Viewbook

Independence: Freedom to Learn 4 • Getting Started 6 • Defining Your Space 8 • Seeking Connections 10 •

Exploring the World 12 • Study Abroad 14 • InquIry: Archaeology 18 • Workshop Physics 20 • Research and Rector 22 •

The Arts 24 • Capstones and Theses 26 • responsIbIlIty: Commitment to Sustainability 30 • Green Living 32 •

Student-Athletes 34 • Internships 36 • Community Engagement 38 • Alumni 40 • Academic Offerings 42 • The Facts 44 •

How to Apply 46 • Tuition, Fees and Financial Aid 47 • Visiting Campus 48

It has been more than 225 years since Benjamin Rush

decided to build a college in a country less than half

explored. Yet the founding spirit propels us forward

today. Dickinson remains devoted to discovery,

connecting students to original research in the

sciences, social sciences, humanities and arts. Its

frontiers are now global. Dickinson is the hub of a

series of international sites, and its campus is alive

with students and scholars from around the world.

Dickinson is the model of a residential American

liberal-arts education—an education that gives you

the independence to develop your personal story, the

freedom to ask the important questions and the

intellectual clarity to define problems and communicate

convincing solutions. In an age of globalization,

Dickinson’s founding spirit is as vital as ever, instilling

in you a sense of responsibility not just to the nation

but to the world.

Independence, inquiry, responsibility: these are the themes of the American

experience, the Dickinson experience and—once you become a Dickinsonian—

your experience. Dickinson was the first college chartered after the formal ending

of the American Revolution. Its founder, Dr. Benjamin Rush, was a signer of the

Declaration of Independence. His goal in founding Dickinson was to create a

new kind of college—one that would educate engaged leaders for a new world.

On the edge of the wilderness, Dickinson’s campus in Carlisle, Pa., was to be

a starting point for journeys of inquiry and discovery. Dickinson graduates were

to take responsibility for leading the new nation—in fields of government, law,

medicine, business and foreign affairs.

2 • Dickinson College

After the college building that was begun in 1799 burned down in

1803, the cornerstone for what is now Old West (left) was laid. It was

designed by Benjamin Latrobe, the same architect who designed the

Capitol in Washington, D.C., thus connecting Dickinson even more

closely to the symbols of the new nation.

Independence • 3

To the colonists in 1776, Independence meant freedom—

freedom of the people from tyranny and of the individual to enjoy

the unalienable rights of life, liberty and the pursuit of happiness.

In signing the Declaration of Independence, Dickinson’s founder Dr.

Benjamin Rush endorsed these revolutionary American values. He

also took partial authorship of them. To enter the doors of Old West

with a new class of Dickinsonians is to take up Rush’s legacy—that of

an author, scientist and teacher committed to providing a useful edu-

cation, and of an engaged citizen with the courage to shape a nation.


Independence is the promise of college—the

freedom of being away from home and the

related responsibilities of taking care of your-

self and managing your time. In terms of your

Dickinson experience, freedom is academic—

the right to personalize a program of study

from among 1,078 classes offered each year

across 42 majors, to build relationships with

professors, engage in spirited dialogue, connect

ideas in new ways, do research, study abroad

and, above all, learn how to learn on your own.

It’s social—the opportunity to participate in

more than 100 clubs and organizations. It can

also be very personal—the freedom to develop

a signature style, a worldview and a manner of

expressing it that is uniquely your own.

Freedom to Learn

Independence • 5

Dickinson DistinctionsThe signature features of liberal learning at Dickinson are the

choices you have to select classes and define your area of study,

the immediate opportunities to do fieldwork and research, and

the close relationships you develop with faculty—scholars,

researchers and advisors who are teachers first and foremost.

Dickinson classes are small, averaging 17 students. The

student-faculty ratio is a remarkably low 10:1. By design,

Dickinson is a community of scholars, a place where learning

is active and study is hands-on. It is a diverse community,

in which students bring their cultural, geographic and

political perspectives to bear and can honestly voice compet-

ing opinions—and face challenges. Dickinson’s geographic

reach is unparalleled, with 16 programs around the globe,

opportunities to participate in other abroad programs and a

curriculum that emphasizes a global perspective throughout

the four years.

Dickinson’s course offer-

ings are characterized by

breadth and depth. You

have the freedom to come

to Dickinson with one major in mind and leave with a pas-

sion for another—or to arrive open to wherever your course

of study takes you. Once you choose an area of study, you not

only will complete upper-level coursework, but you also will

have opportunities to develop independent studies, pursue in-

depth research, write a thesis or complete a capstone project.

As your interests, skills and knowledge advance, you learn to

ask questions, find answers and seek solutions on your own—

to think independently.

“you as students enjoy wide freedom in almost every aspect of your

education because we believe that the best method for producing

students ready for self-governance after graduation is to apply the

principle of self-governance before graduation.” Neil Weissman,

provost and dean of Dickinson College

You may come to Dickinson with a

neat and compartmentalized view

of the world—the idea that each

subject is discrete and each major a

closed system of thought. Through

interdisciplinary approaches to

knowing (see Page 10), you will see

openings. You also will connect the

dots of your Dickinson experience

without necessarily majoring in an

interdisciplinary program—through

independent effort. You might build

your own cluster of courses, link

insights from different academic

experiences and tie what you do in

the classroom to extracurricular

activities and residential life. You

also will bridge your academic

program to experiences beyond

Dickinson’s limestone walls—

internships (see Page 36), service

projects (see Page 38) and study

abroad (see Page 14).

Connecting the Dots

Turn to Page 42 for a complete listing of

programs and majors, or find in-depth

information online at www.dickinson.edu/

academics.

getting started

“If you have the option of taking a First-year seminar

as part of a learning community, do it. back on your

hall, you can talk in depth about what you’re doing

in class. And you get to form great friendships that

will last.” Sarah Zaleski (archaeology and anthropology),

Haverford, Pa.

“the most rewarding and unexpected experience for me

is the wide and increasing variety of mosaic programs

and interdisciplinary programs that you can get involved

in. there is a particularly high concentration of them

in the environmental studies department – and they

are expanding. If I had to do it all over again, I’d start

at dickinson now.” Philip Rothrock (environmental

studies), Wilmette, Ill.

“I came to dickinson thinking I would major in business.

I’m leaving with a degree in sociology and a grant to

return to brazil, where I studied abroad, to run a

program for students in the favela where we lived.

the moment I started focusing on what I really wanted

to do I started appreciating the liberal-arts model that

drew me here.” Anna Valiante (sociology), Wilson, Wyo.


We spoke to a handful of seniors one week before graduation about the opportunities

Dickinson opened up to them and opened them to. Their majors run from English and French

to archaeology and anthropology and international business & management; their experiences,

from interning with botanists in Alaska to attending the U.N. conference on climate change.

They have immediate plans to attend medical school and business school and work for global

NGOs. We offer up their advice to give you a head start on your path through Dickinson.

“every dickinson professor has a distinct personality

and style of teaching. I like professors who push stu-

dents to be inquisitive and who push the imagination.

the best professors balance the course material with

a level of flexibility that gets you to develop some-

thing unique independently.” Vania Chan (biology and

French), East Bridgewater, Mass.

“I would tell incoming first-years not to be worried

about what they’re going to major in. the whole point

of coming to a small liberal-arts college is to feel it

out. take a broad range of classes, talk to your advisors,

professors and friends. everyone here comes from

different backgrounds and has a lot of interests. you’ll

get so many different viewpoints.” Senaka Ratnayake

(biochemistry and molecular biology), Valparaiso, Ind.

“you’ll do a lot of thinking at dickinson. but you have

to do as well. through dickinson I went to the u.n.

conference on climate change in copenhagen.

that was a defining moment for me. It inspired me

to continue to advocate for disenfranchised groups.” Brandon McCall (English), Los Angeles, Calif.

