By Sarah Achenbach ’88

An internal earthquake. That’s how Berna Hamill-Guzman ’29 describes her first year at Hollins University.

“Everything I knew about myself and what I wanted and believed in crumbled when I came to Hollins,” she says. “I realized there is so much more for me. Hollins has given me opportunities to grow and change.”

Hamill-Guzman is one of 125 national Hollins Opportunity for Promise through Education (HOPE) scholars in the class of 2029. Just weeks before her first semester, she was living in Easley, South Carolina, working two jobs to close a $3,000 gap between her scholarship and the cost of attending another college. As the first in her family to graduate high school and attend college, that balance might as well have been $3 million.

Her challenge wasn’t talent or ambition. With a teaching internship already completed and dreams of becoming a history teacher, Hamill-Guzman was ready for college. What threatened to derail her plans was the cost.

When she couldn’t close the gap, she assumed her college dreams were over. Then she remembered several emails about Hollins’ national HOPE program. The national program, launched in 2025, covers tuition, on-campus food and housing, and required fees for four years, completely loan-free, to academically talented students from limited-income backgrounds.

Hamill-Guzman applied after the deadline. A coveted spot opened. By the end of August, she was unpacking her future at Hollins.

“With HOPE, I realized college was possible,” she says. Now majoring in history with a minor in secondary education — and considering additional minors — she adds, “It’s the best thing ever, not having to worry about debt.”

For President Mary Dana Hinton, stories like Hamill-Guzman’s are both deeply personal and powerfully familiar.

Hinton, too, was a bright student with enormous potential but no clear path to pay for college. The family that employed her mother as a housekeeper in rural North Carolina offered to fund Hinton’s education. “I had no idea what the world had to offer until I had the opportunity to receive an excellent education,” she says. “Many people never discover their full potential because their world and their view of themselves have been narrowed by circumstances often beyond their control. The only difference between HOPE scholars and other Hollins students is an economic one.”

DESIGNED FOR BELONGING AND SUCCESS

Hollins’ strength lies in creating an intentional environment that connects HOPE scholars to mentorship, belonging, and opportunity from the start.

Jessi Kingery, HOPE Scholars Transition Coach, begins working with students in February of their high school senior year and continues with individualized advising once they arrive to campus, helping them shape schedules, connect to opportunities, and build confidence early.

“Jessi really fosters and inspires us,” says Jahaziah Griffin ’29. Griffin also appreciates how seamlessly HOPE scholars are integrated into campus life. “No one asks if you are a HOPE scholar,” she explains. “I didn’t realize that five of my closest friends were also HOPE scholars until weeks into our relationship.”

HOPE scholars also benefit from what has defined Hollins for 184 years: close relationships with faculty. When Griffin arrived with her cello (a beloved gift from her grandmother), private lessons were not financially feasible. But Associate Professor of Music and Music Department Chair Shelbie Wahl-Fouts didn’t hesitate to invite her to take lessons, covered by financial support. Griffin and two classmates later founded Coda Noir, a chamber ensemble that now performs on campus.

Before HOPE, Griffin worried student debt would force her away from her dream of becoming an elementary school teacher. “HOPE allowed me to breathe by removing the financial stress,” she says. “It really changed the trajectory of all my plans.

“We’re incredibly competitive among the most academically talented students. A Hollins degree is even more valuable because of how the institution is thriving.”

“It’s a different mindset when I came here, because I can pursue what I want to pursue. Now, I set the limit on how far I want to go.” Next year, those opportunities include being a writing tutor, continuing to perform with Coda Noir, and getting involved with the fencing club, pickleball, and theater.

HOPE has strengthened Hollins’ competitiveness. “We’re incredibly competitive among the most academically talented students,” Hinton says. “A Hollins degree is even more valuable because of how the institution is thriving.”

Enrollment strategy, Browning emphasizes, is about balance. HOPE complements Hollins’ continued investment in robust merit scholarships while ensuring the university remains responsive to students and families across a wide range of income bands, including those with the capacity to pay. “If you’re an incredible student and feel called to our mission, we want you here, regardless of family resources,” she says.

