Partnerships Archives - �鶹�ƽ��

�鶹�ƽ�� Joins North Carolina Independent Colleges and Universities (NCICU) Transfer Pathways Initiative to Streamline Student Transfers

Office of University Communications — Thu, 15 Oct 2026 15:10:13 +0000

Digital Platform Simplifies Credit Transfers and Expands Educational Opportunities Across North Carolina

BOILING SPRINGS, N.C.—�鶹�ƽ�� is among the 28 four-year institutions participating in North Carolina Independent Colleges and Universities (NCICU) Transfer Pathways, a new digital platform designed to streamline the transfer process for students pursuing a bachelor’s degree. Developed through a partnership between the NCICU and the North Carolina Community College System (NCCCS), the portal provides students with a user-friendly tool to evaluate transfer credits, explore degree programs and identify clear pathways to degree completion at �鶹�ƽ�� and other participating institutions.

“For many students, transferring to a four-year university is an important step toward achieving their educational and career goals, and we want that process to be as simple and straightforward as possible,” said �鶹�ƽ�� President Nate Evans. “This initiative helps remove barriers, provides greater clarity, and allows students to make informed decisions about their future. We are grateful to NCICU and the many partners who made this possible, and we are proud to be part of an effort that creates new opportunities for students across North Carolina.”

NCICU President Dr. Hope A. Williams and
Dr. Monty Sullivan, acting president & CEO of the
NC Community College System, shake hands at the
NCICU Transfer Pathways Portal Announcement.

The platform gives prospective transfer students greater transparency as they consider educational opportunities. “Our goal is to remove uncertainty from the transfer process and help students confidently navigate their educational journey,” said Dr. A. Hope Williams, president of NCICU. “With NCICU Transfer Pathways, students can easily see how their credits align with degree programs and discover new opportunities for academic success.”

The multi-year initiative is supported by more than $2 million in philanthropic grant funding to build, launch, and sustain the platform across participating independent campuses. Major philanthropic supporters include The Cannon Foundation (funding year-one campus participation), The Arthur Vining Davis Foundations (AVDF), the Teagle Foundation, ECMC Foundation, the John M. Belk Endowment (JMBE), the Gates Foundation, and Ascendium Education Group. In addition, Lumina Foundation provided complementary funding to support the engagement of NCICU and NCCCS faculty and staff in the project.

As one of the participating institutions, �鶹�ƽ�� has integrated its academic programs, course inventories and transfer information into the portal, helping prospective students understand how previously earned credits may apply toward their chosen degree programs.

“Community colleges provide an important foundation for thousands of students pursuing a bachelor’s degree, and �鶹�ƽ�� is committed to helping those students take their next step,” said �鶹�ƽ�� Vice President for Enrollment Dr. Lauren W. Gullett. “NCICU Transfer Pathways gives students an opportunity to see how their hard work translates into progress toward a degree at �鶹�ƽ��. By strengthening these connections with our community college partners, we are expanding access to a Christ-centered education and helping more students achieve their academic and professional goals.”

The NCICU Transfer Pathways network includes all 58 North Carolina Community College System campuses and 29 NCICU institutions, including Louisburg College, a two-year independent college. Louisburg and North Carolina’s community colleges serve as primary sending institutions, providing students with streamlined access to 28 participating four-year NCICU universities, including �鶹�ƽ��.

Key Features of the Platform

Designed for maximum flexibility, the NCICU Transfer Pathways platform offers interactive, student-centered features engineered to eliminate credit loss and improve completion rates:

Automated ICAA & Course-Equivalency Evaluation: Using a customized evaluation tool, the portal automatically maps completed coursework—including general education block transfers under the ICAA—against degree requirements at participating four-year institutions.
Multi-Institution Program Search & Comparison: Students can explore and compare academic programs, campus locations, distance-based search options, and degree requirements across participating independent institutions in real time.
Digital Credit Tracking: A centralized dashboard provides students and advisors with a visual representation of earned credits, degree progress, and remaining major requirements.
Direct Campus Connectivity: Students can save favorite programs, view institution profile details, and directly access application and financial aid portals.

NCICU colleges and universities enroll more than 88,000 students from all 100 North Carolina counties, all 50 states and countries around the world. Collectively, NCICU institutions award one in four bachelor’s degrees and one in three graduate and professional degrees in North Carolina. Combined with a $14.2 billion economic impact and more than 66,000 employees, NCICU member institutions play a vital role in supporting the state’s workforce and long-term economic growth.

Students, families and advisors can explore transfer options and learn more about degree opportunities at �鶹�ƽ�� by visiting .

