The Dartmouth Freshman Issue 2020

FRIDAY, SEPTEMBER 11, 2020

THE DARTMOUTH FRESHMAN ISSUE

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EDITORS’ NOTE

Table of Contents Join The Dartmouth!

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Tracing COVID-19’s progression in the Upper Valley

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Greek life faces new challenges amid pandemic, ongoing controversy 8 Students cast ballots in New Hampshire elections

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Students navigate Dartmouth’s social media landscape

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Fall employment opportunities remain largely virtual

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Dartmouth Dining Services adapts for fall term

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Undergraduates pursue remote research opportunities

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Outing club adapts to COVID-19 restrictions

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COURTESY OF GABRIELLE LEVY, LORRAINE LIU, HANNAH JINKS AND KYLE MULLINS

Dear Class of 2024, OK, we’re just gonna say it — this is a little weird.

Previous years’ freshman issue letters waxed poetic about editors’ memories of Trips and The theme of this year’s freshman issue is “Disruption.” We hope to strike the balance between acknowledging things have changed and recognizing that those changes are temporary — with an emphasis on the latter.

We know that you’ve been reading about “unprecedented times” and “uncharted waters” since March, and we have no doubt that you’re tired of it. We are too, as both journalists and students, which is why we think it’s important to note here that the fundamentals of your freshman year at Dartmouth will be, at the basic level, just the same as ours were.

It will still be awkward starting classes, unsure of what time to enter the (physical or Zoom) classroom (the answer is that you’re worrying about it too much). You’ll still get lost walking Just as with every class before you, your freshman year — and the rest of your Dartmouth experience — will be what you make of it. You have a home here at the College with the rest of us, a home that is excited to welcome you to the wilds of New Hampshire and to the wider you do with your time here. wait to meet you.

Sincerely, and with love, Kyle, Lorraine, Gabrielle and Hannah

Navigating the Labyrinth of Mental Health in a Pandemic YOU’RE NOT ALONE

RACHEL PAKIANATHAN, Editor-in-Chief ELIZABETH JANOWSKI, News Executive Editor GABRIELLE LEVY, Issue Editor KYLE MULLINS, Issue Editor

PRODUCTION EDITORS SOPHIE BAILEY, BAILEY Design Editor GRANT PINKSTON, PINKSTON Templating Editor

LYDIA YESHITLA, Publisher MATTHEW MAGANN, MAGANN, Production Executive Editor HANNAH JINKS, Issue Editor LORRAINE LIU, Issue Editor

BUSINESS DIRECTORS JASMINE FU & TARA KRUMENACKER, KRUMENACKER, Advertising and Finance Directors ZIRAY HAO, HAO, Technology Director

GEORGE GERBER, Multimedia 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.

M8

AMANDA SUN ’23

THE DARTMOUTH FRESHMAN ISSUE

FRIDAY, SEPTEMBER 11, 2020

Join The Dartmouth!

B y THE DARTMOUTH SENIOR STAFF

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Templating and Layout

Sports

Business Development Multimedia BUSINESS

Marketing, Analytics, and Technology

Arts

Photography and Design

Advertising and Finance

Opinion and Cartoon

EDITORIAL Data Visualization

Technology

News

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Strategy Mirror

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FRIDAY, SEPTEMBER 11, 2020

THE DARTMOUTH FRESHMAN ISSUE

A look into DHMC’s relationship with the College B y Coalter palmer The Dartmouth Staff

As Dartmouth welcomes students back to campus amid an ongoing public health crisis, the College’s relationship with the nearby Dartmouth-Hitchcock Medical Center has become more important than ever. The medical center, part of Dartmouth-Hitchcock’s network of more than 1,800 providers serving nearly two million patients across northern New England, has historically served an important role to both the College and Upper Valley community, and continues to do so throughout the pandemic.

In 1893, M ar y H itch coc k Memorial Hospital — then an independent entity, but now one of the several facilities that make up DHMC — was founded. From the outset, Hiram Hitchcock, a “prosperous hotelier” who funded the venture and whose wife the hospital is named after, intended for the facility to not only care for the sick, but also to be used to train the next generation of health care workers — including those students studying at Dartmouth’s nearby medical school.

CEO and president of Dartmouth-Hitchcock Health Joanne Conroy noted that while the hospital at its founding existed in a “symbiotic relationship” with the medical school, the two institutions “were always separate entities.”

“That was not uncommon 125 years ago, when most hospitals were really community-based organizations and were pretty simple,” Conroy said. “Life is very different nowadays, 125 years later, especially since the hospital is an academic medical center.”

According to Conroy, after the College made the decision in the mid-1970s to extend its two-year medical program to four years, DHMC opted to become a primarily academic institution.

“It was important for the hospital at that point to make a decision to really be an academic medical center, because you can’t have a great academic medical center without a great medical school, and you can’t have a great medical school without a great academic medical center.” Conroy said. “And so our fates are really intertwined.”

Conroy added that she and Geisel School of Medicine dean Duane Compton meet weekly and “try to make all of [their] decisions together,” although organizationally the two institutions remain separate, with decisions filtering through separate governance structures.

Roughly 50 percent of medical schools and academic medical centers in the U.S. coexist in a similar relationship, according to Conroy.

However, the relationship between Dartmouth’s medical school and DHMC distinguishes itself through its operation as an “integrated academic health system,” in which the chairs of the medical center’s clinical departments also act as chairs of those same medical school departments.

Collaborating to fight COVID-19 According to Conroy, while

DHMC and Dartmouth faced University’s Broad Institute, to do “the sites across New Hampshire and a different set of challenges at bulk” of testing of undergraduates Ver mont, including individual the outset of the pandemic, an returning in September. Schutzius institutions such as nursing homes, effort was made early on to noted that this decision stemmed prisons and colleges, to monitor establish an effective channel of in part from a specific at-risk communication. When the College w o r r y a b o u t “Our partnership with communities.” first set up its task force to look at D H M C ’ s [DHMC] helps because AC cocnorrdo y,i n g t ht oe bringing students back to campus, c a p a c i t y, a s DHMC volunteered three of its it has already they help keep us medical center senior executives to participate in been tasked with in the loop as far as will be testing the effort, Conroy said. administering a “at least 10 Among the topics DHMC large number of what’s going on in the municipalities” leadership has discussed with the tests throughout community, and that in addition to College, Conroy said, is how the the state. several sites at helps us be aware of medical center would be able to step “ O bv i o u s l y the College. in to help in the case of an outbreak we want to make some of the decisions Conroy in the Dartmouth community. While sure that they’re that we might need added that the Conroy called levels of COVID-19 able to meet the surveillance in Grafton County “incredibly low” n e e d s o f t h e to make about what team — — a fact that she credits in part to community and we’re doing as an spearheaded the area being “on alert” early in that we’re not by director of the pandemic when the county saw overwhelming the Laboratory one of the country’s first cases of t h e m , ” for Clinical the virus — she acknowledged the Schutzius said.

Genomics concerns of community members He noted that and Advanced who worry about students’ return. Dartmouth “will Technology at “I think the College is really certainly keep DHMC Gregory counting on the students to be very them up to date Tsongalis — has responsible and thoughtful about on the number “automated” not only their own health, but really of cases that we and “perfected” the health of the community that are dealing with as a community.” the process of analyzing wastewater. they interact with,” Conroy said.

Conroy said that while Hanover’s According to Dartmouth’s Dartmouth and DHMC launch wastewater could not be used campus emergency manager Tom w a s t e w a t e r s u r v e i l l a n c e to validate their tests because Schutzius, who also acts as the project “there was no COVID,” analyses COVID-19 task force’s DHMC In addition to receiving guidance in Manchester and Nashua have liaison, the College has collaborated from and collaborating with DHMC done so. with both the medical center and the executives in its reopening effort, “The question is, can you actually state of New Hampshire throughout Dartmouth will be partnering with track it to the dorm? Then the the pandemic, and will continue the medical center as it launches expectation will be that that dorm to do so once students return to its new wastewater surveillance would be the area that you would campus. initiative, which would potentially do some really intensive testing,” “We’ve shared our plans with allow for detection of a virus spike Conroy said. “And rather than them as [they have developed] up to seven days before patients show testing everybody, again, you can get to get feedback from [DHMC’s] symptoms, according to an Aug. 19 a lot more targeted in your testing. per spective,” Schutzius said. DHMC press release.

So we think it’s actually a great early “ O b v i o u s l y, a s t h e p r e m i e r For this initiative, Dartmouth warning system.” medical institution in the region, and Hanover — the latter of which Hanover town manager Julia it’s definitely important for them owns the wastewater system the Griffin said that while an early test to have awareness of what we’re hospital will be testing — have at Dartmouth would likely only doing and planning to do, and for given members of the medical point to a general area on campus us to get feedback. So there’s been center’s recently formed wastewater as the source, the town would then a dialogue.” surveillance team access to eight be able to give the hospital access S ch u t z i u s a d d e d t h at t h e sewer locations on campus, from to building-specific sewer locations, partnership which the team allowing DHMC to narrow down helps the members will the source of the virus spike to an College keep e x t r a c t a n d individual building. track of test samples “Part of what’s neat about living C O V I D - 1 9 the students to be on a daily basis in a community with the state’s developments t h r o u g h o u t largest medical center … is that very responsible and and trends both the academic you hear about or have a chance to at the medical year. participate in initiatives like this in center and in only their own health, their formative stages,” Griffin said. t h e b ro a d e r According In Lebanon, DHMC has but really the health of community. t o C o n r o y, already been testing wastewater “ O u r the community that they DHMC is not for approximately two months, partnership planning to use according to Lebanon city manager with [DHMC] its wastewater Sean Mulholland. According to helps because s u r ve i l l a n c e Mulholland, the city initially they help keep p ro g r a m t o granted the hospital access to its us in the loop t e s t fo r t h e wastewater management plant as far as what’s p re s e n c e o f and has now extended that access going on in the alcohol and to catch basins and pipes, which c o m m u n i t y, drugs — offer more localized information. and that helps something that In northern Lebanon, for example, us be aware of some of the decisions has been done at certain wastewater the city recently gave DHMC that we might need to make about plants in Europe, including several permission to begin testing the what we’re doing as an institution,” facilities in London. Conroy added manholes at a graduate housing Schutzius said. that any such effort would require facility.

According to Schutzius, while getting the “right reagents,” setting According to Mulholland, more DHMC and Dartmouth have up a laboratory and validating localized testing of this sort is collaborated on many fronts the test, and would ultimately be required in order to understand throughout the pandemic, DHMC “expensive and time-consuming.” what “particular neighborhood” will not be the one to coordinate and The COVID-19 wastewater the virus is coming from. administer testing of community surveillance initiative at Dartmouth “Right now, our wastewater plant members during the fall. Instead, is part of a larger, multi-state covers the whole city plus the town Dartmouth has contracted a third wastewater testing effort by the of Enfield, so we would know that we party, the Massachusetts Institute medical center that will “begin have [the virus] in the water, but we of Technolog y and Harvard broader surveillance at more wouldn’t know where it was coming

from,” Mulholland said. “This will help them further narrow that down to have a better idea of where the problem area might be.”

Wastewater testing in Lebanon has yet to yield evidence of the presence of COVID-19, according to Mulholland.

Part of the Upper Valley community L e b a n o n a n d H a n ove r ’s relationship with DHMC is not limited to collaboration on issues of COVID-19. Both Mulholland and Griffin described their overall relationship with the medical center as “strong” and pointed to additional areas of partnership.

In Hanover, for example, Griffin said that the town works with the hospital on traffic, pedestrian and bicycle planning, as well as infrastructure planning. According to Griffin, the town is also in “ongoing conversations” with the hospital about engaging in their renewable energy initiatives — the medical center recently installed solar panels that offset 10 percent of the facility’s electricity usage and has also taken other steps to lower its carbon footprint and increase sustainability, including composting and committing to heating all new construction buildings with sources other than fossil fuels.

Griffin also said that DHMC is helping to lead a community coalition against opioid addiction that includes partners such as West Central Behavioral Health, the Upper Valley’s Public Health Council, as well as other social service partners.

In Lebanon, Mulholland said that the hospital is partnering with the city to fund the installation of a new emergency vehicle detection system along Route 120 that will turn traffic lights green when emergency vehicles are approaching. The new GPS-based system, which can pick up emergency vehicles regardless of whether they are in the system’s “line of sight,” will be an upgrade of the current infrared system, which can only detect emergency vehicles in a straight line and thus fails to function around a corner or through traffic. “[This system] allows ambulances to get to the hospital faster,” Mulholland said.

Mulholland added that DHMC works “very closely” with the city’s fire department and emergency medical services, and also pointed to the medical center as a “key partner” in a major intersection construction project adjacent to DHMC at the corner of Lahaye Drive and Munson Port Road.

Conroy said that in addition to the emergency sensors in Lebanon, DHMC has upgraded bike paths and is considering extending sidewalks in the area. The hospital, she said, is one part of a “broad community.”

“We are the largest private employer in the state, and when you look at that percentage of people that are residents of Lebanon and Hanover, we actually employ a significant number of them,” Conroy said. “And so your accountability and responsibility [are] much bigger than health care.”

COURTESY OF DARTMOUTH-HITCHCOCK MEDICAL CENTER

DHMC is deeply interwoven into the fabric of the College and the Upper Valley community.

THE DARTMOUTH FRESHMAN ISSUE

FRIDAY, SEPTEMBER 11, 2020

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Town and College work to contain spread of COVID-19 B y Emily lu

The Dartmouth Staff

Even Dartmouth, tucked away in a rural New Hampshire town, couldn’t escape COVID-19. In were members of the Dartmouth community — both were employees at Dartmouth-Hitchcock Medical Center. Despite this early outbreak, the College’s last known case was reported in April, according to COVID-19 task force co-chair Lisa Adams, and community transmission numbers have remained low compared to other counties and states. appeared locally at Dartmouth in March, Adams said that a travelfocused committee was already working to bring back students who were living in European countries with more severe outbreaks. At outbreak, and Dartmouth’s language study abroad program in Rome was cut short. tested positive for COVID-19 on March 2 had recently returned from Italy, according to Adams.

Hanover town manager Julia the spread of the virus since December and felt “disappointed but not surprised” when cases emerged in the Upper Valley.

“Those of us in the municipal management business started to pay attention when it was still an initial Northwest, I think we all felt that it was entirely likely that you could see it spread across the country given Caitlin Blinkhorn, a student at Colorado College who resides in Norwich, said she was at school when was “naive” of her to feel thankful she wasn’t in the area.

“I remember seeing that and thinking I’m glad I’m still in Colorado, where we haven’t seen any cases yet,” Blinkhorn said. “I was not really in the mindset of thinking that everyone would be sent home.”

The second reported case of COVID-19 both at Dartmouth and in New Hampshire emerged on The man had come into close contact broke self-isolation to attend a Tuck School of Business event in White River Junction, Vermont. According to Adams, after the state conducted extensive contact tracing for the event, they concluded that no others present had been infected.

In addition to the two DHMC employees, a graduate student living positive on March 16. Dartmouth’s undergraduates on campus had tested presumptive positive.

Adams said that the majority of these cases were travel-related and not from community transmission.

She added that since April, there have not been any reported cases in the Dartmouth community.

“It’s certainly possible that an employee who was working from home and didn’t need to come on campus tested positive,” Adams said. “We didn’t know about [that]

LORRAINE LIU/THE DARTMOUTH SENIOR STAFF

While community transmission remains low, Hanover has adopted a mask mandate and other public health ordinances.

because they dealt with it and didn’t need to interact with Dartmouth. As far as we know, there were no more cases than those original eight in our community.”

Protocols that helped to prevent

in isolation.

Compared to other counties in New Hampshire, Grafton County — which includes Hanover and Lebanon — has had relatively low rates of COVID-19. Despite containing 6.6 percent of New in the spring included creating Hampshire’s population, as of isolation spaces for students who Wednesday, Grafton County’s 123 tested positive, cumulative cases as well as represent just c o n d u c t i n g “A good deal of the 1.6 percent of c o n t a c t total infections investigations in the state. The counts between this managed New Hampshire by the New part of the state and the towns with the H a m p s h i r e southeastern part of highest number Department of cases are o f H e a l t h the state is just physical those near the and Human proximity to a much Massachusetts Services. border.

Adams said “A good deal of the College was also able to the virus counts work out some between this part of the practical of the state and details — like the southeastern delivering part of the state meals and coordinating laundry — is just physical proximity to a much of shifting students to isolation and quarantine dorms.

Additionally, the town’s rural In the fall, nine buildings will location allows easy access to be designated for quarantine and distanced outdoor activities, which isolation, yielding approximately Adams said has “been in our favor.”

500 beds. The dorms were chosen According to Adams, interactions between students and town residents to bathrooms. Adams added that the have been “seamless” as they come number of reserved beds is “more across each other while moving than any of our peer institutions.” around in Hanover, particularly in Dartmouth began testing graduate students in early August, however, said there have been tensions this summer, as some town run” for when undergraduates return residents did not feel that students in September. Testing is conducted were abiding by social distancing at a tent outside Dick’s House, guidelines — a sentiment she voiced and according to the College’s publicly in a July 24 guest column COVID-19 reporting dashboard, in The Dartmouth. The town which updates every Monday and subsequently issued a mask mandate Thursday, no COVID-19 cases have been reported among the over 1,500 people tested as of Monday. Thirty- violations.

“I don’t really think [it’s] fair to the which are Tuck School of Business families if they feel uncomfortable students who were deemed to have with college students not following violated Dartmouth’s public health any of those [guidelines],” Blinkhorn requirements — and two people are said. “I’m not exactly sure what

the answer is because we’re college students and we love being social, but I think that the students could On Aug. 31, the Hanover Selectboard adopted a new ordinance that limits all indoor and outdoor gatherings to no more than 10 people in addition to the residents of the residential unit holding the gathering.

The ordinance also requires host residents to submit an activities permit for both indoor and outdoor gatherings larger than 10 people — not including the hosts. Residents who host gatherings will be required to have every guest’s information available for contact tracing, and similarly, landlords will be asked to provide contact information for each

Geisel School of Medicine and provided input as Dartmouth developed its fall reopening plan.

“Some college communities don’t have the state’s largest medical center and a medical school right here from having those folks to provide extremely helpful advice and data.”

Other community members’ plans are contingent on the success of Dartmouth’s reopening plan.

in-person classes with the option of remote learning. According to Diana Berger ’90 Med’96, whose daughters attend the high school, more than 90 percent of students will be returning to in-person classes when the school opens its doors on Sept. 8 — though Despite friction between town the plan may be subject to change. residents and students, Hanover’s “[The high school] said they’re local businesses also depend heavily going to reverse it quickly if on activity generated by Dartmouth the pandemic increases in the students, faculty and visitors, local community,” Berger said.

“Everyone’s waiting for Dartmouth staples including Morano Gelato students to come; that’s the crux right and Skinny Pancake have already now.” shuttered permanently amid the Adams said that even with the pandemic. Others have shifted to College’s aggressive testing protocol outdoor dining and takeout business and preparation for isolation and models. quarantine, the G r i f f i n “Instead of focusing on plan is focused added that while “mitigating the things that you may on downtown risks” rather i s c u r r e n t l y feel like you’re losing than eliminating bustling and out on, try to focus on t h e m , wh i ch residents is impossible are enjoying the things that you can during the outdoor seating, do to make this a really pandemic. Still, she is concerned she added that successful year.” that if the students have a pandemic drags consequential on through next role in the y e a r, m a n y c o m m u n i t y ’s businesses may wellness. struggle to survive.

“Instead of In terms of determining next focusing on the things that you may steps to respond to COVID-19, feel like you’re losing out on, try to Adams said that Dartmouth’s focus on the things that you can do network of consultants includes state to make this a really successful year,” epidemiologist Benjamin Chan and Adams said. “It’s a call to action for deputy state epidemiologist Elizabeth all of us — everybody’s got to do Talbot, who are both faculty at the their part.”

FRIDAY, SEPTEMBER 11, 2020

THE DARTMOUTH FRESHMAN ISSUE

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‘Why aren’t they behaving?’: Student activism at Dartmouth B y ELIZABETH JANOWSKI The Dartmouth Senior Staff

Amid the nation’s continued reckoning with anti-Black racism in the wake of George Floyd’s death at the hands of police, Dartmouth has faced calls to examine the climate of its campus and prioritize racial justice.

But for many alumni, these demands feel far too familiar.

In June, when James DeFrantz ’79 alumni calling for the College to adopt a list of anti-racist measures, he said he “thought [he] was in a time machine.”

“It felt like something I could’ve seen 40 years ago,” said DeFrantz, who president of the Afro-American Society when he was a student.

Though tucked away in its remote corner of the country, Dartmouth, many of its alumni point out, has never been shielded from racism.

These alumni contend that racism is woven into the College’s history — a history predating the College’s establishment in 1769, as Dartmouth founder Eleazer Wheelock built his college on the backs of slaves who cleared the woods and laid the foundations to make his vision a reality.

At various moments in Dartmouth’s history, the College has been forced to confront racial inequities that have endured on its campus. During these moments, student activists have often change.

Students speak out in the wake of Civil Rights Movement Fifty years ago to this June, Wallace Ford ’70 approached the podium on the day of his graduation to give a historic speech given by a Black man in the College’s history.

“We are gathered here this morning to celebrate what is supposed to be a day of meaning for all those involved,” Ford began. “But what does this day mean for us … the Black students who have survived the Dartmouth College experience?