Independence • 7

Just as Dickinsonians personalize their course schedules,

so too do they leave their fingerprints on favorite study

spots. Be it a carrel in the library, a terminal in the

Microroom, a first-year double in Drayer or a room in

McKenney Suites, Dickinson provides ample space(s)

for reflection.

Defining your space

“ I write all my humanities papers and music

compositions in McKenney. When my suite-

mates are also working, the common room

can be very conducive to getting things done.”

Anubhav Mohan, Patna, India “the Goodyear studios are the visual-arts

community. In this space, students push

each other to levels of unimaginable

creativity in pursuit of solutions to the

problem that interests them most.” Rachel Warren, New Albany, Ohio

“If I’m creating an outline for a paper or

organizing my notes for a lab report, I’m at

my desk in drayer very early in the morning

before everybody wakes up.” Steph Neal, Philadelphia, Pa.

“the availability of countless

facts in the stacks, not to men-

tion the knowledge contained

within the minds of my peers,

create an excellent learning

environment within the library.” Tyler Rosá, Carmel by the Sea,

Calif.

“I go to the Microroom

to write papers and study

guides. they’ve got pcs,

Macs and printers, and

It techs keep everything

running. the energy

makes it a motivating

place to work.” Siraj Hashmi, Oklahoma

City, Okla.

Independence • 9


Nearly one-quarter of Dickinson

students graduate with interdisci-

plinary majors, all of which by their

very nature demand connecting

insights from multiple fields. This

list includes major, minor and

certificate programs.

Africana Studies

American Studies

Archaeology

Biochemistry & Molecular Biology

Business (International Business

& Management)

Classical Studies

Dance & Music

East Asian Studies

Environmental Science/Studies

Film Studies

Health Studies

International Studies

Italian Studies

Judaic Studies

Latin American, Latino &

Caribbean Studies

Law & Policy

Medieval & Early Modern Studies

Middle East Studies

Neuroscience

Policy Management

Security Studies

Women’s & Gender Studies

Interdisciplinary Areas of Study

Independence • 11

Embracing ChangeAt Dickinson, you have the freedom to choose from 42 majors,

including innovative interdisciplinary programs, and oppor-

tunities to take your studies into the field. These programs

are designed to allow you to play a part in solving the biggest

problems that face the nation and the world today. Here are a

few examples:

American and Global Mosaic Programs (Mosaics), which

involve intensive semesterlong research designed around

ethnographic fieldwork and cultural immersion, engage

students in collaborative work with local, transnational and

international communities. The ultimate example of a useful

education, the Mosaics provide opportunities for students to

apply the theories and methodologies they are learning in the

classroom to the world beyond—and to bring their experi-

ences in the world back into the classroom. Turn to Page 26

to read about how the Black Liberation Movements Mosaic

prepared one student to undertake an ambitious multimedia

thesis in his senior year.

Security studies is more than just a certificate program—it is

part of a larger framework that connects a variety of academ-

ic disciplines, increases experiential off-campus opportuni-

ties and enhances unique partnerships. Dickinson’s concept

of security has to do with protecting human well-being in

a broad sense. It includes traditional concerns like threats

from other states or terrorists, but also issues such as health

(pandemics, for example), environment and energy, and

economic security. Partnerships with the U.S. Army Peace-

keeping and Stability Operations Institute and U.S. Army War

College, a popular semester program in Washington, D.C.,

and a strong ROTC program enhance the curricular offerings.

Dickinson has a long history of students and alumni intern-

ing and working in areas including the Department of State,

Department of Defense, Office of Homeland Security and

beyond.

Business is a subject that Dickinson approaches in a unique

way. A successful business career today requires the ability

to navigate a constantly changing landscape and contend

with a global marketplace, shifting regulations, international

politics, a multicultural workplace and rapidly evolving tech-

nologies. That’s why MBA programs and employers are in-

creasingly seeking graduates who can think creatively, learn

quickly and make connections between a variety of fields.

And that’s why Dickinson is focused on preparing students of

any major for a career in business.

Throughout your education at Dickinson, you will begin to see that the world is interconnected,

that seemingly disparate ideas are related and that there is a common paradigm for solving

problems. Dickinson professors are not only experts in their fields but have the capacity to teach

across disciplines. Their openness to connecting ideas gives you the freedom to synthesize exist-

ing knowledge, cross traditional boundaries and challenge conventional wisdom.

Seeking Connections

“the certificate program in security studies ties a lot of my interests

together. I really like the broad definition of security, which recognizes

that diplomacy and development—not just the military—are critical

factors in maintaining national security. the professional perspective of

instructors from the Army War college and internships in Washington,

d.c., are incredibly useful. I’m in d.c. right now, writing papers on

foreign aid reform and counterinsurgency in Afghanistan. dickinson is

really up to the minute with what’s happening in Washington.”

Sarah Hutson (political science and security studies), Robbinsdale, Minn.


Global EducationIn an era characterized by increasing worldwide interde-

pendence, Dickinson builds global perspectives into all its

educational programs so that students gain the international

understanding necessary to be informed citizens and world

leaders. Courses in all disciplines include an international

focus. In addition, global perspectives and intercultural

sensitivities are stressed in the cross-cultural studies require-

ment for graduation, in the many double-majors that combine

language study with another discipline, and in interdisci-

plinary area studies programs on Western Europe, East Asia,

Latin America and Russia.

An International Community Living at Dickinson immerses you in a global community.

Besides the many Dickinson students and faculty who return

to campus having studied abroad, more than 7 percent of the

student body is international. There is also a constant flow of

visiting scholars and lecturers. So whether or not you person-

ally choose to study abroad, you receive a global exposure.

ExpLoring the worLdDickinson is renowned for its commitment to global education. Students from abroad, Americans

who’ve studied and taught abroad and visiting international faculty diversify and energize the

Carlisle campus. Dickinson’s programs are generally not in tourist hot spots, so students fully

immerse in the language and culture of the host country. In Carlisle, every Dickinson student

gains facility in at least one foreign language, because one can’t presume to get along in a global-

izing world with English only. In all these ways, Dickinson gives students the freedom to explore

the world and the tools to engage it.

Dickinson offers language instruction in Arabic, Chinese, French, German, Greek, Hebrew, Italian, Japanese, Latin, Portuguese, Russian and Spanish.

Dickinson is always looking to expand its study-abroad options to

give students variety and address the needs of the most academic

disciplines. Recently several new partner programs were established

and others re-invigorated. They include: Akita International University

in Akita City, Japan; AMIDEAST Amman, Jordan; AMIDEAST Rabat,

Morocco; Ben-Gurion University in Beer-Sheva, Israel; Hebrew

University in Jerusalem, Israel; Thunderbird School of Global

Management in Glendale, Arizona.

If you think a global campus is just about study

abroad, think again. Go to www.dickinson.edu to

learn more.

“being an international student at

dickinson truly broadens your

perspective. you face challenges every

day. you question the assumptions

you grew up with. When you get a college education in another

country, it forces you to grow. that builds an enormous sense of

accomplishment.” Alejo Lifschitz (chemistry and art & art history),

Buenos Aires, Argentina

Independence • 13“In many respects, no college is more internationally minded than dickinson college.” NAFSA: Association of International Educators


10 bologna, Italy

Joey Kirk (Italian studies)

Lansdale, Pa.

11 nagoya, Japan

Jeff Wilson (East Asian studies)

Somerdale, N.J.

12 querétaro, Mexico

Lindsey Hazel (international

studies and Spanish)

Broad Run, Va.

9 Málaga, spain

Paige Meredith (theatre arts and

Spanish)

Jefferson City, Mo.

8 toulouse, France

Kaitlyn Plummer (French and English)

Upland, Calif.

