Every Summer, the Princeton Institute for International and Regional Studies (PIIRS) offers students the unique opportunity to learn from a Princeton professor abroad whilst earning course credit. The dubbed ‘Global Seminars’ include a range of topics in a range of locations – from Culture and Politics in Vienna to Capitalism in Kenya – all of which allow the student to immerse themselves in the culture of their host country.

This past summer I was afforded the opportunity to attend one of these seminars, A Land of Light and Shadows: Modern Greek Literature and Photography, in Athens, Greece. As both an academic and personal desire, the seminar was a truly unique experience that I am grateful to have been a part of.

Coming to Princeton, one of my main to-dos was to study abroad – it is something that I had been dreaming of for a long time. This was compounded by the fact that I am half Greek, a part of my background that I identify heavily with. Having never had the opportunity to visit the home of my grandparents, I jumped at the opportunity offered by PIIRS. The Global Seminar, apart from appealing to my heritage, also piqued my interest in photography and by extension, how it relates to literature.

The seminar began in early June and spanned until the middle of July. The duration of the seminar allowed for so many opportunities to see and explore Greece, both alone and as a part of the seminar. I was joined by 14 other students as well as Professor Eduardo Cadava and graduate student Anthie Georgiadi. Living and learning together, we created bonds that will last our time at Princeton and even beyond!

One of the core aspects of the seminar was the daily language class taught by Anthie, a native Greek speaker, who introduced us to the Modern Greek language. Although difficult at first, it became progressively easier to pick up as being immersed in the country allowed me to see how the language was spoken. Along with the language class, the seminar taught by Prof. Cadava was held twice a week, where we met and discussed readings relating photography to Greece while exploring the more philosophical aspects of the texts. Some of my favorite discussions revolved around how philosopher Gerhard Richter (we actually met him!) relates photography to death. On a similar note, many of the readings mentioned different areas around Greece, many of which we visited, including Athens, Delphi, Galaxidi, Mycenae, Nafplio and Crete. We were able to explore archaeological ruins, usually privately guided by an actual archeologist!

The other main aspect of the seminar was the weekly photography workshops, where we met with renowned photographers who showcased their work and assigned us projects. This was a truly unique experience since these photographers are experts in their field. Additionally, there was also at least one guest speaker event every week. The speakers ranged from Greece’s former Minister of Culture and Education to artists who worked on activist issues – a truly diverse selection. In short, the guests that contributed to the seminar were nothing short of amazing.

Overall, this past summer was one that I will remember for the rest of my life, for many, many reasons. To any student, current or prospective, I strongly encourage participation in a PIIRS global seminar – it is an opportunity that you cannot miss. I am truly humbled to be a part of the Princeton community and have access to such unique and impactful opportunities.

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

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

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

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

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

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

Bonjour à Tous! (Hello All!)

In today’s blog post, I am sharing my experience with language learning at Princeton.

For some context, I studied French for all four years of high school. Because I didn’t have access to language classes in middle school, I had to start out with an intensive class, and I did not end up taking AP French. 

The summer before I came to Princeton, as I got a million emails about moving in and orientation and new clubs, I also got an email to take a language placement test. I sat down for an hour or so and took the French placement test, which placed me in FRE 103.

Since I intend to pursue a Bachelor of Arts (A.B.) degree, I have to fulfill a language requirement. The requirement dictates that A.B. students must demonstrate proficiency in a language other than English either through standardized tests scores, a placement exam, or completion of a language course at or above the 107 level. So, I’d only need to take FRE 103 and another French course at or above FRE 107 in order to be done with my requirement!

There are so many types of language classes offered at Princeton, from Spanish and Latin to American Sign Language and Swahili. There’s definitely something for everyone!

