Nicole Frederick: Engineering a Better World

NicoleIn all facets of life, Nicole Frederick is a burgeoning force for good.

“Every morning, if I wake up and I don’t feel like I’m contributing to the world, or doing something good for people, I feel frustrated. Renewable energy is that good fusion between my interest in technology, engineering, and that social component because I’ve always been interested in doing good for my community. It gives me a sense of purpose and a sense of value.”


Her specific focus on renewable energy as an effort to leave a meaningful impact on the world stems from her early awareness of nature and her love of outdoor activities. However, she has always understood that nature is in jeopardy as a result of the non-ecofriendly industries that fuel the machine of modern society. Her belief that “…we can generate the same amount, if not more, energy long-term by using sources that don’t deplete our natural resources or cause damage…” drives her work as an engineer who strives for a healthier earth. “You see fracking and people lighting their tap water on fire and that’s not good….all of the impact that oil drilling has on first and third world nations that we don’t hear about has an incredible health impact as well… Renewable energy research has an incredible potential to help a lot of people in a lot of ways beyond just clean energy production.” Nicole SNW 2


Prior to graduating from Stanford with a B.S. in Management Science and Engineering, Nicole interned with Seattle Northwest Securities and Skanska, one of Rainier Scholars long-term partners, where she developed her technical skills in business, engineering and project management. “Engineering was something I always wanted to do, but I didn’t have the skillset. The project engineering role at Skanska was a great transition because project engineers need business skills. I was bidding on projects and talking to clients and talking to subcontractors, but I was also learning blueprint reading. The business skills that I gained have proven to be invaluable to my career.”


During her academic career, Nicole found a powerful support network in the Rainier Scholars community that guided her transition between industries and majors in college. When she faced challenges in life or in school, she knew she could rely on her college academic counselor to provide a reassuring and objective perspective on any situation while keeping her motivated. “One thing I like about Rainier Scholars is that I know I’m not doing it alone. I’m in a cohort of a lot of people who are my age and going through the same struggles. Every time I come back to Seattle, I get to catch up with people and see what they’re doing, which does two things: it provides a support network and it keeps me from getting complacent.”


A passion for renewable energy. A strong sense of social responsibility. A deep understanding of community. A perfect mix that makes Nicole Frederick a force, moving us toward a more hopeful and sustainable future.









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Rainier Scholars Eliminated the Impossible

Johnny ValdezWhen I was 11, Rainier Scholars gave me the early understanding that education, determination, and the practice of the program’s core values of perseverance, integrity, and courage are the most effective ways to realize a dream. Being a multi-racial, but perceptually black male in one of America’s whitest cities, and the child of a single-mother presented me with the myriad barriers endemic to those pieces of my identity and placed me in a demographic statistically destined to fail. At that age, I was unsure of my abilities and the normalized realities of my background in context had formed me into a person who was unsure of himself. After completing the 14-month Academic Enrichment Phase, I not only a felt a sense of relief and accomplishment, but I also gained the understanding that I could do anything. At that point, the concept of “the impossible” left my consciousness and I moved forward with a certain empowerment tempered by the rigors of what I still consider to be one of the most difficult endeavors I have engaged to date.

Following that period, Rainier Scholars immediately began to return on its promise that if you work for it, it can be yours. That “it” first manifested in my acceptance to Lakeside School, where I dreamed of studying for years before it was a goal within reach. When I entered this new space, I felt ready for any challenge, as I knew that any project would simply take time, effort and planning to execute. I carried this approach with me throughout my six-year career at Lakeside during which I found what would eventually become my focus in life; art.

I initially imagined myself on a corporate path that would give me security to do art later in life. But, as I found myself in the studio for endless hours each day, wishing that my life could be filled with creative expression, I chose to follow one of the many pieces of advice imparted upon us by Rainier Scholars founder, Bob Hurlbut: “don’t wish for it, work for it.” And so I did. After my graduation from Lakeside, I began my studies at Swarthmore College, graduating with a B.A. in Studio Art and Chinese, then was awarded a Fulbright grant by the U.S. Department of State to continue my work at the China Academy of Art in Hangzhou, China. This fall, I will begin the final piece of my formal studies with an MFA in ceramics at UCLA, but in the interim, I have the pleasure of serving as Rainier Scholars summer marketing intern, which includes sharing the stories of my fellow alumni and how the program has impacted them.

