Together We Can

Students, faculty, and staff share their perspectives on being and belonging at Dartmouth

Pictured on the cover, clockwise from the middle, are this year’s Senior Fellows in the Office of Admissions: Natalie Dokken ’23, Gabriel Gilbert ’23, Bess Neiblum ’23, Chelsea-Starr Jones ’23, and Will Perez ’23. Together, they serve as lead student ambassadors for Dartmouth to prospective students in the college search process.

No college is the right fit for every student, and Dartmouth is no exception. But if you want to celebrate your identity, carve out your own individual path, immerse yourself in audacious ideas, and find community with those who respect and embrace those goals, keep reading.

In the pages that follow, we’ve brought together a group of students to share their honest perspectives on Dartmouth. They are a diverse group—including those who identify as LGBTQIA+, low-income, and first in their family to attend college. There are also underrepresented students of color and those from very urban and very rural areas. And students from the West Coast, East Coast, and no coast at all. You’ll also meet some of the Dartmouth faculty and staff with whom they partner.

One last point, and it’s an important one. Dartmouth is one of just a handful of colleges and universities in the United States to adopt universal need-blind admissions and meet 100% of demonstrated financial need for all students, regardless of citizenship, DACA or undocumented status, or home country.

Let’s be honest.

Will Perez ’23

A product designer in Dartmouth’s Digital Applied Learning & Innovation (DALI) Lab, Will Perez ’23 is intent on using design and development to build community. At the language learning startup Beepboop, Will combined his fluency in Spanish and human-centered design, an interdisciplinary program focused on the process of innovation for addressing human needs, to create a free online Spanish language learning platform. The interface he designed is based on Dartmouth’s own Rassias Method, an innovative teaching model intended to help students learn a new language in a short period of time. Always seizing new opportunities, Will completed a product design internship at software company MongoDB last summer.

Really, it was a quirk of fate. A Dartmouth admissions officer came to my high school at the request of one of our counselors. I happened to be there and fell hard for everything Dartmouth had to offer. It was a big reach for me. Most students at my high school wouldn’t dream of applying to a school like this. But I figured I knew how to work hard, so I threw my name into the ring. The longest long shot. And somehow, it all came together.

Of course, to be honest, the whole thing scared me. How did I belong at Dartmouth?! I arrived on campus before the start of classes for the First-Year Student Enrichment Program (FYSEP), which supports first-generation and low-income students in their transition to Dartmouth, and a lot of that doubt and fear started to fade. Through FYSEP, I became aware of all the resources I could draw on whenever I needed them. FYSEP is amazing, really. It helped me adjust to a life very different from the one I was used to. I couldn’t have survived without that help—financial, emotional, academic. The Dartmouth Emerging Engineers Program, for example, helped me through the introductory courses. Now I’m a tutor for the program.

But the best thing about FYSEP was that it introduced me to so many other first-gen students. We’ve really bonded. We have each other’s backs. But that culture extends beyond the first-gen community. At the

DALI Lab, for example, the faculty and older students have helped me make my way through the design industry.

Community is especially strong in the residence halls and living groups. As a first-year student, I lived in the Thriving Through Transitions Living Learning Community (LLC). It was a hub for first-gens, queer students, and students of color. It was such a fun and welcoming community that students from other residence halls and living groups would come to hang out. We would stay up late together studying and sleeping in shifts. I was 3,000 miles from home, but I never felt alone because of this strong sense of community. Last year, I lived in Triangle House, a collective of LGBTQIA+ students and their friends—just one more variation on community here.

When I first arrived at Dartmouth, I was set on becoming an engineer. In fact, I’d put blinders on until I realized they weren’t getting me where I wanted to go. So, I started to embrace the liberal arts experience. I tried different courses on for size—computer science, environmental science, Latin American, Latino, and Caribbean studies. Dartmouth is so freeing because you can do anything within your first year or two before you need to start getting serious. The whole idea is to explore, discover what you love to do—I mean, really love to do. What’s more important?

