Dear Great Questbridge Match Class of 2026,

Yes, it is official! You (yes, I mean YOU!) are a valued part of Princeton’s newest class, the Great Class of 2026. 

Maybe I’m moving too fast… let’s back up. In September, you worked tirelessly to submit the Questbridge National College Match application. Through October and the beginning of November, you waited with apprehension to see if you’d become a finalist. Then, once you became a finalist, you hurried to submit your supplements. The journey you’ve been through up until this moment has been filled to the brim with its fair shares of joys and challenges. I am intimately familiar with both (read: have you ever cried and screamed for joy simultaneously?). 

Despite the stress, not just from the college admissions process, but also from just being a lower-income or first-generation student navigating the U.S. education system, you have made it here to Princeton. I know you might not quite feel that you are “here” yet, and you may wake up many nights wondering if your match announcement was a dream or a stroke of luck. However, I am here to tell you that it was neither of those things. Even though you have yet to step foot in your dorm room or Frist campus center, or your freshman writing seminar, I assure you that you belong here. With every cell in your body, you belong here.

I remember that when I got my match email, I was sitting in my virtual French class. Although my eye fatigue was setting in at that point, my body jolted with adrenaline as soon as I saw the email at the top of my inbox. That moment felt like it would make or break my future. In many ways it did. I walked into my parents’ room, shaking as we opened the email together. In the rare moments that followed, my family’s joy pulsed forth in a sea of hugs and congratulations… finally, I had made it!

As I write this letter to you now, sitting in one of Princeton’s six dining halls, I’ve grown so much. In retrospect, my last few months of high school and my first few months of college have flown by in a blur. I say this knowing that when I was actually living those days, powering through the endless virtual classes, it felt like college life could not come soon enough. They seemed to drag on. But, I urge you to make the most of your final high school months. In those months, you will soak up the company of your friends, go to your classes for the last time and say many hard goodbyes. Don’t let those precious moments slip away as you instead grasp towards a blooming concept of college.

You will be changed here at Princeton. I know I have. In the past months, I’ve become a person who takes showers at night (enough said). I’ve joined the Princeton University Band and discovered a love for playing the cymbals. I’ve traveled to New York for the first time, and went ice skating for the first time, too. 

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Once high school eventually comes to an end, you will face the difficult but rewarding task of transitioning to college life. Please open your hearts to the experiences here at Princeton.

 I’ve changed so much, and yet I am continuously grounded by my Questie community. Though high school-me didn’t start making my match poster until May of 2021, the Questbridge community here on campus has consistently been here to support me and cheer me on, especially through the Scholars Institute Fellows Program (SIFP). Believe me when I say that there are hundreds of people here who can’t wait to meet you! 

With all my love

       Aminah 

One aspect of the college transition process that I was worried about was how the workload and workflow would be different from high school. For my science and math courses in high school, I generally had daily textbook exercises to complete before school the next day. In college, instead of textbook exercises assigned every day, I usually have one problem set (p-set) per week per STEM course. A p-set is a series of problems of varying difficulty that you complete and hand in to be graded, and the questions are based on the material covered in class that week.

The number of p-set courses you take in a semester depends on your concentration, and most students try to strike a balance between p-set courses, writing courses as well as courses that don't fall into either category (like art courses). This semester, for instance, I have three p-set courses, one art course and my independent study.

My first p-set course at Princeton was MAT202 Linear Algebra. I completed the first few p-sets on my own, but I soon found a study friend with whom I could collaborate. Working with someone else really helped me grasp the material and learn better, and since then I've always made sure to find my study buddies early on in my p-set courses. This level of collaboration is what I've found to be the biggest difference between high school homework and college homework.

P-sets are designed to be challenging, and it often takes a group to figure out the toughest questions. When I'm stuck, someone else can explain how they approached the question, and at other times I'm the one explaining my method or reasoning. Additionally, it's simply more pleasant and rewarding to work on something and come to a conclusion with a group than completely solo. To give you a sense of what completing a p-set is like, I've outlined the general steps I take for each of my weekly p-sets:

1. Read and attempt

Before we start covering the material in class, I like to read the textbook section and give the p-set a first try on my own. I can usually figure out the easier questions, but it's unlikely I'll be able to complete everything on this first pass.

2. Go to lecture and precept

During the week I'll go to the lectures and precepts (small group problem solving sessions), which will often help clarify what I didn't fully understand from the reading. Sometimes a slide in lecture will show me how to approach a question I couldn't figure out before, so I can go back and try it again.

