Princeton offers a variety of different seminars that travel abroad during the fall break and spring break. I recently got the opportunity to travel to Russia for an urban studies seminar called “Moscow on the Hudson”. It was an enriching experience filled with daily walking tours around the city, discussions about famous landmarks and an understanding of the rich history behind Moscow.

During class we read literary and cultural texts pertaining to urban studies in order to understand the physical construct of both New York City and Moscow. We focused on a specific topic every week, all the way from religious institutions to public housing. We first traveled to New York City and visited different parks which we later analyzed during our in-class discussions.

In preparation for the trip to Moscow, I purchased a travel guide and made sure to pack my winter jackets for the cold weather. Once we arrived, we settled in and got ready for a week of intensive walking tours. We got to visit a cemetery where important literary and political figures were buried, The Cathedral of Christ the Savior (which was formerly a giant swimming pool), Zaryadye Park (a modern park that opened in 2017) and other fascinating sites.

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Surprisingly, the highlight of the trip was riding the metro. Moscow’s metro shines in comparison to New York City’s sometimes unpredictable subway system. It is easier to navigate, cleaner and each station is embellished with beautiful architecture which makes the metro a tourist attraction itself. Each station is different from the rest, so you never get bored by the changing underground scenery.

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In between the walking tours and later at night, we got to indulge on different cuisines. I must admit, I was not a fan of Russian food, since the options are limited for vegetarians like me. I did enjoy drinking tea and experiencing a new food culture. My favorite international cuisine was definitely Georgian food. Our first and last dinner on the trip was, in fact, at a Georgian restaurant, and I simply couldn’t get enough of it.

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Reflecting back on this trip, the major takeaway was my increased understanding on how Moscow came to be and a new lens with which I will approach cities I visit in the future. I visited sites and locations that I would have never considered going to if I were traveling by myself, learned how different groups of people inhabit the same space and started to think about the challenges faced by most modern cities, such as economic inequality.

This experience has been one of the highlights of my undergraduate career, and it wouldn’t have been possible without Princeton’s generous funding. I am also grateful to both of my professors for their active engagement and planning throughout the trip!

Before coming to Princeton, I didn’t really know what entrepreneurship was. Surprisingly, the first club that reached out to me during the first-year activities fair was the Entrepreneurship Club. Since then I have discovered a passion for the field and have participated in many entrepreneurial opportunities offered by the University. 

I have been able to learn about entrepreneurship through the courses offered by the Keller Center. In a course called “Creativity, Innovation and Design,” I was able to propose a solution to a major problem affecting college students: time management. My group and I thought of implementing meditation breaks during lectures in order to help with concentration. Another great course is “Foundations of Entrepreneurship,” in which we have weekly guest lectures from leaders in the field. The founder and CEO of Giphy recently came to the class and it was incredible to learn how he began his own venture.

Outside of the classroom, the Keller Center offers opportunities during the summer. I got to travel to Tel Aviv as a marketing intern at a high-tech startup. Believe it or not, I was able to use my liberal arts education to write blog posts and redesign the startup’s website. I lived with a cohort of 20 Princeton students and learned a lot about the Israeli startup culture. What’s amazing is that this summer internship was fully funded by the University!

Other opportunities made available by Princeton was the Tigers Entrepreneurs Conference 2019 in San Francisco. It was an unbelievable experience because I was able to meet with alumni who founded their own startups, as well as visit companies like Google and Salesforce.

I am incredibly grateful to Princeton for letting me discover my passion for entrepreneurship and giving me the tools and skills necessary to pursue the field after I graduate. My message to prospective students is that, while Princeton is known for its liberal arts education, it also excels in entrepreneurship! If you are creative, have innovative ideas, or want to change the world, entrepreneurship might also be for you! 

Coming to Princeton I was scared to choose a concentration. Taking a look at the academic offerings can be overwhelming, as Princeton offers 37 different concentrations (our word for “major”) and 55 certificate programs, all under two degree programs, Bachelor of Arts (A.B.) or the Bachelor of Science in Engineering (B.S.E.). 

