Hamilton IMPACT 2022

Stay up-to-date on your investment with Hamilton by visiting hamilton.edu/impact2022.

A NOTE FROM THE PRESIDENT

Every day I see the impact your giving has on the lives of our students.

One of my jobs as president is to ensure that the resources you entrust to the College are used wisely and stewarded well. I hope that after reviewing this issue of Impact you will share my confidence that your philanthropic investment is making Hamilton an even better college.

David Wippman President

A NOTE FROM LORI DENNISON

Impact was first published five years ago to show Hamilton’s investors — those alumni, parents, and friends who give to the Hamilton Fund and other fundraising priorities — how their philanthropy is being used to support the people, places, and programs at the College.

That’s still our objective with this sixth edition. During the intervening years, however, Hamilton’s endowment has topped $1 billion, so you deserve a fuller explanation of how this extraordinary resource is being used and managed, and why the College continues to seek your support. If, after reviewing this edition of Impact, you have questions about the endowment — or about any of the other ways you invest in making Hamilton better — my colleagues and I are here to provide answers.

Rava Dennison ’87, P’16

President for Advancement ldenniso@hamilton.edu 315-859-4412

AN ENDOWMENT, according to Webster’s, is “a perpet ual fund, the income from which is used to support a par ticular program or purpose.” These funds are designed to be a permanent source of funding. The money is invested and a planned portion is spent each year on programs that are consistent with the wishes of the donor who estab lished the fund. The responsibility of the fiduciary who manages the fund — in this case, Hamilton College — is to preserve the fund’s original value in perpetuity, a con cept called “generational equity,” which ensures that the fund provides at least the same level of support over time. The goal is for the fund to at least keep up with inflation and weather the ups and downs of the stock market. A smoothing formula (described on page 8) is used to help ensure that the fund maintains its purchasing power, does not get overspent, and retains its effectiveness.

Hamilton’s overall endowment consists of more than 1,000 endowed funds established by donors to provide permanent income for College priorities such as student

scholarship aid, faculty salaries, stipends for student research and internships, facilities maintenance, and special projects (e.g., performing arts programs, scientific equipment acquisitions, upkeep of the campus arboretum, choir tour trips, and art acquisitions). Typically, endowed funds grow over time to become much larger than the donor’s original gift, which ensures that the buying power keeps up with inflation and provides even more income to the College to support the donor’s interests. “Successful endowment management represents the achievement of a balance between the current needs of the institution and the perpetual nature of the fund.”* For example, the Lowerre Family Writing Center Peer Tutor Fund was established in 2010 with a gift of $845,000 and was recently valued at more than $1.2 million. The fund has provided $237,983 in student wages over the past 13 years.

*Spitz, W.T. (1999), “Investment Policies for College and University Endowments.” New Directions for Higher Education, 1999: 51-59. https://doi.org/10.1002/he.10705

USE OF ENDOWED FUNDS IN FY22

Donors establish endowments for College priorities that interest them, such as financial aid or faculty salaries and support. In FY22, the income earned from endowed funds earmarked for financial aid provided $19,501,300, or 39.6%, of the total amount ($49,235,000) for that budget category. Support for academics, instruction, student life, and various other initiatives total about $10 million and are not included in this chart.

HOW

SUPPORT DOES THE

ANNUALLY?

HAMILTON’S ENDOWMENT provided $45.4 million, or about 30%, of the College’s revenue in the fiscal year ending June 30, 2022. Consistent with the intent of the donors who established the individual funds that comprise the College’s overall endowment, $19.5 million of that $45.4 million was directed to support student scholarship aid, $13.4 million went to faculty salaries and support in the form of endowed professorships, and $2.2 million was

used for student research and internships. For example, the Burke and Partridge family established an endowment that has provided 93 students with stipends to pursue internships each summer since 2002, and a group gift matched by an anonymous donor created a $1 million endowment that provides the Wellin Museum director with funds to explore new opportunities and respond to special needs.

Other $2.1M

REVENUE SOURCES FOR FY22

Income earned from Hamilton’s endowment provided more than $45 million to operate the College in FY22. The Hamilton Fund was budgeted to add $7.2 million, or another 5%.

PAYING SUMMER RESEARCH FORWARD FOR STUDENTS

Tom Copeland ’70

“I SPENT A SUMMER in the Chemistry Department,” re calls Tom Copeland ’70. “There were three of us, and that was the whole Hamilton summer research program.”

Copeland credits his summer research on the Hill, and the mentorship of Professor Donald Denney, with his acceptance into the Ph.D. program at Brown University. It was there, while completing his degree in physical chem istry, that he met his wife, Diane, who was doing graduate research in chemistry and biochemistry.

Tom and Diane Copeland went on to build careers in academia and industry, with professorships at Earlham and Middlebury colleges. Acknowledging the significance of higher education in their lives, the Copelands initially made the decision to leave their estate to various educa tional institutions. As they further developed their plans, however, they realized they could make the most impact if they directed the assets to one place. “Out of all the institutions that were important to us, we realized we had the most attachment to Hamilton,” Tom says.

Through their estate plan, the Copelands established two endowed funds supporting the sciences at Hamil ton: The Thomas and Diane Copeland Scholarship and The Thomas and Diane Copeland Research Fund. The

latter provides resources for students pursuing sum mer research programs, independent study, and senior projects in chemistry, chemical physics, biochemistry/ molecular biology, and biology. This investment reflects the Copelands’ mutual gratitude for Professor Denny, as well as their commitment to summer research as a critical component of the educational experience.

