The search for my final summer at Princeton is finally starting and I couldn’t be more conflicted. While my finance, consulting, and engineering friends already secured their internships, I find myself with a big question mark over my head. Princeton, because of its vast array of opportunities, makes it so hard to decide what’s the best way to spend my last summer. The biggest challenge is not finding something to do but deciding on one thing. Do I continue to research with the lab I’m currently doing my independent work with? Or do I apply for another international internship and spend my summer in a new country? Perhaps, I should stay within the US and intern at a non-profit organization through Princeton Internships in Civic Service (PICS). When people say there are endless opportunities at Princeton, they aren’t lying. As I navigate my choices, I realize I'm preparing for what comes after the orange bubble. It's about equipping myself with skills, experiences, and memories that will shape my career and how I will remember my time here. I decided to do a bit of a rundown on the people at Princeton I reached out to help guide my search. 

Professors 

Seminars are one of my favorite class formats at Princeton and I’m currently taking a seminar called “The Psychology of Adversity.” Prof. Rebecca Carey is teaching the course and she is also my advisor for my junior paper. One thing I love about being a part of her seminar and lab is moving from the seminar room to our lab room. I love talking with her about our discussion topics from class and also hearing her insight about doing research. Soon, I’ll be meeting with her to discuss general questions regarding her journey applying to graduate school and her experience throughout. I love to sit with anyone who has the time to talk to me about their experiences because it allows me to gather different perspectives and within that, figure out which route I’d like to take. 

Alumni 

The Princeton Psychology Society recently had a Career Expo where students were able to meet various professionals in the field of psychology. The goal of the event was to have an informal discussion surrounding various career paths and create connections with alumni who were invited to speak. I was excited to talk with an alumnus who was a Licensed Clinical Social Worker (LCSW), self-employed in private practice. Her path to landing as an LCSW was very interesting and it taught me that there is no linear way to achieving my end goal. While I might be trying to find the best way to become a practicing psychologist, her experience shows that I don’t have to be too worried about making all the right decisions. 

Career Center 

The Career Center is such a useful resource for anything related to career planning. I’ve used the resources multiple times whether it be for finding a winter break internship (aka Princeternship, read about mine here), guidance regarding graduate school and this time around – to find a summer internship. I remember my first time stepping into the office, I was a sophomore already worried about graduate school. Now, I’m still worried about graduate school but I’m more focused on what this summer means for my applications. Taking my degree into consideration, the staff at the Career Center advised me to continue with research as that’s a typical route for those applying to graduate school. They also offered other suggestions such as working with children in a camp setting or finding open positions on Handshake (an internal Princeton platform for exploring internal resources and external opportunities). 

At the beginning of the year, in most seminars or precepts, professors will have students introduce themselves with their name, year, and major. It felt so weird to say “Hi, my name is Melissa, a junior majoring in psychology and minoring in Latino Studies”. Time at Princeton truly flies by and I couldn’t believe that I was already halfway through my time here. Junior year definitely comes with its own sets of challenges, it is the year all A.B. majors begin their junior independent work. For psychology majors, it is recommended that students find their own advisor that aligns with their research interests. So I began the search for an advisor and lab.

I instantly fell in love with the Adversity and Relationships in Context (ARC) Lab. The research topics were fascinating and thought-provoking and I immediately knew I wanted to be part of it. Even during my interview which is usually meant to be nerve-wracking, the lab manager and graduate student interviewing me opened up with a silly question: pancakes, waffles or french toast? (I obviously answered french toast.) This immediately told me everything I needed to know about the environment of this lab and made me very comfortable for the rest of the interview. When I received the email inviting me to be part of the ARC lab, I couldn’t have been happier. I was both excited and nervous about starting the work that so many upperclassmen talk about. 

We are now halfway through the semester and I’ve just completed my midpoint presentation for my junior paper. Psychology majors have two junior papers, one in the fall and one in the spring. The fall paper I’m working on is a literature review where I look through various articles on my research topic and it's meant to be around 10-20 pages in length. To check on the progress of our research, the psychology department conducts a presentation with a group of four to six psychology majors and a faculty member. While not intended to be a stressful check-in, I couldn’t help but be nervous leading up to the presentation. I had done an extensive review of the literature but I also remained undecided of what I really wanted to focus my research on. My friends who are also majoring in psychology were so helpful during this process. They were able to listen in and help me brainstorm ideas while also providing some insight into explaining my topic to an audience that may have never heard of it before. 

