In my English seminar “The Novel Since 2000,” one of the books that we read was Sheila Heti’s “How Should a Person Be?.” During our discussion of the novel, my professor just casually slipped in that Sheila Heti would be coming to campus. While seemingly a miracle that this author, whose book we were debating, analyzing and writing about in class, would come give a talk and reading on campus, it is actually not that uncommon at Princeton. 

Last year, I was writing my final paper for my writing seminar using Ingrid Fetell Lee’s “Joyful: The Surprising Power of Ordinary Things to Create Extraordinary Happiness,” and Lee just happened to be giving a talk on campus during this time. And in “Reading Literature: Fiction,” an English course I took last spring, we read Helen Oyeyemi’s “Mr. Fox.” Oyeyemi is on the schedule to pay a visit to Princeton as well! 

The Program in Creative Writing brings acclaimed writers to campus and showcases the writing of our talented community through the C.K. Williams Reading Series and the Althea Ward Clark W’21 Reading Series. But events and opportunities to meet authors, poets and screenwriters are just the start of what the department is about.

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I’ve taken four creative writing courses at Princeton: “Introduction to Fiction,” “Creative Writing (Fiction),” “Advanced Fiction” and currently, “Creative Writing (Poetry).” Clearly, I really love fiction writing, but I decided to give poetry a try this semester. My favorite part about creative writing courses is workshop, where we each present our latest piece of writing for our peers to discuss and suggest revisions. Workshop is definitely scary at first, but it’s really given me the confidence that I need in my writing, and I’ve also had the pleasure of reading the fantastic work of my classmates. 

The creative writing professors are also a huge reason why it’s one of the best departments on campus (I’m only slightly biased). I’ve had Phil Klay, Idra Novey, Kirstin Valdez Quade and Susan Wheeler as my professors, and there’s also Jhumpa Lahiri, Michael Dickman, A.M. Homes, Joyce Carol Oates, Tracy K. Smith and so many other spectacular mentors. It’s not just the talent and accomplishments of these professors that shape the department: it’s their ability to create a welcoming and respectful class environment, their efforts to get to know us and our writing on an individual level and their above and beyond kindness and encouragement. 

I hope to get a Creative Writing certificate and keep taking courses in the department that challenges my writing and pushes it to be the best it can be. I’ve always loved to write since I could pick up a pencil, so it’s sometimes crazy to see how my writing has changed over the years, and the Program in Creative Writing is a big part of those changes (for the better!).  

If you have any questions about creative writing at Princeton or want to hear more about my experience, please feel free to reach out — ­I’d love to chat! 

Independent work is a defining feature of Princeton’s undergraduate education. Juniors get the opportunity to conduct their own research under the guidance of a faculty adviser, serving as a precursor to the senior thesis. While some conduct archival research, others participate in field-based research, even traveling abroad to collect data. 

As a history concentrator, I write one research paper per semester, known as the Junior Paper. My seminar, “Slave Emancipation in Latin America,” introduced me to the tools, methods and techniques of historical research in preparation for the Junior Paper. I received guidance from my professor through every step of the process, all the way from topic selection to draft submissions. 

Although the writing process was daunting at first, I enjoyed getting to read primary sources and draw my own interpretations based on the work of other historians. It was the first time I truly felt like a historian, perusing scores of books in the Firestone Library basement. Out of all of the skills I acquired, working independently on a long-term project proved to be indispensable. In order to turn in the paper before the deadline, I set a daily goal of how many pages I would write or the number of sources I needed to annotate. 

Independent research at Princeton gave me the opportunity to bond with a faculty adviser, discover an interest in the historiography of slavery and learn how to incorporate evidence to strengthen my argument. All in all, the experience of writing my first Junior Paper was extremely rewarding.

The senior thesis. What is it? Where did it come from? Why do I have to do it?

You might be asking yourself these questions. Maybe you’re waiting to hear back from the Office of Admission and you just read about the thesis online. Maybe you’ve already been admitted, and the thesis is making you question whether or not you want to matriculate. If you only remember one thing from this post, I hope it is this: don’t let the thought of a thesis scare you!

