The Dartmouth Green Key Special Issue 05/18/18

VOL. CLXXV NO.40

FRIDAY, MAY 18, 2018

HANOVER, NEW HAMPSHIRE

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FRIDAY, MAY 18, 2018

THE DARTMOUTH NEWS

EDITORS’ NOTE

Table of Contents College grapples with question of free speech on campus

4

A diverse college’s desire for diverse faculty

4

Dartmouth admissions strategy adapts and grows

5

Native American education at Dartmouth

6

Looking ten years into the future

6

A Brief Account of a Friday Night at Dartmouth’s Greek Houses — lessons learned and experiences gained

7

At Dartmouth, technology and times change in tandem

8

The legacies we leave

8

Substance abuse and the Big Green

9

ZACHARY BENJAMIN/THE DARTMOUTH SENIOR STAFF

From a balcony on the second floor of Robinson Hall, you often see a campus that seems in many ways untouched by time. The Green flush with students, buildings that seem free of imperfections and the lush New Hampshire forest in the background complete an image that could easily be reprinted in any kind of Dartmouth promotional material. It’s a beautiful image, but at the same time, it’s an old one. Viewing the campus from the top of the building, it seems as though the campus would look exactly the same many years ago.

Over the course of the its 249-year history, the College has grown from a small institution founded with the purpose of education Native Americans to a bustling modern institution of higher learning. Changes have occurred in so many ways and over the course of such a long time that the mere concept of envisioning its future in the context of its past is a difficult one.

But in this special issue of The Dartmouth, we attempt that goal.

Writers have attempted to grapple with topics that have changed significantly over the years at Dartmouth. From admissions strategies to substance abuse to athletic recruiting, the topics covered range from recent changes to historic ones. This issue will help you, the reader, answer three crucial questions about Dartmouth that go against the timeless notion established by image seen atop Robinson Hall’s balcony: where did we come from, where are we now and where are we going?

By attempting to answer these questions, we hope you are able to reflect on how this institution has changed, and how as individuals, we can leave an impact on it.

Q&A with College President Phil Hanlon

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Art departments contemplate change

15

Malbreux: Realistic Bodies

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Adelberg: The Next Generation

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Saklad: Activism and Student Turnover

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Verbum Ultimum: Fight Conformity

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Professional athletic recruitment through the decades

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PUT A SPRING IN YOUR STEP

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PETER CHARALAMBOUS, Issue Editor

EMMA DEMERS, Issue Editor

MATT MAGANN, Issue Opinion Editor ZACHARY BENJAMIN, Editor-in-Chief HANTING GUO, Publisher IOANA SOLOMON, Executive Editor AMANDA ZHOU, Executive Editor ALEXA GREEN, Managing Editor PRODUCTION EDITORS MATT BROWN & LUCY LI, Opinion Editors MARIE-CAPUCINE PINEAU-VALENCIENNE & CAROLYN ZHOU, Mirror Editors MARK CUI & SAMANTHA HUSSEY, Sports Editors BETTY KIM & EVAN MORGAN, Arts Editors MARGUERITE IREFIN & ALEXA TUCKER, Dartbeat Editors DIVYA KOPALLE & MICHAEL LIN, Photo Editors

SONIA QIN, Managing Editor BUSINESS DIRECTORS HEEJU KIM & BRIAN SCHOENFELD, Advertising Directors SARAH KOVAN, Marketing & Communications Director CHRISTINA WULFF, Marketing & Communications Director VINAY REDDY, Assistant Marketing & Communications Director BRIAN CHEKAL & CAYLA PLOTCH, Product Development Director BHARATH KATRAGADDA, Strategy Director YEONJAE PARK, Technology Director

JESSICA CAMPANILE, Multimedia Editor SAMANTHA BURACK & JEE SEOB JUNG, Design Editors JACCLYN EAGLE, Survey Editor SUBMISSIONS: We welcome letters and guest columns. All submissions must include the author’s name and affiliation with Dartmouth

College, and should not exceed 250 words for letters or 700 words for columns. The Dartmouth reserves the right to edit all material before publication. All material submitted becomes property of The Dartmouth. Please email submissions to editor@thedartmouth.com.

MICHAEL LIN/THE DARTMOUTH STAFF

Flowers are in bloom on campus.

FRIDAY, MAY 18, 2018

THE DARTMOUTH NEWS

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THE DARTMOUTH NEWS

College grapples with question of free speech on campus

A diverse college’s desire for diverse faculty

The Dartmouth Staff

The Dartmouth Staff

B y WALLY JOE COOK

On Jan. 10, 2018, the Foundation for Individual Rights in Education, an education nonprofit that defends individual rights at American universities announced that Dartmouth had been downgraded to a “red light rating.”

According to FIRE’s website, this title is reserved for universities that enforce policies that “both clearly and substantially restrict protected speech.”

After this downgrade and a change in political climate following the 2016 presidential election, many individuals have begun to question the current state of free speech and political expression on Dartmouth’s campus.

The foundation once rated the College as a “green-light” institution; however, according to FIRE, the College’s acceptable use policies for IT resources impose an “incredibly broad restriction” on free speech, which led to the downgrade to a “red light rating.”

When announcing the downgrade, FIRE also named Dartmouth its “Speech Code of the Month,” stating that the College cannot continue “claiming to protect free speech with one hand while explicitly prohibiting it with the other.”

While FIRE believes that the College is prohibiting free speech, a recent Pulse survey revealed that, out of the 1406 Dartmouth students who participated in the poll, 15 percent of students believe free speech on campus is very secure and 47.7 percent believe it is secure.

Even though 62.7 percent of students believe speech is secure or very secure, the College’s confidence is slightly lower than the Ivy League average, which is 63.6 percent. Additionally, 74.2 percent of students somewhat or strongly agree that the College’s administration values free speech, the lowest of the Ivy League.

In total, 82.9 percent of students somewhat or strongly agree that the campus climate causes some people to withhold their beliefs because others

might find the beliefs offensive.

One of those students is Dartmouth College Republicans president Abraham Herrera ’18.

“I think that there is a lot of selfcensoring that goes on, especially as a conservative,” Herrera said. “From my own experience, there are things you say in class and things you don’t say in class, just for the sake of maintaining a friendly and open environment.” He said that left-leaning students do not face the same restrictions.

Dartmouth Democrats president Jennifer West ’20 also commented on student self-censoring.

“I think at Dartmouth, people use their judgment on what they discuss and in what company they discuss those things,” West said. “I have never felt that I’ve been silenced, but I recognize that it might be harder for people to speak up about issues that are not shared by the majority of our students.”

As the current state of free speech at the College was put into question, three notable speakers on the matter of free speech have visited the college over the past year.

Sterling professor of law and former dean of Yale Law School Robert Post lectured at the College about free speech on Apr. 12. He discussed the history of free speech in America, saying that the current protections guaranteed by the First Amendment did not exist until the 1930s.

Although the First Amendment may seem to apply to universities, Post said that these rights exist primarily in the space of public discourse and do not apply to college campuses. Therefore, according to Post, discussions about campus free speech issues should not be framed as a debate about the First Amendment. Post argued that in order for the First Amendment to establish free speech protections, three tenets, which emerged through court decisions, must exist. The tenets are that the state cannot discriminate based on content, that all ideas are equal and truth is decided in

the marketplace of ideas, and that the state cannot compel speech.

“There’s nothing like First Amendment rights of students in the classroom,” he said in his lecture, “Unless you have these three rules, you do not have a First Amendment problem.”

University of Chicago Law School professor Geoffrey Stone visited Dartmouth to discuss free speech in Sept.

2017. Stone had chaired the University of Chicago’s Committee on Freedom of Expression, which established a set of principles governing free speech on the University of Chicago’s campus.

Like Post, he established the history of free speech in his lecture.

“The longer I’ve puzzled over the meaning of free expression and the longer I’ve thought about education, the more the two seem to meet or converge,” Stone said in his lecture.

Stone also referenced significant moments in United States’ history that threatened free speech on college campuses, such as when Yale removed professors accused of being communists as late as 1949. Stone said this caused Yale’s professors to censor their political opinions out of fear.

Author and blogger Yasmine Mohammed shares similar sentiments with Stone about the importance of free speech on campuses. Mohammed spoke at an event organized by the Dartmouth Open Campus Coalition on Apr. 19. In her lecture, she spoke of how she grew up in a deeply religious Muslim family that forced her to marry a member of Al Qaeda at a young age.

She said her home was like a prison until she ran away to pursue an education.

After examining other countries that do not have freedom of speech, Mohammed believes that there are no instances where speech should be regulated on college campuses, citing examples from various foreign countries SEE FREE SPEECH PAGE 12

PETER CHARALAMBOUS/THE DARTMOUTH STAFF

Following the election of Donald Trump as president, many community members gathered on the Green to protest.

B y GABRIEL ONATE

In February 2016, Dartmouth announced that it had created three working groups to examine diversity and inclusivity in the College’s faculty, staff and student body. The College then announced its Action Plan for Excellence in May. The plan, which focuses on six pillars to promote diversity and inclusivity, includes a long-term plan to ensure diversity in Dartmouth’s faculty.

But as the College’s administration theorized about the best way to promote diversity in the faculty, controversy emerged in early May following the denial of tenure to Aimee Bahng, an assistant professor of English at the College. After the denial of tenure despite the unanimous approval of the English department’s tenure committee, students and faculty at Dartmouth expressed disappointment and anger regarding the decision. Hashtags such as #fight4facultyofcolor and #dontdoDartmouth became common, as students and faculty expressed concern about the College’s commitments to minorities and underrepresented groups in the tenure process.

D e s p i t e t h i s c o n t rove r s y, Dartmouth has still attempted to renew its long-term commitment to diversity in the faculty over the last two years. The College has tracked data on the current status of the faculty and its lack of diversity, doubled its diversity recruitment fund, offered workshops with the National Center for Faculty Development and Diversity and created and grown multiple fellowships. Specifically, the college created an Asian-American studies fellowship, added postdoctoral fellowships and doubled the length of multiple other fellowships.

The specific part of the action plan for excellence on faculty diversity included two purposes, according to the plan’s website. First, the plan aimed to have a “full spectrum of minds engaged in innovative scholarship.” Second, the College hopes to have a faculty as diverse as its student body.

In 2017, the College’s Annual Report on Faculty Diversity and Inclusivity found that 52 percent of undergraduate students were women and 40 percent were people of color, but only about 31 percent of full-time tenure-line faculty were women and only 18 percent were people of color.

Under the College’s Action Plan for Inclusive Excellence, the College originally aimed to have racial and ethnic minorities comprise 25 percent of faculty by 2020. However, College President Phil Hanlon noted in an interview with The Dartmouth that

the goal will not be achieved in time.

Instead, the College plans to have 25 percent of the faculty comprised by faculty of color by 2027.

54 percent of the faculty recruited by the College last year were people of color, according to Hanlon. The College hopes to continue to recruit faculty of color at a similar rate in order to reach its set goals.

“If we can hit 33 percent faculty of color each year, we will be able to achieve that [2027 goal],” said Hanlon.

One faculty member involved in faculty recruitment Michelle Warren described three lenses through which the College sees diversity; first, the federal government has categories for different “historically underrepresented groups.” Secondly, the College can promote diversity in certain academic disciplines which have been underrepresented in the past. Lastly, the College can promote diversity in its “social community.”

Warren also noted that the College engages in both “active” and “passive” recruitment. Active recruitment includes outreach to potential candidates via conferences, networking and fellowships while passive recruitment involves advertisements in professional journals. Warren also works with faculty recruitment leaders to “support searches in developing recruitment plans that are diversityconscious.”

Warren did not comment on the specifics of how the College’s Action Plan for Excellence would affect Dartmouth’s regular recruitment processes.

Interim Provost David Kotz ’86 said that his position as Provost includes many roles to help increase underrepresented groups’ presence in the faculty. He noted that one of the main ways he promotes diversity is by continuing the initiatives started by former Provost Carolyn Dever .

Kotz added that he leads a special fund initially put in place by Dever to “enable or encourage an increased recruitment of professors who would diversify the faculty, including faculty of color.” He said that this fund was meant to help find potential professors from underrepresented groups that include racial minorities but does not leave out other groups of people who are underrepresented on campus such as women.

“We also consider that an important diversity goal,” he said.

Even with these plans in place, in a recent Pulse survey, only 24 percent of Dartmouth students surveyed said they somewhat or strongly agreed that the College is doing a good job of promoting faculty diversity. ThirtySEE FACULTY PAGE 9

FRIDAY, MAY 18, 2018

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THE DARTMOUTH NEWS

Dartmouth’s admissions strategy adapts and grows B y MARIA HARRAST The Dartmouth Staff

Shakily gripping his iPhone, a father zooms in on his daughter’s tense expression, as she stares at her glowing laptop. She bites her lip, holds her breath, and makes one final, definitive click before dropping her jaw. “I GOT IN!” Her mom runs into the room and screams alongside her daughter, as her dad continues to film the culminating celebration of countless AP courses, afterschool activities and Common Application essay revisions.

College admissions decisions play pivotal roles in the lives of high school seniors and their families. For many, getting into an elite college or university is validation for years of hard work, representing greater future opportunities and acceptance into a select group of individuals.

With plummeting admissions rates, however, it is becoming increasingly difficult for students to gain the coveted acceptance letter.

Dartmouth’s past admissions cycle is testament to this trend.

Of the 22,033 students who applied to the College’s Class of 2022, 1,925 students were offered admission, marking a recordlow 8.7 percent acceptance rate.

Within one admissions cycle, the College dropped its acceptance rate noticeably from the Class of 2021’s more standard 10.4 percent acceptance rate.

In the past few decades, the College’s acceptance rate has generally decreased following an erratic history of admissions over the last century; in 1900, 636 men were enrolled at the College. A burgeoning applicant rate in the thirties was followed by a decline during the “war years” — a period between the 1930s and 1970s, according to Special Collections archivist Kenneth Cramer. 1972 marked the first year of female students; 3,412 men and women were on campus that fall term.

