It’s hard to believe, but this is my last post of my sophomore year. This PCUR “ending,” however, comes at a time when I’m still in the middle of working on Dean’s Date assignments and (thinking about) preparing for final exams, so there’s something a little dissonant about writing a reflection post right now. Indeed, I suspect that only after the last exam wraps up, or after I move home and begin my summer job, will I be able to reflect more fully on my sophomore year. Nevertheless, I do have some preliminary observations, which I hope others will find useful as they take stock of their own personal and academic progress this year. Continue reading Reflections on Sophomore Year: Staying Flexible in Times of Change
Firestone is my favorite Princeton resource – but it has its limits, especially when it comes to primary source material (see my previous post). If I can’t access a source through Firestone, my next step is generally the New York Public Library system. NYPL offers not only a beautiful place to study, but also a wide range of primary source material in their public collections.
I recently spent a day at the Schwarzman building on 42nd and 5th in order to access a microfilm copy of a Yiddish periodical published by Holocaust survivors in 1946. This was my first time researching at the NYPL and working with microfilm (the small reels of film used to store documents in pre-digitization libraries) – so I learned a lot in my few hours there.
The summer after my first year, I worked for the Pringle Lab as an ecological research assistant in Gorongosa National Park, Mozambique. I have always loved the natural world, and my internship in Gorongosa allowed me to combine that love with my passion for scientific research. Camping for eight weeks amongst vervet monkeys, warthogs and baboons, and working with researchers in the savanna amidst antelopes, elephants, and lions made the internship a dream come true. That dream was made possible by the Princeton Environmental Institute.
Each year, PEI offers numerous established internships in locations around the world. These opportunities cover a range of environmental topics that address complex global issues related to energy and climate, sustainable development, health, conservation, and sustainability. All the internships last at least 8 weeks, are funded by PEI, and are mentored by a professional organization or Princeton professor. In addition to established internships, PEI also offers an opportunity to design your own internship with a professor if you are interested in a specific research topic.
My PEI internship provided me with real world experience in topics I was learning in classes and taught me how research works in the field.
My PEI internship provided me with real world experience in topics I was learning in classes and taught me how research works in the field. I worked alongside three Princeton Ph.D. students, studying the diet of large mammalian herbivores, identifying trees on termite mounds, and surveying floodplain vegetation protected from herbivory with enclosures. Working with the small community of researchers in the park, I developed research skills such as how to plan field projects and take thorough field notes, while also strengthening my interpersonal skills. Much of our work related to the restoration of Gorongosa’s ecosystem following the ecologically catastrophic civil war in Mozambique, and I witnessed first-hand many of the issues that impact modern conservation and humanitarian efforts in developing countries.
If you likewise have a passion for environmentally related research, you can find detailed internship descriptions and application information on the PEI website. The final deadline for established internships is March 27th, but applications are considered on a rolling basis until positions are filled–so apply as soon as possible!
While it takes a little more effort to make a non-established internship happen, it really is all about taking initiative. My internship in Gorongosa was student-initiated and began simply with a couple of students asking Professor Pringle after class if we could intern with his lab. So if you are interested in creating a student-initiated internship, don’t be afraid to ask–talk to a professor or graduate student about creating an internship and get the ball rolling, and read about past internship projects to get ideas and understand what type of project will succeed. For advice on connecting with faculty members, see this recent PCUR post.
For students who are interested in summer research opportunities in non-environmental fields, the office of undergraduate research offers a student-initiated internship program over the summer called OURSIP. The priority deadline is March 1st, then applications are accepted on a rolling basis until April 1st.
— Alec Getraer, Natural Sciences Correspondent
Greetings from Maharashtra, India! It’s just a few hours into 2018 here, and I’m on a bus bound for Mumbai with 15 other Princetonians as part of the 2017-18 Princeton University Yoga and Meditation Fellowship. As our time in the country comes to a close, I’d like to share some of my reflections from this immersive experience.
At first glance, it might not seem like there could be any possible overlap between yoga and research, or even academics. After all, yoga is just a bunch of exercise postures for hippies or suburban moms, right?
This spring break, I took my seventh Princeton sponsored trip abroad, with my classmates in ART 468: The Art and Politics of Maya Courts. After spending half a semester learning about the basics of Mayan architecture, society, and hieroglyphic decipherment, we packed our bags and traveled to Chiapas, Mexico to visit Mayan sites and modern descendent communities.
