2022 UPDATE REPORT
HONOR THE PAST. IMPACT THE PRESENT. INSPIRE FUTURE POSSIBILITIES. Dear Mines community, Mines’ sesquicentennial is now just two years away. The Mines community has been working hard to complete by 2024 the challenging goals we set for ourselves in the MINES@150 strategic plan. We want Mines to be prepared for another 150 years of success, and we need Mines to become that top-of-mind and first-choice university that we all want it to be. It’s exciting to see the impact these efforts are already having, and we’re extremely grateful for the financial support. We’d like to share some of the inspirational stories of the people and organizations that have committed to help us advance the MINES@150 strategic vision. Their stories and the efforts they have enabled reflect our proud and unique past, our present reputation for producing distinctive and highly qualified graduates and the possibilities ignited by investments in excellence. Given the minimal investment Mines receives from the State of Colorado, private investment enables us to deliver on our mission to produce the next generation of problem solvers, innovations and knowledge that the world will need. We hope you can see yourself in the stories and that they inspire you to be part of the Campaign for MINES@150. Mines donors choose to invest in critical initiatives and programs that match their interests and passions. The gifts are as varied as the donors themselves. Explore how you can get involved at campaign.mines.edu. We thank you in advance for your participation and support, and hope that you will be part of our big sesquicentennial celebration in 2024. Go Orediggers! Paul C. Johnson Mines President and Professor
Brian Winkelbauer Mines Foundation President and CEO
CAMPAIGN PRIORITIES INVESTMENT IN STUDENTS Students are the body and soul of our institution and ensuring their success at Mines and beyond is at the heart of our efforts. Whether through scholarships, community building or connecting with our future students at a young age, this investment will continue to attract the best and brightest to Mines for years to come.
THE SIGNATURE STUDENT EXPERIENCE The Signature Experience sets Mines apart with challenging coursework, workshops, seminars, self-guided learning, practical experiences and mentoring. Investment in these activities helps students develop technical prowess, business acumen, professional skills and a broad understanding of the world they operate in.
ENTREPRENEURSHIP, INNOVATION AND BUSINESS PROGRAMS In response to industry demands, alumni feedback and student interests, Mines is creating a rich and thriving entrepreneurship and innovation ecosystem across campus and expanding courses, degrees and certificates that will ensure that all graduates are business literate.
THE PURSUIT OF EXCELLENCE AND DISTINCTION Investments support the pursuit of excellence and international recognition in all that we do at Mines, from our academic programs to our research activities and creative endeavors to our athletics programs and other extracurricular activities.
GIFTS
DONORS
MONEY RAISED
MINES@150 AT A GLANCE*
$297M
$119M
$33M
Dollars Committed
Raised for the Endowment
Committed by Corporations and Foundations
21K
6K
13K
580
Total Donors
Alumni Donors
First-Time Individual Donors
First-Time Organizational Donors
48K
FUNDS DISTRIBUTION BY CAMPAIGN PRIORITY
47M
Total Number of Gifts
Investment in Students
113M
30M
Pursuit of Excellence & Distinction
23M
Mines Signature Student Experience Entrepreneurship, Innovation & Business Undistributed/Holding
*Oct 1, 2016 to Mar 1, 2022
22M
PROFESSOR’S PAY-IT-FORWARD ATTITUDE INSPIRES HIS DAUGHTER TO ADD MINES TO HER WILL Mines graduates are known for doing extraordinary things in their professions. Harold Bloom MS ’61 was one of those accomplished Orediggers. During his tenure at Mines, Bloom taught exploration geochemistry in the chemistry and geology departments and retired as a professor in 1978. His love of education and passion for Mines inspired his daughter, Lillian, to continue his legacy of giving to the university. Before coming to Mines, Bloom had a flourishing career in exploration geochemistry, where he developed a site field test for heavy metals. The Bloom Test allowed geologists to analyze soil and stream settlements for heavy metal contents, a forerunner of the partial extraction method that is used today. While at the height of his career, Bloom realized he could help advance the industry by educating the students who would continue to change the field of geology in the future, so he decided to become a professor of geochemical exploration at Mines. During his teaching career, Bloom earned his master’s degree from Mines. He created the first geology summer field session with Dr. Robert Weimer, which continues today. Through his teaching, mentoring and professional development activities, his own career thrived, along with those of his students, colleagues and industry professionals. After 23 years of teaching, Bloom retired but never lost sight of the positive impact Mines had on him and his family. Lillian Bloom recalled how her parents were dedicated to paying it forward.