From Tom’s perspective, “Hamilton’s summer research program is huge compared to other schools.” In fact, building the summer research program was one of the objectives of the Board of Trustees during the develop ment of the Taylor Science Center, which envisioned a facility used year-round by students. Since Tom’s days as a student, the summer research program has grown from three to nearly 100 students in the science departments (with even larger numbers conducting research in other disciplines across campus).

Both Copelands identify undergraduate research as influential to their academic careers, even helping Diane decide to switch her focus from pre-med to biochemistry research. Now, with the Copelands’ generous support, the program will influence and inspire future scientists at Hamilton.

Hamilton’s summer research program is huge compared to other schools.

KRISTEN

HAMILTON IS LEGALLY bound to use the money from the endowment to honor the intent of the donors who established the funds and to manage the funds so that they last in perpetuity. In order to protect the original principal that established the endowment, thereby helping to ensure that a donor’s philanthropic intent will exist forever, most colleges, Hamilton included, subscribe to a “sustainable spending rate” policy. This strategy, which is also often used in retirement planning, assumes a spend ing rate that “is equal to the expected total return on the endowment less the projected inflation rate. For example,

a fund that generates an average total return of 9 percent can transfer 5 percent of its value to the operating budget each year, assuming a 4 percent inflation rate.”*

*Spitz, W.T. (1999), “Investment Policies for College and University Endowments.” New Directions for Higher Education, 1999: 51-59. https://doi.org/10.1002/he.10705

WHAT A DIFFERENCE a year makes. Hamilton’s endowment posted a very strong return of 39% in FY21, compared to a projected return of about -6.8% (unaudited projection) in FY22. In order to account for such fluc tuations in the stock market, and to inject a level of pre dictability into the budgeting process, the College uses a “smoothing formula” when projecting income for current and future year operations. Hamilton’s endowment spend ing formula is designed to provide a dependable source of funds for current operations and to allow regular and sustained growth of endowment income for budget plan ning and support while maintaining the real purchasing

power of the endowment over time. The spending policy, which is described on the College’s endowment website (hamilton.edu/endowment), is developed jointly by the chair of the Trustee Budget and Finance Committee, the chair of the Investment Committee, and the vice president of administration and finance. The use of such formulas is a common practice. “Endowment spending policies,” according to former Yale University chief investment officer David Swensen, “balance the competing objectives of providing substantial stable budgetary flows to benefit today’s scholars and preserving portfolio assets to support tomorrow’s academicians.”

WHY DOESN’T THE COLLEGE USE MORE OF ITS ENDOWMENT TO SUPPORT THE OPERATING BUDGET?

HOW DOES HAMILTON ACCOUNT FOR EXTREME MARKET VOLATILITY, SUCH AS THAT EXPERIENCED IN THE PAST SEVERAL YEARS, WHEN PROJECTING ENDOWMENT INCOME FOR THE OPERATING BUDGET?

HOW IS HAMILTON’S ENDOWMENT MANAGED?

FOR MANY YEARS, the College’s endowment was man aged by one individual and then by a trustee committee that met several times a year. As the number of individual endowed funds grew and their value increased, Hamilton established an Investment Office staffed by full-time pro fessionals to manage this increasingly vital and complex resource. Creation of the office, which is overseen by the Investment Committee of the Board of Trustees and the vice president for administration and finance, has coincid ed with accelerated growth in the value of the endowment, which now exceeds $1.3 billion. In the current 2023 fiscal year, income earned from Hamilton’s endowment will provide nearly $51.1 million (31% of the total budget) to operate the College.

ENDOWMENT MARKET VALUE

Hamilton has been a prudent and careful steward of its resources. Strong growth in the endowment, over many years, is the result of generous gifts and conscientious investing, both of which protect the College from market downturns and fund strategic initiatives, especially financial aid.

Unaudited results as of May 31, 2022

INVESTMENT PERFORMANCE

As of June 30, 2021, Hamilton’s investment performance was top decile for the colleges that report their results to the National Association of College and University Business Officers (NACUBO), a membership organization that represents approximately 700 U.S. colleges and universities.

I SUPPORT THE HAMILTON FUND EACH YEAR. HOW DOES MY $50 OR $100 GIFT HELP, ESPECIALLY WHEN THE COLLEGE HAS MORE THAN $1 BILLION IN ITS ENDOWMENT?

MOST PEOPLE CANNOT afford to establish an endowed fund, so they choose to support the people, places, and programs at the College by participating in the Hamilton Fund. Gifts to the Hamilton Fund are used to support the general operations of the College. Thankfully, an average of 10,275 Hamilton alumni, parents, and friends have pro vided more than $7 million in each of the past several years (including a record $7.8 million in 2021-22) to the College through the Hamilton Fund. Assuming a 5% spending for mula, the $7.8 million contributed to the Hamilton Fund in

FY22 would have been equal to the income generated from an additional $150 million in the endowment. Without the Hamilton Fund, the College would run a deficit or need to reduce expenditures, which would affect programs on campus, impact Hamilton’s ability to borrow to maintain facilities, and ultimately damage the College’s reputation.

$1,600M

$1,400M

$1,200M

$1,000M

$800M

$600M

$400M

$200M

$0

ENDOWMENT GROWTH WITH AND WITHOUT ADDITIONAL CONTRIBUTIONS

The value of the endowment is about $1.3 billion as shown by its market value since 1989 (dark blue). If no new gifts had been added to the endowment and allowed to compound since that time, the fund’s current value would be less than $800 million (bright blue).

