Faculty & Staff

Maj. Gen. Ryan Janovic, commanding general of the U.S. Army Cyber Center of Excellence and Fort Gordon, visited USC Aiken on Sept. 21, engaging with university leadership, ROTC cadets and students working in the Regional Security Operations Center. During his visit, Janovic also toured the university’s Advanced Manufacturing Collaborative.  Janovic emphasized the critical role of regional academic partnerships in strengthening the defense talent pipeline, noting that modern national security challenges demand problem-solvers from every discipline.  “Our partnership with USC Aiken demonstrates how higher education and national security must reinforce one another to solve our toughest defense challenges,” Janovic said. “Technical degrees are valuable, but we also require different ways of thinking from every discipline. If you have the drive to serve, whether in uniform or as a civilian, we have a pathway for you to contribute directly to our nation’s defense.”  Additionally, Janovic met with Dr. Daniel Heimmermann, chancellor, and senior faculty members to discuss formalizing academic collaboration and expanding credit-articulation pathways that translate soldiers’ military training into academic credit, accelerating degree completion. 

Athletics officially celebrated the opening of its new $3.5 million soccer stadium with a ribbon-cutting ceremony on Sept. 26. The celebration brought together student-athletes, coaches, alumni and members of the community ahead of the first home doubleheader of the season. The state-of-the-art facility provides a new home for Pacer Soccer and supports the continued growth of USCA Athletics.

The University of South Carolina Aiken Theatre Department opens its 2026-27 season with Paula Vogel’s Pulitzer Prize-winning play, “How I Learned to Drive,” directed by Mary Fran Crook. Performances, held at 7 p.m. Oct. 1-3 and 2 p.m. Oct. 4 in the O’Connell Theatre at the Etherredge Center, will contain mature content. The play is a wildly funny, surprising and ultimately devastating story of survival, memory and the lasting effects of childhood trauma, told through the perspective of Li’l Bit, a woman in her early 30s. The show’s mature content explores Li’l Bit’s complicated relationship with her Uncle Peck and the ways that relationship continues to shape her understanding of herself and her past. “‘How I Learned to Drive’ is a remarkable example of what live theatre can do,” said Crook. “It can make us laugh, challenge our assumptions and invite us to look at difficult experiences from unexpected perspectives. Paula Vogel has created a deeply human story about memory, survival and the complicated ways we carry our past with us.” The play incorporates flashbacks, monologues and a heightened sense of the surreal, resulting in an intimate theatrical exploration of how memory can both preserve and distort our experiences and how confronting the past can become part of the process of moving forward. The production asks audiences to consider not only what happens to us, but also how we remember, interpret and ultimately survive those experiences. “Vogel handles extraordinarily difficult material with an unusual combination of humor, tenderness and honesty,” Crook said. “The play is ultimately about more than what happened to Li’l Bit. It is about the person she becomes and her ability to understand her own story on her own terms.” At the center of the story is the metaphor of learning to drive. As Li’l Bit learns the rules of the road from Uncle Peck, she simultaneously navigates the far more complicated rules of adulthood, relationships and survival. Vogel deftly balances humor and painful honesty, creating a work that confronts difficult subject matter without allowing trauma to become the sole definition of its central character. “How I Learned to Drive” contains mature subject matter and language that some audience members may find disturbing. The production deals directly with themes of childhood abuse and trauma and may not be appropriate for all audiences. Tickets are $10 for adults, $7 for non-USCA students, and free for USCA students. Contact: Paul B. Crook, paulc@usca.edu, 803-641-3305

Students have many reasons for picking the college they ultimately call home — academic programs, research opportunities, student organizations and dorm accommodations all work to enrich their experiences, while financial aid and scholarships help keep costs down. Students find all that at the University of South Carolina Aiken — and more. Beyond those qualities, some students decide to attend USCA because of the small class sizes and the engaged faculty who know each student by name. With a 17:1 student-to-faculty ratio, USCA students won’t find themselves in a lecture hall with 200 others, being taught by a graduate student teaching assistant. At USCA, 76 percent of the faculty hold doctorate degrees. Professors, instructors, and lecturers often lead small-group discussions, take classes outside and personally invest in students’ success. Faculty make the difference For Tamea Chappelle from Columbia, South Carolina, life on campus in Aiken has been shaped by what she’s learned in the classroom and through the relationships she has with faculty members who have encouraged her. “[Faculty] saw my potential even when I didn’t,” said Chappelle, USCA ’27. “I extend my utmost gratitude to them for positively influencing my academic experience.” Political science professor Dr. Sarah Young, Chappelle’s