3D Magazine :: August 2019

DARTMOUTH IN ALL ITS DIMENSIONS ADMISSIONS.DARTMOUTH.EDU

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.

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

Sofía Carbonell Realme ’20 Mexico City, Mexico

Sara D. Morin Production Editor

Jimmy Nguyen ’21 Mesa, AZ

Isabel Bober ‘04 Senior Associate Director of Admissions

Sarah LeHan ’20 Darien, CT

On the cover: Emmanuel “Manny” Howze-Warkie ’18 Cover photograph by Don Hamerman

PHOTOGRAPH BY ELI BURAKIAN ‘00

AUGUST 2019 // ISSUE 06

02

07

22

38

First Hand

Humans of Hanover

Living the Green Life

On Course

03

10

26

40

It’s a Fact

LIVE @ Dartmouth

Oh, the places you’ll go!

Financial Aid

06

12

32

45

Hanover Hot Spots

Strong Language

Illuminating Manuscripts

Courses of Study

18

36

48

Walking the Walk

Onward & Upward

Threads

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

PHOTOGRAPH BY DON HAMERMAN

A

s it happens, many of my friends have rising seniors at home. When I run into them, a familiar theme emerges: their kids are confused by the college search and its options. Which colleges are the right ones? How will she know if it’s a fit? And, of course, the Big Question: can he get in?

These essential concerns typically prompt some questions of my own, but posed directly to the senior. When you visited a campus, were you smiling? Did you see your “people,” however you might define that cohort? Did the campus feel like a home, or at least someplace you’d like to spend the next four years? Did you feel that there were too many—or too few—trees or cows or people or subways? Pay attention to your sense of atmospheric fit. Is it pointing you elsewhere? Don’t ignore that little voice in your head. It’s wise. It knows you.

How about the digital version of your search? Which sites draw you back? Why are you following along? Does the content make you nod in appreciation? Are you unmoved? What prompts your fingers to fly across the screen as you seek more info?

Bottom line: this search belongs to you, not your parents.

Do your research. Go to the departmental websites of majors you’re imagining at the colleges you’re considering. Who are the professors? What courses do they teach besides the introductory ones? If a major requires 10 or 12 courses, can you create a rough outline of your course of study? If yes, your curiosity is lining up with your college search. If not, maybe that major isn’t really what you’d like to study, after all…or maybe that school’s version of that major isn’t the right one for you. Each school’s English or chemistry major is designed in a different way. Some schools, like Dartmouth, invite a broad degree of discovery—encouraging you to forge your own intellectual path—while others provide a more prescribed route. One is not better than the other. What matters is what suits the way you—you specifically—think and learn.

If financial aid is part of your search, ask your parents, guardians, or counselor to complete a net price calculator with you. Dartmouth uses MyinTuition, a quick and effective tool that offers a realistic projection of the scholarship aid you are likely to receive based on your current circumstances. That insight is powerful; it is always better to wrestle with issues of cost while your plans are forming rather than at the end stage of your search. The calculators are important tools for helping you hone your options.

I suspect that you will encounter a Goldilocks moment as the priorities of your college choice begin to clarify themselves.

Are you looking for a liberal arts experience or something more pre-professional? An undergraduate focus versus a broader university setting? What about size, teaching style, location, climate, campus vibe? As you research schools, you’ll find that emerging preferences—some you never knew you had—inform your ultimate enrollment decision.

If you’re a senior, keep an eye on the deadlines; they’re fast approaching. Like a rearview mirror warns, objects (in this case, dates) are closer than they appear. As September melts into October, you’ll know if one place has slipped ahead of the others in your thinking and affections. If so, consider that an early option. If the pack remains tightly bunched, and you’re still sorting out your preferences and plans, the regular decision option is probably the way to go.

Finally, sit by yourself before summer departs and sketch a list of colleges that maps to your answers to the questions and suggestions I’ve posed. Be realistic. A list that’s loaded with “reaches” is usually an invitation for heartburn. And if a college isn’t resonating with your imagination by the time the deadline arrives, despite the allure of its brand, consider that instructive.

One last tip. When you apply to a place that’s a good fit, that connection animates the way you introduce yourself through your application; you won’t need to force it. Your personal storytelling will sync with ours. I wish you an exhilarating—and ultimately productive—search.

It’s a fact.

BASIC FACTS

4,417 % 95 % 100

5 360

A COMMITMENT TO GLOBAL DIVERSITY

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

Fall Term Classes with More Than 100 Students

vs.

7:1

Diversity is one of Dartmouth’s great natural resources. Students from around the world bring different experiences, perspectives, and backgrounds to learn from and grow with each other.

Fall Term Classes with Fewer Than 20 Students

92 50 countries current students call home

All Dartmouth students have the opportunity to engage in experiences that deepen their understanding of global perspectives.

Student-toFaculty Ratio

native languages spoken by current students

12

languages taught at Dartmouth

25+

countries host Dartmouth-sponsored programs

74

countries with citizens receiving financial aid

41

countries visited by admissions representatives

47

US states/territories visited by admissions representatives

55% 50+

of students study abroad off-campus student programs offered across academic interests

HINDSIGHT IS 20/19

To celebrate Dartmouth’s 250th anniversary, Rauner Special Collections Library has created a podcast sharing the history of the college through 25 items in its archives, one from each decade of the College’s history. Here are some of our favorite episodes—to see more, check out dartgo.org/250podcast

1890s From getting students out of class early in 1775 to protesting too much homework in the 1890s, tin horns play an oddly large role in the history of pranking at Dartmouth.

1820s A petition from the student body supporting the admission of Edward Mitchell—Dartmouth’s first African-American student— inspires a larger conversation about Dartmouth’s commitment to diversity.

1760s Dartmouth’s founding document is still in Rauner’s collection—and two current first-year students get up close and personal with the charter, royal seal and all.

1930s A fragment of a goal post from one of Dartmouth’s most famous football games helps a Rauner librarian explain why Dartmouth turned down a Rose Bowl invite in 1935.

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HAN BIT KANG ’21 HOMETOWN: SEOUL, SOUTH KOREA MAJOR: LINGUISTICS, PSYCHOLOGY, AND GOVERNMENT

As a student with ties to several countries, Han Bit “Lex” Kang ’21 appreciates the significance of good translation. “We are used to seeing subtitles and translated books all the time. We take them for granted, but the work and the theory behind translations is complex and important,” she says about one of her favorite classes, Translation: Theory and Practice. While the nuances of translation can be bewildering, Lex has found a home within them. Interpreting words and cultures is her passion, and she applies that passion across a diverse set of academic and extracurricular interests.

Lex arrived at Dartmouth undecided and ready to explore.

Thinking pre-law, she jumped into a writing seminar on constitutional law with Julie Kalish from Dartmouth’s Institute for Writing and Rhetoric. “She’s a great instructor who really pushes you to find your area of improvement,” Lex says. “That class was transformative for the way I write.” But it was the breadth of her liberal arts exploration that really helped Lex find her academic path. “Taking classes for my distributive requirements meant I took a lot of different classes in a lot of different fields,” she reflects. “It helped me realize that social sciences are what I like and what I’m good at. And you contribute the most by doing what you’re good at.”

If you buy Lex’s idea that you contribute the most by doing what you’re good at, she must be good at quite a few things.

She’s the editor of the arts section of The Dartmouth, part of the executive team reshaping Dartmouth’s non-partisan political publication, and she works in the Sexual Assault Peer Alliance (SAPA), a group of Dartmouth students who provide support to those affected by sexual and gender-based violence. Lex is especially enthusiastic about the Mock Trial Team and her a cappella group, Music in Color. But even that list is incomplete; she’s the social media chair for Planned Parenthood Generation Action and involved with TEDx, Women in Business, and several initiatives through the Office of Pluralism and Leadership and the Student Wellness Center.

All of these disparate engagements have grounded Lex in the diversity of thought and experience she’s encountered at Dartmouth. “I’ve learned so much about the different kinds of backgrounds people have, the different opinions they have,” she says. “It has changed the way I view the world and changed the things I prioritize.” She also has found confidence in her own identity. “I’ve realized that in Korea I will never feel fully Korean, and in the States I will never feel fully American. But that’s okay,” she reflects. “I’m adaptable and flexible. I’ve expanded my horizons.”