When supporting Mines, you are supporting some of the highest and best principles for sustaining our future.” Students participating in the Mines geology summer session
“My father was always very fulfilled with his career at Mines, with his family, friends and coworkers,” she said. “He wanted his students to share in that fulfillment and to know that they could have an amazing life. My mother developed enduring friendships among Mines faculty as well.”
In 1977, Bloom and his wife Betty created the William E. and Harold Bloom Fund, named after their late son, William. The fund initially supported teaching and research in exploration geochemistry but was later revised. The Blooms wanted to ease students’ financial burdens and to give them access to opportunities while juggling family, friends, classes and other interests. Currently, most of the fund supports two-year scholarships awarded to select undergraduate and graduate geology students. The scholarships are designed to provide financial freedom for students to pursue their goals in geology and other areas of life, just as the Blooms had envisioned. The remainder of the fund is designated for departmental support. Many scholarships and funds are created and funded solely by Mines alums, but Lillian, who didn’t attend Mines, understands the extraordinary opportunities that come with a Mines education. In high school, she saw the benefit and fulfillment that Mines brought to her parents through lifelong friendships and professional relationships. She has continued her parents’ legacy through ongoing support of Mines geology and geochemical engineering students since 2016. She recently decided to put Mines in her will. When asked why she chose to support a university that she did not attend, her answer was simple. “When supporting Mines, you are supporting some of the highest and best principles for sustaining our future,” she said. “The lasting impact and integrity of a Mines education means that Mines graduates will become leaders in their fields and be at the forefront of education, research, technology and environmental sustainability for years to come.” Harold Bloom MS ’61
Lillian Bloom
SCHOLARSHIPS CHANGE STUDENT LIVES A Mines education should be accessible to every highly qualified student who is accepted under our rigorous standards. A key goal of the Campaign for MINES@150 is to increase scholarship funding so the best and brightest students choose to apply to and enroll in Mines over other high-ranking institutions that offer generous financial assistance.
Ahmed Aldhamari
Amelia Corley
Ryan Fidel
Samyuktha Senthilkumar
Electrical Engineering Class of 2024, Donald E. and Barbara J. Miller Scholarship
Engineering Individualized Specialty, Class of 2025, The Starzer Service Scholarship
Graduate student, Mechanical Engineering, Class of 2022, Jack Hancock Scholarship
Graduate student, Computer Science, Class of 2025, CMAPP Scholar
“Coming from a low-income family makes the cost of an education challenging. This scholarship helped me overcome that challenge. My family is from Yemen, the poorest country in the Middle East, currently facing the worst humanitarian crisis the world has ever seen. After I graduate, I plan on working for humanitarian relief, helping to rebuild the destroyed electrical infrastructure around the world. I’ll be able to get an education in electrical engineering and use it to give back to those in need.”
Rachel Clark Electrical Engineering Class of 2024, Stewart and Shirley Bliss Scholarship “I’m a 27-year-old, firstgeneration transfer student. I study electrical engineering with a focus on energy systems and power electronics. My goal is to contribute to the field of renewable energy. Being a Bliss Scholar has alleviated my financial burden and allowed me to focus on my studies. It has also connected me with a community of other scholars, including first-generation students like me. As a nontraditional student, sometimes it feels hard to find a niche. Being a Bliss Scholar has helped me find community on campus.”
“Even though I am going into a degree that is very math and science-heavy, I am excited to have an extra emphasis on design and humanitarian ways of thinking. I am excited to become an engineer and to deepen my understanding of the world through mathematics, the sciences and creative problem solving. I will not give up my dreams of getting my true sense of purpose from the pursuit and nurturing of community relationships no matter what job I end up with.”
Claire Costa Chemical Engineering, Class of 2025, Bernard Family Scholarship “While I was growing up, my parents faced numerous medical challenges. Their health problems led me to want to help the field of medicine through engineering new and better equipment or medicines that can improve anybody’s day-to-day life. The scholarship you have so graciously given me has helped me significantly. I come from a low-income family and knew that I needed loans, scholarships and grants, to complete my education and achieve my goals.”
“I am a graduate student studying mechanical engineering with a focus on biomechanics. Specifically, I am working on research within the Sports Performance Lab. I am a varsity wrestler at Mines and being able to combine athletic performance with my schoolwork has been a tremendous opportunity. Thank you so much for helping me pursue my dreams, it means more than you could ever know!”
