“I’m going to Silicon Valley!”

 

 

Back in November, I grabbed a yellow sticky note, wrote down these five words, and stuck it to my wall like they do in the movies. Flash forward, I somehow got myself a seat on Princeton’s Silicon Valley Tiger Trek, a 10-day trip to San Francisco, organized by the entrepreneurship department. Twenty students are chosen to have one-on-one, private interviews with 30 CEOs, founders, and head executives of tech and VC firms. My trip to Silicon Valley felt nothing short a movie script.

 

When we arrived in early January, the Bay Area was stunning. It’s a stark contrast from the cold, dark winters we see at Princeton. Palm trees and rich blue coasts welcomed us to the mecca of entrepreneurship—and we were there to meet the top players. While every person on the trip had something to teach us, they all had one thing in common: success. And what I took away from these different conversations was that the path to success is often more serendipitous and non-linear than one might expect.

 

Personally, I’ve never quite known what I wanted to do. I’ve always struggled to settle on a singular career path due to my disparate interests. As a junior, I've been feeling the pressure to apply to linear, corporate engineering roles, but these types of positions have always made me uneasy—worried that they won't leverage my diverse background. So venturing to California, I didn’t have a clear vision of what I wanted to do—and I was uncomfortable with that. 

 

However, I left California with a widened perspective. All the founders we met described unexpected paths to where they got to today. These conversations helped me realize that success is not always methodically planned, sometimes it’s a result of brilliant minds creatively exploring, at the right place, at the right time. Not only did the pressure to decide my career vanish, but Tiger Trek completely opened my mind to different paths like finance and venture capital; coming from a family of engineers and professors, I didn’t know much about the financial world until I became interested in entrepreneurship.  

 

I feel extremely privileged to have had this opportunity. I can now acknowledge that it might take me several years, or decades even, to find my dream job. And it might also take me some time to find what we conventionally call success. But until then, I’ll celebrate my small wins, including that yellow sticky note on my wall—that I'll keep for just that reason. 

 

 

This past summer, I had the incredible opportunity to intern at an aerospace startup in Singapore, through the Streicker Fellowship, which supports students in pursuing self-sourced internships abroad. It was a summer packed with innovation, learning, and unexpected discoveries that went far beyond just professional development.

 

 

During my internship, I dove headfirst into some pretty exciting projects. My main task was testing and optimizing a carbon nanotube neutralizer grid to reduce the power and propellant demands of hall effect thrusters. It was amazing to contribute to something with real-world applications for space technology!

 

During the internship, I picked up a range of technical skills that I hadn’t fully mastered before. I learned how to operate vacuum chambers, wire electric circuits, and, perhaps the most thrilling part, actually fire a thruster. There’s nothing quite like the feeling of seeing your work come to life and perform exactly how you hoped it would. I’m not going to lie—there were a few misfires along the way, but each challenge was a valuable lesson.

 

Beyond the technical side, the best part was reconnecting with old passions and meeting some fantastic people. From the very beginning, my coworkers and supervisors made me feel incredibly welcome. They were always ready to lend a hand or offer mentorship, guiding me through every part of my project and sharing invaluable advice. They went the extra mile to recommend must-visit spots around Singapore and even brought me local dishes to try during our lunch breaks. I also formed great friendships with the other interns, who were just as enthusiastic about exploring Singapore with me. Singapore itself became a huge source of inspiration. I joined a local sketching group that met weekly, and it quickly became one of my favorite parts of the experience. There’s no better way to take in a city than sitting down with a pencil and notebook, trying to capture its energy on paper.

 

 

Singapore is a fascinating blend of modern skyscrapers, lush green spaces, and colorful, traditional Peranakan houses. Sketching the contrast between futuristic buildings and historical architecture was an unforgettable way to experience the city’s diverse identity. Every session made me appreciate Singapore’s unique combination of the old and the new, nature and innovation.

 

 

In the end, this summer wasn’t just about enhancing my technical skills in aerospace—it was about reconnecting with my passion for sketching and connecting with a vibrant new culture: science by day, sketches by night, and a whole lot of growth in between. Learning to fire a thruster or wire circuits was thrilling, but the true lessons came in navigating a new cultural environment, taking risks in both my work and personal life, and stepping outside my comfort zones. Each day demanded a new level of adaptability—whether it was addressing the technical misfires that came with operating vacuum chambers or collaborating across language barriers. These situations taught me to problem-solve quickly, think creatively under pressure, and stay focused despite setbacks. I also found new challenges in capturing Singapore's cityscapes in my sketchbook, each structure pushing me to see and render the world differently.

