A New Direction: Turning Uncertainty Into Purpose

Sometimes the hardest part of starting over isn’t change — it’s finding direction.

Starting over doesn’t always come with a clear path — but sometimes, it leads exactly where you’re meant to be. What began as a search for stability became something much more: a journey toward purpose, growth, and a future built on helping others succeed. At the time, college didn’t feel like an option.

“I was focused on staying stable, but I didn’t have a long-term plan,” she said. “College seemed financially impossible.”

Like many navigating recovery and re-entry, Shannon was trying to rebuild step by step—but without a clear vision for the future.

That changed with one conversation.

When Liz Hubbard, NCWorks Re-entry Case Manager, explained that the WIOA program could help cover tuition and books, something shifted.

“A lightbulb went off,” Shannon said. “For the first time, education felt possible.”

But it wasn’t just about school.

It was about what school could lead to.

“I realized I could use my experiences to help others while building a future for myself.”

Finding Confidence in the Classroom

Walking into college after everything she had been through wasn’t easy.

There were doubts. There were questions. There was uncertainty.

But there was also something new—support.

At 51șÚÁÏÍű, Shannon found an environment that didn’t just teach—it encouraged, guided, and believed in her.

“I’ve had to overcome self-doubt and learn how to balance responsibilities,” she said.

Through the Human Services Technology program, she began building both practical skills and confidence.

“My favorite part has been the hands-on learning and real-world application,” she shared. “It’s helped me develop communication, critical thinking, and a deeper understanding of people.”

She wasn’t just learning concepts.

She was learning how to connect, how to support, and how to lead.

And then came a moment that changed everything.

“I realized I could really do this when I started assisting people in similar situations,” she said. “I saw that my experience had value.”

For the first time, she believed in her ability to make a difference.

“My past didn’t disqualify me—it gave me perspective and purpose.”

Helping Others While Building a Future

Today, Shannon is doing exactly what she once hoped for.

She works in behavioral health and re-entry support, helping justice-involved individuals navigate the challenges of rebuilding their lives.

“I help clients stay accountable to their goals, connect them with resources, and support them as they rebuild stability after incarceration,” she said.

Her work is personal.

She understands the barriers, the fears, and the uncertainty—because she has lived it.

And that makes her support even more meaningful.

She has also earned Peer Support and Substance Use credentials and continues working toward her Certified Drug and Alcohol Counselor (CDAC) certification.

At the same time, she is excelling academically:

• Vice President’s List (Fall 2024)
• President’s List (Spring, Summer, Fall 2025)
• Social and Human Services Certificate with Honors
• Substance Abuse Certificate with Honors

“The program gave me direction, confidence, and hands-on experience,” she said. “I finally have a clear career path instead of feeling lost.”

Looking Ahead With Purpose

Shannon’s future is no longer uncertain.

It’s intentional.

She has been accepted into the Bachelor of Social Work program at UNC Wilmington, where she plans to continue her education and eventually become a therapist in the substance use or mental health field.

“My goal is to help people rebuild their lives,” she said.

For Shannon, this path is about more than a career.

It’s about impact.

It’s about showing others that change is possible—and that support makes all the difference.

A Message for Others Starting Over

If there’s one thing Shannon wants others to understand, it’s this:

Starting over is not easy—but it is possible.

“Embrace the opportunity, be patient with yourself, and take advantage of all the support available,” she said.

She knows what it feels like to hesitate, to question, and to wonder if it’s worth it.

But she also knows what happens when you take that first step.

“Your past doesn’t define your future,” she said.

And in her case, that past became something even more powerful.

“My past became the reason I knew how to help someone else’s future.”

 To learn more information about NCWorks and WIOA please visit our website

Hank Talbert’s Journey Through Re-Entry and Renewal

Before purpose, there was loss — and the decision to change everything.

Hank Talbert’s story isn’t about where he started.

It’s about what he chose to do when everything fell apart.

Before enrolling at 51șÚÁÏÍű, Hank was living a life he once believed was productive. But in reality, he says, it was something very different.

“I was just surviving. Simply existing without purpose, stability, or direction.”

For years, he was in active addiction, caught in a cycle that slowly stripped away everything that once defined his life.

“I had lost my place to live, my car, my girlfriend, all my possessions, and the respect of anyone who knew me,” he said. “I had lost every ounce of dignity or self-respect.”

What remained was uncertainty.

And a choice.

The Decision to Change

Hank’s turning point began during his time at Hope Recovery Homes, where he was forced to confront the reality of his situation in a way he never had before.

There, he made a commitment that would reshape his future.

“I made a vow that I would accept the fact that I did not have all the answers,” he said.

That moment of humility became the foundation for everything that followed.

For the first time, Hank began to challenge the mindset that had guided his decisions for years. He started to understand that what he once believed was control was actually survival, and that survival alone was not enough.

“I had to learn how to stop thinking I already knew what was best for me,” he said. “That was the beginning of real change.”

In that space, something unexpected began to grow.

A sense of purpose.

Hank began to realize that his experiences, as difficult as they were, could one day be used to help someone else avoid the same path.

That realization led him to Liz Hubbard and the NCWorks Re-entry Program, where he found structure, accountability, and the opportunity to start building something new.

Turning Experience Into Purpose

When Hank arrived at 51șÚÁÏÍű, he wasn’t just looking for a fresh start.

He was looking for meaning.

“I wanted to turn my lived experience into a professional asset,” he said.

That goal led him to the Social and Human Services program, where he began to explore not only recovery, but the deeper systems that influence behavior, decision-making, and change.

“I wanted to understand the ‘why’ behind human behavior and the ‘how’ of recovery.”

What he found was something far greater than he expected.

Through his coursework, Hank began to connect ideas across disciplines — seeing parallels between biology, psychology, and lived experience. He started to understand how addiction impacts the brain, how environment shapes behavior, and how recovery requires both structure and support.

“Learning about the biological side of addiction helped me understand that it’s not just a moral issue. There are real physiological components to it,” he explained. “But at the same time, you have to take responsibility for your actions. It’s both.”

That balance of accountability and understanding became a defining part of his growth.

“Seeing how everything is interconnected has been the most rewarding part,” he said.

As he progressed through the program, his confidence began to grow.

Not just because he was succeeding academically, but because he was proving something to himself.

“The moment I realized I could really do this was when I started accomplishing things I was always told I would never do.”

Hank didn’t just succeed. He excelled.

