Students Archives - �۶�ֱ�� University

�۶�ֱ�� University Earns National Recognition for Preparing Future Elementary Teachers in The Science of Reading

Office of University Communications — Thu, 23 Jul 2026 14:47:48 +0000

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 �۶�ֱ�� University 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+, �۶�ֱ��’s programs had to exceed those standards and avoid teaching any instructional practices not supported by research.

Dr. Prince Bull

“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.

�۶�ֱ�� University 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.

Allie Rains

“The literacy instruction at �۶�ֱ�� University 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 �۶�ֱ�� 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 �۶�ֱ��. 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 �۶�ֱ�� University.

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 �۶�ֱ�� �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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Family Establishes Robert and Evelyn Cabaniss Music Scholarship at �۶�ֱ�� University

Office of University Communications — Fri, 17 Jul 2026 12:44:06 +0000

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 �۶�ֱ�� University.

Reflecting on the family’s decision, Michele said, “Our family is deeply honored to support the music department at �۶�ֱ�� 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 �۶�ֱ�� University—and my brother is a �۶�ֱ�� graduate—establishing the scholarship at �۶�ֱ�� was a natural and fitting way to celebrate their legacy.”

Robert and Evelyn Cabaniss

During a recent visit to campus, Mark was impressed by what he saw in the Department of Music. “�۶�ֱ�� understands that music education is about much more than teaching notes and rhythms,” he stated. “�۶�ֱ�� 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 �۶�ֱ�� 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

Learn more information about the scholarship and the GWU Department of Music.

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�۶�ֱ�� University Announces Y2K Kids for Webbstock 2026 Entertainment Lineup

Office of University Communications — Mon, 13 Jul 2026 19:28:51 +0000

Popular 2000s Tribute Band Joins a Growing Slate of Music, Food Vendors, Local Artisans and Family-friendly Activities for Aug. 22 Community Celebration

BOILING SPRINGS, N.C.—�۶�ֱ�� University has announced another addition to the entertainment lineup for Webbstock 2026. Y2K Kids will take the stage during the community celebration on Saturday, Aug. 22, at Brinkley Amphitheater. The free event will welcome students, families, alumni and community members for an evening of live music, food, kids activities and fellowship as �۶�ֱ�� launches a new academic year.

�۶�ֱ�� President Nate Evans explained the University’s vision for the event’s new format. “Webbstock is about bringing people together to celebrate the start of a new academic year and showcasing the energy and spirit of the �۶�ֱ�� community,” he shared. “Y2K Kids brings a fun, interactive performance that will appeal to students, alumni, families and friends of the University. We’re excited to continue building an event that creates lasting memories while welcoming our campus and the surrounding community together.”

Known for their energetic performances and crowd engagement, Y2K Kids delivers a nostalgic tribute to the music of the 2000s. The six-piece band recreates the sights and sounds of the decade with a mix of pop, rock, hip-hop and R&B hits that defined a generation.

From chart-topping anthems to fan-favorite singalongs, Y2K Kids brings audiences back to the era of MP3 players, flip phones and unforgettable playlists. Their interactive stage show encourages audience participation and celebrates the music that shaped the early 2000s.

Y2K Kids joins Feeling 22: A Tribute to Taylor Swift as part of this year’s entertainment lineup. One additional band will be announced in the coming weeks as anticipation continues to build for the event.

In addition to live entertainment, the event will feature a variety of local food vendors, artisans and small businesses. Guests can enjoy everything from soul food to freshly squeezed lemonade, and shop for handcrafted soaps, permanent jewelry, candles, and more.

Whether guests are returning to campus, visiting for the first time or simply looking for a fun summer evening, Webbstock offers an opportunity to connect, celebrate and create memories together.

More details, including the final musical act and additional event activities, will be announced soon. For updates and event information, visit gardner-webb.edu/webbstock.

Event Information

What: Webbstock 2026
When: Saturday, Aug. 22, 2026, 4-9 p.m.
Where: Brinkley Amphitheater, �۶�ֱ�� University
Cost: Free admission

Webbstock 2026 Vendor Lineup

The following vendors have been confirmed for Webbstock 2026. Additional vendors will be added as registrations continue. Find more information here.