Alongside the support from my friends, being part of a lab is one of the best things about working on my junior paper. While I love the cozy and familiar nature of working with everyone in the ARC lab, I also value the experience and knowledge they’re able to use to help orient my research. Before my official presentation, my lab had all juniors present as a practice round to get some constructive feedback. I think this was one of the most useful aspects of my lab experience because they were able to provide me with specific advice about my research and gave me useful pointers that I can use as I continue to work on my first junior paper. After we had those practice presentations, my lab hosted a lab social! We made pizzas, decorated cookies and some people even painted mini pumpkins. 

Even though balancing my coursework, extracurriculars, and independent research can be difficult, I'm grateful for my support systems. They remind me to take breaks and enjoy life in between. I would love to say that independent work is simple or easy but instead, I’d rather say it presents a challenge that forms my academic career at Princeton. Everyone here is working on such innovative research, we’re learning how to be independent and creative while also having guidance from some of the leading researchers in our fields. I just know that these experiences will be markers of my future success in the field of psychology and also form an integral part of who I am.

I recently celebrated one of the most exciting days for a Princeton student this past April: Declaration Day! This day is when rising juniors “declare” their concentration (Princeton’s version of majors!). Everyone wears their traditional class year sweaters and gathers on Cannon Green to take pictures in front of their department banners. As you can tell from the featured photo, I declared… Anthropology! I’m super excited about my decision, but it certainly isn’t one I came to super easily. Let me tell you about my journey:

Going into my freshman year, I originally thought that I was going to concentrate in Sociology. Truth be told, I wasn’t even really sure what sociology really was, but after perusing the department’s website, it seemed to align with a lot of the fields I was interested in exploring: education, media, non-profit work, etc.

Long story short, I didn’t love it. Sociology just didn’t seem like the right fit for me, perhaps because it wasn’t as people-centric as I’d hoped for. The faculty were really helpful and the courses were interesting, though, so I could definitely see myself taking more classes in the department just for fun.

Following this, I was unsure of what to explore next until a friend of mine suggested that I take a psychology class with her. She was definitely going to be a PSY concentrator, and it was always a field that I was interested in learning more about. So I agreed! I started taking classes like PSY254: Developmental Psychology, PSY309: Psychology of Language, and PSY251: Quantitative Methods. It was the last of these three, a statistics class that was a prerequisite for declaring the concentration, that made me realize why psychology wasn’t a good fit for me either. The field required working with programming languages like R and lots of data visualization and analysis. I’m personally not a huge fan of math or statistics, so I found doing this quantitative work wasn’t as interesting or rewarding for me as qualitative work I experienced in other classes. Having explored two majors now with no luck, I didn’t know where my studies were going to take me.

Enter: Anthropology. As with sociology, I hadn’t really heard of what anthropology was before coming to Princeton. But I had taken two ANT courses during my freshman and sophomore years: ANT311: Food, Culture, and Society and ANT201: Introduction to Anthropology. The former, I absolutely loved! It was taught by Professor Hanna Garth and involved a lot of hands-on activities, such as the one day when we had class outside and did a series of taste testing! Unlike psychology, anthropology also afforded me the opportunity to do a lot more personal, people-centric work. For projects, I got to interview students on campus and family members, as well as conduct human observations for research. All of this felt much more fulfilling and made me excited to learn.

As Declaration Day approached, I was still weighing the pros and cons of each of these three concentrations. Something that I did to help me to make my ultimate decision (which I suggest every student do!) was attend the various open houses for each major. During the spring semester, this is something that every academic department does to help students (not just sophomores!) learn more about each concentration. After going to the ANT, PSY, and SOC open houses, I knew what I wanted to do. Call it a gut feeling or a good vibe, but I really felt like the ANT open house solidified for me that this was the concentration for me. So, on April 14, 2023, I declared Anthropology and haven’t looked back since!

