This winter, for our seasonal series entitled “Professorship and Mentorship,” PCURs interview a professor from their home department. In these interviews, professors shed light on the role that mentorship has played in their academic trajectory, including their previous experiences as undergraduate and graduate students as well as their current involvement with mentorship as independent work advisers for current Princeton undergraduates. Here, Rafi shares his interview.
I met Professor Pérez last semester as a student in her course on Commodity Histories. Throughout the semester, I was inspired by her commitment to interdisciplinary research and her focus on subjugated histories. I was excited to hear about her personal research journey and any advice she might have for a confused undergrad like me.
Have you ever wanted to learn Photoshop or make a 3D model? Maybe you’re trying to edit a video or record a podcast?
This year, I have become a frequent visitor to the Digital Learning Lab (DLL), an interdisciplinary, digital creative space located in Lewis Library. I first visited the DLL in the fall in order to borrow a drawing tablet to make a digital illustration for an issue of Nassau Weekly. Since my first introduction to the DLL, I have continued to learn more about all that is offered there, and I had to share!
I love my spring JP adviser. For one, he knows the biggest challenge of independent work is avoiding procrastination. As such, he’s preemptively strict with me on deadlines—pushing me to work on my JP for twenty minutes every day, and to meet with him at least twice a month to report on my progress. When we meet, he asks difficult questions, and provides incisive feedback.
However, like any adviser, there is a limit to what he can provide. My JP project—which focuses on a series of maps produced in twentieth-century Yiddish memorial books— is actually quite distant from his area of expertise. He researches early modern Europe, a period nearly five hundred years before my topic’s. Additionally, I want my JP to engage with scholarship outside of the conventional boundaries of my discipline—particularly memory studies and theories of urbanism.
But at a university like Princeton, a mismatch between your independent research and your adviser’s area of expertise is by no means a dead end. Because of the diversity of Princeton’s academic program, there are almost definitely people on campus—whether graduate students or faculty—who can supplement your adviser’s mentorship.
If you were to take a tour of Princeton’s campus, your tour guide would point out various things that are unique to Princeton’s campus. For example, we have the third largest university chapel in the world, and Frist Campus Center used to be Einstein’s laboratory. But, something that is incredibly special about Princeton’s campus–and I feel we don’t talk enough about –is the fact that Princeton has an amazing art museum directly on campus.
The Princeton University Art Museum (PUAM), whose collections hold works by artists ranging from Cézanne to Basquiat, is a great spot for tourists and community members to visit. However, it is arguably an even greater spot for students.
This week I share a little bit about my experiences at the art museum and interview Juliana Ochs Dweck, the Andrew W. Mellon Curator of Academic Engagement, to talk about the different ways the PUAM can serve as a resource for research and studies at Princeton. After all, as Dweck notes about the university museum, “the whole point is to be a teaching museum.”
Sometimes graduate students are the older siblings you didn’t know you had.
In my Orange Key tours, I always emphasize how exciting it is to be an undergraduate student at Princeton. Unlike many other leading research institutions, Princeton maintains a strong focus on undergraduate teaching. This results in an unusual dynamic between undergraduates and graduate students on campus. In general, the two populations are pretty segregated. Aside from the preceptor-student relationship (and, of course, the ReMatch relationship), I haven’t encountered a whole lot of avenues for collaboration between undergraduates and graduate students in our research projects.
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, Rafi shares his interview.
Jonathon Catlin is a second-year Ph.D. student in the Department of History, focusing on intellectual responses to the Holocaust. Before beginning at Princeton, he earned his B.A. from the University of Chicago in Jewish Studies and Fundamentals: Issues and Texts and his M.A. in philosophy from KU Leuven in Belgium. A few days ago, I sat down with him in Chancellor Green café to hear about his research journey and some of what he’s learned along the way.
How did you arrive at your current research topic?
I was a junior in high school and, for whatever reason, I decided to take a course called “The Holocaust in History, Literature, and Film” at Harvard Summer School. Why I chose it I don’t know, but the rest is history. Holocaust representation and its intersections with philosophy, religion, literature, film — all in a sort of historical context — is essentially what I’ve been working on for about eight years now, bouncing around multiple disciplines.
My dissertation is hopefully going to be on the concept of catastrophe in modern European thought – a project I’ve been working on since my first year of undergrad. I guess the newest thing for me about coming to Princeton is that I’m in a history department now, which is just totally different than the interdisciplinary humanities focus that I was used to.
Greetings from Maharashtra, India! It’s just a few hours into 2018 here, and I’m on a bus bound for Mumbai with 15 other Princetonians as part of the 2017-18 Princeton University Yoga and Meditation Fellowship. As our time in the country comes to a close, I’d like to share some of my reflections from this immersive experience.
At first glance, it might not seem like there could be any possible overlap between yoga and research, or even academics. After all, yoga is just a bunch of exercise postures for hippies or suburban moms, right?
Last February I wrote a post about reconciling my love for STEM with my humanities major. The summer before my junior year, I made a compromise with myself: take at least one quantitative course a semester. I thought this to be the most realistic plan to stay on track with my French major while keeping a promise to cultivate my inner Neil DeGrasse Tyson. I’m kicking off this plan with taking Intro to Data Science this fall.
This compromise is useful on an academic level, given my new interest in Digital Humanities, a field that combines both humanities and technology. I am hoping to prime my quantitative side to explore this field, potentially for my senior thesis.
Last spring, my friend, now alum, told me she was going to study Digital Humanities at Stanford in the fall. This was the first time I heard of the field. She had discovered it through the Center for Digital Humanities (CDH) at Princeton, an interdisciplinary research center dedicated to embracing technology as a way to understand the human experience. I spoke with Jean Bauer, Associate Director for CDH at Princeton, to see what this seemingly contradictory field was all about, and how students can engage with it.
Elise Freeman: For people who aren’t familiar with the field, can you give an explanation of what Digital Humanities is?
Jean Bauer: Digital Humanities is an international community of scholars who are interested in one of two things, or both of them. One way to get into Digital Humanities (DH) is to look at the record of the human experience and put that in conversation with digital computational methodologies that are being developed primarily but not exclusively in Computer Science. Think of things like network analysis, geospatial analysis, and data visualization and see what new questions you can ask of those sources and if there are any older questions that you can get a little more purchase on. That’s one kind of DH. The other kind is taking the training that we get as humanities scholars and using it to critique current technology and the ways in which it does or doesn’t account for things like disability, queer identity, race and other factors.
In honor of National Poetry Month, my professor, Marie Howe, suggested writing a poem every day for the month of April. “Who’s up for it?” she asked our Advanced Poetry class. “It can be just a few lines. I’ll do it if you do it.”
I was in.
I decided to write a poem right when I wake up each morning – figuring this is the only way I’d consistently get it done – and to forego my computer (and its associated, infinite distractions) in favor of a pencil and notebook. Every morning, I roll out of bed, perch myself on the wide windowsill of my ground-floor room, and write a poem.
I was shocked by how easily I could reshape my early-morning habits, and how much doing so affected the rest of my day. With this new routine has come a kind of freedom: my first thought of the day is no longer my calendar or breakfast or to-do list, but something creative and unlimited. I bring this creative lens with me through the rest of the day: watching milk gush over my cereal, stepping out into the April air, listening to a lecture about respiration across the animal kingdom. Continue reading A writer’s window: How poetry is changing how I see the world