Experiences in the ReMatch+ Program: An Interview with Kasey Shashaty ’23 – Part 1

Kasey Shashaty is a junior majoring in Electrical and Computer Engineering. She began working at the PULSe (Princeton University Laser Sensing) Lab in the summer of 2021 and has been working with them since. In this interview, Kasey and I discuss how she got involved in this lab through the ReMatch+ program, her experiences working in the lab both virtually and in-person, and where she is taking her experiences in the future. 

Kasey Shashaty ’23
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Lessons from Junior Independent Work in MAE

In the fall of 2021, I worked in the Computational Turbulent Reacting Flow Laboratory under the guidance of Professor Michael Mueller. In the Mechanical and Aerospace Engineering (MAE) department, junior independent research is optional. I enrolled in MAE339: Junior Independent Work in the fall and am currently continuing my research this spring semester. Research was an integral part of my high school experience, and I was excited to start working on independent research in my junior year of college in a different setting. Now, I want to share a few of the lessons I learned from this past semester with you:

Logo of the Computational Turbulent Reacting Flow Laboratory.
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Lessons from My First Major Research Essay

As I dive into my second junior paper, I’ve begun to realize how much more serious this paper is than the first one. Gone are the safety rails once provided by Princeton’s History department; instead of a course with concrete deadlines, I am now in the metaphorical Wild West, negotiating with my advisor on a whole bunch of elements: deadlines, research content, framing, among others. Even though it is only February when I write this, the April deadline eyes me ominously. With four classes and an array of extracurricular activities, whatever will I do to survive my second JP? How can I even anticipate the thesis?

At PCUR, we’ve done plenty of reflections on our prior research experiences. The more I think about it, the best thing to do is to reflect on my first JP. In that paper, I explored the attitudes and ideologies of consumption that post-war consumers held, particularly in relation to an acute shortage of nylon stockings. Sifting through dozens of articles in local newspapers, I identified many letters to the editor that female consumers sent in to voice their opinion about how nylons should be distributed, who deserves them, and how the shortage was affecting their everyday lives. 

Although I am undoubtedly proud of the final product, there were many things I could improve about it. From the way I kept sources and my reading schedule to my writing method and the final editing process, I could enumerate an endless list. For now, I will highlight two of the biggest takeaways from my first JP, which will be particularly useful given the abbreviated timeline of the second paper. 

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What are First-Years Researching? An Interview With My Legendary Zees

My zees (Kyung and Jaehee) and I getting ready for Clash of the Colleges. Whales love research!!!!!

     On campus, I am a Residential College Adviser in Whitman College. It is by far the most meaningful part of my Princeton experience and I am thankful every day to have such amazing advisees (zees). In the fall, I decided to interview some of my zees on the incredible research that they have done on campus and how they became involved in this research. My freshmen show that research does not always mean working in a lab or on a senior thesis like many often assume. There are so many different ways to become involved with research on campus, whether it’s through writing a paper or joining an academic club. My hope is that seeing the research that my zees did last semester will inspire you to do your own and also show you what research on campus can look like for first years. So, without further ado, here is the research conducted by the most legendary zees of all time:

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Being in the Archive: Navigating the Space and Etiquette

Ricardo Barros, PAW
The Reading Room on the C-level of Firestone, where one can read and view items from Princeton’s Special Collections.

In the first article of this archival tour, I talked about the process of identifying the proper archives to further your research. But what happens next, once you have the archive, the collection, or the item you want? How do you proceed from there? For the purposes of this article, I will assume you are physically at the archive because we already have some great articles about requesting items from archives that you cannot physically be in. Here, then, I’ll talk about navigating the spaces of the archive and their uses, as well as some facts about archive etiquette.

Instead of dallying around, let’s jump back into the archive!

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Lost in the Archive? Here’s How to Find Your Way!

Detre Library & Archives, Catelyn Cocuzzi
The reading room of the Detre Library and Archives, located on the sixth floor of the Senator John H. Heinz History Center.

Fall break – a time for rest and relaxation. While I certainly used the time to collect myself after the whirlwind of a more normal semester, I also had to make progress on my junior paper for the History department ahead of its first draft in November. Exploring a consumer’s perspective on post-war nylon riots (1945-46), I had toiled through various online newspaper archives to rack up an impressive number of sources; however, something was missing. I felt like I wasn’t going deep enough. I wanted to find someone’s thoughts on the riot outside of the newspaper databases I had used, which I knew would be a challenging (if not impossible) process that could only be achieved by looking at the archive.

