Hope College is a private, liberal arts college located in Holland, Michigan affiliated with the Reformed Church in America. It has around 3,200 students and offers 80 majors. Its motto is "Hope in God" from Psalm 42:5. Academically, it is known for its strong sciences, arts, nursing and engineering programs. It emphasizes faith integration and undergraduate research.
International School for Jain Studies Oct 2009Sulekh Jain
Expansion of South Asian Studies.
Jainism currently has only a miniscule presence.
Jainism has survived and flourished in India in the past.
Doctrines of ahimsa, aparigraha , anekanta and karma relevant today.
New generation of Jains must acknowledge their identity proudly and discuss Jainism with non-Jains.
Modern and creative approaches are needed.
ISJS is remedying this by training and motivating current and future researchers and faculty/teachers.
Ashoka University is a philanthropic initiative founded by eminent scholars and visionaries of our time. We offer a liberal education at par with the best in the world. Taking our inspiration as much from Emperor Ashoka's commitment to knowledge and peace to the Ivy League's emphasis on rigour and breadth, we offer multidisciplinary courses of thought and socially-conscious modes of study. Ashoka is a place where the most inspiring teachers and brightest learners come together in a uniquely holistic model of higher education.
We will nurture, not only the best students in the world, but the best students for the world.
International School for Jain Studies Oct 2009Sulekh Jain
Expansion of South Asian Studies.
Jainism currently has only a miniscule presence.
Jainism has survived and flourished in India in the past.
Doctrines of ahimsa, aparigraha , anekanta and karma relevant today.
New generation of Jains must acknowledge their identity proudly and discuss Jainism with non-Jains.
Modern and creative approaches are needed.
ISJS is remedying this by training and motivating current and future researchers and faculty/teachers.
Ashoka University is a philanthropic initiative founded by eminent scholars and visionaries of our time. We offer a liberal education at par with the best in the world. Taking our inspiration as much from Emperor Ashoka's commitment to knowledge and peace to the Ivy League's emphasis on rigour and breadth, we offer multidisciplinary courses of thought and socially-conscious modes of study. Ashoka is a place where the most inspiring teachers and brightest learners come together in a uniquely holistic model of higher education.
We will nurture, not only the best students in the world, but the best students for the world.
This contains findings of empirical research carried out on the people from border areas of Jammu, who have to flee their homes everytime crisis strikes the border.
Barbour, M. K. (2008). Virtual schooling and online learning: Michigan education in a flat world. Keynote presentation to the Alliance for a Media Literate America – Michigan Caucus, Detroit, MI.
A cycle of religious (il)literacy beginning with students todaySssr presentationAlice Chan
This was presented at the Society of Scientific Studies in Religion (SSSR) in Indiannapolis, IN in Oct 2014. It discusses preliminary ideas based on my current doctoral research on religious literacy and religious bullying. Please feel free to contact me if you would like to discuss the ideas in detail.
Presentation abstract:
Employed in international private sector companies, and later as a Canadian school teacher, and high school community counselor, I had the opportunity of observing religious and non-religious adult and student perspectives. From these observations, I introduce the possibility of a cycle of religious (il)literacy that may be perpetuating in our society today. Based on Moore’s (2007) concepts of religious literacy and illiteracy, I discuss the possibility that student religious literacy today is important to build the bridge for societal religious literacy tomorrow. As students become parents, society needs to recognize students’ salient roles in being religious literate individuals, especially in diverse societies. Building on my Masters research, this paper presents a theoretical consideration of a religious (il)literacy cycle within my broader research on religious literacy and religious based bullying within public school contexts in Montreal, Quebec and Modesto, California. Hence, only a brief discussion on research methods will be offered.
“Children have the right to receive an education that presents the human experience in all its complexities and multiplicities. This includes the ways in which the quest for meaning has expressed itself through the development of religious thought.”
(Sweet, 1997, p 11)
The necessity of providing an inclusive environment for diverse students has been a pillar amongst effective teaching strategies for decades. With increasing changes to student population, educators need to go beyond multicultural awareness, amongst other aspects of diversity, to include the discussion of religious differences as well. Used as a framework for many students to understand and navigate through the world, religious differences and the discussion of is imperative, specifically within the public school setting, based on current literature and my qualitative research findings within the Greater Toronto Area (GTA). Although many people assume secular environments should not include any religious aspect, the public school classroom should not be an arena void of religious discussion. By informing teachers of key religious items and ways to conduct dialogue with students and parents, a more inclusive classroom for their school community can be fostered, which in turn allows students to understand one another more, creating a safe environment for further discussion and inquiry, and be better prepared for our diverse society. Detailed strategies and the tension that arise between student-student, student-teacher, and teacher-parent are discussed in my findings.
