Princeton professors are incredibly willing to take the seed of a research idea and help make it into a full project. Near the end of last summer, I proposed an independent study project to Professor Barry Rand, whose lab I'd been working in during the summer. I wanted to do some type of analysis about the potential for rooftop solar energy in the U.S., but I didn't have a fully formed idea. When I asked to speak with him, I wasn't sure if he would think my idea had any merit, and I wasn't confident he'd take me on as an independent study student for the fall. When I proposed my idea, though, he was enthusiastic and encouraged me to pursue it. He pointed me towards the Google Project Sunroof database, which became the main dataset upon which I based my analysis.

Throughout the summer and fall, I carried out my project as an Independent Study course, with input from Professor Rand and Professor Wagner to guide me. As my project took shape, I asked Professor Rand if he thought I could present my work at an academic conference. I was looking to share my work to others, and I wanted to see what other types of solar research were happening. He suggested the IEEE Photovoltaic Specialists Conference. I checked out the website and saw that last year's conference was held in Philadelphia, and that the 2023 conference would be in... Puerto Rico. A bit farther away! This conference looked like the right fit for my research, but who would pay for me to go?

Fortunately, when students have a vision of an independent project they'd like to pursue, Princeton will truly make the funding for it available. I logged into the Student Activities Funding Engine (SAFE) to see what I could find. After inputting some information about my project, several options popped up. One of them seemed ideal: the Undergraduate Fund for Academic Conferences. (Who knew there was a fund specifically for undergraduates going to academic conferences?) I filled out a short application form detailing my project and planned itinerary. Several days later, I heard back—I'd been awarded a grant! The grant would cover half of my travel expenses. I then returned to SAFE to search for funding for the other half. I decided to apply for independent project funding from the Andlinger Center for Energy and the Environment. Again, after a short wait, I received notification that I would be awarded the funding that would cover the other half of my expenses. After I return from Puerto Rico, I'll submit a short report about my trip to each office telling them what I learned and gained from the experience.

Princeton ascribes a high value to undergraduate original research, so they really make funds available to students to pursue their research and the experiences that will enrich it, like conferences. I was surprised and pleased at how straightforward the process was to secure funding for the opportunity to present my work, and I'm really looking forward to it. I'm incredibly grateful that Princeton sees the value in making it possible for students to travel and gain greater context and insight about their research fields. Look out for a blog post this summer about the solar conference!

I transferred to Princeton in 2020. Most of us can surely recall how odd and challenging of a time it was, and my transition to the University was no different. I expected Princeton to be challenging in a few ways: academically, socially, and logistically. All those things were true. What I did not expect was the degree of mental challenge I encountered, which was likely exacerbated by the isolation of remote learning and my difficulty balancing academics with my personal life. So, after driving from Southern California to Princeton in the summer of 2020, my partner and I packed up and moved back home when I began a leave of absence in the fall of 2021.

I spent my leave trying to be as introspective as possible, recalibrating my mental and physical health after the peak of the pandemic. I spontaneously signed up for a marathon despite having never run a half. I returned to one of my favorite past times: road trips and camping in California. I broke the cliché veteran habit of waking up early every day and allowed myself to sleep in. In sum, I tried to slow down, focus on happiness and health, and interrogate myself on what I really wanted in life.

In this blog, I share four lessons from my gap year. I also share each lesson’s relevance to being a transfer student at Princeton. In doing so, I hope to make future transfer students’ transitions to Princeton easier and to remind current transfers that success at Princeton is not measured purely by GPA.

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In no particular order, her are four insights from my leave of absence:

I. Life is not a race.

A race has a set course and boundaries. There are winners, and there are those who aspired to win. Life is different. What constitutes a “win” in life is highly subjective. Your only competition is against yourself, and the only finish lines are the goals you hope to achieve.
I emphasize this because coming to Princeton as an older student may be at the front of some transfers’ minds. The age gap can be quite salient here—I have been older than many of my preceptors. Yet there is no reward for graduating from Princeton one year earlier. Complete your degree in the time that is best for you and judge your grades not in comparison to other students but against the standards you have set for yourself.

