Corwin Hall, home of Princeton’s Politics Department, is often the final destination of a politics paper.
This week, I’m working on a paper for Human Rights, a politics class that I’m taking.This course only has one major paper assignment, and it’s very broad. Given that this is a tricky, but not entirely uncommon situation, I thought I’d share my approach to writing this paper. It’s often said that “writing is thinking,” so why not write about thinking about writing?
I started thinking about the paper pretty early in the course. To be fair, this wasn’t all me—my preceptor gently encouraged us to have a topic in mind before Spring Break. The best thing about brainstorming topics early is that you have the time and latitude to allow your idea to evolve. And evolve my idea did. Continue reading How to Approach a Politics Paper
The blank page at the very beginning of the writing process is one of the most difficult stages for me. I struggle with how to get started and feel overwhelmed by the amount of work ahead of me.
To avoid this blank page, I open a Word Document called “Notes” early on in the research process. As I sort through the ever-accumulating pile of books and articles on my desk, I copy the relevant quotes into the document, followed by the author’s name and the page number. Typically, only a fraction of these quotes actually make it into the paper, so it can be hard to know when to stop. The metric I’ve figured out is: when the notes document is double the length of the assignment, I know it’s time to begin drafting the paper.
Film editor Walter Murch helped me rethink my editing process.
As I write, this document becomes my primary resource for information and direct quotes. Because it’s consolidated in one file, it’s easily navigable and searchable. Sometimes, I reorganize the quotes into sections to guide my paragraph structure and overall argument.
In the past, this system has worked well for me. But in the past few weeks, two of my teachers have modeled an exciting new approach to organizing research materials: visual mapping. Continue reading Visualizing Your Argument
Like most engineering students, I have spent almost two years at Princeton learning the fundamental theory of my field. While the material is interesting, it can be difficult to imagine how the concepts can lead to practical applications in engineering, and some of the basics can begin to seem useless in the real world.
Thermodynamics is one of the fundamental Mechanical and Aerospace Engineering (MAE) courses. It explores heat transfer and the relationship between heat and other types of energy. When I took the course last semester, I spent a large amount of time learning about heat pumps—cycles that move heat against its gradient (the way it “wants” to flow) from an area of low temperature to an area of high temperature. This process explains how comfortable temperatures are maintained in most living spaces. While the general application of the theory was clear to me, it seemed as if it would never be relevant to me. Fairly efficient air conditioners and heaters already exist and are unlikely to undergo a major overhaul in the near future, so why spend so much time learning the minutiae of how they work?
“Any science major should consider this course…it is basically independent work guided by two top notch professors and supported by an entire seminar class.” – Anonymous Student Review
Every undergraduate studying the natural sciences at Princeton undertakes significant independent research projects in their Junior and Senior years. GEO/WRI 201: Methods in Data Analysis & Scientific Writing is a unique course designed specifically to teach students how to write an independent scientific paper. If you are a Sophomore or Junior looking to attain the concrete skills and confidence to tackle independent research, there is no better class to take.
In 201, you will learn how to design, research, write, and present original scientific research, all through the lens of measuring changing landscapes using satellite and drone-derived aerial imagery. Under the mentorship of Adam Maloof (GEO) and Amanda Irwin Wilkins (WRI), and with the support of your peers, you will: develop an original, well motivated scientific question; design effective field methods to test a specific hypothesis; quantitatively analyze data and imagery; and learn how to effectively communicate the results in a scientific paper and slideshow presentation. The highlight of the class is a nine day field trip across Utah, where students work collaboratively to implement their own field methods, piloting drones and collecting climatological data.
Will Atkinson ‘18 misses a beautiful sunset over Delicate Arch in Arches National Park, Utah while taking notes on a geology lecture given by professor Adam Maloof during the class field trip. (Fall break, 2016)
John Witherspoon, President of the College of New Jersey from 1768-1794, played a key role in setting (what would become) Princeton on the course to become the renowned research institution it is today. Now, his statue watches over new generations of students as they journey into Firestone Library.
If you are reading this post, you are likely involved in research. Unsurprisingly, I am too. Yes, I’ve spent my fair share of long nights on the A floor of Firestone, reviewing sources and tightening up arguments. This week, I’m embarking on a new history research paper about the evolution of Native American spirituality from the 1830s to the 1890s, which I anticipate will take a fair amount of time. Reflecting on the work I have ahead got me thinking, why am I doing this in the first place? In fact, why do any of us research?
This question can really be broken into two parts: “What do we hope to achieve from our research?” and “What motivates us to conduct our research?” We think about the first question often, because in the academy, we have to justify what we’re doing to our professors, to funding boards, etc. And in lots of research, one’s answer to the first question informs their answer to the second. Certain biologist friends of mine, for instance, study lab rat carcasses in the hopes of better understanding tumors, with the inspiring goal of curing cancer. In cases such as this, the aim of a project is to arrive at something with a concrete application so marvelous that it motivates the researcher to come to the lab each morning. Continue reading Why Do We Research?
This semester, in our spring series, PCURs will interview a graduate student from their home department who either is currently a graduate student at Princeton, or attended Princeton as an undergraduate. In, Graduate Student Reflections: Life in Academia, interviews with graduate students shed light on the variety of paths one can take to get to graduate school and beyond, and the many insights gained along the way from research projects and mentors. Here, Taylor shares her interview.
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Herrissa Lamothe, 3rd Year Graduate Student in the Sociology Department
What’s your research about?