Last semester (Spring 2022), I completed FRE 103, so here are some tips I’ve picked up along the way to help you on your language learning journey here at Princeton:

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1. Language tables are your friend. I will say it again for the people in the back: LANGUAGE. TABLES. ARE. YOUR. FRIEND. What is a language table, you may ask? A language table is an event organized (usually by each of the different residential colleges) where native/fluent speakers and people learning a given language come together (usually over dinner in a dining hall) in order to practice. I have been to two languages tables for Spanish and French so far, and I’ve thoroughly enjoyed them. They are great opportunities not only to practice speaking your target language in a natural and low-stakes environment, but they’re also a great way to meet new people (read: potential FRIENDS 😍)
2. Be proactive about addressing any vocab or grammar that isn’t sticking. This is a tip I wish I had utilized more this past semester. I’ve always struggled with the different tenses in French (passé composé, impératif, imparfait, conditionnel, etc.) and when to use them. I didn’t get around to scheduling office hours with my professor for some 1:1 practice with these verb tenses until the end of the semester, and by then it was a bit too late to fully understand and commit everything to memory. DON’T be like me: start going to office hours at the beginning of the semester and build a habit of going often and regularly! Language professors often have a set time each week that they dedicate for office hours, and if that time doesn’t work for you then they can work to coordinate a different time over email or at the end of class.
3. Don’t be afraid to explore a new language! Princeton is a once-in-a-lifetime opportunity to have access to a wide variety of renowned scholars well-versed in a plethora of languages. Why not take advantage of it? I personally want to learn a language called Yoruba, which is my parents’ native tongue. Most schools don’t offer this language, but Princeton is able to through a collaboration with Yale’s Yoruba professor. After I fulfill my language requirement through French, I want to look into taking some Yoruba classes!

What language(s) do you want to study at Princeton? Are there any new languages you want to explore?

I had never taken a Korean history class before my junior year of high school. Before, I had my heart set on being an English major, but a particularly difficult sophomore year English class left me feeling lost and confused about what I wanted to do with the rest of my academic career.

I knew I liked History, but I hadn’t really thought about it as a major before because I found European history dense and uninteresting while American history felt distant and unengaging. Unfortunately for me, it just so happened that these were the two areas my history classes primarily focused on. 

So I gave Korean history a shot and fell in love. Korea is interesting in that it lies between China and Japan, two nations with their own rich histories, and that the intersection of the three nations is omnipresent in any era of history you study. This is captured at the heart of the East Asian Studies Department, where there is less of a divide between the three nations but an emphasis on where they interact with each other. 

So I applied to Princeton as an East Asian Studies concentrator, and although I had brief moments where I considered what it would be like to major in something else, I held firm and eventually declared EAS. 

The department and its small size (there are only seven people in my class!) allow me to explore the different ways I want to study East Asia, which is by expanding my language skills, taking classes in politics and public policy in addition to history and culture. 

For anyone else looking to study other regions and cultures, I would recommend going in after getting rid of all preconceived notions and stereotypes of the region you are studying. Allowing yourself to start anew gives you more room for growth, and there’s something weirdly freeing about the fact that you don’t really know a lot about this particular region.  

At this point in my academic career at Princeton, I have no idea where my interests in East Asia will take me. I originally had my heart set on studying the resonance of colonial history in modern-day South Korea, but after taking classes on Chinese history ("China's Frontiers," and "Everyday Life in Mao's China") the crossroads between Korea and China seem too interesting to ignore, and after writing a paper in one of my classes on the lives of women in the Mao Zedong era of China, I have also become more interested in studying the position of gender within East Asia.

What I do know, however, is that I love the East Asian Studies department. I love that it’s small, that I get individualized attention from my professors, and even the building where it’s housed, Jones Hall, is beautiful. I’ve felt at home here since my first-year fall, and I am excited to see what the future will bring. 

I have always been fascinated by languages. I grew up bilingual, speaking Haitian Creole and French. Then, at the age of twelve, I realized that it would be cool to actually understand the songs of Akon which I was a big fan of: that's how I decided to start learning English. Later, in high school (coincidentally around the time Akon had hit pause on his musical career), I decided to move on to new horizons and started studying Spanish, followed by German. I think languages are cool, especially at Princeton.

