�鶹�ƽ�� Archives - �鶹�ƽ��

Harley Buff Discovers New Strengths Through Leadership, Faith and Community at �鶹�ƽ��

Office of University Communications — Wed, 09 Sep 2026 16:47:59 +0000

By Embracing Theater, Communications and Service, Student Pursues Goals with Confidence

BOILING SPRINGS, N.C.—The first time Harley Buff, of Hickory, N.C., heard about �鶹�ƽ��, she was immediately drawn to the school’s size and Christian mission. After meeting GWU Admissions Counselor Reilly Morgan at a college fair hosted by her high school, Buff’s interest grew, prompting her to schedule a campus visit and experience the University firsthand.

Harley Buff, center, helped to start the Backstage
Bulldogs Theater Club.

“The small campus and Christian environment were super enticing to me, and I fell in love with it as soon as I got to campus,” Buff shared. “The community at �鶹�ƽ�� is definitely one of my favorite aspects of the University. For me personally, it was really important to go to a smaller Christian school where I could find a community that is Christ-loving and Christ-centered.”

She added that the campus is a perfect size. “It’s really hard to even walk to your class without saying, ‘Hi,’ to a friend or someone that you know,” Buff observed. “It just makes the whole place feel like a home.”

That sense of belonging has encouraged Buff to embrace new opportunities, develop new skills and discover new passions. “To me, the phrase ‘Become More’ means to explore yourself and find new interests, new hobbies, new skills and new talents from who you already are,” Buff said.

Having been involved in theater since she was a child, Buff is pursuing a double major in theater arts and communications with a concentration in public relations. She arrived at �鶹�ƽ�� looking for ways to combine her longtime passion for the stage with professional opportunities behind the scenes. “By doing both of those majors, I’m getting to figure out the entire world of theater, which is something that I’ve always had a passion for,” she reflected.

Harley Buff played multiple roles in the
�鶹�ƽ�� production of Puffs.

Through her involvement across campus and service as a leader, Buff said she has developed confidence in ways she never expected. One of the first ways she challenged herself to step outside her comfort zone was by joining the Office of Admissions as a Student Recruitment Ambassador. The role gave her an opportunity to meet prospective students, share her �鶹�ƽ�� experience and build confidence as a communicator.

“I wanted to put myself out there socially, and I thought this was a great way to do that,” she stated. “I saw what a special school �鶹�ƽ�� is, and I wanted to be able to talk to high school juniors and seniors and encourage them to make the decision to become a Bulldog. I feel like I have grown in my confidence to talk to random strangers and to put myself out there in front of large crowds.”

The communication and leadership skills Buff developed while working in admissions complement what she is learning in class from dedicated faculty members who want to see their students succeed. “I truly believe one of the best parts about �鶹�ƽ�� is the faculty,” she asserted. “My professors have been exceptional in teaching me both the course material as well as life skills and lessons.”

She especially appreciates the mentorship of Professor of Theater Arts Dr. Christopher Nelson, who also directs campus productions. “He has always supported me in everything, including coming to a show I was a part of in my hometown, an hour away from him,” Buff said. “I really appreciate his care for us as his students and his passion to teach us more about this art we are all so passionate about.”

Recently, Buff gained hands-on experience in both fields through an internship with Hickory Community Theatre, the place where her love of theater first began as a child. She returned to assist with public relations efforts, prepare website content and patron mailings, work events, support box office operations and help with production-related responsibilities.

“�鶹�ƽ�� is good at getting you that real-world experience and doing more than just pen and paper on a test,” Buff said. “They’re trying to get you immersed in what it’s actually going to be like to work in your field. We’ve had choreographers come in and show us what it would be like for an audition. We’ve had people coming in to help us with songs or with our monologues. And the professors were interested and involved in my internship process. They were all super helpful and there for me as I started the process.”

As a Student Recruitment Ambassador for GWU Admissions, Harley Buff, left, leads campus tours for prospective students and their families.

In addition to working as an SRA, Buff sought other ways to become involved and serve others. One of her first stops as a new student was the Connect Fair, an event that showcases GWU clubs and organizations, as well as community groups. Buff was drawn to the information table for Delight, a national ministry for college women. “I saw that there was an opening on the leadership team, and I had never even been to it,” Buff recalled. “When I visited their table, I just felt like that was something I wanted to be a part of. The girls were all so amazing. They were all so welcoming, and that’s been such a great experience.”

She also helped to start the Backstage Bulldogs theater club. “It’s only been around for a semester, and we’ve won many awards,” Buff said. “We won Club of the Year, which was so awesome for us. But that’s been really great to be in leadership within my major and a community that means a lot to me personally.”

She serves on the Inter-Club Council and as a Peer Leader for the Honors University Life Class. “I feel confident in all of these roles, because I know that my leaders have trained me and prepared me for them, and I know I can always lean on them when I need it,” she noted. “My leadership roles have taught me how important it is to have a team. Having other leaders that can help and support you and those you are leading is so critical, and I’ve definitely learned that over the past year.”

As she looks toward the future, Buff sees both of her academic disciplines playing a role in her career. “I love the combination of theatre arts and communications,” Buff shared. “I genuinely have a love and passion for both subjects so getting to be fully immersed in them has just been so much fun.”

Considering all she has gained personally, academically and professionally, Buff believes the relationships she has built have been the most meaningful part of her journey. “I’ve met some people that I know will be lifelong friends of mine—people I will see at my wedding or see in the future or who will hold my future kids,” Buff affirmed. “And it’s really special that I was able to do that just by going to college.”

�鶹�ƽ�� is North Carolina’s recognized leader in private, Christian higher education. A Carnegie-Classified Doctoral/Professional University, GWU is home to nine colleges and schools, more than 80 undergraduate and graduate majors, and a world-class faculty. Located on a beautiful 225-acre campus in Boiling Springs, N.C., �鶹�ƽ�� prepares graduates to impact their chosen professions, equips them with the skills to advance the frontiers of knowledge, and inspires them to make a positive and lasting difference in the lives of others. Become More at .

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�鶹�ƽ��’s Searight PACE Program Expands Professional Development Opportunities for 2026-27

Office of University Communications — Thu, 03 Sep 2026 12:54:26 +0000

BOILING SPRINGS, N.C.—�鶹�ƽ��’s Searight Professional and Continuing Education (PACE) program is expanding its portfolio of workforce development, professional education and lifelong learning opportunities with several new programs launching during the 2026-27 academic year.

The new offerings are designed to meet the evolving needs of professionals, educators, businesses and community members seeking flexible opportunities for personal and career growth.

Among the new programs is Freelance Social Media Management taught by GWU alumna and entrepreneur, Stetson Patton. This program will equip participants with practical skills in content creation, client management, analytics and business development, preparing them to launch or grow a freelance social media career.

