Yes, that’s not a joke. I chose to write my Senior Thesis—one of the most momentous milestones and greatest feats for Princeton students—on the hit reality competition TV series Survivor.

Specifically, my thesis centered around the phenomenon of television fandom and involved an ethnographic exploration into how humans perform their devotion to their favorite show and to their fellow fans on both a macro- and micro-level. As an Anthropology major, the culture of fanhood, particularly as it relates to entertainment like films, television, and music, has always been fascinating to me. And as a longtime Survivor fan, I was so excited by the opportunity to merge my academic interests with something that has brought me so much personal joy over the years.

I’ll be honest: I had a lot of hesitation entering into the thesis writing process with this idea. I worried that people would think my study of the Survivor fandom was silly or less legitimate than other people’s topics. After all, at a school like Princeton, all of my peers seemed to be writing on such impressive, complex subjects—from constitutional law to quantum mechanics—across all different disciplines. I’ve always been in awe of Princeton students’ intellectual ambition and writing about reality TV seemed niche or even a little frivolous in comparison. However, I’ve come to realize that these feelings were a textbook example of the imposter syndrome we hear so much about in college and here at Princeton specifically. Indeed, even as a senior and soon-to-be graduate, I still experience moments of self-doubt and comparison. Anytime I had these doubts though, I’d try to think back to some of the amazing courses I’ve taken over the past few years which initially inspired me to pursue this topic in the first place.

By far one of the most transformative courses that I’ve taken here has been ANT437: Gaming Blackness: The Anthropology of Video Games and Race. While this is partially because of the University-sponsored trip our class took to Tokyo (which you can read more about in my previous blog!), hearing how Professor Akil Fletcher turned his love for video games into his main subject of research also gave me the confidence to pursue my own independent work topic. His course reinforced to me why studying the cultural significance of the minutiae of more “everyday” occurrences, popular culture phenomena, and digital media can be just as intellectually rigorous and meaningful as traditional field sites.

In addition to Professor Fletcher’s class, I also drew inspiration from two courses I’ve taken at Princeton outside of the Anthropology department, both taught by the same professor. I had the privilege of taking Professor William Gleason’s courses ENG275: American Television and his seminar AMS425: Reality/Television. These were also among my all-time favorite classes I’ve taken over my Princeton career. Getting to analyze how various genres, narrative structures, and cultural representations operate within the medium of TV and gain a deeper understanding of how these things reflect, critique, and shape society was surprisingly insightful and of course lots of fun. I mean, we literally got to watch TV for homework—who wouldn’t love that?

All this to say, I truly can’t think of a better way to have capped off my journey at Princeton. This thesis is a culmination of all the learning, growth, and joys I’ve had while navigating both the academic and emotional ups and downs of college life. As I conclude this blog post, which will be my last ever before I graduate in just a few days, I’m filled with an immense sense of gratitude for my experiences here, love for all the friends and memories I’ve made, and pride to forever be a Tiger!

Rah rah rah
Tiger, tiger, tiger
Sis, sis, sis,
Boom, boom, boom, ah!
Princeton! Princeton! Princeton!

Starting over your thesis less than three months before it is due is, needless to say, not ideal. And yet, that is exactly the situation I found myself in at the start of this semester.

In early September, I had set out to research the immigration policy preferences of Latinos born in the United States. I applied for funding from the Politics Department to carry out paid interviews in order to learn more about participants’ political views and immigration backgrounds. To make a very long story short, however, due to complications in the timeline of my interviews and limitations surrounding the sample size I was able to secure, by late January, it was clear I would have to scrap the nearly forty pages I had written to change my thesis topic—and change it fast.

The day that I realized this would be the case, I started frantically sending out emails to my thesis advisor and the relevant faculty members in the Politics Department. By the next morning, I was on the phone with my thesis advisor discussing possible next steps, setting up office hours with my professor who I view as a mentor, and chatting non-stop with my close friends about what I should do. A billion worries and ideas swirled around in my head non-stop for these first twenty-four hours until I finally accepted that changing my topic would be the best course of action. After what seemed like dozens of conversations with the people around me, I settled on expanding my junior paper topic.

