Dr. Pillar most recently served as Associate Provost for Academic Affairs at Gardner-Webb University, where he provides strategic leadership across a broad portfolio of academic units, including academic innovation, digital learning, faculty development, undergraduate research, and continuing education. With more than 15 years of academic leadership experience and over 20 years in higher education overall, he has demonstrated a strong ability to advance institutional effectiveness, enhance academic quality, and support student success.

At Gardner-Webb, Dr. Pillar has played a central role in advancing academic strategy, strengthening accreditation processes, and expanding workforce-aligned academic offerings. He serves as the institution鈥檚 liaison to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), guiding accreditation efforts and institutional readiness for reaffirmation. His leadership has emphasized data-informed decision-making, cross-campus collaboration, and the development of innovative academic programs designed to meet the needs of a diverse and evolving student population.

Before joining Gardner-Webb University, Dr. Pillar held senior leadership roles at Queens University of Charlotte, including Associate Provost for Academic Affairs. In that role, he led major institutional initiatives focused on student engagement, retention, and academic outcomes, and successfully directed the university鈥檚 accreditation reaffirmation process with no recommendations for follow-up actions.

In addition to his administrative leadership, Dr. Pillar is an accomplished faculty member and scholar. He has taught extensively in environmental science and chemistry, mentored student research, and led international experiential learning programs in locations such as Italy, Vietnam, Costa Rica, and Micronesia, emphasizing global engagement and sustainability. His academic background includes a Ph.D. in Agronomy (Environmental Chemistry) from the University of Georgia, along with degrees from Kansas State University and the University of Minnesota.

鈥淒r. Greg Pillar has consistently demonstrated exceptional leadership and an unwavering commitment to student success.聽During his tenure at Gardner-Webb University, he has provided effective leadership across Academic Affairs, guiding faculty, staff, and administrators through opportunities and challenges with professionalism, integrity, and collaboration. I am confident that Dr. Pillar will bring the same level of excellence and innovation to Pfeiffer.聽Although his presence and expertise will be missed at Gardner-Webb University, we are extremely proud of this promotion in his professional journey!聽鈥� 鈥� Nicole Waters, DNP, RN, CNE, Provost and Vice President of Academic Affairs at Gardner-Webb University.

黑料专区 recognizes Gardner-Webb University as an outstanding institution with a strong commitment to academic excellence, student success, and leadership development. Dr. Pillar鈥檚 work within that dynamic environment reflects both the strength of the institution and his ability to contribute meaningfully to its mission.

鈥淒r. Pillar comes to us after dozens of applicants were narrowed to a small pool of outstanding finalists who visited our campus. By the end of the process, we knew that had discovered in him a person who could not only nurture our traditional, liberal arts-based programming in Misenheimer and nurture the wonderful faculty and staff helping us deliver that programming, he is also capable of innovating within and around that space. We knew that we had discovered an academic leader who understands and appreciates the outstanding work that has been accomplished in our online graduate programming and in the Center for Health Sciences in Albemarle, but also someone who will help add to that growth by asking 鈥� alongside area CEOs and other thought leaders 鈥� 鈥榳hat鈥檚 next?鈥欌�� I know that I speak for the members of the search committee and others who interacted with Dr. Pillar in the search process when I say that we are excited to collaborate with him.鈥� 鈥� Dr. Scott Bullard, President of 黑料专区

Dr. Pillar鈥檚 appointment reflects 黑料专区鈥檚 continued commitment to advancing academic excellence, innovation, and student-centered learning. His extensive experience in accreditation, faculty development, and program innovation will further strengthen the university鈥檚 mission and position it for continued growth and impact. Dr. Pillar will begin his role at 黑料专区 on August 1, 2026

In August 2025, just two days before her youngest daughter left for Appalachian State University, Marissa enrolled in 黑料专区’s MBA program as part of the Novant cohort, a specialized group of healthcare professionals pursuing advanced business education while working full-time. The timing, she admits, was anything but convenient.

“Not only was my daughter going to college, I was about to go out of town for my fortieth high school reunion,” Marissa laughs. “And then Dr. Luck asked if I wanted to start two weeks early to join the first cohort. What did I say? Yes, of course.”