All this to say, you by no means have to come into Princeton knowing exactly what you want to study. In fact, college is the perfect time for students to do the exact opposite: explore! Test out multiple different concentrations and certificates, take classes that genuinely interest you, and find what you’re truly passionate about. Who knows? Maybe you’ll end up majoring in something you’d never even heard of!

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This semester, I had the incredible opportunity to spend seven weeks in Kenya with the Ecology & Evolutionary Biology department’s Semester in the Field program. 

The program involves taking four courses, each for three weeks, in subjects ranging from Biology of African Animals and Ecosystems to Terrestrial Paleoecology (basically trying to understand what ancient ecosystems looked like). Since I went abroad as a senior (most EEB students go abroad during their junior spring), I was there for the first two classes and returned to campus after spring break to finish my thesis. 

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Nothing I could have imagined compared to the feeling of waking up to the sound of birds chirping and monkeys calling to one another right outside my tent every morning. To be so immersed in nature was indescribable. We saw endangered Grevy’s zebras and African wild dogs, of which there are only a few thousand remaining in the world, as well as lions, hyenas, rhinos, and elephants. In the first week alone, we saw 35 different species of mammals! 

The classes I took provided amazing opportunities for hands-on fieldwork. During the first course, we planned, executed, and analyzed data for four complete research projects — in just three weeks! It was definitely fast-paced, but I came out of it with a much greater understanding of the scientific process, and I’m so grateful for the experience. 

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One of the best parts of going to Kenya was the people - the 10 fellow Princeton and Columbia students I traveled with, our professors and TAs, and the Kenyan researchers, staff, and community members we got to know during our stay there. We bonded over trips to overlooks to watch the sunset after a game drive, games of soccer and darts at the research center (which we often lost), and most of all, our climb of Mount Kenya during spring break (I credit the bond between us as the reason we somehow all made it to the summit!). 

Going to Kenya was the best experience of my life so far, and I can’t recommend studying abroad enough. As sad as I was to leave Princeton’s beautiful campus and all my friends there, it was so worth it to get the chance to experience new places, cultures, and ecosystems with such an amazing group of people. If I had one piece of advice for anyone considering studying abroad, it would be to just go! You never know where it can take you. 

A ray of sunlight peeks through the window and your alarm clock rings for the fifth time. You wouldn’t be caught dead waking up this early in the morning normally, but it’s fall course selection time and it's an inevitable part of the process. Slowly, you rise up from bed and anxiously open your laptop to TigerHub. You remind yourself that today you are waking up this early so you have the luxury of sleeping in next year. Hours spent perfecting and curating the best schedule can all turn to dust if you don’t press enroll right at 7:30 a.m. I’ll take the story back a few weeks so you can have a clearer picture of my course planning process. 

Princeton usually releases courses for the fall semester a few weeks before course selection (this year course selection runs April 18-20). Depending on your year, you may go about course selection in a variety of ways but I’ll be speaking from the perspective of a rising junior who plans to major in psychology. So far, I’ve completed all my distribution requirements and pre-requisite courses for my major. As an A.B. concentrator, I had to take 11 general education courses to fulfill all of the distribution areas (not including the writing seminar and the foreign language requirement). All of the courses I’ve taken so far have been genuinely interesting; some I may not have anticipated taking before entering college, but nonetheless I’m glad I was able to expose myself to different areas of study. Meanwhile other courses, I can’t imagine a life without: LAO347: "Latinx Literature and Film", ANT308: "Empires of Debt" and AAS201: "African American Studies and the Philosophy of Race."

You need to have a game plan when you go into course selection. First, you should identify which courses you need to take for the semester. This usually includes prerequisites for your major or certificate. I need to take PSY300: "Research Methods in Psychology" because it is advised that I complete it before the end of my junior year and it's only available in the fall. I add that to my course planner on TigerHub; some students use ReCal (a course planner website made by Princeton students) but TigerHub is easy enough for me. Once I have that time sectioned off, I can begin to work my other courses around it. I use the Princeton course offerings advanced search feature to look for days and times that are convenient for me and browse through courses that I might be interested in. If I’m being honest, there’s no perfect way to find your courses. Sometimes I’ll search through all the subjects hoping that something interesting might pop up but usually I look under areas I’m interested in. My go-to subjects are Psychology, Latino Studies and Gender and Sexuality Studies. 