advisor, describes her as driven, exemplary and highly capable. “Students can come to class and do really good work,” Young said. “But sometimes it helps to have a faculty member that is cuing them to career-building opportunities that may exist.” Chappelle shared that this kind of assistance helped her make inroads as a growing professional. “Dr. Young is the reason I was able to become a research assistant and an intern,” Chappelle said. “She has regularly encouraged me since I first came to USCA.” She adds that, with Young’s guidance, she feels prepared to find and pursue beneficial opportunities, both educational and professional — like an internship with the Aiken County Voter Registration and Elections office and a research assistantship with Dr. Dakoda Trithara, another professor in the political science program. “I appreciate how down-to-earth and genuine USCA faculty are,” Chappelle said. “Even the faculty I’ve briefly interacted with have left an impact on me. They are understanding and try to help the best they can.” Chappelle’s positive experiences reflect broader trends at the university. On USCA’s 2026 National Survey of Student Engagement, Pacers rated student-faculty interactions higher than students at peer institutions rated theirs. Almost 85 percent of USCA respondents indicated they are satisfied with their academic advisement. Graduation is the destination, but getting there takes guidance and support. Advisors help students chart their courses each semester while also navigating academic and professional decisions along the way. “USCA faculty have assisted me through the good and bad aspects of my academic journey. They saw my potential even when I didn’t,” Chappelle said. To help prepare her students for careers after graduation, Young makes it a goal to support all her students in their search for professional experiences, especially if the students themselves are motivated to take on new opportunities. Recognizing Chappelle’s dedication to her work, Young said she was excited for the chance to help Chappelle find a place to channel that passion. For example, Young knew Trithara was looking for high-performing students to help with an interesting research project. Young told him about Chappelle’s writing and research skills, and he invited Chappelle to join his efforts. The political science major not only helped with the research, but she also earned a Magellan Scholar award, which funded her part of the effort. Young also knew of a USCA alumnus who works for the local elections office and needed interns to assist with primary elections. She gave the alum a heads up about Chappelle. “Tamea was the one that took the initiative to apply to both opportunities and demonstrate how effective she could be. I was more of an intermediary that tried to help open the door for her,” Young said. Chappelle said her interactions with USCA faculty members have been consistently characterized by sincerity and eagerness to assist. For her, faculty members have always been a steady source of direction. Investing time in student success This sense of steadiness is not accidental. It is reflected in the longevity of USCA’s faculty members, many of whom are USCA alumni themselves, who comprise a stable, robust community. Out of 167 full-time faculty members, the average length of service is 12 years, and 30 have served at the school for more than 20 years. Many of them attended USCA and chose to return to their alma mater as professors. Currently, 19 percent of the faculty are USCA alumni. Almost 80 percent of USCA’s faculty have earned doctorates in their disciplines. Many have professional, military and industry-related experiences as well. Through continuing education, conference attendance and presentations and membership in academic and professional organizations, faculty keep up on emerging trends in their fields. Many USCA faculty members have written books in their areas of study. Additionally, faculty offer undergraduates the opportunity to participate in research, including taking students to professional conferences where they present their findings and the impacts of what they’ve studied and learned. This year, USCA faculty have been awarded almost $1.9 million for research, which has included many students. The numbers demonstrate the degree to which USCA faculty members invest in the school. They are in it for the long haul. Students see the difference “It excites and nurtures [faculty] to be able to work with outstanding, caring students and to know that we had something to do with their achievement,” Young said. “Tamea is not only an excellent student; she is a person of great integrity and a leader. So I hope that it is an encouragement to her to know that her professors see that.” Through dependable support and personalized mentorship, faculty members play an important part in students’ academic journeys. Chappelle said life as a student has not been without its challenges. Certainly, navigating them can prove difficult, but with the right support, students can feel confident as they make their educational and professional aspirations reality. “We truly care about our students. Our doors are always open; students can always reach out to us. Faculty and staff in higher education are not removed elitists,” Young said. “We have worked hard to learn and ask probing questions about the world, but we are not sitting in some ‘ivory tower.’ We are just across campus, a visit, a phone call, an email away, ready to help.”

