At Princeton, there are several places to find community. In your residential college, in clubs, in classes. But when there’s a gap to be filled, and students can’t find exactly what they’re looking for, it becomes all the more important for them to make that community for themselves. 

This is precisely what I experienced over the course of the past year. Being a proud Filipino, I recall seeking out any sort of Filipino club when I first came to Princeton. I knew that there were fellow students here that shared my heritage, but it was just a matter of finding them and connecting with them.

I was so glad to hear that there were other students (shoutout to the Qua sisters!), who felt the same way and had already gotten the ball rolling. Thus, the Princeton Filipino Community (PFC) was born. Though versions of the club had existed in prior years, the club had been dormant for some time. The idea first started gaining traction again towards the end of my sophomore year, and it was at the beginning of my junior year when I saw these ideas really come to fruition. 

Over the past few months, we have made huge strides in establishing our tight-knit Filipino family on campus, and I’m honored to have been even a small part in that. This past semester, I served on the leadership team of PFC as the Social Media Manager and have gotten to help plan some of our first few events of the year. 

For instance, our kickoff dinner this past September was super successful. I remember walking out of it being so incredibly happy—“just good vibes” was the phrase that I used to describe the feeling to my friends. Even more significantly, it was also cool to meet a ton of other Filipino undergraduates, graduate students, and faculty alike. I’ve gained so many more familiar faces to say hi to around campus and, for that, I’m grateful!

During our club events, we partake in all the classic activities of our country: from Halo-Halo making; to creating traditional Filipino Christmas lanterns known as parols; and, of course, singing karaoke! Our meetings are also always filled with delicious, authentic Filipino food, so it’s the perfect time to experience a taste of home while at college. Not to mention, all these things are funded by the University! With monetary help from Princeton’s Projects Board, the funding branch of our Undergraduate Student Government (USG), student organizations like ours are really able to thrive.

Though I won’t be serving as an officer next semester, I’m so glad to have been involved in PFC’s revival, and I’m excited to see what else is to come for our club!

It was the best of times … it was the worst of times… it was Colombia. This summer I spent two months in Bogota, Colombia for my International Internship Program (IIP) with Sisma Mujer. Colombia caught me by surprise because I fell in love with the country instantly. The fast-paced motorcycles but the steady working environment, the cold air but the beaming sun. There were numerous reasons for me to fall in love but I can’t seem to settle on one. Every day felt like a new adventure, whether it be navigating the wobbly sidewalks or taking day trips to cities like Guatavita, Villa de Leyva and Fosca. The days seemed to fly by until I noticed I only had a few days left before I would have to say goodbye. For that reason, I’d like to do a bit of a highlight reel, sharing some of my favorite moments in Colombia. 

Guatavita 

Joining me in Bogota were six other Princeton students with different IIP’s. From Politics majors to Architecture and MAE (Mechanical and Aerospace Engineering), we were all there for different reasons. During our time in Colombia, we were connected with a provider service called Intern Colombia and we were able to take several trips to surrounding cities. Guatavita was our first trip as a group and it had a six a.m. call time. All of us were sleeping on the ride over but the hike up made everyone’s energy pick up. We ended the day with a quick boat ride, one of us even got to steer the wheel! 

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Villa de Levya

Jugo de mango is arguably one of the best drinks I’ve had. If a restaurant or coffee shop had it, I would order it instantly. Villa de Levya was memorable for many reasons but it was also my first time going horseback riding. I think I was the most intimidated out of the group, mainly because my horse decided to go rogue but I would do it again in a heartbeat. 

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Fosca

The waterfalls at Fosca truly humbled me. They were breathtaking but also the path to get to them was filled with countless slips. By the time I got to the first waterfall, my leggings were stained with mud, my shoes completely destroyed and I was tired of slipping on nothing. My clumsiness decided to star front and center that day but I didn’t allow it to affect my hike up. I was notably exhausted but the views made everything worth it and the people I walked with also made it that much better. 

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Cali

Our first solo trip without Intern Colombia consisted of an hour-long plane ride to the beautiful city of Cali, Colombia. We visited the Cali Zoo alongside a rocky river and tasted some of the most interesting flavors of ice cream like yogurt with oregano and chicharron. Cali was such a unique city, it was a totally different vibe from Bogota and not just because of the heat but also its calm charm. 