From the moment my thesis advisor and I settled on this decision, I spent every single day in the basement of Firestone Library compiling the research I would need to bring a new thesis together. I started the now familiar process of compiling a literature review and the possible primary sources that I would be using. My advisor helped me establish a new timeline for myself with realistic internal deadlines, and the faculty in my department reassured me that I’d have their support.

During all of this turmoil, I was not alone. I spent every day receiving support from—and giving support to—my friends. Although we were all at different stages of our writing at this point, being in each other’s company gave us not only the morale, but the accountability to do what we needed to do. This meant scheduling breaks to go get coffee or takeout, and changing locations every time we got tired of the same four walls. It meant staying up until late at night, but getting to leave the building and walk back to our dorms together. By the end of spring break, I had four out of seven chapters written. By April 13, after two months that now feel like a blur, I submitted my completed senior thesis in the tower of Firestone while surrounded by some of my closest friends and my family on the phone.

For any prospective students reading this, I want you to know that the purpose of sharing my story is not to freak you out, or to scare you away from the possibility of having to write a senior thesis while at Princeton—starting over is not by any means the norm. But if you take one thing away from my experience, it’s that even if things go wrong, the key to surviving the senior thesis is an incredible support system—one that you are guaranteed to find here at Princeton. 

Every part of my thesis journey has proven this much. From having an advisor and a department that were immediately willing to communicate with me when I started considering changing my topic, to having other professors on campus to lean on for advice and support during the process, to having friends that never stopped believing in me, to having loved ones back home that were always willing to answer the phone when I felt like crying—despite the enormous obstacle that I faced, I made it through as a testament to the support system I had around me. In the end, I submitted a thesis that I am proud of given the time that I had, and I feel excited about the prospect of doing research again in the future. I know the thesis seems intimidating, but believe me when I say that you will always find people who want you to succeed—and you will.

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The Politics Junior Paper (JP) is a 20-30 page project that juniors in the Politics Department must submit near the end of April. It is largely open-ended, giving students the opportunity to pursue research on topics that fascinate them. Students work closely with an advisor and can run experiments, analyze data, or do something entirely novel.

I’m currently working alongside the (truly) wonderful Professor Stephens-Dougan in the Politics Department to look into what role race plays in shaping voter perception of electoral candidates. My junior paper will be a springboard for my senior thesis, which will dive into the realm of identity politics more comprehensively. 

I imagine several students, both current and prospective, are wondering what starting the process of writing your own paper looks like and what type of support systems are in place. 

Below, I’ve written a few reflections on what starting this process has looked like for me, where I am now, and what I have learned along the way:

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Like most research projects, mine began as a simple idea.

After completing several readings for a related class, I became deeply curious about how identity and politics intersect in different ways. I knew I wanted to take what I had learned in the classroom and turn it into something tangible.

The rest of the experience has been a blur — during sophomore and junior fall, I took a mix of required lectures and preceptorials that taught me how to conduct research and data analysis. By the end of my junior fall, I was expected to formally articulate my research question, methodology, independent variable, dependent variable, and hypothesis in a “prospectus,” which helped me solicit feedback and accordingly adjust my research design. 

Then, shortly after receiving feedback, I worked with my advisor, former preceptors, and some PhD students — all of whom have been of the utmost help for my project — to go over my research design. 

Concurrently, I was also applying for funding from different sources at Princeton, which required submitting an itemized breakdown of how I planned to utilize such funds; And, since I was working with human subjects, I was also going through training with the Collaborative Institutional Training Initiative (CITI) and requesting approval from the Institutional Review Board (IRB) so I could launch my study. 

Since then, I’ve been able to conduct my experiment. And now, I am in the final stages of refining my draft before I submit the final copy.

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In undertaking this experience, I have truly witnessed how research can be deeply rewarding — especially when the topic at hand is something you are deeply passionately about. 

But admittedly, there are days where I fear I have fallen short of what I had hoped to achieve. Sometimes I wonder if what I am doing is interesting enough, if it's different. 

However, if there is anything I have learned, it is how to take a step back and remember the bigger picture: research at Princeton is a once in a lifetime opportunity, where I am able to work with some of the greatest minds on this campus to make a contribution, no matter how small, to the wealth of human knowledge.

Coming into Princeton, I didn’t foresee a leave of absence on the schedule. I had already extended my schooling by a year by opting to finish high school at a United World College (UWC), an international boarding school, and truth be told, I liked the sound of “Class of 2025”. There is a myth that students who walk through the center of FitzRandolph Gate will not graduate in four years, and I never did that, so I should be immune to needing extra time, right?