The trip was as an immersive experience where we learned about new aspects of Mayan epigraphic and archaeological work and unexpected aspects of topics we had already studied. We started our week in the quiet town of Palenque, looking at Mayan inscriptions on-site. Throughout the week, we visited other Mayan sites, ranging from the impressively excavated steps of Tonina to ruins that were barely visible under plant growth in the jungles and the countryside.
In class, I had read scholarly work about Mayan inscriptions and even decoded (and written!) my own. I found a unique sense of wonder, however, in being face-to-face with the stories Mayan hands had carved into stone hundreds of years ago. With the guidance of Professor Bryan Just, I was able to recognize common narratives about royal accession, court captives, and religious ceremonies in the stones. Continue reading Exploring Mayan Hieroglyphs in Chiapas, Mexico
I spent my fall break last week in São Paulo, Brazil, visiting a variety of art museums and community spaces with a focus on the 32nd São Paulo Bienal, themed Incerteza Viva—live uncertainty. The trip was part of my art history seminar, Contemporary Art: The World Picture. University-sponsored travel, whether through classes, workshops, or independent work, has been the highlight of my Princeton experience, and my time in Brazil was no exception.
It’s a few weeks into the semester, yet your summer abroad feels like it was eons away. The good news is your international experiences will fit right in on campus.
I spent four weeks this summer taking French 207 in Aix-en-Provence, France. Since this was a Princeton course, it was rigorous, but also enlightening. I wanted to bring that same immersive and novel environment back to campus and build upon it. Here are the four ways that I’ve found to be most helpful.
Take a course through one of Princeton’s several language departments to maintain or further develop your language skills. I’m currently enrolled in two French courses this semester. Not quite France, but it keeps my skills in practice.
Language courses are opportunities for you to form relationships with peers interested in the same foreign subjects as you. Form a study group to practice, share your international experiences, and get some meaningful discussions out of the process.
Didn’t enroll in a language class? Take a seat at a language table at dinner—they’re welcoming of any level! And of course enroll in a class in the spring!
It’s been one h*** of a ride.
I came to Princeton because I planned on being a research scientist, probably in academia. I knew what came next, and it was exciting: four years of undergrad, five years of PhD, and a two-year post-doc, so I could have a real job by the time I was 30. That meant I needed research experience, and boy oh boy did Princeton provide research experience.
Research is about exploring the unknown, and from the beginning I did just that. As a student in the Integrated Sciences Curriculum (ISC), I had to learn MATLAB, LaTeX, ImageJ, JAVA, and countless other acronyms and jargon. And I had to learn them fast, using them to solve problems and write about them, in an ordeal I described as “drinking the nectar of Olympus—from a fire hose.”
I am writing this blog while simultaneously unpacking my suitcase from one of the most eventful weekends of my Princeton career. Where did I go, you ask? Well, this weekend I flew to Las Vegas, Nevada, where I presented a research poster at the annual conference for the Society for Developmental and Behavioral Pediatrics!
Traveling to attend academic conferences is one of the many perks of being a researcher, and student researchers are no exception. These conferences allow you to expand your understanding of your field or related fields and network with people from around the world. While many students conduct research during their time at Princeton, however, the opportunity to attend and present at an academic conference seems almost illusory. If hectic class schedules and large conference registration fees aren’t enough of a deterrent, the fear of being inadequate/unprepared can quell even the most hopeful Princetonians from submitting their research abstracts to conference committees.
This summer, in the unlikely sleepy town of Selianitika, Greece, I had an unforgettable immersive learning experience. I applied to the Paideia Institute’s Living Greek in Greece program, devoted to immersion in Ancient Greek, at the urging of a friend. It would be perspective-changing, she said. Instead of running between classes and juggling ten different assignments at once, I would have one task–to grow comfortable with Ancient Greek–and an incredible amount of free time.
It was a perspective-changing shift from my Princeton experience. I often feel limited by the lack of time available to fully experience the overwhelming material in my classes on campus. Beyond my Indo-European linguistics class, I want to browse through the Classics section of the library to see what I can find. In my computer science course, I want to do the optional exercises and play around with code. But independent exploration and extra-curricular learning can be hard to make time for, and I often end up working from one assignment to the next. Breadth and depth are challenging to achieve together.