Graduate programs Archives - ��ӴӴ

��ӴӴ Doctor of Business Administration Advances Alumna from Doctoral Study to Faculty Career

Office of University Communications — Mon, 01 Jun 2026 16:33:34 +0000

Dr. Stephanie Austin-Campbell Accepts Teaching Role and Presents Research at International Conference

BOILING SPRINGS, N.C.—Within six months of completing the Doctor of Business Administration (DBA) at ��ӴӴ, Dr. Stephanie Austin-Campbell accepted a full-time faculty position at Georgia College and State University in Athens, Ga. Less than a year into her new role, she was invited to present her dissertation, “Risky Business: Executive Compensation Attributes and Enterprise Risk Management,” at the Academy of Business Research (ABR). The conference brings together scholars and practitioners from around the world to exchange ideas and collaborate.

She was honored, enthusiastic and humbled to participate and represent Georgia College and her alma mater at the ABR conference. Beyond presenting her research, the conference allowed her to connect with scholars who share similar interests, fostering the potential for future collaborative initiatives.

Her research examines executive compensation, particularly for Chief Executive Officers (CEOs) and Chief Financial Officers (CFOs). It explores how these incentives influence the management of firm-wide risk in the banking industry. “This area of research is especially significant because the banking sector represents one of the most volatile yet essential industries in the global economy,” Austin-Campbell noted. “Senior executives must maintain a strong awareness of organizational and market conditions to ensure that risks are managed effectively and responsibly. Failure to do so can contribute to severe economic consequences, such as the global financial crisis most notably experienced in 2008.”

Austin-Campbell said one of the most valuable aspects of her experience was receiving feedback from scholars around the world. She also attended sessions aligned with her academic and professional interests, gaining insight into a variety of teaching approaches.

“Through these sessions, I had the opportunity to engage with individuals from diverse geographical and cultural backgrounds and learn more about their instructional approaches and teaching styles,” Austin-Campbell said. “These interactions broadened my perspective on effective pedagogical strategies and reinforced the value of collaborative learning within the global academic community.”

While her research continues to evolve, Austin-Campbell now applies these insights in the classroom. At Georgia College, she teaches Principles of Management and Freshman Seminar courses, and during the summer, she also teaches at Athens Technical College.

Before enrolling in the DBA program at ��ӴӴ, Austin-Campbell had served in higher education administrative and teaching roles for nearly three decades. When the timing was right to take the next step in her career, she started exploring doctoral programs to strengthen both her academic credentials and professional opportunities. Her search led to ��ӴӴ.

“Although I live near a major flagship university, I was seeking a doctoral program that would provide a high-quality education while also allowing me to complete the degree within a structured and defined timeframe,” she explained. “I ultimately selected ��ӴӴ because it aligned well with my academic and professional goals.”

��ӴӴ’s DBA program is 60 credit hours with concentrations in accounting, economics, finance, international business, management and marketing. Students who maintain full-time status can complete the program in nine consecutive semesters. The curriculum emphasizes both technical expertise and leadership, preparing graduates to become effective educators, innovative thinkers and ethical decision-makers.

A defining feature of the program is its emphasis on personalized learning and individualized support, said Dr. Christine Sutton, associate dean, associate professor of business administration and the program’s director. “The professors in ��ӴӴ’s DBA program work diligently to provide students with the knowledge and skills necessary to produce quality scholarly research,” Sutton stated.

Austin-Campbell affirmed that faculty mentorship was a key component of her success. “Every faculty member with whom I interacted played a pivotal role in that process,” she observed. “I could not have accomplished this milestone without their unwavering support, guidance, and encouragement.”

Austin-Campbell described the program as both “rigorous and rewarding, requiring students to effectively balance academic responsibilities with personal and professional obligations.” She encouraged current and prospective students to fully engage with faculty and peers. “The support, mentorship, and collaborative learning environment are instrumental to both academic success and professional growth,” she stated.

Sutton commended Austin-Campbell for maximizing the benefits of the program in pursuit of her goals. “Dr. Austin-Campbell worked tirelessly while she was a student in the DBA program,” she asserted. “We are proud of her many accomplishments since earning her doctoral degree from ��ӴӴ in December of 2024.”

Dr. Stephanie Austin-Campbell

While completing the degree equipped Austin-Campbell with credentials to advance her career, she also strengthened her professional confidence. “I have long aspired to become a tenured professor and, potentially, transition into a higher-level administrative role in the future,” she reflected. “Roles that had once seemed beyond my reach now appear attainable.”

Drawing on her experience as both a student and a teacher, Austin-Campbell brings a heightened sense of empathy to the classroom. She understands firsthand the challenges students face as they balance academic expectations with personal and professional responsibilities.

“I remain committed to sharing knowledge with students who are navigating their own academic journeys in order to help them achieve their highest level of success,” she said. “One of the most important lessons emphasized throughout my doctoral studies was the importance of proper academic and scholarly writing, which serves as a foundational element of higher education and research.”

Looking ahead, Austin-Campbell remains focused on continued growth. She plans to collaborate with colleagues to expand her dissertation research and publish in scholarly journals while refining her effectiveness in the classroom.

“Over the next three to four years, I plan to systematically compile and document scholarly contributions for inclusion in my tenure and promotion portfolio, with the objective of being fully prepared to apply for tenure and promotion by my fifth year,” she emphasized. “My goal is to contribute both to the advancement of knowledge within the discipline and to the development and success of future students through high-quality teaching and mentorship.”