About NCICU

North Carolina Independent Colleges & Universities () is the statewide office of private, nonprofit, liberal arts and research colleges and universities. NCICU supports, represents, and advocates for North Carolina’s independent higher education in state and federal public policy and on education issues with other education sectors in the state. Presidents of the colleges and universities comprise NCICU’s Board of Directors.

About the North Carolina Community College System

The North Carolina Community College System serves approximately 600,000 students annually through 58 colleges in all 100 North Carolina counties. As a critical engine for economic mobility and workforce development, the system offers affordable education, workforce training and career-focused credentials.

About Acadeum

Acadeum helps colleges and universities expand academic resources that support student progress and equitable access to workforce opportunities. Today, more than 500 higher education institutions are members of the Acadeum network to offer in-demand courses and credentials they need to keep learners on track, and bolster existing or offer new programs.

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 .

The post �鶹�ƽ�� Joins North Carolina Independent Colleges and Universities (NCICU) Transfer Pathways Initiative to Streamline Student Transfers appeared first on �鶹�ƽ��.

From Classroom to Community: �鶹�ƽ�� Connections Strengthen Learning Beyond Graduation

Office of University Communications — Wed, 14 Oct 2026 13:07:30 +0000

Alumna Micahla Funderburk and Senior Melonie Chapman Demonstrate the Power of Mentorship, Experiential Learning and Service

BOILING SPRINGS, N.C.—�鶹�ƽ��’s criminal justice administration program emphasizes experiential learning, giving traditional undergraduate students opportunities to see how classroom concepts translate into real-world practice. Through internships, career networking opportunities and mentorship from professionals in the field, students gain firsthand insight into the challenges and responsibilities of criminal justice careers.

Senior Melonie Chapman’s hands-on learning experience came through an eight-week internship with the Charlotte-Mecklenburg Police Department (CMPD). There, she found herself learning from a familiar face: �鶹�ƽ�� 2024 alumna Micahla Funderburk.

As a student, Funderburk was known across campus for her accomplishments on the basketball court, where she set records and helped lead the Runnin’ Bulldogs to Big South regular-season and tournament championships and a trip to the NCAA Tournament. In the Criminal Justice program, however, faculty and classmates knew her for another reason: leadership.

Micahla Funderburk

Today, those same qualities guide Funderburk’s work as a police officer and mentor to the next generation of criminal justice professionals. “�鶹�ƽ�� was an important chapter of my life,” she said. “I came there as a student-athlete playing college basketball, and now I get to represent the University in a completely different uniform. I’m proud that current students can see someone who was once in their position now working professionally in the field. I hope my journey shows them that the discipline and lessons they are developing at �鶹�ƽ�� can carry far beyond graduation. It’s rewarding to know that my experience may encourage another student to believe that they can accomplish their goals too.”

Chapman said the firsthand look at CMPD operations confirmed her desire to pursue a career in the field. She had learned about the opportunity through �鶹�ƽ��’s Public Service Career Fair, which brings law enforcement agencies to campus for recruitment.

“The internship was one of the most eye-opening experiences of my life,” Chapman affirmed. “Getting to spend the summer with 29 other college students from all over the county and experiencing everything together was truly amazing. We did physical training and classes three days a week and two days going on ride-a longs all over the city in the different divisions. We learned what it looked like to be a CMPD officer and what it looks like to be a CMPD recruit.”

Melonie Chapman

One of the most meaningful aspects of the time was the opportunity to learn alongside Funderburk. The two had met at �鶹�ƽ�� when Chapman was a freshman and Funderburk was a senior.

“I knew she was going into law enforcement, so I made sure to keep in contact with her,” Chapman related. “Then I found out I got accepted into the internship, so I immediately let her know. And my last week of the internship, I asked my supervisor at CMPD if I could do my last ride-along in her division.”

Watching Funderburk in action left a lasting impression. “Getting to ride with her was so much fun and seeing her way of policing was inspiring,” Chapman reflected. “She was very community-oriented and had a relationship with most of the people we encountered. In the time we weren’t taking calls, we would walk around in the community and talk to people. In my opinion, building trust with the community is one of the most important roles of being an effective police officer.”

Criminal justice instructor and retired police chief Tim W. Ledford witnessed Funderburk’s journey from student to police officer and now sees many of the same qualities emerging in Chapman. Reflecting on Funderburk’s time at �鶹�ƽ��, Ledford said she influenced her team and classmates.

“Micahla demonstrated throughout her college career that leadership is not simply about achievement, but about inspiring others to be their best,” Ledford observed. “Whether on the basketball court, in the classroom, or in her current role as a police officer, she continues to lead through example.”

Funderburk said her experience as a student-athlete contributed to her professional development. “My time at �鶹�ƽ�� prepared me for law enforcement in more ways than I realized,” Funderburk shared. “Playing college basketball taught me discipline, accountability, teamwork, time management, and how to perform under pressure. As an athlete, I had to balance academics, practices, workouts, games and travel while still being responsible for my performance in the classroom.”