Almost every student at Princeton has to write a senior thesis in order to graduate. It’s basically just a long(er) research paper on a topic of your choice. Since most students have to write one, pretty much everyone will be familiar with the process at some point during their Princeton career. This means that you are never struggling through it alone.

When I was a prospective student, I remember being a little intimidated by the senior thesis. I had never written something so long in my life! I had no idea where to even begin. However, as the semesters started flying by, my interests began solidifying themselves, and it became apparent to me what I wanted to focus on at Princeton: a combination of policy, the criminal-legal system and race/discrimination.

Once you know what you are interested in, choosing a thesis topic becomes much easier. I knew I wanted to go to law school after Princeton and I’ve always been interested in criminal justice reform. So, I made sure to choose a topic that encompassed all of that! I applied for funding from the Woodrow Wilson School⁠—the department I’m majoring in⁠—and planned a trip to Norway. While there, I spent two days at a men’s maximum-security facility in order to learn about their prison system. I conducted interviews, took pictures and observed the individuals who have been incarcerated along with the staff (read this post to learn more about my thesis!). Honestly, it didn’t even feel like work⁠—since it’s a topic I’m genuinely interested in, I really enjoyed the research.

I think that’s the key to conquering your senior thesis: make sure you choose a topic that you are genuinely interested in, and the research won’t feel so much like work. Keeping this in mind, don’t let the senior thesis scare you. As a senior, I feel so much support from my classmates, since I know they’re going through the same process. I’m excited to see the final product of all my hard work and I’m so glad I didn’t let it scare me away from committing to Princeton!

One of my favorite classes at Princeton is “CWR201: Creative Writing – Poetry,” a class I’m taking with Professor Jenny Xie. As a computer science engineering student, I’m often deluged with problem sets and programming projects. However, I’ve always been a writer at heart. In high school, I was heavily involved in poetry, and I would often use writing to reflect and recoup.

I tried to continue my writing habits on campus, but, at times, I would struggle to find the time and headspace. I also wanted to push my work in new directions and challenge my writing paradigms.

CWR201, and Princeton’s Program in Creative Writing in general, is excellent in this regard. Every Tuesday afternoon, in a brightly lit classroom overlooking Maya Lin’s new earthwork installation, I participate in a three-hour seminar alongside seven other students. I know three hours seems like a long time, trust me I had my reservations! But from Professor Xie’s opening words, I was totally absorbed. Students in every section of CWR201 work with and learn from distinguished poets: as an award-winning and published poet, Professor Xie brings valuable experience and wisdom for anyone interested in the poetry community. She also has a way with words that’s incredibly refreshing after so many hours of boiled-down technical terminology experienced in computer science classes.

Everyone in the class, too, has unique voices. We all came in with varying levels of experience with poetry, making our class atmosphere diverse and relaxed. Each week, we read deeply into a poetry packet organized around different themes, in addition to devoting time to workshopping each other’s poems.

Having a class where the only assignments are to read wonderful contemporary poetry and write your own, was exactly what I needed. I’ve been writing a lot more recently, creating words that I feel proud of. In the relentless forward movement of Princeton, it’s sometimes necessary to sit down and reflect. Throughout my ten weeks in class, I’ve found new ways of expressing myself, and through thoughtful workshop feedback from my professor and classmates, I’ve delved deeper into what I’ve written. One of my proudest moments this year was when I had my work from class published in The Nassau Weekly, one of Princeton’s main campus publications.  

Because CWR201 is graded on a Pass/D-Grade/Fail basis only, it’s a class where students are encouraged to take risks and push boundaries. It doesn’t demand much of your time, but you’ll find that the time you do spend yields so much. I’ve created poetry I’m proud of, made new friends and connected with a professor I truly respect. If that’s not what Princeton is about, then I don’t know what is.

