3D Magazine :: November 2019 by Dartmouth Admissions

DARTMOUTH IN ALL ITS DIMENSIONS NO. 7 | NOV 2019

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

Topher Bordeau Contributing Editor

Brian Drisdelle ’21 Burlington, CT

Sara D. Morin Production Editor

Jimmy Nguyen ’21 Mesa, AZ

Isabel Bober ’04 Senior Associate Director of Admissions

Sofía Carbonell Realme ’20 Mexico City, Mexico

On the cover: Hugh B. MacNeill ’20 Photograph by Don Hamerman

PHOTOGRAPH BY DON HAMERMAN

NOVEMBER 2019 // ISSUE 07

First Hand

Humans of Hanover

Living the Green Life

On Course

It’s a Fact

LIVE @ Dartmouth

Oh, the places you’ll go!

Funding Outside the Lines

Hanover Hot Spots

More Power to You

The Root of the Matter

Courses of Study

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

ollege admissions is on the literal and proverbial front page these days. The admissions beat has always been a lively one, but its pace has accelerated to a near-frenzied pitch of media coverage, not all of which is positive. As I begin my 25th admissions cycle as a dean, one essential truth has been overshadowed by fevered selectivity, lawsuits, and scandals. That truth is this: the work we do in admissions is fundamentally honorable. It’s about the path from home to college, from adolescence to adulthood, from something familiar to something untried and untested — an all-new adventure that engages a young person’s curiosity and creativity. Call me naïve or nostalgic but, in my book, that has always been its animating philosophy. It’s why I have always loved what I do. My role has many dimensions that often go “unreported” but are no less important than the number of applicants I can admit in any given cycle. I am, for example, an ambassador for the enduring value of the liberal arts. It is my charge to represent Dartmouth College— its academic opportunities, its institutional values and culture, its priorities and aspirations — to a new generation of students and their parents. That increasingly diverse audience across a widening geography can be less familiar with the lifelong benefits of

a private, residential, first-class undergraduate education in the liberal arts, let alone one nestled in the mountains of northern New England. I am also an agent of the future. The jobs, families, communities, and leaders of the middle 21st century— the professional and personal span of today’s high school seniors — will require creativity and collaboration as well as a genuine appreciation for the multidimensional, multicultural nuances that will only broaden and deepen over time. Imaginations must be elastic and bold. Curiosity must run towards problems, not away from them. As an admissions officer, my role is to invite students to think, dream, inspire, act, and imagine. I am, too, a referee who must negotiate an impressive excess of demand for a finite supply. Dartmouth is the smallest school in the Ivy League and one of the smallest research universities in the country. Our size makes us who we are. It contributes to the intense sense of camaraderie across this wooded college town and among our exceedingly loyal alumni around the globe. Shaping this community requires choices — tough, nuanced choices — that are thoughtfully rendered one by one in an unavoidably subjective process that considers data and instinct, achievement and potential. Informed subjectivity is an art form, not a mathematical equation. As a new class takes shape, reason hugs emotion. Both ingredients are required. Finally, I am a counselor. I am drawn to the students — the kids — who populate my work. In each of them, I see opportunity. I see earnest ambition. I see the skinny, nerdy version of my younger self. I see someone who knew college was in my future, but whose awareness of the path towards achieving that goal was not immediately evident. And so I am also a tour guide. But perhaps most important is what I’m not. I am not an adversary. While I must say “no” far more often than I may say “hello,” my goal is the latter. Each time I open a file and meet a new person and applicant, I hope I can find the evidence to knit together a compelling, evaluative narrative that leads the candidate forward. I am an admission officer, not a denial counselor. Contemporary college admissions is complicated, and the landscape around it is noisy. The process isn’t linear or prescribed. But the facts of excess demand and finite opportunity do not erase the reason I was drawn to this work three decades ago. Good people are college admissions officers. Every choice we make is motivated by what is possible and optimal for student and college alike. We work to earn — and to deserve — your trust. And we hope that the process will yield the best future for every single student who engages with us.

It’s a fact. BASIC FACTS

ENROLLED CLASS OF 2023

4,417 % 96 % 100

Number of Undergraduate Students

Region of Origin

6-Year Graduation Rate

US States Represented

Demonstrated Financial Need Met, Regardless of Citizenship

10% / Midwest

19% / Mid-Atlantic

18% / New England

21% / West

20% / South

12% / Outside the US

Countries Represented

Languages Spoken at Home

5 360

Fall Term Classes with More Than 100 Students

Type of School Attended

vs.

Fall Term Classes with Fewer Than 20 Students

30%

7:1

First Generation to College

Tribal Nations and Communities Represented

INDEPENDENT

Student-toFaculty Ratio

PUBLIC

7.9

Acceptance Rate

RELIGIOUS

55k+

Receiving Need-Based Aid

Average Need-Based Grant

WHEN, WHERE, AND HOW

D-PLAN The D-Plan is Dartmouth’s distinctive quarter system — and your personal enrollment plan. You can choose when you’re on and off campus without compromising your ideal learning, research, and work experiences.

55% study away

90%

complete an internship 30% study away twice

do 58% will research

5 full terms

before you have to declare a major

Studying Away?

10% study away three or more times

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In So Many

KAVYA MENON ’20 MAJOR: ENGLISH MODIFIED BY THEATER WITH A CONCENTRATION IN CREATIVE WRITING, MINOR IN MIDDLE EASTERN STUDIES HOMETOWN: CLEVELAND, OH

PHOTOGRAPH PHOTOGRAPH BY NAME BY DON HAMERMAN

Words Pictured: In front of the Hopkins Center for the Arts

“Maybe this isn’t a great reason to pick a college,” Kavya Menon ’20 admits with a laugh, “but my biggest inspiration for coming to Dartmouth was that Mindy Kaling is an alum.” Kavya’s choice is perhaps more strategic than whimsical. She wants to follow in Kaling’s footsteps to become a screenwriter. “Mindy Kaling said in one of her books that there’s no better situation than being a shark in a fish pond. I’m not saying I’m a shark,” she laughs, “but I have been able to thrive in this ecosystem.” Kavya jokes about her list of majors: “Dartmouth lets you take on a mouthful.” She started off pursuing an interest in Middle Eastern studies and even went to Morocco during her freshman summer to learn Arabic. “I love languages,” she says, “and a new script seemed fun!” Although she eventually decided to pursue English and theater, the flexibility of Dartmouth’s D-plan allowed her to make the most of her off-term in Morocco— and complete a minor in Middle Eastern studies. Kavya has also gained writing experience, both on and off campus. She’s interned in Los Angeles three times working for film companies, literary agencies, and writers, and that practical experience in the entertainment industry has given her the confidence to pursue screenwriting. This summer, her script won at the Frost and Dodd Playwriting Festival, an annual event hosted by the theater department. Three scripts are selected from a pool of undergraduate entries to be performed in a weekend of theater. Her winning script, a loosely autobiographical take on her first experience living in LA with 11 other women, was cast and workshopped for a week, ending in two staged readings in July. Although she was living in LA, Kavya was able to Skype in for the casting process. Kavya credits faculty in Arabic, English, creative writing, and now theater with supporting her wandering path at Dartmouth. She started writing her winning play in one of her creative writing classes and describes how excited her professor was when she let him know that, not only had she finished the script, but it was to be performed at the Frost and Dodd. “The faculty here are cheerleaders ,” she said. “ Cheerleaders with a wealth of knowledge.” — Caroline Cook ’21

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HANOVER

Hot Spot: Trail Break About 15 minutes south of campus in the center of downtown White River Junction is Trail Break, an eatery offering a Vermont spin on the classic taco. It’s not just the unique variety of flavors that makes Trail Break a top choice for dining out. The restaurant’s distinctive décor is themed around various outdoor sports and adventures in the Northeast. Students might find themselves seated in a refurbished ski-lift chair, hanging from a climbing wall, or eating blueberry fish tacos while watching extreme kayaking and chatting with friends. — Brian Drisdelle ’21

PHOTOGRAPH BY DON HAMERMAN

HOT SPOTS

HUMANS OF HANOVER ^ AT DARTMOUTH, SEASONS HAVE MEANING. THEY DEFINE THE ACADEMIC CALENDAR AND ANIMATE THE COMMUNITY SPIRIT, FROM THE COLLECTIVE HOLDING OF BREATH BEFORE THE BREAK OF SPRING TO THE JOYOUS HOMECOMING OF FALL TERM. HERE, SIX STUDENTS SHARE THEIR FAVORITE SEASONAL MOMENTS AND ACTIVITIES.

Annie Blackburn ’20, Owings Mills, MD Each fall’s return to campus truly feels like a homecoming. The leaves are changing, the weather is perfect, and the Connecticut River is refreshing. But more than that, the campus buzzes with new energy. Dartmouth in the fall perfectly blends old traditions with students’ fresh energy and ambition for the year ahead.