National HOPE scholar Julia Cooper ’29, who plans to double major in biology and Spanish, chose Hollins for similar reasons. “Other scholarships didn’t include housing or meals,” she says. “Without HOPE, my family would be taking on loans we couldn’t manage.”

Opportunities to ride and study abroad sealed the decision. Cooper’s love of horses began on a church mission trip at a barn in upstate New York. After her second riding lesson, Sherri West, director of Hollins’ equestrian program and riding coach, asked if she’d like to join the team. “It felt like I was jumping right into a very loving and caring family,” Cooper recalls. “I came with no equipment, and teammates donated what I needed.” She took four lessons a week last fall, partially paid for by her job at the barn.

“Hollins is a small school, but the huge benefit is that I can really connect with my professors,” adds Cooper, who plans to attend medical school. “Classes are more discussion-based, and since HOPE assists study abroad, I can do research in Ireland or Spain without worrying about the cost. When you are always worrying about your next bill, your mind tends to be closed off. HOPE gives me possibilities.”

Making the impossible possible is what Hollins has always done, Hinton reflects. “Every person I know is seeking hope right now,” she says. “And we actually have it living and breathing on our campus. No other institution is doing what Hollins is doing through HOPE.”

Hollins’ vision honors its leadership tradition as a women’s college while transforming the future of every person on campus and beyond. “HOPE is making a tangible difference in the lives of each student, their families, their communities, and every life they will touch,” she reflects.

BEFORE HOPE HAD A NAME

Scan the QR code to a video love letter from Hollins Trustee Sabrina Rose-Smith ’00 to her younger self. Raised in the projects of Birmingham, Alabama, Sabrina was a promising young woman with the intellect, ambition, and determination to succeed, but she believed college was out of reach. A chance encounter at a college fair changed everything, opening the door to possibility, education, and a future she once thought unattainable.

Like HOPE scholars, Sabrina’s story is a powerful reminder of what happens when an unstoppable young woman is given the opportunity to pursue her dreams.

Building on Our Past, Creating a Just Future

By Laura A. McLary, Nora Kizer Bell Provost, and Sarah Achenback ’88

In 2023, as a part of Hollins’ strategic plan, we began our academic renewal process grounded in a simple but urgent premise: our students are learning and growing in a rapidly changing world.

Our multi-year investment in academic renewal strengthens our academic programs, ensuring they remain rigorous, distinctive, and responsive to today’s students and the world they will enter after graduation. This work expands experiential learning, creates leadership opportunities for all students, introduces new interdisciplinary majors and programs, and empowers students to thrive in their careers as the world continues to change.

More than a curricular or program update, academic renewal is a transformation. It reimagines how students learn, engage, and lead in their communities and the world. Rather than departing from our traditions, academic renewal reaffirms our liberal arts foundation as a framework for building a just future amid technological, economic, social, and environmental disruption.

Charting this direction required months of collaborative work led by a dedicated team of faculty and staff who invested countless hours listening to faculty, staff, and students and researching both national trends in higher education and Hollins’ own institutional strengths and needs. These conversations were deep and invigorating, both challenging and inspiring. Drawing on our liberal arts tradition, we asked fundamental questions: What does it mean to teach and learn in a post-pandemic world? How do we define leadership, and what role does it play in creating a just world? How can the liberal arts help students cultivate belonging and agency while confronting the world’s most wicked problems?

As we begin implementing academic renewal, there are many stories worth telling. One powerful example is public health, Hollins’ newest and fastest-growing major.

A few years ago, faculty recognized a pent-up demand for programs that reflect the values-forward ethos of a liberal arts education while offering students meaningful, hands-on learning experiences. From that insight, the public health major was born, connecting theory with practice and preparing students for work that makes a tangible difference. Thanks to the visionary leadership of Jalloh Abubakarr, joined in 2024 by Susan Eagle, Hollins has not only met growing student interest but has already seen remarkable outcomes.