What makes Princeton unique is its flexibility in allowing you to take courses in a variety of academic fields. In fact, you do not have to declare your major until the spring semester of sophomore year, if you are an A.B. student, which gives students plenty of time to decide. I initially thought about becoming a math concentrator but discovered I really liked the history classes offered at Princeton so I decided to switch. I know this decision is never easy, so I compiled a guide to help you in your process of selecting a concentration:

1) Reflect on your high school experience

One great way to start discovering what you like is looking back at your four years of high school. What classes and extracurriculars did you enjoy? I have several friends who always knew they wanted to study engineering because they liked math and other quantitative subjects. At the same time, you should know what you don’t like. I didn’t enjoy taking chemistry in high school and I was not a fan of reading fiction. 

2) Consider your career goals

What do you want to do after graduation? Do you want to become a lawyer, doctor or a historian? The options are endless! Having your career goals in mind is important when selecting your classes. For instance, if you want to attend medical school, you have to fulfill the pre-med requirements. Do note that your concentration does not need to be related to your future job. For example, I have a friend who studied engineering and now works for a non-profit. 

3) Take classes in different fields 

From urban studies to molecular biology, Princeton offers classes in almost all the subjects you can think of. You have to be open to taking classes outside your comfort zone because you never know if you are going to discover a new interest. For example, I took “History of The World” to fulfill the history distribution requirement and liked it so much that I decided to join the department. 

4) Reconsider your interests

Did you know that more than half of students change their concentration at least once during their four years at Princeton? So odds are that you might not stick with your intended field of study and that is ok. You just have to be open to learning from new experiences and understand that your interests might change as you become older. Discover what you like and what you don’t like, and enjoy the process. Once you join your respective department, you will have the satisfaction of knowing that this is what you really want to study.

As the deadline for early action applications to Princeton looms closer and closer, I’m constantly reminded of my own path to Princeton and the process it took for me to get here. I remember how stressful the college application process was, with everyone asking, “Where are you applying?” and, “What’s your first choice?” It’s easy to get overwhelmed by these questions, especially if you’re not quite sure of how to respond.

The process of making your list of schools to apply to is tough. I remember I didn’t understand why it was so hard when I was young; why couldn’t students just apply to every single school in the country? That way they’d surely get in somewhere. I didn’t realize that each application came with an application fee, not to mention the fact that the Common Application limits the number of schools you can apply to through their platform. (If the application fee is a hardship for your family – you can check with the school to see if fee waivers are available.) Upon learning this, I started to understand why so many students have a hard time crafting their list.

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So, how do you go about making “The List”? What should you keep in mind when looking at schools? Below is a survival guide to college applications.

1. Location. Location is key. Many high school students can’t wait to graduate and go to a university far away from home, but here’s a pro tip: everyone gets homesick at some point or another. Maybe you miss your parents, siblings or pet. Maybe you miss sleeping in your own familiar bed. Maybe you miss that small-town feel. Whatever the reason, it’s very hard to go home for the weekend if you live far away. When I was looking at schools, my parents insisted on a “no-fly zone,” meaning the schools I chose had to be within driving distance from home. At first, I thought this was a huge limitation; then I realized that, since I lived in New York, I had so many colleges within driving distance from me!
2. Campus feel. When I was looking at colleges, I remember that the way a campus was structured was really important to me. I wanted a campus that felt like a campus. For that reason, a lot of city schools didn’t make it to my list. One aspect of Princeton that I love is that it has a physical gate that clearly signifies where the campus is. This solid campus structure makes the school feel homier to me, which was important. If you’re a person who loves cities and being immersed in them, try adding more city schools to your list!
3. Money. Money can be a sore subject that not a lot of people like to talk about. Nevertheless, the reality is that money is a huge factor when students apply to college. There are many different ways to go about this. In-state tuition versus out-of-state tuition can make a huge difference at some schools. At others, the financial aid program is what attracts students. When I made my list of schools to apply to, I made sure to keep all of this in mind before choosing universities. Princeton's generous financial aid program made college possible for me, as the program is need-based and is committed to meeting 100% of a family’s demonstrated need. Princeton also reevaluates your family's financial situation every year in order to account for any changes, making it extremely flexible!
4. Academics. Of course! We can’t forget the actual reason why you go to college! The academic opportunities at a university will likely be a deciding factor during your application process. Part of what attracted me to Princeton was its academic rigor which, in turn, opens doors to countless internship and career opportunities.
5. Alumni network. When you apply to a school, you have to also keep in mind your plans for after college. A strong alumni network goes a long way when it comes time to look for work, internships, fellowships, graduate programs, etc.  In fact, over 26,000 alumni volunteers work with the University in various capacities including providing opportunities and advice to students and young alumni interested in internships and careers.