While this is not a required step, I like to ask my friends about any courses they might be taking next semester. There’s nothing better than entering a lecture hall and having someone already saving a seat for you. I also think it's helpful to have someone to bounce scheduling ideas off of and get a second opinion, so definitely make it a group effort, it’ll make the whole process seem less stressful. Since I am trying to complete a Latino Studies certificate, I look for classes that fit my time frame and that I think would be interesting. I found SPA250: "Identity in the Spanish-Speaking World" which has a really cool description. Then, I check out the requirements and grading system. I see that there are no exams and that I’ll be mainly graded on participation, papers and presentations. I tend to steer towards classes like this because I’d rather write papers than take exams. Other people prefer the opposite so there’s definitely a variety of classes that can fit either preference. One cool thing about this course is that there is a mandatory travel component where we would travel to Puerto Rico during fall break. 

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Once I have planned a first-choice list of courses, I also search for backups. This is especially important for small class sizes like seminars, which tend to fill quickly. I also keep in mind the following tips:

1. Timing: Think realistically about when you will wake up in the morning. Don’t register for an 8 a.m. if you’re more likely to be up late. If you’re a morning person, then go for it! 
2. Lunch: Make sure to give yourself breaks for meals. Dining halls are only open for lunch between 11:30 a.m. and 2 p.m., but you can always grab a late meal at Frist. 
3. Reviews: Look at course reviews on Princeton Courses, these are all student reviews that really help put classes into perspective. 

With course selection coming next week, I am well prepared to pick quickly. Once I'm done, I'll be right back under my covers until the alarm for my 11 a.m. lecture!

What do molecular biology, poetry and the sociology of war have in common?

Frankly, not much, though they are all classes that I have taken in the last two years.

At Princeton, you are expected to take courses which enable you to explore departments and topics different from your own chosen field of study. In addition to taking a writing seminar during my first-year and fulfilling a language requirement, students completing a Bachelor of Arts (A.B.) degree must take courses across eight different distributions, including Ethical Thought and Moral Values (EM) and Quantitative and Computational Reasoning (QCR). 

This system of Distribution Requirements, also known as general education requirements, is meant to give students a large degree of academic freedom as opposed to requiring very specific courses such as is common at other institutions. Additionally, the encouragement to pursue a variety of courses leads to a degree of well-roundedness which gives students both a greater respect for other fields and a greater understanding of the limitations of their own field. I believe this is something that is unique to the Princeton experience, and something that enables tremendous growth as a scholar.

As someone pursuing an A.B. degree in Politics, I have never felt limited by my primary department’s requirements. Like many of my classmates, I am someone who has more than one academic interest, and I am thankful that I have been able to explore such a wide range of subjects in a way that does not make these distribution requirements feel burdensome. Rather, the exposure to many disciplines and forms of thinking has allowed me to approach all of my courses with a fresh perspective that draws from this broadened pool of knowledge.

Last semester, my schedule included a class from the molecular biology department, From DNA to Human Complexity, and another in the sociology department, The Western Way of War. This meant that on Wednesdays, I spent the morning discussing the sociology of how war is waged by the Western Hemisphere, and in the afternoon, I got to perform lab experiments highlighting key ideas regarding genetics. This was a fun experience alongside the classes I was taking towards my major and certificate. By now, I have taken classes in departments that I never would have thought to explore otherwise, such as linguistics. Even in a field so different from my own, I was able to explore questions of cultural identity that still deepened my understanding of the world around me.

As I prepare to begin the spring semester of my sophomore year and approach the date to officially declare my concentration, I am excited to continue taking advantage of the unique intellectual playground at my disposal.

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. 

This past semester, the last day of class was Friday, April 22nd, but my last final exam was on Sunday, May 8th. What happens in the nearly three weeks between the end of classes and the last final exam?

The answer is reading period and finals period, a time for students to write their final papers and prepare for exams. Compared to other universities, which often have reading periods of only several days, Princeton has a lengthy stretch of time between the last class and final exam. I've found, though, that I really like having this extended reading and finals period. It allows me to carefully review all the material, and I can master concepts that I didn't fully grasp on the first pass during the hectic semester.