7 yaoundé, cameroon

Alexis Henry (American studies)

Bronx, N.Y.

6 beijing, china

Clara Sanguinetti (IB&M and

international studies)

Buenos Aires, Argentina

5 bremen, Germany

Andrew Schulte (international

studies and German)

Bloomfield, Mich.

4 Moscow, russia

Caitlin Rice (Russian with a

French minor)

Mechanicsburg, Pa.

2 brisbane, Australia

Greg Sunshine (political science)

Hamilton Square, N.J.

1 norwich, england

Yurina Shim (chemistry)

Seoul, Korea

3 seoul, Korea

Paul Lee (law & policy)

Quincy, Mass.

Shoes that have seen the world

Independence • 15

“spending time abroad makes

you more aware that the Ameri-

can experience isn’t the only

experience. Whatever we’re

talking about, whatever the is-

sue, there’s always another side

to it—and maybe six or seven

more sides.”

Alexis Henry (American studies),

Bronx, N.Y.

“I had two years studying

Japanese at dickinson, so when

I got to nagoya I was able to

hit the ground running. being

there has been the turning

point of my life. My host

family and the program were

just incredible.” Jeff Wilson (East Asian studies),

Somerdale, N.J.

“you have to experience russia

to understand it. And you have

to know the language to

understand the culture. At

first, I was terrified of using the

wrong word. the old babushkas

will sort of roll their eyes at

you. but making mistakes is

the best way to learn.” Caitlin Rice (Russian with a minor

in French), Mechanicsburg, Pa.

“In international studies, 95

percent of majors spend time

abroad. It gives people perspec-

tive on the u.s. system, so they

can see it in a global context.

that’s a huge advantage.” Andrew Schulte (international

studies and German), Bloomfield,

Mich.

study abroadMore than half of Dickinson students study abroad, nearly a third for a full academic year. That’s

one of the highest study-abroad rates of any college—and that’s just the students! Dickinson

professors direct our programs at 16 dedicated locations worldwide. There are many study-abroad

programs from which to choose, but because Dickinson’s own global centers are so highly

regarded, more than 70 percent of Dickinson students who study abroad end up at one of them

(see shoes and box below).

With the addition of the Dickinson at Oxford (England) program, in which students spend their full junior year at the prestigious Mansfield College Visiting

Student Programme (VSP), and the Dickinson in South America program, which combines a five-week session in Cuenca, Ecuador, with the remaining time

in Mendoza, Argentina, Dickinson’s global reach continues to expand.

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D


Stemming from curiosity, the drive to know more and understand

more deeply, INQUIRY is a habit of mind. It is also a spirit, the

spirit that led western explorers to the New World and colonists to

the American West. At Dickinson today, this spirit unites professors

and students—in the archaeology simulator, the labs of Rector Science

Complex and the workshop physics classrooms of Tome Hall, in the

art studios of Goodyear and the performance and exhibition spaces of

Mathers Theatre and The Trout Gallery—in all the places in and

beyond Carlisle where the questions posed by independent minds lead.

Inquiry • 17

In 1890, Tome Scientific Building represented the state-

of-the-art in scientific research and teaching. Today, the

tradition of advanced scientific inquiry continues in the

cutting-edge labs and lecture halls of a new Tome Hall

and the LEED-gold-certified Rector Science Complex.


The Simulation Lab One of six compulsory courses for archaeology majors,

Fundamentals of Archaeology is taught in the dig simulator.

Buried in its layers are a settlement, a shrine, a cemetery and

a road. Underneath lie the carbonized wood remains of Neo-

lithic huts. Students learn about burial customs by studying

the objects—all replicas—in the graves: coins, jewelry and

human bones. As they excavate, they find shards of pottery,

all precise copies of the authentic pieces from the National

Archaeological Museum and other museums. Designed by

Associate Professor Christofilis Maggidis, the simulator was

constructed in a matter of weeks. Excavating to the point

where only two square-foot patches of concrete floor lie

exposed has taken three years. “We go very slowly,” Maggidis

explains. “The goal is not to excavate fully but to learn how

to use the system—which is the very same system that we use

at Mycenae. So when you’re there you can work blindfolded.”

archaeoLogy

Mycenaean clay figurine of Φ-type

(1400-1100 B.C.)

Athenian black-figure panel

amphora (550-525 B.C.)

Athenian drachma, Aeginetan

stater and South Italian Greek

coins (Classical period: 5th/4th

centuries B.C.)

Golden bracelet (4th century B.C.)

Mycenae, Greece Funded by a grant from the Keck Foundation,

Dickinson’s million-dollar archaeology laboratory consists not just of the

dig simulator but other cutting-edge technology. The gadgets include

global positioning system (GPS) units, ground-penetrating radar (GPR),

gradiometers (to scan the ground prior to excavating) and total stations

(to measure latitude, longitude and elevation in a fraction of a second).

These technologies are all vital at Mycenae. Recently, an article in

Archaeology Magazine highlighted the unprecedented work being done

there by Maggidis and his team of Dickinson students.

Archaeology is a process of discovery—literally uncovering the past. Students come into the field

of archaeology from classics, astronomy, earth sciences, history, art history and anthropology.

Working in the simulator, students experience the precision and rigor of the scientific method.

They gain insight into the interplay between imagination (hypothesis) and empirical reality

(experimentation). They grasp what we can and also do not yet know.

“Working in the simulator teaches us the same process

we use at Mycenae—the same kind of recording system,

the same kind of drawing and picture taking. When you

get there you’ve already seen all the forms you’ll be

using. You know all the terminology.” Kristen Wroth,

Carol Stream, Ill., lab assistant, has been to Mycenae twice

“Most second-year graduate students in archae-

ology in this country have never had a single

season’s experience in the field. Dickinson

students have the dig simulator, which is unique

in the United States, and they come with me to

Mycenae for one, two or three seasons. There’s

nothing more effective than hands-on experi-

ence.” Christofilis Maggidis, associate professor of

archaeology and director of the Dickinson College

Excavation Project and Survey in Mycenae, Greece

Inquiry • 19

In workshop physics, the body—your body—can be the primary

tool of instruction, as in this kinesthetic motion experiment

devised by Professor Hans Pfister. By whirling a classmate around

the “dance floor,” students gain insight into the properties of

circular motion.


Inquiry • 21

Workshop Physics At Dickinson, how you are taught is as impor-

tant as what you are taught. Nowhere is this

more obvious than in workshop physics. The

Department of Physics & Astronomy is an

acknowledged national leader in physics

education for developing the innovative

approach to introductory coursework. Forget

formal lectures. This is hands-on learning.

Literally. And it totally works—both to imprint

the material on the mind and spark a passion

for the subject matter.

Workshop physics veterans advance to high-

level research in plasma physics, optics, mag-

netic fluids, material science, astronomy and

astrophysics. More than 40 percent of recent

Dickinson physics graduates are women, in

contrast to the national average of 19 percent.

“Every day in a workshop physics class

there’s a different setup. Instead of

staring at numbers and equations and

graphs being written by a professor on a

whiteboard, you’re continually involved

in hands-on stuff. I can best explain its

benefits with a quote: ‘Tell me, I forget;

show me, I remember; involve me, and I understand.’ That really

sums up why hands-on learning is such a useful tool. Of course you

need some lecture to ground you in laws and concepts. But here the

lectures fortify what we’ve experienced in the lab. The combination

of lecture and hands-on work is just right.” Eric Dornbush (physics and

mathematics), Altamont, N.Y.


Research and Rector

A community of inquiry always strives for

new knowledge and new ways of understand-

ing the world and ourselves. In many ways,

“inquiry” is almost synonymous with re-

search—the act of in-depth exploration

that gives students the opportunity to

develop many valued skills. These range

from technical mastery of methods to the

wider ability to think critically, analyze

deeply and answer questions imaginatively.