 

 

Returning to Princeton, I find myself carrying these lessons with me. Navigating complex group projects or tackling demanding coursework feels different now, as I approach each new challenge with the adaptability and resilience I acquired this summer. I've come back not just with new technical skills, but with a greater confidence in taking on roles that require both independent problem-solving and collaborative effort. The blend of passions and challenges I experienced this summer reminds me to keep stretching beyond my comfort zones—a mindset I’m bringing to everything I do here.

I hate to break this news to any incoming first-years, but Princeton is littered with construction. Our campus is quite beautiful, and most of the quintessential corners have been left untouched. However, it seems that Princeton is in a never-ending era of construction.

 

Even as I write this blog, my desk overlooks what should be a beautiful view to Poe Field—a grassy, well-kept lawn which welcomes the New Colleges. While Poe Field is commonly occupied by our frisbee team or by students taking in the sun, all of the grass has been uprooted due to recent construction. From my 7th floor view to the field, cranes and bulldozers look like small yellow play toys. Orange construction cones look like specs of candy corn amidst a bowl of worms and dirt.

 

Construction is not confined to Poe Field. Princeton is in the works of constructing a new art museum, residential college, Equad extension, and expanded gym all amidst implementation of more sustainable technologies. While this change promises an exciting future for Princeton, it unfortunately promises me noisy bike rides up Elm Drive. I distinctly remember one morning, the haze was so strong that I was coughing amidst the dust and abrasive sounds of progress.

 

While construction has its downsides, it’s important to see the bigger picture amongst it all.  Many students complain about our current surroundings, but forget that construction surrounds us because Princeton is trying to improve itself. We go to a school that strives for excellence - and so it’s interesting that we are often so uncomfortable with the sounds and looks of progress. Princeton has reminded me that progress is not always a pretty picture. 

 

As Princeton is in a seemingly endless era of construction, I have found some interesting parallels within myself. I, like many other students here, strive for excellence. We like to push ourselves in every dimention. And while this is often seen as a strength, I don’t think we view ourselves enough as we view campus—as a construction sight. Just as Princeton is always under construction, let this be a gentle reminder that we too, are always under construction. 

 

Amidst all of our goals and accomplishments, our internships and LinkedIn posts, we are all constantly trying to improve ourselves. From time to time, it’s okay if you find yourself coughing amidst the dust, if the haze makes it hard to see, if progress doesn’t always sound pretty. It’s normal for this to happen. While at times you may feel lost within your own construction site, never doubt your own foundations. Be your biggest supporter. Be conscious enough to put down the orange cones. Know when you might need some reconstructing. But also know that while you place the orange cones, you also wear the orange hat. You are the builder. You are the architect of your own life. 

 

If Princeton’s construction sites have taught me one last thing, it’s that sometimes, a bit of perspective is needed. Like my rooftop view of Poe Field, sometimes the bulldozers should be viewed as toys and the orange cones as candy. I believe that as people, we are all in an era of never ending construction. While this can sound intimidating, no one said construction has to be scary—it can be a positive process. You wear the hat after all. We all see what Princeton is constructing, now the question is, what are you? 

The most valuable aspect of Princeton is the community, because the people you meet and friendships you form are what truly make the college experience meaningful. In addition to my living and breathing friends, however, are several non-living ones located in various spots around campus. Here is a roundup of several of my favorite inanimate companions at Princeton.

1. Guyot Dinosaur

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This Allosaurus resides in Guyot Hall, home to the Ecology and Evolutionary Biology department, the Geosciences department, and the High Meadows Environmental Institute. I have two classes in Guyot Hall this semester, so I get to wave hello to my largest friend on campus several times a week. He appears to perpetually be in a chipper mood.

 

2. Bronze Tigers

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The two bronze tigers standing in front of Nassau Hall are perhaps the most iconic Princeton statues, and nearly every student takes a photo with them at some point. They're decorated in the photo above for Orange and Black Day, the university's anniversary on October 22.

 

3. Car Lab Mannequin

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This mannequin is a constant presence in the car lab of the Electrical and Computer Engineering (ECE) Department, where juniors in ECE take a lab course building and racing their own vehicles. I haven't taken the course, but the car lab is the first stop on my tour of the E-Quad, so the ECE man helps me graciously welcome campus visitors.

