Congrats, 2020

On May 9, The Citadel Class of 2020—with more than 1,000 graduates from the South Carolina Corps of Cadets and The Citadel Graduate College—celebrated their achievements during two virtual commencement ceremonies. Both were broadcast on the college’s Facebook page and on commencement.citadel.edu.

Retired U.S. Marine Corps Gen. Joseph F. Dunford, Jr., the 19th chairman of the Joint Chiefs of Staff, spoke to the Corps of Cadets, and Anderson Warlick, ’79, addressed The Citadel Graduate College graduates.

In addition to celebrating graduation, about 30% of the cadet class accepted commissions in one of the branches of military service.

The commencement profile page component of the virtual celebration, which allowed graduates and their friends and family to share messages, was a hit.  In total, more than 6,000 messages were left on the commencement profile pages.

The Fourth-Class System is no longer in effect

On Friday, March 13, one hour before sunrise, The Citadel Class of 2023 became official members of the Corps of Cadets. With the possibility of a shutdown because of COVID-19, Recognition Day was moved forward by two weeks to ensure that the Class of 2023 was properly recognized.


Carry the Boulder

An open letter to the Class of 2024

This summer, with the shock effects of the pandemic reverberating across every facet of daily life, rising Charlie Company Commander Cadet Christian Seidler realized that the coming academic year would test the endurance of the Class of 2024 more than usual, so he composed this letter to encourage and inspire them to accept the challenge.


Summer 2020

Dear Knobs,

The other day I took a break from the quarantine monotony to go for a much-needed run through my California neighborhood. But this run was different from my typical runs.  There was no music, no one accompanying me, no distractions—it was just me and my thoughts. As the sun beat down, warm sweat beaded on my face, and on a steep trek up a hill, three simple words from my knob year came back to me: “Carry the boulder.” My fellow Fourth Battalion brothers and sisters with whom I had the privilege to matriculate will remember these words from a speech given to us by our battalion commander, Chase Shiflet. It was Challenge Week, and the day was a lot like this running day, with the addition, of course, of Charleston’s infamous humidity. Mr. Shiflet, as we knew him, was comparing each year at The Citadel to climbing a mountain, noting that we each choose how much weight we will carry. Though their gravity was lost on me that day, his words have since guided me and transformed my life, and I would like to share his words and my story with you as you embark upon your journey on the Road Less Traveled.

“Most people in life carry a pebble. They put it in their pocket and walk up the mountain without much pain. When they reach the peak, they are content and move on to the next mountain. Then there are those few who carry the boulder. It’s heavy. It’s painful. You will fall flat on your face and fail. It will push you to your limit and crush you. But when you reach that peak, you will look back on all that you struggled through, all of the pain and hardship, and you will be filled with a full heart because despite all of the pain and adversity, YOU OVERCAME IT.

“There are two types of pain in life, the physical pain that you grow from and the pain of regret. After these four years, not every senior’s ring weighs the same. When fate hands you a mirror to reflect on your life, which pain will you feel? I choose the pain that makes me grow. I choose to carry the boulder.  So I challenge all of you to do the same. Take each year, take each day, take each moment that you have the privilege to wear this uniform and use it to carry the boulder up that mountain. CARRY THE BOULDER!”

I reflected on those remarks during my run and realized just how much those three simple words have transformed my life. My Citadel experience has taught me a number of life lessons that were forged in the fires of my knob year and have been tempered and strengthened each moment since. I would not be where I am today if not for those words, and just as importantly, an environment in which to put them into practice. The Citadel gave me not only the tools for success, but also the environment in which to carry the boulder and put those simple words into action.

Knob year was tough. There were moments of doubt in everyone’s mind at some point during those long nine months. Thankfully, you do not go through knob year alone, which is why there is an indescribable feeling of camaraderie among cadets at every level, from the squad to the entire Corps of Cadets. We share this formative experience and grow to become leaders. Every good leader is also a dynamic follower. I leaned on my classmates countless times throughout the years, and they leaned on me. You cannot achieve success alone. The Citadel has taught me this lesson. You will learn that you can achieve more when you work together and take care of one another.