With the first phase of the Rector Science Complex completed in 1999, the second in 2008, and the third to be completed in fall 2013, much of the

scientific community at Dickinson is now centralized. The state-of-the-art facility, built to Leadership in Energy and Environmental Design (LEED) gold

certification standards, represents the culmination of a decade of innovation that increased the number of science majors at Dickinson by three-quar-

ters. Dickinson also routinely wins national and international research grants from foundations and programs including the National Institutes of Health

and the National Science Foundation.

Inquiry • 23

Student-Faculty ResearchResearch is a key component of the Dickinson liberal-arts

curriculum. In the sciences, recent subjects include

bupropion as a smoking-cessation agent (neuroscience);

synthetic applications of iron-arene complexes (chemistry);

the behavior of filamentary currents as they propagate

through a uniform and quiescent background plasma

(physics, in Dickinson’s Plasma Laboratory); and the gene

switches that distinguish leukemia cells from normal

cells (biology)—research in which Dickinsonians were

among the first undergraduates to use computer imaging

of genetic macroarrays to study expression of nearly

1,200 genes at once. In biochemistry & molecular biology,

Associate Professor Kirsten Guss and her student-

researchers focus on transcriptional control of neuronal

differentiation in Drosophila melanogaster, National

Science Foundation–funded research that has taken her

and Matt Manganaro to Washington University in St.

Louis for a summer of intensive lab work. Such research

leads directly to career success.

Phoebe Oldach, a junior from Chapel Hill, N.C.,

with a double major in chemistry and biochem-

istry & molecular biology, was one of only 282

scholars nationwide to receive a 2012 Goldwater

Scholarship by the Barry M. Goldwater Scholar-

ship and Excellence in Education Program. “I

love being in the sciences because the possibili-

ties are virtually endless,” says Oldach, pictured

conducting fish-feeding experiments in the

wetlab of the University of Queensland’s (UQ)

Moreton Bay Research Station.

“It’s pretty unique for an exclusively

undergraduate liberal-arts college to

have a confocal microscope. It’s equally

unusual for undergrads to be using it

independently as part of their research.”

Kirsten Guss, associate professor of biology,

pictured with research assistant Matt Man-

ganaro (biology and biochemistry & molecular

biology).

The Trout Gallery Along with housing Dickinson Col-

lege’s permanent art collections,

The Trout Gallery maintains a varied

and frequently changing exhibition

schedule of historical, contemporary

and multicultural materials. Annual

schedule highlights include works

of and by Dickinson art & art history

majors. The yearlong senior seminar

that caps off the studio-art program

culminates in an exhibition of

student work at The Trout Gallery.

Advanced art-history majors curate

an original exhibition of objects from

the college’s collections. Internships

in the gallery are offered to superior

art majors during their senior year.

Accomplishments Recent art & art

history majors have gained important

professional experience through

internships at institutions such as

The Metropolitan Museum of Art,

The Philadelphia Museum of Art,

Washington National Cathedral and

The Boston Museum of Fine Arts. Art

history alumni are currently at work in

galleries and auction houses in New

York City, Washington, D.C., and

elsewhere around the country, as

well as in major national museums,

including Washington National

Cathedral, National Gallery of Art,

Jefferson County Historical Society,

American Museum of Natural His-

tory, Whitney Museum of American

Art, Science Museum of Minnesota,

The Children’s Museum of Pitts-

burgh, The Andy Warhol Museum

and North Carolina Museum of Art.


Inquiry • 25

Whether they create new works or study existing pieces,

Dickinson students explore the arts as modes of inquiry. How

do societies communicate through movement? What can you

say with a paintbrush that you cannot say with the written

word? What is the distinct power of theatre as an art form?

Dickinson’s superb facilities and resources enable students

to practice and perform at a high level while also pursuing

a liberal-arts education. The studio program culminates in

a senior show; art history has as its capstone a senior

seminar in which students curate an exhibition. In theatre

arts, student actors can first take to the stage during the

Freshman Plays and later on through Lab Shows and Senior

Projects. Behind the scenes at Dickinson’s black box theatre,

The Cubiculo, and through internships and assistantships at

local theatres and the Pendragon Theatre in New York City,

students get hands-on experience in stage and technical

management, and costume, set, sound and light design. The

student dancers of Dickinson’s Dance Theatre Group often

share the stage with visiting professionals, performing the

choreography of troupes such as the Trisha Brown Dance

Company, the Paul Taylor Dance Company and Headlong

Dance Theater, to name a few.

The arts

In a recent show, students in the Dance Theatre Group performed

“The Other Side of What,” a dance that examined the tensions between

public law and personal belief. It was choreographed by Sarah Skaggs,

director of dance and a National Endowment for the Arts and New York

Foundation for the Arts fellow.


1 Ethnomusicology Ryan Koons’ interdisci-

plinary multimedia thesis is on the never-before

studied winter ceremonies of the Pine Arbor

Tribal Town of northern Florida’s Muskogee-

Creek Native Americans. His experience col-

lecting oral histories with the Black Liberation

Movements Mosaic was great preparation.

“I learned important lessons about what

sustainability means in the academic field:

that, as a researcher, you work with and for the

community to build a reciprocal relationship.”

2 Political Science Aaron Williams’ senior

honors thesis is the summation of a life-chang-

ing academic relationship. Aaron explains: “At

18, I was intrigued by a career in law but I didn’t

know why. Between studying in England and

taking comparative and philosophy of law class-

es with Professor Doug Edlin, what piqued my

interest was the thought process—how it’s like

a puzzle with a logical pattern. Working on the

thesis with Edlin has changed my perspective

on my future. My goal hasn’t changed, but my

reasoning has been refined—and enlightened.”

3 Psychology Professor Marie Helweg-Larsen

hand-picked Meg Tobias and Bettina Cerban

to assist her with National Institutes of Health

grant funded research on perceptions of smok-

ing risk and the degree of moralization in the

U.S. and Denmark. The two psychology majors

recently presented their findings at a national

conference. A co-authored paper, which will lay

the groundwork for more effective educational

interventions and smoking cessation programs

in the U.S., is slated for publication.

4 Earth Sciences and Environmental Studies

With guidance from collaborator Professor Jeff

Niemitz, Courtney Haynes’ thesis research will

add significant data to the debate surrounding

dam removal in the Cumberland Valley—an

issue with major consequences for the Chesa-

peake Bay. “I wanted to do something indepen-

dent,” says Courtney, “and something that tied

a lot of my interests together. I really feel like

I’m piloting this project—and making a lasting

contribution both to Jeff’s greater research

interests and to the scientific community.”

Capstones and Theses1 2 3

Inquiry • 27

4

To gain in-depth knowledge of an area of study, to work in close collaboration with faculty as well as very much on your own, to author original work—

potentially for publication in a peer-reviewed journal—these are all reasons why so many Dickinson students participate in capstones and theses.

Capstones range from senior seminars to studies that integrate research completed abroad. Thesis topics are as wide-ranging as Dickinsonians themselves.


In the 1960s and ’70s, Dickinsonians expressed their political

beliefs through peaceful protests and marches. Today, Dickinson

students live their values in widening circles of engagement, from

the campus to Carlisle, the nation and the global stage.

Responsibility • 29

When Benjamin Rush signed the Declaration of Independence he did

so as a representative of the people of Pennsylvania. In the act of sign-

ing his name, he performed the one duty absolutely required of citi-

zens in a democratic republic. Without people courageous enough to

stand for countless others and honest enough to be held accountable to

them, without leaders willing to take RESPONSIBILITY, the

American experiment would have failed. Today’s Dickinsonians live

this dimension of Rush’s legacy as they strive to live sustainably, give

back to their communities and speak out on issues of consequence.