He has maintained a 4.0 GPA, earned multiple placements on the President’s List, and was inducted into Phi Theta Kappa Honor Society. He has completed certificates in Social and Human Services and Substance Abuse Counseling with honors, and is on track to graduate in May 2026.

But for Hank, those achievements are not the end goal.

They are proof of transformation.

“It provided a bridge from lived experience to professional expertise,” he said. “That’s what this program has done for me.”

Building a Future With Intention

Today, Hank is living a life that once felt out of reach.

He works full-time, attends school full-time, and is completing an internship at the NCWorks Big Rock Career Center — the same system that helped guide him forward.

He is also a Certified Peer Support Specialist, using his own experiences to help others navigate recovery and re-entry.

“I get to sit down with people who are where I used to be,” he said. “And I can meet them there, because I understand it.”

That connection is powerful.

It allows him to offer something that cannot be taught in a textbook — lived understanding.

“People can tell when you’ve really been through it,” he said. “It makes a difference.”

His long-term goals reflect both ambition and purpose.

After graduating, Hank plans to transfer to UNC Wilmington to pursue a bachelor’s degree in social work, with hopes of continuing on to a master’s degree.

But his vision goes beyond personal success.

“I want to leverage my experience to bridge the gap between policy and the real-world needs of those coming home,” he said.

He understands that re-entry is not just about finding a job or enrolling in school. It’s about navigating systems, overcoming stigma, and rebuilding identity.

“Human services is not just a job,” he said. “It’s about making sure the next person has a better chance than I did.”

Hank is also clear about the role 51șÚÁÏÍű and the NCWorks Re-entry Program played in his journey.

“They didn’t just see me as a student. They saw me as a future professional.”

That belief helped him begin to see himself differently.

“The program removes the stigma and replaces it with strategy,” he said. “It gives you a plan, not just hope.”

More Than a Second Chance

Hank knows that starting over is not easy.

He knows the hesitation, the doubt, and the fear that comes with stepping into something new.

But he also knows what’s possible.

“The hesitation is natural,” he said. “But the classroom is one of the few places where you can completely reinvent yourself.”

His message is rooted in experience.

“Your past does not define you. It’s a stepping stone toward your true calling.”

For Hank, growth is not about comfort.

It’s about pushing through it.

“The only constants in the world are God and change,” he said. “Where you feel the most uncomfortable is where you learn the most.”

He understands how fragile stability can be, but also how powerful one decision can be.

“We’re all one bad decision away from losing everything,” he said. “But we’re also one good decision away from changing everything.”

His journey is proof that re-entry is not a single moment.

It is a process.

A process of learning, rebuilding, and becoming.

Because for Hank Talbert, this journey is no longer just about a second chance.

It’s about purpose.

Fernanda Rola’s Journey Through 51șÚÁÏÍű’s Pharmacy Technician Program

For Fernanda Rola, returning to school was more than just an educational decision. It was a step toward building a meaningful career and creating new opportunities for herself and the community she now calls home.

Originally from Chile, Fernanda moved to the United States four years ago and now lives in Morehead City. Like many students at 51șÚÁÏÍű, she came with a strong desire to grow personally and professionally while making a positive impact in the healthcare field.

“I am always looking for opportunities to learn new skills and grow,” Fernanda shared. “I wanted a career where I could help people and contribute to their well being.”

That desire led her to enroll in 51șÚÁÏÍű’s Pharmacy Technician Program.

Discovering a Path in Healthcare

Fernanda’s interest in healthcare began long before she arrived in the United States. Growing up, she watched family members work in the healthcare field, which deeply influenced her passion for helping others. In Chile, she also earned a degree as a speech therapist, a profession that supports both educational and medical environments.

When she began exploring new career opportunities in the United States, the pharmacy field immediately stood out.

“I have always been interested in learning about medications and supporting patients,” she explained. “Becoming a pharmacy technician felt like the right way to build a long term career while making a positive difference.”

51șÚÁÏÍű offered exactly what she was looking for: a flexible, accessible program that could be completed at her own pace while providing the training needed to enter the healthcare workforce.

A Program Designed for Student Success

One of the things that impressed Fernanda most about 51șÚÁÏÍű’s Pharmacy Technician Program was the level of support built into the course.

“It is not just a textbook,” she said. “There are many additional resources, including videos explaining pharmacy calculations, practice tests, and study materials that help reinforce what you learn.”

The course also introduces students to the 200 most common medications and how to properly pronounce them, an important skill for anyone working in a pharmacy environment.

 Although pharmacy calculations initially seemed intimidating, Fernanda quickly discovered that the program breaks complex concepts into manageable lessons.

“At first I was nervous about the calculations, but the videos and explanations made them much easier to understand,” she said.

The program’s comprehensive structure helped Fernanda build confidence and stay focused on her goals.

Learning Skills That Matter

Throughout the program, Fernanda developed critical skills that are essential in pharmacy practice. Attention to detail, organization, medication knowledge, and accuracy became central to her training.

One important concept she learned was the importance of identifying LASA medications, or “Look Alike, Sound Alike” drugs.

“Some medications differ by only a few letters,” Fernanda explained. “It is easy to confuse them if you are not careful. That is why multiple safety checks are so important when preparing prescriptions.”

Through coursework and hands on exercises, she gained experience processing prescriptions, performing dosage calculations, and understanding when to consult a pharmacist.

These experiences helped her build the confidence needed to work in a real pharmacy setting.

“The training helped me understand how to handle pharmacy tasks responsibly and carefully,” she said.

Preparing for Certification and Career Success

A key goal for Fernanda was successfully passing the national Pharmacy Technician Certification Exam, and the program provided the tools she needed to prepare.

“The course is very comprehensive and covers all the essential topics,” she said. “It helped me feel confident before taking the exam.”

Her hard work paid off when she successfully passed the Pharmacy Technician National Exam on her first attempt.

“I was very proud and relieved,” she said. “It was a big accomplishment for me.”

With certification in hand, Fernanda now feels prepared to enter the healthcare workforce and begin building a long term career.

While she is open to working in several pharmacy environments, including retail pharmacies, medical offices, or hospitals, she remains focused on continuing her education and expanding her knowledge in the future.

“My goal is to find a stable position and continue contributing positively to the well being of my community,” she said.

Support That Makes a Difference

Fernanda credits much of her success to the support she received from her instructor, Ms. Sharon King.

“She is very supportive and truly committed to helping students succeed,” Fernanda said.

