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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. 

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.” 

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.” 

For 21 years, Sarah Wilson has been impacting the lives of students as a career counselor at Central Piedmont Community College. Among her major projects each year is preparing them for Skilled Trades Connect. The February hiring event puts students in skilled trades programs face-to-face with potential employers at Central Piedmont’s Harper Campus.  

“My role with student preparation is helping students feel comfortable with talking to employers about their skill set, whether it is in a 30-second introduction, an elevator pitch, or an interview,” Sarah says. “I want every student to feel comfortable doing that. I want every student to feel really excited about their résumé because they have skills. It's just putting them into a format that's going to speak to our area employers. That's what I focus on with this event, and I do that through a variety of avenues.”

A Charlotte native, Sarah received her master's degree in counseling in Ohio. She then returned to the Queen City, excited to help teach students the skills needed to be desirable in the workforce. She remembers her first day at Central Piedmont and feeling like she “hit the lottery.”  

Helping improve lives in such a diverse student population drew her to the college.     

"Our instructors at Central Piedmont are providing students with high-quality instruction in the classroom, so they are coming out of their programs with marketable skills," she says. “The opportunity to work with them so that they understand how to translate that into employer language and take that into the job market is a really rewarding career.”

One of the many ways she does that is through Skilled Trades Connect, which Sarah is quick to point out is a collaborative effort among faculty, staff, and leadership.

The event has evolved from a tradeshow format in its earliest incarnation to the hiring event it is today. In 2026, the focus is on the five skilled trades housed at Harper Campus — HVAC, construction management, electrical, non-destructive examination, and welding.

The event consistently gets positive feedback from students, faculty, and employers, due in no small part to the human element.

“With all the online applications, sometimes it can be hard to meet up with an employer in person,” Sarah says. “This event allows students to do that. It allows employers to meet our students and our graduates and connect with great results.”

Sarah has developed many relationships through the program. She fondly recalls one event in which a student she had worked with sought her out, eager to explain they were now representing a company hiring there. 

Sarah has worked in a variety of capacities with the event over the years, but her favorite part is what happens beforehand — whether it’s visiting classrooms or meeting with students individually.

“The day of the event is amazing, but I also love the preparation that goes into it,” she says.

In her more than two decades at Central Piedmont, Sarah has been a positive influence on countless students.

“I feel very grateful to have a job that allows me to make a difference in the lives of other people, and it provides meaning in my own life,” she says. “Thank you to Central Piedmont for that.” 
 

Jaison Maxwell, a high school student in Charlotte, has already made a name for himself in the fashion scene. He showcases his work in numerous fashion shows and belongs to the Charlotte Fashion Collective. He studies fashion, design, and digital arts in high school while also attending Central Piedmont Community College through the Dual Enrollment program.

At Central Piedmont, his focus is on business administration and liberal arts. He’ll graduate with an associate degree this spring and attend SCAD Atlanta to double major in fashion design and fashion marketing.

An ambitious learner, Jaison originally hoped to take on a different program, allowing him to take classes for college credit while he still attends Northwest School for the Arts. However, he didn’t have the funds, and his career and technical education coordinator suggested the free opportunity at Central Piedmont instead.

“I was very nervous because [students here come from] all different ages, genders, and backgrounds,” Jaison says of his initial experience at Central Piedmont. “When I answered the introduction discussion post, [people said], ‘Hi, I’m a veteran, or I’m a single mom, or I’m a grocery store worker,’ and I’m a high school student. I didn’t have much to share about my life story.

“I thought that meant that they’re going to be better than me, know more, write more, or get a higher grade. But once I started taking the classes and realized that I could measure up, it definitely lessened my nerves.”

Jaison steadily increased the number of classes he took at Central Piedmont, and he acknowledges it led to some anxiety. Eventually, he created a spreadsheet and learned to plan ahead. Plus, taking many classes online helped.

“Taking classes online through Dual Enrollment has allowed me to pick up and go wherever I need to instead of having to be set to a specific time,” Jaison says.