Dickinson is recognized as a leader among

educational institutions committed to environ-

mental sustainability and green initiatives.

Thanks to a $1.4 million Mellon grant, the

college established the Center for Sustain-

ability Education (CSE) to integrate study of

the environment and sustainability across the

college curriculum. CSE also links campus

learning with co-curricular programs, greening

of campus operations and global and local civic

engagement.

Commitment to Sustainability

Not Just Being Green Sustainability is about more than recycling, more than reduc-

ing one’s carbon footprint. Sustainability is a worldview—

it involves asking questions about the social, economic and

political forces that have led to extreme disparities in the use

of resources around the world. Why is clean drinking water

in parts of the developing world owned by private companies?

What is the global impact of the United States’ disproportion-

ate consumption of fossil fuels?

Today, Benjamin Rush’s vision of a publicly responsible

institution compels Dickinson to take a leadership role in

educating its students on these issues. No matter what

subject you major in or what clubs and organizations you

join, you will learn about the challenges of sustainability. At

Dickinson, this perspective is not just for some students. It

is for all students so that all will graduate with the tools they

need to act as responsible, forward-looking agents of change

confronting the great challenges of our time.

Thinking Globally While Acting Locally Although sustainability takes a global perspective, it is

nonetheless important that students learn about issues

firsthand—through actions as well as ideas. That is why

Dickinson provides so many outlets for students, including

the Treehouse, the biodiesel initiative and the certified-

organic College Farm. In 2009 and 2011, Dickinson sent interdisciplinary research teams of

students and administrators to participate in the United Nations Frame-

work on Climate Change Convention (UNFCCC) Conference of the

Parties (COP). COP15 was in Copenhagen, Denmark, and COP17 was

in Durban, South Africa. In unparalleled experiential learning opportu-

nities, students conducted research and interviews with international

negotiators, stakeholders and citizens to learn about values and percep-

tions on climate-change issues. They blogged about their experiences

and presented findings to the campus community.

Learn more about Dickinson’s commitment to

sustainability at www.dickinson.edu.

The Dickinson College Farm is a 120-acre, certified-organic working farm and educational resource that provides produce to the college’s Dining Hall, a

local food bank and members of the farm’s co-op. Located a short drive from campus in Boiling Springs, Pa., the farm includes state-of-the-art sustainable

operations, such as solar-electric and solar-hot-water systems, and serves as a leader and model for college farms by hosting conferences, workshops, tours

and more. It is run by staff members and students with a mission to inspire responsible land stewardship and demonstrate the science, practice and culture

of sustainable food production.



It’s just that in the Center for Sustainable Living, aka the

Treehouse, that mindset is expressed in every detail, from

the LEED-gold-certified residence hall itself to the products

used to maintain it. Take, for example, the composting bucket

on the kitchen counter 1 , the green-seal certified products

around the sink and in the laundry area 2 , the ever-present

recycling bins 3 that are on hand not only at the Treehouse

but at every gate that opens onto the Carlisle campus and

every room within it. Then there are the compact fluorescent

light bulbs that each save 304 kilowatt hours per year 4 ,

reducing the house’s carbon footprint; the personal water

bottles 5 , because why buy bottled when free-flowing

Carlisle tap will do?; and the notable red bikes, which signify

a free and emission-free ride 6 not just to and from the

Treehouse but as far as Harrisburg, Pa. It’s all about green liv-

ing—the idea that you think globally about the consequences of

every consumer choice you make while acting as locally

as your own living room.

Green Living

The Treehouse was the first LEED–

gold-certified college residence

in Pennsylvania. The house’s 14

residents monitor their utility

consumption in “real time” using

computer sensors. A greywater sys-

tem stores drain water from showers

and sinks, recycling it through low-

flush toilets. As a result, residents

consume 50 percent less water,

electricity and fossil fuels than the

average college student. Residents

also involve themselves in philan-

thropy, leading roadside cleanups

and hosting earth-friendly events on

campus.

According to Treehouse resident, Dickinson College sustainability

intern and Colorado-native Casey Michalski (environmental studies

and mathematics), sustainability is not the passing cause célèbre

of a small coterie of Dickinsonians. Rather, she says, “it’s a mindset

that students have when they come to Dickinson.”


1

2

3

4

6

5

34 • Dickinson College Men’s Teams Baseball, Basketball, Cross Country, Football, Golf, Lacrosse, Soccer, Swimming, Tennis, Track

Name: Matthew Beamer

Major: biochemistry & molecular biology

Hometown: Gettysburg, Pa.

Interesting Fact: plans to study abroad in

Brisbane, Australia, junior year “I swim because I love it—the competition, the

team camaraderie, the values and the sense

of accomplishment. Being an athlete takes

discipline. Being a teammate means taking

responsibility not only for yourself but for every

other member of the team.”

Name: Pavel Hejsek

Major: economics and international business &

management

Hometown: Prague, the Czech Republic

Cool Personal Stat: 51 wins after sophomore year “Thanks to the Dickinson athletics program I can be a

serious and competitive athlete while keeping my main

focus on academics and career progress.”

Name: Courtney Anderson

Major: psychology

Hometown: South Pasadena, Calif.

Interesting Fact: taught herself the Egyptian

hieroglyphic alphabet “Being a part of women’s soccer squashed all my fears as an

incoming first year because I immediately became a part

of a group of amazing girls who became my closest friends.”

Name: Jen DiBiagio

Major: biology (pre-health)

Hometown: Bel Air, Md.

Interesting Fact: has played the guitar for 10

years and started piano at Dickinson “In addition to keeping our grades up, our team does

some philanthropy in the community. In the past

we’ve worked at a church day-care center and at the

Dickinson farm. You have to be responsible, a time

manager, to keep all those balls in the air.”

Responsibility • 35Women’s Teams: Basketball, Cross Country, Field Hockey, Golf, Lacrosse, Soccer, Softball, Swimming, Tennis, Track, Volleyball

The challenge of balancing academics and athletics is one every Division III player

faces. But the lessons of Red Devil athletics reach beyond balance—to leadership,

and responsibility, to a group greater than oneself: the team. Competing in the

Centennial Conference while holding down a challenging Dickinson major (or two)

requires the discipline that is the foundation for future success.

student-AthLetes

Name: Thomas Shapiro

Major: international business & management

Hometown: Chevy Chase, Md.

Cool Personal Stat: shot 75 in the second round

of conferences sophomore year, putting the

whole round with a 3-wood “Discipline, patience and confidence—these are lessons

I’ve learned from varsity athletics at Dickinson. My

work ethic from golf has carried over to the academic

arena, making me a better player, a better student

and a better person.”

Name: Yazmin Monet Watkins

Major: American studies

Hometown: Northridge, Calif.

Cool Personal Stat: broke the school record

in triple jump

“The greatest thing about being a student-athlete

at Dickinson is the ability to meet, connect, bond

and interact with so many incredible people

through our love of track.”

Benjamin Rush required that Dickinson offer a useful education

so that its graduates would be prepared to take public roles in

the new democracy. Today, the college’s well-equipped Career

Center makes this vision a reality through advice on internships

and work after college. Dickinson’s extensive alumni network

provides open doors for students wishing to pursue careers in

science, law, politics, arts, entertainment and a host of other

fields. For a list of recent internship sites, see Page 45.

internships

Name: Margaret Battey

Major: English

Hometown: Alexandria, Va.

Internship Sites: Hardball with Chris

Matthews, MSNBC; Publications Department,

Smithsonian Institution in Washington, D.C.;

News Department, WHP CBS-21

At the Smithsonian, Margaret helped

research and write articles for the insti-

tution’s newspaper and quarterly maga-

zine. At MSNBC and CBS, her respon-

sibilities focused on pre-production,

including editing video, writing scripts

and managing guests at Hardball.

