The Dartmouth 06/01/15

VOL. CLXXII NO. 92

MONDAY, JUNE 1, 2015

HANOVER, NEW HAMPSHIRE

Presidential candidate Martin O’Malley discusses viewpoints

RAIN HIGH 51 LOW 48

By JASminE SACHAR The Dartmouth Senior Staff

Just a day after launching his presidential campaign, former Maryland governor Martin O’Malley (D) stressed the political virtue of inclusion and his executive experience in a speech to students and community members on Sunday night in Carson hall.

O’Malley, touting his progressive record, touched upon his views on a wide array of issues — including increasing discipline on Wall Street, gay marriage, immigration reform and his experience as governor and as Baltimore mayor — during his 30-minute speech and question-and-answer session.

“One thing I’ve been struck by is big generational shift underway in our country, a shift to the better,” he said. “As I’ve traveled around the country, I’ve rarely met someone under 40 who denies climate change is real. I rarely meet anyone under 40 who wants to scapegoat immigrants. I have also rarely met anyone under 40 who hates gay

SPORTS

THE D SPORTS AWARDS

KATELYN JONES/THE DARTMOUTH STAFF

Democratic presidential candidate Martin O’Malley talked to students yesterday.

SEE O’MALLEY PAGE 2

PAGE SW4

OPINION

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Admissions accepts 93 students from waitlist, up from zero B y Rebecca Asoulin The Dartmouth Staff

The 50.4 percent yield for the Class of 2019 reflects a “cautious” approach to admissions this year after the largerthan-expected Class of 2018, dean of admissions and financial aid Maria Laskaris said.

This year, 1,115 students have accepted a place in the Class of 2019, compared to the 1,210 students who accepted spots to the Class of 2018.

This year’s yield saw a decrease from last year’s 54.5 percent yield. For the past decade, the yearly yield rate has remained around 50 percent, accord-

ing to a College statement.

Laskaris said that last year was “a real high point” for admissions, but also somewhat of an outlier.

“We were cautious with the number of students admitted regular decision, because we couldn’t afford another super-sized first-year class,” Laskaris

Hanover Police implement “You Have Options Program” B y KELSEY FLOWER The Dartmouth Staff

The Hanover Police Department will train its staff and other members of the community this summer in the “You Have Options Program,” a sexual assault reporting program that aims to increase the number of sexual assault cases reported through a survivor-focused approach.

The You Have Options Program establishes uniform law enforcement

said.

Laskaris said that the target class size was 1,120 students. The College admitted fewer students regular decision with the intention of using the waitlist, she said, ultimately admitting 93 students off of the waitlist compared SEE YIELD PAGE 3

ZUMBA-YA MY LORD

options for sexual assault reporting and best practice law enforcement strategies to assist in the identification and documentation of sexual offenders.

The training has three goals, captain of the Hanover detective division Eric Bates said. The first is to increase the reporting of sexual assaults and break down the barriers that prevent people from reporting, which are frequently emotional. The second is to identify

PREETI RISHI/THE DARTMOUTH STAFF

SEE TRAINING PAGE 5

Students participate in a student class organized by “She’s the First.”

THE DARTMOUTH NEWS

PAGE 2

DAily debriefing Sen. Bernie Sanders, I-VT, addressed several thousand supporters at Lake Champlain, asking that his supporters help him to build a new political movement, VTDigger reported.

The speech touched on several issues he wants to address in this new movement, including income inequalities, congressional Republicans, the billionaire class, corporate greed and the fossil fuel industry. Sanders announced his Democratic bid for the U.S. presidency Tuesday to over 4,000 people at Burlington’s Waterfront Park. He proposed a $1 trillion New Deal 2.0, which would provide 13 million infrastructure related jobs over a five-year period. He also said he would increase the minimum wage to $15.

Security officers at Dartmouth-Hitchcock Medical Center will be outfitted with a nonlethal device that can shine a laser pointer on unruly patients, record interactions and hit them with pepper gel, making DHMC the second hospital to enact such measures, the Valley News reported. They are outfitted with a siren, strobe light, audio recorder, camera, pepper gel and a laser spotter. The device is called the Pro V2 and was launched in 2013 by Guardian 8. They were purchased for $300 each with money from the security department operating budget. Officers are required to complete a one-day training session in to carry one and officers will start carrying them by July.

Around 50 people gathered on Lebanon’s Colburn Park for a six-mile walk to Hanover to draw attention to the need for campaign finance reform, the Valley News reported. The group had several names, including the Walk for Democracy, Open Democracy, The New Hampshire Rebellion and Walking the Talk. State representative (D-Grafton District 12) Patricia Higgins gave short speeches about the effort to get presidential candidates to talk about money in politics. The walk was the sixth of its kind. American flags, fliers with lyrics of a protest song and leaflets and handmade signs were handed out by campaign workers.

—Compiled by Noah Goldstein

Corrections We welcome corrections. If you believe there is a factual error in a story, please email editor@thedartmouth.com.