Unaudited as of May 31, 2022

GIVING TO HAMILTON is important for both practi cal and personal reasons. For example, because income earned from Hamilton’s endowment is tied to the perfor mance of the College’s investments, annual giving helps protect against market volatility such as what occurred during the Great Recession of 2008 and the more recent uncertainty of the past several years. Similarly, despite disruptions and unplanned costs caused by the COVID-19 pandemic, Hamilton was able to retain and pay its employ ees and continue to provide — and even add — important services and programs for students.

On a more personal level, people tell us they give to Hamilton because they’re grateful for the education they received and want to give back so today’s students can have the same life-changing experience on College Hill; they believe in the College’s mission and want to support current priorities; and they want to protect the College’s position in American higher education.

Hamilton is fortunate that its supporters have created an endowment that provides such extraordinary support for one of the finest liberal arts educations in the world. But if the endowment does not grow, the College will fall behind. Prior donations, carefully invested and managed, have enabled the endowment to achieve its remarkable value and allowed Hamilton to enact policies such as need-blind admission. Even so, scholarship aid from the endowment provided only 39.6% in FY22 of the total financial aid needed to support deserving students from families with limited means. Among most of the need-blind colleges in its peer group, for example, Hamilton’s endowment income provides a smaller percentage of the financial aid needed to enroll talented students. Supporting the Col lege, whether through an endowed gift or by participating in the Hamilton Fund, is an investment that protects the value of a Hamilton degree and keeps the education we offer within reach for deserving students.

WHY DOES MY GIFT TO THE HAMILTON FUND MATTER?

Swarthmore College

Pomona College $1.3M $1.3M $1.3M

ENDOWMENT PER STUDENT AT NEED-BLIND PEER COLLEGES

Grinnell College

Williams College

Bowdoin College

Wellesley College

Hamilton College

Davidson College

Vassar College

Middlebury College

Hamilton’s endowment per student in FY20 ($508,000) places it seventh among its peer group of colleges that also practice need-blind admission and meet the full demonstrated need of the students they accept.

Bowdoin College

Williams College $34M $33M

Wellesley College

Davidson College

Pomona College

Middlebury College

Vassar College

Hamilton College

Swarthmore College

Grinnell College

ENDOWMENT INCOME FOR SCHOLARSHIPS AT NEED-BLIND PEER COLLEGES

Hamilton’s endowment provided approximately $17 million for student scholarship aid in FY20, which was half as much as Williams’ endowment provided. (FY20 is the most recent year for which we have comparative data.)

DONORS CREATE ENDOWMENTS for a variety of reasons, chief among them to show affection and support for the College, to honor a professor or family member, and to create a lasting impact for a purpose they value. For example, a donor may establish an endowed fund for scholarship aid because they received financial aid when they were a student. Many donors establish generous endowments (or add to an existing fund) through their

estates and choose to inform the College of their intent so that they can enjoy the pleasure of their philanthropy while they are still living and earn membership in the Joel Bristol Associates. Ultimately, establishing an endowed fund at Hamilton creates an enduring legacy for donors and their interests.

A LEGACY IN THREE ACTS

Frederic H. Nichols ’60

DESCENDED FROM GRADUATES in the classes of 1851 and 1922, Fred Nichols ’60 had an easy choice for col lege. While at Hamilton, he says, “the two most import ant influences on my life and career were learning how to write a paragraph and to speak in public.”

Reflecting on his own education, and as a career univer sity professor himself, he realized his college experience was becoming unaffordable for most families. In support of Hamilton’s need-blind promise, he resolved to estab lish the Lorrel B. Nichols (in honor of his father) and Frederic H. Nichols Scholarship.

Fred’s multiyear commitment earned a James D. MacLennan ’58 match. As he builds his endowment to

reach the threshold for generating scholarship aid, he did one more thing: he pledged to make an additional annual current-use gift to ensure a student receives assistance immediately.

Fred has also included Hamilton in his estate plan with a provision that will further augment his scholarship, ensuring that students will continue to benefit from his far-seeing philanthropy for generations to come. A MacLennan-matched endowment commitment, plus a current gift for financial aid, all reinforced with a bequest: Fred Nichols has leveraged his giving for maxi mum effect with characteristic modesty. “It is a great feel ing,” he says, “knowing that I can help young students on their journeys.”

WHY ESTABLISH A NEW ENDOWED FUND AT HAMILTON, AND WHY DO IT NOW?

JOEL BRISTOL ASSOCIATES

Joel Bristol Associates are those alumni and friends who have informed the College that Hamilton is part of their estate plans. Hamilton has received $132 million in estate gifts most of them directed to the endowment — since this society was established in 1996. These gifts have been steadily increasing as more alumni, parents, and friends consider their Hamilton legacy. Individuals who reach age 70 during the campaign and inform the College that Hamilton is part of their estate plans can have their intention included in the Because Hamilton totals.

MEMBERSHIP IN THE JOEL BRISTOL ASSOCIATES

The Joel Bristol Associates is comprised of 457 alumni and trustees, and 311 friends, spouses, partners, and parents. Membership spans the generations.

WHETHER IT TAKES the form of investment income earned from more than 1,000 endowed funds or annual contributions to the Hamilton Fund, financial support from alumni, parents, and friends directly impacts one of three funding categories at the College:

• PEOPLE

• PLACES

• PROGRAMS

The pages that follow show the impact of giving on students and faculty; the physical spaces in which they live, work, and play; and the programs that support each student’s education.

HISTORICALLY, Hamilton’s students and professors are the primary beneficiaries of the largest share of philanthropic dollars received by the College, with student scholarship aid far surpassing all other charitable contributions. But donors also give generously to attract and retain America’s best faculty by establishing endowed professorships, creating funds for teaching innovation, and providing support for state-of-the-art research. There are also endowed funds to recognize student achievement and faculty teaching.