Caleb Schenk Metallurgy and Materials Engineering, Class of 2025, ABS Scholar “I remember waking up before my shift at the Cheesecake Factory one morning, about to cry. I wanted to give up. I called my mom afraid that if I quit my job I would be homeless. For a few months prior, I was getting back into learning. I was finding my intellectual self for the first time I could recall. That day, I decided to go back to school, and not only that: I was going to try harder at getting a degree and finding a meaningful career than I had ever tried doing anything in my life. Fast-forward four years later, and I have only gotten two B grades in more than 100 credit hours.”
“I did my undergrad at Mines and stayed to complete my master’s because the community is the reason I have been successful with my educational goals. I’ve been a part of several organizations and held on-campus jobs with NEST as a peer mentor, Residence Life, Resident Advisor and Community Director. I also worked at the Computer Science Department focusing on their outreach program aimed at young girls interested in STEM. Your scholarship allowed me to continue my education so that after I graduate, I can pursue a career and continue to empower under-represented kids to fall in love with STEM.”
As a nontraditional student, sometimes it feels hard to find a niche to fit into, but being a Bliss Scholar has helped me find community on campus.”
YOUNG ALUM’S SUPPORT OF HUMANITIES PROGRAMS HELPS MINES MARRY TECHNOLOGY AND ART Few Mines graduates go on to work in the arts. But after Joshua Hoffman ’15, MS ’16 immersed himself in creative endeavors as a student, he realized that Mines Little Theater opened a door for him. “Mines Little Theatre taught me that theater is really cool, and you can make money in the arts not just by acting,” he said. Hoffman started his career as a box office manager with Teatro ZinZanni, a cirque/ comedy/cabaret show in Chicago. But when the COVID-19 pandemic shut down the venue, he was forced to pivot.
I believe arts education is an important facet. It can make students more well-rounded.” During a 10-month furlough, Hoffman took classes to become a casino dealer, something he’d always been curious about; it allowed him to use his math skills from his undergraduate degree in statistics while interacting with people in a more customerservice way. He then got an offer to join the team at Lighthouse Immersive, the first experiential entertainment multiplex. The company launched the Immersive Van Gogh Exhibit around the country, which marries technology and art in engaging ways. He started as a box office manager, then was promoted to reporting manager because of his background with numbers. “These immersive experiences provide a new way to see art that you might only be able to see in museums, which can sometimes be stagnant,” he said. While
there are no actual Van Gogh paintings in the experience, visitors get to see other artists’ interpretations of what Van Gogh’s process was like as he created his masterpieces; an intensely curated musical track is layered over to create something truly enveloping. Although Hoffman’s new role is a departure from what he’s used to—song and dance— it is very much a continuation of his intention to build his career in the arts, which was sparked by his time at Mines. He had several roles in Mines Little Theatre productions, was a DJ and station manager for Mines Internet Radio and made a movie through a film studies class. His experiences solidified his desire to balance his analytical left brain with his creative right brain in a career; the coupling of technology and art through Lighthouse Immersive seems to be custom-made for him. “I did the master’s in Engineering & Technology Management at Mines, and I’ve used those skills since graduation. I would also like to produce plays and musicals,” Hoffman said. While he was a student, Hoffman was part of ‘DiggerDial, Mines’ student calling program and learned how every donation to the university or individual program makes a difference, especially for smaller organizations that rely on outside support. Hoffman continues to support Mines Little Theatre, The Mines Fund, Filmmakers at Mines and the Humanities, Arts and Social Sciences department. He gives amounts that are reasonable for his budget. “I believe arts education is an important facet,” he said. “It can make students more well-rounded.”
Mines Little Theatre production Joshua Hoffman ’15, MS ’16
of The Addams Family
TITLE IX PROGRAM GIFT HELPS MINES COMMUNITY COMBAT DOMESTIC VIOLENCE According to the National Statistics for Domestic Violence, on average, 20 people per minute are physically abused by their partner in the United States. This equates to more than 10 million women and men every year. These statistics hit home to Steve ’63 and Carolyn McCandless. Steve lost his sister Betsy to domestic violence in 1992. Now, the McCandlesses’ support domestic violence awareness and education programming at Mines to help teach the Mines community—and especially Mines students—to recognize early signs of distress and help people escape from harmful domestic violence situations. Steve McCandless had a successful career in the financing of copper mining and smelting, and later, in a start-up venture. The McCandlesses had been long-time supporters of The Mines Fund, but when they learned that Mines created a Title IX office to provide resources and programs aimed at combating gender-based violence and sexual assault on campus, they were inspired to refocus their giving. In 2019, the McCandlesses created the Betsy McCandless Violence Prevention Fund—the first donor-created fund for the Title IX office. Sareen Lambright Dale, associate director of Title IX, said, “I have noticed Peer Educators are starting to really become a support and resource for their fellow Mines students. Their outreach tables are creative and engaging, their one-on-one interactions are connecting Mines students to resources, and their events teach skills and build community.” Programs supported through this fund and organized by students include the Peer Educators, prevention and healing education and emergency funds for survivors of interpersonal violence.
