research process

“With Focus Comes Depth, and with Depth Comes Complexity”

Posted on March 19, 2026March 5, 2026 by Gabriel Ascoli

A statue of a man sitting on a rock, thinking — *Le Penseur* (The Thinker) Statue, by Auguste Rodin (1904)

As I wrapped up the first of my two independent junior research papers and began brainstorming for the second (and much larger) one, I hit a familiar wall: too much possibility, with no clear direction.

This next paper is supposed to be around 30 pages. The topic is broad. My notes are abundant and scattered. Every passage and source I consider seems to open a new direction I could take. In theory, this is a researcher’s dream – I have abundant evidence, rich material, and intellectual freedom. In practice though, it can feel paralyzing. What is even relevant? How do I start this? What am I actually trying to say?

My high school English teacher gave me the most useful writing advice I’ve ever heard: “With focus comes depth, and with depth comes complexity.”

Dealing with Feedback

Posted on March 12, 2026March 5, 2026 by Stanley Stoutamire, Jr.

AccessAble - Your Accessibility Guide's image of entrance to Aaron Burr Hall — Entrance to Aaron Burr Hall, home to the anthropology department and my JP adviser. Photo credit: AccessAbleUSA

Whether it’s long hours alone in a lab or late nights in Firestone, research can feel like a uniquely isolating experience. The process of compiling existing knowledge and producing new knowledge invites us to dive deep into ongoing conversations that exist within our fields. These deep dives into the procedures, frameworks, and models that define research projects require a degree of focus that can narrow our view. One of the few moments in any research journey that disrupts this individual flow is the feedback process. That moment, when we are reminded that research is explicitly collaborative, is always critical and often dreaded. Having received my fair share of feedback over the years, I’ve learned just how important each step of the feedback process is. This goes beyond just receiving feedback, but instead really considering the importance of preparing for feedback too.

Beyond the Orange Bubble: A Guide to Thesis Research Abroad

Posted on December 15, 2025December 12, 2025 by Shannon Yeow

Traveling for research abroad — *Leaving the Orange Bubble*

One of the greatest benefits of being a Princeton student is the unparalleled access to international opportunities. Whether it’s traveling for classes and clubs, completing an IIP (International Internship Program), doing fieldwork through HMEI (High Meadows Environmental Institute), taking a Global Seminar course through PIIRS (Princeton Institute for International and Regional Studies), or participating in Princeton’s many language programs abroad, many students find ways to leave the Orange Bubble—literally. To become better-informed global citizens, it is important not only to study the world from Princeton, but also to spend time in the world beyond Princeton.

One powerful way to do this is by conducting research abroad. When I was a junior preparing for my senior thesis, I knew I wanted to incorporate an international dimension into my work and, if possible, travel over winter break of senior year. Although I had been fortunate to travel domestically through Princeton, I hadn’t yet taken advantage of any study or research opportunities abroad. Winter break of senior year is one of the last, and most popular, chances to do so. Princeton has a wide range of thesis funding sources, which makes it very possible to take your research to an international site.

Making the Most of Conferences

Posted on November 13, 2025November 11, 2025 by Shannon Yeow

Showing a photo of the conference — *“Welcome to SWE23” sign at the Annual Society of Women Engineers National Conference*

When I attended my first conference, I was overwhelmed by the number of events—from keynote speakers and lightning talks, to career fairs and research presentations. Over time, through attending several conferences, I learned how to navigate these spaces strategically and make the most of the few days I had at each one. Conferences are an opportunity to connect your academic interests to real-world communities and open doors for future opportunities. From resume databases to poster sessions, conferences can open doors to new research and career opportunities.

The Role of Struggle in Research

Posted on November 11, 2025November 11, 2025 by Gabriel Ascoli

*Roman copy of a Greek bronze bust of Aristotle by Lysippos (c. 330 BC).*

Aristotle’s Metaphysics begin with an oft-quoted adage: πάντες ἄνθρωποι τοῦ εἰδέναι ὀρέγονται φύσει (Aristotle, Metaphysics A.1 980a). “All humans, by their nature, strive to understand.”

With some spare time over fall break, I decided to brush up on my Greek philosophy. My upcoming junior independent work will focus on Lucretius’ philosophical poem De Rerum Natura, and he engages with so many ideas from ancient Greek thinkers – Epicurus, Democritus, Plato, and Aristotle, to name a few – I thought it prudent to be familiar with them. Given that the very purpose of their works is to explain their ideas, I didn’t expect to run into serious trouble as I began reading them. Instead, as I started making my way through Aristotle’s Metaphysics and Plato’s Timaeus, I found myself entangled with ideas of identity, causation, and substance. My overwhelming reaction was… “wait, what?”

