As a substitute teacher in Aiken County, Glen Clark noticed the diplomas teachers hung in their classrooms. They reminded him of a promise he’d made to himself years earlier. On Dec. 10, 56 years after he first enrolled in college, Clark will graduate from the University of South Carolina Aiken with a bachelor’s degree in communication. “I promised myself at some point that I would complete a four-year degree,” Glen Clark said. “But then work got in the way, and I just kept advancing and changing, and things kept happening. The next thing I knew, a couple of decades had gone by.” From photography to marketing Clark enrolled at the University of California, Riverside, in fall 1970. He soon realized the program was a poor fit and returned to the San Francisco Bay Area, where he enrolled in the photography program at De Anza College. After earning an associate degree in photography, Clark took courses in graphic arts, business and cultural management. He attended San José State University, UCLA and Pepperdine University as he looked for a field that fit his interests. The Vietnam War draft also shaped his early college decisions. Clark recalled drawing a draft lottery number of 2, putting him among the first eligible men who could be called to serve. “I was working a summer job painting the inside of a teacher’s house, and the radio came on and said they’d just done the draft for that year,” Clark said. “When they called my number, being number 2, I just dropped the paintbrush.” Clark ultimately did not serve in the military, as the draft was canceled before his interview.. “The military draft was a stimulus for going to school and staying in school,” he said. Clark was paying his own way through college. As he worked to support himself, finishing his degree became less urgent. His background in photography led him into sales and marketing. As he advanced, he earned a strategic marketing certificate through Case Western Reserve University. By the late 1990s and early 2000s, Clark had advanced to a management position at a company with $50 million in annual sales. He had built a career without a bachelor’s degree. In 2020, during the COVID-19 pandemic, he lost his job. “The pandemic brought things to a halt, and for a variety of reasons, my job went away. At my age, it was questionable what I should do,” he said. “My wife, in all her wisdom, said we couldn't afford to keep living where we were without my job. The result was our decision to relocate to South Carolina.” Back to the classroom After moving to South Carolina in late 2020, Clark continued working as an independent contractor and began thinking about retirement. His wife suggested he try substitute teaching. After completing the training, he began working in Aiken County schools. A school administrator encouraged Clark to consider a teaching degree. When Clark looked into the requirements, he found he would need a bachelor’s degree. “I was joking with him, saying, ‘This is the first time, after all these years, the first time anybody ever cared whether I had a degree or not,’” Clark said. Clark wanted an affordable program he could complete online that would make the most of his previous college credits. He was also thinking about how he wanted to use his degree. “I also had a drive to go into ministry or religion or theology,” Clark said. “Now, I wanted something that was actually not just about making money, but about how I can use the talents that God has given me.” Finishing at USCA South Carolina’s senior tuition waiver helped make Clark’s return to college possible. USCA offered online degree-completion programs through Palmetto College. Clark initially chose emerging media, drawing on his background in photography, then switched to communication after taking classes with Jason Munsell, associate professor and chair of Communication & Emerging Media at USCA. “Dr. Munsell was a big influence on me,” Clark said. “I liked what he shared about ancient philosophy and the timelessness of Plato and Aristotle. Eventually, I changed from emerging media to communication. I took classes in both areas, and that's how I got to where I am.” Munsell taught and advised Clark and helped guide his capstone project. “I offered some guidance during his capstone project, which involved working with Stand Firm, a men’s devotional magazine,” Munsell said. “It was a fitting project for Glen, given his dedication to his photography, writing, family and relationships with fellow students.” Munsell added that he couldn’t be prouder of Clark. “This is one of the reasons we created online degree-completion programs in communication and emerging media at USCA — so students like Glen can finally finish what they started.” Clark urges younger students to finish their degrees while they can. “If I had an opportunity to turn around and talk to younger people, I’d say, ‘Look, whatever you do, finish your degree now, because it is much harder if you wait,’” Clark said. He plans to put three words on his graduation cap: “Never too late.”

