In the influential publication’s 2026 , ������Ƶ Law is No. 11 nationally — the highest-ranked law school in the Southeast and the only school in North Carolina among the top 35.

, with its required Residency-in-Practice Program highlighted as a model for immersive, practice-based legal education. All ������Ƶ Law students spend 10 weeks in the winter or spring of their second year in full-time placements with practicing lawyers, judges and legal teams, graduating with hands-on experience in the day-to-day realities of legal practice.

“You cannot graduate from ������Ƶ Law without knowing exactly what it’s like to be a lawyer,” ������Ƶ Law Dean Zak Kramer said in the article. “The legal practice becomes their classroom … They leave law students and come back lawyers.”

The article also features insights from Patricia Perkins, ������Ƶ Law’s associate dean of academic affairs and professor of law. “Our curriculum is designed to assist students in transforming into the lawyers they want to be,” she said. “Skills are just as important to develop as a knowledge base.”

PreLaw Magazine graded and ranked schools based on student participation in clinics, externships, simulation courses, moot court and other special programs.

������Ƶ Law offers students a broad array of opportunities to hone practical training skills throughout their 2.5 years of study. Those include:

• Full-time residencies-in-practice
• Lab and simulation courses
• Five clinics (immigration, small business and entrepreneurship, wills drafting, Social Security disability benefits and guardian ad litem appellate advocacy)
• Moot court and mock trial teams
• Internships, externships and judicial clerkships
• Bridge-to-practice courses
• Involvement with the Pro Bono Board

������Ƶ Law adopted its 2.5-year, seven-trimester full-time curriculum in 2014, making it the only American law school to intentionally design a program where all students graduate in December and can sit for the February bar exam — months ahead of peers from other institutions. (In 2026, 91.96% of ������Ƶ Law’s first-time North Carolina bar takers passed the exam.)

By completing their legal studies nearly six months faster than traditional programs, ������Ƶ Law’s full-time graduates have lowered their average student debt at graduation by almost a third since the curriculum was adopted.

For more information on ������Ƶ Law and the application process, visit the law school’s admissions page. ������Ƶ Law continues to actively admit the ������Ƶ Law Class of 2028, which will enroll in August 2026.

Despite starting as a regional conference, NEEPS has grown to include scholars from 12 different countries and 23 different states in 2026.

Caroline Niedermeyer, Andrea Perez and Madeleine Pettis each presented individual research posters developed through collaborative research with faculty mentor Jordann Brandner, assistant professor of psychology, and with support from the ������Ƶ Undergraduate Research Program and the Sinclair Endowed Grant.

Niedermeyer presented work she completed during her 2025 Summer Undergraduate Research Experience (SURE). Her poster, titled, “You Can’t Always Get What You Want: Exploring the Relationship Between Self-Perceived Mate Value and Tolerance for Compensatory Traits,” explored how individuals navigate trade-offs in relationship partner selection. The study tested whether self-perceived mate value affects willingness to accept partners with offsetting high and low traits. Niedermeyer was awarded the Gordon Bear Best Student Poster Award, recognizing the top undergraduate or graduate student poster presentation at the conference. The award, which includes a $100 prize, is one of the meeting’s most competitive student honors and highlights the quality and impact of her research.

Perez’s poster, “Pride and Preference: Perceived Sex Ratios and Women’s Online Dating Choices,” examined how features of dating apps may shape users’ perceptions of available partners and influence women’s selectivity. Using an app that she co-developed with Pettis, the experiment tests whether different ratios of male and female profiles affect how frequently people accept or reject potential matches, contributing to understanding how modern digital environments influence mating strategies. This research was funded by a Sinclair Endowed research grant, which is awarded to student research in the social and behavioral sciences.

Pettis’ poster, “Thank You, Next: Examining the Effects of Sex Ratio and Number of Choices in Mate Choice,” investigated how the total number of available partners influences partner decisions. Using the same dating app, participants evaluate different numbers of profiles to determine whether making more choices affects a person’s pickiness. The experiment offers insight into how decision-making processes operate in online dating, where people make many choices in succession. This research was also supported by a Sinclair Endowed grant.

In addition to student presentations, Brandner led a workshop titled “Teaching a Balanced Evolutionary Social Sciences Course: A Teaching Workshop,” which focused on strategies for integrating diverse perspectives within evolutionary social science curricula. This work was funded by the ������Ƶ Center for the Advancement of Teaching and Learning (CATL) Scholarship of Teaching and Learning Dissemination grant.