Become more in your career with ��ӴӴ’s DBA program.

Take the next step by contacting Blake Elizalde at welizalde@gardner-webb.edu or Dr. Christine Sutton at ccsutton@gardner-webb.edu.

Apply by July 31 for fall admission.

��ӴӴ 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., ��ӴӴ 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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��ӴӴ Commencement Programs Celebrate Achievements of Over 500 Students

Office of University Communications — Fri, 08 May 2026 19:00:00 +0000

Alumnus and National Security Expert Patrick Woody Challenges Graduates to Stay ‘FIRED’ for Lifelong Growth and Service

BOILING SPRINGS, N.C.—��ӴӴ celebrated the achievements of over 500 graduates on May 8 in Lutz-Yelton Convocation Center. Traditional undergraduate students were honored at 9 a.m., with graduates from master’s and doctoral programs recognized at 2 p.m.

Each ceremony began with the ringing of a replica of the Liberty Bell. As America celebrates the 250th anniversary of the Declaration of Independence this year, it is interesting to note the significance of this bell, which is used to begin all ��ӴӴ Commencement services, convocations and special assemblies. The bell was first rung in the fall of 1970 to inaugurate ��ӴӴ’s first year as a senior college. The replica weighs 44 pounds and stands 15 inches high. It is one of a limited edition of 2,400 bells produced to mark the bicentenary of American Independence (1776-1976)—one for each month of the 200 years.

��ӴӴ President Nate Evans welcomed graduates and their guests to begin both ceremonies. He recognized the accomplishments of the students and thanked parents, spouses, friends, and loved ones who supported them along the way. He also expressed gratitude for the ��ӴӴ faculty and staff for teaching, guiding, and mentoring students to achieve their goals.

Each commencement program also included remarks and greetings from GWU Chair of the Board of Trustees the Rev. Dr. M. Lamont Littlejohn Jr. He congratulated their success and challenged them to carry the values that define ��ӴӴ with them—to live “Pro Deo et Humanitate,” for God and Humanity.

During the undergraduate ceremony, Student Body President Andrea Stampone addressed her classmates, reflecting on the defining role of kindness and community in the Gardner‑Webb experience.

“My charge to you today is to carry this kindness into all walks of life that you may enter,” Stampone stated. “Treat people with kindness. Be a person who needs people. Be someone that runs to others when they need people, because these things make you a lucky person. Care deeply. Listen carefully. Love loudly. So go out into the world, and make that community special. Because it’s not that being a part of something special makes you special, but instead that something is special because you are a part of it.”

The featured speaker for both commencement ceremonies was Patrick Woody, a Gardner‑Webb 2003 alumnus and former student body president. He is founder and CEO of Point of Warning, a consulting firm that provides risk, intelligence, public policy, and organizational improvement services to government, private sector, and nonprofit organizations.

A cybersecurity professional with experience across the U.S. Intelligence Community—including the CIA, Department of Homeland Security, and National Counterterrorism Center—Woody directly advised multiple U.S. Presidents, White House leadership, Cabinet officials, and Congress on critical national security issues.

Woody received a Bachelor of Arts in history at ��ӴӴ. He has a Master of Arts degree in international relations and comparative politics from George Mason University and doctoral work in international relations at the University of Maryland.

He shared that his speech included advice that he wished someone had given him when he graduated 23 years ago. “I’m going to talk to you about getting fired,” Woody explained. “Not from a job or a career, but from a mindset. It’s getting fired from the comfort of thinking that because you’ve achieved this milestone, you’ve arrived and there’s no more work to be done. I want to talk about a different way of looking at the future and your post-graduate life—one built around five principles that spell out the word ‘F-I-R-E-D.’ If you leave today with these principles, I promise you that the next chapters of your life will be the best ones.”

Woody described each guiding idea and closed with a short summary. “Fail—and let it teach you,” he reiterated. “Invest—in yourself, your future, and others. Reflect—so that you are steering and not just speeding. Educate yourself—always, relentlessly, joyfully. Dialogue—across every divide you encounter. Being ‘FIRED’ is not a setback. It is a posture. It is how you walk into every meeting, every relationship, every new chapter of your life—with humility, with purpose, and with the courage to keep growing.”

Beyond the commencement addresses, the ceremonies also featured special presentations and awards recognizing excellence, service, and remembrance within the Gardner‑Webb community.

Commencement Honors and Recognitions

Posthumous Degree Presentation

Before undergraduate students walked across the stage to receive individual recognition for their accomplishments, Evans took a moment to remember Isaiah Hughes, a valued member of the campus community whose academic journey was tragically cut short. Hughes was an accomplished student in the Godbold College of Business and destined for great success. Evans invited the Hughes family to join him on stage, and he conferred the Bachelor of Science degree in management information systems posthumously upon Isaiah Hughes.

Undergraduate Awards and Distinctions

During the morning ceremony, several awards were presented to recognize graduates for their exceptional achievements. Senior Scholastic Awards, were presented to the members of the graduating class who earned the highest grade point average during their terms of university study. The winners were:

Corrie Danielle Cloninger, Bachelor of Science in nursing.
Sara-Michael Jann, Bachelor of Science in biology.
Kaylee Faith Maynor, Bachelor of Science in nursing.
Madison Elizabeth Peek, Bachelor of Science in nursing.
Ava Vaughn Stratman, Bachelor of Science in exercise science.

