Admissions 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�� Offers Multiple Opportunities for Prospective Students to Experience Campus

Office of University Communications — Thu, 27 Aug 2026 15:37:29 +0000

Fall Visit Opportunities Give Future Runnin’ Bulldogs Multiple Ways to Experience �鶹�ƽ��, Student Life and The �鶹�ƽ�� Community

BOILING SPRINGS, N.C.—Choosing the right college begins with experiencing campus firsthand. �鶹�ƽ�� offers several opportunities for prospective students and their families to explore the University throughout the 2026 Fall Semester.

Through special visit events, Saturday tours and daily campus visits, students can learn more about academic programs, student life and the distinctive community that defines the �鶹�ƽ�� experience. Visitors also have opportunities to connect with current students, faculty and admissions staff while touring the University’s 225-acre campus.

“The second you step foot on this campus, you can feel the sense of connection, belonging and genuine care that makes �鶹�ƽ�� so special. That’s why visiting is so important.” – Molly Allison, assistant vice president for Undergraduate Admissions

Molly Allison, assistant vice president for Undergraduate Admissions and a �鶹�ƽ�� alumna, said there is no substitute for experiencing that atmosphere in person. “One of the most unique and powerful things about �鶹�ƽ�� is our community,” Allison shared. “It’s something you don’t just hear about, you feel it. The second you step foot on this campus, you can feel the sense of connection, belonging and genuine care that makes �鶹�ƽ�� so special. That’s why visiting is so important.”

She continued, “We want students and their families to come experience it for themselves. Meet our people. Walk our campus. See what life is really like here. You can tell someone about the �鶹�ƽ�� experience, but there is nothing quite like being here and feeling it for yourself.”

Dawg Days Provide an In-Depth Introduction to �鶹�ƽ��

Designed primarily for high school sophomores, juniors and seniors, Dawg Days offer a comprehensive look at life as a Runnin’ Bulldog. Participants will tour campus, attend admissions presentations, meet faculty members during an academic department fair and learn about student life opportunities. The event also includes a complimentary campus lunch and tickets to a �鶹�ƽ�� football game.

Upcoming Dawg Days are scheduled for:

Sept. 19 during Family Weekend, with �鶹�ƽ�� hosting North Carolina Central University.
Nov. 7 during Homecoming, when the Runnin’ Bulldogs face Lindenwood University.

Saturday Visits Offer Flexible Campus Exploration

For students unable to visit during the week, �鶹�ƽ�� offers several Saturday visit opportunities throughout the year. These visits include campus tours and opportunities to learn more about academics, student engagement and campus resources.

Fall Saturday Visit dates include:

Sept. 12
Oct. 17
Nov. 14
Dec. 5

Daily Visits Available on Most Weekdays

Prospective students may also schedule daily visits during most weekdays. In-person visits are available in morning and afternoon sessions and provide opportunities to tour campus and meet members of the �鶹�ƽ�� community.

Virtual Visits

Virtual visits are also offered on weekday afternoons, allowing students and families to connect live with an admissions counselor via Teams.

Find out more here.

Virtual Tours

Virtual tours are also available here.

Students and families interested in learning more or registering for a visit can contact the Admissions Office at 704-406-2550 or admissions@gardner-webb.edu.

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��’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��, Foothills Workforce Board Empower Students Through Searight Scholars Program

Office of University Communications — Mon, 08 Jun 2026 20:24:34 +0000

High School Students Explore Food Systems, Careers, and Real-World Challenges Through Immersive Event

BOILING SPRINGS, N.C.—Cheese, strawberries and avocados became more than everyday foods for participants in �鶹�ƽ��’s inaugural Summer Searight Scholars Program (SSP). Through hands-on learning, students explored how those items reach their plates—and why, in some communities across the United States, access to fresh and nutritious food remains a challenge.

Foothills Workforce Development Director Annette Staley,
left, helped judge the students’ proposals

Developed in partnership with the Foothills Workforce Development Board, the three-day program brought high school students from across the region to the �鶹�ƽ�� campus. Through immersive academic experiences, real-world problem-solving and meaningful mentorship, the students were introduced to topics including global food systems, business and marketing, artificial intelligence, and public health.

A highlight of the program was a team-based challenge in which students designed companies to address food insecurity by delivering nutritious products to food deserts in the United States. Students applied concepts learned throughout the program, such as supply chain logistics, marketing strategy and community health, in creative and impactful ways.