Food & Beverage Vendors

Gulp the Pulp Lemonade, LLC – Specialty lemonades and cheesecakes.
Sweetum’s Lemonade – Freshly squeezed lemonade, orangeade and limeade.
Hoppers Soul Food Truck – Burgers, wings, Philly cheesesteaks, fried green tomatoes and hand-breaded chicken strips.
Small Town Girls Snacks and Boutique – Mini donuts with a variety of toppings and soft drinks.
Platinum Italian Ice LLC – Non-dairy Italian ice treats.
The Main Squeeze – Fresh lemonade and orangeade beverages.
Sweet Sippin – Specialty beverages.
Kona Ice – Shaved ice treats and frozen refreshments.

Artisan & Specialty Vendors

The Vintage Lemmon – Hand-poured soy candles and car diffusers.
Chix N’ Chains Permanent Jewelry – Custom permanent bracelets, anklets and necklaces.
Itsy Bean Designs, LLC – Handcrafted soaps, lotion bars, lip balms and shave bars.
J&C Creation – 3D-printed animals, fan art, fidget products and novelty items.
Core4 3D – Custom 3D-printed products and creations.

�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. Learn more at gardner-webb.edu.

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�۶�ֱ�� and Pinnacle Classical Academy Partnership Equips Students with College and Career Skills

Office of University Communications — Mon, 13 Jul 2026 19:01:34 +0000

From Artificial Intelligence to Sustainability, Students Gain Hands-on Experience and Practical Skills Through Searight PACE Academic Skills Accelerated Program

BOILING SPRINGS, N.C.—Over the course of three weeks this summer, 21 students at Pinnacle Classical Academy in Shelby, N.C., stepped beyond the traditional high school classroom and into a college-level learning experience provided by �۶�ֱ�� University. 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 �۶�ֱ��’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 �۶�ֱ�� faculty and staff, along with a regional industry expert.

Students participated in courses covering artificial intelligence (AI) and cybersecurity, personal finance and budgeting, project management, medical terminology, global food systems and transitioning to college. The curriculum was designed to help students understand emerging technologies, financial literacy, healthcare careers, leadership principles and the interconnected challenges facing modern society.

Ryleigh Dellinger, second from left, appreciated
the opportunity to explore topics she might study
in college.

Pinnacle student Taylor Scott said her favorite classes were finance and agriculture, because she deepened her understanding of some concepts while discovering new ideas. She appreciated learning life skills that can help her in the future.

The program also exposed students to subjects not typically available at the high school level, helping them explore future educational opportunities. “I think that especially having these classes that aren’t offered at our school … gives us kind of a pathway that we can learn about to go to college,” noted Ryleigh Dellinger.

Students, who are interested in healthcare careers, like Iymani Coleman, gained specialized knowledge through the medical terminology course. They focused on building vocabulary through root words, prefixes, suffixes and commonly used medical abbreviations.

A highlight of the program was the Trash to Treasure Challenge, a hands-on initiative that encouraged students to repurpose everyday recyclable materials into functional and artistic creations. Working independently or in teams, students transformed discarded items into innovative products, challenging them to apply creativity, resourcefulness, and problem-solving abilities.

The winners of the Trash to Treasure Challenge, from left, Iymani Coleman, Taylor Scott, and Alevia Miller, show their project to the judges. They made a school kit for underprivileged kids.

The activity culminated in formal presentations before a panel of judges, where students showcased their projects and explained how their creations could benefit society. The experience reinforced lessons in sustainability, teamwork and innovation while allowing students to demonstrate the skills they had developed.

The winning team included Scott, Coleman, and Alevia Miller. They made a school kit for underprivileged kids. Some of the other items students crafted were a water purification system and a checkerboard table.

As the program concluded, students left with continuing education credits, new academic experiences and a broader understanding of potential career paths. The partnership between �۶�ֱ�� and Pinnacle Classical Academy provided a foundation for future success while encouraging students to explore their interests beyond the traditional high school curriculum.