 

4. Dillon Gym Gargoyles

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Keeping watch over Dillon Gym are four gargoyles. I can't say with certainty what each one is, but I believe the one on the right (unpictured) is a football player, and the next one in might be a monkey. Don't quote me on these identifications. Dillon Gym is currently undergoing a renovation and expansion, but I'm almost certain they'll keep these loyal guardians in place.

While these inanimate friends are very dependable in that I always know where they'll be, I would have to say that my human Princeton friends are even more loyal and reliable. They are the real stars in my campus experience, but I still appreciate my daily sightings of my non-living companions.

As an engineering student with a passion for artcraft, I've always found joy in creating things with my own hands, exploring various methods and techniques to bring my ideas to life. So, when I arrived at Princeton and discovered the wealth of resources available for creative exploration, I was absolutely amazed. From the moment I stepped into the Mechanical and Aerospace Engineering (MAE) Machine Shop to the countless hours spent in the Studio Lab and makerspace, my journey with Princeton's creative spaces has been nothing short of transformative.

My first experience in the MAE Machine Shop was the MAE 321 Engineering Design course. In the course’s labs, we delved into the art of design and manufacturing, utilizing advanced machinery like milling machines and CNC machines to craft intricate designs. From engineering a flywheel cart and bottle opener, to creating an airplane wing from scratch, the MAE Machine Shop is where imagination meets precision, providing students with hands-on experience and technical expertise.

Another vibrant hub of creativity is the Studio Lab, home of the Council of Science and Technology and a playground for artistic expression and experimentation. Here, students can explore a diverse array of mediums, from traditional embroidery to cutting-edge video game design. Equipped with incredible tools such as 3D printers and laser cutters, the Studio Lab empowers students to turn their ideas into reality. Workshops ranging from cryo painting tote bags to origami engineering foster a culture of collaboration and innovation, inspiring students to push the boundaries of their creativity.

Finally, Princeton's makerspace offers students the chance to delve into a multitude of crafts and technologies. From designing custom stickers to crafting intricate bead jewelry, the makerspace provides a hands-on learning environment where creativity knows no bounds. Students can also rent a variety of tech gadgets, from projectors to VR sets, allowing us to bring their visions to life with professional-grade equipment.

If you're someone who loves getting their hands dirty and bringing ideas to life from scratch, Princeton is the place for you. And for those who've yet to dip their toes into the waters of creation, who knows? Maybe Princeton will be the place where you uncover a newfound hobby.

Six weeks after the start of each semester is the break week without classes. Most semesters, I've used the break week to catch up on my coursework and get ahead on upcoming assignments, as well as take some time to decompress and be with my family. For my senior spring break, though, there was less coursework than usual. I'm only taking three courses this semester, since my thesis counts as my fourth course, which is a wonderful perk that gave me more time over break for both research and traveling.

I used the first few days of break to work on my thesis, which is due in about one month (April 15th) for my department. I had a meeting over Zoom with my advisor, and I made progress on the figures and manuscript. I feel mostly comfortable with the state of the project and meeting the deadline, and the break from classes gave me the opportunity to focus on it. Some students stayed on campus over spring break and attended thesis boot camp workshops, where they hunkered down with provided snacks to make headway. Deadlines are approaching, and most seniors used at least part of their break to make significant thesis progress.

After several days of thesis work, I still had remaining time in my break, which allowed me to travel to Boston! Graduate school programs typically host a visit day for accepted students sometime in March or April, and I was lucky that my future school's visit day was during spring break this year. On Thursday I flew to Boston to visit MIT, where I had the chance to explore the campus, hear from current students, and meet the lab group of my future advisor. MIT was my top choice program when I applied, therefore I'd already accepted when I visited, which allowed the lab group to organize a dinner to welcome me. It was a lovely experience, and it made me incredibly excited to begin my doctoral program in the fall. Many students use visit days to evaluate their options, though, and choose to fly to several different schools during the spring semester. Having fewer classes to attend with the lighter course load of senior spring helps students manage this travel during the semester.

When I came home from Boston, I still had a few nights at home to spend time with my family. I was able to speak about the visit and my impressions, and I could fit in a last few loads of laundry before heading back to campus. I'm really grateful for this slightly different break week of senior spring, and stay tuned for the official printing of my thesis next month!

As an entering Sophomore at Princeton University, I cannot help but reflect back on my freshman year and the absolute awe that followed my arrival on campus. It felt like a dream come true. However as I reread my journal today, two particular entries reminded me of how my dream to of Princeton has evolved into my reality as a student. Like many high schoolers, Princeton initially was a dream come true. But I soon realized that Princeton placed me in an exhilarating environment with beyond talented individuals, challenging academics, and inspiring opportunities. Princeton turned out to be much more than I had dreamed of. 

