3D Magazine :: April 2020

DARTMOUTH IN ALL ITS DIMENSIONS NO. 8 | APR 2020

ADMISSIONS.DARTMOUTH.EDU

On the cover: Maya Perkins ’20 Photograph by Don Hamerman

Admissions Editorial Board

Student Writers

Hayden Lizotte Editor

Caroline Cook ’21 Newark, DE

Ioana Andrada Pantelimon ‘22 Bucharest, Romania

Topher Bordeau Contributing Editor

Brian Drisdelle ’21 Burlington, CT

Gabriel Gilbert ‘23 Stafford, VA

Irma Encarnación Associate Director of Admissions

Jimmy Nguyen ’21 Mesa, AZ

Estelle Stedman ’23 Seattle, WA

Sara D. Morin Production Editor

Sofía Carbonell Realme ’20 Mexico City, Mexico

Lobna Jbeniani ’23 Ariana, Tunisia

Isabel Bober ’04 Senior Associate Director of Admissions

Dartmouth College is defined by its people, and 3D is a magazine that tells their stories.

It’s not meant to be comprehensive, but an evolving snapshot as vibrant and prismatic as the school itself. 3D is Dartmouth in all its dimensions.

PHOTOGRAPH BY DON HAMERMAN

APRIL 2020 // ISSUE 08

02

12

28

38

First Hand

All in One

And, Not Or

On Course

03

16

34

42

It’s a Fact

Walking the Walk

Onward & Upward

Funding Outside the Lines

06

20

36

45

Hanover Hot Spots

Living the Green Life

D-Plan

Courses of Study

07

24

48

Humans of Hanover

Oh, the places you’ll go!

Threads

Lee A. Coffin Vice Provost for Enrollment and Dean of Admissions & Financial Aid

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PHOTOGRAPH BY DON HAMERMAN

“Whether your college search is launching or concluding, follow your own compass.”

April is an admissions crossroads. If you’re a high school senior, you’re pondering the final moments of your college search with finely tuned considerations about what matters. If you’re a junior, you’re negotiating an act of exploration and discovery as your vision of what matters comes into focus. But each of you is looking for answers to the same essential question: what resonates with me? It’s the right question to ask.

When it comes to colleges, one size does not fit all. The vibe of a certain school might resonate quite differently with you and a friend while on the very same tour hearing the very same words from the very same campus tour guide. You will digest and assess a place, its programs, and its people with a lens that is quintessentially distinctive to you. Own that agency. Respond to what feels right to you.

It’s our responsibility to introduce Dartmouth to you— and to do so as authentically as we can. As admission officers, we will represent the college with as much clarity as we can muster so that you can appreciate its opportunities and nuances on your own terms. We must show you what defines us, but you must apply your own logic and intuition to the conversation.

What is true north?

Dartmouth is an intimate place with decidedly one-on-one experiences in our classrooms, our organizations, and the college town we call home. Does an interactive classroom of twelve engaged peers led by a professor whose research informs her teaching — whether the subject is chemistry or Italian or public policy — feel like an ideal forum for your curiosity? That’s Dartmouth.

We are also defined by a profound sense of place. This 250-year-old college is framed by nature. The campus is embraced by statuesque pines, lush mountains, and a winding river — you’ll meet people who kayak to school or work. Yes, it snows here (a lot), and New Hampshire is blessed with four vividly distinct seasons, each featuring its own kaleidoscope of natural beauty. Its dramatic setting aside, Dartmouth is also profoundly global, with myriad links to idea centers across the world. Does this sound like an experience that would inspire you?

Ours is a tight-knit community of engaged students and professors who have come here from every corner of the globe.

You’ll find an eclectic cohort of high-achieving undergraduates with down-to-earth, collaborative impulses. That’s by design. The big challenges and opportunities you will encounter in careers that stretch into the 2060s will require a multifaceted, interdisciplinary, global perspective. We’ve created that atmosphere here in Hanover. You must decide if that’s what you are looking for in a college.

By May 1 (if you’re a senior) or January 2 (if you’re a junior), you will make a decision. Whether your college search is launching or concluding, follow your own compass. It’s truer than you realize.

It’s a fact.

BASIC FACTS

4,459 % 95 % 100

5 388

CAREER AND INTERNSHIP FACTS

Number of Undergraduate Students

Graduation season is upon us — and with it, a time to reflect on next steps and new beginnings.

Here we’ve collected statistics from the Class of 2019, as of their graduation day, on their planned next steps and the experiences that helped lead them there.

6-Year Graduation Rate Demonstrated Financial Need Met, Regardless of Citizenship

86

%

69% employed/fellowships/internships

14% further education 4% other

87

%

Fall Term Classes with More Than 100 Students

7:1

58

%

Student-toFaculty Ratio

$70K+

participated in an internship

vs.

Fall Term Classes with Fewer Than 20 Students

13% were in the job market

HAD FIRM PLANS

Intended Graduate Degree

36% 20% 17% 14% 10% 4%

Masters Medical Degree Bachelor in Engineering PhD Law Degree Other

directly 200+ employers recruit at Dartmouth

participated in academic research

56

%

have a starting salary over $70K

1 Truman Scholar and 5 Fulbright Scholars from the Class of 2019 for Professional Development 100 Center events in 2019

AFFORDABILITY AT DARTMOUTH

+ 55K

$

AVERAGE GRANT FOR CLASS OF 2023

59

% of Class of 2023

offered financial aid

Financial aid travels with you when you study abroad $

FREE TUITION INITIATIVE

families with typical assets and incomes under $100k are guaranteed free tuition at Dartmouth

112M

given in scholarship aid 2019–2020 Students from

56

countries offered aid in the past two years

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Mind Wide

SIMON ELLIS ’20 MAJOR: GOVERNMENT AND PHILOSOPHY HOMETOWN: KAILUA-KONA, HI

Open

Pictured: In the Skinny Pancake, a popular restaurant in downtown Hanover

Simon Ellis ’20 originally planned to major in biomedical engineering, but everything changed when he took his first political philosophy class. “It was like this door opened in my mind,” he remembers with a laugh. “I thought, ‘I have to study this! It would be a waste of an education for me to not do this.’” At Dartmouth, he says, he found a world where he could exercise his spirit of adventure, both on and off campus.

Simon spent his first summer as a Dartmouth student in Berlin, where he reinvented his process of studying. “Being in Germany and reading Karl Marx’s theories underneath a Karl Marx statue, I thought, ‘This is it. This is how you’re meant to study philosophy.’ I probably wouldn’t even have considered studying abroad if I were at another school,” he says, “but here, you fill out an application and Dartmouth handles your visas and your travel arrangements. If you need financial aid, they handle that, too.”

Now a senior, Simon has written for The Dartmouth as an opinion columnist on political issues and is taking a senior seminar class on political advertising in which he’s deconstructing campaign strategies. “We’re analyzing the Democratic primary right now, looking at what’s working for campaigns, what’s not, and why.” Thanks to a referral from a professor, he also offered his views about the Kavanaugh hearings on a major news network.

Simon credits Dartmouth’s support for fueling his open-mindedness both academically and socially. During orientation, he remembers visiting the docks on the neighboring Connecticut River with his first friends. One asked, “Simon, do you have any crushes? Guys or girls?” He was taken aback. “It was not even a question in her mind as to what my sexuality was or if it mattered,” Simon reflects. “It was the first time in my life that anyone had not assumed something about my identity.”

This early experience was the springboard Simon used to dive headfirst into Dartmouth’s sea of possibilities. Since then he’s co-chaired the Pride Committee with OPAL (the Office of Pluralism and Leadership), helped to coordinate a M̌ BV with )˴ĽQB B, Dartmouth’s Hawaiian Club, and joined a fraternity.

“As a queer person,” he says, “I’ve never felt more comfortable than in my fraternity’s community.”

Simon is also a campus tour guide, a role that allows him to share his Dartmouth experience with vistiors. “More than anything,” he tells them, “my Dartmouth career has been about trying new things.” His deepest hope is that they will follow his example and allow their college experience to unfurl itself just as his has.

— Gabriel Gilbert ’23

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HANOVER

Still North Books & Bar Following retail and marketing careers in New York and Denver, English major Allie Levy ’11 returned to Hanover last year to open Still North, an indie bookstore and bar that caters to the Upper Valley community.

With a coffee, wine, and beer bar, locally sourced tapas, community readings, trivia nights, comfy couches, and 7,000+ titles curated specifically for the Upper Valley, Still North has emerged as one of the coolest hangout spots in downtown Hanover. It’s a place for everyone to come together and eat, think, read, and play.

—Adina Harri ’18

PHOTOGRAPH BY DON HAMERMAN

HOT SPOTS

HUMANS OF HANOVER ^ DARTMOUTH IS DEFINED BY ITS PEOPLE, SO WE’RE EXCITED TO CELEBRATE THE NEWEST MEMBERS OF OUR COMMUNITY. MEET SIX EARLY MEMBERS OF THE CLASS OF 2024 THROUGH EXCERPTS FROM THEIR “WHY DARTMOUTH” ESSAYS, AND FIND OUT WHY THEY’RE SO EXCITED TO DON THEIR DARTMOUTH GEAR.

