DARTMOUTH IN ALL ITS DIMENSIONS NO. 12 | SEP 2021
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.
Walking the Walk
Onward & Upward
Courses of Study
It’s a Fact
Basecamp to the World
Humans of Hanover
Arts + x
Asking for a Friend
Funding Outside the Lines
PHOTOGRAPH BY KEONI OCALVEY ’20, THAYER ’21
SEPTEMBER 2021 // ISSUE 12
On the cover: Vitallia Williams ’22 Photograph by Don Hamerman
Fall foliage surrounds the docks of the Ledyard Canoe Club on the Connecticut River.
Dartmouth College is located on traditional, unceded Abenaki homelands.
Admissions Editorial Board
Topher Bordeau Erin Burnett Isabel Bober ’04 Sara D. Morin
Caroline Cook ’21 Jimmy Nguyen ’21 Gabriel Gilbert ’23 Lobna Jbeniani ’23 Estelle Stedman ’23 Sydney Wuu ’24
’ve been an admissions officer and a dean for many years, and during that long run I’ve learned my crystal ball is not always reliable. A year ago, I never imagined that the historic pool of applicants we received was a pandemic possibility until I was awash in it. Can that recent history repeat itself? It seems possible, maybe even likely. While a return to the pre-pandemic admissions landscape is slowly taking shape—outside-only tours resumed in Hanover in mid-July—most of the admissions variables that defined 2020-21 remain the same. Zoom continues to be the recruitment platform of the day, optional testing policies have been extended for a second admissions cycle, and a higher than usual degree of uncertainty persists. That’s a recipe for another big applicant pool. Last year’s historic application volume grabbed headlines, but that storyline missed an important point. The volume was paired with quality. The queue of candidates who sought admission to Dartmouth’s Class of 2025 was as talented as it was long. As dean and as an admission officer, it was humbling to consider it. As admission officers, we danced among superlatives. The resulting selectivity was an unavoidable byproduct of college admissions, especially on the extreme ends of its spectrum. I work at one of those extremes, where there are roughly 25 applicants for every seat in the class. The odds might be challenging, but that arithmetic is not impossible. As an applicant, you retain the agency to see a match between a college—maybe this college—and you. You control the opportunity to introduce yourself, to tell your story in whatever way feels right to you. To borrow a useful Zoom command, unmute yourself! Believe in the possible. Do your best to position yourself in a competitive way and know that our holistic review will absorb the many dimensions you represent. Despite what the math suggests, my colleagues and I work towards yes as often as we can. We meet those yesses, one by one, on their own terms. And there is joy in saying yes, just as there is joy in hearing it. Bottom line: the size of a college’s applicant pool should not be a reason to ignore an opportunity, and no matter the odds, yes remains a possibility. If that possibility inspires you, pursue it!
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Lee A. Coffin Vice Provost for Enrollment and Dean of Admissions & Financial Aid
PHOTOGRAPH BY DON HAMERMAN
“ If something matters to you, pursue it. Believe it is possible.”
It’s a fact. BASIC FACTS
HOW YOU’LL EXPLORE
4,170 % 95 % 100
4 % 47 %
Number of Undergraduate Students 6-Year Graduation Rate Demonstrated Financial Need Met, Regardless of Citizenship
Fall Term Classes with More Than 100 Students
Fall Term Classes with Fewer Than 20 Students
35 Courses to Graduate
Four years, three quarters per year, three classes per academic quarter. Dartmouth’s commitment to the liberal arts comes to life through distributive requirements that allow you to explore the College’s diverse departments and programs. In addition to your major, you’ll also explore classes entirely of your own choosing— to complete a second major, modify an existing major, add a minor, or satisfy your curiosity.
Fulfill these from a breadth of course options across departments.
Most majors call for between eight and ten courses in addition to a culminating project.
Room to explore: add a second major, a minor, or simply dive deeper into the liberal arts.
Courses for Distributive Requirements
Courses for Your Major
Distributive Requirements: Art Literature Systems and Traditions of Thought, Meaning and Value International or Comparative Study
Courses that You Choose
Social Analysis Quantitative or Deductive Science Natural and Physical Science Technology or Applied Science
AFFORDABILITY AT DARTMOUTH (AS OF AUGUST 2021)
AVERAGE GRANT FOR CLASS OF 2025
of Class of 2025 offered financial aid
Financial aid travels with you when you study abroad
FULL TUITION GUARANTEE
Families with typical assets and incomes under $125k are guaranteed a full tuition scholarship at Dartmouth
awarded in scholarship aid 2021–2022 Students from
different countries are financial aid recipients
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WILLIAM REICHER ’22 HOMETOWN: PIEDMONT, CA MAJOR: GOVERNMENT MINORS: PUBLIC POLICY & CHINESE
Divide Pictured: Outside the Nelson A. Rockefeller Center for Public Policy and the Social Sciences
In the sharp divides of political polarization, William Reicher ’22 sees an opportunity for change. Now a government major and public policy and Chinese double minor, William first found himself fascinated by politics at only eight years old. “One of my earliest and most vivid memories is sitting in the living room watching the results of the 2008 presidential election come in. I had a little paper with the map of the United States, and I was coloring in states either blue or red,” he says. During his freshman year, William became increasingly aware of the partisan nature of political spaces available to students on campus. So, along with his friend Vlado Vojdanovski ‘22, William co-founded the Dartmouth Political Union. "We wanted to create a non-partisan forum for students of all political ideologies to have civil conversation with each other about political, social, and economic issues,” he says. Run by a diverse executive board, the club provides Dartmouth students with a platform to respectfully engage in conversations and debates on the most pressing political issues. “We’re a pretty big mix of liberals, conservatives, Democrats, Republicans, Libertarians, and Democratic socialists, so we really run the gamut,” he says, “and we’re both proud and excited to have students from a broad political spectrum interested in this club.” Led by his passion for environmental change and the conviction that politics should foremost be of service to people’s lives, William joined Clean Energy for Biden (now known as Clean Energy for America), a network of business and nonprofit leaders and advocates aiming to advance policies, technologies, and investments to address climate challenges across the United States. As a managing editor, William worked on environmental policy recommendations for the Biden Administration. “Our work had the dual-objective of preventing further harm to our environment as well as helping our economy get back up on its feet, creating jobs, and helping Americans recover from the pandemic and recession,” he says. William balances his understanding of the inner workings of the government system with the awareness that this very system has a direct influence on people’s lives—a balance that influenced his decision to study both government and public policy. “Government involves studying the system itself whereas public policy involves studying how the system works—or doesn’t work— for people in the United States and beyond,” he says. When he’s not conducting Chinese foreign policy research, you can find William singing with the a cappella group the Dartmouth Aires or playing ultimate Frisbee. Looking ahead, he has his sights set on law school. “There are so many forces trying to divide us, trying to get us to distrust each other, or to blame each other for our problems,” he says. “If we can overcome those forces, we can do great things. If the past four years has taught me anything, it’s that we in human society have a lot more in common than what separates us.” —Lobna Jbeniani ’23
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Asha Dees ’25, Chevy Chase, MD Prescott Herzog ’25, Claremont, NH Garima Dubey ’25, Indore, India “The sound of innovation found at Dartmouth beckons “Dartmouth has a balance between the great outdoors “As an aspiring writer, I find Dartmouth’s natural campus me. I can almost hear the laughter of students working and a rigorous undergraduate experience. I’ll have the setting and classes like ‘God, Darwin, and the Literary together to tackle global challenges in the Women in opportunity to hike the White Mountains with the Imagination’ and ‘Haunted House in American Literature’ Science Project, the clatter of keyboards as their owners Dartmouth Outing Club one day and take an intimate very exciting. Apart from its focus on liberal arts, underconduct research, and the joyful tone of inquiry in the seminar on foreign policy with Jake Sullivan the next. graduate studies, and Language Study Abroad programs, discussions of interdisciplinary connections held in sem- Dartmouth also hosts exemplary opportunities to study Dartmouth’s small yet diverse student body and crazy inars such as 'Philosophy of Science.' The symphony of government, with a key role in the first-in-the-nation traditions excite me. At Dartmouth, I can learn new perdiscovery at Dartmouth is composed of flexible academic primary, a domestic study program in Washington, D.C., spectives and form close bonds with my fellow students offerings, dedicated faculty, and students bound together and a flexible D-Plan that would give me more access to while dancing around the homecoming bonfire.” by their love of learning. I can’t wait to add my voice.” internships and research opportunities.”
Logan Dailey ’25, Littleton, CO Meghan Kulasingham-Poon ’25, North York, Michael Mills ’25, Byhalia, MS “In less than an hour, I transitioned from finishing a linear “As a first-generation low-income gay teen who has grown Ontario, Canada algebra project to carving down a Colorado ski slope. “Dartmouth is committed to being intensely personal. up in deep red rural Byhalia, Mississippi, a place like My heart lies both in the natural world and the concep- Growing up in a bustling city, I love that Dartmouth is Dartmouth is a dream! A world away from me in Hanover tual world of mathematics. I’d love to research Fermat’s a secluded gem. I can surround myself with high achiev- sits an enclave of academia that celebrates intellectual Last Theorem, a conjecture that has always perplexed curiosity, diversity, and social change. A place to explore ers without the ruthless competition and with professors me, under Professor Voight, and then venture onto my academic interests with courses such as 'Inequality and who are invested in the success of their students. The Skyline Trail—all in one day! What excites me most is Social Justice' and 'Radical Sexuality.' A place with incrediunique D-Plan will also allow me to pursue research and the culture of embracing eccentricity. At last, I’d be able ble resources, including the First-Year Student Enrichment internship opportunities as a hands-on learner. P.S. With to bust out my purple tutu and neon green tie for any Program and the First Generation Network. A place with a tight-knit alumni network, I look forward to connecting Dartmouth occasion.” organizations that would foster my passions and identity with my South Asian sista superhero, Mindy Kaling ’01.” from SIBS to Dartmouth Taekwondo.”