To Ford, “survived” was no exaggeration. A self-described campus, Ford held prominence as a columnist for The Dartmouth and a WDCR radio show host. Throughout his time at the College, he said that students attacked him both verbally and physically, even sending him death threats.

“Fights would break out when I would show up at any public event,” Ford said.

Activism quickly assumed an important role in Ford’s Dartmouth career. During his freshman year, George Wallace — an outspoken segregationist who governed Alabama during the 1963 Birmingham church bombing — made a stop on campus as part of his presidential campaign.

“This guy wasn’t going to come to campus without us really just raising hell,” Ford said.

As Wallace attempted to depart campus after his speech, Ford joined a group of students in rocking his car back and forth. The group disbanded after state troopers intervened.

Ford said the incident, which national news outlets picked up the following day, “introduced the nation to [the fact] that there are Black students at Dartmouth College.” The backlash from alumni was instant, according to Ford.

“Needless to say, the alumni went nuts,” he said. “It was like, ‘First of all, we didn’t even know you had Black people up there. Second of all, why aren’t they behaving?’”

Just a year later, the assassination of Martin Luther King Jr. forced Dartmouth to confront the racial tensions on its campus head on. As riots erupted across the country, former College president John Sloan Dickey canceled classes for a day.

In the wake of King’s death, Ford and other students worked to solidify and present demands for diversity and inclusion through the 1969 McLane Report, named after Board of Trustees member John McLane Jr. ’38. The report urged the College to increase its number of Black students, faculty and The implementation started “immediately,” according to Ford, with the hiring of Black professors and administrators, as well as the creation of an African American studies program.

At the same time, Ford stressed that the McLane Report did not bring about the watershed moment for which he and other students of color had hoped.

Instead, white students and alumni met many of its suggestions with “a lot of resistance and pushback.”

Eileen Cave ’76 observed that many during her time at the College.

Cave — a member of the College’s report with two of her classmates titled “Institutional Racism and Student Life at Dartmouth College” to alert the

SOPHIE BAILEY/THE DARTMOUTH SENIOR STAFF

administration to the obstacles she and other students from minority groups faced on campus.

According to Cave, being both Black and a woman “added another layer of complexity” to her experience at the College, which often left her feeling isolated.

Through conversations with other women and Black students, Cave came to identify “patterns of institutional racism” at the College, which she outlined in her report. Among these patterns were “assumptions of minority student inferiority” in the classroom and limited access to on-campus resources and work opportunities.

“It is the College’s policy or lack thereof that has allowed discrimination co-authors wrote. “… Therefore, the activity of the College towards the goal of achieving equality of opportunity should far exceed student grievances and recommendations.”

However, according to Cave, the report was “entirely dismissed.”

“Basically, the Trustee committee came back and said, ‘Not our Dartmouth. We don’t have these problems here,’” Cave said.

Though disappointed with the outcome, Cave said that the experience taught her a valuable lesson.

“In order to eradicate this institutional racism, it’s not enough to look to reform our practices,” Cave said. “There has to be a very intense and authentic commitment to reveal the history of what’s going on.”

Alumni recount “Winter of Discontent,” calls for divestment In 1979, amid frigid temperatures and Winter Carnival festivities, tensions over racism at the College once again reached a boiling point.

DeFrantz, who followed in Ford’s and Cave’s footsteps as Afro-American Society president, recalled a cataclysm of racist incidents that seemed to pile up “all at once.”

As several Trustees arrived on campus, a maintenance crew dismantled the Afro-American Society’s ice sculpture — a graveyard symbolizing victims of South Africa’s apartheid state. According to the Dartmouth Alumni Magazine, the crew claimed they mistook the sculpture for debris.

The same weekend, two white students dressed as the “Dartmouth Indian” — the College’s former, unofficial mascot, which the administration had formally renounced years earlier — skated across the ice at a crowded Dartmouth-Brown hockey game as the band played Dartmouth’s The two events punctuated an already tenuous relationship between the College and students of color and women — the latter of whom were targeted in an advertisement run by The Dartmouth calling for submissions to Playboy magazine a month earlier.

Following protests by the Women at Dartmouth student organization, The Dartmouth ran two cartoons insinuating that Dartmouth women were too unattractive to be featured in Playboy.

During this period of rising tensions, later dubbed the “Winter of Discontent,” the Afro-American Society, Native Americans at Dartmouth and Latino Forum held a rally in which protestors spray-painted the remains of the melting Winter Carnival snow sculpture in the middle of the Green.

Adrienne “Tee” Lotson ’82, a member of the Afro-American Society at the time, stressed the strong sense of urgency that students felt as they organized against racism.

“There were discussions that we could be thrown out of school if it didn’t go over well, and we didn’t care,” Lotson said. “It was like justice meant more than a Dartmouth degree.”

Threats against the protestors from

outraged students poured in, prompting the College to send police to guard Cutter-Shabazz Hall, where the AfroAmerican Society was based.

Then College president John Kemeny swiftly declared a moratorium on classes in order to address the “rhetoric,” “intolerance” and “attempts at intimidation” on campus, according to a report from The Washington Post.

DeFrantz said that in lieu of classes on the day of the moratorium, students were encouraged to attend a series of teach-ins, seminars and speeches — one of which he gave — on the topics of racism and improving racial relations at Dartmouth.

“I said Dartmouth was a living hell for people of color,” DeFrantz recalled.

“That was probably over the top in retrospect, but it felt that way at the time.”

A 1979 New York Times article reported that “white undergraduates largely boycott[ed]” the assembly.

According to Lotson, not only did campus remain “just as racist as it was before” in the Winter of Discontent’s aftermath, but The Dartmouth Review — a conservative student newspaper throughout its history for promoting bigotry — emerged in its wake.

“The message was clearly ‘How dare you claim space in a space that’s ours?’”

Lotson said of the Review’s formation.

Maria Cole ’84 said that the Review created a climate of “toxicity and derision” on campus. She added that, in contrast to the campus climate at the time of the McLane Report, there “wasn’t that much intentionality around diversity and inclusion” at Dartmouth during the 1980s.

Cole and Sandy Broadus ’88 student activists numerous times during their years at the College. One of the most notable of these incidents occurred in 1986, amid continued protests against apartheid, the imprisonment of Nelson Mandela and the College’s investment of $64 million in companies conducting business in South Africa.

In the fall of 1985, a student organization called the Dartmouth Community for Divestment constructed four plywood shanties in the middle of the Green as part of an anti-apartheid demonstration. The shanties stood on the Green for over two months — until 12 sledgehammer-wielding students, 10 them down while demonstrators were sleeping inside.

“It’s hard to imagine now that there would be people who would be agnostic, even much less antagonistic towards the idea of freeing Nelson Mandela,” Broadus said. “And yet there were.”

The shanties’ destruction became a “huge incident,” according to Broadus.

Several major national news outlets covered the aftermath, which saw over 100 students occupy Parkhurst Hall in an over 30-hour sit-in to demand discipline for the students who tore the shanties down.

Calls for divestment continued throughout David McLaughlin’s tenure as president — a period that Broadus and Cole both recalled as stagnant in terms of social progress.

It was not until 1989, amid persistent protests under the presidency of James Freedman, that the College announced it would fully divest.

Broadus said that, although the change came after she had graduated, the decision still felt gratifying.

“I remember getting the news and thinking, ‘Damn it, I did that. I had a part in that.’” Broadus said. “I didn’t do it by myself, but had we said nothing, Dartmouth would’ve done nothing.” for justice, inclusion Decades later, as the College geared up for its annual MLK Day celebration

in 2014 — a day that Dondei Dean ’17 said has been “co-opted” to “tout that racism is over” — a group of student activists assembled to assert just the contrary.

Jalil Bishop ’14, then-president of the Afro-American Society and leader of the MLK Day protest, introduced College President Phil Hanlon on the day of the celebration. After Hanlon’s remarks, Bishop remained at the podium, stalling the keynote speech as he spoke for 20 minutes on Dartmouth’s failure to address the prevalence of racism and sexual assault on its campus.

“As you stand here and they ask you why you protest, tell them you have attended their talks, you have served on their committees, you have allowed your face on their brochures and still they did not honor your voice,” Bishop said.

According to Bishop, his interest in activism sprang out of the campuswide discussions initiated by Real Talk Dartmouth, a student organization that staged protests calling attention to a variety of social issues on campus during the Dimensions admitted student performance.

The Freedom Budget — a list of over 70 demands calling for the College to “work towards creating a safe environment that would foster the communal responsibility and diversity the College claims to seek” — emerged in the wake of the Dimensions and MLK Day protests. Its authors came together from a variety of identity- and issue-based groups on campus, forming a coalition called the Dartmouth Action Collective.

“The Freedom Budget came from the experience of alumni … and lessons from our time on campus,” Bishop, one of its authors, said. “Dartmouth showed a complete inability to treat people with human dignity, so we created a coalition that was a model for what it meant to value people and then used that model to disrupt and challenge the College.”

Among the Freedom Budget’s demands were increased enrollment of students and hiring of faculty from underrepresented communities, a mandatory curriculum on social justice policy and improved support for sexual assault survivors.

Hanlon and then-interim Provost Martin Wybourne initially responded to the Freedom Budget with a statement programs that would bring “diverse perspectives” to campus.

Unsatisfied with the statement, students held a two-day sit-in inside Hanlon’s Parkhurst Hall office, demanding that they receive a point-bypoint response to the Freedom Budget.

Dean, who participated in the sit-in and assumed the task of presenting Hanlon with the document, said that defending the Freedom Budget to Hanlon was like “starting from scratch with someone who had never really thought about these things before.”

Ultimately, the administration declined to pass the Freedom Budget.

Instead, the College granted the protestors meetings with relevant administrators to discuss the broad topics highlighted in the document. At the time, one of the document’s authors described the pace of the College’s action as “maddeningly frustrating.”

In the ensuing years, racial tensions Videos of a 2015 Black Lives Matter protest in Baker-Berry Library, in which protestors chanted and shouted at students studying in the library to stand up and join them, rocketed to national headlines — primarily among conservative news outlets that decried the protestors’ behavior as disruptive, unnecessary and violent. several students’ doors, and a group of students and professors were targeted

with racist, sexually explicit emails.

And while the days of the anonymous online platforms Yik Yak and Bored@Baker have passed, the latter of which drew criticism after users posted lynching and rape threats, the anonymous forum Librex has recently sparked controversies, harboring racist comments targeted at a Student Assembly candidate in the last election.

In response to the nation’s latest wave of Black Lives Matter protests, the College announced it will “renew [its] institutional commitment” to “longlasting change” by requiring implicit bias training for all students, faculty Safety and Security policies and hiring more therapists of color, among other measures, according to a July 1 email statement.

Dean said she is not surprised by the recent resurgence of conversations around racism and white supremacy on campus.

“It’s all so cyclical,” Dean said.

Students, alumni discuss path forward To Dean and many other alumni, Dartmouth appears trapped in a vicious cycle — one in which protests against injustice tend to be met with denial or harassment at worst and bureaucracy at best.

“A lot of the ideas that came out of the Freedom Budget are things we’re talking about now,” Cole noted.

This cycle often comes at the emotional expense of Black student leaders and activists, who endure racism and often graduate before the College “I went up [to Dartmouth] so naive and just so excited about the quality of the education I was going to receive,” Lotson said. “But save for a handful of professors, it was nightmarish.”

“There are a ton of alumni, especially Black alumni, who want nothing to do with the College,” DeFrantz echoed.

While she experienced many hardships as part of Dartmouth’s pioneering class of women, Cave says that she views the College as a “lifelong training ground” for engaging in advocacy.

Ian Scott ’24, who began organizing with the Dartmouth Student Union year, similarly said that he appreciates activism as a forum that “creates space for students to be themselves.”

“For students of marginalized identities, there is so much strength that Even decades after graduating, many alumni and former student leaders have retained this sense of community, banding together in recent months to compile reports and advise the College on racial matters.

Members of the Class of 1979, for example, have formed a working group to discuss anti-racism at Dartmouth, according to DeFrantz. Cave currently sits on an ad hoc committee that has partnered with the Rauner Special Collections Library to document the history of the Black experience at the College.

In the face of criticism both past and present, many alumni activists simply from a desire to destroy the College’s traditions. On the contrary, they say their work has sprouted from the desire to improve Dartmouth, a place they once called home, for future generations.

“In my view, the work that I did — that unpaid labor — entitles me to claim [Dartmouth] even more,” Broadus said. “I think [student activists] should understand that not only did they pay their dues to get there, but they’re putting in sweat equity right now, in terms of the advocacy that they do for themselves and for other people. And they should wear that like a badge.”

THE DARTMOUTH FRESHMAN ISSUE

FRIDAY, SEPTEMBER 11, 2020

PAGE 7

A new D-Plan: COVID-19 alters academic planning B y EILEEN BRADY

The Dartmouth Senior Staff

A summer in Hanover.

These are the staples of a Dartmouth experience, as stipulated by the D-Plan, Dartmouth’s version of the quarter system.

Besides the basic requirements, students’ own enrollment patterns — their individual D-Plans — are largely customizable, resulting in quite a bit of coming and going during an academic year. When determining their D-Plans, students normally consider factors like the timing of study abroad programs, their seasonal preferences and the classes required to complete a major.

The COVID-19 pandemic has become one more factor to consider, and many students have altered their academic plans to make the most of the situation.

Kemeny’s new deal In April 1971, Dartmouth faculty members approved a resolution supported by then-College President John Kemeny calling for coeducation at the College by fall of the following year. By November, Dartmouth’s Board of Trustees had voted in favor of both the matriculation of women and the Dartmouth Plan for Year-Round Operation — now more commonly known as the D-Plan — which permitted students to take classes in any season, allowing for a larger student body without needing to build additional housing.

“The big selling point on this was that [the College] would not displace any male applicants in favor of female applicants,” College archivist Peter Carini said. “The idea was that it would free up dorm space so that they would be able to accept any man who applied who would normally get into Dartmouth.”

While Dartmouth had been on a quarter system since 1962, the D-Plan made summer an official quarter, meaning that Dartmouth students could take classes throughout the entire year, according to Carini. In its initial form, a summer in residence was not a requirement, and students in the same class were generally not required to stay together at any point after freshman year, he noted.

Since the D-Plan’s existence was a direct result of coeducation, feelings about the new academic plan were sometimes overshadowed by debates surrounding the decision to welcome women to campus.

Jerry Bowe ’74 recalled that when the D-Plan was instated, the system itself seemed less contentious among students than did the matriculation of women.

“You still had students who came to Dartmouth because it was all male, and those people were opposed to coeducation,” Bowe said. “In my memory, that debate was much more controversial than the actual movement of the classes around into the D-Plan.”

Bunk Rosenblum ’73 said he too remembered the intense feelings surrounding coeducation. Despite the presence of naysayers, Rosenblum said that they seemed relatively small in number, noting that overall, students seemed happy that Dartmouth was “getting into the mainstream” by admitting women — and that enthusiasm carried over when thinking about the D-Plan.

“All of it was just plain exciting,” Rosenblum said.

For faculty, the D-Plan itself made waves, as it allowed for new academic opportunities while eliminating others.

would prefer to revert to a more standard semester or quarter system given that Dartmouth has already established itself as a successful coeducational institution, he said.

take classes in order to get an internship

on the D-Plan. Though some students love being able to focus on only a few

of Dartmouth study abroad programs

to be jarring. While many students take

his senior spring.

Today, students continue to take advantage of the opportunities provided

said that she was able to study abroad in Argentina during her sophomore winter, and she is looking forward to

Today’s situation calls for a new D-Plan.”

This “new D-Plan” lies in Dartmouth’s reopening plan for the 2020-2021 academic year. While the enrollment requirements — including the summer residency requirement — have remained in place, most undergraduates will have the chance to spend only two terms on campus over the next four terms.

The situation, along with the reality

to study abroad or get internships in themselves missing their friends when their plans fail to align.

The D-Plan’s issue of social fragmentation has existed from the beginning, according to Rosenblum.

He noted that once the D-Plan was implemented, the “coming and going” various points throughout the year and only some staying in Hanover through the summer. He said that in the earlier years of the system, the time spent apart from friends was an even greater disruption than it may be now, as students then lacked communication methods like texting, video chat and social media.

In 1982, the sophomore summer requirement was implemented, and other guidelines, including mandatory enrollment during senior year, were created to promote class unity, according to Carini. More recently, the College created the undergraduate house communities in an attempt to promote a sense of community and continuity for undergraduate students.

Still, Halla Hafermann ’22 noted that

still keep that feeling of the Dartmouth community, like you actually are surrounded by a group of people who you care about and vice versa,” she said.

Although missing friends can be challenging, some Dartmouth students D-Plan provides are worth these scheduling complications. Because students are required to take classes during their sophomore summers, most taken at some point during sophomore or junior year. This term allows students to work, research, travel or prepare for graduate school while students at most other schools are enrolled in classes. been a perk of the D-Plan, noting that as a student, he stayed on for a summer to

professional options.

Rosenblum noted that another of the D-Plan’s strengths is the quick thinking that its fast pace inspires in students. With just 10 weeks in each term, students must dive into material quickly and work hard not to fall behind, something Rosenblum said is valuable from the perspective of alumni and employers.

“You hire Dartmouth people in part because they’ll roll up their sleeves and get it done. … They’re people who will dig in and have a fast start,” he said. “I think some of that came from the short terms.”

Bryce Lucas ’23 said that he has seen both positive and negative impacts of Dartmouth’s 10-week terms. He noted that the short timeframe keeps course material fresh and interesting, and it experienced in high school.

“By the end of the 10 weeks, you’re tired of the workload, but you’re not tired of the class,” Lucas said, adding that he thought burnout on both fronts — the workload and the material — might be more common with a semester system.

Still, Lucas said, the D-Plan’s short terms tend to put a lot of stress on students to stay caught up.

Flexibility amid crisis On June 29, after the completion of a remote spring term and at the beginning of a remote summer term, College President Phil Hanlon and Provost Joseph Helble cited the ingenuity of the D-Plan as an indication that Dartmouth could handle the challenges posed by COVID-19.

“When we transitioned to coeducation in 1972, President John Kemeny had to determine how to accommodate more students without adding beds,” Hanlon and Helble wrote in an email to campus. “... Now we face the challenge of determining how to accommodate the same number of available beds and classroom space.

campus, has caused many students to reconsider their D-Plans, changing the gap years.

After taking remote classes during the spring term, Hafermann said that she decided not to enroll in classes during her sophomore summer and eventually chose to take an entire year making her decision, she talked with friends and others who planned to take gap years and decided she would rather do that than “spend a year online and kind of in limbo.”

“There’s just so much that you get from being on campus, being in that environment,” Hafermann said. “Even if I did go back right now, it just would not be the same in any way, shape or form.

Social groups and activities are some of my favorite things about campus, and I have a really hard time seeing how that would be able to exist at all.”

She noted that she did consider the placement of her leave term in her D-Plan, but elected a gap year instead given the general uncertainty created by the pandemic. She highlighted the allowed Dartmouth students more options than students at other schools may have during the pandemic.

“I think that the D-Plan is really cool in that you do have opportunities to swap

that he had been approved to be on campus for fall, but decided against it. Nearly 98 percent of fall classes, excluding individualized study courses, will be conducted remotely, regardless of whether students are on campus or “I don’t think it’s worth it to learn online,” Lucas said. “It’s just not the same experience, and it’s not the same learning.”

During his leave term this fall, Lucas will be continuing his summer job, he said. He noted that he has not yet made a decision about the winter term but will do so once Dartmouth provides more information about the term’s operation.

Whilemanystudents,likeHafermann and Lucas, have opted to take leave terms during the pandemic, Sarah Polowczak ’23 has taken the opposite approach.

After taking classes remotely during the spring, she decided to enroll remotely for both the summer and the fall, taking knowledge that most internships would be remote anyway.

“I’m trying to get as many classes out of the way as I can now, during the pandemic, because that’s really all the productive work I can do because I don’t really want to do a remote internship,” Polowczak said.

She noted that her general plan is to “swap” the time that she would’ve been taking classes later in her Dartmouth career with the time that she had planned progress through her degree during the pandemic and free up time for internships during her junior year once it is possible to work in person again.

Polowczak said that she hopes to get two or three internships during her junior year but is also considering graduating early if possible and moving onto a master’s degree after three years. situation Dartmouth students are facing,

Lucas also said that he is hoping to avoid remote learning and campus during the worst of the pandemic. As such, he said that he will be taking the term his sophomore fall instead of his junior winter like he had originally intended.

Lucas said that he hadn’t enjoyed remote learning in the spring and as a result tried to avoid it for fall, considering the cost of tuition and the logistics of getting to Hanover in addition to the reduced educational quality. He noted

make the most of what they have been dealt. He cited examples he has already seen of students taking previously impossible course combinations using asynchronous options or rethinking their major and minor plans.

“I know Dartmouth students are able at other institutions would consider impassible labyrinths,” Pease said. “I’m always amazed at the creative solutions that Dartmouth students come up with for such problems.”

terms at any point in the year precluded survey courses, according to Carini.

These classes tended to cover very broad topics like long periods of history or large collections of literary works, Carini said, and thus, their elimination predominantly impacted humanities departments.

English professor Donald Pease, who joined Dartmouth’s faculty in 1973, noted that while support for coeducation was strong within his department, the D-Plan initially posed unique problems for English professors.

