Blair Walk, there is a stone engraving of George Washington crossing the Delaware — it may seem kind of random but is very cool and intricate! I discovered this engraving pretty early on in the school year, so anytime I made my Blair Walk trek to my Writing Seminar in New South last semester, I tried to remember to give Washington a shout-out :). You may have also noticed there are two tigers forming the frame of Washington’s Crossing, so I cannot forget to mention all the engraved tigers across campus. Certain entrance doors to McCosh Hall and 1879 Hall have engravings of tigers that are engaging in a variety of activities, from roaring and prowling around to sleeping, and there are 100+-year-old tigers that welcome those who walk under the archway of Campbell Hall. However, tigers continue to dominate their architectural presence apart from engravings, as there is also a tiger weathervane at the top of each corner of Holder Tower. These are only a few of many small details I have observed from my walks, but I will leave it to you to find other little hidden gems! 

The buildings of Princeton have not just challenged my observational skills but also enabled me to appreciate the different seasons I have had here so far. When my family and I first set foot on campus — around the time of Preview — one of the first parts we saw was the area of New South, which neighbors Whitman College and is, as mentioned earlier, where my Writing Seminar was. If you have not been near New South before, there is a circle of animal-head sculptures right outside of the building. This art piece is really impressive and fascinating, but it definitely caught me off guard when I first saw it. I remember thinking to myself, “Where am I? Why are there just random statues of animal heads on a college campus?” So, when I walk by this art piece now, I cannot help but think back to this funny yet skeptical first impression of Princeton’s campus I had. Additionally, as I pass by the buildings I had my fall-semester classes in, I often reflect on the emotions I felt at the time and some of the lessons each class taught me: somewhat anxiously walking into New South for Writing-Seminar conferences, learning Spanish vocabulary in a classroom of McCosh Hall, getting to know other freshmen and more about literature in my freshman seminar in Blair Arch, to name a few. I laugh at how frequently I find myself falling into nostalgic episodes as I go on my walks — I am only a freshman, so there is really no tellin’ how much nostalgia I will be feelin’ when I am a senior!

With final college decisions being released, I am sure many of you are going to be walking around different college campuses, trying to see which one feels most like home. Whether you are here for Preview or not, I know that the campus of whatever school you go to is going to be even more beautiful because you are a part of it. The buildings and surroundings we walk by on a college campus may strike our attention and leave impressions on us, but what truly makes a campus great is its people. So, as you tour different schools, try to appreciate their architectural surroundings, but also remember that the people are what make the places special — and that you will end up where you are meant to be!

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.

Last semester, in the depths of the grey and dark December nights, I was seasonally depressed. Even when I first returned to campus, the winds still had a frosty bite, the days were still short. Fortunately, the fates were on my side when I clicked the class registration button and I finally made it into the creative writing poetry class, and it has been my favorite class since.

Contrary to a lot of Princeton classes, the creative writing department has almost all pass/fail classes, taking the pressure off stressful performances or assignments. After my brief encounter during my freshman writing seminar, New South (home to the Creative Writing department) became a safe space to write straight from the heart, express all my emotions, and learn from my peers and professors’ suggestions through poetry readings and workshops each week.

For me, the highs are really high, and the lows are really low in the Orange Bubble. I used to feel trapped when I hit those plateaued days with no place to escape, but now I just pick up the pen and write. When I am stuck in office hours with an unsolvable bug in my computer science Java program, drenched in the freezing rain after a dreary midterm, covered in smoke after an unsuccessful pad thai cooking session, or just generally sad when the sun crept into the night before classes even ended, I just let the feelings wash over me and wield them into prose, bit by bit. Somehow, the freewriting, proofreading, changing out specific vocabulary only added to my catharsis each time I create a new poem.

I used to have a lot of trouble putting my thoughts onto the page, judging them to be never original or poetic enough. However, being assigned to write each week in a completely freestyle manner, guided only by a general prompt, has allowed me to trust and push myself into opening up. I've also healed my grievances as I see others in the class relating to them. After class, I stay perched in the sixth floor classroom, entranced with the peaceful quiet of the room as the sky gradually dims.

Now, I can’t believe I went through Princeton without ever writing poetry, which marrows all the angsts in my mind and evaporates them as soon as I let them out. Even now, when I am writing this blog, I hope this will be an inspiration for you to find your own outlet: going to the gym, listening to music, or writing a poem, like me. I would like to share one of my poems with you, which summarizes how I feel about my poetry class overall.

Never have I ever             

                           
“Never have I ever
Looked at art in the museum and
Understood what it truly meant.”

Never have I ever
Wished I could be 
Someone else’s             muse

Never have I ever
Gotten used to being perceived
Beyond the confines of my own frame

Never have I ever 
Been certain that I belonged
In a room crammed with gazes, voices

Never have I ever
Not wondered if they 
Meant to hold or hurt             or both

Never have I ever
Been able to tune out
The deep, dark nagging

Never have I ever
    Had the confidence to believe
        I was created for an original purpose

Never have I 
Ever been brave enough
To lay my vulnerabilities on canvas

One down. 
 

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!