The Most Outstanding Male and Female Graduate Awards were given to the members of the graduating class, who, judged by the faculty, best exemplify the qualities of leadership, citizenship and academic excellence.

The recipient of the Most Outstanding Female Graduate Award is Kylee A. Morris, who received a Bachelor of Science in biology. Morris began her studies at GWU in 2022 as the University’s third Tucker Scholar, an honor that includes full tuition, room and board for eight semesters. She was also crowned Miss GWU in 2025, and is a section leader in the marching band.

The recipient of the Most Outstanding Male Graduate Award is Paul M. McElearney, who earned a Bachelor of Arts in political science and international affairs. McElearney, former GWU student body president, served on the search committee for GWU’s 14th president. He is also a cadet captain in ��ӴӴ Reserve Officers’ Training Corp (ROTC) detachment assigned under the Southern Guards Battalion.

The ��ӴӴ Online Scholastic Award is given at each commencement to the online student with the highest cumulative grade point average. The winners were:

Kayla Warren Griffin, Bachelor of Science in accounting.
Jennifer Abernathy Ruckman, Bachelor of Science in accounting.

Graduate Scholarship and Research Recognition

The afternoon ceremony featured the presentation of the Darlene J. Gravett Citizen Scholar Award, which recognizes graduate research with the potential to make a meaningful contribution to the improvement of society.

Dr. Sydney Brown, assistant provost of Academic Systems and Graduate Studies, presented the award to this year’s recipient, Dr. Brittany Hudgins-Graham. Brown noted that Hudgins-Graham exemplifies the purpose of the award in a powerful and timely way. Her work, “Forest Therapy for Mental Balance: A Christian Community Approach,” brings together mental health, community, and faith to address a growing need in our world today.

“What makes this project especially compelling is its focus on practice—creating accessible, community-based approaches that support well-being in real and tangible ways,” Brown observed. “Her work reminds us that research is not only about understanding problems, but about responding to them with care, creativity, and purpose. Dr. Hudgins-Graham’s work reflects the very spirit of this award—scholarship that serves others and strengthens communities.”

Videos of Friday’s commencement ceremonies are available on the and

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��ӴӴ Doctor of Nursing Practice Student, Dr. Brittany Hudgins‑Graham, Recognized as National Emerging Leader

Office of University Communications — Wed, 25 Feb 2026 14:36:18 +0000

Her Strong Professional Qualities, Innovation, and Collaborative Spirit Earn Prestigious Honor

BOILING SPRINGS, N.C.—Inspired by her grandfather’s battle with cancer and a desire to love and serve people, Dr. Brittany N. Hudgins-Graham pursued a career in nursing. Her calling eventually led her to teach future nurses. A graduate student in ��ӴӴ’s Doctor of Nursing Practice (DNP) program, she has received a national honor. Because of her strong professional qualities, innovation, and collaborative spirit, Hudgins-Graham was recognized as an Emerging Leader by The American Association of Colleges of Nursing (AACN) Graduate Nursing Student Academy (GNSA).

This organization supports graduate nursing students by promoting leadership development, professional engagement, and networking. It provides resources and opportunities that help prepare graduate students to lead, advance nursing education, and promote evidence-based practice. Emerging Leaders are nominated by their peers and recognized once a month in the .

“This recognition affirms the work I am passionate about—supporting students, contributing to the profession beyond the classroom, and engaging in kingdom work,” Hudgins-Graham noted. “It is both humbling and motivating, which encourages me to continue growing as a leader and remain open to opportunities that advance the nursing profession. Receiving this award is a tremendous honor and reflects the supportive academic community at ��ӴӴ that fosters leadership, service, and excellence in nursing for God and humanity. To God be the Glory! Lamentations 3:25-26: ‘The Lord is good to those whose hope is in him, to the one who seeks him; it is good to wait quietly for the salvation of the Lord.’””

Hudgins-Graham has more than 12 years of bedside nursing experience and nearly a decade in nursing education. “Throughout my clinical practice, I found myself naturally drawn to teaching—supporting new nurses, precepting prelicensure students, and helping others build confidence in their critical thinking and clinical judgment,” she reflected. “That passion ultimately led me into academia, where I could impact not only individual patients, but also the future of nursing.

She started teaching in 2014 and earned her Master of Science in Nursing (2015) and her Doctor of Education (2018) from ��ӴӴ. She is an assistant professor of nursing at Western Carolina University in Cullowhee, N.C., and will graduate in May from ��ӴӴ’s DNP program.

“I believe God called me to pursue my DNP to become a nurse practitioner, so I can better advocate for students and patients through evidence-based and holistic care,” she stated. “What I value most about the DNP program at ��ӴӴ is its strong emphasis on Christian education, leadership development, evidence-based practice, and real-world application. The faculty have been nothing short of stellar in supporting both my peers and me, particularly in scholarly inquiry and the practical application of becoming a nurse practitioner.”

She continued, “Upon completion of the program, I plan to practice as a Family Nurse Practitioner while continuing my work in academic nursing, intentionally bridging clinical practice, education, and scholarship to advance patient-centered care and prepare future nurses for leadership in a rapidly evolving healthcare system.”

