princeton university phd architecture

Graduate School

Architecture

General information, program offerings:, director of graduate studies:, graduate program administrator:.

The School of Architecture, Princeton’s center for teaching and research in architectural design, history, and theory, offers advanced degrees at both the master’s and the doctoral levels.  The curriculum for the master’s degree, which has both a professional and a post-professional track, emphasizes design expertise in the context of architectural scholarship.  Architecture is understood as a cultural practice involving both speculative intelligence and practical know-how.  Each student constructs a personal course of study around a core of required courses that represents the knowledge essential to the education of an architect today.

The five-year doctoral program focuses on the history, theory, and criticism of architecture, urbanism, landscape, and building technology.  The approach is interdisciplinary, covering a broad range of research interests from an architectural perspective.  Working closely with the faculty of the school and allied departments in the University, students build individual programs of study involving at least two years of course work, general examinations, and a dissertation.

In 2014, the School of Architecture launched a new computation and energy Ph.D. track.  The new track focuses on developing and researching new techniques of embodied computation and new systems for energy and environmental performance.  It is supported by connections to the School of Engineering and Applied Science , the Department of Computer Science and the Andlinger Center for Energy and Environment . With the addition of new courses and curricula for the computation and energy track, and with the acquisition of industrial robotic arms and the renovation of the Embodied Computation Laboratory (also known as the Architectural Laboratory), students will actively contribute to hands-on applied research in architecture while becoming experts in their field.

Additional departmental requirements

Ph.D. – At least three samples of written work, no page limit, but maximum size 10 MB each. Please compress the file. In the statement of academic purpose, candidates must describe professional and academic experience and its relevance to future plans for research and teaching. Also outline potential areas of research in the context of Princeton’s program. Applicants are required to select an academic subplan when applying.

M.Arch. – M.Arch. – Design portfolio, bound into a brochure no larger than 8 1/2 by 11 inches (overall size when closed). An electronic version must also be uploaded with your application. There is a 5GB size limit for the digital portfolio. The first page of the portfolio should include a brief statement (less than 500 words) explaining why the student specifically wants to attend Princeton University to earn a professional degree. Portfolios of admitted applicants will be retained. 

Portfolios must be postmarked by January 2 and received by January 10. Please note: If you are tracking the delivery of your package,  Graduate Admission will be closed December 25 - January 1. Normal hours will resume on Thursday, January 2.

Please avoid special packaging as this delays the processing of your materials and does not increase your opportunity for admission. Be sure to include your full name, date of birth, and department on all materials sent. Please mail these materials to:

Princeton University Graduate Admission ATTN: Portfolios One Clio Hall Princeton, NJ 08544

Materials submitted will become the property of Princeton University.

Program Offerings

Program offering: ph.d., program description.

History and Theory Track

The interdisciplinary nature of the doctoral (Ph.D.) program stresses the relationship of architecture, urbanism, landscape, and building technologies to their cultural, social, and political milieu. Supported by strong affiliations with other departments in the humanities, sciences, and social sciences, the program has developed a comprehensive approach to the study of the field. Students interact with their peers to sustain their individual projects in a context of collective research.

Computation and Energy Track

The technology Ph.D. track develops research in the field of embodied computation and new systems for energy and environmental performance.  Through associated faculty it is linked to the School of Engineering and Applied Science, particularly with Computer Science and the Andlinger Center for Energy and the Environment. A proseminar for the Ph.D. track supports the initial methods and processes for this research. The applied research component of the track is supported by infrastructure including an industrial robotic arm located in the School of Architecture’s Embodied Computation Lab and research facilities in the Andlinger Center.

History and Theory Track Course requirements for each student are determined by the Ph.D. Program Committee according to students’ previous experience, specialized interests, and progress through the program. For the first two years, each student engages in course work and independent study and is required to take a minimum of four classes each term, including required language and independent reading courses, for a total of 16 courses.

In the first year of residence, a required two-term proseminar introduces students to historical research and methodological approaches and guides the development of individual research proposals. The minimum number of courses are reduced by one when a student serves as an assistant-in-instruction (AI). This does not reduce the number of required papers; the AI assignment replaces an audited course.

Computation and Energy Track Course requirements for each student are determined by the Ph.D. Program Committee according to the student’s previous experience, specialized interests, and progress through the program.  During the first year of residence, a two-term proseminar introduces students to the process of developing prototype-based research, the literature review process, and methods for innovative scientific hypothesis generation and analysis.  It also guides the development of individual research proposals.  The course requirements for each student are set by the Ph.D. Program Committee according to the student’s previous experience, specialized interests, and progress through the program. The course load consists of a total of sixteen courses, nine of which have to be taken for credit, including two required proseminar courses during the first two years of study. Extending the reach of previous coursework, four research projects have to be developed, documented in paper format, and submitted as a package for the general examination once coursework is completed. The coursework must have an interdisciplinary focus that supports the student in developing expertise in an area of research as an extension of the architectural core that serves as the basis for developing a dissertation proposal.

