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

Looking at Lydia Robinson’s résumé, it would be easy to assume luck played a role in her success. The 91���� student-athlete from Charlotte, N.C., plays Division I soccer and is on track to earn both her bachelor’s degree and MBA in four years. She studied abroad at Liverpool Hope University in England, where she practiced with a semi-professional soccer program and traveled to 11 countries. She also was selected for Novant Health’s Ignite Internship Program within the Chief of Staff Department.

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

Robinson’s willingness to put herself out there helped shape her 91���� experience from the beginning. She hadn’t planned to play soccer in college, but as her high school career came to an end, she realized she wasn’t ready to leave the game behind. She had already decided to attend GWU because of the close-knit campus, but decided to take a chance and contact the women’s soccer coach. She thought to herself, “What’s the worst that can happen? He can say no.”

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

She began her 91���� journey in Fall 2024 with plans to graduate a year early. Dual-enrollment courses and Advanced Placement classes completed in high school provided a strong start, while summer coursework allowed her to stay on track without carrying an overwhelming course load during the academic year.

Robinson also enrolled in 91����’s Accelerated Master’s Program, which allows qualified students to begin earning graduate credit while completing their bachelor’s degree requirements. She is a member of the University Honors Program, a former Congressman of Honors District HAPY and a member of Delta Mu Delta, the International Business Honor Society.

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

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

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

Before selecting a destination, Robinson researched the countries available through 91����’s study abroad partnerships. Liverpool ultimately stood out because of its strong soccer culture, convenient location for travel throughout Europe, and connections through a teammate whose family lives there. When a different teammate learned of her plans to study abroad, she decided to join her.

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

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

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

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

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

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

The internship has also reinforced lessons she learned in her business classes at 91����. Robinson pointed specifically to professional communication skills and networking opportunities as areas where classroom experiences have translated into the workplace.

“Every single time I’m on a new Zoom call or meet a new person, I have to redo this elevator pitch pretty much being like, ‘Hi, I’m Lydia. I go to 91����, majoring this, I want to do this,’” she said. “So that definitely helped me.”

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

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

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

91���� 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., 91���� 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. Learn more at gardner-webb.edu.

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

BOILING SPRINGS, N.C.—When individuals struggle with anxiety, conflict, addiction, or other mental health challenges, the issue often extends beyond a single person. Relationships, family dynamics, and broader support systems can all play a significant role. 91����’s Marriage, Couples, and Family Counseling (MCFC) concentration helps future counselors understand those connections and equips them to provide specialized care through a systemic, relationship-centered approach.

Dr. Lorell Gordon, associate professor of psychological science and counselor education, is the practicum and internship coordinator for Clinical Mental Health Counseling. Since joining 91���� in 2018, she has helped develop and grow the MCFC concentration. Drawing on her extensive background in both Clinical Mental Health Counseling and Marriage and Family Therapy, Gordon worked alongside colleagues to bring the idea to life.

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

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

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

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

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

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

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

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

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

Her journey to 91���� began hundreds of miles away in Texas. After earning her undergraduate degree at Texas A&M University, she knew she wanted to pursue graduate studies in the Carolinas.

“I was looking for a clinical mental health program that balanced a strong clinical focus with a commitment to faith, as well as a supportive Christian community,” Davis said. “I researched several programs throughout North and South Carolina, and 91���� had everything I was looking for.”

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

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

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

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

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

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

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

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

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

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

91���� 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., 91���� 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. Learn more at gardner-webb.edu.

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

BOILING SPRINGS, N.C.—The undergraduate elementary teacher preparation program at 91���� has earned an A+ from the National Council on Teacher Quality (NCTQ). The council’s report, “,” spotlights GWU’s College of Education for meeting the standards set by literacy experts for the most effective methods of reading instruction.

Scientifically based reading instruction emphasizes five core components identified through decades of research: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. To earn an A+, 91����’s programs had to exceed those standards and avoid teaching any instructional practices not supported by research.

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

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

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

“The literacy instruction at 91���� was excellent,” Rains reflected. “The detailed courses were extremely practical for the classroom. They included realistic student patterns and behaviors for me to learn from. The information obtained during my time at 91���� was crucial for my licensing as well as growing my passion for literacy. I gained an urgency for children and their reading journeys.”