“Faculty in the English department did not think that students should be campus,” Pease said. “Learning, which required deliberation, is what faculty in the humanities held sacred.”

Pease noted that for other departments, including those in the sciences and social sciences, the D-Plan may have seemed more attractive at its inception given its fast pace and For every department, he said, there were certain advantages to the D-Plan, including more time to prepare for wanted to introduce.

Opportunities and obstacles Today, Pease said, professors hold [the D-Plan] as there are cohorts of faculty.” While some see it as one of Dartmouth’s greatest strengths, others

C.C. LUCAS/THE DARTMOUTH

FRIDAY, SEPTEMBER 11, 2020

THE DARTMOUTH FRESHMAN ISSUE

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Greek life faces challenges amid pandemic B y MARCO ALLEN

The Dartmouth Staff

Remote learning is bringing an additional dramatic change for the roughly two-thirds of eligible Dartmouth students who are members of a Greek organization.

Despite their long history at the College, Greek organizations are undergoing significant adaptations in response to a remote rush process, increased financial pressure and growing calls for inclusion and diversity. As the system’s future remains unclear, it seems likely that Greek life at Dartmouth is facing a turning point in response to ongoing pressures.

H i s t o r y o f G re e k l i f e a t Dartmouth Greek life has had a long and complicated relationship with the College. It has survived several abolition efforts, experienced system-wide refor ms and yet remains a centerpiece of many students’ Dartmouth experience.

It began at Dartmouth in the 1780s in the form of two “literary societies.” These organizations, which brought students together for reading and socialization, were eventually incorporated into the present-day libraries, but two groups split off to found the first fraternities, Psi Upsilon and Kappa Kappa Kappa, in 1842.

Greek life at Dartmouth has since expanded to include 26 active chapters today — 13 fraternities, 10 sororities and three gender-neutral houses. Greek life at Dartmouth includes local houses, which govern themselves without affiliating with a nationwide organization, and national houses, which share a set of bylaws with chapters across the country.

Recent attempts at Greek life reform have stemmed from the Moving Dartmouth Forward initiative started in 2015 by College President Phil Hanlon. This effort included several significant changes, including a campus-wide hard alcohol ban, the beginning of the residential house system and a four-year sexual assault prevention program.

Certain policies that Dartmouth Greek houses follow are intended to make the system more inclusive.

Fraternities have long implemented an “open door policy,” meaning that any students can get into a publicly listed party — although invite-only events still exist. The “frat ban,” adopted by the Greek Leadership Council in 2012, prohibits Dartmouth freshmen from participating in Greek events during the first six weeks of their freshman fall term or before Homecoming, whichever comes later.

In recent years, two houses have been derecognized after coming under increased scrutiny from the College. Alpha Delta — known for being an inspiration for the 1978 comedy “National Lampoon’s Animal House” — was derecognized in 2015 for branding new members and violating the terms of a previous suspension.

Shortly after, Sigma Alpha Epsilon fraternity was derecognized in 2016 after a series of investigations by the college, a viral Rolling Stone article featuring the fraternity and years of health and safety violations.

SAE’s former house is still present and occupied on campus and its members are affiliated under the name “Scarlet Hall.”

Greek houses at Dartmouth have undergone several other controver sies over the year s, including AD and Delta Delta Delta sorority — now known as Chi Delta — hosting a “Bloods and Crips” themed party in 2014 and an annual “Phiesta” event, jointly hosted by Alpha Phi sorority and Phi Delta Alpha fraternity, that was discontinued in 2014.

Despite these controversies, Dartmouth’s Greek system has survived several attempts to abolish it, largely due to students’ opposition to the idea. In 1999, then-College President James Wright announced an initiative to end the single-sex Greek system, but after 1,000 students gathered in protest on Wright’s lawn, the initiative was abandoned.

Greek Life at Dartmouth has survived several attempts to abolish the system in part because many students find their experience with Greek life to be especially meaningful.

Chi Gamma Epsilon fraternity president Dean Anderson ’21 said that he was originally nervous about joining Greek life as an openly gay man. However, he now believes his fraternity helped him to meet “this incredibly diverse, smart and kind group of people” that “have [his] back, no matter what.”

SYDNEY GILLMAN/THE DARTMOUTH STAFF

“[My] house really allowed me to step into who I am as a person and who I want to be as a person,” Anderson said.

L i k e w i s e, E p s i l o n K a p p a Theta sorority president Megan Ungerman ’21 described EKT as a “big family” and a place for “people who need a home at Dartmouth.”

Kappa Kappa Gamma sorority president Caroline Smith ’21 emphasized the importance of her Greek community during her time away from Dartmouth.

“The community of a Greek space has been nice to have during this uncertain time,” Smith wrote in an email statement.

Some unaffiliated students, however, note that at times Greek houses can feel more exclusive than welcoming.

Emma Kallman ’22, who rushed her sophomore fall but was barred from rushing again for a year after turning down a bid, said that being unaffiliated can be difficult.

“It sometimes just seems like there’s this ingroup that you’re not a part of,” Kallman said, “and people have all these stories, and there’s this culture that you just can’t necessarily partake in.”

Valerie Truong ’21 said that she has also felt “implicitly excluded” before at Greek houses because it isn’t her idea of an ideal social scene.

“It’s not a space for people like me, perhaps,” Truong said. “I don’t say that just because of my physical identities, but … if I don’t like the kind of music they’re playing, or if I don’t like how crowded it is, or if I don’t like the smell in the basement, it’s too late at night — it doesn’t fit with my idea of how I want to spend my time.”

Both Kallman and Truong emphasized that students can have active social lives without joining Greek organizations.

“I knew that if I wanted to [spend time in Greek spaces] at any time, if I wanted to go to a frat party or anything like that, I could always just tag along with my friends who were affiliated, or even just show up with friends — even if they weren’t affiliated,” Truong said.

Greek houses make attempts at inclusivity In response to the ongoing Black Lives Matter protests, many Greek organizations are considering how they fit into a larger dialogue around race. At other colleges across the country, protests have led to calls to reform or abolish Greek life, which is seen by some as perpetuating discriminatory practices and largely white social spaces.

Truong, for example, said that she has noticed some houses, though not all, “aren’t very diverse.”

“I’ve been in some spaces where it’s like, OK, nobody here looks like me,” Truong, who is Asian American, said, “and it’s a little shocking because it’s very different than when you’re just walking around campus.”

At Dartmouth, some Greek houses are attempting to actively engage with racial justice issues.

Smith wrote that “as an institution with a discriminatory past, we have to actively and constantly work towards more diversity, equity and inclusion.”

According to Smith, Kappa has been working to promote inclusivity by adding a diversity, equity and inclusion vice president position, “discussing anti-racism resources” within the sorority and donating

to “70+ community bail funds, mutual aid funds and racial justice organizations in the early summer.”

Anderson said that Chi Gam was able to raise “nearly $10,000 for racial justice.” He added that the house held a “mediated discussion” on race this summer and has established an anti-racism book club.

Ungerman said that EKT has continued ongoing conversations about race issues within the house but added that being inside the Greek system creates limitations for how much a push for racial justice can achieve.

“Of course we’re still in the Greek system, so we’re not independent from how it was made and what it still stands for,” Ungerman said.

“We are definitely still cognizant of that.”

Theta Delta Chi president Jarett Lewis ’21 said that while the open door policy exists, “that doesn’t necessarily mean that everyone feels comfortable at TDX, and a lot of us have spoken about that and have recognized that and are hoping to make it a better place when we all get back.”

According to Lewis, TDX is removing all images from the house that feature the Native American as the former athletic symbol of Dartmouth. He also said that the house has started an internal judicial committee for members and has created a diversity and inclusion position in leadership.

More broadly, Lewis noted that TDX had a two-hour call where members discussed “all of [their] traditions and events” to reflect on efforts they could take to increase the house’s inclusivity. However, he added that “as of now it’s kinda of all talk, we haven’t been able to get back and implement [these changes] yet.”

Alpha Chi Alpha fraternity and Kappa Delta Epsilon sorority led the “20X Challenge” this summer, which provided 20 days of programming that included educational discussions around diversity and inclusion and fundraising for charitable organizations. All Interfraternity Council and Inter-Sorority Council houses, as well as Scarlett Hall, were involved in the discussions.

The challenge ultimately raised $22,000, exceeding its $20,000 goal.

No specific changes to the Greek system have been announced as a result of the 20X Challenge.

“I think it’s a good thing that these conversations are happening,” Truong said of the 20X Challenge, “but I think they should be happening regardless of national protests.” She added that any organization, Greek or not, should be considering its values and how it can be more inclusive.

Several student leaders of the 20X Challenge declined to comment or could not be reached for comment for this story.

Smith wrote that Kappa is moving forward from its conversations by analyzing finances, recruitment, events and other parts of the sorority “through a critical lens.”

Lewis addressed rush specifically.

“We’re hoping to engage a larger group of guys,” he said, adding that while TDX has traditionally been a lacrosse and rugby house, he hopes to “drum up some interest from people [that members] haven’t normally spent time with.”

Questions have also been raised about the inclusion of members

of the LGBTQ+ community.

Unger man said that “the traditional [Greek house] is largely heteronormative” and added that EKT is especially important within this community due to its “large queer membership.”

Sororities in particular faced challenges this spring regarding the inclusion of gender non-binary potential new members.

Last A pril, concer ns were brought up around female-specific language used throughout the rush process. Several debates followed within the ISC and its member houses regarding the place that non-binary students should have within the larger sorority system.

While ISC bylaws state that “any Dartmouth undergraduate who identifies as a woman and/or gender non-conforming person may participate in Formal Recruitment,” the ISC decided this spring that this rule did not necessarily mean a house has to be willing to accept nonbinary people that participate in recruitment. Following subsequent discussions, all local sororities amended their own bylaws to include language that would allow non-binary members. However, national chapters did not, in part because national bylaws use the word “women” when describing PNMs, implying that non-binary students are not necessarily eligible for national sorority membership.

The ISC said in an email about rush this year that non-binary PNMs will only be required to attend events at the four houses that are allowed to extend bids to them, a change from previous years when all PNMs were required to visit all eight houses.

F u t u re o f G re e k l i f e a t Dartmouth Fallout from pushes for increased inclusivity, the COVID-19 pandemic and financial struggles all look likely to cause changes in Greek life at Dartmouth in the near future.

In terms of finances, some houses are struggling as members are more hesitant to pay traditional house dues for a remote experience.

Anderson noted that Chi Gam was able to negotiate for a refund on their property insurance because no one was in the house over the remote terms. He added that they were able to raise money from alumni and have recently grown their membership, which contributed to their financial stability. For the upcoming year, Chi Gam will only charge dues for those living in the house, Anderson said.

Local sororities also faced challenges with paying off their insurance premiums. Many of these sororities banded together this spring to negotiate a reduction of insurance payments with the College.

Rush will look dramatically different than previous years: All rush events will be entirely remote.

According to emails sent to the student body by the IFC and ISC, the fall will see some pre-rush events — a step down from previous years, when the bulk of rush took place during the fall. Sorority rush and the fraternities’ “shake-out” process will take place in the winter.

Regarding the shift to a remote community, Ungerman said, “I don’t think Greek life is ever going to be the same as it was before.”

Both Smith and Lewis said that their respective houses have managed to stay in touch despite the shift to a remote community. Programming

included regular virtual meetings, philanthropy events, quarantine tips and conversations about potential changes for the houses upon return to an in-person format.

“We did more than I could have imagined we could under the circumstances,” Smith wrote.

Unger man expressed mixed feelings about the ’24s’ introduction to the Greek system.

“The freshmen aren’t going to really be able to see what Dartmouth Greek life is about,” Ungerman said. “But maybe that’s for the better.”

Ungerman urged students to consider the recent calls for the abolition of Greek life at other schools, such as the University of Pennsylvania, and their potential implications at Dartmouth.

“The ’24s get to make Dartmouth their own, so [they] all can really decide what [they] want,” Ungerman said.

Anderson also touched on the uniqueness of Dartmouth Greek life, saying that he “wouldn’t have rushed had [he] not been at Dartmouth.”

H e p r a i s e d D a r t m o u t h ’s elongated rush process during sophomore year, which allows PNMs to “get a lot more exposure to the real side of a fraternity or sorority” as compared to “expedited” weeklong processes during freshman year as is common at other schools — all other members of the Ivy League, for example, allow freshmen to rush.

That being said, much of the routine has been disrupted by the remote spring term, where, Anderson noted, many freshmen would have usually gotten the chance to meet upperclassmen.

EKT is planning some remote sorority programming for the fall term that will be open to ’24s and the rest of campus, according to Ungerman. However, Ungerman said that rush might be “weird,” but it will be “interesting to see how it all shakes out.”

Regarding the direction of his house as a whole, Lewis said that Greek houses need to aim to be more involved in their communities so they can “be a presence on campus and not just a place to drink.” He added that he hopes that Greek houses can come together to have a larger impact as a united system rather than “just staying in their own corners of campus.”

Smith described the past few months as a “wake-up call,” writing that “a lot is changing in Greek life at Dartmouth, and a lot for the better.”

“People are really going to have to think about what their values are and why they are involved in Greek life,” Ungerman said of potential changes to Greek life. “Are they involved just to party and go out?

Because that’s going to look a lot different. Or are they involved in Greek life because that’s where they found a community of people?”

Chi Delta sorority president Isabella Frohlich ’21 and ISC president Mahalia Dalmage ’21 declined to comment for this story. The presidents of all other recognized fraternities, sororities and the IFC did not reply to requests for comment. Director of the Office of Greek Life Brian Joyce deferred comment to members of the Greek Leadership Council.

Kyle Mullins contributed reporting.

Valerie Truong is a former member of The Dartmouth staff.

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FRIDAY, SEPTEMBER 11, 2020

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With voting rights affirmed, students vote in New Hampshire B y AMBER BHUTTA The Dartmouth Staff

Despite educational disruption and geographic displacement, both new and returning students will have the opportunity to vote in New Hampshire this year. The New Hampshire primary election took place Sept. 8 and will be followed by the general election on Nov. 3.

This election cycle comes in the wake of the New Hampshire Superior Court striking down Senate Bill 3, a controversial state law that required people who register to vote within 30 days of an election to provide proof of domicile. The law, signed by New Hampshire Gov. Chris Sununu (R) in July 2017, has faced criticism for causing confusion among student voters and hindering the same-day voter registration process.

SB 3 was challenged in court by the New Hampshire League of Women Voters, the New Hampshire Democratic Party and six individuals, including former state representative Garrett Muscatel ’20. After facing a preliminary injunction in October 2018, the New Hampshire Superior Court struck down SB 3 in April, though the decision is expected to be appealed.

In addition to SB 3, another law, House Bill 1264, also faced scrutiny for modifying the of residency and potentially requiring voters to obtain a New Hampshire driver’s license.

I n Fe b r u a r y 2019, the American Civil Liberties Union of New Hampshire, representing plaintiffs Maggie F laherty ’21 and Caroline Casey ’21, filed a lawsuit challenging HB 1264 after critics expressed concerns that the law infringed on the right to vote of college students coming from out of state. After the New

withdrew the case in May. D e s p i t e t h e c o n t rove r s i e s surrounding SB 3 and HB 1264, Dartmouth College Democrats president Emer y Rheam ’22

is pretty explicit that the [absentee registration] process is more cumbersome than presenting oneself in person,” McClain said. “With that being said, there always has been absentee voter registration.

With the pandemic, the q u a l i f i c ati o n s of who can register to vote absentee have been expanded to include all individuals who have concerns about COVID-19.”

R h e a m advised voters to fill out and mail in their ballots “as early as possible” to avoid potential postal service delays and ensure their ballots are counted.

“Unlike other states, postmark is irrelevant [in New Hampshire],” McClain said. “The cast ballot must be received by by 5 p.m. on election day.”

She added that people who do not have time to mail their ballot or who prefer to drop can also leave their ballot in the drop box outside of the town hall, describing the drop box as “secure” and monitored by 24-hour video surveillance.

In-per son voting will also still take place this year — with safety precautions including social distancing, mask requirements and pens that every voter will take home The Sept. 8 primary election took place at Leverone Field House rather than at the usual polling station at the Hanover High School gymnasium in order to accommodate social distancing.

“It will look kind of like going

to the doctor in terms of tubs of hand sanitizer and all of the other protective equipment,” McClain said.

When filling out the ballot for the primary, vo t e r s f o u n d Dartmouth students and faculty running in the Democratic primary for seats in the state legislature.

These candidates i n c l u d e d former College Democrats president Riley Gordon ’22 and gover nment professor Russell Muirhead, who were running for seats in the New Hampshire House of Representatives, as well as Spanish and comparative literature professor Beatriz Pastor, who ran for a seat in the state Senate. Victoria Xiao ’22 was also in the running for state representative but suspended her campaign in late July.

Pastor previously served in the state Senate from 2008 to 2014, and ran to replace retiring state senator Martha Hennessey ’76 (D-Hanover).

Gordon and Muirhead, the latter of whom recently stepped down as the interim director at the Rockefeller Center for Public Policy, are two of nine total candidates who ran for Hanover’s four seats in the state House. Of these four seats, occupied

by Rep. Polly Kent Campion (D-Etna), Rep. Mary Jane Mulligan (D-Hanover), Rep. Sharon Nordgren (D-Hanover) and Muscatel, only Nordgren sought re-election in the fall. Though Muscatel had already planned to retire this year, he resigned in June following questions about his state residency that arose due to COVID-19.

On Sept. 8, Muirhead won the second-most votes in the House district after Nordgren, setting both on a glide path to election to the lower chamber in November along with two other candidates. Gordon placed sixth in the crowded primary and has pledged his support to the four winning candidates. Pastor, behind by just 68 votes — a margin of 0.8 state Senate primary, has requested

a recount, and the race has not been called as of Sept. 10.

Both Muirhead and Pastor

pandemic posed to the campaigning process, highlighting the hindrance to typical “face-to-face” interactions with voters.

“Normally, people running for state rep will go door-to-door and try to introduce themselves to their neighbors who they haven’t met before,” Muirhead said. “That kind of canvassing can’t be done.”

I n p l a c e o f c o nve n t i o n a l canvassing, Muirhead added that his campaign has been passing out absentee ballot request forms to voters while wearing masks and observing social distancing guidelines.

Pastor said that she has participated in a number of virtual events — sponsored by local Democratic committees from various towns in the district — allowing voters to get to know candidates and ask questions.

While Pastor said the events were “productive,” she explained that they were “no substitute” for meeting voters in person.

“Doing it this way, you have no sense of what’s happening, really,” she said. “You have no sense if viewers are connecting with you or not. You don’t get a sense of the audience — you don’t get a sense of the electorate.”

Gordon, Muirhead and Pastor all spoke about the importance of students requesting absentee ballots and voting in the fall. Gordon condemned state legislation such as SB 3 and HB 1264 as attempts to “suppress the student vote for very blatantly partisan political purposes.” “[Student voters] are more than just a political kickball here in the state [of New Hampshire],” Gordon said. “We actually have our own ideas and priorities that we want to see

accomplished in the state House.”

Government professor Mia Costa college student turnout in New Hampshire elections.

“In New Hampshire, there have been a few cases in which the collegeage voting population really has made She cited the election of Democrat and former New Hampshire governor Maggie Hassan to the U.S. Senate in 2016 as an example, explaining that Hassan won her race by a margin of about a thousand votes over Republican incumbent Kelly Ayotte. Hassan’s victory can be attributed in part to young voters, a demographic that tends to vote for Democrats, Costa suggested.

Because of New H a m p s h i r e ’s s m a l l population, a “marginal” number of votes can often determine e l e c t i o n outcomes.

“That’s where the youth vote can really make because if you only win by about a thousand votes, and there’s higher turnout by this [youth] voting bloc, by young people, then that can really make a According to recent polling from the University of New Hampshire, incumbent Sen. Jeanne Shaheen (DNH) holds a double-digit lead over her Republican opponent, attorney Bryant “Corky” Messner, in this year’s general election. Messner won the Republican primary for the seat on Tuesday.

Additionally, according to the FiveThirtyEight polling average, former vice president and Democratic presidential nominee Joe Biden maintains a roughly eight point lead over President Donald Trump in New Hampshire as of Sept. 10.

Former Secretary of State Hillary Clinton beat Trump in the state by just .37 percent in 2016 — about 2,700 votes.

eligible to vote in New Hampshire for the upcoming elections.

“Voting’s about domicility, which means that if you live in New Hampshire, if you live in a dorm at Dartmouth, you are domiciled in New Hampshire,” Rheam said. “The Hanover or in a surrounding town.”

She also stated that incoming ’24s are eligible to vote in New Hampshire unless they have opted to take fall term remotely and have never lived in the state, in which case they cannot vote in New Hampshire. For ’23s, ’22s and ’21s who have been “temporarily displaced” by the pandemic for fall term but intend to return for future terms, Rheam explained that they may also vote in New Hampshire via absentee ballot as long as they are not registered to vote in their home states.

Hanover town clerk Betsy McClain The College Republicans did not respond to requests for comment.

McClain explained that the town of Hanover is currently encouraging people to vote via absentee ballot rather than in person due to the pandemic. To request an absentee ballot, voters can either access the ballot request form on the town of Hanover’s website or contact the the request form sent to them. Voters can submit the form electronically, mail it or leave it in the dropbox outside of the Hanover town hall.

