"Vedang Puranick's calm and kind demeanor was exactly what I needed to not only succeed in the course but connect with the material. … I cite him as a main reason why I continued in the sciences at Dartmouth."
"Mack Willingham made me a better writer through thorough, thoughtful feedback and a genuine intellectual interest in my work. … He offered guidance that was never generic, providing the kind of nuanced advice that can only come from earnest listening. … He was a key part of the support system that made my transition to Dartmouth easier."
Praise like this doesn't come from a committee or formal review; it comes directly from students themselves, shared of their own accord. Each year, undergraduates nominate the graduate students who made the biggest difference in their learning, and this year the Dartmouth Center for the Advancement of Learning (DCAL) recognized 12 of these graduate students for outstanding teaching. DCAL hosted a lunch in their honor on April 10, celebrating their work in classrooms, labs, and mentoring relationships across campus.
Kaelen Baird, a PhD student in applied mathematics, was recognized for his work as a teaching assistant for linear algebra (MATH 22). His nominator described him as welcoming, kind, and dedicated to finding explanations that resonate for each student, meeting them on their own terms: "He went above and beyond to make sure I understood things and was dedicated to explaining math in a variety of different ways to make sure one of them would make sense."
Vafa Batool, a PhD student in computer science, was recognized for her work in the Empower Lab and described as the type of research mentor that students try to emulate. Vafa was praised not only for her kindness and supportiveness but also for the practices she models, including "how to be a good listener and how to ask engaging, critical questions." Students pointed to her as a guide for becoming better researchers and better collaborators themselves.
Jack Cui, a computer science PhD student recognized for his teaching in COSC1, an introduction to programming and computation, made a particular difference for students navigating Dartmouth's STEM rigor for the first time. One nominator, who described the transition to college-level STEM as daunting, said Jack was consistently available and encouraging as they worked through problem sets and assignments. Beyond Jack's accessibility, the nominator noted that Jack fostered a welcoming environment where students with varying backgrounds could thrive.
Casey Dowdle, a PhD student in mathematics, was recognized for his teaching of differential equations (MATH 23). "On top of delivering informative lectures, he had many office hours outside of class and would frequently make connections when answering questions to make the content more engaging and interesting," said Scipio Han, who nominated Casey.
Aidan Hennessey, also a PhD student in mathematics, earned recognition as a teaching assistant for linear algebra (MATH 22). "He would always make sure to explain the background or the 'why' of a question I had so I would understand future problems," his nominator wrote, adding that Aidan was integral to their success in the course and helped them develop a foundational understanding that would carry beyond that single course.
Stella Hokeness, a PhD student in biological sciences, was nominated as a research mentor who understands that stepping into the lab for the first time can feel intimidating. Through her work with the Early Research Access in the Sciences (ERAS) program, Stella guides students through every stage of the research process—from lab work to analysis to presentation. Students describe her as kind, patient, and extremely supportive as she instructs them, helping build confidence as they build their skills.
David Krimer, a graduate student in engineering, was nominated as a research mentor for his work in the Ackerman Lab and with the ERAS program. One undergraduate describes David as someone patient enough to teach new techniques, generous enough to let them shadow more complex projects, and perceptive enough to check in on how they're feeling. David's mentorship shifted this student's perception of research from that of an additional obligation they would have to manage to a meaningful, enriching part of their life at Dartmouth.
Vedang Puranik, a PhD student in chemistry whose impact was described in the opening of this piece, was nominated for his work as a teaching assistant in organic chemistry (CHEM 51 & 52). One student shared that Vedang's work made the subject "far more enjoyable and interesting than I could have ever hoped for" and even inspired them to become a Learning Fellow in the chemistry department. "Each time I went to class, I did my best to be half the teacher he is." Another mentioned that Vedang helped them bounce back after some early stumbles in the lab, ultimately turning organic chemistry into one of their most impactful—and enjoyable—learning experiences.
Yanevith Peña Gamez, a graduate student in psychological and brain sciences, brings students into her own research. "Instead of just getting me to do random work, I work alongside her with her day-to-day experiments," her nominator wrote. "She is always finding new ways to share what she is doing and help me learn new ways to look at data." That approach—treating undergraduates as collaborators—earned Yanevith a nomination as a research mentor for her work in the Nautiyal Lab.
Emma Ricci-De Lucca, a biomedical engineering PhD student, was nominated as a research mentor for her work in the Empower Lab and with the ERAS program. Nominator Sahithi Medikondla describes Emma as someone who combines meticulous organization with genuine kindness and transparency, and whose approach made students feel "their ideas were valuable and their potential was limitless." Sahithi also lauded Emma's willingness to be vulnerable and transparent about her own process, which made Emma feel less like a supervisor and more like a true partner in learning. "The impact she has had on my academic journey," Sahithi wrote, "is nothing short of profound."
Ziaire Sherman, a graduate student in music, was nominated for his work as a teaching assistant for the Coast Jazz Orchestra. Students mentioned that jazz is a particularly difficult genre to teach and they praised Ziaire for his teaching abilities as well as the genuine care and interest he demonstrates in their development, supporting them across composition, practice, and performance—and even in their individual side projects.
Mackintosh B. Willingham, a graduate student within the Master of Arts in Liberal Studies (MALS) program, was nominated for his work as a writing tutor for Writing 2 and Writing 3. "While his official role was to assist with my assignments, his impact on my life went far beyond the page," wrote nominator Odette Cross. Odette's words, which open this piece, capture Mack's careful listening and thoughtful feedback that made her transition to Dartmouth easier. Odette describes Mack as "an outstanding educator who invested his best effort into making me a better writer. … Rather than leaving harsh redlines or confusing question marks on a page, Mack offered a better alternative: dialogue."