MONDAY, JUNE 1, 2015

O’Malley talks campaign platforms FROM O’MALLEY PAGE 1

people or gay couples.”

As governor of Maryland from 2007 until his term expired earlier this year, O’Malley oversaw many progressive legislative actions: he supported the implementation of the Affordable Care Act, strengthened gun laws and repealed the death penalty. He also signed legislation allowing for in-state tuition for undocumented immigrants at Maryland’s public universities.

O’Malley lambasted wealth concentration and the notion of trickledown economics, and stressed the need to put wage policies at “the center of our thinking.” As governor of Maryland, O’Malley signed a bill raising the minimum wage to $10.10.

In the same vein, he stressed the need to follow through on the promises to regulate Wall Street.

“If a bank is too big to fail, we need to break it up before it breaks us up,” he said.

Prior to serving as governor, O’Malley was the mayor of Baltimore for eight years.

O’Malley said that he is the only Democratic candidate so far with any executive office experience.

In order to decrease extremely high crime rates, O’Malley instituted a zero-tolerance police policy, where police forces were encouraged to make arrests for small offenses, the rationale being that stopping these smaller crimes would help create an environment where more serious crime does not occur.

When asked about police brutality, O’Malley said that the federal government can do a better job of regulating police forces.

One audience member asked what O’Malley thought of current rival and presumed Democratic frontrunner Hillary Clinton’s tenure as Secretary of State. O’Malley responded by saying that while she worked hard to be a face of the administration during a time of much needed repair, the country needs a new foreign policy strategy which includes collaboration and making new regional alliances.

“We have shown ourselves more eager and adept at toppling regimes and not seeing what follows those regimes,” he said.

Compared to other contenders in the Democratic field so far, like Clinton and Senator Bernie Sanders (D-VT), O’Malley is relatively unknown on the national level and has thus far garnered little support from other Democratic politicians.

In a Washington Post and University of Maryland poll conducted of Maryland Democrats in October, just 3 percent of respondents said they would support O’Malley. In comparison, 63 percent of voters said at the time they would vote for Clinton.

Government professor Deborah Brooks, whose area of expertise includes polling, said that these early numbers mean nothing for O’Malley. Several candidates in the past have polled low early and have then gone on to perform well in the primaries.

“People haven’t been thinking about him in a presidential capacity yet,” Brooks said in an interview after the speech. “If he can start to get media coverage in a presidential capacity, he will potentially be seen in a presidential light.”

Brooks entertained the possibility that O’Malley might be lining

himself up as a potential vice presidential candidate.

State representative Sharon Nordgren (D-Grafton) said that although she is a Clinton supporter, she thinks it will be good to have O’Malley in the race. Nordgren, who has not given an official endorsement, was named by The Boston Globe as one of the most important endorsements to obtain in the Democratic New Hampshire primary.

“I think especially in New Hampshire the Clintons are more well known, and New Hampshire has one of those places where they’ve had a lot of following,” Nordgren said in an interview before the speech. “Mostly he has to get known up here so people can identify him with his positions.”

Peter Mason, a resident of Lebanon, said that he is looking for a more progressive alternative to Clinton, and that O’Malley’s approach to income inequality and social justice are things that strongly resonated with him during the speech.

Alex Witherspoon ’18, who is from Baltimore, said although O’Malley is a good speaker and has interesting ideas, he probably would not vote for him because he believes O’Malleys zero-tolerance policy led to the Baltimore riots, and that Baltimore has not improved as much during his tenure as he claims.

The O’Malley campaign coordinated with the College Democrats before his announcement on Saturday to organize the visit, College Democrats president Madeline Cooper ’16 said. She stressed that the group does not endorse candidates before the conclusion of primaries.

KOREAN CULTURE NIGHT

Students dance on stage in Collis Common Ground during Korean culture night.

WEIJIA TANG/THE DARTMOUTH STAFF

THE DARTMOUTH NEWS

MONDAY, JUNE 1, 2015

PAGE 3

Yield of 50.4 percent on par with previous years FROM YIELD PAGE 1

to zero last year.

“It was the first time we intentionally did that,” Laskaris said. “To aim a little lower and use the waitlist to build up to the desired class size.”

She noted that, while the waitlist draws the process out, the College maintains a “deep waitlist” with many students who are eager to wait for a spot.

The announcement of the yield came slightly later than usual because it felt “premature” to announce earlier while the College was still accepting students from the waitlist, she said.

Admissions director Paul Sunde wrote in an email that admissions expects to enroll about 20 transfer students.

Fourteen percent of the Class of 2019 are first-generation college students, an increase from 11.2 percent of the Class of 2018. Sunde wrote that the College has been working with community-based organizations across the U.S. to encourage high-ability, low-income students to consider Dartmouth.

The class is also comprised of the largest proportion of Asian American students ever at 19.6 percent. Sunde wrote that there has been an overall increasing trend in the percentage of Asian American students per class at the College, and this year’s numbers are in line with that trend.