Hometown: Anaheim, CA | Major: Computer Science | he/him/his

Adriana Chavira-Ochoa ’24

Hometown: El Paso, TX | Majors: Government, Philosophy, and Economics | she/her/hers

& Elizabeth Ding ’24

Hometown: Saratoga, CA | Majors: Economics and Computer Science; Minor: Film & Media Studies | she/her/hers

Roommates Adriana Chavira-Ochoa ’24 and Elizabeth Ding ’24 have been friends since their firstyear fall. Adriana is a competitive ski racer and entrepreneur who recently launched a mattress rental enterprise. Elizabeth is a figure skater and a dancer in an avant-garde company. Adriana plans to go into trading or venture capital. Elizabeth has set her sights on banking and consulting. Amid their commonalities and differences, the pair celebrate a vibrant friendship forged in Mid Fayerweather Hall.

Adriana: I’m an immigrant, and Elizabeth’s parents are immigrants, but we grew up in very different places. I was raised in Texas on the U.S.-Mexico borderlands over a thousand miles away from Elizabeth, who grew up in the suburbs of Northern California, but our room in The Lodge last year definitely felt like home.

Elizabeth: We met during first-year fall because we lived in the same residence hall, and we immediately clicked. We became roommates in our first-year winter, and since it went so well, we decided to live together again for sophomore year. Culturally, I think Adri and I share similar values. We’re both super understanding, accommodating, and respectful of one another’s habits. I’m lucky to room with you, Adri, because you are such a generous and communicative person. It can be easy to let smaller issues build up because you don’t want to seem impolite, but that tension can be prevented by frequent communication.

Adriana: Yes, and it helps that we’re not only roommates but study partners, too. When I took my first computer science class, you were super helpful in giving me tips here and there as I learned to code for the first time.

Elizabeth: I think we get along so well because we’re both adventurous, even in an academic setting. You definitely influenced my academic path at Dartmouth when we took Introduction to Digital Arts and Culture with Professor Bell together our first-year winter. I

really enjoyed discussing the material with you outside of class. Late night conversations about virtual reality and female movie stars who impacted the industry prompted my interest in my minor because I knew I wanted to continue having long, deep discussions about topics in film with fellow classmates.

Adriana: I also really loved talking about films with you, especially that one conversation we had about augmented reality in Black Mirror! We support each other in all of our roles on campus. In the winter, I love watching your ice-skating practices—it’s amazing to watch you glide so gracefully on the ice—and cheering you on with posters at your shows with Sheba Dance Troupe! You are so talented. And we share a love of trying new foods, especially on our travels to Boston, New York, San Francisco, and Austin together.

Elizabeth: Outside of school, we’re both interested in finance, and we’ve helped one another discover and grow our passions outside the classroom. When we see career-related opportunities, we’ll forward the emails to each other. Even though finance recruiting can be really competitive, it’s a relief to have a friend by your side.

Adriana: Yes, and in a few years, we will hopefully be living out our plan to share an apartment in New York City after graduation.

Elizabeth: A new chapter as roommates!

August Guszkowski ’22

August Guszkowski ’22 is passionate about classical drama and the evolution of Greek theology. They are also very much dedicated to the evolution of classics as a discipline. With the help of a James O. Freedman Presidential Scholarship, which provides students with funding for research assistantships with Dartmouth faculty, August was able to develop their research around Euripides’ iconic tragedy The Bacchae. August was also a recent contestant on Jeopardy! where they progressed to the quarterfinals—pleasing their dad, a longtime Jeopardy! fan, to no end.

Classics has been a very white field—white, white-haired…and male. Just in the last 10 years, it has started to skew younger and more diverse, and I’m excited to be part of that. During my senior year, I worked on a pair of independent studies focused on The Bacchae, an ancient Greek tragedy by Euripides. The characters are such fun to work with and, aside from their murderous tendencies, are bad-ass androgynous role models.

