Learning consultations, offered by the McGraw Center for Teaching and Learning, are held with trained peer consultants to help you organize and plan your academic agenda. You can schedule and plan a semester, a day, a week, an assignment or even if you are just managing your workload for a class.. These consultations are completely tailored to your situation and what you need to accomplish. I’ve made it a habit to schedule consultations for “Reading Period,” the week before all final papers are due on “Dean’s Date.” Sometimes, I get a little anxious with a ton of reading to do and a little flustered with a lot of unscheduled time, so these consultations help me set up a general outline of what I'd like to achieve.

One semester, I was tasked with writing three dean’s date papers and a final exam.  It was an unfortunate scheduling situation, but I needed a plan to achieve working through all the reading materials necessary for the papers, as well as studying and preparing for my final. So, I scheduled a learning consultation. First, my consultant asked some basic questions to gauge my comfort with each assignment and how much time I needed to dedicate to them. We scheduled rest breaks and even food breaks. We scheduled a timeline for when to read and write for my essays and also an in-depth breakdown of when and how to study for my final simultaneously. Because I was the least comfortable with my final, we scheduled the most time for it!

I felt completely ready to attack my little chunks of daily tasks for my finals rather than the overwhelming idea of studying and preparing for everything all at once. The best part for me was after we scheduled everything, we went back and scheduled backup times! While this in-depth plan was so helpful during reading period, I’ve also had consultations where all I needed was a general direction for the month. I am very involved on campus, so this guidance is useful. One thing my consultant told me that really helped to uplift my spirits was, “This is only a guide. Go at your own pace; it is okay if you don’t achieve everything on your list for the day. You’re doing amazing and doing your best.”

When you arrive at Princeton, one of the first bits of information you will receive is a crazy statistic about the percentage of students who will change their concentration from what they had initially planned to study. I remember feeling relieved to know it was okay if I didn’t have a detailed academic plan all settled the first month of my first semester.

I came into Princeton with a diverse array of academic interests. I liked journalism, entrepreneurship, history, religion, politics and public policy. The only thing I had decided on for certain was that I was not interested in science or engineering. Still, as a first-year student, I felt the pressure to know what I was doing, to take classes in “productive” fields and to fill as many requirements as I could my first semester.

One of the most valuable pieces of advice I received that first semester was to take risks -- to take upper level courses with small class sizes and to sign up for classes in subjects I knew little about in departments I had never considered. I was initially dubious. Why would I want to put myself at a disadvantage versus more experienced juniors and seniors? Wouldn’t it make more sense just to take Econ 101?

Yet, as my first semester began to take shape, I saw that taking risks was the right choice. I loved my small seminars – one with six students, another with three. I loved the chance to connect with professors and engage with new topics. I gained new confidence in my ability to approach difficult material in creative ways. 

If I had not been pushed in this way academically, I would never have discovered my ultimate academic passion or been able to take the diversity of classes I have experienced at Princeton. It is for that reason that I chose to become a “Peer Academic Adviser” (PAA) for my residential college — First College. PAAs are upperclass students who are trained to provide academic advice to their peers. We work with specific “Zee” groups (short for “advisee”) within our assigned residential colleges and also serve as important sounding boards for the residential college community as a whole. 

As a PAA, I have the chance to advise first years and sophomores still in the early stages of their Princeton academic journeys. While their academic backgrounds and ultimate goals may differ from mine, and they almost always have different academic interests (I’m a Near Eastern Studies concentrator.), I still feel as if I can help them make informed choices. My experiences, positive and negative, can be leveraged to help students find their passion and take their own risks when setting out on their path.

I look forward to advising sessions during informal study breaks or in more focused settings. Whether it is advising first-years registering for courses for the first time or working with sophomores making final choices about a concentration, there is something very satisfying about acting as a sounding board and giving the kind of advice that has made my Princeton experience so meaningful.

