One of the facets of the Bachelor of Arts (A.B.) degree at Princeton is that you are required to complete junior independent work (in addition to the famous senior thesis). Some departments require two, one for each semester, while others only require one for the academic year. As an East Asian Studies concentrator, I have to write two junior research papers, the first of which is written in conjunction with the mandatory junior seminar (EAS 300) and under the guidance of the designated faculty adviser –– the Director of Undergraduate Studies for the department –– while the second is written with any available adviser of the student’s choosing. 

For East Asian Studies, there are no set parameters for our projects for either semester, meaning that we are genuinely allowed to write about anything that interests us. The freedom is both liberating and daunting, especially since I now had to consider my certificate requirements in my independent work. Two of my certificates: Gender & Sexuality Studies and Translation & Intercultural Communication, require me to write about a topic related to my certificate for at least one of my two junior papers. I remember walking into my classroom on the first week of the semester and sitting in a semicircle with the rest of my classmates when one of the first questions our professor asked us was, “Why don’t we go around in a circle and talk about what your junior paper topic is?” My mind went completely blank. I had a vague subject matter I wanted to research, but one that was nowhere near the stage in which I could share it with other people. I blurted out that I wanted to write something about the feminist movement in Korea and then sat around nervously as my peers described (what seemed to be) well thought out ideas for their independent work. 

However, as the weeks passed, my favorite part of the seminar soon became seeing how other people’s junior paper topics changed and evolved –– and how mine did as well. Now, I am writing my junior paper about the historical legacy of the patriarchy in South Korea, comparing the government response to the Gangnam Murder Case of 2016 with that of the general public, namely women. 

Although my junior independent work is far from finished, here are a few tips I have gathered from the past semester:

• Brainstorm, brainstorm, brainstorm! 
  • The more you brainstorm and think about your project, the easier the writing itself will become. 
• Work a little every day, whether it be 5 minutes or 5 hours. 
  • You will have accomplished more than you think by the end of a few weeks. 
• Ask questions, and ask for feedback.
  • Find a few people to bounce ideas off of and tell them to ask you questions to test gaps in your logic. 
• Don’t be scared!
  • I spent weeks putting off working on my Junior Paper (JP) because I was overwhelmed, but once I started that it really is an enriching experience once you take it one day at a time. 

For a moment, I want to pivot away from all the great things I’ve experienced at Princeton (read about all of that here!) and share a little about some of my struggles.

My first year, academically, was a challenge. There were a lot of factors leading into this, whether it was dumb luck, adjusting to college life, or the transition from a small Midwestern public school to Princeton’s level of academic rigor. These challenges didn’t magically resolve themselves overnight. I’d feel like I solved them, only for them to resurface a few days or weeks or months later, always in different situations, but often with similar themes or trends. 

These recurrences, obviously, didn’t make me feel good. Every time I got a subpar grade, wrestled with my course load, or forced myself to go to office hours when it was cold and wintry outside, I didn’t do so with a good feeling. There’s always that question of how to juggle classes and other commitments with your other needs, whether it be physical, social or mental. 

Some lessons that I learned. Firstly, do seek out help. I tried too often, as the stubbornly independent person I am, to tough it out alone and figure things out. But Princeton itself does offer resources such as the McGraw Center for Teaching and Learning, or class-specific office hours and TAs. In working on my senior thesis, I’ve recently discovered the presence of a maps specialist at the Lewis Science Library, who might be able to help me superimpose maps of New York City overtime to figure out patterns of developing land. To paraphrase Dumbledore, there’s always help at Princeton for those who ask.

Beyond these academic aids, however, sometimes you just have to zoom out and take a larger view. 

Princeton challenges everyone, constantly, and for the most part, that means we are constantly growing - as students, as friends, as people. It can be really easy to be tough on yourself (as a Princeton student, but also as a person reading this blog applying to Princeton). It can be easy to think of one setback as a door permanently closed or to shoulder an immense burden and think it still isn’t heavy enough. But I think one of the biggest lessons I’m still learning at Princeton is to be true and gentle to myself - to believe in that process and allow things to work themselves out. 

The challenges, growing pains and learning opportunities at Princeton are limitless. It’s important to afford yourself that breath of fresh air between each one. 

