The weeks leading up to move-in day can be interesting. On the one hand, you are filled with nothing but excitement, eagerly awaiting the next chapter of your life to begin; on the other, you are filled with anything but excitement, hesitantly awaiting the next chapter of your life to begin. When I went through these imminence-filled weeks, both of these hands seemed to have a grip on me, tugging in opposite directions. Since move-in day is quickly approaching, I wanted to share my story — from the exciting to the not-so-exciting, which I hope may provide some solace to all who may be experiencing the same tug-of-war feelings as I did.

Let us start with the exciting because, honestly, getting ready for college is exciting. My pre-frosh summer was when I really started to feel like a Princeton student. Through ClassPath, a summer-long online Orientation program designed to guide and support all soon-to-be frosh in their transition to Princeton, I not only became more acquainted with important University ins and outs but also my fellow “zees,” short for “advisees” — our main adviser was our RCA, or Residential College Adviser. Little did I know at the time that these “zees” would soon become close friends. Additionally, through weekly Summer Engagement Cohort meetings, I got to know several ‘28ers outside of my zee group. My cohort and I completed various activities together and openly discussed topics to which we could all relate, which was really fun and helpful. I remember one topic we discussed was residential college assignments. In late June, I found out I had been placed into Rockefeller, or Rocky, College! Upon hearing this, I was ecstatic, as I had hoped to get assigned to one of the older res. colleges — and I was so thankful I did! All this, from learning more about my class to celebrating my residential college placement, was just the tip of the iceberg.

However, there were still plenty of doubts and questions amid all my excitement. As each day drew closer to move-in, ruminating on “what-ifs” and “what-could-happens” left me overwhelmed. So much seemed to be in the unknown, and my mind felt deluged: a rigorous school… a faraway school… new places… filled with new people…. Now, do not get me wrong, I knew what I had signed up for when I committed to Princeton; there just seemed to be an irritating voice in my head that only intensified as the whole “going to Princeton thing” became more real. Such unpleasant thinking ultimately gave way to a giant with which I had never struggled: intrusive thoughts. (Intrusive thoughts are usually unwanted, stress-inducing ideas or images that involuntarily and repeatedly flash through one’s mind — and are very common; these ideas and images are deemed as “intrusive” because they often conflict with one’s beliefs and values, making them hard to expel.) I wrestled with these thoughts for weeks and weeks; I was aware they did not reflect who I knew I was, which only resulted in a perpetual mental war. However, as the war raged on, I gradually realized it had already been won, not by me, but by Him. He defined who I was, not some nagging thought; I stopped battling against the lies, leaning into the “even-ifs” instead of the “what-ifs” — faith over fear — and trusting the One who was and is far more capable than I. Over time, the thoughts slowly drifted away; by a few weeks into the school year — yes, a few weeks into the school year — they had departed completely. The giant was dead. 

I wanted to share this not-so-exciting aspect of my journey to move-in/college primarily for two reasons: 1) To help anybody who may be facing the same giant or something similar, and 2) To stress the fact that you never really know what someone is enduring. Concerning the first reason, if you are struggling, do not suffer in silence, nor discount the importance of gratitude. Reach out to somebody — a loved one, a mentor, a teacher, a coach, a pastor, etc. Talking with the Lord and my family helped me truly see how powerless my intrusive thoughts were. Moreover, count your blessings. Doing so when anxious may sound ironic  — I’m kind of struggling right now… can’t really think of much to be thankful for… But through focusing on every little thing for which I had to be grateful, my mind became consumed by something other than anxious thoughts: peace. Max Lucado, a widely known pastor and author, once stated in a sermon that anxiety flees when thanksgiving enters the room, and I have found that such cannot be more true — Philippians 4:6-7. Regarding the second reason, remember the Golden Rule: “Do unto others as you would have them do unto you.” Strive to love unconditionally, as the person who you think has everything together may be falling apart. Feeling the love of others and, likewise, loving others helped me to not dwell on my thoughts as much — love will always conquer a lie. At the end of the day, seeking support, giving thanks, and living out the Golden Rule go a long way. 

In late August, I officially moved into Princeton. The days, weeks, and months that led up to that day were not a cakewalk, but through fortitude rooted in faith, things, slowly but surely, worked out. In the end, the giant that tried to take me down only ended up strengthening me in so many areas of my life. So, when you feel your worries trying to creep in, tell them to go on — reach out to others, cultivate gratitude, look to love, know He can defeat the giant — and fully embrace your excitement!