During graduate school, I became interested in learning how people know what they know. It’s essentially the idea that you as a person embody or have access to very rich cultural knowledge that is passed down to you through the people that you know in very subtle ways. At any given moment in time, you are actually operating on this incredibly rich, complex body of knowledge that is not only available to you, but is also available to the people associated with you. I’m interested in figuring out how to analyze knowledge like this–how it’s distributed not just to one individual, but to a group of individuals, and how to develop methodologies to do that.
As a personal interest, I want to know how this impacts inequality–does where you live and who you have access to affect not only what information you have, but your perception of the world, the assumptions you have for how you should function in society, and this kind of stock of cultural knowledge that you use to go about doing things like choosing clothes, taking care of your body, applying for a job–these types of knowledge that look simple in implementation but are really, highly complex.
This semester, in our spring series, PCURs will interview a graduate student from their home department who either is currently a graduate student at Princeton, or attended Princeton as an undergraduate. In Graduate Student Reflections: Life in Academia, interviews with graduate students shed light on the variety of paths one can take to get to graduate school and beyond, and the many insights gained along the way from research projects and mentors. Here, Alexandra shares her interview.
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As part of our Spring seasonal series, I interviewed Nathan Li, a first-year graduate student participating in the 5-year PhD program in Civil and Environmental Engineering (CEE). He completed his undergraduate studies at Johns Hopkins University, where he majored in Chemical Engineering, completing the Environmental track.
Nathan Li, a first-year graduate student in the CEE department.
After completing his undergraduate degree in 2014, Nathan spent a year working at a startup, and the year after that working in finance. However, he felt that those jobs were not completely aligned with his values—partly, he missed the learning environment of college, but he was mostly concerned about the impact of his work: “I wanted to contribute to science and technology more directly.”
As we head into April, many Senior Thesis deadlines (including my own!) are fast approaching, so I naturally thought it would be fitting to reflect on my thesis experience. Over the years, many PCUR posts have been written about theses and rightly so given that they are such a significant component of the undergraduate research experience. Many of these posts and much of the discourse surrounding the Senior Thesis emphasize what makes this project exceptional, framing it as the capstone of our college careers, an unprecedented challenge, and quite possibly the longest paper we will ever write.
While I by no means disagree with these characterizations, I want to present a slightly different perspective in this post. Instead of focusing on how theses are exceptional feats, I reflect on the ways in which I have found my thesis to be similar to past academic work that I have done at Princeton.
It’s a Woodrow Wilson School department tradition that all of the seniors jump in the Robertson Hall fountain after they hand in their theses.
I’m writing my thesis on state-to-state differences in the provision of maternal health care for pregnant and postpartum women in U.S. state prisons. I wrote one of my Junior Papers (JPs) on this general topic, so my thesis wasn’t entirely uncharted territory. But the content was not the only part of my thesis that felt relatively familiar—I found that my past research experiences at Princeton had appropriately prepared me to collect data, structure my thesis, and address broader research implications as well.
To gather data for my thesis, I primarily relied on state correctional reports, a legal research database, and information from the Bureau of Justice Statistics and the U.S. Census Bureau. While I had not used all of these sources before, I had experience using similar datasets and research databases either for my JPs or for other research assignments. For instance, as I mentioned in my most recent post, I had met with a subject librarian to learn how to find and use data and reports from Senegalese governmental agencies for one of my JPs. When I embarked on data collection for my thesis, I relied heavily on the past guidance I had received on these types of searches. Continue reading Stick to What You Know: Relying on Past Experience to Tackle your Senior Thesis
The Princeton University Library system features over six million unique titles. So when you discover a book not already in the system, you know you’ve found a niche topic.
This semester, I’m taking a course called “Modern India: History and Political Theory” taught by Visiting Professor Sunil Khilnani. In the course, we examine primary sources from the major actors in the Indian nationalist movement.
Recommending a book purchase is as easy as online shopping!
Interested in indigenous politics in India, I asked Professor Khilnani if I could write my midterm paper on the Adivasi (Indian tribal societies) role in Independence – even though we haven’t addressed this topic in class. He suggested I focus on Jaipal Singh, a major twentieth-century Adivasi activist, and sent me a list of primary and secondary sources to consider. Specifically, he recommended using the recently published collection of Singh’s speeches and writings, Adivasidom. Continue reading Recommend a Purchase: The Princeton Wish List
Few students enter Princeton planning to study Geosciences–I certainly didn’t.
Fascinated by the natural world and enticed by the prospect of a field semester in Kenya, I confidently chose “Ecology and Evolutionary Biology” as my intended concentration every semester on Tigerhub’s Academic Planning Form. My backup plan, if the sciences weren’t the right fit, was to study History and get a certificate in American Studies.
So why, when it came time to declare my concentration, did I end up choosing Geosciences? There were three factors that I felt set GEO apart from the other departments I considered:
Community
When I was considering which department to join, it was important to me that the department had a strong community with a space for undergraduate participation.
GEO has a vibrant department community that places a high value on undergraduates. Undergraduate participation is encouraged in weekly department wide events such as lunchtime lectures and snack breaks, as well as celebratory events such as annual department picnics. Even before I declared my concentration, faculty and staff in the department made it clear that there was a place for me in GEO.
Graduate student Akshay Mehra (far right) laughs as Professor Adam Maloof (second from right) chastises the author (far left) for “cheating” during a game of foosball on a class field-trip to Utah in Fall 2016. Informal social interaction with faculty and graduate students abounds in the GEO department, creating a warm and welcoming atmosphere for undergraduates.
The department even has its own undergraduate society, Princeton University Geosciences Society (PUGS), run entirely by students, which plans regular social events and field trips centered around building a close-knit community of engaged undergraduates. PUGS organized a department field trip to Iceland in 2015 and is planning a weeklong trip to the United Kingdom this year.