Dylan Clausen ’21, Elk River, MN Sophomore summer is special at Dartmouth because you get to experience everything New Hampshire has to offer while bonding with your class. I’ve been exposed to corners of the community that I didn’t even know existed. It’s like grown-up summer camp or living in a comingof-age movie.

Jamie Park ’20, Los Angeles, CA I love the winter for its silent nights when the snowfall softens any noise, and you feel like you’re walking in a soundproof cloud. It’s definitely different from LA, but Dartmouth is particularly beautiful this time of year. I’m sad that this will be my last winter here, but I am beyond stoked to learn how to snowboard at our Skiway!

Esther Oluokun ’20, Framingham, MA There is something about the spring that seems to revitalize everyone— freshman to senior. The sun, blooming flowers, and vibrant greenery are always worth the wait. When you step onto campus the first week of spring term, it’s clear that everyone is collectively holding their breath for spring and the transformation of the campus. Spring at Dartmouth is, indeed, a sight to behold.

Juan Quinonez Zepeda ’22, Coldwater, MS Surprisingly (to me), one of my favorite seasons at Dartmouth is winter. Coming from a humid, rural area of the South, I never had the opportunity to do any winter activities. After coming to Dartmouth, however, I’ve had the opportunity to ice skate, ski, and even have a grand snowball fight!

Scott Tamkin ’22, Los Angeles, CA Coming from Southern California where seasonal changes aren’t as obvious, it was easy to “fall” in love with the colors and weather of autumn in Hanover. One of my favorite activities is apple picking at local farms and orchards. I never pass up a chance to eat some of the Upper Valley’s amazing produce!

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ANDREW SOSANYA ’20 MAJOR: PHYSICS AND GOVERNMENT HOMETOWN: NEWARK, NJ

& WILLIAM WOHLFORTH DANIEL WEBSTER PROFESSOR OF GOVERNMENT

ANDREW “SOSA” SOSANYA AND PROFESSOR WILLIAM WOHLFORTH MET IN AN INTRO-LEVEL INTERNATIONAL RELATIONS CLASS. NOW, PROFESSOR WOHLFORTH IS ADVISING SOSA’S SENIOR THESIS, WHICH EXPLORES THE INTERSECTION OF ADVANCED ARTIFICIAL INTELLIGENCE AND INTERNATIONAL RELATIONS.

Sosa: I spent my first two years as a hard science major— I was always doing problem sets. Once I added government, it was really cool seeing how my mind started to think differently. I was using different parts of my brain. In physics you’re thinking of equations and visualizing things geometrically. Government is much more humanities-centric; it’s tied to the real world and gives context to history. I wanted to bridge those two worlds. They’re becoming increasingly important, as we saw with the 2016 US presidential election. Politics influences technology and vice versa. William: Sometimes you’re exposed to a question in a class and you’re unsatisfied with the answer that the experts give you. It could be that that curiosity literally has no answer yet. That’s what the research question is— it’s an attempt to apply the discipline’s strategy to answering that question. What question is Sosa’s research seeking to answer? Sosa: I’m testing a hypothesis: Is the distribution of power between political actors affected by the rise of emerging technology like artificial intelligence, big data, and quantum computing? I’m going to focus on artificial intelligence and machine learning. William: A lot of people think that the ability of machines to learn things like people do is going to totally transform the whole nature of international relations. You will not have to risk human beings to fly an airplane and intercept communications, for example. So Sosa is reading these arguments in an international relations class and he says, “These seem overstated to me. Are there any studies that apply to reconnaissance or espionage?” My answer was no, so that became the entry point. What is it like pursuing research at this level as an undergraduate? Sosa: It’s exciting and scary at the same time. The thesis is not a walk in the park by any means. The government department, especially, expects master’s-quality theses, and it makes balancing work and life at Dartmouth challenging. But that’s also exciting. Once you’re presented with a challenge,

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you’re going to learn and grow so much. I’m excited to reach new boundaries within my skillset and really delve deep into a topic I’m interested in. William: Research is a lot of hard work. The hardest part is finding a researchable topic. That’s intimidating to me, let alone a student! But nothing valuable is easy. And students should know that our job is to welcome you, whether by inviting you to our office hours or supporting you in other ways. That’s what I keep telling my advisees when they come in from high school. Office hours are for you! Sosa: I’m very grateful to Professor Wohlforth for giving his time and individual attention to helping me pursue this topic. I had the good fortune of taking a class with him early in my Dartmouth career, so it has been nice for things to come full circle with this project. I have so much to learn from him, but he’s learning about AI too — it’s a new field for everyone. Has your experience at Dartmouth changed the way you interact with the world? Sosa: It has given me a more informed perspective on what’s happening in the real world. I read things I never thought I’d read — I get updates on my phone about the Fed raising interest rates! In high school, I’d say, “So what?” Now I always find a way to apply what I’ve learned. William: That’s the thing that’s really great about Dartmouth. Students are in classrooms with professors who are doing cutting-edge research, but those professors are also totally committed to teaching. They’re in both worlds, and it helps students see how they can do research that matters. Sosa: It’s so cool to get a jump on things nobody has looked at before. I can hear and understand opinions from different sides now, and I can contribute to the dialogue myself. Something I hated about my prior academic experiences was that I was strictly a consumer of knowledge, not a producer. Here, you consume so that you can produce. It’s like watering a plant.

PHOTOGRAPH BY DON HAMERMAN

How did you find your way into this research project?

Pictured: In front of Baker-Berry Library

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. HERE ARE A FEW OF OUR FAVORITE ON-CAMPUS HAPPENINGS, AS SHARED THROUGH THE VOICES OF CURRENT STUDENTS.

The Fifty

Homecoming Homecoming is one of my favorite days of the year: an excuse to eat cider donuts in green sweatshirts under an October sky. My fondest memories are singing the alma mater at the annual bonfire. There’s a line in the song where we all shout our class years. My fervent “’21!” drifts into the fire with thousands of others. After that night, those voices disperse back “round the girdled earth,” and it’s my annual reminder that Dartmouth is everywhere.

Football at Fenway Iconic Fenway Park is known for hot dogs and renditions of “Take Me Out to the Ballgame”… and football. Dartmouth played Brown at Fenway Park in the Gridiron Classic, a series of college games hosted in the baseball stadium (which was converted to a football field, of course). It’s a new but ongoing tradition at Dartmouth, one that brings the team to Yankee Stadium as well. The night at Fenway was freezing, but the memory of cheering for my school in an historic space along with Bostonbased alumni, our own cheerleaders, and fellow students was one that will far outlast the cold. Oh, and we won.

— Caroline Cook ’21, Julianna Thomson ’20, and Jonathan Gliboff ’20 10 | admissions.dartmouth.edu

Tango Class During my first fall on campus, a good friend discovered Dartmouth’s community tango classes. Every week, he tried to get us all to join, but somehow our schedules never clicked. Happily, he taught us the new moves afterwards. The liberal arts doesn’t just mean a chemist takes a film class; if you take advantage of every opportunity, the skills you might pick up are countless. My friend insists he’s not that great at tango, but it’s a particularly fun way to satisfy Dartmouth’s physical education requirement: dancing the night away.

PHOTOGRAPHY: ELI BURAKIAN (TOP LEFT AND TOP RIGHT), GIL TALBOT/DARTMOUTH ATHLETICS (BOTTOM RIGHT)

Twice a year, 32 students in eight teams of four participate in one of the most physically and mentally challenging traditions at Dartmouth: The Fifty. The objective of The Fifty is to hike the (technically) 54 miles of the Appalachian trail that Dartmouth maintains, from the base of Mt. Moosilauke all the way back to campus. No sleeping, just hiking. Of course, student support staff maintain six stations along the way to be sure the hikers are well-fed, hydrated, and healthy. It’s as much about the community that rallies around you as it is about individual endurance.

TEDx

PHOTOGRAPH BY HANLIN WANG ’21

“Ideas worth spreading” recently came to Hanover thanks to a collaboration entitled TEDxDartmouth. Presented at Spaulding Auditorium, the independently organized TED event “Living Bridges” highlighted 12 speakers who shared ideas, innovations, and experiences that unite us as a global community. Lauren Sapone ’20 was a speaker at last year’s conference and helped organize this year’s event. The best part for her? “Partnering with an organization that makes it possible to spread powerful messages to a population that has the capability to do something great.”