Learn more about �۶�ֱ��’s Dual Enrollment Options.

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�۶�ֱ�� Introduces New Bachelor of Arts in Chemistry in Fall 2026

Office of University Communications — Wed, 08 Jul 2026 14:36:38 +0000

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, �۶�ֱ�� University 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 �۶�ֱ��’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 �۶�ֱ��’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.

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Guided by Faith, Driven by Purpose: �۶�ֱ�� Senior Pursues Her Calling to Teach

Office of University Communications — Tue, 07 Jul 2026 14:40:56 +0000

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 �۶�ֱ�� University 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.

Clayton Linnens and Jessica Greene will be married this month.

Greene found support not only at home but also in the �۶�ֱ�� 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.”

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�۶�ֱ�� Doctor of Business Administration Student Transforms Classroom Through Research and Innovation

Office of University Communications — Wed, 01 Jul 2026 18:23:28 +0000

Linda Thornhill’s Work in Artificial Intelligence and Economics Shapes Student Learning While Gaining International Recognition from Academic Peers

BOILING SPRINGS, N.C.—When Linda Thornhill began �۶�ֱ�� University’s Doctor of Business Administration (DBA) program in Summer 2024, she wasn’t just pursuing a doctorate—she was looking for a way to grow as an educator. Less than two years later, that decision is already transforming her teaching, opening doors to research and collaboration, and earning national recognition.

Thornhill, a business instructor at SOWELA Technical Community College in Lake Charles, La., was recently named the Louisiana Association of Business Educators (LABE) Postsecondary Teacher of the Year—an achievement she said caught her completely off guard.

Linda Thornhill, left, accepts her award from the
Louisiana Association of Business Educators.

At the same time, her academic work gained attention beyond the classroom. Thornhill recently presented a concept plan at the Academy of Business Research (ABR), an international society that brings together scholars and practitioners from across the United States and nearly 50 countries. Although it was a proposal, “AI in Human Resources: From HR to the Future of Work–The Revolution is Here,” won the best paper award. The work has since been edited and published .

For Thornhill, the DBA experience is not separate from her classroom—it actively shapes her instruction. The research-intensive nature of the program requires her to stay up-to-date with the latest developments, particularly within the past five years. “If I see something in my research and I know it goes with a specific lesson, I’ll go in and I’ll update that lesson,” she explained. “Or if I miss putting it into the PowerPoint, I bring it into the lecture.”

This approach has changed how her students engage with course material, and this has been one of the most rewarding outcomes of the DBA program. Instead of passively receiving information, they are increasingly taking ownership of their learning. “The ones that actually listen to the lecture and take it more to heart, they’re the ones that are starting to dive in a little bit even on their own,” she observed.

�۶�ֱ�� DBA Student, Linda Thornhill, left, and Alumna, Dr. Stephanie Austin-Campbell, center, presented at an international conference with �۶�ֱ�� faculty member Dr. Christi Sutton, right. Linda Thornhill also presented a paper co-authored with Sutton and received the best paper award.

Her students now return to class with their own discoveries, building on classroom discussions. “They’ll come back into the class for the next class period and say, ‘Hey, remember how you told us this was going on? Did you know this is going on?’” Thornhill stated. “It kind of gets them more involved in taking a little bit of ownership of their education.”

Being in the DBA program has also reshaped how Thornhill relates to her students. As both instructor and student, she brings empathy, and credibility, into the classroom. “Once they know that I’m a student too, it kind of like changes their perspective a little bit,” she shared. “They are like, ‘OK, she does understand. She gets it.’”

The rigor of the DBA program has been demanding, but she embraces the challenge and enjoys researching and compiling information. Thornhill’s scholarship reflects her dual focus on theory and practice.

