One of my favorite parts about Princeton is how tradition-laden we are as a campus community. Whether it’s our traditions during reading period, or the bonfire held when we beat both Harvard and Yale during a single football season, tradition keeps our school spirit alive year-round and long after graduation. For incoming students—who move in around ten days before the start of classes and a week before returning students—orientation contains some of our most beloved traditions.

Move-In Day: Welcome Dinner and Ice Cream Social

The first tradition that first-year and transfer students will experience is the welcome dinner, which takes place in every corresponding residential college dining hall the evening of move-in day. Students are joined by their Residential College Advisers (RCAs), Peer Academic Advisers (PAAs), Resident Graduate Students (RGSs), deans, and other college staff. Dining staff works hard to put together a delicious meal with various courses so that students can begin building community amongst their zee groups in an informal setting.

Later on, after students have had a chance to settle into their new dorms, there is an ice cream social for all students in the incoming class. There is ice cream (obviously), music, and usually a large ice sculpture depicting the class year number.

Clash of the Colleges

Every year, clash of the colleges takes place in the football stadium. During this event, each residential college competes against the other residential colleges in a series of games, including karaoke and relay races. Every college dresses up in their colors, brings along their mascot, and comes ready to yell out their college chant. The winner represents the res college with the most school spirit. My freshman year, Mathey College won the clash of the colleges and I remember the Mathey dining hall served a large cake the second week of classes commemorating the victory.

The Annual Pre-Read Assembly

Every incoming class is assigned a pre-read. That is, President Eisgruber chooses a book that is sent out to each incoming student over the summer. During orientation, the author of this book comes to campus and, during a large assembly, engages in a discussion with President Eisgruber. At the end, students are encouraged to ask questions directly to the author. After the assembly, each zee group discusses the pre-read in an informal space with their respective PAAs. This is meant to give students an insight into how classroom discussions function at Princeton.

Opening Exercises, the Pre-Rade, and the Step Sing

Perhaps you’ve heard the rumor that Princeton students cannot walk through FitzRandolph Gate at the entrance of the university. As incoming freshmen, however, students ceremoniously walk through the gate for the first time. The pre-rade is a processional of the entire incoming class, ordered by residential college and joined by select faculty and alumni. On this same afternoon, students hear the president’s opening address and watch the presentation of academic awards to several returning students. Members of the community are welcomed to watch and cheer on the marching students.

Immediately after, students enjoy a welcome barbecue (weather permitting) and participate in the “Step Sing,” which takes place at Blair Arch. Here, students learn the words to Princeton’s alma mater, sing their chosen class song, and sing the song chosen by their grandparent class (for the Class of 2028, that would be the Class of 1978).

Image

These are just a few of Princeton's orientation traditions. Other events include small-group experiences, outdoor movie nights, and a variety of open houses. Orientation is an exciting time for incoming students. As a graduating senior, watching the pre-rade this year was especially bittersweet, but like many others, I was beyond excited to welcome the Class of 2028 to campus.

It’s September 1st as I type this. 2:41 PM to be exact — 40,000 feet above the ground, smooth flying on a United flight. For me, this means my annual migration from Texas to the beautiful garden state of New Jersey has begun. It’s back to school. As a junior, I’m making this pilgrimage for the third time now, and that has me thinking about how much has changed over the years — or on the contrary, what hasn't. 

Some things never change. For example, the commute to Princeton never gets easier for me. As I grow older, I find that the more time I spend at home, the harder it becomes to leave. And I've realized those first-day of school jitters also don’t change. I still feel like a freshman at times. Walking into class I’ll always wonder, who I will meet? What will my classes be like? What memories await me on the other side? 

Some things I never want to change. The welcoming school-wide chaos that wakes you up at 9am on Lawnparties. The dogs that regularly play on Cannon Green. The soon to be married couples taking pictures on campus, or my avoidance the main entrance of FitzRandolph Gate (to skirt bad luck). Or how every time I pass that main gate, I imagine what life will look like the day I walk out of it . 

In some ways, you'll change. Princeton has a tradition where freshmen walk through the main gate of FitzRandolph Gate when arriving on campus for the first time. Students avoid that main gate until graduation, when they walk under it and out of the Princeton bubble. While many things stay the same here, other things are forced to change. Time moves us forward whether we want it to or not, and looming graduation is a kind reminder of just that. Not only are you getting older, but you will grow and change during you time here. For one, you’ll likely change your perspective on what is considered a “good grade.” Sure students still get As, but you become less phased by “bad" grades or challenges. You’ll likely lose the novelty of campus to some degree, which is normal and natural. Blair Arch is no longer a celebrity of landmarks, but just another building I pass by on my way to class. 