The Class of 2019 also has the largest West Coast contingent ever at 23.6 percent of the class. Sunde wrote that there has been a national demographic shift with more students graduating from high school in the West, which would logically be reflected in the Class of 2019.

Laskaris said that these three increases show “tangible progress” toward building the diversity of students. She noted that the West is “a growing area of interest for Dartmouth.”

Fifty-one percent of the class will be granted need-based financial aid, with 46 percent receiving scholarships and the remainder receiving some combination of loans and work-study. In addition, 14 percent of students qualified for Pell Grants.

The average award for the 46 percent of the class receiving scholarships will be $44,161.

Ninety-one percent of the students are in the top 10 percent of their graduating classes, a slight decline from last year’s 94 percent. Mean SAT scores for the class are 717 for critical reading, 722 for math and 722 for writing. About 56 percent of the class went to a public high school, similar to last year’s 55.3 percent, which was an increase from the year before.

More than eight percent of students are international.

Last year’s entering class saw the highest-ever percentage of Latino students and first-generation college students, though the Class of 2019 has surpassed the latter record.

The Dimensions of Dartmouth program, now split into three dates, saw higher attendance than past years, as it did last year when additional dates were first added, Sunde wrote. This year’s on-campus program was similar to last year’s, but more off-campus events were held than in the past and early feedback on those events have been positive, he wrote.

Laskaris noted that Dimensions saw abnormal April weather, including snow, rain and sleet during all three programs.

She said that she finds it exciting that several stories on members of the Class of 2019 have shown up in local and national media. Laskaris noted the National Public Radio feature on Kristen Hannah Perez ’19, a low-income high-achieving student from Celina, Texas, as an example of a “wonderful” story about an incoming student.

Neerja Thakkar ’19, who applied regular decision, said she fell in love with the College after a visit last summer. She noted that her tour guide, in particular, made a positive impression.

Thakkar said that during her Dimensions visit she appreciated the friendliness of students, the academic flexibility of the D-plan and the emphasis professors placed on teaching.

Lisa Genthner ’19, who was admitted off of the waitlist, said that Dartmouth’s academic reputation and sense of community led to her decision to accept the College’s offer. She said that students’ apparent passion “about whatever they were doing” also impressed her.

Genthner said that most outside information on the College has been positive, and that others encouraged her to attend.

Thakkar said that while she had heard some negative information about the College — particularly negative aspects of the Greek system — she finds it encouraging that the College seems to be addressing these issues, unlike some other institutions.

“The negative stuff seems to come from people who don’t actually know that much about Dartmouth,” she said.

Amanda Sload ’19, who applied early decision, said the rural location and size attracted her to the College.

While Sload had visited the College before, as both her parents are alums of the Tuck School of Business and she attended hockey camp at the College, a visit in the fall “erased any doubts” she had about applying early decision.

She said that meeting up with a sophomore friend and talking to a group of students helped solidify her decision.

“I knew I wanted to be surrounded by those kind of people for four years,” Sload said.

About 20,500 students applied to the Class of 2019 and 2,213 were

accepted, for an acceptance rate of 10.8 percent. There was a more than 10 percent increase in early decision applications for the Class of 2019 last fall.

The University of Pennsylvania saw a 66 percent yield for its 2019 class, while Harvard University saw

an 81 percent yield. Princeton University saw a 68.6 percent yield for its 2019 class, after the yield was lowered from a record-high 69.4 percent yield due to 14 students deferring their admission to the Class of 2020.

Senior staff member Laura Weiss contributed reporting.

BRETT DRUCKER/THE DARTMOUTH STAFF

A record number of first-generation students accepted spots at the College.

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You are invited...

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dArTmoUTH AwArds Ceremony

Guest of Honor

Sharon WaShington ’81 Accomplished theater, film and television actor

Celebrating the talent and accomplishments of students in the arts tue jun 2 4:30 pm the moore theater • 2015 A reception will follow in the Jaffe-Friede Gallery

LAURA WEISS/THE DARTMOUTH SENIOR STAFF

The yearly yield has averaged slightly over 50 percent over the past decade.

hop.dartmouth.edu • 603.646.2422 • Dartmouth College • Hanover, NH

THE DARTMOUTH OPINION

PAGE 4

MONDAY, JUNE 1, 2015

Staff Columnist REEM CHAMSEDDINE ’17

GUEST Columnist EDWIN YUNG ’15

Bye Bye B.A.

Reinventing Liberal Education

Bachelor’s degrees are becoming less valuable in the job market.

In light of the ongoing debate about grade inflation, it is time to extend that discussion to include degree inflation. A cornerstone of the proposal from the ad hoc committee on grading practices and grade inflation, it is well-known that the average undergraduate grade point average has been increasing over the years. As Kush Desai ’17 wrote in a Feb. 26 column for The Dartmouth Review, GPAs at Dartmouth have increased by almost half a point since 1975. This trend, however, is not limited to the College — Gradeinflation.com is but one website dedicated to tracking the inflation of grade point averages across more than 200 colleges and universities in the United States from 1991 to 2006.

