As Princeton students begin to finalize internship plans, excitement and anticipation begin to take over, and we start to think about how to make the most out of our experience. Whether you are preparing for a summer internship or a one-day princeternship in the spring, you will learn the most if you begin preparing ahead of time. In this post, I will give a few tips on how to best prepare for an internship.
As Princeton students, we generally like hectic schedules. As much as we complain about impossible p-sets, extensive readings, and multiple extracurriculars, we often feel as if we need to constantly be busy. Thus, we fill up every minute of our schedules because a packed schedule makes us feel as if we are pushing ourselves to constantly operate at full potential.
I intended to pack my schedule like this last semester by joining the bioengineering lab where I researched the metabolic pathways of yeast cells over the summer. (You can read more about my experience by looking at some of my previous posts). It seemed logical for me to continue working in the lab during my sophomore year, as this would provide me with both experience and extra preparation for junior independent work and eventually my senior thesis. But because of scheduling problems and sophomore funding issues, I was not able to continue working during the fall.
We’re done with half the academic year and you’ve probably started to think about what you’re going to do this upcoming summer. Many of you have probably taken advantage of two of the largest summer internship programs sponsored by Princeton: Princeton Internships in Civic Service (PICS) and International Internship Program (IIP). Some of you may be lucky enough to have gotten a positive response. However, some of you, like me as a first year, were probably told that your application “unfortunately did not work out this year.”
But have no fear! While I was rejected from both PICS and IIP as a first year, I still managed to participate in two great internships (one eight weeks and the other four weeks) that led to a spectacular summer — in this post, I’d like to share how. (For another great post about Princeton summer opportunities, look at this post by fellow correspondent Raya!)
Every department offers wonderful opportunities. For instance, departments offer seminars, special lectures, opportunities for internships or grants, study abroad programs, amongst other things. But to take advantage of these opportunities, it is important to know your department well. As a sophomore, one of the biggest challenges for me this year has been familiarizing myself with my own department, chemical and biological engineering (CBE).
In this post, I will provide some tips on how to get to know your department by describing how I engaged with CBE.
Every year, the Andlinger Center for Energy and the Environment organizes a conference where students, faculty, and industry professionals discuss research and innovations related to clean energy and other environmental solutions. The event features keynote speakers, faculty panels, poster presentations, amongst other sessions to introduce and highlight the work of different professionals. The purpose of this event is to educate students and professionals on new advances in energy technologyand to encourage even further research.
This year, I attended my first annual meeting, where I learned more about the clean energy research at Princeton and in New Jersey. In this article, I will reflect on some of the highlights from the event.
Phil Murphy’s Keynote Address
This year, the keynote speaker was Phil Murphy, the Governor of New Jersey. In his speech, Murphy addressed challenges in clean energy reforms, and suggested that innovation is essential to create environmental advances. He encouraged people to work together, because at these conferences, individuals can share ideas. Others can then step in and say “we can help.”
At the address, I sat next to fellow students from New Jersey, the CEO of Public Service Enterprise Group (PSEG), Ralph Izzo, and the Dean of the School of Engineering and Applied Sciences, Emily Carter. Seeing individuals from different backgrounds coming together around a common goal reminded me of the importance of collaboration in research. While one lab cannot solve all of the energy problems in the state, the efforts of multiple people can. As institutional researchers, we are responsible for driving innovation and developing new technologies in our fields, thus it is important for us to collaborate in the lab and across the academic sector.
Faculty and Industry Panels
Amongst the discussions, faculty in various departments spoke about their research. Representatives from other universities and companies such as Orsted and ExxonMobil were also present to speak about energy visions and advances at their companies. The topics discussed ranged from ocean wind turbines to innovative approaches to produce biofuels and even new technologies for clean transportation. These panels were useful to observe where we stand in energy research and where we plan to go.
Undergraduate students, graduate students, and postdocs from different engineering and natural science departments presented their research in a symposium-style poster session. I presented on the research I did during my summer internship with the Andlinger Center.
Throughout the event, I spoke with some of the presenters situated around me. I heard from a postdoc in the mechanical engineering department, Guang, about research in fluid dynamics to harvest energy. I also heard from a senior in the chemistry department, Gabriella, about electrochemistry reactions related to energy. In addition to learning about interesting research, I learned that Guang had been a TA for MAE305, a course which I am currently taking, and Gabriella had taken multiple courses in the Portuguese department, where I am interested in getting a certificate.