CINDY SHEN ’21 MAJOR: ECONOMICS, MINOR IN DIGITAL ARTS HOMETOWN: SALT LAKE CITY, UT

“I guess I’m just really busy,” Cindy Shen ’21 says with a laugh. When she’s not designing professors’ websites or conducting research at the Tuck School of Business, Cindy is one of those familiar faces studying with friends on the first floor of Berry. Nonetheless, her schedule is crammed full of disparate activities. “I’ve had a very multidisciplinary exploration process,” she reflects. “Dartmouth is a very exploratory place.” While Cindy certainly has a lot of academic variety on her resumé, much of it was surprisingly spontaneous: “I actually came to Dartmouth thinking that I would be a math major, but I took Econ 1 my first term and really liked it,” she says. “After that, I just kept going.” Cindy’s digital arts minor was also an unconventional journey. Working with Dartmouth’s DALI Lab (Digital Applied Learning and Innovation) as a UI/UX designer, she found a knack for visual arts in virtual settings. Outside of class, her involvements are equally multifaceted, from competing in fencing nationals to snapping photos for the admissions blog. It’s hard to believe that she can fit all her commitments into one ten-week schedule. Cindy’s work often develops from her ability to connect with members of the faculty. “I actually just sent an email to the professor, and he said ‘yeah, you can hop on board the project,’” she says of her role digging through filings to the US Securities and Exchange Commission, a research project with Tuck’s Centennial Chair of Finance. “The ultimate goal is to see how different elements in an auction can change the outcome of a merger or acquisition,” Cindy explains. Her relationship with public economics developed similarly. She took the intro course on a whim, but it developed into something more. “I went to Professor Skinner’s office hours often, and I really bonded with him,” she says. “I ended up literally switching my entire D-plan because of that class.” Later, she wound up helping him rebuild his website after just running into him walking across campus. “I really like all the random things you can get involved in here,” she reflects. “I think that’s pretty unique to Dartmouth— that you can just hop on to some new interest that you had always thought would be really fun but you never had the chance to do before.” — Brian Drisdelle ’21

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Multi Pictured: By Mink Brook, a tributary of the Connecticut River and a popular swimming spot for students

PHOTOGRAPH BY DON HAMERMAN

ple Choice

POWER to You

UNDERGRADS DISCOVER THE IMPACT OF RESEARCH

D ILLUSTRATION BY DANTE TERZIGNI

artmouth students are an impatient species. They want to dig in. They want to dig deep. And they want to start digging now. Dartmouth is committed to indulging that impatience. Getting your hands dirty from day one means you uncover an extraordinary cache of intellectual and experiential treasures by the end of four years. That philosophy is manifested in the extraordinary research opportunities afforded to undergraduates from their very first days on campus. The Women in Science Program (WISP), for example, creates collaborative learning environments in which first-year Dartmouth women can build confidence and skills in STEM realms. Advancing healthcare … as a first-year student WISP is open to sci-tech whiz kids but also targets students who are unfamiliar with that world. Catherine Parnell ’22 says it never occurred to her that she could be contributing to significant research in her very first months on campus. But the sophomore from Houston, Texas, started conducting machine learning research that aims to improve healthcare outcomes in her first year. Specifically, Catherine examines clinical notes and patient data, then uses predictive analytics to run models that analyze different readmissions models for heart attack patients. “The project may lead to fewer readmissions,” she explains, “which is great for patients and for hospitals who risk losing funding if their readmission rate is too high.” Catherine collaborates with two other WISP interns, three PhD fellows, and three former WISP students who are now working with the support of a Dartmouth grant that funds more experienced researchers. Catherine herself

will move on to a slot in the Sophomore and Junior Research Scholars Program so that she can continue her work on the project. The effort is headed by Jeremiah Brown, associate professor at The Dartmouth Institute for Health Policy and Clinical Practice and principal investigator of the grant that has funded the project. “I did not actually have any interest in healthcare before this experience,” Catherine says. “Now I’m very much interested in health policy because I understand the impact it can have on lives.” She is equally fascinated by computer science and history, but isn’t too daunted by being pulled in multiple directions. “It seems like everybody in the lab is interdisciplinary,” she says. “And when Professor Brown was an undergrad, he double-majored in bioengineering and English. He says it taught him to write and to be able to communicate about his work.” Above all, Catherine is reveling in the practice of research— and conveying its impact to others. She recently presented her findings at the Karen E. Wetterhahn Science Symposium, which gives undergraduates the chance to explain their research to faculty, graduate students, undergraduates, friends, and family. She presented her poster, “Visualizing machine learning models for predicting readmission after an acute myocardial infarction,” to a rapt audience. “It was a great opportunity for me to be able to share with friends the work I’ve been doing all these months— and also to hear about the projects they’ve been working on.” The presentation was a gratifying moment in her nascent professional life. “The fact that, as a freshman, I could be working on research that is potentially industry-changing and life-changing is just amazing.” admissions.dartmouth.edu | 15

Catherine singles out the mentorship of Research Project Coordinator Christine Goodrich, who worked with her one-on-one to provide depth and context to the WISP experience. “Dr. Goodrich helped me figure out how to visualize these models,” Catherine adds. “Data visualization is an interest of mine, and we had such a great exchange of ideas. I knew that first year students rarely play such a pivotal role on a machine learning team, and her mentorship helped me to live up to that responsibility — and enjoy it!” Putting energy into energy With a major in environmental studies and a minor in developmental economics, Jordan Swett ’19 seized every undergraduate research opportunity on the Dartmouth horizon. It began with an environmental studies class— one of his first classes at Dartmouth. “I’ve always been interested in the environment, and Professor Michael Cox really helped me do practical research in a topic I was deeply invested in — access to water and how that affects incidences of disease,” Jordan remembers. When Jordan learned that Professor Cox and his colleague in environmental studies Doug Bolger were offering a Foreign Study Program (FSP) in Africa, he jumped on it. Jordan spent five weeks in South Africa, then another five in Namibia, speaking to people about their lives and the resources they had access to. “Professor Cox encouraged me to talk to everybody who was knowledgeable about water. I learned that in some villages in South Africa, for example, people can go weeks without water.” The reasons, he says, are multifaceted and discouraging, from political corruption to increasing industrialization — usually at the expense of rural areas. In addition to deepening his understanding of water access issues, the trip led him to extend his interest to electricity and the feasibility of solar power. “My research expanded to understanding how and why people in developing

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“My research expanded to understanding how and why people in developing countries are struggling to get access to electricity” countries are struggling to get access to electricity,” he says, “and how that problem could be solved. In these areas with abundant sunshine, for example, why is solar energy proving to be a hard sell?” Jordan’s financial aid from Dartmouth traveled with him during his study abroad experiences, as it does for all undergraduates. He also tapped a variety of funding sources to cover the cost of his research trips — The Paulson Fellowship for Foreign Study, the Nelson A. Rockefeller Center for Public Policy, the Andrew W. Mellon Foundation, the Leslie Center for the Humanities, and a Raynolds International Expedition Grant. And thanks to a Dartmouth Irving Institute for Energy Grant, he was able to attend two major energy conferences, expanding both his knowledge and his contacts in the industry. Back on campus, Jordan started the Dartmouth Energy Club to bring together students from myriad disciplines who are focused on energy

ILLUSTRATION BY DANTE TERZIGNI

solutions. He also spent two terms doing independent research with the Revers Center for Energy at Tuck, Dartmouth’s business school. April Salas, the director of the center, invited him to write a commercialization plan for a wind energy startup that partnered with Tuck. In addition, he worked with an MBA student to write an impact investors’ report for a private equity firm focused on renewable energy. Jordan’s final research project at Dartmouth was an extensive senior honors thesis on the opportunities and barriers for solar development in rural villages of South Africa, with Professor Cox as his thesis advisor. Jordan embarked on two additional trips to South Africa to enhance his thesis research, meeting with key stakeholders to discuss energy access and conducting house-to-house research with 90 residents of rural villages. Immediately after graduating, Jordan began work as a power and utilities investment banking analyst at Mizuho Americas where he’s working to develop a deeper understanding of the energy space. It’s exactly where he hoped to be at this point in his career. Spotlighting a forgotten pioneer Like Jordan, Caroline Cook ’21 conducted a rich and consequential research project. But she didn’t have to leave campus to do it. An English major with an art history minor, Caroline applied for and received funding from the Rauner Historical Accountability Fellowship to research the life and works of Hannah Croasdale, the first woman to receive tenure at Dartmouth (in 1964) and the first woman to serve as a full professor in arts and sciences (1968). Born in 1905, Croasdale was an internationally preeminent biologist by the time she retired in 1971 after 40 years of teaching. “When I applied for the Rauner Fellowship, I didn’t know what research in the humanities looked like,” Caroline remembers. “A friend had worked on a project at Rauner the year before, and I could see how much she’d learned

about conducting research — and how much fun she had doing it. I also knew that I would be working closely with Jay Satterfield, head of the collections, so I would have the best possible mentor to guide me.” Caroline found the project illuminating on several levels. Croasdale turned out to be a very different personality than the feminist icon she had expected. “We tend to think that people who are first at something always set out to be first,” she notes, “but Hannah Croasdale wanted only to be the best. By being the best biologist she could be, she ended up being the first— the first woman to scale the gender wall at Dartmouth.” Caroline interviewed anyone she could find who had known Croasdale. She also read everything in the Dartmouth archives about the late professor, from her scientific papers to her tax returns to letters discussing her possible tenure. Still, she felt somewhat frustrated by the lack of information on Croasdale — and the misinformation she uncovered. Caroline has since reached out to many resources to correct errors about the facts of Croasdale’s life and work and has written articles and produced a professional-grade video to boost interest in the pioneering scholar’s life. “Hannah Croasdale’s story has changed my perspective about many things,” Caroline says. “Now, I feel it’s my responsibility to tell her story and to set it straight where she has been misrepresented or undervalued.” Caroline accomplished another goal in wrapping up the Hannah Croasdale project — she’s learned the research ropes. “When I started out, I read everything because I didn’t know what might be helpful. After this experience at Rauner, I know what’s important, where I need to focus, and what I can skip over,” Caroline says. “This project changed the way I look at my future. I never thought of myself as a researcher. Now, my mission is to seek out stories and tell them well.”