II. You will not regret self-care.

There is a future version of you watching themselves—watching you—through their memories. The more you take care of yourself now, the better that prospective version of you will be. Exercise regularly. Eat well. Put effort into maintaining friendships. Do not strive for perfection. Strive for progress and consistency. But recognize that you will fail. Learn from those mistakes.
Self-care is, of course, important for everyone. I bring attention to it because some of our older transfers have a different relationship with mental health than the Gen-Z students that make up the near-entirety of the of non-transfer student population. (To be clear, I mean that as the utmost compliment to them.) Some transfers—particularly the transfers who served in the US Armed Forces—may think that forcing their way through every obstacle is the best method. Others may fear failure so much that they neglect exercise or socialization. Both, I know from experience, are poor choices. Invest in self-care and enjoy its returns.

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III. Forgive yourself.

There will be times when you pursue a goal and fail. That failure may come because you exhausted all efforts but still fell short (running a marathon under a certain time; finishing Princeton with a certain GPA), or it may be because you neglected to put your best foot forward (planning to exercise in the morning but snoozing the alarm; watching Netflix rather than doing your readings). But we all make mistakes. Forgive yourself for doing so and be introspective about your shortcomings.
Imposter syndrome can be a particularly pernicious and persistent issue for transfer students. This year, we have a population of 59 transfer students in an undergraduate enrollment of 5,548, meaning there is approximately one transfer student for every 94 non-transfer students. These figures can contribute to some transfers’ ideas that they do not belong at Princeton, that their acceptance was a mistake. Thus, I feel it is imperative that transfers forgive themselves. Performing poorly on a test or forgetting a reading is not evidence that you are a fraud who slipped through the cracks. You are human and therefore prone to mistakes. If you were flawless, you wouldn’t need Princeton.

IV. Remember that you can always leave.

If you feel like you no longer enjoy something—a relationship, a job, a path in life—consider leaving. Self-honesty can reveal that you really ought to leave, but it can also show you that your feelings were misplaced or misguided. The thought of leaving may actually make you realize just how much you do enjoy something.
I believe that every transfer should remember that leaving Princeton is a valid option. This may be startling to read—during the transfer pre-orientations that I’ve helped run, it has certainly surprised incoming cohorts. But transfers should know that it is an option, be it in the form of a gap year or dropping out altogether. I say this not to advocate for transfer student departures, but because all of us worked so incredibly hard to get to Princeton that we sometimes forget leaving is an option. Remembering that we are not proverbially handcuffed to the University can actually strengthen and our desires to be here. Feeling as if quitting is not an option can rob one of their agency, but knowing that it is a choice and choosing to continue forward is empowering and builds confidence.

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When I reflect on spending my leave of absence recalibrating my mental and physical health, these are some of the most striking lessons that come to mind. My return to Princeton has been challenging, but it has also been manageable and quite successful because I am mindful of these principles.

Some current transfers or transfer applicants may agree wholeheartedly with these ideas. Some may only like a few, and others may object to all four entirely. That is okay. These are not heaven-descended axioms. They are merely my lessons and what have worked for me. So, experiment and find what works for you. Make the most of this time because you’ve earned it. And know that while you do that, you’ll always be supported.

This past September, I started working at the front desk of the New College West Office — the one-stop shop where you can get answers to any of your “Westie” questions. It’s also home to many of the valuable people and resources that are available to help students throughout their Princeton journeys. Besides getting to earn a little extra money, this job has given me unique insight into the behind-the-scenes operations of my residential college and how one office helps keep the whole community running.

If you’re not a Westie, don’t fear! Each residential college at Princeton has an office just like ours. This is where you can find your college’s specific leaders, such as your Director of Student Life (or DSL for short), Dean of Studies, Residential Life Coordinator, and the Head of College. They all serve different purposes, but ultimately are there to support your needs, both academically and otherwise.

To find out more about your college’s team of awesome staff, click one of the links below! :

• Butler: https://butlercollege.princeton.edu/people/college-staff 
• Forbes: https://forbescollege.princeton.edu/people/staff 
• Mathey: https://matheycollege.princeton.edu/people/college-staff/central-office-staff 
• New College West: https://newcollegewest.princeton.edu/people/college-staff 
• Rockefeller: https://rockefellercollege.princeton.edu/people/staff-0 
• Whitman: https://whitmancollege.princeton.edu/people/staff 
• Yeh: https://yehcollege.princeton.edu/people/college-staff/central-office-staff 

Over the past few months, I’ve gotten to see people come into the office for a variety of reasons. For example, at certain times during the week, the deans will have Drop-In Advising Hours, where any students can walk-in and meet with their respective dean to discuss academic concerns, like picking classes or managing workloads. I’ve also experienced students coming in to propose a community-building or club event that they want to see happen. And more often than not, we have students simply pop in the office just to grab some free chocolate or say hi!