Alex and Vases

Rainier Scholars, its guiding principles and the developmental experiences and opportunities it provided me continue to allow me live my best life today. I will never forget the value of the program or the people who made it and my success possible.

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Top of the Mountain

We are in the home stretch of bringing this fiscal year to a close and it always seems to be a time of reflection for me as we enjoy the view at the top of the mountain having achieved our fundraising goals for the year. There’s something special about making it to the summit. We don’t stay here long, but this year I want to enjoy a panoramic view. It’s easy to forget the climb and the endless amount of energy expended but the landscape tells the story.

We kicked off our last fiscal year with a record breaking number of summer tours and a new depth and breadth of internship placements for high school and college scholars. At the same time we secured our first family foundation commitment of $500k over five years while Sarah cultivated and welcomed a new 50k donor to our community – and that was just the month of July!

Our journey up the mountain has been filled with adventure from a successful Skanska “Bricks and Books” auction to an informative Education Happy Hour setting the stage for a year of new corporate engagement opportunities. College care packages and our gratitude campaign brought personal touches from scholars to our loyal donors. New and growing partnerships with the Seahawks, Sounders and Mariners have increased our visibility and strengthened our brand as a unique and successful hometown program. College scholarship funders across the region have sought us out, creating connections and unique financial opportunities for our students. Numerous community partnerships and new collaborations have developed this year and several recognition awards have highlighted our work.

Group shot

Then there is base camp – our signature event. I have a deep appreciation for why we call our annual luncheon a signature event. It brings together all that we stand for… a true community celebration of what can be accomplished with vision, commitment and hard work. Doors opened. Horizons expanded.

We set an ambitious goal of raising a million dollars at this event – nearly a third of our annual operating budget. Today our 2015 luncheon total has climbed to new heights. We are planting the flag at $1,382,957. We are at the highest fundraising peak in our history for this annual event. Today I am enjoying the scenery.

I am proud of all we have accomplished together. I am thankful for a community that echoes with support and I am most grateful for a Board, a Resource Council and a staff team that commits to this fundraising challenge year after year. It gives me great comfort to know on July 1st as we stand once again at the bottom of the mountain, surveying the scene, contemplating a new climb, that Sarah, Bethany and I are surrounded by a community of seasoned hikers, with backpacks full of experience, energy, commitment, vision and hope.

But for today – Enjoy the view.


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Our Journey Together: Cohort III and Me

Judy and Raquel. jpgHere’s why Cohort III will always hold a special place in my heart. We started together. I had just graduated college and this was my first year as an academic counselor at Rainier Scholars; they were sophomores in high school. And now they are college graduates. How time flies!

Out of all the cohorts, Cohort III helped me grow the most. To them, I was yet another person to meet with on a monthly basis. I quickly realized to do my job effectively, it was essential to build a relationship with them. What I didn’t initially understand is what a gift this would be to me. Throughout the past six years they have shared so much of their life stories with me. That takes a lot of trust, which is very humbling. This work has taught me that what I value most are the relationships and rapport I’ve built with my students

This is a cohort that is definitely not afraid to go out of their comfort zone. Many of them have moved away from home to attend college, two have taken gap years and several have traveled to countries including Cameroon, France, Spain and South America. When I reflect back on my conversations with Cohort III, the general theme has been to define what success and happiness mean to you, and let that be your guide for how to proceed in life.

December dinner

Over the years, members of the cohort have been separated, attending different high schools and colleges. Despite the distance, the group continues to be strongly connected. During many of our summer events and workshops I see how members of Cohort III take advantage of school breaks to see each other. After one of our mandatory summer workshops, a big group made plans to have dinner later to catch up. As they have gotten older, they have become more invested in the program.  As graduates, they will all pursue separate endeavors, but the experience of being a Rainier Scholar is what will continue to bind them all together.



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Rainier Scholars in the South: A Visit to Remember

The transition to college life can be a significant adjustment for many of our scholars.  The RS college support team pledges to visit every freshman on their college campus during the first year of school. I had the opportunity to visit three of our Cohort VI Scholars in Atlanta and Dallas in early March. Syade Shields at Morehouse College, Adam Iyob at Emory University and Feaven Berhe at Southern Methodist University were all on my travel itinerary. While each of them have had ups and downs adapting to their new environments like most freshmen, I can honestly say that they are thriving and making the most of opportunities presented.