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PHOTOGRAPH BY NAME
HUMANS OF HANOVER
Alexis Loveraz ’25, Bronx, NY Selin Hos ’25, Cape Coral, FL Alan Ngouenet ’25, Medina, WA “Dartmouth is a liberal arts haven where I can explore and “Rudolph would be jealous of my nose right now, I “As seen through the First-Year Research in Engineering contemplate my interests through collaboration with ded- thought, running inside Baker Library. I was greeted with Experience program, where engineering students form icated professors and thought-provoking peers. In high students sitting in plush armchairs, sipping coffee, laugh- a lab family and genuinely commit to the success of othschool, I’ve been fortunate to learn in a supportive, loving, ing, and actually speaking to one another. I knew it was ers and the project, Dartmouth students don’t only crave and collegial atmosphere, which allowed me to consciously here that I could thrive. I could ski for the first time on community—they foster it. Furthermore, Thayer’s acadevelop my capacity as a scholar, leader, and community the Dartmouth Skiway, sip hot chocolate, study among demic freedom, one where the box does not exist, is crumember. Dartmouth’s collaborative intellectual and residen- the historic murals, and enjoy all four seasons instead of cial to me because the opportunity to study engineering tial ecosystem would give me the opportunity to continue Florida’s ‘three:’ wet, dry, and snowbird. It’s amidst the in conjunction with Spanish and human-centered design my growth in the warmest and most deliberate of ways.” pines that I can be that laughing student.” is in line with my beliefs as an engineer and human. Dartmouth College is the place for me.”
DARTMOUTH IS DEFINED BY ITS PEOPLE, SO WE’RE EXCITED TO CELEBRATE THE NEWEST MEMBERS OF OUR COMMUNITY. IN EXCERPTS FROM THEIR “WHY DARTMOUTH” ESSAYS, STUDENTS FROM THE CLASS OF 2025 SHARE WHAT DREW THEM TO THE COLLEGE.
Lauren Kidman ’25, Pasadena, CA James Mosley ’25, St. Louis, MO Rachel Kahng ’25, Seoul, South Korea “Reddish leaves, morning dew, and a deep sense of his- “I’m thrilled to continue deeply bonding with my peers “Professor John Rassias said that the way to uncover our tory settle among the pines. I walk the Velvet Rocks trail, in a cozy undergraduate-centered institution. I’ll explore best qualities was through heart to heart communicacalves sore from yesterday’s water polo practice, envi- my passion for Romance languages and neuroscience. tion. As a Hispanic Studies major, I strive to do precisely sioning the day ahead: the folding foam chair I have to I’ll develop an affinity for Roman culture and enhance that. I dream of becoming a drill instructor and helpfinish for ENGS 12: Design Thinking, the code in need of my Italian studies. Under Dr. Caroline Robertson, I can ing my peers connect through another language while debugging at the DALI Lab. I will meet with my profes- research and understand more about Autism Spectrum taking specialized courses on topics like inequality and sor to discuss my paper on Cartesian dualism and then Disorder and neurodevelopment. Furthermore, I desire bilingualism to better understand the complexity of landebate vehicle-control infrastructure with my Formula to experience outdoor exploration with the DOC and guage and its implications. In addition, at La Casa, I will Hybrid teammates. Hopefully, I have time to finish my create friendships and everlasting memories through be able to share my passion for culture and reinforce the bezel stone set pendant at the HOP Jewelry Studio; but Collis After Dark’s social events.” commitment to global identity shared by the Dartmouth before anything, chunky monkey pancakes at Lou’s!” community.”
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Pictured: On the Dartmouth Green
SOPHIE BASESCU ’21 HOMETOWN: PUTNEY, VT MAJOR: GEOGRAPHY MODIFIED WITH ENVIRONMENTAL STUDIES
PHOTOGRAPH PHOTOGRAPH BY NAME BY DON HAMERMAN
“Hanover is the least rural place I’ve ever lived,” says Sophie Basescu ’21, whose hometown has a population even smaller than the Dartmouth student body. Through Dartmouth’s global footprint, Sophie has ventured far outside her rural hometown. On a Language Study Abroad (LSA) program during her sophomore winter, she studied French in Lyon, France before spending her junior fall camping, researching, and tracking lions with her classmates and local professionals on the environmental studies department’s Foreign Study Program (FSP) in South Africa. Sophie also has made a global impact with her research. What started as a simple conversation with her professor for her FirstYear Seminar, a course that all incoming students take as part of Dartmouth’s distributive requirements, led to Sophie’s involvement as a Sophomore Research Scholar building a database on menstrual health in low- to middle-income countries. This database was later featured in the Washington Post and leveraged to pass legislation in the New Hampshire Senate that provides free menstrual products in middle schools and high schools across the state. “I think this is a really cool example of seeing the work you do as an undergraduate result in something that has a tangible impact on people’s lives,” says Sophie. In fact, her work has reached international audiences via the United Nations Population Fund reports. As a junior Presidential Scholar, Sophie supported research for The Lancet, one of the world’s oldest and most well-known medical journals. Through the journal’s commissions, she was able to help bring more than 30 activists, lawyers, and scholars to Hanover—the Chair of the Inuit Circumpolar Council and the former Chief of the Dene Nation among them—to collaborate on the outline of a global health agenda for Arctic Indigenous health and well-being. In her senior year, Sophie took on an independent study that examined the experiences of transnational eldercare workers during the COVID-19 pandemic. In her work interviewing eldercare workers, Sophie played to her strengths. “When I think of activism, what often comes to mind is something very public,” says Sophie, “but I think where I can have the greatest impact in furthering justice is in those personal one-on-one interactions.” Amid her impactful work, Sophie has thrived on many dimensions. “At Dartmouth, I felt heard, supported, and comfortable while knowing that I could push myself out of that comfort zone at any moment and grow socially, academically, and personally.” —Jimmy Nguyen ’21
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IAN STIEHL ’22 HOMETOWN: SEATTLE, WA MAJOR: ASTRONOMY MINOR: MATHEMATICAL PHYSICS
& RYAN HICKOX PROFESSOR OF PHYSICS AND ASTRONOMY
IAN STIEHL ’22 MET PROFESSOR RYAN HICKOX IN HIS CLASS “HABITABLE PLANETS.” PROFESSOR HICKOX NOW SERVES AS THE FACULTY ADVISOR TO IAN’S RESEARCH ON SPACE BIOLOGY THROUGH DARTMOUTH’S STAMPS SCHOLARS PROGRAM. UNDER PROFESSOR HICKOX’S GUIDANCE, IAN WON THE GOLDWATER SCHOLARSHIP, WHICH SUPPORTS SOPHOMORES AND JUNIORS PURSUING SCIENTIFIC STUDIES. ONE YEAR INTO THE PROGRAM, IAN AND PROFESSOR HICKOX REFLECT ON THEIR WORK AND DISCUSS FUTURE HORIZONS (AND DISTANT PLANETS).
Ian: At the Beth Israel Deaconess Medical Center in Boston, I was working on a project that examined how animals—in our case, rats—were affected by different levels of gravitational loading. The primary focus of the study was attempting to find a way that incremental reloading—that is, reloading in Martian gravity or the moon’s gravity or the Earth’s gravity after going to zero-g—might lead to fewer muscle injuries and a better recovery. This winter, I did a lot of research into space-flight neuroscience and how different parts of the brain and nervous system are affected by space flight. Professor Hickox: I’m an observational astronomer, and I study what we call extragalactic astronomy— galaxies outside the Milky Way and in the broader universe. I’m most interested in the supermassive black holes that are at the centers of galaxies. Where do these black holes come from? How do they change and grow over the history of the universe? I try to understand how their growth process is symbiotic with the growth and change of the host galaxies over time. I do a lot of work with NASA at various levels. I’ve helped put together concepts for new space telescopes and have done a lot of work with existing space telescopes. How do your interests inform your respective research? Ian: Going into college, I was relatively confident that I wanted to be an astronomy major. But at the same time, I had no idea what hands-on research really looked like. One thing that I really enjoy is attending weekly lab meetings that Professor Hickox hosts on Wednesdays. I’ll share a little bit about what I’m doing with space biology, but I’m also there to see what others are working on in terms of galactic evolution and supermassive black hole studies. Seeing that sort of work is definitely inspiring for me in terms of my future steps beyond Dartmouth. I’m trying to figure out what I want to be post-grad at the moment, whether it’s related to medicine, biology, space, or even astrophysics. Professor Hickox: I think part of the reason you become an academic is because you have the freedom to explore things that are interesting to you. The cross-pollination of ideas is something that I always like to consider.