My favorite part of working at the NCW office has to be our weekly res college tradition: Coffee in the Commons! Every Friday, as a study break, we help organize an event where students can gather and enjoy free coffee, tea, and some sort of treat or pastry. Most of the residential colleges do some variation of this event (like Yeh College’s “FriYEH” or the weekly “Teahive” for Butler College Bees), but Coffee in the Commons will always hold a special place in my heart. Most recently, we did a Mardi Gras-themed Coffee in the Commons, complete with king cake and donuts!

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The colleges and their offices are truly another community within the Princeton community. I would highly recommend stopping by to meet the friendly staff members and mentors that will guide and support you throughout your four years here (and, while you’re at it, maybe consider applying for a job there, too!).

As a first-generation college student, my acceptance to Princeton University came with a whirlwind of emotion. Despite being overjoyed with the news that Princeton was interested in what I had to offer, the reality of entering into an elite institution soon settled on me. Due to my lower socioeconomic status upbringing, fears crept into my thoughts about how I would relate to my peers as a matured, nontraditional student. A sense of loneliness peaked its ugly head as it seemed that no one would understand how I felt. The double-edged sword of my new privilege made it harder for me to connect with my family origins.

Upon entering Princeton’s halls, I was immediately welcomed by the Scholars Institute Fellows Program (SIFP)*. I gained new knowledge, improved my analytical capabilities, and formed promising friendships with other FLI (First-gen and or Low Income) students through my participation in the summer FSI program. SIFP adequately prepared me for Princeton’s rigorous academic environment. 

It was initially uncomfortable for me to be a part of an elite institution because I did not have the guidance and cultural capital to handle such a complex environment. As a result of SIFP’s efforts, I have felt that I belong–something I had always hoped for before I set foot at Princeton University. The advocacy for FLI students on campus empowered me to express myself and have my voice heard. I received invaluable guidance and mentorship from this program at a crucial time in my life. 

Having received so much support from my community, I now mentor peers as a way of giving back. Additionally, I have dedicated my Junior Paper, part of Princeton’s rigorous research curriculum for undergraduates, to researching and discovering the impacts of educational policies on the sense of belonging within the FLI community and the effectiveness of programs such as SIFP.

*All Transfer Students, as well as FLI students and veterans, are invited to apply to participate in SIFP,

I am a first generation college student that was raised by a single mother in a low income household, so I never imagined that transferring to Princeton from my community college could even be a remote possibility for me. I learned of my admission to Princeton on the same day that I was named as one of the recipients of the Jack Kent Cooke Foundation’s Undergraduate Transfer Scholarship, so my life changed in the span of just a few hours. I remember standing in front of the medallion on the walkway of the courtyard leading to Nassau Hall the next day, feeling a profound sense of gratitude and humility; and a renewed faith that anything is possible with hard work and determination.

I’ve long been fascinated by how America’s institutions and political processes can be vehicles for solving social problems and building a fairer and more just society, so I enrolled in a few political science classes at my local community college during the pandemic to learn more. When I decided to transfer to a four year university, Princeton was on my radar because of its politics department. With its interdisciplinary liberal arts curriculum and its emphasis on service learning, I felt that continuing my education at Princeton would allow me to pursue my interest in political science and public policy and help me apply what I learn in the real world, including in my own community as a public servant.

While the academics here are intense and there can be initial challenges making the transition to Princeton, the transfer community here makes even the toughest days worth it. Every transfer student has something about them that sets them apart from the rest of the undergraduate population at Princeton. I’ve learned so much from my peers and made friends in our tight-knit transfer community that will last a lifetime. The highlight of my day is having a meal with friends or having long and deep discussions (and sometimes debates) about anything from philosophy, or current events, to the flavor of the cauliflower they’re serving in the dining hall.

