Seeking Originality — in Writing Sem and Beyond

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Be original.

Professors never fail to offer this piece of advice. As R3 deadlines approach, Writing Seminar professors are undoubtedly pushing students to shoot for originality in their writing. And who can blame them? No one wants to read a worn-out argument or encounter unsurprising research findings. But originality is not only your professor’s concern.

Throughout my research experiences, I have infallibly found that I benefit the most from original projects. In my writing seminar, The Politics of Intimacy, a creative purpose continuously drove my work. I began my research with the intention of writing about depictions of sexuality in films and their influence on movie ratings and reviews. I intended to use the film Blue Valentine (2010) as my primary evidence because extensive pop-culture articles and scholarly discussion have addressed the implications of its rating. The Motion Picture Association of America rated Blue Valentine NC-17 (their harshest rating) because they deemed certain sexual acts inappropriate to watch. This rating prompted significant controversy and feminist analyses of the MPAA’s policy that I found to be incredibly intriguing.

In a sea of Princeton students doing exceptional research, how can you push yourself to stand out from the crowd?

Continue reading Seeking Originality — in Writing Sem and Beyond

Choosing Classes: Things to Think about & University Resources

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Spring courses were recently released on the university registrar, which means it’s time for many of us to start considering some difficult decisions. Choosing the course arrangement that best fits your priorities/schedule is crucial to ensure that you have a fulfilling spring semester. 

Over the past four semesters, I’ve used many tips passed on by wise upperclassmen to help choose my own courses. Here are some of the best ones, followed by some resources that are helpful for choosing classes!

What books will be on your shelf next semester?

Continue reading Choosing Classes: Things to Think about & University Resources

A Fall Break to Remember: Site-Specific Research in Detroit’s Artist Community

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On the last Friday before fall break, as each of my friends packed up their belongings and boarded New Jersey Transit to head home for the week, I found myself preparing for an entirely different experience. One of the courses I am taking, a seminar called The Arts of Urban Transition, took a five-day-long field trip to Detroit over break as part of an interdisciplinary urban studies program at Princeton. This program, entitled the Princeton-Mellon Initiative in Architecture, Urbanism & the Humanities, is a three-year project that allows students to examine these areas of study through project-based interdisciplinary courses. My class focuses on the roles of art and artists in urban environments undergoing change. Detroit has been a major focal point in the curriculum, which is why I found myself boarding a plane headed to the Detroit Metropolitan Airport.

One of the sites our class visited was a metalworking studio run by a German African American artist out of his own home. The glorious bus pictured here was our primary means of transportation while in Detroit.

Continue reading A Fall Break to Remember: Site-Specific Research in Detroit’s Artist Community

Correspondent Convos: What is your best research advice?

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Correspondent_Convos_IconJust 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

What distribution classes will make me a better researcher?

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ResearchClass
How do I square my research with my class schedule — and content?

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?

The Project That Made Me a Researcher: Beatniks, Buddhists, and Me

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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.

A high school project started my journey — but the journey continues on campus!

Continue reading The Project That Made Me a Researcher: Beatniks, Buddhists, and Me

The Project That Made Me a Researcher: Hands-On Journalism and a World-Renowned Cathedral

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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.

~~~~~~

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.

The Fifth Avenue Entrance of St. Patrick’s Cathedral where I chose to conduct my research.

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.

Continue reading The Project That Made Me a Researcher: Hands-On Journalism and a World-Renowned Cathedral

Real Talk: Research, Midterms, and Vulnerability

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This week, it hits us.

The Sunday before midterms: the Lewis Library Tree House, my favorite study spot, is packed.
The Sunday before midterms: the Lewis Library Tree House, my favorite study spot, is packed.

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?

My to-do list this week. I find it helpful to see everything on one page - and to have the gratification of checking off the little circles
My to-do list this week. I find it calming to see everything on one page…sometimes.

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

Principedia: A Wiki for Better Learning!

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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.

Students working hard at the Spring 2015 Hackademics! Image courtesy of the McGraw Center for Teaching and Learning. Used with permission.
Students working hard at the Spring 2015 Hackademics! 

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!

Syllabi, Charts and Research Plans: Your Best Friends for Effective Information Management

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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.

This is my friend Morgan feeling very overwhelmed by all the material in her textbook, articles and lecture notes. We’ve all been there.

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