After spending last summer at Princeton working on my senior thesis in the Nelson lab, I was eager to return home in August for the first time since studying abroad the previous fall. Unfortunately, I received an unexpected diagnosis of hyperthyroidism, and by the time I received treatment several weeks into the semester, it would be too late to catch up on what I had missed. So began the process of taking a leave of absence. 

Students taking a leave of absence work closely with their residential college staff. In my case, Dean Wagner and Dean Meggs from New College West were very helpful in ensuring I received the information I needed and University Health Services in securing continuity of care upon my return. With the support of my thesis advisor, Professor Nelson, and the Molecular Biology department, I successfully applied to return after one semester instead of one year. I am extremely grateful this was possible, as I was back in good health by the end of September and eager to return to Princeton, especially for the Class of 2025’s last semester.

Although my leave of absence was unplanned, there were many unexpected benefits. Having only returned home three times since starting college, I appreciated being able to spend several months with my family and catch up with old friends. Suddenly finding myself with a lot of free time, I baked for the weekly English as a Second Language cafe at our church, took a few ballroom dance classes co-taught by my sister, and read over 30 books. My favorite was Between Two Kingdoms, which happens to be written by a Princeton alum. I sat in on a History class on famine in the 20th century, in which I learned about events I had never heard about before, including the Holodomor and Bengal famine. I was also able to return to a job I had the summer before my first year, portering patients and restocking supplies in the Emergency Department. Looking for ways to stay connected with Princeton, I completed the online training to become a helpline counselor with CONTACT of Mercer County and began volunteering upon my return.

One highlight from my semester off was attending my first conference, the Biomedical Engineering Society Annual Meeting in Baltimore, MD, with the support of Professor Nelson and my research mentors in the lab. I was deeply impressed by the creativity and diversity of research I saw, including the recovery of damaged lungs for transplantation via cross-circulation and “cell dancing” in sliding hydrogels. It was also exciting to have an opportunity to share our own work on the effect of diet on breast cancer cell growth and receive feedback from other researchers.

Despite trying to find ways to keep busy, my semester off was largely marked by boredom. I was used to taking five classes, being involved in extracurriculars, and being on-campus with my friends, and I felt a bit lost without something tangible to work toward. One of my UWC teachers reminded me, however, that there is value in boredom. I appreciated being able to spend the day reading a book, the weekends grocery shopping with my mom and going for walks by the river, and I was glad to have a break from the intensity of the Princeton semester. 

Upon returning to campus in January, I appreciated being able to start the spring semester refreshed instead of burned out. Now, halfway through my penultimate semester, I am grateful I had a chance to hit pause for a few months but also return in time to spend one last semester with all my friends in the Class of 2025. As graduation draws near, it is hard to believe four years have passed by so quickly, and I am eager to make the most of our remaining time together. Whether you are considering taking a gap year before, during, or after college, I hope this encourages you that time off can be helpful and restorative. After all, school will always be there when you are ready to return.

Princeton is often collectively referred to as the Orange Bubble — a colloquial term for the cozy, safe, and tiny Princeton neighborhood. Our campus is not always as bustling as our neighboring schools in the city, and although I always feel quite fond of our homey Orange Bubble, sometimes, the Princeton community can feel too small. We, as students, tend to frequent the same local businesses and sites until we've exhausted them; we often see the same people. Thus, our little community can sometime feel a bit stifling — especially in the middle of high-stakes semesters. However, the thing that no one really tells you is that there is indeed a world beyond the Orange Bubble. And that world is always available to you.

Over the last two academic years, I've devoted myself to exploring opportunities outside the Orange Bubble. This was apparent last fall when my friends and I visited Drexel University in Philadelphia for their annual "Nollywood" party. This party celebrates Nigerian cultural heritage and brings together Nigerian students from schools across the tri-state area. This was one of my first times attending a social event outside of the Princeton ecosystem. I got to visit my cousins who attend Drexel and even made new Nigerian friends who were enthusiastic about collaborating with Princeton's many affinity groups. It reminded me that my community is not just limited to Princeton — there are so many nearby academic institutions and like-minded students at my fingertips.