— Ioana Andrada Pantelimon ’22

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Words Pictured: In the Black Family Visual Arts Center

PHOTOGRAPH BY DON HAMERMAN

of Honor

Dirt Cowboy Café HANOVER

HOT SPOTS

PHOTOGRAPH BY DON HAMERMAN

Dirt Cowboy Café sits right where the Dartmouth campus spills into the streets of Hanover. Professors meet advisees for coffee alongside students catching up with friends. The beauty of Dirt Cowboy is that you can be as relaxed or as productive as you need to be on any particular day. Students become regulars because of concoctions like the strawberry-kiwi tea, the mocha cappuccinos, the pastries, and the quiches. The coffee is ground fresh every day, one reason it’s been voted Best Gourmet Coffee Shop in the area seven years in a row. But it’s not just the food that makes the space a cornerstone of Hanover life — it’s the people you find, both at the tables and behind the counter.

— Caroline Cook ’21

HUMANS OF HANOVER ^ DARTMOUTH IS DEFINED BY ITS PEOPLE, SO WE’RE EXCITED TO CELEBRATE THE NEWEST MEMBERS OF OUR COMMUNITY. MEET SIX NEW MEMBERS OF THE CLASS OF 2023 THROUGH EXCERPTS FROM THEIR “WHY DARTMOUTH” ESSAYS AND FIND OUT WHY THEY’RE SO EXCITED TO DON THEIR DARTMOUTH GEAR.

Jimena Pérez, Los Angeles, CA Hanging out on the Green, I fell in love with the rural setting. Faces, although unfamiliar, greeted me and made me feel welcome, making me crave a close-knit campus like this one where students and community are united.

Dartmouth’s strong emphasis on a liberal arts education suits my hunger for learning. I am encouraged to explore my own individual interests while also focusing on my intended major.

Finn Hulse, Williamsburg, VA To me, Dartmouth is an idyllic learning community located in my favorite place on Earth. Half my family lives in the Upper Valley; much of my childhood has been spent there. But drooling over new flavors at Morano and canoeing on the Connecticut pale in comparison to Dartmouth. There are few places where an undergraduate can do cutting-edge physics research and dissect ideas in a six-person philosophy class all in the same afternoon … just after returning from a term in Thailand.

Catharine Jacobsen Herrera, Niteroi, Brazil As someone who has always lived in big cities, I first thought Dartmouth would not be a good fit. But after discovering the close and adventurous community that the university fosters, I will gladly call it home. I can picture myself hiking with friends, competing during the Winter Carnival, or exploring a completely new activity.

Dartmouth’s academic program is what I look for to become a more prepared professional and citizen.

Isabella Sicker, Louisville, CO Dartmouth shares all my favorite aspects of my hometown: trails in our backyard, easy access to skiing, and an active, outdoors-driven culture. What excites me even more is what sets Dartmouth apart. Dartmouth’s community of caring, down-to-earth individuals — each with unique aspirations and quirks — cultivates a distinctively supportive community to which I am eager to contribute. I look forward to everything from cozy afternoons at the Collis Café to joining research efforts like Professor Carey’s exploration of compulsory voting in Venezuela.

Julia Luo, San Diego, CA When I set foot on the Dartmouth campus in the midst of a blizzard, I experienced two firsts: cold like never before and a student approaching me while on tour. The latter confirmed my initial perception: nestled beneath frosty pines, there is a community pulsating with intellectual vitality and vibrant conversation — one so warm it makes me forget the cold. I can’t wait to go sunriking (hiking at sunrise) and meet a whole house of best friends. In Dartmouth, I see a home.

Tulio Huggins, Mechanicsburg, PA I love the flexibility of the D-Plan. To have the ability to choose which terms I want to spend away and which terms I will stay on campus is thrilling. Knowing that I will have more opportunities for different learning experiences, such as interning during the winter in Congress or doing a term abroad at Science Po in France, inspires me to make the most out of my time in college.

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CARLY TYMM ’20 MAJOR: CHEMISTRY HOMETOWN: BELMONT, MA

& KATHERINE MIRICA ASSISTANT PROFESSOR OF CHEMISTRY

CARLY TYMM ’20 AND HER MENTOR, AWARD-WINNING CHEMIST DR. KATHERINE MIRICA, TALK ABOUT THE WOMEN IN SCIENCE PROJECT (WISP) AND THE IMPORTANCE OF MENTORSHIP—NOT TO MENTION FUN—IN THEIR LAB.

Katherine: My mother is a chemist, so I was exposed to chemistry and its possibilities from an early age. It wasn’t until I joined a materials chemistry lab in college, though, that I really became excited about research. Later, I was looking for a faculty position at a research institution with excellent resources — a place where students were truly excited about research and science. I also wanted to teach at a school that valued a liberal arts education, and that certainly influenced my decision to teach at Dartmouth.

Carly: I actually entered Dartmouth as a biomedical engineering major, but Dr. Mirica’s intro chemistry course changed my mind. Chemistry is intriguing.

One of my professors described it as “an ever decreasing series of lies.” The idea really resonated with me: you’re taught basic principles, then told, “that wasn’t fully accurate; here’s a more complicated explanation.”

What are you working on in your lab at the moment?

Carly: I would characterize my project as within the intersection of chemistry and engineering — we’re using small molecules to create functional materials with interesting mechanical properties that have not yet been explored.

Katherine: My research group aims to make an impact on healthcare, but also on electronics that interface with healthcare and with daily life. The materials chemistry solutions we design are intended to ultimately make a positive impact, but we also want to learn about fundamental molecular design principles in our research. How do we design functional materials from molecular components with the targeted properties and the performance desired in a particular context?

Carly: Right now, we’re looking at certain molecules to understand their adhesive properties and whether they can sublime. Looking at these molecules and being able to predict or explain the properties that we observe is really exciting. And there’s a lot we could do with that knowledge.

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Katherine: Carly has been a part of this project since its inception in my laboratory. To join a very new lab puts a young researcher like Carly in a unique position. Not only does she get to push the boundaries of science, she has the opportunity to really establish an area within the group that has the ability to grow and flourish. Future researchers can then build on that foundational work.

Carly, you got involved in Dr. Mirica’s lab through WISP, which has a major mentorship component. What’s that been like?

Carly: Dr. Mirica and the graduate students I work with right now have been great mentors. Having Dr. Mirica always there and supportive of my project — especially in the beginning — has been really valuable.

Katherine: The experienced graduate students who work full time in the lab can help undergraduates get up to speed, avoid making certain mistakes, and learn skills relatively quickly so that they can collaborate meaningfully. I also think it’s really important for professional growth to have a preview of what exists beyond an undergraduate degree — that you could not only apply the knowledge of chemistry or engineering, but take an active role in advancing the frontier of scientific knowledge.

You’ve cultivated a strong community within your lab. How do you keep that going?

Carly: One of the best things about my research is our lab environment. It just makes me happy to walk in the door. I’ve gotten to know everyone. It’s become a space where I can relax.

Katherine: My goal always is to cultivate an inclusive, dynamic environment where people are committed to excellence, but don’t lose sight of the fact that science is fun!

PHOTOGRAPH BY DON HAMERMAN

How did you each find your way to chemistry?

Pictured: In Katherine Mirica’s lab in Burke Hall, home of Dartmouth’s chemistry department

LIVE @ DARTMOUTH DARTMOUTH’S CAMPUS IS VIBRANT IN ANY SEASON, THANKS IN NO SMALL PART TO THE MEMBERS OF OUR COMMUNITY WHO INVEST IN EVENTS AND TRADITIONS THAT KEEP IT THAT WAY.

Whether you’re hankering for country jams or want to tune in to the livestream of Hillary Clinton’s on-campus speech, WDCR has you covered. WDCR has been completely student run since its founding in 1928, with shows ranging from serious to satirical, indie to ironic, yuppie to yee-haw. Can’t wait to get to campus to listen to “Katie’s Broadway Nonsense Hour”? You can listen live or peruse past shows online!

Autumn in New Hampshire When you make the move to New England, you quickly learn that there’s a brand new vernacular waiting for you, and quite a few of the words in that vocab are connected to autumn. Creemee, for example. New England-speak for soft-serve ice cream. What does soft-serve have to do with autumn? We’re talking about the maple creemee, enjoyed best in between apple picking and pumpkin carving at the height of fall foliage. Your swirl awaits.