Jordan Miller ’24, Rye, NY When I visited my cousin at Dartmouth, she had lost half her front tooth in an accident. Honestly, she looked ridiculous. On the day she felt most self-conscious, she was determined to take me everywhere. From the library to the fraternity lawns, I saw funny, kind people making the best of my cousin’s plight. The Dartmouth community picked her up and turned her misfortune into laughs and memories. These are the people I want as my roommates, classmates, and friends during good times and bad.

Pedro Borges Cruz ’24, São Paulo, Brazil When I imagine my college journey, there’s only one scenario I picture: frosty birch trees beneath the snow in Hanover. I believe that Dartmouth’s intimate experience is the perfect contrast for a boy from the biggest city in South America. At a versatile campus that fosters a cosmopolitan community, I won’t have to choose between sociolinguistics classes or JavaScript lessons. I can do both. I can’t wait to wear my dark-green hoodie as I debate etymology over mocha from Novack Café.

Sydney Wuu ’24, Pasadena, CA On “Move Out Day,” 2019, a passing ’21 dropped everything to give me a personal tour around campus, from residential life in West House to Baker-Berry Library.

Now, I can picture myself collaborating with a team of students on the Green, embracing the flexibility of the D-Plan through a mid-year internship, pursuing a government major modified with economics, and participating in the Tuck Bridge Program. I’m a self-proclaimed explorer, so Dartmouth is my dream.

Wells Willett ’24, New Paltz, NY After visiting a class at Dartmouth, I eagerly explored the beautiful buildings and sprawling Green. Encouraged by a harmonica-playing Outing Club member, I went to the Connecticut River, where I found a breathtaking view. The irresistible dunk that followed reinforced to me that Dartmouth is where I belong. Nowhere else could I be part of a rigorous class, study quietly in a greenhouse, then head outside to enjoy my passions for unicycling and ukulele with a close-knit community of uniquely inspired individuals.

Kanami Okabe ’24, Indian Wells, CA I visited Dartmouth three summers ago and was amazed by the possibilities. Studying at the London School of Economics for a term. Volunteering locally with the Center for Social Impact. Analyzing European populism alongside Heidegger. Exploring politics during the 2020 presidential election. After kayaking down the Connecticut River and surveying Hanover from the top of the Baker-Berry tower, I fell in love with this community. It’s why I applied, and it’s why I already think of it as home.

Alphonso Bradham ’24, Alpharetta, GA Speaking with energetic students about the “must visit” restaurants in town while getting a haircut at Shabazz and discussing anthropology with Dr. Watanabe electrified my enthusiasm for the school. At Dartmouth, I would be surrounded by curious peers and nurturing professors. At Dartmouth, I can pursue my love of computer science by collaborating with like-minded undergraduate researchers.

At Dartmouth, I can make lifelong friends while exploring the outdoors. Dartmouth is a school where community is valued, and to me, that feels like home.

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ORKAN SEZER ’20 MAJOR: ENGINEERING SCIENCES HOMETOWN: ISTANBUL, TURKEY

& MARK LASER, MALS ’94, THAYER ’01 ASSOCIATE PROFESSOR OF ENGINEERING

ORKAN SEZER ’20 HAS TAKEN ON AN AMBITIOUS SENIOR PROJECT THAT ATTEMPTS TO CREATE A LOW-COST AND EFFECTIVE WATER PURIFIER FOR REFUGEE CAMPS. PROFESSOR MARK LASER HAS AGREED TO SERVE AS HIS ADVISER. THE TWO TALK ABOUT ENGINEERING, LIBERAL ARTS, AND GOING ALL OUT FOR A BIG IDEA.

How did each of you end up at Dartmouth?

How did your project develop?

Orkan: When I talked to my high school counselor about pursuing engineering at a liberal arts school, she said Dartmouth might be the best fit.

I’ve lived in a big city all my life. Istanbul has almost 18 million people and is very chaotic, so I was focused on rural schools, on smaller liberal arts schools with significant engineering departments. I visited campus, headed over to Thayer, walked into a class, and just sat in the back. I felt like Dartmouth was probably the only place where I could do something like that, so maybe it was meant to be.

Orkan: This past summer I went to southeastern Turkey with my mom to do a little sightseeing. It’s a very dry region but not too far from the sea. It also happens to be the location of Syrian refugee camps. That was how the idea came about. I decided I wanted to design something that would be useful for communities like that—communities that are living close to the sea but don’t have a steady supply of clean drinking water.

How did you start working together?

Orkan: Last fall, I took ENGS 36, chemical engineering, with Professor Laser.

I ended up having surgery before the term started, so I was pretty much bedridden and watching his lectures online. I felt like I was continually in catch-up mode. Most of our interactions that fall were just me asking questions. His classes are very tough, but you always feel the motivation because you have a professor who really wants to help you learn. Professor Laser, you really are one of the main reasons I survived that term.

Mark: You did more than survive, man, you kicked some butt! Orkan has this quiet intensity about him, but he’s always very engaged in the classroom, always asking superb questions. He definitely has a passion for learning and for being active in something bigger than himself. He’s a very humble dude and doesn’t like to boast, but he has some serious chops when it comes to the classroom.

8 | admissions.dartmouth.edu

Mark: You can be thinking about different scales. You might create a community desalination device, but you also could think about the opportunities for individual solutions. I think natural mechanisms would be great to focus on. When you think about Turkey, you think about sunshine, so evaporation and condensation could be important.

Orkan: Oh, something I used to play around with was this water filter that was made out of three modules — layers of fine stone, sand, and activated carbon, then a filter paper that could clean water. And for ENGS 25, the thermodynamics class, my group worked on a conceptual desert cooler with a tube that was designed to suck warm air out of a house. When we analyzed it, it didn’t work too well, but I wonder if I could combine it with the three-part water filter.

Mark: This is why I love including a term project as a major feature in all my classes. I basically say: pick something you’re excited about and go for it. My favorite thing about teaching is seeing students becoming really passionate about something and just heading in the direction that gets them fired up. If you follow your heart, you can’t go wrong, in life or at Dartmouth.

PHOTOGRAPH BY DON HAMERMAN

Mark: I did my undergraduate work in chemical engineering elsewhere and came out feeling as though the humanities side of things had taken a back seat. I decided to come to Dartmouth to do a master of arts and liberal studies.

It was awesome. I got to take courses on comparative literature and art history and did a thesis on a collection of short stories. I ended up staying on and doing a PhD at Thayer, and I’ve been here ever since.

First, I’m looking at the composition of seawater and determining what we need to do to make it potable. Then I’ll go to one of the refugee camps to figure out what the specifications should be so that what I design actually helps the people I want to help. I’m starting with the science, then thinking about design, then trying to combine the two.

Pictured: In Thayer School of Engineering

RACHEL KENT ’21 MAJOR: GEOGRAPHY, MINOR IN HISPANIC STUDIES HOMETOWN: INDIANAPOLIS, IN

“Our food system is broken,” Rachel Kent ’21 says, “but how do we fix it?” The geography major is poised to tackle that question after winning a Stamps Scholarship during her sophomore year to explore how relationships of care are manifested on small farms all over the world. The scholarship offers $10,000 in funding, so the costs of flying from country to country to visit farms will not prevent her from pursuing her passions, even as a student receiving financial aid.

Rachel’s project is about more than just observation; she’s literally getting her hands dirty. “To do the best I can to understand farmers, I need to work alongside them,” she says. “Part of the Stamps program is getting that practical experience on a day-today basis.” Her ethnographic work, including observations and interviews, is sandwiched between her farm work. The project is physically rigorous, but its intellectual roots are rigorous, too.

Rachel is drawing from an area of geography that focuses on how people care for one another, but she is part of a subset that broadens the definition of care beyond the human experience.

“Agriculture is perhaps our most frequent and vital interaction with the natural world,” she reflects. “We wholly depend on nature to provide us with food, so I’m exploring the vital interplay of humans stewarding the land and that land caring for them and sustaining them.”

Rachel credits her first-year advisor, Professor Lisa Baldez, for the project coming to fruition. “I cannot thank her enough for the role that she’s played, the support she’s given me, and the confidence she has in me,” says Rachel. “When she suggested I think about the program, I thought, ‘Whoa, I certainly don’t have any ideas that are worth $10,000!’ She planted this seed in my mind, and it has been percolating ever since.”

Despite her interests, Rachel had never farmed before arriving at Dartmouth. “When I realized Dartmouth has an organic farm, I thought, ‘That’s super cool that you can grow your own food.

I’ll give it a shot,’” Rachel says. “Now it’s one of the places where I feel most at home and joyful.” While Rachel doesn’t think she’ll pursue farming professionally, she does see her Stamps project, which will culminate in her senior thesis, as a testing ground for graduate school and a potential career in academia. Other routes —such as nonprofits, activism, and think tanks—remain open, but Rachel believes her eventual career maybe hasn’t been invented yet. “Food systems are always growing,” she laughs. “Maybe I’ll create this new job myself!”

— Jimmy Nguyen ‘21

10 | admissions.dartmouth.edu

Down Pictured: At Dartmouth’s Organic Farm, right next to the Connecticut River

to Earth

All in One

ILLUSTRATION BY SCOTT BAKAL

I

deas at Dartmouth aren’t confined to lanes, and neither are students.

