Hi! I'm Lauren, a '26 studying biological anthropology and classics! Originally from Water Mill, NY, I grew up spending every free moment swimming in the ocean. Going to college in NH was a shift away from that; however, I frequent the CT River during the warm seasons! Outside of academics, I am a senior fellow and tour guide for admissions and am involved in paleoanthropology research, Global Health Fellows, Kesem, and First-Year Trips. I can't wait to share my Dartmouth experience with you!
Academic Program
Anthropology major concentrated in Biological Anthropology, Classical Studies minor
Latin 1 is the first of three introductory Latin courses at Dartmouth. The class is split into small teams; students complete coursework as groups. I cannot recommend taking Latin enough: the classes are tiny, the professors are fantastic, and some even bring their dogs to class (check out my blog about Dartmouth's Latin dogs). I finished the introductory Latin sequence, fulfilling my language requirement. Now, I am continuing to work in the department as a Learning fellow—a student who has already taken the class and attends class to facilitate group work.
After taking Latin 1 in my first term, when it came time to pick my writing seminar (the second required portion of the first-year writing sequence), I naturally chose the course themed on the Greco-Roman world. This course was incredible and was seminar-style, so we discussed readings, went to the Hood Museum of Art, and presented on a feature of art in Pompeii that we found particularly interesting.
My first anthropology course! This archaeology course introduced me to the field of anthropology and archaeology at Dartmouth. This course was lecture-style, with different lectures on everything, including the evolution of religious thought, human sacrifice, and Stonehenge! The professor was incredibly engaging, and we even got to pick lecture topics during the end of the term.
SummerWater Mill, NY
I spent my summer at home, working on my family's vegetable farm. I also started working as an Admissions Communications Intern for the Admissions Office!
Anth006 was my first biological anthropology course! This course was incredible; this introduction course delves into the concentrations within anthropology and everything from the first life on earth to applied anthropology today! We also often had guest lecturers, from visiting professors to graduate students, who would speak about their concentration and research.
Fossils, fossils, fossils! Our professor is a renowned paleoanthropologist, so the course focuses on fossil traces of human ancestors and relatives. Human Evolution is a lecture-style course, but every Friday, we go to the paleoanthropology lab to handle casts of fossils—which we were introduced to during lectures. These fossils are also our primary form of assessment, as we were assessed on the fossils in culminating lab practicals. It is incredible not only to learn about the discoveries that shape our understanding of human evolution but also to engage directly with replicas of them.
Anth017 course focused on individuals' experiences of illness. Our professor was a medical and psychological anthropologist, so it was interesting to hear about the intersections of her research and our course's themes. Throughout the term, we discussed various topics like illness behavior, the culture of biomedicine, and structural violence. We had daily readings and three full-length texts—which we read throughout the term. Our final project was a gateway to delve deeper into the course's themes. This opportunity was particularly enriching as it allowed me to integrate my URAD research into the course seamlessly. This personal connection made the final project a truly enjoyable and fulfilling experience.
"The Sixties" was an incredible Humanities department course taught by a Religion professor. Each week, we broke down a year of the “long sixties”—starting with JFK’s assassination in 1963 and ending with Nixon’s resignation in 1974. We learned both about the history and the culture of the decade. My favorite part about this course was the emphasis on the music of the "long sixties." We listened to the top 30 songs for each year of the "long sixties," and now I have a fantastic playlist from all of the songs I have discovered due to this class (some Don McLean, Simon & Garfunkel, The Doors, Creedence Clearwater Revival, The Beatles, The Supremes, Crosby Stills Nash & Young, and so many others)!
FallHanover, NH
Off-term doing paleoanthropology research and working for the Classics Department in Hanover—all while living on an alpaca farm (I have a blog post called "So, You Live on an Alpaca Farm?" if you're curious)...
WinterAotearoa: New Zealand Anthropology Foreign Study Program
The seminar on my Anthropology Foreign Study Program was my favorite class from my abroad. Dartmouth Professor Zaneta Thayer taught this class throughout our ten weeks in New Zealand. The course’s discussions centered on the system of settler colonialism and its ongoing mechanisms. We discussed the role of museums/statues in framing history, the documents that stole Māori land, and how the concept of race was invented as a means of colonial subjugation. We also discussed the concepts of Kaupapa Maori, decolonization, biculturalism, and the role of revisionist settler histories. What made this course incredibly meaningful was that we did not learn all of this in a classroom; we went out and learned from Māori scholars and activists. A significant component of this course was the role settlers play in shaping history; accordingly, a large portion of the course involved learning directly from Māori iwi and hapū. The course included three excursions: one to the Piritahi Marae on Waiheke Island, another to the central North Island (Rotorua, Taupo, and Waitomo), and the last to the Bay of Islands (Paihia, Russell, and Karetu). Not only were these trips filled with hikes, beach days, and cohort dinners, but they were also marked by meaningful learning and discussions.