Some of the best parts of my classes have taken place outside of Princeton. In three of my classes, I got to go on amazing field trips that greatly enriched my learning experience. All three trips were to New York City, which is only an hour and a half away from campus and accessible by the train (affectionately called “The Dinky”) on campus.

Morgan Library and Museum

In the fall of my first year, I took a freshman seminar called “Disability and the Making of the Modern Subject: From Wordsworth to X-Men.” After reading “Frankenstein” by Mary Shelley, we took a class trip to the Morgan Library and Museum to view the exhibit “It’s Alive! Frankenstein at 200.” This exhibit displayed a wide collection of art and artifacts related to the book. Portions of Shelley’s original manuscript were on display, as well as scientific tools, movie posters and comic books. The exhibit showed me the lasting impact of the novel in pop culture. We also saw Pierpont Morgan’s library, which was one of the most beautiful rooms I’ve ever seen. I hope to have as many books as him someday.

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Bloomberg News

My investigative journalism class recently went on a field trip to the Bloomberg News headquarters. We got a tour of the building, including the newsroom, TV studio and its super cool curved escalator. Then, we heard from a panel of experienced journalists who have written many groundbreaking stories. One panelist even won two Pulitzer Prizes! The panelists had many useful tricks of the trade to share with us. It was an honor to be in the same room as them and learn from the pros about what it’s like to be a journalist. Another highlight of the trip was browsing the huge snack selection on every floor.    

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"Hadestown" on Broadway

“America Then and Now” is an interdisciplinary class that explores the concept of America over time. One of the three professors is a theater professor, so we read the script and listened to recordings for several plays and musicals. The best part of the class was when we went to Broadway to see Hadestown, which won Best Musical at the Tony Awards this year. Although based on a Greek myth, this show explores many topics of importance today, such as climate change, worker exploitation and xenophobia. I was blown away by the creativity of the story and beauty of the music. I had been wanting to see the show for a long time, and it did not disappoint. The producer of the show also spoke to my class as a guest lecturer the following week.

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It was so exciting to step outside “The Orange Bubble,” or what we refer to as the Princeton community. These trips brought what I learned in the classroom to life.

At the beginning of my first-year fall at Princeton, I told myself I was going to study abroad in France. How? I had no idea. Shoot! I was just aiming for the moon and hoping to land among the stars. I knew that Princeton offered summer abroad programs. I did not know how I, a low-income, first generation college student, was actually going to finesse my way into France. I had never been to Europe, but my “Take Me to Paris” wall decal and Eiffel Tower throw blanket may have suggested otherwise. We know how this story ends, because, well, I am writing this blog post. This is not your average I-went-to-France-and-took-a-picture-with-the-Eiffel-Tower story. Let me tell you about how a low-income student made it to France. The experience was priceless, but let's be real, the ticket was not. Let’s talk about the money.

After taking my last intro-level French course, I was eligible to apply for a Princeton in France study abroad program in Aix-en-Provence. This program offered four weeks of language immersion. Around the same time, I also applied for an internship in Paris – shocker – through the International Internship Programs (IIPs). This is open to all students without a particular class prerequisite.

Now, the money. I applied for funding for my trip to Aix-en-Provence through the Student Activities Funding Engine (SAFE), the funding source used on campus for students to apply for grant aid for thesis research, independent research, summer opportunities or even those specific to different breaks. Built into the cost of the abroad program was housing, food and the class. The flight ticket was not included in that cost, but through SAFE, students can apply for grants that may cover some, most or all of these expenses, depending on the grant. (It doesn't hurt to apply to multiple and hope for the best.) Different grants have different post-trip requirements such as saving receipts, sending letters to donors or writing a reflection piece. For the internship, IIP offers its own financial aid for eligible students, so I didn’t need to apply through SAFE.

Applying for funding in Europe for IIP was challenging because of currency rates. Make sure to check out conversion charts if you're going abroad! I did not want to play myself by doing a one-to-one conversion. Applying was not a long process, but it did ask for a breakdown of all expenses. This includes how much you expect to pay for housing, travel and transportation. Although I was not accepted into the IIP, a few weeks later, I was accepted into the Aix-en-Provence program with immaculate funding for the trip. It covered the cost of the class and some of my transportation. 

