Alumni Archives - ��Ƶ

��Ƶ Celebrates Philanthropy Week April 13–16

Office of University Communications — Sat, 04 Apr 2026 14:55:20 +0000

Campus Events Highlight the Impact of Donors on the Student Experience

BOILING SPRINGS, N.C.—Through fun activities, storytelling, and visible reminders placed across campus, ��Ƶ will celebrate Philanthropy Week on April 13–16. The observance is designed to help students understand how philanthropy—the voluntary giving of time, talent, or financial resources to others—impacts their time at GWU. The initiative ends with Double Dawg Day, inviting alumni, families, and friends to join the GWU community in supporting students through gifts of every size.

Director of Alumni and Parent Relations Shannon Hovis helps coordinate the event. “Every gift to ��Ƶ tells a story of generosity and a deep belief in our students,” Hovis asserted. “During Philanthropy Week, we celebrate the alumni, parents, and friends whose support opens doors, creates opportunities, and strengthens the ��Ƶ experience for every student.”

Throughout the week, students will explore how donor generosity has influenced the spaces, programs, and opportunities available to them at GWU. Outside select buildings, signs will share the stories behind those gifts and the individuals who made them possible. These stories reflect decades of commitment to Christian higher education.

For example, the Tucker Student Center stands as a testament to the generosity of Robert and Carolyn Tucker, who offered their gift with the purpose of glorifying God. The Stewart family’s longtime support echoes their belief that a university should embody excellence, integrity, and strong Christian values. The Godbold family invested in mission-driven programs and scholarships to strengthen the University’s Christ-centered mission, while Dr. Jack and Ruby Hunt’s passion for nursing paved the way for the Hunt School of Nursing.

The Dover family and their foundation supported several campus buildings and spaces, including the John R. Dover Jr. Memorial Chapel, a cherished place of worship anchoring the University’s Christian heritage. And in the 1930s, E.B. Hamrick provided crucial support that helped sustain Boiling Springs Junior College—today’s ��Ƶ—during a time of need.

These stories—and many more—demonstrate that philanthropy touches every part of campus life and continues to provide opportunities for future generations of students.

Philanthropy Week Events

Students are invited to participate in daily activities to learn more about the donors who support ��Ƶ and show their appreciation.

Monday, April 13 – Donut Forget to Thank a Donor

Outside the Caf beginning at 11:30 a.m., students can enjoy free donuts and write thank-you notes to GWU donors.

Tuesday, April 14 – Get the Scoop on Philanthropy

Free ice cream will be available on the Quad starting at 11:30 a.m. Students can also prepare for Thursday’s Double Dawg Trivia Ride.

Wednesday, April 15 – Pop into Philanthropy with the Prize Wheel

Beginning at 2 p.m. on the bottom floor of Tucker Student Center, students can spin the prize wheel and learn more about philanthropy.

Thursday, April 16 – Double Dawg Day and Double Dawg Trivia Ride

Throughout the day, students may catch a ride to class and test their knowledge of campus philanthropy for a chance to win prizes.
Double Dawg Day begins at midnight, giving supporters 24 hours to donate to the people, programs, and causes they choose, including:
- University Priority Fund – Addresses the University’s most immediate and strategic needs.
- Annual Fund – Supports student scholarships and the overall student experience.
- School/College Priority Funds – Gives deans the flexibility to respond quickly to new opportunities and strengthen academic programs.
- Athletics – Supports all 22 NCAA Division I teams.
- Bulldog Club – Enhances student‑athlete scholarships and provides the tools athletes need to succeed on the field and in the classroom.
- Campus Programs and Departments – Support specific initiatives and areas of passion across campus.

��Ƶ 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., ��Ƶ 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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From Chemistry Lab to Clinical Care: Dr. Evan Moffitt Drake’s ��Ƶ Journey

Office of University Communications — Tue, 24 Mar 2026 14:57:11 +0000

2012 Alumna Built a Career That Blends Pharmacy Expertise with a Passion for Helping Patients and Students Thrive

BOILING SPRINGS, N.C.—Dr. Evan Moffitt Drake, ’12, of Fletcher, N.C., was nearing the end of her freshman year at Gardner‑Webb University when a conversation with her volleyball teammate nudged her toward an unexpected future. Her teammate shared that her goal was to become a pharmacist, and she planned to major in chemistry to get started. Drake had always liked math and science, but she knew little about the pharmacy field.

