Reading Courses: A Guide

Posted on by Shane Patrick

As course selection begins, you might find yourself searching endlessly through the Course Offerings webpage, trying to craft the perfect schedule for next semester. You’re probably weighing a number of different factors— the professor, the class topic, the reading list, the different requirements it fulfills— and trying to balance these in the best way possible.There is another possibility here, which you can’t find in the course offerings: reading courses. Not advertised on department websites or listed with course offerings, reading courses are some of Princeton’s hidden academic gems. The University defines a reading course as a specially designed course not normally offered as part of the curriculum that is arranged between a student and a faculty member. These courses count for academic credit, and focus on a topic of the student’s choosing. If you’ve ever dreamed about designing your own course, this is your opportunity.

Students walk across McCosh Courtyard at Princeton University.

McCosh Courtyard in November

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Researching in Princeton’s Special Collections

Posted on by Shane Patrick

If you want to take your research in the humanities to the next level while here at Princeton, one of the best ways you can do that is by availing yourself of Princeton’s Special Collections. Home to vast stockpiles of manuscripts, rare books, coins, and other materials, Special Collections is a great place for students who want to pursue rigorous and impressive humanities research while making use of the excellent resources that Princeton has to offer. Many of these articles were donated by benefactors or acquired by the university specifically so that they could be researched by professors, students, and other researchers. In this article, I’ll present some reasons why you might consider checking out Special Collections, and then follow that up with a basic “how to” for when you visit.

Image shows an Ethiopic book, opened to pages featuring pictures of saints and text in Ge'ez (Classical Ethiopic)

A manuscript of an Ethiopic Synaxarion in Special Collections

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How to Tackle Research Topics “Beyond Your Depth” as an Undergraduate

Posted on by Xander Jenkin

Civil and Environmental Engineering graduate student Meiqi Yang working on lithium extraction in a lab.
You may not feel as confident as CEE department graduate student Meiqi Yang looks here working on lithium extraction, but as you do more research over time, you’ll feel much more comfortable as you progress. Photo Credit: Bumper DeJesus (2023)

When doing research as an undergraduate, sometimes the work you are doing and topics you study may be very familiar to you, other times you may be totally unfamiliar with what is going on. Maybe you even have some previous experience but the topic of the project is way above anything you’ve done before—you might be working with a physics professor on something really advanced like quantum field theory or condensed matter, which you have never taken a class on and are expected to now work on and understand what’s going on during your project. This can happen a lot in any field, not just STEM, where your professor may have spent years studying something that you are expected to contribute to after having taken maybe a few classes in it, if that. Some professors may work more often with graduate students, so they may assume that you know “basic” things about your field that you as an undergrad have just encountered for the first time: you could be working with an Art History professor who focuses on Late Antiquity, and they start throwing around terms and common symbols that you aren’t able to easily recognize. 

Regardless of the circumstances, this situation comes up a lot in undergraduate research. The fortunate thing is that tons of professors are willing to work with students who have no prior experience in the subject, but you still have to wrestle with “catching up” as you try to somewhat understand anything that you’re actually doing. Here are some tips to try to get acclimated with difficult, unfamiliar topics that may be well above your current depth as an undergraduate.

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The “Right” Way to Rank Writing Seminars

Posted on by Kate Weseley-Jones

Course selection is coming up! Picking classes that you are really excited about can be one of the best academic moments of the semester. Doing as much research on a course as possible can help to ensure I will enjoy a professor’s teaching style, which in my opinion is just as important as being interested in the subject matter. As those of us who have dabbled in the social sciences know, survey data can be a great method for evaluation, which is why when it comes to picking courses, I tend to weigh student ratings pretty heavily. 

Writing Seminar enrollment infographic with steps for ranking top 8 writing seminar choices.
This helpful diagram from the Writing Program website outlines the steps of the writing seminar enrollment process.

This strategy for course selection, however, is far from perfect. Now that I am more than halfway through my time at Princeton, I am all too familiar with hoping to read the reviews for a course only to discover that there aren’t any. The first time I had this experience was in the fall of my first year when I was trying to pick a writing seminar. 

That’s right, first-years! For those of you who are taking your writing seminar this spring, you will soon discover (if you haven’t already) that there is no way to see the feedback provided on these courses by previous students. On top of the lack of access to course evaluations, there is no add/drop period for writing seminar; once you get your assignment, you will have to stick with it. So where should you start when trying to decide how to rank your top choices?