Unregistered voters have the option on the ballot request form to request voter registration materials be sent to them.

Upon receiving the absentee voter registration packet, registrants must physically sign a printed copy of the voter registration form and submit it by mail along with an absentee voter physically signed in front of a witness other than the registrant. In addition to the two physical forms, registrants must also send in proof of identity and proof of Hanover domicile, both of which can be submitted electronically.

McClain noted that voter registration in New Hampshire is typically “designed to take place in person” as people who wish to register absentee are required to have a valid excuse — concerns about COVID-19 qualify — and must engage in a longer registration process.

VIOLA GATTI ROAF/THE DARTMOUTH STAFF

FRIDAY, SEPTEMBER 11, 2020

THE DARTMOUTH FRESHMAN ISSUE

PAGE 10

Students navigate Dartmouth’s social media landscape B y Savannah eller

platform for Dartmouth students, was

The Dartmouth Staff

Even in more normal times,

to anonymously input the names of

hope that a virtual hello will turn into a might vary from person to person as DYLAN CERVENY/THE DARTMOUTH

prohibits threats, spam and “sweeping Also an anonymous app that maintains

to navigate, and some may be worth app also has a new moderation portal so Nonetheless, he said it was important “Anonymity frees people from identity, “It frees people from the stigma around has gained a following by providing an the app and hears about what happens all students would have the opportunity

was people opening up about their

his view, the app fosters a “more genuine often emboldens people to be more

allowed on the app is intentionally for people to open up about their feelings

of being a Dartmouth student is an posted a variety of memes regarding to its name, the app allows for users to

Fall employment opportunities remain largely virtual B y EMILY ZHANG The Dartmouth Staff

Studio art department recruits models

Drill instructors facilitate online bonding training in both departments will happen

to studio art department administrator

with most employment opportunities

fall, only the modeling position will be provided in an alternative format, with

remote tutoring jobs Employment opportunities at

program have been halted and will not restart in the near future due to budget from afar number of drill

“Instead of having live models in

As a result, instead of

provides four employment opportunities drill sessions will

one peer tutors foster better partners, all b e t w e e n

but we still want to provide the best

adding that the department has already hired the two models in August, and one

lead a group of five tutees and will be

“If we

per hour, the same rate paid to study group leaders in the

in the past we m i g h t h ave hired only two

In addition

but now we will definitely have

positions will not happen until the winter

also provides internships that are Regarding how virtual drills will

spring term to mitigate this loss and positions will be available for student Robbins noted that in order to ensure the safety of employees and

tutoring positions if they learned that she would advise against

will probably be hiring some new ones and putting up signs to remind

sessions that prepared tour guides to host virtual informational sessions for

THE DARTMOUTH FRESHMAN ISSUE

FRIDAY, SEPTEMBER 11, 2020

PAGE 11

Q&A with Dean of the College Kathryn Lively B y Lauren adler

The Dartmouth Staff

Dean of the College Kathryn Lively has been the face of College communications to students about academic plans for the fall and other pandemic-related policies. She is known in part among students as the administrator whose campus emails “cold maple syrup” and imparted the memorable words of wisdom “Kathryn … she is your experience.”

Lively is also the administrator most connected to student life, meeting regularly with a number of student-run and student-oriented organizations. The Dartmouth sat down with Lively in late August to discuss College policies for the fall, student communities and local wildlife.

You have been the face of much of the College’s communication to the student body about the pandemic. What is the process of putting together a “Dean Lively email” to students?

KL: You know, I didn’t realize that you guys were meme-ing me until recently. So that was amusing when someone sent me that “Kathryn, she is your experience” meme — I’ve got it on my refrigerator. So whoever did that, kudos to them.

Basically, we started off by taking Provost Joseph Helble’s long community messages that were often directed to the entire community — so they included things for faculty — and just really distilling the most important things for students. I considered myself Helble’s messages. Members of my because some of the talking points are really complicated and they have policy behind them, and you have to make sure that they’re precise. I usually get a list of things that have to be included from the people who are actually on the ground doing the work and taking instruction from the [COVID-19] task force and our health epidemiology folks.

And then I write them. I write the beginning and try to make it sound more like me. Sometimes I write the entire thing from scratch, but the important thing is that they’re really important documents, and the details matter. So there’s lots of review on my messages to make sure that the logistics are correct, but everything else, that’s me.

You’ve been consulting with the recently formed Student Advisory Board. What kind of input has that task force how a decision was made?

KL: So right now, the thing that we’re working on has to do with norming.

One of the things that they’ve been really helpful in is providing input on the community compact that students were asked to sign and how to roll that out, and framing that in terms of

how important it is to the community.

They’ve been providing input to Caitlin Barthelmes, the director of the Student Wellness Center, about what types of public service announcements we are going to be running all term long to encourage students to realize that it is important, not just to the College, that people adhere to the community compact, but that it’s important to individual students as well, and that there are many students

KL: I think one of the most exciting and optimistic things that I’ve seen is that I’ve been following the ’24s on Instagram and watching the things that they’re already doing for themselves. As you know, the best ideas about building community often are student-led. And so I’m actually really hopeful. It’s not going to be ideal,

campus who have autoimmune issues and concerns or they’re living with people who have autoimmune issues and concerns.

kind of Trips, orientation, bonding moment. The ’24s could come out of this being the most tightly bound class ever because they will have gone through this experience in a way that is going to be truly theirs.

how we were thinking about what social distancing activities might look like. I think there’s always a desire to over-plan on administrators’ parts.

And they were like, no, if we’re going to set up tents for people to do activities, we need to leave some empty and set up a reservation system so that students can use them, so they can just do their own thing. They’re just really good at sometimes reminding us of the places where actually a little less planning might work better.

Traditionally, students are able to develop close relationships with faculty members at Dartmouth through small classes and College programs, like the “take your professor to lunch” program. Now that classes will be taught almost fully remotely for the foreseeable future, has the College come up with any solutions for the ’24s to still be able to form those bonds with their professors?

KL: One of the things about Zoom is that I meet with students more frequently now than I ever did when I was sitting over in Parkhurst. I don’t know if it’s because people don’t like to come to Parkhurst or if people are too busy when they’re on campus because they have so many other competing obligations, but I have had more virtual teas and virtual lunches with students over the last six months than I have the entire time that I was a faculty member.

So I think one of the things that it’s important for students to remember is that the reason we’re in higher education is that we love students, period. And just because the lunches aren’t happening at Pine or Dirt Cowboy, which might not be as fun, they’re still happening. I know that faculty are still meeting with students one-on-one, and we’re also reminding faculty that that’s an important piece of being able to connect and to build those relationships, particularly this year and particularly for the ’24s.

Many traditional Dartmouth experiences, like the Year Trips, are not possible this year. What steps will Dartmouth take to foster community within the Class of 2024?

conditions, people actually can bond more. In some ways we considered this

Several of Dartmouth’s peer institutions that have opted to go fully remote this fall have cited both the logistical complications the mental health impacts of isolation. What mental health resources will be available for students affected by the throughout the term?

KL: One of the things that Dartmouth has working in its favor is its location and the current low rates of transmission in the community. Many of our peers who have changed their minds have to deal with the fact that they’re in an environment where they have high case counts already, or because they are required by their state to do a complete 14-day quarantine where you really can’t leave your room. We’re not in that situation, and so we’re hoping that students being able to be out of their room a little bit, once they get past day three or day four, will help.

So sunshine, exercise, being out in nature, particularly for those who’ve been cooped up for months now, and we’ll continue to work with the Student Wellness Center. Our full Dick’s House complement of counselors will be on call for students at all times.

Undergraduate advisors are also on call, even though they will also be in defense, and they’ll be checking in with make sure people are OK. All of our existing networks of care will be fully operational.

What’s something that you do to destress from work or take your world right now?

KL: Well, I take pictures of chipmunks, which brings me great joy. I think it’s the dopamine hit. I’ve been doing a lot more art recently, and I’ve got a little rebounder, which is like a mini trampoline. And so I jump up and down on my trampoline if I’m in a stressful moment, that’s a really good I study emotion — that’s what I do as a sociologist. And you know, there is a physiological component to emotions, and if you can change the physiology of the feeling, it can

actually change your emotional state.

So exercise has been really critical because it’s been stressful. It’s stressful for us. It’s stressful for you. And so I jump up and down, I go for a quick walk around Occom Pond. And I try to make sure that I have at least one fun meeting a day, and often, that involves my interactions with students. I mean, they’re fun and bring new energy into the conversation and it reminds us why we’re all here.

Between your email to students about the recent bear sightings on campus and the somewhat famous chipmunk photography on your Instagram account (@ kathryn.j.lively), it seems like you come into contact with a lot of local wildlife. What else do you enjoy about living in a small town in the woods like Hanover?

KL: Some of the things I really enjoyed, particularly during COVID-19, is that there’s a lot of wildlife in my backyard on campus. I have chipmunks — I have one that has a tail and one that does not have a tail. And I’ve been taking lots of pictures, and I’ve named them. Yesterday my chipmunk was screaming, and I thought, “What are you doing?” because sometimes he so-called intruders in the backyard. squirrel. I thought that’s what it was, but I looked out the window, and there’s this huge black thing lumbering through the backyard. And all of a sudden, I am the one squawking, and not just the chipmunk, because it was a probably 200-plus-pound black bear, just sort of rambling through the backyard.

One of the things that I really tuned into this year, because I’ve been home more and I don’t have to commute, I have time to go for walks in the morning, and it’s been really beautiful to watch the season unfold in slow motion. I’m really struck by the plant life that I had never noticed before, and that I didn’t realize were there after 18 years of living here. I’m getting much more in tune with nature, because the campus is frankly deserted. And so the windows and the buildings and thinking about how beautiful campus is and really trying to see it through new eyes in this sort of unique moment in Dartmouth’s history.

Everyone has their own reasons for loving Dartmouth. What are yours?

KL ago, I honestly looked around and I thought, “Oh my God. This place is so tiny. It’s in the middle of nowhere.

This will be a great three-year gig, a great stepping stone.” And the longer I stayed, my colleagues at other institutions were like, “What would it take to get you out of there?”

And I was like, “I don’t know.” The students are awesome. My colleagues are amazing. It’s beautiful. The energy that comes when the students return

is palpable and so invigorating. As a faculty member, I get to study really you’ve got to teach “intro to this” or something, so I’ve got a tremendous amount of freedom.

And the students are just so smart and so insightful. I was a house professor for four years before I became a dean. And once I really got to interact with students outside of the classroom, I realized how multifaceted students are, how busy they are and how much they’ve got going on, it’s to be working with student leaders and trying in a way to represent the student body because I see my role as an advocate, and I am the person who’s trying to champion the student perspective to senior administrators.

It’s hard without sounding like I’m making it up, but it’s hard to express how impressive the Dartmouth students are in terms of their creativity, their passion, their commitment to the community and their commitment to each other.

What is something that you think most students would be surprised to learn about you?

KL: I’ve said this before to some limited groups of students, but maybe this’ll be inspiring to the ’24s. I applied to Dartmouth for undergraduate admittance, and I did not get in. So all of you are already one step ahead of me, but the moral of the story is, I got here eventually. I think it’s an you don’t succeed, try and try again.

It’s an important lesson. If you try for something that might be considered a stretch goal, depending on who you are or what you’ve got going on, just because it doesn’t work out for you chances, and sometimes those chances might actually be better than what you had originally intended.

What advice would you give to members of the Class of 2024 as they begin their experience at Dartmouth?

KL whatever you’re passionate about and really dedicate yourself to that thing.

To build the connections, whatever you can, and cling to those to get moments. To take care of yourself, to remember to be patient with yourself and others. And vote! Get involved.

I think everyone is unhappy about something right now, whether it’s COVID or whatever, and there are so many problems in the world right now, but there are also opportunities. For the Class of 2024, they’ve lost their high school graduation and their transition into college is going to be strange or is their experience — make the most can do to make it better, and then do that.

This interview has been edited and condensed for clarity and length.

COURTESY OF KATHRYN LIVELY

FRIDAY, SEPTEMBER 11, 2020

THE DARTMOUTH FRESHMAN ISSUE

PAGE 12

Students reflect on house system experiences B y SAM FERRONE The Dartmouth

Widely seen as an attempted social alternative to Greek spaces, Dartmouth’s house community system sets out to connect students with each other through shared residential halls and social events. However, some students have criticized the system for falling short of this goal and, in some cases, introducing social barriers between students.

First implemented in the fall of to prevent community issues such as “high-risk drinking, sexual assault and lack of inclusivity,” School House professor Craig Sutton said.

Before freshmen arrive on campus in the fall, they are sorted into one of six house communities — Allen, East Wheelock, North Park, School, South and West — which correspond to may only room with people within their house community.

In its pre-pandemic form, Sutton said, the house system was an opportunity for social mixing. As School House professor, Sutton works with house-wide programming and social events, such as trips, house dinners and speakers. In addition, the houses allow the faculty to interact more closely with students. According to the New Student

relationships that Dartmouth advertises, Sutton said.

According to Sutton, the process of researching prevalent issues on campus — binge drinking, sexual violence and exclusivity — started in

Dartmouth Forward presidential steering committee. Throughout the year, students and other campus stakeholders provided input on the decision to create a house system.

“A lot of it was born out of interviews with students,” Sutton said.

He explained that many community members felt that although Dartmouth did a good job of welcoming the students, the D-Plan left many feeling disconnected from the community by the beginning of sophomore year.

“The house communities were born as a way to help mitigate some of the churning that happens because of the D-Plan,” Sutton said.

House communities of fer alternative social spaces, receive mixed reviews Some current students, however, of the house community system. In January, a survey conducted by The Dartmouth found that 73 percent of students did not feel a “strong sense of community” with other students in their house” Yuna Kim ’22 said that although she social bonds after freshman year, she

house community events online.

The ability to “actually get to of the Dartmouth experience, and the opportunities presented by the house system allow both the students and the faculty to cultivate the sort of

“The D-Plan makes it hard to foster a sense of continuity, and I think Dartmouth does a good job at addressing that to the best of their ability,” she said. “But I think the house system has very little to do with it.”

Kim said she believed that the house communities fall short of their

College has on the operations of their social programming. A member of Chi Delta sorority, she said she sees the house system as an attempt to provide a non-Greek social space for students, but part of the allure of the Greek system is its isolation from faculty.

“I think that there are a lot of people system],” she said. “… However, I think that the fact that it is so heavily monitored by the College plays a role in why people don’t want to engage with it.”

Some students, despite mixed experiences with the house system itself, agreed with the sentiment behind its creation.

Peyton Gordon ’23 said that she thinks the idea behind the house system “com[es] from the right place.”

“I think it’s trying to institute not only an alternative social space, but also an alternative social group to Greek life,” Gordon said.

Soham Maiti ’23 said he believes that the house system does not have a large impact on the social life of Dartmouth students, but he noted that it was helpful at the beginning of his freshman year. weeks because it helped me actually start to get to know people and … get involved with some of those [house community] events,” he said. “As the year progressed, I got less and less involved.”

Maiti found that the house system granted him a social starting point from which he could branch out. Despite that, he said most of his current friends came from the ultimate frisbee team and rather than from his house community.

Gordon found the importance of

the house system in her Dartmouth experience to stem mainly from social bonds with students in her residence hall.

“Even if you’re not really feeling

The physical spacing of the house communities, according to Kim, contributes to the disconnect students may feel with their house.

“For example, West House lives

you are feeling community within the dorm,” Gordon said.

campus [during freshman year] that it’s not like you’re actually interacting with the people that are supposedly in the same community as you — it’s a very geographical thing,” she said.

Ideally, according to Kim, the house communities would be “more organic and natural” if they were smaller groups with residential proximity.

Despite mixed feelings from current students, some incoming freshmen have been optimistic about the role the house communities would play in their social

Dorm access restrictions, distance spur dissatisfaction implemented a dorm access restriction policy, limiting the access of a student’s key card to residential buildings within their house communities. In a survey conducted by The Dartmouth, students expressed widespread discontent with each class, besides the Class of 2023, said they “strongly opposed” it. The restriction was scaled back later that term, only remaining in force between Gordon said that while she believed

house system was actually a factor that attracted her to Dartmouth.

“I know that Dartmouth has a great community, and [the house system] is just another factor that added to that,” she said.

community within the houses, the policy “seriously concerned” her. She said that she felt it was important to lift dorm restrictions at night, when students are often most vulnerable to sexual violence.

“As a girl, I would [want to be able to] get into a dorm … especially the fact that when it’s actually dangerous,” she said.

Maiti said he believed that what prevents the longevity of the house system’s importance in the freshman experience is the lack of enthusiasm.

“Those types of things [like dorm access restrictions] probably don’t need to exist at all, and if they want to push for a deeper housing community they should really start with … spirit,” he said. “I don’t think there’s that much spirit to the way Dartmouth does it.”

saw the remote term as an opportunity for the new class to become more involved with the house communities.

“This is sort of a fresh start for all of us. … Whatever we want housing to Not all are so optimistic, however. expect his house to have a large impact on his Dartmouth experience.

“I don’t think I’m going to need an outlet in order to make friends or create communities. … I don’t foresee myself taking too much advantage of this system,” Knight said.

He added that he would like to meet people “in ways that are a little more natural,” rather than through the “involuntary” community created by the house system.

Dartmouth Dining Services adapts for fall term B y Allison wachen The Dartmouth

From grabbing late night snacks with floormates to having club dinners, dining is an integral part of many students’ Dartmouth experience. However, as roughly 2,300 students arrive on campus this fall, they will likely have to adopt new dining habits.

With King Arthur Flour cafe in Baker-Berry Library closed permanently and the Courtyard Cafe, also known as the Hop, and residential snack bars closed for the fall term, returning students will even disrupted: from waking up early to grab a KAF quiche to waiting in a line that stretches out into the hallway for a Hop burger.

Instead, Dartmouth Dining Services, the facility that oversees students’ meal plans and manages the College’s dining locations, will be operating in three stages throughout the term: delivering food to students during the quarantine period, serving food at outdoor service campus and opening the Class of ’53 Commons — colloquially known as Foco — Collis Cafe, Novack Cafe and Ramekin for undergraduate use starting Sept. 25.

A multi-staged approach to fall dining Before students receive their hours, they will only receive their meals by delivery to a common DDS sent out a survey to students enrolled on campus in which they could indicate their food preferences and allergen concerns.

Students who test positive for directly to their dorm through an app. These students will be able to choose what type of food they want and when they want it delivered.

If their test results come back quarantine, students will have the opportunity to eat outdoors. During this stage, students can pick up their meals from one of the six service stations, and they can eat at a tent in front of ’53 Commons, on the Green or in smaller tents around campus, according to DDS director Jon Plodzik. He added that students are expected to “come very quickly through” the service stations to maintain social distancing.

Many students said they approved of the service station model. For the likelihood of virus transmission will be relatively low under the model because of the outdoor operation setting. consider meeting with friends to eat outside in a socially distanced manner once she is allowed to do so, adding that she expects many

students, including herself, will eat on the Green given the location’s popularity.

Sng Byon ’22 said that she believes the service station model is a “much smarter plan than delivery.”

“It will do wonders for [students’] mental health in that quarantine time,” Byon said. “Even if it’s a super brisk walk to pick up your food, it’s still better than nothing.”

However, some students voiced window in which they can pick up their meals under the service station p.m. to 7:00 p.m. and breakfast — which is only served at half of the service stations — from 7:30 a.m. to “It is important to have designated hours to pick up the meals, but extending the hours may be helpful for some students,” Shea said, adding that DDS could consider extending breakfast by one hour.

Plodzik emphasized that students can reach out to DDS if they miss picking up their meals at the designated time periods.

“We’re really committed to making sure that no one goes hungry,” Plodzik said.

Even after ’53 Commons starts when most students are expected to end their two weeks of quarantine, Chen said she would choose outdoor dining over indoor dining.

“I would consider eating in-person at Foco, but I would prefer eating outside if that were an option too because it is a little safer,” Chen said.

Inside of ’53 Commons, students and some new safety measures, such as plexiglass, all non-packaged food social distancing measures, Plodzik said. He added that DDS will no ’53 Commons will be providing food in a way that emphasizes “speed congestion in the space,” Plodzik said.

In addition, students will use disposables when taking out food instead of containers from Green2Go — Dartmouth’s reusable container program. According to Plodzik, DDS will not be able to run the Green2Go program in the fall because many of the containers are missing, and

multiple touchpoints to create contamination.”

Students will have the option to reserve seating up to a week in advance at ’53 Commons for up restaurant reservation app, Plodzik of ’53 Commons’ seating will be dedicated to reservations.

Apart from indoor dining at ’53 Commons starting Sept. 25, students can also access food services at Collis,

LORRAINE LIU/THE DARTMOUTH SENIOR STAFF

Novack and Ramekin, although the three locations will only be open for take-out. Students can use the GET Funds app to pre-order food at the three locations. While Ramekin will students, it will not be open to undergraduates for take-out until Sept. 25 and will not accept meal swipes, according to Plodzik.

The Ivy Flex meal plan Another change in dining services that all students will face is the requirement to be on the Ivy Flex meal plan.

Plodzik described this meal plan as the Ivy Standard program — the meal plan that freshmen were required to be on last year — “with a few changes,” including $50 more in DBA, more options for pre-ordering through the GET app and less dining options that accept DBA. Students will have unlimited access to ’53 Commons, and they can spend their DBA at Novack, Collis and Ramekin.