Language(s)

A student must satisfy the program requirement of a reading knowledge of two foreign languages before the end of the second year in residence. These languages should be relevant to the general history of the discipline or specifically relevant to the student’s area of research. An examination of comprehension is administered by the appropriate language department.

Additional pre-generals requirements

Each year in mid-May, doctoral students are expected to present a progress report for review with the Ph.D. Program Committee. The purpose of these oral reviews is to give feedback to the student and to keep all members of the Ph.D. Committee informed about the work of all students.  The progress report should list courses taken for grades or audit, papers completed or in progress, grades received, and a description of how courses relate to the student’s major and minor fields of concentration. The report should also note conferences attended, lectures given, teaching and/or research assistantships. Second-year reports incorporate a prospectus on the materials to be included in the general examination dossier. The prospectus includes a list of six papers (History and Theory track) or four research project reports (Computation and Energy track) to be included in the general examination dossier accompanied by a statement connecting this research and writing to the student’s major and minor fields of concentration.

General exam

The general examination is designed to ascertain the student’s general knowledge of the subject, acquaintance with scholarly methods of research, and ability to organize and present material. The components of the general examination are assembled sequentially during the student’s period in residence, according to a program overseen and approved by the Ph.D. Program Committee. The general examination is normally taken upon completion of two years of course work (preferably in the fall of the third year in residence).

Qualifying for the M.A.

The Master of Arts (M.A.) degree is typically an incidental degree on the way to full Ph.D. candidacy and is earned after a student successfully completes the general examination. It may also be awarded to students who, for various reasons, leave the Ph.D. program after successfully completing the general exam.

Teaching experience is considered to be a significant part of graduate education. The School recommends that Ph.D. candidates serve as Assistants-in-instruction (AI) for at least one term.

Post-Generals requirements

Following the general exam, students meet with the Ph.D. Program Committee each spring. These reviews provide opportunities for all members of the Ph.D. Committee to review progress and provide feedback. Students submit a progress report describing publications, conferences attended, lectures given, teaching or research assistantships completed. The report also includes progress on dissertation writing, funding applications, etc.  At least one new dissertation chapter must be submitted in each of the post-generals years.

Dissertation and FPO

The culmination of the program is the defense of the finished dissertation at the final public oral (FPO) examination, which includes the thesis adviser, a second reader from the Ph.D. Committee, and a third internal or external reader. For full FPO committee composition requirements, please consult the Graduate School website.

Advisers read and comment on initial drafts of the student’s dissertation, consult on methods and sources, and approve any changes in the dissertation outline stemming from research discoveries and shifting emphases. The School often recommends that additional readers from inside or outside the School review sections of the research.  The research toward a dissertation normally includes at least one year spent on archival research.

The Ph.D. is awarded after the candidate’s doctoral dissertation has been accepted and the final public oral examination completed.

Program Offering: M.Arch.

Professional Master’s Degree The Master of Architecture (M.Arch.), accredited by the National Architectural Accrediting Board (NAAB), is intended for students who plan to practice architecture professionally. The M.Arch. qualifies students to take the state professional licensing examination after completing the required internship. Refer to the NAAB statement on the School of Architecture’s website for more information.

Students are eligible for admission to the graduate program whether or not they have had undergraduate work in architecture. The typical duration of the program is three years; students with an intensive undergraduate architecture background may be eligible for advanced standing.

Post-Professional Master’s Degree A post-professional M.Arch. degree is available to those who hold the degree of Bachelor of Architecture (B.Arch.) or its equivalent from an international institution. These are students who have successfully completed a professional program in architecture and have fulfilled the educational requirements for professional licensing in the state or country in which the degree was granted. Students typically complete this program in two years. The post-professional degree is not accredited by the NAAB.

Students in the professional M.Arch. program must take a minimum of 25 courses, typically four per term, including one design studio each term and the independent design thesis in the final term. The studio sequence, required building technology and professional practice courses, and courses in history and theory of architecture and urbanism constitute a core knowledge of the discipline. In addition to these required courses, each student must complete distribution requirements within the areas of history and theory and building technology. In order to encourage the development of an individual program of study, each student may select up to three electives, which may be fulfilled with any course offered within the University and approved by the director of graduate studies.

Students granted advanced standing are usually required to take a minimum of 16 courses within the distributional requirements of the three-year program, including one design studio each term and the independent design thesis in the final term. Because of the differences in the educational backgrounds of students entering with advanced standing, the required number of courses in the areas of distribution is determined by the director of graduate studies after reviewing each student’s transcript and experience.