“By interning at a variety of places, I

have been able to narrow down what my

best career choices are for the future.

Working in broadcasting, and especially

on Hardball, has convinced me that I

want to work in media and in politics

after graduation.”

Name: Alex Barlow

Major: economics and Spanish

Hometown: Ambler, Pa.

Internship Sites: The Office of Consumer

Litigation, U.S. Department of Justice,

Washington, D.C.; Judge Edward Guido,

Cumberland County Courthouse, Carlisle, Pa.;

Merrill Lynch, Elkins Park, Pa.

Alex’s internships used his skills to

organize, analyze and present informa-

tion, write up research, build databases

and persuade clients to join programs.

“I have been seriously considering

going to law school, and my two legal

internships gave me insights into the

realm of law. I was considering going

into finance, but my internship at

Merrill helped me to decide against that

as a potential career path. I’ve learned

that while I don’t mind collaborative

efforts, I prefer working independently.”

“I love sports and thought that after graduation I might want to do something in

broadcasting, so my internship at Sirius XM Radio was great. I worked alongside

Chris Russo, a famous New York radio personality, doing everything from cutting

audio clips to working the production board to researching statistics, managing call-

ins and even going on air. I learned a lot about promotion and marketing and how

important they are in sports. This was a field I wanted to learn about, so I took it

upon myself to gain the experience.” Will Perry (American studies), Bronx, N.Y.


Name: Marissa Cho

Major: international business &

management

Hometown: Hagerstown, Md.

Internship Site: Ogilvy Public

Relations Worldwide, Beijing, China

Interesting Fact: Since her sopho-

more year at Dickinson, Marissa

has traveled to China every year to

study, work or conduct research.

Q: What were your responsi-

bilities as an investor relations

intern at Ogilvy?

A: My task was to communicate

financial strategies to shareholders

and potential investors concerned

about the company’s market stabil-

ity. This worked a broad range of my

skill sets, namely abstract, analytical

and creative thinking.

Q: How did the internship relate

to your major and your plans for

the future?

A: Translating articles polished

my language skills, and living in

Beijing allowed me to understand

the drastic differences in working

conditions on an international

scale. The experience I gained was

especially relevant to my post-

graduation plans to work with the

Chinese markets.

Q: What’s the most important

lesson you learned?

A: To put it simply, to be flexible.

A general plan for your career direc-

tion is crucial, but it is important not

to let your plans prevent exploration.

Before my internship I never con-

sidered PR as a career path. Taking

on all the tasks that were presented

to me, including writing corporate

Web content and organizing a

networking event, helped me find

new interests. Now I appreciate the

extensive work that PR requires,

and I have realized a greater interest

in working in private equity.

Community EngagementDickinsonians recognize that they are at the center of expanding circles of community—

beyond the self, there are clubs and organizations, the campus community, the community

of Carlisle, the state of Pennsylvania, the United States, the world. The four students who tell

their stories here have chosen to engage at these different levels. Each has emerged as not

only a responsible citizen but also an outstanding leader.

Name: Giovania Tiarachristie

Major: international studies and sociology

Hometown: Pittsburgh, Pa.

Udall Scholar, member of Public Affairs Sympo-

sium committee, member of Amnesty Interna-

tional, intern at Dickinson College Farm, board

member of Dickinson’s Idea Fund, studied urban

planning and social inequality in São Paulo, Brazil

“I want to incorporate environmental

justice into urban design. I’m passion-

ate about creative engagement with

low-income residents to increase edu-

cation, participation and collaboration

to preserve the health and livelihood

of at-risk communities. Udall Scholars

represent little pockets of hope across

the nation who believe in change

enough to actually make it happen and

inspire others to rise and act.”


Name: Josh Handelsman

Major: political science

Hometown: Durham, N.H.

Eleven-plus service experiences at Dickinson, spring break service-trip leader,

deferred Yale Law School to join Teach for America

“I first heard about service at Dickinson during my first-year

orientation. I thought getting involved with service would

be a great way to meet like-minded people. I quickly learned

how eye-opening and fun service trips are. To me, leader-

ship has been about developing comfort in the role and

gaining confidence.”

Name: Coleman Bass (far left)

Major: biology

Hometown: Baltimore, Md.

Co-founder of the Inspirational Medicine Foundation, a

nonprofit that aims to connect critically ill children with

their heroes

“I’ve always been interested in entrepre-

neurship, and this is a great way to use all

of our skills, be creative and bring people

together.”

Name: Noorjahan Akbar

Major: English and music

Hometown: Kabul, Afghanistan

Co-founder of Young Women for Change, featured in the Women in

the World summit

“My education in Pakistan, at public schools in Kabul,

at International School of Kabul, at George School, and

finally at Dickinson College continues to enable me to

think critically and imagine a more safe and just world

for myself and half of the people on Earth: women.

Given the life-changing effect education has had on

my life and who I am, I dream of living a life dedicated

to promoting and providing education to women in

Afghanistan.”

When Alex Zobel ’08 read her first Richard Ford story, “Rock Springs,” in

a creative-writing class at Dickinson, she never imagined that Ford would

someday read her work. In 2008, he chose Zobel’s from more than 300

entries as the winner of the prestigious Kenyon Review short fiction contest.

Now a graduate student in creative writing at UCLA, Zobel credits the

English faculty at Dickinson for honing her love of her craft: “I didn’t know

anything about poetry before I came to Dickinson. And if it wasn’t for my Dickinson

professors I’d still be writing stories about teen breakups.”

Cameron Kerr ’09 went from a standout in Dickinson’s ROTC

to a first lieutenant in Afghanistan earning a Purple Heart

for injuries sustained while protecting a fellow soldier. Since

returning, he’s been interning with the U.S. Department of

Defense, participated in an expedition to Antarctica promot-

ing sustainability and ran the Boston Marathon: “I could

have attended a technical college and learned to work with

machines, but at the end of the day I would have really only been

able to work with machines. I could have attended a large university

and barely heard the professor at the front of a 200-person class-

room. Instead I found Dickinson and Dickinson found me, and I

received an education that wasn’t simply a means to an end.”

Dickinson alumni possess the competence of a liberal-arts

graduate and the social commitment of an engaged citizen.

With a solid education in the essential skills—writing, commu-

nicating, calculating, assimilating complex information—the

world is a Dickinson graduate’s oyster. Yet there’s more. Dickin-

son imparts to its students a sense of purpose. From those who

are granted such a fine education, much is expected.

Alumni


Two years after graduating from

Dickinson, Alfredo Axtmayer ’04

partnered with soccer teammate Drew

Chafetz ’04 to create love.futbol, an

organization that works with impov-

erished rural communities in Latin

America to build sustainable soccer

fields for youths. He says that his

experience at Dickinson gave him the

tools and confidence to think globally: “Love.futbol is small in the greater scheme

of things. But I think we’re helping create a

new sense of hope. People are uplifted, and

it’s palpable.”


Chad Mirkin ’86 is Northwestern University’s George B. Rathmann

Professor of Chemistry and director of the International Institute for

Nanotechnology. He founded two companies, Nanosphere and NanoInk,

has written more than 380 papers, holds scores of patents and has earned

more than 50 national and international awards. He was appointed by

the Obama administration to the President’s Council of Advisors on

Science and Technology (PCAST) and was named to the National Academy

of Sciences. Mirkin sees connections between his work environment at

Northwestern and his Dickinson experience: “My team of scientists is inter-

disciplinary, including chemists, medical doctors, material scientists and biomedical

engineers. We have the Dickinson culture of working together, and this culture has

allowed us to build a major presence in the field of nanotechnology.”

