The Dartmouth 04/07/15

VOL. CLXXII NO. 54

CLOUDY HIGH 50 LOW 28

TUESDAY, APRIL 7, 2015

HANOVER, NEW HAMPSHIRE

Miniversity cancels fall classes Winter corporate

recruiting sees lower numbers

B y Parker Richards The Dartmouth Staff

SPORTS

BASEBALL SPLITS WEEKEND PAGE 8

OPINION

WOODWARD: SOCIAL SCIENCE SYNDROME PAGE 4

ARTS

BEYOND THE BUBBLE: ARTS AND CRAFTS PAGE 7

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Collis Miniversity classes will be cancelled in the fall of 2015 due to low participation.

B y Ashley See The Dartmouth Staff

Collis Miniversity will be restructured to pursue engaging, stand-alone academic conversations with the goal of “increased interactivity,” Collis Center program coordinator Juliann Coombs said. After the launch of “Not Another Lecture Series,” a series

of casual conversations with alumni and lecturers, Collis Miniversity will end their termly classes, including “Wine Discovery” and “Speed Reading,” this fall.

Collis announced this shift, which has been under consideration for some time, last spring. Since then, Miniversity has sponsored events featuring notable professors and alumni in-

cluding English professor Aimee Bahng, producer and playwright Olivia Scott ’13 and economics professor Charles Wheelan ’88.

Since Lori Bamberger ’85 founded Miniversity in 1985, it has offered a selection of non-credit classes that present opportunities for students to engage in SEE MINIVERSITY PAGE 2

Holmes delivers lecture on U.S. migrant farming B y LUCiA MCGLOIN The Dartmouth Staff

For few academics does the term “fieldwork” entail working in an actual field. Seth Holmes, in contrast to many of his colleagues, spent months working with indigenous Mexican migrant farmers as he conducted research for his 2013 book “Fresh Fruit, Broken Bodies: Migrant Farmworkers in the United States.”

In his lecture yesterday, also titled “Fresh Fruit, Broken Bodies,” Holmes, a medical anthropologist

Fewer students participated in cor porate recruiting this winter than the prior year, according to figures released by the Center for Professional Development. A total of 665 students submitted 8,256 applications for the 189 positions advertised through the CPD by 121 employers.

Last winter, over 700 students applied for positions, submitting over 8,200 individual applications.

Of the students who applied for jobs through corporate recruiting this winter, 413 were offered at least one interview. In total, 1,650 interviews were offered, of which roughly equal numbers were on campus or remote. The number of interviews offered increased from last winter, when around 1,000

interviews were held, CPD senior associate director Monica Wilson told The Dartmouth at the time.

The CPD was unable to provide statistics on how many students received offers.

The slight dip in winter corporate recruiting participation was not reflected in the summer, during which a growing number of students have participated for the past several years. In 2009, 154 students participated in summer recruitment, and that number has been steadily rising, reaching 244 in 2014.

The corporate recruiting process involves a large time commitment on the part of participating students, several participants told The Dartmouth.

“I would go for an interview, miss classes, then SEE CPD PAGE 3

POWER FORWARD

and professor of health and social behavior at the University of California at Berkeley, enumerated the ways in which he believes institutionalized social structures and hierarchies produce poor health effects among populations of indigenous Mexican migrant workers.

Holmes called his research a “transnational” project, as he traveled with indigenous Mexican migrant workers seeking employment from Oaxaca, Mexico and up the SEE MIGRANT PAGE 5

KATELYN JONES/THE DARTMOUTH SENIOR STAFF

A special seminar at Thayer School of Engineering addressed the future of energy.

THE DARTMOUTH NEWS

PAGE 2

DAily debriefing Researchers have discovered that the mechanism that causes fireflies to glow — a process called bioluminescence — can also be used to study the response of tumors to therapy, according to the Dartmouth-Hitchcock Norris Cotton Cancer Center. Barjor Gimi, of Dartmouth-Hitchcock Norris Cotton Cancer Center and Ralph Mason from the University of Texas Southwestern Medical Center at Dallas, with first author Li Liu, led a team that has published their findings in a paper called “Dynamic bioluminescence and fluorescence imaging of the effects of the antivascular agent Combretastatin-A4P (CA4P) on brain tumor xenografts” in the journal Cancer Letters.

Bioluminescence is already used in animal research and is cheap with no background signal. The team intends to use combinatorial approaches moving forward involving tumors in animals.

The Norris Cotton Cancer Center at Dartmouth has been redesignated as a Comprehensive Cancer Center by the National Cancer Institute, according to the Geisel News Center. This means that it will be funded for five more years. The title of “Comprehensive Cancer Center” is awarded for high quality patient care, research and education. NCCC is one of only 41 in the United States, and has been one since 1980. NCCC director Mark A. Israel said that the renewal demonstrates the dedication of the team at the Cancer Center. NCCC provides care in all different types of cancer treatments for people all over New Hampshire and Vermont, at 17 different locations. They also carry out translation of research.