As students’ expectations for excellent, near-A grades become more prevalent, so does the expectation for more academic credentials of recent graduates on the job market. The master’s degree has become the new bachelor’s degree. Employers certainly value a prospective employee with a master’s degree more than one with only a bachelor’s — their work experiences and holistic qualities being equal, of course.

Students, on their part, have responded to this trend — enrollment numbers for graduate programs are considerably higher than past decades, and students have more reason now than ever to pursue master’s degrees.

As Laura Pappano reported in a 2011 article for The New York Times, the number of master’s degrees awarded in 2009 was 657,000 — almost double the number in the 1980s. She also wrote that “nearly two in 25 people age 25 and over have a master’s, about the same proportion that had a bachelor’s in 1960.”

According to the Washington Post, the annual output of master’s degrees rose by 63 percent between 2000 and 2012. The University of Phoenix has an online “campus” that awarded 18,602 master’s degrees in 2012, 183 percent more than it did in 2004. While the University of Phoenix awarded the highest number of master’s degrees in 2012, many other universities experienced a similar exponential growth in the total master’s degrees they awarded.

Western Governors University, for example, had a growth rate of 4,352 percent in awarded master’s degrees, while Liberty University had an increase of 1,603 percent over the same time period.

Employers recruit and reward those with a master’s degree significantly more than they do those with a bachelor’s, making a master’s degree seem like an increasingly necessary investment in one’s future career prospects.

Many job listings appropriate for bachelor’s holders will say “bachelor’s required, master’s preferred or recommended.”

In terms of financial compensation, additional pay for those who hold master’s degrees is a well-established practice. Calculations in 2003 found that while bachelor’s degree holders on average made $43,000 per year, master’s degree holders made $53,000. A study conducted in 2012 found that the average starting salaries for those with master’s degrees were roughly 20 percent higher than those with bachelor’s degree. Eric A. Hanushek, an education policy scholar, found that 10 percent “of the total salary bill [of teachers in public schools] goes to pay bonuses to teachers who have master’s degrees.”

Finally, a study conducted by Pew Research Center in 2014 concluded that earnings of those with advanced degrees grow more than the earnings of those with bachelor’s degrees.

The cycle feeds itself. The more employers prefer to hire candidates with master’s degrees, the more students are likely to enroll in master’s programs. This cycle is not necessarily a bad thing — a more educated society is a better society, after all. Yet, that is only true to a point, and this trend is concerning. It undermines the bachelor’s degree and makes higher education even more elusive and unattainable for wide swaths of society, for whom even an undergraduate education is far too expensive. The degree inflation of the past few decades raises the question — will everyone need a Ph.D. to get a comfortable, fulfilling job in the future?

For the sake of affordable, attainable education and employment for anyone who works for it, I certainly hope not.

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The College should institute a two-year core curriculum for all students.

The proposal by the ad hoc committee on grading practices and grade inflation has shaken the community with its argument that standards of grading at the College have become lax. College President Phil Hanlon has made academic rigor a pillar of his “Moving Dartmouth Forward” policy initiative, and last fall’s cheating scandal regarding “Sports, Ethics and Religion” left many wondering about our academic culture. How do we move forward from here?

I propose that a two-year liberal core curriculum be instituted for the Class of 2020 and all those that follow. Psychology professor Peter Tse made a similar point in his recent May 4 column, “Liberating Minds to the Core,” but I would go much farther than he does. This core curriculum will be classically inspired and highly demanding. It will include English literature, discrete mathematics and logic, classical and modern philosophy, history (including that of science and math), calculus, computer programming, economics, the arts, religion and fluency in a foreign language. Students would also take statistical and international classes in social science. The goal is to make every graduate a model citizen of which Aristotle and John Sloan Dickey would be proud.

Students will take classes for their majors concurrently with this core curriculum, but most major material will be left for junior and senior year.

I admit that one could argue that in choosing colleges, students would not want to apply to an institution with a core curriculum. Why would an engineer, already saddled with many required classes, be interested in Victorian literature? Even Charles Murray of the Cato Institute, a champion of liberal education and the inspiration for this column, accepts that the percentage of college students who want to get a liberal education is likely less than 10 percent.

This argument, however, is counter to the College’s goal of educating the whole person — we are a liberal arts college, after all. Our current structure accepts this to some degree by mandating distributive requirements — but many aspects of a classical liberal education are sorely missed. Taking one year of foreign language classes barely meets any notion of fluency, and huge tracts of our civilization’s canon are overlooked for a Frankenstein’s monster grab-bag of miscellaneous classes. How could a student claim to have earned a bachelor’s degree without having to read the Bible and Constitution, understand confidence intervals or know the causes of the 2008 financial crisis? Most perverse of all, several

“lay-up” classes — of which “Sports, Ethics and Religion” was widely considered to be — have arisen, which have become popular because of their ease and ability to fulfill distributive requirements. Instead of teaching us what it means to be a well-rounded human, distributives have become boxes to be checked. A core curriculum will end this phenomenon of purposely choosing “lay-up” classes, particularly for distributives.

