The end of my sophomore year was a whirlwind — of work, packing, and emotions. Now that I’m home, decompressing from this academic semester, I have a better chance to reflect on my final months as a sophomore, and I find myself filled with gratitude and nostalgia.

In my last couple of weeks on campus, the sun finally made an appearance. This came after what seemed like the longest winter, and the happy weather filled me with some much-needed motivation. I found myself taking more walks with friends, hosting study picnics, and stopping to admire the nature around me every chance I got.

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The sunshine was a welcome break from the seemingly endless rainstorms that marked April. In fact, the long-awaited event of Declaration Day was filled with mucky rain. During ‘Declaration Day’, a keynote event for sophomores to declare their chosen major, I declared Comparative Literature, excited to acclimate to my small but stimulating department, and enjoyed the day racing around the mud to take pictures with friends.

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After that, the semester seemed to zoom by like a roller coaster: there was the last week of classes, Lawnparties, Reading Period, Finals, and, finally, move-out. During this Reading Period, I toggled between extensive studying and vast socializing periods. This period of the spring semester, specifically, is always bittersweet. You start to recognize that the people you see daily will be scattered worldwide for many months during the summer holiday. Although I had a lot of work to do, I devoted as much time as possible to being with friends. Whether it was day trips to New York, midday picnics, or study breaks to grab a sweet treat, this was the most fun-filled Reading Period of my Princeton experience. And it made the stress of finals a little more bearable.

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My last day on campus was filled with packing. I had 24 hours to pack my sweet dorm into boxes and garbage bags. I think this was the most wistful part of all. I adored my sophomore dorm and found myself waxing nostalgic for all the memories that would live there: late-night hangouts with friends, floor picnics, study sessions. My dorm served me well, and I was sad to leave it.

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More than anything, putting a bow on my sophomore year was more difficult than I thought it would be. This was the year that I finally felt like a true Princeton student. I found my community—socially and academically. I realized my passions; I pursued them.

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A bittersweet fact dawned on me in the middle of my drive home from the spring semester: I was halfway through my Princeton experience. And just as fast as the last two years rippled by, the next two surely would as well. With this realization, I’m doing my best not to take anything for granted and to cherish every opportunity to spend time with friends and learn in this community. It goes by fast, but I’m excited for the beauty the next two years will bring.

When I applied to college, I was curious what types of classes universities offered and the quality of lectures. In writing this, I hope prospective students see the value of a Princeton education and give it a chance:

This semester, I took POL 396: International Organizations, taught by Professor James Raymond Vreeland of the Politics Department and School of Public and International Affairs (SPIA).

Among students and faculty, this class is famous for many things — including but not limited to its incorporation of music (shoutout to Bob Marley and Adele!), prizes, and movie references. When students ask one another what classes they should take next semester, this class is high on the list. Often, over 400 students clamor in the early hours of course selection, hoping to get in. 

In the course’s reviews, this class has been dubbed “truly phenomenal” and a “rarity,” with several students emphasizing “TAKE IT!!!!!” (yes — with several exclamation marks).

In truth, there is nothing I can say that would add to these reviews, but I still feel an obligation to do so because this course was genuinely one of a kind. It’s the type of class where you walk in with absolutely zero expectations, then walk out asking yourself, “what just happened?”

Substantively, I learned details about international organizations in ways that I never would have conceptualized alone. Somehow, Professor Vreeland has managed to relate Adele to the “trilemma,” the Smurfs and Gargael to economic policy, and of course, Taylor Swift to the Bretton Woods institutions. 

More practically, I learned lots of useful skills as well — such as reading data tables and writing the perfect abstract for a research paper. And of course, with every class, Prof. Vreeland’s random selector taught us how to embrace public speaking with confidence. 

This class was unique because it emphasized the value of Princeton’s community. With every lesson, I was reminded time and time again that this was the type of class I wanted to take when I applied to college. As you learn about the difficulty of credible commitments and giving up sovereignty, you also learn how to work locally — with your neighbors, friends, and classmates — to make a tangible difference.  

It is a reminder that education can be fun and collaborative. Prof. Vreeland’s emphasis on engagement, introspective reflection, student well-being, and the capacity to make a difference reiterated the value of an undergraduate education. This is the type of class where the unspoken lessons are just as important as the spoken ones.  