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What is the dream application of your research with the Stamps Scholars Program? Ian: The end goal for my Stamps project is to gain a holistic understanding of what’s going on in all parts of the human body once you enter an environment in space. I hope to pursue my dream of becoming a NASA flight surgeon—one of the doctors that works with astronauts before, during, and after their travel to space—and it’s also my dream to be one of those astronauts. Professor Hickox: Space biology can lead us to an understanding of how civilizations might exist in a galaxy like ours and how they are affected by the physical processes that happen in those galaxies, such as the growth of the black holes at the center. The more we learn about how the components of the universe grow and evolve over time, the more we learn about how life could develop and spread in galaxies. If we can gain some insight as to how civilizations may exist in the universe, that would be really exciting. What has Professor Hickox’s mentorship meant to you throughout this process? Ian: To have him say, “Yes, I will support you in doing this, and we can make it happen,” is a huge deal. I always have some things that I don’t really know how to move forward on, and he’s always able to guide me and tell me what he thinks might be the best path. Having someone who both believes in me and drives me forward has been instrumental to my research experience. Professor Hickox: One of the things Dartmouth faculty are very good at is supporting our students when they are willing to put in the initiative and the effort to make things happen. I think this particular project shows that students who embrace an interest of theirs and see where it leads can find opportunities even when it may seem like none exist. That’s what Ian has done here. He found a door—he made a door—to a realm that he wanted to explore, and he’s found a way to open that door and walk through it.
PHOTOGRAPH BY DON HAMERMAN
What’s this about Martian gravity and black holes?
Pictured: Outside Shattuck Observatory
Arts + x K
ate Budney ’21 knew for most of her life that she wanted to pursue a career in theater and always assumed she’d head to a college dedicated to the arts. But that was before she turned 13 and her family moved to Hanover, New Hampshire. As a neighbor, Kate says, she and her family were wowed by the arts scene at Dartmouth. Wowed with a capital W, an underline, and an exclamation mark. “Something exciting was always going on,” she remembers. When it came time to target colleges, Dartmouth shot to the top of her short list. Kate’s experience underlines a core decision that every arts-oriented high school student needs to puzzle out—the choice between an arts-centric school or a broader liberal arts college. For generations of actors, visual artists, and musicians, the choice has been Dartmouth. There’s the A-list arts faculty— professors who keep one foot firmly planted in the professional world. The outstanding experiential opportunities. A dynamic community of like-minded students. And yes, a vibrant alumni network of artists, musicians, actors, and theater professionals stretching around the globe. All those factors influenced their decisions, but for many Dartmouth students and alumni, the inflection point has been this: At Dartmouth they can merge their arts-oriented major with another discipline—or two—and make it that much more rewarding and professionally powerful. “Even among those who declare a theater major,” Kate notes, “it’s usually in combination with something else. You have the option of double-majoring, modifying, or minoring. What that means is that everyone, with their unique creative combinations, brings something exciting to the table during a collaboration.”
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“It’s easy to collaborate across disciplines. That really throws the possibilities for creativity wide open.” Dartmouth Theater Department Chair Daniel Kotlowitz agrees. “So many theater students are double-majoring—theater and economics, theater and computer science, theater and Chinese, theater and government. It might not be obvious at first, but these areas have natural crossovers in society,” he says. “Dartmouth is small, and it’s easy to collaborate across disciplines. I know I can go to almost any department and get somebody excited about working with me on a production. That really throws the possibilities for creativity wide open.” Kate underlines the point. “I took a workshop on human-centered design and theater at the Hopkins Center for the Arts (The Hop), which bridged two apparently different fields, but I found that they have everything to do with one another. This summer, The Hop is pairing dance with different disciplines in their Big Move series.” Raymond Hsu ’21 majored in both music and biology. He believes that these creative double majors are simply a manifestation of the personalities of Dartmouth students who have a wide span of interests. “It’s exactly why I chose a liberal arts college,” he says. Growing up in Renton, Washington, Raymond entered Dartmouth with a background as a serious musician. He’s played piano since the age of 5, transitioned to the viola when he was 10,
ILLUSTRATION BY MARLY GALLARDO
and was a fixture in youth orchestras his entire life. Although he is very much invested in the music scene at Dartmouth—for example, playing with the Dartmouth Symphony—he also has been intent on expanding his sphere of interests. He chose to major in biology and music because he wants to become a doctor, one who explores how music can be used as a treatment for mental illness. He was surprised to find that the two majors dovetail in other ways, too. “Music has taught me how to think creatively as a researcher and how to communicate difficult concepts. And in both disciplines, I’ve learned the key life skills of grit and resilience. They both have taught me to persevere.” Raymond is passionate about music outreach and was a dedicated participant in Dartmouth’s Musical Empowerment Program, a student-run organization that partners with a local elementary school to give free music lessons to students who can’t afford them. He also tapped into the extensive extracurricular options at Dartmouth. “I never had the chance to do sports in high school because of my focus on music. At Dartmouth, I decided to try fencing and fell in love with the sport.” In fact, Raymond was one of the captains of the Dartmouth Fencing Squad, which has taken home many championship trophies.
“I was astonished at the new worlds of music I was exposed to.” Like Raymond, Selina Noor ’22, a cognitive science and music double major from Olathe, Kansas, devoted her life before Dartmouth to the study and performance of music, but decided that she did not want “a full conservatory lifestyle.” She says she was drawn to Dartmouth “because I could express my academic and music interests equally.” Selina’s grandfather was a member of the Bangladeshi Parliament and inspired her to dream big—bigger than the confines of a single discipline—and also to work toward the betterment of humanity. She will use her cognitive science study to understand how human behavior determines circumstances and outcomes. Music, she says, is complementary, teaching patience, respect, and a meticulous attention to detail. “All of us are who we are because of a layering process of our fascinations and learnings and experiences, and a liberal arts education gives you the chance to develop those layers.” While Selina expected to continue to focus on music at Dartmouth, she did not expect her musical universe to blow wide open. “I was frankly astonished at the new worlds of music I was exposed to,” she says. “The classes have been very different from anything I’d get in a conservatory. I’ve discovered so many unusual facets of music. My very first course was an improvisation class with 32 students—some seasoned musicians, others complete novices, and everything in between. Each brought to the collaboration a different background, a different range, a different style. There were those rooted in classical music, others focused on jazz, rap, atonal, or experimental music. Music is boundless. I have come to realize just how much more it can offer. It’s been a revelation.”
“Dartmouth helped me fall more deeply in love with the things I already loved.” Lexi Warden ’21 studied ballet for 15 years before Dartmouth and struggled with the decision of whether to pursue a straight BFA but, she says, “I didn’t want to pursue dance in a bubble.” Lexi, who grew up in Sammamish, Washington, knew she enjoyed the academic side of theater and dance and wanted to make sure she was able to expand her breadth of knowledge and experiences. She’s been heavily involved in Dartmouth Dance Ensemble and, immediately—and unexpectedly—made a name for herself on the stage in a performance of Citrus by Dartmouth-educated playwright Celeste Jennings ’18, “a play that continues to change my life beyond Dartmouth.” Lexi’s primary interest is the art created by marginalized peoples, and she says her major in theater modified with African and African American Studies has given her the lens she needed. At Dartmouth, she says she feels more
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respected as a dancer—but also as a scholar. “Dartmouth actually helped me fall more deeply in love with the things I already loved and to grow my competence in a far wider array of skills. I now have a solid understanding of—and confidence in—my capabilities.”
“You don’t have to be a music major to have a deep musical experience here.” Similarly, Henry Phipps ’21 of Woodside, California came to Dartmouth after years of immersion in music. In fact, he’d produced an album while still in high school. Determined to be a serious engineer, Henry says he considered music something of a lark and intended to get down to the business of engineering when he landed in Hanover. And with an engineering major modified with computer science, he has indeed done just that…but he’s also grown more serious about music. “You don’t have to be a music major to have a deep musical experience here,” Henry says. As soon as he hit campus, he connected with other dedicated musicians like PJ O’Sullivan ’19 and Max Fuster ’21, and they started producing music together—music that quickly lit up Spotify. “Now, when I put out a song,” he laughs, “it gets thousands of streams in a day.” Henry was also music director of the storied a cappella group the Dartmouth Aires, which has an equally prolific output. And although he didn’t come to Dartmouth with the expectation, Henry has been able to integrate his seemingly disparate interests. “The engineering school encourages you to combine the disciplines that interest you. I’m studying electrical engineering, which has given me incredible insights into music technology and production.” He talks about the extraordinary opportunity of working in the on-campus studio with Senior Lecturer Sang Wook Nam, whom he calls “one of the best mastering engineers out there today.” That knowledge will come in handy when he joins O’Sullivan in Los Angeles after graduation to grow their startup I Love What Ever (ILWE.io), a LinkedIn for the creative community, which has been picking up enormous steam as musicians, videographers, graphic designers, and other artists create portfolios on the site. PJ, who was an engineering major modified with music at Dartmouth, was inspired to create ILWE during an internship at Epic Records, when he saw the company hiring a surprisingly wide range of creatives. PJ landed the internship, incidentally, through Evan Griffith ’15, a music and psychology double major at Dartmouth. Evan is now CEO of Fire Tower Entertainment.