provide creative programming and interactive education for their peers about healthy relationships, consent and bystander intervention. It has reached thousands of people in the Mines community. “They all work to make these issues known ever more widely throughout the Mines community, and this work, literally, can save lives,” McCandless said. Many people, including young adults, are not always quick to report domestic violence and might not even recognize what is happening. The McCandlesses, through their gifts to the Title IX office and Betsy’s Friends, are helping to ensure that all Orediggers who, like Betsy, are in unsafe situations have the support and guidance they need to come forward without fear.
They all work to make these issues known ever more widely throughout the Mines community, and this work, literally, can save lives.”
Steve ’63 and Carolyn McCandless
SIGNATURE STUDENT EXPERIENCE
Research shows that student educators make a positive impact on their peers and provide a safe space to find resources and help. Betsy’s Friends Peer Educator Program is designed to do that at Mines. The program is staffed by 17 students who Betsy McCandless
50 YEARS AFTER GRADUATION, “ORDINARY ENGINEER” ROLLS UP HIS SLEEVES TO MENTOR E&I STUDENTS Gary Hoffmann ’70 sits in a Mines classroom listening to students talk about how to transform recycled products into building materials. The class is part of the Innov8x program, which teaches students how to approach problems with an entrepreneurial mindset and solve them through innovation.
in, thinking through solutions with them. I’m also enjoying working with other mentors and learning from them. It’s so much fun.”
Gary Hoffmann ’70
The program invites experienced mentors to help students work around obstacles that they encounter when blazing new trails. Hoffmann, a retired electrical engineer, is both a donor and mentor to Innov8x, which is part of Mines Entrepreneurship & Innovation ecosystem.
Hoffmann is a person for whom things just seem to work out. When he arrived at Mines from his home in Aurora, Colo., to find the dorms were full, the woman working registration happened to have a room for rent in her house at 1706 Illinois St. (now the Office of Institutional Equity & Title IX). He fell into his major— physical metallurgy—after figuring out that he didn’t like differential equations or physics or memorizing types of rocks. He graduated during a recession, and jobs were tricky to come by. Still, he landed a job running a metallurgy lab at an airplane parts manufacturer. He tolerated that night shift position for a year before hearing about an electrical engineer position with the Department of Defense.
“I thought mentors needed to be captains of industry,” “I didn’t have an electrical engineering degree, but he said. “I was just an ordinary engineer. But I was people just knew what Mines graduates are about, always good at coming up with crazy ideas, which how broad our learning was,” he said. “Besides, I was is where the innovation comes in. I’m pitching an electronics and ham radio nerd. It was good.”
“Gary has life experience, professional experience, He moved to the Bureau of Reclamation after three and he loves a good challenge,” said Saleh, associate years to work on hydroelectric power systems. Then director of the Center for Entrepreneurship and as the Department of Energy was being formed in Innovation. “He brings a positive can-do attitude the late 1970s, he moved over and stayed until he and a valuable, complementary perspective to our retired in 2014, helping rural utility companies across the western United States improve their efficiency for mentor group, different than those who have a venture capital perspective, for example.” the final decade.
I was always good at coming up with crazy ideas, which is where the innovation comes in. I’m pitching in, thinking through solutions with them.” He came to campus for his belated 50-year reunion at Homecoming 2021. He toured the McNeil Center for Entrepreneurship and Innovation and attended the Innov8x class, run by Dr. Sid Saleh. He rolled up his sleeves and started working with a student team. Like solving a puzzle, the cognitive challenge of working around an obstacle with enthusiastic students was so enjoyable, Hoffman decided to become a regular mentor.