Leadership is an action, not a position. There are so few opportunities to practice leadership with the freedom to fail. I encourage you to fail, but not to let that failure define you. Instead, always fail forward. For every successful achievement, no matter how small, I have failed several times to get there. I have made good decisions as a leader, and I have made more than my share of mistakes. What separates most people from us at The Citadel is that we learn to use those failures as a means to grow and get better. We are dynamic leaders who adapt and evolve to meet the demands of our environment, and we thrive because we have so many experiences in our toolbox of knowledge that we gained during our time as cadets. The Citadel is a small place in the vast world of life, but it is a meaningful one. You will have your peaks and you will have your valleys. Lean on your classmates, carry the boulder together, fail forward, then get right back up, and you will achieve success.

My chosen path is the military. Since I was a little kid, I have wanted to serve something greater than myself, so after graduation I will serve my country in the United States Air Force. While attending Tactical Air Control Party (TACP) officer selection in March, I had the privilege of meeting some of the finest leaders I have ever known. At the same time, I also met the most difficult moments in my life. During times of great struggle, we often fall back on what we know and what we have learned. Learning to be a leader and a dynamic follower at The Citadel gave me the tools to succeed at TACP officer selection. It was designed for us to fail first and then come together to lead and support one another within a team. The theme is identical in concept to knob year.

Over the course of one week at TACP selection, we were pushed to our physical and mental limits while functioning on little sleep and a calorie-deficit diet. While the experience sounds difficult, it was merely a discomfort after The Citadel, where we develop a second nature to be comfortable at being uncomfortable. If not for The Citadel, I would have been ill prepared to function in such a demanding environment.

Adversity takes many forms. This year, my family was going through an emotionally and financially difficult divorce. As the oldest of four sons, I had to step up to help where I could and when I could. It was a tough time for us all, but I told my family the same thing when our world around us seemed to be falling apart: “Things will get better.” I learned through my experiences that times of challenge eventually pass. How we react during those especially difficult moments defines our character. I found myself assuming the role of the father figure with no clear end in sight, but those words got us through our difficult times, and we have since grown stronger from the experience. And from the back regions of my mind, those same three words resonate again: “Carry the boulder.”

As I reflected on these experiences during that neighborhood run, I came to a greater understanding of the value of those words and an even greater appreciation for The Citadel and the opportunities it afforded me. The Citadel experience and the amazing people I met along the way—Citadel men and women whom I have had the great blessing to call my brothers and sisters—made me who I am today.  And I am forever grateful.

Very respectfully,

Christian Seidler


Cadet Christian Seidler is the 2021 Charlie Company commander and a civil engineering major.  He is the recipient of an Air Force Scholarship as well as the Captain Ryan Hall Leadership Sword, presented annually to the rising senior Air Force contract cadet who has excelled in academics and leadership, and he is one of less than a dozen ROTC cadets across the country to be awarded an Air Force tactical air control party officer slot.

On the Front Lines

Sarah Brady, a graduate of The Citadel’s inaugural nursing class, joins the COVID fight as a first-year nurse

Sarah Brady, CGC ’19, returned home after a grueling 12-hour hospital shift on Memorial Day to find her living room decorated with string lights and candles. Her boyfriend, Petty Officer Paul Waring, had been busy with preparations while she was at work. A dozen roses and a cake adorned a makeshift dinner table, and sitting unmistakably on top of the cake was an engagement ring. The 27-year-old nurse had taken care of a COVID patient that day and was still wearing her scrubs when Waring got down on one knee. “I was crying,” she said, “and I told him I had to go take a shower.”

That was, of course, after she said yes.

Brady, a Summerville native, graduated from Clemson University in 2015 and took a series of health care jobs in the Charleston area before she decided to become a nurse. She enrolled in The Citadel’s inaugural nursing class after her mother discovered the program through a radio advertisement. That was 2017. Some two years later, degree in hand, Brady packed up and moved to Groton, Connecticut, where Waring, a submarine electrician mate, was stationed.

In Connecticut, Brady took a job at Yale New Haven Hospital. The 45-minute commute from Groton was of little consequence; Brady was more interested in the hospital’s reputation for being a preeminent medical facility. Two weeks after a 19-week orientation for new cardiothoracic intensive care nurses, the pandemic hit. The young couple was cut off from society and unable to network, make new friends or go to the gym. As a first-year nurse, Brady found herself on the front line, helping prepare for the crisis.