During her time on the �鶹�ƽ�� women’s basketball team, Micahla Funderburk achieved a Big South record for the most 3-point field goals attempted and scored in one game.

She continued, “Now, as a police officer, I use many of those same skills. I have to remain composed in stressful situations, communicate with different personalities, work as part of a team, and make decisions when there is pressure around me. Basketball also taught me that everyone has a role, and that translates directly into police work.”

Funderburk added that her perspective on service and purpose was also shaped by �鶹�ƽ��’s Christ-centered environment. “Faith has played a major role in both my education and my career,” she said. “�鶹�ƽ�� gave me an environment where faith was incorporated into my college experience, and it helped me understand the importance of having a purpose beyond myself. As a police officer, there are situations that can be emotionally and mentally challenging, and my faith helps keep me grounded. I pray for wisdom, protection, patience, and the ability to treat people with compassion. I believe God placed me in this profession for a reason, and I try to remember that I have an opportunity to make an impact on someone every time I put on the uniform.”

Retired Police Chief and GWU
Instructor Tim Ledford

Guided by those values, Funderburk finds the greatest reward in helping others during some of life’s most challenging moments. “Police officers often meet people when they are scared, hurt, angry, or experiencing a crisis,” she observed. “Being able to bring some sense of safety or direction to that situation is meaningful to me. I also enjoy connecting with the community outside of enforcement. Sometimes the biggest impact comes from simply listening to someone, giving them resources, or showing them that you genuinely care.”

As Chapman prepares for graduation, she hopes to follow a similar path. “I plan on joining the CMPD Police Academy to become a police officer and work my way up to my end goal of being a K9 Officer,” she said.

Ledford believes Chapman is well-prepared for the journey ahead. “Melonie embodies the qualities we hope to instill in all criminal justice students,” he said. “She is academically strong, deeply committed to serving others, and consistently demonstrates the leadership, professionalism, and integrity necessary for success in the criminal justice field. The positive influence she has had on her fellow students is remarkable.”

Funderburk emphasized that internships and hands-on learning opportunities help students like Chapman build a strong foundation for their careers. “You can learn criminal justice concepts from a textbook, but being able to observe professionals, ask questions, and experience the environment firsthand gives you a completely different perspective,” she explained. “It can also help you determine which area of criminal justice is the best fit for you.”

Together, Funderburk and Chapman demonstrate how connections formed at �鶹�ƽ�� can continue long after graduation and help prepare the next generation of leaders in criminal justice.

The post From Classroom to Community: �鶹�ƽ�� Connections Strengthen Learning Beyond Graduation appeared first on �鶹�ƽ��.

�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.

The post �鶹�ƽ�� and Pinnacle Classical Academy Partnership Equips Students with College and Career Skills appeared first on �鶹�ƽ��.

Catawba Valley Community College and �鶹�ƽ�� Announce New Articulation Agreements

Office of University Communications — Thu, 19 Feb 2026 16:15:45 +0000

Partnerships Expand Transfer and Degree-Completion Opportunities for Students in Applied Science and Nursing

BOILING SPRINGS, N.C.—Catawba Valley Community College (CVCC) and �鶹�ƽ�� have announced two new articulation agreements—the Comprehensive Associate of Applied Science (AAS) Pathway Agreement and the Bridge to Professional Advancement in Nursing Agreement—designed to create clear, seamless pathways for students to continue their education beyond CVCC. Both programs expand transfer and degree-completion opportunities for students in applied science and nursing, reinforcing that both institutions have a shared commitment to workforce development, academic access, and student success.

GWU President Nate Evans

“At �鶹�ƽ��, we are committed to creating opportunities that remove barriers and open doors for students to advance their education and their careers,” said Nate Evans, president of �鶹�ƽ��. “These agreements with Catawba Valley Community College provide clear and achievable pathways for students. By aligning our programs, we are expanding access, supporting workforce needs, and helping more students take the next step toward professional advancement.”

The first agreement establishes a pathway for students earning a degree from eligible CVCC Associate of Applied Science (AAS) programs to transfer up to 76 hours of credit toward a bachelor’s degree at �鶹�ƽ��. Students then complete their final coursework towards their four-year degree at GWU.

CVCC President Dr. Garrett D. Hinshaw

The second agreement creates a Bridge to Professional Advancement in Nursing, creating a seamless pathway for CVCC Associate Degree in Nursing (ADN) students to earn a Bachelor of Science in Nursing (BSN) at �鶹�ƽ��. Following completion of the BSN, students may be eligible to continue their education in Master of Science in Nursing (MSN) or Doctor of Nursing Practice (DNP) programs at �鶹�ƽ��.