All three students will present their work again at the upcoming Spring Undergraduate Research Forum (SURF) on April 28th, 2026.

“We are honored to receive this national recognition for our nonpartisan work in civic engagement,” said Bob Frigo, assistant dean of campus life and director of the Kernodle Center for Civic Life. “With each passing year, we become a more politically engaged university where our students are prepared to become the next generation of informed leaders who will help strengthen communities and shape our democracy.”

The ALL IN Campus Democracy Challenge empowers colleges and universities to achieve excellence in nonpartisan student democratic engagement.

“This recognition is a testament to ������Ƶ’s emphasis on nonpartisan democratic engagement. This work is truly a team effort and speaks to our incredible partners both on and off campus,” Andrew Moffa, assistant director of Kernodle Center for Civic Life said.  “We look forward to continuing our focus on developing strong civic leaders and active citizens.”

The recognition highlights institutions that are taking intentional, nonpartisan steps to strengthen democratic engagement through civic learning, political engagement and student voter participation. ������Ƶ’s action plan, co-authored by Frigo and Moffa, outlines key goals, such as hosting local elected officials on campus and expanding voter registration drives to reach the entire campus community.

������Ƶ also received recognition in 2024 and is among .

A team of School of Communications students has earned national recognition in the 2026 Public Relations Student Society of America (PRSSA) , receiving an honorable mention for its campaign implementation and overall deliverables.

The Bateman Competition is PRSSA’s premier national case study competition, challenging undergraduate student teams to design and execute a public relations campaign for a real-world client. This year’s competition featured 46 entries from students representing universities across the country, with 11 teams earning honorable mention distinction. A full list of honored institutions appears below.

������Ƶ’s team developed and implemented a strategic communications campaign for ACCESS Newswire, a media monitoring and news distribution service. The research and planning for the campaign began in January. The campaign implementation, conducted from February to March, focused on tactics to promote the company’s new educational program and platform, which provides professors free access so students can gain hands-on experience with press release distribution, media pitching, sentiment analysis and media coverage tracking.

The ������Ƶ student team included Hannah Parker ’26 (account manager), Sydney Griffith ’29, Brooke Menzock ’26, Sandy Orozco-Rosaldo ’28, Taylor Radney ’28 and Grace Wizel ’28. Karen Lindsey, assistant professor of strategic communications, served as the team’s faculty adviser and applauded the students’ efforts.

“Our ������Ƶ Bateman team spent countless hours in the evenings and on weekends to research, plan and implement the campaign,” she said. “From writing a series of thought leadership articles for Substack to facilitating faculty focus groups on and off campus, they created a meaningful campaign that challenged them.

“I’m incredibly proud of how they balanced the demands of their regular coursework with dedication to this competition. The experience produced the kind of work for their professional portfolios that employers want to see.”

The competition’s three finalists will present their campaigns to the national PRSSA board and ACCESS Newswire representatives on May 7 to determine the winner.

Bateman Case Study Competition

Finalists:
Montclair State University
Texas State University AdvoCats
Texas State University StarCats

Honorable Mentions:
Brigham Young University – Navy Team
California State University, Long Beach
������Ƶ
High Point University
Kent State University Gold
Louisiana State University
Loyola University New Orleans
University of Florida CommuniGATORS
University of Nebraska-Lincoln
University of Oklahoma Gaylord College
University of Tennessee, Knoxville

Results from the February 2026 exam were released Wednesday, April 1, by the . ������Ƶ Law’s result far exceeds the statewide first-time passage rate of 74.78% and the school’s previous high of 82%, set by ������Ƶ Law’s charter class in 2009.

The Class of 2025’s success reflects a sustained, school-wide focus on teaching, preparation, and student support, all aimed at helping graduates succeed not only on the bar exam, but in their legal careers.

“This is what ������Ƶ Law is all about,” said Zak Kramer, dean of ������Ƶ Law. “We’re in the dream-making business. The better our students perform, the faster they can begin making an impact as lawyers.”

An upward trajectory

In recent years, faculty and staff have aligned around the mission of excellence on the bar exam. They adopted a new motto and mindset: “One and Done.”

The gains are striking. First-time passage has climbed from 52.8% for the Class of 2021 to 91.96% for the Class of 2025, with steady increases along the way, including 79.4% for the Class of 2023, and 73.5% for the Class of 2024.