Entering Princeton, Writing Seminar, a frosh-year rite of passage commonly referred to as “Writing Sem.,” was one of my biggest fears. I had never heard any student, past or present, say they had fond memories from the seemingly notorious distribution requirement — some alumni even claimed Writing Sem. was the hardest class they took during their four years. Upon being notified of my placement into one of the fall semester cohorts of WRI 161: Friendship, I was, naturally, a little scared, but also a bit relieved because at least I did not have to wait until spring semester to encounter the disastrous storm. Although my expectations were flooded and formed by horror stories, Writing Seminar, out of all my first-year classes, turned out to be one of my favorites, teaching me skills I will unquestionably use for a lifetime.

Before sharing my Writing Seminar experience, I want to spell out some basics of the class. Every Writing Sem. has a distinctive topic, mine being Friendship, but others include Curiosity, Interpreting Illness, and Educational Equities. Each consists of 12 frosh and one professor, whose area(s) of study largely align(s) with the Seminar’s topic, and meets twice a week for one semester, and each class lasts an hour and twenty minutes. There are four major “Assignments” — known as “A1,” “A2,” “A3,” and “A4” — completed throughout the semester, and nearly all follow the same order of steps: 1) Draft, 2) Workshops, and 3) Revision. The first step, Draft, is exactly what it sounds like: you write a draft responding to the prompt of the Assignment, “A2 draft,” for example. The second step, Workshops, is when you and your entire class, over two class periods, collectively read, analyze, and discuss the drafts of four randomly selected classmates, two drafts per class period. You also meet with your professor to review your individual draft, either one-on-one or alongside another classmate. Prior to each class Workshop, you read and mark the two chance-chosen classmates’ drafts, and during the Workshop you offer the duo feedback and suggestions. The last step, Revision, is the grand finale: you take what you learned from Workshops and conversations with your peers and professor to transform your draft into a revised final paper; this revised version is what is graded, not the draft. Structurally, Writing Seminar is a very small and straightforward class. 

Only a few weeks into Friendship, all my not-so-great Writing Seminar preconceptions were disproved. I quickly realized my classmates were just like I was, trying to navigate all the novelties of college, and my professor wholeheartedly wanted us dozen of frosh to grow and do well. My classmates were not light-years ahead of me, and my professor was not an evil witch who preyed on student suffering. Rather, an unadulterated sense of care and support seemed to pervade every class, helping me feel surrounded by friends in Friendship. As classes progressed, my classmates and I kind of coalesced into this community of thinkers who sought to challenge current ideas and propose new ones. We examined affectionate works of art and heartfelt letters in nineteenth-century friendship albums in Special Collections, questioned the authenticity of a friendship between an A.I. chatbot and a human, debated the views of scholars old and new, engaged in outside-of-class meetings with our professor, and, above all, embraced the power of our voices and the strength of good academic writing. Week by week, Friendship taught us to listen to and express all that our voices had to say, a skill necessary for both the academic world and the real world. 

Our voices roared louder than ever as we dove into our fourth Assignment, or A4: The Final Research Paper. Each little aspect of the A4 revolves around you: you decide what you want to investigate, the sources you want to use, and the route you want to take; you are in the driver’s seat. For our A4, we were required to pick a friendship-related concept, representation, or object and then utilize that “con./rep./or obj.” to expound upon an aspect of friendship that puzzled us, and that was all we were given, no sources or anything else. I will not go too in depth on the con./rep./or obj. and aspect I chose in case someone wants to choose the same con./rep./or obj. and/or aspect as I did but I will vaguely say that the main focus of my A4 revolved around the impacts of smartphones on friendship. Finding various sources to support this theme was fun because at least I was exploring an issue in which I was interested, but no doubt strenuous. I scouted the endless shelves of Firestone to retrieve books, assiduously used Google Scholar to pluck high-quality academic articles and papers, and scoured YouTube for reputable videos and documentaries. In doing so, I felt like a scholar. I had formed my own hypothesis and searched for evidence to aid it; by meticulously inspecting my collected evidence, I converted my hypothesis into a cohesive paper. No one was telling me where to go or what to do; I steered the ship — but I always had a “map,” AKA my professor and peers, to turn to if I ever got off course. When I submitted all 13 pages of my revised A4, I was very proud — and also crazy relieved because I was officially done with Writing Sem.! My A4 embodied not only all the progress I had made throughout the semester but also an early chapter in my career of independent work at Princeton and beyond. 