In addition to visiting other local universities, I often enjoy trips to New York City to see art shows. The Lewis Center for the Arts — Princeton's center for most arts-related academics — frequently provides a bounty of free opportunities to see theatrical performances in the city. This has always been highly beneficial to me, given that theater is one of my greatest passions at Princeton. Most excitingly, I saw a preview show of Princeton alum Brandon Jacob-Jenkins's play Appropriate last winter. One of my professors designed the show's lighting and was thrilled to host us in the city. It was a truly amazing night of theater. Sitting with my theater friends, watching a work made by someone once in our shoes, was a surreal experience.

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Most recently, Princeton's Office of Undergraduate Research helped fund an opportunity for my friends and me to attend Howard University's 2025 African Indigenous Knowledge and Languages International Conference. This was a conference my peers and I had longed to attend, given our academic interests in African Studies and indigenous African languages. Howard University is known as a large hub for this kind of research, so participating in this event was a dream come true. After a three-hour Amtrak ride, we found ourselves in the middle of D.C., forming unforgettable memories. Since D.C. is my hometown, I could take my friends to some of the sites and spaces I adored as a child. I also visited local family and friends — which provided a nice break from the mid-semester stress — while engaging in stimulating conversations during the various panels I attended at Howard. At the end of that weekend, I found myself full of gratitude for the opportunities Princeton provides for me to navigate my academic interests beyond the boundaries of our campus. I also felt immensely grateful to be able to share my hometown with my beloved Princeton friends.

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Princeton can feel small, but the world outside of it is big and the university offers many opportunities for students to explore the big world beyond our campus. I look forward to continuing to take advantage of these opportunities as I pursue my studies.

Inspired by the tutorial systems of the University of Oxford and Cambridge, University President Woodrow Wilson implemented the notion of a “precept” in 1905. The precept is basically a fancy word for smaller classes, where attendance is usually mandated and students are expected to contribute. Precepts are taught by other faculty members, the professor who teaches the course, or, most often in my experience, by advanced graduate students. What makes precepts unique is the capacity for students to participate in small group discussions while further delving into the material of the course. 

I find the precept system to be overlooked. Some of my fondest classes are the ones where my preceptors took the extra step, walked the extra mile, and gave me a helping hand. In the spirit of gratitude this Thanksgiving season, I wanted to spotlight two of the classes where I felt like my preceptors went above and beyond in making sure everyone understood the course material.

Pol 392: American Foreign Policy

My preceptor for this course, Tetsekela Anyiam-Osigwe, always comes up with clever ways to have each student interact with the course material. From our brief discussions before class I know Tetsekela is a graduate student in the Politics Department at Princeton and is doing research in the organizations/dynamics of international states. Not only do I find her to be extremely intelligent, but also creative. During class, she will find a way to get each student to participate. From mini simulations to full fledged debates, I find her techniques to be incredibly clever. She not only ensures that we understand everything, but also meets us halfway by explaining complex topics we may not have fully grasped initially. I’m eternally grateful for all the guidance she has given me on my research for the class and for always making the 50 minutes fly by. 

GLS 318: Vienna, Culture and Politics

Over my freshman Summer I studied abroad in Vienna and found one of my teachers/preceptors, Friederike Ach, to also go above and beyond in making the experience feel worthwhile. Not only is Friederike’s work on lovesickness deeply fascinating, but also, her worldly intelligence really helped open my eyes to the importance of learning beyond the classroom. Whether it was museum visits to what was once an insane asylum or our daily German lessons, I found that her perceptiveness made for a very flexible and tailored educational experience. I’m grateful for her guidance as both an educator and a companion. 

Inspired by my fellow blogger’s post about not being afraid of your professors, I want to nudge current and future students to also not be afraid of your preceptors. In the spirit of giving thanks, I wanted to spotlight two notable educators that I feel have truly made an impact on my life through their efforts. 

What comes to mind when you think of your professors? Brutal arbitrator of your academic performance and professional future? Source of worry; bearer of your latest discouraging essay comments?

These are valid feelings, but consider: what type of person becomes a professor at Princeton? My freshman year taught me that professors can be so much more than administrators of a class and preachers of a syllabus. Our faculty members are extraordinary scholars in their respective fields; they are  political architects of historic federal legislation, energy physicists advancing the power sources of tomorrow, philosophical visionaries of novel terms to describe social phenomenon, and countless other versions of deeply brilliant minds bending the limits of human achievement in the 21st Century.