Physics and astronomy professor Robert Fesen and Dan Milisavljevic of the Harvard-Smithsonian Center for Astrophysics have seen the interior of Cas A, a supernova remnant in the constellation Cassiopeia that is believed to have exploded 340 years ago, the College announced. The researches published their findings in the journal, Science, and their research has given scientists an idea as to what happens at the end of a star’s life and may help give insight into the origins of planets like earth. Fesen has been studying Cas A for two decades, and he has now created the first three-dimensional map of its interior alongside Milisavljevic.

—COMPILED BY KATIE RAFTER AND LUKE MCCANN

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

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Miniversity hopes to increase interest FROM MINIVERSITY PAGE 1

practical and interesting topics outside the scope of the College’s academic curriculum.

Over the last few years, however, student enrollment has dropped significantly, leading administrators to refocus the institution’s offerings from term-long classes to individual “non-lectures” by professors and alumni, Coombs said.

Low course enrollment also had economic repercussions, which affected not only Miniversity programming but also other areas of Collis operations including operating hours and staffing, Collis director and senior assistant dean of the College Eric Ramsey wrote in an email.

Coombs speculated that the decline in student interest could be due to the cost of Miniversity classes and the time commitment these courses require.

“The cooking classes used to be very popular, but it was very expensive to run them, as students would have to pay a fee that covered the instructor’s salary, ingredients and tools,” Coombs said.

At its peak, Collis Miniversity

offered 21 classes, but the offerings decreased to just two this term: “Speed Reading” and “Wine Discovery.” As of fall 2015, these courses will no longer be offered through Miniversity, and other departments or centers will decide whether to continue offering these courses.

“Speed Reading” instructor Carl Thum said that because the course has proven useful to students over the past few years, he will teach it through the Academic Skills Center. While general demand for Miniversity classes has decreased, he said he has seen a consistent amount of student interest for his course over the last few years.

“The reasons students take my class — wanting to get more out of their academic reading, because they want to do more pleasure reading or because they’re preparing for graduate school exams — have remained the same,” Thum said. “I always have a large number of first-year students interested in improving their reading rate and comprehension.”

T hum lauds Miniver sity’s commitment to broadening students’ undergraduate education and promotion of non-academic

r! hey hanove

learning, especially given the College’s remote location.

“If we were in a more urban setting, students would have more opportunities to leave campus and supplement their education with outside students, but we don’t have that here,” Thum said. “Miniversity fills that gap.”

The new focus of Miniversity will not compromise the program’s original mission, director of student activities Anna Hall said.

“The mission [of Collis Miniversity] has stayed the same as it provides an educational experience in a more formal setting but now this is in a new way,” Hall said.

Thus far, Miniversity planners have reached out to potential speakers based on student suggestions, but are anticipating that speakers will come to them in the future. There is an inherent draw to speaking through Miniversity as it allows speakers to reach a wider student audience than they would by working with a single department, Hall said.

“We’re hoping that in the future if a professor or alumni is interested in coming to speak to students, they will think Collis Miniversity,” Coombs said.

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THE DARTMOUTH NEWS

TUESDAY, APRIL 7, 2015

PAGE 3

Students learn professional skills through corporate recruiting FROM CPD PAGE 1

have to work extra hard to catch up on classes, then not be fully prepared for the next interview, and that continued until I eventually got a job,” Kartik Menon ’16 said.

While Menon eventually secured a position, it was not one advertised through the CPD, he said, but rather a position in a different department in the same firm.

Many students do not find a job at the end of recruiting. With only 189 advertised positions and almost 700 applicants, many end up disappointed. Emily Tregidgo ’16, who found a job through the process, said that knowing that many applicants will not receive job offers can be stressful.

“No matter how many interviews you get, you may not end up with a job at the end of it,” she said.

Preparation for cor porate recruiting requires a substantial time commitment for writing cover letters and drafting resumes, students said. Tregidgo said that she devoted much of her winter break to drafting cover letters and preparing for the recruiting process.

Jacob Savos ’16 said that he found drafting resumes and cover letters to be valuable since it could be constructive even if he had not eventually received a job offer.

“No matter what happens in the process itself, those are skills I’ll use the rest of my life,” Mariel Wallace ’16 said.

Students go through corporate recruiting for various reasons.

Tregidgo said that she had a long-term ambition to work in the finance sector and believed that corporate recruiting was the best way to fulfill that ambition. Wallace said that she wanted an experience in the private sector after having worked exclusively in public sector internships.

Members of certain organizations may gain an additional leg up from connections with alumni interviewers, Menon said.

“I know that a lot of the interviews are conducted by alums who come back, and maybe give special preferences when they see familiar Greek letters or something like that,” he said.

The first step in the corporate recruiting process is an information session in the beginning of the term in which students learn about the different companies that will advertise positions, Savos said. Applicants can find out what companies and positions appeal to them at the session.

Next, students complete online applications through DartBoard in which they submit cover letters and resumes for the positions they want. After a week or two, Savos said, the applicants find out if they will be asked back for a first-round

interview, either by phone or in person.

