It’s always a mixed bag of emotions when it comes to course selection. Personally, I find the period between when the next semester’s courses are released and before the course selection date to be especially fun—I can play around with the different ideal schedules (potentially having no-class Fridays and no night classes), look ahead to the rest of the courses that I’ll be taking during my time here, and discover new classes. Whether people end up choosing to take classes to fulfill requirements, classes that interest them, or classes that could teach them important skills, an important aspect in choosing courses for the upcoming semester is course planning. TigerApps is a group of student developers that builds apps to improve the campus life experience for Princeton students. One of the TigerApps created is ReCal, which is the most popular way to aid in course planning and ensure a smooth process for course selection. Recently, TigerJunction ReCal+, an application for course planning inspired by ReCal and designed to be an “improved” version, has made its rounds among students. As course selection season is upon us, I wanted to take the opportunity to show how I plan my courses for the next semester and provide an in-depth comparison between ReCal and TigerJunction ReCal+ to inform how other students plan their courses for the upcoming semesters.
We know, we know, it’s winter (well, for the Northern hemisphere at least)! Even though there may be snow outside your window, applications for summer research internships are coming due soon. Before you can dive into an archive, travel into the field, interview your participants, suit up for the lab, or more, you’ll want to think about how you can get a full-time, funded summer research internship. Let’s take a look back at what PCURs over the years have advised!
As this is posted, many Princeton students are hard at work on their senior theses. Some are on campus right now participating in the residential colleges’ wintersession Senior Thesis Bootcamps. PCURs over the years have written extensively on this very important Princeton milestone. Browse through the posts below if you’ll be writing your thesis soon, are writing it right now, or maybe should be writing now.
As a B.S.E junior doing independent work for the first time, I am already anticipating the stressful cram at the end of the semester that comes with senior thesis and junior independent work deadlines. As busy Princeton students, we often don’t think that we have enough time in the week to work consistently on our independent work, and thus, a lot of it inevitably gets pushed off to the weeks (and days) before the deadline. But it doesn’t have to be this way. Putting together a comprehensive plan to organize and budget your time at the beginning of the semester can save so much hassle down the road. Therefore, I think it will be helpful to walk through how to create a plan for independent work over the course of the semester.
Oh, it’s unfortunate that your classes are all online now… But all the extra free time must be nice, right?
Actually, no. Somehow, I have ended up in a place where I’m busier than I was back when school was offline. And that’s without Powerlifting Team practices, the thirty-minute dinners that consistently turned into three-hour-long social gatherings, and all of the hours I spent working on-campus jobs.
I’ve realized it has to do with my relationship with time. In the past, I didn’t need to be very intentional with my free time: it always just happened. Nowadays I think back fondly to my naïve visits to the Rocky Common Room for pre-bedtime cereal-breaks, only to end up practicing handstands on the rug by the piano with my friends until 2 am.
Without spontaneous social interaction, I ended up filling up all of my time with work, clubs, projects, and research. Unfortunately for first-year students, these challenges are only compounded by the transition to college academics in general. Whether or not you feel like you’re busier this semester, I believe we can all benefit from evaluating how we make time for ourselves: below are five tips I’ve implemented to help facilitate a productive and sustainable semester this fall.
As I have written on this blog before, you unfortunately may not find all the material you need for a research project in Princeton’s own library system. Borrow Direct and Interlibrary Loan may help bring items from elsewhere to Princeton, but often with primary historical sources, you may find that you need to travel to an archive to view them. This is especially the case if the source you need is only available in its original form (and thus may be difficult for a peer institution to duplicate or send directly to Princeton), or if you are unsure of precisely what sources are available, and need to browse a collection in full.
I found myself in this position just a few weeks before fall break. As I explained here, I had just expanded my JP topic to consider a broad range of American antislavery responses to the Paris June Days rebellion of 1848. My adviser suggested I look through the manuscript collections of a number of prominent activists of the time. Many of them— such as Wendell Phillips, William Lloyd Garrison, and Theodore Parker— worked out of Boston, and, as I discovered, a number of institutions there now hold their papers. I soon realized I would have to make a trip over fall break if I wanted to view all of these collections.
When a professor assigns a research paper with no specific prompt, it sometimes can be hard to know exactly what kind of work is expected. Assignments like these may provide a suggested page count and an injunction to stay within the bounds of the course theme, but little else. In this case, the possibilities for paper topics seem infinite. Once you get past this hurdle and settle on a general idea you would like to explore, you still may feel compelled to answer some big questions; questions that might cover a long time frame, seek to identify general trends with a large sample size, or tackle broad theoretical questions. So much of the academic material we are exposed to seems to deal with these “big questions”: survey lectures, assigned readings with titles of sweeping breadth, and the prospect of the senior thesis.
The impulse you may have to ask big questions is natural, then— and it’s a good impulse, too! It is a great way to jumpstart your research, beginning the process of narrowing down by going from infinite potential topics to many potential topics. But, with a looming due date (unfortunately) limiting your research time, keeping your question broad can become overwhelming, and hinder your ability to meaningfully answer it.
During my experience this summer working on an independent research project as an intern with the Office of Undergraduate Research’s ReMatch+ program, I came to learn the importance of narrowing your question early in the research process. Though through the wonderful advice of my ReMatch+ graduate student mentor, my research was pretty specific by midsummer (focusing on the language of “othering” in New York City press reports of a June 1848 Paris workers’ rebellion), it took me several weeks to get to there— necessary time in retrospect, but time I would have rather been developing my topic rather than figuring out what it was. I definitely could have benefited from some guidance at the beginning of my work. So, with that in mind, I hope the tips below will help you narrow your research questions early on, so you don’t have to learn the hard way like I did.
The spring semester is in full swing, and, for sophomores, concentration declaration is quickly approaching. Obviously, choosing a major is a big decision which will dictate what discipline you study in most of your courses and possibly direct your professional career. However, your department will also define your academic experience as an upperclass student in other ways; each department has different requirements for independent work, different research opportunities for undergraduates, and a different type of community. I found that considering all of these variables helped me to choose my major, but doing so may necessitate a bit of investigating.
So if you are a sophomore about to choose your concentration, what can you do over the next couple months to get to know the department(s) you are interested in?
Here are some tips to get you started, with examples from my beloved home Department of Geosciences:
I hope I’m not the only one that feels like their Thanksgiving break went by far too quickly. For this post, I wanted to reflect on my Thanksgiving break — on what went well and what didn’t go so well — so that I can make the most of the upcoming winter break. Hopefully, this reflection will be useful for any of you who also felt extremely stressed that Sunday right after break.
Let’s start with the good. Like many of you, I went home to visit family and had a great time spending time with them and doing things like simply hanging out on the couch and reading. I also was *finally* able to catch up on sleep, so I felt physically rejuvenated. In short, break started off great.
As we are all undoubtedly aware, another break is coming up. Thanksgiving break, actually! Excitement is in the air as cherished plans for relaxation and the celebration of gratitude inch ever closer. Whether you’re going home or sticking around campus, I’m sure you’re looking forward to this break as much as I am.
There’s just one problem: right on the other side of this break are the final three weeks of the fall semester. And if your course schedule is anything like mine, those will be three rather busy weeks! So, with break coming up and the final pre-winter break sprint right behind it, this is a perfect time for you, me, and everyone in between to come up with a game plan for what’s ahead. Continue reading Planning Ahead for a Balanced Break