Gavin Phillips, left, and Lizandro Mora-Moreno
present their team’s proposal.

Foothills Workforce Development Director Annette Staley helped judge the students’ proposals and appreciated the opportunity to see what they had learned during the program. “The Foothills Workforce Development Board was proud to partner with �鶹�ƽ�� on the PACE 132 Searight Scholars Program to support students across the Foothills Region,” she acknowledged. “Through this program, students strengthened their project design and planning skills, improved their public speaking, enhanced their critical thinking, and learned techniques to manage presentation anxiety. We are grateful for the opportunity to support this initiative and look forward to helping it grow so even more students in our region can benefit from these training opportunities.”

For participants, the program offered more than academic enrichment; it created opportunities for personal growth and connection. “I’ve enjoyed collaborating with other students and getting to know people with different perspectives,” shared Lizandro Mora-Moreno, a recent graduate of Cleveland Innovation Virtual Academy.

Jazmine Wilson, left, and Christiana Williams
presented the strawberry team’s project.

Students also reported gaining valuable insight into both social issues and career pathways. “I learned a lot about food deserts and business. It helped me understand real challenges that people face,” observed Corbin Phillips, a ninth grader at Cleveland Early College High School.

For others, the experience sparked new academic and professional interests. “It was very engaging,” noted Christiana Williams, a senior at Kings Mountain High School, whose team won the competition with a strawberry distribution concept. “I’m now thinking about a future in marketing, and I’m even considering �鶹�ƽ�� for college.”

Participants emphasized the program’s role in expanding their knowledge and confidence. “I feel like I got an advantage,” added Jazmine Wilson, a sophomore at Kings Mountain High School. “I learned about things I may not have known until much later.”

Another judge for the team challenge was the Rev. Ray Lockhart, pastor of Ellis Chapel Baptist Church. A substitute teacher in the school system, he promoted the program to students and young people in his church and the Ebenezer Baptist Association. “I encouraged them to come, because I thought it was something positive for them that could help them with their future,” he affirmed.

Shirley Searight and the Rev. Johnny Searight judged the
students’ presentations.

The program reflects the vision of the Rev. Johnny L. Searight and his wife, Shirley P. Searight, �鶹�ƽ�� alumni who are committed to creating educational opportunities for students facing challenges similar to those they experienced. In addition to supporting this summer program, the Searights established Searight PACE, Professional and Continuing Education, focused on lifelong learning and workforce development. They also sponsor a scholarship and leadership initiative for �鶹�ƽ�� students.

The Searights also helped judged the students’ proposals. “I was just so impressed with their presentations and the hard work that they put into it,” said Shirley Searight. “They were so sharp as they stood up there. It means a lot to see this come alive and impact these students; it just starts to bubble over.”

Rev. Johnny Searight, who is pastor of Jones Tabernacle CME Church in Lawndale, N.C., reflected on how the program fulfills a lifelong goal to help others. “It’s been my dream, ever since I was a kid, that I wanted to do something for somebody because we came from a poor family,” he shared. “To see these kids, it just brings tears to my eyes and joy to my heart.” He also expressed hope that the experience will inspire students to pursue their goals with confidence and build bright futures.

After the presentations, the students were treated to a cookout, met Bo, and participated in a campus scavenger hunt sponsored by the Admissions team.

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�鶹�ƽ�� and Thomas Jefferson Classical Academy Establish Partnership

Office of University Communications — Wed, 06 May 2026 18:35:20 +0000

Gryphon-Bulldog Collaborative to Bring New Opportunities for Thomas Jefferson Students

BOILING SPRINGS, N.C.—Students at Thomas Jefferson Classical Academy (TJCA) will soon have expanded access to college‑level coursework through a new partnership with Gardner‑Webb University. The initiative was formalized with the recent signing of the Gryphon‑Bulldog Collaborative.

Thomas Jefferson Classical Academy Executive Director Jodi
Isaacs, right, talks to students after the signing.

“This partnership represents a significant step forward in expanding access to high-quality, affordable college experiences for our students,” stated TJCA Executive Director Jodi Isaacs. “We are committed to removing barriers and creating opportunities that prepare our graduates for success beyond high school.”

The formal signing was held in Tucker Student Center and attended by rising juniors and seniors from TJCA. �鶹�ƽ�� President Nate Evans, Provost and Vice President for Academic Affairs Dr. Nicole Waters, and Dean of the College of Arts and Sciences Dr. Robert Prickett welcomed the students and administrators.