I hope that these tips will be helpful to you during your college application process. However, you should also keep in mind that you’re going to end up where you’re supposed to be. The admission process doesn’t always work out the way you expect it to, and the stress of the “What-ifs” is exhausting and simply awful. Try not to feed into the frenzy of college applications; if you focus on keeping your own process under control, you’ll be much happier in the end!

My parents always encouraged me to go to college. Not only was I encouraged, but I was expected to pursue higher education. Not in a “We’re forcing you to go to college” way, but more of a “College helps you succeed and you will be successful” way. Nevertheless, I quickly realized that my current and future situation wasn’t like that of my friends.

My path to college was a little different. My parents didn’t go to college. My dad didn’t finish high school. My parents moved to America from Spain when they were 20 years old, not knowing a word of English and without a cent in their pockets. Sure, Princeton is the number one school in the country, and it’s part of the prestigious Ivy League, but there isn’t one specific way to make it here.

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Many students at my high school would say that they were not applying to any Ivy League schools because of how expensive they are. My parents had heard the same thing, but they still encouraged me to apply; they said that college is important, and that, somehow, they would find the money. One of my mother’s colleagues had a son who went to Princeton, and she told my mom about Princeton’s incredible financial aid program. Suddenly, Princeton seemed that much more attainable.

My family and I visited Princeton for the first time during my sophomore year of high school and attended an information session about financial aid. There, we learned that aid packages rely on grants, not loans. This means that 82% of students graduate from Princeton debt-free. We also learned that Princeton has a need-blind admission policy, which means that financial need is not taken into consideration when making admission decisions. There’s even a financial aid online estimator, which allows you to input your financial information to see an estimate of how much your family would have to pay to attend Princeton. We were so excited; I have a twin sister, which meant that my family would be paying two college tuitions at the same time. Princeton’s financial aid would help make that possible.

When I was admitted to Princeton in December of 2015, I committed that same day. Some of my friends waited a few weeks after their admission to a bunch of schools so that they could compare the financial aid package received from each school, but I knew I wouldn’t get anything better than what Princeton was offering me. The financial aid office made itself so available to my family for any questions we had during the application and matriculation processes; since my parents had never done this before, we had many questions! Princeton’s financial aid made Princeton possible for me, and I’m eternally grateful.

If you ask anyone on Princeton’s campus what the most daunting Princeton experience is, they’ll probably tell you it’s the senior thesis. Some students look forward to it, others dread it. Once spring rolls around and those thesis deadlines start creeping closer and closer, you start seeing fewer seniors on campus, as many of them are locked away in their rooms or in the library, trying their best to meet their deadlines. No matter the opinion, the thesis ends up getting done, somehow.

Despite it being a shared experience among Princeton seniors, the senior thesis seems like a far-away concept that is often hard to understand as a non-senior. During my junior year, my department⁠—the Woodrow Wilson School⁠ of Public and International Affairs—hosted a few information sessions about the upcoming thesis, but I remember leaving the meetings wholly unsatisfied and with lingering questions. How was I supposed to fit all that research into a couple of months?

Finally, I went to an information session about funding for thesis research. There, I learned that students in the Woodrow Wilson School have the opportunity to receive funding for their thesis research after filling out an extensive application. Among other things, the application includes a description of your thesis project and research, as well as an itemized list of your anticipated expenses.

At first, I was worried because there were so many students at that information session. How would there be enough funding for everybody? However, after speaking with seniors at the time, I quickly learned that most students do not start their research until they get back on campus. With this in mind, I submitted an application and was excited to learn that I had gotten the money I asked for!

Thanks to the Woodrow Wilson School and its funding program, I was able to complete my senior thesis research in Norway during the summer. The purpose of my trip was to visit Halden Prison, a maximum-security men’s prison in southern Norway, in order to learn about the Norwegian prison system and compare it to the American prison system. While there, I spent a day with the warden, learning about the culture of the prison and touring the entire facility. I also spent a day interviewing guards and incarcerated individuals.

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Of course, my trip wasn’t only educational! I also found time to get away and do three incredible hikes⁠—Preikestolen, Kjeragbolten, and Trolltunga⁠—and eat amazing food.

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My time in Norway was extremely valuable, and I am excited to continue my thesis research on campus!

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.