“I looked into pharmacy and then chemistry, and I talked to the ��Ƶ faculty,” Drake told a group of GWU students during a recent visit to campus. Her presentation was part of the Applications of Chemistry Seminar Series, hosted by the Department of Natural Sciences.

After those conversations with professors, she chose chemistry as her major. Drake also took a job at a pharmacy to see the profession up close and discovered she genuinely enjoyed the work. “I liked the science,” she recalled, “but I also realized how much I enjoyed interacting with patients.” That early exposure set her on the path that would eventually lead to pharmacy school, clinical practice, teaching, and research.

“��Ƶ was the jumping board for me,” Drake noted. “Here’s where I learned what I wanted to do. Here’s where I started the pursuit. I went into pharmacy school with the knowledge I needed. I felt prepared walking in, a lot more than some of my classmates did.”

Her academic preparation went beyond learning chemistry. The GWU faculty had already taught her how to work at a graduate‑school pace. “They challenged me; they taught me at a high level, but they expected me to perform at a high level,” Drake said. “Sometimes that felt really daunting, and it was really hard. I hadn’t been challenged like that before. Some of my classmates had an easy undergrad, so to speak. They got a big wake-up call in pharmacy school when they had to study at night, study on weekends, do study groups, extra projects.”

Drake honed her study habits with the help of ��Ƶ professors. “I learned to be more studious; I learned to be diligent,” she reflected. “I was able to grow in my discipline and organizational traits. So, you are getting prepared here. I can promise you that. You put your part in; they do their part.”

Another strength of the Gardner‑Webb environment is the faculty’s approachability. “I learned it’s OK to ask questions here, because they made it a safe place for me to ask questions,” she said. “I was able to ask things that I didn’t understand, and I felt comfortable doing that.”

That same spirit now informs Drake’s teaching as an assistant professor in the Wingate School of Pharmacy, where she earned her PharmD in 2016. Her position also includes serving as a clinical pharmacist at St. Luke’s Hospital in Columbus, N.C. “It’s common in pharmacy education to be employed by the university, but placed in a clinic or hospital,” she explained. “You serve patients a few days a week and then teach a few days a week. Pharmacists are needed everywhere as part of a whole team and team-based approach to patient care. When I first went to pharmacy school, I thought I’d be working at a CVS or in the basement of a hospital. But it is so much more than that. There is a plethora of opportunities with a pharmacy degree.”

At St. Luke’s, Drake serves as an ambulatory care pharmacist, caring for patients who walk into the office for help managing chronic conditions. “When they are diagnosed with a chronic disease and they need help managing that or a lot of education, they’re referred to me,” she explained. “So, things to think about would be like diabetes, high blood pressure, bone loss or osteoporosis, depression, or heart failure.”

Working with patients one-on-one deepened her sense of calling. “I love having time with my patients,” she said. “A lot of them are older adults or veterans. Hearing their stories, building trust—those relationships matter. Helping someone improve their health over months or years is incredibly meaningful work.”

In North Carolina, pharmacists can obtain a prescribing license. Working in collaboration with a supervising physician, Drake can adjust medications, order labs, and help manage treatment plans. In rural areas, where physicians are few, an ambulatory care pharmacist can dramatically support patient access and lighten the physician’s load. For Drake, it’s a way of ensuring patients get the attention, education, and follow‑up they need. “Sometimes it’s just explaining what a number means or how a medication works,” she said. “Those five minutes of education can change the trajectory of someone’s health.”

Another part of Drake’s teaching position is conducting research, something she once thought would be too overwhelming. But through collaboration with her colleagues, she has found that she enjoys the challenge and is energized by exploring questions that directly affect patients and student pharmacists. She’s co‑authored studies including “Building and Testing a Team-Based Care Model in Primary Care: The Heart‑2‑Heart Blood Pressure Control Partners Study” and “Geographic Disparities in Glucagon Prescriptions Across North Carolina.” Her work focuses on improving patient care, strengthening rural health outcomes, and understanding how students grow in clinical settings.

From her days as a student‑athlete discovering a new career path to her current work as a teacher, researcher, and clinician, Drake’s journey reflects a commitment to service shaped by her time at Gardner‑Webb. Whether she’s helping a patient understand a chronic condition, mentoring a pharmacy student, or researching ways to improve health outcomes across North Carolina, her work is rooted in compassion and connection. “You don’t have to be just one thing,” she told students. “You can help people in so many ways.”