1,066 students joined the Class of 2003 — 1,215 students joined the College this past fall as members of the Class of 2021.

Vice provost for enrollment and dean of admissions and financial aid Lee Coffin said that the acceptance rate decreased for the Class of 2022 due to the larger pool of applicants. A greater number of applications and a projected high yield rate, based off of the Class of 2021’s record-high 60 percent rate, meant that the admissions rate would inevitably drop, Coffin said in a previous interview with The Dartmouth. “ I n s o m e w ay s, i t ’s ve r y straightforward math,” Coffin said. “You have a fixed number of

seats, and an expanding pool. Year to year, we adjust the admit rate based on our projection of how many people will say yes. The more who say yes, the fewer we take, or we over-enroll. These things are all working in combination at Dartmouth and the other schools that have had shifts in selectivity.”

Other Ivy League schools decreased their acceptance rates for the Class of 2022 as well.

Coffin added that the College’s international outreach continues to draw more applicants, necessitating lower admissions rates. He added that other American universities’ decrease in acceptance rates is due in part to increased outreach worldwide.

In Sept. 2015, the College announced its decision to become need-aware for inter national s t u d e n t s, c i t i n g a d es i re to sustain the international student population. While only five American universities still offer need-bind admissions and fullneed financial aid for international students, this decision garnered controversy, as domestic applicants remained need-blind. One of the goals of the College’s $3 billion capital campaign, “The Call to Lead,” is to reimplement needblind admissions for international students.

“The pools continue to grow, and part of that is admissions expanding to parts of the United States and parts of the world where American colleges haven’t been before,” Coffin said. “Countries that haven’t historically sent many students to the U.S. are becoming more conscious of American options.”

He added that since the advent of the Internet, students now have the capability to learn more about colleges online — while many students do continue to visit schools in person, students who do not have the opportunity to learn about colleges through websites and social media.

“When I first started admissions, everything was paper,” Coffin said. “We would send students a brochure, they would come visit campus and it was a very in-person experience. The pools were smaller as a result because it was harder to recruit. The work has changed since the mid-90s to the mid-teens.

The broad population now has the ease of access that allows anybody to find college information.”

Coffin added that the College has made efforts to optimize its online presence and reach out to prospective students. However, he also noted that he believes the higher yield rate can be attributed to the College beginning to highlight its excellence in undergraduate teaching to prospective students.

NORA MASLER/THE DARTMOUTH STAFF

A College Pulse survey asked students about whether the College was their first-choice school.

Current students view the College’s thoughts about the atmosphere at academic reputation favorably as Dartmouth. well. According to a Pulse survey, “The other school that I was 61.9 percent of current students considering besides Dartmouth believe that the reputation is was Cornell [University], but excellent, and 33.3 percent believe Cornell’s admit day didn’t make it is good. me feel welcome the same way “Every year, the answer comes that Dartmouth did,” Roodnitsky back that the said. “Visiting most important “Every year, the as an admitted c o n s i d e r a t i o n answer comes student at one for prospective s chool ver s us D a r t m o u t h back that the a n o t h e r, I s t u d e n t s i s most important realized that excellence in the people were teaching, and consideration completely the second most for prospective different, and i m p o r t a n t i s Dartmouth students I hadn’t even undergraduate factored that into access to high- is excellence in consideration. I quality faculty,” teaching, and appreciated at Coffin said. “If Dartmouth that y o u w e r e t o the second most they focused back up three important is the most on years, that what kind of undergraduate wasn’t the way people we were the admissions access to high-quality rather than our story was being faculty.” achievements.” told about The College’s Dartmouth.” welcoming Prospective Dartmouth students environment can in part be also have the opportunity to attributed to current students’ experience life at Dartmouth eagerness to attend after receiving during Dimensions, the events their own offers of enrollment. held every April for admitted According to a Pulse survey, students. Dimensions includes Dartmouth was the first-choice programming such as campus college for 57.7 percent of current tours, faculty lectures and art students. showcases, in addition to more Prospective students have unique programming, such as the further opportunities to learn “Experience Dartmouth” student m o re a b o u t s t u d e n t l i f e i n show, “After Dark Tours” and the “Experience Dartmouth” stargazing. show, also simply known as the Mary Roodnitsky ’22 said that “Dimensions Show.” Current Dimensions helped affirm her students perform song parodies,

dance and share their experiences at the College to give prospective students a better understanding of life at Dartmouth.

Edward Lu ’21 perfor med in this year’s Dimensions Show and said that the show tries to encapsulate the spectrum of student experiences at the College.

“The Dimensions Show itself if very unique to Dartmouth, and I do think to a certain extent how quirky Dartmouth students are,” Lu said. “We have flair and our Dartmouth-specific -isms, and I think the Dimensions Show gives prospective students a little taste of that. The songs we perform cover different topics. My two songs were about Hanover as a town as well as academics, and I know that other categories include fears, dining options on and off-campus, and traditions.”

Roodnitsky said that after attending the Dimensions events, she felt that the current students mirrored the kind of person she hopes to embody, which helped in her decision to commit to the College a week later.

“The thing that really amazed me the most was that the admissions people really focused on collaboration and friendship above everything else,” Roodnitsky said. “Watching current students interact and constantly finding ways to meet up on campus made my heart happy because that’s how I want to be in college.”

Coffin affirmed that through student outreach programs like Dimensions, he is confident this year’s yield rate will be high.

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FRIDAY, MAY 18, 2018

THE DARTMOUTH NEWS

Native American Looking ten years into the future education at Dartmouth B y VANESSA SMILEY The Dartmouth Staff

B y CAROLINE BERENS

The Dartmouth Senior Staff

Despite its explicit charter mission to educate Native American youth, the College largely ignored this commitment for its first 200 years.

Between 1769 and 1969, the College graduated just 19 Native students.

In 1970, College President John Kemeny reaffirmed the College’s commitment to its founding principle to educate Native students in his inaugural address. Native American studies professor N. Bruce Duthu ’80 explained that the late ’60s and early ’70s were rife with questions and debates about challenging traditional mainstays of power, both at the College and society at large. For example, the College was also contemplating coeducation, ultimately deciding to admit women in 1972.

“It wasn’t like Dartmouth suddenly woke up,” Duthu said. “There were nudges from society in general.”

As part of its re-commitment, the College created the Native American Program in 1970, staffed by administrators who provide support to Native students. The extant program, formerly comprised of a director and program coordinator, recently grew to include a director, assistant director and administrative assistant, according to interim director of the NAP Kianna Burke ’12. Burke and Duthu said a need for more student support compelled the expansion.

The creation of the NAP was followed by the establishment of the Native American Studies academic program in 1972, which has expanded from a modest program with one parttime professor to one staffed by eight faculty members and visiting faculty with major/minor course offerings and its own off-campus program, established in 2015.

Despite these visible commitments to the Native community, Duthu said from a social standpoint, the College was “very volatile” during the late ’70s. He recalled, for instance, being questioned directly as a Native student about his position on the Indian symbol as the College’s mascot, which was discontinued in 1974 but remained controversial.

“What if I had never thought of a position on the Indian symbol?” Duthu asked.

Kianna Burke’s sister Kimonee Burke ’18, former president of Native Americans at Dartmouth and the former undergraduate advisor for the Native American House, said discussion of the mascot still “crops up” every few years. When she and other Native students approached the administration with the possibility of imposing repercussions for students who brought up the mascot, Kimonee Burke said the response was less than supportive.

“They asked, ‘Well, why is it such a problem?’” Kimonee Burke said.

“Instead of, ‘Yes, we understand why this is offensive and why something needs to be done.’”

Evan Barton ’20, the current social chair of NAD and co-chair of the 2018 Powwow, shared a similar story of the administration’s response to concern about the Hovey murals. Currently located in Sarner underground, the Hovey murals consist of four painted scenes presenting offensive depictions of Native people and the College’s origins. This past April, a study group comprised of faculty and students was created to assess the future of the murals.

Barton said that there was a lack of institutional support for efforts to remove the murals, even from within the Native community. He said the NAP and NAS wanted to “keep with the status quo” and “not upset a balance,” which he said was understandable but still disappointing.

“It didn’t feel like they had our back sometimes, which is hard, because those are the people that should,” Barton said.

However, he noted that the eventual solution of a study group achieves NAD’s original goal, which is to evaluate the murals’ role on campus.

Duthu noted that during the 70s, the presence of Native students was seen as a political statement, as they represented the College’s efforts to reach out affirmatively to certain groups, which some considered favorable treatment.

“In some quarters, [these efforts] were seen as excluding ‘better qualified students,’” Duthu said. “The same discourse happened with women, that they were taking the place of ‘better qualified’ white guys. That persisted for quite some time.”

Duthu said this rhetoric has dramatically shifted in recent decades.

“The sense of welcome and acceptance of both Native students, and more deeply the value of diversity, is so much better entrenched than it was back in the 70s,” Duthu said.

Barton noted, though, that because of the College’s origins, the Native community remains a politicized presence.

“NAD is inherently political,” Barton said. “Being here as an indigenous student or a Native student is fulfilling that charter, and for 200 years they forgot to do that.”

Barton emphasized that the experience of every Native student at the College is different, and that his own experience, being a white-passing male, is particularly different than that of Native women on campus.

“This campus has a history of violence against women, and that rate goes up when you’re Native,” Barton said. “One in three indigenous women SEE NAD PAGE 12

Expectation drives, expectation cripples. Many students, despite coming to Dartmouth with a staunch readiness to absorb the breadth of knowledge inherent to a liberal arts education, carry the weight of expectations. That weight is sometimes definite, sometimes indefinite, but rooted always in a vision of the future that seems blurry and beyond reach.

Many students came to Dartmouth with this uncertain vision in mind.

“Initially what prompted me to apply to college in general was to have an opportunity for social mobility,” Emmanuel Berrelleza ’21 said. He noted that his life experiences in Las Vegas opened his eyes early on to the importance of social reform.

“I spent my last year in high school working my hardest to get into one of these schools to have more opportunities, more resources, and just being able to move up in society,” he said. “I see Dartmouth and any college for that matter as a stepping stone to where you want to be, but not necessarily a direct path.”

As students transition to the next stepping stone after Dartmouth, many struggle to determine what the next part of their lives will entail. This question hovers over underclassmen as they strive toward a vision that is elusive at best and nonexistent at worst. It persists even when these same students have, as they approach graduation, secured a job or at the very least acquired a more concrete blueprint for the future.

Jeffrey Gao ’18, who will work for a startup company in Seattle after graduation, recalls the uncertainty he endured as a freshman.

“When I came into Dartmouth, I really didn’t want to study computer science even though my family was hoping I would,” he said. “I really wanted to study econ [...] because I thought it would be really awesome to work in either the Bay Area or New York City.”

Hallie Reichel ’18 found herself in a similar position when she first came to Dartmouth. She noted that her passion for documentary film eclipsed her initial desire to work for a nonprofit organization.

“I had pretty high expectations for myself in terms of making an impact on the world,” she said. “My vision [was that] I would go out into the world and fight the world’s greatest injustices.”

This expectation, however ambitious and abstract, prompted her to dive headfirst into the government department.

But as Gao and Reichel grew both in knowledge and maturity, so too did their visions change and congeal.

During her sophomore summer, Reichel discovered a love for documentary film and began to pursue internships in that area of

study. Around the same time, Reichel realized that even a job in a nonprofit could be rife with politics.

“A lot of my classes really ... [examined] a lot of the problems in huge NGOs and institutions,” she said. “[They] looked at how humanitarian aid can actually have adverse effects [...] so it was no longer as simple as, ‘Oh, I’m just going to do this job and help a bunch of people.’”

Gao, too, now has a more definite plan for the future.

“I’m now a [computer science] major, and I’m going to work in tech next year in Seattle,” he said. “I think that I will still be working in the tech industry unless something catastrophic happens in tech.”

Berrelleza on the other hand, finds himself in limbo as he inches toward a future that is uncertain and abound with possibility.

“I plan to go to law school right after undergraduate school,” he said.

“After law school I think I’m going to work in the private sector for about three or four years. I plan to hopefully start my own business and maybe join an executive position with some big company to learn ... but I also want to [do] public service [and] work in government.”

Though Brayan Lozano ’20, who is currently pursuing a dual degree in computer science and engineering, does have a few goals in mind, he is willing, for the most part, to let life run its course.

“My goal has always been to explore,” he said. “I’ve been back

home to Ecuador and to Costa Rica once, but besides that I haven’t really explored anywhere else.”

Lozano’s goal is to work abroad in order to simultaneously experience new cultures whilst also making money to support his family.

However uncertain their current plans may be, all four students desire to leave a mark on their future communities.

“The people I believe I have impacted and the people who have impacted me are those who have been the closest to me,” Reichel said.

“So rather than this abstract idea of helping the world, it’s about helping those around you ... I learned that I could use really anything to make a positive impact.”

Berrelleza echoes Reichel’s sentiment.

“Impact and visions aside, the future is in many respects an extension of Dartmouth. I’m the type of person to do things and have experiences for the sake of learning,” Berrelleza said.

“And I feel like I will definitely learn a lot in whatever company I will be.”

Reichel shared a similar sentiment, noting that he desires a balance between the people who are most important to him and his professional interests.

Whatever the case be, it is important to not just keep an open mind, as tempting the impulse to delineate the future may be, but to find satisfaction in one’s personal and professional state.

“Otherwise,” as Gao points out, “there’s potential for disappointment.”

SUNNY TANG/THE DARTMOUTH STAFF

A campus-wide survey that received 1,240 responses polled students on their plans post-graduation.

FRIDAY, MAY 18, 2018

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THE DARTMOUTH NEWS

A Brief Account of a Friday Night at Dartmouth’s Greek Houses — lessons learned and experiences gained B y VESELIN NANOV The Dartmouth

Most of my Friday nights are spent according to a game plan adjusted based on social events put on by the College and the Greek system; I am no stranger to the different social spaces on campus. Since joining a Greek house, I have begun to become alienated from the party crowd that gravitates toward the big events organized by other houses. To refresh my memory and be able to record the student experience in some of campus’s most frequented social spaces, the Greek houses, I needed a guide.

