Hello! My name is Jenny and I'm a sophomore at Dartmouth. Besides blogging, I work as a communications intern for the admissions office! I also do research at Geisel School of Medicine, and I am a mentor for the Great Issues Scholars LLC, centered around security, global health, and environment. Some of my favorite ways to relax include running around Occom Pond, stargazing, and spending quality time with some of the amazing people I have met here.
I looked forward to this class every week, partly because of the professor and partly due to the content. We read books on a wide variety of topics, ranging from privilege and how it affects our interactions with others to restaurant kitchens and the hierarchies inherent in surgical residencies.
Biol13 is structured so that you have to work as a group on difficult class problems and even on some exams, which was novel to me and pushed me to really understand the material. This class inspired me to pursue research (both off-campus and on-campus) related to genetics.
Although this class was daunting to me in the beginning, given that I had little to no experience in either Women's, Gender, and Sexuality or Art History, it was also one of the classes in which I became the most engaged in. For our final project, I investigated the history of allegories in Western art and why they were so often portrayed as women.
SummerOff Campus
I interned at Dana Farber Cancer Institute in Boston, MA under Dr. Livingston. I explored the mechanism by which BRCA1 acts as a tumor suppressor. It was really rewarding to be able to apply what I had learned in Biol13, including specific procedures and techniques we had been tested on, to a real-life laboratory setting.
This class is notorious for its difficulty, and I would not call it an easy class. Nonetheless, it was my favorite class because I loved Professor Jacobi, who has taught at Dartmouth for 22 years, and I appreciated learning mechanisms behind why certain reactions happen. Instead of rote memorization, this class relied on being able to predict the products of a reaction, a skill picked up from lots of practice.
Although this was an introductory class, Professor Craig made it more dynamic and interactive, with several visits to the Hood Museum of Art, ethnography labs, and weekly discussion posts. I learned about everything from the Gebusi culture and their rites of passage to the opioid epidemic. For my final paper, I conducted an ethnography studying the social dynamics that take place in Baker Lobby and how that relates to the exchange of capital.
For the spring, I decided to take three STEM courses – Cell Structure and Function (BIOL 12), General Physics (PHYS 4), and Introduction to Computer Science (COSC1). The most STEM classes I have taken before at the same time was two, during my freshman fall. I’m not going to lie; I was really worried about the combination of all of these difficult classes and managing the coursework for each. I did not have much of a choice in the matter because I decided to major in QSS relatively late (sophomore winter) and COSC1 is a prerequisite for the major as well as many upper-level QSS classes.
I promised myself I would study some computer science over the spring break, but once I got home to my cozy bed, Brooklyn Nine-Nine, baking, and napping seemed to take over my days. I ended up not preparing at all for any of my classes, leaving me anxious the few days before the term started.
In BIOL 12, we are occasionally presented with a longer, in-depth problem that we work out with our groupmates before going over as a larger class.
Although it is only week two right now, I have realized that though this term will no doubt be difficult, it will not be impossible or even any more taxing than any other terms. And that’s because of one thing that Dartmouth does so well – providing academic resources. I was shocked by just how many resources there are for my classes. For example, my biology class has a Learning Science Fellow who holds review sessions twice a week and is available five days a week from 9-5 to meet individually with us. Our professor has office hours twice a week, and I recently joined a study group that meets weekly, led by a student who excelled in the course. If I have a question, the dilemma isn’t usually in finding someone to ask, but rather choosing who to ask!
The same goes for physics and computer science – both have current students who are teaching assistants, graduate teaching assistants with review sessions and office hours, and of course, professors who are more than willing to answer questions during their own office hours, held multiple times a week. During our first computer science class, the professor mentioned that there is a total of 70 office hours offered every single week!
Faculty recognize that these STEM courses can be difficult, especially if you have limited prior knowledge of the material. As a result, they have implemented so many ways for students to succeed regardless of their starting point, as long as you have the initiative to take advantage of these resources.
I met these two friends through class assigned groups in my general chemistry and genetics classes back in freshman year. Ever since, we have studied together and see each other often due to shared classes. In fact, Saeed (right) is leading my BIOL 12 study group, which both I and Tyler (left) signed up for!
Furthermore, in my biology and physics classes, we work in small groups during class. Every few lecture slides, there is a question displayed on the board, either through the PollEverywhere app or old-school style, and we discuss it in our group before deciding on an answer. I think group work not only allows you to get to know the other students, thus giving you yet another form of support, but it also promotes active learning. Realizing how to study in such a way that uses active learning instead of passive learning was one of the biggest transitions I had to make from high school to college.
I’m actually looking forward to my classes because though they may be difficult, I’m genuinely interested in the topics and I feel that I have a lot of support available to me. To anyone who may be considering taking STEM classes at Dartmouth, have no fear! It just might be the best decision you make.
Something that is relatively important to a Dartmouth term that has an unnecessary mysticism about it is the elusive period of testing at the end of every term known simply as "finals." While they are certainly difficult and do take a lot of work,
I participated as a Women in Science Program (WISP) intern, presenting a poster entitled “Visualizing machine learning models for predicting readmission after an acute myocardial infarction”.
Three teams showed up: Jack-O (Dartmouth’s satirical newspaper), Cabin and Trail (a sub-club of the Dartmouth Outing Club), and Dartmouth Humanitarian Engineering (DHE).
Here at Dartmouth, students have access to the Dartmouth-Hitchcock Medical Center (DHMC), a state-of-the-art hospital and medical facility located a fifteen-minute bus ride away from campus.
As part of the promise of that liberal arts, Dartmouth has a distributive requirement that requires us to take courses out of our comfort zone (dubbed "distribs").
In BIOL 12, we are occasionally presented with a longer, in-depth problem that we work out with our groupmates before going over as a larger class.
I met these two friends through class assigned groups in my general chemistry and genetics classes back in freshman year. Ever since, we have studied together and see each other often due to shared classes. In fact, Saeed (right) is leading my BIOL 12 study group, which both I and Tyler (left) signed up for!
