Dartmouth Strategic Planning ::

Question: What competencies should students possess upon entering Dartmouth College?

Anonymous

Feb 16, 2012 at 10:31 pm

An openness to new ideas and an eagerness to explore.

Paul Sunde

Feb 16, 2012 at 11:10 pm

Strong baseline academic competencies are and will continue to be critical. Also, incoming students are and will continue to be well served by having a level of comfort and facility with digital technologies. Finally, though not competencies per se, I think incoming students will need to relish a challenge, to intuitively embrace the unknown, to be comfortable navigating ambiguous and often conflicting data.

Anonymous

Feb 17, 2012 at 9:33 am

I agree that strong academic competencies are and should be important, we just need to make sure that we evolve as the evaluating tools for academic competencies are refined through further research. Will the SAT/APs, etc. continue to be the only standardized measures of academic achievement in the future? Probably not, and we need to be poised to understand new tools and what they can tell us about potential Dartmouth students.

Belinda

Feb 17, 2012 at 3:59 pm

Agree that strong academic competency will be and continue to be critical AND that the standards for evaluation must be re-examined. Dartmouth already does a good job looking at apps holistically, but let’s not be satisfied with being great right now - let’s look at how we can be on the forefront of understanding and recognizing talent/intelligence/etc. in their multiple forms. How can Dartmouth be on the cutting edge of designing, adopting, testing out these tools?

A genuine curiosity, a burning desire to know, and a willingness to step outside - way outside - the comfort zone.

Abbey

Feb 17, 2012 at 5:32 pm

Strong academics should be a baseline, then the qualities Dartmouth asks interviewers to comment on (Intellectual Curiousity, Character, Leadership)can really set the students apart. In addition, those who have a “growth mindset” to quote Carole Dweck and are constantly trying to evolve, grow, and push themselves. To expand on some of the other posts, we need a more efficient way of identifying those characteristics, whatever they are. As I understand it, most districts are really struggling to get everybody interviewed. Even so, the interview is subjective. And is one interview, essays, and some recommendations enough for Admissions to do this in an unbiased way? I would be curious to explore other ways in which the broader Dartmouth community can help to identify and recruit these students, as long as they meet the academic baseline, since Admissions can only do so much…and already does!

Cameron

Feb 17, 2012 at 5:39 pm

Strong Academic competencies is a given, and always will be.

Other competencies that students should have include innovation or ability for invention. This is hand-in-hand with Paul’s comments about being comfortable navigating the ambiguous.

Dartmouth students of the future are going to be leaders of the future for the United States and the world. If analysts say that the way the US is going to stay a leader in the world is with creativity and innovation then creative, adaptable minds are needed in all disciplines.

Grit and perseverance are also great qualities or experiences to be looking for, even if they are not necessarily competencies.

Anonymous

Feb 18, 2012 at 3:47 pm

I think a nuance not mentioned so far is the ability for a student to not just arrive at Dartmouth and “start over” with a “blank slate.” We should be identifying students who can synthesize their life experiences leading up to college and use their time at Dartmouth to both add to those experiences and improve. Essentially, a willingness to bridge their individual prior experiences with the ones they will soon have as a student at Dartmouth. Often to individual detriment, people begin Dartmouth and compartmentalize their prior experiences, learning, and knowledge.

Gaby

Feb 22, 2012 at 1:02 am

Dartmouth should seek to attract leaders who innovate rather than meet the base requirements of their roles, both within and beyond the classroom. We should seek students—as we seek faculty!—who expand knowledge rather than work well within received paradigms.

But the real trick is to figure out how to identify those students.

Here is a common application supplemental question that might help do so:

Please choose one of the three questions below and respond in 250-500 words.

Describe something you have created during your four years of high school, either within or outside the classroom, either in a structured or an independent environment. Please feel free to describe a creation on any scale and in any field. A work of art, a research project, a compelling insight into a literary work, a new element within a student organization of which you are a part . . . anything that exists now that came into existence through your efforts is fair game. What motivated you? What was the impact of your creation?

Sometimes learning occurs in the spaces between departments. Describe something you learned in one discipline that was of use to you in another. Alternately, describe something that you learned outside the classroom that changed the way you thought about something within it. Please be specific rather than general in your response.

Were you ever taught something, either within or outside of the classroom, that you believe to be incomplete or erroneous? What do you feel was missing or in error, how might you explore further to justify this belief, and how could you go about expanding the curriculum to encompass it?

Gray Horan

Feb 24, 2012 at 3:54 pm

• Demonstrated academic potential
• A keen interest in the world or body of knowledge that they seek to further develop
• An interest in being part of the Dartmouth “tribe” and a contributor to campus activities

hTuLrdQrB

Mar 05, 2012 at 6:58 am

I felt this session was very sufeul because we had a range of views about e-learning in the audience and this led to a lively discussion.I should like to re-iterate that, in my view, there should be no compunction for academics to use e-learning but I would hope that those who are not committed would keep an open mind about its value and perhaps try it out to see if it adds anything to what they are doing at present.A point made by Peter (I think) in the discussion was that many students are using this technology already at school and probably expect us to be using it in some places in our teaching. However, there is no point in us using e-learning for the sake of it or because its perceived trendiness will endear us to students. It has to have a purpose; if it doesn’t students will not use it.We should also not be afraid to experiment and, if we find it doesn’t work, try another tack.Thanks to all those who came to this workshop and particularly to those who voiced their views.

Don Davidoff '56

Mar 12, 2012 at 2:34 pm

As with all responses to these questions, the age of the responder will be a factor. In my case, I believe that applicants should possess a solid ability to read, write and speak in standard English as a base skill. Then, we should look for all the new digital skills so necessary for today and beyond. Applicants should demonstrate concern for the environment and the world’s problems. Hopefully, applicants will still be able to indicate an appreciation for the arts. Finally, the “well rounded student” should still be one desired for admission. Once on board,we should provide help, where needed, with the written and verbal skills. It is essential that global history and current world status be part of the required course content to enable students to appreciate the scope of what lies ahead. A study of the world’s religions, including the problems caused by Fundamentalists of every stripe, should be highlighted. The role of the Tucker Foundation should be expanded as a logical focus for emphasis in helping students “Repair the World”.

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