On Studying Philosophy


Indeed, the experience of changing concentrations at Princeton is a remarkably common one: Students frequently joke that your anticipated major will have almost no real bearing on what you will ultimately end up studying.


Life at the Museum: Please touch


Many of you may recall my mentioning that I serve as a student tour guide at the Princeton University Art Museum. I may not have mentioned, though, that I have zero art history background outside of the student tour guide training course.

This course gives a general background to the museum. It was from this course that I learned how old the museum is (opened 1882), how many pieces it houses (more than 72,000, not all on display at once), and the collections it is most known for (photography and Asian calligraphy).

In addition to these tidbits about museum history, all of the guides were given a binder with extensive information about objects in the museum intended for a student-run tour. One such object, an Olmec figurine entitled “Kneeling lord with incised toad on his head”  enchanted me. I loved its intricacy, especially in spite of the limited tools available to its crafters (metal tools didn’t exist); I loved its personality, with the face seeming to stare right through you. It is rumored that the eye sockets once held semiprecious stones... creepy. But most of all, I loved its mystery. The Olmec culture, an enigmatic pre-Mayan civilization (1200-400 B.C.), is my favorite thing to talk about on tours. Since so little is known definitively, I can engage the tour group in a dialogue as to what they think may be the meaning behind the object.

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Kneeling lord with incised toad on his head

Luckily, this year I noticed a course offered in Olmec art and decided to use my fascination with my favorite Kneeling Lord as the window through which to enter the world of art history. I quickly and excitedly enrolled. 

The class has only seven students and is run by the curator of the Ancient Americas gallery in the museum. Cool! I thought this would be the most exciting part, but on the first day of classes, the professor told us that he hoped to make the class time more “hands on."  He then proceeded to hand out gloves and place several really, really old artifacts on the table, artifacts we were invited to touch and hold.

Carefully. 

I am now working on a project researching a specific object and am invited to make an appointment with museum staff at any point to take a closer look at the object itself, alongside my research in the art library, which, by the way, is in the same building as the museum. My object is called "Vessel in the form of an opossum eating a squash" and kind of looks like a pig with a baby bottle if you look at it at the right angle, or maybe that's just me.

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Vessel in the form of an opossum eating a squash

I feel like some kind of detective uncovering mysteries of the past. Or maybe a better way to put it is that I feel like a really clean archaeologist, handling ancient artifacts from the comfort of my seminar room as though I just discovered them myself. And the best part is I'm no longer terrified of breaking everything that I touch. I feel like a true art historian.  

 

 

 


The Integrated Science Curriculum


Before coming to Princeton, I received an unassuming message asking me to consider a so-called Intergrated Science Curriculum (ISC). The program offered to teach physics, chemistry, biology and computer ccience together, and included a very heavy experimental component. I had recently started considering exploring the sciences, and after looking at length over the syllabus, I signed up.

Now, the first part of ISC is an intensive one-year four-course sequence that covers the typical first-year physics and chemistry curriculum, and one semester each of molecular biology and computer science. That's the equivalent of six courses in four, which should give you an idea of the expected intensity of the course.

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Students and teachers in front of a blackboard

It was one of the most academically challenging endeavors I have ever undertaken, but at the same time, it was extremely rewarding. It was also an experience unique to Princeton, made possible by the heavy focus on undergraduates, and the large amount of resources dedicated to underclassmen. We had over 20 instructors teaching the course, including a Nobel Prize winner, several members of the National Academy of Sciences, Princeton's dean of research and winners of Princeton's Distinguished Teaching Award. We even had a fully equipped laboratory exclusively for us. All for a class of about 30 people.

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Text on blackboard: "You can take a student out of ISC, but you can't take ISC out

I am often asked if the intensity and rigor of the course was worth it, and I have always responded in the affirmative. Apart from a strong theoretical basis in all the sciences, the heavy experimental component exposed me to scientific investigation beyond the textbook. In our labs, we built our own solar cell and photometer, and even designed and executed our own experiment independently with guidance from our instructors.

