Luke Hixson '25

Prior to Princeton, I served five years in the Navy as a Fleet Marine Force Corpsman attached to 1st Battalion, 5th Marines. I’m currently a Junior in the Department of Neuroscience, a researcher in the Peña Lab, and a member of the Glorious Tiger Inn. After graduating from Princeton, I plan to attend medical school.

Community

Princeton University is more than just a “prestigious institution;" it's a place where diverse communities come together to foster growth, inclusion, and support – a place where veterans can find an understanding and appreciative environment to transition back into civilian life while pursuing their academic dreams. The warm embrace I received from the Emma Bloomberg Center, fellow student-veterans, and the extensive resources available here made my transition from the military to academia seamless. But it doesn't stop there. Princeton's broader community is equally exceptional, nurturing a culture of collaboration and intellectual curiosity. The friendships I've formed with students from all walks of life have enriched my educational experience beyond measure. So, Why Princeton? It's the unique combination of a strong student-veteran community and the vibrant, inclusive spirit of Princeton as a whole. It's a place where I can grow academically, personally, and socially.

 

Victor Reynoso '26

I am from the West City of Puerto, Mayaguez. I left Puerto Rico when I enlisted in the U.S. Marines at 17 years old. I received an early Honorable Discharge from the Marine Corps so I could pursue my education at Princeton. I started here last year as a 22-year-old freshman, and I am a dog-dad of the two cutest dogs you will ever meet, and excited about the opportunities that Princeton offers me to explore my areas of interest before deciding on which major to pursue.

Academics

If I had to articulate what it is like to be a Princeton student, I would say that Princeton has the same mentality my drill instructors had; we train how we fight. In this regard, to Princeton, it is paramount that students receive a rigorous education, emulative of great real-world challenges. To better explain this, I can say that as a low-income student, I had never taken a computer science class before Princeton. However, three weeks after I started my first class at Princeton, we were asked to program a simulation of the solar system that took into consideration mass and gravitational forces. To be candid, this programming assignment had the most massive learning curve I’ve ever tackled. Nevertheless, it had to get done. So, I went to office hours, and I did not leave until it was finished – I refused to believe there was an “impossible” assignment. Personally, I think, that’s what Princeton is all about, constantly doing novel things that seemed impossible just three weeks ago. So, yes, Princeton academics can be grueling at moments, but they're also inspiring and stimulating. What's more, at Princeton, you are never alone, and someone is always willing to help. That's why I would not have it any other way.   

 

Minh Truong '27

During high school, at 17 years old I enlisted in the Army National Guard and have been with the state of Pennsylvania for four years. I am still drilling monthly with my state and have two years left with the Army. I was accepted into Princeton's Class of 2025 but deferred for two years for Army training and a deployment last year. I just came back to join the Class of 2027 as a first-year. I plan to major in Economics and minor in Visual Arts, maybe also Finance, and am considering law school after graduation.

Co-curriculars

Students at Princeton can choose to participate in clubs and student organizations that allow for professional and personal development outside of the classroom, which I have found to be very rewarding and also practical.

The University is very generous in its support of student co-curricular organizations; this allows for very well-organized clubs run by students and community members who are genuinely committed to and passionate about their activities.

Clubs can vary widely based on interest, with everything from pre-professional, to sports, to affinity, to hobby-based. I am involved with a business club and a finance club, both of which provide me with valuable professional development opportunities, such as regular conversations with industry leaders, working on an endowed project, trips to national business conferences, networking, etc. I am also involved in a badminton club, and a literary publishing club for which I am a book cover artist. These spaces allow me to explore personal interests outside of academics that engage my hobbies in structured and funded environments.

All the co-curricular programming available on campus is diverse yet accommodating and void of superficiality. Commitment-intensive clubs require applications and interviews that single out those who really want to commit themselves to the organizations, while other groups are more low-key and open to all. Being a service member has been a great asset in these spaces; the experiences, knowledge, and work ethic obtained in the military sets veterans far apart from others in their potential contributions to these communities. So far it has been very rewarding to commit myself to activities that allow growth beyond the classroom, and I highly encourage those considering Princeton to look at all these offered opportunities.