You may be learning seemingly tedious, introductory material from these faculty in the literal classroom, but the scope of your professors’ experience likely extends much further. Whether or not you know what discipline or path you’d like to go down, getting to know  faculty separate from the course will undoubtedly add to your base of knowledge, give you a glimpse of what meaningful and innovative scholarship is, and broaden your vision of what it means to be a Princetonian giving back to the world.

The work of one Princeton professor—Professor Jesse Jenkins of the School of Public and International Affairs and the Mechanical and Aerospace Engineering department—caught my eye on the university website back in 2020, during my sophomore year of high school, and became the reason I decided I wanted to attend Princeton. I recently took his class about the engineering, economics, and governmental regulation of the electricity grid, and what he taught me both inside and outside the course has shaped my ability to contribute to the debates at the quantitative yet ideological nexus of climate science analysis and energy politics. He also now follows me back on Twitter!

Furthermore, last fall, I was so pumped for my first political theory class that I booked a meeting with the professor prior to lectures beginning. When we grabbed coffee in spring semester, he told me he had never witnessed a freshman do this, that it stood out instantly. I came to realize, very few people will pass up an opportunity to talk about their own research and interests! Lending a showing of interest in your professor’s life work, which they (very) likely care quite a deal about, is the perfect stepping stone for a fruitful lifetime professional connection, thought-buddy while floating through the great universe of ideas, or simply a good friend whom you can learn from over a Small World drink.

There are so many ways to go abroad during your time at Princeton, including international internships such as the International Internship Program or Internships in Global Health, Global Seminars (Princeton classes taught by Princeton faculty abroad), summer language courses, or applying for funding for an internship, course of study, or research trip of your own design. I had the opportunity to travel to Toronto over fall break of my sophomore year with Canada Club, spend my junior fall studying abroad at ETH Zürich in Switzerland (which you can read more about here), and travel to Kenya through the Global Health Program. I could never have imagined being able to go on fully-funded trips in three continents before attending Princeton and am so grateful for the resources and support provided by the Office of the Dean of Undergraduate Students (ODUS) and the Office of International Programs.

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I had the extra special opportunity to feel at home during my semester abroad when I visited my high school, UWC Robert Bosch College in Germany, and caught up with my teachers and host family. I also had the privilege of spending the holidays with the families of some of my closest high school friends in southern Switzerland and northern Germany.

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In January, it was off to Kenya! I was lucky enough to be selected in a random draw for students in the Global Health & Health Policy minor who were interested in a trip to Kenya to learn about global health research and initiatives on the ground. We spent the first half of the trip in the capital, Nairobi, where we spoke with UNICEF staff and visited the US Embassy (and met Meg Whitman ‘77, the US ambassador to Kenya and donor of Whitman College). 

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The most impactful activity for me was visiting Mathare, the second largest informal settlement in Kenya, and hearing the passion the young people there have for improving their community. One adolescent girl shared the story of seeing children playing in an area used as a garbage dump and taking the initiative to clean it up and turn it into a park. Many of the people we spoke with are Community Health Workers, people chosen by their community who are responsible for making home visits to 200 homes in their neighborhood, providing basic medical care and referring people to higher levels of care when necessary. I think we should consider using similar community-based models in North America, where many people have limited access to affordable primary care.

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The second half of the trip we spent at Mpala Research Centre, about five hours north of Nairobi by car, where we learned about some of the impressive ecological and health research being conducted and got a taste of fieldwork. My group drove around looking for Grevy’s zebras, which we learned have rounded, Mickey Mouse-like ears unlike plains zebras which have pointed ears. Once we spotted some, we waited for them to poop so we could collect the dung for the Princeton Zebra Project, which studies the endangered zebras’ diets and parasites. 

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My favorite experiences from the second half of the trip were hearing from the Beyond Zero Mobile Health Clinic, which sets up temporary clinics across Laikipia County and provides services ranging from reproductive health to specialist care, and visiting Daraja Academy, which provides girls who might not otherwise have been able to finish high school the chance to pursue postsecondary education. I was so inspired by the student who gave us a tour and how enthusiastic and committed she and her classmates are to using their lives to make a positive impact.