This contains findings of empirical research carried out on the people from border areas of Jammu, who have to flee their homes everytime crisis strikes the border.
Barbour, M. K. (2008). Virtual schooling and online learning: Michigan education in a flat world. Keynote presentation to the Alliance for a Media Literate America – Michigan Caucus, Detroit, MI.
A cycle of religious (il)literacy beginning with students todaySssr presentationAlice Chan
This was presented at the Society of Scientific Studies in Religion (SSSR) in Indiannapolis, IN in Oct 2014. It discusses preliminary ideas based on my current doctoral research on religious literacy and religious bullying. Please feel free to contact me if you would like to discuss the ideas in detail.
Presentation abstract:
Employed in international private sector companies, and later as a Canadian school teacher, and high school community counselor, I had the opportunity of observing religious and non-religious adult and student perspectives. From these observations, I introduce the possibility of a cycle of religious (il)literacy that may be perpetuating in our society today. Based on Moore’s (2007) concepts of religious literacy and illiteracy, I discuss the possibility that student religious literacy today is important to build the bridge for societal religious literacy tomorrow. As students become parents, society needs to recognize students’ salient roles in being religious literate individuals, especially in diverse societies. Building on my Masters research, this paper presents a theoretical consideration of a religious (il)literacy cycle within my broader research on religious literacy and religious based bullying within public school contexts in Montreal, Quebec and Modesto, California. Hence, only a brief discussion on research methods will be offered.
“Children have the right to receive an education that presents the human experience in all its complexities and multiplicities. This includes the ways in which the quest for meaning has expressed itself through the development of religious thought.”
(Sweet, 1997, p 11)
The necessity of providing an inclusive environment for diverse students has been a pillar amongst effective teaching strategies for decades. With increasing changes to student population, educators need to go beyond multicultural awareness, amongst other aspects of diversity, to include the discussion of religious differences as well. Used as a framework for many students to understand and navigate through the world, religious differences and the discussion of is imperative, specifically within the public school setting, based on current literature and my qualitative research findings within the Greater Toronto Area (GTA). Although many people assume secular environments should not include any religious aspect, the public school classroom should not be an arena void of religious discussion. By informing teachers of key religious items and ways to conduct dialogue with students and parents, a more inclusive classroom for their school community can be fostered, which in turn allows students to understand one another more, creating a safe environment for further discussion and inquiry, and be better prepared for our diverse society. Detailed strategies and the tension that arise between student-student, student-teacher, and teacher-parent are discussed in my findings.
A presentation by Noel Harmon, senior research analyst at the Institute for Higher Education Policy and Becky Rosenburg, director of the Center for Teaching, Learning and Assessment and director of the Academic Skills Achievement Program at California State Monterey Bay to the Association of American Colleges and Universities (AAC&U) on Minority Serving Institutions.
CSO Webinar: The Power of Near-Peer Mentoringimfirstgen
This is a Center for Student Opportunity Best-Practices Webinar for College Partners titled "The Power of Near-Peer Mentoring: Supporting Your First-Generation and Underserved Students"
Davis & Elkins College Campus Presentationabbap86
Presentation created keeping in mind D&E Admissions Department Staff utilizing presentation as a tool at High School Recruitment Fairs while on the road.
Presentation delivered by Prof. Emily Pentzer, PhD, at Northwestern University through a student invited NUBonD seminar in March 2018. The presentation discusses challenges and opportunities for first generation (first gen) college students majoring in STEM fields, drawing from published literature and personal experiences of Prof. Pentzer. Prof. Pentzer is the Frank Hovorka Assistant Professor of Chemistry at Case Western Reserve University in Cleveland, OH.
Catering to the Needs of International ResidentsJoshua Acosta
I was selected as the most eligible candidate from IUP to present at the annual RA conference at Carnegie Mellon University. Working collaboratively with select Residence Hall staff members, we designed a presentation to address the issue of catering to the needs international residents. I was responsible for developing and carrying out video interviews for a number of international students, compiling and analyzing data gained from these interviews, and combining portions of videos into subject-based clips for insertion in a PowerPoint presentation. During the conference, I presented a portion of the PowerPoint to conference attendees with my other team members, Martin Sagendorf and Katie Fox.