My trip to France helped me begin my journey towards managing my finances and being aware of my spending habits.  I explored a new country while exploring myself, my beliefs, values and morals. I also learned so much about being financially conscience and taking chances. Applying for financial assistance for my trip to France gave me the perspective to understand the expenses needed for a trip abroad and how to best allocate my funds. If you have any questions about my experience, please feel free to reach out to me or check out the Aix-en-Provence program.

Editor's Note: The QuestBridge National College Match helps outstanding low-income high school seniors gain admission and full four-year scholarships to some of the nation's most selective colleges. Princeton has been a proud QuestBridge partner for many years now and every year, we match with a small number of students through College Match. Hear from some of our current QuestBridge Scholars and their experiences with the match process and the University. - Kayla McDonald, Assistant Director of Admission

David Hwang '23

Major: Undecided

Email: jyhwang@princeton.edu

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Congratulations! It may be hard to believe, but as a QuestBridge Scholar, you are incredibly deserving, and you should honestly take a moment in this tumultuous and overwhelming time to breathe and commend yourself. I remember, just a year ago, that this time was filled with heaps of letters, brochures, notifications and forms that contributed to this sense of happy chaos. Thus,  I want to briefly share my experience at Princeton as a fellow QuestBridge Scholar, so that you can perhaps get a feel for what it is like here.

I was surprised by being matched with Princeton University. I remember seeing the acceptance rate and thinking to myself that it was a long shot—perhaps too long of a shot. During the commitment period, I was distraught between some amazing opportunities at other colleges, but ultimately, Princeton had my heart. To put it simply, all of the schools I was fortunately blessed to choose from offered great programs with bountiful opportunities and generous financial aid. However, the undergraduate-focused culture at Princeton and the unique and diverse student body, conjoined with the stunning campus convinced me to matriculate at Princeton. The difference is significant.

And I know that I have not made the wrong decision. Yes, school can get difficult at times, and it is a lot of work, but that is true no matter where you go! Many resources will be available to you, and it is ultimately up to you to capitalize on them. I personally have found some classes at Princeton to be challenging, but at the same time, it is rewarding to know that I have done my best and that the results reflect that. 

My advice for those scholars who matched with Princeton would be to simply cherish the present moment. Be honest with yourself, trust yourself and take it one day at a time!

Danielle Newton '20

Major: Chemistry 

Email: dnnewton@princeton.edu

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I would advise the newly matched QuestBridge students to pick a college that has a large and established community of FLI (first-generation and low-income) students so that you have other people who share a similar background. Schools that prioritize bringing FLI students to campus likely also prioritize their success once they are there. I remember how selecting a school among an impressive list is overwhelming and challenging, but I’m so thankful I ended up at Princeton, and I’d love to see you on campus too!

My first year at Princeton was more of a transition than I was expecting—I hadn’t heard of J.Crew, I thought squash was a vegetable and not a sport and I had never worn a pair of “Bean” boots. But before I even stepped on campus, I was welcomed by a community of FLI students and faculty through the Scholars Institute Fellows Program (SIFP). Throughout my first two years at Princeton, I met with a group of SIFP students each week to share and gather advice or stories through the guidance of an upperclassmen mentor. SIFP also provided me with so much support: everything from extra precepts for organic chemistry to rides to the nearby mall for Halloween costumes. I have also remained quite involved with QuestBridge throughout my four years at Princeton. I’ve been a National College Admissions Conference Group Leader, and I attended the QB25 Conference in San Francisco this summer. Additionally, I have also been a part of the Quest Scholars Network on campus.

With all of the support, guidance, companionship and mentorship I’ve received at Princeton as a FLI student, I haven’t felt that anything is off-limits. Princeton has awarded me generous financial aid for two summer study abroad programs and a summer senior thesis research grant. Joining an eating club, traveling abroad for the first time and much more were fully accessible to me.