That willingness to embrace change has defined Marissa’s path. Over the course of her career, she stepped away from clinical work for five years to raise her family and write human interest stories for a local Charlotte paper. She covered nonprofits, advocated for community causes, and discovered a deep love of storytelling before returning to healthcare with new purpose. Now, with her children grown and a leadership role she’s still growing into, the MBA felt like the natural next step.

“I’m doing this so I can be a better leader,” she says. “Everyone asks if I’m trying to open my own business. I’m not. I want to understand why decisions are made, and be better equipped to lead the people on my team.”

Her first course, Change Management, arrived at a moment when change was everywhere in her life: a new role, an empty nest, and the loss of her mother all converging at once. Rather than feeling overwhelmed, Marissa found the coursework grounding. Frameworks like Kotter’s Eight Steps gave language and structure to experiences she was already living through.

“It gave us the science behind the strategy,” she reflects. “And suddenly I was seeing it everywhere, in my personal life and in how we manage initiatives at the hospital.”

Now several semesters in, Marissa looks forward to courses in data analytics and managerial accounting 鈥� yes, accounting. “I love numbers,” she says without hesitation. “I want to understand the ‘why’ behind the decisions being made at the top.” For Marissa, the Pfeiffer MBA has been about more than professional development. It’s a statement, to her team, her children, and herself, that learning has no expiration date. “I want to show my team and my children that you can go back to school at any age and get something real out of it,” she says. “This has truly been a gift.”

Whether you’re a seasoned professional ready to sharpen your leadership edge or simply someone who has been waiting for the right moment, Marissa’s story is a reminder that the right time is often right now. To learn more about 黑料专区’s MBA program and how it can fit your life and career goals, visit or reach out to our admissions team at gradadmissions@pfeiffer.edu. Your next chapter might be closer than you think.

Students enter the program with an average of 3,125 direct patient care hours, acquired through positions including medical assistant, scribe, EMT/paramedic, certified nursing assistant, phlebotomist, patient care technician, and athletic trainer. The cohort also averaged 180 physician assistant shadowing hours.

Students range in age from 22 to 31, with anaverage age of 25. The class is 72% female and 28% maleand includes six first-generation college students. One student is a 黑料专区 graduate.

The cohort reflects both strong in-state representation and national reach. Twenty-three of the 28 students are North Carolina residents, with others coming from California, Florida, Illinois, and Michigan. Twenty students earned undergraduate degrees from North Carolina institutions, and the program received applications from 40 of the 50 U.S. states during the most recent admissions cycle.

Common undergraduate majors include Biology, Health Science, Exercise Science, Biological Sciences, and Psychology, with one student entering the program holding a master鈥檚 degree. Top feeder institutions represented include UNC鈥揅hapel Hill, NC State University, UNC Charlotte, East Carolina University, and UNC Wilmington. UNC Charlotte has historically been the program鈥檚 leading feeder institution.

Caylee Clayton, from Norwood, NC, and a recent graduate of UNC-Chapel Hill, stated, 鈥淚 chose 黑料专区鈥檚 Physician Assistant program for its strong community and excellence in PA education, and I look forward to expanding my clinical knowledge as I grow to become a capable and compassionate provider for my future patients”

鈥淭his class reflects the academic strength, depth of character, clinical readiness, and commitment to service that defines Pfeiffer鈥檚 Physician Assistant Program,鈥� said Dr. Christopher Boe, Dean of the Graduate School. 鈥淲e are proud to welcome these students and look forward to supporting them as they prepare to serve patients in and around the community.鈥� The 黑料专区 Physician Assistant Program is based in Albemarle, NC, at the Center for Health Sciences, and prepares graduates for patient-centered clinical practice through rigorous academics, hands-on training, and a mission-driven approach to healthcare education.

The finance leaders thriving in today’s business environment aren’t just technically proficient. They’re strategic advisors who translate numbers into narratives, risks into opportunities, and complexity into clarity. 黑料专区’s MBA in Finance is designed specifically to develop these capabilities – transforming finance professionals from skilled analysts into the strategic partners every organization desperately needs.