While students normally take four courses each term, in their final term of the program they may enroll in and complete as few as two courses, provided that total course requirements will still be met and additional time is needed in the final term to meet the specific research requirements of the thesis.  Students who wish to enroll in fewer than four courses in the final term must have this request reviewed and approved by the director of graduate studies. 

Students in the post-professional master’s degree program are granted wide latitude in course selection in order to create a program of study which aligns with their individual educational and research goals. The courses are distributed across the areas of design studios and a design thesis, history and theory, building technology, and elective courses that can be taken throughout the University with the approval of the director of graduate studies. Students are required to complete a minimum of 14 courses.

The thesis at Princeton is understood to be the culmination of the Master of Architecture curriculum. As such, it is the moment when the student contributes to, and advances, the discipline. Students participate in a thesis workshop during their penultimate semester. The aim of this workshop is to hone topics by situating them within a lineage—articulating where a project resembles or differs from works that have addressed such topics—and by developing a focused argument for a particular approach to the question. The thesis design project, conducted as independent work during the final semester, then tests this approach in a project whose underpinnings are pointed toward the synthesis of intellectual and design objectives. The thesis concludes with a public final review, where the project is evaluated both on its own terms and within the broader field of contemporary architectural discourse.

Additional requirements

Computer Requirement

Students in the Architecture program are strongly encouraged to own a Windows or Mac computer during their tenure.  The School of Architecture does provide 10 high-end Dell desktops in the computer lab with a full suite of software.  Recommendations for personal computer purchases include a minimum 512 SSD hard drive, 16GB RAM, decent graphics card and processor.  Computers should have the most updated operating systems with virus software installed.  Most software provided by the School of Architecture is via network distribution and is Windows based.  In addition, students are required to pay an annual $350 lab fee for access to the computers, plotters, printer, scanners and networked software.

• Mónica Ponce de León

Associate Dean

• Michael Meredith

Director of Graduate Studies

• Marshall B. Brown
• Beatriz Colomina (fall)
• Spyros Papapetros (acting) (spring)

Director of Undergraduate Studies

• Stanley T. Allen
• M. Christine Boyer
• Beatriz Colomina
• Elizabeth Diller
• Mario I. Gandelsonas
• Sylvia Lavin
• Guy J.P. Nordenson
• Jesse A. Reiser

Associate Professor

• Forrest M. Meggers
• Spyros Papapetros

Assistant Professor

• Erin D. Besler
• S.E. Eisterer
• V. Mitch McEwen
• Daniela Mitterberger

For a full list of faculty members and fellows please visit the department or program website.

Permanent Courses

Courses listed below are graduate-level courses that have been approved by the program’s faculty as well as the Curriculum Subcommittee of the Faculty Committee on the Graduate School as permanent course offerings. Permanent courses may be offered by the department or program on an ongoing basis, depending on curricular needs, scheduling requirements, and student interest. Not listed below are undergraduate courses and one-time-only graduate courses, which may be found for a specific term through the Registrar’s website. Also not listed are graduate-level independent reading and research courses, which may be approved by the Graduate School for individual students.

ARC 501 - Architecture Design Studio

Arc 502 - architecture design studio, arc 503 - integrated building studios, arc 504 - integrated building studios, arc 505a - architecture design studio, arc 505b - architecture design studio, arc 505c - architecture design studio, arc 506a - architecture design studio, arc 506b - architecture design studio, arc 507 - thesis studio, arc 508a - m. arch thesis studio, arc 508b - post-prof. thesis studio, arc 509 - integrated building systems, arc 510 - structural analysis for architecture, arc 511 - structural design, arc 513 - contemporary facade design, arc 514 - the environmental engineering of buildings, part i, arc 515 - the environmental engineering of buildings, part ii, arc 518 - construction and interpretation, arc 521 - elemental building function, arc 522 - history of comparative architecture, arc 525 - mapping the city: cities and cinema (also art 524), arc 526 - research in urbanism, arc 530 - m.arch. thesis seminar, arc 531 - proseminar for post-professional m.arch., arc 532 - post-professional m.arch. thesis seminar, arc 537 - architecture, technology, and the environment, arc 546 - technology and the city: the architectural implications of networked urban landscape (also urb 546), arc 547 - introduction to formal analysis, arc 548 - histories and theories of 19th-century architecture (also art 585), arc 549 - history and theories of architecture: 20th century (also art 586), arc 550 - space and subjectivity, arc 560 - topics in contemporary architecture & urbanism, arc 560a - topics in contemporary architecture and urbanism, arc 560b - topics in contemporary architecture & urbanism, arc 560c - topics in contemporary architecture and urbanism, arc 562 - introduction to the architecture profession, arc 563 - founding, building, and managing your own architectural practice, arc 569 - extramural research internship, arc 571 - phd proseminar (also art 581/las 571/mod 573), arc 572 - research in architecture (proseminar), arc 574 - computational fabrication, arc 575 - advanced topics in modern architecture (also mod 575), arc 576 - advanced topics in modern architecture (also art 598/mod 502), arc 577 - topics in modern architecture (also mod 577), arc 578 - utopics: private fantasies, public projects, arc 580 - gender, cities, and dissent (also gss 580/mod 580), arc 594 - topics in architecture (also art 584/hum 593/mod 504/spa 559), arc 598 - m. arch thesis studio-resubmission, arc 599 - post-prof. thesis studio-resubmission, art 504 - studies in greek architecture (also arc 565/cla 536/hls 534), art 547 - early modern architecture (also arc 552), art 551 - from above: european maps and architectural plans before aerial observation (also arc 557), art 565 - seminar in modernist art and theory (also arc 585/mod 565), art 583 - textile architecture (also arc 583), cee 546 - form finding of structural surfaces (also arc 566), hum 595 - interdisciplinary studies in the humanities (also arc 593/cla 595/mod 595), hum 597 - humanistic perspectives on history and society (also arc 597/las 597/mod 597/spa 557), mae 518 - virtual and augmented reality for scientists, engineers, and architects (also arc 516/ene 528), spi 533 - planning theory and process (also arc 535).

