Perhaps one of the more difficult aspects of being a college student is looking for summer internship opportunities. Furthermore, as I discovered this year in my own search for something to do this summer, there can often be unique challenges for students who are primarily interested in public policy. As a (prospective) economics major, it often felt like no matter how hard I searched on Handshake, nearly every internship that I found was in finance or investment banking. While these were undoubtedly interesting opportunities, this was a little disappointing to me as I was hoping that I would be able to use the summer to explore policy and economics research, and maybe even get a better understanding of possible career paths.
My initially discouraging internship search notwithstanding, be assured that these kinds of internships do exist. I myself was fortunate enough to find and eventually participate in such an opportunity– but only after I began to approach my search in a different way.
Most people’s New Years Resolutions, I imagine, are not about improving their knowledge of statistics. But I would argue that a little bit of knowledge about statistics is both useful and interesting. As it turns out, our brains are constantly doing statistics – in reality, our conscious selves are the only ones out of the loop! Learning and using statistics can help with interpreting data, making formal conclusions about data, and understanding the limitations and qualifications of those conclusions.
In my last post, I explained a project in my PSY/NEU 338 course that lent itself well to statistical analysis. I walked through the process of collecting the data, using a Google Spreadsheet for computing statistics, and making sense of what a ‘p-value’ is. In this post, however, I walk through how I went about visualizing these results. Interpretation of data is often not complete before getting a chance to see it. Plus, images are much more conducive than a wall of text when it comes to sharing results with other people.
Haider Abbas ‘17 is a Princeton alumni who recently published his inspirational senior thesis which he created while in the Princeton School of Public and International Affairs. Many Princeton seniors are now beginning to dive deeper into their theses, therefore I think that hearing from Abbas would be very helpful. Thankfully, a few weeks ago, I was able to interview Abbas and he offered key insight into why he chose his thesis topic, how he was able to produce his thesis, and most significantly the impact that his thesis will have beyond his years at Princeton. I hope that you can learn from his experience and develop a thesis that you feel passionate about!
This interview has been edited for length and clarity.
It’s said that a picture tells a thousand words; a map, however, can tell you a million.
To me, maps are not just tools for navigation. They have a variety of uses, enabling their creators to visualize a vast array of data efficiently and quickly. From questionable election forecasts to the location of monuments in a city, anything of your choosing can be mappable. Maps, in my experience, can be one of the most powerful tools in your research toolbox. Thus, I want to show you how you can use maps in your research, and the power they hold!
Recently, we’ve all had to do our best to adapt our coursework, extracurriculars, and past times to a remote format. Some activities – like hands-on research in a lab – may be difficult, or even impossible, to do over Zoom. For those of you looking to fill the gap, hackathons may be the solution. Hackathons are short programming events designed for students to learn new skills, meet new people, develop solutions to everyday problems, and win prizes. And because of the COVID-19 situation, many hackathons are turning virtual.
To hear a little more about what exactly hackathons are and who they might be a good fit for, I interviewed Princeton sophomore and Director of the TechTogether New York hackathon, Soumya Gottipati. For those of you who have recently hard your internships canceled, Soumya also let me know about internship opportunities you might be interested in!
I remember feeling blindsided by thesis talk my junior spring. I was in the middle of my second JP—I didn’t have a topic, an adviser, or any idea where to start. But I knew I needed to start my research in the summer before senior year. If I had learned anything from my JPs, it was that I would need all the time I could get to complete a research project of this scale.
Juniors: whether you’ve already applied for thesis funding or haven’t yet thought about your thesis at all, now is the time to make a summer thesis plan. Remember: every hour you invest over the summer is an hour saved during the semester, when you’ll be back to balancing coursework, job/grad school applications, and extracurricular obligations.
As I prepare to submit my thesis this month, I’ve thought back to my own junior spring and collected five things I wish I’d known before my thesis summer:
For this year’s Winter Seasonal Series, entitled Research Resources: Unsung Heroes, each correspondent has selected a faculty member, staff member, or peer working for a research resource on campus to interview. We hope that these interviews will provide insight into the variety of resources available on campus and supply the unique perspective of the people behind these resources. Here, Kamron shares his interview.
A few weeks ago, I interviewed Sara Howard, the Gender and Sexuality Studies and Student Engagement librarian. I’ve found that I often don’t use all the available research resources to my benefit. Given that we have all recently transitioned on an online learning community, consider meeting with your librarian over Zoom!
This semester, as I return to writing for PCUR, I will be publishing a series of posts describing my experience with the graduate school application process, applying to a variety of developmental psychology PhD programs. Throughout the process, I was fortunate enough to have guidance from my independent work adviser and other senior members of my research lab on campus. However, even with this support, I often found that the process was incredibly opaque. I spent hours searching for answers to seemingly simple questions, often never coming to a definitive conclusion. I hope to use this series of posts to shed some light on the many facets of the process. Although I can only speak to my personal experience, I hope to provide valuable information that can be helpful to students from a variety of disciplines.
Before getting into the nitty gritty of the application process itself, the first step is deciding whether or not you want to go to graduate school in the first place. Graduate school, especially PhD programs, are long, so before you commit to spending up to 6 years in a program, it is important to make sure grad school is the right path for you.
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.
The second time I met with my independent Junior Paper adviser this semester, I was nervous. I had decided following our first meeting that I wanted this JP to be the continuation of research I had, at that point, started nearly two years before (that project on the 1848 revolutions that keeps popping up in my posts), and I was apprehensive to present ideas that I felt might be stale; at the time, I struggled to think of ways to expand the project to something more mature than what I had begun as a first year student. Plus, I was feeling reluctant to be finishing up a project I had been working on for most of my college career.
My adviser and I discussed some of these concerns of mine, and right before I left, he smiled and said, “Alec, have fun with it.” He repeated this phrase at many of our weekly meetings, especially if I came feeling overwhelmed by often self-imposed worries. It was usually paired with a reassuring statement: “You know more than you think you know.” I knew more than I think I knew, and I was going to have fun.