During the summer, I was lucky enough to intern at the American Civil Liberties Union (ACLU), in downtown Manhattan, working in their National Political Advocacy Department on the Campaign for Smart Justice. Through the Campaign, I worked on projects with the overarching theme of eliminating mass incarceration and racial injustice in the American criminal legal system. I’m incredibly grateful for the experience, as it was a summer of learning and growing for me in so many ways.

First, I was able to continue expanding my knowledge about law, politics, policy and the interaction between them. I used the skills I’ve been developing at Princeton through the Woodrow Wilson School of Public and International Affairs⁠—knowledge accrued from various classes⁠—and applied them to the projects I was working on at the ACLU. Being able to see the real-world applications of the concepts I have learned in class was amazing; it made my work that much more meaningful. Additionally, knowing that I was contributing to extremely important projects was incredible. For example, I contributed to the ACLU’s work on clemency by putting together a memorandum that analyzed each state’s past and present policies on the matter. I then used the information to figure out which states the ACLU should focus on for their own clemency initiatives. I’m grateful to have contributed to such a monumental cause.

Second, I had the opportunity to compare my experience at the ACLU with my internship last summer. Last summer, I worked at the New York Legal Assistance Group (NYLAG) in their Immigrant Protection Unit (IPU). Although NYLAG and the ACLU are both non-profit organizations, I had vastly different experiences at both organizations. While I was working in direct services at NYLAG, I had my own clients and ran my own meetings; I was doing more big-picture work at the ACLU this summer. I was able to meet and talk with many influential individuals in today’s political scene. I even had the opportunity to video-conference with Edward Snowden.

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Third, I received funding from Princeton for my internship at the ACLU, since the internship was unpaid. Because of Princeton’s generosity, I was able to afford rent at a beautiful apartment in Manhattan. While working at NYLAG last summer, my commute was an hour and a half to and from work each day. Living in Manhattan made my commute much more manageable, and it provided me with a community I had never had access to before. All of a sudden, I was surrounded by other college students interning in the same city and having similar experiences. I was able to participate in more after-hours work functions, which facilitated closer relationships with my coworkers. Finally, I experienced living on my own in a setting that wasn’t a college dorm. I paid rent for the first time, went on weekly grocery store runs, cooked every day and got to know a new area.

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My experience at the ACLU went above and beyond anything I could have ever imagined, and it reinforced my interest in law, politics and policy. I am grateful for my time at the organization, and I’m looking forward to following the ACLU’s accomplishments in the years to come!

Entering the second half of my Princeton career is a scary prospect. It seems like just yesterday I was jumping on the couch with my family, screaming at the top of our lungs just seconds after spotting the ‘Congratulations!’ at the top of my Princeton admission decision. 

Being an upperclassman at Princeton is different in a couple key ways from the first and second year experiences. Perhaps most obvious is the change in the dining scene. First-year and sophomores eat all of their meals in the residential college dining halls, while juniors and seniors can get their meals in a number of different ways. Students can opt to continue on a partial or full dining hall plan, join a co-op (a small group of students who rotate cooking often-themed meals), or become fully independent (cooking meals on your own).

However, the most common dining option (and the one I’ve chosen) is joining one of the 11 eating clubs. Joining the eating clubs can sometimes be a source of anxiety for students as they struggle to pick the right one and coordinate choices with their friends. However, students are welcome to eat at clubs other than their own through the Meal Exchange program, and maintain strong friendships outside of their own clubs (I know many of my best friends aren’t in my eating club!) 

Another key change in upperclass life is its residential aspect. Students live in their assigned residential college their first two years at Princeton. Before junior year, however, students have the choice to move out of their colleges and into upperclass housing, which is not affiliated with any of the residential colleges. While most of these buildings share the same Gothic architecture as the underclass dorms, it was definitely jarring for me to see people from colleges other than my home Mathey in the hallways of my new building. Moving off campus is also an option for juniors and seniors, however majority of the student remains on campus since housing is guaranteed all four years.

One final big change going into junior year is the new research focus in coursework. Most of Princeton’s 37 undergraduate concentrations (or majors) require students to begin independent research in their chosen field of study. This begins with the junior paper, a ‘mini-thesis’ which is often a 20-30 page exploration of an original topic within your major. Don’t worry if this sounds intimidating (I’d think you’re crazy if you weren’t a little bit scared) – students within many departments are automatically enrolled in research methods classes that are invaluable in guiding individual projects. 