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

“The Science of Reading research is too important and accurate to keep to myself,” she noted. “I begin every tutoring session with an assessment tool I learned about while taking these courses at 91����. I then use targeted resources that are Science of Reading-based to grow the students’ literacy skills. I have loved seeing firsthand the growth from child to child.”

NCTQ’s methodology is informed by a panel of reading experts, teacher preparation faculty, reading advocates, and measurement experts. To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in required literacy courses for elementary teacher candidates at 91����.

About NCTQ

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

About 91���� 91���� 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., 91���� 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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Endowment Honors Cleveland County Couple’s Longtime Love of Music, Education, and Service

BOILING SPRINGS, N.C.—Music was woven into everyday life in the home of Robert and Evelyn Cabaniss of Cleveland County, N.C. The family listened to a wide variety and sometimes sang along. To honor their parents’ love for music, support for education and service to the community, the couple’s children—Mark Cabaniss, Garry Cabaniss, and Michele Cabaniss Peraldo—recently endowed the Robert and Evelyn Cabaniss Music Scholarship at 91����.

Reflecting on the family’s decision, Michele said, “Our family is deeply honored to support the music department at 91���� through this endowment in memory of our parents. Music was a meaningful part of their lives, and we hope this gift will encourage and inspire students for generations to come while honoring the values they cherished.”

While considering the various ways they could memorialize their parents, “a scholarship seemed like the perfect choice,” noted Mark, an award-winning music composer and publisher. “Since our parents spent the better part of their lives in Cleveland County and were supporters of 91����—and my brother is a 91���� graduate—establishing the scholarship at 91���� was a natural and fitting way to celebrate their legacy.”

During a recent visit to campus, Mark was impressed by what he saw in the Department of Music. “91���� understands that music education is about much more than teaching notes and rhythms,” he stated. “91���� combines academic excellence with a strong sense of purpose and faith. It is a place where students are encouraged to develop their talents while also growing as people of character. Music educators have an extraordinary opportunity to shape young lives through the transforming power of music, and 91���� is preparing students to do exactly that. Investing in future music educators creates a ripple effect that extends far beyond any single classroom.”

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

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

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

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

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

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

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

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

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

View the Robert and Evelyn Cabaniss Music Scholarship on

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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 91����. 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 91����’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 91���� 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.

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 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 91���� and Pinnacle Classical Academy provided a foundation for future success while encouraging students to explore their interests beyond the traditional high school curriculum.

91���� 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., 91���� 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. Learn more at .

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Program Offers Flexible, Student-Centered Path for Combining Chemistry with Diverse Academic and Career Interests

BOILING SPRINGS, N.C.—Beginning with the 2026 Fall Semester in August, 91���� will launch a new Bachelor of Arts (BA) in chemistry program, designed to expand opportunities for students who want to pair scientific study with broader academic pursuits. Building on 91����’s established strength in personalized, student-centered learning, the program emphasizes meaningful faculty mentorship and academic engagement.

Dr. Meredith Rowe, associate professor of biology and chair of the Department of Natural Sciences, thanked chemistry professors, Dr. Ben Brooks, Dr. Stefka Eddins, and Dr. Venita Totten for their efforts to establish the new program. “The Chemistry BA will allow students time in their major to build Chemistry-specific skills in addition to developing in other fields such as psychology, English, and world languages,” Rowe observed. “This program will provide an avenue for students who want to earn a degree in chemistry while preparing them to move beyond basic science and work in a field that incorporates more of these humanities-related skills.”

Developed with flexibility in mind, the BA in chemistry allows students to explore interdisciplinary areas while enhancing critical skills in writing, communication, and language. “The BA in chemistry nicely complements our current Bachelor of Science (BS) in chemistry degree,” Brooks shared. “The ideal student for this major is someone who loves chemistry but wants to take courses from other disciplines beyond what is offered in the general education curriculum.”

He noted that the new degree program is particularly well-suited for adding a minor course of study. For example, a student may wish to pair the BA in chemistry with a pre-law minor and pursue a law degree or become a patent agent. “There are almost endless career paths that a student can pursue,” Brooks informed. “As we designed the degree, some of the careers that we envisioned students seeking with the BA in chemistry included environmental law, forensic law, patent law, scientific writing, scientific illustration, art conservation, pharmaceutical sales, and chemical marketing.”

He continued, “But the degree opens up a variety of other avenues. For example, a student interested in missiology who wanted to work with water purification, sustainability, or other environmental aspects of mission work might find this degree attractive.”