Also, much of the course was focused on studying the intersection of the individual sciences, where most emerging modern research is happening. We were applying physics to biology, computation to chemistry and so on, breaking traditional boundaries followed by most freshman textbooks. In fall semester of sophomore year, I took a course on biophysics, taught by one of my instructors from ISC, to continue exploring these frontier areas, and I remain fascinated by life ever since. I may not end up studying more of biological physics, but it has redefined how I look at physics, not just as the formulation of a set of laws governing the universe, but as theories for explaining natural phenomena happening around us every day.

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Students huddling together to be in a picture taken by one of them (a selfie)


Put Your Monet Where Your Mouth Is


This semester, my friend Anna and I took ART 212: Neoclassicism through Impressionism with Professor Bridget Alsdorf. It was a great class; we learned about paintings full of prostitutes and ragamuffins and women with the longest backs in the world.

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La Grande Odalisque by Ingres

But little did we know that we would soon be tested on what we had learned. Every intersession, my improv group Quipfire! goes on tour to a different big improv city (you can read more about that here). This year we went to NYC! And one day, after a quick trip to Serendipity for frozen hot chocolates...

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Lauren and a Frozen Hot Chocolate

... Quipfire! ended up at the Metropolitan Museum of Art. The Met has a huge collection of 19th century art, and suddenly the rest of Quipfire! wanted us to interpret it for them. Anna and I decided to embrace our inner docent and give everyone a little tour.

We were able to find quite a few paintings that we discussed in ART 212. We told Quipfire! about everything from Cezanne's modernist legacy to Degas's alleged feminism.

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Lauren, Anna, and a Cezanne painting

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Lauren, Anna, and a Degas sculpture

It was incredible seeing pieces from our ART 212 lectures up close and in person. Anna and I would literally run across the galleries to paintings we recognized. It was a great reminder that the lessons we learn on campus aren't confined to the lecture hall; they apply to real people, objects, and events that we will encounter for the rest of our lives. Plus, this Met visit was a great chance for us to share our knowledge with our friends. They were extremely invested and attentive.

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Jake and a Greek statue.

Well, most of the time.


Thesis Bootcamp


"Thesis bootcamp." Ever since I first heard it, the phrase frightened me. I imagined some sort of drill sergeant in charge of a room full of cowering seniors, shouting orders for them to "Close out of Facebook!" and "Finally write that opening sentence!"

I avoided the fall break bootcamp. I stayed clear of the fall semester weekend bootcamp, too. It wasn't until intersession—our break that falls between the conclusion of finals and the start of second semester—that I finally volunteered myself for thesis bootcamp. With dozens of my classmates, I struggled to Butler dining hall at 9 a.m. through lunchtime on Monday through Friday to work on the draft I probably should have started weeks ago, and I discovered a shocking thing—thesis bootcamp really isn't so terrible, after all. In fact, it was kind of nice. Here are the reasons why: 

  • The coffee - I'll admit that I am an addict; it takes me at least one or two cups to wake up in the morning. With tons of Starbucks to look forward to, getting out of bed early didn't seem so bad after all. 
  • The snacks - Finding food during intersession normally means venturing out into the cold and snow of late January, but at thesis bootcamp the food is delivered right to you! Life couldn't get much better. But even this couldn't top... 
  • The camaraderie - This is what thesis bootcamp is truly about. There's nothing like sitting down with your friends in a room full of focused, hard-working classmates to get you motivated. Princeton can feel overwhelming and impossible at times (and being asked to write what is essentially a short book has been one of my hardest assignments yet!), and having the support of everyone else who is going through the same journey can be so important. Even the act of just sitting and working together can be enough to make everything feel a little better. It was great to make progress with my friends; it was so wonderful to congratulate them on their successes and to feel they were there for me on mine. 

With the support of my friends, a lot more coffee, a final spring break bootcamp, I will get my thesis done. 

 


Does God Roll Dice?


Last spring semester, I attended an information session put on by Princeton’s Fellowship Advising about the Rhodes Scholarship. The session described Oxford as a good place for postgraduate study, the Rhodes as a good and prestigious way of supporting that study, and urged attendees not to underestimate their chances of winning. A lab near Oxford is home to some exciting fusion research, so I thought the fellowship might be a good fit for me, and decided to apply.