This is a conference presentation material focused on international students' socialization through the church organization. Article is under review process.
Culture, Generational Differences and Spirituality in Nursing
Hope College Presentation
1. our anchor of HOPE for the future!
Hope's motto, taken from Psalm 42:5:
Spera in Deo ("Hope in God")
Kaitlin Heenehan & Deborah Smith
October 25, 2011; EDHE 6064
2. Quick Facts
• Type: 4 year, private, religiously affiliated,
liberal arts college
• Location: Holland, Michigan on Lake
Macatawa (5 miles from Lake Michigan)
• Colors: Blue and Orange
• Nickname: Flying Dutchmen/Flying Dutch
– Division III- 18 sports, Michigan Intercollegiate
Athletic Association
• Religious affiliation: The Reformed Church in
America (RCA)
• Enrollment: 3,202
• Majors: 80 total leading to B.A., B.S., B.S. in
Nursing, B. Music
• Student/Faculty ratio: 13/1
3. The Flying Dutch
Known as the Dutchmen since the start of intercollegiate athletics in 1926.
The colors Royal Blue and Orange were chosen because they were the colors
of the Netherlands flag at the time.
Coined by a student sports writer in 1958 after a big basketball victory.
Changed to the Flying Dutch with the addition of women’s teams in the
1970s. Dutch the Mascot made his courtside debut in 2006.
The Wooden Shoes rivalry with Kalamazoo College began in 1930’s. These
shoes are the trophy!
4. More Facts
• Great Lakes Colleges Association
Albion College, Allegheny College, Antioch College,
Denison University, DePauw University, Earlham College,
Hope College, Kalamazoo College ,Kenyon College,
Oberlin College, Ohio Wesleyan University,
Wabash College, The College of Wooster
• Buildings: 119, 98 are housing
• Budget fact: No deferred maintenance,
plan for 125% for each new project
5. History
• Holland settled by Dutch in 1847
• “Pioneer School” founded in 1851
then “Holland Academy”
• Support from The Reformed
Church in America
• State charter in 1866, first
graduates 2 months later
• Name from Reverend A.C. Van
Raalte quote
• 1870s graduate level aspirations
• Western Theological Seminary
• Co-ed in 1878
• Enrollment boom post WWII
6. Community
• Resort Town
• “All American College Town”
• Positive “town and gown” relationship
• Dimnent Memorial Chapel: landmark known for stained glass
• Random:
– 2nd Happiest place to live in America (Gallup-Healthways Well
Being Index 2010)
– One of nation’s “Smartest” cities (Portfolio.com)
– Top 5 safest cities (Forbes magazine)
– Known for “Tulip Time Festival”
7. Vision
The Vision that motivates Hope:
• To pursue truth so as to renew the mind, enrich the
disciplines, and transform the culture
• To inspire passion for knowledge that grows into
understanding and bears fruit in wisdom
• To be an exceptional undergraduate liberal arts
college that provides excellent professional and pre-
professional programs
• To be a leading Christian college, ecumenical in
character and rooted in the Reformed tradition
• To enhance education through residential
community and superior co-curricular programs
8. Mission and Values
The Mission that guides Hope
The mission of Hope College is to educate students for lives of
leadership and service in a global society through academic and
co-curricular programs of recognized excellence in the liberal arts
and in the context of the historic Christian faith.
The Core Values that shape Hope:
• To offer rigorous academic programs
• To contribute to the body of knowledge in the academic
disciplines
• To nurture vibrant Christian faith
• To be a caring community
• To foster development of the whole person—intellectually,
spiritually, socially, physically
• To be wise stewards of resources
9. Qualities and Virtues
The Qualities that distinguish Hope
• Academic excellence and deep Christian faith joined together to strengthen
each other in a supportive and welcoming community
• Masterful teaching coupled with rigorous faculty scholarship
• National leadership in collaborative faculty/student research and creative
activity
• Recognition in the arts and humanities
• Unique Christian character
• Nationally recognized undergraduate library
• Award-winning student activities and intercollegiate athletic programs
• Attractive lakeshore location with a downtown campus and an unusually
harmonious town-gown relationship with the Holland community
The Virtues that mark conversation at Hope:
Humility to listen; Hospitality to welcome; Patience to understand; Courage
to challenge; Honesty to speak the truth in love
10. 2010-11 Students
• Full-time student • 42 states and 30
population goal of countries represented
“about 3,000 full-
time” set in 1999 • Most students are
Michiganians (68%)
• Current Enrollment is
3,202 • Most out-of-state
3,103 full-time students hail from
99 part- time bordering Illinois,
Indiana and Ohio
11. 2010-11 Students
• 60.0% Women
• 40.0% Men
• 1.6% International
20% from China • 22% Reformed theology
• 10.2% Minorities denominations.