“These two articulation agreements with �鶹�ƽ�� represent our shared commitment to creating clear and attainable pathways for students to achieve their educational and career goals,” said Dr. Garrett D. Hinshaw, president of Catawba Valley Community College. “Whether students are completing an applied science degree or preparing to advance in the nursing profession, these partnerships ensure that the academic work completed at Catawba Valley Community College is fully recognized and can be applied seamlessly toward future educational opportunities.”

Students interested in these pathways are encouraged to contact CVCC Student Services at 828-979-3334 or visit cvcc.edu/student-services for more information.

About Catawba Valley Community College

Catawba Valley Community College empowers students to transform their communities and the state of North Carolina by providing exceptional learning experiences, premier workforce development, and engaging personal enrichment. As a comprehensive community college, CVCC offers a wide range of programs in university transfer, technical education, health sciences, community services, continuing education, and lifelong learning. Learn how you can SOAR at .

About �鶹�ƽ��

The post Catawba Valley Community College and �鶹�ƽ�� Announce New Articulation Agreements appeared first on �鶹�ƽ��.

�鶹�ƽ�� Honors Students Debut New Costumes at Broad River Greenway’s Enchanted Forest

Office of University Communications — Thu, 23 Oct 2025 18:06:29 +0000

Grant from Duke Energy Foundation Provides New Animal Costumes to Make Nature Come Alive for Young Visitors

BOILING SPRINGS, N.C.—After 18 years of delighting local families, the Enchanted Forest at Broad River Greenway is getting a whimsical makeover. With a generous environmental impact grant from Duke Energy Foundation, the Greenway has commissioned 10 brand-new costumes—replacing the well-worn originals that have seen countless smiles and stories.

�鶹�ƽ�� Honors students are excited to debut these new outfits and welcome the public on Saturday, Nov. 1, from 6 to 9 p.m. at the Greenway, 126 Broad River Drive in Boiling Springs. The last tour departs at 8:45 p.m., and admission is free.

Broad River Greenway Executive Director Kim Duren explained the scope of the $25,000 grant. “We’re thrilled to be one of only 20 organizations statewide to receive this grant. It not only improves accessibility and safety across our trails, but also strengthens our partnership with �鶹�ƽ�� through the Enchanted Forest. After years of patching the well-loved animal costumes, this grant gives us the chance to refresh and update them so the magic and learning can continue for years to come.”

Beyond the costumes, the grant will fund several improvements to enhance accessibility, safety and education, including:

Installation of 10 ADA interpretive signs featuring integrated QR codes offering optional audio narration and expanded materials when internet access is available.
Placement of three benches along a high-traffic, accessible upstream trail segment.
Construction of an inclement weather shelter for hiker safety.

The Broad River Greenway received a grant from the Duke Energy Foundation that will replace these old costumes and make other safety and accessibility improvements at the Greenway.

The Enchanted Forest, a collaboration launched in 2007 by the Greenway and GWU, welcomes between 400 and 600 visitors annually to explore the wonders of nature after dark. �鶹�ƽ�� students guide children ages 2 to 12 through a short trail around the Ranger Station, where costumed characters introduce them to the nocturnal animals that call North Carolina’s woodlands home. The goal: to entertain, educate, and inspire a deeper appreciation for wildlife and habitat conservation.

“I am very excited for the new costumes,” said GWU Honors student Hodges McCathern, who volunteered at last year’s event. “They will allow us to better serve children and their families, which is the entire goal of the Enchanted Forest experience. Any enhancements to the experience allow for a stronger impact to be made on the community for the better.”

McCathern, a junior biochemistry major from Lexington, S.C., didn’t portray an animal last year but helped with activities like arts and crafts and face painting while families waited for their tour. He sees the event as a meaningful way to share the beauty of God’s creation.

“This is a great event for not only the community, but also the Honors students at �鶹�ƽ��,” he emphasized. “It’s an awesome way to give back and educate the public about animals they may encounter in the Foothills of North Carolina in a safe, family-friendly environment.”

During the tours, costumed students engage in scripted conversations with guides, sharing fun facts and answering questions from curious children. They might explain how opossums are marsupials, frogs begin life as tadpoles, or moths undergo metamorphosis in a cocoon. They also meet a rat, spider, bobcat, owl, bat, bear, skunk, and firefly.

McCathern also praised the Greenway itself as a hidden gem in Cleveland County. “It is a beautiful area to experience the nature and ecosystems right in our backyard,” he said. “When you look at nature, you can’t help but recognize that there has to be an artist that created the art. The more I dive into the depths of my biochemistry major, I realize that everything is connected and coordinated in a dance that quite honestly could not happen without a Creator.”

For more information about the Enchanted Forest, contact Kduren@broadrivergreenway.com or call the ranger at 704-434-0040.