“You have access to the knowledge, the space, and the people you need.” Henry notes that the sheer diversity of the music community at Dartmouth— diversity of backgrounds, interests, majors, skill levels, genres among students and faculty—is so broad, every day is a musical adventure. Music Department Chair William Cheng agrees. “The exceptional number and diversity of music-focused groups and clubs at Dartmouth are results of the students’ ambitious, dynamic, and inclusive aims. Our goal in the music department is to be radically inclusive. Any student—from someone who has played classical violin since age 4, to someone who has (or underestimates themselves as having) no musical background—is welcome to take music courses and/ or to declare a major or minor in our department. Our faculty work closely with students one-on-one to design major pathways that align with their interests, needs, and goals. Aspiring DJs, concert pianists, composers, arts administrators, researchers, music journalists—there are tailored course plans for every kind of student.” Henry echoes that sentiment. “You have access to the knowledge, the space, and the people you need to help you create. The highlight of my musical life has been collaborating here at Dartmouth with people who inspire me, people with many other interesting things going on in their lives. Dartmouth is a place where smart, creative, talented people explore their passions…and the fascinating and compelling intersections of those passions.”
ILLUSTRATION BY MARLY GALLARDO
PHOTOGRAPH BY DON HAMERMAN
Walking the Walk
GUIL H ER ME MA R INHO RAM OS ’22
A COMPUTER SCIENCE MAJOR FROM CURITIBA, BRAZIL, GUILHERME “GUI” MARINHO RAMOS ’22 SET FOOT ON DARTMOUTH’S CAMPUS FOR THE FIRST TIME WHEN HE ARRIVED FOR ORIENTATION. NOW CO-PRESIDENT OF THE BRAZILIAN SOCIETY AND VICE PRESIDENT OF THE DARTMOUTH MARCHING BAND, GUI REFLECTS ON LEARNING ABOUT DARTMOUTH FROM AFAR AND THE COMMUNITY THAT HAS SURROUNDED HIM EVER SINCE.
As an international student, I did not get to visit campuses during my college search, and I did not have much guidance from teachers, relatives, or upperclassmen. When I finally made it to campus, Dartmouth was a series of surprises—the best possible surprises. The first time I heard about Dartmouth was at an information session held by an admissions officer in my hometown in Brazil. That was also the first time I’d heard about the liberal arts, or about a campus in a small town, or about a true community centered around undergraduates. It sounded like everything I could ever want. I found that I could take classes in any department, enjoy the snow on a picturesque campus, and have a college experience like the ones I had seen in the movies. When I arrived in Hanover, I quickly learned that the movies are not completely right. The liberal arts experience is not just about studying in a baroque library or strolling around an idyllic campus. Above all, a liberal arts education offers students the freedom to explore. It was during my term studying Chinese in Beijing on one of Dartmouth’s Language Study Abroad (LSA) programs that the weight of this independence truly hit me. Thanks to the D-Plan, I was free to experiment with taking Chinese classes for the first time. I vividly remember studying famous poetry written on the Yellow Mountains with my classmates and professors atop those very mountains. Talk about immersive learning!
Academic freedom extends through all four years at Dartmouth. When I first came to campus, I thought I wouldn’t opt for a minor. Imagine my surprise, then, when I took an education class “for fun,” fell in love with the discipline, and decided to minor in education late in my junior year. It still surprises me how much I learned about myself and my passions thanks to the flexibility that Dartmouth has provided. The Upper Valley of New Hampshire was also a very welcome surprise. Hanover is a small town brimming with life. I had heard a lot about the sense of community at Dartmouth, but little did I know just how important it would become to me. I feel included, not only in the international community through the efforts of the Office of Pluralism and Leadership (OPAL) and the Office of Visa and Immigration Services (OVIS), but also in my own niche of fellow Brazilian students. My first day on campus, multiple Brazilian upperclassmen went out of their way to show me around the College and make me feel like this place was my place. Their efforts paid off: Dartmouth is now my home, and they are part of my family. The kindness of the community was not originally a key factor in my college search, but now I cannot imagine myself anywhere but Dartmouth because of it. As I enter my senior year, I hope that future generations of students will cherish all the surprises awaiting them at the Big Green.
Indicates location on the Dartmouth Green where Gui is standing. admissions.dartmouth.edu | 17
So the Story
DONIA TUNG ’22 HOMETOWN: NEW YORK, NY MAJORS: COMPUTER SCIENCE & HISTORY MINOR: WOMEN’S, GENDER, & SEXUALITY STUDIES
PHOTOGRAPH PHOTOGRAPH BY NAME BY DON HAMERMAN
Goes Pictured: At the BEMA (affectionately known as the Big Empty Meeting Area)
If you’re looking for Donia Tung ’22, you’ll likely find her at Dartmouth’s Digital Applied Learning and Innovation (DALI) Lab. A space that Donia describes as “an explosion of color,” the DALI Lab is a startup-like experiential learning program that encourages students to design and develop innovative digital solutions. A hub of ideas and technology, “the space really fosters collaboration and a sense of community,” Donia says, “and it’s also the space in which I’ve grown the most.” Now a software engineer at DALI, Donia has worked with Dartmouth professors to build a series of games that help students learn linear algebra. She also has collaborated on the creation of an interactive website publicizing archival materials of traditional Chinese storytellers from the 1980s. Now, she is managing a project in conjunction with the Salvador Dalí Museum in Florida that uses eye-tracking technology to build a “digital experience of the art.” You might also find the intrepid computer science major working on websites, event accessibility, and sponsorship for HackDartmouth, an annual 24-hour coding competition hosted by the College and sponsored by tech companies like Facebook, Microsoft, and Google. Not surprising, given the skills in her repertoire, she calls "Full-Stack Web Development" the most useful class she's ever taken. Donia is also embracing the flexible academic paths available to Dartmouth students by pursuing a second major in history. “I’ve always really liked stories,” Donia says. “It’s about narratives and storytelling and how these ideas get conveyed to others.” Though she’s explored many different time periods, she hopes to focus on 20th-century American history. Dartmouth coursework not only allows students to study different time periods, but often brings them to new time zones, too. Donia spent her sophomore winter studying in Hyderabad, India, as part of her minor in Women’s, Gender, and Sexuality Studies. While there, she spent weekends traveling to nearby states thanks to the financial support Dartmouth provides for off-campus study programs. “Dartmouth paid for three of our weekend trips—plane tickets, hotels, food, and tour guides.” Back in her hometown, she gained real-world experience at the New York organization Womankind, serving Asian American and Pacific Islander women who are survivors of domestic violence through essential resources and counseling in native languages. Looking ahead, Donia hopes to one day write a book— perhaps a memoir or a historical novel. Before that, though, she’ll continue to share her perspectives with prospective students in her role as a tour guide. Recalling the advice given by her own admissions officer, she likes to say, “If there’s some element of a college environment that you’re nervous about, and you are passionate enough about it to want to make a difference, you’ll find the opportunity to make it happen here.” —Estelle Stedman ‘23
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world to the
IN AND OUT OF THE CLASSROOM, YOUR DARTMOUTH EXPERIENCE CAN CROSS
Hailing from Cusco, Peru, Rocio “Chio” Barrionuevo Quispe ’23 is no stranger to fighting for the social causes she cares about—sustainability and combating gender-based violence. A member of the King Scholars Program, which supports low-income students from developing countries with four-year financial aid awards as well as extensive mentorship and leadership training, Chio leverages her strengths to enact meaningful change for members of her local community. Majoring in geography with an environmental studies modification, Chio has an infectious love for service that stems from her early volunteering experiences. Startled by the fact that Peru has the third highest rate of violence against women worldwide, Chio spent her high school years launching FUTUPLAN, a project focused on national sexual violence prevention. At Dartmouth, she joined the Entrepreneurship Living Learning Community (LLC) and enjoyed watching her floormates as they tinkered with different projects during a weekly workshop.
In fact, their collective creativity inspired her to develop a new passion project while taking classes virtually from Peru because of the pandemic during her freshman spring. Chio is now CEO of Sumaq Kawsay, a sustainable personal care product company through which she strives to help others realize that everyone can and should pursue sustainable practices. “Sustainability has been long linked to luxury,” she says, “and I thought that was unfair for people who actually want to reduce their footprint or negative environmental impact on the world.” Sumaq Kawsay directly translates into “the good living,” an affordable reality made possible by Chio’s team’s efforts to hand-manufacture and distribute sustainable soap, shampoo, and conditioner bars. Since its launch, her business has expanded beyond Cusco to the capital and neighboring cities of Peru. “We forget that some of our community—especially Indigenous peoples—have long lived and still do live in this way,” Chio says. “They try to be sustainable by getting the things they need from the organic products that nature
offers, and we should revalue and acknowledge that this is a way of living that has existed in the past—one we have forgotten.” Although Chio is only a sophomore, she says that Dartmouth has opened her eyes to the greater world. She believes that the geography department attracts students who are passionate about social issues but also those who know that collaboration is critical to achieving equality. Last term, Chio enrolled in "Geopolitics and Third World Development" and learned how many of the social issues that she witnessed in Peru have geopolitical ramifications in other regions of the world. What’s next for this budding entrepreneur? Chio recently co-founded a mentoring program for Peruvian students who hope to study abroad and has her own plans to eventually work in the social sector. “The social issues we face are all interconnected, and it’s up to us if we are going to work together.” Chio says. “These issues will affect everyone in the end.” —Sydney Wuu ’24
PHOTOGRAPH BY NAME
INTELLECTUAL AND INTERNATIONAL BOUNDARIES.