In early November, I received an email telling me that I had been selected as one of 12 finalists in the Boston region for the scholarship and inviting me to a dinner with the other finalists and the Rhodes committee members on a Friday night, followed by a Saturday interview, after which the winners would be announced. I was thrilled to be invited, and immediately began preparing for the interview and travel to Boston. The Rhodes Trust does not arrange or reimburse travel to the interview, which I found frustrating (last-minute transportation to Boston, plus two nights of accommodations at a hotel close enough to the interview site to arrive at 8 a.m. on Saturday without getting up ridiculously early, plus two sets of business formal clothes for the dinner and interview equal around $700 for a one-sixth chance at the scholarship). However, when I met the other candidates, I realized it could have been a lot worse; at least two of them had flown in from Africa specifically for the interview.

The dinner and the interviews took place at the Beacon Hill mansion of Bruns Grayson, a venture capitalist who is the secretary of the Boston Rhodes committee. Since I was unfamiliar with the neighborhood, I arrived about half an hour early, and waited about 20 minutes in the cold before finally going in. I was still the first to arrive, and was the first to meet the committee members who would interview me the next day. I developed a reputation for being early, which my friends know does not typically describe me.

I wasn’t sure how to behave during the dinner; it isn’t often that I have to eat food with people who are directly competing with me and people who are assessing me. So I set my expectations low: I decided to try not to spill any food. Unfortunately, I failed there, dropping a piece of asparagus that was nearly eaten by the Graysons’ dog. At the dinner, we drew slips of paper to select interview times for the next morning. I was unsuccessful there as well, selecting the earliest interview time, 8 a.m. 

I arrived around 7:40 the next morning, and after a short period of nervous waiting, Bruns Grayson led me to the interview room. About half my questions were relatively easy queries about my background (“Can you give us an overview of fusion research as a whole as you see it?”; “What makes you a good physicist?”; “Can you describe what your role in your co-op is?”) and half were weird philosophical physics questions (“Do you think God rolls dice?”; “Does the field of physics as a whole evolve towards a central goal, or on an ad-hoc basis?”; “Define beauty in physics and in Latin American Studies, then compare the two.”). I am earning a certificate, by the way, in Latin American Studies.

Before the interview, I had been worried about getting quiz-like questions that I couldn’t answer (something like “Who is the American ambassador to Argentina?”), and since I was able to answer all of my interview questions without hesitation, I felt good immediately afterwards. In retrospect, however, I’m not sure what the committee wanted from many of its questions, and thus how well I did; I, for one, have no idea if God rolls dice. Albert Einstein, who was not a believer in the inherent disorder of the universe predicted by quantum mechanics, once famously answered this question in the negative.

After the interviews, all the candidates waited together in the basement of Bruns Grayson’s house while the committee deliberated. This time was in fact one of the most interesting parts of the entire experience, because it revealed the different ways that people deal with stress. Some of the candidates sat alone, others nervously chatted over an Apples to Apples game, and one in particular told a lot of jokes. I was especially grateful for this last candidate, since he helped us all feel more at ease.

After a few hours of increasingly antsy waiting, Bruns Grayson came down to the basement and took us all upstairs, where the committee members named the winners. Those who had lost shook hands with the committee, then exited the house at remarkable speed. I had barely gotten my coat when I realized everyone was already gone.

I was disappointed after learning the committee didn’t select me, in part because of the unique opportunities that the fellowship would have offered me, and in part because of the effort I put into writing my essay, arranging the eight (!) recommendations Princeton’s Fellowship Advising suggests you should get, and preparing for the interview, especially at a time when I could have worked on my thesis or my graduate school applications.

Some people say that the most valuable part of the fellowship application process is what you learn about yourself while writing your essay and coordinating with recommenders, but I don’t think I learned much while I was preparing my application. So I was initially left feeling that I’d put in a lot of work and money for absolutely nothing.

I have been surprised, however, by the many things I have learned (or been reminded of) by losing. One is how random applications like this one can be, a lesson that is perhaps useful for those who are waiting to hear about their college admission applications. I didn’t feel like the committee members knew me well when they made their decision, and I didn’t see a clear reason why they picked the two winners over the many other talented candidates I had met. Who knows what they were looking for in our applications, and what they noticed. 