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Like all Princeton students, I was devastated by the announcement that we would have to leave campus to finish the spring semester. So much of the magic of Princeton involves the engaging conversations in class, the accidental encounters with friends, and the beauty of the campus. Although the transition from an in-person class to Zoom has not been the easiest adjustment, it has made me even more grateful for my Princeton experience.

"Zoom University", as some people jokingly call it, hasn't been without its challenges, but I have been impressed by the ingenuity of some of my professors. In one lecture, we were regularly split into breakout rooms to discuss a proposed question, like we would in person, then representatives from each group would present to the class at large. Zoom made it easy for students in my history class to share their screen for their presentation during precept. The McGraw Center continues to help with my problem sets, and I can meet with professors and preceptors in virtual office hours. Last week I wanted to find a resource online through Firestone Library's collections, so I chatted virtually with a librarian. At the end of the day, I am still learning about the principles of microeconomics, the rise of the Civil Rights movement, and the dangers of climate change, just in a different format than I expected.

Various student groups have done a great job keeping the student community intact. The Office of Wintersession and Campus Engagement has offered regular virtual activities, such as discussion groups and virtual movie screenings. The Princeton Student Events Committee even hosted a fun trivia night. As an editor for The Daily Princetonian, I have continued to write and edit important news articles to keep the campus informed. 

Although I can’t be with my friends in person, I still talk to them pretty much every day. Over the course of the past few months we've planned a virtual meet up to officially declare our concentrations all at the same time. We even had a virtual formal, which was just an excuse for us to dress up and be together. Whether through a casual text or a scheduled FaceTime, I know my friends are always there for me.

In the end, the COVID-19 pandemic has made me even more thankful for the 1.75 years I’ve had on campus. When we do return to an in-person semester, I want to truly take advantage of all that Princeton offers us. This pandemic has reminded me to make sure that I don’t take my opportunity to learn and grow as a student and person for granted. 

Sophomore year has been one of personal and intellectual growth. With the help of the Office of Disability Services, I learned that I have generalized anxiety and it became a goal of mine, this year, to truly get to know myself.

Looking back to high school, my only goal was getting good grades, regardless of what mental strife I went through to get there. Through my time at Princeton, I learned that if you come to campus expecting perfection, you will be humbled very quickly. You’ll learn that grades are important but they aren’t the only thing of value here. At a school like Princeton, learning more about yourself and allowing yourself the space to do so is important, not only for your academic growth, but for  your mental health. 

Princeton is a rigorous academic institution, that’s a given, but something that is unique to the college experience is that by getting to know yourself on a personal level it can also contribute to greater academic success. In learning about yourself, you’ll discover your most effective study habits, what ways you best learn, are you a morning or night person, do you prefer to study in silence or with music, can you study in groups or do you need isolation, are you easily tired when reading large texts, etc.? You get to know which professors and students you work best with, which values you hold that are non-negotiable when working with others, how to approach large volumes of work, how to best study for different types of exams, when to rest and take a break, and whether you prefer to work in sections or work to completion.

At Princeton, you’ll also learn the importance of connecting with others and maintaining your own mental health. . It is necessary to go beyond just memorizing information in college; you will learn how to understand, analyze, and apply knowledge to contribute to a scholarly conversation or to progress thought as it relates to you and your unique perspective.  In your junior and senior year, the department you choose to concentrate in, the professors you work with, and the topics you want to research, relate heavily upon what YOU are interested in!

Ultimately, this year, I learned that in seeking academic success, it is important to get to know myself and put myself first. 

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Coming from a small school in Hightstown, NJ, I was worried that I wouldn't bond with my professors at Princeton in the same way I did with my teachers in high school. Having close relationships with my teachers outside of the classroom was such an important part of my high school experience. I was unsure if I'd be able to form the same kind of relationships with professors in an undergraduate population of nearly 5,300 students. But what I realized was that no matter how busy professors are with their own research or how many students they teach, at Princeton, professors truly care about the well-being of their students.