At Princeton, every A.B. student has to pass the language requirement (i.e. demonstrating proficiency in a language other than English) before they graduate. There are many ways to fulfill this requirement. I, for example, took a French Placement Test the summer before I came to Princeton, which allowed me to place out of the language requirement. That meant I did not have to take any language classes at Princeton. But I still did! Why? Because languages are cool! Rather than starting with a completely new language at Princeton (which I might still do later on), I decided to keep learning Spanish for a while. I took the Placement Test for Spanish a couple of days after the French one and got placed into Spanish 108 (for Advanced Learners). 

I took the class last semester and it was amazing! My instructor was extremely kind, supportive and knowledgeable. My experience in that class was nothing like what I had seen in language classes before. Not only did the course focus on the development of the students' oral and written expression, but it also did so by engaging with interesting and thought-provoking material that explored the cultures, histories and politics of Spanish-speaking communities in the United States as well as the larger Hispanic world. The regular writing and speaking exercises encouraged me to frequently engage with the language beyond a superficial level in order to become comfortable expressing complex ideas in Spanish. All this in an encouraging and low-stress environment. I ended up doing very well in the class thanks to the incredible support I received from my instructor and my peers.

This experience reassured me in my decision to pursue a Certificate in Spanish, so much so that I am taking another Spanish class this semester: Spanish 209. In this course, we learn to analyze films in Spanish, which is a great way to improve my writing and speaking skills. It's also a great excuse to watch TV on the weekend without feeling guilty! I am only a few weeks in and I already love it! In addition to the language courses, Princeton offers other opportunities to get better in languages such as speaker events, internships abroad, summer language courses abroad, etc…

I truly feel that Princeton is one of the best places to brush up your skills in many languages or acquire new ones. Plus, you will want to take a class in East Pyne (the building that hosts most of the language departments): it is absolutely stunning! If you don’t believe me, come see for yourself!

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P.S.: If you have questions about any of the things mentioned above, do not hesitate to send me an email!

"Sheesh, it's hot!"

That was my first comment when I stepped foot on Princeton's campus during the summer. I was told multiple times that the winters here were extremely cold. Yet, no one had warned me about the heat or the humidity here. I guess they just assumed that I was used to the hot and humid weather coming from the Caribbean. Truth is, I was not. Or maybe I was. Maybe I used to be. Maybe I forgot how to feel comfortable in 30-degree weather (or should I say 90-degree weather, since we are using Fahrenheit now!) after living abroad for close to two years. In any case, my first day at Princeton, I made the mistake of wearing a large 100% cotton dark blue sweater. It did not take me long to start the mistakometer: mistake number one!

This past summer, I was fortunate enough to be part of a cohort of ten students invited to attend the Freshman Scholars Institute (FSI) on campus. Considering the issues my country, Haiti, was facing, this was the best option to ensure I had access to the resources I needed to take advantage of this opportunity to explore Princeton before the official start of the semester. To get a taste of Princeton before Princeton.

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Yet, I was insecure at first. I doubted that I would be able to succeed with online classes. Until then, my high school experience had been mostly negative. I remember my teachers and classmates being overwhelmed and inaccessible. The material was barely engaging. Perhaps the most disheartening aspect of this dark epoch was the significant lack of interaction which for me represented a major issue. My favorite part about being a student has always been the ability to directly interact with and learn from both my peers and my instructors. Online learning seriously hampered this process. I was apprehensive about going through it all again. Besides, I was now going to Princeton. I anticipated the material to be comparatively more difficult with the teachers to expecting even more from me. 

The first thing I noticed when FSI started was the enthusiasm of the staff. They had this inspiring way of drawing everyone in and keeping us engaged. They were well imbued with the challenges that coordinating this online program entailed and instead of using the circumstances to justify their shortcomings, they were determined to brave all obstacles to make the experience just as enjoyable as if everything was happening in person, although in a distinct and special way.

I had the impression that everyone wanted me to feel at ease. I progressively started to feel more comfortable interacting and asking questions.  My professors made sure that I had access to all the resources and assistance necessary to succeed in their courses. On the one hand, there were office hours, learning consultations, writing center appointments… etc. On the other hand, I received support from departments and offices at Princeton that targeted my individual identities and were able to address the specific challenges that I was likely to face because of them. This included support for international students, ESL and multilingual students, students of color, first-generation and lower-income students. I suddenly felt excited about learning, meeting new people and trying out new things that seemed appealing to me now that I was in this space. 