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PHOTOGRAPH BY DON HAMERMAN

CL AIR E DOUGHERTY

Walking the Walk CLAIRE DOUGHERTY ’20 IS A GEOGRAPHY MAJOR FROM PITTSBURGH, PA WHO RUNS VARSITY TRACK AND CROSS COUNTRY AND GIVES TOURS FOR THE ADMISSIONS OFFICE. AT THE START OF HER SENIOR YEAR, SHE USES HER EXPERTISE IN GEOGRAPHY TO REFLECT ON WHAT DARTMOUTH MEANS TO HER.

My Dartmouth path is a story impossible to tell on such a small page. It weaves and turns and drops and climbs, is beautiful and messy and smooth and rocky just like the New England trails I’m lucky enough to run on. Dartmouth has been, without a doubt, the home of both my life’s highest highs and lowest lows. Dartmouth has tested every piece of me, and boy has it been amazing. As a geography major, space and place are important to me. As we say, “Place is a space imbued with meaning.” That “meaning” can take many forms — people, events, natural surroundings, but most of all, how all three combine. I’ve been lucky enough to experience this place called Dartmouth, a place that I now call home. When I found myself stuck at the student health center for two weeks during my sophomore fall, I never would have guessed that this bump in the road would be the reason I’m now inside a beautiful Moroccan riad on the Arabic Language Study Abroad trip (that’s a story for a different day — I hope you’ll ask me about it when you visit campus). But while I was cooped up in the health center, I felt like my worlds were beginning to crumble. I couldn’t go to class, I missed my chance to run in the Ivy League championships, and the social world continued to buzz around me, leaving me feeling behind, forgotten.

Then things changed. I got an email from my Arabic professor checking in on my health. He came after class to the health center and taught me all 10 lectures that I’d missed and welcomed me back with open arms when I was finally feeling better. My teammate, my partner for a final project in another class, supported me just like she would on the track —with patience. My friends left me notes and tea and candy and sat by my bedside when things felt shaky. One even called my mom every day to let her know how I was doing. So here’s the thing: Dartmouth can be tough. But even in the metaphorical depths of a Dartmouth winter, the life-changing friends you’ll meet will call you in to a warm fire or out to the Skiway between the trees or to a midnight skate under the stars. I believe the spirit of Dartmouth lies in its place in the woods, pulsing with transforming conversation, weaving a deep sense of community. Here I haven’t just made friends; I’ve met poets and jokesters and provokers and listeners. The path through Dartmouth won’t be straight. It will bop you around, but never before have I been in a place that praises taking “the road less traveled” and offers more paths to do so than Dartmouth. Do what you think sounds cool, no matter what it may be, and you and Dartmouth will embrace each other, together defining this boundlessly unique place.

Indicates location on the Dartmouth Green where Claire is standing.

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Creative Connectivity

ALEX CHEE

PHOTOGRAPH PHOTOGRAPH BY NAME BY DON HAMERMAN

ASSOCIATE PROFESSOR OF ENGLISH

Pictured: At Professor Chee’s home in Bradford, VT — just a short ride from campus

Alexander Chee sees teaching and writing as symbiotic. “At its best, the relationship between the two is a kind of recursive energy loop,” the creative writing professor says. “Theorizing about how to solve certain kinds of writing problems in workshops becomes a way of thinking expansively about how I approach my own work.” In his classes, Professor Chee strives to build the same critical self-awareness in his students that he employs in his own writing. Beginner students learn to articulate experiences they have as readers, gaining a vocabulary for the craft. Advanced students continually unsettle received ideas about fiction. Much of Professor Chee’s teaching comes from his own learning process. “When I was a creative writing student,” he says, “I felt like everyone was focused on describing pain at the expense of everything else.” He now asks students to consider rendering happiness and pleasure with the same intensity. This is just one exercise that prompts writers to pay attention to all sides of the human experience. “Also, people say, ‘write about your passions,’” Professor Chee points out, “but I think they forget that passions are often ignoble and that, too, is something fiction writers need to be thinking about.” The subjects of his own writing range from a 19th-century opera singer (protagonist of his best-selling novel The Queen of the Night) to essays on what he calls “the misadventures of youth” and the process of combining libraries with his husband. The environment of constant reassessment and revision that Professor Chee curates in his workshops parallels his experience at Dartmouth. “Dartmouth’s intense support for my pedagogy has caused me to rethink all the ways that I approach teaching,” he says. “I remember a librarian writing to ask me if I was interested in using an archive of Dartmouth student essays dating back to the eighteenth century. I definitely was. It was a fascinating way to think about how the structure of the ways we answer questions changes in an academic setting.” In addition to his work in the Department of English and Creative Writing, Professor Chee has been participating in the move to create an Asian-American studies program. “The mix of the students and the colleagues I’ve been working with in that capacity has been one of the most satisfying projects that I’ve done,” he says. “I didn’t expect that when I arrived on campus.” Professor Chee’s first days on campus came with other surprises. “When I moved into my office, I discovered the remains of a red ribbon sticker for AIDS awareness from the ’90s, and it really moved me to find that there. It was something I hadn’t seen in a long time, and it felt in a strange way like its own kind of welcome for what I’m bringing to this campus. I have a lot of friends from San Francisco who went to Dartmouth in the ’90s, who were queer students of color on campus, and who were some of my favorite people. I wonder sometimes if it was one of them who put the sticker there.” — Sofía Carbonell Realme ’20

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Featured: Drew Schneider ’21, Cincinnati, OH Henry Phipps ’21, Palo Alto, CA Max Fuster ’21, Miami, FL Peter Tiktinsky ’21, Southport, CT

PHOTOGRAPH BY DON HAMERMAN

MASSACHUSETTS HALL: FOURTH FLOOR

Living the Green

On the fourth floor of Massachusetts Hall, a bay window overlooks The Green. By the end of their first year, Henry, Drew, Peter, and Max knew that window belonged to their sophomore quad. Though Max couldn’t join us for the interview, Drew, Henry, and Peter tell 3D about the experience of living together and making the dorm a space of their own. How did you meet? Drew: Our first year we were all on the same floor of the same dorm building, and we had a mutual love of Rick and Morty. Henry: Almost mutual love — I pretended to be a fan. Peter: We didn’t learn he was pretending until the winter. Henry: They were just so excited! We’d watch the new episode every week, and I just wanted to make friends, so I was like, “I LOVE THAT SHOW!” Drew: We were simultaneously angry and flattered because he really wanted to be our friend. How did you end up rooming together? Drew: Henry had a really good housing number, and we were going to try for two doubles, but we had this idea of a quad. Peter and I didn’t really know Max. Henry: I knew Max really well. I wanted to room with Max thinking that my other two best friends,

Peter and Drew, would room together. The goal was to have everyone in the same vicinity. Drew: The room draw came and there was a quad available, so we said, “Henry, Henry, grab the quad. We can change it later if something else opens up!” We didn’t know then that once you pick something, you can’t take it back. Just as well. We’ve all become best friends now. Peter: Drew was very very hyped on coffee that day. How have you customized the space? Henry: It’s different every term. We’ve had pretty different layouts. Drew: We have really cool posters on the wall, and we made a music studio. Henry: The music studio is a big centerpiece. Max and I produce music. Drew is pretty involved. Peter is our muse. Peter: I sit there and look pretty. Drew: And inspire. Henry: It’s important to all of us that we have a functional music space, so we bought a desk to put all the stuff on. If an artist were to paint a portrait of your life in the quad, what would you have them paint you doing? Henry: Music is definitely a primary activity. Peter: We love to eat snacks. Henry: Our room always smells faintly of pizza, which is not good.

Drew: And we do a lot of dancing, but if you were to paint a picture of us, I’d say one of the big things we do is get everybody in the same room at the end of the day, sit on our beds, and debrief. What’s the weirdest thing in your dorm? Peter: There’s Fettuccini. Henry: Fettuccini is our fifth roommate. We chose Fettuccini partially because a musical artist that we all like has a piñata that’s similar, but also walking down the aisles of Walmart there was a whole row of piñatas that all looked the same, except for Fettuccini, who was a little bit different. Henry: Fettuccini is a sort of pony … Drew: Or a llama-type thing. A donkey or something, but I named him Fettuccini, for some weird reason. We love Fettuccini. Peter: We have a “Beware of Dog” sign right above him. Henry: Fettuccini’s important to us. What are some of your favorite things about the quad? Peter: We have a lot of communal space, so we always have people coming through. Henry: I think the fact that Mid Mass is so central to campus helps, too. We’re always close by. Drew: I love the days when I just want to go to the room and interact with someone, and I walk in, and they’re all there. I just get happy.

