A Summer of System Change

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Selecting candidates for the fellowship isn't exactly easy - just ask panelist Shanti Raghavan (pictured)
The Ashoka India Selection Panel. Selecting candidates for the fellowship wasn’t exactly a serene process – just ask panelist Shanti Raghavan (standing).

“Sorry Kavi, I don’t think they’re a fit for our fellowship. Their proposals are not system-changing”.

I received this disappointing message countless times this summer while interning at Ashoka, a global non-profit organization committed to the spread of social entrepreneurship. Working out of the India office in the beautiful city of Bangalore, I was responsible for interviewing recently-nominated social entrepreneurs interested in Ashoka’s fellowship program. The program helps connect these select individuals with other fellows, resources, and tools to help further their work in the social space.

Every candidate I had championed was rejected on the basis of this lack of “system change” in their envisioned work. This confused me because each of these candidates was immensely successful in their field. Furthermore, their repeated denial was personally frustrating because when I talked to these candidates, I became personally tied to their work. One particular instance stands out to me. About a month into my internship, I had to reject a candidate who was educating adolescent village girls on gender equality issues through group-based discussions she secretly held in their college dorms. A day after I sent my report to my supervisors, I was unnerved to see the “not a fit” email in my inbox.

Continue reading A Summer of System Change

Open Questions, Surprising Answers: Venturing into the Unknown

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We’ve all been taught the importance of putting our research in context. For me, when I took SPA 230 — Contemporary Spain in Context — this “context” took the form of a fully funded Spring Break trip to Madrid and Barcelona, during which each student was required to perform field research on a topic of choice.

When I first set foot in Spain, I had a two questions in mind: How has theater in Spain been able to survive the nation’s economic crisis? Why, in times of crisis, is theater important?

Studying the theater of the Spanish economic crisis, I saw multiple shows and interviewed actors, directors, founders of theater companies, and other theater professionals. While I started the research process with the above questions firmly constructed, I found that my most exciting, surprising discoveries came when my fieldwork forced me to shift my focus and expand to incorporate the unforeseen.

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Out to lunch with actors from Los Absurdos Teatro, an alternative theater company in Madrid.

Continue reading Open Questions, Surprising Answers: Venturing into the Unknown

A Guide to Independent Work Abroad

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Studying abroad entails a lot more than just visiting famous landmarks like the London Eye (photo credit Jalisha Braxton)
Studying abroad entails a lot more than just visiting famous landmarks like the London Eye.

One of the biggest concerns students have when considering studying abroad junior year is how they will work on their independent work, specifically their Junior Paper (JP). While the experience of writing a JP abroad varies from person to person, I can say that I found writing the JP abroad to be a lot easier than I had initially expected! I did, however, intentionally seek out ways to facilitate the JP writing process. Here are a few things I did that can make JP writing a lot easier if you’re planning to go abroad:

First off, I found it extremely helpful to start thinking about my JP in advance, at least a month before leaving for study abroad. Although I wasn’t sure what I wanted to write about, I had a general area that I wanted to explore (cognition in the classroom). By deciding this early on, I was able to meet with my adviser and brainstorm potential JP topics. Together, my adviser and I also found professors at my university abroad who were involved in research related to the areas I was most interested in. I was then able to reach out to these professors via email to introduce myself and find out which classes they were teaching the following semester. I actually ended up taking a class based on the work done by a professor that I reached out to, and it really helped me narrow down my JP interests!

That leads to my next recommendation: design your coursework around potential JP topics. Continue reading A Guide to Independent Work Abroad

A Global Look at Educating Researchers

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The curriculum differences between UCL and Princeton can almost be as stark as the contrast between night and day (photo credit: Jalisha Braxton)
The curriculum differences between UCL and Princeton can almost be as stark as the contrast between night and day. (In photo: UCL’s main campus building [top] and Princeton’s Nassau Hall [bottom])
A common question I’ve gotten since coming to the UK to study is “what differences have you seen between classes in the UK and classes back home?” I’ve given some thought to this question and have decided to map out some of the various differences I’ve noticed between the curriculum design and expectations for upper level Psychology classes at Princeton vs. at University College London (UCL).  Each system presents different strengths in developing student researchers.

Lectures & Course Readings

Princeton: Many of my Psychology courses at Princeton were structured around a pre-assigned textbook. This practice helped with giving the course an understandable and predictable composition, with each lecture matching up closely with the units of the assigned reading material. Although professors generally provided supplementary information not found in the textbook, common themes and key elements of the course could be identified through the textbook readings.

UCL: Every lecture I have attended thus far at UCL has been heavily based in current research literature. The assigned readings are the research articles themselves. In the lecture, the professor typically picks a topic related to the course, then discusses current research on the topic, emphasizing both the merits and shortcomings of various studies. It is then discussed how the studies interact with one another, showcasing how newer studies are able to strengthen or disprove claims made by previous studies through replicating or altering experimental designs. Continue reading A Global Look at Educating Researchers

Ready for Take-Off: A Pre-Departure Plan to Study Abroad

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The Office of International Programs helps students make their travel dreams a reality! (Photo credit: Morgan Celistan)
The Office of International Programs helps students make their travel dreams a reality!

Many people think about studying abroad while at Princeton, but only a select few actually apply. I seldom hear of research-oriented students studying abroad.  Many of us fear leaving behind the Princeton-centered academic research we’ve grown attached to. However, study abroad can be an amazing opportunity for student researchers to learn about their fields from an international perspective.

Next semester, I’ll be studying abroad at University College London (UCL). In addition to taking classes at my new university, I also hope to get involved in its research community. It seems easy to get caught up in the grandeur of being in a new location, focusing on exploring the area and forgetting to engage in meaningful and intellectual pursuits related to research. Therefore, I have spent the last few days trying to brainstorm ways to tie my research ambitions in with my plans for studying abroad. I’ve come up with a few pre-departure tasks that I feel will help me keep my research at the forefront of my mind while I traverse across the seas:

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Ready for Action: A Junior’s Guide to Independent Work & Research

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Textbooks and prep books track a student's past, present, and future! (Photo by Jalisha Braxton)
Textbooks and prep books track a student’s past, present, and future!

This past summer, I spent a lot of time thinking about my upcoming year back in the Orange Bubble. The transition from sophomore year to junior year is always described as being a tough one, especially for individuals in fields like Psychology, where independent research is required. Soon after declaring our major, we’re bombarded with emails that not only welcome us into the department, but also welcome into our lives an assortment of questions concerning what we want to do with the next (and last) two years of our undergraduate education.

How are you supposed to make decisions concerning independent work without much research experience on campus? What professors are best for your research interests? What exactly are your research interests? After many late nights reading countless websites and emailing tons of professors, here’s what I found about navigating junior year at Princeton. Continue reading Ready for Action: A Junior’s Guide to Independent Work & Research