When I first heard that Princeton requires all A.B. students, or those who plan to earn a Bachelor of Arts, to obtain — at minimum — a 107/108-level proficiency in a foreign language, I just felt bummed out and a little frustrated. Up to that point, I had already taken three years of elementary Spanish and thought my foreign-language time had peacefully come to an end. Well… I was wrong. So, after taking Princeton’s Spanish placement test during my pre-frosh summer, I grudgingly signed up for Spanish 101 and sighed at the thought of the three long semesters ahead of me — side note: I actually placed into Spanish 102, but that was just because of my lucky guessing skills! ;) 

Spanish 101 was my very first class at Princeton. As I walked into that McCosh Hall classroom, I honestly felt like Dorothy experiencing the Land of Oz for the first time, not just because I was entering my first class on my first day of college, but mainly due to the daunting narrative I had created in my head: “This is Princeton-level Spanish; this is not rural high-school Spanish where you may spend a whole month or two trying to master a set of vocabulary or reviewing one verb tense.” Needless to say, I was hesitant of “Princeton Spanish,” having no earthly idea of what to expect and not really knowing if I wanted to find out.

Upon meeting and getting to know my professors and classmates, though, all my fears were thrown out the window. My Spanish 101 class consisted of two professors, with one in charge of teaching the first month of class and the other one leading from then on. Both of my professors were from Spain and did a phenomenal job at teaching us beginners the foundations of Spanish, like the alphabet, common verbs, and common cultural customs. They were well aware of our toddler-like level of comprehension and were always very encouraging of us, helping us to not only notice our mistakes but to also genuinely learn from them. Thus, as my classmates and I grew to embrace our imperfections, we simultaneously grew closer to one another. In Spanish 101, most conversations revolve around personal interests and day-to-day routines, so as classes went by, my classmates and I gained a stronger understanding and appreciation of both Spanish and each other. By the end of the semester, I had developed a real desire to know Spanish, not just seeing the language as a “requirement” but rather as a radiant world of growth, and I know that is largely thanks to the wonderful professors and classmates who continually challenged and supported me. 

Now, as freshman year comes to a close, so does my time in Spanish 102. Spanish 102 has been just as impactful and family-like as Spanish 101 and more! Because we are now no longer toddlers, our Spanish 102 classes are taught solely in Spanish. I can gladly say that my ability to both comprehend and speak Spanish have substantially improved through the immersive environment of Spanish 102. Every week, we take part in an “improvisational exercise” where each of us is assigned a role and has a one-on-one 10-minute conversation in Spanish with another classmate who has an opposing role — role A with role B. The role-A students do not know the situation of the role-B students — and vice versa — so there never fails to be lots of laughs! I always enjoy these exercises because they enable us to practice recently-covered vocabulary and grammar in a fun yet instructive manner. As a result, just like Spanish 101, I have so much love and gratitude for my Spanish 102 peeps! My outstanding professor is from Mexico, and my classmates are from diverse backgrounds and are involved in a range of activities across campus. I am beyond grateful for the progress and memories I have made through my Spanish 102 class. 

So, if you cannot tell, my perception of Spanish has changed drastically since arriving at Princeton. What I once saw as “three painful semesters,” I now see as “three transformative semesters.” I have enjoyed my Spanish classes so much that I am even considering studying abroad next year in a Spanish-speaking country or possibly minoring in Spanish! Who would have thought that a language requirement of all things would open up a whole new avenue of interest?

Learning a new language, as my professors say, is a “productive struggle.” I still have a great deal to learn, and regardless of where I end up in my Spanish journey, I will always be thankful that Princeton helped me reconsider an area of interest I was ready to leave behind. 

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.

During my time at Princeton, I’ve taken many engaging classes, but one that truly stands out is Congressional Politics (POL 324). Taught by Professors Lee and Oldham, this course was especially compelling as it simulated the workings of the Senate. The first six weeks included traditional lectures and discussions, but the second half shifted to a full-fledged role-play simulation. Each student took on the role of a senator, joined a committee, and had a detailed set of responsibilities. We conducted committee meetings during precepts and engaged with our peers and constituents through Slack, which served as our version of Twitter. This experience was unlike anything I had encountered before. Prior to this course, my understanding of Congress was quite limited, but by the end, I felt significantly more informed and engaged with the legislative process than I ever could have anticipated.

In this class, my role was to be senator of Hawaii which meant I was responsible for representing my constituents and securing policy objectives that best met their interests; I was also on the education committee and directly oversaw bills under this jurisdiction. In the six weeks I played as senator, I frequently “tweeted,” proposed several bills, and voted for numerous amendments, all while working alongside other fellow senators. I also spoke on the “floor” of the Senate (a classroom in Robertson) and truly embodied what it meant to be a part of Congress. In fact, one night, I vividly remember leaping out of bed in response to a Slack notification, scrambling to write an “amendment” before our “session” (class) the next day. To this day, that notification sound still haunts me!