Daniel Palleres '20

Major: Computer Science

E-mail: DanielPallares@princeton.edu

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When I started senior year of high school, I wasn’t even thinking about Princeton as an option for my undergraduate education. I didn’t think I could get in, and I knew my parents couldn’t afford it. My college and career counselor encouraged me to apply through QuestBridge, and I was left speechless when I got matched.

After visiting Princeton and several schools I was admitted to, I realized that Princeton was the best choice for me. The diversity in academic passions, the wealth of resources available to me as an undergraduate, and the support that the institution provides for first-generation and low-income students are unmatched.

Now that I’m in my final year, I have fully integrated into the University. I’m finishing my concentration in Computer Science at the School of Engineering & Applied Science, I’m president of the eating club Quadrangle and I have a job lined up for after graduation. I’m excited to come back to Princeton as an alumnus.

Marisela Neff  '20

Major: Chemistry 

Email: mneff@princeton.edu

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Being matched to Princeton through QuestBridge has truly been life changing for my family and me. Coming from a first-generation and low-income background, I was entirely convinced Princeton was not within reach. However, getting matched to Princeton has allowed me to take a step into a world of opportunities that I never could have imagined were available to me.

After visiting Princeton, I fell in love with the University’s focus on its undergrad students and its dedication to creating leaders who will change the world. I have been so grateful for resources like the Freshman Scholars Institute and Scholars Institute Fellows Program, which helped me adapt after high school and get introduced to all that the University has to offer. At Princeton, I’ve been able to travel the world, interning in India and Ecuador for two months while also visiting Peru, Chile, and Cuba through the Office of International Programs. I’ve participated in and lead a civic engagement trip on social-political issues that I am passionate about in Washington D.C. and Detroit, Michigan through the Pace Center for Civic Engagement. And finally, as a senior, I’m spending a lot of time working in an organic chemistry synthesis lab for my senior thesis. As a premedical student studying Chemistry with a certificate in Latin American Studies, Princeton has certainly been challenging. However, the support and opportunities available here are truly one of a kind.

Princeton students enjoy joking about the unique language of acronyms and slang that we have developed to communicate about different activities and aspects of life on campus. Whether you are chatting about your Zee group (advisory group), COS (computer science), or D3 (Draft 3 of the freshman writing seminar), for an outsider or anyone new to Princeton it is all quite confusing. 

When I first started Princeton, I was immediately taken by the notion of the “study break.” While the name itself is self-explanatory, the extent to which study breaks are such an integral part of Princeton culture took time to register. Study breaks are organized by clubs, groups and even classes. They represent the chance to put down your work and go eat, chat with friends or do something fun. I was dubious about this notion of “pre-organized,” seemingly artificial fun. If I wanted a break, I could just take a break, right? Why make the effort to go to the various different study breaks I was invited to each week?

After going to my first study break, I changed my mind. In an atmosphere in which everyone can be  busy with academics and activities outside the classroom, it’s great to have a culture that emphasizes taking a break. Once I embraced the idea of the study break, then I became overwhelmed by the sheer number of breaks offered – how was I supposed to choose? Once I came to see study breaks less as a break from studying and more as a social event, I relaxed and enjoyed the options.

One week, I helped to organize two study breaks. On one day, I helped host a wood-fired pizza study break as board member of the Center for Jewish Life. My responsibilities in the CJL during the semester have consisted of organizing weekly study breaks and it has been fun to get creative about what we can organize to help students relax, unwind and snack on delicious treats. Other study breaks have included make your own s’mores, waffles, fancy coffee and gelato. 

The other study break I organized was one through the vegan advocacy organization I am a part of. We served vegan hot chocolate, eggnog, muffins, donuts and more to help interested students learn about delicious vegan options. This study break was particularly enjoyable as it allowed me to both be involved with a cause I care about and share that passion with my community. 

Overall, I am grateful for the unique culture of study breaks at Princeton and know I will take the spirit of them with me wherever I go when I graduate. 