There's a quote that I often come back to that I think applies well to this idea of seasons of change: “No man ever steps in the same river twice, for it’s not the same river and he’s not the same man”. 

For a small liberal arts school hidden within the overgrown bushes of the garden state, I find that quite a lot happens here. You change, and so will Princeton. Sometimes, you’ll feel like a fish out of water. But remember that you are meant to return to the river. You were made for it. 

It’s the summer before senior year and you’re set on becoming a Princeton tiger, all ready to stride through FitzRandolph Gate next August—or honestly insert your dream school. One obstacle remains though, you’re being asked to collapse your values, achievements, personality, identity, skills, and aspirations into the tiny question boxes with character limits. No brainer, right?

Looking back to my own college application struggles in the fall of 2022, certain advice still sticks out. Below, I’ll summarize five guiding principles that helped me the most.

1. Know who you are. 

College applications ask students to articulate a sense of self that can be the most difficult aspect of applying. What’s your deepest belief? What’s something you talk about for hours on end? What do you do with your friends? If you have answers to these questions, they’ll translate into a compelling story.

2. Do your homework. 

There’s no formula for piecing together the professors, student groups, classes, research institutes, and social components that make Princeton right for you. Chat with current students, learn about the school's research focuses, read about the senior thesis. Is there a professor that recently published a paper that sparked controversy on philosophy Twitter? Make it clear you’ve made an effort. Through this you might also find clarity on which schools shouldn’t be on your list.

3. Envision the future. 

While many kids hold national titles or start nonprofits, I think applications are less about raw achievement and more about your vision for yourself. Think less about what you’ve done; rather, how are the people and resources at Princeton going to make you the best version of yourself? If you’re not sure of your direction, what are different avenues the school can facilitate you in exploring? What do you want to learn, study, accomplish, that you can’t find elsewhere? How is this shaping you into someone they'll will be proud to call an alum when you’re a decade post-graduation?

4. Understand what you bring to the community. 

This doesn’t just mean your big award or largest community service project—this is anything you’ve poured your heart into. What would you mention while meeting a stranger at Sunday brunch? What’s something you did in high school that you could bring to colleges and really add to what exists there? Make them remember you.

5. Own what you have. 

Writing essays is not the time to focus on justifying why your achievements are particularly impressive, or conversely, why your circumstances prevented you from doing more. Context is good, always share it, but substance is key. Show colleges the best of your high school journey, and be proud of it! Whether you won the International Math Olympiad, taught the SAT math section to local students, or spent your evenings taking care of siblings, your experiences are what you make of them, so talk about what you learned and how it shaped you for the better.

Good luck, future tigers!

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.

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.

It’s the summer of 2024, and I’m in that weird purgatory phase between years—feeling too old to claim the title of sophomore, but too young to drop the rising which precedes junior. Through these mixture of titles, I came to the realization that I’m exactly halfway through. Halfway through my Princeton experience.  

Princeton moves fast. Just the other day I remember dreaming of what college would feel like. The independence, the late night talks, the college romances and life-long friends waiting to be met. As a rising Junior, I admit these distant dreams now feel like grounded reality, but more importantly, I feel more grounded in myself. I know that I’ve significantly changed from the 18 year-old who walked through Fitzrandolph gate with eyes wide open but with a mind quite closed and ignorant of the challenges which awaited her. 

With time, I’ve become more aware of my freshman year ignorance. I believe I came into college with an over romanticized vision of adulthood, in addition to a blaring confidence that everything will go my way if I work hard enough. Not to discourage anyone, but college will never be a bed of roses. I think facing this reality, and the many challenges at Princeton, knocked down my 18 year old confidence to a certain degree. While my confidence has been lowered at certain points during my time here—I’m happy to report that it’s been on a steady trajectory uphill. 

A recent conversation with a friend enlightened me on a psychology term which I think accurately describes my growth during my two years here: the Dunning-Kruger Effect. If you’re not a psychology major (like me), you may not have heard about it. The Dunning-Kruger Effect is a cognitive bias where someone’s limited knowledge in a certain area causes them to become overconfident in their abilities. Essentially, when people have a gap in their knowledge, they tend to assume they know it all instead of realizing the gap. Funnily enough, I heard about this effect and thought “Wow! That exactly describes my college experience!”

However, I’m now aware of that gap, and I can therefore place more trust in myself and my judgment. From my two years here, I’ve learned a few things.  For example, I still believe things can go your way if you work hard enough, but now I understand it only comes with the addition of patience and flexibility. Further, I still love to romanticize college, but I no longer have the expectation that every second of it will be filled with those iconic moments. 

