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 writing, photography, and being outside (hence this blog). On-campus, I'm involved in the startup scene through 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.
Lately, my brain break has taken the form of video lectures and "fun" note-taking for my Earth Science course: "The Evolution of Earth and Life." It may sound strange that I look forward to completing work for this class, but I've taken it as a good sign. I like sitting down and just having to watch someone enthusiastically present fascinating content (kudos to Prof. Osterberg) and doodling the geological or biological processes we're learning about. For any STEM course, I try to channel some creativity. I use multi-colored pens, draw visual notes, and make labeled diagrams; this ultimately makes the learning process more enjoyable and even more effective.
The course has largely strengthened my interest in Earth Science. We've covered a lot, ranging from basic petrology (mineral stuff) to biological evolution. After learning about the Upper Valley's glacial legacy, our class had an opportunity to go out into the field and observe the glacial features of the landscape. Earth science is an incredibly tangible science, yet it can be difficult to conceptualize the colossal, extremely long-term processes that characterize the field. By actually going outside and making real observations, I was able to understand classroom content in a far deeper, applicable way—I know what features of a glacial landscape look like in person.
Note taking!
Another feature of the course was a class discussion on a book assignment: "The Sixth Extinction." Though covering a heavy subject (the modern extinction event caused by humans), the book prompted deep discussion: Do we have a moral obligation to preserve species? Are some species more inherently valuable than others? My takeaway from the conversation was an impression of how important earth science is to our modern understanding of what is "good and bad." Earth science can teach us about our past and where we might be headed—something that makes for quite a thought-provoking exchange.
While this is my first earth science course, it's also a course that has put the department's opportunities on my radar. Beyond research opportunities, the department runs a foreign study program called "The Stretch," which brings Dartmouth students to a diverse array of geological sites around Western North America. I won't get into the details (because I haven't gone), but more information can be found here! It's essentially a field-based program that takes place across an entire term and provides class credit while doing so. Between walking on actual glaciers and descending into the Grand Canyon, the Stretch is a dream opportunity for any earth science enthusiast.
Maybe I'll blog about "The Stretch" many posts from now!
True to the theme of a liberal arts education, Dartmouth requires students to take one or two classes each in several different subject matters, or distributives, in order to graduate.
This fall, I took INTS80.06: Multilateralism and US Leadership. The course was taught by visiting Professor DeLaurentis. We finished off the term with a trip to New York City to visit the UN and various UN Embassies.
Welcome back to Open Doors—your inside look at life in the Woods! This week, Sarah Getraer '26, a studio art major, showed me around her dorm room, where we discussed Dartmouth residence halls, classes, and campus life.
