You play a key role in the education of our students. Philanthropy drives the success of our college, and we are grateful for the difference that you make in the lives of tomorrow's leaders and citizens.
We thank all donors who made contributions during the 2012-13 fiscal year (July 1, 2012-June 30, 2013) and who are listed in the 2012-13 Honor Roll of Donors
As you will read in the following pages, Linfield experienced a very successful year in 2012-13. Not only was it the year of a national baseball championship, an international choir tour, and dozens of awards for our outstanding faculty and students, it was also the first year of our 2012-18 Strategic Plan. Thanks to the hard work of Linfield faculty and staff – and of our alumni and donors – we accomplished a lot.
At the heart of the plan is our goal to enrich the student learning experience. Indeed, that's at the heart of everything we do at Linfield. We continued to enhance students' academic experiences. They gave research presentations at national conferences, and this summer they are doing research in McMinnville, Portland, France, Chicago and Washington, D.C. The quality of teaching and learning improves every year.
That is primarily because of our great faculty. Our Strategic Plan calls on us to develop and enhance the expertise and teaching abilities of our faculty, and to fund additional positions in new subject areas. This past year we increased financial support for faculty/student research and faculty development by nearly $200,000. A new faculty award was created – the Henberg Award – rewarding faculty for work in the international arena. Thanks to significant gifts from alumni and friends, we funded two new "chairs" (and created two new positions): the Renshaw Chair in Creative Writing and Literature, held by Professor Anna Keesey; and the Glicksman Chair in Political Science, held by Professor Dawn Nowacki. As I write this, we are finalizing a $2 million endowment for a new position in economics, the Dave Hansen Chair.
We continue to strive to keep Linfield accessible for students from a variety of backgrounds. Our form of education is more personalized and thus more expensive. Financial aid is already a large portion of Linfield's annual budget, and this will continue to be true. Yet, we must continue to supplement and increase our scholarships to ensure that all students share in the same experience as previous generations.
The Strategic Plan calls for Linfield to take advantage of its location. Thanks in part to the Linfield Center for the Northwest, Linfield faculty and students worked on a number of projects that brought credit to the college while affording great learning experiences. The "Dory Project" resulted in a series of research and artistic experiences, culminating in a documentary by Oregon Public Broadcasting. And Linfield's relationship to the wine industry flourished in many ways: the Oregon Wine Archive received grants to conduct new projects and gather more materials; Professor Sharon Wagner and her students conducted research that was cited by the Oregon Wine Board; and Professor Jeff Peterson and Career Advising Director Michael Hampton founded a new year-long study program on the wine industry.
There were many other accomplishments: our student diversity continued to grow; we increased our outreach to transfer students from community colleges; we created an additional nursing simulation lab in Portland; we developed new interdisciplinary science programs for incoming freshmen. In short, we made significant strides to enhance the learning experience of our students. This wouldn't have been possible without the fine work of our faculty, staff and students; it wouldn't have been possible without you.
There is still much to be done at Linfield. And I will be asking for your help as we move forward. But I want to pause, to say thank you, because your contributions – which come in many forms – have made us successful, and have made a real difference in the lives of our students. The power of a small college ultimately stems from its community of alumni, parents, friends, faculty, students and staff. Thank you for the role you have played in making us stronger.
– Thomas L. Hellie, PresidentDownload a printable PDF of this page
The power of a small college is exemplified best by our people.
At Linfield, students, faculty and staff forge deep relationships. Faculty challenge students to pursue their dreams and passions by helping them find answers to academic questions and by refining their goals. Students build collaborative, cross disciplinary relationships with peers. Staff members at all levels aid students through work study, support programs or just by lending their expertise and compassion. Our alumni reach back to mentor students by providing career advice, networking and through their philanthropic support. Everyone is invested in our students' success.
Hear from the people who know Linfield best, in their own words.
Ford Hall is alive with creative energy 24/7. It is a building where it's fun to explore ideas. This year the department produced two original plays, a musical and continued a two-year research project on the Pacific City Dory Fleet. We couldn't have accomplished these projects without external funding.