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SANDILE DUBE ’19 MAJOR: ENGINEERING SCIENCES, MINOR IN ENVIRONMENTAL STUDIES HOMETOWN: MANZINI, ESWATINI

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Peop PHOTOGRAPH BY DON NAMEHAMERMAN

After four years at Dartmouth, Sandile Dube ’19 has some advice to offer. “Spend time forming strong relationships,” he says. “Find people who will support you. People will always come through for you when things get tough.” Strong relationships have helped Sandile succeed, but he’s giving back as much as he’s getting from the Dartmouth community. As a teaching assistant in the machine shop at Thayer School of Engineering and as a residential undergraduate advisor (UGA), he’s served as a mentor to the students who have followed him. “I’ve met a wide range of people I might not otherwise have interacted with,” Sandile reflects. Now, Sandile is embarking on his fifth year of study to get his Bachelor of Engineering (BE), a unique Dartmouth degree that includes both a full liberal arts and engineering curriculum. “I have friends who double majored in engineering and computer science or who modified their engineering major with studio art, and the BE fifth year made that possible,” he says. “I wanted to give myself the space to explore.” In addition to pursuing his major in engineering, Sandile has been able to complete a minor in environmental studies on the sustainability track. He took classes in both areas while researching sustainability at the Technical University of Denmark through a Dartmouth exchange program. He also has pursued a keen interest in business, one with roots in a nonprofit he founded in high school. Called the People’s Calabash Investment Group, it invested in women struggling to make ends meet by helping them start or grow small businesses. That interest brought him to the Tuck School of Business Bridge Program, where he took several classes taught by Tuck professors and completed projects under the guidance of MBA students. Looking forward, Sandile’s diverse skill set could lead him to a wide range of careers, from engineer to investor to environmental advocate. But it’s clear he’ll continue to pass down his passion for exploration. “One of my favorite parts about being a UGA is that you’re involved in shaping someone’s initial contact with Dartmouth,” he says. “You can guide students towards meaningful experiences. I love helping them explore Dartmouth.” — Jimmy Nguyen ’21

PHOTOGRAPH BY NAME

le Power Pictured: In Thayer School of Engineeringâ&#x20AC;&#x2122;s machine shop, where Sandile is a TA

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

the places you’ll

go!

LOCATION PHOTOGRAPHY: GETTY IMAGES, INSET PHOTOGRAPHY: JOE FAIRBANKS ’18

oh,

Students on the Appalachian Energy Immersion Trip asked the core question, “What can we do to help?” Driven by natural economic shifts or environmental regulation, coal has a bleak future. But where does that leave coal miners and their communities, who rely on it as a main driver of economic activity? Over spring break, nine Dartmouth students traveled to West Virginia and Kentucky on the Appalachian Energy Immersion Trip to ask a different question: “What can we do to help?” The trip, sponsored by the Arthur L. Irving Institute for Energy and Society and the Dartmouth Office of Sustainability, is one of several that offer students an immersive look at today’s most pressing energy issues. Other trips take students across the Northeast and to the Gulf of Mexico. Students on this trip spoke to the mayor of Montgomery, WV,

and representatives of the Morse Creek Watershed Association, along with professors, electricity and natural gas company officials, metal shop workers, and artists. “It’s an incredibly tough question,” says Colson Palage ’22, one of the students who made the trip. “We cannot continue to burn coal as a primary source of energy for the foreseeable future, or it will exacerbate climate change.” In addition to conversations with local experts, students collected samples of macroinvertebrates living under rocks to perform a benthic study. This field project allowed them to see how much acid drainage from coal mines was polluting the nearby river. Another day, they went to a mountaintop removal site, where the top was blown off to get the coal underneath. The mountain was flat,

repaired to some degree. But there was no topsoil left, so no plants grew — another blow to the environment. Students on the trip learned that there are no easy answers to questions surrounding energy transitions. As Colson notes, “There are no great options, only trade-offs. That’s what one of my professors told me.” But as Dartmouth’s 12th President, John Sloane Dickey, said, “There is nothing wrong with the world that better human beings cannot fix.” The Dartmouth students on this trip may not have walked away with easy solutions, but they left the trip as better human beings: more informed, more empathetic, and more ready to tackle the world’s troubles. — Jimmy Nguyen ’21

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GARRETT MUSCATEL ’20 MAJOR: ECONOMICS, MINOR IN GOVERNMENT HOMETOWN: THOUSAND OAKS, CA

Garrett Muscatel ’20 came to Hanover from urban southern California to embrace rural life — and ended up representing it. Garrett is now a New Hampshire State Representative for the towns of Hanover and Lyme, a responsibility that requires him to spend his winters at the New Hampshire state capital in Concord. “I don’t think this would be possible in any other state in the country,” he says, “and without the D-Plan I don’t think it would be possible at Dartmouth.” Campus thrives year-round, so Garrett can take classes during the summer. This suits him on many levels. He enjoys spending time on the Connecticut River and at the Ledyard Canoe Club when the weather is fair — and is equally gratified by spending the cold winters in legislative session. It’s a balance that allows him to make a difference in the “real world” while not missing out on any aspect of his undergraduate experience. When Garrett first arrived in Hanover in 2016, he joined the Hillary Clinton campaign effort on campus. His involvement in local politics quickly stretched beyond the role of an average undergraduate volunteer. Following the announcement of a law that would require college students in the state of New Hampshire to declare legal residency in order to vote— meaning they would have to possess a New Hampshire driver’s license — Garrett filed as the plaintiff in a lawsuit against the state. But voting laws were getting further restricted. “I had tried the courts, and that wasn’t going to work. Someone needed to run for the legislature to be a voice for students.” So he decided to run in 2018. Garrett knocked on doors all over Hanover and Lyme and rallied the support of students, faculty, and residents of the broader Upper Valley. “In the end,” he says with a laugh, “the election ended up going the right way.” Now, Garrett works with first-year students at Dartmouth who help prep him for sessions and even draft bills. For students interested in politics, it’s an opportunity to experience the political process hands-on. Perhaps in the future, stories like Garrett’s won’t be so rare. But until then, Garrett says, “My job is to set an example and show how good a student representative can be.” At present, there are 32 elected Democrats under the age of 40 representing New Hampshire, which helps Garrett feel less out of place in Concord. “When I gave my first speech,” he says, “I arrived back at my seat to find a bunch of texts and photos from other reps congratulating me. We all support each other in the House.” — Caroline Cook ’21

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A Seasoned

Pictured: In Collis Commonground, a gathering place for students

PHOTOGRAPH BY DON HAMERMAN

Leader

PHOTOGRAPH BY DON HAMERMAN

Pictured: Elsa Armstrong ‘20 and Hayden Campos ‘22 in the Native American House

THE ROOT OF THE MATTER

Native Students Celebrate Individuality and Community

PHOTOGRAPH BY NAME

f you don’t know the story of Dartmouth’s Native community, you don’t know the story of Dartmouth. It’s almost that simple. Indigenous people lived on the banks of the Quinetucket River before Hanover was Hanover and before Dartmouth was Dartmouth; the campus sits on unceded Abenaki land. In issuing Dartmouth’s founding charter in 1769, King George III made educating Native Americans central to the mission of the College. Dartmouth has a history of making the big changes necessary to better live its values. While Native voices were few and far between at Dartmouth’s founding, President Kemeny recommitted to the charter in 1970 and dedicated College resources to creating the Native American Program and recruiting indigenous students. Since then, more than 1,000 Native American students from over 200 tribes have attended. In the current term alone, more than 200 indigenous students are enrolled at Dartmouth. What follows are the stories of just a few of the students who carry on the legacy of Dartmouth’s founding today.