Hudgins-Graham has integrated DNP concepts, such as quality improvement, evidence-based practice, pathophysiology, pharmacology, physical assessment, and didactic theory to both her current role as a nurse educator and future role as a nurse practitioner. “For example, I used current literature, holistic health principles, and quality improvement methodologies to design, implement, and evaluate my evidence-based practice project on forest bathing for mental balance within a Christian community,” she explained.

Forest bathing, also called forest therapy, is a practice where a person sits in nature and soaks in their surroundings. Her project evaluated the approach as an evidence-based, holistic intervention to reduce perceived stress and anxiety to improve psychological well-being. “As mental health concerns continue to rise, this project explored nature-based therapy as a low-cost, accessible, and preventive strategy to support mental health,” Hudgins-Graham observed. “Current literature consistently demonstrates that immersive time in nature is associated with reductions in cortisol levels, blood pressure, anxiety, and depressive symptoms, along with improvements in mood, attention, and emotional regulation.”

Hudgins-Graham said early responses to the project suggested meaningful improvements in stress perception and overall sense of calm, supporting its potential integration into preventive and primary care practice.

“I am deeply thankful for the support and mentorship I have received through ��ӴӴ,” she concluded. “The encouragement from faculty, two of my closest cohort peers, and the unwavering support of my daughter, Julieanna, my husband, Rusty, family, friends, church family, preceptors, and colleagues has played a significant role in my personal and professional growth.”

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��ӴӴ Alumna Erica McCray Recognized for Innovation and Data-Driven Instruction

Office of University Communications — Thu, 29 Jan 2026 21:16:50 +0000

Milken Honors School Principal for Advancing Project-Based Learning and Shaping Future-Ready Students

BOILING SPRINGS, N.C.—When ��ӴӴ alumna Erica McCray received the Milken Educator Award, she was totally caught off guard. Principals and teachers don’t apply for the award; they don’t even know who recommended them or that they are being considered.

“From my understanding the nomination is placed before a panel of individuals and the decision is made that way,” she explained. “So, there’s a mystery behind it. Everything was a surprise.”

She received the award during a school assembly that she thought was to celebrate the student’s test scores. When the presenter started to describe an award recipient, McCray was trying to remember who she had nominated for an award. She was shocked to hear her name called and even more astonished to learn of a $25,000 cash prize for her personal use.

McCray is in her seventh year as principal of Riverwalk Academy in Rock Hill, S.C., which serves students in kindergarten through 12th grade. She joined the charter school as a teacher when it opened in 2014 and later moved into the literacy coach role. She holds a Master of Education degree from the University of Phoenix. As she began considering a transition into school administration, she decided to enroll in Gardner‑Webb’s online Master of Educational Leadership program.

“The experience itself was very helpful,” McCray shared. “It worked well with my schedule. It was well thought out and meaningful. I was able to take what I was doing and apply it back to my work. ��ӴӴ really gave me an opportunity to see a lot of the behind-the-scenes part—the importance of the data collection piece and then being able to take that data and make the decisions to best support the school.”

Riverwalk prioritizes Project-Based Learning (PBL), and McCray’s leadership in this area is one of the reasons she received the Milken award. Students take ownership of their learning and participate in practical community-centered projects. She explained that the fourth-grade team is working on the question, “How do the daily tasks of humans impact animals and their habitats?”

Based on their research, students will design and implement solutions to address the issue. During the inquiry, investigation, and development process, they learn essential competencies embedded in South Carolina’s academic standards. Each year, students add to what they have accomplished previously. “So, it’s really, ‘What can we do to have a lasting impact in our community?’” McCray emphasized.

Ellen Weaver, S.C. Superintendent of Education, left, congratulates
Erica McCray on winning the Milken Award.

McCray was also honored for empowering teachers to utilize real-time student data to drive instruction, monitor progress, and work with students in targeted small groups. She mentors colleagues, provides professional development, visits classrooms daily, and provides constructive feedback. Leading by example, McCray took a graduate class alongside several teachers for PBL training.

“We are very student-centered,” McCray noted. “We don’t just see students as a group. My teachers and I, we are talking about each individual student.”

Her leadership efforts contributed to increasing and maintaining a high teacher retention rate. She has presented on school culture improvement strategies at the South Carolina Department of Education’s Collective Leadership Institute. Riverwalk also received the Palmetto Silver Award in 2023-24 after McCray and a team of teachers reimagined grade-level writing expectations and benchmarks.

Through Milken’s program, McCray will have the opportunity to work with other Milken award winners from South Carolina. She met with them briefly, and they told her about working with North Carolina honorees to offer professional development opportunities to teachers. She will learn more about the program in June when she attends the award ceremony in Washington, D.C. She will also receive her $25,000 cash prize then. “I haven’t decided yet how I’m going to spend it,” McCray stated. “This recognition means so much, and I am grateful for my students, colleagues, and community who inspire me every day.”

About Milken Educator Awards

The Milken Educator Awards represent the nation’s preeminent teacher recognition program, often hailed as the “Oscars of Teaching.” This season will reach more than $76 million in individual cash prizes since the Awards’ first presentation in 1987 and over $146 million invested in the Milken Educator Award national network overall, empowering recipients to broaden their impact and encouraging young, capable people to consider a career in education. Learn more .

