The incoming freshmen at Dartmouth College — and all over the nation — are arriving with profound expectations, shaped by momentous technological changes and global turbulence. How are universities responding? First and foremost, it’s important to understand the socio-cultural and racial diversity of the incoming cohort, and set up orientation programs, seminars and dialogues to prepare students to engage thoughtfully and responsibly in this contentious era. Pull down the walls. But keep a watch.
The Dartmouth Class of 2028 was described by the school as “energetic, values‑driven and curious in a broadly defined way.” Nearly half the class identifies as Black, indigenous and people of color; 17% are first‑generation college students; and on the whole, the class comes from a wide socioeconomic and cultural spectrum. Many applicants devoted themselves to justice‑oriented service during the pandemic and beyond — indicative of a desire to understand global problems and structural inequities.
Students are bringing a keen awareness of modern challenges such as the humanitarian catastrophe in Gaza, climate injustice, racial inequities and rising international volatility. Their altruistic aspirations revolve around harnessing education to advance peace, equity, technology for doing good and sustainable systems.
Entering a world where AI is transforming everything from healthcare to employment, they are eager to understand the repercussions. Can AI be biased? Can AI decision‑making be more rational? Is there some ethical frameworks governing powerful technologies?
A recent UNESCO brief features how universities could embed critical thinking and social justice considerations into AI curricula, ensuring inclusion and transparency in AI development and its governance. Academic leaders are admonished to develop ethical policy frameworks, integrate AI literacy and promote gender and racial equity in AI disciplines.
At the University of Texas, Austin, for example, a course called “The Essentials of AI for Life and Society” offers a model to increase AI literacy broadly across campus, addressing issues like disinformation, employment and societal trust. Austin’s AI literacy course seems to be a fascinating model. Open to students from diverse disciplines, it combines seminars on technical fundamentals with real-world ethical case studies. This broad approach empowers students from the humanities, social sciences and STEM to engage with the technology critically. Learning to design, critique and deploy AI in socially responsible ways is crucial, including the ability to uncover algorithmic bias and ensure equitable access.
But beyond AI, it is important to keep in mind that the class of 2028 is not apolitical. Many universities, including Dartmouth, now prioritize structured civic dialogue as part of freshman orientation, cognizant that students enter campuses and classrooms divided along geopolitical lines. After tense protests over Israel-Palestine, academic leaders have been developing innovative programs and opening up platforms where civil discourse, mutual listening, and conflict-sensitive dialogue could occur. Some universities, like the University Chicago, have experimented with immersive orientation programs to connect diverse students, promote togetherness and encourage intellectual curiosity around complex themes.
In a similar vein, Dartmouth could, perhaps, partner with institutions globally to connect students with scholars and advocates from impacted regions to share lived experiences and move beyond media headlines. Freshmen benefit from creative programming that builds intercultural awareness and solidarity. Near home, it might be worthwhile, considering that Dartmouth freshmen should be encouraged to engage with real-world projects: partnering with NGOs, aiding the homeless, participating in policy advocacy for educational access and supporting mental health initiatives.
Today, students seek not only academic excellence, but also civic leadership and moral responsibility. Dartmouth can channel such aspirations by integrating experiential learning, global internships, remote collaborations, civic projects on AI ethics and peacebuilding seminars so that freshmen ambitions aren’t just idealistic but doable.
But where does the buck stop? Creating a challenging and safe campus environment for an incoming freshman class is an absolute necessity, but is it enough? In today’s polarized climate, university presidents must be as skilled in academia as in diplomacy, balancing academic freedom with the awareness of political pressures that have embroiled the mighty, once untouchable, institutions like Harvard and Columbia.
At Dartmouth, President Sian Leah Beilock has navigated these challenges with aplomb, protecting the school’s reputation while advancing its mission as a major global research university. By addressing sensitive issues — such as debates over free speech — through inclusive forums rather than polarizing public statements, she has preserved campus cohesion and avoided reputational crises. By and large, her ability to maintain trust with students, faculty, donors and policymakers has also had tangible benefits. Through careful relationship-building with federal agencies and research partners, she has helped secure and protect millions of dollars in research grants that might otherwise have been jeopardized in a more contentious climate.
In doing so, Beilock has demonstrated that diplomatic, proactive leadership not only shields an institution from political storms but also strengthens its academic mission and financial foundation. Dartmouth’s stability in unsettled times is, in large part, a result of Beilock’s strategic vision and diplomacy. Why wouldn’t parents send their children to a school that the New Yorker called “the Ivy League’s Switzerland,” even though the cost is exorbitant?
Narain Batra taught, for more than three decades, courses on freedom of speech, media law, ethics and diplomacy at various colleges. He hosts the podcast, “America Unbound.” He lives in the Upper Valley.