Words With Friends Elsa Armstrong ’20 is a member of the Red Cliff Band of an Ojibwe community that lives on the shore of Lake Superior in northern Wisconsin. She wants to follow in the footsteps of her aunt and uncle by becoming an Ojibwe language teacher. That goal is two kinds of tough. Consisting of 80 percent verbs, her ancestral language is one of the most challenging in the world to learn (80 percent of the words in English, by contrast, are nouns). Moreover, Ojibwe isn’t offered at Dartmouth, so Elsa and fellow community member Skyler Kuczaboski ’21 took charge of their own learning by founding a language learning circle. The weekly circle draws an array of students and faculty from across campus to Dartmouth’s Native American House, where they gather to cook a meal and catch up while speaking the language as much as possible. The circles have grown quickly, attracting a dozen or so guests each week. Associate Professor of Environmental Studies and Native American Studies Nick Reo, admissions.dartmouth.edu | 31

Fortuitous Connections To hear Hayden Campos ’22 tell his story, his time at Dartmouth has been characterized by random events that have led to fulfilling experiences. A member of the Blackfeet Nation and a resident of Browning, Montana, Hayden is a math major with an accidental computer science modification, a triathlete by happenstance, and president of the Dartmouth American Indian Science and Engineering Society because, well, why not? Hayden has always loved math but came by his passion for computer science through scheduling challenges: he needed a third course to round out his spring schedule. A computer science class piqued his interest and— after a brief period of hating it — he soon found himself reveling in assignments that had immediate application outside the classroom, like a final project that created a program to determine the shortest walking routes between any two points on campus. The American Indian Science and Engineering Society was founded in 1977 to increase the representation of Native Americans in engineering, science, and other related disciplines. From the moment he arrived on campus, Hayden saw Dartmouth’s chapter as a good way to surround himself with other Native students interested in those fields. What he didn’t expect to find was a rewarding leadership experience. After liking what he saw in the society’s study groups and outreach events and noting an opening on the society’s executive board, Hayden successfully ran to serve as its vice president, before stepping up to become president. “I’ve gained a lot of leadership and community planning skills that I didn’t have before,” he says. “Being on the executive board kind of forced me to adapt quickly to planning things and to being more of a leader.” Hayden ran cross-country and track in high school but hadn’t intended to do sports in college. His thinking changed during his very first week on campus after seeing a documentary on the Ironman triathlon and discovering the Dartmouth triathlon club. Today, Hayden enjoys the sport for its impact on his own athleticism and the club for the additional community and camaraderie it gives him on campus. On the Health of Nations Onaleece Colegrove ’20 applied her Native American studies major and neuroscience minor to what she thought would be her professional aspirations during multiple internships at the K’imaw Medical Center in Hoopa, California. She collected and interpreted data to be used in grant applications and reporting, shadowed a pediatrician, and assisted the center’s medical director and head of nursing. All these roles, Onaleece thought, would help her explore how healthcare could be improved for Native Americans in general and for her own Hoopa Valley tribe in particular.

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“As with people from any culture or community, there is no single Native American identity or experience.” Then a fellowship on the National Indian Health Board in Washington, DC, changed both the way she thought about improving healthcare for Native Americans and how she saw herself making an impact. In her work at the medical center, Onaleece had witnessed and served the healthcare needs of her community firsthand. But in her fellowship, she found herself representing her community to some of the people who would decide how its needs were met. “Until my fellowship at the National Indian Health Board, I always assumed I would pursue a career in health or medicine,” she says. “I realized, though, that I could have as significant an impact on the health and welfare of the people in my valley by influencing policy as I could by working in healthcare.” The epiphany sparked an interest in the law, and she’s now considering making her career in the legal world. Completely reframing academic and professional goals isn’t something that happens without a lot of thought, but Onaleece is quick to emphasize that her growth hasn’t happened in isolation. “In addition to my friends and housemates, my professors have really been there for me throughout,” she says. “Every one of the Native American studies professors has kept an eye out for me. They notice if I’m feeling down and are always positive and motivating and excited to see me succeed.” No Single Experience Elsa, Skyler, Hayden, and Onaleece have distinct stories and experiences, but there are common threads. All have focused on community, broadly defined. They’ve celebrated the indigenous community that they’ve found at Dartmouth, reached out and connected with indigenous communities beyond Dartmouth, and they’ve found ways to build opportunities for themselves and for the members of the community who follow them. With hundreds of Native American tribes in the United States and many more individual experiences lived by members of those tribes, community can be difficult to define. And Dartmouth’s Native community has become even more broadly inclusive, welcoming students from indigenous groups across the world. Sarah Palacios, director of Dartmouth’s Native American program and a member of Pojoaque Pueblo, notes that given the diversity of the indigenous community, most students differ in how they connect to their communities and/or to their cultural identities. “Many Native students who come to Dartmouth will grapple with questions of belonging in the community because of societal representations that create a narrative for what it means to be a Native person. I’ve seen students question their Native identities because they don’t speak their indigenous languages, because they didn’t grow up on a reservation, or even because they don’t look a certain way.” Elsa agrees, pointing out that a Native person may grow up in midtown Manhattan or on a reservation in New Mexico. “As with people from any culture or community,” she notes, “there is no single Native American identity or experience.” The key message, Sarah emphasizes, is this: “No matter where you are in your level of connection or identity, this is your community.”

PHOTOGRAPHY BY DON HAMERMAN

who is also Ojibwe, is among those working to become proficient in the language. Elsa and Skyler are not alone in their efforts to study and preserve their indigenous language. Students and faculty from other tribes have launched equally dynamic language circles. “We used to meet together,” Elsa laughs, “but all of us learning to speak different languages at the same time turned out to be pretty distracting.” Skyler also connected with her heritage by writing a children’s book in Ojibwe as part of her Language Revitalization class, a course offered by the linguistics and Native American studies departments. Writing the book helped Skyler develop her own skills while also creating a teaching tool for children in her tribe. Some of Ojibwe’s peculiarities made the learning curve both steep and fun. “I found that there is no word for the color pink. And every animal has its own plural,” Skyler recalls. After a classmate illustrated her story with original drawings, Skyler asked teachers from her childhood schools to review the book for accuracy and tested it out with the children of friends. In connecting their passion for their tribe and its language to the academic community at Dartmouth, Skyler, Elsa, and faculty such as Professor Reo also have strengthened bonds within the Native community on campus. “Professor Reo has been a wonderful support. He understands the special challenges unique to our community and always is reaching out to make sure we’re doing well,” says Elsa, who can trace her own understanding of Dartmouth’s Native community back to her mother, Beth Paap ’87. “As busy as Professor Reo is, he puts the welfare of students first. He is a resource and a motivator.”

PHOTOGRAPH BY NAME

Digging Deep Dartmouth students connect with Hood collection

Dartmouth’s indigenous roots reach in many directions, including to the Hood Museum of Art. This kaleidoscopic resource counts among its extensive collection 4,000 works representing the cultural and artistic expression of indigenous people across the United States, Canada, and Greenland. The Hood is a hands-on teaching museum and a rich tool for experiential learning. Pieces in the Native American collection are especially popular with students and faculty. Over the last two terms, hundreds of Dartmouth students worked with the collection, and not only those enrolled in art or Native American studies. Students and faculty in 10 different classes, from anthropology to environmental studies, accessed the collection in pursuit of their studies. “Students work with artifacts and artwork through courses and independent research projects,” says Associate Curator of Native American Art Jami Powell. “Whole classes come to the Hood and study pieces in one of our object study classrooms. Unless it’s especially unwieldy, we are happy to pull out any work of art they want to study up close.” In Museum Collection 101, a non-curricular class, students attend four sessions at the Hood, then help the curators select a piece for acquisition into the museum’s collections. This year, the class traveled to New York to acquire a work of contemporary Native American photography. The Hood also hosts six to eight interns who work for an entire year with the collection, then curate their own exhibitions. Hailee Brown ’20 and Dillen Peace ’19 are developing a show called “Unbroken: Native American Sculpture and Design” featuring historic and contemporary ceramics. Hailee and Dillen were even able to meet and ﬁlm an interview with Diego Romero, one of the artists they most admired. “Working with the Hood has been incredibly enriching for me,” Hailee says. “I’m excited for viewers to see the Native American ceramics in the museum’s collection. My favorite piece is a Tammy Garcia jar made using traditional Pueblo pottery-making techniques but with contemporary comic book and pop art designs. It beautifully bridges the past and present.” Morgan Freeman, a fellow in the Native American collection at the Hood, has observed an awakening in students from diverse backgrounds who are used to a more passive relationship with museums and art objects. “The Hood offers students the chance to form a close relationship with objects and to build the conﬁdence to possess — and express — their own likes and dislikes. We’re giving them the tools and the space to launch a deeper experience with art.” Pictured: Diego Romero, Pod Mound, 2010. Hood Museum of Art: Purchased through the Kira Fournier and Benjamin Schore Sculpture Fund and the Hood Museum of Art Acquisitions Fund; 2010.54. © Diego Romero