Philanthropic

MacLennan Match Begins 3/1/2020

Because Hamilton Public Launch 12/1/2018

Need-Blind Admission Announced 3/8/2010

GROWTH IN THE NUMBER OF ENDOWED SCHOLARSHIPS OVER TIME

The number of endowed funds for scholarship aid has grown steadily since 1980, with faster growth following the College’s decision in 2010 to become need-blind in admission and the public launch of the Because Hamilton campaign in 2018. The 651 endowed funds for financial aid provide support for 648 students. A number of students receive more than one scholarship.

VALUE OF ENDOWED SCHOLARSHIPS OVER TIME

New gifts and prudent investment of existing funds have resulted in a market value of well more than a half billion dollars of endowment for student scholarship aid. The income earned from these funds is used to award financial aid to students. A scholarship fund established with $100,000 in 2010 more than doubled to $215,000 in 2021, increasing support for student scholarship aid from $4,500 per year to $9,000 per year. Institutions that fared best during the pandemic had more resources provided from their endowments. Even with this growth, the income earned from the endowment for scholarships provided only 39.4% of the budgeted need in FY22.

NUMBER OF PARTIALLY AND FULLY FUNDED ENDOWED PROFESSORSHIPS OVER TIME

The number of partially and fully funded endowed profes sorships has grown considerably in the past dozen years to 59. They include 44 fully funded, named professorships that provide not only budget relief for faculty salaries, but also research stipends, recognition, and prestige for some of Hamilton’s most accomplished professors. Six new pro fessorships were created in 2008, and 30% of all endowed professorships have been established in the past 15 years.

THE SEAS FUND: TEACHING STUDENTS TO FISH

WHEN TRUSTEE Phyllis Breland ’80 was Hamilton’s Director of Opportunity Programs, one of her favorite meetings was for the Student Emergency Aid Society (SEAS), a campus committee that evaluates and supports emergency or exceptional one-time needs for students with extraordinary financial barriers.

loan from the SEAS fund is issued to cover the expense. The committee takes its efforts further by helping SEAS recipients maximize their funds. Committee members have shopped with students for interview outfits or winter clothing, while others, like Director of Enterprise Systems Marty Sweeney, have helped students purchase computers that will last.

Breland secured the original grant from the Hearst Foundation to create SEAS more than a decade ago. That funding served as a challenge grant that led to the establishment of an endowment for SEAS. Since 2011, SEAS has assisted hundreds of students by covering unexpected travel costs, medical expenses, winter or job interview clothing, required technology, and other costs that cannot be absorbed by financial aid.

“We believe that once a student is accepted and arrives on campus, the College has made a commitment to help them be successful,” Breland says. “SEAS is critical in ensuring students feel and understand that the institu tion is behind them.”

“We believe in teaching them how to fish,” he explains. “We make sure they have what they need to be successful and learn important life skills through the process.”

Many colleges and universities don’t have something like SEAS. Breland and Sweeney agree that it’s a pride point for Hamilton, and the committee’s work is both eye-opening and rewarding.

If a student’s request is approved and the need cannot be met through financial aid or other means, a grant or

“Being part of SEAS has helped me see students’ different backgrounds and starting points and hear the stories that help me understand what some students are up against,” Sweeney says. “We’re able to help a lot of stu dents through SEAS. If this wasn’t being sustained, we couldn’t do any of it.”

Phyllis Breland ’80 and Marty Sweeney

make sure they have what they need to be successful and learn important life skills through the process.

CREATING THE ENVIRONMENT FOR ENVIRONMENTAL RESEARCH

WHEN HAMILTON MADE significant investments in environmentally focused science offerings nearly two decades ago, Trustee Joel Johnson ’65, P’93 and his fam ily wanted to ensure the brightest minds found among science faculty were at the forefront of environmental research. That’s when they established — what was at that time — the largest endowed professorship in the College’s history.

“There’s nothing more important than our professors,” Johnson says. “To be in a position to support them made [creating the endowment] an easy decision for us.”

Geosciences professor and hydrogeology expert Todd Rayne is the second faculty member to be appointed the Joel W. Johnson Family Professor of Environmental Science since it was created in 2006. The endowment is designed to advance research and teaching in the physi cal sciences, especially as they pertain to the study of the environment.

For Rayne, it’s had a profound impact on his scholarly work with surface water and groundwater and has

helped several communities in the Mohawk Valley, as well as the work he does with students. “It’s allowed me to pursue the things I’m interested in much more easily than I would have otherwise,” he says.

Hydrogeologists like Rayne are not common at small lib eral arts colleges, which means Hamilton students enjoy access to resources made possible thanks to Rayne’s expertise and the endowment. The stipend has enabled him to pay student travel expenses to national geology meetings, have water samples analyzed, and purchase high-tech equipment, among other benefits.

“I have a lot of students who call or email me now to say, ’Thank you for teaching that course because that’s what got me my job’ or ’I’m using some of these tools in my own research for my Ph.D. or master’s degree,’” Rayne says. “Students who take classes with me or conduct research with me have the chance to see and use tools that you’d only typically find at big research universities or out in the real world.”

To be in a position to support them made [creating the endowment] an easy decision for us.

Joel Johnson ’65, P’93

MOST OF THE RENOVATION and new construction projects that take place on campus are funded through capital gifts and borrowing. There are a number of funds, however, that have been established by donors to maintain existing facilities and spaces, and to upgrade equipment and acquire additional teaching tools. These include, for example, funds for the upkeep of the Chapel, the Bristol Center, and the Anderson-Connell Alumni Center; ongoing maintenance of the Campus Arboretum and the Root Glen; equipment upgrades in the Taylor Science Center; and new acquisitions for the Wellin Museum.

