Daily Debriefing

New Hampshire’s unemployment rate dropped to roughly 5 percent in April, significantly lower than the national unemployment rate of 8.1 percent, CBS News reported. This rate marks the lowest percentage since December 2008, when the state reported a 4.8 percent unemployment rate, according to CBS News. Gov. John Lynch, D-N.H., said the news is a good sign for the state’s economy and noted that more than 6,800 New Hampshire residents found jobs in the past year, but the state is still home to 37,000 unemployed residents, CBS News reported.

The New Hampshire legislature voted on bills on Wednesday that would give over $3 million in tax credits to businesses that donated to scholarship organizations that fund underprivileged students who attend public or private schools, CBS News reported. The House version of the bill stipulates that these scholarships would provide each recipient a maximum of $2,500 adjusted annually, according to CBS News. The House approved the bill by a vote of 236-97 and the Senate passed its version by a vote of 17-7. Supporters praised the bills for the flexibility it gives parents in decisions about their children’s educations, CBS News reported. Some members had concerns about the constitutionality of using the funding in religious schools and the possibility that the scholarships would divert money from public schools, according to CBS News.

New data from the Centers for Disease Control and Prevention has found that more highly educated people and their families are likely to live longer and have healthier lives, according to Inside Higher Education. The findings included statistics on smoking, life expectancy and obesity. In 2006, the average life expectancy of a 25-year-old man with a bachelor’s degree or higher was 9.3 years longer than that of a man the same age without a high school diploma. Between 2007 and 2010, women over 25 years old with less than a bachelor’s degree were at least 15 percent more likely to be obese than those with a bachelor’s degree or higher, Inside Higher Ed reported. Higher rates of smoking were also more prevalent in less educated people. In 2010, 31 percent of adults between 25 and 64 years of age with a high school diploma or less were smokers, according to Inside Higher Ed. In comparison, 24 percent of adults with some college education and 9 percent of adults with a bachelor’s degree or higher were smokers, Inside Higher Ed reported.

Study links literature and behavior

While many read fiction stories simply for pleasure, a recently released study by two psychologists found that immersive literature can affect the behavior of those who identify strongly with central characters. This can cause readers to reflect the strong qualities of main characters in their own lives, according to lead researcher Geoff Kaufman, a post-doctoral researcher at the College’s Tiltfactor Laboratories.

The research, which was split into six individual studies, was conducted with Ohio State University psychology professor Lisa Libby.

The researchers developed the term “experience-taking” to explain what they observed in their studies, according to Kaufman.

“Readers actually adopted the traits of the character [in the story],” Kaufman said.

Libby and Kaufman observed that participants’ behaviors were affected by the narrative material they read up to a week after completing the experiment, Kaufman said.

Kaufman and Libby conducted the first three of their studies with participants reading stories in cubicles. The researchers observed that readers watching themselves in a mirror while reading demonstrated less “experience-taking” than readers without a mirror in front of them. Kaufman attributed this to finding reduced self-awareness among readers lacking a mirror, which allowed them to connect on a deeper level to the story’s character.

“People who are highly self-conscious are less likely to have experience-taking occur,” Kaufman said.

The next set of studies sought to discover what factors of a story influenced experience-taking. Kaufman and Libby wrote narratives with varied characteristics, such as point of view and racial identification, and observed what effect the changes had on experience-taking.

They discovered that readers displayed more experience-taking if they belonged to the same “group” as the character in the narrative in this case, attending the same university and if the story was written in first person, Kaufman said.

Participants in the study who identified with one character’s ability to overcome obstacles to vote actually went to the polls themselves a week later, according to Kaufman.

Libby and Kaufman’s final two studies examined issues of race and sexual orientation in relation to experience-taking. They discovered that participants identified more strongly with the hero of the story and demonstrated more signs of experience-taking if they learned the race or sexual orientation of the character toward the end of the story as opposed to early on in the narrative. Kaufman attributed this to readers connecting to the character before discovering that the character was a member of a different group.

Libby and Kaufman used Ohio State students taking introductory psychology classes in their research. The students were required to participate in studies as part of the class, Kaufman said.

The researchers composed a paper, titled “Changing Beliefs and Behavior Through Experience-Taking,” based on their research and submitted it to the Journal of Personality and Social Psychology for publication last July, according to Kaufman. The journal provisionally accepted the paper in September, and the final version was posted on the journal’s website on March 26 after a few rounds of editing.