3. Check with a friend

Once I've given all the problems a try, I'll meet up with friends from the class who have also attempted the p-set and we'll compare our answers. When we have the same answer, we'll feel pretty confident that we're right. When we have different answers, we'll each explain what we did and try to understand how the other person solved it.

4. Go to office hours

For the toughest questions that stump my entire study group, or for questions that we just can't agree on, we'll go to the office hours of the professor or the assistant instructor (AI) or a teaching assistant (TA). Office hours are designated times outside of class  to give students the opportunity to ask questions, receive clarification, or just to catch up with the professor or instructor. In my experience, we'll explain our reasoning and thoughts to the AI, who will help clarify where our approach is correct and where we're missing something. The AIs won't tell you how to solve a problem, but they'll often drop helpful hints.

5. Submit!

When I agree with my study group on all the questions, I'll finally submit my pset! Most submissions are through Canvas, so I'll scan and upload my work.

6. View feedback

Wait, submission wasn't the last step? In a few weeks, I'll get back my graded p-set. This feedback is a great resource for studying for exams so that I don't make the same mistakes.

Right on your first day at Princeton, you’ll have a wonderful support system in your residential college: the dorm you’re assigned before you move in. But your residential college is more than just a place to sleep-- it’s a vibrant community with plenty of resources in place to support you. It all starts with getting to know two professors.

One is the Head of College: each residential college has a Princeton professor who is an advising resource for all first and second-year students. In Forbes, my college head has been Professor Maria Garlock, a bridge enthusiast who lives right next door from Forbes. She often hosts cooking get-togethers and special dinners at her home. 

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Together, with another professor who is the Dean of College, they organize college engagement events like tea & pastries during midterms week or sushi night leading up to course selection. Dean Caddeau, the head of my residential college Forbes, often brings his puppies to campus and is also very involved in the Princeton Garden Project among other sustainability initiatives. 

While the Head works primarily with first and second years, the Dean advises juniors and seniors in their independent work. Even after you may leave your residential college after sophomore year to live in junior and senior housing, your residential college will still look after you! 

You’ll also have a Director of Student Life (DSL) and a Director of Studies in your residential college. They advise on academics, well-being and your life outside of classes. Our DSL is a great resource for virtually anything, from getting better sleep to resolving roommate conflicts. Your Director of Studies is great for course scheduling questions or help with managing your workload. 

Each college office will also have a program coordinator and office coordinator who are integral in keeping operations running smoothly, organizing student events on the ground, and taking charge of every day. You’ll see them every time you enter the college office, and they’re the friendliest faces you could see! 

Together, the coordinators, directors, the Dean and the Head of College organize so many activities that make each residential college feel like home. Whether it’s the weekly study breaks, gear giveaways, sushi, advising sessions, outdoor carnivals, or more, the college office really keeps us all going.

I have recently taken to walking all over campus, even off-campus get out of the orange bubble, and I have noticed just how many walking paths there are. I have gone on hour-long walks down by Carnegie Lake and walked all the way until I have reached miles and miles of farmland. Some paths lead to cozy neighborhoods and others lead to peaceful and quiet scenery. I have walked in so many directions and for entire mornings. There is an abundance of greenery just outside the campus, and I have come to depend on these excursions to clear my mind when things get inevitably stressful. My most recent and pressing source of stress is settling on my plans for after graduation.

As a senior, I have been consumed by the thoughts of life after graduation. I know I definitely want to go to graduate school and get a doctorate degree in Latinx/Chicanx studies, but I am on the fence as to whether I should take a year off from school or not. I keep getting advice from so many people about all the different paths I could take as soon as May comes around. The Scholars Institute for Fellows Program has been the community on campus that I know I can depend on to support me in considering my options to make an informed decision on my future. I just want to be sure that I’m making the right decision. 

On one hand, I am excited to do more research and travel again in graduate school, especially after not being able to because of the pandemic. I feel that I still want to improve my research skills because I learned so many valuable things about time management and research techniques from my junior paper on the way that Latinx immigrants were represented in the media following the immigration act of 1990. I am working on applying my newfound knowledge on my senior thesis on the way that Hispanic women on college campuses develop their identities and decide their romantic and sexual partners, but I want more opportunities to truly put into practice and execute on what I have learned. 

On the other hand, pursuing a doctoral degree will take a number of years, and I might turn thirty before I get to my goal of getting my PhD in Chicanx studies. I’m worried that if I’m too focused on my research, I’ll be missing out on some fun adventures and outings with friends. If 2020 taught me anything, it is that in the blink of an eye, everything you took for granted can be swiped right from underneath you. I want my twenties to be filled with adventure, risk, and excitement, so I’m considering taking a gap year (or maybe a few) before I jump back into school. 