 

Kenneth Simmons '27

I was the product of a military family and my parents decided to settle down in Fayetteville, North Carolina. When I enlisted in the Army, I knew that I needed to mature and grow as a person. I had the privilege to work as a laboratory technician and medic in Special Operations and in clinical settings. The lessons I learned were invaluable to me taking the next step in my career. 

After separating from the Army after 14 years of service, I began my pursuit of higher education and enrolled in community college. This past summer I graduated from Fayetteville Technical Community College with my associates degree in science. I plan to major in philosophy here at Princeton, with the hopes of attending law school where I will begin a career in ethics for emerging technology. 

Support Resources

I chose Princeton for many reasons; the sense that I would be welcomed into the Princeton Community and that accommodations were made for non-traditional/veteran students were among those deciding factors. As a parent, dog parent, and 14-year Army Veteran, I knew I would be very different from my classmates. At Princeton, there are many resources to make your transition out of the military and into higher education seamless, unlike any other institution I applied to. You have the option to live on campus in the undergraduate residential colleges, or if you have a family and pets, you can opt to live in graduate housing or off campus. This flexibility addresses a significant component of any student’s success–ensuring that things are okay at home. My two dogs Cali and Cloud, enjoy going on walks and admiring campus, and it is normal to bump into classmates and professors and strike up a conversation. Princeton also has world-class physical and mental health services, ensuring my physical and mental health needs are addressed. Thank you, Princeton, for knocking down barriers to education and allowing me to share my talents with this community.

Editor's note: A few other resources include the transfer and veteran programming though the Emma Bloomberg Center for Access and Opportunity, the McGraw Center for Teaching and Learning, the Writing Center, professors' office hours, advising in the residential college offices, and the Center for Career Development.

 

Andres Solorzano '26

I am from Long Beach, California. Before attending Princeton, I enlisted into the United States Army in 2016 and served in various components of the Army until the beginning of this year. I was a M1 Armor Crewman in the 1st Battalion, 64th Armor Regiment out of Fort Stewart, Georgia. 

I am a first generation Guatemalan-American student. I am grateful to Princeton for giving me an opportunity unlike anything I could have ever dreamed of. I am looking forward to being challenged in the coming years, and I am ready to grow academically and personally alongside the amazing students here on campus. Upon graduating from Princeton, I plan on immediately pursuing an advanced degree. 

Financial Aid

Applying to Princeton can be very daunting. There is a lot of uncharted territory to navigate, particularly for student veterans. One of the biggest questions is always: “How will I be able to pay for this?” There’s no way I can afford it so why even bother applying, right? Wrong! Last year, Princeton enhanced its financial aid policy, guaranteeing independent students and families with incomes up to $100,000 a year will pay nothing.

Let’s not forget your earned educational benefits. Your GI Bill? Save that for graduate school! You do not have to utilize your benefits unless you decide that you want to use them. Many factors go into deciding where you will go to college, but don’t let money be a barrier--at Princeton, it isn’t anymore. Financial aid is one of the many ways we experience this university's recognition of the great value that veteran students bring to the campus population.

I transferred to Princeton in 2020. Most of us can surely recall how odd and challenging of a time it was, and my transition to the University was no different. I expected Princeton to be challenging in a few ways: academically, socially, and logistically. All those things were true. What I did not expect was the degree of mental challenge I encountered, which was likely exacerbated by the isolation of remote learning and my difficulty balancing academics with my personal life. So, after driving from Southern California to Princeton in the summer of 2020, my partner and I packed up and moved back home when I began a leave of absence in the fall of 2021.

I spent my leave trying to be as introspective as possible, recalibrating my mental and physical health after the peak of the pandemic. I spontaneously signed up for a marathon despite having never run a half. I returned to one of my favorite past times: road trips and camping in California. I broke the cliché veteran habit of waking up early every day and allowed myself to sleep in. In sum, I tried to slow down, focus on happiness and health, and interrogate myself on what I really wanted in life.

In this blog, I share four lessons from my gap year. I also share each lesson’s relevance to being a transfer student at Princeton. In doing so, I hope to make future transfer students’ transitions to Princeton easier and to remind current transfers that success at Princeton is not measured purely by GPA.