Expect the Unexpected: Exploration in Archival Research

Posted on November 4, 2025November 3, 2025 by Alison Fortenberry

A picture of the art installation "Rivers," which depicts river lines flowing out of a blue oval and intersecting with various words and symbols. — *This cosmogram, “Rivers,” is in the Schomburg Center’s lobby, and contains the poet Langston Hughes’ ashes.* *Photo credit: Candace Wegner.*

This summer, I had the opportunity to do a fellowship at the Schomburg Center for Research in Black Culture in Harlem. The Schomburg is one of the largest archives of Black History in the world, and as part of my fellowship, I got to use their collections to craft an independent research project. Coming into the program, I had a very specific idea of what I wanted to find in the collections. I had found a disagreement in the scholarly literature about the historical relationship between two church denominations. Some scholars argued that the two denominations were historically one, while others argued that they had always been separate organizations. In the Schomburg’s research catalogue, I saw that there was a collection of personal papers belonging to one of the denominations’ founders, which I saw as an opportunity to add a new perspective to this debate.

In Defense of Core Lab

Posted on October 30, 2025October 30, 2025 by Haya Elamir

this image is to represent the kind of group environment that core lab represents, even if this isn't an actual core lab class depicted — *A classroom of students reading at Princeton (not core lab)*. *Photo credit: Ryan Halbe.*

Many STEM majors here have the same rite of passage: core lab. For non-lab majors, core lab is a class that is purely to teach you about lab techniques and critical thinking skills that are useful for writing our theses. They usually involve a bit of a simulated lab experience where you discover new findings while the teachers guide you through the motions of a lab research experience.

Molecular biology’s core lab meets twice a week for 3 hours and then a small 50 minute lecture/precept on Fridays for half the semester. Other majors have similar constraints. However, while at first it may seem a bit overwhelming and even redundant if you’ve already done these procedures in a lab or are in a lab that definitely will not be using any procedures you learn, core lab goes beyond just teaching you technical skills.

I too was confused as to why I was here and why this mattered, but over time, I began to internalize one of the real skills this class is meant to teach you, something that pipetting will never give you: asking the right questions.

Facilitating a Research Discussion in COS 436

Posted on October 23, 2025October 13, 2025 by Shannon Yeow

An example of human computer interaction — *A student writes on a tablet using a stylus, an everyday example of human-computer interaction*

Having facilitated a precept discussion in COS 436: Human-Computer Interaction, I was able to reflect on what it means not just to thoroughly read a research paper, but also to guide my peers through a structured discussion based on common threads reflecting their thoughts and insights. COS 436 explores how technology and design shape human behavior and counts towards computer science degree progress as a fulfillment of the breadth category. Engagement with foundational research papers in the field and a semester-long research project are the core components of the course. Each week, students are responsible for writing discussion posts on assigned research papers and take turns facilitating precept discussions.

“My Summer in Kuala Lumpur”: Iman’s Internship Journey

Posted on October 16, 2025October 13, 2025 by Aishah Shahid

This summer, Iman Bedru ’28 traveled from Woodbury, Minnesota, to Kuala Lumpur, Malaysia, for an internship with Chumbaka, an organization dedicated to empowering youth through technology and education. As a rising sophomore in Electrical and Computer Engineering, Iman went to Malaysia through Princeton’s International Internship Program (IIP), drawn by the opportunity to connect her technical background with her passion for education and community engagement.

When browsing through IIP’s opportunities, Chumbaka stood out immediately. Its mission, which is to equip students and teachers with the tools to explore and innovate through STEM, aligned perfectly with Iman’s vision of using engineering knowledge to create meaningful social impact. The fact that the internship was based in Malaysia only added to the appeal. A country rich in cultural and ethnic diversity, Malaysia promised not just professional growth, but also immersion in a vibrant new environment.

Picture of Iman Bedru at Kuala Lumpur temple. — *Picture of Iman at a Kuala Lumpur temple*.

Paying it Forward: A Faculty Perspective on Mentorship in Research

Posted on April 18, 2025April 15, 2025 by Shannon Yeow

David Walker is a Professor of Computer Science at Princeton University whose research focuses on programming languages, formal methods, and computer systems. Known for his commitment to advancing both theoretical and practical understanding in the field, Professor Walker also plays a central role in mentoring students.

As someone who completed my junior independent work under Professor Walker’s guidance last semester, I’ve had the chance to witness his thoughtful mentorship firsthand. In a research culture where both the technical challenge and emotional uncertainty can feel overwhelming, I’ve come to appreciate how crucial the human side of research is—how we learn from and grow with those who guide us. With that in mind, I sat down with Professor Walker to explore how he thinks about mentorship: what it looks like, why it matters, and how he helps students, like me, find their footing in the world of research.

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