Waters thanked everyone involved for their work in making the partnership possible. “We are delighted to celebrate this dual enrollment agreement between Thomas Jefferson Classical Academy and �鶹�ƽ��,” she noted. “TJCA students are already engaging in a strong academic portfolio to prepare them for college, and we are proud to become part of that journey by offering the opportunity to begin earning college credit while remaining on their campus. Together, we are committed to providing courses that challenge students, build confidence, and prepare them for college success.”

TJCA Senior Director of Business and Athletics Steven Jones, a Gardner‑Webb alumnus who earned a bachelor’s degree in sports management and a Master of Business Administration, also spoke to the students. “As a �鶹�ƽ�� alum, this partnership means quite a bit to me personally,” he shared. “I know firsthand the care and investment the professors pour into their students, and I’m excited that TJCA students will get to experience that while they’re still in high school.”

“This opportunity opens some really meaningful doors for our school,” Jones continued. “I’m especially glad to partner with an institution like �鶹�ƽ��, which had such a lasting impact on me.”

Following the signing, �鶹�ƽ�� Admissions Counselor Reilly Morgan, who serves TJCA students, divided the students into teams for a scavenger hunt. With help from the other GWU Admissions Counselors, the students completed the activity, which introduced them to campus resources and familiarized them with the Tucker Student Center.

Thomas Jefferson Classical Students complete a task as part of a Scavenger Hunt in Tucker Student Center.

Through the Gryphon‑Bulldog Collaborative, Gardner‑Webb faculty will teach university‑level courses on the TJCA campus, with tuition fully covered by the school. Students will gain direct access to four‑year university instruction while continuing to learn in a supportive high school environment.

The new program builds on TJCA’s existing dual‑enrollment offerings by adding university credit options alongside community college pathways. This integrated approach allows students to earn advanced credits, reduce future college costs, and strengthen their readiness for higher education.

The initiative also aligns with TJCA’s mission to cultivate thoughtful, articulate graduates prepared for college and a lifetime of citizenship and active intellectual inquiry.

�鶹�ƽ��’s Dual Enrollment Program is an option offered to qualified students from any high school or homeschool. It gives them the chance to experience college-level learning, explore academic interests, and earn credits that transfer widely—all at a reduced cost. With personalized support, access to campus resources, and flexible course options, students will gain a head start on their college journey.

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

About Thomas Jefferson Classical Academy

Thomas Jefferson Classical Academy is a tuition-free public charter school serving students K-12 in Mooresboro, North Carolina, since 1999. Using the classical education model, TJCA has been a college-preparatory school option for the community for over 25 years. This model follows the Trivium, the three natural stages of human development involving Grammar, Logic, and Rhetoric. Learn more at .

About �鶹�ƽ��

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�鶹�ƽ�� and Mitchell Community College Launch Strategic Partnerships

Office of University Communications — Tue, 03 Feb 2026 18:13:32 +0000

Agreements Expand Degree Access and Nursing Pathways

�鶹�ƽ�� President Nate Evans

BOILING SPRINGS, N.C.—�鶹�ƽ�� and Mitchell Community College (MCC) in Statesville, N.C., have announced two landmark partnership agreements designed to streamline the transfer process and provide high-level educational opportunities for students in Iredell County and the surrounding regions. These agreements, signed in late December 2025, establish the “Bulldog Bound” direct-entry admission program and a comprehensive “Bridge to Professional Advancement in Nursing” pathway.

�鶹�ƽ�� President Nate Evans commented on the impacts of the partnership with MCC. “�鶹�ƽ�� is proud to partner with Mitchell Community College to build stronger pathways for students to thrive,” Evans affirmed. “These agreements remove barriers, streamline transfer, and create high-impact opportunities, especially in the critical area of nursing and healthcare leadership. Together, we are investing in students and strengthening the future workforce of our region.”

Mitchell Community College President
Dr. Tim Brewer

Mitchell Community College President Dr. Tim Brewer, added, “At Mitchell Community College, our mission is to provide equitable access to affordable, high-quality learning experiences that lead to social and economic mobility for our students. These new partnerships with �鶹�ƽ�� exemplify that commitment by creating clear, seamless pathways for our students to achieve their highest academic and professional goals. By establishing the Bulldog Bound direct-entry program and the nursing bridge to advanced degrees, we are providing the necessary resources for our learners to thrive, while ultimately empowering our students’ futures and the communities we serve.”