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In no particular order, her are four insights from my leave of absence:

I. Life is not a race.

A race has a set course and boundaries. There are winners, and there are those who aspired to win. Life is different. What constitutes a “win” in life is highly subjective. Your only competition is against yourself, and the only finish lines are the goals you hope to achieve.
I emphasize this because coming to Princeton as an older student may be at the front of some transfers’ minds. The age gap can be quite salient here—I have been older than many of my preceptors. Yet there is no reward for graduating from Princeton one year earlier. Complete your degree in the time that is best for you and judge your grades not in comparison to other students but against the standards you have set for yourself.

II. You will not regret self-care.

There is a future version of you watching themselves—watching you—through their memories. The more you take care of yourself now, the better that prospective version of you will be. Exercise regularly. Eat well. Put effort into maintaining friendships. Do not strive for perfection. Strive for progress and consistency. But recognize that you will fail. Learn from those mistakes.
Self-care is, of course, important for everyone. I bring attention to it because some of our older transfers have a different relationship with mental health than the Gen-Z students that make up the near-entirety of the of non-transfer student population. (To be clear, I mean that as the utmost compliment to them.) Some transfers—particularly the transfers who served in the US Armed Forces—may think that forcing their way through every obstacle is the best method. Others may fear failure so much that they neglect exercise or socialization. Both, I know from experience, are poor choices. Invest in self-care and enjoy its returns.

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III. Forgive yourself.

There will be times when you pursue a goal and fail. That failure may come because you exhausted all efforts but still fell short (running a marathon under a certain time; finishing Princeton with a certain GPA), or it may be because you neglected to put your best foot forward (planning to exercise in the morning but snoozing the alarm; watching Netflix rather than doing your readings). But we all make mistakes. Forgive yourself for doing so and be introspective about your shortcomings.
Imposter syndrome can be a particularly pernicious and persistent issue for transfer students. This year, we have a population of 59 transfer students in an undergraduate enrollment of 5,548, meaning there is approximately one transfer student for every 94 non-transfer students. These figures can contribute to some transfers’ ideas that they do not belong at Princeton, that their acceptance was a mistake. Thus, I feel it is imperative that transfers forgive themselves. Performing poorly on a test or forgetting a reading is not evidence that you are a fraud who slipped through the cracks. You are human and therefore prone to mistakes. If you were flawless, you wouldn’t need Princeton.

IV. Remember that you can always leave.

If you feel like you no longer enjoy something—a relationship, a job, a path in life—consider leaving. Self-honesty can reveal that you really ought to leave, but it can also show you that your feelings were misplaced or misguided. The thought of leaving may actually make you realize just how much you do enjoy something.
I believe that every transfer should remember that leaving Princeton is a valid option. This may be startling to read—during the transfer pre-orientations that I’ve helped run, it has certainly surprised incoming cohorts. But transfers should know that it is an option, be it in the form of a gap year or dropping out altogether. I say this not to advocate for transfer student departures, but because all of us worked so incredibly hard to get to Princeton that we sometimes forget leaving is an option. Remembering that we are not proverbially handcuffed to the University can actually strengthen and our desires to be here. Feeling as if quitting is not an option can rob one of their agency, but knowing that it is a choice and choosing to continue forward is empowering and builds confidence.

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When I reflect on spending my leave of absence recalibrating my mental and physical health, these are some of the most striking lessons that come to mind. My return to Princeton has been challenging, but it has also been manageable and quite successful because I am mindful of these principles.

Some current transfers or transfer applicants may agree wholeheartedly with these ideas. Some may only like a few, and others may object to all four entirely. That is okay. These are not heaven-descended axioms. They are merely my lessons and what have worked for me. So, experiment and find what works for you. Make the most of this time because you’ve earned it. And know that while you do that, you’ll always be supported.