There are ancillary benefits to removing distributive requirements and front-loading the core curriculum. First, the College will benefit from a shared academic experience that students, professors and alums from all majors can discuss, on campus places as diverse as the Green and a fraternity yard. Second, students will be allowed the breathing room to explore varied fields in a rigorous and standardized manner before deciding upon a major. As Don Knuth, the father of the analysis of computer algorithms, put it — “the classic phrase is that liberal education is to learn something about everything and everything about something.”

Additionally, this plan would solve the central tension in the ongoing grading debate between humanities and more technical majors. Notwithstanding the inherent difficulty in comparing grading practices between subjective and objective disciplines, it is an unspoken reality that many humanities departments in the College are undersubscribed and struggling. There are many reasons for this — the rise of globalization and technology, the burden of student debt loans and a slack economy often push students to more commercial majors. As a result, there are criticisms that humanities departments are forced to “bribe” students with higher class medians and individualized attention. This proposal will reenergize the humanities by acknowledging their central place in education.

I purposefully configured my proposal to capitalize on the College’s strengths. I chose Dartmouth because of its focus on undergraduate teaching, its small community and its leadership among liberal arts colleges. I believe that many prospective students would also be attracted to these strengths, and they will come in droves if they know that a challenging liberal education awaits them. The mission statement of the College calls on the administration and faculty to prepare students “for a lifetime of learning and of responsible leadership.” Can we all commit to these lofty standards, or are they nothing more than rhetoric?

THE DARTMOUTH NEWS

MONDAY, JUNE 1, 2015

Bates spearheads sexual assault training FROM TRAINING PAGE 1

the assailants of sexual assault so they can be prosecuted, and the third is to reduce the incidence of sexual assault on the whole.

“The program is victim centered, but offender focused,” Hanover police chief Charlie Dennis said. “It is focusing on serial sexual predators.”

Over 95 percent of sexual offenses are committed by a sexual predator, Dennis said. By providing victims with options, the Hanover Police Department eventually hopes to increase reporting, by which they can gain more information about serial sexual predators.

Bates has been trained in the program’s protocol and will be officiating the police department training, in addition to that of College staff including Safety and Security officers, deans, independent investigators that work with the College judiciary process, firefighters and local advocacy agencies such as WISE. The course he is putting together will take approximately eight hours to complete. The police department hopes to continue training the community through more classes at a later point. The class will be held on the College’s campus, since there are classroom spaces available for large groups of people.

Bates said many of the Hanover Police Department’s practices already fall in line with the training, although they are not yet officially certified, which is the final goal.

“Out of 20 [You Have Options] elements, there are 15 to 17 I feel confident we have already implemented,” Bates said.

These elements include working hand-in-hand with local advocacy groups, encouraging survivors to have a representative guide them through the process, making sure survivors knows their options and never pushing survivors to go forward with prosecution if it is not their goal.

He said he hopes the department will have an easy transition implementing the program because of its existing practices.

Bates said that the most challenging obstacle to successful implementation is training the public.

He said that since the jury pool for criminal sexual assault cases comes from all of Grafton County, not just Hanover, it is important that the larger community has the same background and knowledge.

“We are starting our training internally and then breaking off into different community groups,” Dennis said.

Bates said even if other parts of the community do not become officially certified, it is good that they

will still have the same knowledge and be on the same page.

Grafton County attorney Lara Saffo and her office have also been working to increase knowledge about sexual assault in the community. They participate in as many sexual assault related events in the county as possible, she said, such as the first Summit on Sexual Assault, held on campus last July. They also participate in the Upper Valley’s sexual assault research team.

The Hanover Police first heard about the training when Dennis attended the College’s Summit on Sexual assault last summer. Dennis asked speaker and forensic expert on sexual assault David Lisak what the best sexual assault training program was out there was. Lisak directed him to You Have Options.

The idea for the program originated in Ashland, Oregon, around 2009, when detective Carrie Hull decided that there needed to be

“Both campus and law enforcement officials do victims a disservice by not working together... There is much growth by the two entities working together.”

-DIRECTOR OF JUDICIAL AFFAIRS LEIGH REMY change made in how police interact with sexual assault cases, especially since they are underreported. She collaborated with partners in the community to research why survivors do not report crimes and why they sometimes drop investigations partway through the process. They also looked at best practices for police while interviewing victims and conducting operations, assistant director of student support and intervention for confidential advising at Southern Oregon University Angela Fleischer, a founding board member of the program, said.

Ultimately, they found that survivors do not want to be catapulted into the judicial process before they understand more about it, and that they want more choices, she said.