The Shift Nobody Warned You About

Traditional finance roles are focused on accuracy, compliance, and control. Get the numbers right. File the reports on time. Don’t let anyone spend money they shouldn’t. Those responsibilities haven’t disappeared, but they’re no longer the full job description.

Today’s finance leaders are expected to forecast market shifts, evaluate strategic alternatives, guide capital allocation, and communicate financial implications to stakeholders who don’t speak the language of balance sheets. This evolution creates a critical gap. Many finance professionals were trained for technical accuracy but not strategic influence. They can reconcile accounts but struggle to articulate why one strategic path creates more shareholder value than another.

The organizations that recognize this gap are actively seeking finance leaders who can do both: maintain technical rigor while driving strategic conversations. This is exactly where Pfeiffer’s program positions you.

What Strategic Finance Leadership Actually Means

Strategic finance isn’t about abandoning technical skills. It’s about applying them in service of broader business objectives. It’s walking into a product development meeting and immediately recognizing that the proposed feature roadmap will push breakeven six months further out than the company can sustain. It’s reviewing a potential partnership and calculating not just the obvious revenue implications, but the working capital impact, the operational leverage, and the effect on key financial ratios that matter to lenders and investors.

Through Pfeiffer’s curriculum鈥攊ncluding Managerial Finance, Financial Statement Analysis and Valuation, and Capital Markets and Investing鈥� you’ll develop exactly this kind of strategic thinking. You’ll learn to build forecasts that withstand scrutiny, spot red flags in due diligence, and evaluate capital structure decisions with confidence.

Traditional Foundations Meet Emerging Frontiers

What makes Pfeiffer’s MBA in Finance distinctive is its dual focus on fundamental finance excellence and preparation for the industry’s future. You’ll master the core competencies every finance leader needs: valuation techniques, capital budgeting, risk analysis, and portfolio theory. But you’ll also explore what’s next through the Frontiers of Finance course, covering blockchain, cryptocurrency, and decentralized finance.

This combination matters because finance leaders can’t afford to be stuck in yesterday’s frameworks. Whether you’re evaluating a traditional acquisition or assessing a FinTech partnership, you need both timeless financial principles and awareness of how technology is reshaping the landscape. The program requires no advanced finance background, making it accessible to professionals across industries who want to lead with financial fluency.

The Competitive Advantage

Finance is no longer a back-office function focused purely on record-keeping. It’s a strategic capability that drives competitive advantage when led by professionals who can bridge financial rigor and business strategy. Organizations need finance leaders who can do more than count the score. They need leaders who can help set the strategy, evaluate the opportunities, assess the risks, and communicate the path forward.

Ready to become the strategic finance leader your organization needs?

黑料专区’s MBA in Finance prepares you to lead with precision, strategy, and insight. Learn more and apply by clicking the button below.

They each need to have practiced as OTs for at least three years and logged a minimum of 4,000 hours treating patients with hand and upper extremity disorders. After that, they must pass a comprehensive exam. What鈥檚 more, the material they need to master for certification isn鈥檛 learned in formal classroom settings, but largely via on-the-job experience and by staying up to date with the latest research and treatment innovations.

Fortunately, one unusual resource for the Burlesons (and other OT alumni at Pfeiffer who want to become hand therapists) has emerged in the free assistance provided to them by one of their former professors at Pfeiffer, , an Assistant OT Professor at Pfeiffer since 2021.

For about a year, Bartholdi, a Certified Hand Therapist since 2003, has been leading his former students through several online and in-person meetings of a 鈥渏ournal club.鈥� He goes over the latest research in publications devoted to hand therapy. He also helps surmount challenges of the more difficult cases that the club鈥檚 participants are working on, and he reviews the latest treatment techniques. He acquaints or reacquaints the club鈥檚 participants with best practices.