My guide reminds me of the title character in Me, Earl, and the Dying Girl — “on low-key good terms with everyone in a way that is invisible to everyone else,” so I will refer to him as Greg.

About 20 minutes before we were supposed to meet up and talk the night through at a “pregame,” I got a text. Greg wanted to start sooner than I originally thought. The pace of things was picking up, and I did not want to miss out. I threw on a jacket I had bought at the Salvation Army in West Lebanon, slid on a pair of beat up sneakers with soles still sticky from stepping in dried puddles of beer at

basements the previous weekend and rushed outside. We met up on the lawn in front of a house with a small crowd of people in eclectic attire waiting near the door.

Greg exchanged nods and friendly exclamations with many of the people in the foyer. Tails was still wrapping up, so we followed one of the house members upstairs. A boy rushed out from a door to welcome Greg. Voices of the people chattering outside spilled into the room. The mixture of laughter, excited shouts and muffled conversation distracted me, so I almost bumped into a table topped with halfempty beer cans.

Greg’s friend was quick to offer us a drink. As I was picking up a can, I sensed familiar smells seeping through the corridor. But before I had the chance to take a sip, the fire alarm went off.

The three of us gathered at a safe distance, as a Safety and Security officer made his way to the door. With the alarm wailing in the background, the small crowd around us and fire department vehicles parked close made us feel like we were at a crime scene. I was pulled back into reality when Greg motioned for me to follow him. He had checked with some people and figured out another party for us to attend.

The living room of the next house had been emptied out. We lifted a couch and pushed our jackets under it.

The basement, filled with the familiar stink of stale beer, was dimly lit and of average size. A couple of people danced around the space in front of the bar. Most attendees, however, were crammed in a room to the side. Two pong tables took up most of the space in the room. The crowd along the walls cheered for a pair of players. The sounds of intermittent conversations mingled with the clatter of cups and cans rolling around the floor.

Some seniors asked me to snap a quick picture of them. As I pointed my camera at them, I could not help but compare those pictures to the multiple shots they would take in a month, wearing their graduation gowns with radiant smiles and hopeful gazes. The picture I took had them wearing dresses and heels, ripped jeans and t-shirts.

Their smiles reflected the promise of the night. In the embrace of the evening, those 20-somethings, like most of the people surrounding them, felt free to take off the facade of being straight-laced Ivy League students and put on that of easygoing youth, dancing and drinking all worries away.

Greg frequently checked his phone

for texts; the party at the house was fizzling out. To spend more time in the basement would be a waste. That same time could be enjoyed in the whirlwind of parties unfolding elsewhere around campus, and Greg was on the search again. We pulled our jackets from below the sofa. Greg’s friend who we met at the first house caught up with us on the way out. Fire department vehicles were still parked further down the street reminding us of the would-be party that launched our night.

The street was teeming with groups of students trying to get to their preferred house in time for pong tournaments and various dance parties. They shuffled along excitedly, and the loud voices and laughter of these travelers echoed down the road as we walked down it on the way to our next destination. We were headed toward a house that was hosting a major concert that night.

By the time we arrived, there were no signs of the large line that would trail toward the entrance later through the night. A couple of people were casually smoking cigarettes and sipping beers on the porch. We made our way past them and the doorman to find ourselves in a broad entryway. Three guys guarded the staircase leading to the upper levels of the house. Greg

exchanged a couple of words with a small group of people gathered in the entryway. Then he smoothly talked both of us through the self-designated guards to the upper floors where the band was warming up. A couple of rooms on the second floor had their doors open and crowds of people had gathered in each, talking and drinking.

We hid our jackets between some boxes in one of the rooms. Greg stopped here and there to greet people he knew.

However, the crowd was mostly made up of people neither of us recognized.

We finally found ourselves on the third floor, and someone pointed out the room where the band was warming up. Greg knew some of the performers, so he walked in and I followed.

I anticipated the sounds of a rehearsal or instrument tuning.

Instead, clatter and a stream of music in the background filled the room. No one seemed to mind us, and after Greg spoke briefly to the band members he knew we settled in a corner where we could enjoy our beers. In a couple of minutes, out of nowhere, a girl in a black dress jumped in between us and pulled out a tape measure. She threw a quick look around. Then, she ordered me to hold one end of the tape SEE SOCIAL PAGE 14

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At Dartmouth, technology and times change in tandem B y GIGI GRIGORIAN The Dartmouth Staff

Thirty years ago, the Internet was just arriving at the College. Not too long ago, desktop computers lined the main hallway of the first floor of Berry Library. Now, it is a common sight to see a Dartmouth student strolling this same hallway while looking down at their smartphone, perhaps checking their Blitz or Canvas.

In the past few decades, technology has transformed communication and the spread of information. As technology has evolved, it has become increasingly prominent in classrooms at the College.

One benefit of the rise of technology is its potential to improve classroom education. For example, in her Chemistry 6, “General Chemistry” class, professor Katherine Mirica uses technology to gauge students’ grasp of new material. Specifically, she uses clicker software to ask students conceptual questions about recently covered material. The software is available on computers and can be downloaded as a smartphone application.

Mirica explained that the clicker questions allow her to step back and identify concepts that students have not yet grasped.

“It helps me see where the entire class is, not just the few students who vocally answer,” she said.

Mirica also joked that the clicker questions “keep people awake” during her class, which meets during the 9L schedule period.

She also uses technology to help incorporate active learning in her 94-student class. Mirica has her students work together in small groups during class to solve problems that apply new material. These collaborative problems are “meant to engage the students

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THE DARTMOUTH NEWS

beyond just being passive listeners and to encourage active participation, which is hard to achieve in a large class,” she explained. “They break up lecture content into student-centered problem solving.”

When groups finish each problem, they upload pictures of their work, done on white boards, to Canvas. Mirica can then review students’ work, identify common issues, and address them in class. This problem-solving method also helps her design future problems, as she can see how students approach the problems and how far they get on each problem in the allotted time.

English professor Thomas Luxon also uses Canvas in innovative ways in his classes. For example, he utilizes Canvas’ peer review function, in which students upload their writing to Canvas and get feedback from two other randomly-assigned students. Each student can use the feedback to revise and resubmit their essays. While he acknowledges that peer review would be possible without the online component, Luxon said that Canvas facilitates the editing process among students.

Luxon also uses Canvas as a discussion forum for his students to reflect on each reading assignment before coming to class. Every night, Luxon’s students submit an analysis and questions about the reading. After students upload their reflections to Canvas, they can view what other students have written in response to the reading.

Because students can read each other’s work, and because Luxon offers feedback to the reflections, he said that “the discussion [of the reading] is already well underway before we even sit down [in class].”

Luxon also noted that he structures his class based on the observations and questions that students raise in their submitted writing assignments. Thus,

Luxon uses Canvas as a resource to engage students and improve the quality discussions of texts in his classes.

While technology has produced new ways of teaching at the College, it has also impacted how students work outside of the classroom, most significantly in how they conduct research.

Dartmouth students have access to 363 online databases through the College, librarian Wendel Cox said.

Students can search these databases from anywhere in the world, ranging from their favorite library nook to another country during a foreign study program. For this reason, Cox noted that the College library now “has no walls.”

Technological advancements have also facilitated the programs BorrowDirect and DartDoc, which allow students to obtain printed materials from non-Dartmouth libraries.

“We used to live with a scarcity of information or challenges for access to information,” Cox said. “Now, we live with so much information and such a range of different possibilities for it that it’s overwhelming. You need a guide, and that’s what [librarians] do.”

Luxon echoed this idea, saying that students can now do “authentic scholarly work” due to the wealth of information available online.

With so much information at students’ disposal, Luxon explained that professors now organize their classes to have students perform scholarly work and interact with broader academia.

“It’s possible for us to design courses in such a way that students are actually apprentices to professional work in the discipline,” Luxon said.

The rise of online resources has also led to the emergence of digital SEE TECHNOLOGY PAGE 14

NATALIE DAMERON/THE DARTMOUTH STAFF

Students are allowed the use of their laptops during a lecture.

The legacies we leave B y JASMINE OH The Dartmouth

Prospective Dartmouth students and parents arrive wide-eyed at the College after traveling far from their homes to reach the quaint town of Hanover, New Hampshire. These visitors who come to the school may make a stop inside Rauner Special Collections Library, where guides offer information about the magnitude and breadth of the library’s collections. Visitors can interact with the collection and learn about the artifacts, which range from Daniel Webster’s hat to historic documents like “The Godfather” author Mario Puzo’s papers.

From cuneifor m tablets to Shakespeare’s first folio to the original copy of the Book of Mormon, there are so many items that one could ask for and touch with bare hands. Although I cannot argue that looking and touching the ornate lapis lazuli and gold decorations on a Book of Hours from the 1440s is not an astounding experience, it cannot compare to the experience of reading the stories of Dartmouth alumni. Well-known or not, if you are a student reading this article, you will leave your legacy at Dartmouth through a manila folder at Rauner that will become available after your death. The folder will include details that the College’s alumni center has tracked about you since you have graduated, and your children or perhaps your grandchildren will send more materials to the school so that your file can grow thicker.

The first folder that I encountered was that of Howard B. Lines of the Class of 1912. The first time I encountered Lines’s story was when I, along with the other tour guidesin-training, gathered around a large green scrapbook titled, “Memorabilia from College Days,” with the name Howard Burchard Lines engraved at the bottom right hand corner.

The head of special collections, Jay Satterfield, opened the memorabilia to a page and asked us to pay attention to a telegram that Lines’s family had sent him a few days prior to attending his commencement on June 26, 1912.

“The Western Union Telegraph Company” was written in bold letters at the center, and in purple ink were the words “Received at 56 NY R& 4 via Halifax, S S Carpathia 17, Lnes: Safe on board Capathia.” Looking up at us, Jay asked, “Does anyone know what the Carpathia is?” I can easily say that all of us trembled after hearing the answer — the RMS Carpathia was the vessel that rescued the survivors of the RMS Titanic. The mere chance of an alum and his family being involved in one of the most historically dramatized events was astounding.

Chance was the reason that he suddenly became cross-listed with a historical event, but other than that,

Lines was just another student at the school. He was a brother of the now-defunct Delta Kappa Epsilon, which he called “the best of all!” He attended the football games against Harvard, Williams and other peer institutions, and he kept the scorecards in his memorabilia. He took his Math I exam, and was elated to “pass with 70!!!” He donated 25 dollars to the building of the Alumni Gymnasium so that he could say that he funded its construction. He considered the College’s book of “Regulations of the Faculty” the most important book on campus, and he got a note from the College stating that he was charged three dollars for a broken window in 11 Richardson Hall, his room during sophomore year.

However, chance was not the reason why he would become actively involved in another historical event.

As a born-and-raised Frenchman until his matriculation at Dartmouth, Lines enlisted for the army during World War I. Caught in a deadly war, the Dartmouth and Harvard Law graduate died from pneumonia on Dec. 23, 1916 near Verdun; he had been in the service of the American Ambulance Corps.

Why is Lines’s story so important in the first place? The easiest explanation is what it represents. Standing in line at Novack Cafe or studying on the third floor Berry Library, it is so easy to hear the words, “I am so jaded” or “I want to go home,” and I am not denying that I have been the one saying these very words. As an American student whose family is living abroad, much like Lines, I often am homesick and I forget about the powerful and enriching experiences that Dartmouth provides. Whether it be Lines, who lost his life during World War I, or Richard Joseph ’65, a student from Trinidad who invited Malcolm X to campus his senior year and attended the Selmato-Montgomery March, or Edward “Terry” Shumaker III ’70, who spent his time at the school volunteering for Sen. Eugene McCarthy’s 1968 Democratic primary campaign, all of them started off as students standing in the Green who celebrated Homecoming and Winter Carnival just as we do today.

Rauner, underneath its bright white interior, collects the stories of alumni whose names are both extremely well-known and those who are less so. Nonetheless, each contains a story of a remarkable life, and it is my hope that I remind you, the reader, to feel empowered by all the things that former students have done during and after their time at the College. Perhaps, as we are approaching the end of spring term, it is the most apt time for students to reflect and consider the legacy they want to leave at Dartmouth. What do you hope to have in your own yellow cabinet file at Rauner?

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Making strides toward a Substance abuse and the Big Green diverse faculty B y RUBEN GALLARDO The Dartmouth Staff

FROM FACULTY PAGE 4

strongly agreed that the College is doing a good job of promoting faculty diversity. Thirty-one-pointsix percent of students surveyed said they neither agreed nor disagreed, while 44.4 percent of students said they somewhat or strongly disagreed.

When it comes to granting tenure to faculty of color, special assistant to the president Christianne Hardy said that the College must strike a balance between supporting their work and research but also accommodating their ability to counsel and support students of color. She added that faculty members of color often have more interactions with students, as they also serve as advisors and counselors to students of color.

“It’s really hard on the faculty, because the faculty of color end up doing an enormous amount of mentoring work with students,” College President Phil Hanlon said in an interview with The Dartmouth.

Hardy said many colleges and universities only track the productivity of tenure-track faculty through student evaluations, academic publications and other formal assessments that are “visible and measurable.” The informal interactions faculty have with their students — which are nearly impossible to track because they can occur at any instance — are often left out of these assessments, she said. A professor of color may spend more time with students of color because they look up to and feel more comfortable with said professor. These interactions may unintentionally disadvantage faculty of color in the tenure process

because their white counterparts are not nearly as demanded by students since there are more professors of that background on campus.

Spanish lecturer and current La Casa live-in advisor María Luisa Martínez said her position “is a full commitment” because, as the live-in advisor, her job is ensuring the wellbeing of the residents while promoting multicultural events on campus that bring people of different identities together. Even though this may seem simple, she added that the Spanish language is not attached to one sole identity or culture, and finding common ground among all the different beliefs, ideas, cultures and identities in order to promote inclusivity and create a welcoming environment for everyone is an added role for the advisor.