For my independent studies, I translated The Bacchae into English, and I codirected a staged reading with Katie Orenstein ’22 called “This Effeminate Stranger: Dionysus’ Gender in Translation and Performance.” I couldn’t have taken all this on without an incredible team of advisors who were really invested in my project. Professor of Classics and Linguistics Lindsay Whaley, Associate Professor and Director of Theater Jamie Horton, and Visiting Lecturer Simone Oppen supported me every step of the way. I was worried that my translation was too creative, but they reminded me that there are many ways to interpret The Bacchae why take the well-worn route? They encouraged me to have fun with it, and I did.

But that’s the way Dartmouth is. Everybody wants you to be yourself, your true self, your best self. There’s a terrific queer community here. It’s not huge, but it’s vibrant. Last year, I lived in Amarna, a coed house

that embraces individuality and diversity. It’s tight-knit, supportive, and very queer-friendly. Pretty much, that’s Dartmouth as a whole. Even when I met with members of the Class of 1960—a portion of my financial aid package was a gift from that group of alumni—we got along perfectly. It was so cool to meet alumni who graduated more than a half-century ago. That’s more than a decade before the school admitted women!

There are two things that make me glad, on a daily basis, that I chose Dartmouth. First, there’s not just one Dartmouth community. There are many, and even if they are not all for me, their members are pretty much all supportive and open to new ideas and experiences. The second thing is this: I don’t feel I have to compare myself to others, like I did in high school. I don’t feel I have to be at the top of every class. The vibe here is collaborative, not competitive, and I’m so glad I was able to have this experience.

Right now, I’m doing a post-baccalaureate fellowship at the Dartmouth Library, and I’m planning to pursue a master’s degree in library and information science next year. I still spend plenty of time with the classics department on a recreational basis, working on a novel inspired in part by the academic culture surrounding Greek and Latin.

Hometown: Pomfret, CT | Major: Classical Languages and Literatures | they/them/theirs

There’s no such thing

4,458 UNDERGRADUATES

50 US STATES REPRESENTED CLASS OF ’26

64 COUNTRIES REPRESENTED CLASS OF ’26

28 TRIBAL NATIONS AND INDIGENOUS COMMUNITIES REPRESENTED CLASS OF ’26

as the Dartmouth type.

66 LANGUAGES SPOKEN AT HOME CLASS OF ’26

45% DOMESTIC STUDENTS OF COLOR CLASS OF ’26

16% FIRST GENERATION TO COLLEGE CLASS OF ’26

56% FINANCIAL AID RECIPIENTS CLASS OF ’26

Sháńdíín Brown ’20

Hometown: Phoenix, AZ | Majors: Anthropology and Native American Studies; Minor: Environmental Studies | she/her/hers

& Jami Powel l

of Indigenous Art | she/her/hers

Sháńdíín Brown ’20 is the Henry Luce Curatorial Fellow for Native American Art at the Rhode Island School of Design (RISD) Museum. A citizen of the Navajo Nation, Sháńdíín graduated from Dartmouth with majors in anthropology and Native American studies and a minor in environmental studies. Jami Powell, a citizen of the Osage Nation, is curator of Indigenous art at Dartmouth’s Hood Museum of Art. As students, Sháńdíín and Dillen Peace ’19 co-curated

Unbroken: Native American Ceramics, Sculpture, and Design, which opened at the Hood in early 2022. Sháńdíín traveled up from Providence, Rhode Island for a joyful reunion with Jami and her other Dartmouth friends.

Sháńdíín: Jami, I’ve missed you! You’re one of the most giving people I know. I still talk about you all the time, even though I’m three years out of Dartmouth. I’m really proud of the work Dillen and I did with you on the Unbroken exhibition, creating a dialogue between the historical and contemporary works of Indigenous North American artists.

Jami: When I started work at the Hood, one of my first tasks was to interview internship candidates. You really impressed me then, Sháńdíín, and you keep on impressing me as the years go by, like co-curating the Unbroken show and organizing the first Indigenous Peoples’ Day fashion show. It didn’t surprise me a bit that you landed the position at RISD.