鈥淚n a lot of clinics where these students work, they may be the only hand therapist on staff,鈥� said Bartholdi, explaining why he formed the club. 鈥淪o, they really don鈥檛 have a lot of mentorship out there to help them through some of these cases. I have become a resource for them.鈥�

Grant Burleson said he has found the sessions 鈥渧ery beneficial.鈥�

鈥淚f we have difficulty treating a patient, are stuck somewhere, or we want some help, it鈥檚 good to bounce ideas off of each other as fellow clinicians to be able to help treat patients. It鈥檚 also good to study analysis tools like risk kinematics or less commonly treated elbow structures, or to consider how the body works here or how I can help this person there.鈥�

Bartholdi described a myriad of topics covered in the club sessions. Recently, for example, he illuminated different 鈥減rovocative testing techniques and strengthening and treatment techniques revolving around the wrist and injuries associated with the wrist.鈥� He鈥檚 also having his group explore 鈥渉ow we can use casting to improve mobility and function with (patients鈥�) hands.鈥� He鈥檚 planning to share ways to discern the source of pain and injury in undiagnosed conditions in the upper extremities, which he learned about at a recent conference.

Word about the club has gotten around — to the point where grads from other OT programs have begun joining it as well.

Bartholdi said the kind of mentorship he鈥檚 offering through the club 鈥渄oesn鈥檛 traditionally happen鈥� with professors at other programs, and Rachel Burleson praised her former professor for making it happen.

鈥淚t just shows his character and how much he really does care for his students,鈥� she said. 鈥淎 lot of professors could easily just let us graduate, let us go on our way, but you can tell he honestly cares about his students and wants them to be successful.鈥�

So why are executives still making million-dollar decisions based on gut feelings and outdated assumptions? Here’s the uncomfortable truth: most organizations are drowning in data but starving for insight. The bottleneck isn’t technology – it’s leadership. Specifically, leaders who can bridge the gap between what the data shows and what it means for the business.

The Translation Problem

Companies invest heavily in analytics infrastructure: hiring data scientists, implementing sophisticated tools, and building data warehouses. Yet many organizations still struggle to become truly data-driven.

The problem isn’t technical. Data teams can crunch numbers all day long. The issue is that insights often die in translation. Data scientists speak in statistical significance. Executives speak in market share and competitive positioning. Without someone who fluently speaks both languages, valuable insights never become action.

This creates a significant opportunity. Organizations need professionals who can stand between the data team and the boardroom – people who understand what the numbers mean AND what to do about them.

What Business Analytics Leadership Actually Looks Like

Business analytics leadership isn’t about building models in isolation – it’s about driving strategic decisions that move organizations forward.

It’s recognizing that your customer acquisition costs are climbing not because marketing is failing, but because you’re targeting segments that don’t convert. It’s seeing patterns in operational data that reveal your biggest bottleneck isn’t where everyone thinks it is. It’s walking into a meeting with executives and translating complex analysis into clear recommendations they can act on immediately.

This is exactly what 黑料专区’s MBA in Business Analytics prepares you to do. The program focuses on developing business judgment informed by data – knowing which questions matter, how to extract meaningful insight, and how to communicate findings that change minds and drive action.

But I’m Not a “Numbers Person”

The most valuable analytics professionals aren’t the ones who can write elegant code. They’re the ones who can translate complex analysis into business language, spot what matters in a dashboard, and ask the right questions to get from data to decision.

Think about what you already do as a manager. You evaluate options. You weigh trade-offs. You make judgment calls with incomplete information. These are exactly the skills that make someone effective at analytics leadership.

The technical components – SQL, Tableau, Python, advanced Excel – are tools, not barriers. You don’t need to become a data scientist. You need to become conversant enough to lead strategy effectively.

What You’ll Actually Learn

An MBA in Business Analytics is designed for the translator role. You’re becoming the leader who makes data science valuable.

You’ll develop strategic analytics thinking – how to approach business problems through a data lens and design analysis that reveals actionable insight. You’ll gain technical fluency with SQL, Python, Tableau, and Excel – enough competence to lead analytics initiatives and bridge communication between data teams and business leadership. And you’ll master storytelling – taking complex findings and presenting them in ways that drive action.

Pfeiffer’s program includes courses like Storytelling with Data, Spreadsheet Modeling for Decision-Making, Python for Business Analytics, and Managing AI Projects. You’ll work through real business cases and build portfolio-ready projects that demonstrate your ability to extract insight and drive decisions.