Kaufman said one “broad goal” of his research was to validate the ability of fictional works to affect behavior and demonstrate that stories might impact people’s lives for years to come.

“[I think] this might help trigger interest and research on narratives,” Kaufman said.

Libby added that their research can demonstrate the full potential of reading.

The researchers said they will continue to investigate issues related to experience-taking in reading and other mediums. Kaufman said he is currently examining the use of video games in reducing stereotypes of girls and women at Tiltfactor. The study is funded by the National Science Foundation.

Tiltfactor focuses on using games to create “rewarding, compelling and socially responsible interactions” and on developing software for social change, according to the lab’s website.

“I’m doing [research] now in terms of the game research, but I also intend to move forward with narrative research as well,” he said.

Libby said she believes that experience-taking could occur in other media, such as television or movies. Like Kaufman, Libby also said she will continue narrative research.

“We’re looking at what people do when they read stories where characters do bad things,” she said, adding that she wants to address the question of whether or not experience-taking in stories with “immoral” characters results in negative impacts on readers’ lives.

Alumni provide insight into future of gaming

Six Dartmouth alumni in the analog and digital gaming fields discussed topics ranging from new business models in the industry to the role of collaboration and narrative in games at the digital humanities program’s first-ever gaming panel on Friday in Filene Auditorium.

The event, titled “Dartmouth at Play: Alumni on the Future of Gaming,” aimed to celebrate the history of gaming while provoking conversation about the future of play, according to Mary Flanagan, digital humanities professor and director of the College’s game research lab, Tiltfactor.

“I’m really interested in asking what the future of gaming is for us in analog board and card games and digital games,” she said.

The panel also enabled students to connect with alumni in the industry, according to Flanagan.

“There’s such a rich history that’s really unknown,” she said. “There are over 100 alumni in gaming, and this is a chance for us to clearly investigate that.”

The panelists included Zynga game designer Sam Beattie ’07, PopCap Games CEO Dave Roberts ’83, Hasbro marketing director Michelle Favaloro ’02, Gary Games founder and CEO Justin Gary ’02, gaming freelance writer Tracy Hurley ’01 and independent developer Oge Young ’96.

Gary, creator of the board game “Ascension,” said his Dartmouth experience had a large influence on his career path. Gary was a member of the “very game-focused” Alpha Theta coeduational fraternity and financially supported himself by playing in tournaments of “Magic: The Gathering,” a trading card game.

“It’s great to be able to come back and see that there’s a program that’s flourishing here and interact with students now that have the same passion for gaming that I had when I was here,” he said.

Hurley, who has written for game publisher Wizards of the Coast and runs the blog “Sarah Darkmagic,” said she enjoys the social aspect of gaming communities.

“I go to a lot of conventions, and I now have friends across the world,” she said.

Beattie said that games can become social outlets if they are fun and encourage new players to join.

“If I’m not able to make the map fun that the players are playing then they’re not going to want to tell their friends about it,” he said.

Enjoyment is the priority in creating successful games, according to Young, who most recently worked in game development for Sony Online Entertainment.

“A good narrative always helps, but the most important thing is really fun gameplay,” he said.

Participants can engage in games in a variety of different ways, interacting through both collaboration and competition, Favaloro said.

Game production companies can have multiple business models simultaneously, according to Roberts, who is the CEO of the company that created the games “Bejeweled” and “Plants vs. Zombies.”

“You really have to reinvent your games for the business model that’s appropriate,” he said.

Flanagan said she selected a variety of panelists to emphasize the similarities in different gaming media, including digital, board and card games.

Ian Stewart ’14 said he enjoyed the array of perspectives from people involved in a number of gaming industry sectors.

“It’s really cool that there are so many facets of making one game,” he said.

Van Melikian ’14, who is considering game design as a future career path, said the panel taught him about opportunities in casual gaming.

“A lot of the stuff about marketing and designing games for a wider audience was not the sort of thing I had thought about in the past as someone who has been a member of the hardcore gaming market,” he said.

The panel balanced elements of business strategy and gaming and social elements of the field, according to engineering professor Bill Lotko.

Rather than only appealing to those interested in computer science or abstraction and modeling, gaming can also be useful in understanding systems in sciences like biology or providing a critical approach to disciplines in the humanities, according to Flanagan.

Flanagan said she hopes that the alumni panel will become an annual event.

“This is our initial group, who are eager to come, but there are far more people to involve and that’s exciting,” she said.