Philanthropic Impact ON PLACES

Atong Atem (South Sudanese, born Ethiopia 1991)

Fruit of the Earth, 2016 Archival inkjet print Purchase, The Wynant J. Williams ’35 Art Collection Fund

Raven Chacon (Navajo, born 1977)

For Zitkála Šá Series (For Ange Loft), 2020, Lithograph Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase Fund

Raven Chacon

For Zitkála Šá Series (For Autumn Chacon), 2019, Lithograph

Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

Raven Chacon

For Zitkála Šá Series (For Barbara Croall), 2020, Lithograph Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase Fund

Raven Chacon

For Zitkála Šá Series (For Buffy Sainte Marie), 2020, Lithograph Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase Fund

Raven Chacon For Zitkála Šá Series (For Candice Hopkins), 2020, Lithograph Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase Fund

Raven Chacon For Zitkála Šá Series (For Cheryl L’Hiron delle), 2019, Lithograph

Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

Raven Chacon

For Zitkála Šá Series (For Heidi Senun getuk), 2020, Lithograph

Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

Raven Chacon For Zitkála Šá Series (For Jacqueline Wilson), 2019, Lithograph

Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

Raven Chacon For Zitkála Šá Series (For Joy Harjo), 2020, Lithograph Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase Fund

Raven Chacon For Zitkála Šá Series (For Olivia Shortt), 2020, Lithograph Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase Fund

Raven Chacon For Zitkála Šá Series (For Suzanne Kite), 2019, Lithograph

Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

Sharon Harper (American, born 1966)

One Month, Weather Permitting, 2009 Archival inkjet print

Purchase, The Wynant J. Williams ’35 Art Collection Fund

Justine Kurland (American, born 1969) New York in Color, 2021 Collage (hardcover)

The Wynant J. Williams ’35 Art Collection Fund

Nate Lewis (American, born 1985)

Orchestra in the Valley, 2021 Hand-sculpted inkjet print, ink, frot tage, graphite, colored pencil sticks, Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Roberto Lugo (American, born 1981)

First, 2020, Glazed ceramic and enamel paint

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Meryl Meisler (American, born 1951)

Reclining in tree by Goddard Riverside Community Center NY, NY, June 1978 (printed 2021), Archival inkjet print Purchase, The Wynant J. Williams ’35 Art Collection Fund

Abelardo Morell (American, born Cuba 1948)

Camera Obscura – Late Afternoon View of the East Side of Midtown Manhattan, 2014, Archival inkjet print

Purchase, The Wynant J. Williams ’35 Art Collection Fund

Eamon Ore Giron (American, born 1973)

Infinite Regress CLIX, 2021

Mineral paint and flashe on linen

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz (Iraqi American, born 1973)

Bowl, Billah Ware, from the series The Invisible Enemy Should Not Exist, 2020

Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

Bowl, Ubaid Period, from the series The Invisible Enemy Should Not Exist, 2020

Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

Fragment of Female Head, from the series The Invisible Enemy Should Not Exist, 2020, Middle Eastern food packaging, Arabic language U.S. news papers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

Fragment of Plaque with Relief Decora tion, from the series The Invisible Enemy Should Not Exist, 2020 Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

Fragments of Rectangular Plaque with Three Rows of Reliefs, from the series The Invisible Enemy Should Not Exist, 2020, Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

H 12, from Room H, Northwest Palace of Nimrud, from the series The Invisible Enemy Should Not Exist, 2020 Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, on panel, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

H 19, from Room H, Northwest Palace of Nimrud, from the series The Invisible Enemy Should Not Exist, 2021 Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, on panel, with accompanying didactic information

Purchased with funds donated by Wendy C. H. Wellin in Honor of Keith Sears Wellin

Michael Rakowitz

Headless Standing Female Figure, from the series The Invisible Enemy Should Not Exist, 2020 Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

Kneeling Male Figure Facing Left, from the series The Invisible Enemy Should Not Exist, 2020 Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

Male Head, from the series The Invisible Enemy Should Not Exist, 2020 Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz

Rectangular Base of Statue with Feet and Lower Legs, from the series The Invisible Enemy Should Not Exist, 2020 Middle Eastern food packaging, Arabic language U.S. newspapers, and glue, with accompanying didactic information

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Wendy Red Star (Apsáalooke, born 1981)

Four Generations, 2021, Six color litho graph on Somerset Satin white, with archival pigment printed chine collé on mulberry paper

Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase Fund

Jamea Richmond Edwards (American, born 1982)

Devotional for the Divine Mind, 2021 Ink, acrylic, colored pencil, marker, oil pastel, fabric, glitter, glass, rhinestones, jewelry and mixed media assemblage on canvas

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Cara Romero (Chemehuevi, born 1977)

Julia, 2018, Archival pigment print Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Cara Romero Naomi, 2017

Archival pigment print

Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Ibrahim Said (Egyptian, born 1976)

Floating Vase 6, 2021 White Earthenware Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Fred Tomaselli (American, born 1956) Biden Beats Trump (November 8, 2020), 2021, Archival inkjet print and silkscreen on paper Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase Fund

GIFTS OF ART

DONATED BY AEON L. CUMMINGS, CLASS OF 1985 Howardena Pindell (American, born 1943) Constellations, 2015, Open bite etching

DONATED BY PETER B. FISCHER, CLASS OF 1963 Charles E. Burchfield (American, 1893–1967) 3AM, 1951, Watercolor on paper

GIFT OF THOMAS J. WILSON AND JILL M. GARLING P’16 Burt Glinn (American, 1925-2008)Claude Daems: Before the camera nails her image down permanently, Claude gives a finishing touch to her coiffure during a modeling session, New York, 1961, Gelatin silver print

363 19th and 20th-century photographs from 55 various artists.