Built for Working Professionals

Pfeiffer’s 15-month online MBA is built for your schedule. The self-paced format lets you move through material when it works for you, accelerating when you have capacity and adjusting when work demands increase.

The program assumes no advanced technical background. Whether you’re coming from marketing, operations, finance, or consulting, you start where you are and build from there.

You’ll graduate with more than a degree – you’ll have a portfolio of analytics projects, proficiency in industry-standard tools, and tangible evidence of results.

Where This Takes You

Business analytics leadership opens doors across industries. Roles like Management Analysts, Business Intelligence Analysts, Analytics Consultants, and Directors of Analytics are in high demand, with compensation reflecting the strategic value these professionals bring.

But titles don’t tell the full story. These skills create opportunities everywhere. Marketing leaders optimize campaigns and demonstrate ROI. Operations executives identify inefficiencies. Financial professionals build forecasting models that change resource allocation. HR leaders optimize recruiting strategies. Consultants who back recommendations with rigorous analysis command higher rates. The common thread isn’t the industry; it’s the ability to extract insight from data and turn it into business value.

Your Next Move

The analytics gap isn’t going away. Organizations accumulate more data every day and struggle to turn it into competitive advantage.

If you’re a manager who sees decisions being made without adequate data support, or a professional who wants to move from implementation to strategy, or someone who recognizes that analytics literacy is becoming non-negotiable for leadership – this is your opportunity. Ready to become the leader your organization needs? Apply now for 黑料专区’s MBA in Business Analytics and discover how to turn data into your competitive advantage. Classes begin January 12, 2026.

The pilot study鈥檚 results were 鈥渟o significant鈥� that MSOT will replicate the study this fall with a larger number of students from several elementary schools, both near Pfeiffer and in more urban areas, said Dr. Jennifer Waid, an Assistant Professor of Occupational Therapy-Pediatrics at MSOT who鈥檚 supervising the research.

鈥淓ven though we are a very digital society, research is very clear that handwriting legibility, especially in grades K-4, has a strong impact on academic success,鈥� Waid said. 

鈥淚f the results of the larger study are as significant as the pilot, we may be able to establish RediSpace paper as an evidence-based tool that teachers can use to support general education students in grades 3 and up who are on grade level, but struggle with handwriting legibility — which, if not addressed, can eventually cause them to fall behind.鈥�

RediSpace paper looks like notebook paper but features slightly bolder margin lines (the left margin is green, and the right margin is red). It also has faint vertical measured marks along the writing line; these provide a space for each letter and blank spaces between words. The vertical marks also provide visual guidance for the size of lowercase letters.

The pilot study looked at the impact on spacing within and between words. Student researcher Ellie Riddle called it 鈥渢ruly eye-opening.鈥�

鈥淲e were able to see firsthand how significantly handwriting legibility impacts students鈥� schoolwork, and how a simple one-step intervention tool (like RediSpace paper) can make such a positive difference in their handwriting,鈥� she said. 鈥淭his research has been incredibly rewarding, and we hope it will encourage teachers, parents, and occupational therapists to use this simple tool to take students鈥� handwriting legibility one step further.鈥�

In addition to Riddle, the MSOT students who participated in the pilot study included Grace Broccoli, Brianna Gulickson, Caroline Jessen, Martha Juarez, Emily Peck, and Mackenzie Prather.

As for the larger study, Waid is seeking MSOT student researchers drawn from the entire program. They will explore how RediSpace paper impacts letter-size consistency, alignment on the writing line, and margin adherence. Waid and her students are hoping to pay for the $3k study cost via a fundraising campaign at聽pfeiffer.edu/pediatricOTresearch.

The two MSOT studies are a response to voluminous research demonstrating that learning to write letters (or gaining handwriting automaticity) supports the learning of phonics, spelling, symbolic representation of the letters and more complex cognitive skills related to literacy, particularly in the years before 5th grade, when students begin becoming efficient typists.