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Celebrating Women Who Lead: A Gardner Webb Women’s History Month Series

Office of University Communications — Tue, 24 Mar 2026 13:55:09 +0000

Provost & Vice President for Academic Affairs Nicole Waters Highlights the Influence of Mentors and the Importance of Women’s Leadership

BOILING SPRINGS, N.C.—Women’s History Month honors the mothers, mentors, and history‑makers who shaped lives and opened doors for generations. At Gardner‑Webb University, that legacy continues through the women who lead across campus, including five members of the GWU president’s cabinet. Throughout the month, they will share their stories, reflecting on the opportunities women have today and those who guided them along the way.

Today’s column is by Provost & Vice President for Academic Affairs Nicole Waters.

Career highlights:

15 years in higher education: joined the faculty of the Hunt School of Nursing (HSON) at ��Ƶ in 2011 and has served as a program chair, associate dean, and later served as its dean. She has also served as dean of the College of Health Sciences.
Doctor of Nursing Practice, ��Ƶ-University.
Master of Science in Nursing, Western Carolina University.
Bachelor of Science in Nursing, ��Ƶ.
Associate Degree of Nursing, Gaston College.
Diploma in Practical Nursing, Cleveland Community College.

Waters reflects on celebrating women’s history.

Women’s History Month is a meaningful time to celebrate the accomplishments and significant contributions of women. It offers an opportunity to reflect on the past, recognize the impact of women today, and inspire the generations who will lead the future.

Throughout my professional journey, I have been inspired and influenced by both women and men whose leadership, mentorship, and example have made a lasting impact on me. Dr. Sharon Starr (former dean, Hunt School of Nursing and associate provost for College of Health Sciences) provided a strong example of women’s leadership in action. Her guidance and example were both meaningful and influential during my time working with her.

Likewise, during the time I worked with Dr. Ben Leslie (former provost and executive vice president of Academic Affairs) he consistently supported and advocated for women leadership. He allowed an opportunity for women leaders on campus to be involved in a structured Women In Leadership (WIL) community. Because of his support in allowing this community of women leaders to meet regularly, the experiences had a lasting positive impact on me and provided an important network of encouragement, support, and shared learning.

I intentionally support other women by being present and accessible, building meaningful relationships, and engaging in individual conversations are important aspects of supporting and mentoring others. Being intentional about sharing knowledge and experiences creates opportunities for growth. We all learn from one another, and when we take the time to share and genuinely care, everyone benefits.

The one piece of advice I hope young women carry with them beyond ��Ƶ is to be your authentic self, represent well, and be prepared to lead, influence, and co-create change. Never stop learning.

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��Ƶ Double Dawg Day 2026: Be Part of the Momentum

Office of University Communications — Fri, 13 Mar 2026 21:18:00 +0000

Kick Off the Next Decade of Impact by Joining the University’s 24‑hour Giving Celebration

BOILING SPRINGS, N.C.—After surpassing records in 2025, Gardner‑Webb University’s Office of Advancement is building momentum for the 11th annual Double Dawg Day. The 24-hour celebration of generosity and community kicks off its next decade of giving on April 16. Supporters are invited to make 2026 another milestone year for student scholarships, academics, and athletics.

The focus is on broad donor participation from alumni, faculty, staff, students, families, and friends. Every gift of any size is a vote of confidence in Gardner‑Webb’s mission and a tangible show of support for students.

“Your gift shapes our future,” noted Director of Annual Giving and Advancement Communications Kanisha Fowler. “With multiple areas to support, your impact reaches far and wide. This Double Dawg Day, we’re aiming for more—more partnerships among our community, more support for University priorities and more donors giving to their passions. We need you. Unite with us and give on April 16.”

Ways to Give on Double Dawg Day

Donors can direct their support to the people, programs, and causes that matter most, including:

University Priority Fund – Addresses the University’s most immediate and strategic needs.
Annual Fund – Supports student scholarships and the overall student experience.
School/College Priority Funds – Gives deans the flexibility to respond quickly to new opportunities and strengthen academic programs.
Athletics – Supports all 22 NCAA Division I teams.
Bulldog Club – Enhances student‑athlete scholarships and provides the tools athletes need to succeed on the field and in the classroom.
Campus Programs and Departments – Allows donors to support specific initiatives and areas of passion across campus.

