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Dartmouth College is defined by its people, and 3D is a magazine that tells their stories. It’s not meant to be comprehensive, but an evolving snapshot as vibrant and prismatic as the school itself. 3D is Dartmouth in all its dimensions.

APRIL 2021  //  ISSUE 11





First Hand

What We Think About When We Think About Writing

Welcome Home

On Course



Four Years from Now

Funding Outside the Lines



Onward & Upward

Courses of Study





03 It’s a Fact

06 Humans of Hanover

16 Walking the Walk

20 Oh, the places you’ll go!

On the cover: Julia Snodgrass ’21 Photograph by Don Hamerman


Dartmouth College is located on traditional, unceded Abenaki homelands.

Admissions Editorial Board

Student writers

Topher Bordeau Erin Burnett Sara D. Morin Isabel Bober ’04 Irma Encarnación Kate Domin ’19

Brian Drisdelle ’21 Caroline Cook ’21 Estelle Stedman ’23 Gabriel Gilbert ’23 Jimmy Nguyen ’21 Lobna Jbeniani ’23


n admissions, our calendar has 13 months with April doubling as a debut and a finale. It’s simultaneously a launch and a wrap: high school juniors say hello as their searches ignite while seniors wave goodbye to all things admissions (unless they become tour guides) as they choose a college. It’s a busy month as two very different audiences share equal footing in the admissions conversation. And so, this April issue of 3D must speak to both audiences. For juniors, discovery is the theme of the search, and 3D’s stories and profiles will introduce you to the programs and people in this profoundly purposeful and peaceful place. For recently admitted seniors, 3D’s words and images serve a different moment: it’s time to decide as your college search reaches the end of the long and winding road. Can you see yourself here? Do we offer what you want? 3D offers final insights as you consider your choices during this moment of admissions truth. Normally, this parallel conversation of discovery and decision would (most likely) include a visit to Hanover. Place counts, and April is a chance to feel the community’s vibe, to touch the ancient bricks, to breathe in the (often still chilly) spring air of Northern New England. Tour guides walking backwards would welcome you on the lawn of McNutt Hall, and off you’d go. Alas, we are still navigating our virtual reality as this 13th admissions month arrives. The guides are still greeting you, but a mask hides their smiles as they Zoom you across campus. We can’t invite you inside a physical Dartmouth classroom, but our excellence in teaching transcends those pixels. You hold a copy of 3D in your hands—it’s a physical illustration of “us” that’s still able to meet *you* in person. It tells you a story of this college in the woods. 3D pairs with our digital platforms—online conversations honed over a year of digital engagement—to help you feel the place, to think about it, to know it. I wish we could say hello in person. But not yet. For now, we remain socially distanced but we are not socially disengaged. We’re here! And we’re excited to meet you for whichever chapter of your admissions adventure is unfolding.

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Lee A. Coffin Vice Provost for Enrollment and Dean of Admissions & Financial Aid


Whether you are a junior or a senior, 3D can help you answer the core question: Can you see yourself here?

It’s a fact. BASIC FACTS


4 % 47 %

While Dartmouth operates year-round, the College remains closed to visitors. But fear not! There are a variety of virtual visit options to help you get to know this place, its programs, and the people who animate the College.

6-Year Graduation Rate

Fall Term Classes with More Than 100 Students




Demonstrated Financial Need Met, Regardless of Citizenship



4,170 % 95 % 100

Number of Undergraduate Students

Selected Dates April through August

Tuesday and Thursday evenings (Eastern Time) in July and August.

The next best thing to being here! Learn what it’s like to live and learn here from admissions officers and current students.



Fall Term Classes with Fewer Than 20 Students



Meet our faculty and get a sense of what excellence in teaching looks like across different academic disciplines at Dartmouth.

Learn more and sign up at dartgo.org/3Dvisit.

Student-toFaculty Ratio


+ 60K





of Class of 2024 offered financial aid

Financial aid travels with you when you study abroad




Families with typical assets and incomes under $100k are guaranteed a full tuition scholarship at Dartmouth

awarded in scholarship aid 2019–2020 Students from


different countries are financial aid recipients

admissions.dartmouth.edu | 3


Whether helping to build coral reefs off the coast of Malaysia or developing assistive technology for individuals with sensorimotor impairments, Luca Lit ’21 is laser focused on his intersecting passions for marine conservation, software development, and social impact. Before coming to Dartmouth, Luca published Aquatopia, an underwater photography book dedicated to raising awareness for marine biodiversity, which won the Ocean Geographic Society’s Alex Mustard Award for excellence in conservation photography. “In the long term, I want to pioneer my own non-profit venture in marine conservation,” Luca says. Taking full advantage of Dartmouth’s multidisciplinary liberal arts curriculum, Luca uses his quantitative skills to contribute to research in engineering, finance, and health. As a research assistant for the Computer Science department, Luca helped develop a soft-body drone. “The goal is to build a computational controller for a collision-resistant drone using 3D-printed materials,” says Luca, who presented his model at the Dartmouth Robotics Symposium, an annual conference for scientists and researchers. Luca also works as a research fellow for the Dartmouth Sustainable Health Lab, where he’s developing a new analytical methodology to characterize communication patterns in the Twitter telehealth network—research that has already been published. He also researches machine learning at the Contextual Dynamics Lab, developing stock market predictions using higher-order correlation methods. Luca’s projects in software development aren’t just Dartmouthbased. During his first-year fall, he took on the role of project manager supervising the rapid development of a mobile banking app for Citibank in Hong Kong. He also led the development of an artificially intelligent robot that helps children learn English. Outside of academia, Luca is a singer in the all-male a cappella group the Brovertones. Joining the group, he says, has led to some of his most cherished college experiences. “It’s special to me because we all share the same passion for singing,” says Luca. “As an international student, community is something I value a lot, and I’ve been able to find that sense of support with the Brovertones.” Singing to raise funds for charity organizations, the group has traveled along the East coast, performing at the White House and for alumni in Boston and New York. Luca’s experiences may take him all over the world, but he always circles back to Hanover. “If you want a college experience where you meet a lot of people and form a tight-knit community,” says Luca, “there’s no better place to do it than at Dartmouth.” —Jimmy Nguyen ’21

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Majoring Pictured: Outside Anonymous Hall


in Ingenuity

Aimen Abdulaziz ’25, Addis Ababa, Ethiopia Claire Cohenuram ’25, Fairfield, CT Jonathan Bogen ’25, Coral Springs, FL “I want to join the Irving Institute of Energy and Society “Dartmouth is my haven. Waking for 7:45 AM drill, I’ll “I’m excited to pursue my interests in Russian language, and discover a sustainable energy system which effi- study Chinese, preparing for the Beijing LSA. After culture, international relations and environmental sciciently delivers power to Dartmouth’s buildings. With assisting with Professor Osterberg’s ice core research, I’ll ence. I hope to contribute to Professor Wohlforth’s Cold knowledge acquired through the Environmental invite him to lunch at Pine Restaurant. With the Irving War research, take classes like “Russian Foreign Policy,” Problem Analysis course, I intend to contribute to Institute, I’ll pursue my mission of reversing climate and participate in the FSP in St. Petersburg. Beyond Dartmouth’s Green Energy Project. I picture myself change. I’ll end the day rushing down the slopes of the the classroom, you’ll find me working with bees at the working on the Organic Farm to increase soil health, Skiway underneath the starry New Hampshire sky. I’ll O-Farm, researching policy with the Forensic Union caring for the aquaponics, and presenting products to become my best self in Dartmouth’s collaborative envi- debate team, and collaborating on climate change advothe incoming freshman class. Where’s a better place for ronment, with boundless opportunities for learning and cacy with my peers as a War and Peace Fellow at the an environmental activist than the Big Green?” a spirited community.“ Dickey Center.”


Joseph Tang ’25, Katonah, NY Maddie Shaw ’25, Bloomington, IN Cal Benson ’25, Charlotte, NC “Welcome Home” is what I feel on Dartmouth’s campus, “Dartmouth’s focus on teaching will give me a well- “Dartmouth offers the perfect confluence of nature and as I see students chatting on the Green, professors listen- rounded education in Russian foreign policy. I look the science with which I hope to sustain it. I long to ing to students’ ideas on Collis patio, and upperclassmen forward to investigating the politics of insurgency, nation- research biofuels in Thayer’s Lynd Lab or investigate natural in flair answering questions before Trips. The sense of alism, Israel, and the Cold War, competing with DartMUN, resources on the Russian Energy FSP. I imagine educating camaraderie rings loud at Dartmouth, as loud as Baker and tackling human rights through the War and Peace peers on climate injustice as an OPAL Fellow or studying Tower’s bell and Big Green alumni around the bonfire. In fellowship, all within the diverse Global Village LLC. I for D.G. Webster’s Environmental Economics course in the times of hardship, when it’s just been me and mom, my hope to take my education abroad through Dartmouth’s Tower Room. On weekend Bait and Bullet excursions to the high school communities have lifted me up and demon- international relations program in London, as well as in Second College Grant, I smile, recognizing the scientific strated how much I value tight-knit community.” Moscow and St. Petersburg where I will study Russian language encoded in my surroundings.” language, culture, and politics firsthand.”