According to Plodzik, the College decided to put all students on the Ivy Flex plan because “it ensures that [they] can get food if [they] end up in self-isolation or quarantine scenarios.”

Students have expressed mixed reactions to the mandatory Ivy Flex meal plan.

Shea said because of the Ivy Flex meal plan, she will be switching from having a meal plan with few swipes and lots of DBA to one that has lots of swipes and limited DBA. “It would be nice to have more because I use more dining dollars than swipes in a week,” Shea said.

“It will be harder to make sure that I don’t go over.”

In the last school year, freshmen were required to select the Ivy Standard Unlimited plan during the fall term, which included unlimited access to ’53 Commons and $250 in DBA. Upperclassmen could choose from other meal plan options.

while she understands that public health precautions might explain the meal plan’s cost, which is $2,220 for closures of the Courtyard Cafe and residential snack bars.

“If we are getting [fewer] options, it doesn’t make sense to me why they are raising the price of the meal plan,” Chiriboga said.

According to Plodzik, the Courtyard Cafe will be closed in keep the space sanitized. He added at the Courtyard Cafe have been relocated to ’53 Commons to provide extra help in running the full-service dining model.

“The labor model has become much more intensive in dining than it was before,” Plodzik said.

“Everything has to be prepared and passed essentially through an opening and a plexiglass wall.”

Plodzik stressed that student favorites from the Courtyard Cafe will be available at other DDS locations.

Similarly, residential snack bars, located in Brace Commons, Goldstein Hall in the McLaughlin cluster and House Center B — commonly referred to as “the Cube” — will also be closed because of the reduced number of students on campus, Plodzik said. He added that the College is concerned about the potential for larger gatherings and does not want to leave snack bars as “unsupervised venues.”

Byon said that the closing of the snack bar is “so tragic,” and that she worries that the closing of the snack bars will also take away student jobs.

“As someone who lived in East Wheelock, the snack bar was the best part of living in those [house] communities,” Byon said. “I have lots of good memories at the snack bar.”

The open hours for various dining locations after indoor dining

resumes has also elicited concern from students.

For the fall, Collis will be closed on weekends and will also no longer be open for late-night swipes, leaving Novack as the only dining location normally allowed to use late-night swipes at Collis and the residential snack bars throughout the week.

Chiriboga said she wished that more dining locations would make accommodations for students staying up late.

“Students will be up studying and Zooming past midnight. It would be nice to have more options for late night,” she said.

Byon said that she would prefer Collis to be open for late-night swipes as opposed to Novack.

“You’re not getting much nutritional value from anything that’s [at Novack], and usually that’s what you want when you’re doing students’ health,” Byon said.

In addition to worrying about the reduced DDS offerings in terms of food variety, location and time of access, students also social aspect of dining, many of them voicing plans to dine outdoors and in-person in order to combat feelings of loneliness.

Chiriboga said that while the social aspect of the dining experience outside with other students will be Plodzik noted that he is hopeful about “[going] back to a normal existence” and that DDS welcomes community input for its operations.

“I know parents are probably worried, and the students are somewhat apprehensive about what it’s going to be like,” Plodzik said. “We’re open for suggestions, we’re open to help people navigate the program. We are really in this together.”

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Graduate student’s hunger strike: A timeline B y LAUREN ADLER & GIGI GRIGORIAN The Dartmouth Staff

On June 9, computer science Ph.D. student Maha Hasan Alshawi alleged in a Facebook post that she had been sexually harassed by her supervisor and unfairly failed on an exam by the department chair in retaliation for reporting the incident. The Facebook post kicked Alshawi’s allegations, the College’s culminating in Alshawi claiming to have conducted a nearly four-week hunger strike and three-day thirst strike. All the while, Dartmouth maintained that reviewed and that no further action was warranted. On Aug. 4, in what it described as an “extraordinary measure,” the College announced that it had begun an independent external investigation into the matter.

Alshawi’s case joins a long list of at the College, including a recent class action lawsuit in which a group of female students alleged years of misconduct by three former professors in the psychological and brain sciences department. In fact, the start of Alshawi’s hunger strike fell on the same date as settlement in that case.

Alshawi alleges sexual harassment, retaliatory academic action Alshawi wrote on Facebook that she had been sexually harassed by her supervisor, computer science professor Alberto Quattrini Li, on two separate occasions during the fall of 2019. of harassment occurred in November 2019 when Quattrini Li pretended to retrieve something from his desk while “touching himself,” and that the second occurred when Quattrini Li allegedly touched himself again while writing on a whiteboard in December. In her June 9 post, Alshawi also wrote that Quattrini without permission and allegedly told her After notifying Quattrini Li that she would report the alleged harassment to said that computer science department chair Prasad Jayanti retaliated against her in COSC 31, “Algorithms,” a course in which she was both a student and a teaching assistant. According to Alshawi, Jayanti would not send her the problem

grade of “low pass” for her performance as a teaching assistant.

Alshawi wrote that she contacted

Studies about her case on Feb. 5, but the the incidents, allegedly telling Alshawi that “there should be more harassment people against the same person to take action against [Quattrini Li].” She also said that she reported her experience to associate dean of the faculty for the arts and sciences Daniel Rockmore, who she claims told her that there was “no indication that Professor Jayanti violated any professional obligation or any Dartmouth policy.”

Alshawi launches a hunger strike Over the next month, Alshawi continued to voice her frustration with the College through Facebook posts.

She wrote in a June 28 post that she had received a “fake report” from Provost Joseph Helble about her case in which truth into false information.”

On July 14, Alshawi wrote that she had begun a hunger strike that day at noon, citing the alleged “unfair assessment” “refused to look into any information or evidence from [her] side.” In a July 16 post, Alshawi said that she would end the strike if the College opened an investigation into her case and changed her “low pass” grade in COSC 31.

From the start of the hunger strike, supporters expressed concern for Alshawi’s health and well-being, stressing that they did not want her to experience lasting health issues or death because of her strike. to you — and I’m praying with all my heart that you can stay happy, healthy and alive — this world will contort not only your story but also your cause,” one supporter wrote on Facebook after Alshawi warned that the strike might cause “a permanent disorder to [her] health, especially to [her] internal organs and [her] brain cells.”

“Please drink water and start to eat — you need to live to see the results of several weeks later. “You can do more to support your cause if you are alive to continue this work.”

In a July 16 statement, the College wrote that previous reviews of the case found that “no further investigation or other action [was] warranted or appropriate.” It added in a July 24 statement that Alshawi’s case had been

hours as a TA for COSC 31, allegedly report against Quattrini Li. The “most gross abuse” that Alshawi said she faced from Jayanti was that he failed her on her COSC 31 exam and

Department of Safety and Security, the

Equity. students — one that had no solution — on her COSC 31 exam. Alshawi posted screenshots of both questions on Facebook, writing, “We don’t have to bring someone professional to prove this.” She added that Jayanti gave her a

release the report on Alshawi’s case, but Alshawi refused to consent to its release account of events. She claimed that the

the location and “nature” of the events she reported, though she said that Title IX coordinator Kristi Clemens had told her the discrepancies in the report were due to “miscommunication” between departments.

On July 21, seven days after Alshawi began her hunger strike, Dartmouth announced that it would appoint an external investigator to open another review of Alshawi’s claims if she ended her hunger strike, sought medical attention and could show that she was not in danger, reversing course from previous statements. However, Alshawi wrote in a July 24 Facebook post that she was “waiting to receive a letter from the school that they are willing to conduct an investigation on [her] case unconditionally to end the strike.”

Alshawi said that she would continue her strike until the College promised her an “unconditional” investigation. She also applauded Dartmouth students and Upper Valley residents protesting in Hanover on her behalf.

Attiya Khan ’22, who was one of Alshawi’s core organizers and supporters, responsibilities as a friend with her responsibilities as an organizer.

“There had to be a balance struck between reaching out to her and expressing concern personally as a friend, but also recognizing that, ultimately, she has every right to still make whatever

her body,” Khan said.

On Aug. 3, the 21st day of her Alshawi’s alleged strike, Alshawi announced on Facebook that she would begin a thirst strike as well as a hunger strike, stating that she would consume no food or water until the College opened an investigation.

“I don’t know how long people can live without drinking water after hunger this out soon,” she wrote. Ordinarily, a healthy person can survive only days without drinking water, and that time frame is shortened when fewer calories are consumed, according to a paper made available by the National Institutes of Health. Following Alshawi’s post, Facebook users expressed concern about Alshawi’s thirst strike.

“Please don’t do this,” one commenter wrote. “Dartmouth has given you almost everything you have asked for. You have lots of supporters who will ensure the investigation happens.”

In a second Aug. 3 post, Alshawi said that the College had informed her that they would launch an external investigation “immediately,” but that it said that she would continue her strike, ending only once she was informed of the time and date of the start of the investigation and the name of the investigator.

In an Aug. 4 statement, the College wrote that it would open an external investigation “in addition to the extensive assessment and multiple reviews Dartmouth has previously undertaken” of Alshawi’s case “in the interest of [Alshawi’s] safety and in keeping our commitment to Ms. Alshawi.”

In her Aug. 5 Facebook post, Alshawi said that she still had not received investigation had begun. She concluded her post by writing, “this is my last post,” prompting concern among her supporters.

“Why is this your last post?” one supporter asked. “There has to be something you can do where you don’t kill yourself … there needs to be a better way.”

On Aug. 6, the College named attorney Maureen Holland, who served as interim Title IX coordinator at Baylor University and has previously investigated sexual harassment claims at several higher education institutions, as the external investigator for Alshawi’s case.

Alshawi said she ended her 25-day strike once she received word from Holland. She wrote on Facebook that she “[looks] forward to working, in good faith, with the independent investigator to ensure that [her] allegations are investigated fully and fairly.”

The investigation is currently ongoing, and no information has been released about its progress. Both Alshawi and Klemens declined to comment on the investigation.

Students react to Alshawi’s strike Throughout the hunger strike, some Dartmouth students and community members organized events to raise awareness about Alshawi’s case and demand that the College launch an investigation. The events included a sit-in in front of College President Phil Hanlon’s house and a march through downtown Hanover.

Alshawi’s supporters also organized email campaigns directed to the Title for Maha Hasan” Instagram page, contacted College donors to discourage them from continuing donations until Alshawi’s demands were met.

For survivors of sexual assault, as harm and disordered eating, responses to Alshawi’s hunger strike ranged widely counselor Alexandra Lenzen, “survivors aren’t a monolith.”

Lenzen said that some survivors of gender-based violence may have felt empowered by Alshawi’s protest and the activism around her case. However, Lenzen said that for others, information about Alshawi’s allegations may have brought up feelings of times they disclosed their experiences and were not believed. the Student and Presidential Committee on Sexual Assault, said that while it is incredibly important for survivors of sexual assault and harassment to feel supported, she recognizes that the College is forced to work within the limits of federal Title IX regulations.

“Something that we have really noticed as of late and are trying to focus on and trying to translate to upper-level administration is very often the inadequacy of Title IX to respond to some incidences of sexual violence,”

she said. “We recognized that it’s an inadequate framework beforehand, but [Alshawi’s] case really brought into the spotlight that there are some instances where it’s just not going to be the best way to go.”

CoopersaidthatSPCSAisresearching institutions that address incidents of sexual misconduct from the standpoint of restorative justice and that she feels the administration is willing to consider these alternatives.

“I think what would result in the school paying more attention to survivors and their allies and these calls for the school to do more would be a general cultural shift away from these more legal frameworks of Title IX,” she said. “I think it’s just all day, not a student on the ground going through class, interacting with others. But they are willing to listen.”

Strike prompts conversations on mental health Alshawi’s hunger strike also generated discussions of mental health on social media, including on Facebook and the anonymous discussion app Librex. Some of Alshawi’s critics blamed the hunger strike on poor mental health.

When Alshawi announced the start of her hunger strike, multiple Facebook users posted comments that directed her to suicide prevention hotlines. Facebook users also expressed concern about suicide throughout the strike, including when Alshawi detailed the physical symptoms she experienced due to the hunger strike, when she began her thirst strike and when she wrote “this is my last post” in a Facebook post.

Other users encouraged Alshawi to seek care for her mental health.

“Your level of desperation is disconcerting,” one commenter wrote.

“Have you been able to seek counseling?”

Another commenter, after Alshawi allegedly endured because of College faculty and administration, asked [her] mental health and physical health.”

Some Dartmouth students and community members spoke out against attributing the hunger strike to a mental health disorder.

Lenzen said that attributing actions like Alshawi’s hunger strike to poor mental health can be harmful both to the individual performing the action and to others who have mental health diagnoses. knowledge or inside information on a person’s mental health history, we try to make claims about how their mental health is impacting their decision making, I think that can be really disempowering,” Lenzen said. “For people who have mental health diagnoses, it can feel further stigmatizing.”

Rachel Florman ’21 said that Alshawi’s critics use accusations of mental health conditions as a way to dismiss her entire protest.

“Just because people disagree with her choice of protest, it does not mean that any action she took was or was not merited,” she said.

Q&A with economics professor Marjorie Rose B y CATIE MCCARTHY The Dartmouth Staff

As most professors plan fully remote classes for the upcoming fall term, economics professor Marjorie Rose is preparing to teach in person. In fact, her class, ECON 22, “Macroeconomics,” is the only economics class that will have in-person instruction this fall. Rose spoke with The Dartmouth about her thoughts on teaching on campus, as well as how she has spent her time during the pandemic.

shift — learn to do some of those things online. I’m not sure all of them translate.

I mean, you can do cold calls, and I do buzz groups where we break out in small groups spontaneously in class to do a little problem. We have something called a productivity moment, where a student leads a little break in the middle of the class. I’m sure I can do all of those things online, but it’s going to be very

use a lot of real-world examples, I assign a lot of current articles. Every time I teach macro, I’m every night looking at The New York Times, The Financial Times, The Economist and The Wall Street Journal for articles that are applications of the models and the frameworks that we’re studying in macro. And there are so many right now. Being able to understand what’s happening to unemployment, to the stock

learning experience. But I think that can be

indicators for macro. It’s an incredibly exciting time to be studying macro.

You’ve mentioned that you are planning on teaching in person

and careful about the way you design an online class.

decision?

MR: I love interacting with the students.

I think most or all of the Dartmouth faculty come to a place like Dartmouth because they’re excited about teaching undergraduates. And teaching in person, getting the energy of the classroom and sharing the energy between the faculty and the students make teaching so much

Do you have any advice for students who will be taking online classes this term, specifically for the freshmen?

MR: I would say — and I say this to my students every year in person — the Dartmouth faculty likes interacting with students. We like getting to know our students. So I would suggest, especially to

motivation was that I wanted to make sure that the students who were on campus actually had an opportunity to experience asomewhatnormalclassroom.Obviously, it’s going to be distanced and with masks and safety precautions, but at least to have that experience — I thought it was especially important for the freshmen because they don’t have any counterfactual. They haven’t been at Dartmouth yet.

Is there something about the subject of macroeconomics in particular that makes it more MR: I don’t know, because I haven’t done online yet. I use a number of teaching person. And we’ll see if I may have to

And I would say we’re here for you. Don’t hesitate to get to know the faculty. Make it’s an open Zoom classroom, make the that’s going to help you get to know the faculty. It’s also gonna help you get to know the other students in the class.

How has the current pandemic economics, in your opinion?

MR: That is the sixty-four thousand dollar question. I think this is an incredibly interesting time to be studying macroeconomics in particular. We’re right now in one of the biggest, if not the biggest recession, world downturn. And being able to study that in real time — I

was actually the spring of my freshman year. And basically, I never looked back.

I went on to graduate school. I didn’t want to be an academic — I wanted to do macroeconomic policy. So after graduate school, I actually worked in

how I can foster that sense of community in a really large classroom where everyone

Council of Economic Advisers. And then my main job after completing my Ph.D. was working as a macroeconomist for the International Monetary Fund.

And I basically did macroeconomic policy around the world for the IMF. My husband, Doug Irwin, who is also on the economics faculty, and I decided to come to Dartmouth when the travel just became very challenging. We were juggling travel with raising a family, and he was commuting to Chicago — it was kind of a crazy life. So when Dartmouth called and said, “We would love to have both of you on the economics faculty,”

— my concern is to make sure that I’m taking enough steps in the design of the course to foster that sense of community because peer-to-peer learning is an important part of the learning process.

came thinking, “Well, I really like doing macroeconomic policy. It’s a job — it’s not a career.” And it totally morphed into this wonderful second career teaching undergraduates. I absolutely love teaching at Dartmouth.

and interacting with your classmates.

So making sure that we set up enough opportunities to do that either in an oncampus, distanced in-person class or in an online class.

You mentioned that your husband, Doug Irwin, is also a Dartmouth economics professor. What’s it like to both work in academia?

MR: We love it — we both think the

What got you interested in studying economics,andwhatwasyourpath to becoming a professor?

MR: So, ironically, I was an anthropology

how to make the online content more

Do you have any anxieties about teaching in person?

MR: Well, obviously there’s risk. Anytime you have in-person interactions, there are health risks. And I think the other concern

class was introductory macroeconomics.

And it blew my mind. Actually, it was that class where I decided I wanted to switch my major and more importantly, I wanted to become a macroeconomist. It

And we’re economists, so over the breakfast table we’re discussing an article from The Wall Street Journal or what’s happening with economic policy in Washington. We both have that interest.

I can’t imagine life without my husband being an economist. And I have to say, the economics department has a lot of dual couples like that.

transition to quarantine life to go, and how are you spending your time these days?

MR: I’m obviously spending a lot more time on the computer. I usually take summer as a period to take a pause. And I don’t do research. I sometimes will do consulting, but I can’t do consulting this summer. So I’ve done some art projects and gardening projects. The other creative projectthatI’mlovingthatIthinkI’mgoing to transfer to my Dartmouth classes — I’ve done a lot of video editing for my church, but also for the Political Economy Project.

It’s creative and it’s fun and it’s a way of conveying ideas in a more interesting way, I think, than a straight lecture or conversation, so I’m hoping I can use some of that for my Dartmouth classes.

Do you have any advice for the ’24s?

MR: Take some risks and try out some new classes, some new areas, that you’ve never considered before. That’s the beauty of a liberal arts education — it gives you subjects that you ordinarily wouldn’t be able to do. I would say, too, really reach out to your classmates. Dartmouth is very collaborative, and students learn a lotmore from each other, so don’t hesitate to join a study group, form your own study groups, take the initiative and get to know the students in your classes. Especially for the assignments where I encourage students to work together, because I think they learn better that way, struggling through the material themselves. I think there are a lot of things that students can do to help themlearnthematerial,butalsotoimprove their understanding and also just to make it a much more engaged, exciting learning environment.

This interview has been edited and condensed for clarity and length.

FRIDAY, SEPTEMBER 11, 2020

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Undergraduates pursue remote research opportunities B y CHRISTINA BARIS The Dartmouth Staff

Dartmouth is known for its focus on undergraduates, a trait that allows students to get involved with research early in their Dartmouth careers. However, on-campus research is one of the many opportunities disrupted by the pandemic.

On March 23, Dartmouth ramped down on-campus research.

Starting July 1, the College put new guidelines in place for reopening laboratory-based research, which per mitted research g roups to resume some work but prohibited underg raduate students from engaging in on-campus research.

However, these restrictions h ave n o t c o m p l e t e l y h a l t e d undergraduate research. Instead, students are finding ways to remain engaged in their research remotely.

Margaret Funnell, a psychological and brain sciences professor and director of Undergraduate Advising and Research, noted that there has been a recent increase in the number of students applying for research assistantships.

“Since the pandemic, what we’ve seen is a really big shift away from leave-term grants and toward the part-time research assistantships, like the sophomore and junior research scholars,” Funnell said.

“We’ve actually seen about double the amount of applicants.”

Funnell added that while inperson laboratory research is not possible for undergraduates at the moment, students are finding other ways to stay involved.

“Right now, I would say that there are a lot of opportunities for students,” she said. “Everything that we’re funding right now is remote, and even lab-based

research has been shifted to remote. Students are analyzing data, writing programs, designing experiments — everything except actually being in the lab. I don’t think anybody seems to be running out of things to do.”

Jennifer Lee ’22 is currently conducting research with government professor Brendan Nyhan through the James O. Freedman Presidential Scholars program. Her research project is focused on exploring partisan perceptions of economic and social mobility in the U.S. Lee and her team — which consists of Nyhan and three other presidential scholars — meet twice a week via Zoom to discuss findings and address questions, and they also communicate through Slack.

Overall, Lee expressed that she has “been really impressed with how easily accessible [her] research professor is.”

For incoming freshmen who may be new to research, getting involved in remote research can seem like a daunting task. Luckily, research o p p o r t u n i t i e s g e a re d t ow a rd freshmen, such as Dartmouth’s Women in Science Project, are still set to happen this year. According to Funnell, the structure of WISP during its final term for the year will depend on campus regulations come spring.

Funnell added that WISP will provide freshmen with a broad overview of what research is like at Dartmouth. During the winter term, students can learn about human subjects research and the programming and computational skills often used in labs and schedule virtual lab tours. In the spring term, WISP interns may be able to transition to on-campus lab work or remote lab work,

ARYA KADAKIA/THE DARTMOUTH STAFF

depending on the nature of the pandemic.