Fleischer, who previously managed victim services to youth in the county, was part of the community team who conducted research for the eventual program. At Southern Oregon University, the community program and another on-campus program geared towards college campus administrators called Campus Choice have teamed up to significantly increase the amount

of sexual assaults reported in the community, she said.

“If students trust their system, they will report,” Fleischer said.

Fleischer thinks it is important that in college towns, there is both a campus judicial process as well as a legal one handled by the police department.

“Both campus and law enforcement do victims a disservice by not working together,” she said.

“There is so much growth by the two entities working together.”

Bates recognizes the need for coordination as well. He said since the College has a very high influence in Hanover, communicating with the College is important to handle cases as effectively as possible. Dennis added that more than 90 percent sexual assault cases reported in Hanover are Dartmouth-related.

Judicial affairs director Leigh Remy said she is impressed by the cooperation between the Hanover Police Department and the county attorney’s office in tackling this issue.

“They are incredibly dedicated to the victim-centered approach,” she said. “They are committed to making sure men and women have info so can make a choice themselves.”

For example, they make sure survivors have accurate information on the importance of evidence collection even without a police report, what it is like to participate in a police report and on what it is like to serve as a witness in a criminal trial.

Bates has worked with different resources and individuals at the College, such as with Remy and with Title IX coordinator and Clery Act compliance officer Heather Lindkvist so that if a student does come forward, they can be offered the option to meet Bates in person and discuss potential routes forwards with him. Many students have accepted this offer, Remy said.

She said that a group from the community meets regularly to talk about other ways the College can cooperate with the greater community in this process. If a person has already been interviewed by the Hanover Police, for example, the College can use that interview transcript with the permission of the survivor, so that he or she does not have to report their experiences twice.

Remy said that the You Have Options Program is not just about how the police will respond, but “marshaling a community response that is both coordinated and consistent,” she said.

“You don’t want wildly different viewpoints, training and information,” she said.

PAGE 5

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THE DARTMOUTH EVENTS

MONDAY, JUNE 1, 2015

DARTMOUTH EVENTS TODAY 10:00 a.m.

“Emotiscope,” interactive video installation from Ellie Peterson ’15, Black Family Visual Arts Center, 2nd Floor Gallery

4:30 p.m.

“Southern Slavery and Its Political Legacy” with Matthew Blackwell and Maya Sen of Harvard University, Rockefeller Center, Room 003

5:00 p.m.

Philosophy senior thesis defenses, Paul Frazel ’15 and Joonsuh (Kevin) Jo ’15, Thornton Hall, Room 103

TOMORROW 3:00 p.m.

“Testing Alternatives to the Standard Cosmological Model Using the Cosmic Microwave Background,” honors presentation, Wilder 202

4:00 p.m.

“Choosing Sustainable Community,” presentation by Katie Williamson ’15, Hopkins Center for the Arts, Room 132

7:00 p.m. #BlackLivesMatter course public performances and reception, Hood Auditorium

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THE DARTMOUTH ARTS

MONDAY, JUNE 1, 2015

For Reingold, hobby becomes profession like how to make a fish fork, and then I’ll bring in a visiting artist who will show them how to make something that’s a bit too fancy for me. When did this start? I don’t know, maybe 20 years ago. But I didn’t have the time to get into it until maybe 10 years ago. I guess about 10 years ago is when I started making wine glasses.

What is your favorite form to make?

DR: Right now, I’m practicing pendants, and I’ve just developed a new style of pendant that’s pretty showy.

My wife likes it, and people who look at it like it. I probably would still be doing wine glasses, but I don’t have the right equipment. So I would say pendants and wine glasses are my favorite things to make right now.

But if somebody brings me a piece of equipment and says I need you to make this or I need you to fix this, if it looks like something I’m capable of doing, I’ll give it a shot. Sometimes it works. But there are things that I’m not good enough to fix.

Do you use your formal chemistry background in any way when experimenting with new forms of glassblowing or fixing pieces of glass?

DR: No. My chemistry knowledge is not useful in terms of doing anything in the glass shop. In principal I should be able to explain the properties of glass or think about colored glass and what’s the chemical stuff that happens when you melt stuff and it’s colored or clear, but I don’t think about any of that. I just do it. So the chemistry knowledge and glassblowing art form are not necessarily independent, but they are for me.

But has your background as a chemistry professor helped you at all in teaching glassblowing to students?

a one-on-one situation...you don’t just tell them everything. You have to make them come to it. That’s not the case with glassblowing. You have to show them how to do it. And then you almost have to hold their hand. You hold this thing in for this long. Okay now take it out and do this. They have to feel it and see it and experience it in order to get to the point when they can do it. But I will say that being a teacher in one area is helpful in being a teacher in another area.

Do you sell any of your projects?