If I’ve truly learned anything, it’s that mistakes are meant to be made. They’ve helped me learn about myself, gain a sense of independence, and most importantly, given me a stronger sense of self. I’ve realized, I’m growing up a bit. I’m still proud of where I started, and I’m even prouder of where I’m going. Who knows, with my confidence rising, maybe soon I can drop that part of the title. Maybe being a junior isn’t so bad after all. 

If you’re like me, whenever you’re stressed, your go-to comfort drink is bubble tea. The sweet, chewy texture of boba and aromatic, milky tea always hits the spot for me. Incoming tigers, you might be wondering where at Princeton you can find boba – fear not, I’ve got you covered! Here’s a list of five places to get boba at Princeton:

1. Junbi

Junbi is a favorite amongst students. It’s located just a few minutes walking away from campus and it’s a great place to work or hang out with friends. Junbi primarily does matcha, with their Madagascar vanilla matcha latte being one of their most popular drinks. They also sell other drinks like lattes, dirty matchas, other milk tea flavors, soft serves, and rice balls. I typically go there to get a lychee oolong and to get a matcha soft serve as some of their matcha drinks are not as strong as I’d like. However, lots of my friends rave about their matcha drinks. Junbi is a must try at least once in your Princeton career!

2. Kung Fu Tea

Kung Fu Tea is a chain that you can find all over the East Coast, but the one at Princeton is a popular spot too. KFT is located on Nassau Street, the main street located right outside FitzRandolph Gates, Princeton’s main entrance. They sell a broader variety of milk teas compared to Junbi, such as yogurt teas, slushes, and punches. You can also choose to eat at KFT as they have a wide range of Asian-style dishes to choose from including ramen, pho, and other types of noodles. I don’t come to KFT too often, but do remember getting pho there during a cold winter day and loving the taste of the noodles. KFT is a good option if you are looking for a specific flavor of milk tea. 

3. FICUS

FICUS is located a bit further down Nassau Street, but is also a popular option for students. FICUS is primarily a restaurant with a “boba tea bar,” so the boba is a bit more elevated compared to Junbi and Kung Fu Tea. It’s still a popular spot to study and hang out, a bit more away from the hustle and bustle of main Nassau Street. I’ve tried their Thai Tea, and quite liked it, so I recommend visiting FICUS for its vibes and more upscale boba drinking experience. 

4. MTea

MTea is a recent addition to the bubble tea scene at Princeton, and is located only a few shops down from Kung Fu Tea. If you’ve tried boba in Asia, this is the store that’s going to be the most similar to that experience. Their teas range from fresh fruit teas, creme brulee teas and classics like brown sugar milk tea. Their teas are a bit more on the expensive side, but if you’re looking for high quality teas, this is the place for you. They also sell desserts like cakes and mochis, and dishes like sushi and poke bowls. The inside is a bit small, but very comfortable for a one-on-one catch up conversation. I’ve really enjoyed their grape tea in the past. 

5. Fruity Yogurt 

A more unconventional entry into this list, Fruity Yogurt primarily sells frozen yogurt, or froyo. They do sell bubble tea, along with juices, smoothies and milkshakes. While I’ve never been to fruity yogurt for their bubble tea, (I quite like their froyo!) some flavors that my friends have gotten include taro, thai milk tea, and coconut milk tea. If you’re ever tired of the other boba shops around campus, this could be a great place to switch it up. 

If you’re scared of burning too much cash, also fear not! Clubs at Princeton often hold events where they give out free boba. There’s been a week where I’ve been able to get three free drinks from three different events. Also, all freshmen get $150 of credit to spend at certain shops off-campus. As of now, you can use these credits at Junbi to buy however many drinks you want. I hope that you get to try some of the places that I’ve listed in the article – don’t be chai, I promise you they’re all tea-licious!

I’ve lived in the same house all my life and have always had the same bedroom. Over the years, my room became somewhat of a sacred space to me — the place where I was the most comfortable. Moving into college, living — for the first time — in a space away from my childhood home, I was terrified that I’d be unable to replicate the comfort of my childhood bedroom.

However, upon arriving at Little Hall — the home of my first-year dorm within Mathey Residential College — my fears were quickly whisked away. As my mother and I unpacked half of my life into the room that would be my new home for the next nine months, a kind-eyed woman and her curly-haired daughter poked their heads into my spanking new dorm. “Hi!” the woman said. “This is my daughter, Marlie.” And with a grin from Marlie and a handshake, this new and strange building began to feel more like home. As the first few weeks of the fall semester passed, I got to know my other neighbors, and we became friends. We often exchanged complaints about the heat or our new workload as we passed each other in the hall. We’d discuss our courses as we brushed our teeth in the mornings. We’d knock on each other’s doors when we discovered a bug that was too scary to kill ourselves. Although the beginning of college was scary, living near friends put my mind at ease. 