Saleh recounted a discussion Hoffmann had with a student who was exploring material for making sustainable wiring that doesn’t require copper. “He told the student that in the past, houses were built with aluminum wiring, which caused fires because aluminum flexes,” Saleh said. “Gary then shared the depth of his knowledge about how metallurgy and electricity intersect. He accelerated the student’s learning curve.” Hoffmann, who makes monthly pledge contributions to support Innov8x, was surprised how easy it was to make an impact. “I’m giving back for the new generation,” he said. “It’s not a huge amount, but it makes a difference for the program and the students. And for me, too.”
Gary Hoffmann mentoring students
FACULTY BECOME STARTUP STUDENTS TO BRING ENTREPRENEURIAL MINDSET TO CLASSROOM The McNeil Center for Entrepreneurship and Innovation (E&I) teaches students and faculty how to transform intangible science or technology ideas into commercialized solutions that have real-world impact while immersing them in the entrepreneurial mindset needed to build successful startup businesses.
Students have ideas that are interesting and viable, but they’re scared. I think I can help them manage that now.” To ignite innovation and the entrepreneurial spirit among Mines faculty—and their students—Tom Nickoloff ’83 funded and helped develop the Thomas R. Nickoloff Entrepreneurship & Innovation Faculty Fellowship Program. “Faculty play a critical role in influencing a cultural shift on campus, so by supporting this program and increasing understanding of how to incorporate innovation into the classroom, we expect an ecosystem of innovation and entrepreneurialism will grow at Mines and become an essential part of the learning experience that all students can access and thrive in,” said Nickoloff, a technology innovator who has built and managed successful business ventures. The program created three-week bootcamps where the fellows worked with entrepreneurs from large companies and small startups to develop business ideas and pitch fully realized startup plans. Hands-on lessons included topics from leadership to market research to production to business presentation.
Mirna Mattjik MS ’10 with students
Fellows also created a module to incorporate key entrepreneurial principles into their curriculum to serve as entrepreneurial catalysts through the academic year. Each of the 10 faculty who participated received $10,000 in professional development funds.
The program not only gave the fellows experience working through the startup process with the help of experienced mentors, it also helped them embrace mindset qualities that founders must have to be successful. Dr. Salman Mohagheghi, professor of electrical engineering, said the bootcamp taught him about how to manage risk as he approached starting a company. “Every time in the past that I wanted to approach my idea as a serious business, a lot of things pushed me back,” he said. “Going through a business model and thinking about how you’re going to approach it helped me put the risk in a framework that I feel like I can manage. “I’m really excited about focusing in on managing risk when I teach about these things. Students have ideas that are interesting and viable, but they’re scared. I think I can help them manage that now.” Mirna Mattjik MS ’10 teaches design engineering courses, where she champions entrepreneurial thinking. She collaborated with Dr. Vibhuti Dave and Dr. Judith KleinSeetharaman during the bootcamp to create a stress management app for students. She said it was rewarding to be in the learner’s seat. “Experiencing firsthand the trials and errors, what and how to iterate, getting feedback from stakeholders, divergent and convergent thinking and pitching ideas was an opportunity to ground myself better to the work that truly matters in each project,” she said.
Top: Tom Nickoloff ’83 Bottom: Salman Mohagheghi
DR. WOOLSEY INSPIRES 40 YEARS OF CRITICAL SUPPORT FOR OPERATIONS RESEARCH GRAD PROGRAM mathematics, computer science and In 1969, Dr. Gene Woolsey came to Mines to start an operations research program, which economics programs where operations research intersects. teaches students advanced skills in using data modeling and complex mathematics “You’ll see operations research applied to improve and optimize manufacturing, anywhere from moderating temperature mechanical, mining and socioeconomic in an underground mine to pairing airline systems. crews with the routes aircraft fly to reduce costs, and even deciding where Major “Dr. Woolsey’s program” has evolved League Baseball teams play and how to into a powerhouse interdisciplinary PhD staff the umpires,” Newman said. “Our program called Operations Research with students can tailor their applied research Engineering (ORwE), which is considered to any of their interests.” the best applied operations research program in the world. Woolsey, who died in 2015, was a legend of the operations research community, was described as colorful, bombastic and a purveyor of swear words. He was a brilliant writer, pragmatic researcher and inspiring teacher. Most of all, he was known for always putting his students first. “He was pioneer in applied operations research,” said Dr. Alexandra Newman, ORwE program director. “He set up his program at Mines to be 100 percent applied and student-centric, and that’s how it is today.” The ORwE program is small, with about 10 of its own PhD students and about the same number who are seeking doctoral degrees in other programs but whose research is highly related. ORwE PhD students take classes and conduct research through engineering, Dr. Alexandra Newman
Dr. Woolsey told me, ‘I want you to send a donation to the school every year, I don’t care if it’s 10 bucks.’ ” While the program receives funding from the university and through government and industry grants, it also requires donor support. That’s where David Baker PhD ’80 comes in. Over pizza and beer back in 1978, Woolsey enticed Baker to come to Mines for his PhD in operations research, promising Baker a two-year fellowship and a teaching position. “Coming to Mines, sitting in an office with one of the best-known national figures in the field and learning from him was the best thing I ever did,” Baker said. “He taught me to get my hands dirty, figure out the problem, do the work myself and make the math confirm what I’m seeing.”