– 2.7% Black/African
American
– 3.9% Hispanic/Latino • 17% Roman Catholic
– 2.3% Asian
– ˂1% Native American
– 1.0% Multiracial • 50% other Protestant
• 88.2% White denominations.
• 11% do not indicate a
religious affiliation
12. 2010-11 Students
• 78% of students reside • Average age dropped
on campus. from 21 to 20,
concurrent with
• 13% of men join elimination of married
Fraternities housing, in 2008.
• Most popular of 80
majors:
• 16% of women join
Sororities - Psychology
- Communication
- Management
- Nursing
- Exercise Sciences
13. Faculty
• 342 Instructional • 65% of part-time
Faculty faculty are women
• 50% Women • 87.5% of full-time
faculty hold a Ph.D.
• 50% Men
• 12% of part-time faculty
• 2.6% International hold a Ph.D.
10.8% Minorities
86.6% White
14. Academics
• Freshmen Retention • Holistic integration of
rate is 87% Christianity into the
• 6-year graduation classroom
rate is 79% • Frequent references
• 692 degrees conferred to “the historic
in May 2011 Christian faith”
• “Growing world
Christians in the soil
of hope”
15. Academics
Specialized Accreditations Study Abroad
• The only U.S. private, four-year • Affiliations with 3 Int’l
liberal arts college nationally organizations: CIEE, IES, SIT
accredited in 4 areas of the arts:
Art • 200 Domestic & Int’l program
Dance choices
Music
Theater • International Affiliations:
• Other nationally accredited – 9 universities in Japan, China, India,
programs: England, Mexico, Netherlands
– Engineering – Hope’s Vienna Summer Program
– Chemistry
– Nursing
– Social Work
– Athletic training
16. Sciences
• Undergraduate
Research
• REU summer research
• Hope - 1 of only 10 program
undergraduate
institutions with active 170+ students
NSF Research 50 faculty
Experiences for • Participation is
Undergraduates (REU)
Site Award competitive; applicants
come from other
universities as well
17. Sciences
• Hope- HHMI collaboration • 2011 Program Goals:
for integrated science – Biomedical research
research. – Improve K12 science
education
• Faculty and students work
together on complex, – Increase diversity in
interdisciplinary, real-world science
problems. – Continue innovation in
contributions to
• Creation of new minors in “scientific teaching.”
neuroscience,
environmental science,
computational modeling.
18. Diversity Efforts
• 1997 Plan to increase • Office of Multicultural
campus diversity Education
remains in effect. - Black Student Union
• HHMI 2004-08 grant - Hope’s Asian Perspective
for mentoring Post-doc Association
- La Raza Unida
future faculty from
- Delta Sigma Theta Sorority
Howard University.
• Phelps Scholars Program
• Increased recruiting from
specific area high schools
20. Governance
Board of Trustees
The Board consists of not fewer than twenty-four (24) nor more
than thirty-four (34) members.
Twelve (12) are elected by the General Synod of the Reformed
Church in America.
Not fewer than twelve (12) nor more than twenty-two (22) at-large
members are elected by the Board of Trustees.
Two are elected by the Board of Trustees from among the faculty
members.
The President of the College is a member by virtue of his office.
21. Presidents
• Dr. James E. Bultman
The 11th president of Hope College on July 1, 1999.
A 1963 Hope graduate, he assumed office with more than two
decades of direct experience at Hope, including his student
days.
He is retiring in June 2012.
• Qualities of the new president are a 2-page list, including:
will have a genuine love of interaction with students and
faculty
a healthy appetite for engaging with a wide variety of people on the
subject of Hope.
personal characteristics of intelligent warmth,
integrity, sense of humor, energy, authenticity and
humility will be critical.
22. Traditions
• Nykerk (1936)
• 22 minute services
• “The Gathering”
• The Pull (1898)-Video