Details and benefits of the two agreements are outlined below.

Bulldog Bound: A Direct-Entry Admission Program

The Bulldog Bound program provides a direct-entry pathway for currently enrolled MCC students who intend to transfer to GWU after completing their associate degree. This co-admission initiative is open to students pursuing an Associate of Arts (AA), Associate of Science (AS), Associate of Arts in Teacher Preparation (AATP), Associate of Fine Arts (AFA), or Associate in Applied Science (AAS).

Key benefits of the program include:

Guaranteed Admission: Participating students who meet GPA and MCC graduation requirements and �鶹�ƽ�� admissions criteria are guaranteed admission to �鶹�ƽ��.
Early Access: Students receive information regarding financial aid, registration, and orientation early in the transition process.
No Application Fees: There is no fee to participate in the Bulldog Bound program.
Reverse Transfer: A process is in place for students who matriculate to GWU prior to completing their associate degree, allowing them to finish their MCC credential by combining credits from both institutions.

Bridge to Professional Advancement in Nursing

Recognizing the critical need for advanced healthcare professionals, the Bridge to Professional Advancement in Nursing agreement provides a seamless ADN-to-DNP (Associate Degree in Nursing to Doctor of Nursing Practice) pathway. Students accepted into Mitchell’s ADN program are dually accepted into the Hunt School of Nursing at �鶹�ƽ��.

This pathway allows nursing students to progress from their initial associate degree directly through to master’s and doctoral-level programs, including:

Davis RN-to-BSN.
Master of Science in Nursing (MSN) with concentrations in Education, Administration, or a Dual MSN/MBA.
Doctor of Nursing Practice (DNP) for Family Nurse Practitioners or Psychiatric Mental Health Nurse Practitioners.
Nursing students in this bridge program also benefit from waived application fees and a coordinated advising process between both institutions.

About Mitchell Community College

is a public, community-focused institution that provides equitable access to affordable, high-quality learning experiences. Committed to student success and lifelong learning, the college offers programs that emphasize practical skills and foundational knowledge to lead students toward diverse career pathways.

About �鶹�ƽ��

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�鶹�ƽ�� Launches Dual Enrollment for Eligible High School Juniors and Seniors

Office of University Communications — Tue, 16 Dec 2025 13:45:48 +0000

Enroll Now for January 2026 Start; Offering Affordable College Credit and Campus Resources

BOILING SPRINGS, N.C.—�鶹�ƽ�� is pleased to announce Dual Enrollment opportunity for eligible high school juniors and seniors. These students can enroll in the same courses offered to GWU students, save money and earn college credits. Enrollment for the program is open now through Jan. 8 for the 2026 Spring Semester, which begins on Jan. 12.

Learn more about eligibility and registration.

Dr. Robert Prickett

A key advantage of �鶹�ƽ��’s Dual Enrollment Program is that students can choose topics that interest them from a variety of subjects. They can either check off required general education courses or explore various majors by enrolling in introductory classes. Instead of being in a class with other high school students, they will be enrolled in a course with other GWU college students and taught by GWU faculty in a collegiate setting. Online formats will also be available. Plus, a designated �鶹�ƽ�� dual enrollment mentor/advisor will communicate with students from the moment they register until they take their final exams.

“All the way through the process, there is going to be somebody reaching out besides the professor,” emphasized Dean of the College of Arts and Sciences Dr. Robert Prickett. “We’re going to have a specialized orientation every semester before classes start, which means we will take them to see where their class is, make sure they know where to park, and take them to get their IDs.”

Additionally, high school students will have access to the same services offered to �鶹�ƽ�� students, such as tutoring and help with writing. Dover Library, which is open to everyone in the community, is also available to them for studying and research.

Designed to make college courses affordable for high school students and their families, the fee for �鶹�ƽ��’s Dual Enrollment is $450 course, which reflects a 75 to 80 percent discount compared to what traditional undergraduate students pay. This cost doesn’t include books, course materials or lab fees (if applicable).

�鶹�ƽ��’s Dual Enrollment Program gives motivated high school students the chance to experience college-level learning, explore academic interests, and earn credits that transfer widely—all at a reduced cost. With personalized support, access to campus resources, and flexible course options, students will gain a head start on their college journey.