Make your donation .

In addition to making a gift, supporters can sign up as Social Media Ambassadors (also known as advocates) to spread the word and build momentum throughout the day. Register and learn more .

With community involvement at its core, Double Dawg Day 2026 aims to unite as many donors as possible—because the real power of the day comes from participation. Whether someone gives, shares, encourages classmates, or cheers on a favorite department or team, their involvement fuels a transformative student experience at Gardner‑Webb.

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Gardner‑Webb Alumni Pull the Topps Card MLB Star Paul Skenes Has an Eye On

Office of University Communications — Thu, 12 Mar 2026 17:47:46 +0000

Stephen, ’23, and his father, Kevin, ’93, Uncover the One‑of‑One Livvy Dunne Card That Has Captured National Attention and Sparked a Frenzy Among Collectors

BOILING SPRINGS, N.C.—Stephen Qualls not only followed in his father’s footsteps by graduating from ��Ƶ; the 2023 and 1993 alumni share a love for sports-card collecting. “My dad and I saw it as a way to connect and do something we love together,” Qualls reflected. “We love baseball, and my dad grew up collecting cards. We still call each other all the time to talk about it.”

Their longtime hobby has seen a global resurgence, with rare cards bringing in millions. Always in search of that collector’s dream, father and son increased the stakes in 2007 by purchasing their first Topps Hobby Box, which promises two premium cards. Every Christmas morning since then, they eagerly open the set and marvel over the surprises inside. One year, they pulled a one‑of‑a‑kind card containing a lock of Napoleon Bonaparte’s hair; another year, the surprise was a dinosaur fossil.

A screenshot of the moment that Kevin and
Stephen Qualls uncovered the Livvy Dunne card.

This year, they opened the box to find a one-of-one autographed card that could bring joy to others as much as sharing their hobby has blessed them. “We pulled the only autograph in the entire world of Livvy Dunne,” Qualls revealed. Dunne is a Sports Illustrated model, American influencer with a social media following of over 10 million, a former top-ranked gymnast, and she’s dating MLB star, Pittsburgh Pirates pitcher, Paul Skenes.

Not sure what to do next, Qualls posted photos and video of his discovery on Reddit, where it received 700,000 views and 500 comments. Earlier, he had seen a Topps repost where Skenes called his girlfriend’s card the “hottest card of the year.” Everyone on Reddit offered suggestions about what Skenes might offer for the card. Ideas ranged from free game tickets for life to going on a double date with Skenes and Livvy.

Qualls’ post received attention from the official Instagram and , which also featured the card on a . Then, “” followed with a story. As attention grew, Goldin, a respected international auction house, notified Qualls of its interest, authenticated the card, and awarded it a top grade.

The card will appear in , which goes live on March 18 at 8 p.m. and closes on April 11 at 10 p.m. “My goal is for Skenes to get this card; however, he needs to buy it before the auction goes live,” Qualls said. “If he is late, then he will have to fight in the real-world market with other people who want the card. A lot of people want this card.”

Qualls, who earned his bachelor’s degree in marketing, wanted to share the news with his former ��Ƶ professors, hoping the story would also bring some recognition to the University that shaped him spiritually and academically. “I know what marketing does and I wanted to give ��Ƶ some publicity,” he explained. “I won the marketing award, top of my class, on graduation day. I’m a Runnin’ Bulldog for life.”

The GWU connection runs deep. “My dad collected cards with his buddies from ��Ƶ, and they are all getting back into it now,” Qualls shared. “They collected all the Ken Griffey Jr. cards back in the ’90s. The running joke among all his friends was that Qualls always pulled the best cards. And so, ‘It’s that Qualls’ luck,’ is what they would say.”

WeTheHobby posted about the card.

Qualls prefers to call it “God’s favor.” Although he majored in marketing, he sensed a call into pastoral ministry, like his dad, grandfather and two uncles. A pivotal influence was Dr. Don Caudill in the Godbold College of Business. “He pulled me aside after class and said distinctly, ‘Stephen you are very gifted, I have only said this to one other student my whole career. But God has big things in store for you,’” Qualls remembered. “He then offered me to join his Honors invite-only seminar on ‘The Science of Success.’ I can proudly say that I have accomplished, with the help of God, of course, most of my previous goals. For example, I planned to get married, have a baby, and finish my Masters of Divinity. I graduate in fall. God has been truly great. Caudill helped me cast vision and bring it into reality. However, I must note that none of this would be possible without faith in God and his sovereign hand over my life. All glory to Jesus Christ and Him alone.”