Hybrid Formula One Racing In a workshop tucked unassumingly on the first floor of Thayer School of Engineering, the Dartmouth Formula Racing (DFR) team is pushing automotive technology to its limits, building and racing hybrid and electric vehicles. Thayer founded and runs the Formula Hybrid Competition, where students from all over the country compete. Teams race, but there are also events for design and project management to encourage collaboration and innovation. This year DFR took home a silver medal!

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Margaret Atwood: “In Deepest Dystopia” “How slippery is this slope?” Margaret Atwood asked a packed auditorium during her visit this spring. The Man Booker prize winner and unofficial queen of dystopian lit used her novels The Handmaid’s Tale and Oryx and Crake as a framework to discuss the difference between speculative and science fiction, which to her means never writing about anything that hasn’t already happened. She answered questions from students about gallows humor, the novel as ethical form, and even why the hardest part of writing historical fiction is 19th-century underwear.

PHOTOGRAPHY: CARA DITMAR ’21 (TOP LEFT AND BOTTOM RIGHT), HERB SWANSON (TOP RIGHT)

WDCR: Dartmouth College Radio

Dartmouth Idol

PHOTOGRAPH BY ROBERT C. STRONG II ’04

While Ryan Seacrest is notably absent, Dartmouth Idol gives students professional performance experience.

That might mean singing with a Hollywood band, being coached by nationally acclaimed vocalists, or shooting a music video (Caitlin Wanic ’21 shot hers in President Hanlon’s home). Hundreds of students participated in the 12th annual competition, many of them contributing to the top-notch production values. Competitors, some of whom have never sung in front of a large audience, performed for packed houses full of friends and community members excited to spot their new favorite singer before the rest of the world catches on.

STRONG LANGUAGE

ILLUSTRATION BY TOMI UM

FORGING GLOBAL CONNECTIONS

The soul of Dartmouth’s D-Plan is the philosophy that learning should be an adventure — and the language learning experiences here are among the most extraordinary of those adventures.

admissions.dartmouth.edu | 13

T

he College is well known for being the headquarters of the Rassias Method, a famous immersion system for learning languages. But it’s taking those newly acquired language skills out of the classroom and into the homes, workplaces, and commerce centers of the world that truly distinguishes language learning at Dartmouth.

“We don’t have a one-size-fits-all approach to language acquisition here,” says Dartmouth professor Dennis Washburn. “We want to make sure that students don’t learn languages solely from inside the safety of a ‘Dartmouth bubble.’ We want to give them the chance to apply their new language skills in authentic personal and professional situations.” He points to programs like Tania Convertini’s Italian class, where students are working with a legal-rights NGO in Italy to reclaim property confiscated by the Mafia.

“At Dartmouth, we’re continually looking for ways to imbed interdisciplinary experiential elements into coursework,” Washburn says.

“Studying energy policy in Moscow, for example.” Washburn himself has demonstrated a penchant for creating intersections. Associate Dean of the Faculty for Interdisciplinary Programs, he has forged a career across myriad disciplines, teaching classes in Japanese, film and media studies, and comparative literature.

That intellectual versatility is a hallmark of Dartmouth’s pedagogical philosophy: remove fences around disciplines to give faculty and students once-in-a-lifetime interdisciplinary adventures. One of the leading programs supporting experiential language learning at Dartmouth is the John Sloan Dickey Center, which provides grants to students so they can participate in a wide range of global internships and fellowships.

Learning a new alphabet As part of the Dickey Center’s Build Your Own Internship Program, Mary Versa Clemens-Sewall ’20 developed extracurricular math and coding clubs to provide instruction and mentorship to inner city high school students in Tangier, Morocco. A math major and Arabic minor, Mary Versa is a War and Peace 14 | admissions.dartmouth.edu

Fellow at the Dickey Center and has conducted research into the impacts of conflict on civilians in Dartmouth’s Political Violence Lab. Her overarching goal, informed by all these experiences, is to advance culturally informed education practices.

So why Arabic? “I wanted to challenge myself,” she says, “by studying a language that doesn’t use the Roman alphabet but is spoken by a large portion of the world’s population. Familiarity breaks down irrational fears, and learning a language promotes familiarity. I realized that if I could speak Arabic, I could promote understanding. I could advocate for Arabic-speaking students in the United States.”

Before her Dickey Center internship, Mary Versa leveraged the D-Plan to combine several experiential learning opportunities that would allow her to spend two consecutive terms in Arabic-speaking nations. She dedicated one term to intensive Arabic classes in Rabat, Morocco then began an internship at American University in Kuwait as a math and physics tutor. She found the back to back experiences invaluable. In the first, she strengthened her Arabic both in the classroom and in everyday situations, picking up colloquialisms as she bought vegetables at the market or chatted with Arabic-speaking friends.

“At American University, many of the classes I tutored were in English,” Mary Versa notes, “but so many of the social conversations between tutors or with students happened in Arabic. It’s important to me to be able to communicate with people in their own language — the interactions are so much richer. And speaking to my students in their own language definitely put them more at ease.”

Even two terms abroad wasn’t enough for Mary Versa. She returned to Morocco the following year to fulfill her 12.5 week Dickey Center internship in Tangier. This time, she found the personal relationships even more illuminating; she reached a deeper cultural understanding of what it means to live in the contemporary Arabic-speaking world. Bottom line: people in Arabicspeaking countries are as diverse as Americans, Europeans, or the citizens of any other nation.

“The people I met in both Morocco and Kuwait had very diverse views on appropriate dress, interactions between females and males, and the balance

ILLUSTRATION BY TOMI UM

between individual aspirations and family wishes,” she adds. “They also shared their reflections on religious injunctions, cultural values, and the ramifications of wearing a hijab. Media coverage in the United States would lead Americans to automatically associate Arabic slogans and desert landscapes with danger, but I felt secure.”

Mary Versa notes that the Dickey Center prepared her to be ready for unexpected challenges — and delights. “Casey Aldrich, the student programs manager at the Dickey Center, encouraged us to embrace a multifaceted and pluralistic definition of success in terms of our experience abroad. It was very freeing. Partway through my time away, I realized I was learning different things in different ways from what I had anticipated, but thanks to Casey, I knew to expect and embrace that. So much of my learning took place outside the tutoring classroom. Yes, the experience took a different shape from what I had envisioned but was all the more powerful for that.”

She adds that many of her most significant learning experiences happened in the homes of friends, where she observed family life up close.

“I spent a day with a friend and a dozen of her female relatives at her grandmother’s house during their weekly family gathering. It was a real window into how they interact with and support one another and gave me a much deeper understanding of the culture.”

Bringing people up to code Sophie Debs ’20 first embraced the study of Japanese for its own sake, but her knowledge of the language set into motion a chain reaction of compelling personal and professional experiences. With a double major in Japanese and computer science, she combined her interests to create a Dickey Center Build Your Own Internship in Tokyo. Sophie had become adept at Japanese after intensive study and a term in Japan as part of the Dartmouth Foreign Study Program. The experience in Japan was so rewarding, she immediately decided to find an internship there.

Noticing a social media post about Dartmouth alumnus Yan Fan ’12, who had launched a coding bootcamp in Tokyo called Code Chrysalis, Sophie reached out to see if she needed an intern. Yan wrote back with enthusiasm.

Sophie’s combined computer science and Japanese skills were exactly what she needed. The Dickey Center approved the proposal, and Sophie was off to Tokyo.

“Because I was one of the only members of the Code Chrysalis team who both spoke Japanese and knew how to code,” Sophie says, “I was able to engage in some really interesting projects and build experience in many different areas of the organization, from marketing to teaching to web development.”

Sophie says she also came to a greater understanding of the importance of coding as an economic equalizer. “I worked with all types of people at Code Chrysalis. Half were Japanese, half were from other nations— all with widely diverse life stories. I am passionate about access to education, and I came to realize that coding bridges the education gap, preparing people without many advantages for jobs in the tech world. Tech doesn’t have to be the sole province of those who can afford to attend elite universities. And the fact is, coding is at the core of every digital service, from Uber to Airbnb. It’s a skill that’s much in demand around the world.”

Like Mary Versa, Sophie found that she was honing her Japanese skills in the course of everyday life. At one point she shared an apartment with students who spoke only Japanese, and working out the logistics of living and eating together pushed her fluency up a notch.