More than 130 University of South Carolina Aiken students explored career opportunities, connected with prospective employers and learned about internships during the university's annual STEM Fair on Sept. 30. Hosted by USCA Career Services, the event brought representatives from 22 employers and organizations to campus, offering students a firsthand look at careers in science, technology, engineering and mathematics. “It's always a good idea for students to learn how to network with employers, and this gives them the opportunity to build those skills directly on campus,” said Sumner Markwalter, assistant director of Career Services. For students like Gabriella Thomas and Richard Hutto, those connections build on professional experiences they have already gained through internships and research. Thomas, a senior business management major with a minor in international relations, has spent the past three summers interning with Savannah River Mission Completion (SRMC). Her work in the organization's procurement department has included compliance, strategic agreements and program rights. Attending the STEM Fair has helped her better understand the range of career opportunities available in the region, including positions that draw on skills beyond traditional STEM disciplines. “Coming into college, you really don't know too much,” Thomas said. “And as a freshman, procurement is probably the thing you know the least about. So just being able to come every year and learn more about how that ties into everyday processes and knowing what's around the CSRA has helped a lot.” Thomas hopes to return to SRMC after graduation as a full-time project controls engineer. Hutto, a mechanical engineering major, is also building on his classroom education through professional and research experience. He completed a summer internship with SRMC's Rapid Response Team at the Defense Waste Processing Facility and hopes to pursue a career in environmental engineering. At USCA, Hutto is researching the use of nanofluids in concentrated solar power devices, exploring ways to improve the efficiency of solar energy generation. His interest in the university's connections to the region's scientific and engineering community began before he enrolled as an undergraduate. “I actually attended the Aiken Scholars Academy on campus, so I just saw the connection to Savannah River, and that was a big component of why I decided to go here,” Hutto said. During his time at USCA, Hutto has also seen the university expand its STEM research capabilities, including the development of the Advanced Manufacturing Collaborative, a partnership between USCA and Savannah River National Laboratory. “I'm just really glad to be part of an institution that contributes to future generations of STEM students,” he said.  The STEM Fair introduced students to opportunities in engineering, laboratory research, technology and environmental fields. Participating organizations also shared information about internships and full-time employment, giving students at different stages of their education opportunities to explore potential career paths. Employers welcomed the chance to meet students and discuss the skills and experiences needed to enter the workforce. “It was an exceptional event from start to finish,” said Valarie H. Preddy, academic research and partnerships talent program manager for internships with Savannah River Nuclear Solutions. “The students were well prepared, professional, and eager to enter the workforce.” Preddy also praised students' willingness to ask questions and learn about internships and upcoming opportunities. For Thomas and Hutto, the STEM Fair represents another opportunity to build on experiences already shaping their professional ambitions. Their internships, research and connections with regional employers demonstrate how USCA students are putting their education to work well before graduation.

For sociology major Joseph Jimenez, becoming the first in his family to attend college meant navigating unfamiliar territory while carrying his family's hopes for the future. “First-generation students often carry the hopes and dreams of an entire family while navigating an unfamiliar system,” said Dr. David Morris II, associate professor of communication and emerging media. “That experience requires courage, perseverance and determination.” Without firsthand experience of higher education, parents and other family members may not always know how to guide students through the college experience. As a result, first-generation students like Jimenez, a member of USCA's Class of 2028, may face challenges that are unfamiliar to students whose families have attended college. “Growing up, I always enjoyed going to school mainly because of the people I surrounded myself with,” Jimenez said. “My parents never had the privilege to pursue higher education after high school, but they encouraged me to do so. [I was afraid] of going to college only to be in debt, since we didn't have enough funds.” Affordability is an important consideration for many first-generation students. At USCA, more than 30 percent of undergraduates receive full tuition support, and in recent years, scholarships and financial aid have helped more than 40 percent graduate debt-free. First-generation students account for 26 percent of the university's student body. Charting a course While considering his college major during his senior year of high school, Jimenez decided to join the National Guard to help finance his education. “Personal