“There was a lot going through my head,” said Brady. “I was a new nurse. It was stressful. We stopped doing elective surgeries, and our patient census was low. It was like the calm before the storm while we prepared to receive COVID patients, and we didn’t know what was going to happen.”

As the virus slammed the Northeast, Brady found herself confined to work and home. At the hospital, she regularly checked her email for news and protocol updates. “There was so much information coming in from the TV and the news and the internet and what I was getting at work, so when I wasn’t at work, I didn’t watch the news—I didn’t want to read anything else,” said Brady. “I relied on the information I was getting at work, because I knew it was coming from the CDC and reputable sources. I trusted the hospital to be doing the right thing.”

In the early days of the pandemic, there was a lot of uncertainty, even from the most seasoned hospital nurses. “No one, obviously, had ever been through anything like this before, but as time went on, and as we began to care for these patients, we weren’t getting sick,” said Brady. “Our PPE was working—we had the proper resources. Our hospital took care of us, and that was comforting.”

As some of the intensive care units transitioned to COVID-only ICUs, Brady’s cardiac unit expanded to include other surgical ICU patients, and some of those patients were COVID positive. So, for example, a patient with appendicitis and COVID might be monitored for the appendicitis while being treated for the virus, and Brady was one of many who were called upon to treat patients in isolation rooms.

“In those rooms, you had to make sure you clustered your care very well. You didn’t really want to be in there all day because that would just increase your exposure time, and you had to use teamwork,” said Brady. “You would bring all the supplies that you needed, and if you needed something else, you had to reach out to one of the other nurses to help you.”

On many of those days, like Memorial Day, Brady returned home and warned Waring that she had been caring for a COVID patient before hurrying off to shower and scrub down. New Haven saw a rise in COVID patients in April. Now, with the fall underway, those cases have waned, allowing Brady and Waring to join a social sports league, like the dodgeball league in Charleston where they met.

She is also planning a wedding. The date? “In March, hopefully,” she said. “We need for the pandemic to calm down.”

Made in America

“Class of 2020, you’re graduating in one of the most challenging times in recent national history, but you’re also entering the economy in one of the most exciting times because the need for leadership is so great,” Anderson Warlick, ’79, told the graduates at the virtual commencement exercises for The Citadel Graduate College in May. “Attitude, opportunity, serving others—these are the things that will make you great. Courage, can-do spirit, determination will allow you to triumph. Together we’ll overcome all the challenges we face, including COVID-19, and emerge as a stronger nation, stronger communities.”

* * *

June 29 on Sullivan’s Island is hot and clear. There is no sign of the haze created by a Sahara Desert dust cloud two days earlier or, for that matter, the coronavirus and the racial unrest that led news headlines. The day after Carolina Day, the anniversary of the Battle of Sullivan’s Island when British forces in 1776 tried to invade the small barrier island near the entrance of the Charleston harbor, Jasper Boulevard is lined with flags in celebration of Independence Day. The island thoroughfare is named for Revolutionary War soldier Sgt. William Jasper. When the flag flying over Fort Moultrie was shot down by the British navy, Jasper fearlessly rescued it while under fire and held it aloft until a new flagstaff could be mounted.

Andy Warlick, ’79, lounges in a wicker rocking chair on the back porch of his Sullivan’s Island home. Inside the house, beyond tall mahogany French doors, a mural depicts Jasper’s heroic actions. The house is nestled between the Intracoastal Waterway and the Atlantic. A small sparrow flies over Warlick’s head to a nest she had built on an electrical box. Warlick shakes his head and apologizes. He does not have the heart to remove the nest—a seemingly trivial matter for the CEO of a textile manufacturer that generates $2 billion in sales a year to concern himself with, but Warlick has spent his career finding opportunities in situations most people overlook, and details matter. In March of this year, as the coronavirus descended on the United States and the White House needed solutions to a shortage of COVID supplies, it was Warlick, ever the public servant like his hero Jasper, who answered the call.