Her award-winning and now-published research explores the intersection of artificial intelligence and human resource management. The work examines both the potential benefits of AI and the risks of unintended bias. Thornhill highlights how AI is reshaping the workforce—not simply replacing jobs, but changing the nature of work. She emphasizes the importance of maintaining human oversight in AI systems. “You have to have that human element to keep it in check… otherwise you’re going to end up with biases in there,” she commented. “When it comes to repairing them and keeping machines running… you have to have a human.”

Presenting her research at the ABR conference marked another milestone. Thornhill described the experience as both exciting and intimidating. The presentation led to new opportunities for collaboration, including interest from international scholars.

As Thornhill advances in the DBA program, she is turning her attention to her dissertation in economics. Her research focuses on the economic impact of data centers—an increasingly relevant topic as digital infrastructure expands. She is particularly interested in the long-term effects on local communities, including job creation, economic spillover, and infrastructure costs. Her work will explore whether data centers generate sustained economic growth or provide only short-term benefits. She is also examining broader implications, including energy consumption and cost distribution.

Thornhill said choosing �۶�ֱ��’s DBA program has been instrumental in her growth. The program’s flexibility and supportive faculty have made it possible for her to balance teaching, research, and professional commitments.

As she continues toward her expected graduation in May 2027, Thornhill is already seeing the impact of her work—both in her classroom and in the broader academic community. For her students, that impact is immediate. For Thornhill, it is a reminder of why she started the journey in the first place: to become not just a better scholar, but a better teacher.

Become more in your career with �۶�ֱ��’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.

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�۶�ֱ�� Students Engage in Summer Scholar Research Across Disciplines

Office of University Communications — Mon, 15 Jun 2026 20:47:07 +0000

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

BOILING SPRINGS, N.C.—This summer, �۶�ֱ�� University 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 �۶�ֱ�� 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.

Allie Johnson poses at Notre Dame in France
during the 2026 spring break College
of Education study abroad experience.

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.

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Building Something Different: �۶�ֱ�� Team Focuses on Relationships and Gospel Witness in Argentina

Office of University Communications — Mon, 15 Jun 2026 17:34:53 +0000

BOILING SPRINGS, N.C.—This trip was different,” shared Dr. Josh Parrott, �۶�ֱ�� vice president and university chaplain for Christian Life and Service. “This was heavy gospel ministry—evangelism, prayer walking, and sharing testimonies.”

Focused on those priorities, a 10-member team spent a week in San Francisco, Argentina, partnering with SCORE International missionary Kelly Kemp. Rather than traditional service projects, the group built meaningful connections.

Parrott was joined by Stacy Simmons, associate minister to the University for Pastoral Care, four May graduates and four rising sophomores. The trip aligned with the Office of Christian Life and Service’s goal to reach five new countries by 2030. Parrott noted, “We looked at the map to see where �۶�ֱ�� has never been and said, ‘Let’s go take the gospel there and mobilize our students to fulfill the Great Commission.’ Argentina was first.”

Kemp has centered her ministry on evangelism and discipleship in Argentina since 2012. Working through her church and community contacts, she helped design a trip emphasizing personal outreach.

�۶�ֱ�� students visited children in the English Institutes, told them about �۶�ֱ�� and America, and gave them GWU stickers.

Students spent time in English Institutes, engaging children in conversation while sharing about life in North Carolina. They also connected with university students, discovering shared challenges and experiences across cultures. Additional outreach included attending the church’s soccer league, where team members shared their testimonies between games. They distributed invitations to church events to the people they encountered during the week.

This trip was a first for Morgan Lilly, a May graduate with a degree in English education. “I am so glad I was able to go on this trip,” she said. “I learned so much and, more importantly, got to serve others.” One of Lilly’s most meaningful experiences occurred in a local park, where Argentine culture encourages community gatherings. Lilly and teammate Aslin Turner, a rising sophomore, prayed with a teenage girl. “We met her while inviting people to a church event, and the conversation just grew from there,” Lilly informed.

�۶�ֱ�� team members participated in several
outreach opportunities in Argentina.