October 12th, 2022: 

“Every time I walk past Blair Arch, I remember that I’m literally living out my dream of going to an Ivy League [school]. This wasn’t supposed to happen. The odds were not in my favor. The acceptance rates are so small. Yet here I am. I never thought much of that, but now I realize how momentous it is! “

A month into school, and I am very clearly enamored with the “idea” of Princeton. 

March 22nd, 2023:

“I got an iced coffee at Campus Club today. The weather is still cold outside, and the crisp air kindly reminds me every morning that I live on the East Coast rather than Texas. The old wooden doors of Campus Club welcomed me in as I ordered an iced coffee. As I sat down, I found it odd that I’m currently sitting inside an old mansion: the only way I can truly describe eating clubs to my friends back home. Dark wood frames the diamond patterned windows, and I feel cozy inside here. The room is quietly bustling with student activity, and I eavesdrop on other students discussing math and physics. I observe the room around me, wondering what's happened in this room, a room with 100+ years of history. It’s odd that this room used to only occupy men, and now here I am, occupying this space. Drinking my coffee, a young woman, bright and curious, diving into my electrical engineering homework. “

By my second semester, I found a more accurate dream of Princeton. I recognized the privilege of this education on a deeper level. Princeton is not just a name or the face of our iconic Blair Arch, is a school with complex history. I take pride in being a woman in STEM, continually contributing to Princeton’s history--while drinking coffee in Campus Club. Since my first year here, I’ve realized that my dream of going to an Ivy League school has not really come true. As a woman in STEM, in an amazing academic environment, rich with history, I've been given a spot. I believe my dream has just started. 
 

My junior year has come to a close, meaning that, amazingly, I will begin my last year of college in September (time really does fly!). At Princeton, a defining feature of your final year is the senior thesis, a year-long independent research project in your department. There is an unofficial vocabulary of terms for referring to thesis-related phenomena (thesis-ing, thesis fairy, PTL (post-thesis life)), and underclassmen are generally advised to avoid asking seniors about the thesis at all during the month of April, for fear of unleashing a panicked thesis ramble. Given all this, the thesis can definitely seem pretty daunting, and while I'm certainly nervous, I've also realized how my first three years have really set the stage for the thesis to be much more doable than it seemed when I first started at Princeton. As an incoming first-year, the thesis looked very unapproachable, because I really didn't have the skills then for an independent project. But now, after the experiences in my first, sophomore, and junior years, I feel that I know how to approach original research and believe I can produce meaningful work for my thesis. I know that the road will be bumpy, but I at least feel that I'm in a well-equipped vehicle for the ride.

One of the most important experiences preparing me for the thesis was my writing seminar. All first-years take a writing seminar ("writing sem"), where you learn how to structure a research paper and to situate your original work within the existing literature. On every draft, your professor writes you a detailed feedback letter describing where and how to improve, and you then submit a final, polished piece several weeks later. Your professor also holds individual meetings with you to discuss ideas and approaches to your topic. It's a challenging but incredibly rewarding course, and it allows you to conduct a half-semester long mini-thesis where you practice the process arc you'll use for your senior thesis (Also, the different topics available are endless—the theme of my seminar was "Systems of Play," and my second major paper was about LEGO advertising).

In my sophomore and junior years, I started conducting research in my concentration, environmental engineering (moving forward from LEGOs to organic contaminants and solar energy!), through Independent Study courses with professors in the CEE and ECE departments. I became familiar with the literature and methodologies specific to my field, all while using the same skills and process arc I'd learned in writing seminar. Now, in the summer before my senior year, I'm working for Dr. Bourg to begin the research for my thesis. I'm not entirely sure yet where the project will lead, but I feel prepared and excited for the journey.

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I just came back from Puerto Rico, where I gave a talk on my junior paper at the Institute of Electrical and Electronics Engineers (IEEE) Photovoltaic Specialists Conference. It was an incredible experience, and I learned a lot about both the field of solar photovoltaics and the history and culture of Puerto Rico. Here are the steps I took to arrange the trip, as well as the wonderful Princeton people who made it possible (a special thank you to Dr. Barry Rand, Dr. Sigurd Wagner, and Moira Selinka of Princeton's Andlinger Center for Energy and the Environment).