When letter formation doesn鈥檛 become automatic there are numerous consequences. Said Waid: 鈥淚t creates a heavier cognitive load as the child tries to not only remember how to form a 鈥榖鈥� correctly, but also how to sit it on the line correctly, space it within the word correctly, spell the word he is trying to spell, get the sentence on the paper before he forgets, etc. This then leads to sizable challenges when they are trying to plan a 5-sentence paragraph and 5-paragraph essay.鈥�

Students who struggle with handwriting automaticity 鈥渙ften have illegible handwriting and struggle to get their thoughts on the paper,鈥� she added. 鈥淥r, if they can get them on the paper, the teacher struggles to read the content accurately, which can result in lower grades.鈥�

Waid touts the two RediSpace studies as ideal for MSOT students 鈥渋nterested in eventually practicing in pediatrics鈥� because 鈥渢his research will directly apply to their practice.鈥� 

The studies also foster an understanding of the research process, which Waid called 鈥渋mperative鈥� for all OT students. 鈥淥Ts are required to utilize evidence-based practice, which means that all of the assessments and interventions we use with clients of all ages need to be proven effective by research.鈥�

The demand is rooted in CDC-reported 鈥渋ncreases in anxiety, depression, trauma, and suicide rates,鈥� said Dr. Deborah Lung, an Associate Professor at Pfeiffer who serves as the Program Director of Clinical Mental Health Counseling. 鈥淲e feel confident that the time is right for Pfeiffer to launch the MA-CMHC program. As a service-oriented university, we鈥檙e excited to begin training clinicians and get them out there in the communities.鈥�

The MA-CMHC program takes 2.5 years to complete. It includes both synchronous and asynchronous online instruction, with a core curriculum focusing on subjects such as Clinical Mental Health Counseling, Multicultural Counseling, and Advanced Human Growth and Development. Other areas of study include Evaluation and Appraisal in Counseling and Research and Program Evaluation. And because MA-CMHC confers a clinical degree, students are required to intern at an agency for 20 hours a week over the final two semesters of the program. Students of the Pfeiffer program must also pass a Counselor Preparation Comprehensive Examination (CPCE) to graduate. Passing the CPCE strengthens students鈥� readiness for the National Counselor Examination (NCE), which is required for provisional licensure.

Post graduation, students of the MA-CMHC program who have received provisional status can begin counseling as an associate under supervision while preparing for full licensure as a Clinical Mental Health Counselor. In North Carolina, this process requires at least 3,000 hours of supervised counseling experience, with at least 100 hours of direct supervision. This takes approximately two years, Lung said.

Lung said she鈥檚 hoping that the first cohort of MA-CMHC will have between 24 and 36 students. She said she鈥檚 looking for students with strong interpersonal and analytical skills.

She added that 鈥渢o be an effective counselor, you need to deeply understand yourself so you can genuinely walk alongside others.鈥�

Lung stressed that MA-CMHC 鈥渨elcomes students from a wide variety of undergraduate and professional backgrounds鈥� — including psychology, human services and social work, all of which 鈥減rovide a strong foundation in understanding human behavior.鈥�

鈥淏ut we also have successful applicants who come from fields like education, nursing, pastoral ministry, business, or even the arts.鈥�

鈥淲e are interested in people who are passionate about supporting others and bring diverse life experience to the counseling profession,鈥� she said. 鈥淲hat matters most is a demonstrated interest in mental health and human connection, a readiness for graduate-level academic work, and a commitment to becoming a thoughtful, ethical, and effective clinician. We believe that students with a wide range of academic and life experiences enrich our learning community and bring valuable perspectives into the counseling field.鈥�

The fall semester start date for MA-CMHC is Aug. 25. Applicants for the program鈥檚 first cohort of students are encouraged to complete their applications by Aug. 1. The free graduate application is available at .

MSHR has emerged at a time when, increasingly, learning HR on the job is becoming a thing of the past. Master鈥檚-level knowledge in HR is needed for an ever-increasing list of responsibilities, including hiring, onboarding, professional development, compliance, conflict resolution, organizational culture, and benefits management.