No matter the major, all students are intellectually free, drawing what they need from any corner of campus. A Tuck entrepreneur might tap music students for help with a new gaming startup. A history major might consult the DALI Lab for assistance with an interactive website on Winston Churchill. A medical student might call on the expertise of the public policy experts at the Rockefeller Center for an examination of gun violence.

For Hannah McGrath ’21, that means integrating liberal arts and engineering — the reason she chose Dartmouth above the other schools on her short list. “Dartmouth was one of very few schools that made it possible to follow paths that would be considered mutually exclusive at other schools,” she says. A junior from a rural community outside Asheville, NC, Hannah grew up with an intense appreciation for the environment. Her father was a wildlife biologist who has since transitioned to work in the solar energy field. “I grew up in a very sustainably-minded family and was concerned when I left home to see so much of the wider world didn’t share those same values.”

She has since resolved to expand sustainable practices wherever she can, but sustainability requires multidisciplinary versatility. At Dartmouth, Hannah is able to major in engineering modified with public policy, both of which are crucial to furthering laws, regulations, and best practices for sustainable living.

Creating a network of environmental action heroes As a first-year student, Hannah joined the Dartmouth Sustainability Office when she became a full-year ECO Rep intern to help build an action-oriented network of students, faculty, and staff dedicated to promoting sustainable environmental practices. She was astounded by the level of impact she could have as an undergraduate, and it helped her find a way of coping with the harsh reality of the state of the environment. “The best remedy for discouragement,” she says, “is to roll up your sleeves and get to work. You’ll feel better if you make a contribution toward a solution, no matter how small.”

In an effort to do just that, Hannah joined Dartmouth’s Sustainability Corps in her sophomore year. She has worked closely with manager Marcus Welker to gather and present data that guides senior Dartmouth officials in making informed decisions about energy use. Welker, who tracks Dartmouth’s carbon and greenhouse gas emissions, trains student analysts like Hannah to conduct measurement and assessment studies that help the college progress toward its energy, food, and water sustainability goals. Under Welker’s direction, she is wrapping up a project that examines carbon emissions from a number of electricity sources on campus.

Hannah has grown into such a pivotal role within the Sustainability Office that she was invited to join a Dartmouth team of grad students, faculty, administrators, and Hanover officials on a recent fact-finding mission to

admissions.dartmouth.edu | 13

Denmark. The group toured offshore wind farms, biomass plants, a waste incineration facility nestled under a ski slope, and the greenest green hotel in Denmark. They also heard presentations by corporate leaders and government officials. “It was illuminating to find that many offshore wind facilities are owned by the Danish people themselves. Laws require that communities get the first chance to invest. As a result, we discovered many community-owned wind farms collecting healthy profits and channeling them right back into their communities.”

But Hannah’s key takeaway from the mission was less about energy and more about culture. “We can learn a lot from other countries that are trying to innovate in the energy space. It was eye-opening to observe everything

Here’s the thing about Dartmouth. If you are passionate about something, people all across campus want to help you make it happen.

— SAM NEFF ’21

ILLUSTRATION BY SCOTT BAKAL

through an American lens where individuality and creativity are valued most.

In Denmark, people are more invested in collaboration and working through problems together — an approach that is clearly paying off.”

The Dartmouth philosophy can be a lifesaver Like Hannah, Sam Neff ’21 discovered that the ability to integrate science and the liberal arts has given him a professional edge. A biology and history double major, he says his history background becomes invaluable when he least expects it. “I was able to reference some key lessons from manufacturing history in my work with Vertex, a pharmaceutical company I was interning with recently. It turned into an hour-long discussion of lessons from the auto industry, and I felt that providing that perspective was important and timely.”

Neff has been working on a book project about the global spread of automotive mass production techniques in the 1930s with Assistant Professor of History Stefan Link.

In addition to the professional opportunities it brings, Sam’s academic work has actual life-or-death implications. He is an undergraduate researcher in Professor Bruce Stanton’s renowned lung biology lab, conducting high-level genetic research that could someday change the lives of cystic fibrosis (CF) patients like himself. In fact, Sam, who grew up in Bow, NH, has been treated for CF at Dartmouth-Hitchcock’s Manchester headquarters since he was a toddler and is now participating in a clinical trial at the CF center in Lebanon, NH. Cystic fibrosis is an inherited disorder that causes severe damage to the lungs, digestive system, and other organs. Under the clinical trial, however, Sam has experienced a stunning boost in health and quality of life. “I feel tremendously different,” Sam says. “I’ve managed to avoid getting sick on even a single occasion this past year, and my lung function is currently stable.”

Sam is a dedicated runner and has likened his experience with CF to a lifelong

marathon. Pacing, mindfulness, self-awareness, and confidence are all factors for success. His daily treatment regimen includes antibiotics, probiotics, digestive enzymes, and a variety of inhaled medications. Twice a day, he puts on a special vest that shakes his torso to loosen the mucus that clogs his lungs.

But he doesn’t let the trappings of CF define him. “It’s very important to be positive, to project an image of strength,” he says. “If you project to others that you’re healthy, then they tend to see you as such. That rubs off on you, so you don’t see yourself as sick, either.”

Sam’s dream job is to get either an MD or PhD, then work in pharma developing CF drugs. He says he never expected to be doing such significant research as an undergraduate. “Dartmouth has given me unprecedented opportunities to work in a field that is essential to my future both personally and professionally. In fact, it was a Dartmouth alumnus who arranged my internship with Vertex. Here’s the thing about Dartmouth. If you are passionate about something, people all across campus want to help you make it happen.” Sam adds that the Dartmouth philosophy manifests itself in less tangible ways. “It’s more than just classroom learning. The Dartmouth environment promotes sharpness of mind and body. The beautiful surroundings encourage you to get out and take advantage of where you are. And that’s part of a broader educational philosophy where learning is not confined to books. Through all your experiences here, you learn to think and analyze complex problems. And you learn the essential skill of communicating information to others.”

Launching inventions — and helping others launch theirs Ziray Hao ’22 agrees. An entrepreneurial computer science major with a minor in human-centered design and mathematics, Ziray met Adam J. McQuilkin ’22 during his first week on campus. The two quickly launched an enterprise to address a need they recognized during course registration. It’s called the D-Planner, a digital degree-planning platform that serves as an invaluable guide. The D-Planner consolidates information from a variety of campus data sources into a single platform that provides students with a more complete picture of their options and the advisability of their academic choices. Ziray emailed the idea to Professor Tim Tregubov, cofounder and technical director of the DALI Lab, Dartmouth’s student invention think tank. Tregubov responded immediately. “D-Planner is really cool! Come by and talk about it!” He helped Ziray and Adam take the next step, conducting user research among first-year students.

Ziray and Adam brought the D-Planner idea to the “Design Thinking” engineering class so that their classmates could workshop it. Peter Robbie ’69, the professor teaching the course, thought the innovation was a winning concept — scalable to other schools and other uses — and agreed to serve as mentor to Ziray, Adam, and Benjamin Cate ’22, a talented software developer who later joined the project.

The team’s logical next step: present D-Planner at DALI’s annual pitch competition. Their intense research, preparation, and testing paid off.

D-Planner won the grand prize and an $8,000 grant that would allow them to hire a team of designers and software developers. Ziray and Adam worked closely with design expert Lorie Loeb, cofounder and faculty director of the DALI Lab, to create an elegant, user-friendly interface. They also collaborated with Natalie Svoboda, an in-house professional designer in the DALI Lab. They launched the beta version recently and are now fine-tuning D-Planner for eventual production.

Ziray is the Dartmouth ambassador for the international innovation accelerator Plug and Play, where he served as a venture capital intern last summer.

His role is to scout out student and faculty inventions that can benefit from startup support and funding. The Plug and Play leadership clearly recognized that Ziray is deeply wired into the Dartmouth entrepreneurial scene, with a vibrant network that stretches from one end of campus to another: the Dartmouth credo at work.

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PHOTOGRAPH BY DON HAMERMAN

JONATHAN GLIBOFF ’20

Walking the Walk JONATHAN GLIBOFF ’20 IS A GOVERNMENT AND MIDDLE EASTERN STUDIES MAJOR FROM ROCKAWAY PARK, NY. IN ADDITION TO BEING ON THE FENCING TEAM, HE FINDS COMMUNITY IN BOTH CHABAD AND THE JACK-O-LANTERN. HERE HE REFLECTS ON HIS JOURNEY TO FINDING COMMUNITY AT DARTMOUTH.

It’s a big question, and it was on my mind from the moment I accepted my place at Dartmouth. How long will it take for me to find my place here? I think my uncertainty about where and when I would find my place led me to branch out really widely right from the start. As a result, I was able to meet a lot of really amazing people and try things I would never have even thought of trying before college — like fencing. This macro kind of approach actually worked.

Over time, I realized that I wanted to spend more time with the group that puts out the Jack-O-Lantern, Dartmouth’s comedy paper. More and more, I started hanging out with the Jack-O team outside of the organized meeting times.

People in the Jack-O would spend hours after meetings just hanging out and talking about life, and I loved being a part of that.

The same thing happened in Chabad, a Jewish group on campus that I really bonded with. When members planned on doing something fun, they included me, and when I wanted to do something, I included them. By the time junior year rolled around, my community had really come together. At the end

of fall term, I had to perform a scene for my intro to acting class and we were told to invite a friend or two to watch us. As it turned out, the audience was dominated by friends from both Jack-O and Chabad — and the Jack-O people had to skip a meeting to be there. It was then that I knew I had found my place.