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ALUMNI WHO CARRY DARTMOUTH INTO THE WORLD

upward

onward &

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Dartmouth students often refer to the College as “home” for good reason: learning environments that feel safe and happy tend to lead to positive outcomes. But Dartmouth trustee Hilary Tompkins ’90 hasn’t always known where she’s coming from or where she’s headed. She’s grateful for Dartmouth’s role in helping her navigate that uncertainty, in part because doing so has granted her a more valuable reward from her Navajo culture: hozho. The word refers to a concept in Navajo culture: one’s life’s goal of finding one’s balance between beauty and harmony and struggle and pain. Hilary’s path to hozho began in a struggling Navajo family in RamahZuni Pueblo, New Mexico. She was adopted under the American Indian Adoption project, facilitated through the Bureau of Indian Affairs and private adoption agencies — a practice that was eventually outlawed in the 1970s under the Indian Child Welfare Act. She credits her adoptive Quaker parents as her inspiration for attending Dartmouth. “Growing up in the economically depressed area of southern New Jersey, many of my classmates didn’t go on to college and a lot of adults set working in the casinos as the expectation of where we should be in society,” she says. “But my parents had been telling me I should go to college ever since I was a little kid. Then when it came to picking colleges, Dartmouth stood out because of its commitment to educating Native Americans.” Hilary connected with both her past and her future while at the College: “My professors gave me an incredible sense of pride in my heritage,” she recalls. “Learning about Native American history and literature and law gave me a greater

sense of who I was.” Her professors encouraged her to move to a Navajo reservation after graduation, and Hilary did just that, staying with a Dartmouth family friend. Her experience increased her sense of self and also solidified her career path when elders on the reservation encouraged her to pursue law school. After earning her JD at Stanford, Tompkins began her career as a trial attorney in the Environment and Natural Resources Division of the US Department of Justice, which launched her on the path towards her role as the first Native American to serve in the presidentially-appointed and senate-confirmed position of solicitor for the Interior Department in the Obama administration. There, she led a team of 300 attorneys in developing legal reforms in response to the Deepwater Horizon oil spill, defending the use of renewable energy on public lands, and in setting legal clearance for the establishment of many national monuments. Perhaps most poignantly, Hilary led the settlement of the Cobell tribal trust litigation, a class action lawsuit filed against the United States by hundreds of thousands of Native Americans for breach of trust. As part of the settlement, more than 1,000 Native American students — four of whom are currently at Dartmouth — benefitted from a $60 million Cobell scholarship fund. Hilary can trace a continuous, if wandering, line from her current state of hozho back to her time in Hanover: “Dartmouth was my gateway to finding out who I was as a Native American person and to finding out how I could give back to my community professionally by being a government major, going to law school, and then working on Indian law issues on behalf of Native American people.”

PHOTOGRAPH BY MIKE MORGAN

EMMA ESTERMAN ’20 MAJOR: BIOLOGICAL SCIENCES HOMETOWN: PLYMOUTH, MA

& DR. OLGA ZHAXYBAYEVA ASSOCIATE PROFESSOR OF BIOLOGICAL SCIENCES, ADJUNCT ASSOCIATE PROFESSOR OF COMPUTER SCIENCE, SIMONS FOUNDATION INVESTIGATOR IN MATHEMATICAL MODELING OF LIVING SYSTEMS

EMMA ESTERMAN ’20 AND OLGA ZHAXYBAYEVA HAVE BEEN RESEARCHING GENE TRANSFER AGENTS TOGETHER FOR NEARLY THREE YEARS. THEY SAT DOWN WITH 3D TO DISCUSS THEIR WORK, THEIR RELATIONSHIP, AND WHAT IT’S LIKE TO WIN A GOLDWATER SCHOLARSHIP.

Olga: Well, computational biology is very broad. In general, my lab is interested in microbial evolution. We digitally analyze genetic information that has been transformed into strings of letters. Emma: In particular, I’m studying gene transfer agents, which are virus-like particles that certain bacteria use to transfer genes. I’ve been using computational techniques to reconstruct the evolution of some of the enzymes that are responsible for packaging the DNA. The idea is to shine a light on why gene transfer agents have unusual packaging behavior compared to traditional viruses. Olga: The ability to exchange genes helps microbes to adapt to different environments. One of the classic examples is the antibiotic resistance gene exchange that happens in hospitals, where nasty bacteria actually exchange the genes that help them fight antibiotics. We’re not sure yet, but these gene transfer agents could be one of the ways bacteria exchange genes. How did you two meet and start working together? Emma: I came to college knowing that I loved biology, but I tried everything else my first term just to be sure. Then I took Olga’s genomics class. I was really worried it would be too advanced for me, so I went to office hours all the time. In the end, I developed a deeper understanding of genomics and of using computational methods to assess evolution. Olga: Emma said she was worried the course would be too advanced. I wasn’t. I told her, “No, you can do this.” In fact, I saw that she was really interested, so I invited her to join my lab. Emma: I started this project in September of 2017, the fall of my sophomore year. I used my coding experience to get an unrelated job during my winter off-term, then came back and was a funded Presidential Scholar for three terms. Then I worked at the National Center for Biotechnology Information, a branch of the National Institutes of Health. And last summer, I worked in a molecular microbiology lab in Newfoundland with one of Olga’s collaborators.

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All that work led to you winning a Goldwater scholarship, the most prestigious undergraduate scholarship given in the natural sciences, engineering, and mathematics. Emma: I was really surprised! I spent the 15 minutes before they sent the decision preparing for bad news. Winning the scholarship helped reaffirm the progress I’ve been making, and I hope it encourages more people at Dartmouth to apply—and to join Olga’s lab. She helped a lot with the application. Olga: We’re very proud. Emma did most of the work, I just read it! Emma: No, you were a lot of help! I would not have had the confidence to pursue such opportunities before working in your lab. To be honest, I’m just so grateful Olga took a chance on me. She’s an excellent mentor, always asking how I’m doing and how classes are going. She even came to a presentation I gave in an English class. Olga: Sometimes, as a professor, I see a reflection of my younger self. I had a lot of people help me when I was at Emma’s career stage. It’s really gratifying to work with students and to help them develop and advance. All this came out of some casual conversations during office hours? Olga: I like to do research and Dartmouth is very strong in that, but one of the things I most appreciate about Dartmouth is that it’s a small school, and there are lots of interactions between students and professors. I can advance our knowledge in various fields and teach those topics to students like Emma. Emma: Exactly. I came to Dartmouth because I heard that they highly value professors interacting with undergrads, and I’m so pleased that’s been my experience.

PHOTOGRAPH BY DON HAMERMAN

Is it correct to say that you both work in computational biology?

Pictured: In Dartmouthâ&#x20AC;&#x2122;s greenhouse, on the roof of the Life Sciences Center

COURSE

ANTH 42: Gross Anatomy: Scars of Evolution

Was this your first time working with cadavers? Zach: It was. Most people in the class were actually pretty comfortable. The first day was kind of a shock, but you get used to it. Each day, there would be a prosection of a cadaver that the instructors had worked on so we could explore the parts of the body we’d be dissecting that day. After that, we split up into dissection groups. What did your learning look like outside of the dissection labs? Zach: The in-class and lecture portions put into context what we were learning in the lab. When we were dissecting the abdomen, for example, we had a lecture on obstetrics and birth and how the pelvis has evolved over time so that women are unable to give birth on their own, unlike primates. We interacted with eight faculty members in the anthro department and at Geisel, but Dr. Voegele was our primary instructor. She was great. Her entire career is dedicated to medical science, but she did a great job of tailoring her instruction to us as undergrads and making everything easy to learn. Dr. Voegele and the other instructors were a big part of why it was my favorite class at Dartmouth.

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What are Dartmouth students studying? In every issue, we feature a class plucked somewhat randomly from a deep reservoir of fascinating courses. Did this class influence your decision to go to medical school? Zach: No, I already knew medical school was something I wanted to do, but this really reaffirmed it. It definitely made me more confident coming in. I already have a base-level knowledge for when we start anatomy. Well, more than a base-level knowledge— that class was pretty intense! Why did you decide to attend Geisel for medical school? Zach: It wasn’t my original plan, but when I arrived here, I found out about Geisel’s Early Assurance Program, which allows you to apply for the MD program during your junior year. It was an opportunity I didn’t expect … just like an advanced class like this was an opportunity I didn’t expect to get as an undergrad. But at Dartmouth you can do things like this, and not just in the sciences. Opportunities are everywhere here.

PHOTOGRAPHY BY DON HAMERMAN

In the summer of 2017, Dartmouth introduced the course ANTH 42: Gross Anatomy: Scars of Evolution. Taught by Dr. Georgina Voegele, an Instructor in Medical Education for Geisel School of Medicine and adjunct Associate Professor of Anthropology, the class offered undergrads a chance to explore the evolution of human anatomy through full cadaver dissections. Zach Panton ’19, a veteran of the class, is now working towards his MD at Geisel School of Medicine.

ILLUSTRATION BY STAN FELLOWS

Pictured: Zach Panton â&#x20AC;&#x2122;19 in the cadaver lab at Geisel School of Medicine

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 full advantage of the diverse opportunities Dartmouth has to offer. We asked current students to share experiences made possible with Dartmouth’s ﬁnancial support.