Qualls shared that his faith was strengthened by Gardner‑Webb professors like Dr. Paula Qualls (no relation), whose teaching on Scripture and spiritual warfare helped spark his dissertation topic, “A Biblical Framework for Spiritual Warfare.” He added that the encouragement he found among fellow believers on campus and at Hope Community Church in Shelby, N.C., laid a strong foundation for his call to ministry. Qualls will graduate in the fall from Southeastern Baptist Theological Seminary (SEBTS) in Wake Forest, N.C., and plans to begin his doctorate in pastoral theology while also hoping to serve as a pastor.

Even as excitement builds around what might come from the Livvy Dunne card, Qualls’ focus is on how to use this blessing from God to benefit others. “God works in very mysterious ways and for some reason this lot has landed on me and I know that’s not a coincidence,” he asserted. “I don’t believe in luck. I believe in Providence, and I know God is going to use this for his glory. It’s not about me. It’s ultimately about getting His name known. I want to be generous with this money because it’s not my money, it’s Jesus’ money. I’m just a steward. My wife and I, when we pray through it, we’re going to bless people. We’ve never been in a position to bless people.”

Qualls also wants to use this moment to share the Gospel. “I want people to know that Jesus is Lord and He can save your soul,” Qualls stated. “At Southeastern, we have a place called the Center for Faith and Culture, and I just met with the director over there.” He expressed interest in interviewing Skenes, also noting that this month the Center is highlighting connections between sports and faith.

In addition to the podcast invitation, Qualls had a final word for the Pittsburgh Pirates pitcher: “Paul Skenes, I hope you get this card.”

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��Ƶ 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 ��Ƶ’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 ��Ƶ 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 ��Ƶ. She is an assistant professor of nursing at Western Carolina University in Cullowhee, N.C., and will graduate in May from ��Ƶ’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 ��Ƶ 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 ��Ƶ,” she concluded. “The encouragement from faculty, two of my closest cohort peers, and the unwavering support of my daughter, Julieanna, my husband, Rusty, family, friends, church family, preceptors, and colleagues has played a significant role in my personal and professional growth.”

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��Ƶ Specialty License Plates Now Feature Updated Runnin’ Bulldog Athletic Brand

Office of University Communications — Fri, 20 Feb 2026 15:46:32 +0000

Available in North and South Carolina, Money Received from Sale Goes to the Annual Fund

BOILING SPRINGS, N.C.—Supporters of ��Ƶ in North and South Carolina can now display their school pride with specialty license plates featuring the revamped Runnin’ Bulldog athletic brand. The updated look offers a distinctive way for the GWU community to show its spirit across the Carolinas.

Shannon Hovis

Beyond the new look, the plates also provide meaningful support for the University, with a portion of each purchase and renewal contributing directly to the Annual Fund.

Director of Alumni and Parent Relations Shannon Hovis said the specialty plate offers both a visual celebration of Bulldog pride and a tangible benefit to the University. “Seeing our new logo on the ��Ƶ specialty license plate is a point of pride for our entire Bulldog family,” she noted. “Even more meaningful is that every plate purchased directly supports the ��Ƶ Annual Fund. These gifts make an immediate impact—providing scholarships, strengthening academic programs, and supporting campus initiatives wherever the need is greatest. It’s a simple way to show our Bulldog pride while investing in the success of our students.”

North Carolina

Alumni in North Carolina may purchase a ��Ƶ specialty plate through any N.C. Division of Motor Vehicles (DMV) office or . A portion of each specialty plate fee supports ��Ƶ’s Annual Fund, providing ongoing support for student scholarships and institutional priorities. Additional fee information and personalization options are available through the N.C. DMV website.

South Carolina

Alumni in South Carolina may obtain a ��Ƶ specialty plate or at their local DMV office. A portion of each specialty plate fee benefits ��Ƶ’s Annual Fund, helping enhance scholarships and the overall student experience. For detailed fee and renewal information, visit the S.C. DMV website.