As I heard this, I thought back to what Phil Murphy had mentioned. The purpose of academic conferences is to connect people and encourage collaborations. Not only are we researchers, we are also students that continue learning from others.
The Andlinger Center Annual Meeting is designed to further conversation on research and innovation. Regardless of your academic background, these issues impact the community as a whole, and it is important to learn about the future of energy and environmental concerns.
If you could not attend (or even if you did), I hope that my reflections serve to inform you about some of the conference highlights and I encourage you to attend events at the Andlinger Center throughout the year. In addition, learning through collaboration in research is not limited to the science field. You can also look for similar events and opportunities to learn through collaborative research in other departments by visiting the Office of Undergraduate Research event calendar.
–Saira Reyes, Engineering Correspondent
Many first years who come to Princeton are interested in doing research, but are too intimidated to pursue it when they arrive on campus. Conducting research in a laboratory can seem like something only juniors and seniors do as part of their independent work. But there are definitely ways to get involved in research earlier as a first year or sophomore. This week, I decided to interview my friend, Janie Kim ‘21, about her experience working in a natural sciences lab as a sophomore, to help shed some light on the process of joining a lab early.
Here’s a little bit about Janie first
Janie Kim is a sophomore at Princeton University who will be majoring in molecular biology. She is doing research on small molecules secreted by marine bacteria in the Donia Lab. On campus, she is also involved in the CONTACT Crisis Hotline, Princeton Public Health Review, and the Arch & Arrow Literature Magazine. She loves sculpting and adores sci-fi unashamedly.
Last semester, I hurried out of MOL lab every week to make it to late meal. This past summer, I hurried out of lab at my summer internship to catch my train home. Now I hurry out of orgo lab to finish my reading for precept.
Whether you are working in a lab for your senior thesis or for an intro science class, every period is a race with yourself to complete your work promptly. The key to finishing early is not rushing through your procedure, but rather working efficiently in the lab.
This summer, I worked at a bioengineering lab on campus researching methods to engineer the metabolic pathways of yeast cells to produce large quantities of target biofuels. Normally, yeast cells produce ethanol during fermentation. My goal was to shift the production of ethanol to other biofuels- such as isobutanol- that have a greater potential to be alternative sources of energy. In this post, I will give tips on how to effectively use your lab time by describing a typical day in the lab at my summer internship.
“I don’t know what I don’t know.”
That is what I was thinking when my summer internship mentor asked me if I had any questions. Having only taken MOL214 and CBE245, I was uncertain about what research at a bioenginnering lab on campus would be like. After attending a lab meeting the first day of my internship, I was overwhelmed by all of the new information I was receiving and thought I would never understand metabolic engineering. By the end of my internship, however, I was working independently and designing my own experiments.
When beginning a new research project, particularly in a new field, getting up to speed can be challenging. But if you approach the project efficiently, you will find that this task is not as daunting as it sounds. These are a few strategies that helped me when I entered my summer internship.
This semester, in our spring series, PCURs will interview a graduate student from their home department who either is currently a graduate student at Princeton, or attended Princeton as an undergraduate. In Graduate Student Reflections: Life in Academia, interviews with graduate students shed light on the variety of paths one can take to get to graduate school and beyond, and the many insights gained along the way from research projects and mentors. Here, Alexandra shares her interview.
As part of our Spring seasonal series, I interviewed Nathan Li, a first-year graduate student participating in the 5-year PhD program in Civil and Environmental Engineering (CEE). He completed his undergraduate studies at Johns Hopkins University, where he majored in Chemical Engineering, completing the Environmental track.
After completing his undergraduate degree in 2014, Nathan spent a year working at a startup, and the year after that working in finance. However, he felt that those jobs were not completely aligned with his values—partly, he missed the learning environment of college, but he was mostly concerned about the impact of his work: “I wanted to contribute to science and technology more directly.”
Throughout my academic life, I have always struggled to find a topic for open-ended assignments. Of course, the further along in my academic trajectory I get, the less strict the guidelines for each assignment become—and the more I struggle to find myself a topic. Coming up with research topics is, of course, critical to any researcher or student’s success—particularly when the culmination of our work as Princeton students is a nearly completely open-ended assignment: the thesis or independent project that each of us completes to graduate. So, I have learned to embrace my discomfort and use each new prompt as a way to hone my skills at successfully choosing topics.