The end of my college career is perhaps a little closer than I’d like. However, I’m excited for the challenges that lie ahead and am optimistic that the second half of college will be even more fulfilling than the first!

Concentration Declaration Day is when all sophomores officially declare their majors! We all took pictures with our banners as we joined our respective departments. For me, this was a meaningful day because I finally declared History after being undecided for a while. In this post, two other bloggers and I will share why we declared our concentrations.

I chose to declare History because of my great experiences with the History department. The professors are leading experts in their field and small class sizes allow for engaging seminars. History has taught me how to construct a compelling argument based on past events and has changed my way of thinking about the world. My writing and argumentative skills have improved substantially, and I can’t wait to start my independent work on Colonial Latin America.

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“I chose to be a Politics concentrator because I am fascinated, and a little intimidated, by the current global political climate, and I wanted to give myself the educational context to someday make a difference in that realm. Reaffirming my choice of this concentration is my newfound interest in political theory- something I was only exposed to in college- which introduced me to novel and crucial ways of thinking about the underpinnings of different political systems around the world.”

 - Mallory Williamson ‘21

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“I came to Princeton thinking I wanted to concentrate in math or Operational Research in Finance and Engineering (ORFE), but I also knew I was passionate about social change and educational equality. When I discovered that I could develop my quantitative analysis skills while also exploring social issues and social phenomena in sociology, I was hooked. Some of the most thought-provoking and interesting classes have been in sociology, and I've absolutely adored the flexibility and applicability of sociology to almost any field. The blend of qualitative and quantitative analysis makes this concentration super interesting, and I'm excited to see where it takes me!”

 - Daniel Kim ‘21

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Princeton University. A wonderful place filled with opportunities to take advantage of and organizations to get involved with. One of the most salient aspects of Princeton is this idea of an Orange Bubble, which shields and protects us from the outside world. For me, the Bubble was so strong my first two years that I had no clue what was happening outside FitzRandolph Gate unless I purposefully read or watched the news. Although it makes me feel safe and at home, the Orange Bubble surrounds us with privilege and has the potential to blind us from seeing other aspects of life.

The Petey Greene Program has been my temporary, weekly escape from the Orange Bubble. Petey Greene is one of my all-time favorite groups I’ve gotten involved with at Princeton so far. Each week volunteers tutor incarcerated students to help them earn their GED.

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I joined Petey Greene during my sophomore year at Princeton, and I have not yet missed a single session. I always look forward to that 25-minute van ride with people I now consider friends, and I look forward to the tutoring itself. Petey Greene has opened my eyes to experiences and people I never would have encountered elsewhere in life, and I am grateful. Volunteer work was a huge part of my life in high school, and I struggled to make time for it at Princeton. Now, for a few hours every Friday, I get to help people reach their academic goals, despite the adversity they face.

Petey Greene has also influenced me academically. As a concentrator in the Woodrow Wilson School, I am required to conduct research and write two Junior Papers (one per semester) during my junior year, in preparation for my senior thesis. I chose to write my first Junior Paper on the treatment of incarcerated pregnant women in New York prisons, and my second Junior Paper is about mass incarceration in the United States.

Although I love the homey feeling I get from the Orange Bubble, I am endlessly grateful for organizations like Petey Greene that bring me outside of Princeton’s walls and enable me to help others.

The story begins here, during...

Highschool, Senior year, Fall

I’m busy applying to colleges and I want to express my potential academic interest and potential major for the first time. What do I say? “Mechanical and Aerospace Engineering” (MAE). How did I decide that? These are some of the things I thought about:

• I’ve done well in STEM classes throughout school.
• I’ve been involved with engineering activities at school (i.e., robotics club).
• Mechanical (and aerospace) engineering seems cool.
• Plus, both my parents studied engineering.

Princeton University, First year, Fall

I’ve just selected courses for my first semester at Princeton. As an engineer, I take math, computer science and chemistry classes to satisfy prerequisites for the B.S.E. (Bachelor of Science in Engineering) degree, and a Chinese class for fun. I enjoy what I am learning.