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Princeton university, school of architecture.

Princeton University's School of Architecture promotes a synthetic approach to architecture, drawing upon design innovation, in-depth studies in the history and theory of architecture, as well as the emerging cultures of computation and building technology. Architecture at Princeton has always been taught in this broad cultural context. Our design studios and technical courses are rigorous and demanding; they prepare our graduates to practice effectively in a competitive environment. Our history and theory curriculum, with its strong interdisciplinary ties, encourages the critical intelligence necessary to make sense of a changing world. Moreover, the School's small size enables us to integrate design and theory as no other school can, taking advantage of the overlaps and intersections between studio work and a rich culture of research and intellectual speculation. The School's programs and facilities are being constantly upgraded: this year we welcome new faculty, revamped programs, and a significant new expansion to the School of Architecture building itself. Architecture and education both require a profound commitment to a better future. As architects, we design buildings, landscapes and cities for a society whose ideas and technologies will inevitably change; as educators, we teach new generations of students who will practice in a world more global, more urban, more technologically complex, and more open to change. The only certainty is change itself, and our first obligation is to equip all students with the practical and intellectual tools necessary to invent new practices for the new century.

Students at the School benefit from its small size and thorough integration with the University community. Approximately 90 graduate and 25 undergraduate students are enrolled. Both programs share faculty, courses, and facilities, fostering close relationships among all students. Because many courses are crosslisted with other departments, students pursue their education through a wide range of related disciplines, including art and archaeology, civil and environmental engineering, history, English, sociology, American studies, and European cultural studies.

School Philosophy

Architecture is a collective art-form, involving the expertise of many different fields. The School is committed to a culture of collaboration involving architecture, urbanism, landscape and media. Architecture is constantly enriched by the traffic between theory and practice. At Princeton, we are confident that our long history of a productive dialogue between academic research and practical design work will produce a new generation of architects prepared to transform our complex world in previously unimagined ways. Although the School of Architecture has expanded its facility, faculty, and student body over the years, it retains a small size that encourages close contact between faculty members, graduate students, and undergraduates. From the beginning, the School of Architecture's curriculum has always responded to changes in the profession and in architectural education, providing students with courses that reflect contemporary and emerging issues in architecture. Within this flexible academic framework, the School of Architecture has remained committed to its original goals: providing undergraduates with a well-rounded liberal arts education and a strong basis for additional studies in architecture, and offering graduate students a comprehensive education in design, technology, and the history and theories of architecture.

The undergraduate program in architecture offers an opportunity for in-depth study of architecture within the context of a liberal arts education. The program of study emphasizes the complex relationship between architectural form, culture and society considered through an in-depth exploration of architectural design, history and theory of architecture, building technology, urbanism, and landscape architecture. Particular attention is paid to the social and political aspects of architecture's urban setting, and its impact on the natural environment. The undergraduate program at the School of Architecture is known for its rigorous and interdisciplinary approach to pre-professional education. The four-year undergraduate program leads to an A.B. with a concentration in architecture. In addition to architectural design and the history and theory of architecture and urbanism, undergraduates study a range of disciplines that contribute to an architect's knowledge and vision, including courses in architectural analysis, representation, computing, and building technologies. Such a broad academic program also prepares students for a graduate program in architecture and other related disciplines such as landscape architecture, urban planning, civil engineering, art history, and the visual arts. In addition, the B.S.E. program in architecture and engineering is offered through the School of Engineering and Applied Science. The Master of Architecture degree (M.Arch.), accredited by the National Architectural Accrediting Board (NAAB), is intended for students who plan to practice architecture professionally. It qualifies them to take the state professional licensing examination after completing the required internship. Students are eligible for admission to the graduate program whether or not they have had undergraduate work in architecture. The typical duration of the program is three years; students with an undergraduate architecture background may be eligible for advanced standing. The master's degree program is structured around a rigorous sequence of design studios. Studio work is complemented by courses in technology, history, theory, and analysis and representation. Each student constructs an individual program of study to meet course and distribution requirements. Students are also eligible to take elective courses in the School and in other departments of the University.