Final interviews often occur at companies’ headquarters or a branch office, Menon said.

Final interviews could last for as much as a day, Tregidgo said, and usually include a more involved look at the company to which a student applied.

While the official CPD corporate recruiting process is not the only way to obtain jobs in the corporate sector, it can be useful to go through the CPD program as future job applications will require the same skill sets the applicants used for this process, Tregidgo said.

“It’s really kind of a pain because most people will tell you that recruiting is like doing another class because you have to spend so much time preparing for interviews,” said Menon.

Wilson wrote in an email that the CPD has introduced other programs in addition to the corporate recruiting program in order to provide students a broader range of options, citing the addition of a graduate school fair in October 2014 and two virtual career fairs for the West Coast and the East Coast, in December and January respectively.

The CPD also hosted a virtual career fair for careers in biotech, health and life sciences this February and plans to host an April 21 event featuring alumni who now work in marketing.

WEIJIA TANG/THE DARTMOUTH STAFF

Fewer students participated in winter corporate recruiting than in 2014.

Bar Garage hopkins center for the arts

PLEASE SIR, MAY I HAVE A TOUR?

Hop Garage Seeking Innovative Interdisciplinary Student Arts Projects!

The Hop Garage, a suite of three studio spaces across from the Hop’s Courtyard Café, is open and in use as a space for arts teaching and the development of student arts projects. The Hop, Theater Department and Music Department invite proposals from students who wish to use the space for rehearsal, practice, project development and small-scale events (occupancy is limited to 49 persons in each studio). Students interested in developing spring term projects must submit a proposal (found at hop.dartmouth.edu/online/hop_garage) by friday, april 10 at 5 pm.

Among the criteria for successful proposals are: • Projects of an interdisciplinary nature • Projects that take unique advantage of the qualities in the Hop Garage spaces • Projects that lead to a specific culminating event or performance will be preferred over routine rehearsals and practice sessions For more information, email hopkins.center.facilities@dartmouth.edu DANIEL BERTHE/THE DARTMOUTH STAFF

A group of prospective students and their families walk towards Baker-Berry Library as a part of their tour.

hop.dartmouth.edu • Dartmouth college • hanover, nh

THE DARTMOUTH OPINION

PAGE 4

Staff Columnist Aylin Woodward ’15

Staff Columnist Ziqin Yuan ’18

Social Science Syndrome

Reconsidering Standardization

Addressing grade inflation strengthens the integrity of our liberal arts education.

When giving tours for prospective students, tour guides like myself like to advertise the College’s liberal arts character, praising its lack of a core curriculum and assuring that, despite our distributive requirements, the breadth of academic possibility the school offers is as vast as the number of departments we have — that the Dartmouth name on our diploma offers the same prestige whether we choose to study chemistry or studio art. I used to buy wholeheartedly into that assertion. Now, in my senior spring, I’m not so sure.

As a government and anthropology double major, I like to self-deprecate, claiming that I am illiterate in mathematics, physics and all things engineering. I’ve never had a natural aptitude for STEM subjects beyond what I had to forcibly memorize to limp my way through AP Calculus, and I promised myself that I’d minimize their presence in my Dartmouth education.

Doing so seemed to work out pretty well for me — choosing what I considered a practical major and a major about which I am passionate, seemed to yield a fruitful and fulfilling intellectual experience, and my interest in the classroom was reflected on my transcript. The secret to good grades and academic success seemed to be passion and diligence — or so I thought.

Then I started dating someone with a major in engineering and a minor in computer science and joined a few groups around campus that had many students involved in the STEM fields.

Vicariously or no, I began to see what the academic experience is like for students who do not pursue the social sciences or the arts and humanities.

My perception of my own academic excellence soured. How could the difficulty of my critical lens essays and policy memos ever be considered on par with engineering problem-sets, six-hour biochemistry labs or C++ coding assignments?

Perhaps my higher grades were not a result of my own diligence, but instead merely consequences of the fields I had chosen to study.

It’s a common perception that some majors and departments are “harder” and more “legitimate” than others. Many students likely don’t consider a 3.8 grade point average in the mathematics major to be equivalent to a 3.8 in the music major —

and that perception needs to change. Why should those uninterested in STEM fields be demonized as academic freeloaders and underachievers? At a liberal arts college, our greatest freedom is the ability to pursue divergent interests under the same umbrella of academic excellence. Due to no fault of the student body, however, such a freedom is colored by heuristics and misperception. As I wrote in the Feb. 6 Opinion Asks, “Where does the perception of a major being traditionally ‘harder,’ such as engineering, biochemistry or mathematics, versus ‘easier’ come from?” The answer is complicated, but much of it seems to arise from inconsistencies in the College’s grading system, especially pertaining to grading differences between departments. Many of these inconsistencies can be connected to one of campus’ hot-button topics — grade inflation.