Princeton University, First year, Spring

Now, I’m taking computer science, math, the Writing Seminar, Chinese and painting classes. I like my Writing Seminar (the topic is political theory) much more than I expected to, and it makes me wonder if I’d rather study something other than engineering. This isn’t a new thought. While I enjoy my STEM classes, I’m not sure that I really want to be an engineer. I certainly don’t seem to have the same passion for it that others (like my roommate, who’s been buying parts for the drone he’s designed) have. As an engineer, I declare my major at the end of this semester. I choose computer science (not MAE), which I’ve developed interest in. I almost switch from B.S.E. to the A.B.(Bachelor of Arts) degree to try the humanities, but back out at the last minute.

Princeton University, Sophomore year, Fall

Over the summer, I’ve decided to switch to A.B., put a hold on computer science and explore other disciplines (and potential majors). Back on campus, I make the switch and enroll in politics, religion, psychology and Chinese courses. It turns out that I like all of these courses (enjoying politics and religion immensely), but I’m still not sure about my major.

Princeton University, Sophomore year, Spring

I’ve settled on concentrating in politics, focusing on political theory. This semester, I am taking journalism, computer science (aiming to get the certificate, similar to a minor) and two political theory courses.

This is where I am at now. To keep the story short, I’ve left out some details, but this is essentially how I completely changed my major over the course of three semesters at Princeton. Who knows - maybe your journey will be even more exciting than mine!

One of the first classes I took at Princeton was a freshman seminar called “Ethics in Finance.” Taking the class was one of the best decisions I made at Princeton.

I learned about ethics in the financial industry by analyzing case studies and past scandals. The professor really cared about us, and I was able to form a meaningful bond with him. I also grew close to my classmates; because it was a seminar, there were only 15 students. Through this seminar, I learned how to participate and contribute to class conversations. It made me question my own morals and think about the ethics behind my career choice.

The highlight of the seminar was our trip to New York City. We visited Acumen, an impact investment firm, and Paul Volcker, the chairman of the Federal Reserve during the Ronald Regan administration. The trip was an amazing experience as we got to meet people at the forefront of the financial industry, and we ended the day with a nice dinner at one of my professor’s favorite restaurants.

Taking a freshman seminar was one of the highlights of my first year at Princeton. I got to meet other first-year students and travel to NYC. I encourage prospective students to visit the Program of Freshman Seminars website and learn about one of the many ways Princeton helps us in the transition to college level course work.

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It’s no secret that students at Princeton work hard in and out of the classroom. With skilled time-management, most Princetonians are able to avoid pulling all-nighters, but there’s likely not a student on campus who hasn’t had to stay awake late working on an assignment at least once. Some students tend to prefer studying alone when up late at night, but many of my friends and I take our few long evenings as an opportunity to enjoy each other’s company. Princeton kids tend to be ambitious and have the packed schedules to prove it. During the busiest weeks of the school year, (midterms and finals!) forming study groups can prove to be a much-needed social break.

Many students love to work with their friends later in the night at Murray-Dodge Café, a cozy spot on campus where students can pick up free fresh-baked cookies and tea. Most residential buildings on campus have elaborate basement areas with seating, tables, and study spaces, and it’s not uncommon to see entire first-year advisee groups crowded around tables in their residential halls as they all type away on their computers. Additionally, all residential college libraries are open 24-hours; seeing your friends in your college’s study space at odd hours goes a long way toward developing a college community.

Another element of the late-night study experience is grabbing a bite to eat with friends. Stopping by the train station Wawa, a convenience store, is a popular option for students in Forbes and Whitman colleges, and the hot food they serve late into the night is great study fuel. The Princeton University Store, or the “U-Store,” as it’s known to students, is extremely close to Rocky and Mathey colleges, as well as the bulk of upperclass student housing; it’s not uncommon to see a line stretching to the back of the store at 1 a.m. as hungry students stock up on snacks to get them down the home stretch. Students in Butler and Wilson colleges can stop by Studio '34, a convenience store-style late night snack stop known for its French bread pizzas and communal atmosphere.

Some of my fondest memories at school have been intermixed with the stress of a last-minute assignment or impending deadline. Friends and I have made little homes — replete with blankets, pillows and ample snacks — in the corners of library basements as we alternate between laughing at ourselves and actual productivity. I always tend to find that cookies in the eclectic varieties they make at Murray Dodge (peanut butter mint, M&M black tea or vegan lemon) make the prospect of going to bed at 2 a.m. a little less scary. 