I do not think any class will ever compare. Pol 324 was truly one of the most defining classes that I have taken at Princeton. Indeed, other than being able to truly immerse myself in the inner mechanisms of Congress, I was also pushed out of my comfort zone. I learned how to articulate my thoughts, work alongside others, and also venture into uncomfortable spaces. Moreover, since part of this experience required learning how to navigate complicated and sensitive situations, as actual Congress members do in the real world, I learned how to approach these moments and not shy away from making my beliefs known (even in a fictitious setting). Due to the experimental and candid nature of the class, it felt comforting to get close with my classmates and my professors. Indeed, as we all navigated this new experience, it was amazing seeing the patience we employed to one another and the common fascination we shared in witnessing how concepts discussed in class played out in the simulation.

As a Politics major—and even more specifically, as a Politics major who is also a Peer Academic Adviser (PAA)—there is one question that I find myself answering quite frequently. Whether I am at the Academic Expo hosted during orientation, one of the various PAA-led academic advising fairs, or even in casual conversation with my non-Politics major friends, I am guaranteed to be asked the following question: “So what’s the difference between Politics and SPIA?”

Every year, many students generally interested in political science find themselves choosing between the Politics Department and the School of Public and International Affairs, otherwise referred to as SPIA. Although both departments have their own respective benefits and display a considerable amount of overlap, the distinctions that do exist between the two ultimately lead dozens of students to choose one over the other every year.

The most common response given to curious students is that Politics is a more “theoretical” major, whereas SPIA is more “practical.” To this day, I am often guilty of responding in the same way—at least initially. In my view, this is a vast oversimplification, but it begins to hint at the difference between the ways that each major approaches the political realm. Courses and research in the Politics Department tend to focus on the “why” questions behind politics, often inquiring into the reasoning behind state and non-state actors’ political actions. In a sense, the field of Politics seeks to explain why political life is the way that it is. For example, in a course that I took about authoritarian regimes, we sought to understand the constraints and enticements guiding the decisions taken by authoritarian leaders. Although SPIA students are also required to take some courses within the Politics Department, a bulk of the work associated with the major focuses on applying interdisciplinary knowledge to policy suggestions. Here, the focus is less on the why, and more primarily directed towards the question of what to do differently. Thus, dividing the two majors based on theory and practicality is a bit of a misnomer—policies are built on theories, and theories have practical applications. But the work that is carried out ultimately does emphasize distinct themes.

Other things to consider between the two majors are differences in requirements, flexibility, and department sizes. As briefly mentioned above, SPIA takes a largely interdisciplinary approach. This means students are required to take courses in a variety of fields—politics, economics, psychology or sociology, statistics, and more. This also means, however, that there are more structured prerequisites and core classes for SPIA majors. Politics majors are really only required to take classes within the Politics Department, and there is only one truly required research course taken junior fall. Independent work also looks differently for the two majors, with Politics having one shorter research prospectus in the fall and one longer research paper in the spring. SPIA majors take a research seminar in one semester, and join a policy task force during the other—each has an associated research paper. Both write a senior thesis. Perhaps the last main difference between the two departments is in their sizes. In the Class of 2026, almost twice as many sophomores declared SPIA as their major compared to those who declared Politics.

Politics became the obvious choice for me after taking a political theory class my freshman spring, as well as after considering how much department size mattered to me. I also realized that, despite the obvious importance and value of more directly influencing and writing policy, I had no interest in actually doing so from either an academic or career standpoint. 

Both majors are great choices for students interested in political science. It just so happens that, for me, Politics was the best choice, and I wouldn’t have it any other way.

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My sophomore classmates and I celebrated Declaration Day this past April. After we declared our majors, we gathered on Cannon Green, and took pictures in front of our department banners. Needless to say, it was a beautiful way to finish the Spring 2024 semester. 

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Declaring African American Studies was filled with several plot twists. I initially came to Princeton as a prospective English major. Yes, I was that voracious reader who spent hours immersed in fictional worlds. As I got older, I would write as a form of activism at my predominantly White high school. It only made sense that if I wanted to pursue writing full-time, an English degree was the way to go.

That all changed when I took my first African American Studies/Philosophy class, “Race, Racism, and Racial Justice,” with Professor Lidal Dror my first year. We would discuss whether race is a social or biological concept. We would read about long standing racial justice issues like reparations, affirmative action, and racial profiling, all of which further informed my activism. I walked away from every lecture eager to continue these difficult, yet necessary conversations with my classmates. 

One must take five African American Studies classes to complete the certificate. But I knew five classes wasn’t enough to satisfy my thirst for Black knowledge. I wanted to go all the way – Junior Paper, Senior Thesis, Senior Colloquium – because the field became my special interest.