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In the end, the worst of times wasn’t the few mishaps we had along the way but having to say goodbye to a place I called home for two months. I’m so grateful for having this opportunity thanks to the Office of International Programs (OIP) and I'm ready to add more memories like these to my time at Princeton (stay tuned for Denmark 2024!).

I just came back from Puerto Rico, where I gave a talk on my junior paper at the Institute of Electrical and Electronics Engineers (IEEE) Photovoltaic Specialists Conference. It was an incredible experience, and I learned a lot about both the field of solar photovoltaics and the history and culture of Puerto Rico. Here are the steps I took to arrange the trip, as well as the wonderful Princeton people who made it possible (a special thank you to Dr. Barry Rand, Dr. Sigurd Wagner, and Moira Selinka of Princeton's Andlinger Center for Energy and the Environment).

Step 1: Find the right conference

How do you choose a suitable conference for your work? The best person to ask is usually your advisor, who is familiar with the scope of different conferences. I asked Drs. Rand and Wagner, my project advisors, and the one that immediately came to mind for them was the IEEE Photovoltaic Specialists Conference. Given that my project is about the adoption of rooftop solar panels in the U.S., this sounded like a perfect fit.

Step 2: Write and submit your abstract

To submit to a conference, you usually have to write an abstract or extended abstract on your findings. For this conference, they asked for a 3-page extended abstract. Be aware of deadlines, as they are usually far in advance of the conference itself. For PVSC, the abstract was due in January while the conference was in June.

Step 3: Find funding and make travel arrangements

I heard back that my abstract was accepted for a poster presentation in mid-March, and I applied through for funding through the Student Activities Funding Engine (SAFE) to head to Puerto Rico.

Step 4: Create and print your poster

I designed my poster, and I sent an email to Print Services to have it printed. (I found out later, though, that students can print two free posters per month in the Engineering Library. Now I know.)

Step 5: Learn that you won't actually need your poster

Two weeks before the conference, I found out that my abstract was selected for an oral presentation instead! I put together a set of Powerpoint slides, which I presented to Professors Rand and Wagner. They helped me revise and refine my presentation so that I felt well-prepared to deliver my talk.

Step 6: Travel, arrive, and check-in

Come mid-June, it was time to fly to Puerto Rico! I arrived late Monday night, and Tuesday morning I went to the convention center to familiarize myself with the presentation room and equipment before my session.

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Step 7: Present!

My presentation was the last one scheduled for my session, so I listened to several other presentations before it was time for mine. It was interesting to hear about related solar research. I was slightly nervous before my talk, but I think it went well. The audience seemed engaged, and they asked questions that showed that had followed along and absorbed the key points.

Step 8: Explore the surrounding area

After the conference, I explored the island. I visited the citadel, Castillo San Felipe del Morro, and the only tropical rainforest in the U.S., El Yunque. I also saw incredible flora and fauna, like a three-foot iguana that crossed the sidewalk while I was out for a run.

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Step 9: Submit receipts 

When I got back home, I submitted the receipts of my various expenses for the conference (flight, airport taxi, registration fee) in order to be reimbursed.

Step 10: Reflect

Stepping outside the Orange Bubble and contiguous U.S. immersed me in a completely different culture. I learned about solar research from scholars in other states and countries, and I explored the landscape and history of a place to which I had never been, which gave me a more global perspective on both research and lifestyle culture. The experience was truly amazing, and I'm so grateful to have had the opportunity.

Princeton professors are incredibly willing to take the seed of a research idea and help make it into a full project. Near the end of last summer, I proposed an independent study project to Professor Barry Rand, whose lab I'd been working in during the summer. I wanted to do some type of analysis about the potential for rooftop solar energy in the U.S., but I didn't have a fully formed idea. When I asked to speak with him, I wasn't sure if he would think my idea had any merit, and I wasn't confident he'd take me on as an independent study student for the fall. When I proposed my idea, though, he was enthusiastic and encouraged me to pursue it. He pointed me towards the Google Project Sunroof database, which became the main dataset upon which I based my analysis.