Note to our readers: This article reflects the University’s tuition and fee schedule at the time of publication. Tuition and financial aid policies change annually. For the most up-to-date and accurate information on current tuition rates and financial aid resources, please visit the University’s official Dual Enrollment page.��

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�鶹�ƽ�� Names Dr. Lauren W. Gullett Vice President of Enrollment

Office of University Communications — Thu, 11 Sep 2025 12:01:23 +0000

Experienced Leader Brings Data-Driven, Student-Centered Approach to Advance GWU’s Mission and Growth

BOILING SPRINGS, N.C.—�鶹�ƽ�� Interim President Nate Evans has named Dr. Lauren W. Gullett as the University’s new vice president of enrollment. Gullett is a proven leader with more than a decade of experience at Milligan University, a faith-based liberal arts institution in northeastern Tennessee. She begins her new position at GWU on Sept. 17. Reporting directly to the president, Gullett will provide visionary leadership and strategic direction for all aspects of the University’s enrollment efforts, including undergraduate, graduate, online, and transfer recruitment, along with financial aid.

Dr. Lauren Gullett

Gullett brings a strong record of innovation, collaboration, and growth to this key role. She will play a critical role in shaping �鶹�ƽ��’s future by developing and executing data-informed strategies that align with the University’s Christian mission, academic priorities, and long-term institutional goals.

Evans stated, “Dr. Gullett brings an impressive record of enrollment success, strategic vision, and faith-informed leadership that aligns perfectly with �鶹�ƽ��’s mission. Her ability to build data-driven strategies while fostering collaboration across campus will be invaluable as we continue to strengthen enrollment and serve students with excellence. I am confident that she will help position �鶹�ƽ�� for sustained growth and impact in the years ahead.”

Since 2022, Gullett has served as vice president for enrollment at Milligan. She designed and implemented a comprehensive strategic enrollment plan that adopted a proactive, data-driven, and service-oriented approach. Under her leadership, Milligan exceeded enrollment benchmarks despite national challenges in higher education. She implemented data-driven recruitment strategies, expanded student outreach and communication tools, strengthened campus partnerships, and fostered a service-oriented culture that improved student and family engagement.

Gullett asserted, “I am honored to join �鶹�ƽ�� as the next Vice President for Enrollment. This is an exciting time for the University, and I am eager to build on the rich legacy of academic excellence, faith, and community. Together with an outstanding team, I look forward to welcoming the next generation of students who will shape the future of the Running Bulldog community.”

Before assuming the vice president role at Milligan, Gullett served as the director of seminary admissions from 2015-2022. Throughout her career, she has been recognized for cultivating collaboration across campus, building sustainable enrollment pipelines, and aligning recruitment efforts with institutional mission and values. Her leadership at Milligan resulted in year-over-year gains in both traditional undergraduate and graduate enrollment.

Before joining Milligan, she was a business owner, marketing account project manager, and a sports and recreation pastor.

Gullett earned her PhD in Organizational Leadership in 2024 from Columbia International University. Her dissertation was titled: “Factors Related to Admissions Recruiter Retention for Online Higher Education Programs.” She holds a Master of Divinity from Emmanuel Christian Seminary at Milligan University. She received her bachelor’s degree in science, technology and culture from Georgia Tech in Atlanta, Ga., where she was a NCAA Division I scholarship athlete. She and her family are excited to join the �鶹�ƽ�� community.

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Jumpstart Your First Semester at �鶹�ƽ�� with One Event

Office of University Communications — Thu, 03 Jul 2025 13:19:55 +0000

Program Helps Freshmen and New Transfer Students Prepare for Move-In Day

BOILING SPRINGS, N.C.—Jumpstart at �鶹�ƽ�� is an opportunity for freshmen and new transfer students to shorten their orientation to-do list. Students can get their new Dawg Tag ID, finalize their financial aid package and create their fall class schedule—all in one place: Tucker Student Center.

The new Dawg Tag ID program brings the convenience of the traditional Webb Card to a smartphone. Available for both Apple and Android devices, the Dawg Tag allows students, faculty, and staff to access campus facilities, meal plans, and make purchases—all from their phone’s wallet. Learn more about the program here.

Molly M. Allison, interim vice president for Enrollment, shared that attending Jumpstart helps new students “check all the boxes of ‘business-y’ things that need to be completed before move-in, making move-in day a breeze!”

Students and families can also purchase GWU gear at the campus shop and arrive for orientation ready to support the Runnin’ Bulldogs.

Jumpstart Schedule

July 18 – 9 a.m. to noon or 1 to 4 p.m.
July 25 – 9 a.m. to noon or 1 to 4 p.m.
Aug. 1 – 9 a.m. to noon or 1 to 4 p.m.