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Ally Burg ’25, Mount Kisco, NY Toni Fabian ’25, San Juan Capistrano, CA Emily Pridemore ’25, San Antonio, TX “Dartmouth checks all of my boxes because, at Thayer, “As an aspiring teacher for Indigenous children, I fell in “Sipping a cappuccino at Dirt Cowboy, the autumn there are no boxes. Nowhere other than Dartmouth love with Dartmouth’s close-knit Native community. In foliage draws my eyes towards the White Mountains. can I study engineering yet simultaneously take Policy NAS-8, Professor Palmer and I fall into discussion on our I eavesdrop on a conversation, only to learn that the Implementation while meeting presidential candidates in Native education research. I continue the conversation in boy at the next table collected data on MLB champiAlumni Hall. Nowhere else can I design spikes for track the Native American House with my family as we indulge onships related to the racial distribution of the winning in the Machine Shop after learning anthropology in New in cookies from FOCO. Next, I visit the O-Farm with my and losing teams. In my dreamlike state, I realize the Zealand. I am infatuated by computer science, politics, POCO club to collect produce for “Moms-in-Recovery.” embodiment of my attraction to Dartmouth: a commuand everything in between. Dartmouth’s flexible liberal During the ride back to campus, I ponder what new nity of like-minded souls, driven by an insatiable hunger arts program allows me to pursue all of my passions with- Indigenous-related article I will write for The Dartmouth.” for knowledge, and sustained by their respect for the out feeling limited.” world around them.”


Emilee Kain ’25, Dyer, IN Marvin Escobar ’25, Garfield, NJ Bilan Aden ’25, Hargeisa, Somalia “I’m obsessed with exploring the intersection between “As a computer scientist passionate about immigrant “As an international student, it’s a priority for me to medicine and literature. At Dartmouth, I can continue rights, I’m eager to get started on software develop- choose a college that fosters growth, has programs my research on women’s health while working as an ment internships early, but I also want to participate in that celebrate equity and inclusion, and challenges me EMS and writing for The Dartmouth. I see myself study- Dartmouth’s Alternative Spring Breaks. I can advocate to become a force for change in the world. Dartmouth ing induced pluripotent stem cells under Dr. Richard for policies that benefit asylum-seekers in Portland to is that school. The Integrated Design course appeals Powell while designing my own course under the support people like my parents: hard-working immi- to me because it focuses on the roles engineers play Creative Writing Project. I will not only develop the intel- grants seeking the American dream. I take great pride in the world. As a Muslim, Black woman, I am excited lectual strength necessary for success in literature and in my Mexican identity, which is why I aspire to become to be involved in organizations such as Al-Nur Muslim medicine, but also the emotional intelligence that sepa- a member of La Alianza Latina and empower the Latino Student Organization, Black Girls are Magic, and Society rates great doctors from good ones.” community at Dartmouth!” for Black Engineers.”

admissions.dartmouth.edu | 7


Kevin Donohue ’21 was a long way from Long Island. The linguistics and classical studies double major was sitting in New Zealand finishing up a poetry collection in both English and Maori that was to be his final project of the term. On his study abroad trip with the linguistics department, this was just one of dozens of new experiences, and he says it wouldn’t have been possible without the support of Associate Professor of Anthropology and South House professor Sienna Craig, who happens to be a bit of a poet herself. Kevin always knew he was interested in linguistics and classics but didn’t expect he’d study them at Dartmouth. “I thought it was impractical,” he says. But after his first linguistics course, his professor convinced him that this is what he was meant to do. The small department and class sizes have meant Kevin knows his professors well, but for him, it’s the setting that matters most. “Both of my departments are on the third floor of Reed Hall. Anytime I need anything, I can go up there knowing the whole floor is mine.” He’s found that professors are just as happy to have him there as he is to be there. At the end of a particularly intense course, Professor Tim Pulju told Kevin they hadn’t covered all of the linguistic history of Ancient Greek. “He said to me, ‘Do you want to talk about it next term?’ So that spring, Professor Pulju and I along with another student met every Wednesday—not for credit, just for fun. That’s what I love about small departments.” Outside the classroom, Kevin wears a lot of hats. “I do maple sugaring with the Sustainability Office,” he says of the classic New England pastime. He’s also a tour guide, member of the Dartmouth Film Society, satire writer for the Dartmouth Jack-oLantern, and co-chair of Cabin and Trail. “The short explanation is that Cabin and Trail is the hiking club of the Dartmouth Outing Club, but the long story is that it’s many things.” Cabin and Trail maintains 50 miles of the Appalachian Trail and offers weekly hikes and cabin camping trips. “Doing trailwork helps people learn about stewardship, about how we use our land,” he says. Kevin is also a member of the Timber Team, Dartmouth’s competitive lumberjacking team, and loves contra-dancing—traditional New England folk dance—with fellow Cabin and Trail members. And who could forget Dinertoure, one of Cabin and Trail’s storied traditions? “Every Wednesday morning before classes start, we go to a different diner in the Upper Valley. It’s a wonderful way to see the area. I think a theme of a lot of the things we do surrounds our sense of place—and it’s a wonderful place.” Whether it’s the beaches of New Zealand or the mountains of New Hampshire, place matters to Kevin. The reason he came to Dartmouth, he says, is the tour he took as a prospective student. “I was struck by the fact that students really did seem to care about their sense of place, their community. I had an interest, but never the time to invest in it before college. And Dartmouth has given that to me in spades.” —Caroline Cook ’21

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First, Pictured: At the Ledyard Canoe Club






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

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


How did you find your way into this research project?

Pictured: In front of Baker-Berry Library

What We Think About When We Think About Writing


•By Caroline Cook ’21

admissions.dartmouth.edu | 13


irst, I want to tell you about Shuyi Jin ’23, an international student from Montreal, Canada. Shuyi plans to study economics, quantitative social sciences, or computer science, but during his second term at Dartmouth, he found himself asking questions about happiness and wondering if he was truly fulfilled in his life. It wasn’t an existential crisis—it was a class, a First-Year Seminar called “Happiness and Pessimism.” The First-Year Seminar is a requirement for all incoming students at Dartmouth, usually fulfilled the term after the writing requirement is completed. Building off their Writing 5 or Writing 2-3 courses, the First-Year Seminar allows students to hone their writing and presentation skills while exploring a niche area—either something they’re already interested in or something entirely new. For Shuyi, it was the latter. He never expected to talk about happiness in the classroom, but it turned out to be one of his favorite courses. The reason? His classmates and professor. First-Year Seminars are intimate classes, usually capped at 16 students. Participants get to know their fellow classmates, but they also get one-on-one feedback and mentorship from a professor who comes to know students and their work well. “You feel like you have a voice, and you get to contribute to where the discussion goes that day,” Shuyi says. “Professor Lurie got to know me on a deeper level. I would always schedule one-on-one meetings with him to go over what was expected of us for the next assignment or to review my first draft of a paper. He was so willing to give me all the time I asked for to help me with my writing.” Shuyi noticed a difference in his writing because of those meetings where he could talk through his ideas and receive individualized time he wasn’t expecting to have in his first year at Dartmouth. My own First-Year Seminar was an art history course called “Pompeii— Antique and Modern” with the chair of the art history department, Professor Ada Cohen. I quickly determined I wanted to minor in art history, thanks to that course, and wound up studying abroad in Rome with Professor Cohen the following year. Even in that term—only my second on campus—I met

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with her to discuss what studying abroad would be like and how to write my application for the program. I adapted one of the papers I wrote for her in Italy on fascist architecture into a piece that was later published. Now, looking back on that experience and on my four years at Dartmouth, I can see how that one term improved my confidence as a writer. It didn’t even feel like a course on writing, since all of the readings and assignments for the class were about art history, something that I already knew I loved. Making arguments with coherence and logic Griselda Chavez ’24 says that she had a hard time choosing her First-Year Seminar because so many were of interest to her. She settled on “Latinx Stage and Screen” with Associate Professor of Latin American, Latino, and Caribbean Studies Desirée Garcia and is spending her term “learning about the impact people of color have made in the entertainment industry and analyzing a variety of pieces, from short movie clips to entire films.” For others, fulfilling the first-year writing requirement is a way to satisfy other distribution requirements while exposing themselves to new realms. Biology Professor Carey Nadell, who teaches “Politicized Topics in Biology,” sees the class as a way to teach all students, especially those who won’t continue to study biology, how to think like a scientist. “The class is not oriented around scientific writing, but it’s about learning to think scientifically and make arguments with coherence and logic.” A lot of his students, he says, are going into government or public policy, where understanding how to write about and create policy around topics like climate change and genetic engineering is more important than ever. “We spend a big chunk of the class just talking to each other about these topics. The group is large enough to have a diversity of opinions but small enough that we all learn one another’s names and values. It’s conducive to detailed, engaged conversations and teaches students how to have differences of opinion respectfully. It’s hard to find places to practice that skill.”