I remember my first grade class’ Halloween party like it was yesterday: the mummy wrapping station on the rug, the spooky cupcakes on the desks and a Halloween storytime in the book corner. Though I briefly stopped by the dessert desks to grab a cupcake, I found myself all consumed in the fourth activity: Halloween story starters. Shifting through printed handout starters about witches and ghosts and goblins, I spent the entire party writing story after story. I somehow drowned out the “Monster Mash” track that played on repeat and the laughter of my classmates as they wrapped each other up in toilet paper. All I could hear was the sound of my pencil gliding across the thick-lined paper. 

It’s no surprise then that when applying for colleges ten years later, I was drawn to Princeton’s Program in Creative Writing. With faculty such as A.M. Homes and Idra Novey, and graduates like Jodi Picoult (I am obsessed with her novels!), I knew I wanted to take courses in the department. And ever since I was admitted, that’s exactly what I did. I took everything from “Introductory Fiction” to “Advanced Fiction,” from “Introductory Poetry” to “Advanced Poetry,” and even Special Topics courses like “Political Fiction.” 

But my writing journey came to an abrupt stop at the end of last year. It was Spring 2021 and I applied for the Creative Writing thesis. At Princeton, everyone writes a thesis in their concentration (mine being English), but some certificates also require you to write a thesis. In the case of the English department, you can actually replace your English thesis with a Creative Writing thesis if you are accepted into the program. So anyone can apply for and take creative writing courses, but that does not necessarily guarantee that you can write a thesis in the department. 

When I received the email that my application was not accepted, I was crushed. I felt as if all that I worked for and all that I hoped for since coming to Princeton, since sitting at that table at my first grade Halloween party writing about witches and pumpkins, had meant nothing. Was my writing not good enough? Was I not good enough? I decided to take a semester off from creative writing for the fall. I was hurt, and perhaps a little too prideful to keep taking courses in the department.

But as these thoughts slipped into my head, I remembered something that one of the creative writing faculty members said. She told our class that she herself was rejected from writing a creative writing thesis, and now she’s a bestselling author with several novels that she is proud of. During the fall semester, I missed creative writing so much. Yes, I might have been hurt, but being at one of the top schools in the country not only means that you’re surrounded by other brilliant, talented people, but that you have to learn how to be surrounded by other brilliant, talented people. It means accepting rejection, learning from setbacks and moving forward. 

This semester, my final semester at Princeton, I am taking a course called “Spark! Sparking Creativity in Writing” with Professor Quade, who I had as a professor for “Advanced Fiction” during my sophomore year. The course focuses on daily writing practice as opposed to long-form, workshop writing. I hope to leave this course with the tools I need to continue writing in my day-to-day life, even as I start my career after graduation. Receiving rejection is always difficult, but it made me realize that creative writing is something I never want to let go of. Thesis or no thesis, I will continue the dream that little first grader had as she scribbled word after word onto her paper. 

I still don't know exactly what my concentration will be. When I applied to Princeton, I thought I was going to concentrate in the School of Public and International Affairs (SPIA). However, in the middle of my first semester, I started to have doubts. I began to seriously wonder if SPIA was the right path for me. A semester later and I am more unsure about my concentration than I have ever been. What contributes to my uncertainty is the fact that Princeton offers so many interesting opportunities that I am torn between so many departments, research and funding options. While I am still unsure about what my concentration will be, one thing is certain, I will write. A LOT!

I remember reading somewhere that Princeton is one of the universities that places emphasis on writing. This is one of the reasons why all students are required to produce a senior thesis before they graduate. This is also why all undergraduates are required to take a Writing Seminar, either in the fall or spring semester of their first year. Writing seminars are intended to introduce first-year students to academic writing. There are several seminars that students can rank before they are officially assigned to one. I attended mine, WRI 167/168: Justice Beyond Borders, in the fall. I remember one day, as we were discussing Kant's main claims in "Towards Perpetual Peace", a staff member walked into the room and introduced us to a wonderful resource: The Writing Center.

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Essentially, the Writing Center offers free 50-minute and sometimes 80-minute one-on-one appoinments to students in which consultants help them work on writing assignments, ranging from 3-page essays to 20-page research papers. Consultants are undergraduate students who are trained to provide guidance on writing assignments. Personally, I see the Writing Center as an accountability checker. I schedule my appointments days (even weeks) before the deadline for my essays. My thinking is this: if I have a writing consultation scheduled, then I need to have something written. There are even times when I don't have an essay to receive feedback on. Sometimes I only have rough outlines or just broad ideas. However, scheduling a consultation forces me to set time aside to at least think about my writing assignment and to get someone else’s perspective on my initial ideas.