Since the genesis of the “Moving Dartmouth Forward” plan, much of the debate surrounding the juxtaposition of student life and academic rigor has centered on grade inflation. The creation of ad hoc faculty committees and lofty administrative mandates aside, maybe there is no effective solution that can address this symptom of higher education. I’m not professing to have the answers, but I am demanding there be a culture of greater accountability among the faculty at this school. As students of Dartmouth, we should be able to feel supremely confident in the value of the grades we earn. The qualifications that make one an A or B student need to be consistent and comparable across all disciplines so that we can have the most accurate perception of our academic success — an accuracy of perception that will prove essential when we enter the professional world.

The only way to bridge the divide between the STEM fields, social sciences and arts and humanities is for students, faculty members and potential employers alike to be confident and secure in the knowledge that the grading severity is equal across departments and majors. That is the direction in which the campaign to increase academic rigor must go. It doesn’t have to necessitate harder classes, but it does require a professional consistency upon which we as students can stake our academic integrity.

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High schools need to focus on more than standardized tests to measure success.

In many ways, standardized testing has begun to dominate the American educational system.

In an April 2014 column in the Hechinger Report, for example, teachers at a public New York City secondary school reported that the number of standardized tests they administer more than doubled over the last year and that students would spend 18 days taking these tests over the next six weeks. In a report published by the American Federation of Teachers, students in grades six through 11 in one school district spent over 100 hours preparing for exams annually — approximately one month of the school year — and spent more than 55 hours taking the exams. Each state requires standardized testing, and schools dedicate a large portion of class time and curricula to prepare students to take the exams. This emphasis, however, seems to do more harm than good — and, crucially, does not prepare students for skills they will need in the workforce.

I attended what many consider to be a “good” high school, largely because of its standardized testing results. In 2013, Newsweek ranked it among the top 300 high schools in the country, and in 2014 it was ranked among the top 30 high schools in the state by New Jersey Monthly.

Yet, these numbers hide the schools’ cutthroat atmosphere — the kind that celebrates high scores and acceptance into elite colleges at the expense of everything else. With an increased focus on standardized testing, many high schools will likely shift toward the model that mine follows — a high-pressure environment where status is defined by how well students memorize the facts tested in these exams. Though doing well on these exams may help students impress potential colleges, it does not help students with some of the most important skills necessary in the real world — soft skills such as communication, teamwork and networking.

Reliance on can numbers also breed a culture that encourages cheating. In 2012, more than 60 students in Stuyvesant High School in New York City, one of the most prestigious high schools in the country, were caught cheating on the Regents exam. Smaller-scale, less obvi-

ous cheating occurs regularly as well. A New York Times article following the cheating ring’s exposures claimed that many students have “internalized a moral and academic math” by the time they graduate wherein some forms of cheating are acceptable and some are not. Many students see a difference between cheating on an Advanced Placement exam, for example, and cheating in a class. Moreover, this has led to an ethos wherein “anything less than a grade of 85 is ‘failing’” and “anything more than a gradepoint average of 95” sets you on track to go to an elite university. This emphasis on attaining such a narrow margin of grades and test scores pits students against each other and inadvertently encourages manipulation and dishonesty. Yet the workplace often celebrates different values, such as cooperation and communication. To do well professionally, one must do more than get the best numbers — one has to learn how to talk to and work with others.

Schools need to reevaluate the direction in which they are heading by focusing more on student cooperation and less on proctoring state tests to evaluate and separate students. Educators should prioritize teaching students skills that can translate to successful personal and professional lives rather than simply how to do well on exams.

In his book “Outliers: The Story of Success,” Malcolm Gladwell mentions an intelligence threshold — above a certain point, intelligence and grades no longer distinguish people. There likely is not much difference in intelligence between someone who scored a 2350 on the SAT and someone who scored a 2400. Above the intelligence threshold, grades and numbers matter less than being able to communicate and work well with others.

Schools are focusing so intently on numbers — and thus telling students to focus on numbers as well — that they forget to teach students the value of other, less quantifiable skills. Rather than praising schools that produce students who look good on paper but lack the integrity and social skills to do well in their jobs, the education system should emphasize producing students who are smart, yes, but also able to work with others.

TUESDAY, APRIL 7, 2015

THE DARTMOUTH NEWS

PAGE 5

Holmes’ lecture addresses poor health outcomes for farm laborers FROM MIGRANT PAGE 1

more profitable enterprise, making them instead more biologically West Coast. He lived and worked suited for berry-picking.

“The indigenous Mexican mion a farm in Washington, where he spent one or two days picking grant body is made to betray itself,” berries each week. When he wasn’t Holmes said.

In an attempt to effect posipicking berries, he accompanied migrant farmers to health facilities tive change, Holmes highlighted and interviewed doctors, nurses an academic project to “denaturalize” social and nearby resiinequalities dents.

