Aloha to the page of a wanderlusting writer juggling college life and several other hobbies into an eternally-short 24-hour day. I hope to shed light on the Dartmouth experience as I explore the brave new world of Hanover, NH and everything going to college here has to offer. In my free time, you can find me trying to learn a new language or building the perfect Spotify playlist (alternative/indie, anyone?). I hope you enjoy!
Taught by Gordon Henry, an Anishinaabe poet and author, this class taught me to explore Indigenous storytelling within digital contexts. I took this class with only seven other classmates, allowing us to really engage with films, comic books, and television shows in Indigenous languages or produced by Indigenous artists.
Taught by Timothy Pulju, this class taught me how to identify and understand how languages evolve over time and why. I analyzed and reconstructed fictional languages of imaginary nations in order to understand the link between language and culture, and ended up having such an appreciation for the complexity and beauty of language's place in history!
Taught by Lindsay Whaley, this class let me discover a newfound love for ancient apocalyptic literature. We analyzed ancient texts and compared them to modern apocalypses, looking at the zombie apocalypse phenomenon and other apocalypses in pop culture and comparing them to the ancient tradition of writing apocalypses. Additionally, I learned the Greek alphabet and now I can even stumble through ancient Greek passages.
FallNew Orleans, LA
Favorite Class: Native American Literature and the Law
Taught and organized by David Peterson, this class let me get into the shoes of a real linguist as we did fieldwork (virtually!!) with the Zophei language. I learned how to describe a never-before-learned language's phonology (sound system), how to characterize its grammar and words, and ultimately got to present my research to experts in the language family around the world in a workshop at the end of the term!
WinterHanover, NH
Favorite Class: Native American Literature and the Law
Taught by N. Bruce Duthu, this class taught me how Native literature can provide lens by which to evaluate, critique, and ultimately revise Federal Indian Law. During this class, I read works by Native authors like Tommy Orange and Louise Erdrich '76 alongside the opinions of definitive case opinions in American law and explained how literature can be a catalyst for Indigenous sovereignty.
Supervised by N. Bruce Duthu, I spent this off-term performing research after being awarded a Sophomore Research Scholarship to study contemporary Hawaiian cultural and linguistic revitalization. I studied 19th-century newspapers and contemporary Hawaiian texts in order to understand how Hawaiian language revitalization both past and present has advanced and continues to enable a contemporary bodied Hawaiian politic of sovereignty.
Taught by Laura McPherson, this class taught me about how languages create meaning through words. During this class, I learned how to analyze different languages' morphological processes and compare different approaches within the field as to morphological structures.
Taught by N. Bruce Duthu, this class offered me a glimpse into the lived realities of Native people in Indian Country Today. I learned about the economic, social, cultural, and historical roots for the struggles of Indigenous people today within the United States, and was able to write about the contemporary battle for Native Hawaiian visibility and Hawaiian sovereignty.
Taught by Laura McPherson, this class taught me how to engage in language documentation and how, as a linguist, we can put our skills to use to help communities seeking to document and revitalize their languages. I worked on the Satawalese language, spoken on the island of Satawal in the Federated States of Micronesia. Ultimately, my team created two dictionaries - one in English, one in Hawaiian, a website, and several materials that focused on the Satawalese tradition of wayfinding and non-instrumental ocean navigation.
Taught by Charles Eastman fellow Sunaina Kale, this class taught me about the role of sound in delineating, conceiving, and comprehending relations between people and the land in Indigenous musical traditions. Over the course of the class, we discussed Indigenous musicians, listened to music from Native peoples around the world, heard from masterful Indigenous musicians, and ultimately presented a project that creatively analyzed a song of our choice. My project focused on the song "Ask Yourself" by Foster the People, and I wrote a poem that integrated aspects of Indigenous languages and worldviews to answer questions posed by the song.
This term, I formally began the research process for my upcoming honors thesis in the Linguistics department on Hawaiian semantics! While living in Hanover, I also began working as a Senior Fellow with the Admissions department—a position I will be holding for the entirety of my last year at Dartmouth.
Welcome to People, Places, Pines! Many high schoolers, most especially during the global pandemic, have acquired extra responsibilities—like caring for siblings or working a part-time job to support their families—that consume a significant amount of their time outside the classroom. This past week, Gabriel Gilbert '23 sat down (virtually) with Associate Director of Admissions Jenni Gargano '14 to pick her mind about how these responsibilities can play a large role in your college application.