The consultants that I work with always listen to me and ask questions that help refine my ideas and push them further. When there is really nothing to think about, they propose exercises that encourage reflection on specific parts of my essay. Wherever you are in the writing process, they've got you! That's the beauty of the Writing Center. In fact, the consultations I found most useful were the ones where I didn't even have a draft. It is important to note that while no two consultants are the same, at the end of every appointment, I always feel ready to embark on my next step in the writing process.

I see the Writing Center as a group of students who not only listen to me talk about my ideas, but also help to formulate them into words, and ultimately in a "coherent, sensitively argued and well-written essay" (by the way, these are the comments that one of my teachers made on an essay workshopped by the Writing Center. It really works guys!)

This is just my experince with The Writing Center and while others may have a different take, I can say that it has been a helpful tool for me and it may be helpful to you as well. And who knows, maybe I will be a Writing Consultant by the time you come to Princeton and I will consult your essay!

I have recently taken to walking all over campus, even off-campus get out of the orange bubble, and I have noticed just how many walking paths there are. I have gone on hour-long walks down by Carnegie Lake and walked all the way until I have reached miles and miles of farmland. Some paths lead to cozy neighborhoods and others lead to peaceful and quiet scenery. I have walked in so many directions and for entire mornings. There is an abundance of greenery just outside the campus, and I have come to depend on these excursions to clear my mind when things get inevitably stressful. My most recent and pressing source of stress is settling on my plans for after graduation.

As a senior, I have been consumed by the thoughts of life after graduation. I know I definitely want to go to graduate school and get a doctorate degree in Latinx/Chicanx studies, but I am on the fence as to whether I should take a year off from school or not. I keep getting advice from so many people about all the different paths I could take as soon as May comes around. The Scholars Institute for Fellows Program has been the community on campus that I know I can depend on to support me in considering my options to make an informed decision on my future. I just want to be sure that I’m making the right decision. 

On one hand, I am excited to do more research and travel again in graduate school, especially after not being able to because of the pandemic. I feel that I still want to improve my research skills because I learned so many valuable things about time management and research techniques from my junior paper on the way that Latinx immigrants were represented in the media following the immigration act of 1990. I am working on applying my newfound knowledge on my senior thesis on the way that Hispanic women on college campuses develop their identities and decide their romantic and sexual partners, but I want more opportunities to truly put into practice and execute on what I have learned. 

On the other hand, pursuing a doctoral degree will take a number of years, and I might turn thirty before I get to my goal of getting my PhD in Chicanx studies. I’m worried that if I’m too focused on my research, I’ll be missing out on some fun adventures and outings with friends. If 2020 taught me anything, it is that in the blink of an eye, everything you took for granted can be swiped right from underneath you. I want my twenties to be filled with adventure, risk, and excitement, so I’m considering taking a gap year (or maybe a few) before I jump back into school. 

Another option to consider is getting a job abroad, where I learn more about the world before I put my head down to work. Perhaps I will go back to my mom’s hometown in Degollado, Jalisco to reconnect with my Mexican roots. There is still so much I want to experience, and I do not want to wait until later in life to do so because of school or work. My greatest fear is to have regrets about what I could have done or should have done differently. That is why I want to take some time to myself and grow as a person first. 

One of the most important milestones of the Princeton undergraduate experience is the senior thesis. Almost all departments require a thesis or some type of independent work. Writing a total of 28,000 words and 110 pages was definitely challenging, but extremely rewarding. I was able to embark on my own research project, choose a topic I was passionate about and put into practice all of the historical methods I had learned in class.

My senior thesis, ““Americanos Todos”: Redefining U.S. Latino and Latina Identity during the Second World War”, investigates the wartime experiences of Latinos who served in both the homefront and battlefront during World War II. Despite posing significant contributions to the war, Latinos remain neglected in dominant narratives of WWII. My work attempts to address this historical silencing and uncover the Latino wartime experience. I ultimately argue that the war influenced the emergence of new forms of identity by confounding what it meant to be “Latino” and “American” and catalyzed movements for inclusion that formed a Latino civil rights consciousness.