It still feels unreal that I am a student at Princeton University. Last year, I was in a completely different position compared to a lot of other freshmen. While they were juggling between classes, sports, and clubs in their high schools, I was serving in Korea in the U.S. Army. Back then, I never thought I would be attending Princeton University, let alone any of the Ivy League schools. I knew I wanted to continue my education, but I was quite uncertain as to how to go about the process. Most people around me stayed in the military, so they could not provide any guidance about my academic journey after enlistment. However, I soon found out about the non-profit organizations Service to School and the Warrior-Scholar Project, which support and empower military veterans to successfully transition into the classroom. With their help, I was able to gradually navigate my pathway to find the right school and start the college application process.

I had countless Zoom meetings with many elite universities to learn more about their schools, but my meeting with Princeton's Alex Bustin, senior associate dean and director of transfer, military and international admission, was the most memorable of them all. I was especially drawn to the fact that Princeton was a liberal arts institution geared towards the undergraduate student body. This meant that I could utilize all the academic, research, and professional resources available as an undergraduate student. Moreover, I felt that Princeton was sincerely invested in the success of their students. In addition to the academic resources like the McGraw Center and the Writing Center, Princeton’s commitment to making education affordable and accessible for everyone is truly commendable. Princeton offered an extremely generous financial aid package, especially for veterans, to remove the financial burden of pursuing higher education. After my meeting with Dean Bustin, my mind was set. I believed that transferring to Princeton was the step in the right direction for my academic journey (I took some community college classes after high school, before joining the military).

It is almost March, which means the transfer application deadline is approaching. Crafting the college application can be extremely challenging. You may be overwhelmed with uncertainties and doubts about where you will end up and what your future looks like. Looking back, I remember frequently asking myself if I was good enough to get into any of the schools I applied to. To provide some guidance for future transfer applicants, I would like to share two pieces of advice. First, you have come so far already, so do not give up now! Transferring to a different school is a big commitment that takes a lot of time and effort. It is admirable that you want to be in a different environment that challenges you in every way. With only a few weeks left, you are so close to the finish line. So please, do not give up on yourself. Second, it is not about where you end up, but what you make of it when you get there. If you make the most out of your experience wherever you go, I am certain that you will be able to find yourself at home in any school.

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As a first-generation college student, my acceptance to Princeton University came with a whirlwind of emotion. Despite being overjoyed with the news that Princeton was interested in what I had to offer, the reality of entering into an elite institution soon settled on me. Due to my lower socioeconomic status upbringing, fears crept into my thoughts about how I would relate to my peers as a matured, nontraditional student. A sense of loneliness peaked its ugly head as it seemed that no one would understand how I felt. The double-edged sword of my new privilege made it harder for me to connect with my family origins.

Upon entering Princeton’s halls, I was immediately welcomed by the Scholars Institute Fellows Program (SIFP)*. I gained new knowledge, improved my analytical capabilities, and formed promising friendships with other FLI (First-gen and or Low Income) students through my participation in the summer FSI program. SIFP adequately prepared me for Princeton’s rigorous academic environment. 

It was initially uncomfortable for me to be a part of an elite institution because I did not have the guidance and cultural capital to handle such a complex environment. As a result of SIFP’s efforts, I have felt that I belong–something I had always hoped for before I set foot at Princeton University. The advocacy for FLI students on campus empowered me to express myself and have my voice heard. I received invaluable guidance and mentorship from this program at a crucial time in my life. 

Having received so much support from my community, I now mentor peers as a way of giving back. Additionally, I have dedicated my Junior Paper, part of Princeton’s rigorous research curriculum for undergraduates, to researching and discovering the impacts of educational policies on the sense of belonging within the FLI community and the effectiveness of programs such as SIFP.

*All Transfer Students, as well as FLI students and veterans, are invited to apply to participate in SIFP,

I am a first generation college student that was raised by a single mother in a low income household, so I never imagined that transferring to Princeton from my community college could even be a remote possibility for me. I learned of my admission to Princeton on the same day that I was named as one of the recipients of the Jack Kent Cooke Foundation’s Undergraduate Transfer Scholarship, so my life changed in the span of just a few hours. I remember standing in front of the medallion on the walkway of the courtyard leading to Nassau Hall the next day, feeling a profound sense of gratitude and humility; and a renewed faith that anything is possible with hard work and determination.