Another option to consider is getting a job abroad, where I learn more about the world before I put my head down to work. Perhaps I will go back to my mom’s hometown in Degollado, Jalisco to reconnect with my Mexican roots. There is still so much I want to experience, and I do not want to wait until later in life to do so because of school or work. My greatest fear is to have regrets about what I could have done or should have done differently. That is why I want to take some time to myself and grow as a person first. 

Transferring from the Miami Dade Honors College to Princeton University has been one of the best experiences of my life and attending Princeton has been a lifelong dream come true. However, at first, I didn’t know what to expect of  Ivy League coursework. I questioned if my educational background as a community college student was enough to succeed at Princeton. As you prepare to make this transition, you might also have these concerns, but as a senior and after two years at Princeton, I can assure you that you are in great hands. 

As part of Princeton’s second transfer cohort since the program’s relaunching in 2018, I’ve come to appreciate this University’s transfer program because it’s unlike any other in the country. With each cohort amounting to just a handful of students, we all receive personalized advising resources from the program’s director, Dr. Keith Shaw. By taking a transfer-based writing seminar course during our first semester with Dr. Shaw, the program offers opportunities to have regular check-ins with our adviser. Moreover, the program also integrates resources provided by the Scholars Institute Fellows Program (SIFP) , which assists first-generation  and/or lower income students in their transition to Princeton. The transfer program also introduces students to the McGraw Center for Teaching and Learning and Writing Center, which offer tutoring and essay advising sessions.

Taking advantage of these resources has made the transition to a major four-year institution so much easier.  Rather than being thrown into a large transfer cohort, we’re guided each and every step of the way as we take on challenging classes and begin to engage in unique extracurricular opportunities. In a way, the transition is almost seamless. The program equips you with the necessary resources to easily integrate into Princeton’s broader student body, while adapting to the academic rigor.

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 If it were not for the program’s one-on-one guidance and countless resources, I would not have been able to take advantage of Princeton’s many extracurricular opportunities.  A week into my very first semester, I began volunteering for the PACE Center’s ESL El Centro program, in which I taught several weekly English classes to Spanish-speaking members of our community. I felt as though I was able to balance my extracurricular commitments with a challenging set of courses. However, a few weeks into my second semester, the COVID-19 pandemic upended my plans and routine, as it did for countless other people. I struggled to find worthwhile summer internships and fellowships after evacuating campus and self-isolating at home in Miami, Florida. Yet, after having engaged for at least a full semester’s worth of coursework and having built connections with several faculty members, I found myself working for two different professors as a research assistant. Throughout the summer, I helped curate research data and built several coding data frames.

During that time, I also led the founding of the Princeton Transfer Association as the club’s president. Through the group, we have worked to further facilitate incoming transfer students’ transition by offering experienced transfer students’ insights during the orientation process and fostering a sense of community between each transfer cohort with community-building events. Additionally, Princeton's opportunities are available to all of its students, including transfers. At the start of my second year, I was also selected by one of Princeton’s most selective public policy fellowship programs, Scholars in the Nation’s Service Initiative (SINSI). The program offers about six students every year the opportunity to partake in an internship with a federal government agency. SINSI helps students interested in public service and policy find a way to begin engaging with the federal government. 

Princeton’s transfer program offers a unique opportunity for students to not only make a transition from  community college to a four-year university, but it also helps students thrive in the process. The transfer program has created an environment in which students from any academic discipline and background can expect to overcome the academic obstacles within the classrooms of a world-class institution, while also benefiting from unmatched professional development opportunities. 

"Sheesh, it's hot!"

That was my first comment when I stepped foot on Princeton's campus during the summer. I was told multiple times that the winters here were extremely cold. Yet, no one had warned me about the heat or the humidity here. I guess they just assumed that I was used to the hot and humid weather coming from the Caribbean. Truth is, I was not. Or maybe I was. Maybe I used to be. Maybe I forgot how to feel comfortable in 30-degree weather (or should I say 90-degree weather, since we are using Fahrenheit now!) after living abroad for close to two years. In any case, my first day at Princeton, I made the mistake of wearing a large 100% cotton dark blue sweater. It did not take me long to start the mistakometer: mistake number one!

This past summer, I was fortunate enough to be part of a cohort of ten students invited to attend the Freshman Scholars Institute (FSI) on campus. Considering the issues my country, Haiti, was facing, this was the best option to ensure I had access to the resources I needed to take advantage of this opportunity to explore Princeton before the official start of the semester. To get a taste of Princeton before Princeton.