Official naming event honors Geisel family

Standing beside a six-foot-tall ice statue of the Cat in the Hat, College President Jim Yong Kim announced the official name change of Dartmouth Medical School to the Audrey and Theodor Geisel School of Medicine on Friday afternoon.

The medical school was renamed for Theodor Geisel ’25, better known as world-famous children’s book author and illustrator Dr. Seuss and his wife Audrey Geisel on April 4.

The change honors the Geisel family now the largest donor to Dartmouth in the College’s history for its continued financial support, according to a College press release.

Audrey Geisel, who is now 90 years old, was not present at the ceremony, but the speeches were recorded and streamed to her home in La Jolla, Calif.

During the event, Kim said that the relationship between the Geisel family and Dartmouth has grown and strengthened over the past few years.

“Today, our institution is proud and invigorated to bear the Geisel name,” he said. “I know everyone associated with the Geisel School of Medicine will carry that name and everything it stands for with honor into the world.”

Theodor and Audrey Geisel’s creative and philanthropic work during their lives can serve as examples for medical school students, Kim said.

“Ted’s work is rooted in the creativity, empathy and desire to think differently that the students, faculty and alumni at the Geisel School of Medicine must draw on to pursue their mission,” he said.

Kim also said that Audrey Geisel, who worked as a nurse, can act as a role model through her dedication to health care and philanthropy.

“You serve, Audrey, as a timeless example of our future physicians through your lifetime commitment to making the world’s troubles your own troubles,” Kim said.

Donald Pease, the Ted and Helen Geisel Third Century Professor in the Humanities, provided several anecdotes of Geisel’s experience at the College and said Dartmouth provided him the foundation for the success he achieved in his later career.

“The intimate bonds of fellowship he cultivated with Dartmouth classmates supplied him the emotional resources of security, support and acknowledgement,” Pease said.

Pease dismissed others’ attempts to insult the medical school’s new name.

“We have all been exposed to some of the ridiculous Seussisms across blogs and webpages as a consequence of the naming of the Geisel School of Medicine,” he said. “What we should all know is that Ted Geisel would have enjoyed the efforts and outdone all of them.”

Geisel represents the link between Dartmouth’s undergraduate college and its school of medicine, Pease said.

The name change and support of the Geisel family will increase students’ ability to improve the lives of others, according to Geisel School Dean Wiley Souba.

“Thanks to the Geisels, we will truly be able to create a future that is bigger than we are, a kind of future that this kind of generosity truly makes possible for each and every one of us,” Souba said in his remarks.

Ashley Pinchinat Med ’14 said she enjoyed hearing about the personal life of Theodor Geisel, which gave her greater appreciation for the Geisel family’s philanthropy to the school.

“We’re all grateful that Audrey was able to donate so much to the school,” Pinchinat said.

Leo Gribelyuk Tu ’13 Med ’11 said he considers himself “a big fan” of the name change and the recognition that the medical school has received.

Other medical school students expressed ambivalence about the name change.

Geisel School student Matt Mackey ’08 said that although the change will not have a significant impact on the school, it gives others opportunities to make jokes about the name.

“I’ve had occasion to be introduced in a good-natured fashion by a preceptor of mine as a student of the Dr. Seuss School of Medicine,’ which, you know, is kind of cute and funny but doesn’t really carry much of a professional cachet,” he said in an email to The Dartmouth.

One female Geisel School student, who wished to remain anonymous because of her status as a student at the school, said others ridiculed the name while she was completing clinical rotations at an outside hospital.

“One guy said that we are going to become the laughing stock of medical schools,” she said. “Dr. Seuss Med School who’s going to take that seriously?”

She said that the new name, however, provides the school a sense of personality.

“It doesn’t make us sound as snooty as Harvard and Yale people,” she said.

Benjamin Brainard Med ’96, who was present at the ceremony, said he supports the name change and the tribute that has been paid to Geisel.

“I think it’s great to finally have something at Dartmouth named after Dr. Seuss,” Brainard said. “After all, he is really our most famous alumnus.”

LIM fosters intercultural awareness

Language in Motion's annual Spring Symposium invited 85 high school students to the College on Friday to attend various panels and discussion groups.

During Language in Motion’s second annual Spring Symposium on Friday, approximately 85 high school students toured the campus, participated in two discussion groups with Dartmouth undergraduates who have studied or volunteered abroad and attended a panel about the opportunities offered by a college education, according to Tucker Foundation program officer for school outreach Jay Davis. High school teachers attended a professional development workshop at the same time.