DR: I haven’t yet. If I got good enough, I’d think about it. I have a wine glass that I think is sellable, but I currently can’t make it because I don’t have the right equipment. The pendant that I’m making, the one that I just developed within the past month, is quite sellable but I don’t think that I’m quite good enough at it yet and I’m not fast enough at it yet...to be able to sell it. It takes me so long to make it now, I’d have to sell it for $100! So if I got better at it and could make it in half the time, I could sell it for a more reasonable price that people are willing to pay.

But you’d have to set up a spot in the Saturday market, spend your Saturday mornings there, and first of all, you’d have to have enough inventory so people will come and look at your stuff. So for the time being, I’m not really thinking about selling stuff. I give them as gifts.

What have you found so appealing about glassblowing?

DR: It’s a dying art. It used to be the case that every major chemistry department, probably Dartmouth included, but every place that had a Ph.D. in chemistry would have their own glassblower on site. If you needed something painted or repaired, you took it to the glassblower and he’d fix it. Certainly Dartmouth’s Ph.D. program is on the small side, but anyone at the University of New Hampshire or bigger would certainly have their own glassblower facility. Now, I’d say that fewer than 10 percent of the major universities in the country have their own glassblower. And those people die or retire and, all of a sudden, they’re not being replaced. There’s fewer people around who actually know how to make and repair pieces of glass. So it’s fun to be perpetuating this skill, which is useful and helpful and dying.

This interview has been edited and condensed.

CHARLIE RAFKIN /THE DARTMOUTH SENIOR STAFF

At Bones Gate fraternity on Sunday, the Dartmouth Cords put on a show in honor of their graduating members.

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DR: Well in the sense that yes, I know how to teach. [But] teaching people how to do something is different from teaching them an intellectual subject like chemistry. [In chemistry,] you explain something to the students, and then you have them try to solve a problem and you don’t just tell them how to do it. You don’t tell them the answer. You just sort of leave it so they can process it and get there themselves. But for a form like glassblowing, you don’t have to keep any secrets. You can show them everything. In a sense, teaching an academic subject, at the time that you’re helping someone in

STRIKING A FINAL CORD

friend ly.

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THE DARTMOUTH ARTS

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ARTS

MONDAY, JUNE 1, 2015

“Far From the Madding Crowd” (2015) offers Victorian romance

B y andrew kingsley The Dartmouth Staff

With the “Twilight” saga thoroughly finished and “The Hunger Games” soon coming to a close, audiences clearly need a new heroine torn between gorgeous men. How else are we supposed to live out our romantic fantasies, or wear our Team Edward or Team Jacob T-shirts? Fortunately, Thomas Vinterberg’s “Far from the Madding Crowd” (2015) is here to fill the gaping void in our hearts, bringing Thomas Hardy’s 1874 eponymous novel to life. In the process, we are introduced to the steamy Victorian romance of Bathsheba Everdene — whose surname inspired Katniss Everdeen of “The Hunger Games” — and her three suitors.

Set in fictional Wessex, England, “Far from the Madding Crowd” follows the life of Bathsheba (Carey Mulligan), a poor farmhand working for her aunt until her wealthy uncle bequeaths her his large estate while on his deathbed. A fiercely independent feminist wet dream, Bathsheba steps in to govern her new farm like Queen Victoria herself, displaying the ball-busting grace necessary to keep all of her workers in check and looking good while doing

it. Mulligan shines in the role, embodying the poised yet quietly romantic lead, distilling her sexuality into her flirtatious dimples.

“A fiercely independent feminist wet dream, Bathsheba steps in to govern her new farm like Queen Victoria herself, displaying the ball-busting grace neccessary to keep all of her workers in check and looking good while doing it. Mulligan shines in the role, embodying the poised yet quietly romantic lead, distilling her sexuality into her flirtatious dimples.”

From washing sheep and riding horses to crooning a tender ballad and rocking voluptuous Victorian dresses, Mulligan can do it all — and like a 19th-century Jennifer Lawrence, Bathsheba combines

beauty and warmth, driving men wild with lust.

As a result, three suitors ask for Bathsheba’s hand in quick succession — Gabriel Oak, the hunky, stalwart shepherd with a permanent smolder; William Boldwood, the middle-aged and desperately single neighbor and Sergeant Francis Troy, an unctuous, mustachioed and scarlet-clad soldier. Dickensian — and nearly pornographic — in name, these suitors are caricatures of resilience (like an oak!), pity (why must he be so bold yet so wooden?) and seductive aggression (like a true Trojan). Let the “thirsty games” begin.

While Bathsheba primly denies the hands of Oak and Boldwood, who see marriage as a transaction for safety and pianos, she falls for the passion of Francis Troy in true Dido style. And during their courtship, rapt by his sword-brandishing hunkiness, Bathsheba melts from a stunning matriarch into a googlyeyed teenager. She even admits, “I cry so much more these days.” As if unable to maintain a proto-feminist voice, Hardy (and Vinterberg) cut her down from her empowered perch to a whimpering, submissive housewife, and Troy becomes a domineering leech, gambling away his wife’s fortune while pursuing his

former mistress. Feel free to burn your Team Troy T-shirt here ­— if you have any grasp of symbolism, you’ll quickly catch on to the fact that Bathsheba will end up happily with Oak, that sturdy, enduring love who will shade her from life’s hardships.