Writing Seminar is a unique class. You are put into a room with 11 other frosh and a professor who is supposed to equip you with some of the most imperative tools for service through scholarship. You may absolutely despise your Writing Sem., you may totally relish it, or you may wind up somewhere in the middle. Writing Seminar is not a walk in the park, but I hope my personal experience may give you some hope. If there is anything Friendship taught me, aside from writing and research, it is that helping others, leaning into your voice, contributing as actively as possible, and doing your best are all keys to true growth. You can do it!

*If you want to learn more about Writing Sem., please take a look at Ava’s blog "Braving the Beast of First-Year Writing Seminar" — it is amazing!*

Summer is a busy season for many college students, from study abroad programs to internships to — in the case of Princeton — senior thesis research. During such a season, a little voice can flood students’ minds, irritatingly whispering, “You should be doing more. So-and-so is doing this-and-that; meanwhile, you’re doing such-and-such.” This voice is no stranger to me, but I have realized its powerlessness through emphasizing and enjoying simple blessings in my life, like those that spring from my church family, peach fields, and good books. 

In late June, I volunteered as a junior counselor for Beach Retreat, an annual youth trip my church holds, and doing so made me more appreciative of all the little things that go into making the trip as impactful and memorable as it is. My responsibilities as a junior counselor generally included helping facilitate small-group discussions, set up games, and lead a team. I got to see “behind the scenes” of everything, a side I do not think I ever truly contemplated before elevating up to junior counselor status. There is so much diligent planning that goes into making Beach Retreat what it is, especially in terms of gathering all the materials needed for instruction, game preparation, and meals. After experiencing such planning firsthand as a junior counselor, I see the trip through a better lens, one that does not solely focus on the big focal points but also the minute invaluable details. Without all the efforts and time poured into it, Beach Retreat would not emit the same degree of spiritual insight and influence as it currently does. 

Now, I want to transition to a topic that is a little more peachy than beachy… literally. Where I am from is surrounded by fields and fields of peach trees, and summer is when the sweet stone fruit reaches its ripest state — at Beach Retreat, we actually ate a delicious peach cobbler, a beloved Southern dessert you have to try! One evening a few weeks ago, my dad and I went on a long walk and passed acres and acres of trees bearing the delectable staple of my hometown. As we passed the trees, I thought about the significance they hold to me. I have never seen a peach tree at Princeton before, though I am sure there are some in the vicinity. So when I see the endless rows of peach trees that line my rural Southern town, I am reminded of my appreciation for the little things that make my home so special. Regardless of where I go, I know the peach trees will always be there to welcome me when I return! 

Aside from admiring the peach-adorned landscapes of my hometown, I have also gotten to appreciate some literary works recently. At the moment, I am reading This Side of Paradise by none other than Princeton attendee F. Scott Fitzgerald, which serves as my fourth book this summer. (Now, let me preface that I am not a huge reader. I like reading, but for me to finish a book completely, it has to really interest me. So far, the four I have undertaken have done just that!) The first two I read were Mostly What God Does by co-anchor of NBC News’s Today Savannah Guthrie and Goliath Must Fall by Pastor Louie Giglio. Guthrie’s vulnerable reflections on her faith journey and Giglio’s message of how Jesus has defeated the giants in our lives, drawing from the Biblical narrative of David and Goliath, were very heartening to my faith. The second duo I tackled, and am still working on, was definitely Fitzgerald-based: The Great Gatsby and This Side of Paradise. This year marked the 100th anniversary of The Great Gatsby, and This Side of Paradise is Fitzgerald’s first novel and largely based on his experiences at Princeton. I, consequently, felt compelled to read the acclaimed — and somewhat historical — novels, whose beautiful passages and Princeton roots did not disappoint! I am very thankful for the ways these four works have challenged and inspired me. 