* * *

Warlick’s roots in public service have their beginnings in a textile manufacturing town outside of Charlotte, North Carolina. In January 1877, less than a year after the Chester and Lenoir Narrow Gauge Railroad built a line that intersected the Atlanta and Richmond Airline Railroad, the town of Gastonia was incorporated with 104 residents. That same year, the steam-powered Gastonia Cotton Manufacturing Company was established, and a mill town was born. By the 1920s, Gastonia, with more than 100 mills, had emerged as the country’s leader in combed cotton production. It was in this booming mill town of Gastonia in the 1960s that 9-year-old Warlick, the son of a real estate sales agent and a bank teller, was reading the sports section of the paper when he saw an announcement for the West Gastonia Boys Club team tryouts. So Warlick and his brother, Ted, who is older by 11 months, drove across town with their father to the west side, where the mill villages were.

There was only one league, and all the teams played in the old YMCA right in the center of town. Before the first game, some of Warlick’s boyish enthusiasm faded as the uniforms were handed out.

“They rolled out wool pants. Mine had green stripes down the side of them,” he says, “and my brother’s had a red stripe down his, and then we got t-shirts with no numbers. They just said Boys Club, and we each got a cap. We looked poor.”

Their opponents were Firestone Mill and Temple Baptist and others—teams with more money and snazzier uniforms than the Boys Club team from the west side of town. Warlick played for the team and even recruited kids from his neighborhood until he aged out of the league. But the memory of what it’s like to lack proper equipment stayed with him.

Warlick’s love of sports continued into middle and high school. At Gaston Day School, he was the football team quarterback; he also ran track and played basketball. When he asked Pam Kimbrell to go out after the last football game his senior year, he had no way of knowing that a broken collarbone would send him to the emergency room first. Undeterred by the sling on his arm, Warlick folded his 6’5 frame into his beloved butterscotch-colored MGB and kept the date. “She had to shift gears for me,” he says. “We’ve been together since then. It’s great when you end up marrying your best friend.”

* * *

In 1975, while most of his classmates headed to the University of North Carolina and Appalachian State, and Pam to Salem College, Warlick traded in his football cleats and pads for black saddle oxfords and brass buckles to study business 200 miles away at The Citadel. “I thought it would be good for me,” he says. “It would give me an advantage that I wouldn’t get at other schools, and what I found out, quite frankly, it was the best thing.”

His parents wanted him to stay in state and play sports, but Warlick, who had opportunities to play sports at The Citadel but chose to focus on academics, was determined not to be part of the status quo—a determination that would characterize his entire career.

Today, Warlick, the chairman and CEO of Parkdale Mills, is the image of success. With 5,000 employees in plants in eight states in the U.S. and six countries, Parkdale leads the world in the manufacture of spun yarns with automation, sustainable practices and new technology. But Warlick did not get to the top of the textile industry without first paying his dues.

“When I went to The Citadel, I had to be a knob,” says Warlick. “Well, you know what the equivalent of that is when you go to work out of college? A trainee—you’re a corporate trainee. You have no privileges. You’ve got to earn them. You don’t have any rank. Who are you reporting to? A supervisor. That’s a corporal—a sophomore. And then who are they reporting to? Oh, they’re reporting to a department manager. That’s a sergeant—a junior. Who are they reporting to? A plant manager. That’s a company commander—a senior.”

Warlick spent summers back home in Gastonia working in the mill, a 1970s version of today’s summer internships and a complete on-the-ground education—everything from scrubbing cotton build-up to working on the overhaul crew doing mechanical work. He worked from 6 a.m. to 2 p.m., six days a week, making enough money to pay his college expenses.

After graduating from The Citadel, Warlick went back to work in the mill, this time for Milliken in Columbus, North Carolina. “I traded in one rule book, the blue book at The Citadel, for a corporate black book of rules and regulations and one chain of command for another. It’s exactly the same, so it turns out I had gotten four years of corporate experience that I didn’t even know I was getting at The Citadel.”

