Hello there, friend! My name is Love and I am a '23. Aside from being on the pre-med track, I'm currently interested in studying math and public policy. I have a penchant for old things, learning languages, and the arts. I also love personality tests, irrespective of their actual validity—in case you're curious, I'm an INFJ, Scorpio, dragon, and type 2w1.
BIOL 11.07 (Major Events in the History of Life and the Human Genome) is a very unique class. We learn topics such as oxidative phosphorylation in conjunction with evolution and paleontology. In other words, where and when did ETC come from, and how can we support our hypothesis? Though not an easy class by far, every day the material I learn amazes me with the wonder of life, which is how biology should be!
MES 7.03 (Jerusalem: Vision and Reality) was my First-Year Seminar and such an interesting class to take! We explored Jerusalem through three main viewpoints (Judaism, Christianity, and Islam). The class had a bit of religion, literature, anthropology, sociology, and even geography—all things I love to study but don't necessarily have the space for with our three-class quarters. I often found myself going to office hours just to talk with my professor about questions I had outside of the reading!
COSC 10 (Problem Solving with Object-Oriented Programming) is a data structures course and the last pre-requisite for the computer science major. Though I added it as a fourth class on a whim because of COVID-19 and remote learning, it quickly became my favorite class this term because I loved the problem solving that CS has to offer. It is a difficult class but the emotional and academic rewards make it all worth it!
This was one of four classes I took during fall term and it was super interesting! We learned about healthcare systems and innovations from around 4 guest lecturers per week, and were able to do research on our own and propose a new system at the end of the term. Students came from all over campus and the course was very enlightening for me in terms of understanding how care is dispensed in the U.S. and how we can improve it.
Though this was my first "foundation" course in the Biology department and I still found it challenging, I really enjoyed learning the material and found it all super exciting! We learned about DNA replication, mRNA transcription and protein translation, genetics, and had the opportunity to do a literature review at the end of the term.
The dreaded Organic Chemistry sequence of my pre-med track came upon me faster than I thought it would, but it surprised me by being one of my favorite classes to date! I found it intellectually interesting (even though it was time-consuming), probably because I treated it like a STEM-and-logic puzzle instead of pure STEM or pure memorization. Am I great at it? Not necessarily. Do I remember everything I've learned? I'm not too sure! Am I mentally ready for Organic Chemistry 2 next term? Not at all! But I had a lot of fun doing this class and surprised even myself with how I tackled it.
I love dancing, story-telling, and learning about different cultures so I knew going into this course that I would enjoy it. Cross-listed in the theater and AAAS departments, this course let students have the privilege of working with Dance Theatre of Harlem members who were in Hanover for a summer residency. As a group, we analyzed a play ("The Purple Flower" by Marita Bonner) and transformed the text into a physical movement piece. Each student also had complete ownership of a personal final project, and I opted to do a self-choreographed dance. Overall, I loved getting the chance to work creatively in my academics this term and I also was able to broaden my perspective and knowledge of the African-American story in the process!
As a pre-med, I am constantly trying to learn more about the U.S medical system. This course was extremely engaging in all aspects, taking students through all of American history through the lens of healthcare within the span of 10 weeks. I particularly liked having a discussion session that replaced a lecture, since we were able to talk about the issues with the professor and think out loud about our readings. The course was definitely challenging and required a lot of synthesis across different time periods and topics, but I feel like I came out of it with a deeper and more profound understanding of our healthcare system and why it functions the way it does today.
WinterDetroit, MI
For my junior winter, I did an internship in clinical research! With COVID affecting so much of my college experience, this practical, in-person work internship was very important for me to not only hone my employable skills but also see what having a 8am - 5pm job looks like and how it could fit into my future.
Much like my other pre-med courses here at Dartmouth, Biochemistry was quite rigorous and fast-paced. It was certainly challenging, but I found the work extremely rewarding and I enjoyed learning about all the different mechanisms that happen inside of our bodies. Additionally, many of my friends were also in this class as well, rounding out final prerequisites for graduate school, and this fact made it all the more fun.
SummerDresden, Germany
For my junior summer, I had a research internship in Eastern Germany, working at the intersection between math, computer science, and biology! The learning curve was very steep since my project focus changed once I arrived in Europe, but I had a lot of fun and learned a lot about the content and myself. I am extremely thankful for all the support that Dartmouth has given me throughout my time here, without which I wouldn't have been able to do a 12-week European adventure!
As a pre-med student interested in health disparities, SOCY 75 was an amazing class to take! We covered numerous topics concerning how where one lives can impact their health outcomes. At the end of the course, students were also able to complete a final project of their choosing and I loved being able to tie my personal experiences into an academic course.
Throughout college, most of my science courses have been at the introductory level: one term of genetics, one term of cell structure, etc. Rarely have I had the chance to engage with something on a deeper level or connect the pre-med courses to human biology. This course was super interesting because I could finally connect everything I've learned throughout college into one cohesive course that connects to something I want to do post-Dartmouth.