The post �鶹�ƽ�� Honors Students Debut New Costumes at Broad River Greenway’s Enchanted Forest appeared first on �鶹�ƽ��.

�鶹�ƽ�� and Pinnacle Classical Academy Launch College Readiness Partnership

Office of University Communications — Wed, 15 Oct 2025 21:32:03 +0000

New Program Through GWU’s Searight PACE Equips High School Students with Experiential Learning Experiences

BOILING SPRINGS, N.C.—Representatives from Pinnacle Classical Academy in Shelby, N.C., and �鶹�ƽ�� met recently to establish a Skills Training Partnership Agreement. Offered through GWU’s Searight Professional and Continuing Education (PACE) Program, this five-week summer college readiness experience will strengthen Pinnacle high school students’ development of advanced analytical, critical-thinking and problem-solving skills.

Interim GWU President Nate Evans welcomed Pinnacle representatives to �鶹�ƽ�� for the formal signing ceremony. “I’m excited to see the support here today,” Evans praised. “These partnerships are vital for �鶹�ƽ��. It plugs us into the community with the incoming students we serve. To have these partnerships, to bring folks in to build those pathways early, ultimately that serves the region and the greater good. We’re proud to do that, and I just want to offer a sincere thank you to everyone who was involved in making this happen.”

Interim GWU President Nate Evans, center, welcomes and thanks the representatives from Pinnacle Classical Academy for establishing the partnership. On the left is Pinnacle Headmaster Angela Brooks and at right is Interim Dean of the College of Health Sciences Dr. Tracy Arnold.

Speaking on behalf of Pinnacle was former N.C. state Sen. Wes Westmoreland, a GWU alumnus, who is vice chair and a founding member of Pinnacle’s Board of Directors. He thanked the University for collaborating to provide the academic opportunity to Pinnacle students and recognized the efforts of Dr. Anthony Negbenebor, �鶹�ƽ�� professor and assistant vice president for Business Development and Partnerships. “Dr. Negbenebor has been a friend, a teacher and advisor for many, many years,” Westmoreland shared. “Thank you for being the catalyst to bring this together. I graduated in ’88 and have served as a trustee here. I’m so very happy to have this relationship with �鶹�ƽ��. We really appreciate the partnership, and we look forward to where this is going.”

N.C. state Sen. Wes Westmoreland, vice chair and a founding member
of Pinnacle’s Board of Directors, left, and Interim �鶹�ƽ�� President
Nate Evans participate in signing the agreement.

Joining Westmoreland from Pinnacle were Dr. Pauline Cahill, a local dentist and also a founding board member; Chief Education Officer Dr. Shelly L. Shope, a GWU alumna; Headmaster Angela Brooks; and Dean of �鶹�ƽ�� Jeff Ziegler. Pinnacle’s Board is chaired by former N.C. state Sen. Debbie Clary, who also helped found the public charter school in 2013.

Interim Provost and Vice President of Academic Affairs Dr. Nicole Waters noted that career exploration begins with K–12 education, and the opportunities provided during the critical high school years greatly influence students’ educational journeys and future professional paths. “The Skills Training Partnership Agreement between �鶹�ƽ��’s Searight Professional and Continuing Education Program and Pinnacle Classical Academy offers students the opportunity to engage in experiential learning, enhancing critical thinking and refining the academic skills necessary for college readiness,” she explained.

The partnership agreement initiates the Academic Skills Accelerated Program (ASAP) for Pinnacle students in 10th- through 12th-grade. Beginning in June 2026, �鶹�ƽ�� will provide courses in AI, cybersecurity, project management, economics and personal finance, medical terminology, introduction to agriculture, and American history of inventors.

Interim Provost and Vice President of Academic
Affairs Dr. Nicole Waters shares her thoughts
on the partnership.

Coupled with an emphasis on Christian business ethics and disciplinary concepts, the classes will offer students opportunities for reality-based and hands-on learning. They will be mentored by the �鶹�ƽ�� faculty and participate in networking with corporate CEOs from regional, national and international companies. Business etiquette and professional skills will be emphasized. The program concludes with a field-study tour of the BMW automotive plant in Greer, S.C.

Waters concluded, “We are honored to have the opportunity to support the high school students participating in this initiative. This partnership builds on the current foundation of PCA’s academics, strengthening the primary commitment of meeting the needs of our community.”

The ASAP program is scheduled for June 9 through July 9, 2026. For more information, visit the Searight Pace or email pace@gardner-webb.edu.

The post �鶹�ƽ�� and Pinnacle Classical Academy Launch College Readiness Partnership appeared first on �鶹�ƽ��.