From answering emails quickly to meeting with Fernanda even without an appointment, Ms. King helped create a welcoming and encouraging learning environment from the very beginning.

“When I first met with her, she printed information about the program and answered all my questions,” Fernanda said. “After that conversation, I felt confident about enrolling.”

Her instructor’s encouragement helped reinforce the idea that she was not alone in her educational journey.

Growing Through the Experience

Like many students, Fernanda faced challenges along the way. During the program she had to travel back to Chile for a family emergency, which temporarily disrupted her study routine.

Despite the unexpected challenge, she remained committed to her goals and successfully returned to her coursework.

Completing the program strengthened her confidence and gave her a deeper understanding of the healthcare field.

“This program has changed me in a very positive way,” she said. “I now have more knowledge about medications and feel more confident in my professional abilities.”

The knowledge she gained is not only valuable for her career, but also for helping care for her own family.

Encouraging Future Students

Fernanda believes 51șÚÁÏÍű is an excellent place for students who want to begin a career in healthcare.

“It offers quality programs, supportive instructors, and valuable resources,” she said.

For students considering the Pharmacy Technician Program, she offers simple but encouraging advice.

“I would recommend this program to anyone who wants to continue their education while balancing personal responsibilities,” she said. “It is flexible, manageable, and designed to help students succeed.”

Her message to prospective students is clear.

“It is a great decision. The program gives you the knowledge you need to pass the certification exam and the confidence to begin working in the field.”

A Strong Foundation for the Future

Fernanda’s journey is a powerful example of how 51șÚÁÏÍű helps students turn ambition into opportunity. Through accessible programs, dedicated instructors, and a supportive learning environment, students like Fernanda are building careers that make a real difference.

For Fernanda, the path forward is clear. With certification achieved and new confidence in her abilities, she is ready to begin the next chapter of her healthcare career.

And it all began with one decision to take the first step.

From Community College Student to Community College Leader: Dr. Maggie Brown

Creating opportunity for students is the guiding principle behind Dr. Maggie Brown’s leadership at 51șÚÁÏÍű.

For Dr. Maggie Brown, opportunity is more than a word. It is the foundation of her journey and the guiding principle behind her leadership at 51șÚÁÏÍű. As Vice President of Instruction & Student Support, she is dedicated to expanding access to education and ensuring that every student who walks through the college’s doors has the chance to build a brighter future.

Dr. Brown’s commitment to higher education is deeply personal. She is a third generation product of the community college system, following in the footsteps of both her grandmother and her mother.

“I am a third generation product of community colleges,” she says. “Like my grandmother and mother before me, I benefited from affordable, accessible higher education.”

Those early experiences shaped her belief that education has the power to transform lives and open doors for individuals and families alike.

“I want to do what I can to broaden access for students,” she explains.

A Leader Who Believes in People

Dr. Brown’s leadership philosophy is rooted in compassion, persistence, and creative problem solving. These qualities were reinforced early in her career by a mentor who recognized her potential before she fully recognized it herself.

 “I had a boss who told me early on that he could see me becoming a college leader,” she recalls. “He saw something in me that I had not yet recognized.”

That encouragement motivated her to continue developing her skills and pursue opportunities where she could make a meaningful impact on students and institutions. Today, she carries that same spirit of encouragement into her work with students, faculty, and staff.

Life Beyond the Office

While Dr. Brown spends much of her time focused on supporting student success, she also values time outdoors and opportunities to recharge.

Hiking, kayaking, and reading are some of her favorite ways to unwind. One of the most memorable places she has traveled is the coastal Redwood forests of California.

“It’s an incredible place,” she says. “The scale of those trees is something you never forget.”

Earlier in her career, she even worked at an environmental education center tagging snakes and other reptiles.

“It was one of the most interesting jobs I’ve ever had,” she says with a smile.

Her very first job, however, was a bit more familiar to many people.

“I worked as a cashier at Food Lion,” she laughs. “I still have nightmares about long checkout lines stretching around the store.”

These experiences, both big and small, help shape the perspective she brings to her leadership role today.

Supporting Students at 51șÚÁÏÍű

As Vice President at 51șÚÁÏÍű, Dr. Brown works closely with leadership teams across campus to strengthen academic programs, support students, and ensure that education remains accessible to those who seek it.

At the heart of that work is a shared commitment among the college’s admissions and instructional leaders.

“We have a common goal,” she explains. “No student who wants to learn or train should ever be turned away because they lack funding.”

Over the years, she has seen firsthand how education at 51șÚÁÏÍű can transform the lives of students and their families.

“We have so many examples of people whose lives have been positively impacted by their education here,” she says. “Anyone can change their family’s educational legacy simply by walking through our doors.”

Preparing Students for the Future

Dr. Brown is particularly excited about the college’s One College model, an approach designed to strengthen programs and improve the student experience.

Rather than operating within large, separate divisions, programs are now organized into smaller clusters of related fields. These clusters are led by instructional leaders who work closely with faculty and community partners to strengthen curriculum and expand workforce training opportunities.

“This structure allows people with expertise in each area to work closely with faculty and industry partners,” she explains. “Together we can ensure our programs produce highly qualified individuals who are ready to step into careers that offer sustainable wages.”

By aligning education with workforce needs, 51șÚÁÏÍű continues to prepare students for careers that support both personal success and the long term strength of the region.

A College That Serves Its Community

For Dr. Brown, the mission of the college is deeply tied to the community it serves.

“Community colleges are responsive to the communities in which they operate,” she says.

While neighboring counties may share geographic proximity, each region has unique industries, economies, and populations. 51șÚÁÏÍű focuses on serving the needs of 51șÚÁÏÍű County and preparing students to contribute to the area’s future.

She often reminds students that the knowledge and skills they gain will shape the community around them.

“Those of you who invest your new skills and knowledge back into 51șÚÁÏÍű County will literally be shaping the future for all of us,” she says. “You will be providing healthcare, teaching our children, running businesses, and helping keep our community strong.”

One Word That Defines It All

When asked what 51șÚÁÏÍű means to her, Dr. Brown offers a single word.

Ìę“O±è±èŽÇ°ùłÙłÜČÔŸ±łÙČâ.”

It is the same opportunity that shaped her life and the same opportunity she works every day to ensure remains available to every student who walks through the doors.

The Power of What Comes Next

A second chance opens the door, but what comes next is what defines the future.