These six weeks at FSI mainly taught me two things. First, I learned that while things can (and will) be tough at Princeton, I will always find the resources to support me in whatever I am going through and that I can count on the help of passionate people who genuinely care about my success. Second, I learned that it gets very hot here during the summer! 

I look forward to many more mistakes and even more learning opportunities!

Although all Princeton students were invited back to campus for the Spring 2021 semester, students also had the option to continue learning remotely.  I’m one of those students who chose to continue remotely — but I also was looking for a change of pace from the Fall 2020 semester.  Instead of staying at home in Colorado, I’m currently living in the Czech Republic with my grandparents.

I decided to make the move in order to spend more time with my extended family and to sharpen up my Czech language skills.  I study Slavic Languages & Literatures at Princeton, but there’s nothing quite like an in-person immersion to really ramp up the pace of learning.  Here’s what my typical school day looks like: 

8:30 a.m. - I usually wake up around this time.  Because of the time difference, all my classes are in the evening, so I don’t need to set alarms to wake up.  One of the perks of living off campus!  After I wake up, I get ready for the day and make myself tea and bread with jam for breakfast.  

9:30 a.m. - Time for work.  I check my email and then start working on assignments.  Today, I’m working on a problem set for my linguistics course.  Later, I’ll read a poem for my Russian course, so I’m prepared to ask questions and comment on the material during class.  If I finish early, I might get a head start on my readings for my history seminar — I do about 150 pages of reading a week for all of my courses.  

12:00 p.m. - Lunchtime!  During the week, my grandma usually cooks meals so I have time for my coursework.  On the weekends, I cook or we make something together.  She’s an excellent cook!  After the meal, I help clean up.  

1:00 p.m. - Now it’s time for our daily walk! It’s a cloudy day, but it’s not windy or cold.  We had snow here for a while, but it’s finally melted and we can see the beginnings of spring.  Today’s route takes us past the river, and we also get to see some animals.

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2:30 p.m. - After our walk, we have our afternoon coffee or tea.  It’s nice enough to sit outside today while we sip. 

3:00 p.m. - Back to my desk to finish anything I need to do before classes.  Usually I have more emails around this time, as those on campus begin their day.  

4:00 p.m. - Classes start!  I’m on Zoom for my linguistics lecture and my Czech class. 

6:00 p.m. - A short break for dinner before the rest of my classes.  For me, lunch is usually the biggest meal of the day and dinner is something quick.  

6:30 p.m. - Back to Zoom for the rest of my classes.  My Russian class is first, and then I have another break before my linguistics precept.  

10:30 p.m. - Classes are finally over and it’s time for bed.  Tomorrow is another full day!

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This year, I’ve had the opportunity to take part in an exciting program that operates somewhat under the radar in the Princeton community -- the English Language Program (ELP). The ELP, which works mostly with graduate students, aims to help non-native English speaking Princeton students become more comfortable within the Princeton community. By pairing them with an undergraduate student for a weekly get-together, non-native English speaking Princeton students are able to gain confidence in their English language skills. Those meetings provide an opportunity for casual conversations about student life, holidays, sports, food or whatever seems relevant that week.

When I joined the program, I was paired with two STEM graduate students from China, Hui and Hauxi. Hui studies Molecular Biology and Hauxi studies Electrical Engineering. I’ve enjoyed getting to know them over the course of a semester. We’ve explored the various dining halls on campus, gone hiking on the towpath, discussed the major cultural differences between the United States and China and toured my dorm room (which didn’t take long).

We’ve had some fun meetings, talking about the “holiday season” in the United States and the various ways in which people at Princeton celebrate different holidays. As part of our discussion, we made and decorated delicious Christmas cookies, which we shared with friends. Then, we went to the Center for Jewish Life where we braided Challah bread for a local charity and lit Hanukkah candles.