Now back at Dartmouth, Sophie is a drill instructor for Japanese language classes and lives in Dartmouth’s Japanese Living and Learning Community (LLC), where she can once again converse in Japanese with housemates that share her love of the language. The Japanese LLC is one of five language-based housing groups in a Dartmouth campus community called the Global Village.

The Global Village, Dennis Washburn says, is just one more vehicle for learning to interact across cultures. “The world is a very different place than it was even five years ago, and it’s changing rapidly,” he adds. “Students studying Japanese have to know texting etiquette, and that’s just one example. Our language learning systems must keep pace with the new realities of existing on planet Earth. That means learning to live in harmony with people very different from yourself.” admissions.dartmouth.edu | 15

ANNA CLARK ’19 HOMETOWN: SAXTONS RIVER, VT MAJOR: WOMEN’S, GENDER, & SEXUALITY STUDIES

On a map of the professional world, Anna Clark ’19 locates her interests at the intersection of creativity and social responsibility.

That may translate into a career in design, she says, or into an MFA degree.

Although her professional plans are still fluid, Anna remembers that she was unequivocal about her choice of a major. She immediately settled on women’s, gender, & sexuality studies (or WGSS) for its focus on activism. “Whenever I was assigned a research paper in high school, I made it about a female intellect or a social movement,” she laughs. “So WGSS just kind of fell into place.”

Anna loves the interdisciplinary nature of the work, which allows her to explore ideas across the curriculum and take advantage of opportunities like internships at art galleries in New York City and working under the master dyer for The Lion King at the Dartmouth costume shop. “Dartmouth is a small place and there’s so much cultural and intellectual stimulation,” Anna says. “Everyone here likes learning and is interested in what they’re learning.”

When Anna arrived at Dartmouth, she felt right at home in the pastoral setting. “There are lots of rural villages scattered near one another in Vermont, and I come from one of them,” she reflects. She thrived in the friendly community, something she found especially through the cross country and track teams. “I got really close with my teammates right away,” she says. “Having that anchor made it easier to explore. I could dabble without worrying about social stability.”

Anna’s “dabbling” has resulted in commitments to groups that have allowed her to give back to communities like her own. An older teammate connected her to Planned Parenthood Generation Action, the political arm of the organization that advocates for reproductive health across New Hampshire, and she soon rose to co-president. She also joined a nonprofit called Find the Courage, which offers training to local elementary school students on how to be active bystanders. “The school district I was from is very similar to many in the Upper Valley,” she says. “It was nice to be in the classroom with rural students.”

Dartmouth has encouraged Anna to keep a foot in many worlds — old and new. “There’s room here to bring in your own personal voice, to connect your classes to the contemporary world and to yourself,” she says. “I find that really engaging.”

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Terms Pictured: In Dartmouth’s Moosilauke Ravine Lodge, about an hour from campus

PHOTOGRAPH BY DON HAMERMAN

of Engagement

PHOTOGRAPH BY DON HAMERMAN

Walking the Walk NAT HEALY

NATHANIEL (NAT) HEALY ’20 IS AN ENGINEERING SCIENCES MAJOR FROM BROOKLYN, NY. CO-PRESIDENT AND PROJECT LEADER FOR DARTMOUTH HUMANITARIAN ENGINEERING, HE IS ALSO A CERTIFIED SKI INSTRUCTOR AND THE SERVICE CHAIR OF HIS FRATERNITY. HERE, HE REFLECTS ON HOW HE DEVELOPED HIS PASSION FOR ENGINEERING AT DARTMOUTH.

Ever since 6th grade, when I saw the animatronic creations of Alexander Calder (Calder’s Circus) come to life at the Whitney Museum in New York City, I knew that I too would strive to create form and meaning out of seemingly soulless scraps. I knew that I would be an engineer. My parents gave me a toolbox for Christmas that year, the makings of a “Healy Circus.” I spent the rest of my middle school afternoons holed up in a tiny workshop in our basement creating cardboard pushcarts, cork boats, and water wheels.

This love of creating was perfectly matched in the engineering program at Thayer. Thayer’s hands-on, experience-based approach to learning allowed me to develop and hone my fabrication and design skills originally forged in cork and cardboard. In Professor John Collier’s ENGS 21: Introduction to Engineering, my group worked with the Hanover Fire Department to design a more efficient way of extracting water from frozen ponds to put out fires. This was the first time I had to communicate with a client, establish specifications, and brainstorm designs. Over the course of the term, the project evolved from preliminary problem identification in meetings with local firefighters all the way to testing a fully-functional prototype on the frozen Connecticut River surrounded by firetrucks from across the Upper Valley.

As part of my group’s research for the ENGS 21 project, we reached out to the Upper Valley Haven, a local homeless shelter, and they shared that their winter shelter had issues with cots that were difficult to set up and often broke.

Many of us were Dartmouth Humanitarian Engineering members and realized the project’s potential. I started setting up and leading the project the following term. After testing, research, and regular communication with the Haven, we decided to design a new cot that was tailored to the homeless shelter’s specific use case. We concluded that a stackable cot would work much better for them than the foldable camping cots that they were currently using.

As my role in DHE has changed from project member to project leader and eventually to co-president, what I get out of the club has changed too.

Originally, I learned how to work with and learn from a team of passionate students. Now I am learning how to teach those same skills and foster that passion in a new group of incoming DHE members. Working with DHE took my Calder-fueled enthusiasm for creation and channeled it into an effective tool for social impact and personal growth. It has been an invaluable experience.

Indicates location on the Dartmouth Green where Nat is standing.

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Bridging the Da Bridging the Da Pictured: In Kemeny Hall

ata Divide ta Divide

YUSAKU HORIUCHI PROFESSOR OF GOVERNMENT AND MITSUI PROFESSOR OF JAPANESE STUDIES

Data visualization may seem like an unlikely area of expertise for an endowed professor of Japanese studies and a professor of government, but Yusaku Horiuchi’s work crisscrosses disciplines as adeptly as he does. His data-oriented research is as applicable to his classes in government as to his classes in quantitative social sciences, which explore the ways a variety of data can be used to both identify and answer important research questions relevant to society and politics. “Regardless of what students major in, being able to collect, wrangle, visualize, and analyze data is an essential set of skills necessary in the age of big data,” he says. “I certainly don’t expect all my students to do a PhD, but I am confident that data skills will serve them well in any career.”

Addressing topics like Japan’s Self-Defense Forces, immigration policies in developed countries, and the effects of mass media, many of Horiuchi’s recent works use survey experiments and data analysis to make broader contributions to policy debates. His latest book project is particularly relevant to his students, delving into perceptions of diversity on American college campuses. He finds that although some students may oppose affirmative action in the abstract, when it comes to preferences for faculty candidates and undergraduate applicants, in practice, they tend to support prioritizing diversity. Like much of his other work, the project shows that the complexity of human behavior and psychology can rarely be captured without using good data and good methods.

For all his enthusiasm about data, Horiuchi’s most abiding passion as an academic is in mentoring students. “Professor Horiuchi spent the entire day before our final exam answering questions and helping students,” remembers Katie Clayton ’18. “He called it an office day instead of office hours.” Now graduated, Katie says that going above and beyond is how Professor Horiuchi operates.

They have published three scholarly articles together (with more in the pipeline) and Katie is a co-author on their latest book. He has advised her throughout her graduate school application process, used his own research funds to help her attend conferences in the US and abroad, and still sends her academic articles and news clips that might be relevant to her research.

For Professor Horiuchi, all that effort is the most rewarding aspect of teaching. “It’s great to give students the chance to make a real contribution to research in their field before they graduate,” he says. “But it’s also just so much fun!”

— Jimmy Nguyen ’21

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HOMETOWN: KINNELON, NJ MAJOR: ANTHROPOLOGY ACTIVITIES: SINGS A CAPPELLA, GIVES TOURS FOR ADMISSIONS, AND WORKS IN A LAB AT GEISEL SCHOOL OF MEDICINE

PHOTOGRAPH BY DON HAMERMAN

RESIDENT: JOHN BEUTE ’20

Living the Green

We’re sitting in your fraternity. What has this community meant to you?

What are some of the ways you make the most of Dartmouth?