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My semester abroad and trip to Kenya will remain some of my most memorable experiences from my time at Princeton. I hope you will all consider studying abroad, taking a class which involves travel, or pursuing an internship abroad! If you need any more convincing, I encourage you to take a look at the winners of the annual International Eye Photo Contest. As always, feel free to reach out to the email in my bio if you have any questions!

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3,853 miles away. Six hours ahead. A city I’ll never forget: Copenhagen, Denmark.

This past spring, I spent four months studying abroad in one of the most beautiful cities I've ever visited. However, there was one challenge: I had to complete my spring junior paper (JP) while also trying to explore this amazing city.

Completing a junior paper is challenging enough when you're on Princeton’s campus. My fall JP was not the easiest paper to write, but at least I was surrounded by students also engaged in their research or independent projects. 

Abroad, people traveled every weekend, and I constantly struggled to balance this incredible opportunity with my commitments at Princeton. I had lab meetings every Wednesday, and due to the time difference, they were scheduled for 11 PM local time. This time difference made it really difficult to set up meetings or call people.

For my fall JP, I conducted a literature review on First Generation Low Income Students from Latinx and Asian backgrounds, exploring themes such as cultural mismatch, stereotype threat and family achievement guilt. I found a notable gap in the literature concerning the differences in experiences between two-year and four-year institutions, with most empirical studies focusing on selective four-year universities.

My spring JP was centered on creating a pre-registration for my upcoming thesis research. Pre-registration, a growing practice in psychology, aims to promote transparency, reduce p-hacking and address the replication crisis. My task was to submit a pre-registration form along with a codebook detailing the survey items I intended to measure. This process demanded significant time and effort. I had to clearly define my research goals and outline how I planned to analyze the data.

Fortunately, I had an amazing mentor, my lab manager, Danny. We met weekly to discuss my progress, clarify any questions about the pre-registration process and offer edits and suggestions. Being part of a lab while conducting independent work is one of the best aspects of the process. You not only have your primary advisor but also the support of knowledgeable lab members in various research areas. The support I received from my lab made submitting my JP abroad something manageable. 

Overall, despite the difficulties, submitting my spring JP was one of the most rewarding experiences. I grew significantly from the process, setting a strong foundation for my senior thesis, which I'll be working on over the summer. Although Danny is leaving soon to pursue a PhD in Utah, his mentorship is a testament to the incredible people at Princeton. The ARC lab team made 3,853 miles feel not so far away.

One of the best hidden gems I have discovered during my time at Princeton is the Makerspace! Located in the basement of the Lewis Library, the Makerspace is a creative technology space which serves as part of Princeton’s library system. The Makerspace provides many different forms of equipment such as 3D printers, sewing machines, 3D scanners, cutting machines, large format printers, video production equipment, and so much more!

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I first discovered the Makerspace in my Sophomore year, after taking a podcasting class, during which I borrowed audio-recording equipment from the Digital Learning Lab. Fascinated by the technology that was made available to me, I eagerly inquired about other creative spaces that were available to students. It was then that I was referred to the Makerspace, and discovered all that it had to offer. 

In the second semester of Sophomore year, I would regularly borrow a DSLR Camera from the Makerspace to photograph Princeton’s cycling team during bike races. Over time, I was able to hone my photography and editing skills, as I learned how to use the equipment. My favorite discovery at the Makerspace, however, was the 4x3-foot Large Format Printer. These printers, which are available for students for one large print job per month, enable me to print out large-scale artistic creations at no cost.

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In my Junior year, I took a wonderful class which merged scientific teaching with artistic expression. For our final project, we were tasked with creating an artistic piece to express a scientific issue that we had researched. My group took advantage of the resources of the Makerspace to create a 6x8-foot collage detailing the adversarial health impacts of pesticide use. Dividing our collage into quadrants, each corresponding to one large-print poster, we were able to create a grand exhibition for our project, which is now on display at the Lewis Center for the Arts. It was so rewarding to present such a magnificent project knowing that we were supported in bringing our ambitious ideas into a tangible reality.

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Learning about the resources that Princeton offers to students has been an ongoing component of my experiences here. It feels like every month, I learn of something new that is available to me as a student. I hope that new students are likewise able to take advantage of the Makerspace and bring their creative visions to life!