Step 1: Find the right conference

How do you choose a suitable conference for your work? The best person to ask is usually your advisor, who is familiar with the scope of different conferences. I asked Drs. Rand and Wagner, my project advisors, and the one that immediately came to mind for them was the IEEE Photovoltaic Specialists Conference. Given that my project is about the adoption of rooftop solar panels in the U.S., this sounded like a perfect fit.

Step 2: Write and submit your abstract

To submit to a conference, you usually have to write an abstract or extended abstract on your findings. For this conference, they asked for a 3-page extended abstract. Be aware of deadlines, as they are usually far in advance of the conference itself. For PVSC, the abstract was due in January while the conference was in June.

Step 3: Find funding and make travel arrangements

I heard back that my abstract was accepted for a poster presentation in mid-March, and I applied through for funding through the Student Activities Funding Engine (SAFE) to head to Puerto Rico.

Step 4: Create and print your poster

I designed my poster, and I sent an email to Print Services to have it printed. (I found out later, though, that students can print two free posters per month in the Engineering Library. Now I know.)

Step 5: Learn that you won't actually need your poster

Two weeks before the conference, I found out that my abstract was selected for an oral presentation instead! I put together a set of Powerpoint slides, which I presented to Professors Rand and Wagner. They helped me revise and refine my presentation so that I felt well-prepared to deliver my talk.

Step 6: Travel, arrive, and check-in

Come mid-June, it was time to fly to Puerto Rico! I arrived late Monday night, and Tuesday morning I went to the convention center to familiarize myself with the presentation room and equipment before my session.

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Step 7: Present!

My presentation was the last one scheduled for my session, so I listened to several other presentations before it was time for mine. It was interesting to hear about related solar research. I was slightly nervous before my talk, but I think it went well. The audience seemed engaged, and they asked questions that showed that had followed along and absorbed the key points.

Step 8: Explore the surrounding area

After the conference, I explored the island. I visited the citadel, Castillo San Felipe del Morro, and the only tropical rainforest in the U.S., El Yunque. I also saw incredible flora and fauna, like a three-foot iguana that crossed the sidewalk while I was out for a run.

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Step 9: Submit receipts 

When I got back home, I submitted the receipts of my various expenses for the conference (flight, airport taxi, registration fee) in order to be reimbursed.

Step 10: Reflect

Stepping outside the Orange Bubble and contiguous U.S. immersed me in a completely different culture. I learned about solar research from scholars in other states and countries, and I explored the landscape and history of a place to which I had never been, which gave me a more global perspective on both research and lifestyle culture. The experience was truly amazing, and I'm so grateful to have had the opportunity.

On a recent Tuesday, the usual lecture for the course CEE311, Global Air Pollution, was replaced with an atypical data collection session. Each student signed up for a different time slot throughout the day, and small groups met at the parking lot by the E-Quad in order to be driven by Professor Zondlo in the Princeton Atmospheric Chemistry Experiment Mobile Lab.

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This car is equipped with various sensors for measuring wind speed, methane, and other greenhouse gasses in the ambient air. It's fully electric, so there are no emissions from the car that could influence the measurements. Inside the car, there's a GPS sensor so that we can pair the measurements to their exact latitude and longitude coordinates. 

Professor Zondlo drove us by a nearby wastewater treatment plant, and we recorded the methane levels coming from the plant. Gas plume measurements are highly variable, so to get a better estimate, we drove past the plant ten times (making U-turns in a nearby parking lot) in order to get more data. Once we had this data, we analyzed it and were able to use the Gaussian plume model we'd learned about in class to get an estimate of the methane emission rate from the plant. 

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This experience was both a welcome change of pace to the usual routine (How often do you get to be driven around by your professor in a decked-out electric car?) and an opportunity to see how an atmospheric chemistry scientist collects and analyzes data. Professor Zondlo uses the mobile lab in his own research, and his group recently published a paper where they performed a similar exercise at a variety of wastewater treatment plants throughout the United States. In being exposed to the real-world methods my professors use in their own research, I've been able to experience what working in different areas of environmental engineering would be like. This has made me feel more prepared to choose my own niche field (water, air, soil, etc.) for graduate school and my future career. I've been consistently impressed with how dedicated my professors are to creating courses that allow me experience what working as an environmental engineer will truly be like. 

If you see a car with some strange metal instruments on top driving by, and then see it turn around and drive by you again, don't be alarmed. You might be witnessing the mobile lab in action, collecting data to help understand and combat climate change.