Another research prog ram designed for freshmen is the First Year Research in Engineering Experience, which provides handson experience and mentoring in engineering research. Students may apply to either FYREE or WISP, but not both.

Outside of these programs, Funnell added that many re s e a rch o p p o r t u n i t i e s c o m e from relationships formed with professors. However, remote classes make forging these connections difficult. To address this concern, some professors are considering creating brief podcasts explaining their research so that students can get to know them better, according to Funnell.

Although the for mat of undergraduate research will look different from previous years, freshmen are still excited to get involved. Ericka Asmus ’24 noted that she will prioritize getting involved in undergraduate research despite the fact freshmen will not be able to live on campus in the winter.

“The things that happen in theory versus what happens in real life can be very different sometimes, and trying to troubleshoot why that is, is a very good skill,” Asmus said. “Even if it’s a little different, even if things are kind of choppy because I won’t be [on campus] in the winter, I think it’s still better to participate in something like [research] than to not participate in it at all.”

Funnell highlighted that the research community is one of the most important aspects of WISP. “A lot of [WISP] is really about trying to build a community and also build mentoring relationships,” she said. “Even without being in a lab, you can do those things, so those are the things we’re really going to focus on.”

Funnell added that despite the remote for mat, undergraduate research continues to keep both students and faculty engaged.

“Students are really engaged in research, [and] faculty are really finding ways to keep them engaged,” she said. “The students are sticking with it and seem to be getting a lot out of it. So far, the things I worried about haven’t happened.”

THE DARTMOUTH FRESHMAN ISSUE

FRIDAY, SEPTEMBER 11, 2020

PAGE 15

STAFF COLUMNIST PETER LEUTZ ‘22

STAFF COLUMNIST NATALIE DOKKEN ‘23

Belonging, Virtually

Fake It Until You Make It

’24s will be forced to learn to love Dartmouth for its personality.

I spent spring term at home — in the company of my family, at a safe distance from my high school friends and in the deafening silence of a college experience that continually disappeared at the end of each Zoom call.

My sense of belonging wavered while I lived in a place I had emotionally left behind, as I yearned for a college campus where I was no longer allowed.

COVID-19 has disrupted our existence in physical space. In doing so, it has altered both our collective sense of community and our individual sense of belonging. When a friend asks us to back up, or put on a mask, regardless of protocol, it’s only human to feel unwelcome.

for its “personality.” Eventually, this love will manifest in a physical space we cannot yet share, and all of us will be better for it.

As established members of the Dartmouth community, it is our responsibility to pass along the best of Dartmouth’s values to the Class of 2024. In doing so, perhaps, we will learn a lesson from the Class of 2024 about maintaining community during a global pandemic. So far, we have struggled. In the past months, we clashed over how best to respond to the virus and over who to blame for its persistence. On July 31, Jordan Sanz ’22 wrote a powerful opinion piece arguing that the student body cannot continue to be pitted against the town of Hanover. Sanz is right, but I argue that our community has invalidity. Members of the Class of 2024: I want fractured along far more lines than just that of to remind you that restricted students versus the town. It physical access to Dartmouth’s has become a battle of the campus this fall does not “Care for a students versus the faculty make you any less welcome community that can versus the administration as the newest members of our versus the town, when it exist independently should be all of us versus the Dartmouth community.

The last time I really lived of physical space virus. To unite these groups, at home was the summer a common goal is required. is far stronger before my freshman year Safely welcoming the Class at Dartmouth. I remember than care for a of 2024 to the Dartmouth those last two weeks when community that community provides us with the quarter system ensures the perfect opportunity. that Dartmouth students depends on it.”

While the Class of 2024 watch each and every one prepared to say their of their lifelong friends leave goodbyes to their families, them behind. I sat alone in they watched over 180 of my childhood bedroom — as I do right now their future professors sign a letter urging the — caught somewhere between belonging. I College to keep them away. To the Class of imagine many of you will recognize the feeling. 2024: It’s not personal — it’s a pandemic. To I arrived on campus for First-Year Trips those faculty members: As you might recall from and was welcomed literally with open arms. when you started college, it’s easy to feel like Due to the global health crisis, your class will have to enter the Dartmouth community in a restrictions in place for this fall, it will be even easier for the Class of 2024 to feel that way. your goodbyes at home, Trips will be online Now that we’ve decided to give the student and all of O-week will be done from behind a body a chance to follow the rules this fall, it’s mask or a computer screen. Prior to Aug. 26, imperative we go out of our way to make the any student arrival at all was in question. I am incoming class feel welcome. sorry. But I promise that it won’t be all bad.

With restricted access to our physical campus, strong sense of community to this pandemic. you will learn what it means to be a Dartmouth After all, that community is one of the main student in the abstract. No other class has done reasons that the Class of 2024 chose to come this. As a result, you will develop a unique demonstrate that this community will not be those values, not a physical presence, that waver. As a community, we share this town ties you to this community. Before you will be and this campus, but we also share values and allowed to so much as shake hands, you will talk, a commitment to care for each other. Come think and eventually care for each other. Care move-in, we will share all of this with the Class for a community that can exist independently of 2024. Dartmouth College Class of 2024, you of physical space is far stronger than care for a will be tested, sanitized, quarantined, masked community that depends on it. In other words, and distant. But in the upcoming frenzy, do not the Class of 2024 will learn to love Dartmouth forget that you belong.

As an FGLI student at Dartmouth, it can be hard to feel like you belong.

Coming into Dartmouth, I understood that my wasn’t necessarily excelling in or excited by anything perspective on privilege was going to be tested as However, I was naive in my assessment of the extent of the disparity in socioeconomic privilege on campus. While I expected to encounter the stereotypical “trust-fund” kid here and there, I did not expect it to be the baseline. Never in my life had I been in an environment where having a few hundred dollars to my name as a mere 18-year-old was abnormal.

While I tried to ignore the omnipresence of wealth on campus and convince myself that it didn’t matter, the reality of the situation was that it did.

The wealth of my peers meant they were able to attend some of the best high schools in America.

It meant that the time I spent applying to jobs and working, they were able to spend studying or joining a new club. It meant that when they struggled with a homework assignment or essay, they could simply call up their parents and ask them to help I spent a lot of my freshman year questioning why Dartmouth thought I would succeed, since at the time it didn’t seem like I was. My freshman fall, I got the worst grades of my life, even though I had studied more than ever before. Meanwhile, I felt a constant pang of guilt for leaving my mom to deal with everything at home. I was angry that all the hard work I had done in high school wasn’t good enough to prepare me for Dartmouth. I was angry that I actually thought I was smart enough to succeed at Dartmouth. I was angry that I chose to leave my mom behind only to fail. In short, I had a lot of anger and guilt and didn’t know what to do about it.

These thoughts and feelings of inadequacy, anger and guilt are also something that wealthier students don’t have to deal with. The emotional ourselves that we belong on campus and that we deserve to be there regardless of our performance is a phenomenon that both impacts and is impacted by our academic performance. Of course, imposter syndrome is not always the result of our performance but also stems from the notion held by other members of the Dartmouth community

chemistry classes, I signed up for a queer cinema class and a programming class and also applied to be an opinion writer for The Dartmouth.

These turned out to be some of the best decisions I have made during my time at Dartmouth so far. In my queer cinema class, I gained a better understanding of my own identity as a queer woman. In my computer science class, I realized that I had the capacity to succeed in STEM and, in the process, found a new major that actually made me happy. Through writing for the opinion section, I found a way to speak out about topics that mattered to me while doing something I love.

While I still feel elements of imposter syndrome my ability to succeed at Dartmouth.

I bring up imposter syndrome and the challenges I have faced within the past year not to justify my shortcomings, but to highlight a very relevant issue many of you incoming freshmen are reading this and thinking to yourself that you will never be like me. And, while I hope that you aren’t, that you have an easier transition to Dartmouth than I did, I wanted to discuss the struggles I faced in the hope that, if you do encounter similar issues, institution practically designed to keep people like us out. For many of us, the road to admission at an elite university is complicated by our home situation and the underfunded high schools we attend, which have limited access to the college prep resources and classes that are necessary to be a competitive applicant. Therefore, the fact that we are even application is in and of itself an achievement. Our struggles, however, do not end there.

Dartmouth is academically rigorous, and many of the obstacles we face at home follow us all the way to Hanover. From having to pay bills back home, to working several on-campus jobs, to having other familial responsibilities, it often feels like there are

With that being said, Dartmouth is a place that you will call home for the next four years, and it’s deserving of our spot. This means that, while bad important that you acknowledge the challenges that performance may enhance our imposter syndrome, lie ahead of you without psyching yourself out in it isn’t necessarily the root cause of it. the process. As I am sure you have already heard I spent my winter term stuck in a position not a million times, you were admitted for a reason.

While I got better grades, became involved in more extracurriculars and made some great memories, I still felt like it wasn’t enough. I still felt like I was throwing away an amazing opportunity because I

whether or not you can become a doctor or whether you will get into a good graduate school. College is about learning both in and out of the classroom.

Be patient with yourselves and trust the process.

STAFF COLUMNIST SYDNEY TOWLE ‘22

CONTRIBUTING COLUMNIST SARAH COLIN ‘23

Easy A

Don’t Follow the Leader

ThesummerbeforemyfreshmanyearatDartmouth, being able to take a course that they are truly interested I, like every new student, received a course catalog in.

While it is always tempting to fall into the trend of over the catalog, reading every description and thinking selecting courses based on easiness or grade medians, I how lucky I was to have such a range of options to choose decidedtoprioritizesubjectmaterialthissummer,leading from. Realizing how expansive the list was, I asked my me to a course on racial justice. I selected this course mom for advice. “Take what sounds interesting,” she I took heed of this advice and ended up with an earth sciences class and an anthropology class, in addition to my required writing seminar. Having taken neither an earth sciences nor an anthropology class before, I jumped at the chance to explore beyond my comfort zone. After years of taking required core curriculum classes, the opportunity to study rocks and the origins of our ancestors gave me a refreshing and optimistic outlook on my next four years at Dartmouth. term “layup” — Dartmouth’s term for an easy A. This occurred during my freshman fall, in the earth sciences class I was so eager to take. One of my classmates online guide to Dartmouth classes frequented by many was immediately enthralled by the amount of personal advice and anecdotes submitted by students throughout personal consultant whenever course selection came around.

of the world’s attention, and now realize even more so how important the subject matter is. Throughout the summer, however, it became clear to me that some of my peers did not feel the same, and had simply chosen this course as a “layup.”

The racial justice course I took was crosslisted with distributiverequirements,whilehopingforless“rigorous” material. It was clear in my class that many students were taking the course for its “layup” designation, given that we began the term with roughly double the amount of students showing up to class than we ended up with.

Those that stayed to the end were the students who actively engaged in class discussions and paid attention to our assigned readings and lectures, while those who showed less interest simply stopped coming. This phenomenon is not only discouraging for professors and students, but it also undermines social justice movements by perpetuating a lack of awareness.

We all need to be advocates for social justice

Students can see which courses are ranked the “easiest,” end to sexual violence. But, we can’t advocate for these and often choose these courses over ones that might students choose classes that have thought-provoking material but also have high medians — and then do not actually participate or show up. This phenomenon occurs year-round but is especially prevalent during sophomoresummer,asstudentstypicallywantmorefree time to enjoy activities with friends in the nice weather.

By failing to attend class or participate, students devalue certain subject material based on perceived “rigor,” rather than actual content. This devaluation is extremely discouraging for professors and other students who actually care about the subject material.

For instance, engineering and math classes are typically considered more academically rigorous than classes in the humanities departments, such as women’s, gender & sexuality studies and African and African American studies. Students therefore devote more time and attention to these “harder” classes, while failing to give the same attention to equally important but less intensive courses.Oftentimes,thisfailuretoparticipateworsensthe class experience for those who do actually care by forcing the same few students to carry all the class discussion, reducing the richness of the discussion overall. What’s more, professors can tell when their class is not being taken seriously based on the quality of work submitted and the amount of attention paid in class.

Apart from disrespecting the professor and other students in the class, unengaged students may be taking the place of those who actually want to educate themselves and participate in meaningful discussion but are unable to due to limited enrollment. Indeed, a majority of “layups” have enrollment caps, yet have a very high demand. This results in a lot of students never

earlier this year, I had little knowledge of the history of the movement and the diversity of perspectives involved.

After taking a course on racial justice, I realize just how many voices are marginalized by mainstream protests and social media representations. By being aware of my own ignorance, I am able to change my actions to lift up the voices of those who are marginalized and silenced by collectivization.

This is not to suggest that we should only be taking areintendedtochallengeourperspectives.Thesecourses canoftenrequirealotof commitmenttofullyunderstand and appreciate the gravity of the issue at hand, and and minor requirements. Rather, I argue that students should at least try to incorporate these classes into their schedules. Equally importantly, though, students should not take these classes if they are not willing to actually give them the respect they deserve through attendance and participation. give us more time to enjoy college life and non-academic interests. Sure, we can continue to prioritize free time, but that we take courses on social justice movements and treat them with the respect they deserve, so that we can and be a part of the solution.

There is an unspoken set of guidelines that about. For instance, I tried out for an improv dictate the path of the “typical” Dartmouth group on a whim during my freshman fall. This decision ended up redirecting my academic course winter, rush sophomore fall, peak over sophomore at Dartmouth by prompting me to rediscover my summer, go abroad junior year, undertake an passion for creative thinking and writing, which internship their junior winter and end up working I had previously disregarded in favor of more after college for the same company. Despite the conventional paths of study. My improv group diversity of opportunities available at Dartmouth, has also exposed me to some of my closest friends, this classic sequence remains the accepted normal whom I probably would have never otherwise here. Indeed, many Dartmouth students seem to be stuck on the idea of a “classic Dartmouth track,” college that two months later I would be dropping out of my computer science class and going on in corporate recruiting and throwing oneself tour with a comedy troupe, I never would have believed it. popularity, this track is not for everyone.

I want to acknowledge that your freshman year This year, Dartmouth as we know it has been disrupted. Despite all of the hardships and ways, you won’t even have the opportunity to follow disappointments, I argue that these disruptions the classic Dartmouth track. But this could come present an opportunity to deviate from the norm and explore Dartmouth experiences that lie beyond Freshman year, I dug myself into a hole the classic Dartmouth track. By taking the extra time provided by quarantine or not I was happy with and reduced opportunities “They say for social interaction to focus from my mistakes — use on the other potential tracks the time you have, in at Dartmouth, ’24s can call for unprecedented quarantine for instance, introduction to the College.

Throughout the beginning of my time at Dartmouth, I tried to partake in what I viewed as the essential Dartmouth way of life.

measures, and you, ’24s, have the opportunity to take a Dartmouth path into new territory

are really looking to get out of your Dartmouth experience. Ask yourself whether you enjoy what you are doing, or whether it is just another rung in the ladder that you must of change.” climb to get to your next I quickly assimilated to step.

Dartmouth’s unique As an example, you culture, incorporating might consider exploring less popular departments. Dartmouth has many vernacular and relishing all of the freshmen small but reputable departments such as Native American studies, philosophy and history — sophomore summer stories from upperclassmen, longing for the days when I would get to experience year courses in favor of a class from one of these myself. However, as fall term went on, my these. Dartmouth also has a plethora of centers attempts to follow the classic Dartmouth track and for interdisciplinary study, such as the Ethics be a typical Dartmouth student left me constantly Institute, the Dickey Center or the Center for disappointed in myself.

Social impact, which are particularly helpful for When I stayed in on an “on-night,” I felt like freshmen who don’t yet have a focused academic a loser because it seemed like everyone else was interest. Moreover, there are many niche research out at the frats. When I sat in the stacks scrolling opportunities and fellowships, which I certainly nostalgically through old high school pictures, I didn’t know existed my freshman year, that can be felt like a baby because it seemed like everyone sought out through department websites or with else had no problem leaving home and jumping help of the Center for Professional Development.

They say unprecedented times call for having a pretty great transition to Dartmouth, unprecedented measures, and you, ’24s, have the but my perspective was tainted by my belief in opportunity to take a Dartmouth path into new the superiority of the classic Dartmouth track. territory during this critical time of change.

Take the road less traveled, or at least consider the classic Dartmouth life dictate my decisions. I it. While the classic Dartmouth track might be right realized that there are so many meaningful facets for some, it certainly is not for all. The disruptions of Dartmouth that are equally as formative in presented by the COVID-19 pandemic provide time for you to consider how to make the most or corporate recruiting, yet less frequently talked of your time at the College on the Hill.

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THE DARTMOUTH FRESHMAN ISSUE

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What’s up, DOC? Outing club adapts to COVID-19 B y ANDREW SASSER The Dartmouth Staff

As Dartmouth students return to campus in the fall, many are looking forward to getting outside through the Dartmouth Outing Club. To abide by public health guidelines, club officers have developed plans for online and limited in-person activities.

Although the DOC normally runs trips throughout New England in the fall, trips this term will likely be limited to areas within walking distance, according to fall DOC president David Vonderheide ’21.

He added that it is “unlikely” the club will get approval for van usage for trips further away from campus.

“We’re really pushing to have outdoor trips, because having an outing club that doesn’t go outside defeats its purpose,” Vonderheide said. “This will give us a really good opportunity to explore the woods and rivers around Hanover, which are areas we haven’t really explored that much before” Working under COVID-19 restrictions With regard to other health measures for in-person activities, Vonderheide said that the DOC is currently working with the Outdoor Programs Office and the College to “We’re going to be really active make DOC trips safer. According club could use vans for trips, he hope we can keep this momentum for racial justice in reaching out to people,” Gibson to a procedure document developed noted that he was going into the said.

by DOC leaders, this includes still “especially “We’re hoping to get excited” to “help fall and beyond.”

Likewise, Donohue said that mandatory masks, six feet of Dorsey Cabin & Trail is looking to “make social distancing “where possible” s t u d e n t s g e t also said that a welcoming social space” through and limits of nine participants, outside.” “ W e ’ r e t h e r e w a s a online meetings. He added that including two student leaders. c l u b - w i d e he hopes to run some “in-person Additionally, the document hoping to get scavenger hunt introductory events” later in the mentioned that DOC subclub outside as much in the summer fall to better connect with ’24s. leaders (note: subclubs include the as we can and help the ’24s to “foster “Because no one will be doing Ledyard Canoe Club, Cabin & c o m p e t i t i o n [Fir st-Year] Trips, it’s really Trail, Dartmouth Mountaineering who might be b e t w e e n important we bring the energy to Club, Alpine Ski Racing Club, c o o p e d u p , ” s u b c l u b s. ” I n create a community online, just Archery Team, Bait and Bullet, Donohue said.

Donohue addition, some like what we would do in person,” Climbing Team, Club Skiing, Club subclubs held Donohue said.

Snowboarding Team, Dartmouth also said that special events; Ski Patrol, Environmental Studies Cabin & Trail is working on f o r e x a m p l e , Incoming students look ahead Division, Mountain Biking Club, Some incoming freshmen have Nordic Ski Club, People of Color developing a new “local leader” Women in the Wilderness partnered Outdoors Club, Surfing Club, position for students who want to with the Hopkins Center for the Arts expressed hope that they will be able Winter Sports Club, Women in lead short local hiking trips. He to show films from the Women’s to participate in DOC activities this year. the Wilderness and Woodsmen’s added that he hoped this will make Adventure Film Festival.

According to Vonderheide, Will Reason ’24 said that the Team) will be trained in COVID-19 it easier for students to “hop into leadership” and “stay engaged” the club is hoping to “expand DOC was one of the “biggest protocols by the DOC student risk upon” these features that management team prior to leading with the club. online activities attracted” him trips, and leaders will take “extra “We’re working DOC members maintain i n o r d e r t o to Dartmouth time” after trips to disinfect gear. help students, and that he I n a c c o rd a n c e w i t h t h e s e community online Throughout the spring and especially ’24s, would “love guidelines, some DOC subclubs to participate” h av e a d a p t e d t h e i r n o r m a l summer terms, DOC subclubs g e t t o k n o w meet one another conducted meetings and activities o n e a n o t h e r. in any kind of activities. Ledyard president Coby activity this fall.

Gibson ’21 said that Ledyard is over Zoom to adapt to remote He mentioned He added that focusing on doing paddling trips on learning. According to summer t h at t h e c l u b DOC president Lauren Dorsey ’22, is planning on in light of Trips’ the Connecticut a “wide variety continuing its cancellation, River. Ledyard of people from a n t i - r a c i s m he hopes the trip participants “While a lot of things across campus” d i s c u s s i o n s , Class of 2024 will wipe down have attended a s w e l l a s will have some all gear after virtual DOC f a c i l i t a t i n g “outdoorsy” trips and social events. “ s m a l l e r event in the distance on the A meetings” to future. water, he added. particular area h e l p s t u d e n t s “Being “While a lot on which the get to know one outside with of things are masks while paddling.