During my first semester at Princeton, I was running for city council in my hometown, which is about twenty minutes away from Princeton. During the campaign, my friends from the transfer community helped me canvas door to door in the lead up to the election; and since being elected, they're still there for me when the going gets tough. Along with our beloved Dr. Keith Shaw and Dr. Jordan Reed (Director and Associate Director of Transfer, Veteran, and Non-traditional Student Programs, respectively) the transfer community here at Princeton is here for you when it counts. They enriched my life and made my transition to Princeton successful.

Being a transfer student at Princeton is a journey that can take you places you never thought were possible. Every time I walk the campus and gaze at its Gothic architecture, check out a book in Firestone Library, or sit in a lecture hall where Michelle Obama and Sonia Sotomayor once sat, I’m thankful that I applied to Princeton. Believe in yourself and how far you can go because there’s a place for you here too. 

 

 

 

Warm weather, fresh croissants and my trusty copy of Plato’s Republic: Perfection. This summer, I had the privilege of taking Professor Morison’s famous philosophy course, Plato in Paris. Mid-June, I eagerly set out for Charles de Gaulle airport along with ten other classmates. After adjusting to the initial jetlag, we were enthusiastic to begin our deep dive into "The Republic". The daily voyage from our Cité Universitaire housing to the École Normale Supérieure, where class was held, consisted in a two-stop trip along Paris’s RER B line. We spent between three to six hours in class each day. In class, we would discuss the text in small fragments, ultimately achieving a thorough understanding of Plato’s complex argument. By the conclusion of the course, we had spent over 90 hours exploring "The Republic". In addition to these conversations, we were lucky to receive guest lectures from Parisian scholars of Plato. During the regular school year, it’s difficult to find time for philosophic reflection amid a busy schedule, other coursework, and additional commitments. The unique circumstances of the Plato in Paris, however, created an environment in which all participants were solely devoted to the communal project of understanding this text together. I think all students would benefit greatly to have an academic experience such as this.

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In addition to the many insights on Platonic philosophy I acquired inside the classroom, I also encountered equally enriching experiences outside the classroom. The course featured many excursions, including a Louvre trip, a river cruise and a visit to the top of the Eiffel Tower. During my six week stay in Paris, I grew familiar with the layout and geography of Paris’s 20 arrondissements. In addition to participating in Princeton sponsored excursions, my classmates and I took full advantage of our unique opportunity to explore the city on our own. We often held picnics along the brink of the Seine river or in front of the Eiffel Tower.

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Eager to see more of the country, a small group of classmates ventured to the South of France for a weekend excursion. Admittingly, I had to push down the overwhelming sense of nausea as we traveled on France’s 200mph TGV bullet trains. During our time navigating between Aix-en-Provence, Cassis, Marseille and Lyon, we were able to meet other Princeton students completing International Internship Programs (IIP) for the summer. We even visited the French beaches! I was able to build a wonderful sense of community with my peers over the time we spent together in France. After returning to Princeton in the fall, I happily encounter the smiling faces of my new friends. I loved every moment of this course, and it has inspired me to continue studying philosophy at Princeton!

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If you’re a prospective student, you may have heard of the (in)famous senior thesis—a year-long independent project that incorporates original research, relating to your field of study. In my department, that often means a research paper on a form of literature, but there is a lot of freedom and seniors often choose creative and fun themes. 

I still have several months to go on my own thesis, but I’ve just returned from my research trip and would like to share my experience. I went to Czech Republic, visited the central depository for the National Literary Archives, and viewed original manuscripts and other writings.  

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The first step in the process was to find an adviser—and a topic. From the beginning, I knew I wanted to focus on an author from Eastern Europe. Back in high school, I had applied to Princeton specifically because the Slavic Languages & Literatures department here offered more than just Russian language. During my time here, I’ve taken three different Slavic languages (Russian, Czech and Bosnian-Croatian-Serbian). With the help of my adviser, I decided on Czech author Ladislav Fuks.  

Next, I had to apply for funding for my research. Using the University’s funding engine, I described my topic and proposed research. The University granted me the money to pay for my plane tickets, lodging, local transportation and meals. 

