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Three higher education leaders discuss our changing college landscape.
It’s no secret that North Carolina boasts a robust and quality higher education system. Across the state, access to community colleges and universities is plentiful, and the training and career preparation are often unmatched.
Whether it is expanding into new technologies and fields, finding ways to provide unparalleled support for students, or building on ideals that have anchored these higher education institutions for over a century, there are countless opportunities in our home state.
In this section, we examine three schools in North Carolina and the initiatives they are undertaking to differentiate themselves from others. It was interesting to hear in every interview people say all colleges in North Carolina offer exceptional education. But each does it in a different way to support different types of students. Above all, student success is the goal because it leads to community success. When our educational institutions succeed, so does our state.
Character and Culture at College
A lot has changed in North Carolina over the last 175 years – and quite a bit has changed at Catawba College, too, especially with its current comprehensive campaign underway. But much more has stayed the same on the historic campus.
Most notably is the Catawba ideal: Scholarship with character and culture for service. When you speak with the college’s president, David P. Nelson, he’s quick to point out that the ongoing commitment to this ideal is one of the distinctions that sets Catawba College apart from others.
Catawba College was founded in 1851 after a group of German reformed Christians wanted to start a college of their own. It moved to its current location in Salisbury
100 years ago and since has become an integral part of the wider community.
The ideal, which the college’s leadership, faculty and staff use as their guidepost in all they do, allows them to not only focus on exceptional education, but also each student’s personal and professional formation.
“In a world where students are always asked what they are going to do after graduation and what career they want, we’re busy asking them who they are and how they want to be in the world,” says Nelson. “We all care about these students making a good living, but more than that we care about them living a good life.”
A good example of Catawba’s embodiment of these ideals is through their three signature centers: The Center for the Environment, The Lilly Center for Vocation and Values and The Center for North Carolina Politics and Public Service. Students are able to interact with all three centers, allowing them to think about their stewardship of their personal lives, their responsibility for the world’s natural resources, and their responsibility to be good citizens.
“The aim of what we do is the wellbeing of people and the common good of all, consistent with the Catawba Ideal, and our signature centers serve our students to that end,” Nelson says.
While this steadfastness in its ideals has allowed the college to grow and succeed over the years, there are plenty of new things happening on campus.
Over a five year period, the college has completed or commenced nearly $150 million in capital improvements, which will include the building of a new residence hall, restoring of two older residence halls, revitalizing a coal smokehouse to be a student experience center and a comprehensive district energy plan which relies on geoexchange wells. The college has been able to do all this work while remaining debt free, and growing the endowment to over $650 million dollars, enabling Catawba to substantially increase its aid to students and investment in programs.
Beyond improving the campus, though, the college has also recently launched a brand-awareness campaign that will run for several years, with the goal of getting more prospective students to the college. Nelson says Catawba College will always remain
small—it’s part of the charm, after all—but there’s still room for growth.
“There are students who would thrive here and would benefit so much from an education from us, but they don’t yet know about us,” Nelson says. “It’s our responsibility to make Catawba as well known as she deserves to be.”
GTCC is Looking to the Future
GTCC, president
Known for its innovation and technology-driven focus, Guilford Technical Community College continues to look ahead—advancing education, strengthening community partnerships, and preparing students for tomorrow’s opportunities.
In October, GTCC broke ground on a $34.6 million aviation training facility on its Cameron Campus, expanding capacity to serve 700 students annually. This is phase one of a two-phase project. As aviation companies continue to grow in the Piedmont Triad, the college is positioning itself to meet the region’s increasing need for highly skilled workers.
“We meet with employers all the time—both new and long-standing partners,” says GTCC President Anthony (Tony) Clarke, Ph.D. “Our commitment is to meet the workforce training needs of our region and prepare students for careers they’re proud of. The aviation expansion is a prime example of how GTCC continues to focus on the future.”
Every day looks different for Clarke, but one of the best parts of his job is being out in the community—listening, learning, and exploring how GTCC can respond to local needs. By connecting with employers and community partners throughout Guilford County and the region, Clarke helps identify where opportunity is growing and how the college can provide affordable education and hands-on training to match.
“I spend a lot of time meeting with community leaders, business partners, and educators across the region,” says Clarke. “Those conversations are how we stay aligned with workforce needs and ensure GTCC continues to prepare students to make amazing happen.”
One of the college’s newest initiatives is the transition to eight-week course sessions, implemented across most classes beginning in fall 2025. Research shows that shorter sessions lead to higher student perseverance, improved course completion rates, and greater academic success— especially for the 67% of students who attend part time.
The eight-week format allows students to focus on fewer courses at a time, which can make it easier to balance classes with careers or family and even help some finish their degrees faster.
GTCC is now the third largest of North Carolina’s 58 community colleges and has grown significantly since the pandemic—enrollment is 6% higher than before, with more than 12,000 degree-seeking students enrolled this fall and more than 31,500 total students served last year.
President Clarke, who has led the college for six years, is proud of how the entire GTCC team has supported students through ongoing changes. “Our faculty and staff are focused on helping students succeed,” Clarke says. “Our new strategic plan, launched in July, strengthens that mission by investing in our people, creating clear pathways for achievement, and building partnerships that drive workforce innovation and community growth.”
Experiences within the Community
Pfeiffer University is known for its focus on servant leadership, an aspect that’s been ingrained in the university for the 135 years it’s operated.
A degree program putting this ideal into action daily is the university’s occupational therapy program, a 24-month curriculum which also includes a six-month clinical phase. According to Program Director Crystal Gaddy, experiential learning and servant leadership go hand-in-hand.
“In 80–85% of our courses, students engage in lab experiences within the community,” she says. “This hands-on approach ensures that students not only learn and practice essential skills but also apply them in real-world settings throughout the program—well before they begin formal fieldwork. Our strong ties to local and regional communities are integral to our students’ education and development.”
In addition to the program’s revision of creating innovative online and hybrid course experiences, the focus on hands-on education and their outstanding academic standards, each cohort includes an average of 30 students, ensuring a close-knit and collaborative learning environment which will serve students beyond their degree.
“Our faculty and students are leading efforts to establish new student-led and honor organizations that foster belonging and inclusion in higher education,” Gaddy says. “I’m especially proud of the program’s growth—not just in numbers, but in the depth and quality of our academic and community engagement.”
The community extends beyond North Carolina for Pfeiffer. Students and faculty are engaging in international partnerships in the United Kingdom as well as strengthening and expanding existing community collaborations. The university is also growing interprofessional collaborations at the Center for Health Sciences in Albemarle and increasing awareness of Pfeiffer’s contributions to health education and rural health.
Faculty and students in the occupational therapy program often collaborate on high-level, evidence-based research projects that address community needs through both quantitative and qualitative methods. These initiatives often lead to educational outreach and direct interventions.
All of this work, both in North Carolina and globally, tie back into the university’s commitment to servant leadership and rural health. Gaddy sees the work they’re doing only continuing to grow and make
a difference in the future.
“As program director, I envision even stronger connections between Pfeiffer’s campuses and a continued commitment to excellence in occupational therapy education,” Gaddy says. ■