If all this sounds enticing, it’s still worth asking why we should bother with a century-old, vampire-less version of “Twilight.” Well, “Far From the Madding Crowd” offers all the trappings of a sumptuous BBC period drama, dripping with

“As if unable to mantain a proto-feminist voice, Hardy (and Vinterberg) cut her down from her empowered perch to a whimpering, submissive housewife.” the bucolic romanticism of a van Gogh painting basking in Wessex’s idyllic crepuscule. It also provides the ups and downs familiar in classical romance novels, maintaining the vestiges of a fairy tale but burdened by class and oppressive patriarchy, even though Hardy’s novel in its time was remarkable for

dismantling social structures and empowering a female lead. And of course, like in “Downtown Abbey” (2010), you’ll get the chance to see those Brits — with all their sense and sensibility and pomp and circumstance — become deliciously wicked. Hold on to your bloomers, everyone! This will be a ride.

“Far from the Madding Crowd” can feel like another dutiful — albeit modernized — adaptation of the mid-19th century romance (think “Pride and Prejudice” (2005), “Jane Eyre” (2011) or “Madame Bovary” (2014), to name just a few). But Vinterberg finds a happy medium between Hardy purists and more lascivious viewers, and the result is a film better than might be expected. So if you want to be far from those madding crowds who flocked to “Pitch Perfect 2” (2015) and “Mad Max: Fury Road” (2015) this weekend, settle down with your Team Oak T-shirts and enjoy this timeless Victorian classic.

Rating: 8/10 “Far from the Madding Crowd” is now playing every day at The Nugget at 4:20 p.m. and 6:50 p.m., with additional showings at 9:15 p.m. Friday and Saturday and 1:50 p.m. Saturday and Sunday.

After years in chemistry, Reingold ’71 turns to glassblowing B y KOURTNEY KAWANO The Dartmouth Staff

David Reingold ’71 is not a typical glassblowing instructor. A chemistry student at the College, Reingold received his Ph.D. in organic chemistry from the University of Oregon in 1976 and spent two years completing post-doctoral research at the University of Alberta before taking a job as a chemistry professor at Haverford College, where he first encountered scientific glassblowing.

Although he continued to teach chemistry for most of his professional career, glassblowing subsequently became a valued hobby for Reingold, and through self-teaching and dedicated experimentation it has grown into his current field.

How did you first become

interested in scientific glassblowing?

DR: I spent my career as a chemistry professor at a variety of small colleges and the first one, I spent one year at Haverford College in ’79. If I remember right they were on a 4-1-4 system, so in the month of January there were no serious classes. There was a glassblower who worked at Bryn Mawr College, which was just down the road, and I don’t know how it got arranged for him to come over to Haverford once a week in January and show us some stuff.

We had a tiny glass shop, and he came over and showed us how to do something. And I practiced. And the next week he came over and showed us something else. And I practiced that. So we had about four weeks of little things that he showed us

how to do and this is along the lines of scientific glassblowing — if you break something, this is how you fix it. And so I practiced and got to be, I wouldn’t say good, but acceptable.

It’s served me well because at small colleges, and especially ones that don’t have a lot of money, chemists break stuff all the time, and if you can’t afford to buy new stuff then you’re going to go around fixing the old stuff. So I was the guy who fixed stuff.

When did you begin teaching glassblowing skills? What do you enjoy about glassblowing?

DR: After one year at Haverford, [I spent] six years at Middlebury [College], and they had a little glass shop there. Sometime then I began teaching students how to do stuff.

I continued that for the rest of my career, which spans two other colleges [Lewis and Clark College and Juniata College]. And so by the time I retired, which was about three years ago, I had about 30 years of teaching students how to do stuff.

And the way I did it was basically the way the glassblower taught me.

The first day I showed them how to do this, then go practice for a week.

The second week I showed them how to do something else. Over the years, after I showed my students how to do a variety of things and how to make stuff, I would bring in a visiting artist, a professional glassblower, and usually these guys are not going to make a condenser or a valve. They make an ornament or a pendant. I began to watch how they did that and thought, “That’s pretty cool, I think I can do that.”

So I began practicing those things.

Now I also make pendants and wine glasses. When you make a piece of scientific equipment, the person it’s for is happy, but that’s about it.

When you make a pendant that your wife can wear around her neck, then people can see it. That’s where I got most of my recognition from.

Has it felt like a change from teaching chemistry to teaching glassblowing?

DR: Well it’s not that much of a change. I still teach scientific glassblowing at Portland State University.

Every semester I have about six to 10 students who are learning how to do this. In addition to showing them the scientific stuff, I demonstrate things, SEE REINGOLD PAGE 7