Students who are dedicated to pursuing careers that involve research and development, graduate school, or professional school may find the BS degree to be the better fit. Even with that distinction, Brooks noted, “Depending on how a student tailors their electives and minor courses of study, they can certainly pursue graduate studies or professional school with the BA degree.”

The BA program also creates a pathway for transfer students to complete the degree in as few as two years, provided they enter with foundational coursework in biology, chemistry, and language study.

Brooks emphasized that the program reflects 91����’s strengths and the Chemistry Program’s Mission Statement: “We are dedicated to providing a learning environment where our students receive outstanding instruction and mentoring in chemistry within the context of a Christian liberal arts college.”

He added that students in the program will benefit from an environment designed for individualized attention and close faculty interaction across chemistry programs. “We know all of our students by name and we equip them to excel in their coursework,” Brooks said. He highlighted the program’s strong track record of placing graduates in outstanding graduate programs, professional schools, and careers, and offered, “We look forward to expanding that list of achievements for our new major.”

Ultimately, the BA in chemistry is designed to help students discover how their passion for science connects with their broader goals. “Enrolling in the new BA in chemistry major will allow a student to explore their options in other areas alongside their chemistry courses and find their true calling,” Brooks acknowledged.

91���� 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., 91���� 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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After Overcoming Personal Loss, Balancing Work and School, Jessica Greene Prepares to Student-Teach and Graduate Debt-Free

BOILING SPRINGS, N.C.—“You have to start to get to where you want to go,” remarked 91���� senior Jessica Greene. Simple yet profound, this statement has guided Greene while she navigated some of life’s most difficult challenges. In the face of loss, uncertainty, and growing responsibilities, she responded by taking the next step forward.

Though she endured the passing of both parents before graduating from high school, Greene will complete her Bachelor of Science in Elementary Education degree debt-free in December. She is excited to begin student teaching in a kindergarten classroom in August.

“Losing my parents was the hardest thing I have been through, especially my dad, who helped me through all of life’s challenges,” Greene reflected. “They both had hard childhoods and struggled, so they wanted better for me. When I graduated high school two months after my dad passed away, I realized I could do anything I set my mind to. I knew I wanted to go to college, and when I started my daycare job, I realized helping children was my calling, and I was going to reach my goal. My dad taught me to never give up no matter how hard life gets.”

Greene’s parents divorced when she was 2 years old, and she lived with her father. Then, while she was in ninth grade, her mother died unexpectedly. She continues to draw strength from the lessons both parents shared with her.

“My mother always told me to chase my dreams because life is short,” she recalled. “My dad taught me who Jesus was from a young age and the importance of having a relationship with him. My dad had a kidney transplant in his 20s, and it drastically affected his health. One thing he always told me was, ‘You just need faith in the Lord, and everything will be OK.’ His unwavering faith, strength and love are values that I will always carry with me.”

Her experiences growing up also helped shape her calling to become a teacher. Greene remembered her home as a place where friends often gathered because they felt safe and welcomed. “I want to teach children and let them know they have someone who believes in them and wants what is best for them,” she said. “I believe all children should have someone they can trust and feel loved by.”

Throughout her educational journey, her fiancé, Clayton Linnens, has been one of her greatest supporters. The couple will be married this month. While Greene participated in virtual classes after a full day at work, Linnens offered emotional encouragement and supported her in tangible ways. “He would help by making dinner and cleaning the house,” she noted. “He did this so when I got off (the computer) we could spend time together. He has sat with me on countless weekends and mentally supported me as I spent hours working on assignments.”

Balancing full-time employment, clinical experiences, and online classes required discipline and careful planning. As her clinical requirements increased from one day to three days each week, Greene became even more intentional about managing her time. The hard work paid off, because she will graduate without taking on student loans. Greene wants to buy items to use in her classroom, and the couple plan to start saving money to build a home.

Greene found support not only at home but also in the 91���� College of Education. Her professors played an important role in her success, especially Visiting Assistant Professor Dr. Brittany Evans and Assistant Professor of Education Dr. Cherie Aldrich. “As the classes became more intense, I was constantly asking these professors how to improve my work, and they were always there to help,” Greene said. “They encouraged me and discussed the positive things students had accomplished.”

Through every challenge, Greene remembered her father’s testimony and leaned on her faith. “I know that the way I got through it is Jesus and getting closer to him,” she shared. “When life feels heavy, I encourage you to just open up the Bible and sit with the Lord. You may not always know what to say, and there were many times when I would tell the Lord that I did not know what to say, but I needed help. The Lord is the answer, and he will help if you just give him a chance.”