1. Art & Design 2. Design/Build 3. Digital Design & Visualization 4. Digital Fabrication & Technology 5. Urbanism 6. Materials and Construction 7. History | Theory | Criticism 8. Building Technologies

Transfer Policies

Transfer Students

Princeton’s Transfer program looks for a small group of exceptionally well-prepared students from a range of backgrounds, and we particularly encourage applications from students from low-income backgrounds, community college students, and U.S. military veterans.

Our transfer admission program involves a highly individualized holistic review of each applicant’s achievements, talents and potential to contribute to learning at Princeton, with the expectation that admitted students are prepared to thrive in our diverse and rigorous learning environment.

Transfer students, like first-year students, will be able to enroll in the fall term only. Most students will be expected to begin in their sophomore (second) year. However, in some cases, they may begin as juniors, or be required to enter as first-year students. In all cases, this standing is determined by Princeton faculty and college deans after an evaluation of transfer credit.

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• http://soa.princeton.edu/zone/lectureseries
• http://soa.princeton.edu/zone/exhibitions
• http://soa.princeton.edu/zone/conferences

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Princeton University PhD in Architecture

How much does a doctorate in architecture from princeton cost, princeton graduate tuition and fees.

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Princeton doctorate student diversity for architecture, male-to-female ratio.

About 25.0% of the students who received their PhD in architecture in 2019-2020 were women. This is less than the nationwide number of 53.6%.

Racial-Ethnic Diversity

Of those students who received a doctor’s degree at Princeton in architecture at 2019-2020, none were racial-ethnic minorities*.

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Princeton University Fully Funded PhD in Architecture

Princeton university.

Princeton University, based in Princeton, New Jersey offers a fully funded PhD in Architecture. The five-year doctoral program focuses on the history, theory, and criticism of architecture, urbanism, landscape, and building technology.  The approach is interdisciplinary, covering a broad range of research interests from an architectural perspective. Princeton guarantees funding for its regularly enrolled, degree-seeking Ph.D. candidates for all years of regular program enrollment, contingent upon satisfactory academic performance.  Princeton provides a minimum level of annual support that includes full tuition and fee support and a base stipend amount.

• Deadline: Jan 03, 2025 (Estimated)*
• Work Experience: Any
• Location: North America
• Citizenship: Any
• Residency: United States

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Fully Funded PhD in Architecture at Princeton University

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Nestled in the historic town of Princeton, New Jersey, Princeton University stands as a renowned institution that continues to uphold its commitment to academic excellence. Among its distinguished offerings is a fully funded Ph.D. program in Architecture, epitomizing the university’s dedication to fostering advanced research and scholarly pursuits. The doctoral program spans a comprehensive five-year duration, immersing candidates in a curriculum that delves deep into the history, theory, and criticism of architecture, urbanism, landscape, and building technology.

PhD Program Requirements

Admission to the Ph.D. program at Princeton University requires candidates to possess either a Bachelor’s or Master’s degree, ensuring a foundational understanding of the subject matter.

PhD Funding Coverage

The university ensures a minimum level of annual support, encompassing full tuition and fee coverage, along with a base stipend amount, thus alleviating financial burdens and allowing students to focus wholeheartedly on their academic pursuits.

Application Requirement

Prospective applicants are encouraged to submit a comprehensive Admission Application Package, which typically includes academic transcripts, letters of recommendation, a statement of purpose, and a sample of the candidate’s written work.

Application Deadline

January 3, 2025

Application Fee

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Graduate Princeton by Hilton – from student dorm to boutique hotel

WORDS BY  Pauline Brettell

• September 2, 2024

Graduate by Hilton, the university-anchored hotel brand, has opened, transforming a historic 1918‑era student dormitory into a 180‑key boutique hotel, doubling the total hotel rooms in town…

Located on historic Nassau Street in the heart of downtown, directly opposite the campus, Graduate Princeton boasts 180 guest rooms and a signature restaurant, Ye Tavern. Paying homage to the town’s rich history, architecture, and design, the opening marks the first new hotel to open in Princeton in nearly 90 years—and only the second hotel in its historic downtown.