At Milliken, Warlick was a young man on the rise, with five promotions and three lateral moves in five years. Meanwhile, Parkdale Mills was watching. At the time, Parkdale was owned by the Henry family and Pam’s family, the Kimbrells. Duke Kimbrell tried unsuccessfully to recruit his son-in-law to the Gastonia mill, but Warlick was enjoying his own success and was determined to make his own way. When it became apparent to both the Henrys and the Kimbrells that it was either time to sell the company or convince Warlick to come on board, Kimbrell told Warlick to put away his pride and do what was right for the family and the company. Warlick made the move. By the time he was 32, he was president of his father-in-law’s company.

There were some differences of opinion along the way, but Kimbrell and Warlick had a mutual respect for one another and made a dynamic combination. And while other mills were shutting down, Parkdale was expanding, largely due to Warlick’s insistence on constant innovation. “We reinvested a lot back into the business.”

Kimbrell died in 2014, and in the years since his death, Warlick and Pam have steadily bought the remaining shares of the business owned by other family members. They are now the sole owners of Parkdale.

* * *

For well over two decades, Warlick has served on The Citadel Foundation board of directors. He has held every leadership position in the foundation and played a crucial role in its establishment. Bud Watts, ’83, has known Warlick for 30 years. Together they co-chaired the Foundation for Leadership capital campaign from 2012 to 2018 and helped the foundation raise $250 million, far exceeding its $175 million goal.

“They broke the mold when they made Andy. He’s a great leader. He hates mediocrity. He constantly questions the status quo and conventional wisdom,” says Watts, who also serves on the Parkdale board of directors. “He’s very patriotic and really focuses on what’s good for America, what’s good for his industry, and what’s good for Parkdale. And in his role as owner of Parkdale, he feels a great responsibility to his employees and to his community.”

Warlick’s sense of community—his drive to use his resources to help others—may just be his defining character trait. In 2013, Gastonia was a dispirited holdover from the previous century. Factories had shut down and the town was suffering from an identity crisis when an idea came to Warlick as he drove past the old swim club on his way to work—an idea that would help revitalize the town’s image and restore Gastonia to the thriving family mecca that it had been in his childhood. “One of the things Gastonia needed was a new Y,” says Warlick, referring to the old YMCA community center where he had played as a boy. “The one we had was going broke. Gastonia needed a source of pride.”

Gene Matthews and Warlick have been lifelong friends. They played football together at Gaston Day School. They attend the same church, and they go on camping and hunting trips together. Matthews and his family were partners in the Belk Company department stores, and his office is in walking distance of the Parkdale Mills corporate offices. And when Warlick called him about an idea to build a new YMCA, Matthews immediately headed to Warlick’s office. Along with Matthews, Warlick pulled in two other childhood friends, Richard Rankin and George Henry, whose family was partners with the Kimbrells in Parkdale. In a three-year period, the four friends raised $22 million. “Andy is all about being the best and leading a team to achieve greatness,” says Matthews.

When it was finished, the new YMCA that germinated from an idea Warlick had while driving down Robinwood Road was a gleaming state-of-the-art facility that breathed life back into Gastonia’s community and helped restore the city’s withering confidence. Recognizing Warlick’s dedication to the project, the facility was named the Warlick Family YMCA in his honor. “It is truly fitting that the new YMCA bears the name of the Warlick family,” says Matthews. “It is a tribute to Andy’s extraordinary leadership of the project. Without him, this would not have happened.”

* * *

In 1998, when the U.S. economy tanked and Warlick laid off his first employee, he made it a rule not to take a salary as long as he had an employee who was furloughed. This March, some 22 years later, Warlick stopped drawing a salary again when 40% of his textile operations had to shut down because the economy stalled as the pandemic hit. While the textile industry was taking a beating, the nation’s supply of personal protective equipment was facing a critical shortage. First responders were without proper equipment, a situation similar but with far more severe consequences than what Warlick experienced on the Little League Baseball team.

When White House trade advisor Peter Navarro called for help, Warlick quickly set a plan in motion. “Two and a half days later, we had called our customer base in the United States and some overseas, and we said yes to 600 million masks that we could make over a 90-day period.”

Warlick put together a coalition that included Hanesbrand, Fruit of the Loom and six other companies. In normal times, the companies are competitors, but now they were banding together to answer the nation’s call.