As the College wrestles with its ongoing commitment to ensure that its faculty is as diverse as its student body, it undoubtedly faces challenges to its goal. Long-term benchmarks are difficult to achieve, recruitment is competitive and a systemic shift for the College regarding its recruitment structure requires a large commitment. But many argue that it is worth it. From the faculty members of color who spend hours mentoring students in addition to their regular workload and research, to the importance of having diverse opinions and backgrounds in academia, to the students of color who find confidence in seeing that their faculty mentors share similar experiences and backgrounds, the pursuit of faculty diversity is a challenge that the current administration, many students, staff and faculty believe the College must embrace.

Alcohol and substance use at the College forms part of a wider nationwide dialogue about highrisk behavior on college campuses.

Dartmouth’s drug and alcohol policies have drastically changed over years, but most recently, the College has implemented new standards and refined current policies while continuing to offer a variety of programs that aim to reduce high-risk drinking and drug use among students. As the administration continues to evaluate current standards and programs dealing with alcohol and substance use, experts on substance use, students and alumni interviewed by The Dartmouth share their perspective on these policies.

N at i ve A m e r i c a n s t u d i e s professor N. Bruce Duthu ’80 said that pervasive drinking, peer pressure to consume substances and the consumption of marijuana occurred during his time as a student at the College. He recounted that the ease of accessibility to substances, an ethos of pride for engaging in risky behavior and a lack of enforcement by the College and Hanover officials created an environment that dismissed substance abuse just as a common trend among college students.

“I can remember that folks drank [alcohol] and smoked pot with impunity,” Duthu said. “People were not hiding in their rooms. I had a classmate who would built these elaborate bongs, and when Safety and Security would do rounds and see [them], nothing [would] ever happen.”

In a recent Pulse survey on alcohol use at Dartmouth, out of

1,549 respondents, 8.5 percent indicated having eight to nine drinks on a typical night out, 16.2 percent said they have six to seven drinks, 27.8 percent indicated having four to five drinks, 19.5 percent indicated drinking two to three drinks, and 16.3 percent said they did not drink, as of press time.

In the same survey, 77.4 percent of the respondents said they had no instances of “blacking out” in the past two weeks, 18.4 percent indicated “blacking out” one to two times and 2.2 percent said they “blacked out” three to four times.

Based on another Pulse survey on drug prices, 18.2 percent of the 631 Dartmouth respondents said that marijuana is their favorite drug, 2.9 percent indicated nicotine as their favorite and 2.5 percent said cocaine. On the other hand, 52.1 percent said none of the drugs were their favorite and 17.6 percent declined to answer.

An anonymous female student at the College said that she drinks alcohol three to four times a week, depending on her workload, and smokes marijuana about three times a week. She explained that because she enjoys very active social environments where she has the opportunity to meet and interact with different people, she ultimately engages in alcohol and drug use since these tend to be present in these types of social environments.

“I have friends here that don’t drink or smoke at all and they live very different social lives than I do,” she said. “They are still pretty social and active on campus, but for example, my friend will be making waffles on a Saturday night while I’m playing pong in a basement somewhere.”

Director of the office of judicial affairs Katharine Strong said that

the alcohol and drug policy states that the College abides and upholds federal and state laws regarding alcohol and other drugs. Strong added that after an incident occurs, judicial affairs reviews the report and determines whether a violation of policy did or did not occur if the incident were to be true.

According to the College’s alcohol and drug policy, the College’s policies aim to promote moderation, safety and individual accountability for those who choose to engage in substance use, and maintain a community where the effects of substance abuse and the behavioral problems associated with the disorder are openly discussed.

According to the director of the student wellness center Caitlin Barthelmes, high-risk drinking is a public health issue at all college campuses. Therefore, the student wellness center focuses on helping students make decisions about engaging in substances that align with their values and keeps them as safe and healthy as possible, she said.

Strong said that when there is an incident in which a student allegedly engaged with alcohol in a manner that may violate the College’s standards, the student wellness center contacts all involved students to offer them the opportunity to participate in the Brief Alcohol Screening & Intervention for College Students program. She added that if judicial affairs determines that a violation of the College’s standards occurred, then students are required to participate in BASICS. “We know that when a student has a risky incident around substances, that that can be a teachable SEE SUBSTANCES PAGE 14

MIA ZHANG NACKE/THE DARTMOUTH STAFF

Data were collected from a campus-wide survey that recieved 4901 responses. Data are presented in percentages.

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Q&A with College P

By Peter Charalambou

Phil Hanlon ’77 has served as the College’s President since June 2013.

Five years into his tenure, Hanlon sat down with The Dartmouth to discuss issues facing the College.

Recently, there have been discussions about possibly expanding class sizes. How wo u l d yo u c o m p a re t h e environment at Dartmouth to that at the University of Michigan? Do you think an increase in class sizes here would have the same impact it did at the University of Michigan?

PH: Yeah, great question. Just to give you some numbers to foreground this conversation, the University of Michigan is one of the great public universities in this country. And public universities have a public mission, which includes educating a lot of students, and particularly a lot of students from the state that they reside in. And so, Michigan is not an exception. In fact, the University of Michigan’s undergraduate enrollment in the last three decades has grown by 50 percent. [It grew from] 20 thousand undergraduates to 30 thousand undergraduates, so it has experienced enormous growth.

Dartmouth by comparison has grown by five percent during that same period. So, when I think about the difference between the two campuses, it’s a great question, and there’s three things that come to my mind. One is how education and instruction is done. So, Michigan, given its scale, has a 16-to-one student-faculty ratio as compared to Dartmouth’s sevento-one ratio. In Michigan, less than 50 percent of the student credit hours for undergraduates are taught by regular faculty ... at Dartmouth, the vast majority of classes are taught by regular faculty. So, I think that when there is growth at Michigan, the scaling of the extra studentcredit hours are largely absorbed by lecturers and [graduate] student instructors. In Dartmouth, if we were to scale up, we would do it through growth of faculty. Second is the curriculum and how the curriculum is delivered. At Dartmouth as I just mentioned, we have an unwavering commitment to the liberal arts, so we’re not going to sort of deviate from that. Michigan as it’s grown ... has grown its undergraduate enrollment across its campus. Michigan has professional degrees ... and they’ve actually grown into their professional schools with more professional degrees. That would not happen here. We are committed to the liberal arts. Lastly is how housing plays out.

We are committed to housing a large

majority of our students on campus ... so if we grew, we would have to grow the housing to go along with it.

Michigan houses its freshman class and less than half of its sophomore class. And so as they grow, they just do less for their sophomore class ...

So, I think that’s how it would play out differently on campus. It’s a much bigger challenge financially for us to grow than for Michigan to grow. And then of course the last thing is Memorial Stadium holds 11 thousand while the Big House holds 115 thousand. So, there’s room for growth. That was a joke.

On a similar vein, Dartmouth really takes pride in this idea of intentional inefficiency. For example, small class sizes are inefficient in concept but effective in practice. How do you think this model of education gives Dartmouth a competitive advantage in modern education?

PH: Again, it is absolutely the case that residential liberal arts education is really the most expensive, and so we have to see huge advantages to justify. And one part, of course, is what we were talking about earlier, the close connection between faculty and students. I think it’s harder to justify if we didn’t have that kind of commitment to a close relationship.

That is what sort of makes us special.

It helps challenge our students. I would take this one step further. I think our model allows very uniquely experiential learning. So, learning by doing. There are a lot of different ways this happens. We are talking about undergraduate research, which is a huge important way it happens, but it also happens in the performing arts. It happens in our new entrepreneurship programs and support, through outdoor programs, through service learning, through the center for social impact, internships, intercollegiate athletics. We’re a campus where more than 20 percent of our students do intercollegiate athletics and absorb the learning lessons from that.

So, why is experiential learning important, what’s the big deal about that? I think it has something to do with what we provide to educate students or what higher education generally provides students. So there’s really two pieces to higher education. One is knowledge, so you get broad knowledge of the world, you understand the power of knowledge and you have a thirst to always be broadly educated. You do a deep dive into one subject, your major, and that’s important because that, first of all, allows you

to be inspired by the frontiers of a well-developed creative mind. You knowledge, but also understand and can’t have that by sitting in a lecture humbled by the amount of work and having someone talk to you. it took to develop those frontiers. You have to go out and try. Not be That’s sort of a as successful as knowledge side, “My vision and you want and but separately be coached. and qualitatively aspiration for Moving Do it again. dif ferent. We Dartmouth Forward T h a t ’s w h y prepare you, our xperiential was really to unite the elearning students, with a set is so of key, generally Dartmouth community important. applicable, life in a coordinated effort I don’t skills. So, powerful know if either communication to eliminate extremely if you went to skills, critical harmful behaviors t h e “ F u t u re thinking skills, a of Wo r k ” on campus — by well-developed symposium. creative mind, which I mean highIt was all e m o t i o n a l risk drinking, sexual about how the intelligence, workplace is being able to assault and violence, changing given w o r k a c r o s s acts of bias and technology differences, and stuff, and exclusion.” leadership skills, there were a resilience, being lot of successful able to engage -COLLEGE PRESIDENT PHIL a l u m s w h o the arts and came back and humanities — HANLON attributed. But things for the one was Colin liberal arts that Stretch, who is are not applicable to just one next the general counsel of Facebook, job you’re going to take, but are and he said, when he’s looking to applicable to basically everything hire at Facebook, they don’t want you’re going to do for the rest of your individuals who will say, “Gee, there’s lives. And, I think the importance a problem and someone should fix it.” of experiential learning is that it They’re looking to hire individuals powerfully develops these kinds of who are fixing problems. So, they’re life skills. Those skills, when you looking for people who are out doing think about it, think about — having stuff.

Experiential learning, we do it as well as any place. It’s enabled by those inefficiencies that you were talking about, having a staff and faculty that are staffed and eager to have a close relationship, close partnership in learning.

Since its implementation, how has your vision for moving Dartmouth forward changed or adapted?

PH: My vision and aspiration for Moving Dartmouth Forward was really to unite the Dartmouth community in a coordinated effort to eliminate extremely harmful behaviors on campus — by which I mean high-risk drinking, sexual assault and violence, acts of bias and exclusion. That was the original vision and aspiration, [and] it’s still my vision and aspiration. You might ask, “What was going on? Why did we do this?” And I understand it predates you. So, let’s turn the clock back to when I first arrived on campus. That first year, I think uproar is an appropriate term to describe the campus. There were concerns about harmful behaviors and particularly sexual assault and violence. This was just after the Rolling Stone article, and my first year, our application numbers dropped 14 percent in the wake of the Rolling Stone article. Our reputation was just getting bashed.

But more importantly, there was truth to the problem. There was way

COURTESY OF DIANA LAWRENCE

College President Phil Hanlon is now five years into his tenure and has overseen several major changes to the College.

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THE DARTMOUTH NEWS

President Phil Hanlon

us and Emma Demers too much harmful behavior going on. We were under investigation by the Office of Civil Rights for Title IX allegations from the prior year.

My first year, the faculty of arts and sciences voted to close the Greek system ... I was convinced that in fact there was an issue — we had to be honest — there were issues. And I’m not gonna say they’re fixed by any means, but it was important to take action and take definitive action. The first year, we launched the steering committee, which was chaired by professor Barbara Will, and had students, faculty, and alumni on it.

They spent the better part of a year taking suggestions from the campus, looking at other places, looking at best practices, having discussions with lots of different people, and they came forward with a set of — I think — 12 recommendations, of which we implemented 11.

The original MDF proposal mentioned the idea of revisiting the topic of Greek Life in three to five years. Now that we’re at that time, how do you envision the future of Greek life at Dartmouth?

PH: I often say — and this is totally honest — that I don’t really think it’s my job to tell students how to associate. But I do think it’s my job to say, when you associate, here are the expectations of how you’re going to contribute to campus ... My sense is that the Greek community has really stepped up and become part of the solution. Obviously, not every house has complied, and we’ve held some accountable for their actions, but I think by and large we’re getting better. Let me just give you some data.

So, if you look at12-year longitudinal data, which is what we have actual good records for FY06 through FY17, there has been a continuous decrease, particularly since “Moving Dartmouth Forward” started, in the number of organizational hearings and sanctions against a Greek houses. So if you look at the last year that’s complete, there was only one Greek organization hearing, which is a record low ... Let’s look at the actual period of when MDF was implemented to now. So that’s a three-year period, 2014 through 2017. So there were, over that period, 52 actual sanctions against Greek houses. If you look at ... 2006 to 2009, there were 92 sanctions. So there was a decrease of 40 sanctions from the three-year period when we started have record-keeping to since “Moving Dartmouth Forward.” So I think those are some indicators that I think the Greek community has really stepped up. But of course,

there’s lots of more positive things that I mentioned that the Greek houses are trying to do and trying to be part of the solution. And heck, let’s face it, no one wants to pack a classmate into an ambulance and take them off the hospital ... I think, ultimately with the goals of “Moving Dartmouth Forward,” students are going to be the most effective players in achieving these goals.

created a number of postdoctoral positions for new Ph.D.s that are in disciplinary areas where faculty of color are highly represented. These postdocs [are] structured so that they can lead to tenure-track positions, and we have a sizable grant from the Mellon Foundation that is helping us with this. And so I know of a couple of new tenure-track faculty who came through this mechanism ... Your first stop after a P.h.D. is a postdoc and it’s How can we continue to improve to help you develop your standing as diversity measures in the a researcher before all the burdens tenure process to ensure that of being an assistant professor and our faculty is representative committees and stuff like that come of the diversity present in the down on you. The deans are working student body? with department chairs to try to figure PH: It is an area where, particularly out how to balance workload. As I in the inclusivity and diversity, that said, faculty of color end up with is a huge priority for us right now. an overburden, a workload, not Over 40 percent of our students are only mentoring but often being sure students of color, but just under 20 they represent us on committees and percent of our faculty are faculty of things like that. And so, the deans color. Besides being not great for our are working with department chairs students, it’s really hard on the faculty to try and figure out ... how do we because the faculty of color end make sure that the workload of the up doing an enormous amount of institution is balanced amongst the mentoring work faculty? with students. “Every group that’s Last So it’s a really year was an high priority involved in hiring, exceptional that we promote promotion and tenure year. Fifty four diversity in our percent of our process now receives faculty. It is one new faculty of the objectives training on hidden bias were minority of the inclusive — so that includes not f a c u l t y. T h e excellence goal that was i n i t i a t i v e . just a research comoriginally stated Amongst the mittee, but it also the in our inclusive t h i n g s w e ’r e excellence plan associate deans and doing is, the was to reach 25 P r o v o s t h a s deans.” percent minority provided a faculty by 2020, pool of salary and we’re not -COLLEGE PRESIDENT PHIL support to help going to get make targeted HANLON there. That’s too opportunity aggressive. So hires more we’ve stepped possible for the back and said, hiring units. Every group that’s “Okay, what can we get?” We’ve involved in hiring, promotion and reset to achieve 25 percent minority tenure process now receives training by 2027. If we can hit 33 percent on hidden bias — so that includes faculty of color each year, we will be not just a research committee, able to achieve that. One thing that but it also the associate deans and is kind of a myth with a lot of people deans. That includes the Committee is that faculty of color leave here in Advisory to the President, which is disproportionate numbers, but in fact the promotion of tenure committee, the history is that each year we lose myself, my senior team, even the about five percent of our faculty to trustees underwent bias training. either retirements or resignations.