PHOTOGRAPH BY WILLIAM YU/GETTY IMAGES
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PHOTOGRAPH OF CHIO BY DON HAMERMAN
PHOTOGRAPH BY DON HAMERMAN
On the Ra
JESSE CASANA PROFESSOR OF ANTHROPOLOGY AND CHAIR OF THE DEPARTMENT OF ANTHROPOLOGY
dar Pictured: Near Professor Casana’s field station in Norwich, VT
When you arrive at Professor Jesse Casana’s field station in nearby Norwich, Vermont, you won’t find the shovels and trowels most associated with the discipline of archaeology. Instead, you’ll discover his suite of high-tech drones, ground-penetrating radar, thermal cameras, and other geophysical instruments. “When people think about archaeology, they think about digging,” he says. “There’s actually a huge amount that we can learn about people in the past without digging.” Professor Casana uses remote sensing technology to document the history of settlement and land use over time. His work has taken him to Hawai’i, Mexico, Syria, and Northern Iraq, where he’s documented hundreds of previously unrecorded archaeological sites—everything from the earliest agricultural settlements to a Neanderthal cave site. “I get most excited about discovering cities that are otherwise lost to history,” he says. “In the Middle East, you can find everything from giant Bronze-age cities to Roman ruins and Medieval castles.” Professor Casana has also conducted archaeological surveys in his home state of New Hampshire. Notably, his “Digging Dartmouth” project on the lawn of Baker-Berry Library used ground-penetrating radar to locate the foundation of a historic home owned by Sylvanus Ripley, one of Dartmouth’s first four graduates, in the late 18th century. With the help of Dartmouth undergraduates, Professor Casana and his team uncovered hundreds of artifacts within what was then the house’s privy. “I think what people get most excited about in archaeology is getting out into the world and finding things. My students always want to get their fingernails dirty.” With his “Digging Dartmouth” research on its way to publication, Professor Casana is setting his sights on new research projects. Next year, he plans to sail from the Falklands to the Antarctic peninsula to investigate his theory about the existence of prehistoric settlements in the region. “The traditional narrative is that no one ever went there before 1820, but I find this assumption to be largely untested. I think there’s a chance that people may have been making that same trek earlier,” he says, citing the likelihood that prehistoric peoples would have followed the winter migrations of the sea mammals that constituted their livelihood. Students from any discipline can conduct hands-on research alongside Professor Casana. He co-teaches a class called “Who Owns the Past?” with Assistant Professor of Classical Studies Julie Hruby and has plans to lead a new course next spring that will see students undertake an on-campus archaeological project just like the one on the Ripley home. “We can look at different communities from Hanover’s past. We’ll think outside the box, be creative, look where others haven’t looked before, and maybe find something great.”
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PHOTOGRAPH BY ELI BURAKIAN ’00
Nestled at the base of 4,802-foot Mount Moosilauke in New Hampshire’s White Mountains, the Moosilauke Ravine Lodge is known for its gatherings full of fun, friends, and great food—and for its role in formative parts of the Dartmouth experience. At the conclusion of First-Year Trips, Dartmouth’s signature pre-orientation program, first-years come together in the Lodge to share a delicious home-cooked meal and continue to forge the bonds they’ll cherish for years to come.
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WHO WILL YOU BE AT DARTMOUTH?
Maybe you’re best known for your skills as a DJ or as a wok chef. Perhaps you’re the type to spend your weekends lost in a book…or hosting an impromptu dance party. Maybe you’re the person who throws a surprise birthday celebration for a friend or always lends a listening ear to someone in need. Though we learn about who you are in the classroom from your teacher recommendations during the application process, we know that at Dartmouth you’ll be so much more than a student—you’ll be a member of our community. That’s why it’s important to us to have a window into what makes you
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you from someone who knows you inside and out—and that’s where the peer recommendation comes in. An optional but strongly encouraged component of your application to Dartmouth (considered an “other recommender” in the Common App), the peer recommendation can be written by anyone who you view as a peer—a classmate, teammate, lab partner, best friend, sibling, or cousin, just to name a few examples. Curious to learn more? Read on to find excerpts of peer recommendations that were written about current Dartmouth students by those who know them best.
ILLUSTRATION BY STEPHANIE WUNDERLICH
Emilie Hong ’25 / Dallas, TX WRITTEN BY EMILIE'S FRIEND OF FIVE YEARS, CLARABEL
“Even before I became Emilie’s friend, I knew I wanted to be her. She was a bolder version of myself: she sang at open mics, danced at a Joffrey Ballet Intensive, and was the only theatre kid who looked like me. In short, Emilie Hong was—and is—an inspiration. Her ability to lift up the voices of her peers and channel her empathy into action would make her a valuable addition to the Dartmouth community. When we finally began to work together—first on an inter-class group gift for a teacher, and then on an open letter condemning racial injustice in our school community—the cause for Emilie’s magnetism became obvious. Her leadership style ensures that everyone is comfortable, respected, valued, and heard. She’s guided by powerful idealism, but unlike most idealists, she actually commits to every project and creates real change. When Emilie speaks out about what others are scared to speak on, she empowers those around her to do the same. Emilie has an extraordinary sense of moral goodness—more than I’ve ever seen in a person our age. She has full faith in grassroots efforts and is genuinely open to all feedback. When creating policies for our district to improve diversity in hiring and curriculum, Emilie considered the connotations and nuances of policy jargon. After learning our school lacked a recycling program, Emilie researched ways to improve recycling policies and sustainability. Dartmouth students are so incredibly passionate, yet apply their intelligence with kindness. I can tell Emilie is ready for Dartmouth from the excitement with which she explains concepts from the newest episode of Rocky Talk or unique DCSI internships she spotted on Instagram. Emilie admires Dartmouth students for their vision, creativity, and empathy—traits I see in Emilie.”
Amanda Duffy ’25 / Lake Forest, CA
Sofia Jayaswal ’25 / Portland, OR WRITTEN BY SOFIA’S BROTHER, ROBIN
“I have watched Sofia come of age in a time of polarization, protest, and now pandemic. The strength and resilience she displays continue to inspire me and others around her. Her weekend schedules are packed—Saturday and Sunday mornings, she is busy calling swing state voters and leading volunteer trainings, while afternoons are spent running fundraisers or putting up signs around town. When the cost to take the U.S. citizenship test was raised to more than one thousand dollars, Sofia was compelled to find a way to help. She spent long days organizing a campaign to sell coffee to raise money for those who could not afford the test. From the customlabeled coffee beans to the placement in a large supermarket and the promotion around the neighborhood, I was amazed at how everything came together. I walked into the kitchen during a visit home to find Sofia up late working on the promotional materials for this campaign. I felt immense respect for her resolution and capability. My youngest sister had become a force to be reckoned with. This is a transitional time for Dartmouth as it seeks to preserve the traditions integral to its identity while changing in ways that make it a better academic and cultural institution for everyone. It is exactly the time when passionate students who strive to improve the world around them are needed most. I know Sofia will embrace this opportunity to shape Dartmouth for generations of students to come.”
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“Amanda is a student many of my peers look up to for her intellect and character. Almost every day I hear some individual express Amanda’s endless capability of knowing. And while, yes, I can admit Amanda is a knower of many, many things, there are a few important facts she doesn’t know. Amanda doesn’t know that her mother considers her the lifeblood of the Duffy family. Whether it’s hours planning the annual east coast visit to her dad’s side of the family or the weekly Survivor viewing parties she mandates for all family members, Amanda is truly what connects them together. Amanda is always the first of our friends to propose an impromptu bowling night or gingerbread building contest. Amanda is the ‘glue’ that keeps us together. More so, Amanda doesn’t know that her incessant pleas for me to join her during school lunch a few years ago ended my three-month stint of eating alone in the bathroom. While for me this was the catalyst that connected me to my friends throughout the rest of high school, for her it was simply a natural gesture. This last December, Amanda offered again what she considered a ‘simple gesture’ to a girl who’d missed class twelve times in the last month. Noticing her absence, every night Amanda would send this girl her detailed notes and kind inquiring messages of her absence, all to no response. We later discovered that her father had passed, and it was Amanda’s notes that prevented her from falling entirely behind. Amanda doesn’t require context of situations in order to be the kind soul that she is. She has simply always been this way. While there are many things Amanda doesn’t know, there is one thing I am sure of. Amanda, wherever she may find herself next fall, will be a cornerstone of the kindness, selflessness, preparation, and intellect necessary to incoming college classes.”
