In my last post, I started an exploration of writing on campus to understand how students approach the writing process outside the classroom in their own work and in extracurriculars. In that post, I considered creative writing and the ways academic writing can present a similar opportunity for expression and creativity.
In this post, I interview Sam Shapiro ’21 who is a Features Editor and writer for the Daily Princetonian. In my interview with Sam, we discussed the differences and similarities between journalism and academic writing and how to bring the thrill one feels when chasing a story for a publication to a term paper in class.Continue reading Writing for Fun? (Part 2): Journalism and Academic Writing
We are constantly writing––composing emails, blackboard posts, essays, and dean’s date papers. In this two-part series, I am interested in understanding the different forms of writing students explore on campus. Specifically, I interview students who write for campus publications to see how they approach the writing process in their extracurriculars.
In this post, I Interview Serena Alagappan ’20, the Editor-in-Chief and a writer for Nassau Weekly. Serena is a comparative literature major who, for three years now, has shared poetry, cultural critiques, profiles, and fiction through the Nass. In my interview with Serena, we discuss creative writing and the connection she has experienced between her academic and personal writing. Serena encourages students to explore writing through the Creative Writing program and shares advice on how students can carry over the freedom and expression of creative writing into more formal and rigid academic subjects.
This year, I spent my spring break traveling around Japan with my art history seminar course, ART 429 Visual Japan: Past and Present. It was an absolutely transformative experience, both academically and personally. I’m here to share a little bit about how I learned to use experiences to inspire research and find answers through reflection.
Have you ever wanted to learn Photoshop or make a 3D model? Maybe you’re trying to edit a video or record a podcast?
This year, I have become a frequent visitor to the Digital Learning Lab (DLL), an interdisciplinary, digital creative space located in Lewis Library. I first visited the DLL in the fall in order to borrow a drawing tablet to make a digital illustration for an issue of Nassau Weekly. Since my first introduction to the DLL, I have continued to learn more about all that is offered there, and I had to share!
When we think of academic research, we often think of libraries or labs. We might imagine flipping through books, reading articles, or running lab experiments, but there is a branch of research that looks much different than this. In fact, it looks like the real world.
This branch is field research. Researchers from various fields apply this method of research, but in this post, I’ll be focusing on field research in design. Design is a big field with a wild range of applications. Design spans from information design (think infographics, instructions, maps) all the way to User Interface design (think apps and websites), but what’s at the root of design is a need to communicate effectively with people and facilitate understanding. The goal in design is to create systems that are effective–ones that work for their users. Accordingly, when designers conduct field research, they go out in the world and record qualitative data on people’s needs and experiences: What information are they searching for? What do they want out of a product? What parts of the current product are helpful? Which are frustrating and confusing?
In this interview, Sheila Pontis, a lecturer in the Keller Center, talks about her work and encourages designers and student researchers to embrace field research and trust qualitative data.
If you were to take a tour of Princeton’s campus, your tour guide would point out various things that are unique to Princeton’s campus. For example, we have the third largest university chapel in the world, and Frist Campus Center used to be Einstein’s laboratory. But, something that is incredibly special about Princeton’s campus–and I feel we don’t talk enough about –is the fact that Princeton has an amazing art museum directly on campus.
The Princeton University Art Museum (PUAM), whose collections hold works by artists ranging from Cézanne to Basquiat, is a great spot for tourists and community members to visit. However, it is arguably an even greater spot for students.
This week I share a little bit about my experiences at the art museum and interview Juliana Ochs Dweck, the Andrew W. Mellon Curator of Academic Engagement, to talk about the different ways the PUAM can serve as a resource for research and studies at Princeton. After all, as Dweck notes about the university museum, “the whole point is to be a teaching museum.”
The registrar for spring courses came out not too long ago. It’s time to start thinking about course selection!
Each semester, Princeton offers over 1,000 courses, taught in over 100 departments and programs, over a range of 8 distributions by professors who have served as Presidents, been awarded Nobel Prizes, made groundbreaking discoveries in their fields, and received Pulitzer Prizes. At Princeton, each course is not just a series of lessons; courses are opportunities–opportunities to travel, to get to know professors, to learn methods for independent work, to explore your interests.
With so much available each semester, how does one pick just 4 or 5 courses to take?
Here is a guide to Princeton’s (many) resources for selecting courses. Included are reviews of different online applications for course searching and scheduling and a few general tips of advice.
Princeton is full of opportunities–it should be easy to plan a cool summer, right?
Sure it should. But in reality, just thinking of summer 2019 is overwhelming.
You just finished fall midterms and already everyone is talking about what they want to do next summer. Your inbox is swamped with emails that mention dozens of programs. Campus is littered with posters throwing deadlines around, but it’s nearly impossible to make any sense of it all, especially while managing a Princeton course load!
If you haven’ t thought about summer yet do not stress. This time last year, I was still undecided about my major, and trying to simply decide what extra-curriculars to be a part of. And yet, I had a great summer:
Summer after my first year at Princeton, through the International Internship Program, I interned in Kathmandu, Nepal at a contemporary art gallery. This was my first time abroad, and I had a phenomenal experience. During my internship, I designed a catalogue, shadowed the gallery’s director, and even designed/installed my own exhibition. Though the internship was unpaid, my summer was fully funded by Princeton.
The point is, I think its completely unnecessary to start stressing for May in October. So, to calm any nerves and make planning a rocking summer a bit easier, here’s a brief overview of some popular summer ideas for underclass students. Included are deadlines, brief descriptions and testimonials from past students.
Disclaimer: This is NOT a complete list. Just a list of popular options and those that my friends have explored. Also, these opportunities are not limited to first-year and sophomore students. Juniors and seniors may also take advantage of some of the programs mentioned below.
After enjoying a summer of traveling, volunteering, camping, interning, hanging out with friends or whatever other shenanigans you might have been up to, it can be difficult to get back into the Princeton mindset.
Even though we are already a month in to the semester, I am still trying to remember how to do school! If you’re anything like me, you’re still working to rebuild your study habits. As we all begin to prepare for midterms (eek!), here are some study tips and tactics tailored to your learning style.
Research can be a truly thrilling experience–interesting data, new findings, surprising collections. However, research can also be incredibly frustrating, namely when you feel like your work isn’t going anywhere.
If you’ve ever been really excited about a topic, done a load of research, and still found that you aren’t making forward progress, this post is for you. I’m talking about hitting tough obstacles in your research–walls you can’t seem to get over–reaching what seems like a dead end.