My first visit was with Syade at MorehousSyade Shields Morehouse sign croppede. After our campus tour of the bustling campuses (Morris Brown, Spellman and Clark are all within walking distance,) Syade took me to a hole in the wall soul food restaurant called Busy Bee Café that had the best fried  chicken I’ve had in my life. (You know it’s the truth when Chef Emeril Lagasse’s picture is on the wall along with countless other celebrities.) Syade feels like University Prep more than prepared him for college academics, and has been able to face challenges in his coursework with confidence. He’s quite the social butterfly, no surprise here for those that know Syade. Through personal networking, he landed an internship at a local music promotion company, and has been helping book shows in Atlanta for some big players in the hip-hop world.

Adam Iyob at Emory croppedI then left to visit Adam at Emory. I almost didn’t recognize him as he approached me in his tie and sweater with shades on. He’s really enjoying his courses for the most part, and has been exploring much of what the Emory student body and community has to offer as well as the immediate surroundings of the campus. Adam just started playing Lacrosse and is getting some playing time despite being a freshman. He has a job working in campus technology department and also went through training to become part of a campus emergency response team (for campus wide incidents). Adam was extremely thoughtful, no matter whether reflecting on his own experiences or just deeply analyzing the last movie he saw.

Feaven Berhe SMU sign cropped

Feaven was my last visit, though I barely made it into Dallas. A blizzard almost prevented the plane from landing, and Dallas is by no means ready to deal with snow. Despite this I managed to get to Southern Methodist University through the ice and slush. Feaven is always a pleasure to be around with her sense of humor and general good nature. She is happy at SMU as a whole, and stays very busy through the Physician-Scientist Training Program (PSTP) that she’s been a part of since middle school. She spends a lot of her weekends attending events and hosting younger students on campus that are part of the PSTP program, and also getting to know her other peers. Feaven will be doing medical research this summer in Vancouver, BC, topic yet to be determined.”

Adjusting to a new settings can be challenging, especially when students are faced with doing this thousands of miles away from home. Campus visits are so important in creating tangible support at a stage when students might feel disconnected from Seattle and the RS community. Through my meetings with individual students I reflected on some common themes that emerged – self-exploration through pushing personal boundaries, finding new communities of support, and laying the foundations for pathways beyond college.  I am reminded that ALL of these characteristics embody what it truly means to be a Rainier Scholar.

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The Beautiful Game

George Alvarado-Salinas came late to “the beautiful game”. He didn’t fall in love with soccer until the 8th grade when his parents took him to Mexico. George returned from the trip a changed person, admitting he had become “soccer crazed” insisting on wearing indoor soccer shoes and jerseys everywhere he went. While he developed his skills into being a good field player, his passion for the game came alive when juggling and doing tricks with a soccer ball. Known for being a bit reserved in a crowd, George found satisfaction in this solitary pursuit of excellence.George and Chris WOZA Soccer

While George was perfecting his juggling routines and navigating the journey out of middle school and into high school as a Rainier Scholar, Chris Kaimmer, a Yale University graduate from Ballard High School was following his love of the game to soccer pitches around the world. As a volunteer with Grassroot Soccer, a sports-based non-profit supporting HIV/AIDS initiatives in Africa, Chris saw how soccer connects people and helps save lives. In 2013, inspired by the time he spent with Sheldon Hughes, the director of Mtuba Football Academy in South Africa, and other inspiring sports programs like it, he founded a soccer-focused travel company, Woza Soccer, as a way to share the experience with teens in America.

The word “Woza” translates to “Come” in Zulu. Players use it to plead for the ball from teammates (Woza! WOZA!) or to express excitement or disappointment on the field. It is an ever-present yet unmistakable term that epitomizes the passion Chris wants to instill in players and in this transformative cross-cultural program.

For his part, George was introduced to Woza through the program’s efforts to identify scholarship candidates and a partnership created through Chris’ meeting with Sarah Smith, Executive Director of Rainier Scholars. With a lifelong passion for sports and also a lover of the beautiful game, Ms. Smith saw Woza as yet another opportunity to expand the view of scholars, enriching a students’ perspective of the world and how one can make a difference.

Upon learning of the chance to travel and play soccer, George and his parents jumped at this unique opportunity. The trip did not, however, begin auspiciously.
With a mind-numbing 16-hour flight and thirteen other kids from around the country he didn’t know, George admitted, “It was pretty weird. All I wanted to do was sit by myself and read.” But eventually, soccer began to work its magic. As Chris observed, “It was this amazing transformation from a kid alone in a corner of the airport hiding behind sunglasses and reading philosophy who, after a few days and a few touches on a soccer ball, became a beloved part of the group.” George agrees saying, “Soccer made the difference. You’re together with teammates – sharing the experience.”