ILLUSTRATION BY STEPHANIE WUNDERLICH
WRITTEN BY AMANDA’S FRIEND AND CLASSMATE, KAMBIZ
Liam Nokes ’25 / Milton, MA WRITTEN BY LIAM’S FRIEND OF EIGHT YEARS, SOFIA
“Liam frequently seeks out adventure. He is always the first on the trail, often pursuing diverse routes to find a new waterfall or simply to find a different view. He is first in the water, testing the current of the river or looking for good rocks to dive off. While on a mountain or in the woods, Liam fosters a love of biodiversity. While we were hiking the Skyline Trail in the Fells, we stopped multiple times as Liam shared observations of interesting fungi. Even in a rain storm on the summit of Mount Washington, he made sure to point out a species of lichen that Sir John Franklin was forced to eat out of starvation on his 1819 Arctic expedition—a temporary distraction from the mortal terror of our situation. It’s clear that Liam is passionate about these organisms. No matter the situation, he is eager to share his love of fungi and nature—I guess you could say he’s a pretty fun guy!
Liam is one of the most caring and understanding people in my life. I remember during the most stressful periods of junior year, he would drop what he was doing to walk with me when I needed to talk to someone. Listening to Maggie Rogers and wandering the woods behind my house, Liam was a supportive sounding board, and when needed, advice-giver. I often turn to Liam because he is incredibly thoughtful. He attentively listens and responds kindly and honestly. He always knows the perfect combination of ice cream and Netflix necessary to relax. After a long day of SAT prep, it’s ice cream sandwiches and New Girl. Before finals, it’s frozen custard and Austin Powers. A dependable and selfless person, Liam is a remarkable friend to have, and I am grateful to call him one.”
Ivy Mayende ’25 / Mombasa, Kenya WRITTEN BY IVY’S FRIEND OF FIVE YEARS, HARRIET
“Everyone around her knows that Ivy is a social butterfly. Trust me, it’s not hard to feel her presence in a room. Her laugh is unique and her dry jokes endless. I have spotted her walking up to random people who didn’t smile back just to check up on them. Yes, she has a hobby of broadly grinning at people she meets; it’s her way of asking, “Are you okay?” And how can I forget the nicknames she gives people! Mine is ‘Marshmallow’ because apparently my chubby cheeks remind her of one. Ivy has not only been a friend to me, but also a sister. I can’t count the number of times she gave me a shoulder to cry on whenever I was on the verge of giving up. One particular day, I shared with her that I was anxious about singing in front of a large crowd. Ivy jumped on a table and began singing loudly in front of the whole class, even though she really can’t sing. After she was done, she came down and whispered, “I know yours will go much better than mine…” I was so embarrassed, but at the same time so encouraged that I ended up nailing that performance. This is exactly the impact Ivy has on those around her.”
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VITALLIA WILLIAMS ’22 HOMETOWN: GARNER, NC MAJORS: GOVERNMENT & SOCIOLOGY
“I never would have thought that Dartmouth would be interested in a student like me,” says Army veteran Vitallia Williams ’22, “but when Dartmouth considers a person, it considers the whole person.” Vitallia acknowledges that she has grown a lot since arriving in Hanover. “The military’s relationship to nature is very adversarial,” she muses. “I used to view nature as something I had to make work for me, rather than finding a way to operate in that space.” That all changed when she took two classes at Dartmouth: “Ecopsychology” and “Race, Space, and Nature.” “I’ve really restructured my relationship with nature,” she says, attributing her evolution to the liberal arts environment. “The liberal arts degree is meant to facilitate curiosity. It’s a thing you can taste and touch and smell and feel and engage with.” After her time in the military, Vitallia realized that international relations and foreign policy were her driving passions. “I’m interested in learning how government interacts with social norms and stigmas. To me, politics is somewhere in the middle,” she says. “That’s driven mostly by my experiences in the military, but also as a queer Black woman.” Vitallia’s experiences have ignited her fascination with what motivates people and what produces conflict. At Dartmouth, she’s found mentors like Associate Professor of Government Julie Rose, Assistant Dean of Pluralism and Leadership Angela Brizant, and Rabbi Moshe Gray, who she says don’t just share her interest in decision making and coalition building, but practice those ideals every day. “If you say something unusual, they’re more interested in why you said it than in condemning your perspective,” Vitallia says. “I think we have to be careful not to give harmful ideologies a platform, but we do have to discuss them. My professors have found a way to have conversations in class about justice and morality without dismissing any individual point of view.” The work Vitallia’s proudest of is focused on the community. An advocate for accessibility on campus, owing in part to her traumatic brain injuries and her late ADD diagnosis, Vitallia has been a vocal changemaker. “I started leveraging my advocacy and my autonomy, and people met me where I was.” Her advocacy has helped lead to the creation of the Embattled Fund— $15,000 set aside by the Office of the President and the Office of Undergraduate Life specifically for the creation of events and resources for the prevention of sexual assault. “If folks want to have a conversation about what it’s like to be queer or where to find the right mentor, for example, we can help them with that.” Vitallia’s personal mantra comes as no surprise to those who know her: What needs doing, and how can I help get it done? “While it can be difficult,” she says, “Dartmouth helps students make change.” —Caroline Cook ’21
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PHOTOGRAPH BY DON HAMERMAN
angemaker Pictured: Outside Baker-Berry Library
ALUMNI WHO CARRY DARTMOUTH INTO THE WORLD
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BIANCA SMITH ’12 IS A TRAILBLAZER IN WAYS THAT ARE BOTH UNIQUE AND RELATABLE. THE UNIQUE PART: LAST WINTER, SMITH BECAME THE FIRST BLACK FEMALE COACH IN PROFESSIONAL BASEBALL HISTORY WHEN THE BOSTON RED SOX HIRED HER AS A MINOR LEAGUE COACH BASED AT THE TEAM’S PLAYER DEVELOPMENT COMPLEX IN FORT MYERS, FLORIDA. MORE RELATABLY, HER JOB REPRESENTS ONE OUTCOME OF THE ADVICE SMITH, 30, WOULD GIVE TO HER 17 YEAR-OLD SELF: “BE OPEN-MINDED.”
Smith had planned to pursue her lifelong dream of becoming a veterinarian when she followed in her parents’ footsteps and chose Dartmouth. She realized pretty quickly, however, that her planned biology and theater double major wasn’t right for her. Like many Dartmouth students, she considered a number of different courses of study—by her own estimation, she changed her mind about her intended major nine times—before landing on sociology. Along the way, she found inspiration for a possible career path in an unexpected place during a winter off-term: at a YMCA, where she was keeping score for a basketball team. While sports had always been part of Smith’s family—her dad played football at Dartmouth, and her mom, also an alum of the College, was a lifelong Yankees fan—“I found that I enjoyed being behind the scenes working around sports,” says Smith. “That’s when it kind of occurred to me: people have to do this for a living; there are professional leagues. And I knew that if I was going to be working in sports, it was going to be in baseball.” What followed is an object lesson in Smith’s piece of advice for her 17 year-old self: “be open-minded.” As a student, she reached out to
Dartmouth baseball coach Bob Whalen and volunteered as a manager for the team. Her initiative led to a number of roles within the Dartmouth athletics department and then, after graduation, to a job in athletics administration and coaching at Case Western Reserve University. Later, she worked as an intern and in operational capacities with the Texas Rangers, Major League Baseball, and the Cincinnati Reds before working as an assistant coach at Carroll University. Along the way, she earned both a JD in sports law and an MBA in sports management from Case Western. If there’s a thread that unites all of her professional experiences, it’s curiosity. “I’ve always loved to learn,” Smith says. “That’s something you need to succeed at Dartmouth, and that quality grew stronger while I was there. I had no problem going out and doing my own research, even when it might have had nothing to do with an assignment I was working on.” That curiosity has helped her develop expertise in biomechanics, analytics, and other skills that are essential to coaching. “A lot of this stuff isn’t really taught,” she says, “you have to go out and seek it out yourself. That’s the only way you’re going to learn.”
PHOTOGRAPH BY BILLIE WEISS/BOSTON RED SOX / CONTRIBUTOR
D-Plan Freshman Year Freshman Fall Welcome to the woods! As a firstgeneration low-income student, my first term at Dartmouth brought with it a lot of transitions. Coming from a small town in Mississippi, I had to learn and adapt to so much. Luckily, I had amazing identity and personal support groups that aided me in my transitions. The First-Year Student Enrichment Program (FYSEP), which supports students who are the first in their families to attend college, and the preorientation adventure First-Year Trips allowed me time to comfortably embrace my new surroundings and community. I also found terrific support in my fellow first-year Sustainability Interns and in my roommate, Adam. Freshman Winter A new year, a new term! I was delighted to return to Dartmouth, even if the winter was challenging. I was fascinated—and a little frightened—to see so much snow everywhere. Luckily, I was well-prepared to tackle the winter. As I settled into campus, one of my favorite experiences was spending countless nights studying in Novack Café with my friends. Freshman Spring I really began to blossom during my spring term—no pun intended. After taking the course “Food and Power” in the geography department, I knew geography was going to be my major. Through that class, I discovered how to merge both my academic and personal identities (and found my future major advisor). This term, I also was honored to receive the William S. Churchill award in recognition of my impact on the Dartmouth community. Freshman Summer Off to the White House! I received funding from the Nelson A. Rockefeller Center for Public Policy and the Social Sciences to spend my first off-term living in Washington, D.C. and interning for the White House Initiative on Educational Excellence for Hispanics. It was an amazing experience to meet scholars from across the country, get a private tour of the White House, and observe a live Supreme Court case. I also had the chance to experience the true reach of the Dartmouth community when two alumni from the Class of 1989 offered to house me and gave me great support all summer. 34 | admissions.dartmouth.edu
Juan Quinonez Zepeda ’22 Hometown: Coldwater, MS Major: Geography Minor: Education
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.