circumstances played an important role in my decision to pursue higher education,” Jimenez said. “I was able to become the first in my immediate family to attend college, and when I discovered the National Guard would pay for my school, I knew it was the perfect opportunity.” The transition to college, however, presented challenges beyond paying tuition. “As a first-gen college student, I struggled to understand how scholarships and financial aid worked,” Jimenez said. “Deadlines messed with me a bit since when I got back from military training, I only had less than a month left before classes began.” Jimenez found guidance through USCA's academic advising, departmental resources and student support services, including the financial aid office and the Veteran and Military Student Success Center. “The staff at USCA made me feel neither shy nor afraid to ask for help. Everyone here is very welcoming, and you learn a lot about how to receive help here at USCA during orientation,” he said. The university's close-knit campus community has also helped Jimenez feel connected and confident about his future. “I chose USCA because of how close it is to home, and the small, close-knit community [it] provides,” Jimenez said. “The faculty provides me with many opportunities to get involved with leadership programs that I feel are very resourceful for my career goals. I can also talk to my advisor with any questions I have about my education so that I may be pointed in the right direction.” Experience becomes mentorship Morris, a first-generation college graduate himself, understands the challenges students like Jimenez face. His experiences have shaped his approach to teaching, advising and mentoring the next generation of college students. “First-generation students bring valuable perspectives because they often see challenges differently and understand the importance of creating opportunities for others,” Morris said. Before attending college, Morris worked in the information technology industry. After experiencing burnout, he began exploring new possibilities and ultimately pursued higher education, a decision that transformed his personal and professional outlook. “Growing up, I did not initially understand that education represented opportunities,” Morris said. “As a first-generation student, I didn't have a roadmap, but I knew that earning a degree in something I am passionate about could open doors that had never been available before.” Although Morris developed resilience and resourcefulness during college, he emphasizes that he did not succeed alone. Building relationships with faculty, advisors and mentors helped him navigate an unfamiliar environment and recognize opportunities he might otherwise have missed. “I’ll never forget what it felt like to navigate college without a blueprint,” he said. “That experience reminds me to be intentional about supporting students wherever they are on their journey. Looking back, college didn't just prepare me for my current career; it changed the way I saw the world and the possibilities I believed were within reach.” Today, Morris draws on those experiences to help students take ownership of their education, navigate university resources and prepare for meaningful careers. “As a faculty member, I recognize how important representation is,” Morris said. “When first-generation students see professors and professionals who have walked a similar path, it reinforces the message that success is attainable.” He also understands how much knowledge students may need to acquire independently when they cannot rely on family members who have attended college. “Many students learn about admissions, financial aid, course registration, internships and career planning from family members who have already gone through the process,” Morris said. “I had to figure much of that out on my own, often by asking questions and relying on faculty, advisors and mentors.” Earning his degree became more than a personal achievement. It was a source of pride for his family and opened professional opportunities he had not previously imagined. That experience continues to inform his commitment to helping students recognize their own potential. Morris believes first-generation students bring valuable perspectives to campus life, enriching the university community through their experiences, determination and insights. You belong Morris encourages first-generation students to make the most of their college experience by pursuing opportunities beyond the classroom, including research, internships, student organizations and community projects. Just as importantly, he urges them to seek guidance from faculty and staff whenever they need it. “Don't be afraid to ask questions. Every successful college student needs help along the way, and asking for guidance is a strength, not a weakness,” Morris said. Jimenez has embraced that advice as he continues his own college journey. “From everything I've experienced so far, I've learned that I should never be afraid to ask questions about anything,” Jimenez said. “Even in high school, I was so naive about college and avoided talking about it. But asking questions about anything you need help with is the right thing to do, especially for first-gen college students.” For Morris, the message he hopes every first-generation student takes to heart is simple. “Remember that you belong here,” Morris said. “Your background is not a disadvantage. It gives you a unique perspective and resilience that can become one of your greatest strengths.”