I’ve long been fascinated by how America’s institutions and political processes can be vehicles for solving social problems and building a fairer and more just society, so I enrolled in a few political science classes at my local community college during the pandemic to learn more. When I decided to transfer to a four year university, Princeton was on my radar because of its politics department. With its interdisciplinary liberal arts curriculum and its emphasis on service learning, I felt that continuing my education at Princeton would allow me to pursue my interest in political science and public policy and help me apply what I learn in the real world, including in my own community as a public servant.

While the academics here are intense and there can be initial challenges making the transition to Princeton, the transfer community here makes even the toughest days worth it. Every transfer student has something about them that sets them apart from the rest of the undergraduate population at Princeton. I’ve learned so much from my peers and made friends in our tight-knit transfer community that will last a lifetime. The highlight of my day is having a meal with friends or having long and deep discussions (and sometimes debates) about anything from philosophy, or current events, to the flavor of the cauliflower they’re serving in the dining hall.

During my first semester at Princeton, I was running for city council in my hometown, which is about twenty minutes away from Princeton. During the campaign, my friends from the transfer community helped me canvas door to door in the lead up to the election; and since being elected, they're still there for me when the going gets tough. Along with our beloved Dr. Keith Shaw and Dr. Jordan Reed (Director and Associate Director of Transfer, Veteran, and Non-traditional Student Programs, respectively) the transfer community here at Princeton is here for you when it counts. They enriched my life and made my transition to Princeton successful.

Being a transfer student at Princeton is a journey that can take you places you never thought were possible. Every time I walk the campus and gaze at its Gothic architecture, check out a book in Firestone Library, or sit in a lecture hall where Michelle Obama and Sonia Sotomayor once sat, I’m thankful that I applied to Princeton. Believe in yourself and how far you can go because there’s a place for you here too. 

 

 

 

For prospective transfer students considering Princeton, know that you are not only valued here, but supported financially, academically and personally by systems that were created specifically for you. You can experience a residential liberal arts college as robustly as any other student without compromising your goals and individual needs. Princeton’s incoming transfer students have a supportive cohort within the tight-knit transfer and veteran student body as well as across the greater community. And when it comes to your strengths and achievements – not only academically, but also otherwise, such as in your military service, professional work, etc. – know that these are valued and appreciated in our process not in spite of their difference compared to the average traditional student, but because of them.  The life experience and perspectives you bring from those achievements — and maybe from the learning experiences and tenacity you have shown in overcoming some negative experiences — give us a unique perspective about your ability to thrive and contribute to an environment where academic rigor and exploration are encouraged, and close community relationships are forged.

When presenting your body of work since your high school years — which can be from a range of time and experiences across the transfer student spectrum — we ask for the full range of academic records and non-academic experiences so we can best understand your trajectory, and how you have become the strong and motivated student you are now, and how you’re prepared for the kind of experience offered at Princeton. Academically, your level of preparation will mostly be evaluated on the strongest, most recent academic record in place of maybe suboptimal prior experiences. If there are reasons to explain why past experiences — academic or otherwise — did not meet your current high levels of achievement, it’s helpful to address those extenuating circumstances, regardless of whether they were within or outside of your control. This can be in the form or a resume charting out the road map, or a short paragraph in relevant optional sections of the application.

Whatever the case may be, and whether you traveled the straight and narrow path to this juncture, or a wider, more meandering one, know that you can absolutely be a worthy and highly competitive candidate for Princeton or any similar elite college that values transfer and non-traditional students, no matter how highly selective. Do not be discouraged by statistics of admission rates or academic metrics that are largely comprised of the majority of our applicants in much more linear pathways who do not bring the range of life experiences and perspectives that you might. Instead, show us your strengths as they exist today, as well as the road you traveled that contributed to who you are and why this is the right moment where your goals in higher education and beyond intersect with what a college like Princeton can offer you, and what you can offer to the community in return. Find your greatest advocates in your current community — whether that’s at your college, at your job, in your military cohort, or elsewhere — to support you in this process, and importantly, reach out to us directly, as well as our counterparts in the offices of other colleges you’ll be applying. This process is complex enough for any student, and we’re happy to assist and support however we can on our end as you continue this journey, and prepare for the next steps ahead.