LIM, a Tucker Foundation program introduced in 2009, aims to foster college awareness and intercultural competency among high school students from under-resourced local schools, according to student director Gabriela Meade ’14.

As part of the program, undergraduates who have had significant intercultural experiences also travel to local high schools and deliver presentations about their time abroad, according to Meade. The 24 undergraduate students currently involved in the program presented to approximately 900 high school students this year, an increase from the 400 students reached last year, Meade said.

The program strives to “expand students’ perception of what is possible in their lives,” Davis said.

LIM exposes students to the benefits of attending college and of experiencing different cultures, according to Mercedes West, a senior at Stevens High School in Claremont, N.H.

“It gives high school students a push to study abroad and not just live in the confined bubble of New Hampshire,” West said.

Rachel Meager, a junior at Windsor High School in Windsor, Vt., said she had not considered studying abroad before attending the LIM presentations.

“It opened up a lot of doors, and now I’m starting to look at schools because of their study abroad programs,” Meager said.

While she has reservations about studying abroad because of the distance it would put between herself and her family, Windsor freshman Jessica Lawson said she enjoyed hearing about other students’ experiences and learning about the world through their stories.

The LIM program encourages students to “think in a cross-cultural way” and expand their own perspectives, according to Davis.

Following a session about South Africa, Stevens High School student Ashley Giannuzzi said she learned that the country was not “a barren wasteland” as she had initially thought, but a country with a vibrant culture.

“By the end of the presentation, my view was completely changed,” she said.

In addition to benefitting high school students, the program offers undergraduate volunteers an outlet to share their personal experiences, enabling mutual growth and learning, Meade said.

LIM members attend public speaking workshops to improve their presentation skills, according to Meade.

The program is unique because it allows students to serve their community by speaking about their own experiences, Davis said.

“We’re trying to leverage the talents and passions of Dartmouth students to make a difference in the lives of high school students,” he said.

Ben Kahn ’11, who hosted a session about his experience teaching in the Marshall Islands, said he enjoyed speaking with students informally about a different culture.

“Being exposed to different ideas and ways of living can open up people’s perspectives on the world and life and what it can be and gives you a chance to reflect back on our own American culture,” Kahn said.

LIM also organizes professional development workshops for high school faculty, including a recent session with Director of the Rassias Center Helene Rassias-Miles. The program provides funding for teachers to travel to national conferences.

The program currently works with Lebanon High School, Stevens High School, Windsor High School and Rivendell Academy in Orford, N.H., according to Meade.

LIM is sponsored by the Tucker Foundation and funded by an Arthur Vining Davis Foundation grant, according to Davis. The original Language in Motion chapter was founded in 2000 at Juniata College by Deborah Roney ’73.

Men’s heavyweight crew swept by Syracuse in Packard Cup

The Dartmouth men’s heavyweight crew team, ranked No. 15 nationally, battled No. 8 Syracuse University in a race for the Packard Cup early Sunday morning on the Connecticut River. Despite a few close races, Syracuse managed to sweep the Big Green, beating Dartmouth’s first varsity eight, second varsity eight, third varsity four and freshman eight boats. Syracuse claimed its third consecutive Packard Cup with the victory in the first varsity eight race.

The day’s marquee event went to Syracuse, as the Orange’s first varsity eight boat defeated the Big Green, finishing in a time of 5:28.29 to Dartmouth’s 5:30.90 over the two-kilometer course. The first race of the day, the third varsity four, saw Syracuse defeat the Big Green by three seconds, as the Orange’s boat finished in a time of 6:27.33.

“Syracuse is a strong crew that had a great season and performed well at [the Eastern] Sprints,” captain Joe Polwrek ’12 said. “We knew we had to have our best race to beat them, and while we raced very well, we didn’t quite have what it took.”

Hunter Dray ’12 said that both boats rowed on nerves for the first half of the race but that the Orange’s strength won out in the end. “At the 1,000-meter mark, both crews had fully burnt off the adrenaline of the first few minutes, and it became a race more about toughness than fitness,” Dray said. “The race stayed close down the track, but the Syracuse crew had a bit more to give in the end.”

The day’s closest race would come between the two schools’ youngest rowers. The freshman eight race was decided by a mere 0.25 seconds, as Syracuse nipped Dartmouth, 5:41.15 to 5:41.40.

