My name is Michal, but I often end up being called Michael. I am a '27 from Lozorno, a small town outside Bratislava (Slovak capital). I am an exUWCer. I am passionate about climate change and sustainability in general. I want to devote my life to making this world a little more sustainable. I am an incredibly curious person and I'll be exploring as much of Dartmouth as possible from hardcore research to different sports to American culture. Please enjoy my adventures and thoughts on Dartmouth!
From my brief experience at Dartmouth, what makes or breaks a class is the professor and—more importantly—their attitude toward teaching. The good thing about Dartmouth is that the chances are in your favor since professors are excited to teach and want to see their students succeed. In my case, PHYS 15 (Physics 15) was taught by Professor Miles Blencowe. I already wrote a blog post about him, but in a nutshell, he single-handedly managed to reawake my love for learning in the midst of a high-paced course load. We covered the basics of mechanics, general relativity, and quantum mechanics. The course has had weekly labs that aim to show the real-world applications of the theory we covered in class. My final rating for this class is 4.9 stars out of 5.
Math 13 offers a perfect balance between being challenging and manageable. The course has enough workload to keep you engaged and fill a solid part of your day, but not so much that you can’t find time for friends. While the assignments provide valuable practice, they may feel like busy work for those who need less repetition. For a faster-paced option, Math 11 might be a better fit. Math 13 gave me a solid foundation in the Calculus of Vector-Valued Functions, enabling me to take courses like Physics 16 and various Engineering classes. It also introduced me to the value of Teaching Assistants (TAs) at Dartmouth, who host 2-hour sessions where students can ask questions, review the material in-depth, and get the intuition for the way vector-valued calculus works.
Physics 16 was the hardest class I took in my first year at Dartmouth. It wasn't that the material was impossible, but for the first time, I had to confront the limits of my imagination. The course focused on electric and magnetic fields of charges and currents, and while I can usually solve problems if I can visualize them, this class threw me off. Concepts like the Poynting vector seemed simple at first, but when combined with changing currents and capacitors, I struggled to keep up; although Differential Equations (Math 23) isn't a prerequisite, I strongly recommend having a background in it. Every time a new equation appeared on the board, I had to jot it down to research later; many classmates with stronger math backgrounds had no problem, so don't be intimidated—just make sure you know the math. This class ultimately reshaped my D-plan. I decided to prioritize math courses, not just to get through the material but to gain a deeper, more fundamental understanding of the engineering concepts I'll encounter later. This course made me realize I want math to be second nature when I return to my engineering courses so I can truly grasp the principles behind the problems rather than just apply formulas.
SummerSlovakia, Alaska, and Bulgaria
The goal of my summer was to take a break—not just from my goals but from my everyday grind in general. For the past three years, I've been operating at full capacity, constantly pushing myself. In that time, I've had the chance to explore different parts of the world, learn fascinating things, conduct research, fall in love, and fall out of it. I've experienced so much that I never really stopped to reflect. As Ferris Bueller said in Ferris Bueller's Day Off, "Life moves pretty fast. If you don't stop and look around once in a while, you could miss it." So, I slowed down. I went hiking in Bulgaria (see my blog post about it) and traveled to Alaska—because who could say no to Alaska? I also spent a lot of time with my family, something I realized many of my college friends rarely get to do. They're so active and busy that they miss out on moments at home; I'm starting to realize that strategy might not be the best approach. Spending time with my family and taking it slow, reading books, and reflecting was my first step toward figuring out my place in the world. It felt like a strange, almost conflicting experience. On one hand, this was a betrayal of the carefree child inside me who just wanted to live in the moment. But on the other, it was a step toward becoming a better friend, a more thoughtful person.
Picking a favorite class this term has been tough since I’ve genuinely enjoyed all of them. I’m taking Linear Algebra (Math 22), Problem Solving via Object-Oriented Programming (COSC 10), and Cinematography I: Lighting and Composition (Film 44.09). Since I’m taking an art class, it’s been a more relaxed term in the sense that I’m doing more than just math and computer science. If I had to choose, CS 10 would be my favorite. The class is challenging, but Professor Timothy J. Pierson makes the material fun, covering object-oriented programming along with data structures and abstract data types. On the other hand thanks to my film class, I get access to Dartmouth’s media equipment, including a Bolex H16 film camera and 200 feet of Kodak color film, with development costs covered—truly a dream for a student cinematographer.
This semester, I’m taking mostly STEM courses—CHEM 5 (General Chemistry), ENGS 22 (Systems), and MATH 23 (Differential Equations). With two labs, it’s a relatively intense term. If I had to pick a favorite, it would definitely be MATH 23. MATH 23, in particular, stands out as one of the most useful classes I’ve taken. Over 10 weeks, we explore how relationships between variables affect outcomes and solve specific problems, offering a deeper understanding of how systems work rather than just how they are. Another reason I love this class is the professor, Robert Dougherty-Bliss. His energy and enthusiasm make the class not only engaging but genuinely enjoyable—I actually look forward to it!
A Funded Trip to DC: the American Coalition for Ukraine Summit
Dartmouth enrolls just 4,447 undergraduate students, which brings countless advantages: a low student-to-professor ratio, a tight-knit community, and abundant opportunities for personal and academic growth. Even if your interests are particularly niche, Dartmouth has a strong system in place to help students create new organizations and access the funding they need to thrive.
Funding is often essential to the success of student groups—after all, many activities and events wouldn't happen without financial support. Any recognized group at Dartmouth can request funding for a wide range of activities, from international summits and movie screenings to campus-wide meals, publications, and outdoor trips during breaks. One of the most exciting funding opportunities is for travel to conferences, allowing students to engage with global issues and expand their horizons. Thanks to Dartmouth's generous support and strong reputation, students are often able to attend these events without covering the costs themselves.
My own experience illustrates how supportive Dartmouth is: I received funding to travel with fellow students to Washington, D.C., for the American Coalition for Ukraine summit. There, we engaged in discussions about Ukraine's current challenges and even had the chance to speak with Oleksandra Matviichuk, the head of the Center for Civil Liberties. This Nobel Peace Prize-winning organization documents human rights violations. At the time, I had no idea how influential she was. It's wild to think that being an engaged Dartmouth student can take you so far, especially when I still feel like I haven't done that much with my life yet.
If you had asked me a year ago whether I could see myself on a nearly fully funded trip to Washington, D.C.—arguably one of the most influential places in the world—I would've said "no way." But that's what makes Dartmouth different. Suddenly, it becomes a "yes way." It's not to say everything you wish for will magically happen, but compared to the mindset I grew up around, where things often feel stuck or rigid, Dartmouth offers more openness and possibility.
Take, for example, a few of my friends who are passionate about aerospace engineering. They successfully launched a rocketry club a few years ago. Today, the college provides funding for its materials and rocket launches. I got to witness their first launch last year—it was truly spectacular. While they're just getting started, the only two real limits they face are their own skills and school policy around rocket fuel.
This kind of supportive environment is what makes Dartmouth so special to me. The college encourages students to pursue their passions and reduces the bureaucratic friction that can so often get in the way. Here, you're not just allowed—you're empowered to do what you genuinely love.
This year, the interfaith spring break trip went to New Mexico, and I led it as a student employee. It was very exciting for me to see the trip come together. This is an immersive trip for people of various religious and spiritual perspectives.
In my freshman year, I wrote a blog revisiting my decision of attending Dartmouth College. Now that more than a year has passed, I would love to revisit my decision again, with a more realistic lens.
DCSI is a hub of resources and opportunities for students looking to give back and make an impact in their communities. Here's an overview of just some of the programs they run!