Image

Simultaneously, I was beginning to create the creature comforts of home within my dorm room. I filled my wall with photos of friends, family, and hometown memories. I organized a bookshelf of all my favorite books. I set up a speaker where I could listen to music as I prepared for the day. I stocked the room up with all my favorite snacks. Slowly but surely, my dorm room became my favorite place to be. After a long day of classes or socializing, I was always most excited to return to my cozy dorm. I had made it feel like home.

Image

I had also learned how to manage my own space. Cleaning my room and refrigerator weekly became a fun and cathartic ritual. When I found that the lights weren’t working correctly or the door was squeaking unnecessarily, I became accustomed to seeking out the facilities resources that could remedy these problems. I learned to kill bugs by myself (a huge accomplishment for a girl with a massive fear of insects) and would host friends from out of town in my new space. I began to feel very independent.

Image

However, after the fall semester concluded, as I returned to my childhood home for a month for winter break, I worried that all of the comfort and ease I fostered would disappear by the time I returned to Princeton in January. But this was not the case. Coming back to my dorm after a month felt like coming home in a different way. All the independence, memories, and comfort I had created over the fall semester washed over me as I stepped through the door. Undeniably, my dorm room was my favorite space on campus. I looked forward to hallway and bathroom chats with my neighbors, hosting friends in my dorm, decompressing from a long day with a good movie and the comfort of my bed, releasing the week’s stress as I cleaned, and more. Saying goodbye to friends and professors at the end of the spring semester was difficult, but saying goodbye to my first-year dorm felt impossible. It had become the space where I was the most comfortable.

Image

Looking back, I know now that although my first-year dorm room was indeed a magical space, what made it most memorable to me were the things I learned about myself living there. The comfort, independence, and memories I had gained residing in this space would not disappear as I moved into a new dorm the following year. They will always be a part of me. What I’ve learned now is that living in a new space allows you to become a new version of yourself, meet new people, and have new experiences. Thus, I’m genuinely ecstatic for the new magic my sophomore-year dorm will bring.

Last summer, following my first year at Princeton, I had the opportunity to take part in an International Internship Program (IIP) for a Medellín-based renewable energy startup called Solenium. As an ardent traveler and renewable energy enthusiast, I had very high expectations. Even so, I could not have imagined the vibrant, transformative, and gratifying experience I was about to have. 

As a fresh-out-of-high-school first-year student, I was amazed by the international opportunities supported by Princeton. Learning I could have an international career opportunity fully funded by Princeton was staggering: I had to take advantage. What stood out to me most about the IIP program was that it didn’t ask students to sacrifice life experience for career or vice-versa. As someone who is curious and passionate about not only academics but also the greater world, IIP offered me an avenue to explore all passions. In life, and particularly in the U.S., I believe students often become weighed down by career expectations too early. At Princeton, programs like IIP offer us the ability to maintain an edge in career pursuits while still exposing us to cultures and experiences that define the way we operate in and view the world. 

What did my experience actually look like? My IIP – through the thoughtful and organized help of advisers and an internship organization – funded a two-month internship as a software engineer at Solenium, a renewables startup in Medellín. As a student who literally came to Princeton for opportunities in renewable energy, this was a chance to work in my dream field while also exploring Colombia and work on my Spanish. Suffice to say, words cannot express how much I loved my time there. My supervisors and coworkers at Solenium were equally passionate about solving the problem of climate change and helped me grow as a software developer, problem-solver, and worldly person. The environment of the company was that of a family: multiple times a week the office would go play soccer against teenagers at the park, get dinner at delicious street vendors, or hold late night brainstorming. Outside of work, I explored the “city of eternal spring” (the weather in Medellín is undoubtedly the greatest I have ever experienced). I went on IIP organized tours, met local friends at the park, tried hundreds of different food stands and restaurants, watched soccer matches, and immersed myself in the culture. On weekends, I traveled Colombia: I saw jungle and ocean, got my hair cut – and had an incredible conversation – with a Venezuelan immigrant on his way to the Darién Gap. I stayed on a floating hostel, laughed with locals while trying fruits I couldn’t pronounce, and tried – miserably – to salsa dance. 