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I look forward to my Thursday afternoon meetings with two amazing people who I may not have had the opportunity to meet outside of the ELP, a program that reinforces the powerful diversity of the Princeton community. 

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One of the most common reactions I get when I introduce myself and say that I am studying Mechanical and Aerospace Engineering is: "Wow, that sounds complicated! What is it like to study engineering?" I often don’t have enough time or energy to explain in depth what my experience studying engineering has been like or how my classes have shaped my thinking and way of approaching things; so I just say lazily shrug my shoulders and say, "It’s interesting but tough!" And while that is true, it does not really say much. My three years at Princeton have taught me a lot, and breaking down what the engineering experience is like is perhaps helpful for those trying to decide their majors or what they might want to study now!

Like all children, I grew up changing dream jobs every week and wanted to be everything from an author, dancer and scientist to a teacher. Yet, the one thing that stuck to me for the longest was an "arregladora," which is really a made-up profession that could be loosely translated to "a person who fixes things" -I came up with this career when I fixed a door lock in my childhood and found immense pleasure in it. As I got older I somehow became aware that such a profession already kind of existed under the mysterious name of an "engineer," so by the time I was applying to University I had already decided what my major would be. During my time at Princeton, making the connection between what we learn in class about eigenvalues or compressible flows and fixing things is often tough. But comparing my engineering classes to my other courses has allowed me to understand them much better, and studying a language at Princeton while pursuing an engineering degree has made me aware of many similarities!

An engineering degree starts just like a language class: you first have to learn the very basics. You can never construct phrases if you don’t know what verbs or nouns are. So my first two years were packed with classes on fluids, thermodynamics, fluid mechanics, dynamics and differential equations. And just like one gets bored of conjugating verbs but doesn't get bored of being able to understand native speakers use the language, I was growing tired of solving problem sets but not really being able to design a system to meet a real need. As I have taken more classes, I have moved from the "elementary" level classes to the "intermediate," and I will hopefully eventually reach the "advanced" ones. I am now taking classes with fancier names such as “MAE 342: Space System Design” or “MAE 427: Energy Conversion and the Environment: Transportation Applications’, and it is the concepts that I first had to learn that have become more apparent in the overall idea of engineering and its creative application.

Just like the more I studied a language the more I realized native-like fluency is an admirable goal but probably impossible, the more I advance in the completion of my degree requirements, the better I see how engineering is not aiming for perfection but constant improvement. It is an interesting field in which nothing is ever how we want it to be, just like I understand my Mandarin textbook but get lost when I hear the same phrase from a native speaker in rural China. I memorize the most important physical laws, but then they suddenly are not quite right when I am in the laboratory. I have come to really appreciate that uncertainty and the resourcefulness that it creates. Studying engineering has forced me to become less of a perfectionist but more perseverant, which I have found really helpful outside of classes, too.

If you also think being an "arregladora" or "inventora" is really cool, you should check out the engineering school!

December and January are arguably the busiest and yet most tranquil times on campus.

During reading period, there are no classes, so there are fewer people mulling about on campus. Some don’t even come back until Dean’s Date, the day when all classwork and essays are due. People go into hibernation during this time period and tuck themselves into cozy places on campus to start getting serious about studying.

My favorite study places include anywhere with lots of sunlight. The nook in the second floor of Frist Campus Center is always quiet and offers a beautiful view of the campus through a floor-to-ceiling window. The second or third floor of Firestone Library is also lovely because you can look out at the holiday festivities on Nassau Street.

My favorite place to study on campus during this time is the Chancellor Green Rotunda, a library tucked next to East Pyne, the building designated for languages and the humanities.

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Normally, the area around East Pyne and Chancellor Green is bustling with visitors and students and professors speaking in any language taught here. As a Comparative Literature major, it’s my favorite building. My friends joke sometimes that I live there.

The Chancellor Green Rotunda has a certain extra charm about it around reading period, though. It’s quiet. I can just settle my things into an empty carrel and spend hours thinking about Danish Dogme film and Thomas Mann.

Campus is typically a lively, exciting place. But December and January are months of contemplation and serenity where you can spend precious, uninterrupted hours delving into the things that you love.