Other lessons are more personal. In the past few months, I have realized I became too wrapped up in the excitement and prestige of winning the fellowship, and neglected to adequately consider and prepare for the intriguing possibilities available in the United States. I’m now looking forward to deepening my command of physics in graduate school and refocusing myself on science—I think I can actually have a more beneficial and productive experience without the additional networking and dinners that the Rhodes might have entailed. And I have still applied to Oxford as a normal graduate student, so there is still a chance I will get the exposure to UK fusion research that in part inspired me to apply.


Our Confusing Calendar


Last Tuesday, I turned in my Junior Paper (colloquially known as a JP)—a semester’s worth of work compiled into a 24-page document. You’d think after I pressed submit that all the weight would be lifted off of my shoulders, that I could finally breathe easily. Sadly, that was not the case, because exactly one week later I had final papers due for two of my other classes. With Dean’s Date (the day papers are due and consequently an unofficial Princeton holiday) squarely behind me, now must surely be time to relax. Alas, it isn’t, because final exams are just around the corner!

If you’re anywhere near as confused as I was my freshman year, I'll explain:

Our unusual schedule is my favorite least favorite thing about Princeton… or my least favorite favorite thing about Princeton. Nearly three years in, I haven’t completely decided, so let’s just say the schedule and I have a love/hate relationship. Essentially, in lieu of having finals in December, they take place in January after a three-week winter “break.” The first three weeks of January are then devoted to studying for tests, writing papers and submitting final projects, with the ultimate reward being a week-long Intersession break for the last week of the month. The spring semester then begins the day after the Super Bowl.

I’m not going to expound on the joys and pains of our innovative schedule, a topic frequently discussed around campus at this time. Briefly though, the pros are these: less stress as classes wrap up, more time to prepare (read: procrastinate) for finals, an extra break in January. The cons are: stress during the holidays, guilt over not studying during the holidays, stress over your guilt over the source of your stress. And here's what I generally take away from reading period:

  1. The struggle is real. Everyone says it, and they are not wrong.  In the same vein… 
  2. Motivation is hard to come by. Even with gems like this posted all over campus (that’s not even the best of it), it’s hard to motivate yourself to stay off Facebook—or Netflix or Hulu or Instagram—and be productive when there’s no definite structure to your day. Sleep and movies sound nice. Studying for tests and writing papers, not so much.  With that said…
  3. You are capable of more than you think. When all the dust of reading period settles, I’m always amazed at and frankly kind of impressed with myself. Not because I absolutely nailed reading period or made it through in particularly spectacular fashion, but because it’s easy to underestimate my ability to get things done. More often than not, I become the biggest obstacle to my own productivity by making a mountain out of a slightly smaller mountain of a task. Ultimately though, reading period ends and I can reward myself with a pat on the back and a very long slumber—and Netflix and Hulu and Instagram.

Now, is this feeling of accomplishment worth a cloud hanging over my three weeks of “holiday” or even a stress-free Super Bowl Sunday? Right now, I’d say “Not so much.” But if you ask me again after finals, while I'm snuggled up in the blanket from this year's Dean's Date giveaway, it'll probably be a different story. 


10 Tips for Being Premed at Princeton


A few weeks ago, I was a part of a Google Hangout hosted by the Office of Admission (video available, if you’re interested). Because of time constraints, we could only get through about 20 of the top questions. As I scrolled through the questions we missed afterward, I noticed a number of them had to do with being pre-med at Princeton. What does it mean to be pre-med at Princeton? What is it like? These are great questions, and ones that I definitely had when I was considering Princeton, too. 

I thought as a way to answer these and give you a sense of the experience, I would give you my quick list of 10 Tips for Being Pre-med at Princeton - basically just advice that I have after going through it myself and watching friends go through it. So, here it is! 

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Pediatric ward in Kenya.

 

10 Tips for Being Premed at Princeton

Disclaimer: It isn’t easy, but with determination you can do it and do it well. 