The Sunrise Rotary Club of Aiken has named USCA’s Mallory Richardson as its Student of the Month for September. Richardson is working toward her bachelor’s degree in business with a concentration in management. Once she has completed her bachelor’s degree, she plans to pursue an MBA in project management. She hopes to have a successful career in this field and has spent her time with USCA developing the leadership skills she will use to thrive as a leader in management positions. “[I will take] what I’ve learned at USCA to successfully deliver complex corporate projects,” Richardson said. Having worked as a management intern for Savannah River Nuclear Solutions, she is already well on her way to achieving these goals. Richardson also values community and is eager to use her professional skillset to make a difference. “While building my career, I also want to use my organizational skills to support local community initiatives,” she said. “I look forward to executing both business and community projects.” This community spirit is, in part, why she chose USCA as her academic stomping ground. “I loved the small, family-like atmosphere on campus and it being close to home. It was the perfect choice for me,” Richardson said. True to her professional aspirations, Richardson is involved with her collegiate community, specifically as a Chancellor Ambassador, secretary for the Student Government Association and a member of Delight Ministries. “Serving in the Student Government Association has been my most meaningful leadership experience,” she said. “It has taught me that leadership is more than just a title or being the person in charge. It’s knowing that I have a voice and being able to use that voice to represent and advocate for other students. It has allowed me to become more confident, responsible and willing to speak up when I see an opportunity to make a difference. “I believe [a leader] to be someone willing to speak up, listen to others, and set a good example. A good leader is someone relatable and trustworthy and earns the respect of others.”

For Ripp Laborde, college is about more than earning a degree. It’s an opportunity to make friends, become more independent and find a career and a place of his own. For his family, making that dream a reality meant months of research, countless phone calls and a willingness to look beyond their home in Shreveport, Louisiana, for the right opportunity. Their search ultimately led them more than 700 miles away to the University of South Carolina Aiken, where they enrolled Ripp in the USCA LIFE program, which provides students with intellectual disabilities the opportunity to experience college life in a supportive and inclusive environment. “Ripp is our first student to attend the USCA LIFE program so far away,” said Monica Martin, program manager of USCA LIFE. Now in its fourth year on campus, the program has grown to 37 students and is expanding into a four-year program, providing participants with even more opportunities to learn, grow and experience college life. “We are excited to see our program reach other states across the country,” Martin added. Finding the right college fit “When we toured, we were like, it really does feel like home,” said Fran Laborde, Ripp’s mother. “It was perfect. It truly was.” Ripp is part of a blended family with six children. He is the youngest, 13 years younger than his sister, Lizzy Plumlee, who played an important role in helping the family navigate the search for a college program for students with disabilities. Plumlee, who has a doctorate and a background in education, helped the family search for the right program from across the country. One of their primary resources was Think College, a national resource that lists college programs designed to support students with intellectual disabilities. The family quickly discovered that finding the right program would take more than simply finding a college nearby. “Not every program is one size that fits all,” Plumlee said. “They’re all very different. And so, it took a lot of searching to find the one program that was going to be the best fit for Ripp.” While a few schools offered programs similar to USCA LIFE, the family found that many provided academic and social support but did not offer residential assistance. “He needed somebody to guide him in the home setting to help implement it,” Fran said. That was one of the things that made the USCA LIFE program stand out. “Our program is unique because we are a high-support program. This allows students to take risks, learn new skills and explore college life knowing that their resident