Tulio Huggins ’23 took “Women in Journalism” with Alexis Jetter, a lecturer in the English and creative writing department. He said the best part was that the members of this tight-knit class were all in their first year: “Everyone’s in the same boat as you.” He took the class as a way to explore ideas he wouldn’t have otherwise. “I’m not sure I would have taken a Women’s, Gender, and Sexualities Studies course, but now I recommend this course to all my friends.” The class didn’t just broaden his horizons when thinking about gender, but also gave him a new perspective on his own interests. Reading the news every day was a requirement for the class, which is how Tulio found out about the free subscriptions available to Dartmouth students, like The New York Times. He was exposed to other kinds of media, too, from documentaries shown at the Hopkins Center for the Arts to recording his own radio piece in a sound booth at the Jones Media Center in the library. Experiencing this range of media in one ten-week course rekindled his passion for writing, and the prospective English major is now considering a career in journalism. “Don’t be afraid to take something you’ve never tried before,” he says. “You might just fall in love with it.” Embarking on a critical thinking journey While some students view the seminar as a way to get a jump start on their requirements, others see things Tulio’s way and leave open the possibility for the First-Year Seminar to become a lifelong lesson. Ezzedine Fishere, a senior lecturer in the Middle Eastern Studies department, says that he still thinks of his own professors who sharpened his writing skills. Teaching a First-Year Seminar is his way of paying it forward. “It has been an immense pleasure watching my students’ intellectual growth,” he says, “from that moment of ‘I know nothing about the Middle East’ to writing an honors thesis about one of its complex issues.” Many Dartmouth professors see the First-Year Seminar as the launch of a critical thinking journey that lasts four years. Associate Professor of Government Jeffrey Friedman teaches the FirstYear Seminar “Intelligence and National Security.” For him, engaging with a

cohort of students who are all in their first year is a nice change of pace. “I enjoy how the First-Year Seminars bring together a diverse cross-section of students who are all at the same stage of their education,” he says. “That gives us the opportunity to engage with a wide range of viewpoints while also developing common skills for writing and analysis.” Professor Friedman’s students peer-review every writing assignment with two or three of their classmates, and he gives students individual feedback on final drafts. Students learn that the key to a strong piece of writing is a thorough process, from idea to research, writing to editing, and editing again. Professor Friedman uses the subject of controversies in intelligence analysis as a springboard to help students hone their writing and recognize what makes good communication, well, good. For example, he says that “many of the flaws in U.S. assessments of Iraq’s supposed weapons of mass destruction programs involved intelligence analysts using evidence in non-rigorous ways or communicating judgments in a manner that did not clearly describe the uncertainty that surrounded key issues.” In addition to developing students’ knowledge about intelligence and national security, the course material is a useful vehicle for helping students develop broader ideas about what it means to conduct rigorous research and writing. Becoming a better researcher is a great way to become a better writer. There’s something quite special about this model. I’m an English, art history, and religion student who has taken courses on astronomy, biology, and public policy—all classes that have demanded strong communications skills. Having professors from all disciplines dive in and help students learn to communicate expertly, right from day one— that’s what the “liberal arts” means in practice. Your biology professor expects you to be a good communicator; your economics project might benefit from the ancient Greek you picked up in your first-year requirements. And happiness? It has a place, too, even in the classroom. It’s all a part of a much bigger puzzle.

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Walking the Walk JUL IA S NO DGR A S S ’21


Tuesday, May 22nd, 2018: “Foco meeting with the frisbee freshmen for senior songs, worked on energy presentation, took third midterm for Earth Science, laundry and music jam sesh in my room, left for Jukebox the Ghost concert, yummy Ethiopian dinner.” I have countless entries like these—well, 1,073 to be exact. I’ve been keeping a “One Line a Day” journal since January 1st of my first year at Dartmouth. Each of the 365 pages has five sections, one for each year, and an associated six lines to write a few sentences for that day. The concept is that by the end of the five years, you can turn to any given day—say, November 19th—and see exactly what you did, or what you were thinking, on that day for the past five years. As I’ve changed over the course of my time at college, so too have the things I’ve written in my journal. I used to detail every occurrence, explaining how I went from grabbing soup at Collis to office hours in Baker to frisbee practice at Sachem. Instead, I’ve shifted toward focusing on a single comment from a classmate or a small interaction with a coffee shop barista. I’ll write what I’m grateful for or a new lesson learned. So what am I grateful for? What have I learned? Your college years will ultimately be the sum of millions of minute moments, so you might as well make sure that those moments are the best they can be. Sometimes that’s easier said than done, but life at Dartmouth is pretty darned conducive to having glorious moments. My journal has followed me through all my Dartmouth adventures. It was chucked hastily into my duffle as I left for my Spanish study abroad. It has

collected ochre sand from the dunes of the Namib Desert where I was conducting socio-ecological systems research. It’s seen me through romantic breakups, internship offers, and rope swinging into the Connecticut River. Embedded in its pages are the origins of friendships, late night study sessions, and countless cups of instant ramen. My journal has captured crowded basements blasting “Mr. Brightside,” ball pits, and mechanical bulls. It has seen Presidential candidates on the stone steps of the BEMA and Grammy Award-winning musicians in my Spanish professor’s living room. Being a student at Dartmouth means you’ll be presented with an all-youcan-eat buffet of thrilling opportunities. Just a single day during my Sophomore Summer included studying the medicinal properties of garden weeds in my Ecological Agriculture lab at the Organic Farm; designing a web portal and mobile app alongside two Tuck students for their healthcare startup; and dancing tango with DHMC patients in Open Door Studio as therapy for their neurodegenerative diseases. Time moves differently at Dartmouth—each day is so rich and full, but the weeks fly by. Heck, the years fly by! So, make those minute moments count. Try out for that dance group even if you think you have zero body coordination. Apply for that grant funding to spend an off-term in New Zealand. I am humbled to have this opportunity to share a glimpse into my time at Dartmouth with you, my reader, and I can’t wait to see how you’ll build your own Dartmouth story—one line at a time.

Indicates location on the Dartmouth Green where Julia is standing. admissions.dartmouth.edu | 17




ed Family Pictured: In the 1902 Room in Baker Library

Zakiya Nasiru ’23 was lost in a corn maze with a dozen new friends. That’s the reason she came to Dartmouth—not the corn maze, but the people. “Many schools emphasized academics. I wanted to be part of a community,” she says. Like many international students, Zakiya didn’t get to visit campus before she made her decision to enroll. She heard about Dartmouth through an information session at the American Embassy in Ghana and pieced together a vision of the community through the Dartmouth admissions blog and YouTube channel. On campus, she’s found the Office of Visa and Immigration Services (OVIS) to be a key resource for international students, helping them apply for social security numbers and visas. And, through the Office of Pluralism and Leadership’s (OPAL) Friendship Family Program, Zakiya was matched with a family in the Upper Valley. “They’ve been instrumental in helping me navigate life off-campus, from spending time together during breaks to having frequent dinners,” she says. “They’ve helped me learn more about American culture and provided an environment where I can share my own.” Zakiya has tapped into a trove of resources well beyond those reserved for international students. “As a first-generation low-income (FGLI) international student, affordability was one of the main factors I considered during my application process. Director of Financial Aid Dino Koff has been very supportive and provided a lot of insights into my financial aid package.” Zakiya says that affordability at Dartmouth extends beyond the Financial Aid Office, though. “Clubs, organizations, and resources like OPAL offset certain costs, including those related to internships and travel.” Zakiya hoped she’d find a sense of family at Dartmouth, and she found it in droves. She’s involved in the Al-Nur Muslim Student Association, which meets to discuss verses from the Qur’an and hosts monthly potluck dinners. She also joined the African Student Association and the First-Year Student Enrichment Program (FYSEP), which matched her with a student mentor. Though these groups are helpful support systems, Zakiya notes that they’re also sources of adventure—like last fall, when Zakiya went apple picking with the FYSEP community. “I’d never seen apple trees before,” she laughs. Zakiya says that the hardest part of being so far from home is juggling the newness—new foods, new weather—on top of her coursework. Happily, she’s found a community brimming with support—the classmates next to her in lecture halls, the administrators ready with resources, and the larger Upper Valley community beyond campus, too. “The entire community is always thinking about me,” she says with a smile. —Caroline Cook ’21