Sháńdíín: But I miss you all. I was sad not to come back to campus during the pandemic. I had to MC the fashion show virtually in 2020— and moderate the panel on Indigenous jewelry via Zoom, too. I was happy to be able to host it in person two years ago, because it’s a terrific chance to spend time with the Dartmouth Native students who are Indigenous artists.

Jami: I’m glad you were able to make it up to campus. It also gave us a chance to celebrate your graduation.

Sháńdíín: It means a lot when you get your degree in a collective like this. It’s as though the whole team is moving forward together. You know, growing up Diné, I was used to being surrounded by Native women, so you were always a little bit of home for me.

Jami: My roots are in Kansas and Oklahoma, so this Indigenous community on campus is family to me, too. I feel like I’m a boss, mentor, professor, and auntie all in one. Students come here for advice but also hugs. And I like to feed people the food from home they might be missing.

Sháńdíín: But I’ll never forgive you for winning the fry bread competition.

Jami: Your fry bread was excellent, Sháńdíín, but the contest was all about experience, and when it comes to fry bread, I have the edge!

Curator

Lauryn King ’22

Hometowns: Atlanta, GA and East Orange, NJ | Majors: German Studies and Film & Media Studies | she/her/hers

Lauryn King ’22 was a German studies and film & media studies major with roots in Atlanta, Georgia and East Orange, New Jersey. She integrated her two passions with vibrant off-campus experiences—a German Foreign Study Program (FSP) trip to Berlin and a Film Studies Domestic Study Program (DSP) to Los Angeles. She served as a student mentor for those Dartmouth programs through The Frank J. Guarini Institute for International Education at Dartmouth. Her goal is to go on to film school and make movies that shake up the industry.

Back-to-back terms in Berlin and Los Angeles—10 weeks in each city— really fueled my decision to become a study-away advisor. I gained so much during those two experiences. Insight into my majors, of course, and perspectives on my intended career path—but also a deeper sense of my identity as a Black American woman.

I really enjoyed working closely with students headed to Berlin, advising them on how to get the most out of their ten weeks and sharing what it’s like to live with a German family. I also had long lunches and dinners with the students preparing to embark on the Film Studies DSP to Los Angeles. I offered advice on how to land an internship, how to network, how to get tickets to live televised shows and, overall, how to make their time in California the most impactful experience possible. There’s no straight path to getting into film. You have to stretch your efforts over a wide range of possibilities and opportunities to become successful, so I encouraged students to be creative in their efforts and not be afraid of cold-calling.

Everything I learned about mentorship I learned from my own mentors who have always stood by me, cared about me as a person, and been invested in my future—like Nick Ostrau, a senior lecturer in the German department. A couple of us would grab coffee with him, and he gave us life advice and encouragement.

In the film department, Professor of Film and Media Studies Jodie Mack has been a significant mentor. She was the one who really allowed me to see the breadth of what I can do. My goals are so much bigger now because of her sense of what I can achieve—way beyond what I thought possible. But my peers are also mentors, and I am a mentor to them. We do that for each other. By helping one another, we are becoming stronger artists. Dartmouth is an incredibly creative environment, and there’s a collaborative revolution happening in the film department that is exciting.

We are need-blind for all applicants— including you.

Dartmouth’s universal need-blind admissions policy means that your ability to pay for your education has no bearing on the outcome of your admissions decision— regardless of your citizenship status.

WE MEET FULL NEED

Dartmouth meets 100% of your demonstrated financial need regardless of citizenship. The average need-based grant for a member of the Class of 2026 is $67,127.

REACH OUT TO US

We want to hear your questions. The Office of Financial Aid is ready to talk them through with you.

AID TRAVELS WITH YOU

Students receiving need-based financial aid pay the same net price for a term on a Dartmouth off-campus study program as they would for a term in Hanover.