Throughout the summer and fall, I carried out my project as an Independent Study course, with input from Professor Rand and Professor Wagner to guide me. As my project took shape, I asked Professor Rand if he thought I could present my work at an academic conference. I was looking to share my work to others, and I wanted to see what other types of solar research were happening. He suggested the IEEE Photovoltaic Specialists Conference. I checked out the website and saw that last year's conference was held in Philadelphia, and that the 2023 conference would be in... Puerto Rico. A bit farther away! This conference looked like the right fit for my research, but who would pay for me to go?

Fortunately, when students have a vision of an independent project they'd like to pursue, Princeton will truly make the funding for it available. I logged into the Student Activities Funding Engine (SAFE) to see what I could find. After inputting some information about my project, several options popped up. One of them seemed ideal: the Undergraduate Fund for Academic Conferences. (Who knew there was a fund specifically for undergraduates going to academic conferences?) I filled out a short application form detailing my project and planned itinerary. Several days later, I heard back—I'd been awarded a grant! The grant would cover half of my travel expenses. I then returned to SAFE to search for funding for the other half. I decided to apply for independent project funding from the Andlinger Center for Energy and the Environment. Again, after a short wait, I received notification that I would be awarded the funding that would cover the other half of my expenses. After I return from Puerto Rico, I'll submit a short report about my trip to each office telling them what I learned and gained from the experience.

Princeton ascribes a high value to undergraduate original research, so they really make funds available to students to pursue their research and the experiences that will enrich it, like conferences. I was surprised and pleased at how straightforward the process was to secure funding for the opportunity to present my work, and I'm really looking forward to it. I'm incredibly grateful that Princeton sees the value in making it possible for students to travel and gain greater context and insight about their research fields. Look out for a blog post this summer about the solar conference!

One beautiful aspect of Princeton’s academic calendar is the month-long break all undergraduates are given between the fall and spring semesters. While many may take this time to spend with their loved ones, travel or pick up a new hobby, a select few decide to take a portion of their break and complete a Princeternship. What is a Princeternship, you might ask? The Princeternship program is hosted by the Center for Career Development and is offered by Princeton alumni to undergraduates. These internships are meant to allow students to observe a field they are interested in and form connections with alumni and employers. There is a wide variety of options available ranging from Business to Healthcare to Law and Social Impact. I decided to spend a week at the New York Office of Mental Health with Dr. Fuertes in the Children’s Unit. 

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Throughout the week, another Princeton intern and I observed Dr. Fuertes as he performed intake assessments and discharges, along with weekly meetings with certain patients. We met with six psychiatric patients, ranging from 8-15 years old, and asked them questions about their treatment and safety planning. As an undergraduate psychology major, there is little to no opportunity to get shadowing experience at a hospital like this or any clinical setting. I was actively learning while shadowing Dr. Fuertes as I didn’t just get to listen to the conversations he was having with patients but I was able to ask my own questions about their treatment and experience. Once Dr. Fuertes found out about our interest in clinical psychology, he connected us with other staff in the children's unit including a musical therapist, a clinical psychologist and a licensed social worker. This was a great opportunity to be able to meet with different professionals and learn about their experience in the hospital and the industry in general. I had direct insight into the different career paths I’ve been debating on pursuing, and hearing about their career experience made it easier to understand what my future could look like. 

I interacted with a patient in music therapy and saw how effective this treatment option was for them, a form of care I would have never considered beforehand. I was able to sit on a family therapy session that needed to take place before a patient got discharged. This interaction demonstrated the importance of ensuring that the parents are prepared to support their child’s safety planning before they return home. All of these different interactions showed me the collective effort it takes in a hospital setting such as the one Dr. Fuertes works in. Every day they would have daily meetings to discuss patient conditions, medications and treatments. Not only this, but when given new referrals, they would discuss whether or not to admit them as a team. While the internship was very informal as we had no set tasks or projects, there was much to learn just from shadowing Dr. Fuertes and the other staff. 

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Overall, I appreciated the time I spent shadowing Dr. Fuertes and all the staff at the children’s unit. If it weren’t for this experience provided by the strong alumni network at Princeton, I wouldn’t have been exposed to this type of setting before reaching graduate school. I also didn’t have a financial burden when it came to paying for the trip to Binghamton, NY, thanks to SIFP (Scholars Institute Fellows Program). I budgeted the whole trip and was able to stay within a budget for all the costs including housing, transportation, food and other miscellaneous costs. Being able to form these connections and relationships with professionals was truly amazing and I am glad that because of SIFP and the Career Center of Development, I was able to do so.