Making a difference through soccer. That is Woza. When asked what he remembers most about the trip, George recalls, “Soccer. Playing soccer ALL the time.” Whether it was with the Zulu boys on a home-made soccer field, in a market square in Cape Town while waiting for the ferry to Robben Island, outdoors at Sheldon’s house around a stewing pot of Potjiekos – a local dinner favorite – or leading a clinic for HIV-positive local youth, a soccer ball was always present. It was a new and powerful experience. Host families of modest means welcomed them into their homes, sharing a contagious sense of happiness. Their ability to be grateful for what they had while at the same time having big dreams for the future was eye opening to George.

So it was, some moGeorge watching soccernths later, back in Seattle, when Chris asked him if he wanted to go on another trip, George’s face lit up immediately. It was as if his heart was saying, “woza, woza — Woza!” Yes. Yes, I’m open – pass me the ball!

George is a junior at Seattle Academy of Arts and Sciences (SAAS) and a member of Cohort VIII. For more information on Woza Soccer contact Chris Kaimmer via email.

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Prevent First-Generation College Dropouts with a Gap Year

First-generation college students have far lower graduation rates than more privileged students. To solve this problem, we must reframe the existing motivations for higher Law, Winsoneducation for underserved students. Purpose, direction, and the cultivation of identity must take the front seat, providing the intrinsic motivation that drives them to academic success. These priorities stand in stark contrast to the common message used to motivate first-generation college students — that a college degree will result in higher paying jobs. Particularly in higher education, encouraging first-generation students to follow their interests and passions will lead to richer academic engagement, improved college graduation rates, and more fulfilling careers. Experience and studies suggest that gap year programming may be a key component of this strategy to improve outcomes for first-generation college students in higher education.

A Counter Intuitive Solution to the College Dropout Crisis

Today, 43% of first-generation and low-income students are not graduating from college within six years. In my conversations with directors at community-based organizations (CBOs), it became clear that many factors create obstacles for underserved students. These factors include not having people at home who understand the college experience, needing to work in order to pay for school, and not feeling a sense of belonging on campus. Many organizations work admirably and tirelessly to support students up to and throughout college. Their efforts are critical; supporting students to create better lives for themselves and their families. However, what is seldom mentioned is the need for students to have a sense of purpose and direction for their learning, rooted in their own passions and values.

It’s the desire to learn about things that matter to them — not just earn a diploma — that allows students to persist in the classroom when faced with academic, personal, and family struggles. Without this intrinsic motivation, college can be difficult to endure. Paul Fields, Director of College Partnerships at College Track, says that students are cognizant of the costs of college and are less likely to take out tens of thousands of dollars in loans if they don’t know what they want out of the experience. Encouraging students to enroll in college when they are unsure of the value of college is a recipe for failure. Without a sense of direction, students may be better off earning money for themselves and their family, rather than accumulating debt in college. Encouraging students to find their passions as a foundation for their purpose and direction is a necessary supplement to the work that college access organizations do to support students in accessing and unlocking the full value of higher education.

It is hopeful that many CBOs recognize that the deeper purpose of a college education is to enable students to cultivate purpose, meaning, and fulfillment in their lives. The challenge is to demonstrate to first-generation students that they, too, can pursue the fulfillment, social change, and creativity that has been for so long reserved for privileged students. If we do not reframe the purpose of education for these students, we risk the perpetuation of injustice and the dropout crisis.

One way to help students gain intrinsic motivation for college is through an intentional and purposeful gap year program. Thinking Beyond Borders’ impact assessment shows promising signs that their programming helps students develop a sense of purpose and direction for their college education. Giving students the room to critically engage with the world brings greater relevance to academics and helps uncover new interests. Nina Hoe, who wrote her dissertation about delayers and gap year students, posits that an intentional gap year has positive influence across the board, regardless of social identity and background. Furthermore, her research reveals that a gap year can also lead to higher GPAs and an enriched engagement with higher education, even when controlling for background. By helping students find a sense of purpose for their education beyond just a well-paying job, gap years create students who do better in college.