Now in my senior year, I’ve become president of both those groups. While there are a lot of cool opportunities and experiences that are associated with those positions, the best thing about it is that it allows me to help maintain a welcoming community for all those who want to be a part of it, the same kind of community that welcomed me. I’ve seen both clubs grow into something amazing. If I had to answer the question on my mind three years ago, I would say, “Let it happen. If it doesn’t happen instantly, it will be worth the wait.”

Indicates location on the Dartmouth Green where Jonathan is standing. admissions.dartmouth.edu | 17

PHOTOGRAPH BY DON HAMERMAN

Love’s

MAYA PERKINS ’20 MAJOR: SOCIOLOGY MODIFIED WITH AFRICAN AND AFRICAN-AMERICAN STUDIES HOMETOWN: CHARLOTTE, NC

Labors Pictured: In the library of the Shabazz Center for Intellectual Inquiry, a residential space dedicated to exploring issues pertaining to the historical and contemporary experiences of people of African descent

Whether helping others access higher education, strengthening a team, or conducting research that leverages the past to empower the present, the pursuits of Maya Perkins ’20 share a fundamental theme: passion for community and improving the lives of others.

“Everything I do,” she says, “is rooted in a place of love.”

Maya is currently working on her sociology honors thesis.

Her research on black women and birth control calls attention to inequalities not simply attributable to lack of access, education, or advocacy. Her work has revealed additional, subtler barriers that inhibit black women from accessing these resources. Drawing from sociology, history, psychology, and public health, Maya considers how black women’s birth control choices today might be informed or influenced by historic episodes of abuse and assault.

“I sought to uncover three categories of cases — those in which black women were coerced into using certain methods, those in which they might have had their reproductive capacities experimented on or surgically altered without their knowledge, and those in which, as slaves, they did not have the ability to consent.”

After establishing historical trends, Maya connects that history to black women’s contemporary experiences with reproductive health. She considers everything from whether black women feel comfortable with their medical providers to why they face higher rates of maternal mortality. She intends to centralize black women and contribute to existing literature regarding their reproductive rights with the goal of inspiring informed progress in the medical field at large.

Beyond her academic accomplishments, Maya has built and strengthened communities of color across campus and beyond.

She’s president of the Dartmouth chapter of the NAACP, has served as an undergraduate advisor (UGA) in the Shabazz Center for Intellectual Inquiry, a Living and Learning Center (LLC) dedicated to issues that pertain to the historical and contemporary experiences of people of African descent, and did an exchange term at her mother’s alma mater, Spelman College, a historically black institution. But perhaps her most surprising commitment, at least from her point of view, is to the varsity rugby team. “I fell into rugby because I loved the people,” she laughs. “I learned the rugby later.”

—Estelle Stedman ’23

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HOMETOWN: EL PASO, TEXAS MAJOR: UNDECIDED

PHOTOGRAPH BY DON HAMERMAN

RESIDENT: DIEGO PEREZ ’23

Living the Green

Diego Perez ’23 has spent his freshman year living in the Thought Project Living and Learning Community (LLC), which organizes living spaces around common intellectual pursuits. Here he reflects on the Thought Project and his experience during his first year at Dartmouth.

How would you describe the Thought Project?

What kinds of things do you do?

The Thought Project is a community where we have biweekly discussions of topics, which depend solely on the person who’s leading the conversation. We all have a Google Doc where we can sign up with the discussion we’d like to lead, so almost anything can be a topic. My roommate led a conversation on how rights have transformed America. Another person talked about the phrase “ok, boomer” and how it impacts intergenerational interactions. You can talk about pretty much anything and it’s always an open space.

We also do Food for Thought dinners where we get catered food and bring in faculty or staff to talk about something they’re interested in. My favorite was one about climate change—we talked about every single detail and how it could affect us. We even brought up how global warming melting the ice caps is going to release viruses that

have been trapped for thousands of years. You never think about that.

But the best part is that it has given me a community. We have conversations, planned or unplanned. We’ll talk about what you fundamentally believe in, like liberty or privacy, which is more important to you? We go off on that for a while.

We’re not just talking, we’re thinking until 2 AM. How did you end up choosing the Thought Project as where you wanted to live for your freshman year?

When I read the housing application I thought applying to an LLC was mandatory for some reason. It wasn’t. But reading the description of the Thought Project, I thought, “Okay, I’m pretty shameless about my worldviews. I’ll say what I think and stand by it. I’ll make a good fit there.”

And so far, I have.

we’re best buddies. We go to dinner every night and love to go to the movies together. That’s the beauty of the LLCs. Beyond that, it really makes me think more about what I stand for. Before, I was never challenged in my views, but I’ve come to see how seemingly positive measures can be bad for other people. I’m more careful about my opinions now.

Instead of just putting them out there without any grounds, I’m thinking about where they come from, how I got them, and how they affect other people.

What is your favorite memory during your first year at Dartmouth?

Towards the end of that first fall term I just really enjoyed the companionship of my friends. We were all super tight. Waving goodbye for winter break was so sad, but it also means I made connections here faster than I thought I would.

Has sharing your ideas so frequently changed the way you approach discussions?

Absolutely. My roommate is pretty conservative, and my views are really liberal. It’s funny, he’s the New York conservative and I’m the Texas liberal. We don’t agree on fundamental things, but admissions.dartmouth.edu | 21

Humanities

ANDREA TARNOWSKI ASSOCIATE PROFESSOR OF FRENCH AND COMPARATIVE LITERATURE, DIRECTOR, HUMANITIES 1 & 2

PHOTOGRAPH BY DON HAMERMAN

Huddle Pictured: In Zantop Garden in front of Richardson Hall

Integrating music, literature, theatre, and art into a single twoterm course, Professor Andrea Tarnowski’s job is a challenging one. But it’s one she loves to tackle. As Director of Humanities 1 and 2, a team-taught course for first-year students, she coordinates a group of professors in various fields from across the College.

“We’ve covered 19th century opera and rapper Kendrick Lamar,” she explains. “Last fall we explored northern Renaissance paintings, looking at works by Bruegel in conjunction with 20th century Russian film.” Interlacing a variety of disciplines, this two-term freshman experience exposes first-year students to the breadth of the humanities at Dartmouth. A scholar in medieval French literature, practiced translator, and expert on the evolution of allegory, Tarnowski enjoys the ever-evolving nature of the Humanities 1 and 2 experience: “We renew the syllabus every single term,” she says. “What students interact with depends entirely on the members of the faculty who are teaching.”

Another plus is the academic camaraderie. Tarnowski points out that students in the course are brought together with peers who have similar interests. This, in turn, cultivates an intellectual community that supports them throughout their time at Dartmouth. “I can’t tell you how satisfying it is to run into students from two years ago who just had dinner together. Giving students common arenas of exploration can go a long way toward fostering the kind of intellectual vibrancy that is the ideal in a college community. And from a practical standpoint,” she adds, “at the end of Humanities 1 and 2, students have already been introduced to at least ten professors they might want to take classes with in the future.”

Professor Tarnowski sees the course as “an opportunity to study people who are not you.” For her, the humanities are all about listening. That doesn’t mean taking in sounds; it means interpreting a play, engaging with a song, or delving into a novel. Understanding the work of others throughout history, she believes, is essential to better understanding yourself and the present moment. “It’s to see yourself in context, not to see yourself as just an atom, as if you are the only person who has ever loved this way or has experienced tragedy,” she says. “If you listen, you are enriched by what has preceded you and all that surrounds you.”

— Brian Drisdelle ’21

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Would you rather‌ Meet the producers of Spiderman: Into the Spiderverse or the screenwriter of Velvet Buzzsaw and The Bourne Legacy?

Do an internship with Illumination Entertainment or take a class exploring race in Los Angeles media?

Go to Disneyland or Universal Studios?

Theodor Geisel, better known as Dr. Seuss, was a Dartmouth alum who helps inspire our adventuresome spirit.

from Frankfurt, Germany, who is majoring in film and media studies modified with economics. “The apartments were furnished, and the rooftop had a pool table and a hot tub. Dartmouth even paid for our metro tickets.”

In addition to working three to four days a week, students take classes in the business center of their apartment complex. Two of their classes meet twice a week, while the third offers students the opportunity to reflect on their internships once a week. “The professors know we have these commitments, so they definitely take that into consideration,” says Paula, who worked as a video intern for the cosmetics company Violet Gray. “The professors really wanted us to experience what

the entertainment industry is like. Each week, they brought to class people they knew from the industry, like a candidate from the Bachelor, an indie filmmaker, and an actress.” And through a Dartmouth alumni event organized just for the program, students met Oscar-winning production legends Chris Miller ’97 and Phil Lord ’97, screenwriter and director Dan Gilroy ’81, and many others.

“I really, really loved it,” says Paula. “As an international student, it’s amazing that I could do an internship in the United States at all. It has been my favorite term at Dartmouth.”

—Jimmy Nguyen ‘21

PHOTOGRAPH BY GETTY IMAGES

On the film and media studies Domestic Study Program (DSP) in Los Angeles, you don’t have to choose. You get to do it all in one term. The program takes full advantage of LA by matching practical industry experience with rigorous courses taught by Dartmouth faculty.