NO LOANS

Dartmouth will not include required loans as part of the financial aid award created to meet a student’s demonstrated financial need, regardless of income or citizenship.

NO PARENT CONTRIBUTION

Families that earn $65,000 or less and possess typical assets have a $0 expected parent contribution.

There are many ways to make a Dartmouth education possible.

Gavin Fry ’25

Hometown: Hornersville, MO | Major: Environmental Earth Science; Minor: Public Policy | he/him/his

& Erich Osterberg

Associate Professor of Earth Sciences | he/him/his

From Hornersville, Missouri by way of Arkansas, Gavin Fry ’25 enjoys “geeking out about the weather.” An environmental earth science major and public policy minor, he is working with Associate Professor of Earth Sciences Erich Osterberg on a research project examining the deep freeze that crippled the Texas energy grid in 2021. The two met during the First-Year Student Enrichment Program (FYSEP), a pre-orientation program that empowers first-generation and low-income students to thrive at Dartmouth by connecting them to mentors and resources before the start of classes. Gavin also recently won a Goldwater Scholarship—one of the most prestigious national scholarships in natural sciences, engineering, and mathematics—for his research on extreme weather in the Mid-South region.

Gavin: I remember I emailed you in June before my visit to campus to ask a few questions about the study of climate and meteorology at Dartmouth. I was just some clueless high school kid from rural Arkansas who happened to be obsessed with the weather, but you wrote right back. Then, when I arrived to campus for FYSEP, I headed straight to your office. I had no idea what college would be like. I was nervous. I asked if I could take your meteorology class and maybe do research. If you enjoy the meteorology class, you said, we’ll get you set up with research once you get your footing.

Erich: We talked about how this transition to Dartmouth would be a big one for you, and I wanted to make sure you explored all that Dartmouth had to offer. And you did explore, but you were really focused on climate and meteorology. I loved your enthusiasm. When I asked you to wait three weeks to commit to research, you reached out to me three weeks and one hour later.

Gavin: Even though I had zero lab experience, it seemed like from the very beginning I was part of your research group. You saw how passionate I was about the impact of climate change on severe weather and reassured me before I even started that we’d go after this thing together. You’ve never let me down.

Erich: Well, you’re doing great work. Building these core research skills so early in your career will put you in a competitive position going forward. The research you’re doing on the 2021 Texas cold snap is super cool.

Gavin: I prefer looking at climate in terms of its impact on people. When people get detached from climatological research, that research gets less attention. That’s why I love this project—and I have you to thank. You sent me an email telling me about the possibility of a grant from the The Arthur L. Irving Institute for Energy and Society. You worked with me to come up with a strong proposal at the intersection of climate and energy. You introduced me to other mentors who could help me learn coding and data analysis—key skills for the long term. By the way, I have to tell you that when you sent me the email that I got the grant, I sent it straight to my grandmother. She couldn’t believe it. Nana was always my biggest supporter, and because of Dartmouth’s financial aid, her dreams for me are coming to fruition. This whole experience really has been a dream come true.

Hometown: Naperville, IL | Senior Fellowship: Psilocybin, creativity, and latent semantic analysis | she/her/hers

Rolando Coto Solano

Nathan Heller

Peter Tse

Yuri Oh ’22 worked with PhD student Nathan Heller, Assistant Professor of Linguistics Rolando

Coto Solano, and Professor of Psychological and Brain Sciences

Peter Tse on a pioneering multidisciplinary project. Together, they studied the effects of psychedelics on creativity, depression, and PTSD. As part of Dartmouth’s Senior Fellowship program, Yuri completed the project in lieu of a traditional major. A student with a deeply global background—from Indonesia to South Korea to Naperville, Illinois and stops in between—Yuri will attend medical school this fall with a full scholarship. Her interests lie at the intersection of psychology, neuroscience, linguistics, and computer science. All are at the core of her research project.