Anth40 (Human Functional Anatomy) might take the title of my favorite class ever, narrowly surpassing Anth41 (Human Evolution) from my sophomore winter. This course literally dissected the anatomy of humans in relation to our primate relatives and ancestors. The course was divided into three units: upper limb, lower limb, sensory systems and soft tissue anatomy. For the first and second units, we considered all the essential muscles and bony landmarks of the human limbs, connecting them to their significance in bipedal locomotion. We then analyzed primate bone models to understand the functional significance of anatomical differences between modern humans and their brachiating, knuckle-walking, quadrumanous, and quadrupedal relatives. It was fascinating to then analyze the fossil casts’ anatomical features, as they often showed intermediate features between the great apes and humans. The final unit of the course dissected human soft tissue anatomy and sensory systems in depth. Perhaps the most interesting component of this course was the trip to the Body Donor Lab in the Geisel School of Medicine. After learning about the musculoskeletal components of the limbs in lecture, we were able to dissect the muscles we had studied.
SummerHanover, NH
Started working full-time as a Senior Fellow for the Admissions Office!
This course literally dissected the anatomy of humans in relation to our primate relatives and ancestors. The course was divided into three units: upper limb, lower limb, sensory systems, and soft tissue anatomy. For the first and second units, we considered all the essential muscles and bony landmarks of the human limbs, connecting them to their significance in bipedal locomotion. We then analyzed primate bone models to understand the functional significance of anatomical differences between modern humans and their brachiating, knuckle-walking, quadrumanous, and quadrupedal relatives.
Some comparative anatomy of a human and chimp's lower limb!
It was fascinating to then analyze the fossil casts' anatomical features, as they often showed intermediate features between the great apes and humans. The final unit of the course dissected human soft tissue anatomy and sensory systems in depth. I also have an absurd amount of fossil/bone/muscle model pictures in my camera roll, which I jointly have Anth 40 and Anth41 to thank for (more on this momentarily).
Some of the face & neck muscles we learned about!
Bony landmarks of the femur and their important muscle attachments!
Perhaps the most intriguing element of this course was the voluntary class trip to the Body Donor Lab in theGeisel School of Medicine. After learning about the musculoskeletal components of the limbs in lecture, we were able to dissect the muscles we had studied, seeing firsthand bony landmarks, muscle attachments, and the influence on the function of the limbs. We were also able to learn about the "Anatomical Gifts" program at Geisel and gain a little insight into the ethics behind a program like this.
The Geisel School of Medicine @ Dartmouth
Similar to my other favorite course, Anth41: Human Evolution (notice how they are close in theme and course number),Anth 40: Human Functional Anatomy also included lab practical assessments. This essentially meant that our course had a lab classroom filled with models of human muscles, models of human/primate bones, and hominin fossil casts for us to engage with our lecture material outside of class time. Studying for these practicals involved spending time with the models and learning about their notable functional features. Then, at the end of each unit, we played a game of musical chairs—not really, but timed intervals in which you had to answer questions at the model in front of you. Although thematically different, Anth40: Human Functional Anatomy employed the same mode of assessment—bones musical chairs—as Anth41: Human Evolution (which you can read more about here and in my D-Plan column). I really appreciate this unique form of assessment and application of our course material.
The various bones that comprise a human skull!
We even had models for the sensory systems from our 3rd unit!
I am thrilled that I took this class. Although I have completed my anthropology major (consisting of 10 courses), I continue to take anthropology courses because I find the content so fascinating, and there are many incredible courses like this one.
During my sophomore spring quarter, I took on the challenge of four STEM courses, and while it has been intense, the unexpected connections across subjects and the joy of learning have made it one of my most rewarding academic experiences yet.
On the Beijing LSA+, we have real-world Chinese practice every Friday. Last week we went to two neighborhoods, Houhai and Shichahai, and wrote a photo log about our experience. Read along to see what immersive language learning here looks like!
With so many undergraduates hoping to participate in the exceptional atmosphere of the Tuck School of Business, Tuck created programs specifically designed for us. I was fortunate enough to take part in one of them: TuckLAB Entrepreneurship.