Dr. Judy Beck, a professor in the University of South Carolina Aiken School of Education, earned the Roy L. Lauter Distinguished Service Award, one of the highest honors given by the Southeastern Regional Association of Teacher Educators.   The award was presented during the annual SRATE Conference on Oct. 15 at the University of Arkansas in Fayetteville.   Named in honor of a longtime SRATE leader and executive director, the award recognizes individuals who have made significant, sustained contributions to teacher education and to SRATE during a period of at least 10 years.   Beck's relationship with SRATE spans more than two decades. She has served in numerous leadership roles, including president of SRATE in 2015, and remains actively involved in supporting the organization and the profession. She currently serves as treasurer of the South Carolina Association of Teacher Educators and has represented SRATE at the national level through the Association of Teacher Educators. She has served as both ATE president and board member.  “Dr. Judy Beck represents the very best professional service to teacher education. Her more than two decades of sustained involvement with SRATE, her leadership within her South Carolina state unit, her representation of SRATE at the national level, her service as SRATE president, and her subsequent leadership within ATE, demonstrate an extraordinary commitment to the profession,” said Valerie Wright of Saint Leo University who nominated Beck and currently serves as the president of the ATE.   “She has built bridges among state, regional, and national organizations, mentored future leaders and consistently placed the advancement of teacher education at the center of her professional service.”  Beck’s nomination for the award emphasized her enduring commitment to mentoring emerging leaders, sharing institutional knowledge and strengthening professional organizations devoted to educator preparation.  “This award is especially meaningful because it comes from colleagues whose dedication to teacher education I deeply respect,” Beck said. “Throughout my career, I have been committed to supporting future educators, mentoring emerging leaders and strengthening the professional organizations that advance our field. I am honored to receive this recognition and grateful for the many opportunities I have had to serve alongside outstanding teacher educators across the United States.”  Beck champions high-quality educator preparation, professional collaboration and leadership development. Her service at the state, regional and national levels has helped strengthen the organizations that support teacher educators and future teachers across the country.  SRATE is a regional professional organization affiliated with the Association of Teacher Educators. Its mission is to improve teacher education through leadership, scholarship and professional collaboration across the southeastern United States.   In addition to SRATE, Beck has been affiliated with and held leadership roles in the World Federation of Associations of Teacher Education, South Carolina Department of Education, South Carolina Collaboration for Effective Educator Development, and the State Higher Education Executive Officers Association. 

For University of South Carolina Aiken student Sophia Lindale, ‘27, the crown she wears as Royal Miss South Carolina represents more than a title. It’s an opportunity to use her voice, uplift others and turn personal challenges into purpose.  A communication major from North Augusta, Lindale uses her platform to mentor younger pageant participants, promote her anti-bullying initiative, Be Pretty, and encourage others to find confidence in themselves. Lindale’s passion for communication began with her love of public speaking. Her experiences in pageantry have given her opportunities to connect with others, share her story and develop skills she hopes to carry into her future career.   The journey to pageantry   Lindale’s pageant journey began at a young age after watching her older sister compete in a school pageant    Despite not wanting to compete initially in this year’s Royal Miss South Carolina Pageant, Lindale ultimately took home the title over the summer. “Everything felt surreal. There is nothing like the moment they call your name. I am proud to be given the opportunity. This title means more than just a pretty crown and sash; it’s the pleasure to serve South Carolina and others,” Lindale said.  Through her involvement with the Little Miss South Carolina Organization, Lindale has developed lasting friendships and found opportunities to give back. During the most recent season, the pageant and contestants raised $50,000 for Prisma Health Children’s Hospital.  One of the most rewarding parts of Lindale’s reign has been serving as a role model for younger queens. Through her Be Pretty platform, Lindale hopes to encourage young people to embrace their individuality and treat others with kindness. She also hopes to encourage more women ages 20 to 26 to get more involved in pageantry.   Finding strength through loss   Lindale’s year as Royal Miss South Carolina also came with challenges. During the pageant’s final week earlier this year, she experienced the unexpected loss of her father, Michael Lindale, who worked at Bridgestone for 15 years. Despite the difficult loss, Lindale continues to carry the lessons her father taught her, including the importance of hard work and perseverance. His influence continues to shape how she approaches her education, service and responsibilities as Royal Miss South Carolina title.  