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

call home are being deforested for extractive industries like coal or logging,” Mike says. “My project seeks to highlight the effectiveness of ecotourism as a replacement for those industries to improve regional conservation, promote economic growth, and empower local communities.” In tandem with his fellowship work, Mike spent his senior fall researching and photographing bobcat, lynx, and black bear populations in New Hampshire and Vermont as an assistant to top National Geographic photographer and leading big cat specialist Steve Winter. Next, he’ll head West to work with National Geographic experts in Colorado and Wyoming on camera trapping, an imaging process that uses infrared technology and motion detectors to capture images and videos of wildlife in the field. Mike’s fellowship also aims to explore the role that social media plays in the effectiveness of conservation efforts. “One of the big problems in the environmental space is the disconnect between frontline conservation workers, scientists, researchers and the general public,” Mike says. “My goal is to make what I’ve learned about big cat conservation exciting and engaging to a larger group of people so we can actually make an impact.”

After graduation, Mike plans to work as an analyst at global management consulting firm McKinsey & Company while pursuing a grant from National Geographic that would fund his research on an anti-poaching canine unit in Central India and honor him with the official title of National Geographic Explorer. “All this work is a product of the resources that Dartmouth provides. Whenever I wanted to try something new, Dartmouth supported it,” Mike says. “Dartmouth allows you time to decide what you’re passionate about—and once you figure that out, gives you so many avenues to pursue it.”


When Mike McGovern ’21 signed onto the documentary crew for a big cat conservation film during his junior year of high school, he never imagined just how far the project would take him. “I was more broadly interested in wildlife before I became passionate about studying tigers,” remembers Mike, an environmental studies and economics double major from Atlanta, GA. Mike’s interest in tiger conservation resurfaced in his Introduction to Environmental Studies class, where Professor Ross Jones tasked students with designing an environmental research plan. “That class project evolved into my independent study with an environmental studies professor on tiger conservation law,” he says. With the support of the Dartmouth Stamps Scholar Program, which awards students up to $10,000 per year for two years to enable experiences that enhance academic and professional development, Mike traveled to India and Indonesia—two of the more than 100 countries he’s visited—to further his research on the preservation of Sumatran tiger populations. Now, Mike is using his final year at Dartmouth to pursue a Senior Fellowship, a culminating experience that allows students to pursue an independent research project of their own design in lieu of a traditional major. “Many areas that big cats

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The Spirit of


the Law

Pictured: On the steps of Dartmouth Hall

“I am very much a city girl and was very used to that city life,” muses lifelong Los Angeles local Katie Lutz ‘22. Katie was originally skeptical about moving so far away from home for college, but knew one thing: “I definitely wanted a change of pace. My expectation was that I would love the fall, hate the winter, love the spring. The reality is that I have loved the fall, loved the winter, and loved the spring,” she laughs. Though Katie assumed she’d study art history at Dartmouth, her penchant for spontaneity led her to take an introductory psychology class. Now a psychology major with minors in film studies and women’s, gender, and sexuality studies, Katie pursues her affinity for intersectional research in full force. Over the summer, she helped Visiting Associate Professor of Writing Jennifer Sargent— who also chairs the New Hampshire Adult Parole Board—create a curriculum to prepare female inmates at the New Hampshire Women’s Prison for parole interviews.“I actually had the opportunity to sit in on several parole hearings over Zoom,” Katie says. She also researched psychological and demographic factors like self-esteem and motherhood that may affect a woman’s likelihood to be granted parole, citing statistics that show that far fewer women are granted parole than men. Katie’s next project with Professor Sargent seeks to revise inconsistencies in the statutes and administrative laws of the New Hampshire Adult Parole Board. For Katie, who plans on applying to law school after Dartmouth, this research has tremendous future value. Currently a senior editor for the Dartmouth Law Journal, she takes pride in being able to pursue both her academic interests and her future goals without compromise. “I want to take advantage of the fact that you don’t need a certain major to go to law school after Dartmouth. I’m just embracing what I’m studying.” Outside of her studies, Katie serves as music director for her a cappella group the Dartmouth Subtleties, shares her perspective as a campus tour guide, volunteers with the First-Year Trips program, and works to create a more inclusive campus as an executive member of her sorority. “Some people are super involved in Greek life, some people aren’t, and some people are kind of like me—in the middle. One of my favorite things about Greek life at Dartmouth is how inclusive it is,” she says, citing the fact that students who choose not to affiliate with a Greek organization are still welcome to attend events held in Greek spaces. “I appreciate the fact that Dartmouth is really open about Greek life and the houses invite the community in.” Katie recalls her mindset during her first term at Dartmouth: “The possibility of not being able to find my people was a huge anxiety for me. Now, when I’m at home in LA, I say that I miss being home—home meaning Hanover. I’m so happy that I’m here.” —Gabriel Gilbert ’23

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Exploration at Dartmouth extends into many places, from discovering new trails and trying out new subjects to finding that perfect study spot—like the ones here in the East Reading Room of Baker-Berry Library.

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Pointing to professors, programs, and networks, Dartmouth students talk about supercharged career trajectories that have allowed them to turn knowledge into personal, professional, and societal impact. We sat down with three students and one recent alumna to learn about the support systems—human, programmatic, and financial—that characterize a Dartmouth education.

Jasmine Butler ’21 Memphis, TN Geography major, Women's, Gender, and Sexuality Studies minor When she arrived at Dartmouth, Jasmine Butler was dazzled—not just by the storybook New England landscape, but by the sheer breadth of resources at her disposal. While she had always been a hard worker, she realized that diligence alone would never be sufficient in expanding her capabilities and opportunities in a complex, volatile, highly competitive world. A senior from Memphis, TN, Jasmine entered Dartmouth certain that she wanted to be a scientist—most likely a biologist. Upon arriving on campus, she immediately applied to the Women in Science Program (WISP), which provides in-depth STEM opportunities to first-year women, no experience necessary. The program gives students a chance to take science and technology for a spin, especially if they’ve been leery of STEM in the past. Through WISP, Jasmine landed a position as a researcher in an infectious disease lab with Adjunct Associate Professor of Biology Jane Hill, an important mentor who would go on to recommend Jasmine for a two-year research-based Clare Boothe Luce Fellowship. The lab experience was an eye-opener and Jasmine developed a keen interest in infectious diseases and their environmental causes. She also realized she didn’t want to spend her life sitting in a windowless lab examining the interiors of organisms. She wanted a more immediate impact on lives and communities. Through a wide variety of experiences and heart-to-hearts with mentors—peers and professors alike—she began to formulate an outline of her future.

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Career-changing revelations “As soon as I arrived on campus, I found myself supported by a cadre of amazing upperclass mentors. Many of them were geography majors, which inspired me to take a good look at what that field involved.” Jasmine found that geography in the 21st century isn’t about memorizing the world map, but about analyzing the influence of location and environment on the citizens of a locale—the disproportionate impact of hurricanes on people of color, for example. Working closely with Assistant Professor of Geography Patricia Lopez on global poverty and research associate Brian Williams on environmental racism, her senior thesis began to take shape. She would examine the consequence of flooding on Black communities in the Mississippi Delta region. “I didn’t have the language to articulate my own lived experience and the plight of others until studying with mentors like Patricia Lopez and Brian Williams,” she says. “I’ve come to consider myself an environmental historian. My goal is to push past packaged environmentalism and inspire communities to have a more in-depth engagement with history so we don’t repeat past environmental and humanitarian mistakes.” Jasmine, who was recently named a Udall Scholar for her record of leadership and public service, plans to work as a community organizer around issues of environmental justice before returning to graduate school for a PhD in geography and a career combatting inequitable natural disaster outcomes for minority communities.