Jaison also learned there is no perfect way to balance time but rather takes it all day by day. 

“If there are more assignments for my high school, then I have to take more time in high school,” he says. “If there are more assignments at Central Piedmont, then I have to focus on Central Piedmont. If I have to do a fashion collection at the last minute, then I just have to do that.”

He has a very busy schedule, which also includes serving as president of his high school’s DECA chapter. He is part of the Black Student Union, Fashion Club, and National Honor Society as well. 

He says there was no defining moment that made Dual Enrollment the right choice. Rather, he simply started and made the grades to keep going. It all ultimately paid off.

“I would most definitely recommend doing Dual Enrollment,” he says. “It’s helped me so much with not only my high school classes, my GPA, and my confidence with education, but it allows me to have a more flexible way of learning.” 

Daisy Corea always knew she wanted a secure, stable career in healthcare. The Charlotte native found it in the Ophthalmic Medical Personnel program at Central Piedmont Community College.  

“Ever since I was a kid, I’ve wanted to do something in medicine,” she says. “I’m very passionate about helping people, but I never knew where to start until I got a receptionist job in ophthalmology. I fell in love with everything I saw the assistants doing.”

Ophthalmology focuses on diagnosing and treating degenerative eye conditions and disorders, including glaucoma, cataracts, diabetic retinopathy, and more. 

Daisy’s desire to get to work as soon as possible led her to the three-semester certification program at Central Piedmont. When she receives her diploma in July 2026, she’ll be eligible to sit for the Certified Ophthalmic Assistant exam. It is administered by the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO).

“I really love that everything I'm learning in this program is something that I'll be carrying into my career,” Daisy says.  

She was pleasantly surprised to find that even within her first semester, she was working in a clinic with live patients and putting classroom lessons to use.  

She also had a lot of questions about the administrative side of the program before she started. However, she found the whole experience was remarkably straightforward.

“I didn't have a single question that was left unanswered, and I felt really satisfied with the team that was helping me get started here,” she says.

While Daisy is undeniably driven and focused on her career, she’s also fond of taking advantage of the amenities offered at Central Piedmont’s Central Campus. That includes attending events at the Parr Center or just grabbing lunch and enjoying the scenery.

Daisy is a Merancas Scholar, providing significant support as she attends college and invests in herself.  

“I went through a lot of financial hardships, so deciding to go to school was a big life-changer for me,” she says. “It was something that I wanted to do, but I wasn't sure where to start. I was too afraid of the commitment of having to pay off student loans and student debt. But Central Piedmont really did make it easy for me, and with the security of being able to jump right into the career of my dreams, it's so comforting.”

Daisy is currently interning at Horizon Eye Care. She next plans to begin working full-time at one of the various partner clinics she has rotated through as an intern during her program.  Although she’s unsure where that will be, she’s excited to explore all the avenues ophthalmology has to offer and further expand the skills she first learned at Central Piedmont.

“I feel confident and comfortable with the fact that I’ve secured a career that will last me for life,” she says. “It’s something so interesting, and I'm so excited for the impact that I'm able to make in other people's lives.”

Joe Little is a ball of energy. The associate dean of technology at Central Piedmont Community College dances with students and fellow faculty at graduation. He has cowbells and pom-poms with which he cheers on accomplishments. He has a hearty laugh that fills up a room. He represents the spirit of the college, and his enthusiasm for it is infectious.

“My favorite part of being at Central Piedmont is graduation,” he says. “It’s seeing those people complete their journeys, even if they’re not IT majors. I will be shouting for you on graduation day. It’s my favorite day of the entire semester.” 

Central Piedmont has been a part of Joe’s journey for more than a quarter-century. He grew up in Charlotte and enlisted in the United States Army upon finishing high school. He specialized in communications and information technology from 1999 to 2003. When he was injured after four years of service, he returned home to transition into civilian life.  

He enrolled at Central Piedmont, intrigued by the school’s affordable, hands-on training opportunities and short sessions. After receiving his Associate in Applied Science degree in network administration and support in 2006, he ultimately earned a bachelor’s from East Carolina University. For a time, Joe worked in the private sector as a network engineer and taught cybersecurity classes at Central Piedmont as an adjunct instructor. He began at the college as a full-time faculty member in 2011 and has been an important part of the institution ever since.  

Although the physical makeup of Central Piedmont has changed significantly since Joe earned his associate degree, the college’s efforts in hands-on training and teaching practical skills have remained constant.

“I can tell you as a student and as a faculty member, this place excels at workforce development,” he says. “It's all about connecting you to the skills.”

He points out that Central Piedmont provides the opportunity to learn and apply a craft. Furthermore, an ever-increasing number of certification exams let students prove to employers that they can excel at a job, even if they don’t have extensive experience. Employers recognize that fact. Workforce representatives are often found around campus, recruiting and speaking with students.

Plus, Joe adds, people are a valuable resource across the entire Central Piedmont orbit.

“There is just the expertise of the faculty themselves, which is the college's greatest asset,” he says.  “You have all these wonderful individuals and their prior industry and academia expertise that they're bringing into the classroom and imparting upon the students.” 

Joe falls into that category himself. He found that even as a student, he enjoyed helping his peers and has carried that passion for education — along with cutting-edge technology—into his career.

“Whether you realize it or not, information technology is embedded into almost everything you do,” he says. “You've got smart homes now, smart refrigerators, you pick your brand of artificial intelligence. It's everywhere. So, we need to learn how to use that responsibly and promote a better quality of life, and I want to be a part of training people to do that. But moreover, it's about connecting the world at large and changing lives.” 

Joe has made significant connections with the community at Central Piedmont. He embraces his role as a cheerleader and champion of the college.

“To me, there’s never a bad day around here,” says. “Everything we do is about community service, changing lives, and getting people to where they want to be in their next chapter.”

CHARLOTTE, NC – On Dec. 16, Central Piedmont Community College awarded degrees, diplomas, and credentials to 1,711 students, celebrating their accomplishments and the promise of their future. 

With over 200 more graduates than the Dec. 2024 class, the Dec. 2025 class represents a 15% increase in graduates and reinforces Central Piedmont’s historic growth. The group had a collective 3.34 GPA, showcasing the strength of their academic journeys.  

The college has invested in holistic support systems to help students complete their educational pathways – from financial assistance, individual academic advising, and access to a professional clothing closet. Additionally, the college’s Wellness Center offers wrap-around services, such as counseling and connections to local food banks.  

Community and donor support played a large role in the success of the graduates, with nearly 300 students benefiting from almost $1 million in scholarship support from the Central Piedmont Community College Foundation. 

Kristen Alvarado Sorto, who received her associate degree in cosmetology, served as the graduation speaker. She highlighted the resilience of her journey as she balanced a full-time job with the pursuit of her degree. 

“Central Piedmont has been a life-changing opportunity, not just through education, but through growth, community, and purpose,” Alvarado Sorto said. “This moment is only the beginning of what each of us can achieve. As we move forward, remember this one powerful truth: We are the generation rewriting our stories — one degree, one dream, and one victory at a time.” 

Central Piedmont President Dr. Kandi Deitemeyer praised the graduates for their perseverance and potential. 

“These graduates are the future leaders, innovators, and professionals who will make a significant difference in the world,” Deitemeyer said. “They didn’t just earn credentials, but discovered their capacity to solve problems, lift up their families, and strengthen their future.” 

The class of 2025 includes nearly 275 graduates entering career fields such as healthcare, information technology, skilled trades, and transportation, roles that are essential to keeping the community healthy, connected, and thriving. 

“Through hands-on learning, they uncovered their potential and defined their purpose,” Deitemeyer said. “As they step forward — in hospitals, tech firms, construction sites, and more — they will shape stronger communities and create lasting impact across the region.” 

Central Piedmont also highlighted several graduates whose journeys reflect courage, adaptability, and purpose: 

• Mariame Boujlil – After years of caregiving and work, Boujlil graduates at age 61 with a Human Services degree, showing that dreams never expire — they wait for courage.