If you were to ask any random student at Dartmouth what their favorite part of the school is, I'd bet that they would say the people. As cliché as this may sound, this truly is the case!
Coming to Dartmouth, I asked this question to many students here. Whenever they answered this way, I found myself somewhat disappointed in hearing this answer because it was so common and I really had no idea what they meant. What did it mean if the peopleof Dartmouth were the best part of their school experience?
As a junior, I think I've finally begun to really understand this sentiment. The connections that one makes at Dartmouth are unparalleled to ones that you can find anywhere else. All the components of our school that make it unique—residing in the rural Upper Valley, being so undergraduate-focused, and having such an inclusive social life/culture—contribute to this. In this post, I'll give three examples of the communities and connections that I've been able to make at Dartmouth thus far (even with COVID!)
Connections through shared interests.
I believe that this is the fastest and easiest way to make new friends. From my dance group to spiritual life or even career aspirations, I've been able to find support networks all across campus. It is ridiculously easy to meet new people on campus and I have frequently gotten close to new people each term while at other schools, there may be fewer chances to do so following freshman year.
One of my primary social spaces / communities on campus is my dance group. We recently got a whole new class of "babies," and it has been so fun watching them grow and come out of their shell!
The first few weeks of the term are a certified blitzkrieg, as clubs send out blitzes (Dartmouth slang for emails) to all of campus to encourage attendance. I myself have gone to new clubs or events completely alone because of a blitz. While there, I often run into old friends or strike up a conversation with a new one. The opportunities are truly abundant here to try something new and make connections with those doing the same thing.
Some of my closest friends here are those I met through student organizations—working together towards a common goal is extremely rewarding and something I love about these types of relationships.
Connections through shared tradition and culture of mentorship
Coming in as a freshman, I still remember the 20s (the graduating senior class that year) in these groups reaching out to get a meal with me, talking through concerns I had, and generally putting time into me and my growth. I was so surprised that they were so willing and excited to take care of me and my friends even when they had their own busy lives to take care of.
Dartmouth traditions are some of the most fun parts of the school. The Homecoming Bonfire happens each fall and often serves as the real "initiation" of the freshman class into the Dartmouth community. Students from other class years gather around the fire to heckle and cheer at freshmen as they do the lap.
Now as an upperclass student, I find myself doing the same for the '25s and '24s. Whether they be fellow peers I meet in class, those I tutor, or random students I encounter, I am always looking to make sure that they are having a good term and are keeping afloat. In many ways, I think my interest in seeing younger classes succeed comes from this sort of shared culture that upperclassmen had instilled in me.
At Dartmouth, we take care of each other and help instill a culture of compassion and inclusion. I was taught how to do that as a freshman and now I am passing on my experiences to others. The people here are really the ones that make up the Dartmouth collegiate experience, and I am so grateful to be a part of such a welcoming community.
Connections with graduate students and professors
Dartmouth isn't all undergraduates! Many students have a wonderful relationship with their professors or graduate student TAs. Dartmouth professors are uniquely interested in bonding with their students and helping them achieve their goals. Numerous faculty that I've spoken to actually cite this as one of their primary reasons for teaching at Dartmouth over other schools.
This term, for example, I started talking with a math professor about potential research. Upon sending an email, I received a reply within an hour and had an appointment scheduled to meet him. When I arrived, I was (understandably) nervous since this area is so new to me; the professor, whom I'd never met before, noticed immediately and calmed me down. He offered me some chocolates he kept in his office and reiterated his interest in helping Dartmouth students become successful and work through any trouble spots they may have, academically or otherwise.
My biology lab, which is taught by graduate TAs, has similarly understanding and caring individuals. Whenever my partner and I have questions, they hurry over and try their best to help us see what we're missing, asking us guiding questions and smiling when the light bulb finally lights up in our brains. My TAs in STEM courses have been instrumental in helping me grasp the material and feel like I am capable of doing well; the welcoming and collaborative (vs. competitive) atmosphere at Dartmouth is certainly a factor to include when trying to deduce why everyone is so willing to meet you where you are.
Making connections can seem like a daunting prospect to many students, especially since many of us grew up in similar environments our entire lives and haven't had to meet so many new people at once before. Thankfully, I've found Dartmouth to be one of the friendliest places I've ever been—and that's saying a lot, coming from the Midwest! Though the academics are certainly difficult and terms are extremely busy, people here make time for you and in turn, you make time for them.
The culture of care at this school is something that I learned even more about through COVID and makes me incredibly proud to be a Dartmouth student. I hope you have a similar opportunity to experience this as well.
In addition to blogging, I work as a Fellow for the Tucker Center, which focuses on promoting spiritual and ethical life on campus. As part of this role, I'm leading the Interfaith Alternative Spring Break Trip. Read on to learn more about my work!