“I had extremely high expectations for our crew going into today’s race,” Richard Newsome-White ’15 said. “We are a very capable crew, as we have proven throughout the season, and it’s always very tough to lose by such a narrow margin.”

Newsome-White said that Dartmouth did not have enough time to make a successful comeback.

“Syracuse made a big push at the 1,000-meter mark and were able to get out in front by half a [boat] length,” Newsome-White said. “We managed to fight back, but unfortunately we ran out of course.”

Following the excitement of the freshman race, the second varsity eight contest proved anticlimactic, with Syracuse pulling away for a 13-second victory in a time of 5:36.29.

For the Big Green’s seniors, Sunday’s races marked the last time they will race on the Connecticut River, and while the Packard Cup marked the team’s final home race of the regular season, it also served as a final tune-up before the Big Green competes in the IRA National Championships May 31-June 2 in Camden, N.J.

“I’ve actually never rowed a home race whether in high school or in college that wasn’t on the Connecticut River,” Dray said. “After so many years on [the Connecticut], I wanted to put together the best possible piece to honor my time spent as a rower for the Big Green. [Rowing has] been the single most rewarding experience of my Dartmouth career.”

Polwrek said that the team still has “a lot of speed left to gain before IRAs.”

“We’ve already come so far, so I’m excited for the next few weeks of training,” Polwrek said.

Rugby falls to Davenport in national semifinals, 35-18

The men's rugby team will look to defend its USA 7s Collegiate Rugby championship June 2-3 in Philadelphia.

The Dartmouth men’s rugby team traveled to Sandy, Utah over the weekend to participate in the semifinals of the Emirates Airline Collegiate Division I-AA National Championship in the team’s first Final Four appearance since 1988, but the Big Green was unable to advance to Saturday’s national championship game after losing to eventual champion Davenport University, 35-18, in Friday’s semifinal game.

The Big Green received a tough draw, facing a Davenport team that had lost just three times all season, only one of which came in a non-exhibition match. The Panthers, who won the title in 2011 as well, and the Big Green were ranked first and second, respectively, in Rugbymag.com’s divisional rankings, making the teams’ semifinal matchup a de facto battle for the title.

“Those brackets are set far in advance, so we knew that if we kept winning that we would play them,” co-captain Derek Fish ’12 said. “We prepared as if we were going to have a championship-caliber match in that round.”

The other semifinal featured San Diego State University and the University of Tennessee, with the Aztecs prevailing, 25-12. Davenport won the title with a dominating 39-0 shutout of San Diego State.

“Davenport went on to have a great game in the finals, and they were definitely the best team,” co-captain Paul Jarvis ’12 said. “They put a lot of pressure on us and forced us into some mistakes that we normally don’t make.”

The Big Green came out firing and ready to play but unfortunately could not keep up the momentum it built in the first 20 minutes of the game. In a back-and-forth first half, the Big Green struck first just over eight minutes into the game with a successful try to go up 5-0. Davenport tied the score three minutes later, but Dartmouth converted a penalty off the foot of Madison Hughes ’15 at about the 20-minute mark of the first half. Just 1:20 later, Dartmouth increased its lead to 10 with a try and conversion. Fish and Kevin Clark ’14 scored the tries for the Big Green, while Hughes added the conversion on the second try.

The game began to go south for the Big Green, however, as Dartmouth saw its lead evaporate after two Davenport penalty conversions. Despite the run of six unanswered points by the Panthers to close out the half, the Big Green held the halftime lead at 15-11.

The Panthers continued to dominate the game in the second half, drawing on their experience to engineer a decisive comeback victory. Just over three minutes into the second half, the Panthers scored a try and converted it to take their first lead of the game at 18-15. Under three minutes later, Davenport crossed the goal line again, scoring another try to take an eight-point lead. The scoreboard remained unchanged for over 16 minutes of action, as both teams were bogged down by stingy defenses that prevented any significant chances at the goal.

With about 17 minutes left in the game, Hughes converted a penalty to cut the lead to five. The Panthers responded soon after, however, scoring two more tries to put the game out of reach for the Big Green. The Panthers ended the game with a try with just under two minutes left to make the final score 35-18.

“Earlier in the game, we did a much better job seizing on the opportunities and the turnovers,” Jarvis said. “In the second half, it was Davenport who was able to capitalize on the mistakes more efficiently. We kept getting bogged down after small advances. In the second half, we played too much rugby near our own goal line.”