Reading period spans the week from the day after the last class through "Dean's Date," when all final papers and final projects are due at 5 p.m. Most students spend the reading period completing these assignments, and there are a number of amusing Princeton traditions that occur just before the deadline. One tradition, for instance, is the late-night "breakfast" in the residential colleges occuring at around 10 to 11 p.m. on the night before Dean's Date, in which all the dining halls open and offer a full breakfast buffet to hungry students struggling to debug their code or flesh out their concluding arguments. This is followed by a rather unusual event: at midnight, students will gather outside their dorms and collectively scream for a full minute, from 12:00 to 12:01, to let off steam and pent-up frustration. The scream has different titles at the different dormitories; Whitmanites gather in the courtyard for the "Whitman Wail," while outside of Holder Hall you'll hear the "Holder Howl." While somewhat dramatic, the scream shows you that you're not alone in feeling a little strained at the end of the semester. Everyone is feeling the stress of putting their best effort into their final assignments, but everyone also takes comfort in knowing that soon their work will be complete and submitted.

At 5 p.m. on Dean's Date, the Princeton Band plays celebratory music and food trucks arrive to feed hungry, exhausted students outside McCosh Hall. Your assignments are complete!

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Then it's time for final exams. The day following Dean's Date is the beginning of finals period, which lasts about two weeks. Each class is assigned a specific exam window during the finals period so that no two classes will have conflicting exams. The lengthy finals period means that you'll likely have several days between exams, which is useful in allowing you to fully prepare and feel ready for each one. Many classes continue to offer office hours and review sessions during reading period and finals period, which allows you to get help studying topics that you don't remember or never quite fully understood. Then, after taking your last exam, the semester is officially over! You then have a generously long winter or summer break to rest and rejuvenate before starting your next set of courses.

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. 

On a recent Friday, as I was walking back from Cannon Green with my friend Kelvin, I was approached by a curious graduate student. "Do you know what's going on over there?" he asked, referencing the festivities on Cannon Green.

"It's Declaration Day," I replied. "The Class of '24 announced their majors, so they're taking photos in their class sweaters in front of the banners for their majors."

"Wow," he said. "That's so extra."

I laughed and chatted a bit more with him before walking away. It occurred to me that the Princeton Declaration Day tradition is peculiar and maybe a little "extra," but it was enjoyable nonetheless. In the spring of their sophomore year, students receive a black knit sweater with their class year in knitted orange block letters. On "Declaration Day," after all students have declared their concentrations, students gather on Cannon Green behind Nassau Hall to pose for photographs in front of the banner of their department. Engineering (B.S.E) students declare their concentrations midway through their second semester, but Declaration Day occurs after arts and sciences (A.B) students declare, which is midway through their third semester. 

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I applied to Princeton as a Civil and Environmental Engineering major, and CEE indeed ended up being the department I'm concentrating in. After taking several classes and conducting research in the department, I knew that tackling environmental engineering problems is what I'm most passionate and excited about. My experience is by no means common, though, as many students decide to concentrate in an area other than what they anticipated when they applied. The first semester and a half (for B.S.E students) or three and a half semesters (for A.B students) gives you a chance to try out classes in several departments and see what piques your interest. A friend of mine who anticipated majoring in CEE discovered she really enjoyed coding and decided to be a Computer Science major, for instance, while another friend took classes in both the Physics and CEE departments during his first several semesters to get a feel for both.

Even after you declare, though, it's somewhat surprising how many choices you have in your schedule to select classes outside of your department. I generally have about two to three required classes for my major per semester, and then I can choose two to three others to fill my humanities and social sciences requirements or work towards certificates (minors). Next semester, for instance, I'm planning to take a French conversation course (which will fulfill a social sciences requirement) and take an environmental chemistry course (which will count towards my Sustainable Energy certificate). So while I really like being a part of the CEE department and taking CEE classes (which are generally my favorite courses), it's nice that I still get to experience other departments during my time at Princeton.

"Dec Day" might have been a little extra, but it was a lovely moment where we could imagine what we'll do in the future with our CEE knowledge and training.

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