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Yet, I was insecure at first. I doubted that I would be able to succeed with online classes. Until then, my high school experience had been mostly negative. I remember my teachers and classmates being overwhelmed and inaccessible. The material was barely engaging. Perhaps the most disheartening aspect of this dark epoch was the significant lack of interaction which for me represented a major issue. My favorite part about being a student has always been the ability to directly interact with and learn from both my peers and my instructors. Online learning seriously hampered this process. I was apprehensive about going through it all again. Besides, I was now going to Princeton. I anticipated the material to be comparatively more difficult with the teachers to expecting even more from me. 

The first thing I noticed when FSI started was the enthusiasm of the staff. They had this inspiring way of drawing everyone in and keeping us engaged. They were well imbued with the challenges that coordinating this online program entailed and instead of using the circumstances to justify their shortcomings, they were determined to brave all obstacles to make the experience just as enjoyable as if everything was happening in person, although in a distinct and special way.

I had the impression that everyone wanted me to feel at ease. I progressively started to feel more comfortable interacting and asking questions.  My professors made sure that I had access to all the resources and assistance necessary to succeed in their courses. On the one hand, there were office hours, learning consultations, writing center appointments… etc. On the other hand, I received support from departments and offices at Princeton that targeted my individual identities and were able to address the specific challenges that I was likely to face because of them. This included support for international students, ESL and multilingual students, students of color, first-generation and lower-income students. I suddenly felt excited about learning, meeting new people and trying out new things that seemed appealing to me now that I was in this space. 

These six weeks at FSI mainly taught me two things. First, I learned that while things can (and will) be tough at Princeton, I will always find the resources to support me in whatever I am going through and that I can count on the help of passionate people who genuinely care about my success. Second, I learned that it gets very hot here during the summer! 

I look forward to many more mistakes and even more learning opportunities!

You're likely familiar with Princeton's senior thesis, where each student works closely with a faculty advisor to conduct original research, and you might have even heard of the "JP" or an "independent study," which are earlier opportunities for research. But there are also so many ways to get involved in research during the summer months, which offers you the chance to explore a research field at a time when you're not juggling your coursework. This summer, for instance, I got to work on an amazing molecular dynamics project with Professor Bourg through an internship with Princeton's High Meadows Environmental Institute (HMEI).

Each summer HMEI offers paid internships for Princeton students, many involving international travel! Some of the ones this year included studying rock dissolution in the French Alps, studying dinosaur extinction in the Andes mountains, and conducting X-ray diffraction experiments at Princeton. When Covid-19 travel restrictions led to my HMEI internship being transferred to an online format, I was initially disappointed (sadly no French Alps this year). But I found the new project, which studied organic contaminants via molecular dynamics simulations, to be incredibly fascinating and its findings applicable to the real world. I even decided to continue it this fall as an independent study with Professor Bourg, which will allow me to see the project through more of its phases.

The best part of research at Princeton, in my opinion, is getting to work closely with your professors. You see how they approach challenges and problem-solve in the quest to uncover new information and develop solutions, and they get to know your strengths, weaknesses and working style as well. For me, getting to know Professor Bourg was particularly rewarding because he is one of my professors this fall! When I walked into his class on my first day of Introduction to Environmental Engineering I was a little overwhelmed by seeing live people in the classroom! But Professor Bourg immediately recognized me and welcomed me to the class, which made me feel much less nervous and more comfortable.

My summer research brought me into a community on campus this fall, which has opened the door to meeting even more environmental researchers on campus. Each week at lab meetings I'll get to hear what the other graduate and undergraduate students in Professor Bourg's lab group are working on, and they can tell me about projects they've worked on with other professors in other departments. I'm really looking forward to continuing my project this fall and meeting more of the brilliant and welcoming people here at Princeton.

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After ten long and difficult months away from the Orange Bubble, I was so fortunate to be able to return to campus for the spring semester of my junior year. It was an unprecedented semester with plenty of challenges, but amidst the difficulties of an in-person yet socially distanced experience, I’m grateful for the moments of hope, laughter and joy that made me fall in love with Princeton all over again.

My classes last semester were Law, Institutions, and Public Policy; Global Feminisms: Feminist Movements in the Middle East and Beyond; Microeconomics for Public Policy; and Women, Gender, and Public Policy. Though it was another semester of Zoom classes, I thought my professors did a good job using the online platform for the most part. I was able to take away something new from each class.

• Law, Institutions, and Public Policy: I had never really engaged with law before, so that class gave me a bit of a hard time, but I know it’s important to think critically about the institutional structures of our legal system. 
• Global Feminisms: This seminar showed me the diversity in the movement for women’s rights around the world. 
• Microeconomics for Public Policy: I appreciated how this class was reflective of current events as we used what we learned to understand policy issues like the impact of the child tax credit and the effect of school closures due to COVID-19. 
• Women, Gender, and Public Policy: This was a required class for my second junior paper. I interviewed female classmates at Princeton about how Donald Trump inspired them to become more politically involved during the 2020 election.