Clinical Mental Health Counseling

New to the Clinical Mental Health Counseling (CMHC) series is certification in Mental Health First Aid for adults and youth as well as continuing education in Dialectical Behavior Therapy, Play Therapy, and Fetal Alcohol Syndrome Spectrum. Searight PACE has been approved by the National Board of Certified Counselors (NBCC) as an Approved Continuing Education Provider, ACEP No. 7431, with experienced professionals leading practical, skills-based sessions for counselors and others interested in the field.

Classical Education Certificate Series

The new Classical Education Certificate Series is designed for aspiring and current educators, school staff, homeschool educators and others interested in classical education. The program offers a series of courses that explore the principles and practices of classical learning while supporting participants’ personal and professional development.

Faith in Society

The Faith in Society series includes a new program led by GWU alumna Dr. Linda Lockhart on Discipleship and Spiritual Formation, meeting for two hours weekly from January through March 2027. The program focuses on how to study the Bible and apply it to our daily lives through the transformative power of the Holy Spirit.

Creative Writing

Professor and department chair Dr. Chris Davis will offer a What’s Your Story? creative writing workshop in February which will segue into a sustained creative writing certificate program.

Continued Growth Across PACE Offerings

PACE continues its successful Paralegal, Agribusiness Entrepreneurship, Medical Terminology, Grant Writing, and Genetic Counseling offerings. New to this year’s calendar are Principles of Lean Six Sigma and Financial Literacy Day, the latter bringing area high school students to campus to personal finance, budgeting, and investment principles from university and bank professionals.

Corporate Training

PACE offers Corporate Training and partners with businesses to develop customized learning experiences tailored to specific organizational goals, workforce needs and business challenges. Programs can be delivered on-site or online and are designed to provide practical, results-driven professional development.

Growing Portfolio

PACE’s growing portfolio of programs reflects �鶹�ƽ��’s commitment to serving learners at every stage of their educational and professional journeys. By combining established offerings with innovative new programs, PACE provides relevant, accessible learning opportunities that foster career advancement, professional development and personal enrichment.

Learn more about PACE programs, upcoming courses, registration opportunities and future offerings.

Auxiliary aids will be made available to persons with disabilities upon request 10 working days prior to the event. Please call 704-406-4270 or email disabilityservices@gardner-webb.edu with your request.

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�鶹�ƽ�� Celebrates Faith, Learning and Achievement During Fall Convocation

Office of University Communications — Thu, 20 Aug 2026 19:06:10 +0000

Teaching Excellence Award Recipient Dr. Paula Qualls Challenges Community to ‘Cultivate Good Soil’ While University Honors Top Students and Scholars

BOILING SPRINGS, N.C.—The �鶹�ƽ�� community celebrated the formal opening of the academic year with Fall Convocation on Aug. 19. Led by Provost and Vice President of Academic Affairs Dr. Nicole Waters, the program celebrated scholastic achievement, recognized scholarship recipients and featured remarks by Professor of Religious Studies Dr. Paula Qualls, the 2025 recipient of the Excellence in Teaching Award.

Dr. Nicole Waters

After the invocation by Vice President for Christian Life and Service and University Chaplain Dr. Josh Parrott, Waters opened the ceremony by introducing the deans of the College of Arts and Sciences, Dr. Robert Prickett; Godbold College of Business, Dr. Mischia Taylor; College of Education, Dr. Prince Bull; and College of Health Sciences, Dr. Tracy Arnold. After the introductions, Waters noted. “Together, these colleges represent the breadth and depth of our university’s academic life. Their faculty will teach you, mentor you, and model what it means to live out your calling. May your time within these colleges spark curiosity, inspire innovation, and guide you in using your God-given talents to serve a greater purpose.”

�鶹�ƽ�� President Nate Evans introduced Qualls, who also won the Excellence in Teaching Award in 2008. The recognition represents the highest honor bestowed upon a �鶹�ƽ�� faculty member and is especially meaningful because it reflects the voices of both colleagues and students.

Qualls has served �鶹�ƽ�� for 26 years. “Her students describe her with words such as compassionate, encouraging, positive and inspiring,” Evans shared. “They speak of a professor who makes difficult material meaningful, creates a welcoming environment for learning, and takes the time to know and care for each student as an individual. Perhaps the greatest testament to her work, however, is found in the students who describe themselves as changed by her influence—not only as learners, but as people.”

Dr. Paula Qualls

Qualls began her speech by reflecting on memorable teachers portrayed in films such as “Dead Poets Society,” “Mr. Holland’s Opus,” and “School of Rock,” noting that great teachers recognize potential, inspire growth, and help students become their best selves. She said these stories resonate because impactful teachers communicate a powerful message to their students: “You have value. You have potential. I believe in you. You matter.” Qualls then connected those examples to what she described as the greatest teacher of all, Jesus Christ, whose teachings have transformed countless lives throughout history and continue to challenge people to change how they think, live, and serve others.

Using Jesus’ Parable of the Sower from Matthew 13, Qualls urged members of the �鶹�ƽ�� community to nurture their spiritual, intellectual, physical, and social well-being through prayer, learning, healthy habits, and meaningful relationships. She reminded students that a new academic year offers an opportunity for a fresh start and challenged them to make the most of their time and potential. “We can all cultivate good soil and be transformed,” she noted. “We can make choices to have a good year, to make every day count. Carpe Diem… Seize the day, friends. Make your lives extraordinary. Cultivate good soil. Run the risk, and gain everything!”

After Qualls’ address, members of the University Concert Choir, directed by Associate Professor of Music Dr. Joshua Cheney, led the audience in singing the �鶹�ƽ�� alma mater. The convocation also highlighted �鶹�ƽ��’s commitment to academic excellence, Christian faith, and student integrity. The ceremony opened with an invocation by Dr. Josh Parrott, vice president for Christian Life and Service and University chaplain, and included the presentation of the University’s Honor Code by Student Body President Bethany Durham. Academic achievement was recognized by Waters through the presentation of Scholastic Academic Awards, which honor students with the highest GPAs after one, two and three years of study, while Evans recognized recipients of �鶹�ƽ��’s premier scholarships.

Scholarships and Academic Awards

Belk-Ellis: Maxie Claire Canipe

Maxie Claire Canipe of Shelby, N.C., is the winner of the Belk-Ellis Scholarship, which is awarded to a student from Cleveland or Rutherford County who has demonstrated high academic achievement and plans to pursue a major in business.

Searight Leadership: Jairus Battle and Addie Yates

Jairus Battle is recognized as a recipient of the Searight
Leadership award by GWU President Nate Evans.

Jairus Battle of Rock Hill, S.C., and Addie Yates of Kings Mountain, N.C., are recipients of the Searight Leadership Award, which supports first-generation college students who have demonstrated exceptional leadership potential.

R.W. Andrews: Jaylon Smith

Jaylon Smith of Shelby, N.C., is the winner of the R. W. Andrews Scholarship, which is awarded to a male student from Cleveland County. Recipients of this scholarship demonstrate integrity, leadership, and academic success while exemplifying the mission and values of �鶹�ƽ��.