THE ART OF GIVING

Laure Albin-Guillot (French, 1897–1962)

Carlo Amorati (Italian, ca. 1950s–1960s)

Pierre Auradon (French, 1900–1988)

Dmitri Baltermants (Russian, 1912–1990)

Bruno Barbey (French, born Morocco, 1941–2020)

Max Baur (German, 1898–1988)

Ian Berry (British, born 1934)

Pierre Boucher (French, 1908–2000)

Marcel Bovis (French, 1904–1997)

Dominico Bresolin (Italian, 1813–1899)

Giacomo Brogi (Italian, 1822–1881)

René Burri (Swiss, 1933–2014)

Paul Caponigro (American, born 1932)

Luc Chessex (Swiss, born 1936)

Larry Colwell (American, 1911–1972)

Ferruccio Crovato (Italian, 1921–1988)

Yvan Dalain (Swiss, 1927–2007)

Antonio D’Alessandri (Italian, 1818–1893)

W. E. Dassonville (American, 1879–1957)

Frantisek Drtikol (Czech, 1883–1961)

Fratelli Alinari Fotografi Editori (Italian, founded 1852)

Leonard Freed (American, 1929–2006)

Burt Glinn (American, 1925–2008)

Erich Hartmann (American, 1922–1999)

Fritz Henle (German, 1909–1993)

Florence Homolka (American, 1911–1962)

Nathan Lerner (American, 1913–1997)

Leon Levinstein (American, 1930–2001)

Jacques Lowe (American, born Germany, 1930–2001)

Joel Meyerowitz (American, born 1938)

Jean Mohr (Swiss, 1925–2018)

Inge Morath (American-Austrian, 1923–2002)

Ray Mortenson (American, born 1944)

Carlo Naya (Italian, 1816–1882)

Carlo Ponti (Italian, born Switzerland, 1823–1893)

Ezio Quiresi (Italian, 1925–2010)

Marc Riboud (French, 1923–2016)

James Ricalton (American, 1844–1929)

George Rodger (British, 1908–1995)

Giovanni Roni (Italian, ca. 1960)

Charles T. Scowen (British, 1852–1948)

Pascal Sébah (Turkish, 1823–1886)

George Seeley (American, 1880–1955)

David Seymour (Polish, 1911–1956)

Herb Snitzer (American, born 1932)

Louis Stettner (American, 1922–2016)

Erika Stone (American, born 1924)

Lou Stouman (American, 1917–1991)

Karl Struss (American, 1886–1981)

Lloyd Ullberg (American, 1904–1996)

Todd Webb (American, 1905–2000)

William Witt (American, 1921–2013)

Paul J. Woolf (American, born England, 1899–1985)

George S. Zimbel (American-Canadian, born 1929)

IN ITS FIRST 10 YEARS, the Wellin Museum of Art has become a model teaching museum bringing artists to campus to interact with classes, deliver lectures, engage with students by creating new works, and create scholarly publications. Johnson-Pote Director Tracy Adler and her staff work with artists years in advance of their exhibi tions and support their unique projects. Donors make these opportunities possible.

The Daniel W. Dietrich ’64 Arts Museum Programming Fund, for example, has been essential to the museum’s ex hibition program. “It’s been a game-changer,” Adler says.

“It has partially funded every show from Jeffrey Gibson’s exhibition to today and allows us to plan for multi-year future exhibition projects since it’s money we can count on annually.”

The fund enabled the Wellin to bring together works from dozens of lenders around the world for the Elias Sime exhibition and funded the artist’s travel from Ethiopia to work with students and classes at Hamilton.

“We couldn’t have created such an ambitious major show that traveled to three other significant museums without the Dietrich funding,” Adler says.

The Johnson-Pote Museum Director Fund, recently established by Trustee Linda Johnson ’80, also finances new initiatives. The fund supports Adler’s research and artist outreach, including studio visits, presentations at public programs, and attendance at art fairs and national conferences. This outreach expands the Wellin’s platform and facilitates its engagement in the broader art world.

To further assist the Wellin in its efforts, a donor has matched gifts supporting the Director’s Discretionary Fund for access and exploration. The fund will provide the financial resources and creative space needed to launch new innovative teaching and learning opportuni ties, while continuing to expand access for all members of the Hamilton community.

Elizabeth Shannon, collections curator, and William Haynes ’24, student collection assistant, study, catalog, and scan prints received as part of the 2021 Wilson-Garling gift of photography.

PHOTO: JANELLE RODRIGUEZ

DONATED BY THOMAS J. WILSON AND JILL M. GARLING P’16

AT THE ROOT OF THE COLLEGE’S ARBORETUM

Tom Succop ’58

WALK ACROSS CAMPUS and soak in the harmonious surroundings. Tom Succop ’58 says there is “a relation ship between the open spaces and the buildings” that can be felt in every part of campus. He would know: His work and philanthropic efforts have made it that way.

reunion in 2018, they were so inspired by Succop’s efforts that they designated their gifts to expand the arboretum fund from supporting the planning, design, and mainte nance of the College arboretum to more broadly support ing green spaces on campus.

Succop’s passion for outdoor spaces can be traced back to being raised on a farm and his grandfather’s and father’s love of trees. In the mid-1970s, the maple and elm trees on campus were plagued with disease and age, which is when then-president Martin Carovano turned to Succop, a skilled landscape architect, for help. Over the next three decades, Succop’s guidance helped transform College Hill by diversifying campus flora and introducing hardy ever greens, flowering ornamental species, and new varieties of shade trees, as well as visually uniting the Kirkland and Hamilton landscapes.