With so many Dartmouth alumni working in the entertainment industry, the internship options are diverse. One student worked at Illumination Entertainment, a film and animation studio founded by Chris Meledandri ’81. Another did content development for reality television. Yet another worked as a production assistant on a film. But the location provided more than just opportunity. “The housing was incredible,” says Paula Kutschera ’20

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GUSTAVO DE ALMEIDA SILVA ’20 MAJOR: SOCIOLOGY MODIFIED WITH LATIN AMERICAN, LATINO, AND CARIBBEAN STUDIES HOMETOWN: SÃO PAULO, BRAZIL

Gustavo de Almeida Silva ’20 believes access can catalyze social change. As a King Scholar, a program that brings low-income students interested in alleviating poverty in their home countries to Dartmouth, he uses his education to bring change to Brazil.

What he didn’t foresee was just how close to home his studies would take him.

Gustavo took a class his first fall that sparked the research project he would pursue throughout his undergraduate career, a course on domestic labor in the US and Latin America called “Maid in America.” “As the son of a domestic worker, the class materials resonated with me,” he says. “For the first time I thought of my lived experiences and those of my mother as something worthy of academic attention.”

Since his junior year, Gustavo has been conducting interviews in his home neighborhood in São Paulo. Initially, he wanted to write about domestic workers’ mental health, but soon found that the people he talked with were more interested in getting information, understanding their rights, and learning how to access unions. As he turns his research into a sociology honors thesis, Gustavo is tracking the consequences of recent legal changes for workers.

Gustavo hopes that by sharing his findings with his community in São Paulo, he will bring attention to the issues facing domestic workers. “People have a voice,” he says. “What they don’t often have is a platform.” He is also looking into ways to facilitate conversations between workers and lawyers, laying groundwork for that missing platform. His research draws from the personal and fuses it with the academic. “My work has to hold up to scientific scrutiny,” he says, “but I think my personal connections strengthen the project.”

Gustavo recalls feeling homesick when he first arrived on campus, but in his sophomore year he founded the Dartmouth Brazilian Society to build community. He has also found guidance from professors who have become mentors, particularly Kimberly Rogers, Francine A’ness, and Jason Houle. “They’ve never told me that whatever I’m trying to do is too ambitious. They always say, ‘Okay, how can we help you make this happen?’” Similarly, being a part of FYSEP (First-Year Student Enrichment Program) has been affirming. “I had scholarship situations in my high school, where I would often feel like a guest. Here, you feel that you’re an essential part of the community. I truly feel like I belong here,” he adds, “and that Dartmouth is better because I’m here.”

— Sofía Carbonell Realme ’20

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Domestic Pictured: In front of one of Dartmouth’s many public art pieces

PHOTOGRAPH BY DON HAMERMAN

Agenda

And, not Or

ILLUSTRATIONS BY LOUISA CANNELL

My favorite part of Dartmouth’s community?

There’s no one way to belong to it.

I

was confounded. Everybody I asked told me the same thing. I’m talking about different people with different, even conflicting, interests. Yet each and every one of them revealed that they came to Dartmouth for the same reason — community. Eventually, I got it.

It’s not that all these people are looking for the same thing in a community. It’s that our community can be many different things to many different people.

For me, that community turned out to be the creative writing subculture. I’d written short stories in my free time as a high school student, but at Dartmouth I discovered a group of writers who met in Sanborn on Sunday nights to workshop their pieces for a literary magazine. I started to find my voice as a writer. Similarly, through a group of writers at Dartmouth’s century-old satire magazine, the Jack-oLantern, I discovered a love for comedy that I would never have had the nerve to explore in high school.

More than a comfort with satire, it was the group’s camaraderie that made me want to stick around. I didn’t find confidence in comedy writing until my sophomore year, but by then, the group was one of my most important social circles on campus. My comedic voice was built on the support I found in that community, especially the all-female editors that were in charge during my first year. I became a person that I think my younger self would’ve been proud of — and quite surprised to meet — thanks to the warm welcome I received in spaces that I thought I might just try out. It’s that warmth that makes dorm rooms, dining halls, and classrooms feel like home.

For me, Dartmouth is a place of “ands,” not “ors.” But that’s true for others, too. The hip hop dancer who is also chair of the annual Powwow. The Shakespearean actor who also organizes hikes. The artist who is also a pre-med student. Students here all have their own complicated Venn diagrams of interests on campus, which is why many of us joke that you’re only ever a few degrees removed from a at true of the five people I spoke with for total stranger. That’s this piece. All five o of them intersected with my life in some way. But like everyone here, it seems, they are all part of much more than just the points of contact I had with them.

By Caroline Cook ’21 A comedy writer and cartoonist who can (sometimes) be serious, especially when she’s working on archival research

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Katie Carithers ’20, from Georgia, discovered the Rude Mechanicals, a Shakespeare performance troupe, because a friend suggested she might like it.

An English major who quotes the Bard in daily conversation, she had never thought of performing.

Similarly, she found herself involved in the First-Year Trips program run by the Dartmouth Outing Club.

“Trips is a special kind of community space,” Katie reflects. “It has a very distinct temporal and spatial quality in that it happens for only two weeks or so, but it expands. It’s located in Hanover, is dispersed into all these separate places, then comes back together at the Lodge. All that time

and space carries back into the Dartmouth community.” Katie thinks about time and community often and spent an off-term doing research at Rauner Special Collections Library examining the history of the Dartmouth Players, a now-defunct theater group. The Library staff is a kind of community for her, and she continues to work on research projects there. “I used to compartmentalize a little more,” she says with a laugh. But now all these interests have blurred together into one central mission: Katie cares about Dartmouth—its past, present, and future.

“It’s important to know that Dartmouth comes in waves… . Every time I come back to campus, I’m involved in something new.”

Michael Green ’21 walked on to the rowing team, a totally unfamiliar sport, because he missed the routine of rigorous daily practices when he arrived at Dartmouth. “It’s different from any team I’d been on — crew is a sport without much racial diversity.

I didn’t join with the intention of exploring that, but being on the crew team helped destigmatize the ideas I had about individuals with higher socioeconomic status,” he remembers. Later, during the summer after his freshman year, Michael stayed in Hanover to do research and made friends with members of the football team who were on campus for preseason practices. Communities, he’s found, don’t have to be a codified group.

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They could be a group of friends who watch football together— Michael can usually be found in the stands. And sometimes it can be a group that lives together. Michael decided as a junior to live in the Shabazz Center for Intellectual Inquiry, a Living Learning Community dedicated to exploring historical and contemporary experiences of people of African descent. He noticed that there were fewer upperclassmen — and fewer men, in general — at Shabazz and he wanted to be a part of the experiences of incoming students.

“Sunday dinner at Shabazz is the first place I felt truly at home,” he says. “I realized I am not alone.”

ILLUSTRATIONS BY LOUISA CANNELL

— EVAN BARTON ’20

Jamie Park ’20 finds that her academic interests blur into her extracurriculars. As a studio art major who is also pre-med, she says, “I get to dip my toes into two very different communities on campus.” But in addition to the communities she’s found, she’s worked hard to build new ones.

As a freshman undergraduate advisor, Jamie is part of the residence hall support system and is a touchstone to South House.

She’s also vice president of the surf club and founded the Booth, a phone-booth-turned-gallery that showcases student art in the

Evan Barton ’20, a Native American studies major from Oklahoma, took a bit longer to find the spaces he calls home on campus.

But as a senior looking back, he’s very content. “It’s important to know that Dartmouth comes in waves,” he reflects. “Every time I come back to campus, I’m involved in something new.” He sees Sophomore Summer as his turning point; just after co-chairing Dartmouth’s 46th Powwow, he joined Ujima dance troupe, something he never expected to do in college, and found a new community at The Tabard, a gender-inclusive Greek house, where he reconnected with friends he

made his first year on campus.

“Two of the things I’m really involved in, things that I’m so glad happened, came about late in my Dartmouth career,” he says. Evan’s experience offers an important lesson: the Dartmouth community is ever-changing, and the quarter system means that change can happen fast. But just because a place is changing doesn’t mean it can’t feel like home. The community, as Evan says, comes in waves for most of us.

Selin Capan ’21 came to Dartmouth from Turkey and knew she would get involved in the International Students’ Association. “Being a part of a group that understands the unique challenges that come with being an international student makes for a great support system,” she says.

But she surprised herself when she decided to run for office as the group’s president. Watching the association flourish and grow over the past few years has helped Selin find her home on campus and has helped her make a home for many others. The group’s first annual winter ball was a celebration of

diversity and community on campus.

“That night made me really proud to be an international student at Dartmouth,” Selin remembers.

She surprised herself a second time when she decided to rush a sorority.

“My understanding of the sorority system was entirely what I saw in Legally Blonde,” she says with a laugh. “Then I actually met people who are in sororities, and it wasn’t at all what I expected.” The tipping point? Selin found sisters who watched Turkish soap operas. “I was shocked,” she says. “That’s so rare to find.”

Hopkins Center for the Arts. Her favorite part? “I get to meet with so many student artists,” she says. For Jamie, Dartmouth has been a place of creation. The spaces that were missing, she built. “I felt truly loved on my birthday my sophomore year.

I opened the door to my friend’s apartment and heard, ‘Surprise!’ All my friends — some who definitely didn’t know each other — had come together to host a wonderful homecooked dinner for me. It made my soul soar.”