“The indigenous He siFrom his field multaneously research, Holmes Mexican migrant body stressed the i d e n t i f i e d t h e is made to betray importance poor health outof policy and comes in the area itself.” activist efforts and their disproto increase portional effect health and on migrant popu- -SETH HOLMES, MEDICAL medical edulations. He noted, ANTHROPOLOGIST AND cation, change for example, that violent immithe occupational PROFESSOR OF HEALTH gration prodeath rate for AND SOCIAL BEHAVIOR cedures and migrant farmers encourage is five times the AT THE UNIVERSITY OF collective acnational average CALIFORNIA AT BERKELEY tion against and only about these systems five percent of of abuse. migrant farmers Exercising informed consumer have health insurance.

Holmes’ termed the myriad choice, Holmes’s noted, is not health problems due to strained straightforward and in many cases working conditions as a “slow goes against intuition. Whereas death” of the migrant farmers. many endorse buying organic, At the berry farm, workers are recent data suggests small and lorequired to present 50 pounds cal farms treat their workers even of de-leafed berries every hour. worse than corporate ones, he said.

Accounting for labor practices is To meet these demands, Holmes said, pickers work from sunrise to less straight-forward than pesticide the late afternoon with few or no usage and it is difficult to streamline breaks, often failing to stop even standards for labeling. New labeling for water. He observed that workers initiatives are emerging, however, are exposed to chronic pesticide us- such as an equitable food initiative age, heat exposure and dangerous at Costco that labels products with concern to lamachinery. bor standards During the “From the ground to and working lecture Holmes participation. showed a picture policy, all fields are Yi n g of a sign cautionna Wang ’17 ing the presence relavant and through said that the of dangerous pes- their collaboration can talk encourticides posted in aged her to English around make a difference.” think more the labor camp. critically He said that about her role while he noted -EDOM WESSENYELEH ’17 as a consumthat there were er, especially patches of pestiwhen buying cides on the strawfruit or proberry plants, the berry-pickers continued to work duce.

Many students who attended without gloves and often ended the day with their hands stained dark the afternoon lecture did so as part of a current course being offered maroon from the chemicals.

If workers do stop for lunch, on HIV/AIDS from a bio-social Holmes said, they often eat in the perspective through the College fields without washing their hands. Courses program.

Edom Wessenyeleh ’17, who is Holmes said that clinics are poorly funded and inaccessible to currently enrolled in the course, migrant workers, adding that the said that Holmes’ physical parchronic pains of workers’ physical ticipation in the plight of migrant labor are silenced by social condi- workers offered an insightful pertions that have naturalized a hier- spective.

“From the ground to policy, all archy of suffering.

In what he views as institutional- fields are relevant and through ized racism, indigenous Mexican their collaboration can make a bodies are thought to naturally be difference,” she said.

The lecture was co-sponsored by berry pickers.

He said, for example, the indig- the anthropology department, the enous Triqui group conforms to the Dickey Center and the Rockefeller stereotype that they are too short Center. Over 50 people were in and too slow for apple picking, the attendance.

ELIZA MCDONOUGH/THE DARTMOUTH STAFF

Seth Holmes worked with migrant farmers to research their living conditions for his 2013 book “Fresh Fruit, Broken Bodies.”

President Hanlon invites you to

Open Office Hours For students:

For faculty:

Tuesday, April 7, 4-5 pm Friday, April 17, 4-5 pm Tuesday, April 28, 4-5 pm

Friday, April 3, 4-5 pm Friday, April 10, 3-4 pm Friday, April 17, 3-4 pm Friday, April 24, 3-4 pm

Meetings are offered on a first-come, first-served basis and are held in

Parkhurst 207 Please check dartmouth.edu/~president/officehours for any changes in the schedule.

PAGE 6

DARTMOUTH EVENTS TODAY 4:00 p.m.

“Student Office Hours” with College President Phil Hanlon, Parkhurst, Room 207

4:30 p.m.

“Poverty and Progress in the 21st Century,” with Neal Wolin, former Deputy Secretary of the Treasury, Haldeman Center, Room 041

5:30 p.m.

“Multi-Faith Conversations: Seeking Spirituality in College,” Tucker Foundation, Room 105

TOMORROW 11:15 a.m.

“Classroom Conversations with Global Musicians” with vocalist and songwriter Somi, Hopkins Center for the Arts, Lower Buck

7:00 p.m.

“The Great War,” play by Hotel Modern, Hopkins Center for the Arts, Moore Theater

7:00 p.m.

“Profit and Loss” (2013), film screening, Black Family Visual Arts Center, Loew Auditorium

TUESDAY, APRIL 7, 2015

THE DARTMOUTH EVENTS

Baseball goes 2-2 over Ivy weekend FROM BASEBALL PAGE 8

dip from Roulis to younger players learning to navigate the batter’s box cannot be ignored. Roulis was the second most consistent hitter for the Big Green last year, behind only then co-captain Jeff Keller ’14.

From a defensive standpoint, freshmen Dustin Shirley ’18 and Justin Fowler ’18 are doing their jobs, but when you see a ball fumbled with, a diving catch just tipped and missed like in game one of the doubleheader on Sunday, you can’t help but wonder if Roulis would have made the difference on the play. Even if he would have made the difference on certain plays, it’s difficult to say that he would be the difference in entire games. The experience on the diamond, Parisi said, isn’t changing the way he is playing his games.