Making Gap Years Accessible to All

Despite growing buzz around gap years (the New York Times and Tuft’s 1+4 program), there’s a tremendous inequity in access to these experiences. It’s primarily those who can afford a gap year, have a supportive family, and belong to approving communities who take gap years. So why are those who stand to benefit the most from additional academic and emotional preparation before college – first-generation and underserved students – often discouraged from taking a gap year? And, how do we make gap years accessible to all?

I’ve been pursuing these questions for a couple of years now. What I’ve found so far is that students of color face three key barriers in participating in a gap year: lack of financial, parental, and social support. While I originally assumed that money was the main reason why first-generation, low-income, and traditionally underserved students didn’t take gap years, I found that the lack of parental and social support often prevented students from even considering a gap year, regardless of cost. I’ve also found that college access organizations often pushback against gap years for first-generation students. They express fear that students won’t return to college, that it’s an extra year that students are not making money, and that programs are too expensive. Fortunately, there are strong responses to those issues. Many programs offer financial aid and scholarships, and some like City Year and Americorps pay students to participate and award college funds. Perhaps most importantly, a gap year would help prevent college-bound students from dropping out and allow them to unlock greater value from higher education.

Some questions remain as I develop my understanding of gap years for first-generation college students. Since the number of first-generation students who take gap years is small, it is difficult to measure how gap years impact this group of students. Do gap years impact first-generation students differently than more privileged students? If so, how? And if organizations begin to bring in more students from diverse backgrounds, how might they support them and deliver those outcomes?

By encouraging first-generation students to find purpose and direction, we can provide a pathway that will lead to higher college graduation rates. An emphasis on developing purpose and direction will empower these students with intrinsic motivation for an education that engages their interests and values. Their reasons for attaining a college degree will go beyond just a paycheck, grounding them in a career that is meaningful and fulfilling. As a result, first-generation students will be more likely to persist through college.

This is a guest post by Winson Law, Cohort III scholar who is currently Junior at Middlebury College. Winson created opportunities with MiddCORE and Thinking Beyond Borders to research why and how to make gap years accessible to first-generation college students.

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Cultivating Rainier Scholars to be Self-Advocates and Risk Takers

(Rainier Scholar Jessica (L) and Angelica Johnson, her Academic Counselor)

I’m an Academic Counselor to a high school scholar named Jessica who is a junior at the Lakeside School. The photo of Jessica and me was taken during a one-on-one meeting we had in Bliss Hall when she shared with me that she was excited to have recently joined the Junior Varsity basketball team. In the past, Jessica has expressed an interest in playing a sport at Lakeside, but was intimidated to try it out because she feared that she was not competitive enough. Jessica continues to do well in her classes and would like to be even more challenged in her accelerated pre-calculus class. We discussed ways that she could engage with her math teacher to see if he could give her extra or more advanced work. Jessica is pushing herself to take more risks at Lakeside and believe in her ability to succeed. As her Academic Counselor, I have been working with Jessica to equip her with the skills and encouragement she needs to grow as a student.

Jessica is an active member of Lakeside Asian-Pacific Students (LAPS.) Asian-Pacific students make up one of the largest racial/ethnic groups on the Lakeside campus. This affinity club is organized by students and aims both to provide a supportive network as well as to raise general awareness about Asian-American identity and culture. In LAPS, Jessica wants to push to have more conversation about race and racism and engage more biracial students. I affirmed her desire to organize discussions around race is valid and suggested that she could also include mixed race identity in such discussions so that members will have a space to discuss things that speak to their lived experiences. I encouraged her to check out some movies/documentaries and articles that could be good conversation starters and offered my help in finding other resources.  I praised Jessica for wanting to push the envelope because this goes against the stereotype of Asian females being docile and conflict avoidant.

This is just one example of my work as an Academic Counselor in cultivating my students to be strong self-advocates and risk takers. In private school environments where there are few students of color, being a minority can be very triggering for our students on multiple levels. It is important in my work to affirm the talents/skills and narratives that my students bring to the table as well as encourage them to take full advantage of all the opportunities and resources at the tip of their fingers. In light of recent events in Ferguson and a push to continue to discuss topics of race, immigration, etc. on an institutional level, our students are in a unique position to serve as leaders at their schools in organizing discussions/dialogue on creating environments that celebrate difference and institutionalize practices of inclusivity that are willing to invest in the presence, safety, and success of students of color and their families. Jessica’s story is just one example of the amazing work our students are doing on campus, in the classroom and in their personal development.



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Diversity and Inclusion: Drawing lessons from TV’s “The Voice”….say whaaaat?