Dear Prospective Students:

Take a deep breath. I know that college application season can be a stressful time.  I’m actually going through the same process⁠—law school⁠—so I feel your pain. 

You’ll end up where you’re meant to be. You’ll be happy. You’ll be successful. Everything’s going to be okay. These are phrases we hear all the time during the application season. We hear them so often that we don’t end up paying enough attention to them. Looking back on my undergraduate applications, I’m realizing that everyone was right. You shouldn’t take it personally; your application is a very small representation of who you are, and the admission decision is not a reflection of you.

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That being said, it’s difficult to actually internalize such an ideology. There’s no trick to surviving the application season. There’s no trick to being the perfect applicant. All you can do is your best, and after that, it’s a waiting game. What I can tell you is that you should enjoy your senior year as much as possible. Next year, your slate will be wiped clean and you’ll be left to find your own path, most likely without the help of the people you’ve grown up so close to. College is unlike anything you’ve ever experienced, and that’s both scary and exciting!

Take the time to appreciate the little things. The homecooked meals, the familiar hallways of your high school or the ability to go home after a long day. Appreciate the same faces you see, day after day. Take time to be thankful for the neighborhood you grew up in, your siblings who may annoy you at times, your pet that you love more than anything in this world. The distance that comes with most college experiences tends to complicate these things.

But at the same time, look forward to meeting new people, getting to know a new place or making new friends. Look forward to becoming more independent, discovering new interests and exploring a side of academia you’ve never experienced before. Application season is so, so stressful, but it’s also momentous; the decision you make will affect you for the rest of your life! So no pressure…

Take a deep breath, and good luck.

One of the aspects of Princeton that surprises most people when I am talking about the University is its size. With fewer than 6,000 undergraduates, Princeton is a relatively small school compared to its peer institutions. But it is precisely this size that enables the University to focus on the undergraduate experience. If you spend enough time around here or even just take a tour, the University’s “undergraduate focus” is sure to come up, and rightly so; it is a significant part of what makes Princeton the school that it is.

Princeton’s size allows for a more intentional focus of resources on the undergraduate students. Upon matriculation, each student is assigned to a residential college (their home for the first two years), a residential college adviser, a peer academic adviser and a residential graduate student. Students are also made aware of dozens of other resources, including group and individualized tutoring, Counseling and Psychological Services and dozens of other centers or offices that focus primarily on supporting undergraduate students. As students work their way through Princeton and begin the quintessential independent work their junior and senior years, everyone either is assigned or chooses a departmental adviser who meets and works with them to see their work from start to finish. This alone is an incredible aspect of Princeton—to develop robust research alongside a Princeton professor!

Another benefit to the number of students is the sense of community that exists between current students and the alumni. This creates a sort of bonding effect that connects Princetonians across the years. I know that sounds like a typical admission phrase; even I was skeptical when I first arrived here. But I must say that is one of the more special parts of going to school here: the people you meet and the community you are encouraged to build.

With that being said, it is important to note that a small campus is not for every student. The University is set up next to, but a bit separated from, the town of Princeton. Most of Princeton’s buildings are on the main part of campus, making a walk from one end of campus to the other an average of twenty minutes or so. After classes, many students are engaged in extracurriculars, studying or socializing. Most of the performance shows, eating clubs or dining halls are either on campus or immediately adjacent. Overall, you can see why the phrase “Orange Bubble” exists; time can slip by easily without stepping foot off campus. And with Princeton’s size, it is easy to meet someone new every day, but it is simultaneously easy to get settled in a routine where you interact with the same people and see the same faces each day. Having a relatively small, communal campus in a non-urban setting has a lot of benefits, but it also has its drawbacks if you aren’t careful or intentional about getting off campus or interacting with non-college aged students. But regardless of the pros and cons, it is not for everyone. Some people thrive better in smaller environments than Princeton, others in larger. As with any university or anything in life, it’s all about balance and finding out what works for you.