Sophomore Year Sophomore Fall I returned to my casa away from home, La Casa Living Learning Community, where I have always felt accepted and welcomed. During this term, I experienced how caring, invested, and supportive Dartmouth professors really are. La Casa Advisor Maria Clara De Greiff helped me and the other members of La Casa to decorate the annual ofrenda in Baker-Berry, bring international scholars and leaders to Hanover, and chat virtually with world-renowned chefs—all tied into topics of Latinidad as well as social and immigrant justice.
ILLUSTRATION BY STUART BRADFORD
PORTRAIT PHOTOGRAPHY BY DIMICCO | LONGCORE
Sophomore Winter This winter term seemed to fly by. One of the highlights was taking the course “Immigration, Race and Ethnicity” with Professor Richard Wright. Having conducted advocacy work around this topic since my arrival at Dartmouth, this course allowed me to gain legal, academic, and political perspectives on the complicated inner workings of the immigration system.
Sophomore Spring This unforgettable term gave me much to reflect on. During the adjustment to classes driven online by the pandemic, Dartmouth professors were learning alongside us. After much hard work during winter term, I was one of eight rising juniors to be selected as a Mellon Mays Undergraduate Fellow at Dartmouth. Responding to the need for continued advocacy and support, I worked with two other students and Maria Clara De Greiff to create the FUERZA Farmworkers’ Fund, which provides aid and resources to dairy farmworkers in the Upper Valley. Sophomore Summer Many ’22s, myself included, spent Sophomore Summer at home. While it was strange to be taking classes at home for another term, it did allow me to spend more time and develop deeper relationships with my siblings. Living in a rural area, I had the ability to Zoom into class from my backyard. It was interesting to take classes from some of the leading academicians in the world beside my mooing cows here at home.
Junior Year Junior Fall Having taken two terms of virtual classes, I decided to spend this term refocusing on social and immigrant advocacy. I received funding from Dartmouth’s Center for Social Impact to intern remotely for the Immigration Alliance for Justice and Equity of Mississippi. During this time, I worked to organize and host an event centered around the celebration of migration and healing of the Mississippi immigrant community impacted by the 2019 ICE raids. It’s crucial to me to bridge my communities at Dartmouth and in Mississippi—my two homes.
Junior Winter Welcome back to the woods…but please stand six feet apart. After three terms at home, I was delighted to return to campus. While I am still not fully acclimated to Hanover winters, I spent most of this one taking socially distanced walks with friends and made new memories sledding and ice skating with my FYSEP community. Junior Spring While I might not have been able to have an in-person lab with my Dartmouth peers, I learned through my “Natural Environments in Geography” course how to integrate my home environment with my studies. I worked with my geography and Mellon Mays advisors to finalize my senior thesis proposal. And happy birthday to the FUERZA Farmworkers’ Fund! After one year of hard work, the organization I helped cofound is on track to becoming a non-governmental organization (NGO).
MARIA GOLDMAN ’22 HOMETOWN: HERSHEY, PA MAJOR: PSYCHOLOGY MINORS: GLOBAL HEALTH & NEUROSCIENCE
& THALIA WHEATLEY LINCOLN FILENE PROFESSOR IN HUMAN RELATIONS DIRECTOR, DARTMOUTH SOCIAL SYSTEMS LABORATORY
MARIA GOLDMAN ’22 TOOK AN INTRODUCTORY PSYCHOLOGY CLASS DURING HER FIRST TERM AT DARTMOUTH. THAT WINTER, SHE APPLIED FOR A RESEARCH POSITION IN PROFESSOR WHEATLEY’S LAB, AND THE TWO HAVE WORKED TOGETHER EVER SINCE. HERE, THE TWO DISCUSS MARIA’S RESEARCH PROJECT ENTITLED HOW PREDICTION ERROR INFLUENCES OUR ATTENTION TO OTHERS.
How did you begin your research on human attention? Maria: When I started research in Professor Wheatley’s lab, I was working on a study that examined eye contact to understand how people become engaged in conversation. A year later, I furthered that idea with Professor Wheatley and one of her graduate students, Sophie Wohltjen, to design a study that aims to better understand ways to measure attention in naturalistic settings. With funding from the Stamps Scholarship, I’ve presented research at a conference for the Society for Personality and Social Psychology (SPSP), engaged in an off-term internship my junior fall, and am now conducting research on childhood psychosis at Boston Children’s Hospital. Professor Wheatley: I’m generally interested in how people connect with each other, how people engage, and how ideas transfer from one mind to the next. One of the ways we connect with one another is storytelling. How do I take what’s in my head and turn it into language that you’ll find engaging, that you’ll listen to, and that will change your mind? What is it about stories—and the way that people tell them—that make them more likely to stick in someone else’s head? Maria’s project is really about the fundamental human art of storytelling and how people engage with one another. We’re finding some really interesting and even surprising results that she’s going to follow up on in an honors thesis. What are the implications of studying how we pay attention—or don’t pay attention—to certain stimuli in our environment? Maria: Our research has real-world applications in clinical psychology. Understanding how individuals attend to stimuli in a social context, for example, can help shed light on why psychopathologies affect what you notice or don’t notice. Professor Wheatley: It’s hugely important that we find the ways people maximally engage with and listen to each other. What’s the point of talking if not to change another’s mind or affect them in some way? The idea of how
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we maximize what we call shared attention—how much we’re connected to each other and engaged with each other—has many implications in our current moment. We want to understand the conditions under which peoples’ minds connect. What are the advantages of conducting research at Dartmouth? Professor Wheatley: Students often ask me questions that prompt me to think, “Why wasn’t I thinking about it that way?” It’s really stimulating. Undergraduate and graduate students are part of this idea engine of a lab. As a team, we get to a better place collectively. For example, if Maria’s presenting during a lab meeting, another student might say, “Have you thought about doing this?” or “Why did you do it that way?” It’s continually making us better. It’s been really fun to have Maria in my lab for this amount of time because she essentially functions as another graduate student. Maria: It’s been great to have the lab meetings to get individual feedback from Professor Wheatley. I’ve benefited from working in the same lab over time because I’m able to get a broader understanding of the field, work on my own research, and also be involved in others’ projects. Dartmouth offers endless opportunities to improve your academic and professional career. Professor Wheatley: I would second that. Dartmouth is often described as a “sweet spot” where students have both a tight-knit community and also individual attention from faculty who are world-renowned researchers. In our labs, students have experiences that are often off-limits to them anywhere else. Undergraduate students at Dartmouth can run their own neuroimaging studies—a kind of experience that only graduate students get at other places. It’s extremely unusual. In fact, it’s unique. Dartmouth is a wonderful place for undergraduates to get exposure to research and to be a part of a team in a way unlike any other.
PHOTOGRAPH BY ROB STRONG ’04
Pictured: Outside Baker-Berry Library
AKWASI AKOSAH ’21 HOMETOWN: KUMASI, GHANA MAJORS: ENGINEERING SCIENCES & COMPUTER ENGINEERING
PHOTOGRAPH BY DON HAMERMAN
Pictured: On Main Street in Hanover
The problem was the breadboard. Standing in a bright, sunny lab at Dartmouth’s Thayer School of Engineering, Akwasi Akosah ’21 and his classmates examined their plastic circuit and prototype. They were baffled. Professor of Engineering Laura Ray was equally confused, but she saw a faulty breadboard as just another creative challenge. For Akwasi, the realization that his professor could share his confusion was a meaningful one. “Our relationship grew from there,” he says. Akwasi came to Dartmouth from Kumasi, Ghana, where he’d originally dreamed of becoming a doctor. A member of the King Scholars Program, which supports low-income students from developing countries with four-year financial aid awards as well as extensive mentorship and leadership training, Akwasi has visited the World Bank, the International Monetary Fund, and Google. “I remember saying to myself, ‘If I have been able to meet and converse with people whose decisions impact the whole world, I have every right to dream big.’” Akwasi took “Introduction to Education” in his first year, a class he still counts among his favorites. “One thing that drew me to Dartmouth was that I didn’t have to be sure about what I was going to major in,” he says. Thinking about how to learn is part of how he settled on what he calls his “growth mindset,” a perspective that encourages him to push himself out of his comfort zone. After graduation, Akwasi joined Microsoft as a software engineer working on applications like Outlook and Microsoft Teams, an opportunity enabled in part by his internship at the company during his junior summer. In addition to a passion for engineering, Akwasi found a home away from home on campus. Through Dartmouth’s dynamic African community, he met other students from the continent. As much as he enjoyed meeting and spending time with fellow students from Africa, he also relished the opportunity to interact and collaborate with peers from other parts of the world: “Although we might come from different places, there’s always something we have in common.” Akwasi also appreciated other resources for international students, like the Friendship Family program, which pairs international students at Dartmouth with families in the Upper Valley. Akwasi knows that his path is pretty extraordinary. He credits his success to his growth mindset and the ability he’s had to explore his interests and change his mind along the way. “I could switch from being a mechanical engineer to a computer engineer and still be on track to graduate,” he says. “It wouldn’t have been possible anywhere other than Dartmouth.” —Caroline Cook ’21
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LING35: Field Methods
In my sophomore fall linguistics class, “Field Methods,” my 11 classmates and I were determined to take on the Zophei language. Very little research had ever been done on Zophei, which is spoken in Myanmar and India, and we had the rare opportunity to perform a first-hand investigation, which usually requires physical fieldwork. In our case, it was the opportunity to take on virtual fieldwork. When you think of research, it’s natural to imagine fancy labs and endless data tables packed with numbers. But research isn’t just a tool of the hard sciences. The Dartmouth linguistics department has given me more opportunities to conduct research than I’d ever have expected before my arrival here. The fact is, doing research under the guidance of a professor as part of a course curriculum is common at Dartmouth. Soon, you are brainstorming projects of your own and connecting with faculty members who are more than willing to provide the insight and support you need to navigate your research. But back to “Field Methods.” The class began with us meeting our language consultant—a native speaker who would serve as the source for all the language data we gathered over the course of the term. We started figuring out the phonological inventory of the language—what types of sounds did the language have? What was the Zophei word for dog or elephant or night? We progressed to building small phrases, then bigger phrases, determining how the syntax of the language—its grammatical structure—worked. My entire class would meet to perform elicitation, asking our expert what certain things mean as well as more specific questions about the language.