This April, North Carolina recognizes Second Chance Month, a time to reflect on what it truly means to rebuild a life.

As proclaimed by Governor Josh Stein, this month highlights the importance of opportunity, support, and the belief that a person’s future can be stronger than their past.

At 51șÚÁÏÍű, that belief is more than a message, it is a daily commitment.

Through the NCWorks Re-entry Program partnership with the Eastern Carolina Workforce Development Board the College is walking alongside individuals who are no longer incarcerated but are now stepping into a new chapter defined by education, stability, and purpose. For these students, re-entry is not just about returning home. It is about learning how to move forward.

And helping guide that journey is someone who understands just how important that support can be.

Her name is Liz Hubbard.

Walking With Students Every Step of the Way

Liz doesn’t just work in re-entry. She builds relationships.

Before joining 51șÚÁÏÍű, she worked as a Probation and Parole Officer, where she saw how difficult it could be for individuals to navigate life after incarceration. Many wanted to succeed but were overwhelmed by barriers — housing, transportation, employment, and access to basic resources.

Those experiences shaped how she approaches her work today.

 Now, as a Case Manager for the NCWorks Re-entry Program, Liz helps individuals map out what their next chapter can look like. Some come in unsure of where to start. Others are ready but need direction. All of them are looking for a way forward.

Her role is to help make that path clearer.

From meeting clients in treatment centers or through probation referrals, to sitting down one-on-one to develop a plan, Liz is there through every step, helping connect students to resources, enroll in programs, and prepare for the workforce.

But beyond the logistics, what she offers is something just as important — consistency.

“Seeing someone begin to believe in themselves again is everything,” she said.

Rebuilding After Release

For individuals returning to the community, the challenges don’t end when incarceration does.

In many ways, they are just beginning.

Securing stable housing, finding reliable transportation, reentering the workforce, and continuing education all require support — and without it, progress can feel out of reach.

That’s why the 51șÚÁÏÍű Local Re-Entry Council, in partnership with 51șÚÁÏÍű, plays such an important role in the community.

The program focuses on helping individuals rebuild stability, not just for the short term, but for the long run.

That includes:

• connecting students to essential services like housing and recovery support
• preparing them for employment through resumes and interview coaching
• helping them enroll in education and training programs that lead to real careers

This approach recognizes something simple but powerful:

People don’t succeed alone.

They succeed when they have access, guidance, and someone in their corner.

And that work continues to grow.

As Terrell Henry, Reentry Coordinator, explains, the focus is not only on what exists today, but on expanding support to meet the evolving needs of those reentering the community.

“Currently we are partnering with local recovery-based providers such as Southeastern Integrated Care and Miriam to provide workforce coaching in addition to our in-reach process at the Newport Prison,” he said. “We look forward to expanding these services and supports to meet the needs of those that are justice-impacted and in recovery.”

A College Committed to Opportunity

At 51șÚÁÏÍű CC, this work reflects something bigger than any single program. It reflects who the College is.

As Dr. Tracy Mancini, President of 51șÚÁÏÍű, explains, re-entry efforts are not separate from the College’s mission. They are a direct extension of it.

“We are an open-door institution,” she said. “We are here to serve and empower our students and our community, especially those who have faced barriers to education and opportunity.”

She describes re-entry programs as a “win-win-win,” benefiting individuals, employers, and the community as a whole.

“These programs create pathways to stability and economic mobility for individuals and their families, while also helping to build a skilled workforce and strengthen our communities.”

That philosophy shapes how 51șÚÁÏÍű CC shows up for its students.

It’s not just about access. It’s about creating an environment where individuals feel supported, challenged, and capable of succeeding.

As Dr. Mancini often says:

“We aim to be some people’s best first choice and others’ best second chance.”

From Students to Skilled Professionals

The NCWorks Re-entry Program is not just about access — it’s about outcomes.

Students are entering programs that lead directly to employment in fields such as:

• HVAC
• Welding
• CDL
• Construction
• Human Services
• Barbering
• GED completion

These programs provide more than training. They provide direction.

Since the program began just over two years ago:

• 128 individuals have gained employment
• 37 have earned workforce certifications
• 2 have completed associate degrees
• 8 are preparing to graduate in May 2026

For Perry Harker, Vice President of Workforce Continuing Education, the impact is reflected not only in student success, but in what it means for the community.

“Employers across our region are facing real workforce shortages,” he said. “At the same time, we have individuals who are ready to work and looking for an opportunity. Programs like this help bridge that gap.”

He emphasized that re-entry education is not just about helping individuals move forward — it’s about building a stronger, more connected local workforce.

“These students are capable, motivated, and when given the chance, they become valuable contributors to our workforce and our community.”

Real Lives, Real Change

Behind every number is a story.

One of those stories is Matt Williams.

Matt began with only an eighth-grade education. Within weeks, he earned his GED — and kept going. Today, he is preparing to graduate with an associate degree in Business Administration and has been accepted into an accelerated MBA program. He is also working as a Peer Support Specialist and has regained custody of his daughter.

His journey reflects what can happen when someone is given the tools — and the support — to keep moving forward.

Liz has seen that kind of transformation in many forms.

She shared the story of two former clients who are now married, raising a child together, and building a life centered on stability and purpose. Both are graduating this spring and working in roles that allow them to help others navigate recovery and re-entry.

These moments go beyond success — they represent lasting change.

Why It Matters for All of Us

Re-entry programs don’t just impact individuals — they shape communities.

When someone finds stable employment, reconnects with their family, and builds a sustainable future, the benefits extend outward.

Employers gain dedicated workers.
Families gain stability.
Communities grow stronger.

Dr. Mancini emphasized that the College has seen a growing network of local employers step forward — with more than 70 businesses willing to interview and potentially hire justice-involved individuals.

“That level of engagement shows what’s possible when a community comes together,” she said. “These individuals are capable, motivated, and ready to contribute when given the opportunity.”

She also noted that re-entry programs help connect two important needs — individuals seeking a fresh start and employers seeking reliable talent.

When those connections are made, everyone benefits.

Looking Ahead: More Stories to Come

This article is just the beginning.

Throughout Second Chance Month, 51șÚÁÏÍű will continue to highlight the students who are part of this program, individuals who are actively building new futures for themselves and their families.

In the coming weeks, we will share the stories of eight students who are currently enrolled, each with their own journey, their own challenges, and their own determination to succeed.