�鶹�ƽ�� Receives Federal Grant Totaling $2.16M Over Four Years

Office of University Communications — Thu, 17 Jul 2025 13:35:45 +0000

Funding Awarded to the College of Health Sciences to Address Behavioral Health Needs in Rural and Underserved Areas of North Carolina

BOILING SPRINGS, N.C.—�鶹�ƽ��’s College of Health Sciences has received the University’s first federally-funded grant. Presented by the Health Resources and Services Administration (HRSA), the initial award is $550,000, which is renewable for three years for a total of $2.16 million. The funding will address behavioral health needs in rural and underserved areas through the Advancing Collaborative Care, Integration, and Interprofessional Education in Rural North Carolina (ACE) project.

The purpose of the ACE project is to prepare Doctor of Nursing Practice (DNP)-Psychiatric Mental Health Nurse Practitioner (PMHNP), and Clinical Mental Health Counselor (CMHC) students to practice in integrated care sites and improve access to behavioral health services for North Carolina. The University’s staff and faculty worked with its grants consulting partner, McAllister & Quinn, to obtain the award.

Nate Evans

“This grant represents a significant milestone for �鶹�ƽ�� and affirms the vital role we play in addressing behavioral health disparities across our region,” affirmed Interim GWU President Nate Evans. “It also underscores the University’s commitment to improving behavioral health outcomes in rural and underserved communities. I am incredibly proud of our faculty and staff for their dedication and leadership in bringing this project to fruition.”

The proposed project will (1) build institutional infrastructure to support recruitment, teaching, and learning for a diverse clinical workforce; (2) enhance curricula and co-curricular activities to better prepare PMHNP and CMHC students to work in integrated care environments; and (3) expand clinical capacity for PMHNP and CMHC trainees in integrated care settings, with practice partners such as Atrium Health, CaroMont Behavioral Health, and Kintegra Behavioral Health.

By meeting its education and clinical objectives, the ACE project will propel the College of Health Sciences’ capacity to prepare graduates to meet urgent behavioral health service needs in North Carolina. The organization of activities throughout the project period reflects a thoughtful approach of capacity building, planning, implementation, evaluation, and sustainability. The PMHNP and CMHC students will work and learn together with preceptors and supervisors in integrated care settings, providing a high-quality learning experience.

Dr. Nicole Waters

“We are grateful for the support of this grant, which enhances the education of the PHMNP and CMHC students through integrated experiential learning,” shared �鶹�ƽ�� Interim Provost and Vice President for Academic Affairs Dr. Nicole Waters. “This opportunity equips students to serve in high-need areas while fostering a strong commitment to compassionate, collaborative care. I extend thanks to our dedicated faculty, whose leadership was instrumental in securing the grant and is vital to the successful implementation of this meaningful initiative.”

Further, �鶹�ƽ�� faculty will participate in extensive professional development, so that they can better prepare students, colleagues, clinical partners, and other members of the community to meet the unmet needs of marginalized populations, especially those who have or are at-risk of developing co-occurring mental health needs and substance use disorders. This professional development targets the serious unmet needs of children, adolescents, and transitional-age youth, and will enhance the collective approach to meeting their needs in the region.

The following faculty members collaborated on the grant proposal and will lead implementation of the ACE project: Dr. Tiffany Stewart (PMHNP program coordinator), Dr. Sharon Webb (chair, CMHC program), and Dr. Charlotte Stephens (associate professor of nursing).

The post �鶹�ƽ�� Receives Federal Grant Totaling $2.16M Over Four Years appeared first on �鶹�ƽ��.

�鶹�ƽ�� College of Health Sciences and Community Partners Introduce High School Students to Healthcare Careers

Office of University Communications — Mon, 14 Jul 2025 13:34:47 +0000

Summer Bridge Program Made Possible at No Cost to Students with Funds from Golden LEAF Foundation

BOILING SPRINGS, N.C.—Caroline Sparrow is a rising 11th-grader at Kings Mountain High School. She has an interest in anesthesiology and wanted to find out if that’s the right career path for her. The new Summer Bridge program held recently at �鶹�ƽ�� gave her a hands-on introduction to anesthesiology along with various other healthcare professions.

Sparrow, with the help of Certified Registered Nurse Anesthetist Kaitlin Benedict from Atrium Health Cleveland, intubated a mannequin and was amazed by the realistic procedure. Her friend, Tristian Ballard, also a rising 11th-grader at Kings Mountain High School, was excited to perform the intubation as well. Motivated by his mother’s determination and success, Ballard has already decided that he wants to be a nurse.

Certified Registered Nurse Anesthetist Kaitlin Benedict from Atrium Health Cleveland, center, talks to Caroline Sparrow, left, and Tristian Ballard, right, about how to intubate a patient for anesthesia.