Godbold: Josie Blanton

Josie Blanton of Shelby, is the recipient of the Godbold Scholarship, which is a full-tuition scholarship established by John and Linda Godbold. It is awarded to a student of high academic standing who plans to pursue a major in business.

Ignite Excellence Scholarship

The Ignite Excellence Scholarship program awards full-tuition scholarships to students who demonstrate exceptional academic achievement and potential.

2026 Ignite Excellence Scholars:

Mackenzie Call of Simpsonville, S.C.
Madelyn Russell of Shelby
Norah Summerville of Sharon, S.C.
Felicity Sinclair of Lincolnton, N.C.
Jade Langley of Lexington, N.C.
Emilee Jones of Lenoir, N.C.
Renata Chandler of Kingsport, Tenn.

Tucker Scholar Sharlotte Lyda is recognized by �鶹�ƽ��
President Nate Evans.

Tucker Scholarship: Sharlotte Lyda

Sharlotte Lyda, of Huntersville, N.C., is the recipient of the Tucker Heart, Soul, Mind, and Strength Scholarship, which is awarded each year to one student who exemplifies the principles and values representative of the �鶹�ƽ�� community. This distinguished scholarship provides full tuition, room and board for eight semesters. The award is made possible through the generous support of Carolyn and Robert Tucker, who have exemplified these same principles and values throughout their personal and professional lives.

Scholastic Awards

The following winners tied for their awards with perfect 4.0 averages.

One-Year

Hannah Altman
Sarah Birchall
William Brooks
Laura Covarrubias Magana
Hannah Altman
Haedyn Crumbley
Madison DeMink
Victoria Edwards
Savannah Finucan
Elle Fisher
Kaylee Foushee
Isaiah Guerrero
Ella-Grace Hayes
Dayton Holt
Marnina Krist
Kynley Lawter
Ariel Lyanda-Geller
Elle Overly
Michael Ragonesi
Madison Richardson
Myleigh Snider
Jessica Stogner
Carlee Stratton
Elienne Yates
Noah Yonkoske
Peyton Youngblood

Two-Year

Mattie Berrier
Violet Boyd
Kaitlyn Estes
Anna Hornbaker
Sophia Hutchens
Joshua Johnson
Braden Knavel
Lucy Merritt
Madison Pepka
Lydia Robinson
Hilda Smith

Three-Year

Daniel Bennett
Timothy Campbell
Bryson Church
Abigail Hennie
Bailey Hope
Zoie Miller
Cole Poplin
Taylor Sollie
Isabella Turner
Alyssa Weaver

More photos from the ceremony available .

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�鶹�ƽ�� Welcomes New Faculty for 2026-27 Academic Year

Office of University Communications — Wed, 12 Aug 2026 16:45:23 +0000

Nine New Faculty Members Bring Expertise in Healthcare, Business, Public Service, Technology, and the Sciences to the University

BOILING SPRINGS, N.C.—�鶹�ƽ�� welcomed nine new faculty members during its annual Faculty Assembly on Aug. 11. Representing a range of academic disciplines and professional backgrounds, the new faculty bring expertise in healthcare, business, public service, technology, scientific research, and higher education. Their arrival marks the beginning of the 2026-27 academic year and strengthens the University’s commitment to academic excellence and student success.

Introduced by their respective college deans during Faculty Assembly, the new faculty members represent the College of Arts and Sciences, Godbold College of Business, and College of Health Sciences. Their professional experience includes leadership in academia, clinical practice, military service, public administration, scientific research, and industry partnerships.

“One of our ONE WEBB core values is to be student focused,” said Provost and Vice President of Academic Affairs Dr. Nicole Waters during Faculty Assembly. “Our students are the heart of this University, and together across every college, school, and discipline, we share the collective purpose of serving them well.”

College of Arts and Sciences

Dr. Tyler Thomas

Dr. Tyler Thomas joins �鶹�ƽ�� as assistant professor of computer science. He earned his Ph.D. in Computing and Information Systems, along with his master’s and bachelor’s degrees, from the University of North Carolina at Charlotte. Before coming to �鶹�ƽ��, Thomas served on the faculty at the University of Wisconsin-Stout, where he earned tenure and promotion to associate professor in 2024. His teaching and research interests include software engineering, cybersecurity, secure coding, artificial intelligence, network security, and information technology infrastructure. He joins �鶹�ƽ�� with a desire to serve at a Christ-centered university closer to his hometown of Gastonia, N.C.

Dr. Christina Johnson

Joining the Department of Biology as assistant professor, Dr. Christina Johnson earned a Ph.D. in Botany from Miami University and a bachelor’s degree in Genetics and Plant Biology from the University of California, Berkeley. Her career has combined biological research, higher education, and science education, including work on NASA-funded initiatives and postdoctoral research at Kennedy Space Center. Johnson has taught biology and environmental science courses and is committed to mentoring students while developing STEM educational resources for learners of all ages.

Dr. Robert Roth

Dr. Robert Roth joins the University as associate professor of criminal justice. Roth earned a Doctor of Education and Educational Specialist degree in Educational Leadership from Liberty University, a Master of Science in Criminal Justice from West Chester University, and a Bachelor of Arts in Criminal Justice from Bloomsburg University. He previously served at Montreat College, where he held multiple academic leadership positions, including department chair and interim associate dean. Prior to entering higher education, Roth served in law enforcement as both a police officer and deputy sheriff in Pennsylvania, experience that continues to inform his teaching and scholarship.

Dr. Jessica Casimir

Dr. Jessica Casimir joins �鶹�ƽ�� as assistant professor of sociology and chair of the Department of Social Sciences. She earned her Ph.D. in Sociology from the University of Florida, a Master of Applied Social Science from Florida A&M University, and a bachelor’s degree in Political Science from Florida A&M. Casimir comes from Western Carolina University and has also served at UNC-Asheville, East Carolina University, and the University of Cape Town’s AIDS & Society Research Unit. Her research focuses on global health, chronic illness, healthcare access, aging populations, and health inequities, particularly in South Africa.

Dr. Andrew Dunphy

An assistant professor of biology, Dr. Andrew Dunphy earned a Ph.D. in Biology with a concentration in Immunology and Microbiology from UNC-Charlotte. He also holds master’s and bachelor’s degrees from UNC-Greensboro. During his graduate studies, Dunphy taught courses in biology, anatomy and physiology, ecology, and microbiology while conducting research on host-pathogen interactions, neuroinflammation, and immune signaling. His scholarly work has resulted in multiple peer-reviewed publications and presentations and has earned recognition at regional and university research competitions.

