Graduate Students Archives - �۶�ֱ�� University

�۶�ֱ�� 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 �۶�ֱ�� University’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 �۶�ֱ�� 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 �۶�ֱ�� University. She is an assistant professor of nursing at Western Carolina University in Cullowhee, N.C., and will graduate in May from �۶�ֱ��’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 �۶�ֱ�� University 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 �۶�ֱ�� University,” 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.”

�۶�ֱ�� University 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., �۶�ֱ�� 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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�۶�ֱ�� Physician Assistant (PA) Studies 2027 Cohort Raises Money for Bulldog Cares Fund

Office of University Communications — Thu, 12 Feb 2026 18:55:02 +0000

Glow Run 5K Generates Contribution to Assist Students with Emergency Financial Needs

BOILING SPRINGS, N.C.—In a show of campus generosity and community spirit, the 2027 cohort of the Gardner‑Webb University Physician Assistant (PA) Studies program organized a fundraising event that helped support fellow students in financial need. They raised $2,648.85 and presented the donation to the Bulldog Cares Fund during a recent basketball game. This fund—a joint venture led by Student Development, Student Success, and Financial Planning—seeks to assist �۶�ֱ�� students by providing financial support intended to prevent them from leaving the University for emergency financial reasons.

The PA students generated the donation by sponsoring a Glow Run 5K on Nov. 15, 2025. Participants included students, friends and supporters who lit up the night for an evening of fitness, fun, and community spirit. The group—decked out in neon colors, glow sticks, and LED accessories— transformed the course into a moving celebration, creating an atmosphere that was equal parts athletic and festive. The running course traversed through the campus of Gardner Webb University and had many “glow” items along the way.

“The Glow Run 5K wasn’t just about crossing the finish line—it was about connection and momentum,” observed Allison Shamblin, director of Didactic Education in the Department of PA Studies. “From the pulsing music at the start line to the cheers echoing along the route, runners and walkers of all paces were encouraged at every step of the way. The event showcased the 2027 cohort’s dedication to teamwork, wellness, and creativity, turning a traditional 5K into a memorable nighttime experience.”

Shamblin added, “By the end of the night, glowing smiles matched the glowing gear as participants celebrated a successful event filled with energy and enthusiasm. The Glow Run 5K stood out as a highlight of the season, reflecting the passion and leadership of the PA Class of 2027 and leaving the community excited for what they’ll organize next.”

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�۶�ֱ�� 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 �۶�ֱ�� University 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. �۶�ֱ�� 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 �۶�ֱ��

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�۶�ֱ�� 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 �۶�ֱ�� University 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.

�۶�ֱ�� 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.”

�۶�ֱ�� 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.

“�۶�ֱ��’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 �۶�ֱ�� 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 �۶�ֱ��, 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 �۶�ֱ��. “The professors are top notch and really push us to be the best we can be,” Hendricks assessed. “�۶�ֱ��’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. �۶�ֱ�� helps to instill those values and beliefs.”

�۶�ֱ��’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. “�۶�ֱ��’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 �۶�ֱ�� 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 �۶�ֱ�� 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 �۶�ֱ�� University 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 �۶�ֱ��’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 �۶�ֱ�� 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 �۶�ֱ�� 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 – �۶�ֱ�� 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: �۶�ֱ�� 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 �۶�ֱ�� University 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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�۶�ֱ�� 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 �۶�ֱ�� University 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 �۶�ֱ��’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 �۶�ֱ��.”

Dr. Robert Canoy in 2010

Canoy’s affiliation with �۶�ֱ�� 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 �۶�ֱ�� 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 �۶�ֱ�� 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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�۶�ֱ�� Alumnae, Sherika Eskridge and Sharon S. Robbs, Named William C. Friday Fellows

Office of University Communications — Tue, 08 Jul 2025 17:58:30 +0000

Unique Statewide Program Announces 2025-2027 Class

BOILING SPRINGS, N.C.—The William C. Friday Fellowship for Human Relations, the flagship program of Wildacres Leadership Initiative (WLI), has named its 2025-2027 class. �۶�ֱ�� alumnae, Sherika Eskridge and Sharon Surratt Robbs, both of Cleveland County, N.C., are two of just 18 individuals across North Carolina selected for the thirteenth William C. Friday Fellowship class. Both hold undergraduate and Master of Public Administration (MPA) degrees from �۶�ֱ�� University and support their communities in professional and personal roles.

A competitive statewide program for cross-sector leaders, the Friday Fellowship is dedicated to fostering relationships across differences and utilizing dialogue to address North Carolina’s most pressing issues. The Fellowship program is both a central piece and one example of WLI’s mission to build individual and collective leadership that creates cultures of collaboration throughout the state.