“I saw her go to school later in her life,” he offered. “She wanted to be a nurse when she was a lot younger, but she never got the chance. She went back recently, and I saw her do that and learned a little bit about it and she was a big inspiration to me.”

The intubation activity was part of a career fair, where the students rotated to different stations to learn about several types of health professions. Sparrow and Ballard also practiced surgical techniques using a simulator provided by Cleveland Community College Surgical Technology Program. They participated in other learning experiences during the week and received third-party credentialing in CPR and Stop the Bleed, making them more prepared to advance in their education and careers.

The immersive experience was offered two separate weeks and welcomed a total of 26 students. It was made possible by funding from the Golden LEAF Foundation Community-Based Grants Initiative. �鶹�ƽ�� collaborated with community partners, Cleveland Community College (CCC) and Cleveland County Schools to secure a total of over $1.2 million to offer the camp for high schoolers as part of a Healthcare Educational Pathway. Leaders from all three entities presented separate proposals to form this plan to address regional health workforce shortages, particularly in nursing and allied health professions. (Read more about the award here.)

Representatives from the Cleveland Community College Radiography
program talk to students about their profession.

Associate Professor of Nursing Dr. Jessica Ivey and Assistant Professor of Nursing Dr. Angel Queen coordinated the Summer Bridge program and were enthused about the inquisitive and interested students who attended. “We’ve worked really hard the past couple months to prepare a curriculum for these students over the last four days,” Ivey observed. “They are loving it. We have introduced students to a variety of different healthcare professions—pharmacy, nursing, physical therapy—and we’re hoping that this will help them make decisions and continue to stay here in Cleveland County and have a career. We are excited, and we’re excited to do this again next year.”

Queen further addressed the goals of the program and the importance of exposing young people to opportunities in their hometowns. “There’s so much that Cleveland County offers with them being able to do a lot of studying in high school,” she asserted. “Exposing them early to how they can get their associate degree or get their bachelor’s degree and even move up to master’s or doctoral programs helps them set those short-term and long-term goals, and how to achieve those. A lot of times, you just have to plant that seed. And then, you have all of us that help support and water and help that grow into whatever they decide to be when they grow up. We need different providers in different areas and different specialties, and so it’s so important that we foster these young students, and we expose them to all the different avenues that they can do.”

Sparrow and Ballard said they appreciated all the opportunities the week provided, including staying in a residence hall on �鶹�ƽ��’s campus. “It’s actually good because I feel like it pushes me to want to do more for my own education,” Sparrow shared. “It’s really special because we didn’t have to pay for any of this.”

Ballard added, “I enjoyed the campus the most. It’s a beautiful campus. I learned a lot about being a nurse, and what type of nurses there are and what I have to do to become a nurse.”

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 Admissions page.

About The Golden LEAF Foundation

Golden LEAF was created to receive 50 percent of the annual payments made by cigarette manufacturers to North Carolina under the historic 1999 Master Settlement Agreement that included 46 states. LEAF stands for Long-Term Economic Advancement Foundation. The endowment has funded hundreds of millions of dollars in grants and scholarships to support its mission to increase economic opportunity in North Carolina’s rural and tobacco-dependent communities. Read more .

About �鶹�ƽ��

The post �鶹�ƽ�� College of Health Sciences and Community Partners Introduce High School Students to Healthcare Careers appeared first on �鶹�ƽ��.

�鶹�ƽ�� and Foothills Workforce Development Board Leaders Sign Partnership Agreement

Office of University Communications — Thu, 20 Mar 2025 13:50:18 +0000

Commitment Provides Scholarships to �鶹�ƽ�� Students for Skilled Workforce Needs and Continuing Education Courses for Employees Through Searight PACE

BOILING SPRINGS, N.C.—�鶹�ƽ�� officials and leaders of the Foothills Workforce Development Board signed a partnership agreement on March 19. The Board’s mission is to facilitate the delivery of workforce development programs in McDowell, Rutherford, Cleveland and Polk counties and to provide scholarships to students in those counties who need skills for the workforce.

The partnership will allow �鶹�ƽ�� to provide employee training services through the Searight PACE continuing education program and will offer additional scholarship opportunities to �鶹�ƽ�� students who are majoring in healthcare and other skilled degrees.

Foothills Workforce Development Department Director Annette Staley, left, and �鶹�ƽ�� Interim President Nate Evans sign the agreement.

“Our Searight PACE program is a very unique program; it has roots that spread throughout all of our academic areas,” noted GWU Interim President Nate Evans. “We’re grateful for these partnerships and grateful to everybody who helped to make this happen. We are excited to sign this agreement that not only improves education but extends education.”

The Foothills Workforce Development Board is an initiative of the Foothills Planning and Development Commission, which is the Council of Governments for the Foothills Region in Western North Carolina. Members consists of the local governments within the Foothills Region—McDowell, Rutherford, Cleveland and Polk counties.