Cindy Shen ’21 Salt Lake City, UT Economics major, Government minor

Dabbling in the DALI Lab The digital arts was another revelation. With no prior interest in computer science, Cindy was drawn to the nonstop creative energy of Dartmouth’s renowned digital think tank, the DALI Lab. In fact, she is now a project manager and a usability expert there—the latter, a role she hadn’t even known existed before coming to Dartmouth. Among other projects, she has helped develop Anivision, a virtual reality educational tool that allows users to see through the eyes of different animals. “When I arrived at Dartmouth, I quickly learned two things. First: the community is very supportive. You can try things and feel comfortable at the possibility of failure—or you end up developing an unexpected new skill or passion.” Cindy reflects. “The second thing: a liberal arts education makes you see how so many disciplines overlap—everything is connected. Debating helped me articulate my thoughts and boosted my confidence in speaking before groups or to interviewers, and the DALI Lab experience has really advanced my problem-solving skills.” All these new capabilities helped Cindy land a valuable internship at the White House Council of Economic Advisors, which was made possible by funding from the Rockefeller Center for Public Policy at Dartmouth. The

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internship gave her the opportunity to do serious research in a field she hopes to enter after graduation—economic policy research. “Dartmouth has supported me in so many areas crucial to my professional development. I was able to cultivate my research skills, for example, thanks to professors like Jonathan Skinner who piqued my interest in economics and encouraged me to take part in significant social science research projects during my time at Dartmouth,” Cindy notes. “And alumni have been amazing—every time I reach out to them, they write back, always interested in what I’m doing and how they can help. Dartmouth is a close-knit community that is always there for you wherever you want to go or whatever you want to achieve.”

Amy Guan ’20 Princeton, NJ Economics major, Asian Studies minor

It was that first trip to Dartmouth that sealed the deal for Amy Guan. She recalls how, on the drive up from her hometown in New Jersey, the sky grew increasingly blue as she approached Hanover. It was something of an omen, because once she reached campus, she felt an immediate sense of having arrived at the unfolding of her future. As she toured the campus, Amy quickly and naturally engaged with other students around music, composers, ideas. “We were total strangers,” she remembers, “yet we immediately connected. I knew this was the place for me.”


The interests of Cindy Shen ’21 can only be appreciated through a wide-angle lens. An avid skier from Salt Lake City, Cindy chose Dartmouth, in large part, because the school operated its own skiway. But when she arrived on campus, she was drawn to so many new challenges that she’s had little time to hit the slopes over the last four years. Cindy plunged into the depth and breadth of the liberal arts environment from her first days on campus, pursuing activities she’d always considered well beyond her scope of interest and ability. She surprised herself by joining the debate team, for example, and grew her abilities to the point where she assumed a leadership role in the club. With financial support from Dartmouth, she also traveled to Cape Town, South Africa to serve as a judge at the 2019 World Debating Championship. (Cindy is also, incidentally, the undefeated national collegiate fencing champion.)

his wisdom and expertise. Amy also had been involved with the DALI Lab, and knew how to get a website up quickly. They then reached out across the vast social media landscape, through Facebook and Instagram, to promote Give Essential. Within a few months, they’d attracted more than 10,000 donors in all 50 states and were able to help more than 20,000 essential workers. CNN, People magazine, BBC World News, and other media outlets were on their doorstep, too, amplifying the nonprofit’s visibility. Today, Give Essential is going strong with a staff of seven and a dedicated group of busy volunteers. “It was cool to build this organization with friends and mentors who truly believed in the cause,” Amy says. “It’s such a Dartmouth thing.”

Will Baxley ’21 Arlington, VA Neuroscience and Computer Science major

That sense of camaraderie and connection was to be a through-line of Amy’s four years at Dartmouth. Now an investment banking analyst at Citi in New York and cofounder and executive director of the nonprofit Give Essential, Amy looks back at the people and programs that enabled her to achieve so much so quickly. The support of several economics professors made her winter term at Oxford possible, and the wisdom and extraordinary connections of the Center for Professional Development at Dartmouth helped her land an internship at Citi that turned into a professional position immediately after graduation. “The support systems at Dartmouth are powerful in every facet of life, whether you need a friend, an expert on taxes, or a strategic internship,” she notes. “If you reach out at Dartmouth, you will get whatever help you need.” Launching a celebrated startup Amy cites the meteoric arc of the nonprofit she started with roommate Rine Uhm ’22 as the perfect case study to prove her point. The idea for Give Essential took shape in Econ 77, a course on social entrepreneurship. The final project involved creating a business plan for operating the enterprise. “The whole point of the class—and of social entrepreneurship in general—is to find creative ways to fill resource gaps. My roommate Rine and I concluded late one night that one of those resource gaps was happening with essential workers during the pandemic. We realized that many of them were struggling to get groceries and other staples like toilet paper and face masks.” Give Essential, Amy says, was a random midnight inspiration in response to this crisis, but she and Rine resolved to make it happen. Thanks to the guidance of professors Curt Welling and Andrew Samwick, they were able to launch Give Essential within 36 hours. Professor Samwick introduced them to serial entrepreneur and Dartmouth alumnus John Pepper ’91, who freely offered

Will Baxley’s fascination with neuroscience—especially, with the idea of tackling the great unanswered questions of the mind—predates college. Dartmouth’s storied neuroscience department appealed to him during his college search, and he sought out research opportunities the moment he arrived in Hanover. Thanks to an older student who introduced him to Dartmouth’s Undergraduate Research Database, he hit the ground running. Will landed a position in Assistant Professor of Psychological and Brain Sciences Jeremy Manning’s Contextual Dynamics lab applying machine learning to the study of learning and memory—pioneering research. “During my time in his lab, Professor Manning treated me like a peer,” Will says, “encouraging me to develop my own ideas and shape the direction of the project.” In addition to mentoring him as a future neuroscientist, Professor Manning helped Will access funding, first through the Sophomore Scholars program, then through the Presidential Scholars program. Will’s lab work also eventually helped him earn the highly competitive Goldwater Scholarship. “I didn’t even know about the Goldwater Scholarship,” Will remembers. “Jessica Smolin, Assistant Dean for Fellowship Advising, reached out to me because she thought I might be a good candidate.” The competition is steep—students apply from all over the country—but Will was able to win one on the strength of his research and with coaching from Dean Smolin. “It was both a financial boost and a confidence boost,” Will says. “I hope it will help me get into graduate school in a few years.” Advancing humanity in unexpected realms In the fall of his junior year, Will finished his work in Professor Manning’s lab and decided to pursue a very different research project with Associate Professor of Psychological and Brain Sciences Matthijs van der Meer. “I wanted to get a fuller idea of what neuroscience research involved, so rather than analyzing behavioral data, I was now analyzing direct neural recordings. It was really cool.” During the winter of his junior year, Dartmouth’s Center for Professional Development helped Will locate an internship at Applied Predictive Technologies (now Mastercard) that combined all his interests. “It was a very competitive opportunity in software development, but I had two advantages. A Dartmouth alumnus who worked there reached out and gave me some tips before the interview. And because of the D-Plan, I was free for ten full weeks during a time when no other students were, so I was treated more like a full-time employee. In fact, I was the only intern in an office of more than 400 people.” Will says that experience showed him something he had never considered before. While he intends to go on to graduate school and eventually pursue a career in academia, he learned something very important during his internship. “Universities aren’t the only place to advance knowledge. You can serve science and humanity in the private sector, too.”

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Tell us about your fieldwork in Greenland. Reyn: It was amazing to be a field scientist with Ross, to just hang out in the tundra together having a grand old time. I have always felt like I could ask him—or any of my professors—any question at all about my career or about any doubts I had. I was having coffee with Ross every morning for three weeks, baking cookies in the science common room, and talking to other scientists while we ate them. I wasn’t sure whether I was destined to be a field scientist, but after that experience, it became so clear. Ross: The best thing that I get to do is to take students into the field. It can be intimidating to fly to Greenland and be in the field living together and working together, but what comes out of that is an awareness that science is a team sport. I’ve learned to help students ask questions that are important to the people in the place we’re doing research. We can get very driven by our own questions, but we have a responsibility to figure out how we can co-produce knowledge with the people who have subsisted in the environments we study and to ask questions that improve lives in Hanover as well as in Greenland. What were your takeaways from that trip, and what are you working on next?

What would you want prospective students to know about Dartmouth? Ross: The number of published papers coming out of collaborations between Dartmouth students and faculty is just tremendous. If a student’s desire is to have a meaningful research experience, they’re going to find that at Dartmouth. They’re going to get that chance. I hope that students looking for such a place know that Dartmouth is unmatched. It’s easy to say that. Unmatched. Reyn: I came to Dartmouth because I thought it would be really valuable to form relationships with the professors, and Ross has been the absolute best possible example of that. Ross, you singlehandedly changed my trajectory at Dartmouth through the opportunities that I have been able to experience because of you. I cannot thank you enough! PHOTOGRAPH BY ROBERT GILL

Reyn: I began to understand how difficult it can be for people from very, very different cultures to communicate effectively, but it’s also necessary for us to be an effective global society where people can all have their thoughts and ideas heard and their needs met. So, in the last year, I have been aiming to turn my interests to research paired with science education and communication.