  1. Utilize the Office of Health Professions Advising - This will be your #1 resource on campus, from freshman year right up until the day you matriculate at medical school. Be familiar with their website and their materials. Actually read “Preparing for a Career in the Health Professions” before you arrive on campus. I didn't read it until about halfway through freshman year, and I wish I had read it sooner! Thankfully I had good friends who, like me, were premed but who, unlike me, were not procrastinators, and they gave me most of the information I needed to know. (Incidentally, "Preparing for a Career in the Health Professions" is also a good publication to read for anyone who's trying to get a sense of what being premed entails at Princeton.) Finally, when you do arrive on campus, get to know the HPA Advisers. Kate and Allison are super friendly people, and the better they know you the better they will be at helping you make decisions, and the better able they will be to write a Committee Letter for you when the time comes for you to apply. 
  2. Plan ahead, and plan carefully - As a premed, you’ll have a list of around 13 classes you’ll need to take in order to apply to most medical schools. These include two semesters of general chemistry, two semesters of organic chemistry, two semesters of general biology, two semesters of general physics, two semesters of math, two semesters of English, and biochemistry, at a minimum. With the introduction of the new MCAT, a psychology course or two is also not a bad idea. Since the average student takes 4-5 courses a semester, these classes end up taking up a decent amount of your time. If you want to major in something completely outside of the sciences with a relatively high course load—say, English or Woody Woo—or if you want to get a certificate or two (Princeton-speak for minor), you're going to end up with about 28 or so classes that you'll need to take as a premed requirement or major requirement, with little or no overlap. When you also consider that most bachelor of arts students take only 31 courses, it's easy to see that you'll want to do some careful planning early on. 
  3. Study what you love - There is no “premed” major at Princeton as some institutions have; there is also no set major that premeds are encouraged to enter. Indeed, the advice I have always heard —and would definitely echo—is to major in whatever catches your interest. So long as you successfully complete your premed coursework, you will be equally likely to gain admittance. So do what you love! It will make your time at Princeton much more enjoyable. 
  4. Make sure it’s what you want to do - In my opinion, this is one of the most important parts of all those extracurricular clinical experiences and summer internships you’ll pursue. If you can, get a chance to work with patients or in a clinical setting. See if you like it. It’s much better to find out now if medicine really isn’t your thing; and if you find that you really love these types of experiences, they’ll serve as great motivation for your toughest moments.
  5. Get involved - Extracurriculars are important, but don't worry too much about being involved in the "right ones." Get involved in activities that you find meaningful—they'll enrich your Princeton experience in so many ways. If you can, it's good to make sure you have at least one clinical experience, for the reasons I mentioned in above in #4. You'll learn a lot about yourself, and hopefully do some good along the way.
  6. Have a good support system - There will be times when you struggle. There are the everyday premed struggles of impossible problem sets and unsavory schedules (I can't tell you the number of times I have heard "Why is biochem on Fridays? I swear I am THE ONLY upperclassman still stuck in Friday classes"). And then there are the harder times, times when you truly question whether being premed is what you want, whether it's right for you and whether it's worthwhile for you. A good support system is important for all of these struggles. In my experience, family, friends and mentors have been essential for helping me work through both the everyday and larger struggles of being premed.  
  7. Make friends with your classmates and form study groups - Along those lines, it can be super helpful to work with people on problem sets and assignments (so long as your professor allows it, and you are working within the Honor Code). Study groups are great not only for letting you compare answers or work through problems together, but also for keeping due dates and assignments in order. Even if study groups aren't your thing, I'm of the opinion that having friends in your class or lab section makes the experience much, much more enjoyable. 
  8. Sleep - This one applies to all Princeton students, really. I know we read studies all the time about how important sleep is for learning, being healthy and being happy, but when things get busy sleep is usually the first thing to go. Seriously, though, sleep is important.  
  9. Remember it's a marathon, not a sprint - To follow up with my point above, I just wanted to give some advice that my freshman-year Residential College Adviser always gave. She was constantly reminding us that "Princeton is a marathon, not a sprint." Sometimes it can feel like you need to be giving 100 percent all the time—that you need to be getting straight A's in six classes and be president of 15 different clubs and participate in a sport. But this is hardly sustainable. It's important to take breaks, to sleep, to see friends, to watch bad TV or go for a run or do whatever re-energizes you. So as you go down the premed track, remember it's a marathon, not a sprint. Find a happy balance between premed and everything else in life, and you'll have a much happier four years at Princeton and be better off in the end. 
  10. Remind yourself why you came to Princeton and what you want to get out of it - For me, I chose to follow the more traditional pathway of four years at an undergraduate institution followed by four years at medical school over a combined undergraduate/M.D. program because I wanted to have the flexibility and time to explore other interests during my undergrad years. I chose to come to Princeton 1) because of its undergraduate focus and 2) because I had a variety of interests coming in and Princeton offered excellent programs for every single one of those. For me, reminding myself of why I came to Princeton always grounded me a bit. It helped me to manage the stress of school, or the guilt of questioning whether I wanted to be premed. I reminded myself that I had come to Princeton because I wanted to explore many things; if I found that I didn't like one of them, well, then, I had learned something about myself and there were other things to explore. On the flip side of this, there were also times when I had to remind myself: I came to Princeton for the academics; I came to Princeton because I wanted to be prepared for a career "in the Nation's Service and in the Service of All Nations." This helped me prioritize. There were activities that I gave up and jobs that I turned down because of this, but in the end I am glad that I stayed true to what means the most to me.  