“Even years after my formal Fellowship experience, I find the essence of the Friday Fellowship still working on me and doing the work of bettering human relations,” conveyed WLI board chair Faith Bynum Patterson. “As a graduate of the Fellowship class of 2017-2019, I have worked with the classes that came after mine, just as the classes before me did. My Fellowship class experience was life-changing. The intra- and inter-class relationships continue to be profoundly impactful, and I strongly urge each incoming class member to take full advantage of this truly unique opportunity.”

Sherika Eskridge

The 2025-2027 Fellowship class includes 18 individuals who currently reside in 12 North Carolina counties. The months-long selection process included a formal nomination, written application, virtual-based conversation, and in-person regional interview. Friday Fellows demonstrate commitment to leadership in North Carolina, model curiosity and continuous learning, and are courageous risk takers seeking to create innovation through their work in the world.

Eskridge, a native of Shelby, N.C., is a mission-driven nonprofit leader with over a decade of experience in program development, strategic operations, and community engagement. She has successfully led multimillion-dollar grant programs, managed diverse teams, and implemented impactful initiatives in housing, public health, and neighborhood revitalization. As a HUD Certified Housing Counselor and former state program coordinator, she brings expertise in compliance, outreach, and collaborative partnership building. She is a proud member of Alpha Kappa Alpha Sorority Inc.

Sharon Robbs

Robbs is a servant leader and human services professional with a background in serving diverse populations ranging from youth to senior adults. She has served in leadership roles in the corporate and nonprofit sector including executive director, community relations director, and sales director. She has worked with at-risk students and families in partnership with Cleveland County Schools and Communities In Schools. In addition, she has worked as a social worker investigator and Family Resource Center Director. Currently, she is a licensed assisted living administrator in the State of North Carolina and served as housing director and Senior Center director with Council on Aging/Neal Senior Center of Cleveland County for 12 years. She has served a total of 20 plus years in the senor living industry. Robbs is a member of Delta Sigma Theta Sorority Inc. Shelby Alumnae Chapter where she holds the office of vice president and director of Program Planning and Development.

“WLI and the broader Friday Fellowship community are thrilled to welcome the incoming members of the 2025-2027 Class,” shared Beth Coleman, WLI’s lead faculty. “In their own unique ways, they have demonstrated a steadfast commitment to learning, growing as leaders, and engaging with others for the collective betterment of human relations. Now, as much as ever, we need collaborative leadership. We look forward to the two-year journey ahead and to seeing the positive impact this group will have in our local communities, across our state, and the world.”

Like other Friday Fellows before them, the 18 incoming class members will engage in professional and leadership development both individually and collectively throughout the duration of the two-year fellowship cycle. The program, which operates without tuition or fees from class members, is structured over six four-day seminars and allows for shared experiences across the state, including in Carteret, McDowell, and Tyrrell counties. Before and after each seminar weekend, class members are invited to embrace new and different pathways toward building and sustaining relationships across lines of difference.

Hunter Corn, WLI Director, who is also a Cleveland County native, added, “Each of these individuals have already made choices to stop, reflect, and step into something not fully known. I am grateful for their choices to intentionally be in relationship with those different from themselves. It is choices like these that strengthen communities.”

A class directory page with more information and a photo of each new class member is available at this .

Source:

About the William C. Friday Fellowship

The for Human Relations is a program of the Wildacres Leadership Initiative. The fellowship honors the legacy of longtime UNC system president Bill Friday, who charged the first class of fellows in 1995 with embracing personal growth and learning in the service of all North Carolinians. Responding to Bill Friday’s call for leadership marked by both courage and grace, the fellowship has equipped over 250 individuals with opportunities for deep engagement with their own—and others’—leadership practices. With human relations at the core of the fellowship’s mission and design, fellows step into relationship with one another while evaluating their power, place, and purpose in a changing world.

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

About �۶�ֱ��

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Begin Earning Your Master’s or Doctoral Degree at �۶�ֱ�� This Summer

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

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

BOILING SPRINGS, N.C.—�۶�ֱ�� University’s graduate programs offer two upcoming start dates this summer. For those who are ready to begin pursuing their master’s in business administration, accounting, sports management or English, online programs start in June. However, these programs along with others in public administration, religion, nursing, counseling, divinity and education also have programs starting in August.