Image credit: Andrew Frasz

“When we started Graduate ten years ago, Princeton was at the top of our list,” said Ben Weprin, founder, Graduate Hotels , and Founder & Chief Executive Officer, AJ Capital Partners. “The history, the heritage, the backdrop, the charm, the sophistication — it’s just the idea of what somebody envisions college looks like in America.”

Weprin’s firm, AJ Capital Partners, has meticulously restored, modernised, and expanded the 1918-era, Colonial Revival-style former university dormitory in partnership with architecture firm Stonehill Taylor. Today, Graduate Princeton is a contemporary collegiate-inspired hotel with 6,000 square feet of public space, 180 guest rooms, and a signature bar and restaurant – all designed in the brand’s characteristic hyper-local, vibrant style.

“Graduate Princeton provides a welcoming environment for guests to discover the traditions, history and hidden gems that make it one of the most popular university towns in the country,” added Kevin Osterhaus, President, Global Lifestyle Brands, Hilton. “Continuing our reputation for delivering top-tier hospitality, Graduate Princeton is a stellar example of how the brand honours the unique stories of these neighbourhoods and celebrates the passion and nostalgia that guests and fans feel when stepping through the doors of our hotels”.

The interior design invites guests to immerse themselves in the local culture, lore, and traditions. Visitors will discover subtle references to the university and the town’s 275-year history throughout the hotel’s public spaces and guest rooms. Nods to influential alumni, local architecture, and storied traditions synonymous with the Princeton student experience inform every detail of the Graduate Princeton’s design.

Upon entering Graduate Princeton’s Gothic-inspired lobby, guests are greeted by a hand-carved wooden reception desk flanked by four wooden statues of the school’s beloved mascot, the Tiger. Floor tiles rendered in Princeton’s signature orange and black anchor the two-story library-like lobby, lined with thousands of books and a collection of colourfully embroidered vintage Reunions Jackets — a token received by alumni at their 25th Reunion. A 30-foot carved wooden study table, a staple in every Graduate, is reminiscent of the historic libraries on campus and serves as a place for visitors and students to study, gather, and connect. The names of Princeton’s storied eating clubs are painted in gold leaf on the library bookcases that frame the space.

On the opposite end of the lobby is Ye Tavern, Graduate Princeton’s signature bar and restaurant, named after a storied 1930s-era bar that once occupied the site. Ye Tavern takes design cues from its namesake: an intricately carved wooden bar—recalling the lancet windows found throughout campus—is a focal point of the space. Stone-topped banquets weave through the centre of the space, punctuated by leather-top tables.

In the guest rooms, references to the university’s emblematic color palette are carried through, with orange-and-white seersucker drapes complemented by an apricot-hued carpet. Bedside lamps inspired by the Revolutionary War-era cannon buried behind Nassau Hall sit beside a bespoke, custom wood-carved bed frame featuring hand-drawn illustrations referencing the University’s annual Cane Spree — Princeton’s first organized intramural event dating back to the 1860s. Framed artwork above the desk in every guest room references the storied traditions of the University. Guest bathrooms feature custom wallpaper inspired by the campus’ renowned arboretum, paired with a framed sketch by Albert Einstein, a reference to his time working for Princeton’s Institute for Advanced Study, and the unparalleled intellectual legacy that followed.

Main image credit: Andrew Frasz

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Undergraduate prizes awarded to six students for academic achievement

Princeton students honored at Opening Exercises gather with President Christopher L. Eisgruber (back row, left) and Dean of the College Michael D. Gordin (far right). The students are (front row, from left) Braeden Carroll, Caroline Zhao and Ram Narayanan, and (back row, from left), Connie Gong, Akshat Agarwal, and Ian Henriques.

Princeton University celebrated the academic accomplishments of its students with the awarding of undergraduate prizes to six students at Opening Exercises on Sunday, Sept. 1.

“I’m honored to be able to celebrate this year’s prize winners,” said Dean of the College Michael D. Gordin. “While Princeton is fortunate to be home to a good many students who are justly proud of their exceptional records of accomplishment, these prize winners stand out.

“In addition to achieving great strides academically, in their wide-ranging programs of study they boldly exemplify the heart of our liberal arts mission,” Gordin said. “My colleagues and I congratulate them warmly and are eager to follow their continued success.”

Freshman First Honor Prize

Ram Narayanan received the Freshman First Honor Prize, awarded each year in recognition of exceptional academic achievement as a first-year student.

Narayanan, of Scarsdale, New York, attended Horace Mann School in the Bronx. A member of New College West, he is considering majoring in physics and pursuing minors in computer science, materials science and engineering, and applied and computational mathematics. He is a recipient of the 2024 Manfred Pyka Memorial Physics Prize.