 

 


Dining with the Stars


I am currently the academic chair for Wilson College, one of Princeton's six residential colleges, and am responsible for organizing events where students can interact with professors casually and learn more about their work.


Colliders, Antimatter and the French Riviera


As a sophomore, one of the main questions facing me is which academic department I will enter as an upperclassman. Every Princeton undergraduate enters one of the 34 academic departments, almost like choosing a major in most other American colleges. The departments I am considering are physics and mathematics. The choice of a department is very significant for every Princeton student as it determines independent work and courses.

One of the main reasons I am considering physics is my experience working in CERN (The European Organization for Nuclear Research) in Geneva the past summer. I was working for Prof. Daniel Marlow in Princeton's physics department, and I was advised by David Stickland, a senior researcher at Princeton working on the Large Hadron Collider at CERN. It was a hugely enticing exposure for me to the field of high energy physics (the physics dealing with extremely high energies and extremely tiny particles), and I have been considering studying physics ever since.

Princeton has a large team at CERN working in many different aspects of the experiment. I was part of a team working on the Compact Muon Solenoid Experiment (CMS) in the Large Hadron Collider (LHC). In the LHC, scientists use extremely powerful instruments to accelerate beams of protons to near-light speeds and collide them at extremely high energies. This enables scientists to study physical phenomena only possible at such high velocities. In the CMS experiment, scientists use large muon chambers to trace the paths of elementary particles, like the Higg's Boson, which was discovered at CERN in 2012 (and which earned Peter Higgs the Nobel Prize the same year).

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Lots of Heavy Machinery

I was working on developing software tools to help monitor the amount of radiation generated by the collider. The high velocities of protons generate harmful radiation in the LHC tunnels, and work cannot continue on the LHC if there are harmful levels of radiation; thus the levels of radiation must be closely monitored. The software I helped build also tells us the number of collisions per second, a very vital piece of information. The team I worked with recently sent me pictures of my software in usage, and I could see directly how the tools I built were being used in the operation of the LHC.

As exciting and important as my work was, I also attended daily lectures by physicists from universities around the world on a myriad of different fields in physics and computer science. I looked forward to these lectures every morning, and they convinced me that I want to study and understand physical phenomenon better.

I was also able to visit some really amazing experiment sites at CERN, including the four big collision sites where the protons are made to collide, and several smaller experiment sites such as one studying nuclear interactions, one studying antimatter (yes, antimatter), and a linear collider (in contrast to the large circular collider of LHC).

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Me standing in front of the Compact Muon Solenoid

I met lots of awesome people, especially students from around the world, and was able to travel, including a weekend trip to the French Riviera with students I met at CERN. Working at CERN was an amazing experience, and capped off the most perfect summer I could imagine!