Dr. Susan Luck, a Professor of Business at Pfeiffer who also serves as Program Director for the University鈥檚 Graduate Schools of Business, is bullish on MSHR’s prospects. She notes that the I-85 corridor towards Greensboro, N.C. has one of the largest needs in the country for specialized people who know HR, according to the Bureau of Labor Statistics.

She and her colleagues undertook a lot of research to discern exactly what businesses and organizations in that area were looking for in an HR professional. MSHR’s curriculum, which can be completed in four semesters, provides some compelling answers.

A course called 鈥淧rofessional Design and Development,鈥� for example, explores 鈥渟upporting a company to the best it can be by developing the employees to the best they can be.鈥�

鈥淵ou鈥檝e probably heard the old adage that people do not leave a job; they leave a boss,鈥� Luck said. 鈥淚n actuality, they usually leave a company culture of which the boss is a representative.鈥�

When an employee leaves, costs go up, especially if their position is filled again: Luck said that 鈥渢he usual consensus is that it costs at least a position鈥檚 yearly salary鈥� to recruit, interview, hire, and onboard a new employee. A financial loss for the first six to eight months of an employee鈥檚 tenure is incurred as they learn the culture and how to work with colleagues around them. 

鈥淎 strong HR advisor can help the company save significant money by designing plans to keep employees from leaving in the first place,鈥� Luck said.

A course called 鈥淚ndustrial Psychology鈥� will complement 鈥淧rofessional Design and Development鈥� by applying the principles of psychology to the workplace to improve employee well-being, performance, and organizational effectiveness. It focuses on understanding how individuals and groups behave in work settings, and then uses this knowledge to solve problems, improve processes, and enhance the overall work environment.

A course called 鈥淗uman Performance Evaluation and Improvement鈥� explores how HR can help managers evaluate, motivate, and improve performance continuously. Training and development falls in this category as well. The course will help teach how to design effective training courses delivered both in person and virtually.

Luck stressed that each course in MSHR features real-life assignments, in addition to tests and papers. 

鈥淚f the student can use something for his or her current job as the basis of the course projects, that鈥檚 terrific! We would love to see that application,鈥� she said. 鈥淩eal-life application and experiential learning make the content meaningful.鈥�

Luck enthusiastically supports an important component of MSHR – a field project in which students will apply all that they have learned to the creation of a real-life HR plan and project, either for their employer, if they are employed, or for a small non-profit, if they are not.

鈥淭his really excites me,鈥� Luck said. 鈥淪tudents get to use their skills in real life, which will add value to their resumes as well as give them something to talk about in interviews.鈥�

Pfeiffer is accepting applications for MSHR’s first cohort of students on a rolling basis up until the fall semester start date of Aug. 25. The free graduate application is available at .

The new cutting-edge concentrations and minors are designed to enhance student marketability in high-demand fields. Programming areas including:

• AI Literacy
• Game Development
• Nutrition
• Project Management
• Supply Chain Management

黑料专区 is also expanding its MBA program offerings to include specializations in Cybersecurity, Business Analytics, Finance, and Artificial Intelligence.

These programs are designed to meet industry needs and ensure students graduate with practical, job-ready skills that position them for long-term success in today鈥檚 competitive job market. With a focus on career preparation, courses will feature hands-on projects, industry collaboration, and flexible online components to support all student journeys.

鈥淲e are proud to expand 黑料专区鈥檚 academic offerings with these forward-thinking programs that directly align with high-growth industries,鈥� said Dr. Scott Bullard, President of 黑料专区. 鈥淭hese new, in-demand additions to our curriculum will prepare students for strong career outcomes, blended with our traditional offerings in the liberal arts, will ensure students have a competitive edge after graduation.鈥�

Developed by academic and industry experts, these new programs at 黑料专区 combine rigorous academic coursework with practical, real-world applications, ensuring that students are well-prepared to lead in their respective fields.

Prospective students interested in learning more about these hybrid programs are encouraged to visit Pfeiffer.edu/future or contact the admissions office.

About Rize Education Rize Education partners with colleges and universities to develop career-focused programs designed to meet industry demands. By working with leading institutions, Rize ensures students gain access to cutting-edge education that enhances their career prospects.