I write these paragraphs about beaching, peaching, and literary reaching to motivate you to neither compare yourself to others nor discount the little things in life. Over the summer especially, it is easy to fall into the misconception that everybody is everywhere doing everything and you are not doing enough. When that falsehood attempts to take rent in your mind, take time to remind yourself of the things for which you are grateful, and endeavor to make the most of each day. For me — not trying to come across as pious but instead as honest — I try to carry out such through striving to glorify and honor God in all I think, say, and do. When your summer reaches a close, I hope you feel immense amounts of gratitude and satisfaction as you look back on weeks spent not stressing and comparing but rather delighting in the many simplicities of and living out life.

Coming into Princeton, I didn’t foresee a leave of absence on the schedule. I had already extended my schooling by a year by opting to finish high school at a United World College (UWC), an international boarding school, and truth be told, I liked the sound of “Class of 2025”. There is a myth that students who walk through the center of FitzRandolph Gate will not graduate in four years, and I never did that, so I should be immune to needing extra time, right?

After spending last summer at Princeton working on my senior thesis in the Nelson lab, I was eager to return home in August for the first time since studying abroad the previous fall. Unfortunately, I received an unexpected diagnosis of hyperthyroidism, and by the time I received treatment several weeks into the semester, it would be too late to catch up on what I had missed. So began the process of taking a leave of absence. 

Students taking a leave of absence work closely with their residential college staff. In my case, Dean Wagner and Dean Meggs from New College West were very helpful in ensuring I received the information I needed and University Health Services in securing continuity of care upon my return. With the support of my thesis advisor, Professor Nelson, and the Molecular Biology department, I successfully applied to return after one semester instead of one year. I am extremely grateful this was possible, as I was back in good health by the end of September and eager to return to Princeton, especially for the Class of 2025’s last semester.

Although my leave of absence was unplanned, there were many unexpected benefits. Having only returned home three times since starting college, I appreciated being able to spend several months with my family and catch up with old friends. Suddenly finding myself with a lot of free time, I baked for the weekly English as a Second Language cafe at our church, took a few ballroom dance classes co-taught by my sister, and read over 30 books. My favorite was Between Two Kingdoms, which happens to be written by a Princeton alum. I sat in on a History class on famine in the 20th century, in which I learned about events I had never heard about before, including the Holodomor and Bengal famine. I was also able to return to a job I had the summer before my first year, portering patients and restocking supplies in the Emergency Department. Looking for ways to stay connected with Princeton, I completed the online training to become a helpline counselor with CONTACT of Mercer County and began volunteering upon my return.

One highlight from my semester off was attending my first conference, the Biomedical Engineering Society Annual Meeting in Baltimore, MD, with the support of Professor Nelson and my research mentors in the lab. I was deeply impressed by the creativity and diversity of research I saw, including the recovery of damaged lungs for transplantation via cross-circulation and “cell dancing” in sliding hydrogels. It was also exciting to have an opportunity to share our own work on the effect of diet on breast cancer cell growth and receive feedback from other researchers.

Despite trying to find ways to keep busy, my semester off was largely marked by boredom. I was used to taking five classes, being involved in extracurriculars, and being on-campus with my friends, and I felt a bit lost without something tangible to work toward. One of my UWC teachers reminded me, however, that there is value in boredom. I appreciated being able to spend the day reading a book, the weekends grocery shopping with my mom and going for walks by the river, and I was glad to have a break from the intensity of the Princeton semester. 

Upon returning to campus in January, I appreciated being able to start the spring semester refreshed instead of burned out. Now, halfway through my penultimate semester, I am grateful I had a chance to hit pause for a few months but also return in time to spend one last semester with all my friends in the Class of 2025. As graduation draws near, it is hard to believe four years have passed by so quickly, and I am eager to make the most of our remaining time together. Whether you are considering taking a gap year before, during, or after college, I hope this encourages you that time off can be helpful and restorative. After all, school will always be there when you are ready to return.

     Ever since I was admitted to Princeton, I have felt so fortunate to have been given the opportunity to attend such an amazing institution. When I first got in, I remember thinking: what will Princeton do for me? It has taken a while for me to realize this, but that train of thought was so wrong; I should have been thinking, what can I do for Princeton? The magic in Princeton is not the place, academics, or even resources, but the people who utilize these tools to move the world forward. Princeton isn't a place, it's a people. After all, a place cannot be “In the Nation's Service and the Service of Humanity,” only a people can be.