Alumnae, including Savannah Scott ’22, Jasmine Carmichael ’23, and Assi Abe ’24, are pursuing impactful careers in their communities. From study abroad in Kenya to conference presentations and the creation of initiatives like Hollins Access to Public Health Initiatives (HAPPI), students are discovering their capacity to effect lasting change.

Research tells us that all students — and especially first-generation students, a growing segment of our population — benefit deeply from experiential learning. Applying classroom and theoretical learning in real-world settings, supported by close faculty mentorship, strengthens learning and fosters confidence and purpose. Hollins has long offered internships and study abroad experiences, yet these opportunities have not always been accessible to students facing financial barriers or other obligations, even as evidence confirms their critical role in student success during college and beyond.

Academic renewal addresses this challenge directly. Building on our core curriculum, experiential learning is now embedded in every major, placing hands-on, applied learning at the center of every student’s experience. Majors like public health lead the way, requiring students to complete internships in their field. Public health major Jasmine Carmichael ’23, for example, interned with local Roanoke organizations supporting unhoused individuals. By leveraging existing resources and the generosity of new donors, Hollins can now guarantee funding for every student with demonstrated financial need, ensuring access to these transformative experiences.

Another cornerstone of the public health program is leadership development. Through experiential and community-engaged learning, students discover that leadership begins with identifying a problem and applying passion and knowledge to improve lives.

As President Mary Dana Hinton reminds us, leaders do not emerge fully formed; they arise everywhere, often from the margins. This perspective challenges the misconception that leadership is about accumulating and wielding power.

When students design and implement hands-on learning and community projects and see firsthand how their work transforms lives and environments, they recognize that leadership lies at the intersection of disciplinary knowledge and the human-centered values of the liberal arts. Leadership emerges when vision, mission, and action align.

As a result of academic renewal, every Hollins student will graduate with a leadership badge, supported by the generous resources of the Batten Leadership Institute.

Career preparation is equally important. It’s never too early for students to reflect on how their experiences at Hollins connect to future careers and life goals. Career and Life Design (CLD) has adopted the Liberal Arts Advantage framework, which centers on the skills, competencies, and dispositions research shows are essential for lifelong success. CLD staff partner with faculty to integrate this framework into courses and curricula, helping students actively reflect on how learning in the classroom, the field, the workplace, and the community prepares them for fulfilling careers and lives.

Through academic renewal, all majors will adopt the Liberal Arts Advantage tools, enabling every Hollins student to take ownership of their career preparedness while complementing and enriching CLD services. This approach equips students with both the language and self-awareness necessary to navigate a competitive job market.

Academic renewal also invites us to explore new interdisciplinary majors that respond to emerging societal needs. As with public health, new majors and programs will draw on the past, present, and future. Our liberal arts core provides the values-based framework for imagining and building a more just future. Renewal expands interdisciplinary learning, creating new pathways across disciplines and strengthening partnerships that reflect the collaborative reality of today’s workplaces.

One exciting outcome of this process is the creation of a new Center for Just Futures. The Center will serve as a hub for interdisciplinary, real-world projects rooted in liberal arts values, supporting collaboration among students, faculty, and staff. Questions such as how generative AI will reshape work and learning, or what ethical responsibilities we hold in protecting our shared humanity, will guide this work. A recent Mellon grant provides funding for faculty to develop courses and curricular pathways that connect the arts and humanities with community organizations to address local needs.

National surveys consistently show that Hollins students demonstrate a stronger interest in social justice than their peers at other small liberal arts colleges. We are educating students who want to tackle big problems and equipping them to turn ideals into action.

By Sarah Achenbach ’88

On Feb. 5, 1955, the S.S. Liberté departed New York City for Paris with Hollins students aboard. With varying degrees of fluency, a “crying towel” courtesy of Hollins College, and plenty of excitement and luggage, this wasn’t just a trans-Atlantic crossing. It was the launch of Hollins Abroad Paris (HAP) and the beginning of Hollins University’s 70-year legacy of global learning.