Parrott and �۶�ֱ�� graduate Isaiah LaNave also spent time with two addiction recovery ministries for men. LaNave shared his testimony. “Josh and I had the opportunity to meet and interact with a drug addiction recovery life group the church led, and it gave me a glimpse into what true biblical brotherhood ought to be,” LaNave reflected. “Every man there had a story of brokenness and despair, but also the hope they shared together as new creations in Christ.” He was moved by how the group cared for each other. “They loved each other with a love that can only come from having an encounter with the living God and being brought from death to life,” he described.

Preparation played a key role in the team’s outreach. Beginning five months before the trip, the team met regularly for training, learning to clearly share both their testimonies and the gospel message in just 15 seconds each. Once in Argentina, they continued refining those conversations in real time. Students learned to present their stories in three parts: life before faith, how they encountered Jesus, and life afterward.

Isaiah LaNave shares his testimony.

As the team spent time meeting and talking to people throughout the city, LaNave said he was intimidated at first. However, his fears began to fade as he relied on God and what he had learned during pre-trip training. “When you initiate with vulnerability, people are surprisingly open to share their story,” LaNave explained. “In our case, many of them showed true interest in the hope in Christ we were able to share with them.”

One conversation he had in a park lasted 30 minutes as he talked with someone his own age about purpose and faith. The person shared openly about his beliefs, and LaNave talked about his hope in Christ. “I think if nothing else that experience made the trip worth it to me,” LaNave said, noting that he exchanged phone numbers with the person and plans to keep in touch.

Parrott said moments like those were among the most encouraging parts of the trip. “The fun part of this for me, and I think for Stacy, was to watch our students, who had never done this kind of cold call evangelism before … to see them in their uneasiness go forward, encourage, and remember that God is with us, and he’s a shield, he’s a helper,” Parrott affirmed. “This is the greatest news in the history of the world. Let’s go tell them.”

Beyond structured outreach, the team experienced Argentina’s strong sense of community. Chloe French, a nursing student from Paradise, Mont., said one of her favorite memories came after a young adult church event, when the group gathered in a local home. “We visited around the crowded table sharing our testimonies and varying life experiences, drinking the Argentine traditional drink, mate, recounting the events of the day, and just enjoying each other’s company until the early hours of the morning,” French described. “This is how the Argentines prefer to fellowship, and it was a joy to take part in.”

The �۶�ֱ�� team talked to university students about life in America, left, and also enjoyed fellowshipping with people in Argentina.

French remarked on the openness of the people they encountered, which made conversations about faith feel natural. “I went into it with more curiosity than expectations and trusted that God would give me the words to speak,” French acknowledged. “Ultimately, I am just a tool in His hand and what I say can plant seeds in others’ lives that I may never know.”

�۶�ֱ�� students participated in the
church service.

The experience is already influencing future mission efforts, with training models from Argentina being applied to upcoming teams serving both locally and internationally. LaNave encourages other students to get involved, even if they feel unprepared. “My advice to anyone considering going on a mission trip with �۶�ֱ�� would be to make the time and God will make a way,” he asserted. “If you’re worried about being under-qualified that’s exactly how I felt.”

LaNave has been on six mission trips with �۶�ֱ�� teams. Through each one, he learned that commitment matters more than experience. “The more you’re willing to give of your time and talent the more God will show you that it’s much less of your own ability and much more of His ability to work through a willing heart,” LaNave said.

Though the goal is always to serve others, LaNave said the impact often comes full circle. “With every trip I went on,” he shared, “I hoped to be a blessing to other people, and every single time I felt more blessed by those I came to help.

Argentina Team Members

Josh Parrott, Vice President and University Chaplain for Christian Life and Service
Stacy Simmons, Associate Minister to the University for Pastoral Care
Chloe French (Spring ’26 Grad)
Sarah McLean (December ’25 Grad)
Isaiah LaNave (Spring ’26 Grad
Morgan Lilly (Spring ’26 Grad)
Peyton Youngblood (rising Sophomore)
Aslin Turner (rising Sophomore)
Jalyn Safley (rising Sophomore)
Jessica Stogner (rising Sophomore)

Join the Mission

The Office of Christian Life and Service is currently planning domestic and international trips for 2026-2027. Partner with them in prayer as they consider trip locations and as they pray about the Gospel and Great Commission efforts of the missionaries in those locations. Additionally, supporters can contribute toward the cost of the trips. Any financial contribution directly relieves the cost for students desiring to “go and make disciples.” Make a donation . If you have questions or would like to contribute, please contact Alexandra Poole at (704) 406-4277 or stop by the office in the Tucker Student Center (Suite 231).