Dr. Michael Meissner

Dr. Michael Meissner joins the Department of Public Service as assistant professor. He completed his Doctor of Public Administration at Liberty University and also holds degrees from �鶹�ƽ��, Converse College, the University of South Carolina Upstate, and the Community College of the Air Force. Meissner brings experience in military leadership, public service, and higher education. Many members of the �鶹�ƽ�� community already know him through his previous service as director of the Military Science program, adjunct instructor, and student mentor. Most recently, he has served as a U.S. Army Reserve exercise planner and probation officer for the State of North Carolina.

Godbold College of Business

Dr. Wayne Durr

Dr. Wayne Durr joins the Godbold College of Business as assistant professor of finance. A U.S. Army veteran, Durr holds a Doctor of Business Administration with a concentration in Finance and an MBA with a concentration in Supply Chain and Operations. His professional experience spans Fortune 500 companies, startups, government contracting, entrepreneurship, and higher education. Throughout his career, he has supported projects involving NASA, the Department of Defense, the Department of Energy, NOAA, and the U.S. Space Force. In addition to teaching, he works as a business consultant and corporate finance coach, assisting organizations and entrepreneurs with financing, business planning, and operational strategy.

College of Health Sciences

Judy Dover

Judy Dover joins the Hunt School of Nursing as instructor of nursing. She earned a Master of Science in Nursing Education from East Carolina University, a Bachelor of Science in Nursing from Winston-Salem State University, and an Associate Degree in Nursing from Caldwell Community College. Dover brings nearly 40 years of nursing and healthcare leadership experience, most recently serving as program coordinator and instructor for nurse aide programs at Cleveland Community College. Her professional background includes leadership roles in hospice care, long-term care, acute care nursing, and healthcare education. �鶹�ƽ�� holds special significance for Dover as both of her daughters are graduates of the Hunt School of Nursing.

Dr. Yvonne Smith

Dr. Yvonne Smith returns to �鶹�ƽ�� as associate professor of nursing. She earned her Doctor of Nursing Practice from �鶹�ƽ��, a Master of Science in Nursing from UNC-Greensboro, and completed Psychiatric Mental Health Nurse Practitioner preparation at Anderson University. Smith previously served eight years as a graduate faculty member in the Hunt School of Nursing and played an instrumental role in developing the Psychiatric Mental Health Nurse Practitioner program. Her career includes decades of experience in psychiatric and mental health nursing, nursing education, school health, and advanced practice nursing. During her previous tenure at �鶹�ƽ��, she received numerous honors, including the Outstanding Graduate Faculty Award, DAISY Faculty Award, Mentoring and Advising Faculty Award, and Excellence in Teaching Award.

As �鶹�ƽ�� begins a new academic year, these faculty members bring diverse academic backgrounds, professional accomplishments, and a shared commitment to educating, mentoring, and serving students in a Christ-centered learning environment.

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�鶹�ƽ�� Faculty Assembly Celebrates Achievement and Shared Vision

Office of University Communications — Wed, 12 Aug 2026 16:20:27 +0000

Faculty Awards, New Faculty Introductions, and a Vision for ‘ONE Webb’ Mark the Start of the 2026-27 Academic Year

BOILING SPRINGS, N.C.—�鶹�ƽ�� celebrated excellence in teaching, scholarship, service, and mentorship during its annual Faculty Assembly on Aug. 11. Leading the list of honorees was Dr. Jeff Hartman, professor and internship coordinator in the Department of Exercise Science, who received the University’s highest faculty honor, the Excellence in Teaching Award. The annual gathering also welcomed new faculty members and marked the beginning of the 2026-27 academic year.

Held in the Tucker Student Center, the assembly brought faculty together for worship, professional development, recognition of outstanding achievement, and a shared commitment to student success.

“As full-time faculty members, you are entrusted with educating and supporting our students,” said Dr. Nicole Waters, provost and vice president of Academic Affairs. “Through your teaching, mentoring, advising, and service, you help prepare them to use their God-given talents in their personal and professional lives.”

Reflecting �鶹�ƽ��’s commitment to being Christ-centered, the Faculty Assembly began with a devotion from Dr. Jim McConell, interim dean of the School of Divinity. Members of the Faculty Assembly Choir, under the direction of Dr. Cal Robertson, professor of biblical studies, led faculty and staff in a worship song and also offered a choral selection. Accompaniment was provided by Robertson on the guitar and Timothy Scruggs, �鶹�ƽ�� Department of Music staff accompanist.

During his presidential address, �鶹�ƽ�� President Nate Evans highlighted the University’s progress over the past year, discussed key institutional priorities, and outlined a vision for the future. Framed by the theme “ONE Webb,” his remarks emphasized �鶹�ƽ��’s commitment to being Christ-Centered, Student-Focused, and Excellence-Driven.

“I am excited to begin a new academic year and grateful for the faculty who make the �鶹�ƽ�� experience so meaningful,” Evans said. “Their investment in our students is central to who we are, and I look forward to what we will accomplish together as ONE Webb.”

Excellence in Teaching Award – Dr. Jeff Hartman

The Excellence in Teaching Award was presented to Dr. Jeff Hartman, professor and internship coordinator in the Department of Exercise Science. Considered one of �鶹�ƽ��’s most prestigious faculty honors, the award recognizes exceptional teaching, academic rigor, innovation, mentorship, and commitment to the University’s mission.

Faculty members must have completed at least five years of full-time teaching service at �鶹�ƽ�� to be eligible for the award. Candidates are nominated by peers, endorsed by their department chair, and evaluated through feedback and scoring from both faculty and students. The recipient also receives a $1,000 cash prize and the opportunity to address the University community during fall convocation.

Hartman was recognized for helping students connect classroom learning to professional practice while mentoring students in research and scholarship. He has guided eight exercise science students in publishing scholarly articles as undergraduates and has played a significant role in preparing students for internships and professional careers through experiential learning opportunities.

Scholarship Faculty Award – Dr. Josh Vadeboncoeur

The Scholarship Faculty Award was presented to Dr. Josh Vadeboncoeur, assistant professor of sport management. The award recognizes excellence in research and scholarly contribution through publication, presentations, grant activity, and professional recognition.

Vadeboncoeur’s scholarship focuses on motorsports and the intersections of culture and race. His 2025 book, “Racing to Make Space: Black Fans in NASCAR’s Fast Lane,” along with numerous peer-reviewed publications and conference presentations, has established him as a growing voice in sport management scholarship.

Etta Curtis and J.D. Huggins Faculty Service Award – Dr. David Campbell

The Etta Curtis and J.D. Huggins Faculty Service Award was awarded to Dr. David Campbell, professor of geology.

Campbell was recognized for his sustained service to the University. During his five-year tenure as chair of the Department of Natural Sciences, Campbell helped guide the creation of a new biochemistry major, led the department’s five-year review process, and supported curriculum improvements. Beyond campus, he has shared his expertise through science education initiatives, international paleontology presentations, fossil identification workshops, and astronomy events that engage students and community members alike.