     I bring up this point to shed light on the importance of perspective in understanding the value in being a part of certain communities. At the end of the day, communities are defined by the people who make them up, not the place or anything else. Sure these other factors can influence the people and their way of life, but like I said, at the end of the day, the common denominator across communities is people. This distinction is important because it gives power to you - you can be the difference that you want to see in this world, regardless of what hand you're dealt.

     I’ve come to this realization after having the privilege of visiting my old high school and speaking with a few classes of students. I was in their shoes four years ago, so I knew exactly what they were thinking - ‘Hooray! We get to skip actual class today and listen to our classmate’s brother talk about college.’ While I knew this is what they were thinking, I hope that I was able to get through to some of them and provide some good advice about college. On a more subliminal level, I wanted to inspire them to take a simple message away: make the most of every situation. Many of them will go on to college, so I told them, 1. it doesn't matter where you go but what you do once you're there, and 2. if you don't try the answer will always be a no automatically. I believe this advice applies to anyone and everyone.

     The link between this realization and the broader understanding of Princeton being a people is that people (aka you) are in charge of moving the world forward. It took me a while to realize that an extractive mentality isn't the most productive; instead, to get the most out of a situation, you must give back to those who have helped you get there (including yourself). Change and opportunity do not begin when someone else gives them to you, they begin with you. For me, asking what I can do for Princeton has led me to helping deliver on the informal motto of being “In the Nation's Service and the Service of Humanity,” and I still have a long way to go since this is a lifelong journey. For you, ask not what the world can do for you, but what you can do for the world. 
 

One of the biggest reasons that people decide to pursue higher education is to land their dream job after school. Everyone’s paths are different, yet the general sentiment is that education is needed to succeed. While there are many forms this can take, the path I have chosen is the university route. One of the most impactful things that Princeton has done for me, both directly and indirectly, is helping me in my professional journey.

Princeton is amazing for a variety of reasons, which many of my friends/colleagues/peers have written blogs about (hint: check them out!). I wanted to take this time to talk about the resources that help with the pre-professional ambitions of Princetonians. The Center for Career Development is, as the name suggests, the hub for all things helping students with employment. Some of the resources that I have used include resume templates and workshops, interview consultation and practice, coffee chats, networking events, and most importantly, the Fall HireTigers Career Fair. There are a slew of other resources and offerings, so I highly recommend checking out their website.

I was inspired to talk about this after attending this semester's career fair today (9/13/24), because I saw a bunch of first-year students putting themselves out there and trying to learn more. I remembered what it was like two years ago, walking into Dillon Gym and knowing nothing. I am still on my journey, but I have learned a lot along the way. Some of the most important things that I’ve learned are as follows:

1. Have a polished and professional resume 
2. Make sure your LinkedIn and Handshake are up to date
3. Network, network, network (especially with alumni)
4. Don’t be afraid to ask questions. Genuine curiosity takes you a long way
5. Be more interested than interesting
6. Start early

Of course there are other bits of information or best practices, but generally these are the ones that I think about the most. Making sure to be professional and personable are really important since you can have all the qualifications, but if you can’t be ‘human’ you may fall short. These tips helped me land an internship with Atento Capital this past summer, a company that I learned about after attending last year’s career fair. I am interested in finance and consulting so I always aim to chat with companies in those industries, but with 75+ companies represented at the fair, there is truly something for everyone. I encourage you to explore any opportunities because you never know how things will turn out.

I hope you learned something and I wish you the best of luck looking for a job/internship! 
 

As I approach my second to last year at Princeton, I find myself astonished at how quickly time passes; days blur into weeks, weeks into months, and then eventually, a whole year has gone by and I find myself looking back at where I was previously and where I am today. Two years is a lot — three is even more. Three years is the right amount of time to self-proclaim myself as an expert on all things Princeton, yet also, a decent duration that leaves me time to humbly realize there is still a lot I have (probably) yet to learn. 

For now, here are some lessons, experiences, and findings I wish a 17 year old me knew when I was applying to Princeton. 