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Then, of course, came the trip! I flew from Denver International Airport in my home state of Colorado to Prague. I then traveled to the city of Litoměřice in north Czechia, where the central depository was located. I stayed in a small apartment I rented over Airbnb that was close enough to walk to my work site. Each day, I walked to the depository and signed in. The amazing director of the Litoměřice archives spoke with me about my research and brought me boxes of material from the depository. In the research room, I sorted through hundreds of folios in the boxes to find papers and writings that would be useful to my research. I scanned and saved those that I could use, and repeated the process over the two weeks of my stay until I had gone through all of the material. 

I’m now back on campus, and am excited to start writing my thesis. I feel lucky to have a real, independent archival research experience as an undergrad. The senior thesis might seem scary, but when you hit upon a topic you’re passionate about, the process can actually be a lot of fun!

Princeton offers students many ways to get involved outside of the classroom with its 500+ different student-run organizations and activities. For those interested in service and social impact, I have just the group for you! Housed within our Pace Center for Civic Engagement, the Service Focus program is intended for rising sophomores looking to make a difference and learn a little in the process. It runs from the spring of your first-year to the spring of your sophomore year and is made up of 3 major components:

1. Summer Service Experience/Internship

During the summer between their first and second years, all Service Focus students engage in some sort of funded service experience or project that aligns with their interests. For instance, I got to intern with award-winning documentary specialist and Princeton professor Purcell Carson. With her organization, The Trenton Project, we recently released a new documentary titled “What’s in a Name?”, which centers around the history of desegregation at Trenton’s Hedgepeth-Williams Middle School. Our team of six interns was involved in all aspects of the film’s creation including: storyboarding, conducting interviews, editing, etc. It was truly an unforgettable experience, and I learned so much.

And if you don’t know where or how to find a summer service internship, no worries! The Service Focus program is there to help guide you in finding one, whether that be through a Princeton program, like mine, or one with an outside organization.

2. Service Cohort

When you sign up for Service Focus, you can indicate what area(s) of service interest you most, with options ranging from Sustainability to Health & Care to Race, Migration and Belonging. (Note: it doesn’t necessarily have to relate to your summer service experience!) This helps you eventually be placed into a cohort, where you’ll meet other students that share your passion. Given my personal experience with educational opportunity, I opted for the Education & Access Cohort.

Over the past few months, my cohort has met weekly to discuss some of the most pressing educational issues today and how we might alleviate them. We’ve also engaged in fun activities like watching episodes of ABC’s "Abbott Elementary" and listening to podcasts. Not to mention we get free food each meeting from a local restaurant! Our group really offers an informal way to discuss service ideas, while engaging with other members of the Princeton community with similar passions who we might not have met on-campus otherwise!

3. ProCES Course

The last element of the program ties in the academic curriculum to our commitment to service. Service Focus members are required to take at least one ProCES-designated course sometime during their sophomore year. ProCES is the nickname for Princeton’s Program for Community-Engaged Scholarship. On their website, you can not only find a list of these ProCES classes, but other service-oriented projects and opportunities that students can partake in.

Service Focus students also have the option to petition a course that isn’t officially indicated as a ProCES course, but that they feel presents opportunities for community engagement and service learning. What’s great about this is that it both encourages student advocacy and allows us to identify other creative ways that classes may connect to service. And, once again, the course you take doesn’t even necessarily have to be related to your summer experience or your cohort topic. For example, for my ProCES course, I’m currently thinking about taking SPI387: Education Policy in the United States, or I may branch out and try DAN306: Introduction to Radical Access: Disability Justice in the Arts. Who knows? Maybe I’ll even take both! 

Overall, Service Focus truly offers a unique chance to infuse your service interests with your academic experience, and I highly encourage any student even slightly interested to apply. Visit the Service Focus website to learn more!

What do molecular biology, poetry and the sociology of war have in common?

Frankly, not much, though they are all classes that I have taken in the last two years.

At Princeton, you are expected to take courses which enable you to explore departments and topics different from your own chosen field of study. In addition to taking a writing seminar during my first-year and fulfilling a language requirement, students completing a Bachelor of Arts (A.B.) degree must take courses across eight different distributions, including Ethical Thought and Moral Values (EM) and Quantitative and Computational Reasoning (QCR). 