Lindale said losing her father also taught her the importance of giving others grace, because you never know what someone may be going through.   “He was hardworking. We felt like he missed out on a lot since he was always working and that's what pushes me to continue going through school, because he taught me to push hard for what you want,” Lindale said.  How USCA and faculty shaped her future  Lindale credits USCA’s supportive faculty and flexible academic environment with helping her balance the demands of college, work and pageantry. Her connection to USCA began while she was a dual-enrollment student at North Augusta High School. Lindale credits supportive faculty members who have helped her easily transition to college and balance competing responsibilities.  “The faculty here are exceptional. Whenever I need additional guidance, they are right there to assist. They genuinely care about their students, and their support has meant the world to me," Lindale said.   After graduating in fall 2027, Lindale plans to pursue a master’s degree in speech-language pathology.   “Choosing USCA was a simple ‘yes!’ I commute from North Augusta to Aiken two to three days a week and this allows me to still work. USCA has the flexibility that I need,” Lindale said.  Not only did USCA give Lindale the flexibility she needed to pursue her academics, but she was also able to be joining organizations such as Lambda Pi Eta in spring of this year, an achievement she said was especially meaningful because of her family’s journey.  “Sophia is a great student and a member of our communications honor society, Lambda Pi Eta. She is super resilient and a model for others,” said Dr. Jason Munsell, associate professor and chair of communication and emerging media.   Lindale’s pageant experiences have also helped her fellow students. “Sophia leads by example in the classroom, and she brings out the best in others. Sophia graciously shared public speaking advice from her years of experience with her classmates before the final presentations in our Workplace Communication course. Her practical and supportive approach helped everyone feel more confident,” said Elizabeth Webb, senior instructor of communication.  Looking ahead, Lindale hopes to expand her Be Pretty platform and push for anti-bullying efforts. “I really want to write a book about my platform and my story and hopefully get an antibullying bill sent to state,” Lindale said. 

The University of South Carolina Aiken has again earned a distinction held by just 6 percent of business schools worldwide.  The premier business school accrediting body has renewed accreditation for the School of Business Administration at USCA for both graduate and undergraduate business programs.  “Association to Advance Collegiate Schools of Business accreditation is widely recognized as the gold standard in business education and signifies a commitment to excellence in teaching, student learning, strategic management and continuous improvement,” said Dr. Ravi Narayanaswamy, dean of the USCA School of Business Administration.  “For students, AACSB accreditation provides assurance that they are receiving a high-quality business education that is respected by employers and graduate schools around the world.”  To earn the coveted distinction, the business school must demonstrate that its faculty qualifications meet the robust AACSB standards. Business schools undergo an ongoing review process and must demonstrate continuous improvement, innovation, and effectiveness to be considered by the AACSB.   “Reaffirmation of accreditation reflects the School of Business Administration’s commitment to maintaining high standards while catering to the evolving needs of students, employers, and the business community,” said Narayanaswamy.  This accreditation helps ensure USCA SOBA graduates develop:  Strong communication and analytical skills  Ethical decision-making abilities  Technology and data literacy  Career-ready business competencies  Leadership skills for a dynamic and evolving workforce  AACSB accreditation does not simply recognize quality; it encourages innovation. The accreditation process encourages the School of Business Administration to regularly evaluate its program offerings, engage with employers and community partners, and adapt curriculum to emerging trends and opportunities.  The business school aims to provide students with a business education that combines strong foundational knowledge with practical, career-ready skills. This is achieved by integrating industry-based certifications in its course offerings. Students also have an opportunity to earn undergraduate certificates in areas of entrepreneurship, real estate, human resource operations and digital marketing as a part of their Bachelor of Science in Business Administration program. Whether students pursue accounting, finance, management or marketing, graduates prepare to contribute immediately and adapt successfully throughout their careers.  “Faculty and staff are committed to maintaining the high standards expected of an AACSB-accredited institution, preparing students for the future of work and meeting regional workforce needs,” said Dr. Ana Iglesias, associate dean of the USCA School of Business Administration.  “Our programs align with priority occupations identified by the South Carolina Commission on Higher Education, reflecting workforce needs across the state and supporting USCA’s commitment to preparing graduates for high-demand career opportunities.”