My house provides a consistent network of support. It’s a group I turn to when I need advice of just about any kind. Upperclassmen serve as mentors and point me to opportunities I wouldn’t have been exposed to otherwise. People that I probably never would have had overlapping social circles with have become some of my best friends and closest resources on campus. There’s a vibe in the house that’s really hard to quantify. It’s about people’s personalities. They’re funny, kind at heart, and want to make the most of Dartmouth.

I joined a dance company and an improv group last summer, but a cappella has always been the “thing” for me since freshman fall. I’ve had so much fun touring up and down the East Coast, and we’re coming out with an album. We’ve been recording it in the Hopkins Center for the Arts. That’s where I’ve invested the most time and passion, outside of classes.

Speaking of classes, how did you end up an anthropology major?

Professors DeSilva and Dominy in anthropology were two of the first Dartmouth professors I had. I fell in love with the material and their teaching style.

Tests presented scenarios: you’re in this region of South America and you see a primate. How do you know what it is? How do you identify it? Since then anthro has been the way to go for me.

I’m also pre-med, and knew I wanted to do research. So, out of the blue, I emailed a Geisel professor doing work on microbiology and immunology, and she was like, “Totally, hop on board.”

Dr. S, as she goes by, is really great about taking undergraduates under her wing and teaching them about what research is and how to do it effectively.

It’s a huge time commitment, but I love it.

Wow, you have a lot on your plate. How do you manage everything?

I had to learn not to overcommit myself. I’ve definitely made that mistake before! Don’t worry about what others are doing around you, just focus on what really works for you. I’ve learned to do the things that mean the most to me and that fall in line with my passions.

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Trash

KELLEN APPLETON ’20 HOMETOWN: ONA, WV MAJOR: MATH AND EARTH SCIENCES

PHOTOGRAPH BY DON HAMERMAN

Talker Pictured: On the Organic Farm, just down the road from campus

Kellen Appleton ’20 doesn’t talk trash, he studies it. “Trash is a huge issue we all deal with but we do our best to forget about it,” he says. “I want to make people’s thoughts more conscious.”

That’s why Kellen pushed to remove trash cans and recycling bins from classrooms and place them in hallways instead. Simple steps like this, as well as promoting reusable takeout containers in the dining hall and establishing a clothing donation bin, can make an impact on the College’s waste production.

Kellen began his waste management efforts during his freshman year as one of 10 EcoReps — interns in Dartmouth’s Office of Sustainability — who design and implement solutions for ecological challenges on campus. When Dartmouth laid out a series of sustainability goals in the spring of 2017, Kellen began processing, analyzing, and publishing data as part of the project. “Before this, we were a lot less knowledgeable about our waste production, and it was hard to plan changes,” he reflects.

Now a part of the Waste Working Group, he and representatives from the Sustainability Office, Dartmouth Dining, and Custodial Services rely on that data to evaluate the waste system.

Besides his waste management work on campus, Kellen uses differential equations to build rainfall models as a research assistant for Assistant Professor of Earth Sciences Marisa Palucis, who conducts studies in geomorphology on fluvial and hillslope processes. “What we’re working on is using sediment surveys to better predict when landslides will occur. When you see these big wildfires, yes, the fire itself is a danger, but when it rains afterward, there’s a huge increase in the risk of landslides,” says Kellen. “A lot of people have to leave their homes even when there is no fire. The ultimate goal is to make these predictions better so people don’t have to evacuate unless absolutely necessary.”

Kellen isn’t alone in his environmental endeavors. He recently returned from the earth sciences off-campus program The Stretch, an eight-week-long geological fact-finding expedition that took him and several other students from Alberta, Canada to the Grand Canyon in Arizona. “We were a bunch of people with very different backgrounds,” he says, “but we finished the trip a lot closer. Dartmouth really encourages you to find your own space — and it also gives you many opportunities to forge meaningful connections.”

— Jimmy Nguyen ’21

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same structure and intercultural goals. Students stay in Rome for the term, where they take two courses taught by local faculty and one taught by the Dartmouth faculty director. The programs are “more than the sum of three courses,” as Professor Convertini puts it. “They really braid and move together. What we read in one course easily may be discussed in another, and the final project is the same for all three.”

Courses also draw from travel imbedded in the programs. From a week-long service-learning experience with an anti-Mafia organization to discussions with artists in Milan to dining and dancing with the people of the small medieval village of

Orvinio in Sabina, students engage thoroughly with Italian culture. “We really make an effort to empower students by giving them tools to reflect on the experience,” says Professor Convertini.

This means, on its most basic level, observing.

“We invite students to observe, for example, how Italians use time and conceive time compared to how their own home countries approach time. To immerse ourselves in a new culture is not to leave our own behind, but to put it in conversation with the new. Developing this intercultural sensitivity is hugely important to the program.”

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go!

LOCATION PHOTOGRAPHY: GETTY IMAGES, INSET PHOTOGRAPHY: TANIA CONVERTINI

Imagine a group of scholars meeting in Rome in the summertime. They’re discussing how to best create an immersive experience tailored to a group of students due to arrive in the fall. Those scholars — Dartmouth faculty and staff — are planning the next iteration of Dartmouth’s Italian Study Abroad Program. Intentionality sits at the heart of this planning. “We conceive of the program as an organism, something that really moves,” says Professor Tania Convertini, who has acted as its faculty director multiple times.

Dartmouth’s Italian department offers three programs with different levels of difficulty and sets of prerequisite courses, but all three share the

Students on the Italian Study Abroad also incorporate their own passions into the experience. The final projects they develop are rooted in a wide range of disciplines: a project on Latin Americans in Rome modeled after Humans of New York, a series of danced interpretations of a literary text, and elementary school classes on Native Americans to name a few. These projects arise from intercultural thinking, sensitivity, and the willingness to empathize. Yet another project started with a curiosity about waiting for the bus. One student made stickers of select literary quotes and pasted them at various bus stops, then collected the responses in the form of videos

and interviews. “We ask students to think at a very high level,” says Professor Convertini, “and beyond the assignment space, if warranted.” A student who worked on an oral history project gathering testimonies from World War II partisans is presenting his research to the history department at Dartmouth. A film about immigration is being screened at an international film festival.

Whatever the final project, students walk away with a concrete product they have created and, more important, a deepened sense of empathy.

— Sofía Carbonell Realme ’20

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

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PETER J. LEWIS PROFESSOR OF PHILOSOPHY

“How can a particle be in two places at once?” Professor of Philosophy Peter Lewis asked me in his office one sunny day.

His research and courses focus on the implications of quantum mechanics for understanding the physical universe, a passion that emerged from his undergraduate work as a physics major.

“My professor at that time was not really interested in conceptual questions,” Lewis says. “He was more of the shut-up-and-calculate mold, but that was unsatisfying to me.”

Think of it this way: if you throw a baseball, you can use math and physics to predict where that ball will land. But you can’t do the same thing with electrons—instead you get a probability distribution of where the electron might land. That’s where the questions Lewis is interested in start: “We really don’t know where the electron will end up? Is that our ignorance about something?

Most physicists will say, ‘No, it’s not ignorance. The electron is kind of in two places at once.’”

Lewis’ work is really a kind of model building. He scrutinizes theories others use to elucidate these hard-to-explain but observable phenomena, then offers his own counter-proposals.

Those models can get weird, suggesting the existence of near infinite parallel universes or a retrocausal interpretation of time that means the future can influence the past as much as the past may influence the future. These ideas could have implications for our understanding of consciousness and free will. “It’s hard to find a place for free will in physics,” he laughs. “Looking at the dinner menu you can do it, but it’s much harder in physics.” But he insists it mostly suggests that the physical world is far weirder than most of us think.

Lewis has found the liberal arts model at Dartmouth to be perfectly suited for research like his. “The professors in the different departments talk to each other, so I know a lot of folks in physics, and they’re really interested in some of the philosophical questions,” he says. “In a sense, it’s very niche, but in another sense, it doesn’t fit neatly into pure philosophy or pure physics.

The liberal arts atmosphere lets you look around and see the connections between disciplines.” Lewis’ passion for grappling with complexity means he’s a physicist and a philosopher, a researcher and a teacher, as well as a liberal arts scholar who loves the sciences. I can’t help but imagine him as one of those curious electrons, somehow finding a way to be in many places all at once.