I started in Professor Peter Tse’s lab in the winter of my first year thanks to a grant from Dartmouth’s Women in Science Program (WISP). We interns had a choice between two projects. The first was the vision science research that Peter Tse’s lab is known for. Nate Heller, a graduate student in the lab, said, “You’ll definitely have a publication under your belt if you sign up for that.”

The second option was a study that Nate had recently launched that would measure linguistic patterns to determine the effects of the psychedelic compound psilocybin on creativity. Because it was an exploratory project in an emerging field of research, Nate stressed that he couldn’t guarantee us a final product for our resumes. But this research offers such promise for holistically treating the mind, body, and spirit of those suffering from PTSD and depression that I wanted to be able to contribute in whatever way I could.

Once we got started, I asked if we could bring Professor Rolando Coto Solano onto the team. I had been in a natural language processing class with Rolando. We needed to learn how to use a supercomputer to figure out how we could measure creativity digitally by analyzing

language, and he seemed to be the person who could help us with that. He was absolutely crucial to our project. No silos at Dartmouth, as Peter likes to say. The research landscape is open and free.

For my Senior Fellowship, I developed and performed computational linguistic and psycholinguistic analyses of participants under the influence of psilocybin. I measured the flow of spontaneous thought using code that I developed, and now I’m producing a journal that I’ll be submitting for publication once the experiment is complete. So, the risk has paid off.

With this project, Peter, Nate, and Rolando challenged me to be a truly independent thinker for the first time. I set my own deadlines, asked my own questions, and worked to find my own answers. I couldn’t have done it without my three incredible mentors. I felt like I could email them and ask questions any time, day or night. When I look back at the scope of this opportunity, it really and truly blows my mind. Peter likes to say that his goal is to prepare students to be “explorers of the unknown.” From my point of view, he’s succeeding!

Assistant Professor of Linguistics | he/him/his (left)

PhD Student, Department of Psychological and Brain Sciences | he/him/his (seated)

Professor of Psychological and Brain Sciences | he/him/his (not pictured)

Applying to Dartmouth has the potential to change your life, as well as the lives of the students and faculty you will interact with here on campus. Every student brings a unique combination of qualities, experiences, and pointof-view to our community. So come to Dartmouth. Be extraordinary here. You’ll fit right in.

Karen Afre ’12, ’15

Director of the Academic Skills Center | she/her/hers

Karen Afre, Director of the Academic Skills Center, keeps beautiful, green, potted plants on a sunny shelf next to a large window in the garden room outside her office. During periodic breaks from work throughout the day, she comes in to water them. The care, nurturing, and attention that she gives to these plants is similar to the care, nurturing, and attention that the Academic Skills Center offers students, she says. “Our mission is to help students achieve their academic goals. I really want the Academic Skills Center to be ingrained in the student experience at Dartmouth.”

In her role as the Director of the Center, Karen brings her own experiences as a Dartmouth undergraduate to the fore. “I use my personal experience as a first-generation low-income woman of color at this institution, navigating some of the challenges that presented, to pay it forward,” she says.

As an undergraduate, Karen utilized the Center’s resources and looked to faculty, staff, and her peers for support. “I was challenged left and right by my academics and found it difficult to ask for help,” she remembers. “But when I found the ASC, I really started to see the benefits of putting into practice the information that I received.” That support has deeply influenced her professional philosophy. “In my work, I think about how we meet the needs of all students, not just the majority of students.”

The Academic Skills Center recently relocated to the heart of Dartmouth’s main library and into a shared space with the Student Wellness Center. The SWC provides resources to help Dartmouth community members foster well-being in every aspect of life. Each term, staff from the two centers host programming designed to support academic success, wellness, and their intersection. “Get It Done” is a study hall where students

can receive personalized feedback; “MoTEAvational Mondays” help students set plans for the week over tea and cookies; and “Learning at Dartmouth” guides students through Dartmouth’s unique educational model, including its year-round quarter system.