I’ll admit, I’m not much of a late-night studier.  I usually try to be in bed by midnight — a goal that’s totally manageable for Princeton students! But time gets away from us all, and there are definitely days where I find myself traipsing to the U-Store in the wee hours or holing up in Mathey library. In a way, studying late at night with friends encapsulates what it’s like to be a student at Princeton. An interest in academic success, something nearly every student here shares, serves as a point of connection and an opportunity to forge the deeper bonds we’ll carry with us for the rest of our lives. 

Journalism has been a significant interest of mine since high school. At one point, I even considered attending a journalism school! When I decided to come to Princeton, I knew that even if I didn’t want journalism to be my career, I wanted it to be a part of my life. To this end, I joined the Daily Princetonian, our campus newspaper, and Business Today, a business and current-events magazine, my first semester at school.

What I wasn’t aware of until later on in my first year was that I didn’t have to go to J-school to take journalism classes—there are several offered at Princeton every semester! When I learned of this, I rushed to sign up for one. Six months later, and I’m almost done with my semester in JRN 447: Politics and Media: Covering the 2018 Midterm Elections.

One of the coolest things about this class is that it included an all-expenses-paid, week-long trip over fall break, to Phoenix and Tucson, Arizona. Arizona was one of the most significant battleground states in the 2018 midterm elections, and we traveled there in order to compile video stories about a few different angles of the exciting Congressional races taking place there. These all-expenses-paid trips encourage many students to try a journalism class before graduating. 

I was a bit nervous before the trip; I hadn’t been on a plane since I was seven years old (something that is hard for my friends here from the West Coast or overseas to believe!) and had little experience traveling without my family. I needn’t have worried—traveling was easy, and the trip was unbelievably fun.

My project group and I were tasked with compiling a story about the female swing vote in two of Arizona’s midterm contests: the Senate race for Jeff Flake’s open seat and the House seat in the 2^nd Congressional District. We interviewed a variety of fascinating figures from around the state, even including one of the two House candidates (and eventual winner of the race) we were covering! Although I had no experience with broadcast journalism before taking this class, getting to talk with such cool people strongly reminded me of my favorite parts of print journalism.

Perhaps even cooler than the amazing journalistic experiences were the wonderful times I had with my classmates and my professor. I didn’t sign up for the class with any friends, but am coming out of it with 10 new ones! Getting to spend so much time with such interesting, unique people who I probably wouldn’t have encountered otherwise was a delightful privilege.

Though the class has a sizeable workload, the multitude of things I’ve learned as well as the wonderful journalistic and interpersonal experiences has made it well worth it! I’m so grateful to Princeton for the experience.

Alice fell down a rabbit hole to get into Wonderland. Dorothy rode a tornado to Oz. I took a Writing Seminar to discover the world of academia. When you think about it, we share the same journey: an innocent protagonist (that would be me) is transported to a strange land where excitement, adventures and danger await and, eventually, returns to the real world relatively unscathed and hopefully wiser.

I took my Writing Seminar, or Writing Sem as we call it, in the spring of my first year, which gave me ample opportunity to hear the entire range of praises sung and groans issued by my peers who took it in the fall. When it came time for my first seminar meeting, I collected the required materials, printed out the readings and entered with both hope and misgiving.

As it turned out, I enjoyed the class greatly. The instructor was captivating, commuted in from New York twice a week and he taught an equally captivating class with great enthusiasm for the material. Through conferences with him and my classmates, chalkboard dissections of various arguments and positions and fruitful harvests of academic articles to challenge and defend, I developed the skills needed to engage in scholarly work. If you’ll permit one more reference to children’s literature, consider the Pevensie children, who were transported by wardrobe to the snowy country of Narnia. In the middle of their adventure, they are met by Father Christmas, who presents them with personal gifts to aid them in their journey. Like Father Christmas, my Writing Sem provided me with tools -- tools I needed to thrive as a new university student beginning to engage with the voluminous and curious world of academia.

While I have learned more about academic writing since taking the course, Writing Sem set the foundation for my written work at Princeton. Coming to the University, I didn’t expect to feel comfortable writing about Locke’s view of the wage-labor relationship (for Writing Sem), defenses of pacifism (an ethics course) and the American executive branch as a policy maker (a politics course), but I have done all of those things now. And more than that, I’ve enjoyed them, too.