�۶�ֱ��’s graduate programs are offered in different formats—online, in person or a combination of both. The flexibility of earning his master’s online appealed to Blake Elizalde, enrollment development officer for the Godbold College of Business. Also, a �۶�ֱ�� alumnus with a bachelor’s in political science, Elizalde received his Master of Business Administration in May. Now, he shares his firsthand experience with prospective students. “I really appreciated how flexible the program was,” he emphasized. “I was able to complete it while working full time, and I could go at my own pace. It was designed in a way that accommodated my busy schedule, which made it manageable and less overwhelming.”

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

Besides enjoying the flexibility of an online program, Kristina Moore valued the faculty’s efforts in creating community among the students. Moore, enrollment development officer for the Hunt School of Nursing, has worked at �۶�ֱ�� for 14 years. She often thought about improving her writing skills and finally decided to pursue her Master of Arts in English with a writing studies concentration.

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

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

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

The curricula in each graduate program emphasize knowledge of the discipline’s literature, focus on research and professional practice, and promote continual learning within the context of community. Moore noted, “This program creates supportive, lasting relationships with professors who have been with �۶�ֱ�� for years. It also comes with all of the benefits of a small, private program.”

June and August Start Dates

College of Arts and Sciences

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

College of Business

Programs offered online

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

School of Divinity

Programs offered in person, but may have some online components

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

College of Education

Master’s programs in curriculum and instruction, instructional technology and school administration (online) and doctoral programs in curriculum and instruction, educational leadership and organizational leadership (online and in person) – Begin Aug. 20.
- For students who are pursuing the Master of School Administration, �۶�ֱ�� offers two options. A 12-month program is available for those who already have a master’s degree in an education-related field. Otherwise, the program is 20 months.

College of Health Sciences

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

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

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�۶�ֱ�� Alumnae Gain Respect in Strength and Conditioning Field Dominated by Men

Office of University Communications — Tue, 11 Mar 2025 16:00:20 +0000

Four Graduates of Master’s Program Join a Small Percentage of Women Employed in Top-Level Positions

BOILING SPRINGS, N.C.—In a field dominated by men, four recent �۶�ֱ�� University alumnae are changing perceptions and gaining respect. As graduates of the Bachelor of Science in Exercise Science and Master of Science in Strength and Conditioning (S&C) programs at �۶�ֱ��, they join the small percentage of women in America who are employed in top-level S&C jobs.

The “International Sport Coaching Journal” published an article in January 2022 that stated the importance of S&C to athletic preparation and prevention of injuries. The article, “Experiences and Perceptions of Women S&C Coaches: A Scoping Review,” citing the most recent statistics, also noted that within the NCAA Division I—considered the highest level of intercollegiate athletics in the United States—only 15.7% of employed S&C coaches are women.

The �۶�ֱ�� trailblazers are:

Caitie Mayo, ’21 and ’22—Athletic Performance Coach or Olympic Sports at Baylor University in Waco, Texas.
Kristen Flateau, ’22 and ’23—Assistant Director for Speed, Strength and Conditioning at Coastal Carolina University in Conway, S.C.
Allyson Butts, ’23 and ’24—Lead strength coach at Architech Sports & Physical Therapy in Charlotte, N.C.
Macy Falls, ’24—Sports Performance Coach at TopTeam Sports Performance in Charlotte.

Before taking her job at Baylor University in Texas, Caitie Mayo worked in the National Football League and Major League Soccer.

Mayo played volleyball at �۶�ֱ�� and received her master’s degree in 2022. She was a graduate assistant and strength and conditioning intern at �۶�ֱ�� and worked as an athletic performance coach at Architech Sports and Physical Therapy. She was a sports performance coach/sports scientist for Charlotte FC Academy before obtaining her job at Baylor, where she prepares the athletes for the demands of their sport through weightlifting, conditioning, and recovery. Mayo stated, “To provide holistic care to our athletes, it is critical for the departments of strength and conditioning, nutrition, and athletic medicine to communicate effectively. The exercise science program played a key role in my development as a professional in learning how to collaborate, communicate, and most importantly, provide a high level of training for each student-athlete.”

She has worked in the National Football League and Major League Soccer—both sports are highly dominated by men. “Through that, I have learned that authenticity is the key to success,” Mayo acknowledged. “We do not need to ‘act like a man’ or try to ‘act tough.’ We can demand respect through the quality of our work and consistently holding ourselves and our athletes to the highest standard. We will be challenged and asked why more often, however over time, my work and professionalism will speak for itself. Instead of taking offense, I take that as a challenge and embrace the opportunity to put intention behind every program I write and every drill I coach. I have been blessed to work in environments where I am treated with the utmost respect.”