— Caroline Cook ’21

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Quantu Pictured: In a classroom in Thornton Hall, home of the philosophy department

PHOTOGRAPH BY DON HAMERMAN

m Leap

SOFÍA CARBONELL REALME ’20 MAJOR: ENGLISH, MINOR IN RELIGION HOMETOWN: MEXICO CITY, MEXICO

& COLLEEN BOGGS PROFESSOR OF ENGLISH

SOFÍA AND COLLEEN MET WHEN THEY WERE ASSIGNED TO ONE ANOTHER AS FIRST-YEAR ADVISEE AND ADVISOR, BUT THE MENTORSHIP HAS GROWN BEYOND JUST HELPING SOFÍA DECIDE WHICH CLASSES TO TAKE. THEY SAT DOWN WITH 3D TO REFLECT ON THEIR EXPERIENCES TOGETHER.

Sofía: It was definitely challenging. I hadn’t built my writing or analytical skills yet and wrote the worst essay of my undergraduate career for that class.

Professor Boggs was very good about guiding me. In my next essay, I really zoomed in to focus on something smaller and wrote about teacups in a movie on pre-war Iraq. Something clicked. I realized, “Oh, this is what it means to think like an English scholar, to truly trace an object through a text.”

Colleen: I wouldn’t describe your essay that way at all! I think I said something like “this is hugely ambitious,” which to me is a great thing. The liberal arts are about risk-taking. It’s about pushing yourself, not just to do something that you haven’t done before, but to think in ways that you haven’t thought before. Especially if you’re pushing yourself, it might not be the best essay, but it’s a learning experience.

Has that class expanded the kinds of conversations you’ve had?

Sofía: Yes. We’ve had lots of discussions about what it is to be a woman at Dartmouth, for example. In that sense, the Arts of War class was really important to me because I came in and was wowed by these four female professors who are all doing exciting work in their fields.

Colleen: It tends to be the case that thinking about war is masculinized.

Throughout history, most of the people who have participated in war as active combatants have been male, but what does it mean to step into that space with a different set of questions? Or to question that assumption at all — is war really about men and masculinity? It pretty much victimizes across the board. To me it’s a part of that ongoing question: How can we think about gender categories?

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Sofía, how has your perspective changed since you began at Dartmouth?

Sofía: I had no idea I was interested in religion. That I’m a religion minor continues to shock my family. I grew up in a very Catholic context, but I was actively atheistic. The common ground between scripture and fiction, however, astounded me. I found that scriptural texts are imbued with a power that fiction doesn’t have, although the boundaries between them are fascinating and blurry.

As for extracurriculars, I’m excited that I could help bring back the Dartmouth Classical Ballet Theater, which had fizzled out. I told my dance instructor about an essay that I was thinking about writing for a religion class, and she told me about this book called Nietzsche’s Dancers. Now I’m working on dance exempla, little stories used in sermons. And a whole bunch of them involve dance! That led to investigating what dance is in the medieval imagination and looking at the exempla as narrative theology.

Colleen: Hearing you talk about all these intersections amazes me. Your classes and extracurriculars and dance pursuits really start to speak to one another. You’re a wonderful illustration of how you can build and forge these connections between academic pursuits and other areas of your life. And you’re tapping resources at Dartmouth, but also figuring out what new structures need to be put in place.

Sofía: There’s a quote that has stayed with me for a while that really speaks to this process of Dartmouth being so customizable. I think it was at my international orientation that several seniors spoke, and one said, “My Dartmouth is still becoming.” I think of it as a process of becoming, and then it’s yours.

Dartmouth supports whatever you want to do. The resources are there.

Everyone can have their own Dartmouth.

PHOTOGRAPH BY DON HAMERMAN

You’ve arrived at Dartmouth. You’ve had your first meeting with your advisor. And you pick this interdisciplinary class, the Arts of War, that she’s teaching along with three other professors.

What happened?

Pictured: In Sanborn Hall, home of the English department

Illuminating Manuscripts Senior Fellows Shine Bold New Light

PHOTOGRAPH BY DON HAMERMAN

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“I believe strongly that racial and ethnic tensions around the world can be reduced by information. Information leads to understanding.” –Lucayo Casillas ’19

A multimedia exploration of black women through poetry, theater, and fashion; a pharmaceutical experiment focused on growing an ibuprofen substitute in remote regions of the world; an investigation into Native American legal rights. These are just a few of the recent Senior Fellowship projects that have taken Dartmouth students all over the country and around the globe to explore a scholarly passion in-depth.

The Dartmouth Senior Fellowship Program (SFP) gives fourth-year students the opportunity to build on a topic in which they have developed a significant scholarly interest, a pursuit that may well shape their careers. The intellectual scope and breadth of a Senior Fellowship extends well beyond the existing curriculum and often requires travel, most of which is funded under the terms of the fellowship.

The projects of Lucayo Casillas ’19 and Clara Chin ’19, the two 2019 Senior Fellows, could not be more diverse, but they have one pivotal goal in common—they each want to set right a cultural wrong. For Clara, that means destigmatizing the open expression of emotion. “We have come to equate emotion with weakness and knowledge with strength,” Clara says, “as if they are opposites.”

In her SFP project “Dora’s Room: Digital Dreams,” Clara, an English major from Los Angeles, focuses on Freud’s most famous patient “Dora.”

She examines the discrediting of emotion with a multimedia exploration that includes an exhibition at the Hop Garage with sound by Aaron Karp ’19, a digital music student in Dartmouth’s Guarini School of Graduate and Advanced Study.

Freud diagnosed Dora (his pseudonym for her) as an hysteric harboring repressed sexual desires. With the exhibition, Clara wants to upend that diagnosis by documenting the life and dreams of a 21st-century Dora through the accoutrements of her room— artifacts that influence or represent her heightened emotional state. Those artifacts include movies that depict contemporary illustrations of hysteria, such as Brian De Palma’s Carrie and Julia Ducournau’s Raw. As part of the project, Clara also has produced an animation depicting

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cyborg feminism to show that women exist, more and more, in a realm in which the lines between nature and technology are blurred.

A key element of the project is an accompanying monograph in which Clara uses the Dora case study as a vehicle for exploring the concept of feminine desire in works of art and literature. “I want to reveal the blind spots that exist in the focus of modern social feminism on empowerment, completely dismissing emotion.”

The idea for the project began to germinate in a psychology class in which the women students balked at Freud’s dismissal of Dora as an hysteric.

Clara began to pull from other courses in a variety of disciplines to develop her theory. All along the way, she says, her professors took an interest in her thinking and helped her advance her ideas— even professors from her earliest days at Dartmouth. And the three faculty advisors working with her on the SFP — English professors Aden Evans and Alexander Chee and film and media studies professor Jodie Mack— helped her to find holes in her arguments and to bring rigor to her concepts. They also introduced her to books, movies, and other resources that would help her in rounding out her theories.

Clara says she pursued the SFP as much to test drive her future as an academic as to test drive her unorthodox ideas in a scholarly setting. “This experience allowed me to try on an academic career. I wanted to know what it would be like to do a big research project — and I wanted to know whether I would be able to do it,” Clara muses. “I resolved that if I didn’t enjoy the experience, I wouldn’t go into academia. What I have discovered is that I really love scholarship. Having a future as an academic doesn’t mean living in an ivory tower. I want to do work that is meaningful in the world, and I can see the way to do that.”

The root of the matter History major Lucayo Casillas has spent much of his four years at Dartmouth on an odyssey of investigation about an indigenous group that he considers long ignored and misunderstood — the Maroons. The Maroons were plantation slaves who escaped into the mountains when the British captured the island of Jamaica from the Spanish in 1655. Lucayo observes that the word

itself is a manifestation of racism; it derives from the Spanish word cimarrón meaning a domesticated beast that has reverted to a wild state.

“History has dismissed the Maroons as runaway slaves and never given much thought to what communities they might have formed afterward.

Jamaica’s Maroons in particular are renowned for their strong sense of community, which resulted in treaties with the British Empire that recognized their sovereignty. Historians, however, have not focused on Maroons from the indigenous point of view,” he notes. Challenged by that paucity of interest and understanding, Lucayo set out to discover as much as he could about their life and history. “Studying Maroons,” he says, “is a great way to look at the larger issues of class, race, and the clash of civilizations.”

Lucayo’s mother is Trinidadian, his father Chicano, and his aunt and uncle have strong Native American identities and were prominent scholar-activists in California. Often he was by their sides at ceremonies, lectures, and gatherings.