Dr. Woolsey (right) with students
“The stuff I learned from him about how the world works and how to work in the world are the important concepts that carried me through my career,” he said. After receiving his PhD in 1980, Baker immediately began making annual gifts to the program, supplying important financial wiggle room to fund purchases and student support that cannot come from grants. He has also deepened his impact on the program by volunteering as a speaker, helping students gain a long view of their potential careers.
Dr. David Baker PhD ’80
“We are very grateful for Dave’s annual gifts,” Newman said. “We recently used funds to buy a sophisticated computer backup system
that is critical to our work. We’ve also used it to help active-duty Air Force students pay tuition, because the Air Force only provides a living expense stipend, and to send students who are not on grants to conferences. Without this money, I don’t think we’d have been able to do that over the years.” Post Mines, Baker took on operations leadership roles in the oil, space, telecom, construction, lodging and solar fields. He recently retired from Sunrun, the nation’s largest solar company, where he was senior vice president of operations. “Dr. Woolsey told me, ‘I want you to send a donation to the school every year, I don’t care if it’s 10 bucks,’” Baker said. “I’m trying to support the teaching of people who can go from where I started—in West Virginia knowing more about hunting and fishing than math—to where I got to. I’m just incredibly grateful, and I want to see the program continue.”
support the waterjet program and its students. This kind of gift supports academic programs’ plans for increasing their uniqueness and recognition to excel in the competitive landscape.
Fun-Den was a big-picture guy. For the stuff he was passionate about, there was nobody better.”
Waterjet technology has many applications
While the COVID-19 pandemic impacted the ability to do field work and research, EMI has continued to work with numerous companies and research groups to further knowledge in the field. And Miller is not shy in pointing out that so much of the work currently done at the lab was inspired by Wang, who retired in 1993 and died in 2021. “Fun-Den was a big-picture guy. He was responsible for the innovation that led to the development of all sorts of technologies spanning countless applications,” Miller said. “For the stuff he was passionate about, there was nobody better.” Along with applying his research in the waterjet field, Wang’s legacy lives on in many areas. He co-founded the American Water Jetting Association, which later became the Waterjet Technology Association. Within Mines and the waterjetting communities, Wang’s contributions as an innovator, entrepreneur and educator are the foundation of his legacy.
“The Wangs started investing to encourage education, research and continued efforts at Mines in waterjet systems,” Miller said. “It was the express wish of the Wang family to use the funding to promote student development in the advancement of this novel technology and to expose them to “He was a mentor to many students who had the unique educational experiences through conferences, privilege of working with him and he is definitely industry engagement and field exercises.” missed,” said Miller.
WATERJET PIONEER’S LEGACY CARRIES ON THROUGH STUDENTS OF WORLD-RENOWNED PROGRAM and research in mechanical and hydro-excavation If you mention waterjets in a conversation, chances are that systems and technologies. Wang facilitated much of the research that advanced waterjet technology and someone will then mention its applications. Dr. Fun-Den Wang, one of the most influential people in the “Over the years, the lab has played a significant role technology’s development. in the global development of waterjet technology,” Waterjets—which utilize the said Hugh Miller ’86, MS ’91, PhD ’96, an associate energy contained in a highprofessor in the mining engineering department. pressure stream of water to cut materials—play critical Wang was a significant factor for why Miller came roles in manufacturing, Dr. Fun-Den Wang back to Mines for a PhD degree—he wanted to learn industrial cleaning, cutting as much as he could from one of the true pioneers and excavating concrete, rock and soil. of the technology. Miller said Wang was devoted to graduate student development and advancing Wang was the driving force behind the development the technology. of the Earth Mechanics Institute (EMI) on campus in 1974; the lab remains one of the largest mechanical excavation facilities in the world. The lab gained international acclaim for its groundbreaking work
To that end, Wang and his wife, Agnes, who holds a PhD in chemistry and once worked at Mines, created the Mining WaterJet Technology Fund in 2009 to
MINES AWARDED $1 MILLION GRANT FROM PRESTIGIOUS W.M. KECK FOUNDATION
Dr. Zhexuan Gong
Two physicists at Mines and the University of Colorado Boulder received a $1 million grant from the W.M. Keck Foundation to develop a first-of-its-kind quantum simulator that can be used to develop novel materials and, in the future, to lead to the creation of a high-performance quantum computer.