Department Director Annette Staley noted the importance of establishing the skills training partnership with �鶹�ƽ��. “This agreement will provide a great opportunity for the potential students in our region who are interested in enhancing their educational skills through the professional continuing education program, our NCWorks Career Centers, and our WIOA (Workforce Innovation and Opportunity Act.”

The Foothills Workforce Development Board monitors the quality and continuously improves programs; develops and maintains a unified system of delivery; and promotes the economic well-being of its customers by providing high quality and accessible workforce development programs and related services. They assist institutions, like �鶹�ƽ��, who can train job seekers, and they help companies train their employees through continuing education programs like GWU’s Searight PACE.

The post �鶹�ƽ�� and Foothills Workforce Development Board Leaders Sign Partnership Agreement appeared first on �鶹�ƽ��.

�鶹�ƽ��, Cleveland Community College and Cleveland County Schools Receive Over $1.2 Million from the Golden LEAF Foundation

Office of University Communications — Fri, 07 Feb 2025 17:51:20 +0000

Funding Creates Healthcare Education Pathway to Address Regional Health Workforce Shortages

BOILING SPRINGS, N.C.—The Golden LEAF Foundation announced Feb. 6 that �鶹�ƽ�� and community partners, Cleveland Community College (CCC) and Cleveland County Schools, have been awarded funding through the Community-Based Grants Initiative totaling over $1.2 million to create a Healthcare Educational Pathway. Leaders from all three entities collaborated to present separate proposals to form a program that addresses regional health workforce shortages, particularly in nursing and allied health professions.

“�鶹�ƽ�� is grateful for this major new investment from Golden LEAF, and we are delighted by the success of our partnership with Cleveland Community College and Cleveland County Schools,” shared GWU President Dr. William M. Downs. “Our College of Health Sciences and the Office of Advancement did outstanding work to craft a vision for serving educational and community needs in the field of healthcare, and I’m confident the benefits will be substantial and enduring.”

�鶹�ƽ��’s project focuses on the University’s pivotal role in advancing the partnership and supporting regional healthcare workforce development. From seventh- through 10th-grade, the Healthcare Educational Pathway will introduce and expose students to healthcare career options. Rising 11th- and 12th-graders will be invited to �鶹�ƽ�� to participate in a Summer Bridge Program, where they will experience immersion into healthcare fields through interactive activities, such as lab work, simulations, networking, and shadowing healthcare professionals.

Additionally, the students will receive third party credentialing in CPR and other certifications, making them more prepared to advance in their education and careers. This support will provide students across all stages of the healthcare pathway with increased opportunities for education and certification—ultimately increasing their employability and level of certification. The aim is to help high school students, community college graduates, and current or prospective GWU students.

As a secondary benefit, the new equipment will be in place and prepared to provide additional support for �鶹�ƽ�� nursing and College of Health Sciences students during the academic year. This equipment will enhance the lab experience and provide more efficient/effective training of future healthcare providers. This funding also reinforces �鶹�ƽ��’s existing community college transfer agreements.

The awards for each institution follow:

�鶹�ƽ��—$290,408.52 for equipment, supplies, and personnel costs to implement a Summer Bridge Program for high school students and to enhance the hands-on experiences of its nursing students to address a workforce shortage in Cleveland County.

Cleveland County Schools—$360,590.58 for personnel, renovations, equipment, supplies, furniture, and transportation to expand Cleveland County School’s healthcare education pathway participation specifically to at-risk students at CCS’s alternative school, Turning Point Academy, to address a workforce shortage in Cleveland County.

Cleveland Community College—$622,662.98 for equipment, supplies, and personnel to establish a Health Science Academy at Cleveland Community College, which will include health science training programs in nursing, medical assisting, medical sonography, radiography, and surgical technology, to address a workforce shortage in Cleveland County.

The awards to Cleveland County were part of $10.5 million in funding approved by the Golden LEAF Board of Directors to support job creation and economic investment, workforce preparedness, and agriculture projects.

Golden LEAF President, Chief Executive Officer Scott T. Hamilton added, “Through the Community-Based Grants Initiative, Golden LEAF works directly in one prosperity zone annually to identify projects with the greatest potential to have a significant impact. This competitive process focuses on projects that invest in the building blocks of economic growth with the ultimate goal of moving the economic needle in a community. This regional workforce development partnership will help provide a pipeline of skilled healthcare workers for Cleveland County employers for years to come.”

About The Golden LEAF Foundation

About �鶹�ƽ��

The post �鶹�ƽ��, Cleveland Community College and Cleveland County Schools Receive Over $1.2 Million from the Golden LEAF Foundation appeared first on �鶹�ƽ��.