Hamilton IMPACT 2022 by Hamilton College

IMPACT22

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

PEOPLE

ENDOWMENT

PEOPLE, PLACES, PROGRAMS

PHILANTHROPIC IMPACT ON PEOPLE

PHILANTHROPIC IMPACT ON PLACES

PHILANTHROPIC IMPACT ON PROGRAMS

BECAUSE HAMILTON CAMPAIGN

PROGRAMS

A NOTE FROM THE PRESIDENT

I M PAC T 2 022

PLACES

COVER IMAGE BY NANCY L. FORD

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 N O T E F R O M T H E P R E S I D E N T

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.

Lori Rava Dennison ’87, P’16 Vice President for Advancement ldenniso@hamilton.edu 315-859-4412

A NOTE FROM LORI DENNISON

ENDOWMENT

WHAT IS AN ENDOWMENT?

AN ENDOWMENT, according to Webster’s, is “a perpet-

scholarship aid, faculty salaries, stipends for student

ual fund, the income from which is used to support a par-

research and internships, facilities maintenance, and

ticular program or purpose.” These funds are designed to

special projects (e.g., performing arts programs, scientific

be a permanent source of funding. The money is invested

equipment acquisitions, upkeep of the campus arboretum,

and a planned portion is spent each year on programs that

choir tour trips, and art acquisitions). Typically, endowed

are consistent with the wishes of the donor who estab-

funds grow over time to become much larger than the

lished the fund. The responsibility of the fiduciary who

donor’s original gift, which ensures that the buying power

manages the fund — in this case, Hamilton College — is

keeps up with inflation and provides even more income to

to preserve the fund’s original value in perpetuity, a con-

the College to support the donor’s interests. “Successful

cept called “generational equity,” which ensures that the

endowment management represents the achievement of a

fund provides at least the same level of support over time.

balance between the current needs of the institution and

The goal is for the fund to at least keep up with inflation

the perpetual nature of the fund.”* For example, the

and weather the ups and downs of the stock market. A

Lowerre Family Writing Center Peer Tutor Fund was

smoothing formula (described on page 8) is used to help

established in 2010 with a gift of $845,000 and was

ensure that the fund maintains its purchasing power, does

recently valued at more than $1.2 million. The fund has

not get overspent, and retains its effectiveness.

provided $237,983 in student wages over the past 13 years.

Hamilton’s overall endowment consists of more than

*Spitz, W.T. (1999), “Investment Policies for College and University

1,000 endowed funds established by donors to provide

Endowments.” New Directions for Higher Education, 1999: 51-59.

permanent income for College priorities such as student

https://doi.org/10.1002/he.10705

CATEGORY

FY22 BUDGET

FUNDED BY ENDOWMENT

PERCENT FUNDED BY ENDOWMENT

Financial Aid

$49,235,000

$19,501,300

39.6%

Faculty Salaries/Support

$28,143,700

$13,424,500

47.7%

Student Research/ Internships

$2,358,900

$2,243,900

95.1%

Facilities Renewal & Capital Projects

$7,502,500

$185,390

2.5%

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.

E N D O WM E N T

HOW MUCH SUPPORT DOES THE

HAMILTON’S ENDOWMENT provided $45.4 million,

used for student research and internships. For example,

ENDOWMENT PROVIDE THE

or about 30%, of the College’s revenue in the fiscal year

the Burke and Partridge family established an endowment

ending June 30, 2022. Consistent with the intent of the

that has provided 93 students with stipends to pursue

donors who established the individual funds that comprise

internships each summer since 2002, and a group gift

the College’s overall endowment, $19.5 million of that

matched by an anonymous donor created a $1 million

$45.4 million was directed to support student scholarship

endowment that provides the Wellin Museum director

aid, $13.4 million went to faculty salaries and support in

with funds to explore new opportunities and respond to

the form of endowed professorships, and $2.2 million was

special needs.

COLLEGE ANNUALLY?

Hamilton Fund $7.2M 5%

Endowment $45.4M 30%

Gifts & Grants $3.0M 2%

REVENUE SOURCES FOR FY22

Other $2.1M 1%

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%.

Student Fees (net of financial aid) $94.6M 62%

TOTAL BUDGET: $152.3 MILLION (net of financial aid)

E N D O WM E N T

PAYING SUMMER RESEARCH FORWARD FOR STUDENTS

KRISTEN LAQUIDARA

Tom Copeland ’70

“I SPENT A SUMMER in the Chemistry Department,” re-

latter provides resources for students pursuing sum-

calls Tom Copeland ’70. “There were three of us, and that

mer research programs, independent study, and senior

was the whole Hamilton summer research program.”

projects in chemistry, chemical physics, biochemistry/ molecular biology, and biology. This investment reflects

Copeland credits his summer research on the Hill, and

the Copelands’ mutual gratitude for Professor Denny, as

the mentorship of Professor Donald Denny, with his

well as their commitment to summer research as a critical

acceptance into the Ph.D. program at Brown University. It

component of the educational experience.

was there, while completing his degree in physical chem-

Hamilton’s summer research

istry, that he met his wife, Diane, who was doing graduate

From Tom’s perspective, “Hamilton’s summer research

research in chemistry and biochemistry.

program is huge compared to other schools.” In fact, building the summer research program was one of the

Tom and Diane Copeland went on to build careers in

objectives of the Board of Trustees during the develop-

program is huge compared

academia and industry, with professorships at Earlham

ment of the Taylor Science Center, which envisioned a

to other schools.

and Middlebury colleges. Acknowledging the significance

facility used year-round by students. Since Tom’s days as

of higher education in their lives, the Copelands initially

a student, the summer research program has grown from

made the decision to leave their estate to various educa-

three to nearly 100 students in the science departments

tional institutions. As they further developed their plans,

(with even larger numbers conducting research in other

however, they realized they could make the most impact

disciplines across campus).

if they directed the assets to one place. “Out of all the institutions that were important to us, we realized we had

Both Copelands identify undergraduate research as

the most attachment to Hamilton,” Tom says.

influential to their academic careers, even helping Diane decide to switch her focus from pre-med to biochemistry

Through their estate plan, the Copelands established

research. Now, with the Copelands’ generous support,

two endowed funds supporting the sciences at Hamil-

the program will influence and inspire future scientists

ton: The Thomas and Diane Copeland Scholarship and

at Hamilton.

The Thomas and Diane Copeland Research Fund. The E N D O WM E N T

WHY DOESN’T THE COLLEGE

HAMILTON IS LEGALLY bound to use the money from

a fund that generates an average total return of 9 percent

USE MORE OF ITS ENDOWMENT

the endowment to honor the intent of the donors who

can transfer 5 percent of its value to the operating budget

established the funds and to manage the funds so that

each year, assuming a 4 percent inflation rate.”*

TO SUPPORT THE OPERATING BUDGET?

they last in perpetuity. In order to protect the original principal that established the endowment, thereby helping

*Spitz, W.T. (1999), “Investment Policies for College and University

to ensure that a donor’s philanthropic intent will exist

Endowments.” New Directions for Higher Education, 1999: 51-59.

forever, most colleges, Hamilton included, subscribe to a

https://doi.org/10.1002/he.10705

“sustainable spending rate” policy. This strategy, which is also often used in retirement planning, assumes a spending rate that “is equal to the expected total return on the endowment less the projected inflation rate. For example,

HOW DOES HAMILTON ACCOUNT

WHAT A DIFFERENCE a year makes. Hamilton’s

power of the endowment over time. The spending policy,

FOR EXTREME MARKET VOLATILITY,

endowment posted a very strong return of 39% in FY21,

which is described on the College’s endowment website

compared to a projected return of about -6.8% (unaudited

(hamilton.edu/endowment), is developed jointly by the

SUCH AS THAT EXPERIENCED IN

projection) in FY22. In order to account for such fluc-

chair of the Trustee Budget and Finance Committee, the

tuations in the stock market, and to inject a level of pre-

chair of the Investment Committee, and the vice president

THE PAST SEVERAL YEARS, WHEN

dictability into the budgeting process, the College uses a

of administration and finance. The use of such formulas

PROJECTING ENDOWMENT INCOME FOR THE OPERATING BUDGET?

“smoothing formula” when projecting income for current

is a common practice. “Endowment spending policies,”

and future year operations. Hamilton’s endowment spend-

according to former Yale University chief investment

ing formula is designed to provide a dependable source

officer David Swensen, “balance the competing objectives

of funds for current operations and to allow regular and

of providing substantial stable budgetary flows to benefit

sustained growth of endowment income for budget plan-

today’s scholars and preserving portfolio assets to support

ning and support while maintaining the real purchasing

tomorrow’s academicians.”

E N D O WM E N T

HOW IS HAMILTON’S ENDOWMENT MANAGED?

FOR MANY YEARS, the College’s endowment was managed 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 professionals 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 coincided 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.

40%

$1,372M

$1,472M $1,017M

$955M

$1,068M FY22

FY21

FY20

FY19

FY18

$862M

INVESTMENT PERFORMANCE

39.3%

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.

30.1%

30%

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

FY17

FY16

$928M

$920M FY15

$774M

FY14

FY13

$721M

$694M FY12

$607M

$540M

$784M

$661M

$597M

FY11

FY10

FY09

FY08

FY07

FY06

$456M FY03

FY05

$453M FY02

FY04

$485M

$483M FY01

$402M

$345M

FY00

FY99

FY98

$246M

$164M FY94

FY97

$161M FY93

$196M

$142M FY92

FY96

$130M FY91

FY95

$125M

$126M

$114M

$110M FY88

FY90

$94M

FY87

FY89

$76M

FY86

$250M

FY85

$500M

$288M

$750M

$548M

$1,000M

$743M

$1,250M

$1,013M

$1,500M

ENDOWMENT MARKET VALUE

20% 15.8% 11.7%

10%

11.1%

10.3% 8.3%

1 Year

3 Years Hamilton

14.5%

5 Years

10 Years

NACUBO Median

E N D O WM E N T

I SUPPORT THE HAMILTON FUND

MOST PEOPLE CANNOT afford to establish an endowed

FY22 would have been equal to the income generated from

EACH YEAR. HOW DOES MY $50 OR

fund, so they choose to support the people, places, and

an additional $150 million in the endowment. Without the

programs at the College by participating in the Hamilton

Hamilton Fund, the College would run a deficit or need

$100 GIFT HELP, ESPECIALLY WHEN

Fund. Gifts to the Hamilton Fund are used to support the

to reduce expenditures, which would affect programs on

general operations of the College. Thankfully, an average

campus, impact Hamilton’s ability to borrow to maintain

THE COLLEGE HAS MORE THAN

of 10,275 Hamilton alumni, parents, and friends have pro-

facilities, and ultimately damage the College’s reputation.

$1 BILLION IN ITS ENDOWMENT?

(including a record $7.8 million in 2021-22) to the College

vided more than $7 million in each of the past several years through the Hamilton Fund. Assuming a 5% spending formula, the $7.8 million contributed to the Hamilton Fund in

$1,600M

ENDOWMENT GROWTH WITH AND WITHOUT ADDITIONAL CONTRIBUTIONS

$1,400M

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).

$1,200M $1,000M $800M

Unaudited as of May 31, 2022

$600M $400M $200M $0 1989

1994

1999

Actual Endowment Market Value

2004

2009

2014

2019

2022

Endowment Without Subsequent Gifts

E N D O WM E N T

WHY DOES MY GIFT TO THE

GIVING TO HAMILTON is important for both practi-

Hamilton is fortunate that its supporters have created an

HAMILTON FUND MATTER?

cal and personal reasons. For example, because income

endowment that provides such extraordinary support for

earned from Hamilton’s endowment is tied to the perfor-

one of the finest liberal arts educations in the world. But if

mance of the College’s investments, annual giving helps

the endowment does not grow, the College will fall behind.

protect against market volatility such as what occurred

Prior donations, carefully invested and managed, have

during the Great Recession of 2008 and the more recent

enabled the endowment to achieve its remarkable value

uncertainty of the past several years. Similarly, despite

and allowed Hamilton to enact policies such as need-blind

disruptions and unplanned costs caused by the COVID-19

admission. Even so, scholarship aid from the endowment

pandemic, Hamilton was able to retain and pay its employ-

provided only 39.6% in FY22 of the total financial aid

ees and continue to provide — and even add — important

needed to support deserving students from families with

services and programs for students.

limited means. Among most of the need-blind colleges in its peer group, for example, Hamilton’s endowment

On a more personal level, people tell us they give to

income provides a smaller percentage of the financial aid

Hamilton because they’re grateful for the education they

needed to enroll talented students. Supporting the Col-

received and want to give back so today’s students can

lege, whether through an endowed gift or by participating

have the same life-changing experience on College Hill;

in the Hamilton Fund, is an investment that protects the

they believe in the College’s mission and want to support

value of a Hamilton degree and keeps the education we

current priorities; and they want to protect the College’s

offer within reach for deserving students.

position in American higher education.

ENDOWMENT PER STUDENT AT NEED-BLIND PEER COLLEGES

Pomona College

$1.3M

Swarthmore College

$1.3M

Grinnell College

$1.3M

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.

$34M

ENDOWMENT INCOME FOR SCHOLARSHIPS AT NEED-BLIND PEER COLLEGES

Williams College

$1.2M

Bowdoin College

$987K

Wellesley College

$827K

Hamilton College

$508K

Davidson College

$448K

Vassar College

$442K

Middlebury College

$318K

Williams College

$33M

Bowdoin College Wellesley College

$30M

Davidson College

$22M

Pomona College

$20M

Middlebury College

$20M

Vassar College

$19M

Hamilton College

$17M

Swarthmore College

$17M

Grinnell College

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.)

$7M

E N D O WM E N T

WHY ESTABLISH A NEW ENDOWED

DONORS CREATE ENDOWMENTS for a variety of

estates and choose to inform the College of their intent

FUND AT HAMILTON, AND WHY

reasons, chief among them to show affection and support

so that they can enjoy the pleasure of their philanthropy

for the College, to honor a professor or family member,

while they are still living and earn membership in the Joel

and to create a lasting impact for a purpose they value.

Bristol Associates. Ultimately, establishing an endowed

For example, a donor may establish an endowed fund for

fund at Hamilton creates an enduring legacy for donors

scholarship aid because they received financial aid when

and their interests.

DO IT NOW?

they were a student. Many donors establish generous endowments (or add to an existing fund) through their

A LEGACY IN THREE ACTS Frederic H. Nichols ’60 DESCENDED FROM GRADUATES in the classes of

reach the threshold for generating scholarship aid, he did

1851 and 1922, Fred Nichols ’60 had an easy choice for col-

one more thing: he pledged to make an additional annual

lege. While at Hamilton, he says, “the two most import-

current-use gift to ensure a student receives assistance

ant influences on my life and career were learning how to

immediately.

write a paragraph and to speak in public.” Fred has also included Hamilton in his estate plan with Reflecting on his own education, and as a career univer-

a provision that will further augment his scholarship,

sity professor himself, he realized his college experience

ensuring that students will continue to benefit from his

was becoming unaffordable for most families. In support

far-seeing philanthropy for generations to come.

of Hamilton’s need-blind promise, he resolved to estab-

A MacLennan-matched endowment commitment, plus

lish the Lorrel B. Nichols (in honor of his father) and

a current gift for financial aid, all reinforced with a

Frederic H. Nichols Scholarship.

bequest: Fred Nichols has leveraged his giving for maximum effect with characteristic modesty. “It is a great feel-

Fred’s multiyear commitment earned a James D.

ing,” he says, “knowing that I can help young students on

MacLennan ’58 match. As he builds his endowment to

their journeys.”

E N D O WM E N T

JOEL BRISTOL ASSOCIATES

$140M

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.

$120M

$100M

$80M

$60M

$40M

$20M $0 FY97

FY00

FY03

FY06

FY09

Awaiting Designation, Expendable Restricted, Hamilton Fund

FY12

FY15 Endowment

FY21 FY22

Facilities

MEMBERSHIP IN THE JOEL BRISTOL ASSOCIATES

By Constituent Group (Living Members)

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

Membership by Class Decade (Living Alumni)

2010s 2000s Alumni & Trustees 457

1990s

1980s

Friends, Spouses & Partners 228

FY18

Parents 83

1970s

119

1960s

121

1950s 1940s

51 3

E N D O WM E N T

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.

P E O P L E , P L AC E S , P R O G R A M S

PEOPLE PROGRAMS

PEOPLE, PLACES, PROGRAMS

PLACES

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.

P H I L A N T H R O P I C I M PAC T O N P E O P L E

PEOPLE

Philanthropic Impact

ON PEOPLE

651

MacLennan Match Begins 3/1/2020

600

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.

Because Hamilton Public Launch 12/1/2018

500

Need-Blind Admission Announced 3/8/2010

400

GROWTH IN THE NUMBER OF ENDOWED SCHOLARSHIPS OVER TIME

300 200 100 0

1872

1882

1892

1902

1912

1922

1932

1942

1952

1962

1972

1982

1992

2002

2012

2022

$604M

$600M

$583M

$550M

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.

$500M $450M

$417M $391M $390M

$400M $350M

$423M

$373M

$323M

$300M

$274M

$250M

$285M $286M $261M $238M

$200M $150M

$405M $411M

$134M

$152M $124M

$164M

$178M

VALUE OF ENDOWED SCHOLARSHIPS OVER TIME

$192M

$125M

$100M $50M $0M

FY01

FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11

FY12

FY13 FY14

FY15 FY16

FY17 FY18

FY19 FY20

FY21

FY22

P H I L A N T H R O P I C I M PAC T O N P E O P L E

The number of partially and fully funded endowed professorships 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 professorships were created in 2008, and 30% of all endowed professorships have been established in the past 15 years.

50 40 30 20 10 0

1842 1852 1862 1872 1882 1892 1902 1912

NUMBER OF PARTIALLY AND FULLY FUNDED ENDOWED PROFESSORSHIPS OVER TIME

1922 1932 1942 1952 1962 1972 1982 1992 2002 2012 2022

THE SEAS FUND: TEACHING STUDENTS TO FISH Phyllis Breland ’80 and Marty Sweeney

WHEN TRUSTEE Phyllis Breland ’80 was Hamilton’s

loan from the SEAS fund is issued to cover the expense.

Director of Opportunity Programs, one of her favorite

The committee takes its efforts further by helping SEAS

meetings was for the Student Emergency Aid Society

recipients maximize their funds. Committee members

(SEAS), a campus committee that evaluates and supports

have shopped with students for interview outfits or

emergency or exceptional one-time needs for students

winter clothing, while others, like Director of Enterprise

with extraordinary financial barriers.

Systems Marty Sweeney, have helped students purchase computers that will last.

Breland secured the original grant from the Hearst

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

Foundation to create SEAS more than a decade ago.

“We believe in teaching them how to fish,” he explains.

That funding served as a challenge grant that led to the

“We make sure they have what they need to be successful

establishment of an endowment for SEAS. Since 2011,

and learn important life skills through the process.”

SEAS has assisted hundreds of students by covering unexpected travel costs, medical expenses, winter or job

Many colleges and universities don’t have something

interview clothing, required technology, and other costs

like SEAS. Breland and Sweeney agree that it’s a pride

that cannot be absorbed by financial aid.

point for Hamilton, and the committee’s work is both eye-opening and rewarding.

“We believe that once a student is accepted and arrives on campus, the College has made a commitment to help

“Being part of SEAS has helped me see students’ different

them be successful,” Breland says. “SEAS is critical in

backgrounds and starting points and hear the stories

ensuring students feel and understand that the institu-

that help me understand what some students are up

tion is behind them.”

against,” Sweeney says. “We’re able to help a lot of students through SEAS. If this wasn’t being sustained, we

If a student’s request is approved and the need cannot

couldn’t do any of it.”

be met through financial aid or other means, a grant or

P H I L A N T H R O P I C I M PAC T O N P E O P L E

CREATING THE ENVIRONMENT FOR ENVIRONMENTAL RESEARCH Joel Johnson ’65, P’93

To be in a position to

WHEN HAMILTON MADE significant investments in

helped several communities in the Mohawk Valley, as

support them made

environmentally focused science offerings nearly two

well as the work he does with students. “It’s allowed me

decades ago, Trustee Joel Johnson ’65, P’93 and his fam-

to pursue the things I’m interested in much more easily

ily wanted to ensure the brightest minds found among

than I would have otherwise,” he says.

[creating the endowment] an easy decision for us.

science faculty were at the forefront of environmental research. That’s when they established — what was at

Hydrogeologists like Rayne are not common at small lib-

that time — the largest endowed professorship in the

eral arts colleges, which means Hamilton students enjoy

College’s history.

access to resources made possible thanks to Rayne’s expertise and the endowment. The stipend has enabled

“There’s nothing more important than our professors,”

him to pay student travel expenses to national geology

Johnson says. “To be in a position to support them made

meetings, have water samples analyzed, and purchase

[creating the endowment] an easy decision for us.”

high-tech equipment, among other benefits.

Geosciences professor and hydrogeology expert Todd

“I have a lot of students who call or email me now to say,

Rayne is the second faculty member to be appointed

’Thank you for teaching that course because that’s what

the Joel W. Johnson Family Professor of Environmental

got me my job’ or ’I’m using some of these tools in my

Science since it was created in 2006. The endowment is

own research for my Ph.D. or master’s degree,’” Rayne

designed to advance research and teaching in the physi-

says. “Students who take classes with me or conduct

cal sciences, especially as they pertain to the study of the

research with me have the chance to see and use tools

environment.

that you’d only typically find at big research universities or out in the real world.”

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

P H I L A N T H R O P I C I M PAC T O N P E O P L E

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.

P H I L A N T H R O P I C I M PAC T O N P L AC E S

Philanthropic Impact

ON PLACES

PLACES

2021 WELLIN MUSEUM ACQUISITIONS (alphabetical by artist) 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 For Zitkála Šá Series (For Jacqueline Wilson), 2019, Lithograph Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

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

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 Joy Harjo), 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 Olivia Shortt), 2020, Lithograph Purchase, The Edward W. Root Class of 1905 Memorial Art Purchase 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

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 Suzanne Kite), 2019, Lithograph Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

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

Sharon Harper (American, born 1966) One Month, Weather Permitting, 2009 Archival inkjet print Purchase, The Wynant J. Williams ’35 Art Collection Fund

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

Justine Kurland (American, born 1969) New York in Color, 2021 Collage (hardcover) The Wynant J. Williams ’35 Art Collection Fund

Raven Chacon For Zitkála Šá Series (For Cheryl L’Hirondelle), 2019, Lithograph Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

Nate Lewis (American, born 1985) Orchestra in the Valley, 2021 Hand-sculpted inkjet print, ink, frottage, graphite, colored pencil sticks, Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Raven Chacon For Zitkála Šá Series (For Heidi Senungetuk), 2020, Lithograph Purchased with funds donated by Katherine Hastings ’82 and David Nathans ’72

Roberto Lugo (American, born 1981) First, 2020, Glazed ceramic and enamel paint Purchase, William G. Roehrick ’34 Art Acquisition and Preservation 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. newspapers, and glue, with accompanying didactic information Purchase, William G. Roehrick ’34 Art Acquisition and Preservation Fund

Michael Rakowitz Fragment of Plaque with Relief Decoration, 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 lithograph 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

P H I L A N T H R O P I C I M PAC T O N P L AC E S

3 1

5 6

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

THE ART OF GIVING

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 Laure Albin-Guillot (French, 1897–1962) Carlo Amorati (Italian, ca. 1950s–1960s)

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

Pierre Auradon (French, 1900–1988)

Joel Meyerowitz (American, born 1938)

Dmitri Baltermants (Russian, 1912–1990)

Jean Mohr (Swiss, 1925–2018)

Bruno Barbey (French, born Morocco, 1941–2020) Max Baur (German, 1898–1988) Ian Berry (British, born 1934)

Inge Morath (American-Austrian, 1923–2002)

IN ITS FIRST 10 YEARS, the Wellin Museum of Art has

The fund enabled the Wellin to bring together works from

Ray Mortenson (American, born 1944)

become a model teaching museum bringing artists to

dozens of lenders around the world for the Elias Sime

Carlo Naya (Italian, 1816–1882)

campus to interact with classes, deliver lectures, engage

exhibition and funded the artist’s travel from Ethiopia to

with students by creating new works, and create scholarly

work with students and classes at Hamilton.

Pierre Boucher (French, 1908–2000)

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

Marcel Bovis (French, 1904–1997)

Ezio Quiresi (Italian, 1925–2010)

Dominico Bresolin (Italian, 1813–1899)

staff work with artists years in advance of their exhibi-

“We couldn’t have created such an ambitious major show

Marc Riboud (French, 1923–2016)

Giacomo Brogi (Italian, 1822–1881)

James Ricalton (American, 1844–1929)

tions and support their unique projects. Donors make

that traveled to three other significant museums without

René Burri (Swiss, 1933–2014)

George Rodger (British, 1908–1995)

these opportunities possible.

the Dietrich funding,” Adler says.

Paul Caponigro (American, born 1932)

Giovanni Roni (Italian, ca. 1960)

Luc Chessex (Swiss, born 1936)

Charles T. Scowen (British, 1852–1948)

The Daniel W. Dietrich ’64 Arts Museum Programming

The Johnson-Pote Museum Director Fund, recently

Larry Colwell (American, 1911–1972)

Pascal Sébah (Turkish, 1823–1886)

Fund, for example, has been essential to the museum’s ex-

established by Trustee Linda Johnson ’80, also finances

Ferruccio Crovato (Italian, 1921–1988)

George Seeley (American, 1880–1955)

Yvan Dalain (Swiss, 1927–2007)

David Seymour (Polish, 1911–1956)

Antonio D’Alessandri (Italian, 1818–1893)

Herb Snitzer (American, born 1932)

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

Louis Stettner (American, 1922–2016)

Frantisek Drtikol (Czech, 1883–1961)

Erika Stone (American, born 1924)

Fratelli Alinari Fotografi Editori (Italian, founded 1852)

Lou Stouman (American, 1917–1991)

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)

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)

publications. Johnson-Pote Director Tracy Adler and her

hibition program. “It’s been a game-changer,” Adler says.

new initiatives. The fund supports Adler’s research and

“It has partially funded every show from Jeffrey Gibson’s

artist outreach, including studio visits, presentations at

exhibition to today and allows us to plan for multi-year

public programs, and attendance at art fairs and national

future exhibition projects since it’s money we can count

conferences. This outreach expands the Wellin’s platform

on annually.”

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 opportunities, while continuing to expand access for all members of the Hamilton community.

P H I L A N T H R O P I C I M PAC T O N P L AC E S

AT THE ROOT OF THE COLLEGE’S ARBORETUM Tom Succop ’58

WALK ACROSS CAMPUS and soak in the harmonious

reunion in 2018, they were so inspired by Succop’s efforts

surroundings. Tom Succop ’58 says there is “a relation-

that they designated their gifts to expand the arboretum

ship between the open spaces and the buildings” that can

fund from supporting the planning, design, and mainte-

be felt in every part of campus. He would know: His work

nance of the College arboretum to more broadly support-

and philanthropic efforts have made it that way.

ing green spaces on campus.

Succop’s passion for outdoor spaces can be traced back to

The arboretum’s collections, educational goals, and

being raised on a farm and his grandfather’s and father’s

offerings make it an intentionally unique experience for

love of trees. In the mid-1970s, the maple and elm trees

all. Over the last two decades, those involved with the

on campus were plagued with disease and age, which is

College’s famed Root Glen have worked in tandem with

I’m most proud that there’s

when then-president Martin Carovano turned to Succop,

those dedicating their time to the arboretum. “The two

a skilled landscape architect, for help. Over the next three

aren’t in competition with each other, but rather work to-

a continued effort to keep

decades, Succop’s guidance helped transform College Hill

gether,” Succop says. He also notes that the programming

the campus beautiful.

by diversifying campus flora and introducing hardy ever-

and events offered through the arboretum’s advisory

greens, flowering ornamental species, and new varieties

committee ensure that students, faculty, and people from

of shade trees, as well as visually uniting the Kirkland

surrounding communities can learn from the arboretum

and Hamilton landscapes.

while enjoying it, too.

In 2001, Succop and his wife, JoAnn, established an en-

When Succop reflects on his involvement with the cam-

dowment to fulfill his vision for the campus to become an

pus over the years, he thinks about what a pleasant ex-

accredited arboretum. He says it “was a way of signifying

perience the campus is for those who find their way here.

the importance of our environmental education, of our

“I’m most proud that there’s a continued effort to keep the

commitment to sustainability, and to our environment.”

campus beautiful,” he says.

Years later when his classmates celebrated their 60th

P H I L A N T H R O P I C I M PAC T O N P L AC E S

TAYLOR SCIENCE CENTER 2022 large equipment purchases included: 1. A new Nuclear Magnetic Resonance (NMR) Spectrometer 2. A new Isotope Ratio Mass Spectrometer

PLACES

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.

P H I L A N T H R O P I C I M PAC T O N P R O G R A M S

Philanthropic Impact

PROGRAMS

ON PROGRAMS

NUMBER OF INTERNSHIP STIPENDS, 2018 TO 2022

TOTAL VALUE OF INTERNSHIP STIPENDS 2018 TO 2022 *Unaudited results as of May 31, 2022

339

350

$464,688

2022* 259

240 207

200 145

166 137

118

2018

2020

2018 2019

2020

Number of Applications

$211,044

2021

$284,008 $352,827

2019

75 50

2021

208

$284,166

2022

Number Awarded

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.

$464,688

AN INTERNSHIP WITH IMPACT Surya Gowda ’23

SURYA GOWDA ’23 didn’t know what she was com-

specific topic or mission,” she says. “These events really

mitting to when she accepted the Jeffrey H. Long ’05

impact people because [those] who attend care about

Internship Award to support her internship at the United

what they’re learning. You see the impact you’re making

Nations Institute for Training and Research (UNITAR).

while you’re doing it. With a lot of jobs, you don’t get that

She had networked for the position, and when she asked

point of view.”

what it would entail, the response was “Oh, we kind of do everything.”

At UNITAR, a small office comprised of mainly younger employees, Gowda also found a collaborative environ-

Gowda spent her internship editing the UNITAR mid-

ment with learning at its center. When the General

term report, writing newsletters, and working on an

Assembly was having elections for [the members of] its

I’m getting out of my

e-learning platform based around UN sustainability mis-

Security Council, for example, she and other employees

comfort zone, and I’m doing

sions. Much of her work kept her in the office, but it did

were allowed to sit in. Gowda, who has mostly focused

not keep her isolated. When diplomats wouldn’t respond

her studies on American politics at Hamilton, valued this

something that I never

to her emails, she tracked them down in the Secretariat

learning aspect.

— or she talked to diplomats on Zoom, on which she ran a

expected to do.

training session on how to write a resolution. Over two

“I wanted to branch out, and this [was] a great opportunity

days, she and another intern hosted 200 people, including

to learn more about [international relations],” she says.

speakers from the General Assembly.

“I’m getting out of my comfort zone, and I’m doing something that I never expected to do.”

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

P H I L A N T H R O P I C I M PAC T O N P R O G R A M S

EXPLORING THE WORLD OF FINANCE Olivia Davis ’23

AS OLIVIA DAVIS ’23 unraveled financial information

trade desk, the change management team, and the client

as an asset management operations summer analyst at

services team. These different branches offered insight

Goldman Sachs, she learned the nuances of fixed income

into jobs Davis might consider in the future. In addition

insurance and bilateral products. They’re complicated

to enabling business flow between teams, Davis worked

concepts to understand — and even more complicated to

on specific projects. One was pulling reports most morn-

manage — but she appreciated the challenge.

ings, essentially consolidating data from bank statements into easy answers for clients.

“I like working in finance because I’m never done learning,” Davis says. “I think that if you’re done, you’re in the

Davis’ work focused on finance, but her learning oppor-

wrong place, and that’s definitely become clear to me at

tunities extended beyond this field. Goldman Sachs

The company brings in

this company.”

hosts leading thinkers through its “Talks at GS” series,

people from so many

After exploring various finance internships and learning

Candace Parker. For Davis, who plays on the Hamilton

different industries and

about the Goldman Sachs opportunity through the Mau-

women’s basketball team and has looked up to Parker

rice Horowitch Career Center’s affiliation with the Hand-

since she was a kid, it was a special opportunity.

backgrounds, and it’s really amazing because they want

including a presentation by professional basketball player

shake program, Davis was drawn to Goldman because of its commitment to educating interns.

“The company brings in people from so many different industries and backgrounds, and it’s really amazing

us to develop not only as

As she became fully immersed in her position in the

because they want us to develop not only as workers, but

workers, but as people too.

operations division, Davis learned about other financial

as people too,” she says.

teams. The division acts as a middleman between the

P H I L A N T H R O P I C I M PAC T O N P R O G R A M S

SUPPORTING THE TUTORS WHO SUPPORT THEIR PEERS Max Gersch ’23

At Hamilton, you can only

WHEN WRITING CENTER tutor Max Gersch ’23 sits

Gersch knows that he will leave Hamilton with lifelong,

take so many classes, but

down to edit a student’s academic paper, he’s thinking

fundamental writing skills, as will the students who

about the writing process: how to formulate ideas, struc-

learn from tutors like him. Today, these tutors are sup-

tutoring exposes me to classes

ture an argument, and draw lines to a conclusion. These

ported by an endowment established by Paul and Ursula

and ideas I never would have

are the foundations for his conversations with students,

Lowerre whose daughter, Cornelia ’09, struggled with

driving ideas forward and transforming a Writing Center

writing until she visited the Writing Center. Thanks to

appointment into an engaging, two-sided process.

her tutors, who were volunteers at the time, Cornelia’s

seen otherwise.

writing improved dramatically. The Lowerres expressed “The peer-to-peer aspect makes the process especially

their gratitude by ensuring that Hamilton students

valuable,” Gersch says.

would continue to receive exceptional writing help through a paid tutoring program.

Gersch applied to work in the Writing Center during his sophomore year. After cultivating his love for writing

“We saw the results and the importance of the Writing

through his high school newspaper, he wanted to explore

Center firsthand, and it was wonderful to create an op-

the writing process further in college. Working as a tutor

portunity to reward tutors materially and make the time

seemed like the perfect way to do it, because the job

they commit of even more value to them and, in turn, the

combines his passion for helping others with his interest

students they help,” Paul says. “We think these writing

in learning new things.

skills will make a big difference in students’ lives no matter what they go on to do.”

“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.

P H I L A N T H R O P I C I M PAC T O N P R O G R A M S

A SAMPLING OF ENDOWED LECTURESHIPS*

DOLLARS AVAILABLE FOR ENDOWED LECTURESHIPS, FY14 TO FY23

$953K

Endowment funds available for lectureships at the College have more than doubled from FY14 to FY23. $1M

$641K

$655K

$640K

$595K

$571K

$551K

$525K

$477K

$600K

$462K

$800K

$400K

$200K

MORRIS LECTURE

The Couper Phi Beta Kappa Lecture series, which was

The Morris Fellowship Fund was established in 2013

established in 2005 to honor Hamilton alumnus Richard

by Robert S. Morris ’76, P’16,’17 to bring to campus a

“Dick” Couper ’44, recognizes Couper’s commitment

distinguished scholar with specific emerging topic

and contributions to the College and the Phi Beta Kappa

expertise in math or the sciences in order to enhance

Society. Each year a distinguished speaker is invited to

current academic offerings.

collections or to present an issue related to libraries

Morris Lecturer (April 2022): Nick Lane, professor of

in general.

evolutionary biochemistry, University College London,

FY23

FY22

FY21

FY20

FY19

FY18

FY17

FY16

FY15

present topics related to the College’s special library

FY14

$0M

COUPER LECTURE

“Energy and Matter at the Origin of Life” Couper Lecturer (April 2022): Artist and graphic designer Stephen Bornstein

* Most lectureships are annual; some programs were suspended due to the pandemic. 38

P H I L A N T H R O P I C I M PAC T O N P R O G R A M S

PLANT LECTURE

TOLLES LECTURE

THE SACERDOTE FAMILY LECTURE AND PERFORMANCE FUND

The James S. Plant Distinguished Scientist Lecture series

The Tolles Lecture was established in 1991 by members

The Sacerdote Great Names Series, established in 1996,

was established in 1987 through a bequest from Dr. Plant,

of the Class of 1951 in memory of Winton Tolles ’28, dean

provides students, professors, and staff members, as well

Class of 1912 and an eminent child psychiatrist, to bring to

of the College from 1947 to 1972. It brings to the Hamilton

as the broader community, the opportunity to interact with

the campus outstanding scientists as guest lecturers.

campus distinguished writers in the fields of literature,

some of the world’s most renowned individuals through

journalism, and theatre to lecture and meet with students.

free, public lectures and, in many cases, intimate classroom

Plant Lecturer (Nov. 2018): Princeton University Professor

discussions.

and 2017 MacArthur “Genius” Award winner Betsy Levy

Tolles Lecturer (March 2022): Acclaimed playwright and

Paluck

Pulitzer Prize-winning author Suzan-Lori Parks

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

P H I L A N T H R O P I C I M PAC T O N P R O G R A M S

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.

B E C AU S E H A M I LT O N C A M PA I G N

BECAUSE HAMILTON CAMPAIGN

$364M

Allocated Percentages of Raised Total

CAMPAIGN DOLLARS RAISED

Donors

as of June 30, 2022

$364M ALUMNI PARTICIPATION RATE

Alumni and Trustees 15,905

Endowment 49%

Expendable Restricted 5%

$400M

Parents 8,377

Others 5,419

Awaits Designation 14%

79%

Facilities 13%

Hamilton Fund 19%

2022

2021

2020

2019

2018

2017

2016

2015

2014

2013

2012

2011

2008

2007

2006

2005

2004

2003

2002

2001

2000

1999

1998

1997

BECAUSE HAMILTON CAMPAIGN OVERVIEW

69% 69% 80% 84% 88% 98% 92% 96% 97% 95% 87% 88% 76% 60%

< 75%

2009 2010

75%-85%

62% 64% 61% 62% 62% 66% 63% 65% 58% 63% 66% 62% 60% 70% 1996

1994

1995

1993

1992

1991

1990

1989

1988

1987

81% 79% 81% 82% 79% 85% 86% 87% 83% 76% 1985

1986

1984

1983

1982

1981

1980

1979

1978

1977

1976

1975

1974

1973

1972

1971

1970

1969

89% 93% 87% 93% 95% 86% 87% 82% 81% 80% 84% 80% 85% 83% 82% 79% 82%

>85%

1968

1967

1966

1965

1964

1962

1963

1961

1960

1959

1958

1957

1956

1955

1954

1953

1952

1951

1950

1949

1948

1947

1946

1945

1944

1943

1942

1940

1941

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 95% 95% 98% 94% 98% 98% 94% 95% 94% 92% 92% 95% 85% 88% 97% 92% 88% 92%

Percentage of Class Participation

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.

B E C AU S E H A M I LT O N C A M PA I G N

Should you have any questions, please contact the relevant divisional head listed below:

DAVID WIPPMAN

President dwippman@hamilton.edu

SEAN BENNETT

MONICA INZER

NGONI MUNEMO

CHRISTOPHER CARD

GILL KING P’16

MELISSA RICHARDS

LORI RAVA DENNISON ’87, P’16

KAREN LEACH

JOE SHELLEY

Vice President for Diversity, Equity, and Inclusion stbennet@hamilton.edu

Vice President and Dean of Students ccard@hamilton.edu

We encourage you to continue to stay up-to-date on your investment with Hamilton by regularly visiting hamilton.edu/impact2022.

Vice President for Advancement ldenniso@hamilton.edu

Vice President for Enrollment Management minzer@hamilton.edu

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

Vice President for Administration and Finance kleach@hamilton.edu

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

Vice President for Communications and Marketing mfrichar@hamilton.edu

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

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