We now employ a faculty-led team. And that’s true of minority faculty It’s been led by Michelle Warren in as well. It’s the same number, but we the last few years, and they help in would like to do better with minority every faculty search, identify talented faculty and help us get to the 25 candidates from underrepresented percent earlier. groups. And so they’ll look at all the faculty searches going on and for each The topic of free speech has one, they’ll go out and sort of scour been a point of contention at the academic world and say, “You Dartmouth and in the academic should consider the following people community as a whole. How because of their credentials.” We’ve should free speech apply to a

college campus?

PH: I’ll be the first to admit that different people have different opinions on this and you can extend it beyond academic institutions to our whole nation right now, which is grappling with free speech. My view — it’s not unique to me, I think probably the vast majority of my peers feel the same way — is that there’s two things to think about.

First of all, what are the rules?

So what are the sort of policies where if you violate them, you can actually be punished or sanctioned in some way. And then there are the norms. What is it we’re trying to achieve as a campus?...So for the rules part, I strongly believe in First Amendment protections. That no one, no member of the Dartmouth community, should be punished for something that’s protected under the First Amendment. I say that because I think the First Amendment has worked well for us as a nation, but also I’ll be the first to admit that there’s a lot of nuance in what speech should be allowed ... The courts in this country have taken for hundreds of years have been grappling with, how do we interpret the First Amendment? And so I would much rather take their wisdom over the years than to say I’m going to just try and decide myself ... On norms of what are we trying to achieve — we’re trying to achieve open dialogue with dignity and respect ... I think Dartmouth has done well compared to other campuses. I totally understand how free speech can end up targeting certain groups and how when there’s a breakdown in the norms, people would want to go to the rules and say, “Let’s fix the breakdown of norms by the rules.”

We’ve had some very controversial speakers on campus ... I’ve gotten a lot of advocacy that I should cancel the events, which I hope never to have to do. One of your classmates, one of your peers was going to burn the flag on the Green ... flag burning is protected by the First Amendment and we went all the way in allowing him to do that if he had chosen to do it. So anyway, that’s sort of my view, but I will be the first to admit different people have different views.

With the current political climate, there have been many concerns about laws that could affect the student body. What measures do you think Dartmouth could take in order to prevent students from possibly repressive or unpredictable laws in the future?

PH: I never like to answer

hypotheticals, so maybe we could talk about DACA. So, we have looked at what can we do as an institution to protect our community members who are currently DACA students.

Should that program go away, those protections go away. So one thing we can do is advocate, and we have a lot of power as an advocate. Within the Senate, for example, there are nine senators that are either in the New Hampshire and Vermont delegations or are Dartmouth graduates. And so I’m in touch with all nine of them. I’ve been outspoken with them about sort of advocating for extension of DACA protections, obviously without success at this point, but that’s okay, I’m going to keep at it. As an institution and with our peers, we do have advocacy power. We will absolutely use that.

We have offered certain students legal services related to DACA, including outside attorneys, legal clinics [and] advocacy organizations.

Often our alums have chipped in here and said they’re willing to help.

So we’ve helped to organize that.

We’re in contact with the ACLU about issues for when students leave campus and are traveling around on campus itself. We will not release any records about Dartmouth students or employees, and we will not let law enforcement into the non-public parts of our campus without an appropriate court order. Having said that, we are going to stick within the bounds of the law. And so I think if we don’t know if there are laws that we find are harmful to the institution, are harmful for people, the institution, I think the right thing to do — what we should all do — is we should go through the normal legislative process and get involved in elections and make sure that we have a legislature who will change those laws rather than just defy them.

How would you envision your future as Dartmouth’s president?

PH: So, I have the best job in the world. I love my job, it’s been five years now. Dartmouth means everything to me. I came here from a little town in the Adirondacks. I was lacking in confidence. I was untested intellectually. I knew almost nothing about the world. And 40 years later, I entered one of the most competitive Ph.D. programs in mathematics in the world. So those four years at Dartmouth, my four years at Dartmouth, they’re everything about who I am today. However I can give back, whatever I can give back to this institution, I want to, and I have a unique opportunity and privilege to do so as president.

PAGE 12

Speakers raise issues regarding free speech FROM FREE SPEECH PAGE 4

with weak speech rights, such as Qatar and Egypt, to explain the necessity of free speech.

“I would be killed because what I have to say would be considered hate speech in an Islamic country,” she said.

“If we are going to regulate speech, who are we going to trust to regulate it?”

Despite what she is seeing on other campuses, Mohammed said that Dartmouth gave her hope.

“I’m actually really impressed by the students at Dartmouth,” she said.

“The students that I interacted with do not fall for any kind of hysteria, they are just level-headed students.”

Mohammed emphasized the importance of everyone exercising their freedom of speech.

“If others can’t speak up, we should,” she said. “Regardless of the mean names and slurs that people might try to throw on us, it is incumbent on us to be the ones to speak up because of our forefathers who have fought for our right to do so.”

Herrera and West agreed that there are no longer such institutional barriers to free speech on campus, but Herrera noted that social repercussions still prevent students from speaking their minds. He cited Ryan Spector’s guest

FRIDAY, MAY 18, 2018

THE DARTMOUTH NEWS

opinion column in The Dartmouth entitled “You’re not Tripping,” as an example. Spector’s op-ed on the lack of gender diversity in Dartmouth’s FirstYear Trips Program incited a campuswide debate following its publishing. “[Spector] was lambasted with the idea of being a misogynist, the idea of being a sexist, a racist, and I think these were unwarranted, unfounded opinions,” Herrera explained.

Mohammed also discussed how students of different political leanings are treated differently on campus.

“It is much more difficult for a person with conservative ideas to speak on a college campus these days because it has been demonized,” she said.

She added that students who do not hold far-left views are often painted as far-right.

“The rational human beings in the middle of these two extremes are being silenced,” she said. “I’ve seen all of these tactics before, but I’ve never seen them in America.”

Herrera said that a student’s identity may influence their willingness to voice controversial opinions.

“Depending on what communities you are a part of, there are certain aspects of yourself that you have to either downplay or find a tactic to maneuver

around,” he said. “As a Hispanic, I may feel less inclined to speak about illegal immigration because of certain peers I have on this campus.”

Mohammed claimed that she is worried because, like “trust-fund children” who do not value their parents’ money, young Americans today do not value free speech.

“The scary thing is I’m seeing that America is starting to think that regulating speech is a positive thing,” she said. “I don’t think the people that are calling for regulating speech realize what they are asking for.”

Like Mohammed, Stone said that students and faculty today must not take academic freedom for granted.

“I do suggest that every one of us that enjoys the protections and advantages of our hard-won system of academic freedom has a responsibility to justify his or her existence under it,” he said.

Herrera cited free speech history in the United States to demonstrate its importance.

“Free speech is probably the most foundational aspect of our country,” he said. “From a historical aspect, it was something that the founders found so important that they created this project of the American state so that we could freely debate ideas.”

NAP sees changes FROM NAD PAGE 6

will be sexually assaulted or raped in their lifetime ... it might be [higher] on this campus, because of how concentrated the population is, and the incident rates.”

Kianna Burke remarked that she has seen improvements since she came to the College in 2008, such as expansions in NAP’s staff capabilities, programming and overall autonomy.

From a social perspective, Kianna Burke noted the increase in activism around social justice issues, which she said is mirrored on a national scale as well.

“There were not many protests on campus when I was here,” Kianna Burke said. “I’d say it’s very much a normal thing now. People are aware of the issues and their part in them, and how they can change and support all of the different communities.”

However, Duthu and Kimonee Burke noted that there remains enormous room for improvement.

Kimonee Burke said she’s seen cultural insensitivity — more by professors than students, which she attributed to generational differences — as well as a general lack of education and awareness about the role of the Native community at Dartmouth.

“In terms of support on campus, I don’t say ignorance to be rude,”

Kimonee Burke said. “But I think there’s ignorance about why it matters that this college has Native history, why it matters that it’s on Native land, why it matters that students be supported.”

She recalled an instance in which, as a UGA at the Native American House, she tried to get the right to bless the house. Since the blessing would involve burning sage, which could potentially set off fire alarms, Safety and Security viewed the blessing as a “hassle,” Kimonee Burke said. She said this instance was reflective of insufficient support for Native students’ spiritual needs.

“There’s so much explanation and so much advocacy that it almost seems counterproductive,” Kimonee Burke said. “Something like that should be simple.”

Duthu noted that the Native community has received varying levels of institutional support under different College presidents. Since President Kemeny, Duthu said the two presidents who have “matched, if not exceeded his level of commitment and concern for the Native community” were President emeritus Jim Wright and President emeritus Jim Freedman.

Kimonee Burke noted that currently, the NAP lacks sufficient funds to provide necessary programming. Moreover, SEE NAD PAGE 13

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THE DARTMOUTH NEWS

Native students remark on College’s history FROM NAD PAGE 12

although NAS is stable and sizable compared to other interdisciplinary programs, it remains a program and not a full department. “[NAS] still has a lot of ground to cover in terms of establishing itself in the academic world at large, outside of Dartmouth,” Barton said.

Steven Abbott, associate director of admissions and coordinator of Native outreach, noted that a challenge of the College’s original charter and its recommitment is its ambiguity.

“The charter and recommitment are openly acknowledged here, which is great to see, but I don’t think it’s even been particularly well-defined,” Abbott said. “That’s one of the things we’re looking to now, is when we say we’re committed to Native students and Native communities, what does that actually look like?”

Despite extant issues and deficits, Duthu, Kianna Burke and Kimonee Burke pointed to several markers of progress for the Native community in recent years.

Duthu said enrollment of Native students was “fairly modest,” with 10 to 15 students per class, during and following his time at Dartmouth. Today, there are 220 Native students currently enrolled at the College, which Duthu said is the highest number he can recall in recent years.

Both admissions and graduation rates for Native students have increased in recent decades, the latter of which Duthu said is particularly significant.

However, Native students still have comparably low graduation rates; 98 percent of white and Asian students graduate from the College in four years, compared to 92 percent of black and Latino students, according to Duthu. Duthu said the percentage of graduating Native students sometimes aligns with the latter group, but has dipped as low as 88 percent in some years.

Duthu noted that due to the small proportion of total Native students, these numbers can be easily skewed by one or two students. However, he said the number does not concern him, referencing a conversation he had with his classmate and former chair of the Board of Trustees Bill Helman ’80 in which Helman approached him about the lower graduation rates of Native students.

To Helman’s surprise, Duthu told him that if the College started graduating Native students at rates of 98 or 99 percent, he would leave Dartmouth.

“The reason that I’m comfortable with those numbers is it means Dartmouth is taking risks on students,” Duthu said. “It isn’t just recruiting the sure vets, the students that Harvard [University], Stanford [University]

and Yale [University] are also going to admit.”

If Dartmouth only accepts the “safe students,” its charter commitment loses its meaning, Duthu explained. He explained that the College achieves this through extensive and intentional outreach to Native communities.

“We send recruiters to schools that most other [Ivy League schools] couldn’t place on a map,” Duthu said.

Abbott said that part of President Kemeny’s recommitment in 1970 included a mandate to the admissions office to start working with “the best and brightest of interested Native students.” He added that his role as a Native outreach coordinator in the admissions office has existed for at least 30 years.

Abbott said the College often has name recognition in Native communities, and is seen as more friendly toward Native students than many peer institutions that lack the “depth or link with the history.”

“In most [Native] communities you go to, it always seems to me, just anecdotally, that you always run into somebody who knows somebody [from Dartmouth],” Abbott said.

However, he acknowledged the competition between the College and state schools in attracting Native students, and the occasional skepticism he sees regarding the benefits of a liberal arts education.

“At the heart of the liberal arts experience is that idea of critical thinking, of engagement, of molding and shaping,” Abbott said. “And I think that’s so critical, and so critically needed in Indian country right now.”

Duthu and Abbott noted the importance of contextualizing numbers when comparing the proportion of Native students at state universities to those at Dartmouth. There may be 500 Native students in a given class at a state school in Arizona, Duthu said, but 85 percent of them might be from Arizona.

Comparably, the Native population at the College is “much more tribally diverse,” Duthu said.

Abbott added that graduation rates for Native students might be only 20 to 30 percent at a state university, compared to significantly higher numbers at the College. Duthu also noted that the College has more Native alumni than all other Ivy League schools combined.

In addition to improved graduation rates and outreach efforts, the Native community — and particularly, its role in the College’s history — have also become more visible in recent years. For instance, Kianna Burke spearheaded Indigenous People’s Week, which was established in 2015 and serves a weeklong celebration of indigenous people with programming and events.