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Q&A with Molly Hanley with �۶�ֱ��’s First Head Coach for Acrobatics and Tumbling

Office of University Communications — Wed, 10 Jun 2026 19:24:07 +0000

Molly Hanley Discusses Her Coaching Philosophy, Inspiration, and the Vision for Launching a New Program

BOILING SPRINGS, N.C.—Molly Hanley, the first head coach for �۶�ֱ�� Acrobatics and Tumbling, recently sat down for a Q&A with �۶�ֱ�� Sports Information. She offers some insight into her background, building a program, and what to expect from the first competitions and early years.

Q: What led you to coaching?

Hanley: I competed in artistic gymnastics for 14 years before continuing my athletic career in acrobatics & tumbling at the collegiate level. During my final five years of gymnastics, I competed as a Level 10 athlete, the highest level of the USA Gymnastics Women’s Development Program. I began coaching part-time while I was in high school, working primarily with our Level 1 and Level 2 team athletes. Through that experience, I discovered how rewarding it was to help young athletes learn new skills and gain confidence in themselves. Watching their excitement when they achieved something they had worked hard for gave me a sense of fulfillment that was different from competing myself. I recognized the impact coaches can have on an athlete’s experience, growth, and development both in and out of sport. That realization is what inspired me to pursue coaching professionally and ultimately led me to a career centered on mentoring and developing student-athletes.

Q: What are your principles in guiding a team and what is your coaching style?

Hanley: I believe in coaching through a comprehensive approach that prioritizes the development of the whole student-athlete. The lessons learned through sport are invaluable and directly translate into success in life and future careers. My coaching style is built on high expectations, strong relationships, and personal accountability. I strive to create an environment where athletes understand that they are responsible for their attitude, effort, impact on others, and commitment to the team. Holding athletes accountable while also providing the support and guidance necessary for them to grow is key. This will be a program that develops successful competitors and resilient individuals who are prepared to succeed long after their athletic careers are over.

Q: What are your keys to building a winning program?

Hanley: My three keys to building a winning culture and program are grit, discipline, and belief. In my athletic and professional career, I learned how to stay committed when success was not immediate, trust the process when results were not yet visible, and continue showing up every day with the same level of effort and purpose. A winning culture is built by people who are willing to embrace hard work, persevere through adversity, and remain committed to a shared vision.

Q: Who has been your biggest inspiration in your journey?

Hanley: My college coach, Emily Lewis (then Emily Powers), has been one of my biggest inspirations and the primary reason I pursued coaching. I had the privilege of being a member of her inaugural team and witnessed firsthand what it takes to build a program from the ground up. During my time as a student-athlete, our team grew from just seven athletes to more than thirty and qualified for nationals during my senior year. Watching Coach Lewis lead with vision, consistency, and a genuine investment in her athletes showed me the impact a coach can have on both a program and the individuals within it. The founding women of our sport also inspire me. The legacy they created and the opportunities they pioneered for generations of athletes to come have shaped the sport into what it is today. Their dedication to growing the sport and creating opportunities for women in athletics is something I deeply respect and aspire to honor through my own coaching career.

Q: What drew you to �۶�ֱ�� and building this program?

Hanley: �۶�ֱ�� stood out to me because of the beautiful campus, welcoming community, modern facilities, and the genuine excitement surrounding the addition of Acrobatics & Tumbling. Throughout the interview process, it became clear that there is strong institutional support for building a successful program and providing student-athletes with a meaningful experience. What drew me most to this opportunity, however, was the challenge and reward of building something from the ground up. As a student-athlete, I was part of a first-year program and experienced firsthand what it takes to establish a foundation for future success. There is something incredibly rewarding about knowing that your effort today can create opportunities for those who come after you. As a coach, I want to help student-athletes experience that same sense of ownership and pride.