Since then, more than 3,500 alumnae/i have studied abroad, through a Hollins-sponsored program or with a partner organization — for a year, a semester, a summer, or a January-Term (J-Term). Global study isn’t just a meaningful addition to a Hollins education; it’s a hallmark of it. Living and learning in another country shapes students’ perspectives, deepens their understanding of the world, and fosters the confidence and curiosity that define Hollins graduates.

The Evolution of Study Abroad

Hollins’ study abroad experience began as a classroom-based, year-long program in Paris — an innovative step when international travel for women was rare. In 1975, Hollins added Hollins Abroad London (HAL), a semester-long program continuing the HAP model, with students living with host families for deeper cultural immersion.

Today, Hollins offers hands-on learning across 12 countries through 20 undergraduate programs spanning every continent except Antarctica. In 2006, the M.F.A. in dance added a three-week residency in Europe. Thirteen of the 20 current programs offer homestay, including J-Term language immersions.

“The field has shifted toward immersive, experiential learning, where students work with local communities and tackle real-world challenges through internships,” says Ramona R. Kirsch, director, global learning (GLO). “It’s about building intercultural competence and transferable skills that shape their personal, professional, and academic lives.”

Hollins now partners with 14 international organizations to expand access to study abroad, offering programs in more countries, robust student support, and full-credit transfer. In 2019, Hollins transitioned HAP to a partner-managed semester model, responding to declining interest in year-long programs. This shift allowed the university to maximize its investment in study abroad by increasing opportunities and support for students. HAL adopted the same partner-managed model a few years later.

Through these collaborations, students can study for a semester or J-Term at institutions such as Arcadia University in Italy, Greece, and Spain; Kansai Gaidai University in Japan; and Kenyatta University in Nairobi, Kenya, which became a partner via a two-year U.S. Department of State grant. Recent internships have included teaching and journalism roles in Saint-Lô, France, part of a collaboration between the French department, the Saint-Lô Institute, and the Roanoke Valley Sister Cities.

A Changing Landscape

Year-long study abroad programs are increasingly rare as students balance academic requirements, finances, and personal responsibilities. Semester and J-Term programs are now more accessible and better aligned with students’ degree paths, especially for double majors or those with sequenced coursework.

Hollins has expanded J-Term travel offerings led by faculty, now a hallmark of global learning. These month-long experiences offer rich academic engagement and flexible timing. Thanks to generous scholarships and travel awards, Hollins is able to remove the barrier to participation for students with high financial need. As always, a student’s financial aid package travels with them.

Timia Jackson ’26, a film and English double major, spent spring semester 2025 in Osaka, Japan, through the partnership with Kansai Gaidai University. Hollins’ frequent seminars on studying abroad and access to travel scholarships made her dream of living in Japan a reality.

“All I had to do was pay my normal tuition, which was a relief,” she says. “Staying for six months really meant I got to live there and not just visit. When things go from new to routine, you’re no longer living life the way you used to.”

The Roots of Global Study

Global learning is deeply embedded in Hollins’ liberal arts tradition, echoing the Grand Tour of the 17th and 18th centuries. “Of course, those early tours were reserved for the privileged, primarily men, who traveled Europe to gain knowledge and cultural sophistication,” Kirsch explains. Today, Hollins opens those experiences to a broader, more inclusive community.

These traditional tours embodied core liberal arts values: intellectual curiosity, cultural fluency, critical thinking, and adaptability. They laid a foundation that was especially meaningful for women’s education 70 years ago and continues to resonate today. “For female leaders, learning abroad cultivates confidence, cross-cultural communication, and resilience,” Kirsch adds. “It equips them to navigate complex global landscapes and lead with insight, empathy, and impact.”

Many distinctions of Hollins’ earliest study abroad programs remain central today: living with host families, short immersive excursions, and the camaraderie of small group travel.

Developing a Worldview

No matter the destination or duration, studying abroad makes a lasting mark. For Leslie Lykes de Galbert ’72, it began with 12 months in Paris that included a 12-week European tour as part of the HAP program in 1970. Following graduation, the philosophy major moved back to Paris for her first job as a translator at the Pakistani embassy. “I was translating from French to English in the embassy of a South Asian Muslim country,” she says. “It was absolutely fabulous — more learning about different cultures and people.”