The W.M. Keck Foundation is one of the nation’s largest philanthropic organizations known for
providing transformational funding for science, engineering and medical research that will benefit humanity. Dr. Zhexuan Gong, assistant professor of physics at Mines, and Shuo Sun, assistant professor of physics and an associate fellow at JILA at CU Boulder, will use the grant to develop a quantum simulator—a special-purpose quantum computer—that will for the first time marry two types of control scientists have over quantum particles. This kind of work has recently elevated Mines to be classified as an R1 research university in 2022.
CROWDFUNDING PROGRAM GIVES STUDENTS A PLATFORM TO MAKE REAL CHANGE In 2016, Mines launched the Gold Mine, a crowdfunding platform that helps student and faculty groups raise money for the activities and projects they are passionate about. The OreGiver community has raised nearly $900,000 for 160 unique projects since the Gold Mine’s inception.
The Gold Mine gives small student clubs an avenue to fundraise...it increases equity and access to resources.”
ANNUAL GIVING AT A GLANCE*
Hike for Help in Nepal in partnership with Mines
41K
1,732
1,473
Gifts Under $1,000
Student Donors
Young Alumni Donors**
664
3,067
588
Monthly Donors
President’s Council Members***
Faculty & Staff Donors
* Oct 1, 2016 to Mar 1, 2022
** 1 0 years or fewer since graduating
*** Annual gifts of $1,000 or more, including students
“The Gold Mine gives small student clubs an avenue to fundraise, and this is huge as it increases equity and access to resources and exposure for our clubs,” said Begoña Ruiz, associate director for the Student Activities, Involvement and Leadership office. “It also helps clubs with larger funding needs than SAIL can support to raise money for their projects.” The Gold Mine, which doesn’t charge a fee like other crowdfunding platforms, runs campaigns in the fall and spring. About a third of projects support student clubs and organizations. Another third support Senior Capstone design projects—for example, the Concrete Canoe team’s annual build and trips to national competitions. The remaining projects support department and faculty initiatives, memorial scholarships and the Student Emergency Fund. “These are significant, impactful projects,” said Aly Dugdale, annual giving director at the Colorado School of Mines Foundation. “Small fundraising efforts give students a voice to share their projects with the Mines community. They’re often passion projects that might have a local, personal impact, like the Magic Wheelchair from the Mines Maker Society—which makes a Halloween costume
for a child who uses a wheelchair—or a larger global impact, like Mines Hike for Help, which takes students to the Everest region of Nepal to implement self-sustaining projects while living with Nepali communities.” The Gold Mine also teaches students soft skills they can add to their resumes. They create videos and project writeups and work on their pitching skills when they reach out to family, friends and personal networks. Teams are always looking for matching and challenge donors, as well as advice and feedback from alumni and industry. “All of the work being done with Gold Mine funding is changing real lives,” Dugdale said. “It shows the breadth of student interests and highlights the boots-on-the-ground work happening at Mines.”
OREGIVERS ARE THE HEART OF MINES Look around Mines, and you’ll see a community of people giving of themselves to the school. They are OreGivers—people who support Mines by sharing their time, their expertise, and often their financial resources. They are alums, students, families, friends, and even faculty and staff. Faculty and staff go above and beyond their job descriptions to fuel student success on campus and beyond, often staying late or coming in on weekends and being there for students beyond the classroom. OreGivers are valued for their generosity, and especially for their desire to pay it forward. If you’re an OreGiver, thank you. Retired Mines staff member, Kathy Emme
TOP CAMPAIGN CHAMPIONS Bruce ’76 and Debra Grewcock With the largest single gift ever received by Mines, the Grewcocks established the Grewcock Presidential Scholars Program, which will develop the skills needed for effective leadership.