I worked hard every day to take the opportunity awarded to me and make the most of it. By the end I had – in the most cliche way possible – been transformed. I worked conversationally in Spanish, learned Django and Flutter to build a functioning prototype of a smart EV charger, and had made dozens of close friends – fellow interns and Colombians alike. I was able to see the passion and innovation with which people all over the world tackle the same climate problems I hope to fight. I experienced a completely new culture and grew as an academic, traveler, and person. It is for these reasons and so many more that I can’t even think of my time in Colombia without cracking a smile; my experience in Medellín was, and will remain, one of the best experiences of my life. 

Image

Image

As part of the various distribution requirements that one is expected to fulfill before graduating from Princeton, there is a mandatory course that all Princeton students must take: Writing Seminar—or colloquially called "Writing Sem." Even before I stepped onto Princeton's campus as a bona fide student, this course haunted me. Given that so much of a Princeton student's academic work relies on independent research and writing, the University kindly allows students to foster those skills in a classroom setting during either their first-year fall or spring semester. While most of the Princeton I spoke to before coming to the University lauded the independence of choosing classes and exploring niche topics in these classes, the conversation often got menacing when we reached the subject of the Writing Seminar. I'd quickly become intimidated as these students spoke of the hours of writing they had to do, the harsh grading, and the (sometimes) strict professors. Princeton writing seminars, at the time, required three papers: one 5-6 page paper, one 7-8 page paper, and one 10-12 page paper. On top of that, there are many other smaller assignments, readings, and feedback sessions that one has to complete during the 12-week semester. Thus, while I was lucky enough to take a Writing Seminar during the spring semester of my first year—after having some rigorous Princeton courses under my belt—by the time January rolled around and it was time to brave this beast of a course; I was very anxious.

However, upon arriving at my Writing Seminar classroom for WRI 129: Disrupting Nature, I was immediately assuaged by my professor's kind smile and warm welcome. Our class session immediately started with icebreaker questions—favorite TV shows, recommended books, etc.—and it was clear that this seminar would be more than just a class that the university required us to take; it would be a community. I won't lie; I had no idea what I was doing when I arrived at the seminar's first graded paper. I scribbled out six pages of (what I like to call) nonsense about climate change and human sacrifice, but I'm not sure what the seminar expected of me. And when I received my professor's feedback, I was pretty disheartened. I felt like I had written a failure of a paper. However, the hidden beauty of Princeton writing seminars is that you always get a second chance:

• You turn in drafts of your graded papers.

• Your professor returns these drafts with meticulous feedback.

• You revise.

The revision is what's graded. So, I rallied. I engaged with my professor's feedback, asked numerous questions in class, pored over my materials, and revised. And even in the end, I did not get the grade I had hoped for on this first paper. But, for what seemed like the first time in my academic journey, that didn't matter as much to me. What mattered more was a comment my professor left on my revision. "I can see the improvement from the draft to the revision." She could see my progress, and so could I! I was learning. I was growing. It felt good.

For the rest of the semester, I committed myself to caring more about progress than grades: engaging with reading materials that I typically would avoid, spending more time brainstorming essay subjects than I'd ever done in the past, and asking questions that I usually would keep to myself. All for the sake of growth. When the second paper came around, I was genuinely excited about writing it. I felt like I knew what I was doing, and I was excited to learn more while writing it. My grade on this paper improved from the prior, but so did my motivation. The task of academic writing was no longer intimidating; it was kind of fun. 

For our final paper in Writing Seminar, we were allowed to write about a topic of our choice. Given my interest in literature and what it says about us as human beings, I chose to write about the importance of nature-related children's literature during the pandemic. With the help of my professor and classmates (who I'd become so comfortable with in a matter of months), I was able to find intriguing sources and go down intriguing rabbit holes. Although I spent most of my spring finals season tucked into Firestone library, analyzing depictions of talking rabbits and bears, I was enjoying myself. The tools that I had learned in Writing Seminar allowed me to approach writing this 10-12 page paper with some ease. There were moments when I got stuck and felt unsure of where to go next while writing, but the resources of my professor, my classmates, and the Princeton Writing Center enabled me to brainstorm and move forward. By Dean's Date (the date at the end of the semester when all written academic work is due), I was beyond proud and excited to turn my paper in. I had completed Princeton's daunting Writing Seminar. And I was a little sad to leave it behind.

There are many academic beasts that Princeton students must brave on the path to obtaining their degree. However, braving this specific beast of the First-Year Writing Seminar has taught me that difficult academic obstacles are a part of the beauty of higher academia. Facing these obstacles, struggling, getting past them, and learning new things in the meantime are all part of academic growth and success. Moreover, looking back and seeing the hills you climbed to reach the next steps of your academic career makes the process all the more fulfilling. So, I'll get excited the next time I feel daunted by a step in my academic journey. I'm ready to grow.