This system of Distribution Requirements, also known as general education requirements, is meant to give students a large degree of academic freedom as opposed to requiring very specific courses such as is common at other institutions. Additionally, the encouragement to pursue a variety of courses leads to a degree of well-roundedness which gives students both a greater respect for other fields and a greater understanding of the limitations of their own field. I believe this is something that is unique to the Princeton experience, and something that enables tremendous growth as a scholar.

As someone pursuing an A.B. degree in Politics, I have never felt limited by my primary department’s requirements. Like many of my classmates, I am someone who has more than one academic interest, and I am thankful that I have been able to explore such a wide range of subjects in a way that does not make these distribution requirements feel burdensome. Rather, the exposure to many disciplines and forms of thinking has allowed me to approach all of my courses with a fresh perspective that draws from this broadened pool of knowledge.

Last semester, my schedule included a class from the molecular biology department, From DNA to Human Complexity, and another in the sociology department, The Western Way of War. This meant that on Wednesdays, I spent the morning discussing the sociology of how war is waged by the Western Hemisphere, and in the afternoon, I got to perform lab experiments highlighting key ideas regarding genetics. This was a fun experience alongside the classes I was taking towards my major and certificate. By now, I have taken classes in departments that I never would have thought to explore otherwise, such as linguistics. Even in a field so different from my own, I was able to explore questions of cultural identity that still deepened my understanding of the world around me.

As I prepare to begin the spring semester of my sophomore year and approach the date to officially declare my concentration, I am excited to continue taking advantage of the unique intellectual playground at my disposal.

Deep within the C floor (one of three below-ground levels) of Firestone Library, you’ll find my favorite aisle, QL. This aisle is home to books on some of my favorite subjects: zoology, wildlife conservation and natural history. Sometimes I’ll find myself wandering down there to check out a book or two, just because. 

I like to think that there is an aisle in Firestone for everyone, regardless of your academic or personal interests, whether it be French cinema or feminism, cellular immunology or ancient Chinese texts. With over 70 miles of bookshelves –– if you laid them end to end they’d reach from Princeton to New York City –– you can always find something to spark your curiosity here. 

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Aside from the extensive variety of genres held within Firestone’s walls, there are several other aspects of the library that I think make it really special. As a Firestone Tour Guide, I give tours of the library to prospective students, and I like to share some of these lesser-known discoveries with my tour groups whenever I can. 

• Personal librarians: Every undergrad at Princeton is matched with a personal librarian. This is someone you can go to with any questions regarding your research or book-finding needs at Princeton, whether for writing a paper for a class or compiling sources for your thesis. I’ve gotten personalized emails from my librarian every semester checking in on how I’m doing, which always puts a smile on my face.

• ReCAP / IvyPlus: Princeton students have access to ReCAP, a storage facility located near campus that holds 17 million volumes. If there is ever a book, manuscript or journal that Firestone doesn't have, chances are it can be found at ReCAP. Requests submitted to ReCAP are often fulfilled within the same day. Princeton is also part of the IvyPlus network, which allows students to have materials sent from Columbia, Duke, Harvard, Stanford and other universities in the event that Princeton does not have them. 

• Data and statistical services center: This center can help with any data processing or visualization needs you might have in any research you do at Princeton. They have specialists on staff you can meet with about any and all questions you have relating to data. 

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• Collaboration Hub: This space on the first floor of the library has Apple TVs, soundproof collaboration rooms with floor-to-ceiling whiteboards and more. I think that this space really reflects the attitude of collaboration over competition at Princeton; working on projects or studying together is common here. 

• Dixon Collection: Something that I think is fairly little-known on campus is that Princeton students have access to thousands of e-books and audiobooks of pretty much any genre for free. Whether you’re looking for a good beach read or the next crime thriller, you can find it here! 

• Special Collections: This is definitely one of my favorite parts of Firestone. The special collections is home to Princeton’s rarest and most valuable books and manuscripts. Through a student tour of the Scheide Library within special collections, I've seen a Gutenberg Bible, an original Bach manuscript, and a recipe in Emily Dickinson's handwriting. Many rare items are available for Princeton students to request, handle, and research, which I think is pretty amazing.

I hope I’ve convinced you that there really is something for everyone in Firestone (or, one of Princeton’s eight other libraries!). Who knows, with enough exploration you just might find a favorite aisle of your own.