Steve ’64 and Dollie Chesebro’ Known as “the Sheriff,” Steve generously and consistently supports Oredigger athletics and the petroleum department with endowed funds and faculty chairs.
THANKS TO THE MINES@150 VISIONARIES Michael and Kelly Beck Their challenge gift funded the Beck Venture Center, a unique mentoring, networking and learning space for Mines students, faculty and alumni entrepreneurs, where innovation grows into reality.
W. Richard Moore ’66 His annual gifts support the Class of ’66 Endowed Relief Fund, created to provide financial assistance to first-year students experiencing a financial hardship— change in income, loss of family member, natural disaster, etc.
These generous donors have committed $1 million or above to fulfill the possibilities of the campaign. Adolph Coors Foundation
Joseph R. Dunbar ’56
Mike Nagorka ’83
Donna S. ’97 and Larry W. Anderson
Edna Bailey Sussman Fund
Newmont
Ben L. Fryrear ’62
M. Ward ’84 and Karen Polzin
Thomas C. ’62 and Marianne Aude
Farris Dean “Dee” Gavora ’89
Mayari Pritzker
R. Timothy Bartshe ’71, ’73
Gerald ’68 and Bettina Grandey
Ralph C. Wilson, Jr. Foundation
Michael and Kelly Beck
Bruce ’76 and Debra Grewcock
Robert J. Candito ’78
Hugh E., Jr. ’74, MS ’80 and Michelle Harvey
Neal E. ’68 and Margaret R. Schmale
Steve ’64 and Dollie Chesebro’
James Family
Chevron
Paul C. and Elyse Johnson
Stewart M. ’50* and Johanna P. Collester*
Frank ’52 and Mary* Labriola
Dennis G. ’69 and Suzi L. Strauch
Eric Dee Long
Richard S. Tallman ’85
Rob ’68 and Ann McKee
J. Don ’55 and Lois Thorson
Charlie ’71 and Judy McNeil
Frances Vallejo ’87 and Scott Irvine ’87
Frank ’52 and Mary Labriola
Charlie ’71 and Judy McNeil
Their lead gift created the Labriola Innovation Complex, a new state-of-the-art multi-facility complex that will be the crown jewel of innovation on campus.
The McNeils’ gift led to the creation of McNeil Hall and the McNeil Center for Entrepreneurship and Innovation.
Stewart M. ’50 and Johanna P. Collester
Eric Dee Long
Ronald H. ’59 and Alice Cox
His gifts of cash and several large mineral collections to the Mines Museum of Earth Science have further elevated the museum’s reputation.
Paul E. ’74 and Terri Dorr
Their realized bequest supports scholarships for undergraduate students who demonstrate financial need.
Colorado School of Mines Alumni Association W. Grover Coors ’96, PhD ’01
F. Scott Dueser
*Deceased
W. Richard Moore ’66 Mark Moseley-Williams ’94 Nilendu S. ’68 and Minakshi Mukherjee
Charles E. ’61 and Louanne Shultz Joan V. Stratton ’74
W.M. Keck Foundation ZOMA Capital
CAMPAIGN LEADERSHIP Jerry ’68 and Tina Grandey “When I was asked to be one of the leads for the MINES@150 campaign, I said yes because I appreciate the value of a Mines education. I want to ensure that Mines is set up for continued success for the next 150 years. The investment Tina and I have made will hopefully inspire others to contribute, regardless of amount, to support and enhance the unique Mines experience.”
Bruce Grewcock ’76 “We all know that Mines graduates are going to work hard when they leave school. I’d say that Mines instilled a strong work ethic in me, which really helped me be successful. I want to continue to enable and support that aspect of a Mines education.”
Charlie ’71 and Judy McNeil “I’ve enjoyed the time since graduating from Mines, continuing my service and giving back as a donor and volunteer. I encourage each of you to have that same spirit of service and giving back to Mines as you continue in your professional careers.”
Scott Irvine ’87 and Fran Vallejo ’87 “Mines provided us an outstanding and unique education, rivaled by few institutions. To coincide with MINES@150, we want to be more impactful by creating a program for professional development. Mines graduates will have even greater advantages, the institution will be elevated, and hopefully our gift will inspire others to give in whatever way they can.”
Colorado School of Mines Foundation 1812 Illinois Street, Golden, CO 80401 Mail: PO Box 4005, Golden, CO 80401 303.273.3275
CAMPAIGN.MINES.EDU