That personal history has given him an appreciation for the precarious gift of heritage and a lifelong commitment to understanding and communicating the ramifications of roots.

Lucayo began his investigation into Maroon cultures with a Mellon Mays Fellowship from Dartmouth that allowed him to imbed himself in Maroon communities in Jamaica and Ghana. What he learned inspired him to put together a Senior Fellowship project that would allow him to travel back to those same communities and drill deeper into his research. “The Maroons in Jamaica and Ghana brought me into the heart of their clans,” Lucayo says. “I was so privileged to have that access. I knew I was recording living history.”

PHOTOGRAPH BY ROBERT GILL

“What I have discovered is that I really love scholarship. Having a future as an academic doesn’t mean living in an ivory tower.” –Clara Chin ’19

Lucayo has now spent several weeks in each country interviewing members of Maroon communities and building an understanding of their traditions. “I believe strongly that racial and ethnic tensions around the world can be reduced by information. Information leads to understanding. People need information about other people to develop an awareness and compassion for them and their challenges.”

Lucayo’s scholarly journey has not been confined to foreign soil. He has established strong connections to members of the faculty like his thesis advisor Colin Calloway — a professor whose research into Native American history he admired as a boy growing up in East Palo Alto, California. And he has been deeply involved in Native American activities on campus, once serving as the lead organizer of Dartmouth’s annual powwow. He also has been active in the NAACP and helped organize a campus conversation with noted scholar, activist, and raconteur Cornell West.

As the culmination of his Senior Fellowship project, Lucayo is producing an extensive thesis that outlines his research and conclusions. He intends to pursue a graduate degree in African American history knowing that, with his Senior Fellowship experience, he has established some scholarly street cred.

“So much of what I’ve been able to do here at Dartmouth has been made possible by the D-Plan,” Lucayo reflects. “It has given me the freedom to investigate areas of scholarly interest that would not fit into the confines of a traditional academic schedule. I have felt that I could be as mobile as I needed to be in my study of the Maroons and have had some amazing experiences as a result.”

ALUMNI WHO CARRY DARTMOUTH INTO THE WORLD

upward

onward &

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MEGAN (FONTANELLA) REMMELTS ’04 IS THE CURATOR FOR MODERN ART AND PROVENANCE AT THE GUGGENHEIM MUSEUM IN NEW YORK CITY. SHE SAT DOWN WITH 3D TO TALK ABOUT HOW HER EXPERIENCE WITH THE HOOD MUSEUM OF ART LAUNCHED HER CAREER.

Did your time at Dartmouth end up as you envisioned it on your first day of classes?

I came to Dartmouth thinking I would be a theater major. I was in the Dartmouth Glee Club as an undergraduate and committed to memory everything from the alma mater to the Dartmouth fight song. It’s so special to me that all those classes before mine sang the same tributes to the College.

Then I took my first art history course and really fell in love with the department. I majored in art history modified with history because I have a deep interest in the socio-political contexts of art-making.

How did the Hood Museum influence your professional trajectory?

What were your interests after graduation?

My experiences at the Hood really carried over into my career. After graduating, I actually went straight to the Guggenheim for a graduate internship. When I went for my interview, I had the brochures from my A Space for Dialogue exhibition, as well as a larger Hood show I organized on female photographers. Few applicants had that in their portfolios. After my Guggenheim internship I went to the Courtauld Institute of Art in London and honed my skills as a researcher. I came back to the Guggenheim after graduate school and have been there ever since — this is my fourteenth year, I can’t even believe it.

What’s the best part of your job?

I was a Hood curatorial intern, so I participated in the A Space for Dialogue program, which was my first curatorial endeavor. I brought works together from the Hood collection — it’s now more than 65,000 objects! — and worked on every step of the process. I did everything from choosing a wall color to writing a brochure to giving a gallery talk.

My friends at Dartmouth were spread across all disciplines so few were directly involved in the arts, but we were very supportive of one another’s senior year projects. My friends and sorority sisters all came to hear my lecture at the Hood! Looking back 15 years later, it was really that first opportunity of digging in, of really working with a permanent collection, of stretching my voice as a curator and connecting with audiences that influenced my career path. I’m a curator now, but I like to consider myself an educator as well. I love sharing the stories of art objects.

What’s really special about the Guggenheim is that we are this constellation, so we have our institution in New York, but in my career, I’ve had opportunities to curate shows at the Deutsche Guggenheim in Berlin and at the Guggenheim Bilbao. I also have worked on traveling exhibitions that have gone to Canada, France, the Netherlands, and Italy. To have the flexibility to work in different spaces and cultures has really enhanced my work. And I will say, hanging art in the Frank Lloyd Wright building is incredible. Coming from the Hood where my first A Space for Dialogue was four or five objects, to now working on this scale in this landmark building is such a gift.

— Caroline Cook ’21

PHOTOGRAPH BY DON HAMERMAN

COURSE

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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ENGS 45: Sustainable Design

Ben Saccone ’20 will never look at a house quite the same way after his experience in Sustainable Design. Ben and his classmates designed tiny houses as their final project; each dwelling had to be suitable for two or more people, as sustainable as possible, and smaller than 400 square feet.

The class was divided into groups, and each was charged with a different challenge. One group’s assignment was to imagine a stackable dwelling, another a foldable home, another an emergency relief center. Ben’s group designed a live-in research facility which they chose to locate in Dartmouth’s Second College Grant, 27,000 acres in New Hampshire’s northern woods. The Grant’s location midway between the Equator and the North Pole influenced the calculations of Ben’s group. “Knowing light intensity, duration, and angle was super important,” the engineering major says, “especially for insulation.”

Ben incorporated passive solar design, where strategically placed windows convert winter sunlight to household heat. “In winter, the sun shines right through south-facing windows and heats the house,” Ben says, “but in summer, the sun shines on the roof and doesn’t enter the house at all.” If built as designed, the house would be energy neutral.

Eye-opening field trips were key to the success of the class. “Five out of our twenty classes were field trips,” Ben notes. “My favorite was to a straw bale house up a big hill in Vermont. It was so energy-efficient, the owners sold the energy from their solar panels to the grid.”

Now, several months later, Ben has begun to analyze — consciously or subconsciously — houses for their efficiency. “It’s been really interesting to evaluate what makes a house sustainable,” he says. “Construction requires a lot of resources in the short term, but if we build sustainably and the product lasts a century? That house would save a lot of energy.”

— Sarah LeHan ’20

PHOTOGRAPH BY JOHN SHERMAN

ON

ILLUSTRATION BY STAN FELLOWS

SPECIAL FEATURE WITH DIRECTOR G. DINO KOFF

FINANCIAL AID

THE 3D TEAM SAT DOWN WITH DIRECTOR OF FINANCIAL AID GORDON “DINO” KOFF TO DECONSTRUCT A PIVOTAL ISSUE FACING PROSPECTIVE STUDENTS AND THEIR FAMILIES—FINANCIAL AID.

Let’s start with the elephant in the room.

People are apprehensive about the financial aid process.

Yes, and that is one mega elephant. It’s not just financial aid that freaks people out. It’s financial conversations in general. Taxes, savings, income, costs — financial aid involves all those scary topics.

What do you do to take that anxiety down a notch?

We offer folks a process that’s as painless and user-friendly as we can make it. We walk people through the steps with an easy-to-follow checklist. Sometimes we Skype or FaceTime with them, if they need that support. We’re also transparent about costs. “Dartmouth will cost this. That’s the true cost. Nothing hidden.” Full transparency goes a long way toward reducing anxiety.

Tell us something readers might not know about Dartmouth financial aid.

Actually, I’ll tell you three. First, we meet 100% of demonstrated need with need-based aid. Second, if a family’s financial situation does not change, awards tend to increase from year to year as fees increase. The goal is no surprises. And third, we’ll distribute a total of $111 million dollars in aid this year, which is great for a school of our size.

You often say that Dartmouth has an exceptional commitment to financial aid.

What does that mean in real terms to students and their families?

The Dartmouth administration and its alumni and philanthropic supporters all want the same thing that my team wants — to remove all barriers to the full Dartmouth experience. And when I say remove all barriers, I mean that financial aid covers off-campus programs like a term studying astronomy in South Africa or theater in London.

Dartmouth even subsidizes expenses entailed with courses like alpine skiing or pre-orientation programs like white water-rafting. The richness of your Dartmouth experience should not depend on your bank account balance.