In addition to help covering dues for my sorority, I received funding from Dartmouth to travel to Chicago for the Clinton Global Initiative University conference as part of the student group Health Access for All. There, we met other young change-makers from around the world and participated in workshops designed to empower us to achieve our mission of fighting health inequity in the Upper Valley. After completing a brief funding application, three of us were able to fly to Chicago and stay in a nearby hotel at no cost. It was one of the most memorable experiences I have had (and we were able to hear from all the Clintons). — ’21 from Maryland

During spring break of my freshman year, Dartmouth Outing Club’s sub-club Cabin and Trail organized a hiking trip to Hawai’i’s Waimanu Valley. While the trip otherwise would have been completely out of reach financially, the DOC’s support made this wonderful hike possible. —’20 from the UK

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Funding from the Office of Pluralism and Leadership has allowed me to order games and food for a club I run called Dartmouth Alliance for Children of Color (DACC). We invite children from the Hanover area to have play dates at Shabazz Center for Intellectual Inquiry with Dartmouth students of color. Many of the children have become friends and even introduced us to their parents! —’21 from Georgia

Dartmouth not only covered the costs of a study abroad program, but they helped me pay for my plane tickets and offered to advance me cash to cover the fact that I won’t be able to work while I’m abroad. At the time of writing, I’m headed to Edinburgh, Scotland in 8 days, and nothing made me more excited and happy to be at Dartmouth than when Dino, the Financial Aid director, took me around to different offices saying, “Look, everyone! This student is going to Scotland!” —’22 from New York

ILLUSTRATION BY JAN KALLWEJT

Dartmouth’s financial assistance allowed me and four fellow students, all members of Dartmouth Humanitarian Engineering, to live in Marrakech, Morocco for a month to work on a humanitarian project. We were designing an electric moped that can be manufactured by Moroccan craftspeople. Dartmouth covered our travel, housing, and material expenses so that our team could live, learn, and work directly with craftspeople in Morocco. —’20 from New York

My research was accepted to the International System Dynamics conference in Reykjavik, Iceland, and the Rockefeller Center at Dartmouth generously funded my travel and conference fee. With the financial help of Rocky, I had the opportunity to defend my research to industry leaders and learn about innovative systems projects on a global scale. —’20 from Illinois

HUGH MACNEILL ’20 MAJOR: HISTORY HOMETOWN: SAN FRANCISCO, CA

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Ra PHOTOGRAPH BY NAME

Hugh B. MacNeill ’20 collects the untold sides of stories. He works with existing archives, but also expands them. His tool of choice? Oral histories. When these extended interviews first arose in the mid-twentieth century, traditional historians questioned their objectivity. “They’ve since been validated,” Hugh says, “but they challenge the underlying presumptions that go into building an archive. They include the voices of people, especially those with marginalized perspectives, that might not be included in those archives otherwise.” Hugh focuses on recording queer voices. For the past year, he has been interviewing members of the Log Cabin Republicans, the largest conservative gay organization in the country. Hugh is interested in understanding how they came to construct and understand their identity — both gay and conservative. As a Stamps Scholar, he has received funding to travel across the country, but his project extends beyond interviews. Hugh is analyzing his source material and lacing it with creative nonfiction to build his senior thesis. His work is rendered in vivid and rigorous detail. He fact-checks every fiber of the scenes he creates down to the temperature on a given day in California in the 1970s. In addition to his independent research, Hugh works as the head student interviewer for SpeakOut, a project conducted through Rauner Special Collections Library in celebration of Dartmouth’s 250th anniversary. “Getting the perspectives of queer alumni gives us a chance to broaden the history of the College,” he says. While Rauner does have materials about queer life at Dartmouth, they are not written or produced by queer students themselves. This project seeks to change that. “It’s an opportunity,” he says, “for alumni to reflect back on their experiences and own their stories.” As in the rest of the world, LGBTQ+ life at Dartmouth has a complicated past, and intolerance was part of it. SpeakOut must contend with this. It is an exercise in accountability, but it is also, at heart, about connection. “I learned that there are lots of ways in which people connected positively with other gay students at Dartmouth,” Hugh says, referring to a secret chat room that enabled queer people to find each other. These stories aren’t just a missing part of the archive, but a link between queer students and alumni. “We’ve created intergenerational relationships that enable us to lean on each other,” he says. In collecting these perspectives, Hugh is doing more than rounding out the historical record; he’s uncovering and extending a legacy of community and resilience. — Sofía Carbonell Realme ’20

PHOTOGRAPH BY DON HAMERMAN

ising Voices Pictured: In Nathanâ&#x20AC;&#x2122;s Garden, a park just off campus in Hanover

Dartmouthâ&#x20AC;&#x2122;s nine-week, 3,000-mile earth sciences program, The Stretch, takes two dozen undergraduates and a dozen faculty members from theÂ Department of Earth Sciences on a geological field trip of the North American West. Their journey stretches from the glaciers of the Canadian Rockies to the floor of the Grand Canyon and is the only program in the country that offers undergraduates this level of geological research experience. Learn more at this link: dartmouth.edu/ooc/the-stretch/

PHOTOGRAPH BYROBERT GILL

The Stretch

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 comparative literature major with art history or Medieval and Renaissance studies.

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.

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Engineering

VICKI MAY PROFESSOR OF ENGINEERING

PHOTOGRAPH PHOTOGRAPH BY NAME BY DON HAMERMAN

Change Pictured: In front of Thayer School of Engineering

“Engineering is not just math and science,” says Vicki May, professor of engineering at Thayer School of Engineering. “It’s for students who like to apply what they learn.” For Professor May, applying what she’s learned means teaching. New Hampshire’s Professor of the Year in 2013, she specializes in engineering education at all levels, from middle school through university, always exploring the best ways to teach engineering principles. Her mantra: get students into engineering classes earlier. Professor May’s instructional philosophy revolves around the creativity she finds in Dartmouth students. In Thayer’s ENGS 21: Introduction to Engineering class, undergraduates have the opportunity to design their own projects. “One group created an innovation called Pings for Positive Change, an app with a Fitbit-type watch for reporting sexual harassment. The idea: make college campuses safer,” says Professor May. “Another group worked with Dartmouth’s Organic Farm on a mechanical system to improve the planting process. The machine makes it easier to press seeds into little cubes of soil for planting in the spring.” In one ongoing project, her engineering undergrads are collaborating with students in an architecture class to build a tiny house. Designed to be space and energy efficient, the house will be placed in the Second College Grant, a large expanse of forest owned by Dartmouth in northern New Hampshire, and accommodate researchers working in that remote location. Before Dartmouth, Professor May worked as an earthquake engineer at a company focused on the seismic rehabilitation of historic structures. She would find ways to rehabilitate structures — even those that are thousands of years old — so that they are able to survive earthquakes. Now, she leverages Dartmouth’s global opportunities to apply this knowledge — for example, building houses with Dartmouth students in Haiti after a 7.0-magnitude earthquake struck the island in 2010. Although she no longer focuses on seismic engineering, Professor May enjoys the broader perspective. “We don’t have departments in engineering, so it’s all just one big happy family,” she says. “Unlike at most schools, it’s all mixed together here so we can work on fun cross-disciplinary problems instead of just problems within our discipline.” It also allows Professor May to put her students first. “Whether a student is interested in seismic engineering or biomedical,” she says, “I can find the right person for them to talk to.” — Jimmy Nguyen ’21

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THREADS :

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A PAGE FROM THE DARTMOUTH STORY

Sanborn Tea Service The English Department at Dartmouth sits at the top of the stairs of Sanborn House. It’s a room with checkered floors, lots of dark wood, and the sweet smell of old paper. That’s not why most students visit the building, though — Sanborn’s incredible library is used by all sorts of students, English majors and physicists alike. It’s also home to a tradition that keeps students coming back, especially in the fall and winter: Sanborn Tea Service. Every afternoon at 4 PM, a student worker serves tea to those who have been deep in study in the warm Georgian library. The tradition was started by the namesake of the building, Edwin David Sanborn, class of 1832, a professor who invited students over for tea. In fact, tea used to be a hard-and-fast ritual during faculty-student consultations every afternoon. Now it’s just a happy perk. Leah Casey ’21, an English major, attended tea service in the winter term of her first year. Cold outside but warm in Sanborn, she recalls drinking a cup with a professor of hers — something she would’ve found intimidating as a senior in high school but a practice that’s relatively common here. “I felt at one with the English department’s traditions,” she says with a laugh. — Caroline Cook ’21

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. Equal Opportunity: Dartmouth is committed to the principle of equal opportunity for all its students, faculty, staff, and applicants for admission and employment. For that reason, Dartmouth prohibits any form of discrimination against any person on the basis of race, color, religion, sex, gender identity or expression, pregnancy, age, sexual orientation, marital or parental status, national origin, citizenship, disability, genetic information, military or veteran status, or any other legally protected status in the administration of and access to the College’s programs and activities, and in conditions of admission and employment. Dartmouth adheres to all applicable state and federal equal opportunity laws and regulations.

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PHOTOGRAPH BY DON HAMERMAN

London’s Tower Bridge was bathed in green light in late September, celebrating both Dartmouth’s 250th anniversary and one of four Global Summits. The Summits are aimed at reaffirming the College’s longstanding commitment to tackle the world’s most pressing challenges and drew more than 500 guests from across 36 nations.