My research was based primarily on 47 interviews of Latinos and Latinas who participated in the war. Listening to their wartime experiences and how they championed sacrifice and patriotism despite encountering discrimination was extremely inspiring. They were constantly treated as second-class citizens and had to fight for their own inclusion and future in the country, motifs that resonate in modern discussions over Latino immigration. 

The overall process of crafting my own arguments and contributing to the historiography really helped strengthen my writing and critical thinking skills. Moreover, turning in this thesis, the longest research project I have worked on, demonstrated that I could do anything I set my mind to. There were many times that I was stuck with my topic or didn’t know how to approach the primary source, but my adviser was always extremely supportive. Everyone is paired with an adviser for the thesis and my adviser was extremely generous with her time and provided instrumental feedback.

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For prospective students, don't be afraid of the senior thesis! I know it seems daunting but Princeton prepares you and provides you with all of the resources and support you need to succeed. All of the papers I had written in other classes and previous independent work played a huge role in helping me navigate and complete my senior thesis. Looking back on my undergraduate career, writing my senior thesis is probably my proudest accomplishment.

You might’ve heard of this thing called independent work. At Princeton, most students will experience at least one year of independent work: Bachelor of Arts (A.B.) students will write at least one junior paper (JP) and a full senior thesis, while Bachelor of Science in Engineering (B.S.E.) students typically have a senior thesis and the opportunity to conduct junior independent work as well. 

I’m in the Economics department, so I write one paper over two semesters. It’ll clock in around 30 pages. (If that seems long to you, wait ‘till you hear about our thesis!) In some concentrations, students write two, shorter length papers, one each semester. 

I spent the fall semester working on what we call a prospectus, which is basically a proposal for the JP. In an economics prospectus, once you’ve decided on a topic, you review existing relevant literature (studies and experiments), introduce the data sources you’ll be analyzing, and provide an overview of your methodology (econometrics, regressions, etc). 

I’m writing my paper about the impact of work from home policies on energy consumption, so I’m looking at government data on state monthly energy numbers combined with Google mobility data on time spent in the workplace.

Right now I’m working on refining my methodology and performing data analysis. I’m doing that work in STATA, but you can also use other software like R and Python.   

The Economics department, and Princeton overall, offer a lot of resources for doing independent work. Each semester, we have multiple workshops for data analysis and conducting research. Each student also works with a professor and grad student advising team, so if you ever feel lost about how to do a difference-in-difference regression or linear discontinuity like me, you can just hit them up! The University also has data consultants who anyone can schedule an advising session with.

So - not only have I learned a lot about economics and research this year, but I also got the chance to apply my classroom knowledge to an environmental topic I’m passionate about. I’m excited to finally see my paper finished in its full glory - and looking forward to a full-fledged senior thesis next year.

This year, I have faced the scary reality of being a senior, and more significant still, a senior in my final semester of Princeton. In addition to all the more sentimental considerations attached to the reality of an imminent graduation, I have also had another topic on my mind — my senior thesis.

Independent research or “independent work” in Princeton slang, is one of the defining elements of the Princeton experience. Most Princeton students complete a research assignment or essay their junior year (the Junior Paper or “JP”) and then all Princeton students, with the exception of B.S.E. computer science concentrators, write a senior thesis.

The thesis requires each student to develop a unique research idea, pushing us to crystalize four years of learning into an ambitious project. Yet, the very ambitious nature of the work means that it’s not a solitary enterprise. A strong support network is a must and your thesis adviser is an essential part of that network.

I had my own fears about thesis advisers. What if mine was too busy to respond to my emails, didn't hold me to deadlines or even had rigid, unrealistic expectations? 

Yet, I know from personal experience that a good relationship with your adviser can really make the experience. While naturally shy and not typically assertive, during my time at Princeton I have learned how lucky I am to be surrounded by the world’s greatest scholars, almost all of whom are easily accessible. If such scholars are willing to meet regularly and help me make my own small contribution to an academic field, I would be remiss to ignore the opportunity to engage fully.

In the end, my experience with independent work and with professors at Princeton has shown that it pays to speak up, to ask questions, to be assertive about your needs and to admit when things are not going well. Positive relations forged with my advisers have allowed me to learn so much more via the process of my independent work and develop important skills that will prove relevant in my life after Princeton. While I have hit plenty of frustrating road blocks in my own independent work journey (and my thesis is not finished yet!!), I have learned so much from my adviser and the countless other professors and graduate students who were willing, even happy, to take the time to read over a difficult document with me or ponder an interesting historical question. 