Princeton transfer students come from a range of backgrounds. Some are married with children. Others have earned badges of adulthood, like paying a mortgage or caring for elderly parents. Bodies and minds worn by military service may yield medical emergencies that conflict with final exams. These considerations exist on what are arguably transfers’ two heaviest burdens: 1) adjusting from the standards of another institution to the expectations of Princeton and 2) acclimating to Princeton’s culture as adults with life experiences. I do not intend to say that non-transfer students never face these issues. Some do. But for transfers, these are not just possibilities. They are common.

 

I know this because I have witnessed these events first-hand. I also know from my own transition to Princeton—which was much more difficult than I had expected.

I transferred to Princeton in 2020, when the world was on proverbial fire. I anticipated my first year at Princeton would be intellectually challenging—and it certainly was—but I greatly underestimated the social transition. During the 2020-21 academic year Princeton classes and activities were fully remote and while Princeton’s many resources made me feel academically supported, I initially felt socially isolated. The things that helped me endure two remote semesters at Princeton—besides my partner, Jenna, and our dog, Bishop (love you both!)—were the Princeton Transfer Association and its members.

 

“PTA,” as it is commonly referred to, is a transfer student-run organization with two main missions: to advocate for transfer-friendly policies and to strengthen the transfer community. Since its inception in early 2020, PTA has made great achievements in policy reform (none of which would have been possible without the transfer program director, Dr. Keith Shaw, campaigning in tandem). Community building, however, has been much more challenging during the COVID-19 pandemic. This was especially the case during the University’s remote year.

Fortunately, PTA was resilient and held many virtual events that allowed transfer students to remain connected. For example, PTA conducted virtual “coffee breaks,” or informal Zoom meetings where members of my cohort could speak to transfer students who knew how to navigate Princeton efficiently and wisely. I attended plenty of these sessions,  just to connect with other transfers. At nearly every coffee break that I attended, meetings quickly turned from Q&A to transfers getting to know one another. These meetings often replicated some of my favorite memories from community college: conversations that naturally and tangentially jumped from topic to topic.

My favorite organized events were PTA’s “Transfer Trivia” nights. During these Jeopardy-style trivia matches, I mingled with members of all three transfer cohorts and appreciated focusing on something other than coursework. Coffee breaks gave me a space to chat with other transfers, whereas trivia gave me an opportunity to talk trash (as all parties competing in trivia ought to do). This allowed me to forge genuine connections with others. (And a bonus was seeing Dr. Shaw flex his vast knowledge of politics, history and basketball.)

Above all else, the best resource was the small group of on-campus transfers. I moved around a lot while serving in the United States Marine Corps, so I was well-prepared for the cross-country move from Southern California to Princeton, New Jersey. But Jenna had never moved away from home. Homesickness and the isolation of the pandemic made her relocation terribly difficult. Thankfully, a few transfer students and their families welcomed us both warmly. Made safer by biweekly COVID testing, we got together routinely for bonfires and coffee. When in-person interaction was scarce, the transfer community ensured that we were not alone.

Without PTA and its community, my transition to Princeton would have been much worse, and Jenna would have found our move much more difficult. They reminded me that I was at Princeton to do more than read and write, and that Princeton was a place for families, too.

I am grateful to now be the vice president of the Association. With the help of the PTA board, I plan to continue advocating for transfers and strengthening our community. And when President Alejandro Garcia graduates in the spring, I hope to fill his shoes, continuing his legacy of guiding PTA and ensuring that Princeton is a place for transfers because of other transfers.

If you are a prospective transfer applicant reading this, do not put weight on the fact that my transfer experience was more challenging than anticipated. If admitted, your experience will certainly be better than mine because you will not be transferring during a time like 2020. And if you do find yourself in that position, do not worry. The Princeton Transfer Association and its community will be there for you—and any family you may bring—no matter what.

 

Transferring from the Miami Dade Honors College to Princeton University has been one of the best experiences of my life and attending Princeton has been a lifelong dream come true. However, at first, I didn’t know what to expect of  Ivy League coursework. I questioned if my educational background as a community college student was enough to succeed at Princeton. As you prepare to make this transition, you might also have these concerns, but as a senior and after two years at Princeton, I can assure you that you are in great hands. 