In 2001, Succop and his wife, JoAnn, established an en dowment to fulfill his vision for the campus to become an accredited arboretum. He says it “was a way of signifying the importance of our environmental education, of our commitment to sustainability, and to our environment.” Years later when his classmates celebrated their 60th

The arboretum’s collections, educational goals, and offerings make it an intentionally unique experience for all. Over the last two decades, those involved with the College’s famed Root Glen have worked in tandem with those dedicating their time to the arboretum. “The two aren’t in competition with each other, but rather work to gether,” Succop says. He also notes that the programming and events offered through the arboretum’s advisory committee ensure that students, faculty, and people from surrounding communities can learn from the arboretum while enjoying it, too.

When Succop reflects on his involvement with the cam pus over the years, he thinks about what a pleasant ex perience the campus is for those who find their way here.

“I’m most proud that there’s a continued effort to keep the campus beautiful,” he says.

I’m most proud that there’s a continued effort to keep the campus beautiful.

COCURRICULAR AND EXTRACURRICULAR programs enhance the educational experiences of our students. Many of these programs are funded through specific endowments, while others are supported through general operations. Examples include stipends for students to conduct summer research and internships, funds to hire and train peer tutors in the Writing Center, funding for endowed lectureships, support for students to attend leadership conferences, and subsidies for the annual choir tour.

Philanthropic Impact

Despite disruptions caused by the pandemic, the number of applications and awards presented (left chart), and the total dollars awarded (right chart) for summer internships have all increased markedly from 2018 to 2022. The growth in applications and awards in 2020 can be attributed to an increase in remote internships during the early days of the pandemic when many businesses were closed to in-person activity.

AN INTERNSHIP WITH IMPACT

Surya Gowda ’23

SURYA GOWDA ’23 didn’t know what she was com mitting to when she accepted the Jeffrey H. Long ’05 Internship Award to support her internship at the United Nations Institute for Training and Research (UNITAR). She had networked for the position, and when she asked what it would entail, the response was “Oh, we kind of do everything.”

Gowda spent her internship editing the UNITAR mid term report, writing newsletters, and working on an e-learning platform based around UN sustainability mis sions. Much of her work kept her in the office, but it did not keep her isolated. When diplomats wouldn’t respond to her emails, she tracked them down in the Secretariat — or she talked to diplomats on Zoom, on which she ran a training session on how to write a resolution. Over two days, she and another intern hosted 200 people, including speakers from the General Assembly.

“The people at the UN who make these real changes have to learn their skills from somewhere. We [had] train ing sessions so professionals [could] learn more about a

specific topic or mission,” she says. “These events really impact people because [those] who attend care about what they’re learning. You see the impact you’re making while you’re doing it. With a lot of jobs, you don’t get that point of view.”

At UNITAR, a small office comprised of mainly younger employees, Gowda also found a collaborative environ ment with learning at its center. When the General Assembly was having elections for [the members of] its Security Council, for example, she and other employees were allowed to sit in. Gowda, who has mostly focused her studies on American politics at Hamilton, valued this learning aspect.

“I wanted to branch out, and this [was] a great opportunity to learn more about [international relations],” she says. “I’m getting out of my comfort zone, and I’m doing some thing that I never expected to do.”

EXPLORING THE WORLD OF FINANCE

Olivia Davis ’23

AS OLIVIA DAVIS ’23 unraveled financial information as an asset management operations summer analyst at Goldman Sachs, she learned the nuances of fixed income insurance and bilateral products. They’re complicated concepts to understand — and even more complicated to manage — but she appreciated the challenge.

“I like working in finance because I’m never done learn ing,” Davis says. “I think that if you’re done, you’re in the wrong place, and that’s definitely become clear to me at this company.”

After exploring various finance internships and learning about the Goldman Sachs opportunity through the Mau rice Horowitch Career Center’s affiliation with the Hand shake program, Davis was drawn to Goldman because of its commitment to educating interns.

As she became fully immersed in her position in the operations division, Davis learned about other financial teams. The division acts as a middleman between the

trade desk, the change management team, and the client services team. These different branches offered insight into jobs Davis might consider in the future. In addition to enabling business flow between teams, Davis worked on specific projects. One was pulling reports most morn ings, essentially consolidating data from bank statements into easy answers for clients.

Davis’ work focused on finance, but her learning oppor tunities extended beyond this field. Goldman Sachs hosts leading thinkers through its “Talks at GS” series, including a presentation by professional basketball player Candace Parker. For Davis, who plays on the Hamilton women’s basketball team and has looked up to Parker since she was a kid, it was a special opportunity.

“The company brings in people from so many different industries and backgrounds, and it’s really amazing because they want us to develop not only as workers, but as people too,” she says.

The company brings in people from so many different industries and backgrounds, and it’s really amazing because they want us to develop not only as workers, but as people too.

At Hamilton, you can only take so many classes, but tutoring exposes me to classes and ideas I never would have seen otherwise.

SUPPORTING THE TUTORS WHO SUPPORT THEIR PEERS

Max Gersch ’23

WHEN WRITING CENTER tutor Max Gersch ’23 sits down to edit a student’s academic paper, he’s thinking about the writing process: how to formulate ideas, struc ture an argument, and draw lines to a conclusion. These are the foundations for his conversations with students, driving ideas forward and transforming a Writing Center appointment into an engaging, two-sided process.