Mentoring and Academic Advising Faculty Award – Dr. LaDonna Clark

The Mentoring and Academic Advising Faculty Award was presented to Dr. LaDonna Clark, assistant professor, principal faculty member, and director of clinical education in the Department of Physician Assistant (PA) Studies.

In addition to advising graduate PA students, Clark mentors aspiring healthcare professionals through outreach programs, health fairs, and educational events. As director of the program’s Capstone course, she helps students develop skills in research, evidence-based medicine, scientific communication, and professional presentation that prepare them for successful healthcare careers.

The honor reflects Clark’s student-centered approach to advising and mentorship, her commitment to supporting graduate and pre-physician assistant students, and the professional development opportunities she creates through healthcare outreach and experiential learning.

Nancy Francis-Gregg Day Adjunct Award – Jessica Sherman

The Nancy Francis-Gregg Day Adjunct Award was awarded to Jessica Sherman, adjunct clinical instructor in the Hunt School of Nursing.

Sherman was recognized for creating a supportive clinical learning environment where students gain confidence while developing critical nursing skills. Student evaluations reflected her impact, with students praising her individualized feedback, encouragement, and commitment to helping future nurses transition successfully from the classroom to professional practice. Specifically, students cited her ability to build confidence and strengthen clinical skills.

Rising Star Faculty Award – Dr. Angel Queen

The Rising Star Faculty Award was presented to Dr. Angel Queen, assistant professor and chair of undergraduate nursing programs in the Hunt School of Nursing.

Queen was honored for exceptional promise and achievement in teaching, scholarship, service, and leadership. She has emerged as a leader within the Hunt School of Nursing through her work in curriculum development, student retention initiatives, scholarship, and community engagement. Among her accomplishments is the creation of NURS 200: Nursing Essentials, a course designed to strengthen student success and support nursing students throughout their academic journey.

Graduate Faculty Awards

Adjunct Award – Dr. Kristen Edwards

The Graduate Faculty Award for Adjunct Faculty was presented to Dr. Kristin Edwards, instructor in the Master of Arts in Instructional Technology program. Students consistently praised Edwards for her exceptional organization, clear communication, timely feedback, and unwavering commitment to helping them succeed.

Through her teaching, Edwards has earned a reputation for creating a supportive and well-structured learning environment that helps graduate students navigate complex coursework while balancing professional and personal responsibilities. Students highlighted her responsiveness, attention to detail, and dedication to helping them achieve their academic goals, describing her as a faculty member who invests deeply in their success.

Faculty Award – Dr. Denise Patterson

The Graduate Faculty Award was presented to Dr. Denise Patterson of the College of Education. Students commended Patterson for challenging them to excellence while providing mentorship, encouragement, and practical preparation for leadership roles beyond the classroom.

Students cited Patterson’s ability to connect theory to professional practice, helping them apply what they learn in meaningful ways both within and beyond their current roles. They also praised her mentorship and supportive approach, noting her commitment to preparing graduate students to become effective leaders and educators while maintaining high academic expectations.

New Faculty Members

Faculty Assembly also included recognition of nine new faculty members joining �鶹�ƽ�� for the 2026-27 academic year. New faculty members introduced during the event included:

Dr. Tyler Thomas, computer science.
Dr. Christina Johnson, biology.
Dr. Robert Roth, criminal justice.
Dr. Jessica Casimir, sociology and social sciences.
Dr. Andrew Dunphy, biology.
Dr. Michael Meissner, public service.
Dr. Wayne Durr, finance.
Judy Dover, nursing.
Dr. Yvonne Smith, nursing.

�鶹�ƽ�� Student-Athlete Pursues ‘Everlasting Goals’ Through Global Learning and Healthcare Leadership

Office of University Communications — Tue, 28 Jul 2026 20:07:49 +0000

Lydia Robinson’s Journey Includes Division I Soccer, Study Abroad in England and a Competitive Novant Health Internship While Completing Bachelor’s and MBA Degrees in Four years

Looking at Lydia Robinson’s résumé, it would be easy to assume luck played a role in her success. The �鶹�ƽ�� student-athlete from Charlotte, N.C., plays Division I soccer and is on track to earn both her bachelor’s degree and MBA in four years. She studied abroad at Liverpool Hope University in England, where she practiced with a semi-professional soccer program and traveled to 11 countries. She also was selected for Novant Health’s Ignite Internship Program within the Chief of Staff Department.

However, Robinson doesn’t view any of those accomplishments as luck. They are the result of a philosophy that guides her choices. “I always say, ‘Have everlasting goals,’” she shared. “That’s always key for me. Always have everlasting goals, because in my mind, you only have one life and you want to do it to your best ability. Take those opportunities, take those risks.”

Robinson’s willingness to put herself out there helped shape her �鶹�ƽ�� experience from the beginning. She hadn’t planned to play soccer in college, but as her high school career came to an end, she realized she wasn’t ready to leave the game behind. She had already decided to attend GWU because of the close-knit campus, but decided to take a chance and contact the women’s soccer coach. She thought to herself, “What’s the worst that can happen? He can say no.”

The gamble paid off. The coach was looking for a fourth goalkeeper. After looking into her impressive record, he invited Robinson to join the team. What began as a simple email became an opportunity to compete at the Division I level while earning her degree.

She began her �鶹�ƽ�� journey in Fall 2024 with plans to graduate a year early. Dual-enrollment courses and Advanced Placement classes completed in high school provided a strong start, while summer coursework allowed her to stay on track without carrying an overwhelming course load during the academic year.

Anfield, the home stadium of Liverpool FC,
currently has a seating capacity of 61,276.

Robinson also enrolled in �鶹�ƽ��’s Accelerated Master’s Program, which allows qualified students to begin earning graduate credit while completing their bachelor’s degree requirements. She is a member of the University Honors Program, a former Congressman of Honors District HAPY and a member of Delta Mu Delta, the International Business Honor Society.

Her academic path, however, wasn’t always clear. Robinson entered as a biology major on the pre-med track with plans to attend physician assistant school or medical school. While she enjoyed helping others, she soon realized direct patient care wasn’t for her.

While exploring other options, she discovered healthcare management, which allowed her to help people through leadership and decision-making. “I was like, ‘Oh my gosh, that would be perfect because it’s the best of both worlds,’” Robinson reflected.

After choosing her major, Robinson turned her attention to fulfilling another longtime goal. For years, Robinson had envisioned studying abroad. In Spring 2026, that dream became reality when she traveled to Liverpool Hope University in England.

Before selecting a destination, Robinson researched the countries available through �鶹�ƽ��’s study abroad partnerships. Liverpool ultimately stood out because of its strong soccer culture, convenient location for travel throughout Europe, and connections through a teammate whose family lives there. When a different teammate learned of her plans to study abroad, she decided to join her.

Lydia Robinson played soccer in Liverpool with Hope University’s Football Club and practiced with Everton Football College.