As she prepares to begin student teaching this fall, Greene is eager to see firsthand how students learn and to experience the everyday realities of the classroom. Most of all, she hopes to create the same sense of encouragement and belonging that shaped her own life.

“The impact I hope to have on my students is that they leave my classroom believing in themselves as learners and feeling excited about coming to school each day,” she affirmed. “I hope my students remember that they had a teacher who cared about them, believed in their potential and encouraged them to become lifelong learners.”

91���� 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., 91���� 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 gardner-webb.edu.

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Seven Fellows Conduct Faculty-Mentored Projects Spanning History, Science and Human Behavior

BOILING SPRINGS, N.C.—This summer, 91���� undergraduate students are spending five weeks diving deeply into original research. They are exploring topics ranging from World War II history to human behavior, political extremism and biomedical science.

Through the University’s Summer Scholar Fellowship, seven students are working closely with faculty mentors to conduct independent research, develop creative projects or engage in service-learning initiatives. They receive hands-on experience that prepares them for graduate study and future careers.

The program is coordinated by 91���� Associate Professor of political science Dr. Elizabeth Amato, who serves as director of Undergraduate Research. Fellows may complete their work remotely or on campus, where residential participants receive room and board during the intensive term.

Among this year’s scholars is Allie Johnson, a rising senior history major with minors in professional education and psychology. Her project examines how the American Revolution has been romanticized in U.S. culture and how those narratives continue to shape public understanding of the nation’s founding. She also noted that these themes are often more prevalent during important anniversaries, such as the country’s upcoming 250th anniversary.

“The romanticization of the American Revolution means the tendency for U.S. citizens to mythologize the revolution as an epic struggle for liberty against tyranny, while also depicting the Founding Fathers as perfect heroes,” Johnson explained. “However, this view often glorifies the Founding Fathers in ways that were contradictory to their true characters … and often downplays the violence of the war and oversimplifies the motivations for revolution.”

Johnson said her interest in the topic grew from previous research on propaganda and revolutionary movements. “I have always been highly interested in the American Revolution,” she said. “Past research I have completed involving propaganda and revolutions guided me to analyze those two concepts within U.S. history.”

Through the fellowship, Johnson has been able to spend focused time developing both her research skills and content knowledge—something she sees directly connecting to her career. After graduation, Johnson plans to teach social studies in high school.

“Participating in the Summer Scholars Fellowship has allowed me to gain valuable research skills and content knowledge related to United States History,” she said. “Both of these insights will be useful in teaching my future students about the intricacies of the American Revolution and the importance of historical research.”

Johnson appreciates her faculty mentor, Dr. Timothy Vanderburg, and the knowledge he has shared with her. “Dr. Vanderburg has excellently guided me to helpful resources, provided insight on my topic and supported my research throughout my college career,” she said. “His expertise in U.S. history has been an invaluable resource.”

Session I Fellows

• Molly Blazer (History), mentored by Dr. Austin Collins, is researching the role of psychological analysis in the trials of Nazi officials, focusing on Hermann Göring and how psychiatric evaluations may have influenced outcomes during the Nuremberg Trials.
• Allie Johnson (History), mentored by Dr. Timothy Vanderburg, is researching how the American Revolution has been romanticized in U.S. culture, examining how educational narratives, cultural representations and ideas of American exceptionalism shape public understanding of the nation’s founding.

Session II Fellows

• Bella Harding (Psychology), mentored by Dr. Adam Davila, is exploring the use of engineered cells to produce messenger RNA that could help regulate hormone production, with potential therapeutic applications.
• Max Salerno (Political Science), mentored by Dr. Jim Rennie, is investigating psychological pathways contributing to radicalization in U.S. extremism and how those insights could inform intelligence analysis.
• Jacob White (Biology), mentored by Dr. Meredith Rowe, is studying how varying levels of ibuprofen exposure affect the movement of microscopic roundworms and whether prolonged exposure reduces the drug’s effectiveness.
• Slawka Ndubuisi (Psychology), mentored by Dr. David Carscaddon, is examining how social media use may influence feelings of inadequacy and perceptions of self-image.
• Hannah White (Chemistry), mentored by Jacob Willis, is analyzing how common medications break down under different conditions such as heat and light, with potential applications in forensic science.