Ross: Reyn never stops thinking, which is wonderful. On my end, I’m very focused on training the next generation of leaders—leaders like Reyn—both at Dartmouth and more broadly across the Arctic. The Institute of Arctic Studies, which I direct here at Dartmouth, has a number of fellowships and awards for which undergraduate students can write a small proposal and receive significant funding to conduct independent or collaborative Arctic research. Of course, my science is very important to me, but I probably get more return from taking students to the Rauner Library and working on these projects that relate to the Arctic or the Antarctic—and in just having a really diverse set of students coming into the lab for weekly chats. That’s what truly drives me forward right now.

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Pictured: In Greenland in summer 2018



onward &

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“Rembert is a voice you always want to see popping up in your news feed,” notes executive editor Lauren Kern of New York magazine, where Browne was a popular writer-at-large. “He writes so smartly and humorously about culture in the very broadest sense, often bringing together politics and pop culture in his essays.” Although Browne still has bylines in prestigious publications like Time and The New York Times, he is now Creative Lead for Brand & Voice at Twitter. You also might have seen him on MSNBC or Comedy Central or Sunday Today discussing racial issues or read the iconic Black Panther comic he wrote with Ta-Nehisi Coates. In short, Rembert Browne is an observer, a chronicler, and an influencer in the 21st-century culture of the nation—a distinction confirmed by his placement on the Forbes 30 Under 30 list a couple of years ago. Browne’s characteristic versatility can be traced all the way back to his Dartmouth days when, as an undergraduate from Atlanta, he majored in the unlikely bedfellows of sociology, geography, and

public policy while at the same time honing his writing skills by penning a column for the student newspaper, The Dartmouth. “I felt like my truest self at Dartmouth,” he says. Indeed, even after he graduated and was making a living as a writer, he escaped to Dartmouth to overcome a nagging case of writer’s block. “I really just needed to write at Baker Library for 12 hours a day,” he says. He got his mojo back. Referring to himself as a “liberal hippy dude,” Browne is concerned about the current tone of hostility in the nation. “The hate thing drives me nuts,” he says. “Still, I’m an eternal optimist, and I have to hope things are going to improve.” And should they not, Browne may just try his hand at politics. Not that you’ll see him at any podiums—just on the teleprompter. “I’m fascinated by speechwriting,” he says. “To be that far behind the scenes, you disappear. It’s weird that that’s the direction that makes me the most excited, but it’s my dream: To be where no one knows who I am, but my words are so important.”



Pick a term, any term. With Dartmouth’s distinctive year-round system, you customize your own academic calendar. Dartmouth offers four 10-week terms per year; within some guidelines, you choose which 12 terms to enroll — ​and which to have incredible experiences elsewhere. The result: the ability to take full advantage of all Dartmouth, and the world, has to offer.

Freshman Year Freshman Fall My first term on campus—it feels like so long ago—I took HIST/NAS 14: The Invasion of America: American Indian History Pre-Contact to 1800. I absolutely fell in love with both the content of the course and the professor, Colin Calloway (now my major advisor). The other Indigenous students who struggled through the papers and exams alongside me would become some of my best friends. Freshman Winter I’m not so certain that this Oklahoma girl knew exactly what she had gotten herself into with Hanover winters (pro tip: to avoid landing face first on snow or ice, make sure you have a good pair of snow boots). On my off days, I could be found sipping hot chocolate at my favorite off-campus diner, Lou’s. During the week, I was fully immersed in 12th-century European history, which wasn’t taught at my small public high school. After taking HIST 4.01: The Crusades that first winter, I was sold on becoming a History major. Freshman Spring My First-Year Seminar was my favorite class in the spring. Taught by the same professor as The Crusades, HIST 7: Joan of Arc was the clear historical follow-up course. These two Medieval history courses were enough to make me briefly consider becoming a Medievalist. Learning about an inspiring and interesting historical woman was awesome, and so was helping to plan the annual Native Americans at Dartmouth Spring Powwow! Freshman Summer After my thoroughly exhausting and exhilarating first year, I spent the summer term at home in southeastern Oklahoma. It was a great opportunity for me to reconnect with family and friends. While home, I worked for my tribal work program at a local nonprofit, enjoyed time with my family, and basked in the Oklahoma sunshine.

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Claire Young ’21 Hometown: Wright City, OK Majors: Religion and History modified with Native American Studies

Sophomore Year



Sophomore Fall Before my Foreign Study Program in Edinburgh, Scotland, I had never traveled outside the United States. I realized it was time to spread my wings and take advantage of this opportunity to become a global citizen. While living in Scotland, I traveled to four other countries. However, the luscious lochs and breathtaking bens (lakes and mountains for my American friends) of bonnie Scotland will always be my favorite. At the University of Edinburgh, I studied religion and discovered my love for the subject. I was now a double major!

Junior Year Junior Fall My second term abroad! By now you’ve probably figured out how much I love studying in other countries. The great thing about the History FSP was that I wasn’t just taking classes in London—I was also utilizing archival resources in the British Library to complete a Native American Studies independent research project!

Sophomore Winter In the world of academia, the importance and credibility of oral history as a valid resource is all too often questioned. In Indigenous communities, our stories, traditions, cultures, and histories are all tied to orality. NAS 34: Native American Oral Traditional Literatures was a refreshing course that allowed me to step away from colonial understandings of knowledge and relish Indigenous ways of knowing. As a Choctaw woman, I appreciated that my Native American Studies professor Vera Palmer created a safe space for Indigenous students’ perspectives. I also loved that the course, taught at this Western institution, was unapologetic in its emphasis on oral traditions and Indigenous communities.

Sophomore Spring After becoming affiliated with Greek life in the winter, Sophomore Spring felt like the time to bask in that newfound community. I spent much of my time volunteering through my sorority and mentoring students from the Upper Valley through the Dartmouth Center for Social Impact’s DREAM program. I took NAS 30.17: Trickster re: Mediations— Native America Exploration in Media and Representation, which not only fulfilled one of my distributive requirements, but also conveniently checked off another course for my Native American Studies major modification. We spent class at Dartmouth’s Hood Museum of Art learning about the many Native artworks and artifacts housed there.

Sophomore Summer After living for a term in Scotland, I found myself missing the wonderful historical, and almost mythic quality that my favorite country holds on to even today. In REL 34: Christianity and Conversion in the Northern World, while not exclusively focused on what is now Scotland, we spent the majority of our class period discussing the old religions and cultures of this area. When I wasn’t obsessing over readings like Beowulf, I could be found sunbathing on the banks of the Connecticut River or strolling through the farmers’ market with friends.

Junior Winter I’ll just say it: winter is not my favorite term to be on campus, but junior winter feels like the first term that I truly hit my stride with course choices. I loved all my classes! Maybe these classes added up because two of them were focused on what I want to study for the rest of my life (Indigenous religions), and the third one, ANTH 20: Primate Evolution and Ecology, was an amazing way to fulfill a distributive requirement, but...maybe I just had a lucky term.

Junior Spring My first term off after six terms on—I just let out a huge sigh of relief! I spent this term at home again in Oklahoma. I still worked remotely for the Admissions Office as a Reception Area Assistant, but during this period I also spent a lot of time reading and writing for pleasure— something I don’t always have time to do at Dartmouth.

Junior Summer Over junior summer, I lived with family in Tecumseh, Oklahoma and began my fulltime job for the Dartmouth Admissions Office as a Senior Fellow. Although the virtual world isn’t ideal for work or classes, it did give me the opportunity to work as the Mellon Foundation Curatorial Intern of Native American Art for the Fred Jones Jr. Museum of Art at the University of Oklahoma.