Moreover, in 2015 College President Phil Hanlon approved the Native

community’s long-held desire to have an elder give a blessing at Commencement. Given the twominute time limit, NAS decided to instead give a brief history of the College’s founding.

“The history is the history and it’s not going to change,” Kianna Burke said of the decision. “It can be told in a succinct manner every single year and still have impact.”

The address — which Kimonee Burke gave for the first time in 2016 — emphasizes the crucial role of Native Samson Occom on establishing the College, deviating from the typical narrative focused solely on Eleazor Wheelock.

Kianna Burke said growing awareness and appreciation of the College’s Native history is reflected in increasing efforts by other parts of campus to support Native students, such as the Hopkins Center for the Arts bringing in indigenous performers.

Although she acknowledged that she’d like to see more institutional support for Native students and greater awareness of the College’s Native history on campus, Kimonee Burke said her involvement in the Native community has shaped her Dartmouth experience positively overall.

“There’s a certain pride that comes from being in an institution that was literally created for your people,” Kimonee Burke said.

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A look at Greek Life

College grapples with substance abuse

as she got on a chair to measure the height of Greg’s friend. She inquired about our names, introduced herself, commented approvingly on the boy’s height and struck up a conversation about religion — inspired, I believe, by the Biblical name of Greg’s friend.

I don’t remember the details of the conversation, but I remember that it centered around an upbringing that involved Sunday church and the like.

On the couch next to us, a couple was passionately making out through the course of the conversation. We did not have time to finish our drinks before we were asked to leave. The concert was about to start in twenty minutes and the band needed some time to do its pre-show routine.

As we walked down the staircase, I noticed that the number of people on the second and third floor had increased substantially since we had first come into the house. The rooms and corridors were clustered with people, all laughing and talking over each other. Couples held each other’s hands as they made their way through.

A cluster of boys in tank tops and khaki pants raised a toast, beer cans in hand, and splashed the sticky liquid leaving droplet stains on the clothes of those around them. We made our way back to the entryway and sat on one of the benches lining the walls of the room. I

moment,” Barthelmes said.

College President Phil Hanlon announced the elimination of hard alcohol on campus as part of the “Moving Dartmouth Forward” program on Jan. 26, 2015. According to the campuswide announcement, the policy aims to “tackle the challenge of excessive drinking” by prohibiting the possession and consumption of hard alcohol on campus by any individual or groups.

Interim director of the department of Safety and Security Keysi Montás said that the procedures of Safety and Security when dealing with the presence of alcohol and other substances has not really changed since the implementation of the hard alcohol ban because these procedures are guided by federal laws.

According to Barthelmes, changes to the programs and initiatives at the Student Wellness Center occurred prior to the launch of “Moving Dartmouth Forward,” and the environmental changes brought by the hard alcohol ban overlapped with their efforts to shift the environment around alcohol and substance use.

Barthelmes said that individuals need to evaluate all metrics related to alcohol and substance use — such as alcohol-related incidents and Good Samaritan calls — in relation to each other because these factors influence each another.

Strong added that upward and downward trends in the data do not necessarily indicate a change in student behavior, but may be rather explained by other factors such as the expansion of enforcement efforts by judicial affairs and the office of residential life.

“Sometimes when people see a rise in incidents, they automatically attribute that to a rise in risky behavior,” Barthelmes said. “In actuality, that could [indicate] a success because we are paying attention, enforcing policies and giving students the opportunity to [participate] in a follow-up intervention.”

Based on an undergraduate student alcohol intoxication incident report that compares data from the academic year 2011-12 to 2016-17, medical encounters with reported blood alcohol concentrations above 0.25 decreased from 62 encounters in 2011-2012 to 32 encounters in 2012-13. These medical encounters with BAC above 0.25 increased from 31 encounters in 2013-14 to 37 encounters in 2014-15, but decreased once again to 35 encounters in 2015-16 and to 30 encounters in 2016-17.

In the 2014-15 year, there were 347 reports of alcohol related

FROM SOCIAL SPACES PAGE 7

asked Greg how he managed to get us upstairs. “You have to know people,” he responded.

We joined a group of Greg’s friends in the middle of the dance floor. The band opened its set with some lively tunes as the crowd became increasingly dense. Familiar faces would pop in and out of sight. People tried to push their way to the front or to some friend, maybe to a past or future lover. At some point it got too hot, and I made my way out. Standing by the wall in the far corner of the room, I noticed an older couple. They would have stood out in the middle of the dance floor but were almost unnoticeable the way they had leaned on the wall, observing.

The dim lighting did not allow me to take a closer look at them, so I could not interpret their reaction to the scene. They could have been alumni, reminiscing about the sleepless nights they spent dancing in this very room, or not. Either way, their presence gave me a funny thought. For a second, it seemed like the whole dance floor was a big playground where youngsters were testing their own freedom and occasionally exploring each other’s bodies under the careful supervision of some elders, be they the couple I saw, house members, Safety and Security or any other college supervisor. Then again, perhaps that’s exactly what Dartmouth’s social spaces are — playgrounds for us all.

Technology and learning FROM TECHNOLOGY PAGE 8

John Milton Reading Room,” Luxon intends to help students become less intimidated by Milton’s works, which he noted can be dense and rich with allusions to other works.

On the website, Milton texts contain footnotes that appear when readers click on the applicable line or word in the text. Sometimes, the footnotes contain hyperlinks to other websites, such as online Bible editions or other Milton works. Such accessible information would not be possible in a physical book, where the bottoms of pages are often crowded with dense text explaining Milton’s writing.

In the future, Dartmouth will continue to evolve, as technology presents new possibilities for learning and access to information. For example, in conjunction with the rising popularity of mobile devices, the College’s Information, Technology and Consulting department is moving toward “mobile-first” web design, according to ITC vice president and chief information officer Mitchel Davis. With a mobile-first design approach, new software is being developed with a priority on mobile interfaces. He added that the recentlyreleased Darthub update was designed with a mobile-first approach.

Davis also discussed the possibility of standardizing technology across campus by requiring all members of the institution to have the same device, whether it is an Apple computer, an iPad or a Chromebook. He noted that other universities, such as the University of Oregon and Stanford Law School, are attempting to implement programs with this model.

If the College were to pursue this strategy in the future, Davis said that there would have to be a campus-wide vote to choose the device that the most students and faculty wanted to use.

When a specific device is chosen, the College would help provide computers to students who could not afford them.

Thus, all students could have access to the same tools both for independent work and for in-class learning.

“Everybody would know they had that tool no matter where, no matter when,” Davis said. “[Professors] could start incorporating that into the classroom and into overall teaching.”

Davis thinks that this standardization strategy could realistically be implemented if enough faculty and students thought it would be worthwhile and if the value of such a program could be proved.

“I’ve never seen the faculty or the students resistant to change that is made beneficial to them,” he said.

FROM SUBSTANCES PAGE 9

incidents with Safety and Security and/or residential life. This figure increased in 2015-16 to 414 encounters, but decreased to 388 encounters in 2016-17.

Students made 126 Good Samaritan calls in 2011-12, 95 calls in 2012-13 and 91 calls in 2013-14.

The number of Good Samaritan calls increased from 74 calls in 2014-15 to 96 calls in 2015-16 and to 131 calls in 2016-17.

On Sep. 9, 2017, senior associate dean of student affairs Liz Agosto ’01 announced in a campus-wide email that the Good Samaritan policy would now cover students impaired by alcohol or other drugs.

According to Strong, after hearing concerns from students about calling for assistance from Safety and Security on friends who may have consumed other substances besides alcohol, judicial affairs explored the possibility of updating the Good Samaritan policy to also cover the use of other drugs by evaluating policies at peer institutions and speaking to relevant stakeholders.

“What [we] have is a policy that takes away the concern about students [also using other drugs] earlier,” Strong said. “What we wanted to do was to remove barriers from people getting medical assistance when needed.”

Judicial affairs sends “thank you” notes to organizations who make a Good Samaritan call, and, as of this year, individual students who make a Good Samaritan call also receive a “thank you” notes to recognize them for getting help for another student, according to Strong.

Montás noted that the procedures followed by Safety and Security officers when they come across illicit drugs remains unchanged since the expansion of the Good Samaritan policy. Safety and Security officers must take possession of the drugs, inventory them and then turn it over to law enforcement with a copy of the report that does not include any identifying information of anybody who was in possession, he said.

“If the Hanover Police decides to pursue [a case] as a matter of violation of law, then Hanover Police has to make a formal request to receive a copy of our report,” Montás said. “We are protecting our students in accordance to [Family Educational Rights and Privacy Act] and [this procedure] ensures that [the student’s] safety is guaranteed.”

Montás, who previously worked in the security departments at New York University and at the University of New Mexico, said that alcohol and substance use in college campuses is a nationwide issue that is not unique to Dartmouth. He added that the rural location of the College and the student-dominated

social environment makes the issue of substance use more visible than at institutions in urban settings.

“It’s a nationwide conversation that needs to happen when it comes to the use of alcohol,” Montás said.

“There are other nations in the world that do not have to have this issue. We have a culture that needs to address both high risk drinking in college campuses and also at the national level [outside of these campuses].”

Psychological and brain sciences professor Kyle Smith, whose research focuses on how the brain generates reward, motivation, actions and habits, said that all drugs of abuse activate the dopamine system, a neurotransmitter that influences human motivation to pursue common rewards such as food and sex. Drugs usually cause the amount of dopamine activated and released to exceed what is normally caused by normal rewards.

Evidence suggests that adolescents from the age of 13 to around 21 exhibit more compulsive behavior and have dopamine system that is more primed to be responsive to the effects of drugs compared to adults, according to Smith.

Therefore, adolescence is a time of vulnerability where people are more likely to try drugs, he added.

According to Duthu, the College eliminated the freshman office responsible for the welfare and transition of incoming students to campus during the 2008 economic crisis, but he believes that Dartmouth should consider reestablishing this office to help freshmen acclimate to their new environment and to increase institutional responsibility around substance use by the student body.

This year, the student wellness center will participate in a larger internal assessment of the division of student affairs to collect information from students to analyze the impact of current initiatives, especially those launched as part of “Moving Dartmouth Forward,” according to Barthelmes.

Barthelmes added that the student wellness center has also recently focused on expanding preventative measures, such as offering students from at-risk populations the opportunity to participate in a preventative BASICS session. It is also considering expanding the online Prescription Drug Abuse Prevention program, which launched in the winter .

“Three years ago, ‘Moving Dartmouth Forward’ launched a lot of these new initiatives,” Barthelmes said. “I think now we are approaching the time to come back and gather all [that information] and say what, if anything, can we learn three years later.”

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PAGE 15

Art departments contemplate change in the last 20 or 25 years,” he said.

“Art from around the world gathers in biennials everywhere, every year, This year, the College’s art and it’s more visible than it’s ever history department will undertake been … We can’t ignore [diverse] a widespread effort to promote art anymore.” experiential learning and shift away Multiple faculty members said from lecturethat other arts format classes, departments “Art from around according such as the studio to art history the world gathers in art department department the film and biennials everywhere, and chair Allen media studies H o c k l e y . every year, and it’s department are H o c k l e y more visible than it’s having their own stated that the discussions on r e n o v a t i o n every been. We can’t how to improve. of the Hood ignore [diverse] art Many share Museum and similar themes anymore.” the resources it of expansion will bring will - ART HISTORY PROFESSOR but in slightly “make a huge ALLEN HOCKLEY differing areas. difference” in contributing to For example, the changes. Hockley also noted that according to studio art professor the department plans to increase its Esmé Thompson, the studio art diversification efforts. department’s objective is “to “The department is trying support and nurture the artistic very hard to diversify its [topics], aspirations of a variety of students.” media and faculty members,” art She noted that the studio art history professor Sunglim Kim said. department as a whole is moving “[Many] colleges usually have one toward improvements for diversity. professor covering all of Asia … but However, the department plans to Dartmouth is trying very hard to focus their diversity effort more on break the Western-oriented field.” media and less in relation to subject Hockley said that the shift away matter or faculty like the art history from western-oriented teaching is department. unavoidable. “[The department] has gone “The global art market has from being a small department dramatically changed, especially supportive of students planning

B y LEX KANG

The Dartmouth Staff

to go into architecture to a department with six areas: drawing, painting, printmaking, sculpture, p h o t o g r a p hy, a rch i t e c t u re, ” Thompson said. “Art today crosses many boundaries and isn’t media specific. I think our department is helping students to think beyond limitations of genre.”

The film and media studies department’s media studies fellow Danielle Bonadona said the department is trying to make internal changes as well.

“There’s always talk about how we can grow or change, so right now it’s something that is talked about consistently,” she said.

According to Bonadona, the department’s discussion about potential change focuses on whether the classes will be more theory- or practice-based, how to expand infrastructure and how to optimize their resources to assist students.

Bonadona said she believed the department could benefit from taking a more production-based approach rather than theory-based approach to education. According to her, the theoretical-foundation approach, resources and student support are strengths of the department but are not enough for the department to become more competitive.

“The reality is that if you look at schools like [New York University], these programs are producing students who are competing at Cannes, Sundance and on a

COURTESY OF ANCA BALACEANU

Students on the film and media studies department’s Los Angeles Domestic Study Program examine art.

COURTESY OF ANCA BALACEANU

Downtown Los Angeles has striking art.

national level [that] we just aren’t at yet,” Bonadona said. “It doesn’t mean that we couldn’t be, but we’re just not there yet.”

Bonadona noted that this question is an ongoing discussion for the department, but she noted that there is not a solid consensus on the future direction of the department.

Bonadona also mentioned that collaboration between the arts departments is another goal.

“From my experience, I’ve been trying to really actively seek out relationships with [the other arts departments] … [and] most of the professors and staff that I’ve spoken to are all really supportive of each other and these [collaborative] ideas,” Bonadona said.

