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!
The story starts when I flew in late and missed the first day of classes for the winter quarter. When I finally made it, there were graphs on the board and a young professor standing in front of them, eyes lit with the kind of spark you don't see every day. We spent half an hour joking and discussing the graph, and with every joke, Robert let one more clue slip about what we were looking at.
That was my introduction to differential equations. Math has so much beauty—it's just really hard to see what's hiding behind the equations. That's why it's so important to have professors like Robert, who help ignite that spark in you. There are endless hours of high-quality lectures online, teaching every possible technique to solve differential equations. But there's something special about sitting in a small 25-person class with a professor who is there not because he has to be but because he genuinely enjoys teaching. Robert is teaching Differential Equations because he loves it.
Usually, that's where a story like this would end, but Dartmouth fosters further interaction through programs like Take a Professor to Lunch. Dartmouth covers the cost of a meal for you and your professor at one of the best restaurants in town, either in a group setting or one-on-one. Personally, I prefer going alone—it allows for deeper, more meaningful conversations. That's how I managed to sit down for a meal with my favorite professor each term.
This program is great for discussing topics beyond class material, offering insights from people who have largely devoted their lives to their fields. During lunch with Robert, I learned about his journey to Dartmouth and the implications of his research in computational mathematics. But we also discussed road trip ideas, math brain teasers, and book recommendations—topics that rarely come up during regular office hours.
However, if one-on-one meals aren't your thing, no worries; grab some friends and pick your professor's brain together. Over the past year and a half, I've used this opportunity every term—except once. To this day, I regret not taking advantage of Take a Professor to Lunch that term.
Ultimately, one of the most important aspects of science is the ability to look at problems from multiple perspectives and to approach them differently than the mainstream. Einstein conceived special relativity through train thought experiments. "Schrödinger's Cat" gave us insights into quantum mechanics. "Maxwell's Demon" reshaped thermodynamics. That's what I appreciate about Professor Dougherty Bliss—he doesn't just teach us equations and simplified proofs. He teaches us to intuitively understand what the math means. It's professors like Robert—and many others at Dartmouth—who truly make all the difference, especially when you have the opportunity to sit down with them at Pine and get to know them outside of the classroom.
Inspired by my fall term recap post, I wanted to share a similar recap at the end of these nine weeks of the winter term. Read on to see what I've been up to!