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As the Super Bowl Approaches, GWU Alumni Coaches Reflect on Building Champions

Office of University Communications — Tue, 03 Feb 2026 19:18:45 +0000

BOILING SPRINGS, N.C.—As football fans prepare for this weekend’s Super Bowl, the nation’s attention turns to the traits that elevate good teams into great ones—leadership, chemistry, resilience, and a commitment to collective success. Those same qualities, often celebrated on the NFL’s biggest stage, have also defined three North Carolina high school programs that captured state championships this season. Remarkably, all three teams are led by Gardner‑Webb University alumni, whose coaching philosophies trace back to lessons learned long before their own players ever take the field.

These coaches—Greg Lloyd, ’02, of Crest High School; Mike Wilbanks, ’98, of Shelby High School, and Darryl Brown, ’00, of Grimsley High School—represent three different classifications in the North Carolina High School Athletic Association (NCHSAA), an organization of 447 member schools. Despite distinct team cultures and competitive landscapes, each coach emphasizes a shared foundation: championship seasons are built not only on talent, but on trust and personal growth.

Mike Wilbanks: Leadership and Chemistry

Wilbanks has led the Shelby Golden Lions since 2019 and works alongside several fellow GWU alumni on his staff: Chris Emery, ’98; Jamie Dunaway, ’13; Dobson Collins, ’08; and current GWU student, Sam Baldree. He attributes his team’s title run to two essential ingredients. “The senior leadership on this team was phenomenal. Their work ethic and commitment to excellence really permeated the entire team,” he said. “Secondly, our team chemistry was great.”

Team unity wasn’t accidental. Wilbanks prioritized opportunities for players to bond off the field through cookouts, fishing trips, cornhole games, and other informal gatherings.

His coaching philosophy is rooted in lessons from his time at Gardner‑Webb with Coach Woody Fish. Wilbanks, a former three‑year offensive line starter, said Fish instilled preparation and discipline into the team. “I learned that a successful season doesn’t just happen in August,” he said. “It starts in January with offseason lifting and conditioning… summer camp to prepare… and a weekly routine once the season starts.”

Darryl Brown: Resilience and Grit

Brown, head coach since 2016 of the Grimsley Whirlies in Greensboro, N.C., emphasizes resilience as the defining trait of his championship team. Early adversity threatened to derail the season when the starting quarterback was sidelined by an injury. Still, Brown watched his players rise to the moment. “We had a group of players that were very resilient,” he affirmed. “Each week, we had different players stepping up and making plays. This entire season was a complete effort by every player and coach.”

Brown noted that Gardner‑Webb baseball coach Clyde Miller taught him the importance of teamwork. “Every player has a role, and whatever your role happens to be, it is extremely important to the success of the team,” he said.

The lessons extended beyond the field. Brown remembers Dr. Dee Hunt as a crucial mentor who helped guide him through significant academic and personal decisions. He still cherishes the relationships he formed at Gardner‑Webb, many of which continue today.

Greg Lloyd: Experience and Tradition

Greg Lloyd led Crest to its seventh state title—and first in a decade—before retiring in 2025. Experience was the deciding factor in his team. “We had a lot of players back from the previous season who had played a lot,” he explained. “We played a lot of seniors this year… Crest has a lot of tradition, so the players feel that, and those high expectations keep them motivated.”

Lloyd, also a former baseball player under Miller, said he carried the same emphasis on relationships into his own career. “I take pride in building relationships with my students and players… and I really believe that’s why I have been successful,” he said. “A lot of that foundation came at Gardner‑Webb.”

Like Brown, he remembers the support of Hunt and said her mentorship helped him persist through challenges in college. “If it wasn’t for Dr. Dee Hunt—she took a lot of time with me and helped me—and we made it,” Lloyd affirmed. “So, I was very thankful.”

A Shared Foundation

Though their teams compete in different classifications and face unique pressures, Lloyd, Wilbanks, and Brown remain connected by their Gardner‑Webb roots. Their experiences reflect a common message: mentorship, perseverance, and strong relationships shape not only championship seasons but the lives of the students they lead.

Sources: High School OT and High School Football America

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��Ƶ 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 ��Ƶ 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. ��Ƶ 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 .

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��Ƶ Alumna Dr. Barbara Blackburn Inspires Teachers Through Practical Tools and Meaningful Strategies

Office of University Communications — Wed, 28 Jan 2026 21:36:56 +0000

Author and Education Consultant Guided by Lessons from Her Parents and GWU Professors

��Ƶ alumna Dr. Barbara Blackburn is an award-winning education consultant, international speaker, and author of 38 books, with two more coming out in April. The inspiration for her books comes from her parents and the foundational lessons she learned in bachelor’s and master’s education programs at ��Ƶ.