Princeton has 5:1 student-to-faculty ratio, so even though the number of undergraduates seemed like a lot to me at first, there are also so many professors to balance out the students. As an English major, I take a lot of seminar courses, which typically have 10 to 15 students and are focused on a highly specific topic. Some of my best memories at Princeton are from those three-hour seminars, where we discussed topics like the continuities that create the female literary tradition, the authenticity of a ballad or even the use of photographs in graphic memoirs.

In my “Historical Fiction/Fictional History” course, co-taught by two professors, each week, they spend the first 15 minutes of class asking us about how we're feeling and any updates that we want to share. Since moving to Zoom, my professors wanted to do something extra special to cheer us up about leaving campus. They designed super soft fleece sweatshirts with our course name and our team name (we were split up into "teams" to discuss the readings before class: I'm part of Team Platypus!). They even mailed the sweatshirts to us, and I was so excited to receive that package.

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Professors also do little things to show that they really know their students. I often receive emails from my professors about cool events on campus that they think I'd like or new books that are coming out that they want to share with me. And if I ever want to discuss potential career interests or graduate school, my English and creative writing professors love to talk about options over coffee at Small World, eager to offer insights and share their experiences. Professors really want to get to know their students, so go to office hours and invite your professors to lunch in the dining halls. Professors are also more than willing to work with you if you're having a tough week and need an extension or just want to talk.

Professors at Princeton are passionate: they love what they teach and they'll convince you to love the topic just as much. But what I've come to learn is that at Princeton, professors go above and beyond the academics to show how much they care about their students. If you're considering Princeton, know that our professors contribute so much to the experience. They are always more than ready to support you in every way.

Firestone Library underwent a transformation the summer before my sophomore year. As a first-year, I remember seeing entire swathes of the first floor under construction. When I came back last September, I was stunned. Immediately upon entering, on my left there was an entire new wing of the library: the Trustees Reading Room, a wide open space lit up by floor-to-ceiling windows and staircases along one wall of the room with bookshelves on the other wall.

Past the circulation desk, was another huge open space that I had known only as a taped-off construction area a few months before. Much like the Trustees Reading Room, this space is vast and seems to always have the perfect lighting, rain or shine. And beyond this lies the Tiger Team Room, a vibrant, clattery café encased in marble, with smooth stone tables in the sun where you can study with friends or just enjoy a cup of coffee. The tea room is probably the loudest and happiest place in Firestone, and it has become my new place to study.

Firestone’s new additions were a major improvement, but there was plenty to this library already. Although it’s a popular place to study, it’s also worthy of exploration in its own right. Whether you’re looking for small, comfy spaces or large sunlit rooms, there are dozens of cozy places that beg you to lounge and relax. Rumors of hundred-dollar bills discovered in random books. Hidden quirks and surprises waiting to be found. A mazelike lower level with a central atrium.

During one break when I was on campus, I wandered around Firestone for hours, looking for a way into its tower and finding other really wonderful places. These places aren’t quite as secret as I’d hoped, but they won’t reveal themselves to you on their own, you have to go looking for them.   

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An April month not so long ago (okay it was 27 years ago), I was trying to decide what college I would attend.  I was blessed with several options. Ultimately, Princeton felt like home. I found the thought of writing a thesis invigorating and was excited that I would be able to engage with professors from a variety of academic backgrounds. The director of the African-American Studies at the time, Cornel West, even took time out of his busy day to have a conversation with me. Even then, when Princeton still included loans as a part of its financial aid package, my offer was the strongest I received, and I knew my family would not have to worry about affording college.  While many things have changed about Princeton (like no loans) since my decision to attend, I chose to return to the University to work in the Office of the Vice Provost for Institutional Equity and Diversity to advance Princeton’s broad commitment to expand access and success for first-generation, low-to-moderate income (FLI) students at highly-selective colleges.