Their stories will show what happens when support meets effort.
When education meets opportunity.
And when someone is given the chance to start again.

And for anyone who may be walking that path right now, Liz offers this reminder:

“Your past is only part of your story — not the end of it. Keep moving forward. Don’t give up.”

Because at 51șÚÁÏÍű, second chances are not just possible.

They are happening every day.

And as Perry Harker puts it:

“When we invest in people, we don’t just change individual lives — we strengthen the future of our entire community.”

Teaching with Purpose: Kimberly Briese Inspires the Next Generation of Nurses at 51șÚÁÏÍű

Through compassion, real-world experience, and a deep commitment to student success, nursing instructor Kimberly Briese is helping 51șÚÁÏÍű students grow into confident, capable healthcare professionals.

Behind every confident, compassionate nurse is someone who helped guide them along the way—and at 51șÚÁÏÍű, instructors like Kimberly Briese play a vital role in shaping that journey.

For Kimberly, the path to teaching began with a simple but powerful desire: to help others.

“I originally went into nursing because I wanted to help people in a real, hands-on way,” she shared. “Over time, I realized I also loved helping others learn and grow, especially newer nurses. Teaching just felt like a natural next step.”

A Supportive Learning Environment That Prepares Students for the Real World

As a nursing instructor, no two days look the same for Kimberly. From classroom lectures to hands-on lab work and clinical experiences, each day brings new opportunities to guide students as they develop their skills and confidence.

“Some days I’m teaching in the classroom, other days we’re in the lab or at clinical,” she explained. “A lot of my time is also spent answering questions and helping students build confidence.”

That consistent support is what defines the learning experience at 51șÚÁÏÍű. Students are not only taught technical skills—they are encouraged, challenged, and prepared for the realities of working in healthcare.

 “I try to keep things as real as possible,” Kimberly said. “We use scenarios, share real experiences, and have honest conversations about what the job is actually like.”

She emphasizes that nursing is about more than memorization.

“You’re constantly thinking, making decisions, and adapting,” she added. “That’s something that really surprises people.”

Watching Students Grow with Confidence

One of the most meaningful parts of Kimberly’s role is watching students transform throughout the program.

“Watching students go from nervous and unsure to confident and capable—that’s the best part,” she said.

She recalls a student who struggled early on but stayed committed.

“By the end, they were doing so well and felt proud of themselves. Seeing that kind of growth is why I love what I do.”

Moments like these reflect the heart of 51șÚÁÏÍű’s Nursing Program—helping students discover their potential and believe in themselves.

Kimberly understands that confidence doesn’t come overnight.

“A lot of students doubt themselves at first,” she shared. “It’s great to watch that confidence grow.”

That approach is shaped by her own experience as a student, where an instructor encouraged her to think independently while offering support.

Now, she brings that same balance into her classroom every day.

Lessons That Last Beyond the Classroom

For Kimberly, teaching nursing is about more than preparing students for a career—it’s about preparing them for life.

She hopes her students carry forward simple but powerful reminders:

“To be kind, stay confident, and trust what you’ve learned.”

Nursing has also shaped her own perspective.

“It’s taught me to slow down, be patient, and treat people with kindness,” she said. “You never know what someone is going through.”

A Passion for Teaching—and Life

Outside of the classroom, Kimberly enjoys traveling, reading crime novels, and relaxing with a good TV show after a busy day. She has visited places as unique as Stonehenge and values experiences that broaden her perspective.

“I could eat my weight in popcorn,” she said with a laugh.

These personal moments help students see that their instructors are not only educators, but people who understand balance, growth, and resilience.

Shaping the Future of Healthcare

At 51șÚÁÏÍű, instructors like Kimberly Briese are more than teachers—they are mentors, supporters, and leaders who help shape the future of healthcare.

Through hands-on training, real-world preparation, and a commitment to student success, the Nursing Program continues to prepare graduates who are ready to make a difference.

And for Kimberly, the work she does every day can be summed up in three words:

“Busy, rewarding, meaningful.”

For more information about our Nursing program visit carteret.edu.

Aralyn Grantham’s Journey at 51șÚÁÏÍű 

Through 51șÚÁÏÍű’s Adult High School program and Basic Skills Plus opportunity, Aralyn Grantham is proving that it’s never too late to finish your diploma—and start building your future at the same time

At just 17 years old, Aralyn Grantham is showing that a setback can become a powerful turning point.

Originally a student at West 51șÚÁÏÍű High School, Aralyn faced challenges that left her behind in her coursework. For many students, that moment can feel discouraging. For Aralyn, it became the moment she chose a different path forward.

Encouraged by her high school counselor, she enrolled in 51șÚÁÏÍű’s Adult High School / College and Career Readiness program, a supportive pathway designed to help students complete their high school education while preparing for what comes next.

“She made it clear to me that quitting was not an option,” Aralyn said. “Everyone deserves a second chance.”

More Than a Second Chance

What Aralyn found at 51șÚÁÏÍű was more than just a way to finish her diploma—it was an opportunity to move forward.

Through a unique program called Basic Skills Plus, students like Aralyn can take college-level or workforce training courses while still completing their high school requirements.

This means students don’t have to wait to start their future—they can begin building it now.

 While working on courses like Math, English, Biology, and History, Aralyn was able to enroll in Photography 110, a college-level class that aligns with her career interests.

“Taking a photography class while being behind in high school has been beyond inspiring,” she shared. “It takes away any disappointment I had in myself and gives me something I truly look forward to.”

Programs like Basic Skills Plus are designed to remove barriers and create opportunity. Eligible students can take approved college or continuing education courses, with tuition waived, making it more accessible to explore career pathways while completing a diploma.

Discovering Confidence Through Opportunity

For Aralyn, photography quickly became more than just a class—it became a source of confidence, motivation, and direction.

Through hands-on learning, she gained technical photography skills while also developing important life skills like time management, organization, and balancing responsibilities.

 “I’ve learned how to handle more work and believe in myself more,” she said.

Being able to pursue something she is passionate about while completing her high school requirements changed her perspective entirely.

“With an amazing professor and class, I feel very confident pursuing photography,” she said.

Support Every Step of the Way

A strong support system has been key to Aralyn’s success.

From program staff like Mr. Matthews, Ms. Lopez, Mrs. Vinskus, and Mr. Adrick, to her teachers Ms. Rice, Ms. Ackert, and Ms. Deitzler, Aralyn found encouragement, guidance, and belief in her potential.