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

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

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

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

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

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

When people ask me, “Why Princeton?” I often answer that I liked the size of the school (not too big and not too small), the liberal arts curriculum, or that it offered the specific department that I wanted to concentrate in Slavic Languages & Literatures.  But the real answer is the need-based financial aid that Princeton provides.  

Financial aid was one of the top factors for me when choosing a college, because I didn’t want to graduate with a mountain of student debt and didn’t have any other options for paying.  Princeton’s financial aid package aims to allow students to get the whole “Princeton experience” without needing to borrow money, in a need-based model that estimates how much you and your family can afford to pay.  Prior to coming to Princeton, I was worried that even with such a generous financial aid package, I would have to spend a lot of time working or borrowing money anyway.  But it turns out that I didn’t need to worry at all.

My very first experience with Princeton’s financial aid reassured me that I was making the right decision.  After being offered admission into the Class of 2023, I, along with all other prospective first-year students, were invited to one of two Princeton Preview sessions on campus where we could tour campus, learn about Princeton and even spend a night in the dorms with a “host” student.  I jumped at the chance, as I didn’t know much about the University and hadn’t ever visited campus before.  Because I would be receiving financial aid from the University, Princeton offered to reimburse me for travel costs in getting to campus.  Because of this, I was able to visit Princeton for two days with my mom before committing officially to the University.  

Such an experience is only one example of the ways in which Princeton looks out for its students and is mindful of their financial needs.  There are lots of funded opportunities for all students, not just those receiving financial aid.  For example, residential colleges often offer free or low-cost trips and activities for students, like museum visits, Broadway shows and sporting events.  Princeton also offers many funded summer internship opportunities, so students can gain valuable internship experience with positions that might otherwise be unpaid.  Individual departments have funding for undergraduate independent work, and some classes even involve free travel!  I saw "To Kill a Mockingbird" on Broadway, a Boris Godunov opera at the Met, interned at a nonprofit and traveled to Italy for a freshman seminar to conduct climate research in just two years at Princeton, all things I likely wouldn’t be able to afford at a different school.  

So… why Princeton?  I think the answer would be all of the opportunities I’ve been able to experience because of the way Princeton approaches financial aid.  

Princeton prides itself in offering a multitude of study abroad and travel options, and making those as accessible to everyone as possible.  While COVID-19 has suspended most travel, I find myself reminiscing about past trips, including one university-sponsored trip I took just last year.

My freshman seminar course, FRS 161, was a geosciences course taught by Frederik Simons and Adam Maloof.  Over the course of the semester, we were to work with climate data and MATLAB to explore how climate change affected Italian olive orchards, even spending our fall break in Italy gathering data in the field.  Of course, I jumped at the chance for free travel and worked hard on my application to the class.  To my surprise, I got in, even though I had no programming experience and admittedly struggled with science.  I later found out that Adam and Frederik had read all of our essays personally, and selected a group they thought would be enthusiastic and hard working.  I can attest to the hard-working part — a year later, and I still count that class as the hardest one I have ever taken.  

However, I was sure all the long nights spent at my computer would be worth it once the lab portion of the class came along.  While most Princeton students spent the last day of fall midterms preparing to visit home or sleeping off the late nights studying, I spent it frantically packing my duffel bag and racing to the bus our class would take to the airport.  A bus ride and a plane flight later, I was blinking in the late-morning sun in Naples, Italy, the warmth on my skin in stark contrast to the air-conditioned flight or the chilly October morning I had left behind in New Jersey.   

Over the course of the eight days FRS 161 spent in Italy, we drove along the beautiful Amalfi coast, collected data from three different olive orchards (where we were welcomed with open arms and presented with gifts of olive oil), visited historic Pompeii and majestic Mt. Vesuvius and shared pasta with our hosts at an Italian monastery.  This was no vacation — we were in the orchards from nearly sun up to sundown, and spent nights doing data entry and modeling.  I recall hours spent calling out pH readings for my classmates to record as we worked by flashlight and headlamp late into the night.  But I also recall running into the cold ocean at the end of a long hike, gleefully grabbing all of the gas station snacks I didn’t recognize from home, and finding stray cats wandering among the ruins of Pompeii.