DOC focused another. your classmates still unclear to We’re also looking on this summer “ W e ’ r e is a great way to us right now, was anti-racism. working really bond,” Reason it’s pretty easy A c c o r d i n g hard to make it easy for ’24s to meet said. “Even the chance to do some to be socially t o D o r s e y, one another and upperclassmen,” small-scale DOC events would be distanced and the D O C Vonderheide said. “We really want fantastic.” wears masks h e l d w e e k l y new students to feel welcome and Similarly, Ericka Asmus ’24 said while paddling,” d i s c u s s i o n appreciated here.” that she had been “really looking Gibson said. s e s s i o n s S u b c l u b l e a d e r s a r e a l s o forward to” Trips and that she hopes “ We ’ r e a l s o f o c u s i n g o n d e ve l o p i n g t h e i r o w n p l a n s she will be able to “use outdoor looking at topics ranging for online meetings and social space for working out and trying what outdoor f r o m m a s s activities. Gibson said that Ledyard different clubs.” She also said companies are i n c a rc e r a t i o n is improving virtual meetings and that the shorter duration of trips doing to keep to inclusivity in the outdoors. She will have “virtual Ledyard dates” will make it easier to “dabble” in participants safe.”

Similarly, Cabin & Trail co-chair also said the DOC, in collaboration to help new students get to know different DOC subclubs.

“As someone who often bites off Kevin Donohue ’21 said that his with club sports, raised over $9,500 upperclassmen involved within club plans on running “as many for a racial justice matching fund. the club. Additionally, he said that more than I can chew, it’s a good “The fundraiser and anti-racism the club plans to use its Instagram thing to have shorter trips while local trips as possible” in the fall to “better explore the local area.” discussions were extraordinarily account and email to reach out to I’m getting settled into college life,” Asmus said.

While he said that he wished the successful,” Dorsey said. “I really ’24s.

LORRAINE LIU/THE DARTMOUTH SENIOR STAFF

SOPHIE BAILEY/THE DARTMOUTH SENIOR STAFF

2// MIRR OR

The Words that Bind Us: Dartmouth Lingo

By Arielle Beak

STORY

It’s week five, and you’ve just

FFB facetime-y

2FB, 3FB to 4FB

Novack

Newvack, fritz Dartmouth Seven layups distribs

add/drop out eduroam Foco light side and dark side

Lou’s Challenge On-nights,

NARPS

frat

Ledyard Challenge

shoes Webster Avenue warmcut

Hop

fracket tails

Blobby roll thru

come thru

@now

blitz

DYLAN CERVENY/THE DARTMOUTH

MIRR OR //3

Zoom University: A ’24’s Guide To Online Learning STORY

By Emma Ginsberg

Dear ’24s, Chances are, you didn’t imagine spending your freshman year online and in quarantine. It’s normal to wish you could partake in all the traditions that comprise a normal freshman year at Dartmouth. I’d like to assure you, however, that all is not lost: There are some things that distance can’t disturb.

More than the late nights in the library and the wild weekend shindigs, the immutable hallmark of freshman year is that it’s a time for “Figuring Things Out.” Whether your freshman year is on campus or online, in precedented times or These Unprecedented Times™, it will be do, how to connect with your new community and how to exist when your world changes dramatically.

Though your freshman experience that of any class before you, everyone at Dartmouth knows a thing or two about navigating uncertainty. There are people in our community who understand what you’re going through, out.

Let’s get into it: College is weird, and it’s even weirder online. Luckily, since Dartmouth classes have been remote for two terms, we’ve learned a bit about Zoom University. We’d ’24s, so that you may master the art at Dartmouth. Through all of the weirdness, we’re here for you. Without further ado, we present …

The ’24’s Guide to Thriving at Zoom University A Star Is Born: Making the Perfect Schedule Before you log into your first online class, you’ll need to pick your only three spaces on your schedule and little knowledge of how the individual syllabi, course selection can be intimidating. Should you take the newness of college life in stride and try your hand at a subject you’ve never studied, or should you stay true to the things you’ve always enjoyed? How do you know if a class is for you?

For David Millman ’23, being authentic about his interests is the best way to build an engaging schedule.

“I think it’s even more important than usual to take classes that you enjoy,” Millman said. “Since you can’t go to class in person or sit next to your classmates, making sure you really like what you’re taking will help get you out

NAINA BHALLA/THE DARTMOUTH SENIOR STAFF

Computer science professor Devin Balkcom holds a remote version of his class. of bed in the morning.”

Millman also emphasized the importance of choosing classes that correspond to your learning style. Whether big lectures or small discussion groups are more your speed, intentionally seeking courses in your between a rewarding remote term and a tedious one.

How do you know if a course suits you?

“Asking professors questions is a very good idea,” said Ben Martin ’22, an engineering major who has seen how widely classes within a single department can vary when adapted for the remote format. “When fall rolls around, professors should know how their classes will be.”

Communicating with professors is an important part of the course selection process for many students, and most Dartmouth professors are more than willing to discuss their term plans; sending an email to a faculty member is a great way to learn more about a class or department, pique your Who knows? An enthusiastic professor might introduce you to something exciting and completely new!

In The Zoom Zone: Managing Online Classes

logged into Zoom. Now what? With a digital barrier between you, your professors and your peers, it can be classes.

Millman said. “You can just deactivate your camera and be on your phone.”

No matter how much you love the class you’re in, screen fatigue and virtual disconnect might make you zone out. Don’t feel bad; it happens to everyone. For the past two terms, Dartmouth Zoom veterans have employed a variety of strategies to mitigate screen fatigue and stay focused in class. term. I fell victim to the mindset that if I wasn’t interested in a class, I would just said.

For Martin, engagement in class

in the rehearsal room, emphasized the importance of personal connection in keeping classes fresh.

“I’ve been prioritizing classes with collaborative elements,” Orenstein said. “My comfort level with the people about something. Taking a class, even if I’m not super interested in the subject, is always worthwhile if I have a good time with the professor.”

Even if you’re sailing through classes chatting with your professors every

new way of sitting or even changing your clothes between class sessions.

Reaching Out (But Not Literally, Please): Community in Isolation When you’re physically distant from your peers, even the most lively discussion section can feel lonely.

When you’re a freshman joining the

time away from the computer. If you’re time zone and struggling to stay awake, screen fatigue can be particularly “If you’re living nocturnally, make the most of the few hours of sunshine you get in the afternoon,” said Bryanna Entwistle ’23, who took remote classes from Singapore on a 12-hour time

have to be proactive in being invested “Working in the dark all night is kind who comes to class and asks questions, professors will help you. I feel that personal engagement with a professor is a great way to stay invested in class, and is the most rewarding part of any course.”

away from the screen to eat, move and talk to friends like you would during a quarter of in-person classes. If Zoom calls are starting to blend together,

carving out time to run, go on a bike ride or just sit outside.”

It’s easy to take for granted the simple act of walking from class to class, or leaving the classroom after a long, stressful work session. Day-to-day

with theater major who has sought to the surface, but its absence can make

time, that loneliness is compounded.

It’s important to remember that behind every Zoom tile, there’s another person feeling the same way.

Don’t underestimate the potential for real friendships to form through virtual means.

“Spending time with other people and meeting your classmates is the joy of college,” Orenstein said. “It’s tough to connect with other humans right now, but there are ways.”

By virtue of being a Dartmouth student, you are part of the Dartmouth community. Don’t be afraid to reach out to others in your community for support and friendship. If you think somebody in one of your classes is cool, email them! Chances are, they’re happy to make a new friend too. If you meet an upperclassman who knows a lot about something you’re interested in, don’t be afraid to talk to them.

“People who have been [at Dartmouth] for longer may know more about certain things, like registering for classes or operating Darthub,” Orenstein said pretending as if anyone truly knows how to use Darthub. “That doesn’t mean [upperclassmen] are morally superior to freshmen, or that we have In times of need, other Dartmouth students can be a powerful support network. Especially for students who struggle with time zone discrepancies and are forced to work in the wee hours of the night and sleep through club meetings, talking to students in similar situations can ease feelings of isolation.

“The international community at Dartmouth is super special,” Entwistle said. “Knowing that other students were going through this was one of the things that kept me grounded during reaching out, making GroupMes and finding other international students. People are eager to make those connections, even if they’re upperclassmen. They want to get to know the freshmen and welcome them to Dartmouth.”

Reaching out to others can feel awkward online, but there are students and faculty in every corner of the Dartmouth community who want to hear from you. I can assure you none of your peers will be weirded out or angry if you send them a nice message or ask to FaceTime. For many, regular social interaction is a great way to balance a busy term.

“You’re gonna be fed up,” Millman said. “Make sure you’re talking to people.” you will struggle in some way. That’s OK, and you are not alone. Trust that somebody in your community loves and supports you, and that you belong at Dartmouth. Trust that many good people and things will come of this term, and that the pandemic will not last forever. In the meantime, we’re here for you. We promise.

4// MIRR OR

Queerness Disrupts An Already Disrupted Fall STORY

By Caris White

SOPHIE BAILEY/THE DARTMOUTH SENIOR STAFF

The beginning of college is always disruptive. Adjusting to a new geographic, social and mental setting is challenging under ideal circumstances, and the circumstances this fall are nowhere close to ideal. Our meals, our classrooms, our dorm rooms and our social spaces are all going to be a bizarre but necessary combination of physically distanced adjustments and digital replacements. For many incoming LGBTQ+ students, their identity will add one more layer of disruption to a fall already full of unknowns.

Although there is a unique and pronounced disruption caused by starting college in a pandemic, many queer students a t D a r t m o u t h h ave a l r e a d y experienced disruption as a result of being LGBTQ+ on campus.

Familiar threads of anxiety and relief run through many of the stories I’ve heard from LGBTQ+ peers concerning their entrance into college. I know that both emotions were ever-present for me during my freshman fall. As I was trying to figure out my suddenly confusing sexuality, having the opportunity to be whoever I wanted — to all of these people I’d never met — was simultaneously the most terrifying and liberating feeling in the world.

Kai Frey ’22, who identifies as non-binary and queer, shared some of the mixed feelings that accompanied their freshman fall.

“Going into my freshman fall I was nervous about using my name and correcting people on my pronouns,” Frey said. “I was really lucky to have someone on my Trips who would correct my other trippees — that was great, and I really appreciated her. Finding people who can be

your confidence when you don’t have it — especially when you’re a freshman — can be really important and really helpful.”

Needless to say, Trips isn’t going to happen the same way this year. This is an undoubtedly sad disruption of the traditional Dartmouth welcome, but it’s important to acknowledge that, while the high from Trips is wonderful, it doesn’t last all year.

“After Trips it’s difficult because unless you’re in a [women’s, gender & sexuality studies] class or a queer space, it can be very iffy if pronouns are going to come up or whether you have to be the first person to say it,” Frey continued. “ B u t , c o m i n g f ro m a m o r e conservative public high school, it was also nice that those things were occurring, even if they were iffy, just to have a space that was open and shown to be welcoming.”

Although Dartmouth’s approach to gender and sexuality is imperfect, for Frey and many other students, a little bit of effort goes a long way.

“At my high school we weren’t allowed to put posters up that had anything to do with LGBTQ+ people: no pride flags, no nothing in June,” Frey said. “It was a really nice disruption to come to a place where there were pride flags in random places, where the Collis pasta line had stuff about queer people –– and that wasn’t just in June, it was occuring all year.”

O l i v i a G o o d w i n ’ 2 1 , wh o identifies as non-binary and gay, also experienced a sense of positive disruption during their arrival at Dartmouth. “ Fo r m e [ c o l l e g e ] w a s a disruption for the better, because I was not at home any more and under the immediate influences of my family life that I had grown up

with forever,” Goodwin said.

“My freshman year of college was when I really took the personal mental time to think about gender and contemplate that I might not be cis, which had occured to me in my senior year of high school.”

For many LGBTQ+ students, going away to college is a way of escaping families or hometowns that have been unaccepting of their identities. Jess Chiriboga ’24, who identifies as lesbian, shared her excitement to find a more robust queer community at Dartmouth.

“In April, I was kinda nervous because you live in a community that’s not the most accepting, and you’re like ‘I just need to get out of here,’” she said. “Being able to go to a new place and find people who had similar interests to me and also shared an identity was super important to me. I was yearning to get out of [Glendora, California] and get onto campus.”

When the ’24s arrive, there will be LGBTQ+ and genderinclusive spaces on campus that are eager to welcome them.

Even though this welcome will be through Zoom or with people spaced six feet apart, there are a number of different options av a i l a b l e — f ro m LG B TQ + student organizations, like Within, to residential communities like the Triangle House Living Learning Community and gender-inclusive Greek spaces.

For Frey, finding an inclusive community started with a love for nerdy board games.

“I first got introduced to Phi Tau [a gender-inclusive Greek house] through the Creative Board Games Club,” they said. “By spring term, I was pretty good friends with a lot of the members. It was a pretty natural movement from being

friends with a couple of them, to being introduced to the rest of the house, to eventually becoming a member of the house.”

Goodwin shared that for them, the Sustainability Office and the a cappella group Music in Color were both spaces that felt safe and inclusive, even though those organizations aren’t explicitly LGBTQ+ aligned. Goodwin was also on the 2020 Pride committee, helped lead Within and lived in Triangle House for three terms.

For Goodwin, even some of the queer-friendly spaces they weren’t super involved in helped make Dartmouth feel more inclusive.

“Even if I didn’t become a part of those groups or best friends with those people, I had people around me who were out, who I knew I could talk to,” Goodwin said. “It gives you this jumping point because you know that this space is safe and the people in this space are OK to talk to.”

Goodwin added that through Triangle House, they had access to adults they could talk to more often. “[Dia Draper and Jen Jones] are the house supervisors, and they’re live-in, which gave me some adults I knew who were queer to talk to about that kind of thing if I ever wanted to,” they said.

Unfortunately, Dartmouth’s communication surrounding many of these resources has been lacking for the ’24s. Chiriboga said that Triangle House was accidentally left off of the freshman housing form, and although the mistake was later corrected, students who were unaware of the change may have missed an opportunity to apply for inclusive housing in the LLC. Additionally, Chiriboga shared that many ’24s wish Dartmouth

had a central webpage listing the various resources available to LGBTQ+ students. As it stands there are plenty of resources available, but they are split up b e t w e e n t h e O PA L w e b s i t e, Orgsync and various other webpages. For instance, you can find a map of gender-inclusive bathrooms in one corner of the OPAL directory, but the contact info for Within is on a completely separate website. For incoming students who may not be familiar with all of these names, having a central, easy-to-navigate directory for LGBTQ+ resources would be greatly beneficial.

However, that’s not to say that the ’24s are letting themselves be left behind by poor communication or disorganization. According to Chiriboga, many queer ’24s are active in a large GroupMe that was the result of Chiriboga and a fellow ’24 “biting the bullet” and sending out a message hailing LGBTQ+ ’24s in their class Facebook group.

In their group’s nightly Zoom calls, these ’24s have for med friendships and created a sense of community from afar. Nonetheless, anxieties about the year ahead are still running high for some. The prospect of taking online classes from home during the winter term is especially daunting for students without accepting homes.

“Several of our classmates are facing unaccepting families, where they either haven’t come out yet or they have come out and their families aren’t supportive, so it’s super tough for them,” Chiriboga said. “When you talk about disruption, it’s disruption of social ties and then disruption of how you feel safe in your learning environment, which could be your house.”

Amid all of this very justifiable anxiety, the upperclassmen I interviewed had a few words of advice.

From Frey: “If you’re in need of queer people to know and don’t feel comfortable going to Q [another LGBTQ+ group] or Within, go to Alpha Theta or Phi Tau events!”

“Send fritzes –– send me a fritz!”

From Goodwin: “Remember that this is not the first time you have faced uncertainty. We face uncertainty all the time, every day, even if we don’t realize it.”

“Don’t be afraid to communicate.

If you feel embarrassed about it, you’re new and you’re not expected to know things. Anyone who acts like you should know things –– that’s on them.”

“As far as fitting in, I imagine you’ll see a lot of people over Zoom instead of in person, so utilize the people who are in your immediate space, but don’t forget that there are also people who are part of the broader Dartmouth community who are not on campus with you, who you might meet in the future.”

C.C. LUCAS/THE DARTMOUTH

And finally, from me: With all those hours sitting alone in a dorm room, I imagine there will be time to do some self-discovery. Don’t be afraid to reinvent yourself a little bit –– you might just like what you find! I know that what I found is the reason I’m writing this article.

MIRR OR //5

Reminiscing On The Dartmouth That Never Was TTLG

By Peter Charalambous

I miss school.

Let me clarify that — I miss the things that made Dartmouth some of the most formative and meaningful times of my life. I miss my sole purpose being the enrichment of my own knowledge, that ability to singularly focus my time and attention on the understanding of one or two topics.

I miss being able to not only find purpose in my extracurricular work but also enrich friendships which I am sure will last a lifetime. I miss the boundless opportunities before me. I miss those seemingly minor yet memorable moments that burn into my memory as the things that make college more than just a few classes abutted by meals and sleep. Sharing food and carrying a conversation that carries over to the next meal period, an endless night in the common room with friends and perhaps one too many embarrassing stories shared, the one-hour study session in the library that turned into four as the laughs ventured into the night.

When I speak to other alumni, and they speak about how their four years in Hanover were the best time of their lives, I am sure they think back to similar memories, as Even in the most normal of years, if the magic of time has washed these stories create such a high away all the not-so-great things standard for college life that they will that occur red between those likely never be fulfilled in your own unforgettable experiences. For moments. I’m some unclear o n l y a f e w “I miss those seemingly reason, in their m o n t h s o u t minor yet memorable recounting of since graduation their college moments that burn and a few weeks year s, people into a nine-to- into my memory as rarely mention five job, and I the things that make the impossible can already feel balancing of this exodus of college more than just g r a d e s, s l e e p bad memories, and social life, leaving behind losing sleep a shining over stress, the four years of endless fear exuberance and of missing out joy. Perhaps Bruce Springteen’s and all the other anxieties that “Glory Days” deserves more merit accompany college life. than only its charming music video.

So when I say I miss school, I If you are an incoming student don’t miss those parts of school. reading this article, I would argue I don’t miss waking up in the wee that a large part of your expectations hours of the morning to complete about college are based on stories my assignments, so early that the heard about the kinds of memories library is yet to open and the only described above. Once you got your study space available is the dark acceptance letter, a good number of grayness of an unopened Novack you shared the exciting news with cafe. I don’t miss the stress created family and friends, were told that by the impossibly large and timeyou “have to watch Animal House” consuming impending assignments because it was based on Dartmouth that would set in on Sunday nights. and were regaled with tales of your I don’t miss the regret of taking friends and family’s glory days at on one too many things and the college. If matriculation is like idea that I may have toppled over confirmation into Dartmouth, the my life’s balance in that mistake. I congratulatory remarks and fun don’t miss the uncertainty that came stories are the equivalent of your with such an unsettled and unclear baptism. future. I don’t miss being done with

COURTESY OF PETER CHARALAMBOUS

all my work on Friday, only to be so tired that the retreat of my bed seemed more appealing than any kind of social event planned for the coming weekend.

Beyond that, these stresses seem like nothing compared to the stresses of some of my peers — those who had to worry about sending money home, whether they’d find a place they feel they belong, how they’d scrape together the money to get home at the end of the term or how they would be able to squeeze in enough work hours to pay bills while also completing all their assignments.

At this point, you might be wondering why I took the time to write this column to dampen the mood of any reader, especially with the already mediocre circumstances of the partially in-person term. I wanted to write this to clarify what to expect in the coming term — something I admit I am not fully qualified to do given my brief three months with remote learning.

You should fully expect all the wonderful things that come with a college education — all of those incredible things you’ve heard so much about from friends and families. Even with the circumstances of a remote term, you will not only derive meaning from the challenge of it all, but eventually things will also come back to normal, and you’ll be able to have the normal experience

you expected when you applied to That image never actually existed, Dartmouth. as much as crusty alums like myself Beyond that, you’ll have one hell would like to convince you that is of a story to tell your kids in however the case. many years, especially compared to So for now, let’s be united across the exceedingly average “I went to classes by the not-so-great things we a few cool parties” and “my classes will all try to forget. Let’s recognize are fun” type stories students usually that the Dartmouth we like to hold tell during their Thanksgiving so dearly never was what we claim it holiday to their families. Moreover, to be, especially so we can empathize you’ll be able with the to compete c u r r e n t w i t h t h a t “So for now, let’s be situation. g r a n d p a re n t And maybe who would there’s even the not-so-great things bemoan their va l u e t o b e miles-long derived from commute to Let’s recognize that the the challenges school uphill that embody Dartmouth we like to in a blizzard. what was once W h i l e average life, as you’re unable well as some was what we claim it to have newfound wonderfully sweetness in n o r m a l those good experiences memories. immediately, Eventually, also keep in things will mind that come back to those experiences were never fully normal, and you’ll be able to accurate depictions of college. Even enjoy the memories of college we in the most average of times, there cling to for years to come. But in were enough crappy experiences to today’s time, we will recollect the pass around. I am sure that given bad things, hold each other through the challenges of higher education the challenges and cling to these in the times of coronavirus, you will memories we might want to already have even more crappy experiences forget. than normal, but it is not like the picturesque image of college you Charalambous is a former managing envision was robbed by a pandemic. editor of The Dartmouth.

6// MIRR OR

A Look at Dartmouth’s Underrated Departments STORY

By Jaymie Wei

LILA HOVEY/THE DARTMOUTH STAFF

With over 40 departments and interdisciplinary programs, Dartmouth offers students the opportunity to explore a constellation of academic interests. However, as varied as the intellectual experience familiar patterns to the Dartmouth trajectory. Among them is the phenomenon of “selling out,” where students give up their initial course of study to major in an “employable” Pe r h a p s t h i s sensationalized, but the numbers

patter n

is

Economics was the most common major among the Class of 2019, with the department graduating nearly 300 students. The next most c o m m o n majors were gover nment, engineering s c i e n c e s, p s ych o l o g i c a l and brain sciences and computer science, with at least 185 students majoring in each.