“In the past, I’ve been told that being a great teacher means you sacrifice being a great researcher,” says Associate Professor of Government Jason Lyall. “At Dartmouth, there’s a real belief that you can be both.” Currently in his second year of teaching at Dartmouth, Professor Lyall studies political violence, research he says is now more important than ever. It’s been a strange time to start teaching anywhere, and he notes that he still hasn’t experienced many of the things that make Dartmouth, well, Dartmouth. Even though he’s still new around the government department, he and his colleagues have been relying on each other more, not less. “We’re having regular Zoom meetings about pedagogy,” he says. “People just really care, and the students come in with an expectation that you’re going to care about them. They raise the bar.” So Professor Lyall has raised the bar, too. He doesn’t just engage with students in his classes — which he says draw students from the Middle Eastern studies, anthropology, sociology, government, and computer science programs, among others. He also runs the Political Violence FieldLab, which takes about twenty students a year to work on research outside the classroom. His focus is on humanitarian aid in conflict settings. No one researcher or agency, he says, has a complete picture. “Political scientists study violence but not aid. Economists study aid but not violence. Neither one of us really studies climate change. For me, humanitarian aid is a really pressing moral problem and a fascinating intellectual one.” His fieldwork has brought him to Russia, Afghanistan, and Qatar, and with the support of his Andrew Carnegie Fellowship award, he’ll continue his research in Afghanistan, Iraq, Yemen, Central African Republic, Nigeria, and South Sudan as soon as COVID-19 travel restrictions permit. “It’s an opportunity to go out and use the skills I have and learn about the world and hopefully, help.” Professor Lyall realizes that Dartmouth students expect their professors to be accessible and to set them up for meaningful careers. He hopes the FieldLab serves as a way for students to build connections to non-governmental organizations (NGOs). FieldLab students function as research associates, helping answer big questions about what effective humanitarian aid looks like. “That’s my job as a professor. I’m trying to help prepare people to be forces for good, people we can send out into the world with the skills to make the world a better place.” Professor Lyall says he’s enjoyed getting to know the community, one that he says feels like a family. “A lot of our faculty meetings are about how we can keep this experience special for our students.” He was struck by the intimacy of his first Dartmouth Homecoming, but says that his favorite part of life in the Upper Valley has probably been playing hockey on Occom Pond with his family. For now, keeping a pair of skates in his office brings him close enough to the community, but he’s looking forward to the days when things return to normal. “There’s a sense of a rallying,” he says, “that we’re all going to get through this because we care about one another.” —Caroline Cook ’21

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Fielding Pictured: On the steps of Blunt Alumni Center


Big Questions


CRWT 20: Intermediate Workshop in Fiction

Writers of poetry and prose, authors of mysteries and fairy tales, seasoned novelists and beginning writers—all are welcome in CRWT 20: Intermediate Workshop in Fiction. The workshop-based course is supplemented with assignments that improve students’ technical understanding of writing, from the minutiae of dialogue formatting to the formation of a strong plot. Though it is common for students to begin with CRWT 10: Writing and Reading Fiction, the only prerequisite to this course is a demonstrated interest in creative writing and a desire to improve one’s craft. I chose to spend the term writing a novel. My process had been largely unchanged for years: writing as a solitary exercise, marked by research up to the elbows and enough tea to render me a perfect Brit. But there, too, is the catch: my writing itself has been largely unchanged for years. It took CRWT 20 to help me realize that, to take a hard look at my work, admit its faults, and shake bad habits. I have no doubt that my peers felt similarly. Those who say, “You are your own worst critic” have never met Associate Professor of Writing Tommy O’Malley. A successful novelist himself, Professor O’Malley teaches writing as a writer. This in-field experience is what sets our professors apart and contributes to Dartmouth’s much admired teaching model. Thanks to our professor’s supportive writer’s eye and the detailed critiques of brilliant peers, CRWT 20 offered me years’ worth of writing development in a single term. After two workshops, I stopped midway through my book and returned to page one. Usually I write one slow draft on top of another, which settle like layers of literary sediment. Not this time! I took apart my book word by word,

What are Dartmouth students studying? In every issue, we feature a class plucked somewhat randomly from a deep reservoir of fascinating courses. rebuilding it on the foundation that is CRWT 20. I gave my characters flaws, cut flowery lines, and constructed every scene with imaginary hammer and nails until it was sound. Our assignments, in which we wrote about magic, Halloween, peat bogs, and dark wells, provided inspirational fodder. In ten weeks, we read and critiqued fifty to ninety pages of one another’s work. While poring over futuristic novels, tiptoeing through thrillers, and marveling at heartfelt scenes, I became a firm fan of my peers’ writing. CRWT 20 is a chrysalis for the writer. An endlessly supportive cohort bursting with valuable advice is a rarity in the writing world but abounds on Dartmouth’s campus in a variety of mediums. Professor O’Malley consistently shared excerpts from writers whose work aligned closely with our own, allowing us to visualize our place in the writing world. CRWT 20 provides a supportive space for writers, proving the endurance and innovation of the written word at Dartmouth. —Estelle Stedman ’23



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Tour de



Force Pictured: Outside Baker-Berry Library

One day in the spring of 2018, Assemblywoman Marlene Caride delivered an intern’s application to the governor of New Jersey’s campaign manager with a simple but glowing endorsement: “You’re going to want to hire this girl.” “This girl” was none other than Jenna Gallagher ’21, who you’re just as likely to find performing Shakespeare with the Dartmouth Rude Mechanicals as analyzing the effects of the COVID-19 pandemic on America’s female workforce. Warm, sincere, and intelligent, Jenna is a force to be reckoned with. Whether she’s working with an assemblywoman or introducing her variation of the Equal Rights Amendment to the 116th Congress, Jenna possesses the passion and savvy to navigate the labyrinth of law and politics. Jenna is writing her senior thesis about female genital mutilation (FGM) in Sudan. “The point is to map why we talk about FGM and Sudan the way we do … and to contrast those with the reality of how FGM exists in Sudan.” By her senior year, Jenna had interned for US Senator Robert Menendez and the Office of the Governor of New Jersey. Last year at the National Women’s Law Center, Jenna drafted letters to Congress demanding support for the National Childcare and Early Learning Coalition, a necessity to keep women afloat in the predicted “she-cession” brought on by a pandemic that “is so disproportionately impacting women.” Jenna admitted the process of demanding basic rights for women was, at times, like “screaming into a void.” “There’s a certain level of good that comes from just bearing witness to these things. Even if you’re powerless to do anything, at least people like me and the people who are part of the movement, we’ll remember. And we know.” When not working in government offices, Jenna’s likely to be performing. As the company manager of the Rude Mechanicals, Dartmouth’s student-run Shakespeare troupe, Jenna welcomes new members to the stage, enabling her to “pass on the experience and confidence that the Rude Mechs gave me early on in my Dartmouth career.” As Jenna says, “So much of my career thus far has been based on having good relationships with female mentors who have stuck their necks out for me.” Among these mentors she cites Visiting Associate Professor of Writing Jennifer Sargent, who taught Jenna in a course entitled Looks, Lookism, and the Law. “She’s everything I want to be when I grow up and more,” Jenna laughs. Jenna hopes to emulate her mentors’ commitment to opening the door behind them for others. As for the tour guide’s advice for prospective students? “I’m a much different person now than I was when I matriculated, and I’ll be a different person when I graduate from the person I am right now,” Jenna says. “Be open to the change, be open to the growth.” —Estelle Stedman ’23

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While Dartmouth’s financial aid covers 100% of the demonstrated need of all its students, the opportunity for funding doesn’t stop there. Dartmouth students have access to resources that make all kinds of experiences possible and ensure that every student can take advantage of the diverse opportunities Dartmouth has to offer. We asked current students to share experiences made possible with Dartmouth’s financial support. “At Dartmouth, you can receive funding in the form of a stipend to compensate for unpaid internships and ease financial stress on low- and middle-income students. I applied for a stipend to be part of a research project with the Nelson A. Rockefeller Center for Public Policy and the Social Sciences on international think tanks and their writings on Chinese maritime conflict. In the summer of 2020, I was selected as a First-Year Fellow, a program that connects Dartmouth students with policy internships in Washington, D.C., and worked as an intern for Save the Children U.S. in Global Gender Policy. Even though our internships were unpaid and ended up being fully virtual, the Rockefeller Center helped me and other fellows out by providing a stipend for housing and even offering funds for professional business attire.”

“Dartmouth provided support for my a cappella group’s December tour by offering financial aid to students who needed help paying for flights or accommodations. The funding allowed me to travel to Hawai’i to sing at the Pearl Harbour Memorial and go to the White House to sing for President Obama before he left office. Both of these were amazing once-in-a-lifetime experiences that would’ve been completely out of reach without the College’s help. My mom still has a picture of us visiting the White House framed in her office back in Kenya!”

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“The financial help I received from the Dartmouth Outing Club (DOC) to cover the costs of First-Year Trips allowed me to meet new people and break the ice. I also got a discount that fully covered my skiing classes with the DOC last winter. Skiing was the highlight of my winter term! In addition, I wanted to take an interesting music class but had to be careful about finances during the pandemic. The music department stepped in to pay for a required textbook so finances wouldn’t limit my education.”

“I did the First-Year Research in Engineering Experience (FYREE) program, which provided funding to set me up with research in biofuels that I really enjoyed. Dartmouth also paid for bus tickets and hotels for our program’s trip to Boston for the Venture Capital Investment Competition, an annual competition in which students simulate the venture capital investment process by evaluating real startups, executing due diligence, and presenting their investment strategy and decisions to real venture capitalists.”