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CECILIA LOPEZ ’20 MAJOR: WOMEN’S, GENDER, AND SEXUALITY STUDIES MODIFIED WITH CREATIVE WRITING HOMETOWN: WINNIPEG, CANADA

& VIEVEE ELAURE FRANCIS ASSOCIATE PROFESSOR OF ENGLISH

CECILIA MET VIEVEE FRANCIS AS A FIRST YEAR STUDENT IN WRITING 5. SHE SIGNED UP FOR THE CLASS ON AN IMPULSE AND NOW CONSIDERS IT “THE MOST AMAZING WORK OF FATE.” SINCE THEN, VIEVEE HAS BECOME CECILIA’S MENTOR, HER PROFESSOR IN TWO OTHER POETRY CLASSES, AND HER INDEPENDENT STUDY ADVISOR.

Cecilia: No, but I’ve been wanting to do a project that combines my passions for music and poetry. While they’re powerful alone, there’s a whole other realm of possible experiences when put together. I decided to compose an album of music themed around faith, life, death, and love. I’m also writing a short collection of ekphrastic poems to engage with my music and lyrics. And, I’m writing a paper that discusses the divergence of poetry and music, from antiquity to the present. I’m so thrilled that Dartmouth allows me to take on such an ambitious project while majoring in something else. And I’m grateful to have you as an advisor, Vievee. It’s very important to me to have a mentor who believes in me as a writer, and I can’t say I’ve had one before now. You reassured me that this was something I’m actually good at.

Vievee: You’ll make me cry! I didn’t know that. I feel we formed a connection early on. When you started talking about the music and songwriters you like, you reminded me of a much younger me.

Vievee, Cecilia, let’s go back to those beginnings. How did you fall in love with poetry?

Vievee: I usually tell people that, back in high school, I responded to Robert Browning’s canonical poem “Soliloquy at the Spanish Cloister” by running out of the classroom crying. But I don’t think that’s the full story. My father loved poetry. He had books of art and poetry, kept every textbook from college, and I had access to them. It was the poetry that I responded to, even before high school. The messages within these poems were very clear to me, whereas I noticed that they were not as clear to those around me. This led me to believe there might be some special conversation between me and those authors, who seemed so distant and unavailable to others.

Cecilia: In elementary school, I used to write little rhyming poems for my classmates to gift to other kids. Then, in high school, I would compose little lines of poetry during class when we were supposed to be writing something else, or I’d cover my arm with lyrics.

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What do you appreciate most about working together?

Cecilia: I think the fact that this is my third class with you, Vievee, says a lot. I appreciate that every time we meet, I’m excited to listen to what you have to say. Every time I learn something new, both inside and outside the classroom. And beyond everything you’ve given me, I appreciate that I could also participate in your growth, like singing the libretto you wrote for an opera about Eric Garner.

Vievee: The best part for me is watching her leaps of growth. Poetry isn’t a course where you want someone to spit out acquired information. It doesn’t work that way. There are no roads, so you look for the arc of development. I remember a particular poem Cecilia wrote for Intermediate Poetry class during her sophomore fall term, “The Parable of the Throat.” I brought it to Professor Olzmann and said, “Look at this. This is amazing!” And he just said, “I knew she had it in her.” Here was this beautiful lyric, very musical, physical, but also dynamically literary, a clear intellectual challenge, but also seemingly emotional. That’s a really difficult balance.

What would you say is the purpose of art?

Cecilia: Vievee told me during freshman year that the purpose of art, in general, is to communicate the lived experience. I have believed in that statement ever since. Out of all art forms, I think music is what comes closest to approximating that lived experience. The purpose of music is being able to relate to one another and to the world.

Vievee: What does poetry mean to us? It means that we’re moving through the world as more than just animals who eat and breed. We think, and more than thinking, we feel and contemplate. Poetry is where we go in the most important moments of our lives: when there’s a birth or a death, when there’s a partnering, during tragic events. Why? Because in those moments we are searching for language beyond the informative, beyond the descriptive. Only metaphor can hold such feelings. When these moments pass, we almost forget about poetry. And then we need it again. Because there’s no such thing as falling in love without a poem. Not everybody needs to be like me, reading and writing 1,000 poems. For some people, one, two, five poems will be what they need for their entire life. But those five poems are treasures.

They’re worth everything.

PHOTOGRAPH BY DON HAMERMAN

You are conducting an independent study that bridges poetry and music, but you’re not a music major, are you?

The Parable of the Throat You are the long mouth that breathes from me tongue incapable of whistling because to make a sound first you need to name the sound then you may begin to talk about where it comes from I recall kneeling in front of you God I think something of yours soiled my face a cockroach shudders in disgust I look back you swallow and say somos tu familia the faces I never knew are the hardest ones to remember my abuelo sang to the Canaries sang to volcanoes I never knew dormant before I was born his sister sings to me the tune muffled under the water —Cecilia Lopez ’20

ALUMNI WHO CARRY DARTMOUTH INTO THE WORLD

upward

onward &

TERREN KLEIN ’17 WANTS TO KNOW WHAT COLLEGE STUDENTS ARE THINKING. HE IS THE CEO/COFOUNDER OF COLLEGE PULSE, THE LEADING RESEARCH AND ANALYTICS COMPANY FOCUSED ON COLLEGE STUDENTS. SINCE GRADUATION, TERREN AND HIS CO-FOUNDER, ROBIN JAYASWAL ’18, HAVE BUILT THE LARGEST DATABASE AND SURVEY PANEL OF COLLEGE STUDENTS, COLLECTING MORE THAN 90 MILLION RESPONSES FROM 285,000 STUDENTS ACROSS 900 UNIVERSITIES.

What’s the most fascinating insight you’ve uncovered in your research to date?

What was it like founding a company at Dartmouth?

One interesting project we’re working on is the Chegg/College Pulse Student Election Tracker, where we offer an in-depth guide to how the Democratic nomination race is shaping up among college students. The public is generally unaware of how important college students are going to be in the 2020 election, so to be able to tell that story on such a large scale with news outlets like The New York Times has been exciting.

It’s hard to tell our story without bringing up Dartmouth. The DALI Lab provided a team of dedicated students to build the first iteration of College Pulse, and introduced me to my cofounder, Robin.

Professors Thalia Wheatley and Ben Valentino helped me develop the methodology that underlies our research and we received funding from several organizations, including the Magnuson Center, the Office of the President, Rockefeller Center, and the Stamps program. Even today, several employees at College Pulse are from Dartmouth, including Jake Gaba ’16, Carter Bastian ’17, and Jenny Seong ’16, and I can attribute some key investors, including YCombinator, Norwest, and Madrona, back to a Dartmouth connection. Much of this support was preceded by several rejections, but the resources to start a company at Dartmouth are there. All you need is persistence.

But college students are more than just a voting bloc. They also represent the lifeblood of universities and 20 million entry-point consumers. We’ve built an app that makes it easy to study them, and we leverage this data to service the companies, universities, and organizations that seek to understand this key demographic. It’s a massive opportunity, and one we plan to expand. Our ultimate goal is to create an accurate portrait of what the entire world thinks.

What led you to start College Pulse while at Dartmouth?

The seed was planted in the wake of a student protest. I remember the campus feeling divided, but I had no idea how divided it actually was. With no reliable source of community opinion available, administrators and students alike turned to polarizing social media platforms that instilled distorted perceptions of what the campus was thinking.

Inspired by these events, Robin and I set out to create the first student-centered opinion platform to fill this informational void.

What drew you to apply to Dartmouth in the first place?

At first, I was reluctant to apply. As the youngest of four children, all of whom had gone to Dartmouth, I was determined to do my own thing. However, what led to my decision was seeing how differently they all succeeded. For instance, my sister, Micaela ’10, passionate about social justice, founded the student group that became FYSEP, now the cornerstone of the college’s efforts to support first-generation college students. Meanwhile, my other sister Chiara ’10, focused on theater, started the Rude Mechanicals–the student-run Shakespeare company. Finally, I watched my brother Chase ’14, passionate about animation, create his own major and go on to work at Disney Animation. With these examples in mind, I knew I’d be able to find my own path to success, just like they did.

—Jimmy Nguyen ‘21

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PHOTOGRAPH BY TIMOTHY ARCHIBALD

D-Plan Freshman Year 2016 Fall I began my first term at Dartmouth, eager to start this chapter of my personal and academic life! I particularly loved making new friends and bonding with my freshman floor. My UGA organized weekly events for our floor meetings, such as a “Chopped” night where we split into teams and created meals out of random ingredients.

2017 Winter In addition to the snow, I loved my firstyear seminar: Intelligence and National Security taught by Professor Friedman. I learned about the successes and failures surrounding 9/11, the Iraqi War, and enhanced interrogation techniques while also receiving countless pages of feedback from Professor Friedman on how to create logical, irrefutable stances on complex issues.

Pick a term, any term. With Dartmouth’s distinctive year-round system, you customize your own academic calendar. Dartmouth offers four 10-week terms per year; within some guidelines, you choose which 12 terms to enroll — and which to have incredible experiences elsewhere. The result: the ability to take full advantage of all Dartmouth, and the world, has to offer.