Additionally, the Undergraduate Board of Advisors (which I am now a part of) inspired me. Despite majoring in the same field, they were committed to different paths. One student merged their interests in race and computer science through her independent work. Another student aspired to be a photographer. And still another student wanted to work at a museum. At that moment, I realized that I would not have to choose between my academic and creative work. The African American Studies department would hold space for me to merge the two together, so I can produce the best independent work possible.

As much as I loved the department, I made a brief detour to Anthropology in Fall of my sophomore year. I thought my parents – who thought African American Studies would leave me unemployed – would find it more acceptable. Although I did well in my Anthropology class, the readings did not excite me compared to my African American Studies readings. I was not looking forward to doing fieldwork, either, which is required for the Anthropology Senior Thesis. 

More than anything, I missed studying my special interest. Returning to the African American Studies department feels like returning home. No matter how many times I switched my major, the professors and students have always welcomed me back with open arms. And just like the books I read as a child, our readings gave me a new purpose as a writer: to tap into Black joy, love, healing in my work. My department is just the beginning.

Last semester (Fall 2023), I had the privilege of studying abroad at ETH Zürich in Switzerland. My experience exceeded my expectations in so many ways, and it’s hard to understate my gratitude for Princeton’s support in making this long-time dream a reality. Attending a United World College, an international boarding school, in Freiburg, Germany for Grade 11 and 12 gave me a taste of how enriching being abroad and making friends from across the globe can be, so I kept an eye out for opportunities to study abroad when applying to college. 

During my first year at Princeton, I researched the study abroad options available to students in Molecular Biology and Neuroscience, the concentrations I was most interested in. ETH Zürich drew my attention because I was interested in returning to the region to travel (which COVID had prevented during high school), experiencing the immersive laboratory courses, and practicing my German. I met with students who had studied abroad at ETH, exchange students from ETH at Princeton, and a study abroad adviser at the Office of International Programs, all of whom were eager to share their insight and answer my questions. The application process was straightforward and easy to navigate, and around this time last year, I found out I would be at ETH in the fall!

After a busy summer of cancer research followed by a lovely month at home, I seemed to suddenly find myself in Switzerland. I arrived on a Sunday, and I wasn’t quite prepared for how disoriented I felt. On my way from the airport to the apartment, I was quickly reminded of the fact that most stores, including grocery stores, are closed on Sundays. I received my key to the apartment and then sat on the bed and stared at the wall, wondering what I had gotten myself into. Had I made the right choice to leave the comforts and convenience of Princeton?

With some luck, I managed to get to campus and find my classroom for my first pre-semester German class the following morning, and slowly, with the help of other exchange students and ETH students, I learned how to navigate the public transit system, save money on groceries, and sort my recycling in a country where even paper and cardboard go into separate bins.

Academically, ETH was quite different from Princeton. I took two German classes, one ethics lecture (which counted toward Princeton’s Ethical Thought and Moral Values distribution requirement and my minor in Global Health and Health Policy), three biology lectures, and two biology labs. The lectures met once a week for about 90 minutes, which was our only chance to interact with the professors. Grades for lectures were based entirely on the final exam, which took place between late January and early February. Not having homework or midterms freed up a lot of time in the evening and on the weekend. I enjoyed cooking and reading for pleasure, things which I was rarely able to do during previous semesters at Princeton. Each lab course took place during one of four 3.5-week blocks. The labs met Tuesday afternoon, and all day Wednesday to Friday. I took two labs, meaning that for half the semester, I only had my Monday and Tuesday morning lectures. This schedule, combined with not having assessments during the semester, gave me the opportunity to travel to over 20 different cities in 10 countries. I was able to visit my high school friends and teachers, meet a friend from Princeton in Paris, host friends from Princeton and my hometown, and explore new cities with one of the other Princeton students studying abroad at ETH. Looking back, these trips were definitely what I remember most from the semester. 

The semester also brought its share of challenges. The lack of office hours and precepts made it harder to access professors and made me feel more anonymous than I did in the large classes I have taken at Princeton. Without the motivation of problem sets and exams, I found myself pushing off reviewing for my finals until the few weeks before my exams, which also happened to overlap with the start of Princeton’s spring semester. I was able to take my abroad course finals on campus at Princeton, but this meant doubling up on studying while the new semester was underway. Socially, it could be difficult to make friends and feel integrated into the school as an exchange student, although I was lucky enough to become friends with a few of my classmates and a student I met on a social run. One thing I particularly struggled with was the short days and almost constantly gray skies in November. I was in my second lab course during this time, which meant I barely saw any daylight, then proceeded to spend my evenings alone in my room without much to do. All in all though, I enjoyed experiencing a very different educational system and observing which parts of it I appreciated. I’ve noticed upon coming back to Princeton that I’m prioritizing work-life balance more than before, making the time to exercise, cook in my co-op, 2D, and attend fun events with friends on the weekend like basketball games and movies sponsored by the Undergraduate Student Government, Davis International Center, and various clubs on campus.