About ��ӴӴ

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��ӴӴ PA Students Advance Their Clinical Training at World‑Renowned MD Anderson

Office of University Communications — Thu, 08 Jan 2026 14:45:47 +0000

Immersive Experience Helps Students Become More Skilled, Compassionate, and Career‑Ready Providers

BOILING SPRINGS, N.C.—For the sixth year in a row, Physician Assistant (PA) students from ��ӴӴ have been selected for clinical rotations at one of the world’s most respected providers of cancer patient care. From the PA Class of 2026, Tanner Hendricks, Confidence Paul, Baylee Short, and Diana Welliver have been invited to train at MD Anderson Cancer Center in Houston, Texas. This research-driven facility has affiliation agreements with over 200 PA schools across the country. Applicants are evaluated in the areas of academic excellence, passion for oncology, volunteerism, interest in working at MD Anderson, and interest in postgraduate training.

��ӴӴ Assistant Professor LaDonna Clark, director of Clinical Education for the Department of PA Studies, noted that MD Anderson offers an exceptional learning environment. “The institution’s commitment to education allows students to learn alongside nationally-recognized clinicians while developing specialized clinical skills in oncology,” she affirmed. “This immersive experience not only enhances clinical competence but has also led to successful employment opportunities for many of our graduates following completion of their rotations.”

��ӴӴ PA students complete a total of nine supervised clinical practice experiences (SCPEs). To provide high-quality training opportunities for students, Clark collaborates with a team that includes Stephanie Fraccola, clinical scheduling manager; Missy Ware, clinical administrative coordinator; and Patrick Williford, clinical/didactic faculty. Each rotation is five weeks in duration. Seven of these are considered core rotations: women’s medicine, emergency medicine, internal medicine, surgical medicine, behavioral medicine, family medicine, and pediatrics. Additionally, they complete one elective rotation and one underserved medicine rotation.

“��ӴӴ’s comprehensive curriculum integrates early and meaningful clinical exposure with a strong focus on service, professionalism, life-long learning and care for underserved populations,” Clark asserted. “I especially enjoy watching our students grow from novice learners during the didactic phase of the program into confident, capable clinical students with each supervised clinical practice experience. Seeing their knowledge, skills, and professional identity develop as they prepare for independent practice is one of the most rewarding aspects of my role.”

The four students selected to attend MD Anderson have various reasons for applying to the program. Short, of Bostic, N.C., has been assigned to the MD Anderson Stem Cell Transplantation and Cellular Therapy Center. She obtained her bachelor’s in exercise science from ��ӴӴ in 2022 and applied for the PA program because of her rewarding undergraduate experience. “Seeing my patients go through oncology experiences, as well as my own life experiences with cancer, fuels my desire to contribute to the field of oncology,” Short shared. “My aunt passed away when I was younger with esophageal cancer, and my grandpa passed away in 2023 from multiple myeloma.”

Welliver, of Gaffney, S.C., has also cared for friends and family members who have battled the disease. Her assignment is Solid Tumor Neurology. “I wanted to gain a deeper understanding of the overall care and treatment of oncology patients,” Welliver expressed. “MD Anderson Cancer Center is ranked as the No. 1 cancer center in the United States, so this will be a wonderful opportunity to train with some of the best oncologists in the country.”

Her dream of working in healthcare began when she was a child. During her sophomore year of college, she shadowed physicians, physical therapists, and PAs. “I found myself drawn to the PA profession because of its emphasis on a collaborative environment, the ability to work in various areas of medicine, and the opportunity to build strong patient relationships,” Welliver affirmed.

Hendricks, of Lake Junaluska, N.C., is also a graduate of ��ӴӴ, earning his bachelor’s in exercise science in 2022. Grateful for the opportunity to learn at a top-ranked cancer hospital, Hendricks feels prepared because of the education he’s received at ��ӴӴ. “The professors are top notch and really push us to be the best we can be,” Hendricks assessed. “��ӴӴ’s PA program truly emphasizes our school’s mission to be for God and humanity. I believe a healthcare provider needs to understand the patient beyond the condition they may be treating. It is important to have compassion, kindness, gentleness, and strength in this field. We must always rely on God for these as we work. ��ӴӴ helps to instill those values and beliefs.”

��ӴӴ’s emphasis on patient-centered care is also the reason that Paul, who lives in Greensboro, N.C., chose to attend GWU. “The program’s supportive learning environment and commitment to developing compassionate, well-rounded physician assistants aligned closely with my personal values and professional goals,” she acknowledged.

A clinical rotation at MD Anderson allows her to engage with experts in the field, learn about cutting-edge treatments, and provide care to complex patients. “��ӴӴ’s PA program has been deeply supportive and genuinely invested in student success, encouraging and preparing students to pursue unique and highly-competitive clinical opportunities,” Paul asserted. “I am thankful for the opportunity to represent GWU at MD Anderson and look forward to gaining meaningful experiences that will further shape and strengthen my future practice as a PA.”

GWU Students Selected by MD Anderson

Every year since 2021, a PA student from ��ӴӴ has been selected by MD Anderson. The previous students are:

Taylor Jernigan and Orian Bar, Class of 2025.
Nathan McVey, 2024.
Milan Trisic, 2023.
Julia Murtha Woody, 2022.
Tiana Gomes, 2021, selected for rotation but because of COVID restrictions, she wasn’t allowed to complete.