Treasure Walker ’04 graduated from medical school at the University of

Maryland and is now an ob-gyn resident at Lehigh Valley Hospital in Allen-

town, Pa. She says that her Dickinson education taught her how to deal with

patients of different races and cultures: “I got to study abroad in England, which most

pre-med students don’t get to do. And Dickinson gave me opportunities to be flexible, to

be a diverse person, to be more than just one thing.”

Dickinson students routinely win prestigious awards for postgraduate study, including Fulbright, George J. Mitchell, Rotary Ambassadorial,

Kathryn Wasserman Davis Projects for Peace, the Carnegie Junior Fellowship, Barry M. Goldwater and Udall awards. In fact, Dickinson is a leading

producer of Fulbright scholars among liberal-arts colleges with more than 70 graduates receiving the grants.

Africana Studies American Studies AnthropologyArabicArchaeology Army ROTCArt & Art HistoryAstronomyBiochemistry & Molecular BiologyBiology

Business (International Business & Management)ChemistryChineseClassical StudiesCommunity Studies Computer ScienceCreative Writing Dance & MusicEarth SciencesEast Asian StudiesEconomics

EducationEngineering (3-2)EnglishEnvironmental ScienceEnvironmental Studies Film Studies First-Year Seminars FrenchGermanGlobal MosaicsGraduate School AgreementsGreek

Health StudiesHebrewHistoryHumanities Interdisciplinary StudiesInternational Business & ManagementInternational StudiesInternships ItalianItalian StudiesJapanese


Academic Offerings

Dickinson College • 43

Journalism Judaic StudiesLatinLatin American, Latino & Caribbean Studies Law (3-3)Law & PolicyLinguisticsMathematicsMedieval & Early Modern StudiesMiddle East Studies

Military ScienceModern GreekMusicNeurosciencePhilosophyPhysical Education Physics Policy ManagementPolitical SciencePortuguesePortuguese & Brazilian StudiesPre-Business

Pre-EngineeringPre-Health Pre-LawPsychologyPublic Speaking ReligionRussianScience, Technology & Culture Secondary Teaching CertificateSecurity Studies

SociologySpanishSustainabilityTheatre ArtsWomen’s & Gender StudiesWriting Program

Note: Majors in bold

Find in-depth information online at

www.dickinson.edu/academics.


The FactsHistory and Mission Chartered in 1783

(the first college chartered in the newly

recognized United States), Dickinson

is a highly selective, private liberal-

arts college known for its innovative

curriculum. Founded by Benjamin

Rush and named for John Dickinson,

its mission is to offer students a useful

education in the arts and sciences that

will prepare them for lives as engaged

citizens and leaders.

Degrees Granted Bachelor of Arts and

Bachelor of Science

Campus, Facilities and Services

180-acre campus; 58 general and

special-interest housing options; three

LEED-gold-certified buildings; dining

options include gluten-free, kosher,

organic, vegan, vegetarian, and local

fruit and vegetables from the College

Farm. Learn about enhancements at

go.dickinson.edu/facilities.

Enrollment 2,364 full-time students

representing 39 states and territories

and 46 foreign countries; 15 percent

students of color and 7 percent interna-

tional.

Faculty 252 faculty members; 95

percent holding Ph.D.s or the highest

degree in their field.

Student-Faculty Ratio 10:1

Average Class Size 17

Academic Features 42 majors plus mi-

nors and certificate programs, self-de-

veloped majors, independent research,

internships and Army ROTC.

Extracurriculars More than 100

student-run clubs, including music

and drama, publications, fraternities

and sororities and religious, political,

special-interest and community-service

organizations.

Athletics Member of the Centennial

Conference (NCAA Division III); 11

men’s and 12 women’s varsity sports,

plus club and intramural sports. To

date, 170 student-athletes have been

named All-American.

Global Education Dickinson offers one

of the most respected off-campus study

programs, and more than half of stu-

dents study in more than 40 programs

on six continents in 24 countries.

Dickinson also is one of the nation’s top

institutions for foreign-language study.

Recent Initiatives Sharing its Carlisle

location with other educational institu-

tions, Dickinson has partnerships with

the U.S. Army War College and Peace-

keeping and Stability Operations Insti-

tute and the world-renowned Central

Pennsylvania Youth Ballet.

Admission Applicants are expected

to have pursued a college preparatory

course of study, including substantial

sequences in math, foreign languages

and the physical sciences. SAT and ACT

scores are optional but may prove help-

ful. Interviews and campus visits are

strongly recommended.

Tuition and Financial Aid 2012-13

tuition is $44,101. Room and board is

$11,178 and a $450 student-activities

fee is required. Dickinson awarded

more than $38 million in grants in the

2011-12 academic year, and 63 percent of

students received merit or need-based

awards. Dickinson offers scholarships

not based on need to about 13 percent of

its entering class.

Sustainability Dickinson is recognized

as a leader among educational insti-

tutions committed to sustainability

and green initiatives. The Center for

Sustainability Education provides

assistance as Dickinson integrates

sustainability into its academics, facili-

ties, operations and campus culture.

Dickinson has received the highest


awards from the Association for the

Advancement of Sustainability in

Higher Education, Sierra Club, Sustain-

able Endowments Institute, Princeton

Review and Second Nature.

Awards Prestigious awards for post-

graduate study include Udall, Barry M.

Goldwater, Fulbright, George J. Mitchell,

Rotary Ambassadorial, Carnegie Junior

Fellowship and Kathryn Wasserman

Davis Projects for Peace. Dickinson is a

leading producer of Fulbright scholars.

Postgraduate Plans 95 percent of

Dickinsonians are either employed or

in a graduate program five years after

graduation. Graduate school accep-

tance rates are strong: 80 percent for

law school and 88 percent (of those

recommended) for medical school.

Recent alumni have been admitted to

prestigious graduate and professional

schools at universities such as Boston,

Columbia, Duke, Emory, George Wash-

ington, Georgetown, Harvard, New York,

Northwestern, Princeton, Stanford and

Yale as well as Boston and Dartmouth

colleges and the University of Califor-

nia-Berkeley, University of Pennsylva-

nia and University of Virginia.

Graduate School Partners Top business,

law, engineering and medical schools

offer programs to accelerate admission

for Dickinson graduates or give gradu-

ate credit for undergraduate courses.

Agreements are in place with renowned

institutions, such as Columbia and

Johns Hopkins universities.

Prominent Alumni U.S. president,

Supreme Court justice, second secre-

tary of the Smithsonian Institution,

retired chairman and CEO of Wyeth,

first editor of USA Today and chair-

man and CEO of Gannett Co. Inc., chief

executive of wealth and investment

management & executive chairman of

Barclays Americas, assistant general

manager of the New York Jets, agents

for professional athletes, Tony and Jeff

award winners, Lemelson-MIT Prize

winner, several U.S. representatives

and other elected officials, co-head of

William Morris Independent and senior

vice president of the motion pictures

department, award-winning poets, nov-

elists and photographers, three elected

members of the National Academy of

Sciences, member of Time magazine’s

2006 list of 100 most influential people

and several college presidents.

Recent Internship Sites ALLARM

Black Entertainment Television

Carnegie Mellon University

Psychology Department

CBS College Sports

CNN International Business Unit

Cumberland County Courthouse

Edward Jones

Feminist Majority Foundation

Food and Drug Administration

FOX National Station

Full Circle Dance Company

Goldman Sachs

Harvard Medical School

Harvard University Department

of Psychology

Hunterdon Medical Center

HY International Media

Internal Revenue Service

International Women’s Media

Foundation

Lionsgate

Los Angeles Biomedical Research

Institute

Montgomery Museum of Fine Arts

MTV Networks

National Aquarium

National Institute of Child Health

and Human Development

NBC Late Night with Jimmy Fallon

Pennsylvania Writing and Literature

Project

Philadelphia District Attorney’s Office

Philadelphia Flyers Skate Zone

Sirius XM Radio

The Brookings Institution

The Paley Center for Media

The Smithsonian Museum of Natural

History

The White House

Trinity College Institute of

Neuroscience

TriPoint Global Equities

U.S. Army War College

U.S. Securities and Exchange

Commission

UBS Financial Services Inc.