That was not all. When Navarro asked about swabs for testing, Warlick again offered to help. After all, a company he purchased in 2008, U.S. Cotton, manufactures 96 billion swabs a year. But then Warlick discovered that a swab is not a swab. Traditional swabs are made of cotton, which has its own DNA and can create false negatives in medical testing. Medical-grade swabs are manufactured with nylon, and it just so happens that Warlick had access to a lot of polyester. With some engineering, a little reconfiguring and relentless determination, Warlick’s Cleveland plant was soon producing swabs for COVID testing kits.

Warlick was content to have his employees working. Other businesses involved in the endeavor, however, were determined to make a profit. “I basically agreed to give them away for practically nothing, but then I found out that after we gave them to the packagers, they marked them up. The packagers sold them to the labs and then the labs sold the kits to the hospital for $130 a test,” said Warlick, who refused to profit from a national crisis. “Our attitude was, we’ll get you out of trouble. We’re here. You called us. We’re Americans.”

* * *

When Warlick was asked to make a corporate contribution to the West Gastonia Boys Club football uniforms six years ago, he remembered his own boyhood uniform disappointment there more than 50 years earlier, and he agreed to fund the uniforms under one condition. “I want to have the best uniforms in the league. I don’t care what it costs,” he remembers saying. “Good uniforms are good for morale.”

What Warlick did not realize when he made the commitment was that he was funding four teams, 5-6, 7-8, 9-10 and 11-12-year-olds. The cost—$132,000. But Warlick has the satisfaction of knowing that the Mean Green team, which sports the Parkdale corporate colors, is the best dressed and equipped team in the league. After a lifetime of hard work, Warlick has earned the luxury of being a generous benefactor. Yet he has a deeper satisfaction when he listens to the news of the pandemic, the heroic action of first responders and the appeals for people to wear masks. In the best tradition of the citizen soldier, Andy Warlick has seen the need and responded, keeping his employees working while answering the call of his country.

The pandemic workout: a creative solution

It’s May in Charleston, and the sun hangs low over the Ashley River. The air is dry, with a light breeze. Just beyond four active-duty Marines playing croquet on the green space behind LeTellier Hall, a lone figure sprints across Wilson Field. With the quarantine in effect, Brandon Rainey, the starting quarterback for the Bulldogs, often finds himself in solitude, a strange situation for the star team member of a sport that’s all about togetherness.

Not to be deterred by quarantine orders and social distancing guidelines, Strength and Conditioning Director Donnell Boucher and his staff got creative. An app called TeamBuildr, a smart phone and some exercise demonstration videos on YouTube make up the equipment inventory for Boucher’s virtual gym. The simplicity of the setup was deceiving, and Rainey was surprised to realize that he could get a rigorous workout without access to a gym.

“There’s been a lot of bodyweight work, and it’s been hard actually,” says Rainey. “I was genuinely surprised by how sore I was when we started doing these workouts. I feel as though we really haven’t skipped a beat with everything.”

Boucher has been using the cloud-based TeamBuildr app for four years now. The app allows coaches to create customized workouts to engage with athletes—a useful tool, especially during the off-season. Or when a pandemic unexpectedly interrupts the academic year and the spring training season.

“Because we had a little bit of a head start and the athletes knew what was going on,” says Boucher, “we were able to really dig down into the specifics of what the workouts needed to be in light of the fact that gyms were closed.”

The daily workout schedules are varied, and to keep matters simple while the gyms are closed, Boucher focuses on speed, strength and conditioning across all sports because, as he says, “every team needs those things.”

Each exercise on the daily workout includes a link to a YouTube video demonstrating proper technique, which required a lot of planning and filming for Boucher and his strength and conditioning staff.

“The only way the kids were going be successful was if every single exercise included a demonstration and an explanation,” says Boucher. “We had to develop one program and keep it concise for everybody.”

While the NCAA prohibits Boucher from keeping tabs on which athletes are working out, he is able to see that they are engaged. “The engagement that we’ve had across the board with all 350 athletes is as high as it’s ever been in the previous three years that we’ve used the app. The kids are out there looking for things to do to keep them busy. And ultimately, you know, we designed a workout that was effective. You don’t have to have any equipment, so as long as you can get to an open field or a track, you can have a good workout.”

The interruption in the academic year by the quarantine and the transition to distance learning created a new dynamic for students and an unanticipated off-season. And off-season training, according to Boucher, is critical to success.

