- Linfield College
Giving to Linfield

Scholarship Students

More than 95% of Linfield students need and receive financial support in order to attend Linfield.  Gifts to the Linfield Fund for Student Scholarships go directly in support of students and have an incalculable and positive effect on their lives. Thank you for considering a gift of support.  Below are just a few of our current scholarship students.


Diana Vazquez '19


Diana Vazquez Duque ’19 is used to blazing her own trails.  

She's a first-generation college student, a daughter of immigrants and a force of nature. Diana is a double major in psychology and political science, a Residence Life Assistant, and a leader of the Linfield College debate team.  

Diana is a powerhouse debater; she competed in both English and Spanish at the World Universities Debating Championship in Mexico City with Linfield, and her high school renamed its annual forensics tournament after her, citing her “direction and spirit” of her high school team. 

And yet, Diana wouldn’t be at Linfield without financial aid. “Other schools that I applied to wasn’t as forthcoming [with support],” she says. “I couldn’t be here if it wasn’t for the school’s generosity. One of the things that drew me to Linfield is that it was very willing to invest in its students, in a way that other schools weren’t doing.”  

Another way Linfield invests in its students, Diana says, is mentorship. She cites Dean of Faculty Jackson Miller and Patrick Cottrell, professor of political science, as faculty who have mentored and supported her. “We have an amazing psychology department,” she says, “All of them are a joy. Same with political science.” 

“My real passion, for the most part, is psychology,” Diana says. She plans to go to graduate school after Linfield. “My eventual goal is to become a clinical psychologist.” It’s close to her heart because her little brother is on the autism spectrum and is non-verbal.  

The path to graduate school, however, has been confusing, especially to a first-generation college student. Linfield’s Career Development Office has been invaluable, she says, in guiding her through the process of selecting and applying to graduate programs. “I have people here who can move me in the right direction.”  

But her ambitions aren’t limited to graduate school. “If I could someday enact some sort of legislative change, or some real, tangible shift in our culture or our policies,” she says, “that’d be great.” 


Grace Bruncke ‘20


Grace Bruncke ’20 knew she preferred a small school to a large one. Having attended and thrived in a high school of only 250 students, she applied to several small colleges in the region and was accepted by them all. Being a highly organized and analytical thinker, she built a spreadsheet to track all the schools’ variables.   

“Including scholarships, Linfield was one of the most affordable options, but visiting the campus and feeling the genuineness of the community was part of what ultimately made my choice obvious,” Grace says. “Even being from the state of Washington, my state school proved to be costlier.” 

Grace is two years in to her degree in elementary education, with an endorsement for English for speakers of other languages (ESOL). “I come from a family of educators and Linfield’s education program is excellent,” she says. "My goal is to teach kindergarten through second grade; I am studying ESOL so I will better know how to teach and engage students. In January, I am studying abroad in Puerto Rico where I hope to get very practical experience.” 

Grace has been influenced by several faculty already and looks forward to continuing to learn new techniques and strategies. For instance, she looks to assistant professor Sarri Gibson as a model. "I love the way she teaches. I hope to teach like her one day. She models a method, like reading a book out loud, and then helps us understand how students learn, and how to take that knowledge to build a strategy. It really instills confidence in us as teachers.” 

Outside of class, Grace is passionate about giving back. Having been very engaged in leadership and service in high school, she wanted to continue to be involved here at Linfield. Last year she served in Linfield’s Change Corps with the goal of engaging other students to become active citizens. This year she’ll be a resident advisor (RA) in Hewitt Hall and, for the second year, she’ll serve as the president of Linfield’s Circle K club, which also promotes community service by students.  

Grace looks forward to the next two years at Linfield and expects to be well prepared to teach after graduation. 



AnnaMarie Motis ‘20


AnnaMarie Motis ’20 came to Linfield from Alaska. She applied to several schools around the country but wanted to attend Linfield primarily because of the opportunity to study abroad.  

“I never would have been able to come to Linfield without the support of scholarships. And an excellent liberal arts education will help me be well-rounded, especially as I pursue a career in international law,” she says. AnnaMarie is majoring in political science with a minor in law, rights and justice and an emphasis on economics. 

AnnaMarie’s parents always drove her to seek excellence in her studies, athletics and behavior. “But Linfield faculty and staff have nurtured me even more; the amount of opportunities to excel have fostered my leadership abilities, as well as other students,” she says. “Linfield cultivates the self-confidence of students and helps each student find their own capacities. We receive the attention we need to become contributing members of society and global citizens.” 

Over the summer, AnnaMarie has been working three jobs to make ends meet, including as a Student Career Specialist in Linfield’s career development office. Next year, AnnaMarie plans to study abroad in Nottingham, England. She will study political science and law. “I’m excited to study in a place where U.S. law originated. My goal is to work as an international transactional corporate lawyer one day.” 

AnnaMarie has been Peru several times to help build houses and schools for a nonprofit with her father, but she is looking forward to going somewhere new and focusing on her passion.  She is especially conscious that her education, including study abroad, would not have been possible without support from the Linfield

community.  "So many students would never have the opportunity to attend Linfield without the support of scholarships,” she says. “If you have the resources, please give back. The only way we can decrease social imbalances is by increasing the education of those with the desire, but not the means, to do so.” 