What do you get when you combine a roomful of advocates for diversity and inclusion in the work place, expert panelists in the field, and Rainier Scholars?  Magic in a bottle, that’s what:

  • “Great insights and wisdom based on four interesting and diverse careers.”
  • “Terrific seeing scholars giving back to our community.”
  • “So many thought provoking comments…”
  • “Makes me think more purposely about my own career and the impact I can make.”
  • “The type of event that people leave and tell their friends and co-workers about.”

On November 18th, pearls of wisdom rained down on guests gathered at for Education Happy Hour, an annual Rainier Scholars event for the Greater Seattle business community.  Conversation kicked off with panelists drawing a clear distinction between diversity and inclusion – diversity being the presence of a wide range of individual perspectives, thoughts and expertise, and inclusion being something deeper, reflecting true representation and participation at every level of the organization.  As champions of this work, inclusive leaders must be unafraid of the hard, courageous conversations necessary to help folks grow, even when that involves critical feedback that is both difficult to hear and challenging to incorporate.RS_WhitePages_HR-CRP-1187

On a topic as weighty as this, the last thing I expected was to hear panelist James Thomas, Corporate Diversity Affairs Director at Nordstrom, referencing a reality TV show in his remarks. For those not well-versed in pop culture, (aka those not living with tweens, teens or twenty-somethings), The Voice is a team vocal competition, with four teams of artists selected and coached by famous singers, music producers and the like.

Now mind you, dressing like fashionista and No Doubt’s front woman Gwen Stefani or riffin’ like Pharrell about being “happy” in a business meeting is not likely to foster inclusiveness in Corporate America. Instead, James uses the popularity of the show to help people connect to these emergent topics as more companies become increasingly focused on inclusion strategies to drive business and innovation, while also boosting employee satisfaction and retention.

In particular, James cites the diverse range of judges, contestants and musical genres represented on The Voice.  He also notes that when making strategic decisions about building teams, captains across the board always consider what different skill or talent they can bring to the team’s mix, strengthening its caliber as a whole.

In the business world,  having a diverse and inclusive work environment not only leads to an infusion of new ideas and perspectives, it also helps organizations gain a better understanding of what products and services they’re missing in the markets they serve.  Being part of a diverse and inclusive work place is both empowering and enlightening, with a broad range of representation at the table contributing to the dialogue and decisions that impact business and promote economic growth.

RS_WhitePages_HR-FF-0939 cropped

I’m so proud to work at Rainier Scholars, where we help scholars access educational pathways that lead from the classroom to college and careers. At every point in the journey, we encourage our scholars to stand tall, stretch beyond their comfort zones and strive for excellence. When presented with the myriad opportunities that education brings, I’m fully confident that our scholars will use their “voice” to positively impact and inspire change in our professional work force, our community and our greater world.

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Sending Hometown Love


“As we enter the season of Thanksgiving, I am reminded of how thankful I am for Rainier Scholars and for generous supporters of Rainier Scholars, like yourselves. The program has profoundly changed my academic journey and given me more inspiration than they even know. Thank you for supporting Rainier Scholars and students like me! “

Connie, University of Pennsylvania, Class of 2015

I recently took a moment to thank those who participated in our 6th Annual College Care Package project. This effort, one which sends some hometown Seattle love to our scholars on campuses all over the country, has become a much-beloved part of the annual cycle in Danathe College Support phase of the program. It is not at all uncommon for students to send pictures capturing their excitement at receiving such a lovely gift, and it serves as an important reminder as to the large community and network of support rooting for each of our scholars wherever they may be. I know I speak for our Director of College Support, Jolenta Coleman-Bush and her entire team when I say that this effort is important and we could not send the over 100 packages we did this year without our community’s support.

In a sign of the evolution of our program and the passage of time, I want to give a special shout out to those Rainier Scholars Cohort I and II college graduates/alums who turned back around this year and participated as senders of care packages. Our younger scholars in college were floored to learn that alums were doing this with their own time and on their own dime, and thus, were even more touched by the experience. That is exactly the type of community leadership development which we believe is at the heart of the Rainier Scholars program.

Denzel and Kevin

We thank the community members who have participated in this program for many years now for their continuing commitment and modeling of community engagement and leadership for the generations which follow. Across campuses in every section of our country, there are scholars who are grateful for their support.

Want to be a part of our network of support for scholars? Find ways you can get involved


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