“They have all been amazing guides,” she said.

That level of support is at the heart of 51șÚÁÏÍű’s College and Career Readiness programs—meeting students where they are and helping them move forward with confidence.

Overcoming Challenges and Growing Stronger

Aralyn’s journey has not been without obstacles. She faced personal challenges and struggled with attendance at times, but with determination and support, she found her footing.

“Motivation can be hard,” she said. “But you have to remember—you owe it to yourself to give everything your all.”

What she is most proud of is not just her academic progress, but how much she has grown as a person.

“I’m most proud of the character changes I’ve made,” she shared. “I’ve grown in many ways.”

Building a Future That Inspires

Aralyn’s goals don’t stop with earning her diploma.

After completing the Adult High School program, she plans to continue her education at 51șÚÁÏÍű, pursuing both photography and marine biology. She also plans to earn a photography certificate and explore underwater photography through diving courses.

By the time she graduates, she will already be building the skills and experience needed for the career she envisions.

A Message to Future Students

For anyone who may feel unsure about returning to school or completing their diploma, Aralyn offers this advice:

“Please go get your diploma. Everyone owes it to themselves to give everything their all.”

She also wants others to know that 51șÚÁÏÍű is a place where support, opportunity, and encouragement are always available.

“Once you begin your journey here, you will feel more uplifted and inspired than you imagine,” she said. “The staff are wonderful, the campus is beautiful, and the opportunities to improve yourself are endless.”

Aralyn Grantham’s story is a powerful reminder that it’s never too late to start again—and that with programs like Basic Skills Plus, students don’t just catch up
 they move ahead.

At 51șÚÁÏÍű, a second chance can become the beginning of something even greater.

How 51șÚÁÏÍű is Transforming Lives Inside the 51șÚÁÏÍű Correctional Center 

In a place often defined by past mistakes, 51șÚÁÏÍű is helping individuals rediscover their potential—and rewrite what comes next.

At 51șÚÁÏÍű Correctional Center in Newport, something extraordinary is taking place. Behind prison walls, where too many stories are often reduced to mistakes and sentences, 51șÚÁÏÍű is helping write a different kind of ending one rooted in education, accountability, dignity, and hope. Through workforce training, personal development, and the innovative L.I.F.E. program (Lessons in Future Endeavors) the College is proving that second chances are not just compassionate; they are necessary. They are built through preparation. They are sustained through support. They are made real when people are given the tools to return to society ready to succeed rather than struggle.

Meeting a Critical Need

The L.I.F.E. program was created because there was a need no one else had fully addressed. According to program background provided by the instructor, the class began after an incarcerated man asked for a course that could help people who had been in prison for decades and no longer understood the world waiting beyond the gate. In response, the pre-release curriculum was adapted into something more targeted, a course designed specifically to support people with life sentences as they work toward MAPP, or Mutual Agreement Parole Program, readiness. The course now includes digital literacy, financial literacy, personal advocacy, housing, employment planning, family reunification, trauma awareness, empathy work, and release preparation. The program was accepted by 51șÚÁÏÍű on January 21, 2026, and today serves students who have collectively spent 612 years incarcerated, with an average incarceration length of 38 years.

But the impact of that need and the response to it is not theoretical. It is already being seen inside the facility.

A Partnership Driving Real Change

That real-world impact is what stands out most to Associate Warden Timothy Maulin, who has seen firsthand the impact of this growing partnership inside 51șÚÁÏÍű Correctional Center.

Maulin shared that the L.I.F.E. program, developed with Ms. Benefield, quickly stood out as something meaningful and much needed. He described it as providing something many of these men have lacked for years—real direction. After feeling, in his words, “stuck in a ditch,” students are now beginning to understand the steps needed to prepare for release, pursue MAPP, and build a life on the outside.

That progress builds on the College’s broader efforts within the facility. In December 2025, 19 individuals completed programs in High School Equivalency, Horticulture & Landscape, and Masonry, while earlier that year, six students in the Boat Building Academy finished a 144-hour workforce training program focused on marine trades and workplace readiness. Together, these initiatives demonstrate what is possible when education and opportunity are made accessible.

Maulin also emphasized the importance of consistency and care, noting Ms. Benefield’s ongoing commitment to her students. He made clear that the facility is “100% open” to programs like these, recognizing their role in filling long-standing gaps and supporting successful reentry.

Over time, Maulin said his own understanding of reentry has evolved, and he now sees the tremendous potential these men have to succeed. That belief is reflected in the College’s approach—treating individuals as students, not labels, and creating an environment where dignity and learning go hand in hand.

Through programs like L.I.F.E., students are gaining practical skills in communication, employment readiness, financial literacy, and technology—tools many have never had the opportunity to develop. This kind of preparation is essential. It is not enough to encourage change; individuals must be equipped to achieve it.

For men like Larry March, 64, incarcerated for 40 years; Joseph Annandale, 64, incarcerated for 39 years; and Meldon Collins Jr., 62, incarcerated for 35 years, that belief has become deeply personal. Their stories are not simply about serving time. They are about using time differently to learn, to reflect, to heal, and to prepare for the possibility of reentering society as better men than the ones who first entered prison.

A Lifelong Commitment to Learning

Larry March speaks with the steady wisdom of someone who has learned that education is not a moment, but a lifelong practice. When he first entered prison, he said he had very little formal education. Over time, he earned his GED from Wake Tech University and went on to complete a bachelor’s degree in business administration from Shaw University where he was a part of the CAPE program and the last graduating class of 1996. Even after decades of incarceration, he has never stopped pursuing growth. For Larry, education is not just about a credential. It is about becoming mentally prepared for life, family, and responsibility. He spoke movingly about his children and grandchildren, and about his desire, when his time comes, to be able to pour into their lives with the knowledge he has gained. He wants to return not empty-handed but equipped to guide the next generation. For Larry, education is not something that ends. It is something you live every day.

His words cut through every stereotype. Larry understands that prison may confine the body, but it does not have to imprison the mind. That is why he values 51șÚÁÏÍű so deeply. These instructors are not just sending lessons through the mail. They are showing up. They are stepping inside the facility and meeting students where they are. For Larry, that matters. It tells him that his life is still worth investing in.

A Shift in Perspective

Joseph Annandale’s story carries that same truth, but through a different lens. He described himself as an angry young man when he first entered prison, a man with a limited education and a narrow view of the future. He left school in the eleventh grade to work, not yet understanding how much education would shape the rest of his life. Later, after seeing others pursue college opportunities, he realized he first needed to earn his GED. He did, and that achievement changed everything. Education, he said, broadened his horizons. It freed his mind. It kept him from falling into the darkest mental spaces that often come with a lengthy prison sentence.

Today, Joseph speaks about learning not as survival alone, but as responsibility. He has completed coursework in culinary arts, engine repair, and other academic subjects over the years, but he says the L.I.F.E. class through 51șÚÁÏÍű is different from anything he has experienced before. He describes it as cutting-edge, unprecedented, and urgently needed for people serving life sentences. For the first time, he sees a clear path to understanding what MAPP requires and how to prepare for it. What had once felt like confusion and dead ends now feels like direction.

Perhaps most powerful is Joseph’s reflection on one of the program’s empathy assignments. Students were asked to put themselves in the shoes of victims and family members and consider how their actions changed other lives. That kind of work is not easy. It is deeply uncomfortable. But it is necessary. Joseph shared that he had never truly sat and thought about the wider emotional impact of his actions in the way this class required him to do. That kind of reckoning is not performative. It is the foundation of accountability. And accountability is essential to rehabilitation.

Lifting Others Through Education

Meldon Collins Jr. brings yet another dimension to the story. Where Larry emphasizes wisdom and Joseph reflects on internal change, Meldon’s journey is marked by service. He said that even while incarcerated, he has felt compelled to help other people move forward. Education, for him, is not just personal progress. It is a way to lift others. He has served as a teacher’s assistant, helps with GED classes, and encourages other incarcerated men to enroll, especially those who feel ashamed of how little they know or how far behind they have fallen.

Meldon understands something crucial: many people do not avoid education because they do not care.  They avoid it because they are embarrassed. They are afraid. They do not want to admit what they never learned. But he has seen what happens when someone finally takes that first step. He has watched men improve their reading, earn credentials, develop trades, and leave prison with real skills. He has seen education change not only knowledge, but confidence. He has seen it open doors to entrepreneurship, employment, and dignity.

A Shift in Belief

The instructor behind L.I.F.E. wrote that one of the most powerful changes she has seen is that students now laugh and smile more than they did when the class began. She described the empathy art project as especially moving, as men created poetry, songs, drawings, and collages reflecting on how their crimes affected others. She also wrote that the most rewarding part of teaching the course is that both she and her students have begun to believe that successful release from incarceration is truly possible. That belief is not small. It is life changing.

For Larry, it means hoping to one day speak wisdom into the lives of his grandchildren.
For Joseph, it means finally seeing a path instead of a wall.
For Meldon, it means continuing to help others rise, even while still fighting for his own chance.

Their stories remind us that transformation is rarely loud. Often, it happens quietly in a classroom, in a hard conversation, in a written reflection, in the decision to keep learning when no one is forcing you to. It happens when a college is willing to walk into difficult spaces and say, “You still matter. Your future still matters. Your effort still matters.”

Building Momentum Through Programs

That long-standing commitment is echoed on the College’s side as well.

Perry Harker, Vice President of Workforce Continuing Education at 51șÚÁÏÍű, emphasized that this work is not new, it is the continuation of more than three decades of partnership. For over 30 years, the College has worked alongside 51șÚÁÏÍű Correctional Center and the local Probation and Parole Office to provide education, training, and opportunity to individuals during incarceration and throughout their transition back into society.

For Harker, reentry is about more than programs, it is about the future of the community. He noted that reentry is not just a criminal justice issue, but a workforce, economic, and human potential issue. When individuals return to 51șÚÁÏÍű County, access to education, skills training, and support systems is critical. Without those opportunities, individuals face cycles of unemployment and instability that impact not only their own lives, but also families, employers, and the broader community.

This is what real rehabilitation looks like.

It looks like a man learning how to explain his past honestly to an employer.
It looks like a student practicing how to write a professional letter on a computer after decades away from technology.
It looks like learning how to budget, how to advocate, how to rebuild family relationships, how to make lawful choices, and how to live in a world transformed by digital systems.
It looks like accountability paired with preparation.

Preparing for Life Beyond the Gate

Programs like these offer a meaningful path forward, helping individuals build skills, reconnect with their families, and return to their communities with purpose. More than anything, they restore something that can be lost over time: the belief that a life can still hold value, meaning, and the possibility of something better.

Building Bridges, Not Barriers

That is what 51șÚÁÏÍű is doing at 51șÚÁÏÍű Correctional Center. Not simply offering classes, but building bridges, creating pathways, and preparing individuals not just to leave prison, but to live differently when they do.

Because when we invest in education inside prison, we are not excusing the past.
We are protecting the future.

We are choosing preparation over hopelessness.
Restoration over resignation.
Opportunity over repetition.

We are choosing to believe that the best version of a person does not always appear at the beginning of the story.

Sometimes, with the right support, accountability, and education, it emerges much later, stronger, wiser, humbler, and finally ready.

From Restoration to Art: How One Student Found His Creative Spark in Welding

What began as a simple car restoration project turned into an unexpected journey of creativity, craftsmanship, and artistic expression through welding.

When Steve Mathusek retired and relocated to the Crystal Coast in 2013, he wasn’t planning to become an artist. At the time, he was simply working on restoring his 1976 MG Midget—a classic British sports car. But a challenge in his garage led him somewhere unexpected: into the welding program at 51șÚÁÏÍű.

“I kept burning through panels while trying to weld on the car,” Mathusek explained. “So I came here to learn how to do it properly.”

Under the guidance of instructors like Steve Martin, Mathusek enrolled in a structural welding course and earned certification through the American Welding Society. But while learning technical skills, something else caught his attention—students creating artistic metal pieces.

“That’s what got me started,” he said.

Turning Metal Into Motion

What began as a practical pursuit quickly transformed into a creative passion. Mathusek started exploring artistic welding, beginning with foundational techniques like cutting and shaping flat metal before moving into more complex, dimensional designs.

One of his standout pieces is a detailed Spanish mackerel, brought to life through careful heat control. The vibrant colors in the fish aren’t paint—they’re the result of precise temperature changes during the welding process.

“All the colors you see come from heat,” Mathusek said. “As the temperature rises, the metal changes color—from straw to amber, to purple, to blue. But if you go too far, it turns gray and the piece is ruined.”

This level of control requires both technical skill and artistic intuition—something students in the welding program develop through hands-on experience.