Meanwhile, some majors in the arts and humanities division and interdisciplinary programs, such as Russian, German studies, art history, religion and comparative literature, only attracted single-digit numbers of students.

While most Dartmouth students departments through their own studies or through their friends, many radar.

One such interdisciplinary program is comparative literature, where students learn to read and write critically in other linguistic and cultural traditions, according to program chair Lawrence Kritzman.

The program brings perspectives from other disciplines — philosophy, women’s, gender and sexuality studies, for example — to bear on textual analysis. program’s requirements, comparative literature majors have the option of studying literature in two languages, or studying literature in one language and one non-literary discipline, such as music and film. Both options require students to achieve Kritzman said that while most comparative literature courses are open to all class years, COLT 1, “Read the World” is especially popular among freshmen. However,

video games to Nazis and Antifa.

Kritzman himself will be teaching about theater in Britain, France and the U.S. in COLT 34.01, “Theater of

Junction’s Northern Stage and study abroad in London. She said that the department “has exposed [her] to all the options that [she has] out there, theater or beyond.”

Nascimento has also built relationships and found m e n t o r s t h r o u g h her study of theater. She recalls entering Dartmouth on the pre-med

“ M o s t [freshmen] do extremely well and can hold their ground with senior majors,” Kritzman said.

“We welcome a great variety of It’s an intellectual banquet for them.”

Religion department Ohnuma similarly described the study of religion as “inherently interdisciplinary.” The courses introduce students to religions from various traditions, and students are analysis and philosophy to explore existential questions. questions — Why are we here?

Where do we come from? Where are we going? What’s the meaning of human life? — but it’s all done from an academic perspective and not from a faith perspective,” Ohnuma said. between introductory and intermediate religion courses is the courses have prerequisites.

She recommended two courses to freshmen, REL 1.10, “Religion and Social Struggle” and REL 1.04, “Beginnings and Ends of Time,” as forays into an academic subject they

advised freshmen. “Find at least one course that you never thought you that subject matter existed, and try it out. That’s what college is about.”

There are also a bevy of courses comfort zones. For example, THEA 1, “Acting I” is a popular course The theater major emphasizes hands-

she wanted to help others.

When she dropped premed to focus on theater, she credits Ndounou with lessening some of her worry surrounding that decision.

“One of the reasons I wanted to be a doctor was because I wanted “[Ndounou] really helped me see I’m doing that.”

While Nascimento has dedicated her time to theater, other students accommodate multiple academic departments. Coming to Dartmouth, Natalie Shteiman ’21 wanted to learn another language to complement her first language of Russian, and chose to study Arabic because she loved the written language and has always wanted to go to the Middle

Gonzalez Pilsner ’21 also has a passion for languages. A romance languages major, she spends most of her time in the Spanish and Portuguese department and appreciates the professors hailing from Latin America and Spain.

Gonzalez Pilsner describes the classes in the department as both fun and fascinating. One of her favorite classes focused on a famous Spanish Luis Buñuel, artist Salvador Dalí and writer Federico García Lorca.

Throughout her time at Dartmouth, she has studied abroad in Madrid and conducted research on queer tango under professor Noelia Sol Cirnigliaro.

Gonzalez Pilsner’s course of study allows her to learn both Spanish and French. The requirements for the major are six upper-level courses in the primary language and four in the secondary language. Gonzalez Pilsner she could study two languages in one major because previously she had thought that hybrid majors did not exist in the humanities. anything freshman year,” she said.

“But there’s always this ability to or customize [your major].”

Freshmen don’t have to worry about choosing or creating a major until the board, the students and professor s I urged freshmen to really explore Dartmouth’s c o u r s e

she wanted to major in Middle Eastern studies, which had eight student majors in the Class of

When I was a freshman, I s p en t h o u r s scrolling through the never-ending timetable during the course election period. I scrapped

class, which led her to other courses in Middle Eastern history, politics and literature.

Eventually, Shteiman decided to modify her major with art history

and I completely forgot that chemistry was my intended major. Instead, I camped out in House Center A, also

include four courses in theater in theater studies and a culminating experience.

Theater major Millenah Nascimento ’21 has found a home in Dartmouth’s theater department, where she has been involved in multiple productions, serving as assistant stage manager for “Cabaret” her freshman fall and stage manager for Celeste Jennings ’18’s original production “Citrus” her freshman spring.

T hrough her time in the department, Nascimento has had the opportunity to do research on the impact of theater education on schools with predominantly students of color, redesign the website for theater professor Monica White Ndounou’s nonprofit, The Craft

spring called ARTH 62.71, “Islamic Architecture” with art history professor Nicola Camerlenghi. Her in Middle Eastern studies and four courses in art history. By broadening her studies, she has been able to helping to create a virtual reality model of a basilica in Rome and interning at the Peggy Guggenheim museum in Venice.

“I’m surprised at how much I’ve been able to combine the two [subjects],” Shteiman said. She said her thesis is on contemporary Palestinian art, and it focuses on a hotel in Bethlehem designed by well as increased attention given to Palestinian art by the auction house Sotheby’s.

googling the word “sociology.” I was overwhelmed.

But after that initial frenzy, that willingness to explore guided me from architecture to public policy broad exploration has made me understand the meaning of a liberal arts education.

Nascimento echoed the sentiment that open-mindedness will lead students to unexpected places. She advised freshmen to remember that thing on their minds, there’s always something else around the corner.

“There are countless passions in the world,” she said, “and you don’t passion yet.”

MIRR OR //7

Hidden Gems: Making the Most of Dartmouth’ s Resources

By Kate Yuan STORY

I t ’s b e e n we l l n o t e d t h at incoming freshmen will experience an unconventional welcome fall term. The rest of us non-’24s will experience an unconventional welcome back as well, but, while ’21s, ’22s and ’23s have had the luxury of stumbling upon many of Dartmouth’s resources on campus serendipitously (or being handed them during orientation), ’24s likely won’t have that same opportunity.

Here is a guide to a few resources at Dartmouth that you might find useful as you acclimate to college life. Their services and programs are available remotely so that all students can participate, regardless of physical location. These resources range from providing fun ways to fill your 14-day quarantine to supporting you academically, mentally and emotionally through your first term at Dartmouth and beyond.

Undergraduate Advising and Research UGAR offers resources for students interested in research, as well as professional guidance.

Research opportunities for freshmen can often appear intimidating and scarce, but programs like the Women in Science Project are geared to connect freshmen, in this case women, with research opportunities on campus.

Anahita Kodali ’23 came to Dartmouth with specific interests in mind: the pre-med track and undergraduate research. For Kodali, this meant getting involved with “hardcore STEM” like biochemistry and physics. After working this past year with psychological and brain sciences professor Peter Ulric Tse through WISP, however, Kodali learned about multiple applications of science beyond medicine. “[This research] really allowed me to take advantage of Dartmouth’s whole liberal arts education, and it’s given me a really cool team to work with for the foreseeable future,” Kodali said. She plans to continue her research with Tse this year as a sophomore research scholar.

Hop student workshops The Hopkins Center for the Arts is commonly thought of as a location for performances and delicious quesos, but below the first floor are three student workshops: the Ceramics Studio, the Donald Claflin Jewelry Studio and the Woodworking Workshop. All three feature professional instructors to guide you through your creative projects.

Nathalie Korhonen Cuestas ’23 first encountered the student workshops during her first winter on campus through a floor activity at the jewelry studio. The activity served as a break from studying on the depths of 4FB for quickly approaching midterms and finals.

“It was a really fun floor activity because we got to do everything with our friends,” Korhonen Cuestas said. “None of us had any jewelrymaking experience before, and we all came out of it with our very own handmade rings.”

Even though the studios haven’t been able to open in-person this summer, they have created a virtual “Make it at Home Series” that walks participants through various

activities that might be fun ways to fill your 14-day quarantines.

Office of Pluralism and Leadership O PA L o f f e r s s u p p o r t a n d provides a space for marginalized and underrepresented g roups on campus. As an office, it aims to “foster a Dartmouth where all students can thrive, value difference and contribute to the creation of a socially just world.”

There are a number of programs that specifically target freshmen through mentorship and advising, which are designed to foster lasting relationships throughout their time at Dartmouth.

Emily Chang ’21 became involved with OPAL during her first year at Dartmouth due to her interest in social justice, and has been able to grow with the programs over the years. She is involved with the OPAL Education Fellows program and OPAL E-Core Team, working to create inclusive prog ramming and events for marginalized communities on campus.

“Ensuring that campus can be a place where all students feel represented is an important part of achieving social justice,” Chang said.

Subject librarians Subject librarians at Dartmouth collectively specialize in over 60 subjects and departments. When you think of the word “librarian,” your brain might automatically call to mind history and English, but Dartmouth’s subject librarians also specialize in engineering, chemistry, medicine and much more — and they want students to make use of all that the libraries have to offer.

Whether you are writing a research paper or working on a project, setting up an appointment with a librarian can help jump-start your assignment, especially when you don’t know where to start.

Business, economics and engineering librarian John Cocklin said that one of the most common things he hears after meeting with someone for the first time is, “Oh, I wish I had known about this sooner!” Humanities and social sciences librarian Wendel Cox noted that dedicating just a bit of time with every course to understand how the library can support students is like an investment.

“That is going to pay dividends year to year, and that will be absolutely invaluable by the time you come to a capstone at the end of four years,” Cox said.

You can make an appointment with a subject librarian through the library website, and they will work with you at any stage of your research to ensure that you are finding the most useful and effective resources in an efficient manner.

The Dartmouth Center for Social Impact The “Dartmouth bubble” is often used to refer to the College’s isolation from the surrounding Upper Valley community. The DCSI aims to promote leadership skills and extend the College’s impact beyond campus through youth education and mentorship programs, internship funding for

ELISE HIGGINS/THE DARTMOUTH STAFF

fields that promote the public good and other programs.

DCSI director Tracy DustinEichler said that members of the Dartmouth community “all have an opportunity to make positive change in this world, and the [DCSI] offers so many different ways for students to build skills, make connections and gain the knowledge to do that.”

Ashkaan Mahjoob ’23 p a r t i c i p at e d i n Fo u n d at i o n s in Social Impact, a prog ram specifically designed for freshmen to get started at DCSI. After applying in the fall, Mahjoob underwent training in the winter term. During the spring term, Mahjoob and his team consulted for The Family Place, a center focused on promoting healthy growth for families with young children in the Upper Valley and surrounding communities. Many of the organization’s programs focus on mothers, so Mahjoob and his team were asked to create opportunities to involve fathers in the organization’s programming to ensure inclusivity.

“I learned that whatever you want to pursue career-wise, you can always incor porate social impact and doing good for those beyond yourself, which was a cool new outlook that I gained through Foundations,” Mahjoob said.

Student Accessibility Services SAS exists to ensure that all students can access the programs, services and activities of the College. SAS assistant dean and director Alison May noted that she often sees two types of students who are not aware they may qualify for SAS support: students with diagnosed psychological conditions and students with chronic health impairments. Because of perceived a m b i g u i t y s u r ro u n d i n g wh at qualifies for SAS support, May strongly encourages students to simply ask and see.

“We recommend that even if a student doesn’t think that they’ll be utilizing out services that please, reach out, apply and get registered with our office,” May said. “So in the event that a student were to decide that they did want to utilize accommodations or services, we could be in a position to quickly move and support, as opposed to everything needing to be put in place at the last minute.”

Particularly given the novel challenges that have arisen as a result of remote learning and will inevitably arise during quarantine, SAS has been especially understanding of students’ circumstances.

“It’s self-initiated, meaning people don’t come chasing after you,” May said. “We can be as much

ELISE HIGGINS/THE DARTMOUTH STAFF

or as little a part of your experience as you would like.”

William Jewett Tucker Center for Spiritual and Ethical Life The Tucker Center is a place for students from all spiritual and religious backgrounds. The center supports offers confidential counseling and provides a space for students to engage with faculty and staff about the vast world of ethics, self-discovery, spirituality and more.

Dean and chaplain of the Tucker Center Rabbi Daveen Litwin said the center has worked to ensure that it can support students during quarantine, especially because holidays may fall during that time frame and usual celebrations must be modified to accommodate public health guidelines.

Dartmouth and the Tucker Center recognize and support many religious student groups, and though these groups are religiously affiliated, they tend to embrace those of all affiliations and backgrounds.

Russell Rapaport ’22, a member of the Jewish student group Hillel, said that he “enjoys Friday night Shabbat dinners because they’re a nice way to kick off the weekend.

They’re welcoming of everybody, so it makes a great community.”

Student Wellness Center The SWC works to promote the well-being of students at Dartmouth by taking a holistic approach to care through its three main pillars of reflection, connection and intention. Though it works closely with Dartmouth Health Services, SWC director Caitlin Barthelmes emphasized that the center tries to tackle issues proactively, before they are large enough to necessitate the involvement of health services.

The center will play a unique role in addressing the impact of self-isolation and COVID-19related stress on students’ mental and emotional well-being, and it has worked especially hard in recent months to convert its support services to a remote format. Examples include posting meditation clips to YouTube and holding group yoga sessions and “wellness walks” over Zoom.

Barthelmes noted that the 14-day quarantine upon arrival for the fall could have advantages and disadvantages for freshmen.

“I do think there will be new obstacles that we will navigate together, but I think it’s equally important that it could also be an interesting way to start your college career,” Barthelmes said.

“One that gives you a moment of personal space that previously might’ve gotten swept away with all the activities and meeting new people.”

8// MIRR OR

Navigating the Labyrinth of Mental Health in a Pandemic STORY

By Marimac McRae

Many Dartmouth traditions have been put on pause to prevent the spread of COVID-19, including those that used to define the social integration of freshmen. After all, having a Q-tip wedged up your nose and isolating in your room is a stark departure from participating in First-Year Trips or running laps around the Homecoming bonfire.

A lack of tradition, though, does not imply a lack of community.

Indeed, the Dartmouth community has reacted to the pandemic and prepared to operate digitally, providing varying mental health resources — from formal resources like the Counseling Center to apps like Unmasked and organizations like the Dartmouth Mental Health Student Union — to help maintain students’ well-being.

One such formal resource is the Student Wellness Center, which “roots all of its practices in evidenced-based practices,” according to SWC director Caitlin Barthelmes.

Barthelmes noted that the SWC has used the pandemic as an opportunity to “round out” its services by adding more online options. This initiative has been met with much success — in particular, their online offerings for Yoga and Mindfulness have “exploded,” according to Barthelmes. The SWC’s offerings range from fiveminute study break yoga sessions to longer mindfulness sessions centered around artwork from the Hood Museum of Art. O n e o f t h e S WC ’s m o s t recent additions is the newly developed COVID-19 Preventive Conversations program, which relies on motivational interviewing — a s t u d e n t - c e n t e re d , n o n judgmental technique used widely in health care that can guide a student through a reflective process on their behaviors, according to Barthelmes.

Barthelmes noted that the prog ram’s goal is to “[help] students reflect on COVID-specific preventative behaviors and how to live those out in a way that’s in accordance with their values as well as in accordance with the best practices.”

The SWC works in tandem with the Dick’s House Counseling Center, often engaging in “warm handoffs” in which students are referred by one of the services to the other if more specialized help or treatment would be beneficial, Barthelmes noted.

Social distancing and remote learning have forced the Counseling Center to adjust its practices in providing care for the Dartmouth community. To abide by public health precautions, the Counseling

C e n t e r c a n c e l e d i n - p e r s o n a similar program in the fall. counseling and pivoted to provide Earle said one of their goals with remote teletherapy during the this program is “helping create spring term. community for first-year students.”

The Counseling Center offers Brittany Cleary ’21, a two-time teletherapy appointments on two freshman undergraduate advisor, platforms: HIPAA-approved Zoom attended the Counseling Center’s and HIPAA-approved phone calls, intuitive eating workshop led by according to Dick’s House director nutritionist Shira Evans in the and psychologist Heather Earle. spring. She said that “those kinds of While she believes most students workshops are really helpful” in part favor Zoom, Earle said she is glad because of the valuable information that the option to engage via phone offered and also because of the offered more flexibility to the more-relaxed atmosphere provided program in the spring and summer. by such non-therapeutic mental “We wanted to offer both because health discussions. we wanted to be “Honestly, it’s mindful that not “I think the biggest hard to predict all students have your mind issue is not that those how a private place is going to react to talk, and so resources are bad. to this new [phones] might I think the problem environment,” a l l ow t h e m a Cleary said. different way for is people are scared “ Yo u r m e n t a l privacy,” Earle that by going to health might get said. much better, or it those resources, it Additionally, might get worse.

Earle noted that means that they’re And I think this some students is a really normal opted for phone experience that c a l l s s i m p l y have some kind of most people go b e c a u s e o f serious issue.” through.”

Zoom fatigue Helen Cao ’22, — t h ey w e r e for instance, “getting Zoomed said she battled out.” Likewise, with her mental a t t h e S WC , health during her Barthelmes freshman year said she also and decided to found that students are feeling pursue care at the Counseling “oversaturated with the screen.” C enter at Dick ’s Hous e her Keeping this in mind, Earle said freshman winter and spring, the Counseling Center expects booking follow-up appointments to accommodate their usual 25 her sophomore winter. percent of the total undergraduate “I was really struggling my and graduate student population freshman year — I moved around with teletherapy services this fall. a lot before college, and I’ve been Another adaptation that the able to make friends pretty easily Counseling Center has developed everywhere I went,” Cao said. are its non-therapy wellness “So when I entered Dartmouth, I discussion groups, which are “non- was really excited to have a great intimidating” venues for students to college experience and make talk about mental health problems some of the best friends I’ll have that they face during the pandemic, in my life. Unfortunately, that according to Earle. She added that, didn’t happen, and I found myself because of the non-therapeutic clinging to groups of people that nature of these discussion groups, weren’t too good for me and my students can access them regardless self-confidence.” of their locations.

Cao’s experience freshman year “We are really trying to stress that resembles many other students’ they’re not therapy,” Earle said. “… experiences: acclimating to a new Because I think that not everybody location, learning the ropes of a needs therapy. But I do think most new cultural dynamic and finding people need some decreasing a positive group of friends can be anxiety skills, how to help a friend challenging. with anxiety or have information Sanat Mohapatra ’20, founder around suicide prevention.” of the anonymous mental healthThe Counseling Center plans focused app Unmasked, shared to offer a wide range of discussion that as he struggled to find his groups. In the spring and summer path during his freshman year, the terms, they offered a discussion now-defunct anonymous app Yik group for students living in the Yak influenced his journey in an residential halls, focusing on unexpected way. their specific experiences with “I noticed that with all the the pandemic. They plan to offer humorous content [on Yik Yak]

there was also a lot of mental “I think the biggest issue is not health content,” Mohapatra said. that those resources are bad,” “I tried to help a lot of the students Mohapatra said. “I think the who were asking for support … problem is people are scared that by but I also realized two things. going to those resources, it means One, that a lot of that they’re students weren’t confirming that using traditional they have some mental health kind of serious r e s o u r c e s a t everybody: It looks issue.” school, and two, that they Mohapatra were more said he is most comfortable excited that sharing how his platfor m they’re feeling on has become a an anonymous from at home, maybe “general place platform.” to connect After Yik with other Yak’s departure students” and from Dartmouth that it provides i n th e s p r i n g freshmen with of 2017, access to the Mohapatra was advice and inspired to create experiences of an anonymous upperclassmen, p l atfo r m t h at adding that the could capitalize anonymity of on the mental health benefits that the platform makes it easier for the anonymous platform Yik Yak students to engage with each other had offered. without judgement.

Mohapatra noted that he sees In addition to Unmasked, his platform not as a substitute for another student resource from College resources, but instead as which freshmen can seek help is a “sounding board” for students the Dartmouth Mental Health looking to take steps to overcome Student Union. Led by president their problems. and founder Amanda Chen ’21, DMHSU offers students “Late Night Solace,” also called the Peer Support Program, to connect them to DMHSU members. Through the program, students can drop in to speak with one another and members of the DMHSU, who have undergone more than 40 hours of training in dealing with varying mental health concerns.

A peer offers a unique perspective that more official centers might not be able to offer,” Chen said. “We provide a level of comfort because we know what it’s like to go through Dartmouth. You don’t have to explain what it’s like to go through certain Dartmouth stressors with us like the quarter system, the social scene or just feeling like you don’t fit in.”

C h e n a d d e d t h at s h e h a s loved working on cultivating new programs this summer — such as forming a pilot safety officer program for club sports teams and working on adding a mental health training module to the required freshman orientation.

The DMHSU’s philosophy rests on the premise that mental health is circumstantial, according to Chen.

“Mental health looks different for everybody: It looks different for what communities you’re in at Dartmouth, the communities you came from at home, maybe the activities you’re involved in as well,” Chen said.

As freshmen virtually navigate Dartmouth this fall — sifting t h ro u g h d i f f e re n t g ro u p s o n campus, acclimating to newfound independence along with immediate isolation and balancing their own mental health needs — they should remember that there is a robust support system of informal and formal resources available to help. Hopefully, these structures will cultivate digital togetherness and help ’24s find their home in the nooks and crannies of the VIOLA GATTI ROAF/THE DARTMOUTH STAFF Dartmouth community.