Faculty & Staff

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.” 

Poet and reporter Erin Weeks, USCA ’23, followed her artistic passions to a poetry showcase in New York City — and back to the memory of her late grandfather.   “My grandfather was a great man, and a nerd in the most endearing way. He loved science fiction, computers, his many cameras, and the movie 'Short Circuit.’ I think he would’ve gotten a kick out of knowing his memory is preserved online in this poem,” Weeks said.  Weeks spent the latter half of her summer in a five-week virtual poetry workshop through New York City’s School of Poetic Computation, which blends art and technology. Students who completed the course were invited to share their work at a New York City showcase.  “It was something totally new for me, as the focus was on poetry relating to technology, something I’ve never written about,” Weeks said. “My writing is usually centered around nature and nostalgia, and I don't know much about coding or computers.”  While she’s always written poetry, the workshop prompted Weeks to draw on her grandfather’s love for computers, technology and photography.  Preserving those memories was especially meaningful to Weeks, as many of the photos her grandfather took were lost after his equipment was damaged.  “Stepping out of my comfort zone for this workshop gave me a chance to be creative in a new way, and it resulted in me writing something that captured my grandfather's memory in a way that was true to him,” Weeks said.  Her poem meditates on the nature of digital memories and is titled “Love is Not a Malfunction.” She said that the poem’s online formatting, including the website she created to host it, is part of her artwork and pays homage to her grandfather’s penchant for technology.  “When it comes to coding, I have minimal knowledge,” Weeks said. “Making the website was a bit of a challenge and involved a lot of Googling and some frustration. But I'm happy with how it turned out and am now open to considering other alternative mediums for poetry.”  Weeks majored in emerging media at the University of South Carolina Aiken. While on campus, she contributed to "Broken Ink" and wrote for "Pacer Times," the student newspaper.   “I think so much of my university experience helped prepare me to undertake a project like this,” said Weeks, who worked for the "Aiken Standard" and regularly covered USCA.  “Intensive writing courses that I participated in as a student have helped me understand how to manage the workload of a poetry workshop like the one I took this summer.”   Dr. Forrest Anderson, dean of the College of Arts, Humanities, and Social Sciences at USCA, said extracurricular organizations like "Broken Ink" give students experience beyond the classroom.   “Extracurricular work like "Broken Ink" is where students stop practicing for the real world and start doing real work,” Anderson said. “When students edit a magazine, they make decisions together, meet deadlines and put their own writing in front of an audience. That last part matters most.   "The classroom gives students the craft; activities like these give them the confidence to share it.”  As she continues to grow as an artist, Weeks urges fellow Pacers to search for and embrace new opportunities.   “This year I set a goal for myself to see how many times I could get rejected, because when you open the door up for rejection, you’re also opening it up for success. That mindset got me into this workshop and is how I found myself presenting my work in NYC. In May, I had no idea this would happen,” Weeks said.  Weeks also reminds other artists that the destination isn't always the point.   “Push yourself to explore new mediums and different outlets for your art, because you never know what you’ll learn about yourself along the way,” she said.  In the spirit of artistic exploration, Weeks has set out to establish new outlets for creative people, like the poetry open-mic group she organizes and co-hosts, known as “Dragonfly Spoken Word”. She invites the campus community, including alumni, faculty and staff, to participate.  “We would love to get some USCA students involved to share their writing work or to just listen,” Weeks said. “Open mics are a fantastic way to get students comfortable speaking in front of a room, and it’s always good for writers to hear what others are writing.” 

AIKEN, S.C. (October 20, 2026) — Savannah River Mission Completion (SRMC), the liquid waste contractor at Savannah River Site (SRS), has deepened its support for the University of South Carolina Aiken (USCA) LIFE program by donating $5,000 to the program and hiring USCA student Jesse Reyes for another semester. Reyes will be continuing his job in the SRMC’s Laboratories, where he supports day‑to‑day operations and learns workplace skills in a professional environment. This is his second year working for SRMC through the USCA LIFE program. Reyes is the third USCA LIFE student worker hired by SRMC, reflecting the organization’s ongoing commitment to providing employment opportunities for students in the LIFE program. For Reyes, the experience is about more than a job. “I think it has improved who I am, in terms of me using motor skills and time management – skills I can use at other jobs,” said Reyes. “What I like about working for SRMC is that I’m helping them prepare to test waste materials. I like getting to contribute like that.” The $5,000 contribution from SRMC will support the USCA LIFE (Learning Is For Everyone) program, which offers a college experience for students with intellectual and developmental disabilities, focusing on academics, social engagement, independent living skills, and career development. Through its collaboration with SRMC, the program connects students with meaningful, real‑world work experiences that help build confidence and expand future employment options. SRMC Laboratories Director Melissa Santaella‑Ramos emphasized how the LIFE students working for SRMC gain practical experience that prepares them for future careers. ”These students bring enthusiasm, attention to detail, and a strong desire to learn, which positively impacts our daily operations and our culture,” said Santaella-Ramos. USCA Chancellor Dr. Daniel Heimmermann said the University of South Carolina Aiken is deeply committed to creating pathways that help all students realize their potential. “Our partnership with SRMC and the LIFE program provides students like Jesse with hands‑on experiences that build valuable skills, foster independence, and demonstrate the powerful impact of strong community and industry partnerships,” Heimmermann said. “We are grateful for SRMC’s continued support of our students and their success.” SRMC comprises parent company BWX Technologies, Inc. with partners Amentum and Fluor. Its team brings the capabilities necessary to accelerate cleanup at the U.S. Department of Energy’s Savannah River Site through safe nuclear operations, optimized and integrated mission execution, and strong corporate governance.   USCA is a regional university offering bachelor’s and master’s degrees and certifications across more than 70 programs of study to approximately 4,500 students. USCA is recognized as a top Regional Comprehensive Public University in the South and attracts students from almost 40 states and more than 20 countries. With a commitment to providing a high-quality education at an affordable cost, USCA offers tuition rates well below the national average. More than 30 percent of undergraduate students receive full tuition support, and in recent years, more than 40 percent complete their degrees debt-free from USCA thanks to scholarships and financial aid.