Q: What are the biggest challenges of competing across multiple events in acrobatics and tumbling?

Hanley: One of the biggest challenges in Acrobatics & Tumbling is that many athletes enter the collegiate level with little to no direct experience in the sport. As a result, a large part of the process involves teaching completely new skills while also helping athletes adjust to the demands of a team environment. From a coaching perspective, this requires a strong emphasis on progression and patience. The fall semester is focused on building the technical and foundational skills that will be used in competitions during the spring. Every discipline requires its own level of precision, and those elements take time to develop.

Q: How has your experience helped prepare you to build this program?

Hanley: Having seen the growth of A&T over nearly a decade as both an athlete and a coach, I recognize how much of its success is rooted in smaller institutions that have committed to investing in and developing it. Those environments taught me to be resourceful, adaptable, and intentional with every aspect of the program. My approach is rooted in a “get it done” mentality, where success is built through consistency, accountability, and attention to detail. I am confident that my background will allow me to build a sustainable, competitive program here at �۶�ֱ��.

Q: What has fueled the growth of the sport, and where is it headed?

Hanley: The rapid growth of Acrobatics & Tumbling can be attributed to the athletes, coaches, and pioneers who built the sport from the ground up. It was created to display the strength, athleticism, and versatility of female athletes who previously did not have a clear collegiate outlet to express those abilities in a unified team format. As both an athlete and a coach, I have seen firsthand how intentional the development of this sport has been. It was built around opportunity, collaboration, and a shared commitment to growing something new. That foundation has created a strong sense of community and purpose within the sport, which continues to drive its expansion. Looking ahead, I believe Acrobatics & Tumbling will continue to grow as more institutions recognize the value it holds as an NCAA sport for women as visibility increases and more.

Q: During the gap year to recruit and build the program, what can fans expect in 2026?

Hanley: During the gap year, �۶�ֱ�� fans can expect to see a program that is highly visible and actively laying the foundation for long-term success. Beyond recruiting I want to support my fellow coaches and integrate myself into the �۶�ֱ�� community. The presence of acrobatics & tumbling will be felt across campus, even before athletes arrive on. The goal is to create early buy-in and pride in the program so that when athletes arrive in fall 2027, they are stepping into something already rooted in standards, expectations, and support. This year is about establishing a program identity that reflects discipline and a commitment to excellence from day one.

Q: Looking ahead to 2027 and the first competitions, what are your expectations for the program’s early years?

Hanley: From day one, the standard will be centered on excellence in the details with clean technique, strong synchronization, and athletes who compete with composure under pressure. Establishing that foundation is critical, because it sets the tone for how the program will grow in the years that follow. As we continue to develop, my goal is for �۶�ֱ�� to quickly establish itself as a competitive program on the national stage. With the sport gaining NCAA championship recognition, there is an opportunity for programs being built now to position themselves early as contenders. My expectation is that we will progress year by year into a program that is consistently in conversation at the national level.

Q: If you could tell the �۶�ֱ�� community anything about your sport and what to expect, what would it be?

Hanley: Get excited. Acrobatics & Tumbling is an incredibly entertaining sport to watch, even without a deep understanding of the scoring system or technical rules behind each event. More importantly, I want the �۶�ֱ�� community to know what kind of student-athletes will represent this program. The athletes I have had the privilege of competing alongside and coaching are some of the most dedicated and driven individuals I have ever been around. They are balancing demanding academic schedules, internships, clinical experiences, and involvement across campus, all while committing fully to their sport. Their ability to show up every day with discipline and a team-first mindset is what makes this sport special. I have no doubt that the student-athletes who join this program will embody those same qualities. I would encourage the �۶�ֱ�� community to not only watch the sport, but to invest in the people behind it. This program will be built on effort, character, and pride in representing the university at the highest level.

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