The daughter of GWU Professor Emeritus of Health Education Dr. Bob Blackburn, she was introduced to teaching at a young age and wanted to follow in her father’s footsteps. Her mom, Rose, was a school secretary, who instilled an appreciation for the vital role of school support staff.

“Dad was my first and best teacher,” Blackburn reflected. “I always remember him teaching me, whether it was teaching me how to swim, teaching me how to be a manager when I worked for him, or teaching me how to be successful in a class I took from him. He taught me so many lessons, not just about life, but about being a teacher.”

Dr. Barbara Blackburn dedicated this book
to her parents, Dr. Bob and Rose Blackburn.

She included one of those lessons in her newest book, “Productive Struggle in the Classroom.” She has two versions, one written for K-5 and the other for 6-12. “I had just started teaching, and I said, ‘Dad, what do you think is the purpose of education?’ ‘Why am I here?” Blackburn related. “He said the best definition he’d ever heard came from a third-grade teacher, and it was that the purpose of education is to figure out what to do when you don’t know what to do. Anytime I am stuck, that’s what I think about. My purpose is to help my kids figure out what to do when they don’t know what to do. And that is, if you think about it, the heart of what we do with instruction.”

The education faculty at ��Ƶ enhanced her father’s influence. “I wouldn’t be where I am without ��Ƶ,” Blackburn affirmed. “It totally shaped who I was as a teacher.”

She earned certifications in early childhood, elementary, and middle school during her GWU undergraduate studies. “Even though I had grown up around schools, having professors who had a broader perspective, like Mrs. (Barbara) Cribb, opened my eyes to what you could do with children’s literature. It could be magic, but you had to make it magic.”

Those lessons from Cribb inform her writing. “When I write a motivation book, I’ll talk about using children’s lit to teach resilience, and that comes from her,” Blackburn shared.

��Ƶ professors who taught methods courses in science and math also inspire ideas found in her books. After earning her master’s in school administration and middle school language arts from ��Ƶ, Blackburn spent five years in the classroom, teaching elementary and junior high students. In 2000, she received her doctorate in curriculum and teaching from the University of North Carolina at Greensboro.

While teaching at Winthrop University in Rock Hill, S.C., she made a presentation on classroom motivation that began her career as an author and consultant. “My publisher at that time, Bob Sickles, saw me present and how practical the information was,” Blackburn explained. “He approached me about writing a book, and he offered me a contract. So that was the first book: ‘Classroom Motivation from A-Z.’”

Sickles asked for the next book, and she continued to write on a variety of topics, including leadership, special education, and rigor in the classroom. In 2017, she was excited to finally have an opportunity to write a book with her father, who passed away in 2019.

In this family photo, a young Barbara Blackburn prepares to teach the alphabet to the kittens.

They wrote “Advocacy from A to Z,” based on the work he did to support educators. The book provides school-based examples and specific strategies to be a successful advocate for education. They were joined by Ronald Williamson, a leadership expert and frequent co‑author of Blackburn’s books for educational administrators.

Many of her titles relate to rigor in the classroom. Her books offer a practical, teacher-friendly concept of instructional rigor that includes high expectations, scaffolding for instruction, and demonstration of learning. She has been voted a Top 30 Global Guru in Education for 10 consecutive years by educators who appreciate her work as an author, consultant and speaker. In 2025, Blackburn’s educational development program was named among the top 10 in the world.

Drawing on lessons from her ��Ƶ professors and her own experience in the classroom, Blackburn emphasizes easy-to-make, useful solutions. “I do a lot of listening to teachers and principals,” she said. “What they all say is we need things that are practical. Really, the best ideas are the ones they adapt versus just taking what I say. I don’t do a lot of things that require them to go out and buy a lot of stuff.”

She explained that one of her favorite activities is a simple game that leads to higher-order questioning. “All they have to do is run off some little cards, cut them up and put them in a plastic bag,” she offered. “They love it because, once they make the game, they have it for the year. And it doesn’t require them to go buy anything fancy. They love that because of how simple it is and how powerful it is and it makes a difference for their students.”

From quick, low‑cost activities to adaptable classroom techniques, Blackburn focuses on solutions that reduce stress and increase engagement. In addition to her books, Blackburn offers many free resources to teachers and administrators on her website, .

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