The experience exceeded her expectations. While completing coursework abroad, Robinson traveled throughout Europe, visiting countries including Scotland, Ireland, Spain, Hungary, France, Poland, and others. She learned how to navigate trains and buses, budget carefully and adapt to unfamiliar environments.

“The amount of independence and maturity I feel like I gained was game changing,” she affirmed. Her mother even noticed the change and complimented her new level of confidence.

The semester abroad also gave Robinson a chance to play soccer in in a place where the sport is woven into everyday life. She joined Liverpool Hope University’s football club, and her teammate received an opportunity to play for Everton Football College. The Everton coach invited Robinson to goalkeeper practice. Training overseas exposed Robinson to a faster style of play and she learned new techniques that she plans to carry into her final collegiate season.

While there, another opportunity unexpectedly presented itself. Knowing she would be entering her senior year early, Robinson began searching for internships. One day, from her room in England, she opened LinkedIn and started submitting applications.

Within days, she received a message from Novant Health in Charlotte regarding its Ignite Internship Program. The 12-week internship rotates students through departments across the healthcare system, including communications, marketing, finance, human resources, community health and patient experience.

She participated in a virtual interview and was accepted for the program that started in June. The experience has expanded Robinson’s understanding of healthcare administration while helping her build valuable professional connections.

The internship has also reinforced lessons she learned in her business classes at �鶹�ƽ��. Robinson pointed specifically to professional communication skills and networking opportunities as areas where classroom experiences have translated into the workplace.

Lydia Robinson, second from left, was chosen to participate in the Novant Health Ignite Internship Program.

“Every single time I’m on a new Zoom call or meet a new person, I have to redo this elevator pitch pretty much being like, ‘Hi, I’m Lydia. I go to �鶹�ƽ��, majoring this, I want to do this,’” she said. “So that definitely helped me.”

Throughout her internship this summer, Robinson has carefully recorded names and professional contacts, later connecting with many of them through LinkedIn. One of the people she connected with posted about an internship opportunity for this fall, so she applied. “You never know where it could go,” she noted, expressing an interest in the program.

Whether pursuing an accelerated degree plan, studying abroad, walking onto a collegiate soccer team or gaining career experience in an internship program, Robinson believes growth begins with a willingness to try. “I’ve gained so many things in life from just putting myself out there,” she stated.

For Robinson, each accomplishment isn’t a finish line—it’s simply another step toward her next “everlasting goal.”

Learn more about programs in the Godbold College of Business.

Lydia Robinson studied at Liverpool Hope University (bottom right photo) through �鶹�ƽ��’s Study Abroad Program.

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�鶹�ƽ��’s Marriage, Couples, and Family Counseling Concentration Brings Systems Approach to Healing

Office of University Communications — Mon, 27 Jul 2026 18:06:51 +0000

Curriculum Prepares Students to Create Lasting Change by Understanding the Relationships Behind Life’s Challenges

BOILING SPRINGS, N.C.—When individuals struggle with anxiety, conflict, addiction, or other mental health challenges, the issue often extends beyond a single person. Relationships, family dynamics, and broader support systems can all play a significant role. �鶹�ƽ��’s Marriage, Couples, and Family Counseling (MCFC) concentration helps future counselors understand those connections and equips them to provide specialized care through a systemic, relationship-centered approach.

Dr. Lorell Gordon, associate professor of psychological science and counselor education, is the practicum and internship coordinator for Clinical Mental Health Counseling. Since joining �鶹�ƽ�� in 2018, she has helped develop and grow the MCFC concentration. Drawing on her extensive background in both Clinical Mental Health Counseling and Marriage and Family Therapy, Gordon worked alongside colleagues to bring the idea to life.

The concentration allows students in the Clinical Mental Health Counseling program to gain specialized knowledge and skills focused on working with couples and families. They complete additional coursework beyond the standard curriculum, including advanced marriage and family counseling theories and skills-based courses centered on practical application.

“A marriage and family therapist is not going to see the client in the room as an individual but understanding the client in the context of their relationships, patterns, and roles; basically the larger emotional system they are embedded in,” Gordon explained. “So, whether it’s the family of origin, the family they grew up in, the family that they’re with now, just seeing them as part of a system and not individually.”

Having information about the family dynamics can be critical when navigating long-term concerns. “You can address the anxiety, but without changes in the surrounding relational system, those gains are unlikely to be sustainable,” Gordon noted.

Dr. Lorell Gordon, second from left, and the class members role play a family counseling session.

Seeking a deeper understanding of these relationship patterns, Craig White Jr. added the MCFC concentration to his Mental Health Counseling degree. He plans to graduate in 2028. “This concentration has expanded my clinical conceptualization by helping me recognize family structures, coalitions, communication styles, attachment patterns, and systemic influences that affect individuals throughout their lives,” he reflected.

Learning goes beyond textbooks and lectures. A signature feature of the concentration is an immersive week-long experience that allows students to practice counseling techniques through detailed role-play scenarios.

During the intensive, students create complex family scenarios, assume various family-member roles, and rotate through the positions of counselor, client, and observer. The exercises provide an opportunity to apply theory in real-time while receiving feedback from faculty and peers.

“They spend an entire week actually implementing the theories and skills learned during the theories courses,” Gordon described. “To see the role play unfold within the classroom helps them to really understand it better.”

White said the academic and experiential components have played a major role in his growth as a counselor. “The coursework has significantly strengthened my clinical development,” he observed. “The intensive role-play experiences provided realistic opportunities to experience counseling from both the counselor’s and client’s perspectives. Those experiences reinforced the importance of empathy, active listening, clinical presence, and maintaining a client-centered approach where the client’s goals remain the focus of treatment.”

Another student who has benefited from the concentration is Elise Davis, who plans to graduate in 2028. Davis initially entered the counseling profession after realizing she wanted a career focused on advocacy and compassionate care.

Elise Davis

Her journey to �鶹�ƽ�� began hundreds of miles away in Texas. After earning her undergraduate degree at Texas A&M University, she knew she wanted to pursue graduate studies in the Carolinas.

“I was looking for a clinical mental health program that balanced a strong clinical focus with a commitment to faith, as well as a supportive Christian community,” Davis said. “I researched several programs throughout North and South Carolina, and �鶹�ƽ�� had everything I was looking for.”

Enrolling in the program, she began classes in the MCFC concentration out of curiosity. “At the beginning, I knew very little about what it meant to be a counselor, let alone how to treat a family or couple in a counseling setting,” Davis recalled. “I found it not only manageable but incredibly helpful to complete the MCFC in my first year of the program. The MCFC concentration not only allowed me a more nuanced understanding of certain theories, but it also boosted my confidence in applying those theories with clients.”

Davis also points to the intensive role-play experiences as one of the program’s greatest strengths. She noted that Gordon provided real-time feedback and advice, which helped to grow her confidence as a student and prospective counselor.