1. Princeton has a lot of resources — a TON. For example, Lewis Library has the Makerspace, which rents out plenty of portable gadgets, devices, and tools for both personal and academic use. The Career Center has frequent drop-in hours for advising sessions alongside numerous networking opportunities. Dillon Gym has a wide breadth of unique classes that one can explore when choosing to work out. Truly — every building here has its own subsection of departmental resources that help to enrich your life at Princeton. 
2. There is plenty of free food on campus. Aside from the dining halls, eating clubs, and numerous cafes at Princeton, one can find food through the FreeFood listserv. The listserv frequently promotes uneaten (and fresh) food that can be found across campus. It redirects leftover food from clubs, halls, and departments, preventing it from going to the landfill by circulating it to anyone interested in grabbing a small bite to eat or a larger meal for the day. It is simultaneously sustainable and convenient for those who find themselves wanting a snack.
3. The Residential Colleges (ResCo) at Princeton host plenty of social activities . Aside from the weekly socials that each ResCo hosts for their members, quite often, there will be opportunities to sign up for excursions with the members of your college. Some examples include going to a baseball game or a musical in Broadway.
4. Princeton has lots of fairs — career fairs, academic fairs, ResCo fairs, etc. From professional networking opportunities to extracurricular and study abroad exploration, these fairs are rich sources of snacks, merch, and information for those on the hunt for opportunities.
5. Orange grows on you — there’s something slightly obnoxious about the color that screams pride. Whether you find yourself intentionally sporting the color on a game day or just hastily slapping on the abundance of merch you find yourself accumulating, you begin to grow a deep found appreciation for orange.

These aren’t the most innovative or extraordinary findings but they are things I assume my younger self would greatly appreciate (or at least find amusing). Perhaps as you embark on your own college journey, you’ll find yourself creating your own list of musings that one day you can look back at with profound gratitude and nostalgia. 

Like other colleges, Princeton provides incoming students with orientation programming that prepares them for a smoother transition into life on campus. First-years move in a bit earlier than returning students, and the bulk of orientation takes place during the week leading up to the start of the fall semester. These days are filled with a wide variety of events, socials, and presentations. What many prospective applicants might not know about, however, is the fact that orientation actually encompasses another component at Princeton which begins in the middle of summer.

The first exposure that many students will have to Princeton and the support network awaiting them is through their Peer Academic Advisers (PAAs) and Residential College Advisers (RCAs). Every group of advisees, or “zees” for short, receives an introductory email from their assigned RCA in early July, shortly followed by an introductory email from their PAA and other residential college staff. These two students are responsible for leading many of the orientation events, and every RCA-PAA pair continues to support their zees throughout the school year. From the start, then, every student is provided an ample support network within their residential college, and everyone working behind the scenes is always available to dispel any confusion surrounding either orientation or the school year to come.

As a PAA for Mathey College, I am responsible for guiding a group of zees through an online advising course known as ClassPath. Starting in mid-July, incoming students can access the site. There, they will find a variety of modules and guided assignments focused on different aspects of Princeton academics. In one module, students are instructed to reflect on their path to Princeton and how that may guide their future class and major selections. In another module, students are encouraged to browse through course offerings in anticipation of their meetings with their faculty advisers, who will ultimately help them decide on their schedules for the semester. As students complete modules, I interact with them on discussion boards and provide feedback for submitted assignments. At the end of the course, I host small group discussions over Zoom in order to introduce myself to my zees, allow them a chance to get to know each other, provide important information about orientation, and answer any questions that might have come up over the course of the summer.

Overall, ClassPath is meant to help students know what to expect of Princeton academics before even setting foot on campus. I remember feeling extremely intimidated the summer before my own freshman year, but getting to talk with my PAA and even hearing other students feeling the same way helped me feel more comfortable when the time came to move in. ClassPath is one of many examples showcasing the value placed on advising and intentional community integration within the University.

As ClassPath wraps up for the incoming Class of 2028, I’m excited to meet my new group of zees during orientation and move in for one last year at Princeton.

“When is the best time to plant a tree? Twenty years ago. The second-best time is today.” - Chinese proverb

When I first heard this proverb from one of my friends at Princeton, I understood the meaning, but I did not realize the meaning until much later. This summer, I interned for a venture capital firm in Tulsa, OK. I found Atento Capital through one of the Center for Career Development’s career fairs, and I decided to take a chance. My last blog talks about the value of taking a chance on a small city, so I won’t repeat myself here. What I will do, however, is talk about one of the biggest lessons I learned: the time to startup is now.

