The source of your standard research paper may come with some not-so-standard challenges.
Just because it’s called “independent work” doesn’t mean that you’re alone. PCUR knows we’ve reached a very research-heavy time of the semester, and we have some words of wisdom for anyone tackling a new project – whether it’s your first or fifteenth at the college level. Watch below to hear our advice; and remember, if you have a specific question, we’re never more than a contact us form away.
— Melissa Parnagian, Chief Correspondent
The University of Sussex, where I spent my Junior Spring, is like many European universities in that its three-year undergraduate courses are focused nearly exclusively upon one subject. Whether they wanted to or not, the third-year chemists I studied with there could never have sampled from the broad menu of courses I have at Princeton. Seeing the alternative, I am more-than-ever grateful to be at a liberal arts university where even the most technical-minded engineers can – indeed must – explore topics far afield from their specialties. As with all exploration, I have found some electives more fruitful than others. But many non-technical classes have been incredibly useful in honing my ability to communicate my research, collaborate with researchers from around the world, and understand the political and philosophical implications of my work. Continue reading What distribution classes will make me a better researcher?
Over the course of the semester, PCURs will explain how they found their place in research. We present these to you as a series called The Project That Made Me a Researcher. As any undergraduate knows, the transition from ‘doing a research project’ to thinking of yourself as a researcher is an exciting and highly individualized phenomenon. Here, Vidushi shares her story.
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“Walk around the classroom,” he said, without glancing up from the class roster, “and select a photo. Choose carefully.”
A slight murmur arose in my high school US history classroom as we slung our backpacks in a corner and surveyed the U-shaped desks papered with old ink photographs. My teacher, a stout volunteer firefighter with a white-flecked beard, gave away only a slight smile. As he called time, I hastily grabbed a picture of a judgmental-looking man in tortoise-shell glasses.
“The picture in your hands will be the subject of your semester-end term paper,” my teacher announced. “Choices are final.”
Thus began the first project that made me feel like a researcher, and one of the most valuable intellectual experiences I had in high school.
Continue reading The Project That Made Me a Researcher: Beatniks, Buddhists, and Me
Over the course of the semester, PCURs will explain how they found their place in research. We present these to you as a series called The Project That Made Me a Researcher. As any undergraduate knows, the transition from ‘doing a research project’ to thinking of yourself as a researcher is an exciting and highly individualized phenomenon. Here, Emma shares her story.
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Every researcher has a moment when they realize that their scholarly voice and independent discoveries matter outside of the classroom. For me, this moment came when I took a year-long journalism course as a sophomore in high school. My high school self-identifies as progressive and implements a unique pedagogic approach that emphasizes learning by doing. The journalism course closely fit that theme; instead of reading sample pieces and discussing what defines good journalism, we immediately jumped into the process of writing articles.
My first two articles—each about one page long—were relatively uncomplicated. I wrote about topics that I found interesting, but didn’t push myself to see my subjects in a new or distinct way. My mom was the only person I interviewed throughout the entire research process. The third assignment, however, called for much more involved and independent research. Our teacher instructed each of us to pick a topic of our choice and spend the entire second semester researching and writing about it. He explained that all of this work would culminate in a twenty-page New York Magazine-esque article due at the end of the year. Throughout the semester, we would only meet for a fraction of our class periods and the other time would be set-aside for us to conduct individual research off-campus.
This week, it hits us.
Fall midterms creep up on me every year. Like the steady accumulation of unfolded laundry in my closet, and the growing pile of readings on my desk, midterms approach incrementally – and then they pounce.
I’m trying to practice honesty, which is sometimes harder than it sounds. So, here’s some real talk: this week is a struggle.
On top of the commotion of midterm exams and assignments, I have other, more long-term responsibilities that need attention: beginning background reading for a final project; meeting with my adviser to discuss future research plans; and tackling the freezer full of summer samples that sit on my conscience, unanalyzed. During weeks like this one, staying on top of such tasks overwhelms me more than anything. They incur the deep, gnawing fear that perhaps, this time, I’ve really bit off more than I can chew.