UNICEF

United Way

Universität Bremen, Germany

Service

Alternative Spring Break

Serve the World

Habitat for Humanity

Foreign Language Clubs

French, German, Italian,

Portuguese, Russian,

Spanish

Religious

Dickinson Christian Fellowship

Hillel

Muslim Student Association

Newman Club

Performing Arts

Mermaid Players (theatre)

Octals, Infernos, Syrens

(a capella groups)

Run With It! (improv)

College Orchestra

Student Clubs & Organizations Whether you’re into politics or photography, dance or debate, Dickinson

has more than 100 student organizations that provide exciting oppor-

tunities to get involved. Participating in these groups helps to cultivate

a well-rounded college experience and enhances the leadership and

critical-thinking skills students are learning in the classroom. Here are a

few samples of the opportunities available:

How to ApplyDickinson students have strong

academic credentials and enthusiasm

for engaging the world. They are not

passive learners; they do not settle for

simple answers to complex questions.

They understand that a quality liberal-

arts education is the foundation for a

lifetime of productive intellectual and

civic engagement. As a community,

Dickinson is committed to recruiting

the most socially, ethnically and eco-

nomically diverse student body possible.

The admission review focuses on the

secondary-school academic record, lead-

ership in and commitment to extracur-

ricular activities, recommendations,

The Common Application and Supple-

mental Form and SAT I or ACT scores,

which are optional for admission but

may prove helpful.

You will express your “fit” with Dickin-

son in the essay on the Supplemental

Form but also can set yourself apart

during campus visits, in communica-

tion with your regional counselor and

in interviews (encouraged but not

required and available both on campus

and near home).

Early Decision (ED) allows applicants

who know that Dickinson is their first

choice to enter the admission process

early, enjoying a review process focused

on the student’s individual merits rather

than the strengths of the larger pool.

Early Action (EA) allows applicants to

learn of their admission earlier than

they would in Regular Decision (RD),

maintaining the opportunity to enter-

tain offers from other colleges through

the May 1 Candidates Reply Date.

Dickinson is a member of The Common

Application, a form providing efficient

and environmentally friendly online

submission. You may access the Common

Application, Dickinson’s required Supple-

mental Form as well as tips and FAQs at

www.dickinson.edu/admissions.

For more information:

Admissions Office

Dickinson College

P.O. Box 1773

Carlisle, PA 17013

800-644-1773

Fax: 717-245-1442

[email protected]

www.dickinson.edu/admissions

Deadlines

Early Decision I November 15

Early Action December 1

Early Decision II January 15

Regular Decision February 1

(Note that need-based financial-aid

applicants must file the CSS PROFILE by

the application date selected.)


Campus Media

Microcosm (yearbook)

The Dickinsonian (student

newspaper)

The Dickinson Review (literary

magazine)

WDCV-FM

The Square (alternative

newspaper)

Multimedia Club

Greek

Six national fraternities, five

national sororities and one

local sorority

Honor Societies

Phi Beta Kappa

Alpha Lambda Delta

Psi Chi

Dickinson Law Society

Club Sports

Dickinson Cricket Club

Equestrian Club

Ice Hockey Club

Special Interest

African-American Society

Model UN

Earth Now!

Student Senate

Jive Turkeys (ultimate Frisbee)

Mock Trial

Spectrum (LGBT)

Feminist Collective

Students for Social Action

Swing Dance Club

Union Philosophical Society

(debate)

Third Degree Steppers

For a complete list, visit the student

life page at www.dickinson.edu.

Tuition, Fees & Financial AidThe college strives to make a Dickinson

education affordable. Our financial-

aid program is designed to bring costs

within reach for nearly all financial-aid

recipients. Specially earmarked funds

from our endowment, gifts and grants

from corporations and foundations, and

some federal and state funds bolster

our efforts to make a Dickinson educa-

tion financially accessible to qualified

students.

Dickinson maintains a track record of

offering financial aid to all admitted

applicants demonstrating need. And

Dickinson continues to seek new ways

to help families and students manage

the costs of education. More than $38

million in need-based and merit-schol-

arship support was provided for 2011-12.

Dickinson’s tuition for 2012-13 is

$44,101. Room and board is $11,178.

A $450 student-activities fee also is

required.

While no forms are required to apply for

a merit-based scholarship, need-based

financial aid requires submission of

the CSS PROFILE by the application

deadline. This form may be found at

www.dickinson.edu/admissions/apply

or www.collegeboard.com, and Dickin-

son’s code is 2186. Students and their

families also are asked to file the Free

Application for Federal Student Aid

(FAFSA) by your state’s deadline or

April 15, whichever is earlier. This form

may be found at www.fafsa.ed.gov, and

Dickinson’s code is 003253.

For more information on financial

planning, academic scholarships and

need-based aid, visit www.dickinson.

edu/admissions.

For more information:

Financial Aid Office

Dickinson College

P.O. Box 1773

Carlisle, PA 17013

717-245-1308

Fax: 717-245-1972

[email protected]

www.dickinson.edu/finaid


A Dickinson education is

affordable and within your

reach. Learn more at

www.dickinson.edu/admissions.

andVALUE

AFFORDABILITY

>> LEARN MORE

A DICKINSON EDUCATION IS WITHIN YOUR

REACH.


• Atlanta

•CarlisleHarrisburg •• Pittsburgh

• Baltimore

• Washington, D.C.

• Richmond

U95

U81

U81

U83

U80

U76

U85

U85

Harrisburg: 25 miles / 30 minutes

Baltimore: 95 miles / 90 minutes

Philadelphia: 125 miles / 2 hours, 10 minutes

Washington, D.C.: 130 miles / 2 hours

New York: 190 miles / 3 hours, 15 minutes

Pittsburgh: 190 miles / 3 hours, 15 minutes

Richmond: 215 miles / 3 hours, 45 minutes

Raleigh-Durham: 380 miles / 6 hours, 30 minutes

Boston: 400 miles / 7 hours

Atlanta: 700 miles / 11 hours, 30 minutes

Where We Are Carlisle, a town of 20,000 situated in

Pennsylvania’s Cumberland Valley, is

part of the metropolitan region (popu-

lation 500,000) of Harrisburg, the state

capital. Interstate highway, rail and air

links provide easy access to all major

East Coast cities. Carlisle is a vibrant

and culturally rich town, including a

historic district and a downtown that

offers an eclectic array of international

restaurants, art galleries, specialty

shops and more. The area was named

one of the country’s best places to raise

a family by Forbes magazine and voted

one of America’s “most livable cities.”

Come Learn MoreThe best way to get to know Dickinson

is to visit. You can take a tour, meet

members of the admissions staff or sit

in on a class. To schedule a visit, con-

tact the Office of Admissions at 800-

644-1773, 717-245-1231 or admissions@

dickinson.edu. Our Web site (go.

dickinson.edu/visit) contains details

about our many visit opportunities.

Get a sense of the distinctive elements

of the Dickinson experience at

http://tour.dickinson.edu.

Boston •

•Hartford

U95

• New York

• Philadelphia

U95

• Raleigh/Durham


The vision of Dickinson’s founder motivates us today:

we educate highly skilled graduates, comfortable

with new frontiers and ready to assume roles of

leadership in the wider world.

Office of AdmissionsDickinson CollegeP.O. Box 1773Carlisle, PA 17013-2896

Connect with Us

www.facebook.com/Dickinson

http://twitter.com/DickinsonCol

http://studentstories.tumblr.com

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