My most recent post focused on gearing up towards your senior year and finding a thesis adviser. I decided to continue this mini “preparing for your senior thesis” series by providing some tips on funding your research! The infamous senior thesis is such a daunting thing to think about as a junior because it is not always clear how early you should begin to plan for it and what steps you should take. At the beginning of the year, I attended an information session through the Woodrow Wilson School regarding thesis research funding. During that meeting, the speakers told students that they should start working on applications for funding as soon as possible if they wanted to receive money for their endeavors.
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.
For this year’s Spring Seasonal Series, entitled Post-Princeton Life: The Experiences of PCUR Alumni, each correspondent has selected a PCUR alum to interview about what they have been up to. We hope that these interviews will provide helpful insight into the many different paths Princeton students take after graduation. Here, Andrea shares her interview.
For this semester’s seasonal series, I decided to interview PCUR alum Emma Kaeser, a Princeton graduate from 2018 and a current student at Stanford Law School. While at Princeton, Emma concentrated in the Woodrow Wilson School (WWS); as a WWS concentrator and someone who is planning on going to law school after I graduate, I thought it would be interesting to ask Emma a few questions about her experience here and how it shaped her post-graduation trajectory.
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, Andrea shares her interview.
Udi Ofer is a Visiting Lecturer in Public Affairs in the Woodrow Wilson School.
Outside of class, he is the Deputy National Political Director of the American Civil Liberties Union (ACLU) and Director of the ACLU’s Campaign for Smart Justice, which is dedicated to ending mass incarceration in the United States. His background as a civil rights lawyer brings a valuable perspective to the task force seminar “Rethinking Criminal Justice: Policy Responses to Mass Incarceration,” which he leads in the Woodrow Wilson School. I’m taking his seminar this semester, and because of my interest in his research (see posts here and here about my JP last semester, which was also about incarceration), I decided to interview him as part of PCUR’s winter seasonal series.
If you’re caught up on some of my previous posts, you’ll remember that I wrote my fall Junior Paper about shackling pregnant inmates in New York women’s prisons after the 2009 anti-shackling bill. I recently submitted my Junior Paper at the beginning of January, and it’s safe to say that it was a wild ride. To name a few challenges: I had to completely change my topic, I navigated tough interviews, and I spent a LOT of time editing my essay. Although I wrote a post about how to work efficiently during winter break, I pretty much ignored all of my own advice and ended up working on my JP each night, making my winter break anything but carefree and relaxing. However, I came back to school with a paper I was proud of.
But the challenges did not stop there. This JP was my first encounter with a substantial piece of independent work, and it included a whole lot of revisions after I had completed my first full draft. After reading through the paper, I scheduled a phone conference with my professor that left me with a plethora of edits to make in a very short amount of time. I made the changes, going through the paper with a fine-toothed comb, and the day after I got back to Princeton, I went to my first-ever appointment at the Writing Center.
If you read my previous post, you’ll remember that I recently went through the process of picking my JP topic. If you’re reading this post, you’ll see that I’m going through this process for a second time after realizing my first topic wasn’t going to work out–my professor told me my topic was too general and not empirical enough. Hearing this was a shock, because I had spent so much time developing my first topic that my enthusiasm and excitement made me blind to the paper’s flaws. However, hearing this negative feedback made me realize I had to take a step back and look at my paper with fresh eyes. Continue reading How to Pick a Second WWS JP Topic when Your First One Doesn’t Work Out
As a concentrator in the Woodrow Wilson School, I have finally reached the much-discussed junior year, a year full of research seminars, task forces, and not one, but two JPs. Before the semester started, I was given a list of 8 to 10 research seminars and asked to rank my preferences. I’m interested in researching race and discrimination, but the limited selection meant that none of my options exactly matched up to this. Now I’m in a seminar about Maternal and Child Health in the U.S., and I have to face the nerve-wracking question: how do I pick a JP topic in a subject I’m totally unfamiliar with? For me, the first step started with a simple attitude change.