I said I was practicing honesty, right?
I don’t have encouragement, tips, or success stories to offer this week. But I do have honesty and some reassurance: if balancing school, research, extracurriculars, and sanity seems, this week and others, near impossible – I agree.
Why is research so hard? Perhaps because it forces us to confront the unknown. We deliberately embrace questions we don’t have the Continue reading Real Talk: Research, Midterms, and Vulnerability
Last Saturday, I joined around forty students and faculty members gathered in the Mathey common room as part of Principedia’s fall Hackademics. The goal? In the words of McGraw Associate Director Nic Voge, sharing what students have learned about the hidden curriculum at Princeton.
Whether or not they call it by name, most students have recognized the “hidden curriculum” of learning expectations and demands behind every Princeton course. I’ve often had to puzzle out the best learning strategies for my classes– from watching MAT 202 video review sessions before exams to talking through principal parts with friends in language classes– by trial and error. Online course evaluations are usually emotionally-charged and of limited help, and professors and TAs don’t always give students concrete advice. Continue reading Principedia: A Wiki for Better Learning!
Have you ever looked at a class syllabus for the first time and been absolutely shocked by the sheer volume of information you are expected to process? This is exactly how I felt when I first saw the syllabus for an urban studies seminar I’m currently taking. The class curriculum is stacked with dense articles, complex lectures and hundred-page textbook readings. How could I possibly manage, retain and use all of that material?
It turns out that that immensely overwhelming syllabus can actually be my best tool for successfully managing my workload.
Recently, I attended a McGraw Workshop entitled Efficient Learning Strategies: Managing Large Amounts of Information. This hour-long session focused on exactly what worried me when I looked at my seminar syllabus: how to effectively approach classes that throw vast amounts of information at you. Nic Voge, the Associate Director of the Undergraduate Learning Program, led the workshop and helped the attendees work through common concerns students have about information management. These included being able to discern important information, make connections, summarize material and prepare for assessments—each of which is particularly pertinent for research-based classes and projects. Continue reading Syllabi, Charts and Research Plans: Your Best Friends for Effective Information Management
When I entered Princeton as a freshman, I was skeptical that research could do anything for me. I considered myself an applied person who cared little for theory, and I hadn’t planned on continuing on to graduate school. The tides turned when I stumbled upon an optics Research Experience for Undergraduates (REU) program when I was looking for summer programs freshman year. At the time I felt I had few marketable technical skills in my major, so I figured it would be a good chance to build up some useful skills and decided to give it a try. And I’m really glad I did — the experience made me realize how wrong I had been about my prior assumptions regarding research.
Are you a research skeptic, too? Let me tell you a bit about my story and why I would recommend giving research a try.
Continue reading To all the research skeptics
Princeton is known for its small classes, but imagine taking this to the extreme. Last semester, I took SOC 310, Gender and Development in Latin America. Total students: one.
Following an odd turn of events last spring that saw all other students drop the course, I was handed an incredible opportunity: a one-on-one course crafted around my interests.
Much of the class was dedicated to discussing LGBTQIA themes in Latin America. There’s a lot I could write about, but for the purposes of this blog I will focus on one particular oddity. In several articles, I remember coming across the word “transvestite”. I am a peer educator at Princeton’s LGBT Center, and as I had learned in training, many consider this word to be pejorative and outdated. Shouldn’t a sociologist studying queer issues know better?
Continue reading Lost in Translation
You’ve probably heard that research is more of a marathon than a sprint. That’s definitely true — Every independent project involves thorough planning and lots of stamina. But since we’re on the subject of analogies, it’s also true that research is an obstacle course. Think about it: There are challenges built into the research process, and sometimes they’re impossible to avoid. PCUR gets real about these roadblocks in our second Correspondent Convo. Watch below to learn which struggles are most common, and which strategies can help you reach the finish line.
— Melissa Parnagian, Chief Correspondent