During New Student Orientation, Karen talks with incoming undergraduates about the concept of transitions. “It’s okay for you to be nervous, to feel challenged,” she says. “One of my goals is to normalize support-seeking behavior. You can do this on your own, but there is power in doing it together. I also think intentionally about supporting students who don’t typically use our services by conducting outreach that makes our resources more accessible.” To accomplish this, the Center works with affinity groups to provide academic planning and study sessions.

As she looks to the future of the Academic Skills Center, Karen is hopeful. She and her colleagues are continually working to integrate feedback from students and the advisors who support them. Karen hopes to leave behind a legacy of support for students of all backgrounds to ensure that Dartmouth is a place where every student can thrive. As she says, “If you love an institution, it’s also your responsibility to challenge it to do more, to do better.”

Your Support System

Academic Skills Center (ASC)

The ASC supports Dartmouth students in their transition from high school to college coursework through peer tutoring and oneon-one academic advising.

Center for Professional Development (CPD)

The CPD helps students explore their career interests, identify strengths and opportunities, apply for jobs and internships, prepare for interviews, and learn about the professional world.

Counseling Center

Dartmouth’s mental health center offers short-term therapy, 24/7/365 crisis services, medication evaluation and management, sport psychology appointments, workshops and discussion groups, ADHD evaluations, and outreach to the Dartmouth community.

E.E. Just Program

The E.E. Just Program supports underrepresented students at Dartmouth pursuing degrees and careers in STEM disciplines through mentorship and professional growth within a diverse and inclusive community of Dartmouth scientists.

First-Year Student Enrichment Program (FYSEP)

Organized by the First-Generation Office (FGO), FYSEP is a pre-orientation program that transitions into a four-year support network. FYSEP prepares first-generation low-income students to thrive at Dartmouth through mentor-mentee relationships, sample classes taught by Dartmouth faculty, community-building activities, and more.

Living Learning Communities (LLCs)

LLCs are residential communities centered around a common theme—like language, interest, or identity—that offer spaces for students to grow personally and intellectually alongside faculty, staff, and peers.

Native American Program (NAP)

The NAP supports the success of the diverse community of Native and Indigenous students at Dartmouth through programming and initiatives based on the program’s four pillars: academic support, well-being, community engagement, and personal and leadership development.

Office of Financial Aid

Financial aid staff members are ready to answer questions from both prospective and current students and their families. Reach out at financial.aid@dartmouth.edu or (603) 646-2451.

Office of Pluralism and Leadership (OPAL)

OPAL centers the values, needs, strengths, and practices of marginalized communities by approaching leadership, community development, and personal growth through the lens of social justice to foster a campus community where all students can thrive.

Sexual Assault Peer Alliance (SAPA)

SAPA is comprised of current students who are equipped with comprehensive training to provide informed, empathic, and empowerment-based support to Dartmouth peers impacted by sexual and genderbased violence.

Student Wellness Center (SWC)

Located in the heart of Baker-Berry Library, the SWC helps Dartmouth community members foster well-being in every aspect of life through wellness check-ins, mindfulness and meditation sessions, self-assessment resources, and more.

The William Jewett Tucker Center

Inclusive and affirming of all beliefs, the Tucker Center helps students cultivate spiritual and ethical lives, build relationships and understanding across identities, and engage in dialogue on meaningful issues on campus and beyond.

Undergraduate Dean’s Office

The Undergraduate Dean’s Office supports undergraduate students on a variety of academic, personal, and social issues. Students can meet individually with their undergraduate dean for consultation on course selection, leave term opportunities, graduate school and fellowship applications, and more.

Within

An LGBTQIA+ advocacy group, Within fosters community through game nights, career networking events, film screenings, family dinners, and more.

Women in Science Program (WISP)

WISP creates collaborative learning environments for women in STEM through hands-on research and a community of mentors.

Starting college is a big transition no matter who you are or where you’re from. Though this is by no means an exhaustive list, here’s a sampling of just a few of the many resources here to support you at Dartmouth.

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Hanover, NH 03755

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