Anca Balaceanu ’20, who went on the film and media studies department’s Los Angeles Domestic Study Program this past winter term, echoed Bonadona’s criticisms about the department. According to Balaceanu, it is possible to major in film at Dartmouth without ever touching a camera. “[We need] more production classes, [and] more internships and [funding for] people to go places; film [events] don’t happen in Hanover,” Balaceanu said. “If you want to work in film, you have to live in L.A., make connections and build on those connections.”

According to studio art major Bella Jacoby ’20, the studio art department’s areas of improvement — similar to the film & media studies

department — include lack of opportunities to make professional connections.

“What has mainly been missing for me is connection to the outside art world,” Jacoby said. “As a student in rural New Hampshire, I feel like I don’t have a real connection to the art world … If that could be improved that would be huge.”

Furthermore, Jacoby commented on potential accessibility issues.

She noted that the extra costs for materials in art classes may be prohibitive for some students.

Jacoby also spoke about studio art’s focus only on art and not its connection to society.

“I often feel like as a discipline, studio art here feel sort of disconnected from social responsibility,” she said. “In [classes], we’re not talking about social issues, we’re not talking about how to make the world more inclusive.”

However, Balaceanu and Jacoby shared one aspect they found that Dartmouth’s art departments excel in: its faculty.

“I think the professors are [great],” Balaceanu said. “They’re very resourceful, [and] they know what they’re talking about.”

“I’ve noticed…that [the Studio Art department] really wants you to develop your interests in your art, [and] all the professors I’ve had have been really amazing,” Jacoby said.

“I love my Dartmouth professors, pretty much all of them.”

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FRIDAY, MAY 18, 2018

THE DARTMOUTH OPINION

STAFF COLUMNIST TYLER MALBREAUX ‘20

STAFF COLUMNIST STEVEN ADELBERG ‘21

Realistic Bodies

The Next Generation

Let’s consider how sports shape our view of body image.

Society dictates the ideal body. For falls for the girl-next-door cheerleader. women, it’s thin with luscious hair. For men, Needless to say, the football player is always it’s broad shoulders with lean muscles. And lean and muscular, the cheerleader longfor students at colleges with deep athletic haired and voluptuous. traditions, the pressure to have an “ideal” What one never sees in these movies, body intensifies because so many people are though, are the many football players physically fit. As Michaela Artavia-High ’21 who don’t fit this mold. Notice how the noted in her recent Mirror piece, “Buff: The iconic football player seems to always Ideal Male Body,” the connection between be the quarterback. They have body the demands of athletics and body image types that are more appealing to Western adds a layer of complexity to how everyone, beauty standards, as their roles on the including non-athletes, field require them to views themselves. be quick and agile.

“Even though Recent surveys by Contrast that to the College Pulse point widespread offensive lineman or the t o t h i s c o m p l e x i t y. athleticism can defensive tackle. With Dartmouth athletes are a few exceptions, they create unrealistic more likely than the are much bulkier and general student body expectations of body heavier. Their position to rate their body as image, we ought to requires it. In the more attractive than movies, these characters average, and they are note that athletes, are rarely cast in main d i s p r o p o r t i o n a t e l y too, fall victim to roles, owing in no small comfortable wearing part to society’s narrow those standards.” revealing clothing in standard of athleticism public. In addition, they and attractiveness. are less likely to report Just as positions dissatisfaction with their in certain sports pair bodies and less likely to agree that the media well with the “ideal” body, others require plays a role in shaping beauty standards. that bodies not conform to the ideal.

But while Dartmouth varsity athletes Long-distance events, for instance, are report satisfaction with their bodies at best for those with long legs and thin a rate higher than the average student, bodies, which, for men, goes against the they also report taking extreme measures societal dictate of muscularity. Similarly to maintain that image at similar or even for women, sports that require upper-body higher frequencies than non-athletes. These strength will naturally require large arms behaviors include skipping meals, intense and broad shoulders, which conflicts with exercise regimens and using medication. the Western norm of slim female figures.

At first glance, this seems contradictory To be sure, body image is a complex to the Pulse surveys. How can athletes issue, and numerous factors can lead simultaneously be comfortable with to insecurities. Dealing with those their bodies while also insecurities in a place engaging in har mful like Dartmouth can be “However, bodies behaviors to maintain tough, but there are some that are welltheir image? practical steps that one A possible answer is nourished and can take, such as using that these athletes are re s p e c t f u l l a n g u a g e only comfortable with well-rested are the when discussing bodytheir current body as healthiest. Let us image issues. long as they can keep it.

A d d i t i o n a l l y, focus on that, not on What lies underneath is while it may seem like a fear of reverting back an imagined ideal of athletes are the least to an “unacceptable” athleticism, when prone to body insecurity, body. And that, in itself, research suggests that we think of the ideal is a form of insecurity. at h l e t e s m ay b e a s Even though widespread body. insecure as non-athletes. athleticism can create On an institutional level, unrealistic expectations the Dartmouth athletics of body image, we ought to note that department should create programs in athletes, too, fall victim to those standards. which athletes discuss ways to prevent Other research identifies coaches, har mful behaviors often induced by policies and even fans as factors that lead physical demands of sports and sports athletes to obsess over body image. But culture. Finally, as a community, Dartmouth perhaps the biggest factor influencing must begin to value health and nutrition unrealistic perceptions of body image — over image and aesthetics. This is hardest in athletes and non-athletes alike — is the part, as so many ingrained biases push media. The damaging effects are especially students toward the latter. However, bodies present in movies geared toward children. that are well-nourished and well-rested are Everyone’s seen those cheesy high-school the healthiest. Let us focus on that, not on dramas (think “High School Musical”) in an imagined ideal of athleticism, when we which the dashing quarterback protagonist think of the ideal body.

A vision for Dartmouth’s future.

When Eric Libre ’85 arrived for his first year at Dartmouth in 1981, he found a school that was outdoorsy, down-to-earth, health-focused and thoroughly Greek. He absorbed all he could in his 150-student pre-medicine lecture classes while the biology and chemistry majors around him furiously scribbled their notes. But Eric Libre wanted more from his Dartmouth experience than what a one-dimensional focus on STEM could offer him. He pursued his passions in the humanities, socratically engaging with the origins of modern culture through history and Italian.

He worked hard, using his D-Plan to secure off-campus work and research opportunities at the National Institute of Health and at local hospitals. When it came time to pick a major on his premed track, Eric Libre excitedly told the biology department head of his plans to combine STEM and the humanities through a new bioethics major — the professor told him he “wasn’t sure that fits” under premed. Under pressure but unwilling to give up on a liberal arts education, Eric Libre majored in history modified with Italian before heading to a top medical school in 1985.

Michael Libre ’18 came to Dartmouth 33 years later, pursuing similar passions for medicine and history. He experienced a diverse college, one defined by a rich network of subcultures that united around a common commitment to intellectual curiosity and a budding social consciousness. Michael Libre saw little conflict between premed and history — the research skills learned in one field enhanced critical analysis in the other. Dartmouth actively supported every step of his research process, first at the Geisel School of Medicine and then at DartmouthHitchcock Medical Center. Three weeks away from graduation, Michael Libre ’18 stands poised to graduate premed with a major in history and plenty of research to his name.

The stories of Eric Libre and Michael Libre stand as testaments to the dramatic changes Dartmouth has seen in the last four decades.

The College is becoming more pluralistic, interdisciplinary, research-focused and socially aware. This exhilarating progress should be a source of pride and a reminder of everyone’s responsibility. It is now the duty of every member of the Dartmouth community to chart the course of the coming decades of the College’s development. In 2018, Dartmouth offers students wide-ranging academic freedoms and opportunities, but could do much more to champion the generation, synthesis and application of new knowledge for the benefit of all. As Dartmouth prepares to serve the next generation, the College must elevate research to an essential pillar of the Dartmouth experience, vigorously apply liberal arts principles within STEM and redouble community outreach campaigns.

As Dartmouth jockeys for recognition in the information age and searches for new ways to incorporate experiential learning into the Dartmouth experience, the College could achieve several goals simultaneously by guaranteeing research opportunities to all undergraduates.

Experiential learning has tremendous pedagogical potential; it accelerates learning, increases engagement, personalizes learning and allows

students to connect theory and practice. Research furthers the goals of the liberal arts — the two are complimentary teaching tools, not competing models. Students who leave Dartmouth without performing any research cheat themselves of the full liberal arts experience. Dartmouth must seize the opportunity to bring more students under the research umbrella. By making research a distributive requirement or even dedicating an entire term of the D-Plan to research, Dartmouth could extend the interdisciplinary benefits of research to all undergraduates. Dartmouth has the resources to ensure universal access to research — by leveraging the ingenuity of the full student body, Dartmouth can achieve its vision of international impact and recognition.

Such a radical move toward the research university model must be accompanied by a new, unapologetically liberal arts approach to the sciences. STEM at Dartmouth languishes outside the liberal arts umbrella, with triple-digit class sizes and a focus, especially in introductory courses, on rote knowledge transmission. Scientific laws and theories involve facts, yes, but facts are best understood through active discussion and personal engagement. Science is a community, a dynamic conversation of scholarship that critically evaluates hypotheses and takes no authority’s word as fact. Science suffers through the application of one code of values in the real world and another in the classroom. Smaller class sizes and an emphasis on discussion would better prepare students for scientific scholarship while providing interdisciplinary opportunities for students to connect class discussions to other fields. A liberal arts approach to STEM could revolutionize scientific education and push Dartmouth’s commitment to the liberal arts beyond traditional barriers.

This enhanced Dartmouth education can be integrated with a renewed sense of social responsibility to drive positive change on a local and global scale. Dartmouth students are newly engaged with the big issues of today, doing their best to understand the underlying dynamics of issues like global health but not volunteering en masse to fight the local opioid epidemic.

While small student groups like the Dartmouth Coalition for Global Health are making some efforts to improve local health, broad student body awareness has yet to translate to largescale, sustained action against serious social issues. That latency could and should change. By marshaling the resources and leadership needed for large-scale campaigns for tangible progress, students and administrative leaders can drive a self-reinforcing development of the College and the larger community.

While this promising future for Dartmouth is within reach, it is far from certain. Progress is anything but inevitable, an elusive goal achievable only through sustained effort and an unwavering commitment to Dartmouth’s values — administration, faculty and student body alike must come together to forge this future from Dartmouth’s long past of success. Today, the fate of the next generation stands in the balance: will they enjoy an open, interdisciplinary Dartmouth of impact, or will they lose the hard-won progress made in decades past? The choice is ours as we prepare Dartmouth for the next generation.

FRIDAY, MAY 18, 2018

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THE DARTMOUTH OPINION

STAFF COLUMNIST AVERY SAKLAD ‘21

VERBUM ULTIMUM THE DARTMOUTH EDITORIAL BORAD

Activism and Student Turnover

Fight Conformity

Dartmouth activists must think beyond their four years here.

C o l l e g e s b r e e d s o c i a l a c t i v i s m . of Dartmouth’s implicit support for fossil Thousands of young people from every fuels has been publicized. It’s now up to corner of the country and beyond live the administration to use this information together on one campus, bringing with to make the right decision. them unique perspectives on issues both But in 2017, Dartmouth College invested personal and political. In this melting pot over $66 million in S&P Oil & Gas of opinions, viewpoints collide to create Explore & Production. After five years of either unity or tension, and movements putting every effort forth to convince the take root under the College of the harm it leadership of inspired “Unfortunately, the causes by supporting activists. Students arrive the fossil fuel industry, nature of university here bursting with ideas t h e s t u d e n t s we re that they’ve brought systems like the unceremoniously from back home, many ign o red, Pres i den t American one makes of them eager to share Hanlon asserting that these ideas with their it difficult for college the college’s investment new community. They’re social movements to opportunities should fueled further by an not be restricted for expansive liberal arts blossom.” political ends. Divest education and exposure Dartmouth still retains to all kinds of new widespread student people. Perhaps most backing and surely importantly, perceived will continue to fight injustices within the very institutions people against Dartmouth’s contribution to attend motivate them to create change at environmental degradation, but it faces the the local level. same problem that every long-term college Unfortunately, the nature of university campaign faces: rapid student turnover. systems like the American one makes The founders of Divest Dartmouth have it difficult for college social movements graduated. Passion for divesting from fossil to blossom. Although many alumni fuel companies remains, but the original remain connected to Dartmouth long vision and established leaders are gone. If after graduation, each student’s physical any student organization hopes to preserve presence on campus is and strengthen its temporary. Every four “Currently, the movement for a social years, the College cycles administration can cause, institutional through a new student memory is key. As it body. This benefits the often defeat an is, the only people community by adding inconvenient or who stick around long new and often more enough to accumulate expansive minds, but disagreeable studentinstitutional memory it also means that the led social campaign by a r e h i r e d by t h e strongest leaders of any and many simply waiting out its College, campus-sprung social of them look out for movement leave after strongest leaders.”

College finances above just a few years — and social concerns. If the progress takes time. This administration doesn’t jeopardizes the ability of want to comply with campus movements to enact real change. the demands of students like the activists Currently, the administration can often in Divest Dartmouth, all it has to do is defeat an inconvenient or disagreeable wait for the next generation of Dartmouth student-led social campaign by simply students to forget the institutional memory waiting out its strongest leaders. of past movement leaders.

Take, for example, Divest Dartmouth, Divest Dartmouth has already a student organization founded in 2012 survived through a generation and a in order to convince the College to half of Dartmouth students. If it still stop investing in fossil fuel companies. wants to thrive, though, Divest and Divest Dartmouth’s student activists have similarly passionate student groups must succeeded in making their cause visible communicate their organizations’ histories to campus; they held public events such to new members. Additionally, creating as 2016’s Big Green Rally, and they and sustaining alliances with long-standing created a petition that generated over community members, like Divest did in co2,500 signatures. In addition, activists authoring their 2016 report on fossil fuels have repeatedly communicated with with then-Thayer School of Engineering College President Phil Hanlon at his office professor Mark Borsuk, will help preserve hours; released a report on the College’s their movement. Students’ fleeting time investment in fossil fuels, including options here shouldn’t be an advantage for those for divestment, in 2016; and met with who oppose change; instead, they should several members of the Board of Trustees. capitalize on the fresh members flowing The students’ concerns have been heard through their activist g roups while far and wide on campus. Alternative remembering the progress and passion of investment plans exist; the negative impact past leaders.