As such, independent work, and working with advisers, is not something to fear or dread. Rather, if approached right, it has the potential to be one of the most meaningful parts of your Princeton experience.

When I decided to transfer to Princeton, there was an air of mystery about what the next three years of my life would look like. Since Princeton’s last transfer class graduated around the early 1990s, I wasn’t sure what to expect. It honestly terrified me that there was no previous transfer student to ask about their experience, but from the moment I saw that orange tiger with the words "Congratulations" appear on my computer screen, my initial reservations subsided. I was so excited to realize that I would become a part of Princeton’s first transfer cohort since the early 1990s! Now in my final year, I am thankful for my experience as the transfer program has gone above and beyond to make sure that I felt supported.

At first, I was concerned about transferring in as a sophomore as I had already completed two years at Miami Dade College. However, without that "extra year," I wouldn't have had the opportunity to explore my academic and extracurricular interests to the extent that I've been able to. Looking back, I wish someone would have told me that I would want to spend more time at Princeton, not less. 

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Starting at Princeton as a sophomore gave me more time to explore myself and venture into new spaces. Although I came in with a strong sense of who I was and what my aspirations and academic strengths were, Princeton has taught me to never stop exploring and to pursue every opportunity that intrigues me. Though I had originally planned on pursuing a different concentration, I switched to Spanish and Portuguese when I learned I would have more flexibility to pursue coursework and independent research on immigration. Now, I am writing my senior thesis on how Mexico has become this “big jail” for migrants seeking asylum. Switching concentrations was the best decision I’ve made at Princeton as it has given me so many skills and new perspectives that have even informed my post-graduation plans. You never know where or when you might discover a new passion.

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Every semester pushed me out of my comfort zone in different ways, but there was always a professor or resource to turn to for guidance. I would be remiss to not say that there were challenging moments, tough assignments and plenty of second-guessing, but I never felt alone. I knew I could always turn to our transfer adviser, Dr. Shaw, or a fellow transfer student for advice. The intellectual and personal growth that I've experienced is indescribable, and it's propelled me to become even more determined and energized to achieve my goals. I no longer doubt myself or question if I belong; Princeton helped me realize that I can pursue my biggest dreams. As I move on to the next chapter of my life, I'm so humbled to have been a member of this first transfer cohort, and nothing makes me happier than being a part of this unique community and seeing it grow.

The senior thesis is the capstone project of your Princeton career: it’s normally between 80 and 120 pages, and is an opportunity at once to explore an academic passion and to produce original academic research. It’s also a huge time commitment for seniors. Many seniors begin work — oftentimes, after receiving summer research grants or fellowships — on their theses shortly after their junior year. Procrastinating types often wait until later in the fall (or occasionally, until the new year) to get started.

This year is a little bit different for seniors, and for their theses. The travel grants that so many students look forward to receiving each year, which often afford them the opportunity to journey across the country or abroad to conduct first-hand research for their thesis, were unilaterally canceled due to COVID-19. The vast majority of seniors also don’t have the opportunity to work with their advisers in person; instead, that communication is happening largely over email. Many students who had hoped to work in laboratories have had to revise their thesis plans so that research can be conducted at home. And being off-campus for the fall has meant students don’t have access to libraries and study spaces where, just a year ago, it was common to see seniors, surrounded by books, typing away on their capstone projects. 

But students and the University are adapting. My department, Politics, has worked hard to keep digital research funding available for seniors wherever possible, even if the pandemic has stolen much of the fun from its use. My thesis adviser and I have met over Zoom, and I’m excited and well prepared to begin my work. The University Library has stepped into overdrive, responding to student requests for scanned volumes and access to digital resources normally unavailable to off-campus students.

The senior thesis holds near-mythic status at Princeton; writing one is an experience shared by nearly all Princeton alumni, and many graduates cite it as the most fulfilling endeavor of their academic career. Writing a thesis is a way for seniors to explore future projects and career paths: Wendy Kopp, a member of Princeton’s Class of 1989, laid the framework for Teach for America, which she would go on to found, in her thesis. And, as is the case with most things, it would be impossible to argue the experience of piecing together a thesis will be quite the same this year. But I’ve been heartened by the way students, the faculty, and the University have come together to provide support for seniors in the home stretch of our Princeton careers.