These efforts are part of a broader vision. ������Ƶ Law’s faculty continuously refine how they teach for real-world lawyering. The school’s 2.5-year J.D. program accelerates students’ path to the profession — with a December graduation and February bar exam — while reducing the cost of a legal education. Recognized nationally for practical training with an A+ rating from PreLaw Magazine, ������Ƶ Law prepares graduates to enter the profession with confidence and experience.

“We’re so proud of our students who took the bar,” said Jenny Lane, assistant dean for academic success. “We gave them the mission, ‘Commit, complete, conquer,’ and that’s exactly what they did.”

With its highest bar pass rate in recent history and a multi-year trend of steady growth, ������Ƶ Law is on a sustained upward trajectory.

“Big things are happening at ������Ƶ Law,” Kramer said, “and we’re just getting started.”

About ������Ƶ Law

������Ƶ Law is the preeminent school for engaged and experiential learning in law. With a focus on learning by doing, it integrates traditional classroom instruction with a required residency-in-practice field placement for all full-time students during the winter or spring of their second year. The law school’s distinctive full-time curriculum provides a logically sequenced program of professional preparation and is accomplished in 2.5 years, which offers exceptional value by lowering tuition and permitting graduates early entry into their careers.

������Ƶ Law has graduated nearly 2,000 alumni since opening its doors in downtown Greensboro in 2006. Its annual enrollment now tops 500 students. The law school is regularly featured in PreLaw Magazine’s “Best Schools for Practical Training” rankings, maintaining a Top 10 placement and an A+ rating each year since 2023. ������Ƶ Law was also among schools highlighted by Bloomberg Law in 2023 for its innovative approach to student development.

������Ƶ has applied to the American Bar Association to open a full-time, 2.5-year J.D. program in Charlotte beginning in fall 2027. The ������Ƶ Law Flex Program, a part-time, in-person program of legal study, launched there in 2024. Designed for students balancing work, family and other commitments to earn their J.D. in under four years, it enrolled its second cohort in fall 2025.

The article was published in “Action in Teacher Education,” by Associate Professor of Education Heidi Hollingsworth, Associate Professor of Education Lisa Buchanan, Abigail Maclean Wilson ’21, Felicia Robinson ’21, and William S. Long Professor and Professor of Education Jeffrey Carpenter.

The research focuses on the impact of a course-based community asset mapping project on undergraduate students’ capacity for identifying and understanding assets within communities surrounding specific schools.

“Action in Teacher Education is a journal that I find relevant to my work in the undergraduate Teacher Education and M.Ed. programs here at ������Ƶ, and I have attended and presented at the ATE Annual Meeting conference in the past, so it was exciting for our article to be recognized in this way,” said Heidi Hollingsworth, associate professor of education, and one of the authors. “Huge thanks to my co-authors who were integral in the conceptualization and implementation of the project and the analyses that led to this publication.”

“The best part of this multi-year project was working with faculty colleagues and graduates. It is an honor write together and to share this award with them,” said Lisa Buchanan, associate professor of education and one of the authors.

Sponsored by the Robert Schuck Fund, this award recognizes and promotes exceptional research that makes a substantial contribution to the improvement of teacher education. Established in honor of Robert F. Schuck, the award reflects his enduring commitment to rigorous scholarship that strengthens the field. Through this recognition, ATE seeks to encourage research that advances teacher education, supports the national and international dissemination of impactful findings, and expands the knowledge base that informs our profession.

About the Authors

Heidi Hollingsworth is an associate professor of education at ������Ƶ. Her research focuses on teacher preparation that involves policy and advocacy, community-based learning, academic service-learning, community asset mapping and study abroad.

Lisa Buchanan is an associate professor of education at ������Ƶ. Her research in teacher education is focused on preservice and in service teachers’ beliefs and decision making, social studies education and the use of children’s literature and media to teach difficult topics.

Jeffrey Carpenter is a professor of education at ������Ƶ. His research focuses on self-directed and collaborative teacher learning.

Abigail Maclean Wilson ’21 graduated from ������Ƶ in 2021 with a major in elementary education and a minor in early childhood education. She recently spent two years in Zambia working with a university ministry.

Felicia Robinson ’21 graduated from ������Ƶ in 2021 with a major in elementary education and a minor in African and African American studies. She is an educator and a program assistant for the Intercultural Learning Certificate Program at ������Ƶ.

������Ƶ Global Start offers a distinctive pathway for first-year students who show academic promise but may not meet traditional admissions criteria. Rather than delaying their entry or placing them in a conventional bridge model, the program launches students directly into a global academic experience in Dublin, Ireland. There, students begin building the habits, confidence and skills necessary for success before transitioning to campus in January as fully matriculated ������Ƶ students.

The Dublin semester is intentionally designed to balance challenge and support. Students take courses with ������Ƶ faculty alongside classes at Dublin Business School, while also engaging deeply with Irish culture and society. Last semester, Thomas Arcaro, professor of sociology, served as the Faculty in Residence in Dublin, Ireland, where he taught The Global Experience (COR 1100). Arcaro’s course moved beyond examining global concepts in theory, instead immersing students in firsthand experiences that deepened their understanding and appreciation of global perspectives. This immersive environment accelerates both academic growth and personal development, helping students return to campus with a strong sense of identity and purpose.

Central to the program’s success is its deeply student-centered support model. Site Coordinator Abby Wright, an ������Ƶ alumna, plays a vital role in shaping the student experience on the ground in Dublin. Wright helps students fully engage with their time abroad—encouraging exploration and cultural immersion—while also keeping them academically balanced. Her approach emphasizes mentorship, accessibility, and guidance, helping students learn how to navigate both college expectations and the broader ������Ƶ experience.

Equally important is the academic advising and coordination students receive from Theresa Higgins throughout the semester. As Academic Coordinator and advisor, she works closely with students to monitor their academic progress, develop effective study strategies and build the executive functioning skills necessary for college success. Through consistent communication, individualized support, and proactive advising, you ensure that students stay on track and are prepared for a seamless transition to ������Ƶ’s campus.

The program’s strength lies not only in its design but in the collaboration behind it. ������Ƶ Global Start is a true team effort, bringing together expertise from across the university and beyond. Key partners include James Thurnes, assistant dean and director of transfer and special admissions; Jen Platania, associate provost for academic affairs and associate professor of economics; Nick Gozak, dean of global education and assistant professor, Carmen Boggs, director of semester and exchange programs, ������Ƶ Global Education Center staff; and international partners at The Dublin Business School and Big Pond Education. Together, this network creates a comprehensive support system that prioritizes student growth, belonging, and achievement.

Reflecting on the program’s broader impact, Theresa Higgins emphasized its significance not just for ������Ƶ, but for higher education as a whole:

“������Ƶ Global Start demonstrates what is possible when institutions intentionally invest in students’ potential. This program is about more than access—it’s about building a community of support that empowers students to succeed academically, grow personally and see themselves as capable of thriving in a global environment. Our success shows that with intentionality and strong transitional support, students truly thrive. That’s the most rewarding part of this work—witnessing their growth and being a part of their ������Ƶ story. It takes a dedicated team—from admissions to academic affairs to our international partners—to make that vision a reality.”

This collaborative and intentional model has produced strong, measurable outcomes. The program’s matriculation rate to ������Ƶ consistently ranges from 85% to 93%, reflecting both the effectiveness of its support structure and the readiness students gain during their first semester abroad. Participants return to campus not as tentative newcomers, but as confident, connected members of the ������Ƶ community.

By integrating admissions, academics and global education into a single, cohesive experience, ������Ƶ Global Start is redefining how institutions support student success from day one. Its recognition from NCAIE, underscores the program’s impact—and its potential to serve as a model for colleges and universities seeking to expand access while maintaining high standards of academic excellence.

“This year’s award recipients reflect the very best of ������Ƶ’s commitment to global engagement,” said Nick Gozik, dean of global education. “Through their leadership, service, scholarship and care for others, they help create a campus culture where internationalization is not simply an aspiration, but a lived experience. Their efforts strengthen our community and remind us that global education is essential to preparing thoughtful, engaged citizens in an interconnected world.”

Courtney Smith, senior associate director of financial aid, received the staff award for her outstanding support of study away students. Her work, particularly in the area of financial aid and literacy, has played an important role in helping students thousands of students access global opportunities and navigate the financial aspects of studying away.

“Courtney’s contributions have been pivotal to the university’s efforts to make international experiences more accessible and manageable for students,” said Allegra Laing, executive director of global programming.

Jeff Carpenter, William S. Long Professor and professor of education, received the faculty award in recognition of his leadership in global education, including as chair of the Global Education Curriculum Committee; support and leadership of overseas programs, including the joint GEC/Dr. Jo Watts Williams School of Education program in New Zealand; and strong record of scholarship and teaching with a global focus. It was noted that Carpenter’s work as a teacher educator, scholar and mentor has helped strengthen ������Ƶ’s global learning environment, and his teaching overseas reflects a sustained commitment to international and intercultural education.