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My BSE Fall Semester Experience in the Engineering Sequence

Posted on by Shannon Yeow

College is daunting. It’s normal for incoming first-years to feel uncertain about many things, especially course selection. I remember looking through every course on the course offerings page to determine the classes I would be taking in the fall, and feeling overwhelmed by the sheer number of options available. I came into Princeton as a prospective COS (Computer Science) BSE student, so my class choices were inevitably influenced by my BSE degree requirements. BSE degree requirements include four semesters of math, two semesters of physics, one semester of chemistry, and every first-year is required to take one semester of writing seminar. Read on to learn about my experiences in the EGR sequence, starting with EGR 151.

  1. EGR 151: Foundations of Engineering: Mechanics, Energy, and Waves
Screenshot depicting course description of EGR 151. Link in caption leads to full version.
Course Description of EGR 151 for Fall 2023
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Shattering the Glass Ceiling: Becoming a Woman Undergraduate Researcher

Posted on by Yubi Mamiya

A guide of first steps for women-identifying undergraduate students stepping into research

Two women students in lab coats performing a chemistry experiment.
Every women-identifying undergraduate student has the potential to become an incredible researcher; your journey starts now!

As we step into the new school year, woman-identifying undergraduate students across campus are looking to take their first steps into research. This process can be new, daunting, and sometimes, downright terrifying. It’s scary to step into a room where you are the first, the only, or both. That’s why it’s imperative to support women-identifying students in empowering research communities, advocating for their learning goals, and asserting themselves in new research settings. For allies, there are also important ideas shared by woman-identifying researchers about the best ways to support their success.

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How to Prepare for a Research Presentation

Posted on by Xander Jenkin

Students sitting in chairs face a man in a grey suit standing and speaking to them
Students in the Freshman Scholars Institute were invited to the 3rd Annual Summer Research Colloquium Conference in Prospect House. They listened to research presentations by current Princeton students both graduate and undergraduate. Photo Credits: Danielle Alio (2018)

Imagine that you’ve been working on a research project for months. Now you’re standing in front of a crowd of professors, some of which probably know more about your topic than you do. If you do research working in an academic department, it can be a stressful experience if you have to eventually present your work to that department. Trying to talk about what you’ve done with your own adviser can be enough sometimes, and showing work that you may not be 100% comfortable with for a whole crowd of professors is a whole new level of daunting. They all have years of experience and may know more about aspects of your presentation than you do, so trying to seem like you know what you’re talking about while possibly being asked questions far out of your depth may seem impossible for an undergraduate to do.

Nonetheless, whether it’s theses, JPs, internships, or summer projects, all undergraduates here are going to find themselves in this position. So how do you do it?

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Preparing for ORGO, Overcoming Fear, & Rejecting Effortless Perfection: Interview with Tom Silldorff, Part 2

Posted on by Amaya Dressler

Tom Silldorff goofily posing for a photo while underwater scuba diving.
Organic Chemistry TA, RCA, and graduating senior Tom Silldorff ’23 reminds us that life is not about the outcome, but the fun we had getting there.

In partnership with the Princeton Perspectives Project (PPP), we’re back for Part 2 of our interview with Organic Chemistry TA Tom Silldorff ’23. While organic chemistry, or “Orgo,” may have earned its notoriety for its exceeding complexity, demanding exams, and time-intensive study, this does not mean that students have to struggle the whole way through. In our first interview, we discussed how Tom found his passion for Orgo and some of his key takeaways from tutoring on how students can grow throughout the course. This time, we’re tackling some of the deepest challenges students face while taking Orgo: What actually gives Orgo its difficult reputation? What can prospective Orgo students do now to prepare for the course? How did Tom face his own struggles with the demand for effortless perfection? If you’ve ever wondered how you can maximize your growth from Orgo or even academics more generally, then read on for one final reflection on fear, failure, and the beauty of Organic Chemistry with graduating senior, Tom Silldorff. 

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Introducing the Sophomore Research Seminars: An Interview with Professor Emma Ljung

Posted on by Alexis Wu

Image of Professor Emma Ljung teaching a seminar
Professor Emma Ljung teaching in a seminar.

With course selection coming around the corner, the sheer number of opportunities can be overwhelming. Choosing courses can be doubly challenging for rising sophomores who are finishing up their prerequisite courses and trying to figure out what they even want to major in. I wanted to take this opportunity to introduce a new and exciting opportunity for students interested in research—the Sophomore Research Seminars.

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A Guide to Your Next Museum Visit

Posted on by Kate Weseley-Jones

As someone who has loved museums for as long as I can remember, it feels heretical to even admit that my own brother considers most museums to be boring. The older sister in me has not let this go easily, and, in fact, I’ve been practicing my art of persuasion through getting my friends and family into museums even when they are hesitant. If you, too, are hoping to convince someone to join you at a museum or maybe are looking for a way to get more out of museums yourself, here is some of my hard-earned advice.

A man looking at an artifact in a display case.
On a recent museum trip, I was so excited that my friend was having a good time that I took this photo to document the moment.
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