“The peer-to-peer aspect makes the process especially valuable,” Gersch says.

Gersch applied to work in the Writing Center during his sophomore year. After cultivating his love for writing through his high school newspaper, he wanted to explore the writing process further in college. Working as a tutor seemed like the perfect way to do it, because the job combines his passion for helping others with his interest in learning new things.

“At Hamilton, you can only take so many classes, but tutoring exposes me to classes and ideas I never would have seen otherwise,” Gersch says.

Gersch knows that he will leave Hamilton with lifelong, fundamental writing skills, as will the students who learn from tutors like him. Today, these tutors are sup ported by an endowment established by Paul and Ursula Lowerre whose daughter, Cornelia ’09, struggled with writing until she visited the Writing Center. Thanks to her tutors, who were volunteers at the time, Cornelia’s writing improved dramatically. The Lowerres expressed their gratitude by ensuring that Hamilton students would continue to receive exceptional writing help through a paid tutoring program.

“We saw the results and the importance of the Writing Center firsthand, and it was wonderful to create an op portunity to reward tutors materially and make the time they commit of even more value to them and, in turn, the students they help,” Paul says. “We think these writing skills will make a big difference in students’ lives no mat ter what they go on to do.”

LECTURESHIPS*

COUPER LECTURE

MORRIS LECTURE

The Couper Phi Beta Kappa Lecture series, which was established in 2005 to honor Hamilton alumnus Richard “Dick” Couper ’44, recognizes Couper’s commitment and contributions to the College and the Phi Beta Kappa Society. Each year a distinguished speaker is invited to present topics related to the College’s special library collections or to present an issue related to libraries in general.

Couper Lecturer (April 2022): Artist and graphic designer Stephen Bornstein

The Morris Fellowship Fund was established in 2013 by Robert S. Morris ’76, P’16,’17 to bring to campus a distinguished scholar with specific emerging topic expertise in math or the sciences in order to enhance current academic offerings.

Morris Lecturer (April 2022): Nick Lane, professor of evolutionary biochemistry, University College London, “Energy and Matter at the Origin of Life”

PLANT LECTURE

TOLLES LECTURE

The James S. Plant Distinguished Scientist Lecture series was established in 1987 through a bequest from Dr. Plant, Class of 1912 and an eminent child psychiatrist, to bring to the campus outstanding scientists as guest lecturers.

Plant Lecturer (Nov. 2018): Princeton University Professor and 2017 MacArthur “Genius” Award winner Betsy Levy Paluck

The Tolles Lecture was established in 1991 by members of the Class of 1951 in memory of Winton Tolles ’28, dean of the College from 1947 to 1972. It brings to the Hamilton campus distinguished writers in the fields of literature, journalism, and theatre to lecture and meet with students.

Tolles Lecturer (March 2022): Acclaimed playwright and Pulitzer Prize-winning author Suzan-Lori Parks

THE SACERDOTE FAMILY LECTURE AND PERFORMANCE FUND

The Sacerdote Great Names Series, established in 1996, provides students, professors, and staff members, as well as the broader community, the opportunity to interact with some of the world’s most renowned individuals through free, public lectures and, in many cases, intimate classroom discussions.

Sacerdote Great Names Series Lecturer (Oct. 2019): Awardwinning writer, actress, and producer Tina Fey

THE WORLD CHANGES and organizations must respond or risk falling behind. Following a period of strategic planning, Hamilton launched Because Hamilton to implement the ideas and respond to the needs identified in the 2018 strategic plan, “Connected Hamilton.” The campaign has created the enthusiasm and focus to keep Hamilton at the forefront of American higher education and propel the College forward so that its students and faculty — and ultimately society — will have what is needed to remain competitive and relevant. Among the needs identified in “Connected Hamilton” are student scholarships to support the College’s need-blind promise, new investments in the arts, and development of a campus-wide digital learning community to enable all students to understand and acquire the modes of thinking and the basic skills necessary to communicate and work effectively in a digital world.

Because Hamilton has entered its final year. We’re optimistic we’ll achieve the $400 million goal, but less than 12 months remain to raise the final $36 million for Hamilton’s greatest needs. Please commit, or recommit, your support for Hamilton’s people, places, and programs before the campaign’s close on June 30, 2023.

BECAUSE HAMILTON CAMPAIGN OVERVIEW

Nearly 30,000 alumni, parents, and friends have made at least one gift to the Because Hamilton campaign, including almost 80% of all alumni. Forty-seven classes, indicated by dark blue bars, have achieved at least 85% participation in the campaign. Because Hamilton has raised $364 million (91%) toward its goal of $400 million by June 30, 2023, with almost half (49%) of the gifts added to the endowment for College and donor priorities.

Should

any

DAVID WIPPMAN

dwippman@hamilton.edu

SEAN BENNETT

President for

Inclusion stbennet@hamilton.edu

MONICA INZER

President for Enrollment Management minzer@hamilton.edu

NGONI MUNEMO

Vice President for Academic Affairs and Dean of Faculty nmunemo@hamilton.edu

CHRISTOPHER

and

ccard@hamilton.edu

GILL KING P’16

Chief of Staff and Secretary to the Board of Trustees gking@hamilton.edu

MELISSA RICHARDS

President for Communications and Marketing mfrichar@hamilton.edu

We encourage you to continue to stay up-to-date on

investment with Hamilton by regularly visiting hamilton.edu/impact2022.

LORI

Advancement ldenniso@hamilton.edu

KAREN LEACH

President for Administration and Finance kleach@hamilton.edu

JOE SHELLEY Vice President for Libraries and Information Technology jshelley@hamilton.edu

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