Move-in day

Orientation begins with Move-in Day on Saturday, Aug. 16. Find the schedule .

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Begin Earning Your Master’s or Doctoral Degree at �鶹�ƽ�� This Summer

Office of University Communications — Fri, 30 May 2025 12:37:36 +0000

Master of Arts in English and Master of Business Administration Begin in June; Other Programs in Business, Divinity, Education and Health Sciences Start in August

BOILING SPRINGS, N.C.—�鶹�ƽ��’s graduate programs offer two upcoming start dates this summer. For those who are ready to begin pursuing their master’s in business administration, accounting, sports management or English, online programs start in June. However, these programs along with others in public administration, religion, nursing, counseling, divinity and education also have programs starting in August.

�鶹�ƽ��’s graduate programs are offered in different formats—online, in person or a combination of both. The flexibility of earning his master’s online appealed to Blake Elizalde, enrollment development officer for the Godbold College of Business. Also, a �鶹�ƽ�� alumnus with a bachelor’s in political science, Elizalde received his Master of Business Administration in May. Now, he shares his firsthand experience with prospective students. “I really appreciated how flexible the program was,” he emphasized. “I was able to complete it while working full time, and I could go at my own pace. It was designed in a way that accommodated my busy schedule, which made it manageable and less overwhelming.”

Blake Elizalde, right, graduated in May with his Master
of Business Administration.

Besides enjoying the flexibility of an online program, Kristina Moore valued the faculty’s efforts in creating community among the students. Moore, enrollment development officer for the Hunt School of Nursing, has worked at �鶹�ƽ�� for 14 years. She often thought about improving her writing skills and finally decided to pursue her Master of Arts in English with a writing studies concentration.

“The faculty used innovation and the newest technology to create relationships between students and themselves, and also to build relationships among students,” acknowledged Moore, who graduated in May. “The technology was easy to use. It has the feel of an in-person writer’s workshop but with the convenience of logging on whenever students are able.”

Elizalde added his praise for the professors and appreciation for the chance to make and renew friendships. “Anytime I had a question or needed support during the semester, I could easily reach out to my professors and they were quick to assist,” he observed. “It was great getting to know other students, both meeting new faces and reconnecting with old peers. Being part of the College of Business helped me expand my network. The relationships and connections I built through the program were an added bonus to the academic experience.”

For those who are thinking about taking their education to the next level, Elizalde and Moore said it’s a step you won’t regret and an investment in yourself. “You can finish in as little as 10 months, and you’ll gain a ton of knowledge,” Elizalde related. “It’s the perfect complement to a business degree, but it’s also a great fit for students like me who come from non-business backgrounds. The program really helps you build a strong foundation.”

The curricula in each graduate program emphasize knowledge of the discipline’s literature, focus on research and professional practice, and promote continual learning within the context of community. Moore noted, “This program creates supportive, lasting relationships with professors who have been with �鶹�ƽ�� for years. It also comes with all of the benefits of a small, private program.”

June and August Start Dates

College of Arts and Sciences

Master in Public Administration – Begins Aug. 18; online
Masters in English – Begins June 25 and Aug. 20; online
Masters in Religion – Begins Aug. 20; in person, but may have some online components

College of Business

Programs offered online

Master of Business Administration, Master of Accountancy, and Master of Sports Management – Begins June 23
Doctor of Business Administration – Begins Aug. 20

School of Divinity

Programs offered in person, but may have some online components

Master of Divinity and Master of Bible and Theology – Begins Aug. 25
Doctor of Ministry – Begins Aug. 25; in person

College of Education

Master’s programs in curriculum and instruction, instructional technology and school administration (online) and doctoral programs in curriculum and instruction, educational leadership and organizational leadership (online and in person) – Begin Aug. 20.
- For students who are pursuing the Master of School Administration, �鶹�ƽ�� offers two options. A 12-month program is available for those who already have a master’s degree in an education-related field. Otherwise, the program is 20 months.

College of Health Sciences

Master of Science in nursing – Begins Aug. 18; online
Doctor of Nursing Practice – Begins Aug. 20; online and in person
Master of Arts in Clinical Mental Health Counseling or Master of Arts in School Counseling – Begin Aug. 20; in person

For more information about any program, contact graduate admissions at gradinfo@gardner-webb.edu or call 704-406-4490.

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