When Flateau began working in S&C, she worked with football teams at GWU, Elon and Coastal Carolina. “As a female, I definitely had to prove myself to the players and coaching staff,” she shared. “I had to prove to the athletes that I was able to do the movements. I knew how to do them and that I knew different things about football. There were times where I had to be OK with being uncomfortable and not being afraid of embarrassing myself while doing a movement or an exercise to prove to the team that I could do it even as a young female working football. Once the players knew I was as bought into the program as they were, they treated me as the coach that I was and gave me the respect they gave everyone else.”

She said her �۶�ֱ�� professors and the program’s curriculum prepared her for the unique situations she has faced. Because the Department of Exercise Science faculty have backgrounds in teaching, athletic training, and nutrition, Flateau received a well-rounded education. Students also benefit from the expertise of Assistant Professor of Exercise Science Dr. Jonathan Ahearn, who has a Doctor of Physical Therapy degree.

Kristen Flateau, “Coach K”

“The �۶�ֱ�� exercise science program went above and beyond preparing me for success, from learning how to talk to an athlete and building a comprehensive training program to writing professional emails,” Flateau affirmed. “The professors at Gardner Webb prepared me with a rigorous curriculum that gave me an extensive knowledge of different areas of health and fitness. I can use what I learned in the strength and conditioning program, combined with the knowledge Dr. Ahearn provided on physical therapy, to help my athletes before an injury occurs.”

Falls realized the importance of S&C after she experienced a shoulder injury in college. “After undergoing surgery and months of rehabilitation, doctors’ appointments, and many check ins, I realized there was a disconnect between what my surgeon, physical therapist, and team athletic trainer were saying,” she related. “The lack of communication due to Covid also did not help. The concept ‘return to play’ was thrown around, however it still felt like proper steps were unclear. I was inspired to enter the S&C field, because I truly believe this field is one of the most often overlooked, yet necessary, areas of sport performance and overall well-being. We serve as what I would have considered to be the ‘connection’ between my surgery and proper preparation to return to the sport I loved. I wanted to inspire others to become their best selves both mentally and physically. I wanted to truly make a difference in the lives of young athletes.”

Macy Falls works with an athlete at TopTeam Sports Performance in Charlotte, N.C.

The master’s program at �۶�ֱ�� prepared her to face challenges, learn lessons and gain many new skills. In her job at TopTeam Sports Performance, Falls has a supportive team who pushes her to lead with confidence in a field dominated by men. “I don’t necessarily think I’ve had to prove myself to anyone other than myself,” she asserted. “Any doubt that I’ve received firsthand typically goes away after pride has been set aside, so I think that the main thing for me is just being confident in myself and trusting in God’s plan for my life.”

Allyson Butts

Besides being a female in the male-dominated field, Butts also doesn’t have a strong athletic background. Her experience includes a year of playing soccer and two years running cross country. “I went into college thinking I wanted to pursue a career in rehabilitative healthcare, specifically physical therapy,” she explained. “During my time at �۶�ֱ��, I took several classes with Dr. Jonathan Ahearn, and his emphasis on the connection between S&C and the physical therapy field sparked my interest. I love the science of movement, but I also love that strength coaches have the opportunity to build transformative relationships with their athletes. For me, the S&C field combines the science I love with an opportunity to encourage my athletes to succeed on and off the field.”

�۶�ֱ��’s program gave her the knowledge she needed to enter the field but went a step further. “The program did an excellent job giving me connections I would need to find my first role,” she assessed. “My first internship was with the company where I currently work, Architech Sports and Physical Therapy. I also completed practicum experiences in a physical therapy clinic, CrossFit gym, and high school strength programs, which helped me expand my skill set.”

As the lead strength coach at Architech, she manages all aspects of the strength program for developmental athletes, ages 9 through college. “This includes designing and managing programs for athletes at my location, coaching speed and agility technique sessions, and programming mobility, injury prevention, and corrective exercises,” Butts offered. “Since we are an integrated performance and physical therapy clinic, I also get to work closely with the physical therapists, specifically with coaching athletes through return to sport activities, designing maintenance programs for injured athletes, and conducting performance/asymmetry analyses using our force plates.”

Butts appreciates the S&C opportunities that are beginning to open up for women. “One of the exciting things about being a female strength coach in this decade is that across the board, women are playing a larger role in organized sport, from smaller private programs like Architech to professional sports organizations,” she acknowledged. “Knowing strong female coaches, either by personal connection or through their research, teaching, and social media, gave me the confidence that this was a world I could succeed in. In my experience, all athletes want to improve, from a 7-year-old female gymnast to a pro NFL tight end (real athletes I’ve coached). They don’t care about my age, appearance, athletic history, or gender, because I am able to provide excellent, evidence-based training and demonstrate care for them as individuals.”

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