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Glow the Distance 5K Lights Up the ��ӴӴ Campus for a Cause

Office of University Communications — Thu, 16 Oct 2025 13:03:41 +0000

Family-friendly Evening Run and Activities Support GWU Students Through Bulldog Cares Fund

BOILING SPRINGS, N.C.—The ��ӴӴ Department of Physician Assistant (PA) Studies is sponsoring “Glow the Distance 5K,” a fun evening for students and families to raise money for fellow GWU students in need. The event will be on Nov. 15 from 6 to 8 p.m. in the parking lot of the College of Health Sciences, 315 W. College Ave., Boiling Springs.

Assistant Professor Dr. Allison Shamblin, director of Didactic Education, noted that PA students enjoy helping others and decided to host this event to raise funds for Bulldog Cares, a joint initiative led by ��ӴӴ’s Student Development, Student Success, and Financial Planning offices. The fund provides emergency financial support for students facing unexpected hardships that could prevent them from continuing their education. This aid helps with urgent needs and is not a replacement for financial aid.

Shamblin emphasized, “The glow element makes it more exciting than a standard race—think neon lights, glow sticks, black lights, and cool outfits. It turns the run into more of an event or party than a competition. It’s also a great way to get family and friends together for an enjoyable and memorable evening.”

Jill Jesser, the president of the PA Cohort of 2027, is excited to help host the event. “Planning this 5K has been so much fun,” Jesser shared. “Each of us has gotten to contribute our own piece of the puzzle, whether that be with decorations, T-shirt design, seeking sponsorships, or getting the word out to the community. Knowing that all our hard work is going to a great cause to support our fellow students here at ��ӴӴ makes it all the more rewarding!”

Shamblin added that glow items will be available to participants at the beginning of the race. These include glow sticks, bracelets, sunglasses, washable tattoos and face paint, hair accessories, and balloons. “We will also have plenty of games for kids including an inflatable slide, glow limbo, glow bowling and others,” Shamblin highlighted. “We will have awards for the best ‘glow’ costume, so we are encouraging everyone to wear their best glow attire. Bring the family and come join us!”

The after-dark 5K course through campus will light up the night with glow stations, music, and family-friendly fun. Following the 5K, activities for children and families will also be offered on the lawn.

Go the Extra Mile—Support Bulldog Cares

Not everyone can lace up for the Glow Run—but everyone can still make an impact by donating to support the Bulldog Cares Fund, directly helping ��ӴӴ students in need. By donating, you’re doing more than cheering on the sidelines—you’re removing barriers and helping students stay on track to graduate. Every gift makes a difference in keeping Bulldogs moving forward. Donate . Sponsorships are also available .

Glow the Distance 5K Details

General registration through race evening is $25.
Special rates available:
$20 – ��ӴӴ faculty and staff.
$15 – All students.
$12 – T-shirt only.
T-shirt guarantee: Register by Oct. 23 to guarantee your shirt and size.

Race Day Schedule, Nov. 15

Packet Pickup / On-site Registration: 5:30–6:20 p.m.
Race Start: 6:30 p.m.
Free Kids Glow Dash: immediately after the 5K (ages 10 and younger).

Awards

Top three Overall Male/Female
Top three in each age group: 10 and younger; 11–14; 15–19; 20–24; 25–29; 30–39; 40–49; 50–59; and 60 and older.
Best Overall Glow Costume

Safety Reminders

This is a night course: watch footing, stay visible, and follow volunteer instructions. Reflective wear and headlamps are recommended.

For more information, email Shamblin at ashamblin@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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Walking in Their Shoes: ��ӴӴ Health Sciences Students Experience the Realities of Poverty

Office of University Communications — Wed, 01 Oct 2025 20:01:48 +0000

Eye-Opening Simulation Reveals Real-World Struggles Some Patients Face

BOILING SPRINGS, N.C.—For nearly two hours on Sept. 26, Faith, Stewart and Hope Halls in Tucker Student Center at ��ӴӴ became a small city with homes, businesses and services, such as a bank, grocery, pawn shop, jail, school, day care, and others. The residents were 95 students in the College of Health Sciences Physician Assistant (PA) and Nurse Practitioner (NP) programs. They took on the roles of single parents, grandparents, teenagers, children, toddlers, and infants in a poverty simulation exercise, where they experienced challenges that were similar to those faced by low-income families on a regular basis.

A group of 26 volunteers from GWU faculty, staff, and the community assisted by playing the parts of the service directors and business owners in the make-believe town. Interim GWU President Nate Evans and Vice President and University Chaplain for Christian Life and Service Dr. Josh Parrott opened the event with a welcome and prayer.

While playing out mock scenarios, the students experienced real emotions—stress, sadness, hope, worry, nervousness, helplessness, frustration and more. In the debriefing afterward, the students shared how their attitudes changed while trying to pay the bills, feed their family, buy medicine, and respond to other circumstances that happened in the course of the afternoon.

The event is coordinated by Marie Davis, GWU interprofessional simulation coordinator. “It is so important for our PA and NP students to experience, even if it is through simulation, the challenges and obstacles of what navigating life is like for a person living in poverty,” Davis explained. “They can witness the struggles of choosing to eat, keep their power on, or go to the doctor. Even in this simulation, where these students know the importance of healthcare, the Community Healthcare Resource is seldom visited. This allows students to gain an understanding that more often than not, patients are just trying to survive, and to meet them where they are instead of quickly labeling them as ‘noncompliant.’”

Groups of chairs placed around the room represented houses.