91���� 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., 91���� 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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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 91����, 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 91����, 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 91����.

“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 91���� because it aligned well with my academic and professional goals.”

91����’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 91����’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 91���� in December of 2024.”

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 91����’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.

91���� 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., 91���� 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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Funding Strengthens Spaces Where Students ‘Live, Learn, Train and Grow’ Across Campus

BOILING SPRINGS, N.C.—A significant $1.5 million gift from an anonymous donor will support student‑focused priorities at Gardner‑Webb University. The donor provided flexibility in directing the funds, allowing University leadership to focus on initiatives with immediate and lasting impact on students.

Gardner‑Webb President Nate Evans emphasized that every major project supported by the gift aligns with the University’s mission and commitment to holistic student development. “This gift allows us to invest intentionally in spaces and programs that serve students where they live, learn, train, and grow,” Evans underscored. “Each priority reflects our commitment to being a Christ‑centered university that places students at the heart of every decision.”

A portion of the gift will fund refurbishments to Myers and Spangler residence halls, including new furniture and upgrades such as flooring, paint, and general improvements. Additional funds will be directed toward targeted student housing improvements across campus. The work will be completed over the summer and will improve the student living experience while supporting an expansion of the University’s Faith‑Based Living‑Learning Community, a residential model that intentionally connects students’ academic, co‑curricular, and personal development around shared interests and values.

“This investment in Myers and Spangler represents far more than a facilities upgrade—it is a direct investment in the student experience at Gardner‑Webb University,” affirmed Vice President of Student Development and Dean of Students Lesley Villarose. “When we enhance residential spaces, we strengthen the foundation for student success by creating environments where students can rest, study, and build meaningful relationships. Gifts like this elevate not only where our students live, but how they live—supporting their academic persistence, personal growth, and overall sense of belonging.”

Villarose emphasized that the expansion of the Faith‑Based Living‑Learning Community reflects the University’s intentional approach to integrating faith and learning within the residential experience.

She added, “These spaces will allow students to engage more deeply in shared values, spiritual development, and meaningful dialogue beyond the classroom. As this living‑learning community continues to expand, we are creating more opportunities for students to connect their academic journey with their faith in a supportive, residential environment.”

The philanthropic support will also fund a comprehensive renovation of the primary weight room located in the football center. The project will include new flooring, racks, weights, machines, and branded strength equipment to benefit the health, safety, and performance of student‑athletes across all sports. Additional funds will address football program needs and athletic facility improvements.

Vice President for Athletics and Athletic Director Brendan Fahey described the renovation as “transformational” and a “true program‑changer” for the department. “Strength training is essential to the development and well‑being of our student‑athletes, and this new, state‑of‑the‑art space will allow us to support them at the highest level,” Fahey explained. “Beyond enhancing daily training, it will play a key role in recruitment, retention, and the overall student‑athlete experience. We are incredibly grateful for this generous support and look forward to unveiling the new facility to our student‑athletes.”

Reflecting the University’s commitment to developing the whole student, the gift supports a new instructional space along with updated academic technology across the University. Together, these investments support hands‑on learning, classroom instruction, and student preparation for professional success.

“Academic Affairs is grateful for the generous gift, which strengthens support for academic excellence and prepares our students to lead with confidence in their respective fields,” noted Provost and Vice President for Academic Affairs Nicole Waters. “This support will significantly enhance experiential learning opportunities for students in our Department of Public Service programs by creating an authentic residential setting for crime scene investigation that simulates real‑life crime scenarios. This investment elevates the quality of instruction, deepens student engagement, and prepares graduates for the professional workforce.”

The hands‑on simulation lab will be located in Washburn House and will serve both students and regional law enforcement partners. Additionally, the donation will support broader academic needs across the University. Waters shared, “The gift provides technology enhancements to the College of Arts and Sciences and the College of Education. These upgrades will enable faculty to deliver more interactive instruction while ensuring our learning environments reflect the demands of a rapidly evolving world.”

Beyond its academic impact, the philanthropic support also advances efforts to better serve students across campus. Gardner‑Webb leadership designated part of the funds to create a one‑stop shop for key student services, including financial aid, student accounts, and registration. The consolidated space will improve coordination, communication, and customer service while creating a more seamless experience for students.

Collectively, these investments reflect Gardner‑Webb’s mission by supporting students academically, personally, and professionally.

91���� 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., 91���� 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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