“It doesn’t really make a difference whether we’ve got new guys to your right or to your left,” he said. “As a shortstop, you’ve always got to take control of the infield no matter who you’ve got around you.”

Following the split results against Cornell, the team hosted the Princeton University Tigers on Sunday, splitting the games in the opposite fashion of the doubleheader just the day before by winning the first and losing the second.

Duncan Robinson ’16, one of the Big Green’s strongest talents, took the start on the mound Sunday and went the length of the game, striking out eight batters. The outing marks an improvement from his season opening outing against the University of Pennsylvania last weekend, wherein he gave up four runs in 6.1 innings on the rubber.

“I’d like to think that I’m in my stride right now, but I’m tr ying to get consistent outings,” Robinson said. “I had a good outing against [Califor nia Polytechnic State University], struggled a little bit

ANNIE DUNCAN/THE DARTMOUTH SENIOR STAFF

The Big Green’s pitchers had an impressive weekend, allowing 11 runs over four games. against Penn and did well against Princeton, so just kind of looking to avoid the ups and downs and maintain consistent outings.”

The only real moment of tension in the outing came in the final half-inning of the game, when Robinson put two runners on, split by a strikeout and followed up by a ground out. With two runners in scoring position, Robinson got ahead in the count 0-2 and sunk the batter with a cur veball, called by Matt MacDowell ’15. MacDowell will likely catch the remainder of the season after Adam Gauthier ’16 broke his hand in practice earlier in the week. The Big Green won the game 3-1 with its three runs coming again from the top of the order — Parisi with two and Socher with another.

Game two against the Tigers was a more disappointing outing for the small Big Green fan base that braved the late winter winds.

Captain Louis Concato ’14 started the nine-inning game and allowed three earned runs over the six innings he occupied the mound.

The men’s offense fell flat, batting

against Princeton’s Luke Strieber, whose ERA was 7.07 going into the game. The Big Green did not score a single run across nine and only tallied four hits. Streiber was pulled after 8.1 innings when Parisi and Socher reached base and both found their ways to scoring position. Princeton’s Nick Donatiello put out the fire by retiring Dartmouth’s final two hitters on just seven pitches.

With the completion of last weekend’s games, the Big Green is moving back to its own subdivision of the Ivy League — the Red Rolfe Division, alongside Yale, Har vard and Brown Universities — to fight for the top spot and a bid to the Ivy League Championship Series. The team, now with a .500 record, is currently leading the Red Rolfe Division while Penn sits atop the Lou Gehrig Division on a seven-game win streak. Before the team resumes conference play, it is slated to play two midweek games: at home on Tuesday against Boston College and on the road Wednesday against the College of Holy Cross.

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THE DARTMOUTH ARTS

TUESDAY, APRIL 7, 2015

PAGE 7

Beyond the Bubble: More Complex Than Arts and Crafts

B y andrea nease The Dartmouth Staff

Have you ever thought of what defines a craftsman, of why we consider a craftsman to be different from an artist?

To begin with, the definition of a craftsman is, according to my Google search, “a person who is skilled in a particular craft” and its synonyms include artisan, artist, skilled worker and expert.

A definition listed for the word “artist,” on the other hand, describes it as, “a person who practices any of the various creative arts, such as a sculptor, novelist, poet or filmmaker; or a person skilled at particular occupation,” and lists such synonyms as designer, creator and originator.

While, it may seem like a trivial, even semantic question, the difference between a craftsman and an artist is actually quite complicated.

I remember attending a woodshop safety course last term in which one of the instructors touched upon craftsmanship. He discussed the pride of crafting a piece with integrity, of being a craftsman and producing a polished product. Not once did he mention art or artistry in his discussion. Out of curiosity, another student asked the instructor if he would consider himself an artist, and his answer was adamant — “I am a craftsman, not an artist.” Again, there seems to be a strong distinction between the terms, so much so that the instructor reacted to being labelled as an “artist.”

This class brought up several questions, like why craft and art are considered two separate modes of creation. Can woodworking only be a craft and painting be only an art? Do materials define your practice or does your approach as the creator? Prior to this experience in the woodshop, I had never even thought of these questions, let alone asked myself them. I ultimately think this divide is deeper than materiality of the work or the stereotypical associations with particular pursuits such as glass blowing, needlework and pottery.

I would argue that this divide is created by intent on the part of the maker. The reason we do not view a hand-worked dining table as a work of art is because of its functional ability — there are a hundred other tables made just like it, right? An object’s functionality does seem to determine how artistically precious we find that object.

Now, I understand the divide is being influenced by whether an object’s purpose is purely ornamental or functional, but I cannot seem to grasp why adding a functional dimension to the aesthetic somehow lessens an object’s value. The connotation of calling someone a craftsman is unbecoming when you think of why that distinction exists — it is as if you are saying, “You’re a master of the work and your pieces are beautiful, but they simply can’t be called art.”