As part of Princeton’s second transfer cohort since the program’s relaunching in 2018, I’ve come to appreciate this University’s transfer program because it’s unlike any other in the country. With each cohort amounting to just a handful of students, we all receive personalized advising resources from the program’s director, Dr. Keith Shaw. By taking a transfer-based writing seminar course during our first semester with Dr. Shaw, the program offers opportunities to have regular check-ins with our adviser. Moreover, the program also integrates resources provided by the Scholars Institute Fellows Program (SIFP) , which assists first-generation  and/or lower income students in their transition to Princeton. The transfer program also introduces students to the McGraw Center for Teaching and Learning and Writing Center, which offer tutoring and essay advising sessions.

Taking advantage of these resources has made the transition to a major four-year institution so much easier.  Rather than being thrown into a large transfer cohort, we’re guided each and every step of the way as we take on challenging classes and begin to engage in unique extracurricular opportunities. In a way, the transition is almost seamless. The program equips you with the necessary resources to easily integrate into Princeton’s broader student body, while adapting to the academic rigor.

 

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 If it were not for the program’s one-on-one guidance and countless resources, I would not have been able to take advantage of Princeton’s many extracurricular opportunities.  A week into my very first semester, I began volunteering for the PACE Center’s ESL El Centro program, in which I taught several weekly English classes to Spanish-speaking members of our community. I felt as though I was able to balance my extracurricular commitments with a challenging set of courses. However, a few weeks into my second semester, the COVID-19 pandemic upended my plans and routine, as it did for countless other people. I struggled to find worthwhile summer internships and fellowships after evacuating campus and self-isolating at home in Miami, Florida. Yet, after having engaged for at least a full semester’s worth of coursework and having built connections with several faculty members, I found myself working for two different professors as a research assistant. Throughout the summer, I helped curate research data and built several coding data frames.

During that time, I also led the founding of the Princeton Transfer Association as the club’s president. Through the group, we have worked to further facilitate incoming transfer students’ transition by offering experienced transfer students’ insights during the orientation process and fostering a sense of community between each transfer cohort with community-building events. Additionally, Princeton's opportunities are available to all of its students, including transfers. At the start of my second year, I was also selected by one of Princeton’s most selective public policy fellowship programs, Scholars in the Nation’s Service Initiative (SINSI). The program offers about six students every year the opportunity to partake in an internship with a federal government agency. SINSI helps students interested in public service and policy find a way to begin engaging with the federal government. 

Princeton’s transfer program offers a unique opportunity for students to not only make a transition from  community college to a four-year university, but it also helps students thrive in the process. The transfer program has created an environment in which students from any academic discipline and background can expect to overcome the academic obstacles within the classrooms of a world-class institution, while also benefiting from unmatched professional development opportunities. 

When I decided to transfer to Princeton, there was an air of mystery about what the next three years of my life would look like. Since Princeton’s last transfer class graduated around the early 1990s, I wasn’t sure what to expect. It honestly terrified me that there was no previous transfer student to ask about their experience, but from the moment I saw that orange tiger with the words "Congratulations" appear on my computer screen, my initial reservations subsided. I was so excited to realize that I would become a part of Princeton’s first transfer cohort since the early 1990s! Now in my final year, I am thankful for my experience as the transfer program has gone above and beyond to make sure that I felt supported.

At first, I was concerned about transferring in as a sophomore as I had already completed two years at Miami Dade College. However, without that "extra year," I wouldn't have had the opportunity to explore my academic and extracurricular interests to the extent that I've been able to. Looking back, I wish someone would have told me that I would want to spend more time at Princeton, not less. 

 

Starting at Princeton as a sophomore gave me more time to explore myself and venture into new spaces. Although I came in with a strong sense of who I was and what my aspirations and academic strengths were, Princeton has taught me to never stop exploring and to pursue every opportunity that intrigues me. Though I had originally planned on pursuing a different concentration, I switched to Spanish and Portuguese when I learned I would have more flexibility to pursue coursework and independent research on immigration. Now, I am writing my senior thesis on how Mexico has become this “big jail” for migrants seeking asylum. Switching concentrations was the best decision I’ve made at Princeton as it has given me so many skills and new perspectives that have even informed my post-graduation plans. You never know where or when you might discover a new passion.