Some of the participants, like PA student Jordan Kaplan, played the part of a younger child who couldn’t do anything to help the family. “It has been very tough,” Kaplan reflected. “I don’t have much responsibility. I just have to go to day care, but I’m seeing my older brother and my older sisters struggle to feed us and struggle to find resources because we don’t have anybody who has a job right now. We have a father, but he is in jail.”

Kaplan said participating in the simulation exercise put her in the shoes of people in the community. “This is a really great experience just to better understand our patients … to see how we can best serve them,” she noted.

Macie Dula, a student in the Doctor of Nursing Practice (DNP) program, played the part of Kaplan’s older sister. She mentioned that it was nice to see a church in the simulation town offering help to families. As a nurse who works in a hospital, Dula said the poverty simulation was helpful to understand where the patients she encounters are coming from. “We can help set up resources for people, but we don’t necessarily get to see how much they struggle getting access to those resources,” she observed.

A few spots over, Lauren Davis, another DNP student, was evicted from her home. She solved her homeless situation by moving in with her pretend neighbors, and becoming a baby sitter for that family’s children. Davis explained that in her family’s scenario, it was either feed the children or lose the house. A nurse educator, Davis said the poverty simulation will help her to better describe to her students the situations faced by people living in poverty.

In the role play given to PA student Samuel Merr, he was a 7-year-old living with his grandparents. “I think the simulation makes us a little bit more sensitive to the kind of the struggles that people are going through,” he shared. “We started off this activity with a plan. And you know, we thought it would be a little bit easier, but those day-to-day things that are unexpected really shook everything up, and if this were a real situation right now, we would be in serious trouble, you know, as far as getting access to medication for both my character and then the caretaker, the grandfather. It shows me as a provider, the struggles that really happen. We have to be aware of these things to help patients with costs and maybe alternative methods to get what they need.”

Merr said in the classroom, he and his classmates learn how to diagnose a physical problem and improve a patient’s health with lifestyle changes, medications or treatments. The poverty simulation is a reminder of the many social challenges and external pressures that can happen in a patient’s life. “This is just an eye-opening experience,” he stated.

Davis summed up the successful learning exercise, “This is my favorite simulation that I get to implement throughout the year. Every year, we enhance aspects to make it better for the students, and I feel this year was our best one yet! This group of students embodied their characters and were very honest in sharing their thoughts and experiences during our debriefing session. I’m so proud of our team and the impact we can make on future healthcare providers and their patients.”

These students wait in “day care” for their caregivers to return.

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Transparent Budgeting Model Created by ��ӴӴ Alumnus Praised by District Leader

Office of University Communications — Sun, 21 Sep 2025 04:00:03 +0000

Brian Hoyle, ’23, Completed Innovative Project for Master of Public Administration Program Capstone Thesis

By Avery Copeland, Intern for University Communications

Brian Hoyle, a recent graduate of ��ӴӴ’s accelerated Master of Public Administration (MPA) program, is revolutionizing how communities engage with public budgeting. After graduating from the program in December 2023, Hoyle is now pursuing a Doctor of Education in Organizational Leadership at ��ӴӴ. He is also making waves as a non-profit and executive leadership development consultant. Hoyle’s innovative approach to transparency and citizen involvement in government decisions is already catching the attention of district council members, establishing him as a trailblazer in the field of public administration.

Hoyle chose to attend ��ӴӴ’s MPA program to advance his career and learning in an environment that offered flexibility to fit his schedule. For the final capstone thesis of the 10-month program, he designed a model to publish the public budgeting process for the community. Hoyle noted that capstone projects from other students in the program focused on housing, education, poverty, and other public administration challenges.

Hoyle’s model for transparency in public budgeting authorizes citizens to engage directly with government officials. It fosters active participation in the decision-making process, enabling people from all walks of life to contribute ideas and feedback on fund allocation for their community. By adopting the charrette model, typically a collaboration technique used in complex building design, Hoyle redefined its application, bringing various groups of people together to collaborate and participate in the public budgeting process. Hoyle asked, “Isn’t a budget really a reflection of public values?”

Hoyle has already taken steps towards implementing his public budgeting process, having recently met with a district council member from Raleigh, N.C. This council member is keen on adopting Hoyle’s transparent public budgeting model in Raleigh, which is a testament to its efficiency and potential impact. As Hoyle reflected on this possibility, he remarked, “That, to me, is a payoff that is hard to put into words, much less put a dollar figure on … It’s priceless.”

Attending a 10-month program, rather than a more traditional master’s program, requires tremendous commitment and dedication to one’s education. “You’ve got to have passion for wanting to learn at this pace and to be able to reconfigure certain things within your life to be able to prioritize your learning,” Hoyle noted. He encourages students interested in applying to ��ӴӴ’s MPA program to contact Dr. Bobbie Cox (bcox@gardner-webb.edu), the program director who designed the curriculum with accreditation. “This curriculum is about taking people who are already practitioners of public administration and refining them and making them the experts in that field,” he added.

��ӴӴ designed its Master of Public Administration program to prepare students for a career in public administration, including local, state, federal, and non-profit agencies. This 36-hour master’s program works to enhance and develop students’ skills and competencies within public administration.

Ready to take the next step in your career and become a leader in public administration? Join ��ӴӴ’s Master of Public Administration program today and make a difference in your community.

Learn more about the Master of Public Administration and apply here.

Discover more about the Doctor of Education programs available at ��ӴӴ.

Avery Copeland, of Atlanta, Ga., is a senior English major.

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.

