I went to Paris! Not just for fun—although it’s a dope city—but to get some thesis research done to narrow down a topic. In the first part of this series, I mentioned how I submitted an application for funding to research advertisements in museum archives and libraries in Paris. My goal was to narrow down the initial research question I had at the very beginning of my research process: how Public Service Announcements (PSAs) subvert the capitalist practices within traditional commercial advertising. My goal was to see the advertisements that inspired the French theorists I’ll be drawing from in my thesis. But, alas, there was one problem—when faced with an entire archive of advertisements, where do I even begin??
I spent most of my time at the Bibliothèque Forney, a library specializing in design and the decorative arts. I emailed ahead of time to speak with one of the librarians, who wanted to get a sense of my argument and which advertisements he could direct me into researching according to my response. After explaining my general thesis topic and the research I had done in my previous two JPs (pro-tip: explaining a thesis topic in a foreign language is a good marker for how well you understand it—or rather how much you don’t), he responded bluntly: “You really need to narrow this down.” My face fell. That’s exactly what I was trying to do, the very reason I was in that library. I didn’t have a corpus of ads, which is what I was in search for in Paris. I had kind of hoped to look at a vast layout of ads and just be naturally drawn to an era, a medium, a theme, or product, but I quickly realized it was far too unrealistic to be able to survey three hundred years of French advertisements and just hope that a few of them would speak to me so I could write eighty pages about them. The librarian asked me how much time I had to write my thesis, suggesting one to two years, and I chuckled, slightly panicked, and said “six months.”
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, Nanako shares her interview.
As one can see from the many PCUR posts on Junior Papers
and Senior Theses, independent work is a huge part of the junior and senior experience here at Princeton. However, everyone has different views on why this process is important, and different departments have different requirements. For this Winter Seasonal Series, I decided to interview Professor Gitai, who I met when I took MOL214: Introduction to Molecular and Cellular Biology in the fall of my first year at Princeton. Read on to learn more about the thesis writing process for concentrators in molecular biology, and how to make sure you get the most out of this process!
This semester, I’m taking REL 357/HIS 310: Religion in Colonial America and the New Nation with Professor Seth Perry. Even though we’re only in the fourth week of the semester, we’ve been thinking about the final project for the class already, since it consists of independent research on a primary source from Firestone Library’s Rare Books and Special Collections Division, pertaining to the history of American religion. In this post, I’ll be sharing some of my reflections thus far on this project, which I hope will be of use to anyone engaging in primary source research—especially those feeling overwhelmed by the sheer volume of materials available to work with!Continue reading A Research Reflection: Discovering Historical Documents in Rare Books
When we think of academic research, we often think of libraries or labs. We might imagine flipping through books, reading articles, or running lab experiments, but there is a branch of research that looks much different than this. In fact, it looks like the real world.
This branch is field research. Researchers from various fields apply this method of research, but in this post, I’ll be focusing on field research in design. Design is a big field with a wild range of applications. Design spans from information design (think infographics, instructions, maps) all the way to User Interface design (think apps and websites), but what’s at the root of design is a need to communicate effectively with people and facilitate understanding. The goal in design is to create systems that are effective–ones that work for their users. Accordingly, when designers conduct field research, they go out in the world and record qualitative data on people’s needs and experiences: What information are they searching for? What do they want out of a product? What parts of the current product are helpful? Which are frustrating and confusing?
In this interview, Sheila Pontis, a lecturer in the Keller Center, talks about her work and encourages designers and student researchers to embrace field research and trust qualitative data.
As Princeton students, we generally like hectic schedules. As much as we complain about impossible p-sets, extensive readings, and multiple extracurriculars, we often feel as if we need to constantly be busy. Thus, we fill up every minute of our schedules because a packed schedule makes us feel as if we are pushing ourselves to constantly operate at full potential.
I intended to pack my schedule like this last semester by joining the bioengineering lab where I researched the metabolic pathways of yeast cells over the summer. (You can read more about my experience by looking at some of my previous posts). It seemed logical for me to continue working in the lab during my sophomore year, as this would provide me with both experience and extra preparation for junior independent work and eventually my senior thesis. But because of scheduling problems and sophomore funding issues, I was not able to continue working during the fall.
Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:
More is more
In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.
Less is more
Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.
Books are, in many ways, at the center of the college experience—particularly for my fellow students of the humanities and social sciences. At Princeton in particular, books are both the subject of many conversations and the object of much loathing (“Can you believe Professor X assigned us a whole book on top of next week’s reading?”). So, inspired by my own recent work with books in preparation for reading period and finals, I thought I’d use my post this week to discuss some ways to digest and analyze these valuable sources of information. Continue reading Working With Books in Preparation for Finals
If you are caught up on my latest posts, you will remember that I have had some ups and downs in my research process for my Junior Paper. I think it is safe to assume that most students experience difficulties with their JPs. However, the difficulties differ from student to student.
In the Woodrow Wilson School, you choose–or, sometimes, it is chosen for you if you are enrolled in a seminar that specifically focuses on quantitative or qualitative research–whether you would like to do a quantitative or qualitative analysis of your JP topic. While most of the quantitative students are focusing on coding and analyzing existing datasets, the qualitative researchers analyze literature, conduct interviews, and gather information on their own. My biggest challenge so far has been the interviews.
Learning about independent work in different disciplines can widen your understanding of research and provide insight into the diversity of work being done by the undergraduate research community. This may be especially important if you are a first-year or sophomore student deciding on what concentration to declare. As a GEO major, I am very familiar with the type of research that goes into scientific independent work, but less familiar with research in other disciplines.
To learn more about other types of student research on campus, I interviewed Rae Perez ‘19 about her independent work in the architecture department. Rae is researching the closing of 50 public schools in black neighborhoods in Chicago. Her thesis will analyze these buildings in the context of the city’s racial and political landscape. If you are curious about what research for an architecture thesis might look like, here is what Rae shared about her independent work:
What is your thesis about?
It is an architecture thesis challenging the borders of architecture by dipping into social sciences, urbanism, racial and political dynamics of a city. [I am] trying to understand how individual buildings reflect political ideologies. Chicago shut down 50 public schools in predominantly black neighborhoods and is doing nothing to help a struggling demographic they have historically injured. I want to look at how these buildings have embodied different meanings over time.
In addition to this lovely position as a blogger for PCUR, I am also a Learning Consultant at McGraw. (*shameless plug*: Learning Consultations at McGraw are individual hour sessions with a student (like me!) where you come up with strategies on how to best handle your studies at Princeton). Last year, a couple consultants volunteered for the inaugural episode of McGraw’s podcast, “Making Learning Audible,” where we talked about finding balance between work and relaxation over winter break. During winter break in my first year at Princeton, I put a lot of pressure on myself to study intensively for exams but ended up just overwhelming myself and doing nothing. Any attempt to actively work on my essays to reach my high standard of getting super ahead on my Dean’s Date papers was met with instant exhaustion.
However, I said in the podcast: “For my sophomore winter break, I learned from that, and all I wanted was just a good place to start when I got back. I did not put a lot of pressure on myself. I let all the work that I had to do be kind of passive and if something came to mind that I really liked I would jot it down and get back to it”.
In this post, I’ll unpack what I meant by “passive work.” Active brainstorming, in my experience, is choosing to set aside time to sit down and build an essay or open-ended question on an exam from scratch. So, what does it look like to stretch out this brainstorm period so when you sit down to write, the paragraphs basically form themselves? Here are some tips on how I’ve been able to cut down on brainstorming time and get down to business: