News and Features

A collaboration that had been in the works for months recently came to fruition. At the Central Piedmont Community College Simulation Center, the college’s Nursing program collaborated for two days with the Interpreter Education program to run a stroke scenario.  

But not only was the patient having a stroke, they were also users of American Sign Language and utilized interpreting services to access communication.

The collaboration was the brainchild of Kate Durkee, Central Piedmont interpreter education instructor. 

“In our field of interpreting, it has been found that we often don't get enough practice in real-life situations,” Durkee said. “Because of the accessibility of video recordings and being able to practice in front of a screen, there's been a lot of skills practice and drilling in that 2D format. But it strips away the opportunity to work with real people who are going to move and react and respond in different ways. Research shows that even if student interpreters do not have the skills yet to interpret in a medical facility, the experience of trying is really helpful and can really grow their skills.”

Durkee reached out to Laura Cragg, director of the simulation center, who in turn put out a call to department chairs in health sciences. Christi Champion, department chair of the LPN (Licensed Practical Nurse) to ADN (Associate Degree in Nursing) Bridge program, thought it would be an ideal opportunity for her students. Those individuals work in healthcare and are already licensed nurses. Now, they are taking another step to obtain an associate degree in nursing.  

“I thought this was a great idea,” Champion said. “It is very realistic that anybody who walks into the hospital could have a Deaf patient or a hard-of-hearing patient. I felt that my students specifically have some more critical thinking skills than the other nursing students who are not licensed yet and do not have as much practice in the healthcare facility.”

Nursing students began the scenario with an assessment determining the patient is Deaf and having a stroke, while also recognizing the need to call an interpreter.  

After a short time — to increase realism and real-life anxiety — interpreter students came into the room and interpreted for all parties, communicating with the nurses as they continued patient care.  

Nursing students also learned about alternative communication techniques, such as communication boards, pointing, gesturing, writing, and showing before doing that they could use while awaiting interpreting services.

The participants who played the role of the patients are faculty for the ASL program and are themselves Deaf.  

Katie Linker served as one of the patients.  

“Everyone was learning so much from one another,” she said. “You could see the nursing students and the interpreting students really collaborating and talking through Deaf culture, communication access, nursing, and healthcare. Everyone left with something that they can utilize for next time.”

Cragg says that in the science of simulation, debriefing is the most important part.

“It’s where the education really happens,” she said. “I always say people do the right thing for the wrong reason, or they do the wrong things for the right reason. Maybe their thought process was great, but then they just made the wrong decision on how to act on it. We get that conversation going and also encourage them to discuss their emotions in this psychologically safe environment.”

The overwhelming takeaway was that students all wanted to advocate for the patient, but in this scenario, understanding how to do that and who to communicate with was the greater challenge.  

In healthcare, the scenario simulated is known as a “low-volume, high-risk" situation. Because stroke care is extremely time-sensitive, any delay in communication can directly delay treatment. For Deaf patients, communication barriers can slow assessment, diagnosis, and decision-making, increasing the time to intervention. In stroke care, “time is brain,” meaning that every minute without treatment can result in additional loss of brain tissue.

Some interpreter students will go into the interpreting field of healthcare when they graduate. This experience gave them an opportunity to learn what it will be like in a real situation and see how different it is to interpret normal conversation from a medical conversation. The signs and terminology are different, and many patients have cognitive and/or physical deficits, which makes interpreting more difficult. This patient had right-sided weakness due to the stroke, making it hard to sign, and therefore harder for the interpreter students to understand what was being signed to them.

Medical interpreting is typically pursued as a specialization post-graduation for interpreting students, due to the intricacies and urgency required.

“Medical interpreting compared to conversational interpreting is a higher level,” Linker said. “There's more terminology because some of those medical words are quite complex.

"There are some terms that may not be fully understood by the patient, but the interpreter has to know and understand the meaning behind it or be able to request clarification. They must be able to accurately explain what the word means.”  

Though their roles differ, interpreters and nurses are both patient advocates.

Champion saw both students and faculty learning together as they developed a deeper understanding of one another’s roles and strengths, and how they could support each other. To her, it was like light bulbs coming on.

“People were putting things together; things were making sense,” she said. “They had this critical thinking going on. That, to me, is an invaluable part of sim and any learning experience.”

By learning the perspective of a Deaf patient, the nursing students were able to better understand the importance of continuous communication. Keeping patients informed of their situation and care is critical as not all patients communicate the same way. The sim center also saw firsthand the value of communication, as the staff needed to utilize an alternative visual method to communicate with Linker and tell her when to progress her symptoms as she played a patient.  

The goal is to continue the simulation with other programs, providing students with real-life training they can take into their careers in Mecklenburg County and beyond. 

• College to add barbering, nail technology and esthetics programs in August 2026
• Expanded programs provide affordable community services while building skilled workforce

CHARLOTTE, N.C. – Central Piedmont Community College is transforming and expanding facilities at its Harris Campus into Mecklenburg County’s hub for hands-on learning in cosmetic arts, barbering, and massage therapy. The renovation and program expansion reflects the college’s continued commitment to preparing a skilled, workforce-ready talent pipeline while providing affordable beauty and wellness services to the community.

The renovated facility - formerly the Harris I building that will now be called the Cosmetic Arts building - will welcome students beginning with the fall semester in August 2026. Features will include modern, professional salon and massage therapy spaces designed to mirror real-world industry environments. Students will train by serving real clients, gaining practical experience while providing accessible, low-cost beauty and wellness services to the community.

“We’re turning passion into a profession,” said Dr. Heather Hill, Central Piedmont’s provost. “These best-in-class facilities at Harris Campus create direct and meaningful pathways into in-demand careers and prepare students to be confident, skilled, and workforce-ready from day one.”

• Partnership expands access, strengthens advising, reduces costs, and increases bachelor's completion
• Central Piedmont offers nearly 20 guaranteed admission transfer partnerships

CHARLOTTE, N.C. – Central Piedmont Community College and The University of North Carolina at Pembroke have announced a new guaranteed admission transfer partnership designed to make the path from an associate degree to a bachelor’s degree clearer, more coordinated, and more affordable for students.

The new agreement, known as BraveNation Advantage, creates a defined, student-centered transfer pathway that aligns academic advising, course planning, and support services between the two institutions. Through this partnership, eligible Central Piedmont students who complete designated coursework will be guaranteed admission to UNC Pembroke, reducing uncertainty and helping them stay on track to earning a four-year degree.

“BraveNation Advantage connects two institutions around a single student journey,” said Dr. Heather Hill, provost at Central Piedmont. “By clearly mapping how credits transfer and strengthening support at every step, we’re helping students move forward with confidence toward a bachelor’s degree and the career opportunities that follow.”

“This partnership with Central Piedmont Community College expands access and creates a clear, supportive pathway for students to continue their education at UNC Pembroke,” said Dr. Kelly Brennan, vice chancellor for Enrollment at UNCP. “Through BraveNation Advantage, students gain early access to advising, resources and a university community that is committed to their success from day one.”

Key benefits of the BraveNation Advantage partnership include:

• A more seamless and predictable transfer process, aligning academic pathways between Central Piedmont and UNC Pembroke.
• Clear progression toward a bachelor’s degree, helping students understand how earned credits apply to UNC Pembroke programs.
• Stronger advising and coordinated support, guiding students through critical academic and planning milestones.

The agreement builds on Central Piedmont’s long-standing commitment to transfer excellence. The college maintains partnerships with more than 30 four-year colleges and universities, including:

• Statewide transfer agreements to UNC System universities
• Nearly 20 guaranteed admission agreements
• Twenty “2+2” programs for Associate in Applied Science graduates
• Five honors transfer agreements
• Two additional specialized transfer opportunities

• Establishes scholarship fund and program fund to expand opportunities for students
• Boosts workforce readiness for one of the region’s fastest-growing sectors

CHARLOTTE, N.C. – Central Piedmont Community College and PSA Airlines today announced a new partnership to prepare more students for high‑demand, high‑wage careers in the aviation sector in the Charlotte region and beyond.

Nationally and regionally, the aviation industry faces rising demand for pilots, aviation maintenance technicians, drone operators, air traffic control specialists, and other skilled roles. As an American Airlines hub serving 13 other carriers and home to one of the world’s busiest airports, Mecklenburg County is uniquely positioned to develop the skilled talent needed to fuel the region’s growing aviation sector.  

With support from PSA Airlines, Central Piedmont is expanding its investment in modern equipment and curriculum that will strengthen the pipeline of trained aviation professionals to sustain regional employers. Through the collaboration, Central Piedmont students will gain access to internships and PSA facilities to support hands‑on learning. PSA will also provide technical expertise and professional development opportunities for college faculty. 

“This partnership reflects our commitment to strengthening the aviation workforce in one of the fastest growing regions in the country,” said Christine Hollanshead, Vice President of People of PSA Airlines. “We’re excited to help develop the next generation of aviation professionals by expanding access to hands-on training, modern equipment and scholarship support.” 

Through this new partnership, PSA Airlines will establish the PSA Airlines Scholarship Fund to support students pursuing aviation‑related fields, as well as the PSA Airlines Program Fund, which will provide resources to strengthen academic programs at the college. These funds will complement the airline’s broader efforts to enhance and expand Central Piedmont’s aviation programs. 

“PSA’s investment in student success is clear, and we’re proud to partner with them to develop talent for one of our region’s most essential and fastest‑growing industries,” said Dr. Kandi Deitemeyer, president of Central Piedmont. “Together, we are creating new opportunities for our students while strengthening the aviation workforce that keeps our community moving.”

Central Piedmont currently offers a range of industry-recognized aviation training opportunities, including a Private Pilot Ground School and drone instruction, with additional coursework in development. Collaboration with PSA Airlines is an important part of the college’s strategy to further invest in the future of aviation education. The college is also pursuing resources to establish a comprehensive aviation maintenance program aligned with regional workforce and economic development needs.

When Victoria Burroughs was growing up in Bristol, Connecticut, her church congregation included several Deaf and hard-of-hearing members. Ever since then, she has wanted to be an American Sign Language (ASL)-English interpreter. 

She’s currently pursuing that dream as part of the Interpreter Education program at Central Piedmont Community College.  

“I chose to study interpreting specifically because the Deaf community experiences a lack of communication access,” Victoria said. “Becoming an interpreter gives me the opportunity to be part of bridging that gap.”

A mother of three, Victoria lives in Monroe, N.C., having moved south from New England a decade ago. Her children played a significant role in her decision to return to college to pursue her associate degree in Interpreter Education.

“This is a passion and a dream of mine, so I really wanted to chase that and build a foundation for my future while making sure they have a good future, too,” she said.

Central Piedmont’s Interpreter Education program has a sterling reputation, which Victoria learned of before she started. She sees the passion for teaching in each faculty member and notes their eagerness to answer questions and offer advice or support. The program includes five full-time instructors — four Deaf and one hearing. In addition, there are two Deaf part-time faculty members.

“The Deaf community are obviously the experts in their own language and their own culture, so learning from them has been valuable for me,” Victoria said.

Victoria notes a common misconception about ASL is that it is a visual form of English, but it is actually a language of its own with its own grammar and sentence structure. Interpreters thus need to understand meaning and reformulate it into the other language. Plus, they need to be keenly aware of body language, tone, and expressions.

During the two-year associate degree program, students build a strong foundation in ASL and interpreting, continually learning and practicing, and ultimately complete an internship to work in the environment of an interpreter. 

“You learn a new language, you learn a new culture, you're learning a new skill, and that's all happening in the classroom,” Victoria said of the program. “It is hands-on practice because ASL is a visual language. But you can’t just stick with what you’re learning in the classroom if you want to continue to grow your skills. Getting out and attending events, workshops, and networking with the Deaf community is all very important.” 

Upon earning her Associate in Applied Science degree in May, and completing all necessary exams, Victoria will be licensed to work as an interpreter in North Carolina. Her goal is to become a community interpreter. These interpreters can work in a wide variety of locations but are often found in medical or educational settings.

With a national shortage of interpreters, Victoria encourages anyone interested to try it out.

Reflecting on her own journey, Victoria acknowledges she has devoted significant time and energy to her Interpreter Education studies. However, she is proud of what she has gained.

“Like the saying, nothing that is worth doing comes without sacrifice,” she said. “I can confidently say it’s worth it and I’m honored that I’m on my way to becoming part of that community.” 

CHARLOTTE, N.C. – Central Piedmont Community College today announced the appointment of Janet LaBar to its Board of Trustees. The Mecklenburg Board of County Commissioners appointed LaBar to complete the term vacated by Jim Dunn. LaBar will serve two years, through June 2028.

LaBar is a longtime supporter of Central Piedmont and previously served on the Board of Trustees from 2021-24. During her tenure, she provided strategic guidance as the college navigated the post pandemic environment and strengthened its role as the region’s primary workforce development engine. She has consistently advocated for deeper connections between the college and the business community to ensure Charlotte-Mecklenburg employers have access to the skilled talent they need.

In addition to her board service, LaBar volunteered as a mentor in Central Piedmont’s Ruth G. Shaw Women’s Leadership Program from 2020-21, offering coaching and career guidance to students selected for the program.

LaBar serves as the executive director of the Women’s Impact Fund, a Charlotte-based nonprofit with more than 500 members. Under its collaborative giving model, the Fund has awarded more than $8.5 million in grants to more than 110 local nonprofit organizations.

“Janet LaBar brings decades of leadership experience, a deep understanding of our region’s workforce needs, and a clear passion for Central Piedmont’s mission,” said Dr. Kandi Deitemeyer, Central Piedmont president. “Her institutional knowledge and commitment to student success will strengthen our board as we continue advancing our strategic priorities.”

LaBar’s blend of regional business experience, philanthropic leadership, and community perspective will support Central Piedmont as it expands student resources, enhances workforce pathways, and deepens public-private partnerships across the Charlotte region.

As an English instructor at Central Piedmont Community College, Nathan Nicolau reaches a broad cross-section of the student body, including nursing students, automotive students, and those who want to make a career out of writing. For Nathan, communication is at the heart of both every job and the entire human experience.  

"Writing teaches us how to be human,” he said. “We connect with other people, and in turn, we connect with ourselves.”

Nathan has published works ranging from poetry to fiction, non-fiction, and essays, and he has been a full-time faculty member at Central Piedmont since 2023. He also serves as editor-in-chief of The Hammer, the English department's student-only official arts and literature magazine. In 2025, it was honored with a Recognizing Excellence in Art and Literary Magazines (REALM) Superior award. The program is organized by the National Council of Teachers of English, and the award was the first for the magazine since its introduction in 2017.

Nathan believes it demonstrates how strong the arts presence is in the college.

“The thing I'm most proud of with this award is that The Hammer truly has solidified itself in Central Piedmont's history, its commitment to student success and expression, and as part of the Charlotte literary community,” he said.

Nathan was born in the Washington, D.C. area but has lived in the Charlotte region for most of his life. In that time, he’s observed a strong literary and arts scene, which influenced his decision to become a full-time writer and English professor. He attended the University of North Carolina School of the Arts in Winston-Salem and received his master’s from UNC Charlotte.

“What I love about the Charlotte area is how diverse we are,” he said. “I have met so many students from all walks of life.”

Nathan began as an adjunct instructor at Central Piedmont in 2022 and was immediately impressed when, in a meeting with faculty, each person expressed themselves openly and demonstrated a true passion for the job and students.  

The students themselves also play a significant role in his appreciation of the college.  

“What I love most about the students is that a lot of them come here because they are driven,” he said. “I think that really speaks to the community college model, where we are open-door and make things affordable. It’s true that this college is here for the community.”

The diversity of the student population is a significant way The Hammer stands out from other literary magazines. It is open to all students across the college studying any discipline. As a result, the topics are as diverse as Central Piedmont itself, a fact noted by the REALM award judges.

Although the magazine can’t accommodate very long pieces, and artwork comes from the juried art show that is part of the Visual Arts program, those are really the only limitations. Any type of poetry, fiction, or creative non-fiction is welcome. 

“I don't want it to ever feel strict or like there's only certain things we accept,” Nathan said. “The Hammer will accept anything.”

Next, he hopes to help the magazine have a more significant online presence, while also entering other competitions attached to colleges and building awareness throughout Charlotte.  

“I feel like The Hammer stands out because it just gives us new perspectives on what's going on internally in the students' minds or what they're experiencing externally,” he said.

Those perspectives have now also earned awards. 

Long before she ever held a microphone, Patsy Montesinos was captivated by the stories unfolding on Spanish-language newscasts she watched with her parents. That childhood curiosity has since grown into a flourishing journalism career, where her bilingual background allows her a unique perspective on the stories she covers.

“I've always wanted to tell stories and be able to highlight those that maybe aren't often told,” she said.

Now a multimedia reporter at CBS affiliate NewsChannel 5 in Nashville, Tennessee, Montesinos is quickly making her mark, recently earning three MidSouth Regional Emmy Award nominations. 

Central Piedmont Community College plays a significant role in Patsy’s own story.  

She was born in Concord, North Carolina, but lived in a variety of places in her youth, including Mexico. When she returned to the Charlotte area, attending a four-year university wasn’t an option financially. Instead, she chose to start her college journey at Central Piedmont.

"At first, I was a little bit scared, because I didn't know what to expect,” Patsy said. “But there was a community of a lot of students that were involved in student government or other organizations that I became involved with later.

"It’s definitely a community that you become a part of.” 

Patsy worked at the advising front desk during her time at the college and was an honor society president, among other leadership and academic endeavors.

“I felt like I wasn't just going to class and leaving,” she said.

She studied liberal arts at Central Piedmont, receiving support and guidance from faculty and advisors as she prepared to transfer to the University of North Carolina at Chapel Hill to enter the school’s renowned journalism program.  

She attended transfer fairs and worked with advising to ensure she had all the necessary credits. A Ruth G. Shaw scholar, she received a financial aid package to cover her classes and even some of her books, while working for the rest. Ultimately, she served as the first-ever student commencement speaker for her graduating class in May 2018.

Patsy sees Central Piedmont as preparing her for success before she made the transition to UNC-Chapel Hill in pursuit of her bachelor’s degree. She’d already completed her gen-ed courses, and both class size and quality were comparable once she began studying for her career on the Chapel Hill campus.

“Once I was there, I could just focus on my major and what I wanted to do,” she said.

After receiving her bachelor’s as a Carolina Covenant Scholar, she did a year-long communications fellowship with congressmen in Washington, D.C. She then started her career in news in Roanoke, Virginia. She began her current position in December 2024, and she and her colleagues were honored with three Emmy nominations at this past February’s ceremony.

“I felt really proud just to be in that room,” she said. “Even at my job, I'm the youngest reporter and the only Latina reporter. I always feel proud just being in those spaces.”

Helping people is what matters most to Patsy through her work. That work once felt like an impossible dream, but now, she is recognized for her craft. 

After working as a stay-at-home mom for 12 years, Hannah Watkins was ready to go back to school. At Central Piedmont Community College, she found that teaching was her calling, following in her mother’s footsteps.

“When I first started at Central Piedmont, I didn't know exactly what I wanted to do, but I knew that I wanted to do more with my life,” Hannah says. “I started slowly by taking just one or two classes at a time. When I realized I wanted to be a teacher, I contacted an advisor at East Carolina University, and I started working on the credits I needed to be able to transfer into that program.”

She received her associate degree from Central Piedmont in 2019 and graduated from ECU in 2025. She is currently in her first year of teaching third grade at Steele Creek Elementary School in Charlotte.

Hannah, who is originally from Freetown, Mass., but has lived in the Charlotte area for nearly a decade, utilized full-time online options at both Central Piedmont and ECU. That provided extra flexibility as she raised her three children.

Incidentally, it was her time at Central Piedmont that put her on the teaching path. 

“As I was going through my classes and learning how to be a good student, I saw how important education was,” she says. “I wanted to bring that education to our youth so that they could have a better future, too.” 

Hannah — known to her students as Mrs. Watkins — takes a deep personal interest in each one. Her classroom is bright and engaging, and the class even took a field trip to a Charlotte FC soccer game this year.  

“I chose to be an elementary school teacher because elementary school is where students get the foundation and love for learning,” she explains. 

Hannah’s journey at Central Piedmont reignited her own love for learning as well.

“It was the first time in a long time that I was excited about going to school,” she says.

She devoted herself to being an exemplary learner, taking advice from her instructors and using each class and lesson as a stepping stone toward her goal of attaining a bachelor’s degree. She communicated easily with both her instructors and advisors, who helped her get into the courses she needed to transfer. As a result, transferring credits to East Carolina was a seamless process.

She also received a Pell Grant to help pay for her tuition at Central Piedmont. While at ECU, she utilized a grant from the state supporting future teachers, meaning her entire college experience was very affordable.

Having unlocked her own potential, she is now helping a new generation discover theirs.

“My favorite thing about being a teacher is the students; they bring me a lot of joy,” Hannah says. “I love seeing when they learn something new and have that ‘aha’ moment. It's great knowing that I've made a difference in their lives.” 

• New studio at Cato Campus allows program to serve 200 students
• Expansion delivers high-tech, flexible learning to more students across the region

CHARLOTTE, N.C. – Central Piedmont Community College expanded its growing architectural technology program to a second location at its Cato Campus, doubling capacity and increasing access for students across the Charlotte region. The expansion, made possible from the support of an anonymous donor, reflects growing student demand, the region’s construction and development boom, and the college’s deepening investment in hands-on, design-focused education.

“This expansion is about meeting students where they are and giving them the space and tools to imagine, collaborate, and build,” said Dr. Heather Hill, Central Piedmont’s provost. “We’re proud to provide a studio that mirrors real-world practice and makes architectural education more accessible in our community.”

With this second studio, the program can serve up to 200 students. The expansion complements ongoing partnerships in the area, including a 2+2 transfer agreement with UNC Charlotte’s David R. Ravin School of Architecture. This agreement launched in 2022 and gives qualified students a direct pathway to complete a four-year pre-professional architecture degree – students spend two years with Central Piedmont and then two years at the four-year institution.

The new Cato studio, converted from a former law library, features: 

• an open layout with mobile furniture 
• abundant natural light
• high-tech fabrication tools, including 3D printers, plotters, and laser cutters 

These tools complement the program’s emphasis on industry-standard production workflows, including Building Information Modeling (BIM) and computer‑aided drafting (CAD). 

Students in the program also learn industry‑relevant software such as SketchUp, Rhino, AutoCAD, and Revit, ensuring they graduate with real-world technical proficiency.

Beyond the classroom, both locations offer students opportunities to engage with professionals and other students from both UNC Charlotte and Central Piedmont's architecture programs in work sessions and critiques. These experiences help develop soft skills like communication, collaboration, preparation, and critical thinking. Students can network and establish a strong relationship with the existing architectural community in Charlotte.

Students also benefit from opportunities to join the American Institute of Architecture Students (AIAS), where they can build leadership skills, engage in service projects, and strengthen their design portfolios. The program is also affiliated with the Association of Collegiate Schools of Architecture (ACSA) and the Coalition of Community College Architecture Programs (CCCAP), giving students access to conferences, design competitions, and professional networking across the field.

“With the new studio opening at the Cato Campus, it’s made attending and commuting to classes much easier,” said Sofia Villaneuva, a first-year student who lives in Iredell County. “My education is much more accessible and convenient than it was before.”