“Through the Delta Sigma Theta Sorority’s “Bridging the Gap” initiative, which supports the educational development of Black students at Dartmouth, I requested a free textbook for my General Chemistry Course. Instead of worrying about the costs of expensive textbooks, I only had to worry about solving the chemical equations inside them!”

“I applied for grants through the Sophomore Research Scholars and Presidential Scholars programs to fund the research I was conducting in a genetics lab at the Geisel School of Medicine. It was really rewarding to apply what I had learned in my previous genetics class to actual experiments (and I became very comfortable with fruit flies)! That same year, I also received funding as part of a student organization, Health Access for All, to travel to the Clinton Global Initiative University conference in Chicago. We applied for funding from the Student Experiential Learning Fund, which covered the costs of our flights and hotels for the weekend. It was my first time visiting Chicago, and we even had some free time to visit the famous Chicago Bean!”


Courses of Study The liberal arts shape the Dartmouth experience, creating an academic culture imbued with critical thinking and creativity. One that promotes experimentation, reflection, learning, and leadership. A curriculum where poetry and neuroscience are natural partners and collaboration across disciplines happens organically. A course of study without boundaries. Forget the intellectual lines people draw. You won’t find them here. African and African American Studies Ancient History Anthropology Applied Mathematics for Biological and Social Sciences m Applied Mathematics for Physical and Engineering Sciences m Art History Asian Societies, Cultures and Languages Astronomy Biological Chemistry M Biology Biomedical Engineering Sciences M Biophysical Chemistry M Chemistry Classical Archaeology Classical Languages and Literatures Classical Studies Cognitive Science M Comparative Literature M Complex Systems m Computational Methods m Computer Science Digital Arts m

Creative problem-solving and design thinking come together in Dartmouth’s Human-Centered Design minor. Run by Thayer School of Engineering, it brings together anthropology, engineering, and entrepreneurship to solve complex problems across varied fields — exactly what the liberal arts at Dartmouth are all about.

Earth Sciences Economics Education m Engineering Physics M Engineering Sciences English Environmental Earth Sciences Environmental Science m Environmental Studies Film and Media Studies French French Studies M Geography German Studies Global Health m Government History Human-Centered Design m International Studies m Italian Italian Studies M Jewish Studies m Latin American, Latino, and Caribbean Studies Linguistics Markets, Management, and the Economy m Materials Science m Mathematical Biology m Mathematical Finance m Mathematical Logic m Mathematical Physics m Mathematical Data Science M Mathematics Medieval and Renassiance Studies m Middle Eastern Studies Music Native American Studies Neuroscience Operations Research m Philosophy

Portuguese (Lusophone Studies) Physics Psychology Public Policy m Quantitative Social Science Religion Romance Languages M Romance Studies M Russian Russian Area Studies Social Inequalities m Sociology Spanish (Hispanic Studies) Statistics m Studio Art Sustainability m Theater Urban Studies m Women’s, Gender, and Sexuality Studies m = minor only M = major only

Can’t decide what to study? It’s not uncommon for Dartmouth students to double major or modify their major. A modified major consists of 10 courses, six in one field and four in a second —  or even third — field. For example, you could modify your comparative literature major with art history or Medieval and Renaissance studies.

Dartmouth guarantees to meet your demonstrated need for all four years. See what you might be eligible for. The MyinTuition Quick College Cost Estimator asks only six questions to provide an early estimate of what a year at Dartmouth could cost for your family. Go to dartgo.org/quickcost to get help anticipating your college costs.

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Building Robot Super


heroes Pictured: In MacLean Engineering Sciences Center at the Thayer School of Engineering

Hand-built in Hanover to tackle Antarctica, the moon, and Mars, the award-winning robots and autonomous systems engineered by Professor Laura Ray and her students are designed to take on notoriously dangerous and inhospitable environments. “You’re not going to send a tractor to the moon,” jokes Professor Ray, “but maybe you can take modular vehicles, little building blocks, and create something that has much more capability.” She’s referencing a design created by her students dubbed SHREWs—Strategic Highly-Compliant Roving Explorers of Other Worlds—after the mouselike animals that latch onto one another’s tails. The group has recently been named a finalist in NASA’s BIG Idea Challenge for the innovation. Professor Ray has been there before; in 2019, she mentored the Dartmouth group that won the competition with their Mars greenhouse system, DEMETER, bringing the trophy home to Hanover for the first time. Back on Earth, Professor Ray creates robots that are actively deployed in Greenland and Antarctica, most notably to tow radar systems over the precariously fragile zones of moving ice sheets. Previously, this analysis was done by heavy trucks that could only pass over the area once owing to safety concerns, but an autonomous, solar-powered robot designed by Professor Ray and her students eliminated this risk entirely. Dubbed Yeti, it enabled the first such survey of its kind. “We could see the whole length of crevasses—how far they extended, whether the ones on the top matched the ones on the bottom—through the whole 200-meter thickness of ice.” As part of this endeavor, she has dispatched undergraduates to Greenland to monitor the robots’ operations. “Altogether, it has this element of the outdoors, the robots are fun to work with, and the science is really interesting,” she explains. “This kind of work really gets students excited.” On campus, Professor Ray teaches control theory and mechatronics classes. She cites her favorite part of the job as creating hands-on labs and design challenges “where that lightbulb can go off.” She emphasizes the flexibility of Thayer’s educational model. “Our engineers get to do everything that any other student does—take a language, study abroad, or pursue a minor.” She also stresses that students aren’t married to a particular field when they walk in the door, pointing out that Thayer classes and the human-centered design minor are open to all undergraduates. Through all her projects and robotic endeavors, Professor Ray points to Dartmouth’s unique systems-thinking approach as the biggest difference-maker in the field. “Instead of asking, ‘What should I do next?’ the Thayer engineer comes back and says, ‘I’m done—and here’s what we should do next.’ That’s what distinguishes the Thayer engineering program.” —Brian Drisdelle ’21

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The Fifty


Searching for the ultimate addition to your college bucket list? Look no further than The Fifty, a tradition that sees teams of Dartmouth students embark on a 54-mile overnight trek along a stretch of the Appalachian Trail from Mt. Moosilauke to Hanover. Sponsored two or three times a year by the Dartmouth Outing Club, the 24-hour extravaganza is managed by three student directors and volunteer crews that provide food, basic medical aid, massages, and encouragement at six support stations along the trail. The idea for the The Fifty originated with Sherman Adams, a member of the Class of 1920 and the founder of Dartmouth’s Cabin and Trail Club. Yes, the hike is undoubtedly a physically demanding feat, but the camaraderie forged among hikers is what makes The Fifty quintessentially Dartmouth. Each team sports a quirky name (recent monikers have included “Peaks for Geeks” and “The Beary Godmothers”), and student volunteers brighten the spirits of weary travelers by dressing in “flair” (intentionally ridiculous clothing) at each themed support station. At the end of their journey, hikers are treated to a hearty meal, a lengthy rest, and a well-deserved badge of honor to sport for the rest of their Dartmouth careers.

Produced by the Office of Undergraduate Admissions of Dartmouth College Writing/Editing: Thurston-Lighty, Ltd. Design: Hecht/Horton Partners

Note: The officers of the College believe that the information contained herein is accurate as of the date of publication, and they know of no significant changes to be made at the College in the near future. However, Dartmouth reserves the right to make, from time to time, such changes in its operations, programs, and activities as the Trustees, faculty, and officers consider appropriate and in the best interests of the Dartmouth community. Equal Opportunity: Dartmouth is committed to the principle of equal opportunity for all its students, faculty, staff, and applicants for admission and employment. For that reason, Dartmouth prohibits any form of discrimination against any person on the basis of race, color, religion, sex, gender identity or expression, pregnancy, age, sexual orientation, marital or parental status, national origin, citizenship, disability, genetic information, military or veteran status, or any other legally protected status in the administration of and access to the College’s programs and activities, and in conditions of admission and employment. Dartmouth adheres to all applicable state and federal equal opportunity laws and regulations.

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The Search A Guide to Navigating College Admissions Check out Season 2 of The Search, the Dartmouth Admissions podcast hosted by Lee Coffin, Dean of Admissions and Financial Aid, to get more insight on navigating your own college search. Listen to both seasons at dartgo.org/3Dpodcast.

Profile for Dartmouth Admissions

3D Magazine :: April 2021  

3D is Dartmouth's undergraduate admissions magazine, celebrating a vibrant community framed by nature, with challenging and welcoming profes...

3D Magazine :: April 2021  

3D is Dartmouth's undergraduate admissions magazine, celebrating a vibrant community framed by nature, with challenging and welcoming profes...

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