The Pacific City dory project was truly collaborative and really illustrates the notion of college community engagement. We were invited into homes and sat around kitchen tables to record the stories of the fishing community. As individuals talked, students learned the importance of storytelling in preserving tradition and history.
We commissioned an original play, UMW, thanks to support from the Lacroute Arts Fund. It involved students from across campus -- theatre majors and non-majors alike -- and was a unique opportunity to see how a play comes together from day one to closing night. We sent three students to China to participate in a debate, and with the help of Rachel Mills '11, we've been using Skype to debate students from Afghanistan.
Through these experiences, students put into practice what we talk about in the classroom. They get a chance to hone their skills and interests. They also find things in themselves that they didn't realize were there, and that is exciting. They are learning, through collaboration, to use their ideas and those of someone else to create even greater ideas and visions.
We give to Linfield because we see the talent and passion of our students, and we want to ensure a Linfield education is affordable for them.
Through collaborative research, students learn how to be scientists. The practice of science is much more real to students when they do the work themselves. They make decisions, and that's a completely different experience than reading a textbook or hearing a lecture. Students don't think of themselves as scientists until they tackle their own project.
When I arrived on campus in summer 2012, iFOCUS was my introduction to the Linfield sciences and it was tremendous – faculty doing research with incoming students. For the project in my lab, I started by having them simply look at the features of fruit flies, to get comfortable with the importance of observation. After classes started, I noticed iFOCUS students were likely to seek me out to ask questions. They were forming a community of learners.
My research, looking at gene expression, uses Linfield's new fluorescence microscope system, made possible by a grant from the National Science Foundation. Funding is essential to student research -- we couldn't do the research without it. Gifts to the college enable members of the Linfield community to contribute to the national conversation as scientists.
I give to Linfield because, if not for external funding of undergraduate education, I would not be a scientist. I was a first-generation college student and I relied on scholarships. One of the important things about Linfield to me is that we serve so many first-generation college students. The strategic plan fosters this community and it's essential to focus on the fact that we have a diverse student body with a lot of different needs to meet.
Study abroad was a big step out of my comfort zone. But I became interested in China and East Asia and decided to spend a semester in Hong Kong. Backpacking around China and Southeast Asia taught me a lot about independence and self-reliance. The study abroad experience really fueled my career trajectory. It wasn't until after I came back that I realized how different I was, that this experience changed me in a very fundamental way.
When I returned I missed that exceptional level of diversity so I volunteered in the International Programs Office. I applied for, and was awarded, a Fulbright grant to teach in Thailand. Professor Hillary Crane inspired me as a teacher and made me want to dedicate as much as I could to education. When I taught in Thailand, she was the ideal of what I wanted to be as a teacher.
The support and close relationships I had with so many of my professors was a special experience, the kind you can really only get at a small institution. I curated museum exhibits, did collaborative research, wrote a thesis, worked in the department office, took advantage of internships.
It became clear to me that my financial aid, scholarships and research opportunities came from contributions from donors. Linfield provided me with a great experience and I owe it to the college to continue that tradition of donating and making those same kinds of opportunities available to future students. Even if I can't give much, I want to establish that habit.
Linfield has given me multiple opportunities. Just knowing that someone can open the door is always helpful, but especially for first-generation students. My parents don't have that ability so it's really nice to know that faculty can help there.
Linfield professors are very passionate about what they teach. They know me on a personal level as well as what I want to do with my career and my life. You build connections that really do last a lifetime.
Now I'm more independent and assertive, not afraid to go out and get something and it could be anywhere. Eventually I want to start my own business. Linfield has taught me you can go in any direction. I'm looking at marketing, at management, at communication. I just took a business law class and now I'm considering law school.
A lot of Hispanics don't go to private schools just because they are so expensive, but scholarships made it possible for me to be here. Sometimes it really is a matter of $1,000 or $3,000 that makes the difference in a student attending. I know that a small school with a sense of community is a lot more helpful for me.
I will give back because Linfield has given so much to me. The years that we study here shape who we are. Giving back will allow Linfield to continue making that impact on future lives.