Beyond classroom learning, Davis discovered another unexpected benefit: relationships with fellow students. “I was surprised by the networking that came with doing this concentration,” she shared. “The MCFC allows cohorts to mix, and I was able to take classes with third-year students in my first year in the program. These third-year students became fantastic resources and unexpected friends.”

Graduates of the concentration have the opportunity to pursue licensure as a marriage and family therapist. However, Davis said that the information is beneficial even if a student decides later not to work with families or couples.

White agreed and added, “This concentration equips future counselors with the knowledge and clinical skills needed to approach clients with empathy, systemic awareness, and cultural humility while helping individuals and families create healthier patterns of communication, emotional functioning, and relationships.”

Aiden Lail

Understanding clients within the broader context of their relationships and support systems also resonates with Aiden Lail, who expects to graduate in December 2026. His interest in pursuing the concentration grew from his experience working with children and families. “I have seen firsthand how imperative the family is to an individual either healing or not,” Lail reflected.

He offered examples of how the training benefits counselors regardless of their future specialty area. “If you are working with kids, you will be working heavily with the family,” Lail pointed out. “If you are working with someone with a substance-use disorder, you will need to identify supports and the context the individual is using. No client exists in a vacuum. The courses have allowed me to identify behaviors in the context of a family/community system and have increased my holistic view of each client.”

Through its blend of specialized coursework and experiential learning, the MCFC concentration equips future counselors to understand the broader systems affecting their clients. As interest in the concentration continues to grow, graduates are already applying their training in the field, including one alumna who now serves as a Licensed Marriage and Family Therapist Associate.

With a growing number of students pursuing the concentration and additional declarations anticipated this fall, Gordon sees a bright future for the program as it prepares counselors to help individuals, couples, and families build healthier, more sustainable relationships.

For more information about the Marriage, Couples and Family Counseling concentration, contact Dr. Lorell Gordon at lgordon@gardner-webb.edu.

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�鶹�ƽ�� Earns National Recognition for Preparing Future Elementary Teachers in The Science of Reading

Office of University Communications — Thu, 23 Jul 2026 14:47:48 +0000

Elementary Education Program Achieves Top Marks in New Report from The National Council on Teacher Quality

BOILING SPRINGS, N.C.—The undergraduate elementary teacher preparation program at �鶹�ƽ�� has earned an A+ from the National Council on Teacher Quality (NCTQ). The council’s report, “,” spotlights GWU’s College of Education for meeting the standards set by literacy experts for the most effective methods of reading instruction.

Scientifically based reading instruction emphasizes five core components identified through decades of research: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. To earn an A+, �鶹�ƽ��’s programs had to exceed those standards and avoid teaching any instructional practices not supported by research.

Dr. Prince Bull

“Excellence is the minimum standard in the College of Education,” stated Professor and Dean of the College of Education Dr. Prince Hycy Bull. “Because literacy is the foundation of every content area, we are committed to preparing educators with the knowledge, skills, and dispositions needed to teach, inspire, and empower the next generation of citizens.”

A child’s ability to read proficiently in the early grades shapes everything that comes next in school and in life, yet according to data from the National Assessment of Educational Progress (NAEP), four in 10 fourth graders in North Carolina cannot read at a basic level. Teacher preparation is one of the most powerful drivers of change, but only when it is aligned with research-based instructional methods that have been proven to help most students become successful readers.

�鶹�ƽ�� is part of a growing group of teacher preparation programs nationwide helping transform how future educators are trained to teach reading. The skills that Allie Rains, a 2024 GWU alumna, learned in the program continue to serve her as both a private reading tutor and a first-grade teacher at Evergreen Christian Academy in Greenville, N.C.

Allie Rains

“The literacy instruction at �鶹�ƽ�� was excellent,” Rains reflected. “The detailed courses were extremely practical for the classroom. They included realistic student patterns and behaviors for me to learn from. The information obtained during my time at �鶹�ƽ�� was crucial for my licensing as well as growing my passion for literacy. I gained an urgency for children and their reading journeys.”

Working alongside her school’s curriculum team, Rains used her knowledge of the Science of Reading to help identify a curriculum that aligns with the school’s educational model. Among the students she has tutored, Rains has seen significant progress using evidence-based reading instruction.

“The Science of Reading research is too important and accurate to keep to myself,” she noted. “I begin every tutoring session with an assessment tool I learned about while taking these courses at �鶹�ƽ��. I then use targeted resources that are Science of Reading-based to grow the students’ literacy skills. I have loved seeing firsthand the growth from child to child.”

NCTQ’s methodology is informed by a panel of reading experts, teacher preparation faculty, reading advocates, and measurement experts. To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in required literacy courses for elementary teacher candidates at �鶹�ƽ��.

About NCTQ

The National Council on Teacher Quality is a nonpartisan research and policy organization on a mission to ensure every child has access to an effective teacher, and every teacher has the opportunity to be effective. For more information about NCTQ, visit .

About �鶹�ƽ�� �鶹�ƽ�� is North Carolina’s recognized leader in private, Christian higher education. A Carnegie-Classified Doctoral/Professional University, GWU is home to nine colleges and schools, more than 80 undergraduate and graduate majors, and a world-class faculty. Located on a beautiful 225-acre campus in Boiling Springs, N.C., �鶹�ƽ�� prepares graduates to impact their chosen professions, equips them with the skills to advance the frontiers of knowledge, and inspires them to make a positive and lasting difference in the lives of others. Become More at

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Family Establishes Robert and Evelyn Cabaniss Music Scholarship at �鶹�ƽ��

Office of University Communications — Fri, 17 Jul 2026 12:44:06 +0000

Endowment Honors Cleveland County Couple’s Longtime Love of Music, Education, and Service

BOILING SPRINGS, N.C.—Music was woven into everyday life in the home of Robert and Evelyn Cabaniss of Cleveland County, N.C. The family listened to a wide variety and sometimes sang along. To honor their parents’ love for music, support for education and service to the community, the couple’s children—Mark Cabaniss, Garry Cabaniss, and Michele Cabaniss Peraldo—recently endowed the Robert and Evelyn Cabaniss Music Scholarship at �鶹�ƽ��.

Reflecting on the family’s decision, Michele said, “Our family is deeply honored to support the music department at �鶹�ƽ�� through this endowment in memory of our parents. Music was a meaningful part of their lives, and we hope this gift will encourage and inspire students for generations to come while honoring the values they cherished.”

While considering the various ways they could memorialize their parents, “a scholarship seemed like the perfect choice,” noted Mark, an award-winning music composer and publisher. “Since our parents spent the better part of their lives in Cleveland County and were supporters of �鶹�ƽ��—and my brother is a �鶹�ƽ�� graduate—establishing the scholarship at �鶹�ƽ�� was a natural and fitting way to celebrate their legacy.”