“People on the outside don’t realize what a college athlete has to do in the off season, and especially at our school, where they’ve got so many other demands on their time. People don’t realize what our kids go through when they go home—academics are a priority, but our athletes know that if they want a chance to compete when they come back, they have to stay in shape.”

Other strength and conditioning programs across the country have not been as fortunate. Unlike Boucher, many didn’t have an off-season workout that could be converted into a contingency plan.

“It’s taught us another way to do our job, and when we do get back to normal, it’s going to be great. We have this library of exercises and this content that we can get to the teams for when we want to train more remotely in the future.”

Meanwhile, Brandon Rainey, who started in 11 games last season and rushed 240 times for 900 yards and 17 touchdowns, is on the field alone, with the strains of Darius Rucker’s “Wagon Wheel” pulsing through his earbuds for company. He finds comfort in the thought that the quarantine will one day be over and he’ll be back with his teammates.

“These guys truly are some of my best friends. We’re all so close, so it is weird being apart from each other for so long, but we are making the best of it, and we’re all very excited to get back to campus soon and be around each other practicing again.”

The freshman LRC: a leadership building block

Wearily the Class of 2023 arose before sunrise on a cool, clear Saturday morning in February, just three weeks before the coronavirus quarantine would interrupt their freshman year. On this day, they weren’t awakened by their cadre; instead, the freshmen were in charge of themselves. The responsibility was theirs and the day belonged to them because the day’s Leadership Reaction Course (LRC) was designed exclusively to develop their leadership skills.

The freshman LRC is a relatively new event administered by the Commandant’s Office. The course has two main objectives. The first, to prepare cadets for future endeavors as cadets and throughout their lives by building moral courage within leadership. The second is to prepare freshmen for the transition to sophomore year. At the start of the exercise, freshmen were divided into random teams. The teams worked together in the various scenarios and LRC stations. The stations were difficult and wide ranging; some focused on physical endurance such as water jug carries, while others, like leadership lectures, were academic. At certain times, cadets were forced to rely on specific skills like planning, creativity and teamwork.

“It was definitely different,” said Cadet Lawrence Ferguson, an Army contract cadet. “As knobs we were always told what to do, but that role was different during the freshman LRC. The course showed me that leadership is difficult but worth the effort.”

Capt. Eugene Paluso, the commandant of cadets and a retired Navy SEAL who conceived the idea of the freshman LRC, said, “Moral courage is important for leadership and making tough decisions, whether you’re in the military, the government or working for Walmart. The importance of standing up, thinking as an individual, having that moral courage, especially in difficult circumstances, is what we’re trying to instill.”

Following Paluso’s guidelines, the LRC was created to challenge cadets with tough decisions not easily resolved. The cadets’ everyday approach to “only follow orders” during knob year was turned on its head, giving them the power to lead and make decisions. It was difficult at first. “At the beginning, we were really struggling to lead ourselves,” said Ferguson. “After receiving the tasks, it would take us a while to work as a group to get them started.”

Ferguson’s team did not delay for long. “As the day went on, different people began to step up and take charge,” he said, “and it helped us to get going.”

Another advantage of the event is the resulting greater sense of class unity and bonding among the participants. Instead of splitting groups by company, all cadets are put in random groups, forcing them to work with unfamiliar people. The new faces add a hurdle that increases the need for communication and good leadership to complete each mission—skills that are important in both business and the military.

“I’ve moved around a lot in my military career,” said Paluso, “and I can’t overemphasize how important it was to be able to see a familiar face when you’re in a new environment, and sometimes it was great not to have a familiar face because that forces you to really focus on your interpersonal skills and figure out who’s who in the zoo, who you’ve got to listen to, who you’re gonna listen to and who you can completely blow off.”

The stations and exercises—with all the new experiences, people and expectations that came with them—created a lasting impact on the freshmen. As the day continued, their confidence and their passion grew.