You have a reputation as somebody who is always in a good mood.

That’s because I love my job. I love my job because I’m having fun. And I’m having fun because I see the outcomes of the support we give. I have seen so many students graduate from Dartmouth and go on to amazing careers. Financial aid makes it possible for so many to come here and have life-changing experiences. We see a very powerful cause and effect of the support we offer.

If you have one message you’d like us to pass on to prospective students and their parents, what would it be?

We are on YOUR team. Think of us as your cheerleading squad. We really want, more than anything, to make a Dartmouth education work for you. We truly believe that your life will be better for it.

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In addition to its commitment to meet full demonstrated need for all undergraduate students, Dartmouth provides resources to ensure that all students have full access to the Dartmouth experience, regardless of their background.

50K+

$

Average grant is over $50K

111 M

50%

Percentage of Class of 2022 on financial aid

$

Amount given in scholarship aid for the 2019–20 year

Financial aid travels with you when you study abroad or off campus

Enrichment funds and resources are available for: First-Year Trips, PE classes, research, internships, & more

Students from 43 countries were offered financial aid in the last two years

PHOTOGRAPH BY DON HAMERMAN

“We really want, more than anything, to make a Dartmouth education work for you.”

Pictured: On the steps of Rauner Special Collections Library

PHOTOGRAPH BY DON NAMEHAMERMAN

Fashion For

EMMANUEL HOWZE-WARKIE ’18 HOMETOWN: CLEVELAND, MS MAJOR: SOCIOLOGY MODIFIED WITH FILM AND MEDIA STUDIES

PHOTOGRAPH BY NAME

ward

From Broadway star to Navy reservist to fashion blogger, Emmanuel (Manny) Howze-Warkie ’18 has entertained a broad slate of career aspirations. Dartmouth came across his radar for its music major (back when Broadway star was still at the top of his list). But what ultimately sealed the deal was the genuine devotion Manny recognized in his alumni interviewer who, in his words, “drove over an hour to meet me in middle-of-nowhere, Mississippi.”

After a year at Dartmouth, Manny experienced what he calls “a quarter life crisis.” Recognizing that musical theater was not his true calling (although he still sings with the Aires a cappella group), he withdrew from Dartmouth for a year to join the Navy Reserve. “Coming back to Dartmouth, the person I was — and still am — is just much happier than before my year away,” he says.

“It was the gap year I never knew I needed.” Manny has since shifted gears towards a major in sociology modified with film and media studies, aiming for a career in fashion. He selected his major by paying attention to the classes he loved most. After exploring social deviance and the history of slavery at Dartmouth through an assortment of courses, he knew sociology was what he wanted to study.

The leap to a career in fashion could strike some as head-scratching, but Manny isn’t worried about that. “Students here aren’t too obsessed with the idea of a major. What matters most are the skills and experiences we build during these four years. It gives us the ability to be flexible and versatile,” he says. “So I’m taking the classes that speak to me. At the same time, I’m running a fashion blog and building a portfolio. When I look at the people behind the fashion companies I admire, many didn’t study fashion at all. In fact, it’s the outside perspectives that they’ve brought to fashion that have revolutionized the industry.”

What he has learned in sociology, he believes, is essential to the kinds of changes he’d like to make in an industry saturated with pollution and overconsumption.

Manny has spoken with Dartmouth alums working at Vogue and Jet Fashion, and one even offered to go over his resume with him. “The biggest lesson I’ve learned at Dartmouth is to never be afraid to ask questions,” he reflects. “Whether professors or alums, so many people are willing to sit down with you and have a conversation. So many things have opened up to me because I just cold-emailed someone and put myself out there.” Only time can tell what that open-minded attitude will lead to next.

— Ioana Andrada Pantelimon ’22

admissions.dartmouth.edu | 43

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

In addition to these extensive courses of study, Dartmouth undergrads have access to offerings across graduate programs as well. From courses at the Tuck School of Business to research with Geisel School of Medicine professors at Dartmouth-Hitchcock Medical Center, all of Dartmouth is at your fingertips.

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 biology major with anthropology, public policy, or mathematics, among others.

Financial aid can be confusing.

We’re working to make it less so.

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.

admissions.dartmouth.edu | 45

WALKER SCHNEIDER ’19 MAJOR: HISTORY HOMETOWN: WILTON, CT

Walker Schneider ’19 leads the improv group Dog Day Players, explores the foundations of legal systems, plays for the Dartmouth rugby team, and runs the student publication he founded called Common Sense, which showcases opposing viewpoints on hot-button issues alongside one another. If there is a common denominator to all these activities, it’s a love for storytelling. And that passion has manifested itself in a lifelong dedication to the study of history.

In high school, Walker reenacted Revolutionary War battles dressed as an 18th-century American soldier. Later, he used that same costume, fully equipped with a musket and tri-brim hat, to help fund a Congressional internship by telling ghost stories in DC (he proudly holds five-star reviews on Yelp and Trip Advisor for those spooky tours). At Dartmouth, Walker’s devotion to history evolved into a senior thesis on how the New York Police Department modernized and reformed in the late 19th century.

During that deep dive, he discovered approaches that he believed would improve the contemporary legal system. “I guess I always knew history repeated itself,” he says. “That was always in the back of my mind. It just wasn’t why I studied history until I worked with Professor Jenny Miller. Now it’s my entire focus.”

Walker intends to continue his thesis work at the University of Cambridge next year, where he hopes to find even more insights.

“I basically shifted my entire reason for studying history from, ‘Oh, it’s such a good story’ to ‘in this current political climate, let’s look at the past and find parallels. What worked then, what didn’t?’”

Walker’s wide intellectual explorations have influenced his career goals. He’s wanted to be a professor, an archaeologist, a speechwriter — even a CIA agent. “This wasn’t a little kid dreaming,” he laughs, “this was over the past three years.” Now, his interests have narrowed and he’s focused on law school.

“There’s a ‘try everything’ attitude here at Dartmouth,” he says. “Dance with Lodge Crew. Climb a mountain. Try out for the Club Frisbee team. Launch a magazine. That thinking starts in academics but bleeds into everything.” Walker’s willingness to embrace that kind of thinking has left him with lots of compelling stories to tell.

— Jimmy Nguyen ‘21

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One for the History Books

PHOTOGRAPH BY DON HAMERMAN

Pictured: In Sanborn Library

THREADS :

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A PAGE FROM THE DARTMOUTH STORY

The Zen of Sophomore Summer Sometime after midnight, sixteen of us drifted down the Connecticut River. Earlier that hour, we had dispersed at a party, but a single word spread like peach-colored clouds across sunset skies. “Paddling,” someone whispered.

“Moonlight paddling.” We hastily convened and dashed across campus. We launched two canoes, navigating by moonlight to an island with a rope swing that is a magnet for students during the day. We slid slowly with the current, and everyone sat awestruck. Someone howled at the moon.

That moment is one of my favorites from my sophomore summer. But it is only one. I stargazed on the Hanover golf course and slapped mosquitoes during outdoor Shakespeare. I watched fireworks from Mount Moosilauke’s summit and roasted marshmallows at its base. I read and wrote and ran and hiked and climbed and studied. Others sang a cappella and did improv comedy. I learned about the Russian Empire and wrote an oral history paper on my great-grandmother’s immigration. The Dartmouth Outing Club ended the term with a dinner dance (the theme: “Zombie High School Musical”). My history seminar concluded with dinner and presentations at our professor’s house, capped by mint tea straight from her garden.

With September, with October, those moments drifted.

But I build on the skills those summer months cultivated, the exhilarations those ten weeks sparked. I’m writing a second oral history paper with my seminar professor. My Russian history professor might come climbing next week.

Soon enough, another summer will come. I am so excited for this year’s sophomores to enjoy it.

— Sarah Lehan ’20

PHOTOGRAPH BY XIAORAN (SEAMORE) ZHU

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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PHOTOGRAPH BY DON HAMERMAN

On January 12, 2019, buildings and landmarks around the world went green to celebrate Dartmouth’s 250th year.

While the ceremony was hosted in New York City by CNN anchor Jake Tapper ’91 and actor David Harbour ’97, landmarks across the world glowed green. Dartmouth alumni illuminated the CN Tower in Toronto, the Empire State Building and One World Trade Center in New York, and the Great Wheel in Seattle, among others.