De Galbert has lived in Paris for 55 years, raising a family and building a career as a psychologist and psychoanalyst. A member of the C.G. Jung Institute in Zürich and a board member of Mind and Life Europe, she’s published articles and translations in French journals and is currently writing her first book, in English, on Western neuroscience and Eastern contemplative practices, particularly Tibetan Buddhism, to be published in 2026.

“I have always loved traveling, visiting new countries, hearing different languages, discovering, being bathed in history, learning about the world, and broadening horizons,” de Galbert says. “More than ever, I believe that in today’s world, Americans need to have experiences abroad. It’s just vital, even for a month or a summer.”

For Gigi de Manio ’88, an internationally known fine-art wedding and commercial photographer, studying abroad was a family tradition. While her twin sister Jackie de Manio Eberley ’88, mother Betsy Cragg de Manio ’66, and aunts Susan Cragg Ricci Stebbins Lincoln ’62 and Nancy Cragg Lincoln ’60 participated in HAP, de Manio’s choice of HAL unknowingly planted the seeds for her career.

“It was in London that I first discovered the world of art,” says de Manio, whose retrospective book, SILVER: Moments into Memories, was published this year. “Surrounded by museums, theater, and everyday street life, I began to understand the power of observation and storytelling. Our art history classes took place inside The National Gallery and the Tate, where we studied masterpieces in person rather than on slides, making the learning experience unforgettable.”

Tasha Bestrom ’18 was drawn to a J-Term environmental science program because it blended science, nature, and the sea. In 2014, she joined a marine-biology, research-focused trip to the U.S. Virgin Islands with Environmental Studies Chair Renee Godard and Paula Pimlott Brownlee Professor Morgan Wilson (biology). Bestrom participated in the trip each January throughout her Hollins experience. She parlayed her passion for marine biology into the first-ever Hollins honors thesis on coral reefs, ultimately leading to a co-authored paper with Godard on endangered coral species, published in Caribbean Naturalist.

Inspired, Bestrom studied abroad again in Panamá and later earned her M.S. in marine and environmental science from the University of the Virgin Islands. “I already understood what it was like to appreciate a different culture and to be inquisitive about new things and embrace them,” she reflects. Today, Bestrom oversees the U.S. Virgin Islands’ Acropora Monitoring Program.

These transformations are what faculty hope for, says Tina Salowey, retired professor of classical studies, who has led J-Term trips to Greece since 1998 with Chris Richter, retired associate professor of communication studies, her travel partner and spouse. “Students learn a way of being in the world that’s untethered from the adults in their lives,” Salowey adds.

Expanding the Global Learning Map

When the Covid-19 pandemic brought global travel to a halt in March 2020, Hollins acted swiftly to return students home safely. During the travel pause, the university seized the opportunity to reimagine study abroad preparation and reflection.

In 2021, Hollins launched two new global learning courses: UNIV 101 Predeparture and UNIV 102 Reentry. These six-week courses are now required for all study abroad participants. UNIV 102 invites them to reflect on their experiences and align them with academic and professional goals. Through projects like visual “Diversity Diptych,” podcasts, or videos, students share their growth during the annual Experiential Learning Showcase, in collaboration with GLO and Career and Life Services.

“Study abroad has always been life-changing,” says Kirsch. “Now it’s more intentional — before students leave and after they return.”

Hollins is also expanding where and how students can go abroad. New offerings include a semester and J-Term program in Mexico, an interest of Hollins’ Spanish speakers with family roots there. GLO is exploring other locations to expand J-Term abroad experiences.

While Hollins maintains partnerships with dozens of institutions around the world, GLO also works closely with students seeking summer opportunities or those exploring programs beyond Hollins’ formal agreements. These pathways make study abroad more accessible, flexible, and customizable.