GG: When high schoolers hear the word "extracurricular," activities related to community service, school clubs, sports, and competitions are just a few of the traditional images that come to mind. What other activities might be included under this extracurricular "umbrella," especially in the context of the COVID-19 pandemic?
JG: As admissions officers, we know you're not just in class—or, maybe more appropriately now, a Zoom room—and studying. Everyone spends their time outside of classes a little differently, doing things that get you excited, maybe spending time learning new skills, or engaging in things that really matter to you. The "extracurricular list" that you put together for your applications can help us see all of those. In normal years, we see students doing a wide range of extracurriculars, from performing in musicals and volunteering at the local food bank, to scoring goals on the varsity soccer team and interning at the wildlife rehabilitation center. We also see students who are working part-time jobs—maybe at a fast food spot or local store, students who are spending a significant amount of time engaging in cultural or religious events and organizations with their families, or students who take on responsibilities at home. Each of these counts and provides more insight into who you are and how you are spending your time.
Now more than ever with the pandemic, I think students are increasingly concerned about how we're going to look at that extracurricular list. Spring plays were cancelled, internships or volunteer work delayed, and clubs and groups stopped meeting. We understand that. Your life – like ours – has radically shifted, and that might also mean you started doing things that you could have never anticipated. Maybe your extracurricular list changed to now include helping your little brother with long division, or maybe to buying weekly groceries for your grandparents since they are in a higher risk category, or maybe to setting up your mom's computer since she began working from home. These family responsibilities are significant and are things to include if they became your reality.
GG: Many students don't realize how helpful it can be to include family responsibilities in their college application. How can including family responsibilities on your application be very helpful for admissions officers reading your application?
JG: Admissions officers are trying to get to know you as much as possible through your applications. If you have family responsibilities, pre- and/or post-pandemic, explaining that gives us a clearer picture of your life and what you value or need to do. It shows us how you navigate balancing schoolwork, your jobs, your clubs and organizations, along with your family. Whether you are caring for your siblings, helping an ailing grandparent, or working a part time job to support your family, there is depth in family responsibilities that deserves to be recognized. It shows leadership, commitment, and responsibility—and it can reflect the importance of family in your life.
GG: How should students describe their family responsibilities in their college application?
JG: First things first: list it! If it's one of the most significant or meaningful ways in how you spend your time, put it at or near the top of your list. You can write us a short description of what it entails. Do you normally drive siblings to school and pick them up from soccer practice? How about grocery shopping or cooking for others? Are you working a job alongside a family member or taking up a job in order to contribute financially? Giving us as much information as you are comfortable with sharing helps us get a good picture of what your life is like.
GG: For myself and very many Dartmouth students, our family responsibilities took up a major amount of time during high school. What can you tell students worried about family responsibilities taking time away from more traditional extracurriculars?
JG: Students sometimes worry that family responsibilities are not something colleges value or that they are taking up time that you could spend doing something "productive." This is not the case at all. Yes, of course, clubs and organizations can be great ways to engage in your high school or greater communities and figure out what you're passionate about – but so can being a responsible and committed member of your family. We care about what matters to you most and why, and so if that is the leadership you show with your family, in whatever way, we want to learn about it and value how you're spending your time.
Learn about the different programs Dartmouth offers prospective students to explore campus life, learn about Dartmouth, and enjoy an all-expenses paid trip to Hanover!
"What's it like working for admissions?" "Are you being truthful with your answers?" "Are you being scripted?" Let's dive right into all these questions.
It's been (almost) a full year since I was in your (figurative) shoes! Let's take a trip down memory lane and dissect my Dartmouth application process. Part one of a long journey!
Choosing the right college is a critical decision that extends beyond mere rankings. Without the benefit of campus visits, it's vital to thoroughly research and understand each institution to ensure a fulfilling and safe experience.
Summer is a great time for high school students to visit campuses and better make sense of the schools they want to apply to. In this blog, I will talk about some advice to make the most of your campus visit.
I was pleasantly surprised by how the Dartmouth connection extends far beyond its campus and even beyond the United States. Meeting and bonding with people through our shared identity as Dartmouth students has truly been a remarkable journey.