I look back fondly at the many memories I made this past semester. I attended lots of outdoors socially distanced group hangouts, like a picnic dinner in front of Nassau Hall on the last day of class, a karaoke night on Poe Field and a listening party with my friends from The Daily Princetonian for the release of Taylor Swift’s re-recorded version of her album Fearless. Moments of spontaneous interactions with friends were possible once again, instead of having to put so much effort into planning time together like was necessary for the fully online semester. I got to return to my favorite places on campus, like the comfiest chair ever in Chancellor Green, the beautiful study spaces in Firestone Library, and the Hogwarts-like Rocky/Mathey College dining hall. I finished my finals early and had three glorious days of total freedom, so I spent those days making some last memories with my friends for the year. I prioritized seeing my senior friends, who I will miss dearly. Those days of pure joy reminded me of the beauty of Princeton and reinforced how lucky I am to have met such incredible people. Overall, I’m so grateful I was able to make the most of the semester while also staying safe and healthy.

My experience at Princeton has definitely been shaped by faculty and staff in and out of the classroom. They are great leaders and role models. A good amount of my time is spent in libraries, cultural centers and dining halls, places where I find people who also inspire me to be the best version of myself, who look out for my well being, and who are invested in my personal growth, even though they don't necessarily have to be. Guidance through academic advisers and professors were things that I expected to receive in college, but some things I've learned and hold close to my heart were also inspired by the staff at Princeton. Some of my experiences include: 

• Going to late meal after class and having Charlie on the soul food station know my order as we chat about the little things; 
• Spending long hours studying at the Carl A. Fields Center as Assistant Dean Tennille and Program Coordinator Jes send me love and encouragement;
• Talking with my Director of Studies, Dr. Rashidah Andrew, who makes me feel immediately at home in her office; 
• Having Dean Buck give me encouragement to lean into uncertainty and take time to discover my passions when I was undecided in my first year.

Some of the best lessons I've learned about personal development and academic growth have been through these spontaneous conversations. These experiences have led me to reflect on the following:

• It's okay to still be undecided. You're not supposed to know it all at 18.
• Don't just go to school. Experience it. Allow yourself time and space for adventure and surprise encounters. 
• You don’t have to do it all. Just because you can doesn't mean you must. It’s important to manage your time when it comes to your academics and extracurriculars.
• Take time to listen to others.  

I encourage everyone to take time and speak to the people around you, faculty and staff alike.  They are a part of my Princeton story and I encourage you to open your heart to include them in yours.

When I was an incoming international first-year student, I remember being super excited about Princeton but also having lots of burning questions about arrival. I wondered to myself, will I need to open a bank account? Where should I buy school supplies? What type of phone plans exist in the United States? I decided to create this four-step guide of my experience in order to help incoming international students with their transition.

Step One: Open a Bank Account

Getting a debit card is crucial to help you pay for expenses and having a U.S. bank account will make it easier to receive money from international currencies. While you will have to build up credit in order to apply for credit cards, it is always good to start by opening a bank account and build a relationship with that bank so that you can later secure a credit card. PNC Bank has a branch located just in front of the University, I highly recommend going there first!

Step Two: Get a SIM Card

It is important to have a U.S. phone number and some type of data plan. While on campus, you won’t need cellular data because you can use the University’s wifi. However, when you go off campus or to New York City, it is always a good idea to have internet access. Verizon, AT&T and Mint are all good options. During International Orientation, phone companies come to campus to help open up accounts, so be sure to be on the lookout for that!

Step Three: Find Dorm Furnishings

While many domestic students are able to bring basic living supplies from their home, international students basically start from scratch. You won’t have to buy any big furniture such as bed frames and closets, as those will already be in your dorm room. However, you will want to get pillows, bed sheets, a mirror, writing supplies, etc… I recommend the U-Store which is located on campus if you prefer convenience and Target if you want more variety in options. 

Step Four: Prepare for Classes

With a phone, debit card and a furnished dorm room, you are all set to start your Princeton undergraduate career! In terms of preparing for classes, you will want to check what textbooks are required so you can get them at the local bookstore, Labyrinth. You can always borrow books at Firestone library if they are available, or sometimes professors will upload digital versions of the reading material. 

These are just a few steps that helped me as an international student at Princeton. I understand how daunting it could be to move to another country, but with these steps and the assistance you’ll receive during International Orientation, you will be well on your way to making Princeton your second home!