2017 Spring My friends and I spent a weekend in a Dartmouth Outing Club-owned cabin in the White Mountains, playing card games, cooking delicious food, and sitting by the fire. I loved the quality time I spent enjoying the beautiful nature of New Hampshire.

2017 Summer As a First-Year Fellow through the Rockefeller Center for Public Policy, I interned at the Federal Energy Regulatory Commission in Washington, DC while living with roughly 20 other fellows. I spent my summer exploring DC, learning from my alumni mentors at work, and creating lifetime friendships with the other fellows.

Victoria Meyer ’20 Hometown: Scottsdale, AZ Major: Economics and Mathematics

Sophomore Year 2017 Fall After rushing a sorority, I developed meaningfully close friendships with extremely diverse women who I would not have met during my everyday life at Dartmouth. In particular, one ‘18 became my role model, constantly offering me guidance, support, and empathy both throughout my sophomore year and to this day.

2018 Winter I spent my winter living with a host family in Barcelona as part of a language study abroad program. My favorite memory is the weekend my host family took me and another Dartmouth student to their ski house in the Pyrenees mountains. We ate delicious food and spent the weekend skiing in one of the most beautiful mountain ranges I have ever seen.

2018 Spring During this term, I finalized my major and minor plans. I realized I no longer wanted to pursue a minor in Chemistry but still wanted to study economics and mathematics, leaving more spaces open to explore government classes and different extracurriculars. This was a difficult decision to make, but ultimately it made my Dartmouth experience much more diverse and fulfilling.

2018 Summer Sophomore Summer was one of my favorite terms at Dartmouth, from hanging out by the Connecticut River at Mink Brook to hiking parts of the Appalachian Trail to bonding with other peers in the Class of 2020 that I would not have met during a regular term at Dartmouth. In particular, I loved the upper-level government course I spontaneously decided to take: Lessons from America’s Foreign Wars taught by Professor Friedman.

Junior Year

PHOTOGRAPH

BY NAME ILLUSTRATION

BY STUART BRADFORD

2018 Fall I absolutely loved my off-term in Washington, DC. I spent my junior fall interning at the World Bank, working for an economist in the Development Impact Evaluation Unit. Not only did I find the internship experience engaging and challenging, but I also experienced firsthand the strength of the Dartmouth Alumni Network. I met many ‘17s and ‘18s who were eager to show me around DC and become long-term friends of mine.

2019 Winter Being ‘on’ during junior winter allowed me to focus on running the Dartmouth Club Snowboarding Team — the DOC club that I founded during my sophomore fall. I invested much of my time into organizing practices, developing a community of snowboarders, and creating a competitive team that actually qualified for Nationals!

2019 Spring Halfway through junior spring, my older brother and his girlfriend finally got the chance to visit Dartmouth. Taking them on an official tour of the campus, showing them my favorite library study spots, and introducing them to my close friends not only showed them such an important part of who I am but also reminded me how much I love the experiences and friendships I have developed at Dartmouth.

2019 Summer I spent my summer interning at a hedge fund in Connecticut conducting macroeconomic research. During this internship, I was challenged and pushed in such a rewarding manner. I also felt the Dartmouth presence throughout my internship, from the several other Dartmouth interns to the strong Dartmouth leadership presence in the company.

Senior Year 2019 Fall My senior fall was much more outdoorsy than I anticipated. I kicked off the fall by spending three weeks volunteering to be a DOC First-Year Trips Croo Volunteer. This consisted of living in tents, learning how to and subsequently teaching incoming freshmen how to mountain bike, and welcoming the ‘23s to Dartmouth in a meaningful way. I also spent 24+ hours in October participating in the ‘Fifty’—a crazy Dartmouth tradition in which roughly thirty students continuously hike fifty miles from the Dartmouth-owned Mount Moosilauke all the way back to campus. The experience challenged me both physically and mentally but the Dartmouth student-led support stations every ten miles helped me achieve such a feat.

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ON

COURSE

ENGL52.16: God, Darwin, and the Literary Imagination

What was the class like and how was the Social Impact Practicum integrated?

It was an English class centered around Darwin’s Origin of the Species, so we read Darwin, but also many other Victorian titles. We studied how what Darwin said impacted everything from literature to science.

Some terrible things, like social Darwinism, came out of his work. We spoke about how literary works can have unintended consequences and thought about whether they are the author’s responsibility.

The final project for the class was making a museum exhibit for the Fairbanks Museum, which is in St. Johnsbury, Vermont. I conducted a survey of 70 Dartmouth students about the dialogue between creationism and the theory of evolution, and the majority said they thought the two are reconcilable. I also asked about their religious background to see if that impacted how they think about creationism and evolution now. It was cool to be able to display my results in a museum—I know the questions I asked were important regardless, but it always feels more impactful when it’s more than just your professor who gets to see your work. Academia can be a very privileged space, so it’s important for there to be exchange and to inform the work with people’s real-life experiences.

This was one of the first classes you took at Dartmouth. Has it changed how you see your academic path?

Actually, I came in wanting to do pre-med and English so it was very nice to find a class at the intersection of those two fields. Some people see separation between the humanities and science, but I think that separation is arbitrary.

You need to write in science, you need to be able to communicate, and science underlies every part of life. Very different parts of me are fulfilled by solving a calculus problem or writing an essay, but I like to let my scientific perspective inform my writing and think about how I’m communicating not just to a scientific community but to the world at large.

What was your biggest takeaway from the class?

The class really helped me stop seeing things as binary. It feels like everyone is so polarized, but the majority of people don’t see creationism and evolution as separate things. There’s great hope in that, knowing that people don’t have to be fighting all the time. And the professor, Christie Harner, did a great job making sure the conversation was always a dialogue and never one-sided. I expected to come into college and take large intro classes, but instead I was in a class of just 20 people and also showcased my work to a larger audience beyond my professor and classmates. I never got to do anything like that in high school.

PHOTOGRAPHY BY ROBERT GILL

During her first term on campus, Abbi Fralick ’23, from South Carolina, took an English class called God, Darwin, and the Literary Imagination that included a Social Impact Practicum (SIP), a real-world project with real-world impact, supported through the Dartmouth Center for Social Impact.

PHOTOGRAPH PHOTOGRAPH

BY GETTY BYIMAGES NAME

What are Dartmouth students studying? In every issue, we feature a class plucked somewhat randomly from a deep reservoir of fascinating courses.

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BRUNA DECEREGA ’21 MAJOR: ECONOMICS AND ROMANCE STUDIES HOMETOWN: MIAMI, FL

When Bruna Decerega ’21 moved from Rio de Janeiro to Miami at age eight, she spoke almost no English. “I didn’t realize the power of connecting with people until I couldn’t do it,” she remembers.

But she wasn’t going to let a little thing like not speaking the language prevent her from making connections. She learned English quickly and used her knowledge of Portuguese and French to communicate as best she could. That passion for communication stuck. “When I had this language impediment, I realized that communication was everything to me. I made it my mission to never let that hold me back.”

So far, it hasn’t. Arriving at Dartmouth speaking four languages, Bruna found the major in Romance studies a natural fit.

Its flexibility allows her to merge her studies in Portuguese and Spanish. “Dartmouth Hall, where the Portuguese and Spanish departments are located, is such a welcoming place,” she says.

“I walk in and feel calm and at home.” But Bruna isn’t afraid to break barriers, either. She is also pursuing economics, a field in which women, and particularly women of color, aren’t well represented. “If I don’t do it, nobody’s going to change the culture,” she says. “I believe that if you’re different from everybody else in the room, you’re doing the right thing. That’s how you make change.”

During her first summer at Dartmouth, Bruna applied that passion to make change by working with the United States Committee for Refugees and Immigrants (USCRI) through an internship funded by Dartmouth’s Rockefeller Center for Public Policy. At USCRI headquarters in Arlington, Virginia, she wrote federal grant proposals that aimed to protect the division from closing as a result of budget cuts. “It was a significant moment for me to be there,” Bruna explains. “I felt it was my duty to do the most I could to help immigrant and refugee communities.”

Bruna appreciates that the Rockefeller program offered more than just an internship. She was able to make connections with alumni across DC and trained on everything from how to send a professional email to how to take notes. Given how much she’s been able to take advantage of Dartmouth’s robust support system, it’s no wonder she decided to join that support system herself working as an undergraduate advisor to build community within her residence hall. “There are so many places and structures on this campus to help you,” she says. As she works to make Dartmouth home for those around her, Bruna’s own sense of home has evolved. “Home used to be Brazil, then it was Miami,” she reflects. “Now, it’s Dartmouth.”

— Lobna Jbeniani ’23

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St Pictured: In Dartmouth’s newly-renovated Hood Museum of Art

PHOTOGRAPH BY DON HAMERMAN

rong Language

FUNDING

OUTSIDE THE LINES

While Dartmouth’s financial aid covers 100% of the demonstrated need of all its students, the opportunity for funding doesn’t stop there. Dartmouth students have access to resources that make all kinds of experiences possible and ensure that every student can take advantage of the diverse opportunities Dartmouth has to offer. We asked current students to share experiences made possible with Dartmouth’s financial support.

Dartmouth sponsors students to take one of their professors out to lunch each term, and my friend and I were able to have a free lunch at Pine restaurant with our sociology professor, John Campbell. He helped me choose my classes for the next term, taught me how to apply sociological concepts in everyday life, and advised me on what I should do during my trip to New York City over winter break. I can’t wait to take my writing professor to lunch next term!