When I was a student at Princeton, I participated in a two-week summer program, Freshman Summer Orientation Program (FSOP) directed to students who may have been the first in their family to attend college.  Since returning to campus, I have the opportunity to collaborate with the Programs for Access and Inclusion (PAI). PAI offers several programs connecting FLI students with each other and with resources on campus to thrive.  As I reflect on my own challenges transitioning to college, it is a source of pride knowing that first-year and transfer students are able to benefit from the ongoing community they find through PAI programming. Some students may find community through their participation in the revamped and extended version of my beloved FSOP – Freshman Scholars Institute (FSI) or the four year leadership program, Scholars Institute Fellows Program (SIFP). 

I was drawn back to Princeton because of its commitment to service and providing students opportunities to be engaged in the vital work of demystifying selective college admission. In my role at Princeton, I have the opportunity to partner with a number of amazing programs such as Leadership Enterprise for a Diverse America (LEDA) and Matriculate. As a Matriculate Advising Fellow, Princeton undergraduates provide online mentoring and coaching to high achieving FLI high school students to support their consideration of highly selective colleges and universities.  This partnership aligns with Princeton’s informal motto, "Princeton in the nation’s service and the service of humanity."

During this “temporary abnormal,” as Princeton President Christopher Eisgruber '83 refers to this current state of affairs, try to enjoy exploring your college options. You will meet new people and learn about programs, activities and pathways that you may have never considered before. I encourage students to evaluate how a school fits your academic, extracurricular and other interests. I also encourage you to evaluate graduation rates, out-of-pocket expenses; and outcome data for colleges you are considering. Twenty-seven years ago, I chose Princeton as my home. I hope to see you on campus as a fellow Princetonian.

Being low-income and first-generation heavily influenced my decision to attend Princeton, but there is so much more about Princeton that makes me stay. 

Finances were the most important to me because I come from a low-income single parent household. My mother works for everything that my family has. Asking her to provide money for me to experience things like an unpaid internship or study abroad would be a lot for my family to handle, even though such experiences could help my academic, personal and professional growth. Princeton, however, provides many financially friendly opportunities such as Princeternships, study abroad programs, Breakout Princeton trips during breaks and PICS internships. Financial aid at Princeton is need-based, meaning the University awards students financial aid based on their individual needs. I chose Princeton because it afforded me and my family the financial freedom to help me further my academic endeavors. I could not in a million years afford to go to college without heavy loans, but with a generous aid package for undergrad, I can now think about attending graduate school.

Moreover, I also liked Princeton’s commitment to undergraduate education, the medium size of the school along with the student-to-faculty ratio. The resources at Princeton are unmatched. From the faculty who are hands-on in helping students cultivate their ideas and offering additional guidance during office hours, to the McGraw Center or The Writing Center; there is so much assistance, community and guidance tailored to each student’s needs. As a first-generation student, there is so much I do not know in terms of access, opportunities, finances, networking and even basic knowledge about jobs and fellowships. Being in a place with guidance and access to resources is important to me because it makes all the difference when you just don’t know what you don’t know. 

Why I came is important, but why I chose to stay is also of value. I chose to stay at Princeton because of the community, academic rigor and growth I've experienced here were unprecedented. I am very big on community and Princeton has provided me with the spaces where I am able to be myself while exploring different facets of my identity, the ways I learn and my academic interests. I feel like the spirit in the Black community here is truly special. We are all supporting each other and want everyone to win. I’ve met some of the most inspirational and motivating professors and students. I’ve also been able to travel to France and Puerto Rico during my time here even as a low-income student. Being at Princeton with financial freedom allows me to enjoy my college experience without worrying about money. I feel like I am where I'm supposed to be.