An important tool in the historian’s kit is the archive, which is a trove of various historical documents, materials, and items that can transport you to another time. Given that the archive is a physical location, the pandemic had interrupted much of the on-the-ground work historians do in libraries across the country, much of which was overcome through technology. Thankfully, I was able to access wonderful archives in-person in my hometown of Pittsburgh, PA: the University of Pittsburgh Archives and Special Collections as well as the Senator John H. Heinz History Center Detre Library and Archives. Covering a vast array of local and regional history, I was set on taking advantage of these archives’ resources to further my research.

I wanted to use this space, then, to share a bit about (in-person) archival research and what I learned. Regardless of your academic studies or research, archives offer a window into the past that could helpfully contextualize your topic, explore an unknown tangent that can offer up a new perspective, or even just lose yourself in the archive looking at random things. In this article, I will specifically cover the process of identifying an archive and then finding items within that archive.

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Writing a Literature Review? Some Tips Before You Start

Writing the literature review section for a scientific research article can be a daunting task. This blog post is a summary of what I have personally found to best help when writing about scientific research. I hope some of these tips can help make the process an easier and more fulfilling experience!

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Lost in the Library? Turn to a Librarian!

The Trustee Reading Room in Firestone Library, the hub of the entire Princeton University Library system and one of the largest libraries in the world.

Beginning a research project is often a daunting task. Often, when I begin a project, I have the vaguest idea of what to research. Sometimes, I don’t know where to begin looking. Given that Firestone is one of the largest open stack libraries in existence, there are literally millions of books, journals, anthologies, and other pieces of literature to sift through. The process of identifying the literature that will propel a research topic is thus often the most tiring part, but thankfully, there is a solution: the wonderful Princeton librarians!

So, who are these librarians? 

In fact, each undergraduate student at Princeton is assigned their own personal librarian. This librarian is supposed to act as your direct liaison between the library system and yourself. You can go to them to receive guidance on how to navigate the stacks, learn how to take advantage of different workshops and programs, or even just have a chat. My personal librarian, Ellen Ambrosone, almost always sends me an email every semester to remind me of her services. Often, she also includes a picture of her dog! Regardless, these librarians are meant to be friendly faces in a huge space, so do reach out to them with any inquiries about your research or the library system writ large!

The Princeton University Library system also hosts a large array of different subject librarians, each specializing in their own discipline. For example, Steven Knowlton is one of the subject librarians for both History and African American Studies. Thus, a student interested in a topic pertaining to History and/or African American Studies might want to reach out to him in order to identify literature that may be pertinent to your research topic. 

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Visualizing COVID-19 Mutations Using PyMOL, a University Provided Resource

These days, it seems like every day we learn of a new variant of SARS-CoV-2 (the virus that causes COVID-19). However, it’s hard to understand what a variant is and how it changes the virus. In this post, I wanted to introduce PyMOL, a program that students have access to through the University. This program can be used to see what the spike protein and its mutations actually look like.

But first, here’s some background on SARS-CoV-2: COVID-19 is a disease caused by a strain of coronavirus called SARS-CoV-2. This virus gets inside the human cells by using something called a spike protein. This spike protein binds to a receptor on the human cell called the ACE2 receptor, and this allows the virus to infiltrate the cell. The variants of SARS-CoV-2 that we keep hearing about typically have different mutations on the spike protein. In the case of the B.1.1.7 variant, which is a variant that is thought to be 30-50 percent more infectious than other variants in circulation, the mutations are at a location that allow the spike protein to bind better to the ACE2 receptor. If you bind better to the receptor, you’re better at infiltrating the cell. The spike is also the target of the vaccine and our natural immune system.

Now, let’s try and look at where these mutations actually are.

This is an illustration of the SARS-CoV-2 virus published by the CDC. The spikes are in red, labeled with a white arrow.
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How to Write a Research Proposal as an Undergrad

As I just passed the deadline for my junior independent work (JIW), I wanted to explore strategies that could be helpful in composing a research proposal. In the chemistry department, JIW usually involves lab work and collecting raw data. However, this year, because of the pandemic, there is limited benchwork involved and most of the emphasis has shifted to designing a research proposal that would segue into one’s senior thesis. So far, I have only had one prior experience composing a research proposal, and it was from a virtual summer research program in my department. For this program, I was able to write a proposal on modifying a certain chemical inhibitor that could be used in reducing cancer cell proliferation. Using that experience as a guide, I will outline the steps I followed when I wrote my proposal. (Most of these steps are oriented towards research in the natural sciences, but there are many aspects common to research in other fields).

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