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��ӴӴ Divinity School Dean Dr. Robert Canoy Announces Retirement

Office of University Communications — Thu, 21 Aug 2025 16:17:08 +0000

Through the Last 16 Years Under His Leadership, School of Divinity Has Gained Funding for Students; Maintained High Academic Standards

BOILING SPRINGS, N.C.—Dr. Robert Canoy, dean of the ��ӴӴ M. Christopher White School of Divinity for 16 years, will retire at the end of the 2025 Fall Semester. Canoy will serve as a part-time faculty member until Dec. 31, and also offer guidance to Professor Dr. Jim McConnell, who has been named interim dean of the School of Divinity.

“Dr. Canoy’s leadership has shaped the School of Divinity and strengthened ��ӴӴ’s mission for nearly three decades,” shared Interim GWU President Nate Evans. “His commitment to preparing ministers, scholars, and servants of the Church has left a lasting mark not only on this institution but also on congregations and communities across the globe. We are deeply grateful for his visionary leadership and steady presence, and we celebrate both the legacy he leaves and the foundation he has built for the future of theological education at ��ӴӴ.”

Dr. Robert Canoy in 2010

Canoy’s affiliation with ��ӴӴ began in 1997, shortly after he was called as senior pastor of First Baptist Church in Shelby, N.C. Invited by Dr. Wayne Stacy, then dean of the School of Divinity, Canoy served as an adjunct faculty member and as an ecclesiastical representative for the school’s first accreditation self-study. In 2000, Canoy joined the faculty full time as associate dean. When Stacy departed, Canoy stepped into interim leadership, guiding the school through its initial 10-year accreditation, granted in 2004 by the Association of Theological Schools in the United States and Canada.

In 2005, with the appointment of Dr. Chuck Bugg as dean, Canoy resumed his role as associate dean. After Bugg’s departure, Canoy once again provided transitional leadership until 2009, when he was named the divinity school’s fourth dean. Since then, he has led the School of Divinity through two additional accreditation reviews, in 2014 and 2024.

Interim Provost and Vice President for Academic Affairs Dr. Nicole Waters commended Canoy for his exemplary service to the University. “I extend heartfelt gratitude to Dean Robert Canoy, whose faithful and visionary leadership has blessed the School of Divinity and ��ӴӴ for many years,” she praised. “Throughout his tenure as dean, Dr. Canoy has provided unwavering guidance, steadfast advocacy, and wise counsel. His dedication to faculty, staff, students, and alumni has strengthened and enriched our community.”

Dean of the School of Divinity Dr. Robert Canoy speaks during the school’s 20th anniversary.

Waters added, “I am especially grateful for his continued presence and influence during the fall semester as he transitions from the role of dean to a part-time administrator and professor, and I appreciate Dr. Jim McConnell’s willingness to serve as the interim dean. During this transition, we celebrate a legacy of faithfulness and excellence and anticipate the ways it will continue to shape the future of the School of Divinity.”

McConnell also praised Canoy’s skillful leadership of the School of Divinity. “While Dr. Canoy served as dean, the influence of the School of Divinity has spread throughout our region and beyond, including internationally,” McConnell asserted. “Dean Canoy has maintained our school’s focus on its mission, ‘the preparation of persons for Christian ministries,’ recognizing that God’s call to ministry in the local church extends to a diverse group of people. I am humbled to follow Dr. Canoy as interim dean of the school. At the same time, I am thankful for the strong foundation on which Dr. Canoy has established the school. Because of his leadership we are well positioned to continue to train men and women for Christian ministries of all types into the future.”

Under Canoy’s guidance, the divinity school has received numerous gifts. An endowment of more than $1 million given in 2006 by Joyce Earnhardt was particularly meaningful, because it allowed divinity school students to study overseas. “It allows for students to travel to the Bible lands,” Canoy related. “I have been leading those groups for 20-something years. That’s been a real highlight to watch students go to the Bible places and to connect the Bible with that part of the world for their own preaching and teaching.”

Dean Dr. Robert Canoy poses with a graduate at the
Divinity School Recognition Ceremony in 2023.

In addition to trips to Israel, Greece and Turkey, divinity students also have the opportunity to participate in mission immersion trips and have served in Cuba, the Balkans, and Africa. The Charles B. Keesee Educational Fund also helps students pay for their theological education, and other grants to the divinity school support hands-on programs and academic enrichment opportunities. With these funds and assistance provided by the Christian Service Organization, as well as churches from across the nation, divinity students are able to obtain their degree without taking on additional educational debt.

Canoy is thankful for the administrative assistants who have provided stability to the School of Divinity over the years, especially the current assistant, Lisa Hollifield. He also praises the highly-qualified faculty who prepare students from their various areas of expertise in historical theology (Dr. Steven Harmon), missions (Dr. Terry Casino, originally from the Philippines), counseling (Dr. Hebert Palomino from Colombia and Dr. Doug Dickens), New Testament interpretation (McConnell), and biblical studies (Dr. Cal Robertson).

Because of the faculty’s dedication, 90% of students who want to go into a church-related ministry obtain a position after graduating. In addition, many churches that employ a ��ӴӴ student will contact the divinity school when the student is called to serve elsewhere. “They say, ‘Please send us another one like that,’” Canoy shared. “That means we’ve done something well.”

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��ӴӴ 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.—��ӴӴ’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 ��ӴӴ 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 ��ӴӴ 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, ��ӴӴ 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).

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