assistants, teachers and staff are there to back them up,” Martin said. “Our small campus size is appealing to students and families because it makes them feel safe. Students can get from their dorm room to class in less than 10 minutes.” A full support system The university’s comprehensive support system was another important factor for Ripp’s family, providing him with academic, social, and residential resources as he adjusts to college life. They believe the combination of structure and support will allow him to build confidence, develop greater independence, and make the most of his college experience. What stood out most, Fran said, was “the fact that everything is so structured and organized.” She added, “It really is such a multifaceted program in that he will have the supports that he needs for academic, for social, for residential, everything.” The family’s first visit to campus reinforced that feeling. While touring another university, they contacted USCA. Rather than waiting for a formal appointment, the family was welcomed to campus and given a tour. They saw the classrooms, met other students and experienced the campus community firsthand. “They found out that we were in town because we were touring a separate university, and they were like, ‘You’re down? Let us show you,’” Fran said. “It felt like home. It felt like a place where he could be comfortable and safe.” For Ripp, the decision was about more than finding the right support system. It was about having the opportunity to experience college. “I’m excited to make new friends,” Ripp said. “I’m also excited to be taking college classes.” He also brings some unique interests to campus. Challenge Ripp to a trivia game about geography, flags or cultures, and you may have a difficult time keeping up. “If you challenge him in trivia, you will not win,” his mother jokingly said. Ripp also has a fondness for video games, particularly those that allow him to explore new worlds and build creatively. Finding his own path As Ripp begins his college experience, his family hopes the skills he develops will help him reach one of his biggest goals: greater independence. He has often told his family that he wants to one day have an apartment of his own. His family hopes USCA LIFE will help him develop the work and independent-living skills necessary to make that goal possible. “We wanted to get work skills. We wanted to get independent skills,” Fran said. “He expresses to us often that it’s his goal to be able to have his own apartment. And so, we’re hoping that he can get the skills that he needs so that he can do that.” The four-year program will also give Ripp time to explore his interests and discover what he might want to pursue professionally. “I want to figure out what I want to do for a job and all that,” Ripp said. For his family, that opportunity to explore is part of what makes the college experience so meaningful. Social connection was another major factor in their decision. They wanted Ripp to have opportunities to make friends, participate in clubs and activities, and experience the same sense of belonging that other college students have. “We want him to have everything that everybody else does,” Fran said. “So why not college?” Preparing students for what’s next Ripp’s college experience also reflects a larger vision Martin has for the program and its students. As USCA LIFE continues to grow, she hopes that momentum among students and families will help create even more opportunities for inclusion and connection throughout the community. “When our senior students graduate in May, we are excited for them to join the local workforce, get involved in their communities, and lead fulfilling lives. We continue to look for partnerships with local businesses and employers for student jobs during and after their time in the program.” Finding a new home with USCA LIFE Moving to Aiken has been a significant transition for Ripp and his family. Louisiana is home, and the distance means visits require planning. But the family believes the opportunity was well worth it. Their advice to other families considering college programs for students with intellectual disabilities is simple: focus on the student, not the distance. “Look and investigate and choose, not based on location, but what’s the perfect fit for your child,” Fran said. “Everything else will just fall into place.” For Ripp, that perfect fit is now USCA LIFE. As he begins this new chapter, he is ready for what comes next: new friends, new experiences, new skills and the chance to discover what his future might look like. “I’m excited,” he said.