What are Dartmouth students studying? In every issue, we feature a class plucked somewhat randomly from a deep reservoir of fascinating courses. Then, we’d perform our own individual elicitation sessions to diversify our efforts and gain more data. We’d share this data with one another so we all could benefit from our individual efforts. By the end of the term, each of us had selected a topic we found intriguing and created a presentation that we delivered virtually as part of a workshop that Dartmouth hosted. Everyone was invited—the entire linguistics department, linguistics majors, even world-experts on the language family we’d been studying. I feel inspired now to pursue more independent linguistics research. This class gave me the tools and experience I needed to feel empowered to hit the play button on projects I’ve been thinking about ever since linguistics as a field stole my heart and ran away with it. Dartmouth has a way of showing you how easy research can be, and at this moment, I feel even more confident about putting graduate studies on the radar. If I didn’t know I liked research before, I know now—and I’m a big fan. —Gabriel Gilbert ’23
PHOTOGRAPH BY ROBERT GILL
ILLUSTRATION BY NIKKI FISHER
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SOO SUNNY PARK PROFESSOR OF STUDIO ART
What do sheetrock, glass, and light have in common? They’re liminal objects that often separate the spaces we inhabit. Sheetrock forms walls between rooms, glass makes windows between spaces, and light is the force between us and the things we see. Perhaps more important for Professor of Studio Art Soo Sunny Park, they’re all essential materials in her own art and part of its unifying theme: liminality. “My art is about making new things, and to do that you need to explore the spaces between the things, the categories, that we already have,” she says. “I like to use building materials because these materials are made to stand, literally, between spaces. But when I use them, they don’t separate spaces. They occupy and transform them. That helps us think critically about the spaces we create and how they might be different.” Professor Park often finds inspiration for her work, which has been showcased around the world and honored with accolades and fellowships, in the classroom. “Teaching inspires my work,” she says, “and I hope that by showing students how to think creatively with materials, they can find a voice that helps them change the world. Some of my students have gone on to become successful artists, while others have gone on to become surgeons or industrial designers. It’s great to see how Dartmouth students take what we offer in class and make it their own, even after they leave the College.” The sense of place-making inherent in the exploration of liminality that characterizes Professor Park’s work has roots in both her own lived experience—she is originally from Seoul, South Korea, grew up in Georgia and Florida, and worked around the United States before arriving at Dartmouth—and its impact on her students. While part of her teaching involves the technical aspects of studio art, another important aspect entails coaching students to become observers of their own work and the work of their classmates, developing the integrity to examine their own work honestly and to critique the work of others empathetically. Professor Park has noticed that the process of developing that integrity often helps students find a sense of familiarity in the studio. “Some students feel at peace and engaged in class because they’ve found a kind of home in studio art. They learn to express themselves in ways that help them better understand themselves and their surroundings. There’s a kind of bond between the ‘makers’ that extends to students working in film and even in engineering that makes for a community within the Dartmouth community.”
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Pictured: Outside the Hood Museum of Art
PHOTOGRAPH BY DON HAMERMAN
OUTSIDE THE LINES
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. “I love energy. It sounds odd to say, but it’s one of my favorite things to learn about. The Irving Institute for Energy and Society’s mini-grant program gave me the chance to dive head-on into the world of energy as a solar strategy intern for Solaflect Energy. I had the chance to work in the world of residential solar energy, developed real world experience crafting business plans, and conducted market research on clean technology and energy. The opportunity sparked my excitement in gridscale power distribution and has shaped both the classes I take at Dartmouth and the position I have now as an energy engineering intern at REEF Technology.” —’23 from Pennsylvania
“With a grant from The Hopkins Center for the Arts, we were able to independently produce the world premiere of Jo & Laurie by James Holod Kennedy. The grant made it possible for us to pay the playwright so he could work collaboratively with us during rehearsals. It also covered costumes, props, marketing materials, setting up a livestream, and all the other expenses that come with putting on a show. It’s thrilling to be able to share this groundbreaking work of queer theatre with the world and also to have this chance to hone our skills as actors, designers, directors, and producers.” —’22 from New York, ’23 from New York, and ’23 from Illinois
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“The funding opportunities for undergraduate research at Dartmouth are incredible. Last year, funding from the Women in Science Program (WISP) allowed me to join Dr. Jiwon Lee’s immunoengineering lab at Dartmouth’s Thayer School of Engineering to begin research on influenza vaccine design. This year, with funding from the Barbara E. Crute Memorial Fellowship, I was able to continue that research remotely. Throughout this experience, I have received incredible mentorship from Dr. Lee as well as from graduate students in the lab, and I have developed into a more independent scientist.” —’23 from Massachusetts
“While taking an introductory neuroscience course, I developed a strong passion for the subject. Kenneth Amaya ’15, a graduate student in Associate Professor of Psychological and Brain Sciences Kyle Smith’s lab, saw my excitement and invited me to work with him. Because of the pandemic, I thought it would be impossible for me to continue my work, so I am incredibly grateful to the E.E. Just internship for providing the funding that enabled me to continue research with the Smith lab remotely. Thanks to this funding, I was able to buy the software needed to analyze electrophysiological data and continue my research throughout the pandemic.” —’23 from California
ILLUSTRATION BY JAN KALLWEJT
"Even during the pandemic, remote internship funding from the Rockefeller Center supported me in furthering my professional goals. The Rocky funding program helped me adapt to the nuances of remote work–whether it was crafting a new routine, learning to network, or developing my research skills. My internship through the U.S. Department of State’s Bureau of Democracy, Human Rights, and Labor gave me a better personal understanding of the global influences of the rising Asia-Pacific region. The experience also cemented my goal of someday living and working in China on human rights and intercultural issues." —’22 from Oregon
“I had the amazing opportunity to take a rock-climbing class at one of the country's best climbing spots in Rumney, New Hampshire. The trip was entirely covered by the Dartmouth Outing Club (DOC) and the Outdoor Programs Office (OPO), and I even got to borrow climbing shoes, a day pack, and other climbing essentials through the DOC for free. Learning more about rock climbing was super fun, and I felt immersed in the sense of place only available at Dartmouth. Where else could I learn about schist—a type of metamorphic rock—and then actually climb on it at a world-renowned climbing spot so close to campus?” —’24 from Florida admissions.dartmouth.edu | 45
PHOTOGRAPH BY DON HAMERMAN
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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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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A PAGE FROM THE DARTMOUTH STORY
PHOTOGRAPH BY ELI BURAKIAN ’00
Sophomore Summer The sweet aroma of farmer’s market kettle corn. The July sun warming the Dartmouth Green. The splash of an irresistible dunk in the Connecticut River. These are the sights, sounds, and smells of the decades-long Dartmouth tradition Sophomore Summer, when students remain on campus to take classes during the summer following their second year. While most students elect to leave campus from June through August, Sophomore Summer presents an opportunity for second-year students to soak in all that the verdant Upper Valley has to offer during the region’s warmest months. In between classes, students head to the Connecticut River to kayak, swim, and paddleboard. They spend afternoons visiting the Organic Farm to plant and harvest fresh produce. They star-
gaze at Shattuck Observatory with astronomy classmates on warm summer nights. The midpoint of a Dartmouth education, Sophomore Summer is also an opportunity to work one-on-one with professors to plan out a major, explore internship and career opportunities, take on leadership roles in various clubs, and dive into on-campus research. An academically rigorous and adventurous term all in one, it’s no surprise that the tradition is beloved by students long after they leave Dartmouth. Says Jenny Chen ’21, “Sophomore Summer is a Dartmouth classic. It captures a lot of what makes this school special: small classes and amazing professors, a close community, and boundless opportunities to explore—in all senses of the word.”
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3D is Dartmouth's undergraduate admissions magazine, celebrating a vibrant community framed by nature, with challenging and welcoming profes...
Published on Aug 31, 2021
3D is Dartmouth's undergraduate admissions magazine, celebrating a vibrant community framed by nature, with challenging and welcoming profes...