Although the days of international travel and unmasked gatherings seem so far away, scrolling through the old photos reminds me that there was a time before this, and there will be a time after.  I eagerly await the day when I can once again apply for Princeton courses that promise international adventure!

 

The senior thesis is the capstone project of your Princeton career: it’s normally between 80 and 120 pages, and is an opportunity at once to explore an academic passion and to produce original academic research. It’s also a huge time commitment for seniors. Many seniors begin work — oftentimes, after receiving summer research grants or fellowships — on their theses shortly after their junior year. Procrastinating types often wait until later in the fall (or occasionally, until the new year) to get started.

This year is a little bit different for seniors, and for their theses. The travel grants that so many students look forward to receiving each year, which often afford them the opportunity to journey across the country or abroad to conduct first-hand research for their thesis, were unilaterally canceled due to COVID-19. The vast majority of seniors also don’t have the opportunity to work with their advisers in person; instead, that communication is happening largely over email. Many students who had hoped to work in laboratories have had to revise their thesis plans so that research can be conducted at home. And being off-campus for the fall has meant students don’t have access to libraries and study spaces where, just a year ago, it was common to see seniors, surrounded by books, typing away on their capstone projects. 

But students and the University are adapting. My department, Politics, has worked hard to keep digital research funding available for seniors wherever possible, even if the pandemic has stolen much of the fun from its use. My thesis adviser and I have met over Zoom, and I’m excited and well prepared to begin my work. The University Library has stepped into overdrive, responding to student requests for scanned volumes and access to digital resources normally unavailable to off-campus students.

The senior thesis holds near-mythic status at Princeton; writing one is an experience shared by nearly all Princeton alumni, and many graduates cite it as the most fulfilling endeavor of their academic career. Writing a thesis is a way for seniors to explore future projects and career paths: Wendy Kopp, a member of Princeton’s Class of 1989, laid the framework for Teach for America, which she would go on to found, in her thesis. And, as is the case with most things, it would be impossible to argue the experience of piecing together a thesis will be quite the same this year. But I’ve been heartened by the way students, the faculty, and the University have come together to provide support for seniors in the home stretch of our Princeton careers.

The senior thesis. What is it? Where did it come from? Why do I have to do it?

You might be asking yourself these questions. Maybe you’re waiting to hear back from the Office of Admission and you just read about the thesis online. Maybe you’ve already been admitted, and the thesis is making you question whether or not you want to matriculate. If you only remember one thing from this post, I hope it is this: don’t let the thought of a thesis scare you!

Almost every student at Princeton has to write a senior thesis in order to graduate. It’s basically just a long(er) research paper on a topic of your choice. Since most students have to write one, pretty much everyone will be familiar with the process at some point during their Princeton career. This means that you are never struggling through it alone.

When I was a prospective student, I remember being a little intimidated by the senior thesis. I had never written something so long in my life! I had no idea where to even begin. However, as the semesters started flying by, my interests began solidifying themselves, and it became apparent to me what I wanted to focus on at Princeton: a combination of policy, the criminal-legal system and race/discrimination.

Once you know what you are interested in, choosing a thesis topic becomes much easier. I knew I wanted to go to law school after Princeton and I’ve always been interested in criminal justice reform. So, I made sure to choose a topic that encompassed all of that! I applied for funding from the Woodrow Wilson School⁠—the department I’m majoring in⁠—and planned a trip to Norway. While there, I spent two days at a men’s maximum-security facility in order to learn about their prison system. I conducted interviews, took pictures and observed the individuals who have been incarcerated along with the staff (read this post to learn more about my thesis!). Honestly, it didn’t even feel like work⁠—since it’s a topic I’m genuinely interested in, I really enjoyed the research.

I think that’s the key to conquering your senior thesis: make sure you choose a topic that you are genuinely interested in, and the research won’t feel so much like work. Keeping this in mind, don’t let the senior thesis scare you. As a senior, I feel so much support from my classmates, since I know they’re going through the same process. I’m excited to see the final product of all my hard work and I’m so glad I didn’t let it scare me away from committing to Princeton!