Why Do We Research?

Posted on by Shanon FitzGerald

John Witherspoon, President of the College of New Jersey from 1768-1794, played a key role in setting (what would become) Princeton on the course to become the renowned research institution it is today. Now, his statue watches over new generations of students as they journey into Firestone Library. 

If you are reading this post, you are likely involved in research. Unsurprisingly, I am too.  Yes, I’ve spent my fair share of long nights on the A floor of Firestone, reviewing sources and tightening up arguments. This week, I’m embarking on a new history research paper about the evolution of Native American spirituality from the 1830s to the 1890s, which I anticipate will take a fair amount of time. Reflecting on the work I have ahead got me thinking, why am I doing this in the first place? In fact, why do any of us research?

This question can really be broken into two parts: “What do we hope to achieve from our research?” and “What motivates us to conduct our research?” We think about the first question often, because in the academy, we have to justify what we’re doing to our professors, to funding boards, etc.  And in lots of research, one’s answer to the first question informs their answer to the second. Certain biologist friends of mine, for instance, study lab rat carcasses in the hopes of better understanding tumors, with the inspiring goal of curing cancer. In cases such as this, the aim of a project is to arrive at something with a concrete application so marvelous that it motivates the researcher to come to the lab each morning.
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How to Write a History Research Paper

Posted on by Shanon FitzGerald

When writing a history research paper, the right approach is key. Sitting outside, like the above student, may be helpful, but also consider heading to a library for a more focused atmosphere–and larger tables to spread out your notes!

In my last post, I shared some tips on how to conduct research in history and emphasized that researchers should keep in mind a source’s category (transcript, court document, speech, etc.). This post is something of a sequel to that, as I will share some thoughts on what often follows primary-source research: a history research paper.  Continue reading How to Write a History Research Paper

Historical Research With Primary Sources

Posted on by Shanon FitzGerald

“They had dynamite.” This transcript of a conversation with three NAACP leaders illustrates the very real threat of danger these activists faced during the Little Rock Public School Integration Crisis.

After much consideration, I have settled on concentrating in the History Department. Consequently, this semester finds me taking several courses with a historical bent. Thus far in these classes, I have been immersed in the theory and practice of historical research. Today, I’d like to share some of the highlights from my experiences in History 280: Approaches to American History. Continue reading Historical Research With Primary Sources

Yoga and Research

Posted on by Shanon FitzGerald

The 2017-2018 Yoga and Meditation Fellows at the Divine Life Society Ashram, Rishikesh, India.

Greetings from Maharashtra, India! It’s just a few hours into 2018 here, and I’m on a bus bound for Mumbai with 15 other Princetonians as part of the 2017-18 Princeton University Yoga and Meditation Fellowship. As our time in the country comes to a close, I’d like to share some of my reflections from this immersive experience.

At first glance, it might not seem like there could be any possible overlap between yoga and research, or even academics. After all, yoga is just a bunch of exercise postures for hippies or suburban moms, right?

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Course Selection in Anticipation of Major Declaration

Posted on by Shanon FitzGerald

Your choice of concentration will definitely impact your precept experience–another reason to make this choice carefully!

My fellow A.B. sophomores, this post is directed at you (not my already-declared B.S.E friends). Whether you feel like your time at Princeton has dragged on or flown by, we now find ourselves at a crossroads. Next semester, we commit ourselves to something in a way that we have never quite done before: we declare a concentration.

Sophomores are generally in one of several stages with regard to major declaration by this point in the year. Some are dead set on a particular concentration. Others are relatively confident about which department they’ll choose, with some degree of uncertainty. Others still are rather split between or amongst several departments. And finally, a portion of the class might have very little idea about what they’ll choose in April. I personally find myself somewhere in between the second and third groups above. I’m deciding between a concentration that is comfortable and familiar to me, and one that would present more of an academic stretch–I haven’t taken many classes in the department, and in general, know less about the subject.

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Advice on Reaching Out to Faculty

Posted on by Shanon FitzGerald

Sitting in the back of a lecture can make your professor seem distant. Reaching out via email, discussed below, can help you get to know them better.

In my last post, I ended with a suggestion: reach out to faculty members. This post is an assortment of advice on how to go about doing that. More precisely, this post is about how to get in touch with faculty for the first time. Yes, dear readers, today we discuss the joy that is the cold email.

There are several situations in which cold emailing can be in your interest. You might want to get to know the faculty member better, or to do research with them. You might also want their advice on research at other institutions, summer programs, or independent work. Whatever your individual case, however, certain general principles apply when reaching out to faculty.

If cold emails are new or intimidating to you, fear not. The advice contained below will (hopefully) make this menacing task feel much more manageable.

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Finding a Faculty Mentor at Princeton

Posted on by Shanon FitzGerald

At Princeton, ‘finding your way’ can seem as daunting as escaping the Labyrinth. Even when things are going well, I find myself asking thinks like: What are the best courses to take next semester? What should I do next summer? What should I do with my life?

Developing a relationship with a mentor can be one of the most personally rewarding aspects of academic life at Princeton. 

Questions like these don’t have easy answers, and as best as I can tell, we shouldn’t expect to wake up one day with everything figured out. But chipping away at these questions is important, and I’ve found it much easier to do so with some guidance. Where do we get guidance, though?

Enter the mentor. The mentor is your wiser half, your sensei—the person who guides you through this mysterious world with sage advice and unflagging support.

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An Introduction to Research Resources in Law

Posted on by Shanon FitzGerald

So, you want to dive into the corpus juris, huh?

Nothing screams legal research more than hefty, leather-bound tombs and dark wood furnishings.

While Princeton doesn’t have a law school (at least, not anymore), a number of University departments offer interesting courses in legal theory, history, and philosophy. Students in these courses—especially those new to legal studies—may find themselves overwhelmed by strange Latin words and mountains of footnotes. Fortunately, there are a number of online and University-provided resources specifically geared toward legal research, which anyone writing a paper concerning law would be wise to use. The following is a rundown of some of my favorites from my time in POL 316: Civil Liberties with Professor Robert George.  Continue reading An Introduction to Research Resources in Law

Take a Break, and Take a Walk!

Posted on by Shanon FitzGerald

The loop around Poe Field and through Icahn Laboratory makes an excellent walking path, day or night.

It’s a typical Monday night in J Street. All around me, students are hunched over notebooks and pecking at laptops. Faces are neutral, if not grim, betraying the anxieties of the week ahead. In the midst of the bustle of Princeton life, it’s all too easy to let this— “the grind”—become the uninterrupted norm. I often wonder, though, is this truly what’s best for our personal and academic development in the long run?

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