Craft may be artful — but it’s not art. This hierarchal relationship

between the two has become more commonplace in classifying what is art and what is not. I think craftsmanship is taken for granted because of a historical tradition of putting artists on a pedestal far above that on which pursuits such as woodworking, ceramics and jewelry making are placed. Don’t get me wrong — there are artists who make wood sculptures or use ceramics in their work, but a venue such as a woodshop typically bears connotations of craft rather than art.

Perhaps we should stop defining craftsmen by their materials and their trade. Rather, we should define the craftsman-artist divide by the intention of their final pieces and the conceptual creativity that drives them. Another perspective one can bring to the art versus craft debate is that it is not the material that defines a maker but rather the maker’s relationship with the material.

In my opinion, a craftsman will allow his or her material to limit the final product as the goal is to produce something beautiful out of the raw material. An artist on the other hand will manipulate his or her material in hopes of constructing a vehicle for his or her own conceptual designs.

So is an artist just a craftsman with conceptual drive and creativity whose final pieces are more discrete than functional and a craftsman is just an artist without intention? No. As I have come to understand, intention and material, much more than function, influence

THROWING SOME SHADE

KATELYN JONES/THE DARTMOUTH SENIOR STAFF

The Jaffe-Friede Gallery at the Hopkins Center for the Arts displays installations by Phillip K. Smith, this term’s artist-in-residence.

A SECRET REVEALED

KATELYN JONES/THE DARTMOUTH SENIOR STAFF

Baker-Berry Library celebrates 25 years of the book arts workshop.

the art-craft divide — a maker’s preference to be called an artist or a craftsman varies by culture and location of practice as well as by the individual’s understanding of craft and art.

There are so many aspects that can determine the differences between an artist and a craftsman that it is almost impossible to pin down a clear distinction and usage for each. Particularly due to their shifting definitions throughout history, it is difficult to produce any universal classifications of art versus craft.

Rather than trying to create a divide we should work to dismiss the pejorative nature of labeling something a craft instead of art.

Artist is listed as a synonym for craftsman for a reason, so, we should treat them as synonyms with minimal difference. A woodworker should feel comfortable calling their handcrafted stool art just as a painter should feel comfortable calling their mural or painting their

craft. Why not let them decide on their own how to define their work?

The College offers woodshop, jewelr y-making and ceramic studio services to students, and I think every student should feel comfortable taking advantage of these facilities for their creations whether they identify as craftsmen or artists. I think a divide will always exist, but my hope is that the gap will take on a light of self-identification versus materialbased exclusivity — wood does not necessarily denote craft just as painting does not inherently signify art.

When you think of your relationship with arts and crafts, remember that art is defined as, “the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power.” Now go and craft some art!

THE DARTMOUTH SPORTS

PAGE 8

SPORTS

TUESDAY, APRIL 7, 2015

TUESDAY LINEUP

BASEBALL VS. BOSTON COLLEGE 2 PM

WOMEN’S GOLF UNIV. of TENNESSEE CHATTANOOGA

Baseball splits doubleheaders against Cornell and Princeton B y GAYNE Kalustian The Dartmouth Staff

After competing in two doubleheaders this weekend, Big Green baseball has concluded its rounds in the Lou Gehrig Division and has established itself as the King of Splits. After playing both Columbia University and the University of Pennsylvania last weekend and the first home games of the season this past weekend against Cornell and Princeton Universities, the team finished with a win and a loss in all four doubleheaders thus far.

The Big Green opened this past weekend with a devastatingly close 1-0 loss to Cornell in a well-pitched duel between Mike Concato ’17 and Cornell’s Brian McAfee, a 4-1 pitcher who allowed just two hits in seven innings of work on the mound. Both Big Green hits came during the first inning, with one off the bat of designated hitter Joe Purritano ’16 and the other from left fielder Ben Socher ’17. McAfee shut out the Big Green with six strikeouts on just 68 pitches.

Over the seven innings, Concato allowed four hits, one of which turned into the lone run of the game. In the top of the fourth, Big Red second baseman Tommy Wagner drove home first baseman

Ryan Karl with an RBI double.

In game two of the doubleheader, the Big Green put Jackson Bubala ’17 on the mound to start the competition. At the tail end of the preseason, Bubala began making a case for himself in the starting rotation. Bubala earned his first career win in the second game against the Big Red, allowing just one hit in his first five innings of work before surrendering two hits in the sixth inning — one of which turned into Cornell’s first run of the game. He finished the game allowing a total of four hits.

Bubala now leads the Big Green’s rotation in ERA at 3.00, though the statistic must be taken with a grain of salt. The rest of the rotation took on some of the team’s toughest competition earlier this year, during which the Big Green struggled to find success, losing seven of the eight games played during the team’s trip to California in March. “[Bubala’s] put himself in a better position from a conditioning standpoint,” head coach Bob Whalen said. “He’s stayed away from deep counts and hasn’t really walked hardly anybody. I asked those guys that go the [ninth], or even the [seventh inning], every day the goal is to get 18 outs with

ANNIE DUNCAN/THE DARTMOUTH SENIOR STAFF

Third baseman Nick Lombardi ’15 took a mighty cut for the Big Green in Sunday’s doubleheader against Princeton.

the lead or a tie to shorten the game, and [Bubala] has done a really good job with that.”