Craftsmanship Meets Creativity

Mathusek’s portfolio reflects both innovation and dedication. His work includes a hammerhead shark crafted from a railroad spike, as well as a deeply personal piece—a hollow, hand-formed violin made for his wife.

“That one was intense,” he said. “It’s hollow, and the strings are made from weld material.”

Another ambitious project—a full metal saxophone—pushed his skills even further. Built entirely from flat steel, the piece required careful shaping, bending, and repeated trial and error, especially when forming the instrument’s curved bell.

“I probably started that part three different times,” he recalled. “I used paper models first because paper bends easily—steel doesn’t.”

Once assembled, the saxophone was brazed and coated in brass, adding both durability and visual appeal. Mathusek even fabricated the intricate keys and designed a custom stand to display the finished piece.

Learning Beyond the Basics

Mathusek’s journey highlights what makes 51șÚÁÏÍű’s welding program unique. While students gain industry-recognized certifications and technical expertise, they’re also encouraged to explore creativity and personal expression.

From structural welding to artistic design, the program provides a foundation that allows students to pursue both career-ready skills and creative passions.

For Mathusek, what started as a way to fix a car turned into something far more meaningful.

“I came here to learn how to weld,” he said. “I didn’t expect to start creating art.”

For more information about our Welding program visit

Starting Her Teaching Journey Early: Emily Simons’ CCP Success Story

While still in high school, Emily Simons is already building her future as an educator through 51șÚÁÏÍű’s College & Career Promise program.

For Emily Grace Simons, becoming a teacher is not just a career goal. It is a calling rooted in compassion, purpose, and a deep love for children.

A senior at East 51șÚÁÏÍű High School, Emily is already taking meaningful steps toward her future through 51șÚÁÏÍű’s College & Career Promise (CCP) program. While many students are still exploring their options, Emily is actively building the foundation for a career in early childhood education.

“I love helping and taking care of others,” Emily shared. “Teachers are the backbone of the world, and I would love to help teach kids and inspire them to be their best selves.”

Her passion is clear, and thanks to CCP, she is not waiting until after graduation to begin pursuing it.

Choosing CCP to Build a Purposeful Path

Emily enrolled in the CCP program because she wanted to begin focusing on classes that aligned directly with her future career.

“I enrolled to take classes more specific to what I want to become,” she said.

Through 51șÚÁÏÍű’s Education pathway, Emily is gaining hands on experience and college level knowledge while still in high school. For someone who has been babysitting for nearly three years and truly enjoys working with children, stepping into education courses felt natural and exciting.

Participating in CCP has allowed her to expand her academic experience by enrolling in college courses intentionally connected to her long term goals. These classes complement her high school coursework while giving her the opportunity to explore her future profession in greater depth.

“College classes are more personalized to my own goals,” Emily explained. “I can learn at my own pace without getting behind.”

By starting early, Emily is not only earning college credit, she is building confidence and clarity about her future.

Discovering What It Means to Teach

As Emily progressed through the program, her excitement for teaching only grew stronger.

One of her favorite experiences has been designing a classroom layout and explaining how thoughtful classroom design supports student success.

 “I like the more hands on lessons,” she said. “Understanding why a good classroom layout helps students learn better showed me how much thought goes into being a successful teacher.”

Through her coursework, Emily has learned how to properly support children, manage a classroom environment, and find creative ways to make learning exciting. Each lesson has helped her better understand the responsibility and joy that comes with shaping young minds.

With every class, her passion has become more certain.

“Yes, I have learned that I enjoy teaching more and more with each class.”

Support That Encourages Growth

Behind Emily’s success is a strong network of encouragement.

She credits her high school counselor, Mrs. Short, for helping her understand the college process and supporting her goals from the beginning.

“She has helped me understand what I need for college and has been a big supporter in what I want to do with my future,” Emily said.

51șÚÁÏÍű instructors have also played an important role, helping her navigate college level expectations while still in high school. Their guidance has made the transition smooth and empowering.

Through CCP, Emily has developed responsibility, focus, and time management skills that will serve her well beyond graduation. More importantly, she has gained the confidence to see herself as a future college student and educator.

Preparing for the Next Chapter

The impact of the CCP program reaches far beyond the classroom.

By earning college credits now, Emily is saving both time and money toward her degree. CCP allows eligible students to complete transferable college coursework tuition free, providing a powerful head start toward a four year degree.

After graduating from high school, Emily plans to continue at 51șÚÁÏÍű for two years before transferring to East Carolina University to earn her master’s degree in Early Childhood Education.

Her long term goals reflect both heart and ambition.

“I want to help teach younger generations and make sure they stay excited about going to school,” she said. “Later in my teaching career, I would also like to explore teaching older generations, maybe even becoming a college professor.”

Her journey shows that with the right support and opportunity, students can begin building their futures sooner than they ever imagined.

Encouraging Others to Take the Leap

When asked what advice she would give to other students considering CCP, Emily speaks with honesty and encouragement.

“Do not waste your time,” she said. “Take the opportunity to excel in whatever career you want by taking college classes in high school while you still can.”

For those who feel unsure, she offers reassurance.

“Take a chance and see if it is something you are up to. The best thing you can do is give it a try.”

She believes CCP offers something valuable for everyone.

“51șÚÁÏÍű has many programs worth exploring for all different job types.”

A Strong Start Toward a Meaningful Career

Emily’s story is a powerful example of how 51șÚÁÏÍű’s College & Career Promise program prepares students not just academically, but personally and professionally. By combining college level coursework, hands on learning, and strong mentorship, CCP gives high school students the tools to confidently step into their future careers.

For Emily, the dream of becoming a teacher is no longer something distant. It is already unfolding.

Launch Your Teaching Career: University & Job Fair

Students who are inspired by Emily’s journey and are interested in pursuing a career in education are invited to attend Launch Your Teaching Career: University & Job Fair on Monday, March 16 at 5:30 pm in the Bryant Student Center at 51șÚÁÏÍű.

This event is designed for students interested in becoming K 12 teachers, substitute teachers, early childhood educators, or teacher assistants. Representatives from universities and local education partners will be available to guide students through transfer options, degree pathways, and career opportunities.

Participating partners include 51șÚÁÏÍű Public Schools, Tiller School, Big Rock Scholarship, Sunshine Bright Academy, NC State, ECU, UNCW, and 51șÚÁÏÍű Admissions.

To register for the event, visit: