This year, as we prepare to write our final papers in quarantine, it will be extra tough to locate the sources we need for our research. Without in-person access to campus libraries, this Dean’s Date will require some new strategies for accessing research materials. To help with this process, I’ve collected a few virtual research resources from my weeks of quarantine thesis work, as well as the beginnings of my Dean’s Date research (also check out Alec’s recent post for more tips):
Do not underestimate the library catalog. A lot of sources are available online, especially with the University’s new partnership with the HathiTrust Digital Library. Through this partnership, millions of scanned books have been made temporarily available to students—in addition to Princeton’s many existing online holdings. To see if a book is available online, just search for it in the Princeton library catalog. If you don’t see a digital edition listed, try clicking on a print edition and seeing if a scanned version is available through HathiTrust (if it is, there will be a link just below the book’s title and general information). You can also click the “Request” button under “Copies in the Library,” then “Help Me Get It” and a librarian will do their best to send you a digital copy—if it’s available—within a few days.
[Note:This post was written before COVID-19 reconfigured our library access. Interlibrary Loan is no longer accessible for students, but its sister program, Article Express, is still running at full speed!]
Every so often, when reading sources for my thesis, I come
across a citation for a book or article I can’t find in the Princeton library catalog.
Of course, given the size of Princeton’s holdings, these moments are rare—though
somewhat more frequent as I’ve entered the fine-grain stages of my research
project. In the past, a dead end in the library catalog was enough to convince
me to give up on a source. However, the exigencies of my last month of thesis writing
have pushed me to use what might just be the most magical tool in the Princeton
library toolbox: Interlibrary
Whereas Borrow Direct and Recap only provide access to books listed in the Princeton library catalog, Interlibrary Loan can provide access to… pretty much any source you could possibly need. ILL has two main request options: Article Express (for scans of specific articles and book chapters) and Interlibrary Loan (for larger sources, like books, audio/visual materials, and microreels).
My most recent post focused on gearing up towards your senior year and finding a thesis adviser. I decided to continue this mini “preparing for your senior thesis” series by providing some tips on funding your research! The infamous senior thesis is such a daunting thing to think about as a junior because it is not always clear how early you should begin to plan for it and what steps you should take. At the beginning of the year, I attended an information session through the Woodrow Wilson School regarding thesis research funding. During that meeting, the speakers told students that they should start working on applications for funding as soon as possible if they wanted to receive money for their endeavors.
One of the challenges of college is assimilating large amounts of information from a variety of sources: lectures, course readings, independent work research, precept discussions, extracurricular programming—the list goes on and on. Compounding the challenge is the fact that what’s ultimately demanded of students is not mere recall, which can be accomplished through memorization. Rather, we’re charged with synthesizing disparate materials, pulling things together, making connections across genres of information. In this post, I reflect on some of the ways I try to do this. Continue reading Tips for Synthesizing Information
It’s that time of year again: everyone is spending endless amounts of time browsing and discussing the available spring courses with their friends, advisers, and mentors. The buildup is for good reason: it’s important to put together a balanced, enjoyable course schedule (for tips on how to go about doing that, check out this post).
I’ve personally had my eye on NEU 350, the neuroscience major requirement known for teaching data analysis techniques and lab procedures. Thus far in my Princeton career, I’ve learned a lot about theoretical methods within the discipline, but I’ve yet to actually apply those methods myself and work with real data. I wanted to take the class to learn these skills and broaden my understanding of what actual work within the neurosciences looks like.
However, I noticed under the “Prerequisites and Restrictions” header of the course on the registrar website that sophomores need permission from the Instructor to take the course. I found this odd considering that many sophomores are enrolled in NEU 314, a class that is typically taken by neuro majors the semester before NEU 350. The need for instructor permission felt intimidating to say the least, and in this post, I’ll share a few steps I took to learn more about NEU 350 and whether or not I should take it this spring.
It’s been almost four years, and the generosity of Princeton faculty continues to surprise me. So many professors here are not just accessible to students, but deeply invested in supporting us in and outside of the classroom. It typically isn’t too hard to find at least one research mentor among our 950 full-time faculty.
Nevertheless, one institution’s faculty cannot possibly cover every sub-field or research topic. This has become especially apparent as I’ve moved towards the specificity required of a thesis project. In my case, no professor on campus studies Vilna, the Eastern European city at the center of my thesis.
Of course, there are ways around this. For one, there is probably a professor on campus whose area of expertise has something in common with your project. My thesis adviser does not work on Eastern Europe, for example, but she is an expert in writing urban histories. So even though Vilna is new to her, she has been invaluable in guiding my methodology and argumentation.
She has also encouraged me to reach out to faculty and graduate students in other departments and at other institutions who might be more familiar with Vilna itself. Connecting with these scholars has turned out to be one of the most valuable aspects of my thesis process thus far. I’ve compiled some tips for accessing the rich academic network beyond your particular department or university.
Last spring, I began the semester specifically planning to PDF my English class. I knew my schedule would be time-consuming, since in addition to English, I was also taking immunology, organic chemistry, intro to material science, and Portuguese. Because I intended to count all of my other courses as either CBE departmental electives or towards a Portuguese certificate, so I thought it would be wisest to PDF English.
However, half-way through the semester, I realized that I was doing relatively well with the English coursework, so I probably did not need to PDF the course. The course that was actually more time-consuming and difficult than I had expected was immunology. This caused me to rethink my process for choosing how to select a course to PDF. I started to look at the course load itself instead of just at the requirements I was satisfying, and in the end, I chose to PDF immunology. In this post, I will discuss in more detail some things I considered before making my decision and offer tips for selecting to PDF a class.
A long-term project like a thesis is a marathon, not a sprint. This has been a difficult adjustment for me. In almost every other research project I’ve done at Princeton, I’ve chosen the last-minute sprint model, rather than a more organized long-term approach. Sprinting hasn’t worked well in the past, but it won’t work at all for a thesis. There’s simply too much involved in a thesis to cram it into the few weeks before the deadline.
The marathon approach is new to me, so I looked up some tips for how to train for an actual marathon. I was surprised how many were relevant for a long-term project like a thesis or a final paper. I’ve collected my ten favorites here:
Research does not end at simply conducting experiments or making a mind-blowing discovery in your academic field. It’s just as important—or perhaps even more so—to share your findings with others and to hear their thoughts on what you’ve discovered. Throughout your time at Princeton, you will come across multiple opportunities to present your research–whether it’s presenting at Princeton Research Day, drafting independent work proposals for advisors, showcasing your research from summer internships, or even just preparing presentations for class. Sharing your research is thus a common and necessary step in creating scholarly conversation, and can be a very rewarding and enlightening experience for you and for others. However, it can be challenging to find the most effective way to convey your knowledge and work to your audience.
This past April, I participated in the Mary W. George Freshman Research Conference, where I presented my paper “Racism in K-pop: A Reflection of South Korea’s Racialized Discourse of Beauty.” My paper was 16 pages long, and in the beginning, I had no idea how I would synthesize this into a 10-minute presentation. How do you condense a paper that long into just 10 minutes without losing the key points of your argument? Everything in my essay felt critical to my thesis, and yet I knew I couldn’t include every single point in my presentation.
The infamous Senior Thesis is a source of stress and anxiety for many students. Although there are information sessions galore for juniors, I didn’t feel like I actually understood the process until I started it. This summer, I began my thesis research process by traveling to Norway to collect observational data on the country’s prison system.