Bubala was pulled in the seventh inning after walking the leadoff hitter and putting another runner on base on a single to left field.

Marc Bachman ’18 came into the game, but secured only one out before retiring back to the dugout after three runs crossed the plate.

Patrick Peterson ’18 finished the last 2.2 innings and gave up another run.

The less-than-graceful final

frames, though, were nullified by an extremely active Big Green offense, which was missing in game one but started tallying runs in the first inning of game two, scoring eight total runs in the nine-inning game. Three of those runs came from shortstop Matt Parisi ’15, who has been invaluable to the team both on offense and defense this season, batting .341 from the leadoff position. While he hasn’t been perfect — he was picked off taking a swooping lead off second base on Sunday — he’s been a crux

of the team this season.

Parisi has been particularly useful on the field, playing just to the left of a rotational group of young second basemen who have been trying — sometimes successfully and other times not so successfully — to fill the void left by Thomas Roulis ’15. While it’s not uncommon for freshmen to post sub-.200 batting averages — they’re going up against pitching that wouldn’t be found in a high school game — the offensive SEE BASEBALL PAGE 6

Haugh ’17 qualifies for IHSA National Championships

B y HALEY GORDON The Dartmouth Staff

This past Saturday, on a blustery spring morning at Mount Holyoke College in South Hadley, Massachusetts, three riders representing the Big Green equestrian team competed at the Intercollegiate Horse Show Association Zone 1 Championship. . The trio included Meaghan Haugh ’17, Kate Mahoney ’15 and co-captain Alexa Dixon ’15 While all three had strong showings, only Haugh will move on to the national competition to be held in West Springfield, Massachusetts, at the end of the month.

Mahoney competed in individual open fences and finished in eighth place. Dixon rode in the individual open flat event, and earned the fifthplace spot. The open level is the most advanced level in the equestrian col-

legiate competitions, with the first level being novice and the next highest being intermediate. After competing in the individual novice fences event, Haugh garnered the reserve champion ribbon — awarded to the second-place finisher in each event — securing her return to the IHSA National Championship competition for the second consecutive year.

“Riding is a little bit subjective,” Haugh said. “Once you get to the Zones level especially, it’s really tight competition. There’s a lot of luck [involved].”

With two minutes of riding and eight fences, Haugh said that the only thing to do is “get it done,” hope the horse cooperates and try anticipating challenges the course might provide.

The three women qualified to compete at Zones during the Regional competition on March 28, which the Big Green hosted at Morton Farm in nearby Etna, New Hampshire. Re-

gionals is an individual contest, and riders must accumulate 36 points over the course of their season to qualify to compete in the show, Haugh said.

The top two riders in each event at Regionals move on to the Zone championship. Haugh won the blue ribbon in the novice fences event. Mahoney placed second in open fences, while Dixon took fifth. Dixon would compete again in the open flat event, taking first place and qualifying her to compete at this past weekend’s Zone competition.

Other members of the Big Green at Regionals included Emily Estelle ’15, Marley Marius ’17 and co-captain Emily Tregidgo ’16. Estelle rode in novice fences, securing a third-place finish, and Marius placed fifth in the walk trot canter event. Finally, Tregidgo rode on the flat and over fences, doing well enough to claim fifth-place in the Regional Challenge Cup. Including Dartmouth, there are

11 teams in the Big Green’s region, including the University of Vermont, the University of New Hampshire, Bowdoin College and Middlebury College. Because the team was hosting potential riders from each school, Mahone said each member of the team had a large involvement in the day, including helping to organize the event and warming up the horses before the competition.

In order to prepare for Zones, the riders had two practices each day in the week leading up to the competition.

The riders focused on practicing their specific events, as well as warming up the horses for the competition, Dixon said.

“We were working a lot on strength… strengthening our legs and our core. We do lifts twice a week at [Floren Varsity Gym]” Dixon said. “[Head coach Sally Batton] has been doing this for 25 years at Dartmouth,

so she knows what she’s doing.”

In collegiate competition, the riders do not ride horses from their own farm.

Rather the riders have horses randomly assigned to them, which Haugh said makes the event more difficult for the riders but ultimately evens the playing field.

“Outside of collegiate riding, if you’re riding your horse and you have a really good horse, then you are going to do well. If your horse isn’t as good, even if you’re a really good rider, you might not do as well.” Haugh said. “In collegiate riding, it’s luck of the draw and you have to be able to deal with anything.”

While Haugh will be the only member of the team to travel for the national competition that takes place April 30 to May 3, the season is not over as the Ivy League Championship will take place in Ringoes, New Jersey on April 18.