Robert and Evelyn Cabaniss

During a recent visit to campus, Mark was impressed by what he saw in the Department of Music. “�鶹�ƽ�� understands that music education is about much more than teaching notes and rhythms,” he stated. “�鶹�ƽ�� combines academic excellence with a strong sense of purpose and faith. It is a place where students are encouraged to develop their talents while also growing as people of character. Music educators have an extraordinary opportunity to shape young lives through the transforming power of music, and �鶹�ƽ�� is preparing students to do exactly that. Investing in future music educators creates a ripple effect that extends far beyond any single classroom.”

Mark’s passion for music was inspired and nurtured by his parents. “My father sang in the Shelby (N.C.) First Baptist Church choir for about 50 years; he grew up at Zion Baptist Church in greater Shelby and at the age of 5, sang his first solo in that church standing on a pew,” he shared. “My mother sang around the house and had a beautiful voice and did a stint of taking piano lessons as an adult.”

Mark said his mother often recalled telling a friend, respected Shelby piano teacher Jean Mauney, that she hoped her child would one day study music. When he was 8 years old, his mother asked if he would like to take piano lessons.

“That simple conversation changed the course of my life,” Mark said. “I fell in love with the process of making music and naturally gravitated toward chorus, band, and drama classes and ensembles throughout junior high and high school. Eventually, that passion led me to earn a degree in music education with a concentration in trumpet.”

The encouragement provided by his parents and Cleveland County teachers helped launch him into a career that has influenced musicians and music educators around the world. Mark serves as president and CEO of Jubilate Music Group and has enjoyed success as an ASCAP composer and arranger. He is also an accomplished author, broadcaster, and educator. His published works have been performed nationally and abroad, and his concert musical “Triumph of Faith” (co-written with Mark Blankenship) received its world premiere at Carnegie Hall. A multiple recipient of ASCAP’s Popular Music Award, Mark is also a Dove Award- and Angel Award-winning producer.

“My parents believed deeply in the value of education, as does the larger Cabaniss (and Evelyn Woodall) family,” Mark said. “Our parents encouraged us to pursue higher education and supported us every step of the way, financially and otherwise. Looking back, I realize how much of my professional journey—from teaching to publishing to writing books—rests on the foundation they helped create. They encouraged discipline, curiosity, perseverance, and a commitment to excellence.”

Whether through professional leadership, church involvement, volunteer service, or caring for their family, Robert and Evelyn invested in friends, neighbors, church members, and countless others throughout the community. Their legacy was not defined by a single accomplishment, but by decades of faithful service.

“My father, Robert G. Cabaniss, was a respected business executive and civic leader who was deeply involved in the Lions Club, earning the Melvin Jones Fellowship, the organization’s highest honor,” Mark noted. “My mother, Evelyn Cabaniss, devoted more than forty years to caring for children in the First Baptist Shelby nursery in addition to being involved in other volunteer service activities. She quietly touched countless lives through her kindness, patience, and faithful service.”

The scholarship will support aspiring music educators who will, in turn, influence future generations through their own classrooms and communities. For the Cabaniss children, the opportunity to extend their parents’ influence far into the future is the greatest value of the gift.

“That may be the most meaningful aspect of all,” he said. “A scholarship like this becomes a living memorial. Long after my siblings and I are gone, students will continue benefiting from the values my parents embodied. The scholarship doesn’t merely remember Robert and Evelyn Cabaniss; it extends their influence into the future. That thought brings me tremendous joy and peace.”

View the Robert and Evelyn Cabaniss Music Scholarship on

Learn more information about the scholarship and the GWU Department of Music.

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�鶹�ƽ�� and Pinnacle Classical Academy Partnership Equips Students with College and Career Skills

Office of University Communications — Mon, 13 Jul 2026 19:01:34 +0000

From Artificial Intelligence to Sustainability, Students Gain Hands-on Experience and Practical Skills Through Searight PACE Academic Skills Accelerated Program

BOILING SPRINGS, N.C.—Over the course of three weeks this summer, 21 students at Pinnacle Classical Academy in Shelby, N.C., stepped beyond the traditional high school classroom and into a college-level learning experience provided by �鶹�ƽ��. They explored topics ranging from artificial intelligence and personal finance to healthcare and agriculture. Through the Academic Skills Accelerated Program (ASAP), students gained practical skills, discovered potential career paths and earned 18 continuing education credits.

Offered by �鶹�ƽ��’s Searight Professional and Continuing Education (PACE) Program, ASAP was designed to strengthen analytical, critical-thinking and problem-solving skills. The college-readiness experience introduced students to academic disciplines and career pathways and emphasized hands-on learning, professional development and Christian business ethics. Held on Pinnacle’s campus, students were mentored by �鶹�ƽ�� faculty and staff, along with a regional industry expert.

Students participated in courses covering artificial intelligence (AI) and cybersecurity, personal finance and budgeting, project management, medical terminology, global food systems and transitioning to college. The curriculum was designed to help students understand emerging technologies, financial literacy, healthcare careers, leadership principles and the interconnected challenges facing modern society.

Ryleigh Dellinger, second from left, appreciated
the opportunity to explore topics she might study
in college.

Pinnacle student Taylor Scott said her favorite classes were finance and agriculture, because she deepened her understanding of some concepts while discovering new ideas. She appreciated learning life skills that can help her in the future.

The program also exposed students to subjects not typically available at the high school level, helping them explore future educational opportunities. “I think that especially having these classes that aren’t offered at our school … gives us kind of a pathway that we can learn about to go to college,” noted Ryleigh Dellinger.

Students, who are interested in healthcare careers, like Iymani Coleman, gained specialized knowledge through the medical terminology course. They focused on building vocabulary through root words, prefixes, suffixes and commonly used medical abbreviations.

A highlight of the program was the Trash to Treasure Challenge, a hands-on initiative that encouraged students to repurpose everyday recyclable materials into functional and artistic creations. Working independently or in teams, students transformed discarded items into innovative products, challenging them to apply creativity, resourcefulness, and problem-solving abilities.

The winners of the Trash to Treasure Challenge, from left, Iymani Coleman, Taylor Scott, and Alevia Miller, show their project to the judges. They made a school kit for underprivileged kids.

The activity culminated in formal presentations before a panel of judges, where students showcased their projects and explained how their creations could benefit society. The experience reinforced lessons in sustainability, teamwork and innovation while allowing students to demonstrate the skills they had developed.

The winning team included Scott, Coleman, and Alevia Miller. They made a school kit for underprivileged kids. Some of the other items students crafted were a water purification system and a checkerboard table.

As the program concluded, students left with continuing education credits, new academic experiences and a broader understanding of potential career paths. The partnership between �鶹�ƽ�� and Pinnacle Classical Academy provided a foundation for future success while encouraging students to explore their interests beyond the traditional high school curriculum.

Learn more about �鶹�ƽ��’s Dual Enrollment Options.

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