I’m often asked why I study religion. To those asking, my decision usually registers as vaguely interesting, if a bit niche, but certainly not as very “practical.” Often such conversations prompt inquiry into my own religious life—as if one could only study religion out of personal piety or an ascetic willingness to forego the earning potential of an economics or computer science degree. Temperamentally inclined to charitable conversation as I am, I try not to take misunderstandings or dismissals of what I do too seriously. As other humanities students likely know, being on the receiving end of such attitudes come with the disciplinary territory. Continue reading Beyond Religion: Reimagining Scholarship in the Humanities
A long-term project like a thesis is a marathon, not a sprint. This has been a difficult adjustment for me. In almost every other research project I’ve done at Princeton, I’ve chosen the last-minute sprint model, rather than a more organized long-term approach. Sprinting hasn’t worked well in the past, but it won’t work at all for a thesis. There’s simply too much involved in a thesis to cram it into the few weeks before the deadline.
The marathon approach is new to me, so I looked up some tips for how to train for an actual marathon. I was surprised how many were relevant for a long-term project like a thesis or a final paper. I’ve collected my ten favorites here:
Last spring, my JP adviser passed on a piece of wisdom from his graduate adviser: for a research project, you should spend one third of your time reading, one third of your time writing, and one third of your time editing.
This was new to me. Historically, I’d spent 80% of my time reading, 19% of my time writing, and 1% (at best) of my time editing. I had always told myself that it didn’t make sense to start writing until I’d read everything and figured out what I wanted to say. Also, reading almost always felt easier and safer than writing. Instead of constructing my own ideas, I could sit back and receive other people’s finished products.
The problem was: I never ran out of things to read. Most of the time, I would only start writing once the deadline was in sight and I had no more time to waste. Rarely would I have enough time to edit my work.
For my thesis, though, I’m trying to follow my JP adviser’s system, spending equal amounts of time reading, writing, and editing. It took me until this week to realize that I need to treat these three elements as parts of a cycle, rather than macro chronological steps. In other words, I realized that I shouldn’t spend the first half of my fall semester just reading, the next few months writing, and the next few months editing. I need to be doing all three simultaneously. My reading, writing, and editing should be working in tandem with each other.
As we work our way into the fall semester, my fellow seniors might find some truth in the well-worn Dickens adage, “It [is] the best of times, it [is] the worst of times.” While this sentiment assumes a different shape and quality for each of us, it does seem generally fair to say that our final fall of college brings with it many joys—such as the enjoyment of established friendships, institutional and departmental familiarity, and an overall excitement about the many possibilities ahead—as well as certain unique stressors, such as discerning what in the great wide world to do after graduation and, of course, writing that Senior Thesis. While no one blog post can assuage all of our collective life-directional angst, that needn’t stop us from thinking about how to make our present situation a little brighter. One key way in which I suggest we can do this is by reframing how we view our theses. Which is to say, if your thesis currently makes you feel stressed, bored, uneasy, or generally bad, I hope you will read on. Continue reading Reframing the Senior Thesis for Intellectual Interest and Public Service
The infamous Senior Thesis is a source of stress and anxiety for many students. Although there are information sessions galore for juniors, I didn’t feel like I actually understood the process until I started it. This summer, I began my thesis research process by traveling to Norway to collect observational data on the country’s prison system.
Before senior year, the senior thesis can feel worlds away. For me, thinking about my senior thesis has always felt like imagining potential careers—impractical fantasies rather than realistic plans. Wouldn’t it be cool to…? What if I…?
But just a few weeks ago, I received an email from my department, reminding me that thesis funding application deadlines were approaching. If I wanted to receive summer funding for thesis research, I needed to have an adviser, a research question, and a summer research itinerary solidified by the end of spring break.
I felt somewhat blindsided by this deadline. I’m still a junior. I just started my second Junior Paper. I had given almost no thought to selecting my thesis adviser, let alone constructing a research plan for my still non-existent thesis project.
But for years, I’ve heard stories about the University’s generosity in supporting thesis projects. I wasn’t about to miss this opportunity.
Fortunately, I was able to select an adviser and write a project proposal before the funding deadline. Even so, I wished someone had warned me sooner about the timeline for thesis projects.
As I’ve learned, it is never too early to start thinking about thesis ideas. Because thesis ideas can gestate for a long time, it can be helpful to maintain a few lists of ideas, models, and resources. You can add to them when you get inspired and consult them when the time finally comes to select a topic.
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.”
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.
Amanda Blanco is a senior in the Sociology Department. Having taken several journalism courses and being an avid news reader, she was inspired by current events to write a thesis pertaining to the effects of today’s political climate on college campuses. Amanda recently finished her thesis and is in the midst of preparing for her defense. This process of reviewing her research in order to share it with a larger audience has led her to reflect on what the senior thesis experience has been like and what she has learned from the process. Luckily, Amanda had time in her busy schedule to share some of her end-of-year reflections:
Chloe Angyal graduated from Princeton in 2009 with a degree in Sociology. Originally from Sydney, Australia, she’s now a journalist in New York City, working as the Deputy Opinion Editor at HuffPost where she writes about politics, popular culture, and gender. But before Chloe became who she is today, she had to write a senior thesis. Lucky for us, she had some time in her busy schedule to talk about her experience with independent research: