3Faculty Feature

Dr. Fred Johnson on issues of faculty recruitment and retention—and his role as a representative on the Board of Trustees.

4Diversity Going Global

Alfredo Gonzales (‘76) has spearheaded many diversity efforts at Hope College over the years; now he focuses on the international perspective.

5Alumni Reconnections

Meet Alumni Board Representative Eli Sanchez (‘78).

6A Word of Hope

Vanessa Greene, Director of Multicultural Education, talks with Natalie Grand (‘08) to gain a student perspective on diversity at Hope.

7Where We Stand

Report on accomplishments and objectives for diversity at Hope.

OUTREACH

SUMMER 2008 VOLUME 1

Hope College

D i V E R S i t y A n D i n c L U S i O n At H O p E c O L L E G E

Even before the Board of Trustees approved our comprehensive plan “Hope in the New Millennium,” it was clear that Hope and her diverse alumni had a disconnect with each other in the areas of communication, engagement and involvement. Last year, I met with a group of graduates of various backgrounds ranging from the classes of 1968 to 2003 to discuss this disconnect.

I listened to their concerns about the lack of outreach undertaken by Hope with our racial and ethnically diverse alumni. At the same time, I was given the opportunity to report to them about the progress we are making in increasing diversity among our student body, faculty and staff—strategic goals that are included in the comprehensive plan. While they were pleased to hear my update on our accomplishments in diversity at Hope, we all agreed that an area of great challenge is making our esteemed and diverse group of graduates feel more included and welcome in the Hope family.

Addressing this issue starts with intentional communication. Such communication

will inform you about the expectations that I have for our administration, faculty and staff to be accountable in improving upon diversity. We cannot expect to have a diverse representation at college events, activities or fundraising efforts if we have not communicated effectively. I recently met with a group of highly motivated and impressive ethnically diverse students. Never before during my time as president have I heard such affirming expressions of the student experience at Hope. We must share and communicate those stories with alumni—stories like those of senior Natalie Grand who is profiled in this first issue. We cannot expect people to know about the progress being made on issues of diversity if we do not proactively communicate and report on them. In this regard, our strategic plan is clear in improving our unity of purpose among our alumni and friends: Strengthening and reestablishing our relationships as well as increasing the visibility and awareness to our commitment to diversity. This has been long overdue. This is our charge. This is Outreach.

Dr. James Bultman (‘61) is the 11th president of Hope College.

Outreach is published by the Office of College Advancement Office of College Advancement Hope College Holland, MI 49422 616-395-7775 Fax: 616-395-7111 www.hope.edu/advancement

Outreach support, contributor and editorial team:

Eric K. Foster ‘95 Advancement Officer for Diversity and Inclusion and editor-in-chief of Outreach

Jason Cash ‘07 Campaign Associate, College Advancement

Hilary Bosscher ‘08 Student Communications Assistant

Alfredo Gonzales ‘76 Associate Provost and Dean for Multicultural and International Education

Vanessa Greene Director of Multicultural Education

Greg Olgers ‘87 Director of News Media Services and Managing Editor of News from Hope College

Mary Remenschneider ‘96 Director, Alumni and Parent Relations

Scott Wolterink ‘88 Vice President, College Advancement

P r e s i d e n t ’ s COr n e r

Thank you for receiving this first issue of Outreach, our journal devoted to communicating with our alumni, parents and friends about the accomplishments, ongoing efforts and challenges in making Hope College a more diverse and inclusive institution of higher learning.

Outreach welcomes your comments and suggestions. For alumni readers, we especially would like to hear from you if you have anaddress, general information to share, news on fellow classmates or ideas for future profiles in this newsletter. Please feel free to contact usat alumni@hope.edu or visit www.hope.edu/alumni

2 O U t r e A C H

F A C U L t Y P e r s P e C t i V e s

Accomplishments and challenges in Retaining and Recruiting Diverse Faculty at Hope collegeDr. Fred Johnson

Outreach Journal: What are your thoughts on the willingness of our students to learn about other cultures, ideas and perspectives?

Fred Johnson, ph.D.: Hope College students have always been interested in other cultures, ideas, and perspectives, but having an interest in such matters should not be mistaken as a willingness to firmly engage. As a historian-teacher, getting students to fully engage with the story of many historic events is important. To understand slavery and its lingering effects requires confronting racism then, and now. Hope students are understandably strapped for time and involved in a broad range of wonderful activities. They are correctly focused on their academics and doing the “job” that they came here to accomplish. However, for all of this, unless there is a willingness to wrestle with the hard subjects I mentioned, then there will be gaps in their knowledge inventory. Billions of people are forced to comprehend those subjects and realities, and they forge ahead. Hope students have the courage and capability to do the same.

Outreach: As a faculty member and Board of Trustee representative, describe what you see as the college’s commitment to diversity. What are some challenges we face?

FJ: The college is making inroads in the areas of diversity. There seems to be more and more intentionality in ensuring that faculty and students of color are recruited and, if qualified, hired. The Office of Multicultural Education is gaining more prominence as an agency for changing campus culture, and the Board is increasingly sensitive to the need to compete for “talent of color” if Hope College is going to remain relevant in a “browning” world. Even so, students of color still share too many painful stories of racism in the dorms and elsewhere on campus. These matters need to be aggressively dealt with, and such incidents must be swiftly and effectively resolved.

Outreach: What accomplishments and challenges can you cite regarding Hope’s work in recruiting and retaining a diverse faculty?

FJ: Hope is doing a credible job in increasing the numbers of its faculty and students of color. The administration seems to be firmly behind ensuring that Hope’s faculty and student body looks more and more like the larger parts of American society and the world. More people of color on the admissions staff could go a long way in furthering the likelihood of reaching the college’s professed goals of diversity. As for retention of faculty and students of color, life in West Michigan can be tough. There is a cultural deficit in so many areas that it can sometimes drive one to despair. For example, non-mainstream, i.e. dominant-culture, movies stay in theaters for a dismally short time. Clothing, ethnically appropriate hygienic products, and foods are slim to non-existent. Radio programming that offers intelligent, non-hip hop, forums and shows requires tuning into satellite transmitters which, while more available and convenient, still cannot fill the gap caused by the lack of such local stations. Admittedly, these are not things that the college can or should get involved with addressing or changing. However, if Hope seeks to recruit and retain a diverse faculty these matters of life outside the campus are as critical as life on campus.

Outreach: From your time in military service and corporate America, what are the key variables of a successful diversity plan that can be applied to higher education?

FJ: The key to a successful diversity plan is sincerity. People have a knack for sensing a “flavor of the month” initiative as opposed to one which has the backing of an organization from top to bottom. People have eyes and ears and they’re watching and listening. People of color are all too aware of histories of tokenism and blustery, half-hearted efforts in such matters that basically shoved them into an environment of poster children. If the college is sincere about increasing diversity, action must follow—and this shouldn’t be gradual, comfortable action. It’s the 21st century and the time for quibbling about whether or not people are ready is over.

Fred L. Johnson, III, Ph.D. is Associate Professor of History in the Department of History at Hope College.

“If the college is sincere about increasing diversity, action must follow—and this shouldn’t be gradual, comfortable action. It’s the 21st century and the time for quibbling about whether or not people are ready is over.”

–Dr. Fred Johnson

O U t r e A C H 3

Ask Alfredo Gonzales (‘76) about his new role and work in promoting diversity at Hope College in the context of a global society, he gives an enthusiastic response that speaks to a new mission built on a strong past. “My work to broaden the academic conversation regarding international and multicultural education is not necessarily a new direction for Hope,” says Gonzales, who assumed his new role as the Associate Provost and Dean for International and Multicultural Education in October 2006.

A Rich History of Diversity“Since its very foundation the college has taken note of the importance of preparing young men and women for global citizenship. Few institutions can make the claim of having graduated two Japanese students in the class of 1879 or opening their doors to African-American students beginning in 1928,” Gonzales reports. Despite such a rich history that many graduates and current generation of students fail to remember, Gonzales would be the first among the institution’s leadership to acknowledge that Hope may have itself lost focus and appreciation of that history.

While it is true that a focus on international education and expanding opportunities for all began almost since the inception of the college, such focus waned over the years. “It is equally true that over the intervening years Hope did not keep pace with its historical antecedents. My appointment as dean is a renewed commitment on the part of the Board of Trustees and President Bultman to the college’s mission of preparing students for global citizenship,” Gonzales said.

What Diversity Means at HopeDiversity is an all-encompassing term and system of beliefs that may differ from place-to-place. At Hope, diversity and international education take a very specific approach. Gonzales says “at its very minimum, our vision must prepare students to leave Hope with solid academic knowledge within their discipline and in the liberal arts, and with the requisite set of skills and understanding that will allow them to become successful world citizens.”

Gonzales knows that success in the areas of diversity and global education is measured by more than just an understanding of cultures and places. It is measured in how Hope prepares students in communication, becoming leaders in the world, and solving problems. “Such preparation will require all students to speak more than one language, know how to work and interact in a culture different from their own and possess the knowledge for understanding the political, historical, economic, social structures of the world,” comments Gonzales. In acknowledging the perfect intersecting of Hope’s spiritual dimension and development of leaders who work towards solutions, he says “A Hope education not only will prepare students for world citizenship but it will also equip them to live out their faith in the service of humanity.”

Alumni Support and Engagement Hope College graduates can be of important assistance in the mission of diversity, international education and Hope’s comprehensive plan in general. Amid his travels abroad, Gonzales is constantly informing and updating graduates about the international education programs as well as involving them in its workings, and making appeals for their support. Regarding that alumni support, he remarks, “We are fortunate to have such loyal and supportive alumni. As we move forward, and especially as we seek to make progress regarding international and multicultural education, we are going to need the support of all alumni in a variety of ways….including identifying potential students, in providing support for scholarships, and in recommending outstanding candidates for open positions at Hope.”

Offering a brief glimpse in the growing connection and cooperation with the Office of College Advancement, and Office of Alumni and Parent Relations, Gonzales suggests that “High on my list of goals is identifying additional financial support for diverse and international students. Equally important for me is a personal desire to have international and multicultural alumni return to Hope. Seeing them here, walking with them around our campus, and just making a connection again is such a personal high that I look forward to.”

d i V e r s i t Y A n di n t e r n A t i O n A L e d U C A t i O n

Associate provost and Dean for international and Multicultural Education: promoting Diversity and Educating Students for Global citizenshipAlfredo Gonzales

Alfredo Gonzales (‘76) is the Associate Provost and Dean for International and Multicultural Education. He has been at Hope College for 20 years.

“At its very minimum, our vision must prepare students to leave Hope with solid academic knowledge within their discipline and in the liberal arts; and with the requisite set of skills and understanding that will allow them to become successful world citizens.”

–Alfredo Gonzales (‘76)

4 O U t r e A C H

A L U M n i r e C O n n e C t i O n s

Eli Sanchez (‘78) reconnects with Hope college and helps with service on the Alumni Board of Directors

Many graduates can point to a time at Hope where the notable presence of a diverse group of students was natural and the norm. Eli Sanchez (‘78) remembers such a time and shows his support of Hope’s renewed mission to improve upon diversity through his reconnection with the college and new role on the Alumni Association Board of Directors. From nyc to Holland “I remember a pretty diverse student body on campus. It was fun, and interestingly reflective of the experience I had growing up in New York City, specifically lower Manhattan. The environment that I was born and raised in was like the United Nations. Little Italy was about six blocks away from me. SoHo was four blocks away, and you dealt with diverse groups from Chinatown to the financial district,” Sanchez recalls fondly. He lived in an environment where diversity up-close and personal meant more than street blocks and sections of town. “Orthodox Hasidic Jews and many other types of people made up my environment. I appreciated that although it was of course different than New York City, Hope had a notable amount of diversity on campus,” Sanchez remarks.

Sanchez appreciated that although it was the proverbial “apples and oranges,” the student body at Hope greeted him with a somewhat similar experience in New York. “Even among Latino students there was diversity. I remember students who came directly—or at least had origins—from Chile, Peru, Puerto Rico,” Sanchez observes. Nevertheless, he witnessed that the interaction between students was not as frequent. With an understanding that the presence of diversity does not often equate with the personal interaction, he notes, “I recalled that the interaction between these students and white students was limited. To a certain extent, I would say that it was the same with black students. Although the campus had some diversity in representation, I did not always see

it translate into interaction on a daily basis.”

Back to campus“I see the commitment to diversity and inclusion. Besides plans and the progress in student recruitment, I see the college’s commitment represented in many students,” he offers. Even before his appointment this year on the Alumni Association Board of Directors, Sanchez has seen evidence of a growing determination towards diversity. “During every visit I make to campus, I see a greater sense of awareness of the world and today’s global issues. Coming back to campus and seeing flyers, posters and meeting notices on forums about the strife and conflict in parts of Africa and the political issues in Venezuela.”

Through these informal visits to Holland as well as his Alumni Board meetings, Sanchez revels in the opportunities to interact and talk with current students. In Chicago he has hosted the Baker Scholars, a well-respected program of student leaders representing all disciplines—mainly in business—who meet with alumni. He likes what he has seen from many students regarding their understanding and efforts to embrace a diverse worldview. “So, in addition to the planning and priorities on diversity, I see more of a sense of embracing diversity among many students at Hope that shows that a commitment is here,” Sanchez said. “The genuine desire that I think was always there is now being matched by action. However, more can be done.”

“I see more of a sense of embracing diversity among many students at Hope that shows that a commitment is here. The genuine desire that I think was always there is now being matched by action.” - Eli Sanchez (‘78)

Eli Sanchez (‘78) is a Financial Advisor for Merill Lynch in Chicago and resides in Oak Park, Illinois.

nOtAbLe diVersitY PriOrities At HOPe COLLege:

Improve our effort and progress in racial, ethnic, geographic and economic diversity.

-From strategic plan, Hope In The New Millennium, approved by the Board of Trustees on May 5, 2006.

Secure endowed funds to provide opportunities for Hope students to experience other cultures on and off campus, and offer students the opportunity to study abroad in addition to attracting more interna-tional students to Hope.

Secure endowed funds to ensure Hope’s welcoming campus meets the diverse needs of all students, faculty and staff.

Increase support from granting agencies, foundations, and corpo-rations that enables the improve-ment of academic programs, com-mitment to diversity.

-From strategic plan, Hope In The New Millennium.

O U t r e A C H 5

A W O r d O F H O P e

Vanessa Greene: What motivated you to attend Hope College?

natalie Grand (‘08): I went to a diverse high school--but basically interacted with people of color. I felt Hope would enable me to expand my relationships and interactions beyond my own culture and other ethnically diverse cultures. I was also interested in a small school with a great science program. VG: What does Hope offer to make you valued in our campus community? nG: Hope provides a variety of excellent opportunities. I have been engaged extensively with research, the Office of Multicultural Education, Hope Asian Perspectives Association, and various other extra-curricular activities— including golf. In each of these areas, I have been treated as a valued member and contributor, versus just as a student. I have been respected and my opinions have been valued.

VG: What are your plans after Hope? nG: I plan to attend medical school. I am especially interested in Howard University due to their emphasis on underserved populations. I see this as service. My interest has been heavily influenced by Hope College, as Hope fosters the need to serve others.

VG: Describe your overall experience at Hope?

FJ: My overall experience at Hope has been amazing. I have built strong relationships with some great people, and have had the opportunity to take great classes. I’ve enjoyed opportunities to build relationships with people from totally different backgrounds, cultures, and perspectives. I feel that I am leaving with a better version of myself, due to the open relationships I have experienced and the opportunity to learn from people who are different. VG: What are some challenges you face at Hope? nG: I believe my greatest challenge was overcoming my insecurities. I felt I was inferior in my scientific thinking compared to other students. Many of the students I interacted with were earning 4.0 GPAs and came from backgrounds where their parents had Ph.Ds or medical degrees. My parents were blue-collar workers, and I doubted my abilities initially. VG: From your perspective, do you think Hope is working to make the campus diverse and inclusive of others? What can be done better?

nG: During the four years I have been here, I feel Hope has changed for the better. I feel the Multicultural Dessert Reception, Multicultural Enrichment Series, and Student of Color visitation days have made a difference in community building. These programs and outreach efforts make the campus better and richer in many aspects. This is important as it helps to strengthen the student body. nG: I feel Hope is trying to make the campus more inclusive. I believe administrators respond to crisis situations, but what happens in the aftermath of a crisis situation could be handled more effectively. Most of the cultural diversity courses (CDC) I took focused more on women’s issues. I believe and hope that the CDC will expand to include deeper and more contemporary issues related to diversity.

natalie Grand (‘08) shares the student perspective on diversity with Vanessa Greene, Director of Multicultural EducationVanessa Greene

Vanessa Greene has been Director of Multicultural Education at Hope for four years and recently was awarded the Phyllis Scott Activist Award.

Natalie Grand (‘08) is a senior from Canton, Michigan and serves as President for the Hope Asian Perspectives Association.

“I’ve enjoyed opportunities to build relationships with people from totally different backgrounds, cultures, and perspectives.” - Natalie Grand (‘08)

6 O U t r e A C H

CUrrent PrOgrAMs And ACtiOns tO sUPPOrt diVersitY initiAtiVes: For the first time in history, the college’s strategic plan—approved by the Board of Trustees— focuses on fundraising priorities for multi-cultural education that range from scholarships to faculty develop-ment.

The strategic plan also includes institutional fundraising priori-ties for international education to strengthen the number of interna-tional students at Hope and endow more study abroad programs.

During the 2007-08 academic year, 130 students will spend a semes-ter or the full year in 28 different countries. Hope students can study in over 60 countries.

30 years of partnership with Ferris University (Japan), Meiji Gakuin University (Japan), and Technos International College (Japan), Liv-erpool Hope University (England), and the Universidad Autonoma de Queretaro (Mexico).

FACULtY And stAFF:

Hope continues its collaborative effort—through the Hope College/Howard Hughes Medical Institute—with Howard University and The University of Texas at El Paso (UTEP). Hughes Fellows, recent doctoral graduates from Howard and UTEP, are members of groups underrepresented in the natural sciences or psychology who research and teach at Hope. The college is currently hosting six doctoral teaching fellows from this partnership.

Full-time staff: Non-white: 9.20% Part-time staff: Non-white: 7.69%

Full-time faculty: Non-white: 13.04%

bOArd OF trUstees: Eight women (including Indian-American) and three African-American men.

stUdent rePresentAtiOn: 2007-2008 ACAdeMiC YeAr: Racial/Cultural/Ethnic Diverse Students: 9.29% (African-American: 2.26%; Latino: 2.91%; Asian-Ameri-cans: 2.36%).

Number of International Students: 64 (representing 31 countries).

Thirteen (13%) percent of this year’s freshman class is comprised of diverse students (up from just five years ago when the figure was 5-6%).

This fall, the number of racial and ethnic diverse students from the Holland and West Ottawa school districts was 23 (compared to 5 students of color from these areas in 2004).

16.7% of Hope students are affili-ated with the Reformed Church in America, with the second largest denomination among students self-reported as Catholic at 12.7% (Non-denominational: 17.8%).

Although my job is mainly in development, working to secure major charitable gifts to support

diversity initiatives, I am looking forward to leading the effort in bringing Outreach to alumni, friends and other interested parties. Outreach will introduce you to the people who reflect diversity at Hope as well as our culture of diversity. Equally important, it is

my hope that you will also learn about the accomplishments, challenges, and future progress on issues of diversity at Hope.

Eric K. Foster (‘95) is an Advancement Officer for Diversity and Inclusion and the editor-in-chief of

W H e r e W e s t A n d & F i n A L t H O U g H t s

Reporting to you on diversity at Hope college

This first edition of Outreach introduced you to a number of people at Hope committed to improving our efforts around diversity and inclusion. In

alumni relations, we are partnering with the Advancement Office and the Office of Multicultural Education to host focus groups with ethnically diverse alumni in cities across the country. Participants in the focus groups will be asked to share information about their experience at Hope. From the data gathered here, we will create a plan to strengthen

our connections with all alumni. We have already hosted one focus group in Holland, Chicago and Washington, D.C., with three more following. We are looking forward to these conversations and improving the alumni experience with the college.

Mary Boelkins (‘96) Remenschneider is the Director ofAlumni and Parent Relations.

Outreach.

O U t r e A C H 7

Hop e C o l l e g eHome com ing

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R e c o n n e c t C e l e b r a t e1988 1993 1998 2003

Hop e C o l l e g eHome com ing

O c tober 3-5, 2008

R e c o n n e c t C e l e b r a t e1988 1993 1998 2003

NON-PROFITORGANIZATIONU.S. POSTAGE

PAIDHOPE COLLEGE

OUTREACHD i V E R S i t y A n D i n c L U S i O n At H O p E c O L L E G E

Office of College Advancement | www.hope.edu/advancement | 141 East 12th Street, PO Box 9000, Holland, MI 49422-9000 | 616-395-7775 | 616-395-7899(F)