It’s a tradition for Orange Key tour guides at Princeton to end their campus tours highlighting their “Why Princeton” story: a description of what brought them to choose the University for their undergraduate experience. Everyone's story is different, and as my years on campus progress I get more emotional each time I deliver it. Without further ado, here it is:

What drew me first to Princeton was the beauty of the campus. I didn’t go on a lot of college visits, but when my dad and I saw Princeton we both knew nothing was going to top it. But other, perhaps more pragmatic, elements of campus were just as attractive: I felt safe and loved that the campus residential community would mean I’d never need to venture off or live off campus to see my friends. The libraries scattered evenly among campus meant I’d have a different place to study for each day of the month. Having Nassau Street so close meant I’d have access to a bevy of global cuisines within a stone’s throw of campus.

But more than a physical space, I knew Princeton was a community. I was drawn to the residential college system and the idea that I’d have a smaller, built-in support network the moment I stepped on campus. Additionally, the Princeton experience lasts a lifetime: our reunions are a raucous, orange-and-black celebration of everything Princeton that draws nearly 25,000 alumni annually. (Check out this old New York Times article for a description of some of the antics). Local alumni networks like Princeton in Washington (of which I’ve taken advantage through Princeton Internships in Civic Service) host events for current students and alumni. In my experiences through the alumni networks I've had the opportunity to attend events with senators and world leaders. This means that the Princeton learning experience isn’t ever really over after you graduate.

I knew the students I would go through school with would be exceptional. I was, and still am, truly excited by the idea that I’m going to school with future leaders with whom I will share a crazy, one-of-a-kind four-year experience. I knew the University’s laser focus on undergraduate students, unique among its peer institutions, would exceptionally qualify me to become one of those leaders myself. In that regard, the University has exceeded even my own lofty expectations, funding weeks of in-class travel and summers’ worth of internships to enhance what I’ll take away from my studies.

There are thousands of undergraduate institutions in the United States. It's probably true that I would've been happy at many of them. But, I’m confident that there’s no place I'd be as happy as I am at Princeton.

A couple days after my admission to Princeton, I opened my mailbox to find a thick orange envelope. Inside were a series of pamphlets and flyers that would prepare me for my time at Princeton, discussing everything from student life to the Novogratz Bridge Year Program. After poring through those materials, and the University’s corresponding online resources, I came away with two key impressions. The first was that Princetonians really love the color orange (it’s true!). The second was that students really care about research. 

Even after looking online, I couldn’t truly picture what “research” might mean for a student like me. I knew I was interested in social sciences and the humanities, and I’d always imagined “researchers” wearing white coats and goggles at the National Institutes of Health (NIH).  It wasn’t until my writing seminar at Princeton — a mandatory class for first-year students that introduces a variety of research methods and principles — that I got a grasp of what academic research outside of the scientific disciplines might look like. Even then, as I was reading through and analyzing academic articles at a new, rigorous level, I wasn’t sure how I was ever going to come up with a topic to research myself. How was I, a public school kid from the suburbs, going to come up with an original research topic with academic merit?

I’ll let you in on a secret: it’s not as hard as you think. Every student at Princeton is required to produce a senior thesis as well as independent work during their junior year. What all that work has in common is that it represents an exploration of something each student is passionate about. As you declare your concentration (our word for major) as a sophomore and delve into your chosen field, you’ll discover with your professors that there are myriad questions left unanswered in your discipline’s literature. There is so much we don’t know! And there’s no way you won’t be curious about it. Many incoming students are under the misguided belief that their independent work has to be revolutionary somehow — that their findings have to be game-changers if they want to get an A or the respect of their professors. What they inevitably find, however, is that academic progress is oftentimes made up of minute contributions to larger questions. It’s bit by bit that many of society’s biggest questions are answered. It’s your job as a researcher to add another piece to the puzzle. 

Princeton is a community of student researchers. That really does include every student — no student has ever graduated without turning in a research project. And don’t worry, there’s no chance you’ll be the first. Research can seem daunting, especially to students in disciplines not typically associated with “research.” But it’s nowhere near as nerve-wracking as you think, and the curiosity you’ll develop as a Princeton student will leave you with many more leads than you could ever research.