Don’t let Dartmouth’s culture define who you are.

“Live authentically.” That’s such a common thing to hear, and it’s something most people likely believe. People tend to think of themselves as genuine, and everyone constantly hears how they should explore their interests, develop their passions and otherwise form an independent identity. People seem to know that they should stand up for what they believe in.

They understand that they shouldn’t define themselves by a stereotype. But unfortunately, at Dartmouth, students often ignore that.

Dartmouth’s culture frequently discourages individuality. The campus lives by a line from the Alma Mater — “Lest the old traditions fail” — and it focuses intensely on its rituals.

Some of that is good, in that it bonds the community together. Unfortunately, that close sense of community comes with a tight set of expectations, expectations that too often push students toward a particular way of life. The College’s ethos values conformity to a set of norms, and students all suffer for it. Dartmouth needs to cast off its conformism if it hopes to succeed as a liberal arts university in the 21st century.

More so than comparable universities, Dartmouth has a stereotype. The Greek system dominates social life, and heavy drinking is permitted, if not encouraged — intellectual engagement outside of class less so. Students feel pressure to define themselves by their organizations, whether a Greek house, the Dartmouth Outing Club, a sports team or some other group. Then there is the Dartmouth ideal itself, the happy, athletic, laid back, intelligent-but-not-too-intellectual student that supposedly fits in best here. Students feel pressured to fit that rigid archetype, even when it goes against their personal values. That isn’t something the community should promote.

Any student here understands the pressure to conform. The notion that someone would choose not to go out on a Friday night is foreign — yet how many times have students felt pressured into participating? Dartmouth’s culture tends to shy away from intellectual discussions outside of class. Students are expected to prefer easy courses and otherwise view intellectual engagement as a chore. But of course, most Dartmouth students don’t just tolerate intellectual discussion; the very fact that they attend this college reveals their passion for learning. The prevailing ethos does not reflect the student body, but students feel the need to conform to it. Over time, that selfperpetuating Dartmouth archetype wedges students’ personalities into its mold.

Beyond the conformity issue, the person encouraged by Dartmouth’s prevailing culture is not always the sort of person students should aspire to be. Dartmouth’s laid-back mindset and friendliness set a good example, but members of this community ought not to forget the harmful tendencies tolerated and encouraged by campus culture. The College’s well-known problem with alcohol is just one of whole range of dangerous behaviors normalized at the College. The issues with Dartmouth’s culture have been well-addressed elsewhere, but it’s worth remembering: much of what it pushes students to do is not in

anyone’s best interest.

For all that it sometimes promotes conformity, Dartmouth holds tremendous opportunities both in and out of class, and for many it is a place to love and to call home.

But no one should be defined by an institution.

However much Dartmouth, or any other organization, forms a part of its students’ lives, those students still live their own experiences.

That independence can seem challenging. It’s easier to be told what to do, how to act and what to enjoy. In the end though, that sort of life is unfulfilling.

It doesn’t end after Dartmouth. Many jobs come complete with a defined corporate ethos and a clear ladder of advancement. Bear in mind how over half of Dartmouth graduates typically enter finance and consulting, both industries that often feature this model. Of course, many graduates choose those fields for good reasons and go on to lead fulfilling careers.

For how many, though, does that job merely fill in for Dartmouth? Just like Dartmouth and its clear-cut social expectations, a job can become another institution shunted in to fill the space left by a lack of any real identity.

Thankfully, Dartmouth doesn’t force people to fit the stereotype. The College should work to eliminate both the archetype and the pressure to conform, but in the meantime the impetus for change is on the students. If all people get out of this college experience is four years of escape from the real world at “Camp Dartmouth,” then they’ve failed themselves in their education. Pressure to conform or no, students have an obligation to take advantage of the opportunities for personal, social and intellectual growth that Dartmouth gives them.

They should take the time and really consider why they are here and what they want to get out of college. If everyone did that, perhaps the culture of conformity would change.

The Dartmouth experience should involve challenging one’s perceptions, confronting new ideas and gaining a fuller sense of self. All of that requires authenticity.

Students frustrated by the Dartmouth mold should know that they are not alone. Many here feel pressured to be someone they’re not, and that’s a problem. But whether they enjoy Dartmouth’s culture or not, all students should assert their authenticity and refuse to let Dartmouth’s culture define them.

If Dartmouth wants to succeed in the coming decades, it needs to wrest itself free from its conformist culture. This will take time and effort, but change is possible. In the meantime, current members of this community shouldn’t let social pressures hold them back.

To Dartmouth students, we urge you to take risks, to be bold and live authentically. Never compromise who you are in order to fit in.

This college may not be perfect, but it offers incredible opportunities for learning, for personal growth and yes, for fun. Make the most of your time at Dartmouth, and don’t ever let any institution define who you are.

The editorial board consists of opinion staff columnists, the opinion editors, both executive editors and the editor-in-chief.

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THE DARTMOUTH SPORTS

FRIDAY, MAY 18, 2018

Professional athletic recruitment through the decades B y JUSTIN KRAMER The Dartmouth Staff

When the typical Dartmouth student thinks about the importance of athleticism in Dartmouth’s history, they may focus on annual traditions such as running around the Homecoming bonfire, diving into Occom Pond for the Polar Bear Plunge or hiking The Fifty.

But Dartmouth sports also have a storied history of success as well, as the Big Green has produced professional athletes since the late 19th century.

Many of the College’s athletes in other sports have gone on to pursue professional careers both as players and coaches. Dartmouth has had a robust history of producing professional athletes for a long time particularly in “Big Four” men’s leagues: the National Basketball Association, The National Football League, The National Hockey League and Major League Baseball.

Dartmouth had a stronger presence in Big Four professional sports in the first half of the 20th century, with a brief dip during the 1930s Great Depression era. Recently, the number of professional Big Four athletes increased in the 1990s and the 2000s. Dartmouth has been on the rise in the National Hockey

League recently, while the number of National Football League players who bleed Dartmouth green has decreased.

The Ivy League is often dismissed as an athletic powerhouse, but Dartmouth baseball players have certain advantages when being scouted by teams.

“Progressive scouts understand that the discipline required to handle this academic curriculum, practic[ing] at night time and in the cold, and still be pretty good – those players are interesting,” head coach Bob Whalen said.

Still, from an MLBorganizational perspective, the value of a Dartmouth degree can actually be a net negative.

“There’s this stigma on the downside that you don’t take [Dartmouth players] unless they’re high-profile kids because they have better options,” Whalen said.

“When you’re a major league organization and you’re putting a minor league system together, you want a whole bunch of guys with no options. They’ll stay there and play as long as you’re willing to let them show up to the park everyday.”

Nonetheless, Dartmouth alumni have had a history of success in major league baseball, with a high number of players in the MLB at the turn of the 20th century and an

impressive array of quality players since then.

Among them was Robert “Red” Rolfe ’31, whose four All-Star game appearances with the New York Yankees earned him the namesake for Dartmouth’s baseball stadium.

Additionally, Jim Beattie ’76 was a consistent Mariners starting pitcher, while Mike Remlinger ’88 and Brad Ausmus ’91 enjoyed especially successful, long-lived careers in the 1990s and 2000s. Currently, Kyle Hendricks ’12 stars as a frontline starting pitcher for the 2016 World Series Champion Chicago Cubs. Ausmus later worked as the manager of the Detroit Tigers and is currently a special assistant to the general manager of the Los Angeles Angels.

“Thankfully, our program has done well enough on the field and in developing players that guys are like, ‘Hey we need to make sure we see Dartmouth,’” Whalen said.

While Dartmouth has played a role in these players’ trajectories, Whalen was careful to note that they were fast-tracked to begin with.

“It’s fun to coach guys like that, but you don’t take any credit for it,” Whalen said. “You don’t take kids without talent and have them get to the Big Leagues.”

Dartmouth can be particularly helpful in cultivating professional

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Jay Fieldler ’94 prepares to throw a football during a game.

prospects’ mental skills.

“You coach a lot of kids that do have talent that don’t understand the profession and that there’s a business side to it, and they need to understand what it takes to play at the highest level,” Whalen said.

With select individuals having made the transition to the MLB

after Dartmouth and a host of other players in the minor leagues awaiting their chance, Whalen makes sure to keep his professional athletes in communication with the school.

“We want them to know that SEE PROS PAGE 20

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SPORTS

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TODAY’S LINEUP

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Dartmouth athletics succeeds on a national level in recruitment FROM PROS PAGE 19

we’re proud of them, that we’re invested in their development and that they made great impacts here.”

The Big Green has produced NFL players since the league’s ince ption in 1920, and the program has remained committed to providing opportunities for its student-athletes.

“My thought is to put guys in a position that if they want to pursue a dream in athletics, football specifically, they have the chance to develop their skill set here without compromising their desire to be a doctor, professor, banker, engineer [or] faculty member,” head football coach Buddy Teevens ’79 said. “If it doesn’t work out, these guys have livelihoods available to them and career options outside of football, but they love the game, and we try to develop them to their fullest abilities athletically.”

When pitching a player to an NFL franchise, Teevens is honest about where his players can contribute as a player, student of the game and teammate.

“We say, ‘Hey, here’s what he can do well, here’s areas of improvement, here’s what his attitude and his work ethic is, he would like an opportunity to play professionally,’” Teevens said. “‘He’s a guy that’s probably going to learn your offense or defense

before any of your guys, he’s never going to cause you trouble off the field, he takes care of his business,’ and they make their decision,” Similar to Whalen, Teevens singled out academic excellence as a compelling advantage his players have when showcasing their abilities.

“I was pleasantly surprised when I came back after I was at Stanford [University], [the University of] Florida and [the University of] Illinois at the size, the speed, the athleticism. We can do more offensively and defensively in a lot of places because of the intelligence of our players,” Teevens said.

With videotapes and players’ physical fitness data available, football has been increasingly open to players from all schools.

“Nowadays it doesn’t matter where you play; it’s what you do when you play there,”said Duane Brooks, pro-liaison and assistant coach for Dartmouth football. “If you have the body type, the NFL is all about what you look like first.

If you look the part, they think at some point if you can run the speeds you’re supposed to run, you’re going to have a chance.”

Despite strong recruitment points that Brooks and Teevens have to offer, football has not produced nearly as many NFL players as in the early 1900s, though many get signed and invited to NFL training

Mike Remlinger ’88 was a notable baseball player.

JUSTIN KRAMER/THE DARTMOUTH STAFF

Professional recruitment of Dartmouth varsity athletes through the decades.

camp. Regardless of the odds, Dartmouth football makes the effort to give players a chance at the NFL if that is their goal.

“Statistically, less than two percent of guys who play college football have a chance to play professional football at any school,” Teevans said. “For the Ivy League in particular, the number is not wonderful, but it’s like the lottery: if you don’t buy a ticket you don’t have a chance to win anything.”

Indeed, Dartmouth has won the lottery with some of their players, starting with NFL Hall-of-Fame lineman Ed Healey of the Class of 1918 all the way through to quarterback Jack Heneghan ’18 and safety Colin Boit ’18, who are vying for NFL roster spots 100 years

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later.

In the late 70s and early 80s, Dartmouth produced exceptional talents, including All-Pro linebacker Reggie Williams ’76, who was the NFL Man of the Year in 1986; Nick Lowery ’78, who at one point held the record for most career field goals, journeyman quarterback Jeff Kemp ’81; and former Cincinnati Bengals head coach Dave Shula ’81, who now acts as a wide receiver coach at Dartmouth.

“He’s at the pinnacle of success, he’s [been] an NFL head coach — there’s not a lot of those guys around,” Teevens said of Shula.

“He was the athlete that worked extremely hard at it — he did a wonderful job in the classroom, and interpersonal skills [made] him one the most popular guys that came from his class.”

Dartmouth’s most prolific NFL talent, according to Teevens, was 1992 Ivy League player-of-the-year Jay Fiedler ’94, who threw for 66 touchdowns and 11,040 yards over five seasons for the Miami Dolphins, setting a 36-23 record as a starter.

Overall, Dartmouth football has developed many formidable NFL talents, embodying Teevens’ goal for athletes who aim to continue their football careers. “I want a great football player at football time, a great student at academic time and a great guy all the time,” Teevens said.

Men’s basketball has been nearly unsuccessful in producing NBA athletes since the end of the 1950s, with only Walter Palmer ’90 and James Blackwell ’91 playing in the NBA. Though the Big Green had highly successful seasons with Bryan Randall ’88 and Jim Barton ’89 as captains, both of whom played

professionally after graduation, neither played in the NBA itself.

The Big Green’s best professional talents were Dick McGuire ’44 and Rudy LaRusso ’59. McGuire led the Big Green to the NCAA championship game in 1944 before earning five All-Star appearances and a Hall-of-Fame spot for his time with the New York Knicks and Detroit Pistons. LaRusso, nicknamed “The Ivy Leaguer with Muscles,”garnered five All-Star appearances between the Lakers and Warriors while averaging 15.6 points per game in his career.

Besides 1929 Stanley Cup winner Myles Lane ’28 and Edward Jeremiah ’30, Dartmouth did not supply any NHL players until Carey Wilson ‘83, who had 169 goals and 258 assists over his career.

The College hockey team took off at the start of the 21st century, graduating a remarkably high eight NHL players over the first decade.

Among these were Lee Stempniak ’05, who has scored 203 times with 266 assists for teams across the U.S. and Canada, and Ben Lovejoy ’06, who was the first New Hampshire native ever to win a Stanley Cup when he did so with the Pittsburgh Penguins in the 20152016 championship.

Among the MLB, NFL, NBA and NHL, Dartmouth alumni have made significant impacts on the Big Four professional sports.

All four sports have produced stars — from Ed Healey to Kyle Hendricks — proving Dartmouth can develop players just as Division-I powerhouses can.

With current technology, players from all over the country, including Dartmouth, have a shot at success in professional sports.