This winter, for our seasonal series entitled “Professorship and Mentorship,” PCURs interview a professor from their home department. In these interviews, professors shed light on the role that mentorship has played in their academic trajectory, including their previous experiences as undergraduate and graduate students as well as their current involvement with mentorship as independent work advisers for current Princeton undergraduates. Here, Andrea shares her interview.
Udi Ofer is a Visiting Lecturer in Public Affairs in the Woodrow Wilson School.
Outside of class, he is the Deputy National Political Director of the American Civil Liberties Union (ACLU) and Director of the ACLU’s Campaign for Smart Justice, which is dedicated to ending mass incarceration in the United States. His background as a civil rights lawyer brings a valuable perspective to the task force seminar “Rethinking Criminal Justice: Policy Responses to Mass Incarceration,” which he leads in the Woodrow Wilson School. I’m taking his seminar this semester, and because of my interest in his research (see posts here and here about my JP last semester, which was also about incarceration), I decided to interview him as part of PCUR’s winter seasonal series.
This winter, for our seasonal series entitled “Professorship and Mentorship,” PCURs interview a professor from their home department. In these interviews, professors shed light on the role that mentorship has played in their academic trajectory, including their previous experiences as undergraduate and graduate students as well as their current involvement with mentorship as independent work advisers for current Princeton undergraduates. Here, Nanako shares her interview.
As one can see from the many PCUR posts on Junior Papers
and Senior Theses, independent work is a huge part of the junior and senior experience here at Princeton. However, everyone has different views on why this process is important, and different departments have different requirements. For this Winter Seasonal Series, I decided to interview Professor Gitai, who I met when I took MOL214: Introduction to Molecular and Cellular Biology in the fall of my first year at Princeton. Read on to learn more about the thesis writing process for concentrators in molecular biology, and how to make sure you get the most out of this process!
The spring semester is in full swing, and, for sophomores, concentration declaration is quickly approaching. Obviously, choosing a major is a big decision which will dictate what discipline you study in most of your courses and possibly direct your professional career. However, your department will also define your academic experience as an upperclass student in other ways; each department has different requirements for independent work, different research opportunities for undergraduates, and a different type of community. I found that considering all of these variables helped me to choose my major, but doing so may necessitate a bit of investigating.
So if you are a sophomore about to choose your concentration, what can you do over the next couple months to get to know the department(s) you are interested in?
Here are some tips to get you started, with examples from my beloved home Department of Geosciences:
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.
As spring semester gradually picks up the pace, there are many things to think about depending on your class year. As a senior, you might be thinking about your thesis deadline that is quickly approaching. Juniors might be focused on their Junior Papers. First-year students are preoccupied with mastering a new semester they’ve never experienced. Sophomores have a whole different challenge to tackle: major declaration (check out related posts here and here).
I love my spring JP adviser. For one, he knows the biggest challenge of independent work is avoiding procrastination. As such, he’s preemptively strict with me on deadlines—pushing me to work on my JP for twenty minutes every day, and to meet with him at least twice a month to report on my progress. When we meet, he asks difficult questions, and provides incisive feedback.
However, like any adviser, there is a limit to what he can provide. My JP project—which focuses on a series of maps produced in twentieth-century Yiddish memorial books— is actually quite distant from his area of expertise. He researches early modern Europe, a period nearly five hundred years before my topic’s. Additionally, I want my JP to engage with scholarship outside of the conventional boundaries of my discipline—particularly memory studies and theories of urbanism.
But at a university like Princeton, a mismatch between your independent research and your adviser’s area of expertise is by no means a dead end. Because of the diversity of Princeton’s academic program, there are almost definitely people on campus—whether graduate students or faculty—who can supplement your adviser’s mentorship.
This winter, for our seasonal series entitled “Professorship and Mentorship,” PCURs interview a professor from their home department. In these interviews, professors shed light on the role that mentorship has played in their academic trajectory, including their previous experiences as undergraduate and graduate students as well as their current involvement with mentorship as independent work advisers for current Princeton undergraduates. Here, Alec shares his interview.
Princeton takes great pride in its focus on undergraduate independent work, and the expectations of original research and mentorship define the academic experience of juniors and seniors. However, everyone has their own model for mentoring and their own ideas of what undergraduate research should focus on. As part of our Winter Seasonal Series, I interviewed Geosciences Professor Frederik Simons to understand the role of mentorship in his life and share his perspective on undergraduate research at Princeton. I know Frederik from our many conversations in the GEO department and I took his class GEO 422: Data Models and Uncertainty in the Natural Sciences. He is the second reader for my independent work.
Mentorship is a state of mind… You need to get into someone’s mind and understand their perspective. If you see someone who is distressed or struggling, help out a little bit.
What role has mentorship played in your career, and what role does it play in your life now?
I was blessed with mentors throughout my career, a willingness to listen to advice, and the audacity to ignore it. I experienced mentorship in the form of many people looking out for me; it’s essentially about providing opportunity. Mentorship is lifelong; you are still being taken care of by other people whatever you achieve. Now I try to teach undergraduates what I think they should know and connect graduate students with opportunities.
Mentorship is a state of mind. ‘Mentor’ is from the Latin ‘mens’ for mind. You need to get into someone’s mind and understand their perspective. If you see someone who is distressed or struggling, help out a little bit. I have always enjoyed explaining stuff and helping out; it makes me feel good.
If you’re caught up on some of mypreviousposts, you’ll remember that I wrote my fall Junior Paper about shackling pregnant inmates in New York women’s prisons after the 2009 anti-shackling bill. I recently submitted my Junior Paper at the beginning of January, and it’s safe to say that it was a wild ride. To name a few challenges: I had to completely change my topic, I navigated tough interviews, and I spent a LOT of time editing my essay. Although I wrote a post about how to work efficiently during winter break, I pretty much ignored all of my own advice and ended up working on my JP each night, making my winter break anything but carefree and relaxing. However, I came back to school with a paper I was proud of.
But the challenges did not stop there. This JP was my first encounter with a substantial piece of independent work, and it included a whole lot of revisions after I had completed my first full draft. After reading through the paper, I scheduled a phone conference with my professor that left me with a plethora of edits to make in a very short amount of time. I made the changes, going through the paper with a fine-toothed comb, and the day after I got back to Princeton, I went to my first-ever appointment at the Writing Center.
When we think of research, we tend to picture someone sitting in the library surrounded by stacks of books. While it’s true that books (and textual materials accessed via the web) remain incredibly important to the research process, not everything research-worthy comes in book form. Indeed, for certain types of research, such as ethnography, journalism, and oral history, going out into the broader world outside the library doors is essential. This was the case for me recently as I worked on a podcast for a History of Science class; an interview with a molecular biology professor about their work on the Human Genome Project was central to my endeavor. So, in light of this recent experience and in the spirit of diversifying the types of sources we use as researchers, I will share in this post some thoughts on how to incorporate an interview into a class project or research paper. Continue reading How to Incorporate an Interview into a Class Project
If you are caught up on my latest posts, you will remember that I have had some ups and downs in my research process for my Junior Paper. I think it is safe to assume that most students experience difficulties with their JPs. However, the difficulties differ from student to student.
In the Woodrow Wilson School, you choose–or, sometimes, it is chosen for you if you are enrolled in a seminar that specifically focuses on quantitative or qualitative research–whether you would like to do a quantitative or qualitative analysis of your JP topic. While most of the quantitative students are focusing on coding and analyzing existing datasets, the qualitative researchers analyze literature, conduct interviews, and gather information on their own. My biggest challenge so far has been the interviews.