This summer, Narayanan was an intern in Princeton's ReMatch+ program, where he conducted materials research with Sanfeng Wu, assistant professor of physics. Narayanan also attended the Princeton Summer School on Condensed Matter Physics in collaboration with the Institute for Advanced Study.

He is a member of the Princeton Society of Physics Students, Princeton Students in Quantum, and a Community Action leader.

The George B. Wood Legacy Sophomore Prize

This year’s George B. Wood Legacy Sophomore Prize is shared by  Akshat Agarwal and  Braeden Carroll . The prize is awarded each year to members of the junior class in recognition of exceptional academic achievement during their sophomore year.

Agarwal, of Princeton, attended West Windsor-Plainsboro High School North. A member of Yeh College, he is a mathematics major who is also pursuing minors in history, statistics and machine learning, and applied and computational mathematics. He has served as an undergraduate course assistant in mathematics and computer science.

Outside the classroom, Agarwal is president of the student-run group Business Today and managing director of Princeton Undergraduate Capital Partners, which helps students gain industry experience in venture capital. He is also a member of the Princeton International Relations Council.

This summer, he conducted machine learning research in the lab of Adji Bousso Dieng, assistant professor of computer science.

Carroll, of Kinnelon, New Jersey, attended Kinnelon High School there. A recipient of the Shapiro Prize for Academic Excellence for the 2022–23 academic year, he is a civil and environmental engineering major who is also pursuing a minor in finance. He is a member of Rockefeller College.

Outside the classroom, Carroll is a member of the Princeton lightweight rowing team. In 2023, he completed a High Meadows Environmental Institute (HMEI) internship with the Blue Lab, led by Allison Carruth, professor of American studies and HMEI, investigating the long-term impacts of Super Typhoon Haiyan.

This summer, he conducted research with civil and environmental engineering professors Maria Garlock and Branko Glisic to help design a hybrid structure for Osaka, Japan, that can serve as both a bridge and a flood barrier. The project aims to create a structure that does not draw energy from the grid to operate.

The George B. Wood Legacy Junior Prize

This year’s George B. Wood Legacy Junior Prize is shared by  Connie Gong and Caroline Zhao . The prize is awarded to members of the senior class in recognition of exceptional academic achievement during their junior year.

Gong is from Belmont, California, where she attended Carlmont High School. A recipient of the Shapiro Prize for Academic Excellence for the 2021–22 academic year, she is a sociology major who is also pursuing minors in environmental studies, and statistics and machine learning. She is a member of Butler College.

Her senior thesis will focus on the attitudes of formerly incarcerated people towards prison labor on the “farm line” at the Louisiana State Penitentiary, widely known as Angola. Gong is conducting her research in partnership with the nonprofit Louisiana Parole Project. Her adviser is John Robinson III, assistant professor of sociology.

Gong is the co-president of the Princeton Conservation Society, a student-run group focused on the environment. She was previously a peer academic adviser for Butler College. She serves as an undergraduate course assistant in SML 201: Introduction to Data Science and is a head fellow at the Princeton Writing Center.

This summer, Gong interned at the Missouri State Public Defender’s Trial Division Office in St. Louis, supported by a Summer Social Impact Internship through the Center for Career Development. She has also interned internationally as a teaching assistant with the Northern Kenya Conservation Clubs through the High Meadows Environmental Institute.

Zhao, of Westfield, New Jersey, attended Union County Magnet High School in Scotch Plains. A two-time recipient of the Shapiro Prize for Academic Excellence, she is a chemical and biological engineering major who is also pursuing minors in finance and computer science. She is a member of Butler College.

Her senior thesis will focus on developing biological enzyme system models to investigate the use of cellulose as a sustainable biofuel. Her adviser is Jerelle Joseph, assistant professor of chemical and biological engineering and bioengineering.

Outside the classroom, Zhao is president of both the Princeton Engineering Council and the Princeton Bridge Club, a coxswain for the Princeton lightweight rowing team, a SHARE Peer, and a student manager of the Ultraviolet Recording Studio in Bloomberg Hall.

Zhao has been a precept assistant in computer science and will serve as an undergraduate course assistant in economics this fall. She is also a volunteer with Princeton's Special Olympics Rowing program, a partnership between the Student Volunteers Council and Special Olympics.

She worked this summer at Bain Capital as a private equity summer analyst.

Class of 1939 Princeton  Scholar Award

Ian Henriques received the Class of 1939 Princeton Scholar Award, which is awarded each year to the undergraduate who, at the end of junior year, has achieved the highest academic standing for all preceding college work at the University.

Henriques, of Winter Springs, Florida, attended Seminole High School in Sanford. A two-time recipient of the Shapiro Prize for Academic Excellence, he is an electrical and computer engineering major who is also pursuing a minor in neuroscience. He received the Manfred Pyka Memorial Physics Prize in 2022.  Henriques is a member of Rockefeller College.

For his senior thesis, he plans to work with Niraj Jha, professor of electrical and computer engineering, with a focus on computer architecture and machine learning.

Outside of the classroom, Henriques is co-president of the Princeton University Robotics Club. In 2023, he co-led the winning team at Harvard University's PacBot Competition, in which students build robots to navigate a Pac-Man-inspired course. Princeton's Robotics Club earned the highest score in the competition's history and shared first place with the University of Illinois at Urbana-Champaign.

Henriques is also the co-leader of Princeton's Loaves and Fishes program with the Diocese of Trenton, which provides meals to homeless and low-income individuals. He has served as a teaching assistant for several engineering, physics and mathematics courses.

This summer, he interned at the AI chip technology firm Nvidia.

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Princeton University

Double twist makes cracking easier to resist.

By John Sullivan

August 30, 2024

Robots supply the precision and reliability needed to implement the design. Photo and video by Sameer A. Khan/Fotobuddy

Taking inspiration from nature, researchers from Princeton Engineering have improved crack resistance in concrete components by coupling architected designs with additive manufacturing processes and industrial robots that can precisely control materials deposition.

In an article published Aug. 29 in the journal Nature Communications, researchers led by Reza Moini , an assistant professor of civil and environmental engineering at Princeton, describe how their designs increased resistance to cracking by as much as 63% compared to conventional cast concrete.

The researchers were inspired by the double-helical structures that make up the scales of an ancient fish lineage called coelacanths (pronounced see-luh-kanth.) Moini said that nature often uses clever architecture to mutually increase material properties such as strength and fracture resistance.

To generate these mechanical properties, the researchers proposed a design that arranges concrete into individual strands in three dimensions. The design uses robotic additive manufacturing to weakly connect each strand to its neighbor. The researchers used different design schemes to combine many stacks of strands into larger functional shapes, such as beams. The design schemes rely on slightly changing the orientation of each stack to create a double-helical arrangement (two orthogonal layers twisted across the height) in the beams that is key to improving the material’s resistance to crack propagation.

The paper refers to the underlying resistance in crack propagation as a ‘toughening mechanism.’ The technique, detailed in the journal article, relies on a combination of mechanisms that can either shield cracks from propagating,  interlock the fractured surfaces, or deflect cracks from a straight path once they are formed, Moini said.

Shashank Gupta, a graduate student at Princeton and co-author of the work, said that creating architected concrete material with the necessary high geometric fidelity at scale in building components such as beams and columns sometimes requires the use of robots. This is because it currently can be very challenging to create purposeful internal arrangements of materials for structural applications without the automation and precision of robotic fabrication. Additive manufacturing, in which a robot adds material strand-by-strand to create structures, allows designers to explore complex architectures that are not possible with conventional casting methods. In Moini’s lab, researchers use large, industrial robots integrated with advanced real-time processing of materials that are capable of creating full-sized structural components that are also aesthetically pleasing.

As part of the work, the researchers also developed a customized solution to address the tendency of fresh concrete to deform under its weight. When a robot deposits concrete to form a structure, the weight of the upper layers can cause the concrete below to deform, compromising the geometric precision of the resulting architected structure. To address this, the researchers aimed to better control the concrete’s rate of hardening to prevent distortion during fabrication. They used an advanced, two-component extrusion system implemented at the robot’s nozzle in the lab, said Gupta, who led the extrusion efforts of the study. The specialized robotic system has two inlets: one inlet for concrete and another for a chemical accelerator. These materials are mixed within the nozzle just before extrusion, allowing the accelerator to expedite the concrete curing process while ensuring precise control over the structure and minimizing deformation. By precisely calibrating the amount of accelerator, the researchers gained better control over the structure and minimized deformation in the lower levels.

The article, “ Tough Double-Bouligand Architected Concreteitious Material using Robotic Additive Manufacturing ,” was published Aug. 29 in Nature Communications. Besides Moini, authors include Arjun Prihar, Shashank Gupta, and Hadi Esmaeeli of Princeton. Support for the project was provided in part by the National Science Foundation CMMI Advanced Manufacturing Program.

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Section L01

• Type: Lecture
• Section: L01
• Enrollment: 29
• Capacity: 30
• Class Number: 20674
• Schedule: MW 11:00 AM-11:50 AM - Architecture Building N107 

Section P01

• Type: Precept
• Section: P01
• Enrollment: 5
• Capacity: 15
• Class Number: 20675
• Schedule: F 12:30 PM-01:20 PM - Architecture Building N104 

Section P02

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• Class Number: 20676
• Schedule: W 07:30 PM-08:20 PM - Architecture Building N104 

Section P03

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• Capacity: 10
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• Schedule: W 12:30 PM-01:20 PM - Architecture Building N107 