Being that Atento’s investment range is pre-seed and seed stage startup companies, I was exposed to the early life of many startups. From firsthand experience, I can say that it is a tough journey starting out. The venture capital world relies on a power rule in order to make money. For example, a firm may hear from thousands of companies, whittle it down to being interested in one hundred, and then investing in ten. Of those ten companies, half will fail, two or three will break even, one may slightly exceed the investment, and one may be a ‘home run’ which yields significant returns. It is a super volatile industry.

In the pivotal moments of a startup's early life, managing money is super important. Having time to deliver on a plan is the second battle, or in other words, managing what is called burn/runway. This is essentially how much time you have left before you run out of money in the bank. There are a variety of factors that influence this, which can become complicated to manage. Failure to do so oftentimes results in the end of the company or the need to raise more capital and lose ownership. This is why the time to make a startup is in college.

There are numerous benefits to starting a startup while in college. First off, The risk of failure is insignificant compared to the consequences if taken outside of college. While you are in school, the worst thing that can happen is your startup fails, you have more freetime on campus, and you learn a few lessons along the way. Perhaps an oversimplification, but while in college, you are in a protected bubble of opportunity. The present talent at school serves as a base to launch a project that can turn into something amazing. What other time will you be surrounded by hundreds of bright individuals within arms reach? On top of this, the entrepreneurial ecosystem at Princeton (and other schools) is very strong. The support is unmatched.

Additionally, pitch competitions often give non dilutive funding/grants to groups who perform the best - this is not something that happens outside of college; if someone gives you money, they expect returns. The worst part of raising funds for your startup is giving part of your business away, so why not take advantage of opportunities where that does not happen. In short, the best time to take a risk on a good idea and found a startup is in the nest of opportunity known as college! Facebook was founded twenty years ago at Harvard, the next ‘Facebook’ startup will be founded today, at Princeton. It's time to startup! 

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Mentorship and advising have been some of the most meaningful aspects of my time at Princeton. Being on the receiving end of this kind of guidance has allowed me to feel more connected to the campus community at large. This support has been a conglomeration of mentors and advisers from all over the University, ranging from my residential college staff over at Mathey College to professors willing to lend a listening ear, and even upperclassmen. These individuals have helped me grow not only as a student but as a young professional and young adult as well.

The Princeton University Mentoring Program (PUMP) is one of the many mentorship opportunities available to students. It is housed within the Carl A. Fields Center on campus, which is the focal point for many affinity spaces and cultural communities on campus. PUMP seeks to provide valuable support and resources to first-year students of color in order to help them navigate Princeton with confidence. Through PUMP, participating first-years are matched with one peer mentor (either a sophomore, a junior, or a senior) and one alumni mentor. Throughout the school year, mentees form close bonds with their peer mentors and periodically meet with their alumni mentors virtually.

The process for forming these matches is typically carried out by the PUMP coordinator within the Carl A. Fields Center staff. All PUMP participants submit a form early in the school year outlining their personal and career interests. They are then matched according to compatibility. My junior year, this meant being matched with a first-year who was interested in learning more about the Politics Department, and being matched with an alumna currently attending law school—something both my mentee and I were interested in pursuing.

PUMP members participate in a variety of activities. The core of the program is the time spent one-on-one between mentees and their mentors. Each pair receives a small stipend each month to encourage them to get a small meal together on Nassau Street, or to use as they see fit (some might even use it to go kayaking near campus). Pairs are encouraged to meet a few times each month and maintain consistent communication. One of the pillars of peer mentorship relies on approachability and dependability, and that is cultivated through these frequent interactions, where mentees can ask questions about their academics or campus life more generally. As a peer mentor, you are responsible for staying up to date on knowledge surrounding potential resources that may be helpful for your mentee. Additionally, the PUMP executive board hosts a variety of monthly workshops, meetings, and social events for both mentees and mentors. Some examples include an event discussing internship opportunities, a presentation on campus resources and offices, and painting nights. Often, delicious catering from nearby restaurants is provided.

Altogether, PUMP helps students acclimate to the academic and cultural dynamics of the University in a space meant to feel like home. Many students go on to maintain their friendships with past mentors over the years—a testament to the impact that the program has for those who participate. Although I have stepped down from my position as a peer mentor this year, I leave with fond memories of the program and hope that first-year students continue taking advantage of such an amazing resource and community on campus.