Closer to Home: Domestic Study Experiences

Not all students can or want to travel internationally, Kirsch notes. For them, Hollins has introduced study away programs within the U.S., providing immersive learning in diverse cultural settings. One example is the Puerto Rico study away program, which connects students with the island’s unique heritage and environmental challenges.

In addition, in January 2025, Hollins professors Wilson and Jon Guy Owens, director of the Hollins Outdoor Program, led the first-ever J-Term course titled “Wilderness and Wildlife: An Exploration of the Natural and Cultural History of Southeastern U.S.” Participants visited national parks, seashores, wildlife refuges, and designated wilderness areas of the southeastern U.S., taking a deep dive into wildlife conservation, natural and cultural history, and outdoor leadership.

 

 

 

 

Opening Doors. Enriching Lives. Shaping Hollins.

By Anita Branch-Brown, vice president of institutional advancement

At Hollins, the generosity of our alumnae/i and friends fuels meaningful progress across every corner of campus. From expanding scholarship support to enhancing wellness and renewing beloved spaces, your contributions are helping students thrive academically, personally, and professionally. Below, you’ll see how your support is shaping lives, strengthening traditions, and preparing today’s students to become tomorrow’s leaders.

West Hall Renovation

Preserving a Beloved Landmark. Preparing for the Future.

For generations of Hollins students, West has been more than a building. It’s a cornerstone of friendship, growth, and self-discovery. From heart-to-hearts in the hallways to Tinker Day celebrations on the Front Quad, West has been the backdrop to countless Hollins memories.

Now, we are reimagining this beloved residence hall for the future, preserving its historic charm while enhancing its function for today’s students.

Thanks to our generous donors, $8 million has been secured for the renovation of West. Phase I included updating restrooms, and construction continues through the upcoming
academic year:

• Geothermal heating and cooling for sustainability
• Elevator installation for improved accessibility
• Renovated social spaces, including a kitchen and gathering areas for student connection and community

---

Wellness

Supporting the Whole Student — Mind, Body, and Spirit

At Hollins, wellness is more than a service. It’s a way of life. Our vision reaches across every dimension of a student’s experience: physical, emotional, cultural, environmental, financial,
intellectual, occupational, social, and spiritual.

The Cynthia L. Hale Holistic Wellness Center will be the centerpiece of this vision — transforming our former gym into a modern space where students can:

• Move their bodies and restore their minds
• Explore passions and connect with peers
• Seek support and grow in every area of life

With your continued support, this dynamic hub will enhance wellness resources across campus and provide student-athletes with the training, recovery, and resilience tools they need to thrive.

We are deeply grateful to the donors who have already made a commitment.

---

HOPE (Hollins Opportunity for Promise through Education) Scholarship

Eliminating Barriers for High-Potential Students — and Transforming Hollins’ Future

Since 1842, when Hollins was founded to give young women the education and opportunities they were denied elsewhere, we have opened doors for generations of leaders. Our alumnae/i have shaped communities, professions, and the world.

That legacy continues today, with the same spirit and determination: when talented women are given the opportunity to sharpen their skills, pursue their passions, and discover their fullest potential in a community like ours, the result is life-changing.

But the barriers facing students today have evolved. The most pressing challenge in higher education is financial access.

As more college-bound students come from families with limited resources, we are called to act. Will we provide ambitious and talented young women with access to a Hollins education regardless of financial background?

Thanks to your support, the answer is yes.

The HOPE Scholarship has been awarded to 125 students who began their Hollins journey this fall.

Our next goal: Secure $125 million to endow HOPE to ensure that future generations of students have the same access to opportunity.

---

The Hollins Fund

Every Gift. Every Student.

The Hollins Fund has long been vital to our mission, directing support to the areas of greatest need. For years, it has provided critical assistance to students through scholarships.

Now, we’re deepening that commitment: 100% of all Hollins Fund gifts will support student scholarships — opening more doors and creating more opportunities.

