Hi there! I'm Nathan, a '27 from Lynn, MA (just outside Boston). I'm majoring in Engineering Sciences modified with Studio Art—I like to understand, design, and create things. I also love reading about history, biology, writing, and photography (hence this blog). On-campus, I'm involved in the Magnuson Center for Entrepreneurship, as well as the Triathlon and Cycling Teams. Outside of class, you'll probably catch me drinking coffee somewhere or out on my bike.
I took this class to explore the Biology Department and it ended up defining my freshman Fall. I grew close with other biology-minded students and together we delved deep into cellular mechanisms and processes in a fast-paced environment. The labs were long but rewarding and everything about this class made me a better scientist—Professor Bezanilla is an amazing teacher! I would recommend this class to anyone with a passion for biology and research.
“Who do I want to be?” is a question that I frequently ask myself as an undergraduate (and I’m sure you will as well). A good place to begin answering this question, however, is “Who am I ?” Taking Investigative Memoir as my first-year seminar allowed me to explore this question via personal reflection and expressive writing—something that has helped me frame my identity at Dartmouth with the rest of my life. College can be a surreal experience, but Professor Sharlet’s introduction to the world of creative nonfiction has given me the ability to transform my own perceptions into tangible, recorded stories.
As a kid I drew a lot; I was inspired by architectural books like “Pyramid” and “Castle” and fascinated by illustrations in “The Way Things Work.” All of these books are by the author David Macaulay—and I had the opportunity to take this very class with him! I completed weekly sketchbook exercises, worked on visually communicating inventions, and was able to receive personal feedback. The theme of visual illustration as a tool in engineering resonated strongly with me, inspiring my interest in an engineering major modified with studio art. Given my long relationship with his work, this class was truly a dream come true.
SummerAmherst, Massachusetts
I interned at a running biomechanics research lab in Amherst, MA, to explore my interests in kinesiology and running shoe design! I was able to self-fund the internship through a grant from the Dartmouth Center for Professional Development (CPD). I spent the rest of my summer reading, spending time with family, and took a trip to Quebec before returning to campus.
The first of a two-part series on classical mechanics, this class made physics refreshing and enjoyable. The content came primarily through lectures given by Professor Caldwell, who was extremely clear and made each class memorable with demonstrations, jokes, or historical tangents. The lab section, which involved hands-on physics experiments, reinforced my understanding of the material in a practical sense. I took this course as an engineering requirement, and I found it to be my favorite quantitative course thus far.
I delved into the process of using digital design tools—such as the Adobe Suite, Rhino 3D, and Fusion 360—to create projects that used computer driven manufacturing methods like laser cutting and 3D printing. This class was right up my alley as the assignments required a hybrid of creative and technical thinking. My favorite projects included a making my own lamp, decorative tiles, and an architecture miniature. Overall, this class expanded my design skills and further solidified my pursuit of a Studio Art minor.
I learned about the history of New York, New Orleans, Las Vegas, and Los Angeles through a series of group discussions and presentations. Professor Orleck was an amazing lecturer and guided us through topics like labor reform, corruption, infrastructure, and economics across each city. The final project was an open research paper, and I chose to write about the evolution of culture in Boston's North End. Overall, this class reshaped my perspective of cities and allowed me to fulfill a SOC distributive requirement.
A classic engineering course in which I learned about rigid body statics, the behavior of deformable elastic solids, and how to build a system that can withstand load. The final group project was a truss bridge laser-cut out of wood that involved multiple rounds of simulation and computer-aided-design (CAD). In the end, it held over 20 kN, or about 4,500 pounds! I loved how this class changed the way I interacted with everyday physical objects and think about structures!
One of the things I love most about Dartmouth is how it encourages you to explore seemingly unrelated interests and find unexpected connections between them. As anengineering major likely minoring in studio art, this summer's course load perfectly captures part of what makes Dartmouth special—the ability to pursue more technical training alongside creative expression!
The cornerstone of my engineering requirements this summer is ENGS 22: Systems—a class that engineering majors at Dartmouth will take. The course is math-heavy, covering ordinary differential equations and the modeling of electrical and mechanical systems, but what makes it engaging is how every equation connects to real-world applications. You learn to take any complex scenario and develop a quantitative framework to understand it. What strikes me most is how this systematic approach to problem-solving mirrors the design thinking that Dartmouth emphasizes across all disciplines, even in my art classes.
My second engineering course, ENGS 33: Solid Mechanics, introduces the physics behind real-world mechanical systems through statics, dynamics, stress, and strain. This canonical engineering class gives you a solid foundation in structural mechanics, but Dartmouth's hands-on approach makes it much more than just theory. A large portion focuses on design, culminating in building a truss bridge from laser-cut plywood. Along with traditional lectures, we have lab sessions learning Solidworks and testing materials using an Instron machine, with a competitive bridge-testing finale that adds that element of fun.
Student bridges from past classes!
On the creative side, I'm taking SART 16: Sculpture, which represents the studio art component of my academic journey. Dartmouth's studio art department offers incredible opportunities for both majors and non-majors to explore creative practice, and this class exemplifies why I'm pursuing the minor. Sculpture teaches you to make decisions by observing your work and trusting visual intuition—a wholly different but equally valid approach to problem-solving. I'm currently finishing my first piece made from bamboo and rice paper. I've begun to realize that constraints can fuel creativity.
What's remarkable about Dartmouth is how these courses inform each other rather than existing in isolation. My engineering classes teach systematic thinking and precision, while sculpture develops visual intuition and iterative creativity. Both require working within constraints to find innovative solutions, and this interdisciplinary approach is what feels natural at Dartmouth.
For prospective students considering Dartmouth, know that you don't have to choose between technical rigor and creative expression. This combination of courses perfectly reflects what drew me to Dartmouth: a place where you can pursue engineering excellence while exploring your artistic side, all within a community that celebrates intellectual curiosity in all its forms.
At Dartmouth, students have the opportunity to fuse two different academic studies and programs into a single major. Learn more about my modified major here!
Dartmouth is known for its outstanding graduate schools of business, engineering, and medicine, but how can undergraduates take part in that enriching environment? Read more to find out!
When I first arrived on campus, upper-level students eased my fears with their confidence and care. When invited to apply as a Dartmouth Bound Leader, I jumped at the chance to do the same to students starting their own college journeys.