Huria Tahiry, recipient of ������Ƶ’s Commitment to Democracy Scholarship, received the international student award for her contributions to ������Ƶ’s campus community since arriving in fall 2022. Tahiry has served as an International Student Ambassador and has been involved in the Muslim Student Society, Eco-Reps, the Asian Pacific Student Association and other campus organizations. She also founded Caravan Club focused on Central Asian countries and culture, worked as an environmental justice intern and served as a SOC analyst for the Information Security Office. In addition, she is president of Women in Computer Science (WiCS).

Most recently, Tahiry worked with campus partners to bring Habiba Sarabi to ������Ƶ, helping foster dialogue about the global impact of Afghanistan’s ban on women’s education and the ongoing fight for educational rights and gender equality. Denise Teeters, director of international students, said Tahiry stands out not only for her accomplishments but for her character, noting that she is consistently among the first to offer support to others.

“Her presence has made a meaningful and lasting impact on our campus, and we are stronger because of her,” Teeters said.

Mya Lee received the Study Away Student Award for exemplifying ������Ƶ’s commitment to global learning through academic excellence, leadership and meaningful engagement abroad. An Odyssey Scholar, Global Ambassador and student-athlete, Lee brings a thoughtful and inclusive perspective to global education.

“Mya’s study abroad experience in Florence further reflected her dedication to cultural exchange, learning and community, while inspiring her peers through her leadership and engagement,” said Danthon, program coordinator.

Vice President for Inclusive Excellence Randy Williams received the 2026 Rising Star Award from the during the association’s annual conference held this year in Philadelphia.

The Rising Star Award is presented to a NADOHE member in good standing who has served as a chief or senior diversity officer for at least three years, but no more than 10 total years at a higher educational institution.

Nominees are considered for their “exceptional contributions to research, administration, practice, advocacy and/or policy informs and advances the understanding of diversity, equity, and inclusive excellence in higher education.”

“Receiving the Rising Star Award at this point in my career reminds me that I am, and always will be, a lifelong learner, continually striving to grow and improve,” Williams said. “I am also grateful to NADOHE for its support of the many professionals dedicated to creating high-quality learning environments for all students, faculty, and staff.

“Because awards are rarely earned alone, I share this recognition with my ������Ƶ colleagues, who prioritize inclusive excellence every day.”

Since his promotion to his current role in July 2020, Williams has led wide-ranging efforts to advance inclusive excellence at ������Ƶ, driving measurable gains in faculty and staff diversity, student belonging and institutional accountability.

He has helped embed equity-focused practices across the university through initiatives such as a Shared Equity Leadership national research project and through guided reforms to faculty development and student services that have addressed structural barriers.

Colleagues credit Williams with fostering a collaborative, campuswide approach that positions inclusive excellence as a shared responsibility with leadership that contributed to national research partnerships and programs now serving as models for other institutions.

Beyond campus, Williams has strengthened community partnerships and helped shape institutional responses to social issues, extending the university’s impact regionally and nationally.

Laké Laosebikan-Buggs, ������Ƶ’s director of inclusive excellence for graduate and professional education, nominated Williams for the award.

“What distinguishes Dr. Williams is not just his expertise but his bold, forward-thinking leadership,” she wrote in her nomination. “His ability to navigate institutional complexity, including the shifting winds of public opinion, while inspiring broad engagement, and implementing systems-level change, positions him as a future national leader in higher education equity and inclusion work.”

Institutions earning the Military Friendly Schools® designation were evaluated using both public data sources and responses from a proprietary survey. Over 3,200 companies participated in the Military Friendly® survey. Methodology, criteria, and weightings were determined by Military Friendly®, in consultation with the Military Friendly® Advisory Council, a group of independent leaders in the military community.

Final ratings were determined by combining an organization’s survey score, public data, and an assessment of the institution’s ability to meet and exceed thresholds for student recruitment, retention, academic progress, graduation rates, career placement, and support services for veterans, transitioning service members, and military spouses.

“Earning the Military Friendly® designation is more than a badge of honor; it is a reflection of an institution’s deep-rooted values and strategic commitment to those who served. These schools don’t just open doors for veterans and military spouses, they build sustainable pathways for academic success and long-term impact. Their support is transformative, proving that investing in military-connected students is both a moral imperative and a standard for educational excellence,” said Kayla Lopez, vice president of memberships for Military Friendly®.

������Ƶ will be showcased in the 2026-2027 Guide to in the April issue of and on . The data-driven Military Friendly® lists and methodology can be found at