 

Every semester pushed me out of my comfort zone in different ways, but there was always a professor or resource to turn to for guidance. I would be remiss to not say that there were challenging moments, tough assignments and plenty of second-guessing, but I never felt alone. I knew I could always turn to our transfer adviser, Dr. Shaw, or a fellow transfer student for advice. The intellectual and personal growth that I've experienced is indescribable, and it's propelled me to become even more determined and energized to achieve my goals. I no longer doubt myself or question if I belong; Princeton helped me realize that I can pursue my biggest dreams. As I move on to the next chapter of my life, I'm so humbled to have been a member of this first transfer cohort, and nothing makes me happier than being a part of this unique community and seeing it grow.

Xander de los Reyes '23

 

I spent my last six months in the Marine Corps moonlighting as a bartender. I’ll always be grateful for that experience because, at a time when many separating service members experience a culture shock, I was able to make the Marine-to-civilian transition slowly and smoothly. It also taught me how to convert love for camaraderie into love for community, which carried me through the next two-and-a-half years of my civilian life, ultimately placing me into Princeton’s community. Here, I’ve found immense support and infinite resources. The Writing Center has helped me refine my papers, the McGraw Center for Teaching and Learning has helped me decode Princeton’s syllabi and the support of my residential college (shoutout, Forbes!) has ensured that I make well-informed academic decisions. Because I’m a veteran and a transfer student, I’m currently enrolled in “Everyone’s an Expert." Unlike the traditional first-year writing seminars, this transfer-focused seminar builds on the unconventional backgrounds—academically or experientially—of veterans and transfer students. We’re taught how to build on writing skills acquired from our previous institutions and encouraged to draw on the experiences that make us unique students. Truthfully, it’s my favorite course because I’ve enjoyed interacting with other non-traditional students. Plus, as a prospective politics concentrator preparing for a writing-intensive career, I’m indebted to our instructor Dr. Keith Shaw, director of transfer, veteran, and non-traditional student programs—who also offers guidance and support for non-traditional students. The guidance and feedback he’s provided will have a lasting impact on my writing and academic mindset. Reflecting on all of these positive experiences makes it funny to look back and think about my initial worries. When I was first accepted, imposter syndrome set in. I felt like my admission was an anomaly and that Princeton would immediately overwhelm me. As the semester approached, those feelings of anxiety grew, but—because of Princeton’s useful resources and supportive community—they were quickly put to rest. All in all, Princeton has been an extraordinary community. Despite my initial fears, I now know I’m right where I belong—surrounded by encouragement and support. I’m a part of this community, and you could be, too.

 

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Matthew Williams '24

As a Marine Corps veteran and transfer student, I am far removed from the realm of a typical first-year student at Princeton. I am 22 years old and from the great city of Fort Worth, Texas. I received my Princeton acceptance letter as I neared the end of my four-year enlistment in Spring 2020. This news was accompanied by varying emotions: excitement, worries, anxiety and anticipation. Perhaps my most daunting concern was the unknown academic challenges that I would soon endure. Fortunately for veteran and transfer students alike, there are two student-run organizations that have been central in ensuring my smooth transition in an otherwise challenging plane. The Princeton Student Veterans (PSV) and Princeton Transfer Association (PTA) held veteran and transfer-specific events, Q&A sessions and provided additional resources to my incoming cohort. These student-run organizations have proven invaluable as I reflect on my Princeton experience.

My first semester at Princeton University has been an equally challenging and exhilarating experience. I intend to concentrate in politics with an emphasis on political economy. Albeit through Zoom, there remains a thrill when you are studying under some of the world’s most prominent professors. The academic challenges I’ve faced pale in comparison to the resources Princeton offers. In addition to office hours, The McGraw Center is a helpful tool for both traditional and non-traditional students when you need additional help in a class. From the multitude of student clubs to simply chatting with other students after class, I have connected with several of the traditional first-year students despite being a part of the transfer program. I am proud to be a part of the growing student veteran population at Princeton University. Go Tigers!