Israel Fregoso ‘19


Israel Fregoso ’19 was 17 when he arrived at Linfield College, the first in his family to go to college.  

“Neither of my parents went to college, yet they always instilled in my sister and I that we would go to college,” says Fregoso, who applied to nine schools before choosing Linfield. “When I visited Linfield, my dad and I met with the financial aid office and we were advised about additional scholarships and grants. I was able to go here because of the financial aid package.” 

Once on campus, Fregoso immersed himself in college life.  

He discovered a passion for international nonprofit work after spending a semester abroad in Aix-en-Provence, France. That experience was coupled with Linfield student trips to New Orleans, La., and Houston, Texas, to aid in hurricane recovery. Now a business management major minoring in psychology, he’s learning about management perspectives and how to run organizations.  

“It’s important to know how to use resources wisely working with international nonprofits,” he says. “I loved my time abroad and would like to go back after I graduate.”  

As a caller (and eventual manager) of the phonathon team, he had the opportunity to speak with donors who made his education possible. The work study position was part of his financial aid package. 

“I have talked with people who give at different levels,” he says. “Even the smallest amount is encouraging – it adds up and can make all the difference to a student.” 

As the interfaith service coordinator, he works with both the chaplain’s office and the community engagement office to organize service events and encourage interfaith dialogue. He is also an admission ambassador, and gives campus tours and reaches out to perspective students. 

An outdoorsy person, he joined the Climbing Club and is taking a scuba class. 

“Linfield has made it possible to get involved in so many things,” he says. “I’ve traveled, taken on leadership roles, and become involved in a network and community. I don’t know that I would have had those experiences at a larger college.” 


Molly Danielson '20


Molly Danielson ’20 strives for excellence in everything she does—and she does a great deal!  At Linfield, she pushes herself to lead, serve and excel. 

This year will be her second as a Resident Advisor (RA) and she was selected to join the Chaplain’s Team, where she will perform service projects and promote interfaith dialogue. Molly provides leadership and support to many of the athletic programs, in addition to playing basketball and competing in track and field. 

Molly’s dream is to one day become a college-level athletic director.  This year she’ll serve as a leader of the women’s basketball team and co-president of the Student Athletics Advisory Committee (SAAC). She is helping launch the CatZone Crew, a new group of students who will promote pride and spirit at home games. She also began an annual fundraising event for basketball last fall and is organizing the second annual Wildcat Challenge in October to raise funds to support the team’s travel and equipment.  

Molly carries a full load of classes towards her sports management major and religious studies minor. Molly can name several faculty and staff who have been inspirational to her. For instance, professor Duncan Hart, who teaches organizational behavior and management, made her work hard but also made her more confident. She says, “His management style is one I’d like to emulate when I manage someday.” 

Additionally, athletic director Garry Killgore has supported Molly in her fundraising activities for basketball, and sports information director Kelly Bird “helped me find work that I enjoy and took me under his wing.” Her basketball coach Casey Bunn-Wilson has been her most important role model, on and off the court.  “She has affected my

life in more ways than anyone else at Linfield and I am confident her mentorship will guide me even after graduation,” Molly says. 

“Linfield has been an incredibly supportive community, and I’m thankful I could attend. Linfield scholarships gave me the opportunity to grow in so many ways—intellectually, personally, spiritually, and as a young woman—and I consider going to Linfield a privilege,” Molly explains. “Linfield is preparing me for a future where I can support and mentor others, and I am excited for this transformation!” 


Vincent Trinh ’19 


Following a lifechanging event, scholarships are enabling Vincent Trinh ’19, Linfield College nursing student, to redirect his life. 

Trinh was a radio producer in Sacramento, Calif., and considering journalism graduate schools when his girlfriend was diagnosed with cancer. 

He became her caretaker, and the experience changed his life, along with his career path.  

“It made me want to find a way to incorporate healthcare into my passion for storytelling,” says Trinh, now 32, who already has a bachelor’s degree in literature and critical theory from the University of California Davis.  

Mourning his girlfriend’s passing, he put his storytelling skills to work as a videographer and photographer at the Asian American Donor Program, a nonprofit assisting leukemia patients to find a donor match.  

But Trinh wanted more. 

“I wanted to find a way to affect patients directly,” says Trinh. “As a nurse, I have the ability to spend long periods of time with patients listening to their stories as I assess their health. I wanted to blend my passion for storytelling with my passion for healthcare.” 

Looking for a program that covered more than just the science of nursing, he found Linfield’s broad liberal arts foundation appealing.  

“Linfield’s nursing model focuses on community, social justice, public health—all the things I value,” he says. “I wanted to find an institute that intersected liberal arts with nursing. It is the perfect fit for me.” 

Of the three schools to which he applied, Linfield was the only one to offer scholarships. 

“For me, the financial support means possibility,” he says. “I can continue to reach for my goal of becoming a nurse at an institution that believes in the same things I do.” 

Thanks to a supportive community, Trinh felt comfortable at Linfield from the start. A moment during a final exam at the end of his first semester cemented the importance of faculty mentors, Trinh says.  

“I was the last person in class, erasing answers, and she said, ‘Trust yourself,’” he recalls. “That has been a mantra that has hummed quietly in my head throughout the semesters.”