Whether you’re a prospective student curious about studying abroad or a current student wondering whether it’s right for you, I highly encourage you to consider it! I have learned so much about life beyond my own experiences, become much more independent and adventurous (not to mention adept at planning trips), and returned to Princeton with excitement and a fresh set of eyes. What has surprised me most has been how many people I recognize walking from place to place and how easy it is to grab a meal with someone to catch up, both of which make me grateful for Princeton’s small student population and campus-centered student life. I would be more than happy to share more about my experience or answer any questions at the email listed in my bio! 

A hallmark of the Princeton experience is the senior thesis, a culmination of the past four years of your academic work and interests. All students, with the exception of BSE Computer Science majors, have to write a thesis before they graduate, though many BSE Computer Science students also choose to write one. As the weather begins to warm and more and more students make their way outside to bask in the sun, more and more seniors will make their way into the depths of Firestone Library, eagerly anticipating the day that they enter PTL (Post Thesis Life).

All departments also have their individual deadlines for the thesis, and at the time of writing, there are some students who have a month left till they have to submit, and others, such as me, who have nearly two months left. My thesis is due on April 24th, both a blessing and a curse because it means I have enough time to finish it, but also that I will be working on my thesis up to the last day of classes. 

Though everyone has a different process, I have found that the best way to approach my thesis is to work on a little bit of it every day. Initially I told myself that I would write a bulk of it in one day (say 5 pages), which became daunting, but not so much if I just spaced out those pages over the course of a week. I am also helped by the fact that my thesis is not that long, at least in comparison to some of my friends. As an East Asian Studies major, my thesis has the minimum length of 60 pages, and my adviser specifically requested that mine not exceed 80 pages. I have found this length to be quite manageable, while at the same time I have become a lot more intentional about all of the words I am writing, as I know I will not be able to keep all of them. 

Currently, I have a thesis draft due on the Friday of midterms week, March 8th, and am mostly done with all of my writing for that draft. Afterwards, there are no more ‘checkpoints’ offered by the department I have to work towards, which means that I will be largely left on my own and will be responsible for keeping myself on track. The good thing is that I will not be alone, as my friends will also all be working towards their final thesis submission. I expect many days in the basement of Firestone Library together, but all working towards the sweet day where we will exit the library, having passed one of the most important milestones of the Princeton experience. 

As an AB senior, you are required to enroll in at least six classes and a minimum of two classes per semester. This means you can either take four classes in the fall and two in the spring, or three classes each. I took three classes my senior fall, so I now have to take three classes in the spring on top of my thesis. 

The general expectation is that your spring semester classes are an opportunity to take fun classes you never had time to fit into your schedule, or to finish up last minute distribution or major requirements. I have friends enrolled in breakdancing classes who have never danced before and others who are using the last semester to fulfill all of the remaining requirements for a minor they decided they wanted to pursue their junior year. 

For me, I have found that it is a mixture of both. As a result of studying abroad in the spring of my junior year, I still had to fulfill a language requirement for my major, East Asian Studies, which is why one of the classes I am taking is KOR 407: Readings in Modern Korea II. I also wanted to make sure that I took the opportunity to take classes I wouldn’t be able to take once I left Princeton, which led to my songwriting class ATL 496: How to Write a Song. In that class, the professor assigned us random songwriting groups every week, and we all have to come up with a 2-3 minute song. I, along with half of the class, have no songwriting experience, but the class is becoming a safe space for me to experiment and try new things.  

Finally, I wanted to finish my last semester at Princeton by taking a final class within my department. I had not taken an East Asian Studies class since my junior fall, and had never had the opportunity to take a class on Korea specifically. Therefore, I settled on my final class: HUM 234: East Asian Humanities II. The class splits readings each week between Korean and Chinese authors, with guest lecturers covering readings on Japan. 

Thus far, I feel that I have found a perfect blend of a fun and academically fulfilling semester, where I can spend a couple of hours a week writing a song with my peers and then immediately pivot to reading novels from my home country. 

Though there may be pressure at Princeton—whether the pressure is to be having fun senior year or to be constantly doing academic work—I feel like I have found the perfect balance, and am excited to finish my Princeton career strong.