The season is not over for the Big Green, however, as the team was selected to compete in the 2012 USA 7s Collegiate Rugby Championship in Philadelphia, a tournament that the Big Green won last year after defeating the United States Military Academy in the final. Dartmouth enters as the top seed in Pool B in the round-robin setup. The Big Green will face the University of Delaware, the University of Maryland and the University of Florida in its pool.

If Dartmouth emerges as one of the top two teams in its pool, the Big Green will advance to the single-elimination bracket for a chance to defend its title. The tournament lasts just two days, with all three round-robin games to be played on June 2 and all knockout phase games to be played on June 3. The Big Green is the only Ivy League team to make the tournament.

“I think our chances to defend are very good,” Jarvis said. “We are returning six players from last year and have added a lot of good new guys. Our coach is the best 7s coach in the country. I think the experience of winning last year and getting to the finals plus the coaching gives us a very good chance.”

Kelly’s play choice examines race

Internationally renowned actor and scholar Baron Kelly stirred up campus discourse on racial identity with his production of Carlyle Brown’s “The African Company Presents Richard III” in Bentley Theater over the weekend.

Kelly was brought to campus last fall by VOICES, the Dartmouth theater visiting artist program, which aims to present dramatic works that are relevant to Dartmouth’s minority communities by inviting accomplished theater artists to campus, according to the theater department’s website.

A three-time Fulbright Scholar, Kelly studied at the London Royal Academy of Dramatic Art and has produced and acted in productions of theater, film and television around the world. While in Europe, he researched African-American theater, particularly the prominent 18th-century American black actor Ira Aldridge, Kelly said. In a list of plays submitted by Kelly, the VOICE program decided on “The African Company Presents Richard III,” which discusses the challenge of racial identity, he said.

“It would be a vehicle in creating a lot of interesting discussions, especially considering the internationalization of African-Americans on stage,” Kelly said.

Set in 1820 inManhattan, still marred by racial segregation, Brown’s play recounts the true story of an African-American theater troupe’s struggle to bring their own production of Shakespeare’s villainous hunchbacked monarch Richard III on stage. It traces the journey of William Henry Brown, played by Joshua Echebiri ’14, and his troupe of actors grappling against not only a rival white theater company performing the same play but also the racial oppression of the era.

The play began with the entrance of Stephen Price, played by Stewart Towle ’12, the rotund owner of the white-owned Park Theater Company, presenting a clamoring monologue and strutting through the audience. After Towle’s denouncement of the black theater company’s potential rivalry as a travesty, the curtains uncovered a set framed by two opposing shelves scattered with boxes and garment scraps. In the recess of the center of the stage, horizontally laid ropes tied as nooses cut through a lit blue background, recalling the distant yet piercing memories of lynching and racial oppression.

The set was designed by Gabriel Rodriguez ’13 with Kelly’s assistance, Kelly said.

“The original idea for the set that I had with [Rodriguez] was the inside empty hole of a slave ship, which developed into the shelf,” Kelly said. “The ropes I originally wanted to have as chains the more people became constrained by outer society, the ropes became more prevalent.”

The play, which traces the bitter battle between the two theater companies, reflects the dire need to create an authentic voice for American blacks in the age of slavery. The three male actors of the troupe, played by Echebiri, Chris Holland ’11 and Ryan Williams-French ’12, delivered numerous lyrical speeches against the obstacles they encountered while producing a black interpretation of “Richard III” in a society ruled unconditionally by whites.

The two female actresses, played by Samantha Azinge ’12 and Bree-Ana Craine ’13, also delivered powerful lines questioning shifting traditions and gender roles.

Kelly said he was enthusiastic to work with undergraduate actors, many of who were not theater majors. Despite their relative lack of professional acting experience, Kelly said that the actors quickly adapted to the rigor demanded by his production. Donning the vibrant and richly evocative garments designed by costume designer Emily Adams ’13, they put on a convincing show that left the audience not only in awe but also in contemplation.

“I had a very high bar that they had to come up to, and without a question they were very hard-working.” Kelly said. “They definitely had risen to the occasion and I was very pleased with that.”

Audiences, ranging from students and faculty to community members, were overwhelmingly pleased by Kelly’s production and the students’ performance.

“The acting was particularly strong more genuine and profound than I expect from college students,” women’s and gender studies professor Renee Bergland said in an email to The Dartmouth. “They didn’t seem to be coasting on their natural talent they were thoroughly committed. It was moving.”

Kelly will remain on campus until the end of July. He will be assisting and directing plays at the Frost and Dodd Play Festival at the College.