— Oliver ’23 from Nevada

Dartmouth’s financial assistance covered nearly the full cost of First-Year Trips, including transportation and food. It would’ve been very hard for me to do without the assistance, and Trips was a wonderful introduction to Dartmouth. I had such genuine conversations on Trips, and advice from my Trip Leaders helped make my first term on campus much more enjoyable.

— Cassidy ’23 from Colorado

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I went on a trip with the Dartmouth Mountaineering Club to Red Rock, Nevada, in between my sophomore winter and spring terms. It was my first time lead climbing, a fantastic opportunity to get close to people I barely knew, and a big personal growth moment. It cemented my feeling of belonging in the club and helped me form a community that I’m still a part of. I wouldn’t have been able to afford to go at all without Dartmouth’s financial assistance.

— Kellen ‘20 from West Virginia

Dartmouth’s financial assistance gave me a once in a lifetime opportunity to intern in Thailand with the GlobeMed GROW Internship Program. Without the financial assistance I would not have been able to afford this chance to work hands-on with our partner grassroots organization.

— Mary Sophia ’22 from Tennessee

ILLUSTRATION BY JAN KALLWEJT

I think it’s so meaningful that Dartmouth offers access to mental health resources, particularly counseling at Dick’s House, at little to no cost for students. Mental health awareness is crucial for both academic achievement and to form stronger personal relationships, and it helps so much that Dartmouth makes it accessible.

— Evan ’20 from California

The FYREE (First-Year Research in Engineering Experience) offered me a paid research position during my first year so that I no longer had to work an on-campus job and could put that much more of my energy into academia instead. A professor I met through FYSEP (the First-Year Student Enrichment Program) told me about the opportunity and now I’m working to optimize the strength of high-entropy alloys through thermo-mechanical processing with Professor Baker. The experience has furthered my love of engineering and let me spend more time doing what I love most.

— Darren ’23 from Maryland

PHOTOGRAPH BY DON HAMERMAN

Courses of Study The liberal arts shape the Dartmouth experience, creating an academic culture imbued with critical thinking and creativity. One that promotes experimentation, reflection, learning, and leadership.

A curriculum where poetry and neuroscience are natural partners and collaboration across disciplines happens organically. A course of study without boundaries. Forget the intellectual lines people draw. You won’t find them here.

African and African American Studies Ancient History Anthropology Applied Mathematics for Biological and Social Sciences m Applied Mathematics for Physical and Engineering Sciences m Art History Asian Societies, Cultures and Languages Astronomy Biological Chemistry M Biology Biomedical Engineering Sciences M Biophysical Chemistry M Chemistry Classical Archaeology Classical Languages and Literatures Classical Studies Cognitive Science M Comparative Literature M Complex Systems m Computational Methods m Computer Science Digital Arts m

Creative problem-solving and design thinking come together in Dartmouth’s Human-Centered Design minor. Run by Thayer School of Engineering, it brings together anthropology, engineering, and entrepreneurship to solve complex problems across varied fields — exactly what the liberal arts at Dartmouth are all about.

Earth Sciences Economics Education m Engineering Physics M Engineering Sciences English Environmental Earth Sciences Environmental Science m Environmental Studies Film and Media Studies French French Studies M Geography German Studies Global Health m Government History Human-Centered Design m International Studies m Italian Italian Studies M Jewish Studies m Latin American, Latino, and Caribbean Studies Linguistics Markets, Management, and the Economy m Materials Science m Mathematical Biology m Mathematical Finance m Mathematical Logic m Mathematical Physics m Mathematical Data Science M Mathematics Medieval and Renassiance Studies m Middle Eastern Studies Music Native American Studies Neuroscience Operations Research m Philosophy

Portuguese (Lusophone Studies) Physics Psychology Public Policy m Quantitative Social Science Religion Romance Languages M Romance Studies M Russian Russian Area Studies Social Inequalities m Sociology Spanish (Hispanic Studies) Statistics m Studio Art Sustainability m Theater Urban Studies m Women’s, Gender, and Sexuality Studies m = minor only M = major only

Can’t decide what to study? It’s not uncommon for Dartmouth students to double major or modify their major.

A modified major consists of 10 courses, six in one field and four in a second — or even third — field. For example, you could modify your comparative literature major with art history or Medieval and Renaissance studies.

Dartmouth guarantees to meet your demonstrated need for all four years.

See what you might be eligible for.

The MyinTuition Quick College Cost Estimator asks only six questions to provide an early estimate of what a year at Dartmouth could cost for your family. Go to dartgo.org/quickcost to get help anticipating your college costs.

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ELISABETH NEWTON ASSISTANT PROFESSOR OF PHYSICS AND ASTRONOMY

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Seeing Pictured: In the Sherman Fairchild Physical Sciences Center

PHOTOGRAPH BY DON HAMERMAN

“When you move to a new neighborhood, you want to find out what’s for sale in that store down on the corner and the name of your neighbor across the street. That’s how I view the exploration of stars and planets,” says Assistant Professor of Physics and Astronomy Elisabeth Newton. “These astronomical bodies are our next-door neighbors in a galactic sense.” Newton had barely stepped into her position at Dartmouth in the fall of 2018 when her team of researchers confirmed the existence of one of those neighbors: an exoplanet about 900 trillion miles from Earth, DS Tuc Ab. Newton’s interest in planetary and stellar properties has its roots in her graduate work, when she began studying M-dwarf stars, the smallest and most abundant stars in our galaxy.

M-dwarfs are ideal targets for finding Earth-sized, potentially habitable planets and understanding how they came into being. “I’m really interested in understanding what M-dwarfs look like and how their processes work,” she says. “This information allows us to learn the size and material makeup of the planets that orbit it.”

More specifically, Newton plumbs massive amounts of data to understand how we can use measurable properties, like a star’s location, rate of rotation, and magnetic field, to understand more about how stars work. “We know stars spin down, meaning their rotation slows over time, but what actually drives that? Based on spin-down laws and its rotation, can we tell how old a star is?” she asks. Aside from spin-down, Newton explores the connection between stellar rotation and magnetism. “I study magnetic dynamos, the generators of magnetic fields of stars,” she explains.

“In the dynamo process, rotation plays a role in producing strong magnetic fields for stars. I’m an observer, so a lot of what I do now is read data sets, plot them, and use a variety of machine learning techniques to analyze them. I’m trying to determine if our picture of how these properties work and connect with one another fits the measurable data we observe in the universe.”

Newton came to Dartmouth because she felt she’d be supported in both teaching and research, and she guides students towards a similar mindset. In Astronomy 15, the first course Newton taught here, she challenged students to conduct an original experiment for their final project. “The first thing that stood out to me as a new professor at Dartmouth is that, although I asked a lot of my students, they delivered. Most of the students were taking their first astronomy class ever, and they still came up with new contributions to the field.”

—Ioana Andrada Pantelimon ’22

Stars

THREADS :

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A PAGE FROM THE DARTMOUTH STORY

The Dartmouth Green

PHOTOGRAPH BY DON HAMERMAN

I’ve come to the conclusion that the Green is the literal and figurative heart of campus. It fills with foot traffic between classes, as the paths that slice it into diagonals connect most major buildings on campus. You’ll always see someone you know here, whether it’s the kind of vibrant green day that gives the space its name or if it’s painted in the oranges of autumn. Every season the Dartmouth Green reinvents itself.

In the summer, you’ll find a pop-up farmers’ market and a concert series put on by the Hopkins Center for the Arts. In the fall, the verdant space gets an extra dose of green as hundreds of alumni come home for the Dartmouth Night bonfire, a towering structure built by student volunteers. Construction seems to be a bit of a trend. In winter, students construct an enormous snow sculpture around the annual Winter Carnival theme. And in spring, seniors walk as students one last time during the bittersweet commencement ceremony.

It’s not those special events that I remember most. I believe the best moments are the ones you stumble upon. My first year here, for example, I discovered that the stars are visible from the center of the Green, a true treat for those of us who grew up with much more light pollution. During my Sophomore Summer, my best friends and I had picnic dinners on the grass. Then there are the bells of Baker-Berry Library, which play songs as requested for birthdays and special occasions and chime the alma mater every night at 6PM. I figured out that the Green is absolutely the best place to hear them.

This beating heart of campus is treasured by nearly everyone, even those who aren’t nearly as sentimental as I am. It’s a space where everyone gathers, time and time again, during their four years here. And those paths that zig-zag through the lawns? They are a reminder that in this community, you are likely to run into a friend. I know I always do.

— Caroline Cook ‘21

Produced by the Office of Undergraduate Admissions of Dartmouth College Editor: Hayden Lizotte Production Editor: Sara D. Morin Contributing Editor: Topher Bordeau Writing/Editing: Thurston-Lighty, Ltd. Design: Hecht/Horton Partners

Note: The officers of the College believe that the information contained herein is accurate as of the date of publication, and they know of no significant changes to be made at the College in the near future. However, Dartmouth reserves the right to make, from time to time, such changes in its operations, programs, and activities as the Trustees, faculty, and officers consider appropriate and in the best interests of the Dartmouth community.

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On December 16, 2019, Dartmouth officially celebrated the completion of its 250th year by lighting the campus, and landmarks across the world, green.