This renewed focus reflects our core values: equity, access, and student success. And it ensures that every gift has an immediate and powerful impact on students’ lives.

by Meredith Cope-Levy ’12, M.F.A. ’18

Donor Spotlight: Madeline Evangelista ’21

Madeline Evangelista ’21 earned her B.A.in business with a concentration in finance and a minor in economics in just three years. While at Hollins, she was a varsity swimmer, career connector with the Center for Career and Life Design, and a work-study employee in the International Programs office. But her most transformative experience? Studying abroad in Japan.

In spring 2020, Evangelista arrived at Kansai Gaidai University expecting to stay for one semester. The Covid-19 pandemic changed those plans, and she remained through the fall; one of just nine international students, and the only one still sponsored by her home institution. Immersed in Japanese culture, she took private ceramics lessons, integrated into native classrooms, and formed close friendships with local students that continue today. Through travel with these friends, she explored the Kansai region, visiting her friends’ “hometowns [or] smaller temples and shrines that I wouldn’t necessarily have found.”

Without a doubt, her study abroad experience launched her career at Norinchukin Bank, a century-old Japanese institution supporting agriculture, fisheries, and forestry. She joined the bank in August 2022 after being headhunted for her business degree and extensive experience with Japanese culture. In July 2024, she was promoted to internal audit officer. Today, she’s eyeing graduate school — either in the U.S. or abroad — backed by the confidence and communication skills she honed at Hollins.

From Scholar to Proud Donor

Madeline began giving back as a first-year student, with Day of Giving gifts of just $5 or $10, knowing her own scholarship support made Hollins possible. Now a proud member of the Marian Wolff Young Society, she’s given more than $500, with recent gifts supporting study abroad.

“[Hollins] is a very special place, and I want more people to be able to experience that,” she says.

She understands how small costs, like books or visa application fees, can add up and wants to help students access enriching experiences like hers.

“I want to help the next generation of young women become thoughtful leaders, [to] give them as many opportunities as possible, and to help them believe they can achieve anything they put their mind to.”

Because of Evangelista’s steady and dedicated support, more students will get to write their own global stories — just like she did.

Inspired by Madeline’s journey? She’s opening doors for the next generation of Hollins leaders — one gift at a time. You can, too. Whether it’s $5 or $500, your gift empowers students to explore, grow, and lead. Make your impact today.

���Ĵ�ý.edu/giveonline

Since its founding in 1842, Hollins University has been sustained and strengthened by the generosity of those who believe in the transformative power of women’s education. From our earliest days, philanthropy has been the cornerstone of
our beloved institution—a unifying force bringing together alumnae/i, students, parents, and friends to ensure Hollins’ enduring success.

This past year, the spirit of giving that defines Hollins was more vibrant than ever. Members of the 1842 Society, Miss Matty’s Circle, and the Marian Wolff Young Society joined countless others to drive forward our mission, enabling us to nearly reach the aspirational goal of the Hollins Fund. Much of this momentum came from the remarkable enthusiasm of reunion classes, whose dedication serves as an inspiring reminder of the strength of our community.

Equally transformative has been the ongoing impact of two significant anonymous gifts: one made almost two decades ago to eliminate debt, and the $75 million gift to the endowment for scholarships, both of which have redefined our approach to giving and built extraordinary momentum. Fast-forward to the present: those moments are the impetus for the commitment of individuals and the Board of Trustees to champion the expansion of the HOPE Scholarship initiative, a program poised to redefine affordability and access for future generations of Hollins students. Their support exemplifies the collaborative effort and shared vision that make Hollins extraordinary.

Together, through every gift and every act of service, we are building a future as bright as our legacy is enduring. Hollins thrives because of you—and because of a shared belief in theprofound impact of educating women to lead lives of consequence and meaning.

Additional posts in this section:

The Numbers

What Your Gift Supported

Alumnae/i Engagement

Giving Society Recognition

“Hollins empowers women to use their voice, especially at the voting booth.

Hollins President Mary Dana Hinton

READ MORE > A lifetime of Civic Engagement

We talked with two alumnae, both in the Class of 1989—one a Democrat, the other Republican—who matched their passion for politics with a career focus on civic engagement. Both are staunch supporters of civil discourse when it comes to civic engagement, with wise words on how women can and should wield their political power.