One station that made a lasting impression on Ferguson was the rope bridge station. Cadets built and navigated a bridge over a hypothetical river. The team’s mission was to get its equipment and personnel across a rope bridge suspended between two trees. Each cadet was outfitted with a harness and a carabiner that attached to the rope, with the goal of getting the team and two heavy jugs of water across without letting anything or anyone touch the river. The exercise was timed, and a leader was selected from the team to guide the unit across safely. “The rope station was tough,” said Ferguson. “We had never done anything like that before, but somehow we managed. Everyone took their tasks seriously, and we eventually were able to complete the scenario.”

Different groups achieved various levels of success, but mission success was not the goal. Instead, cadets were given the opportunity to try out their leadership skills, figure out what worked, and practice planning, executing, brainstorming and adapting to new scenarios as they arose. After each attempt, TAC officers, retired military officers, pointed out the strengths and weaknesses of each group’s execution.

By the end of the day, weariness was replaced with elation. Cadets were eager to engage and try new roles to give their best attempt at leadership for each station. Hesitation during interactions with unfamiliar people dwindled as members of the groups bonded with one another in their shared experience. They worked as a team through their communication and commitment to a common goal. Every cadet wanted to see his or her peers achieve goals for the greater good of the team.

The importance of interpersonal skills, adapting to change, and moral courage stopped being academic on that day, and as they now begin their sophomore year, the cadets are better prepared for the experience.


Trent Martindale, who wrote this story, graduated in May and was commissioned a second lieutenant in the U.S. Air Force. While double majoring in English and political science with a concentration in international and military affairs, Martindale interned in the Office of Communications and Marketing. He is slated to begin pilot training in March 2021 at Columbus Air Force Base in Mississippi.

The academic migration to distance learning

As the spring semester got underway and news of the coronavirus became more ominous, Diana Cheshire began making plans. As director of the Center for Excellence and Innovation in Teaching, Learning and Distance Education, Cheshire oversees the college’s learning management system and conducts training for both faculty and students on how to promote active learning in both face-to-face and online environments. Her team also provides training and reviews online courses to ensure they meet national standards for excellence. With the onerous task of migrating 1,400 face-to-face courses to the distance learning environment, Cheshire and her team had their work cut out for them.

“We were still on campus teaching when we started rolling out training on how to migrate to distance learning. After we moved off campus, we conducted all of our trainings via Zoom,” said Cheshire. “We’ve now held over 10,000 different types of training or support sessions with faculty and students to get them up to speed with how to teach and learn online.”

As Cheshire’s team worked with students and faculty, they amassed an arsenal of web resources to create a dynamic learning experience for students, even in the face of a pandemic. “Our mission is to promote excellence in teaching to enhance student learning,” said Cheshire. “Our center provides leadership and support for innovation and best practices in teaching on all platforms, including face-to-face and online.”

Cheshire is in her third year at The Citadel. She earned her Ph.D. in mathematics education with cognates in instructional systems technology and educational psychology from Indiana University at Bloomington. Her research is in instructional design and technology, assessment, reform, mathematics education and computer-mediated learning. She also has a background in user experience and user interface design. In her current role, she applies these skills daily.

While not without minor hiccups, the migration of the college’s face-to-face classes to distance learning was a success. “I tend to be an optimist,” said Cheshire. “We knew that in migrating 1,400 courses online, there would be challenges. Many people were concerned that the internet would go down, that our learning management system would crash because of the number of users worldwide. In the end, we didn’t experience any of those problems. I am very proud of our faculty and students and how they adapted,” said Cheshire.

The biggest hurdle was not the technology but, in fact, the lack of technology—students who did not have laptops or internet access. As those students were identified, the college’s Information Technology Services department loaned them laptops and provided internet hotspots.

Assistant Professor of Civil and Environmental Engineering Simon Ghanat, who specializes in geotechnical earthquake engineering, found that teaching online enabled him to promote active learning in his classes.

“I think the environment promotes more student-centered learning than it did before because you have a variety of online tools that appeal to a different learning style,” said Ghanat. “Some students are shy. They don’t want to talk in class, but when they’re online, in discussion rooms, or writing emails—they’re actually telling me what’s on their mind.”

In a sophomore mechanical engineering class, Ghanat found that his students performed slightly better in an online format this summer than they did in face-to-face classes in the summers of 2018 and 2019.

“I used the same exam this time, and the syllabus was basically the same. The book is the same—everything is the same,” said Ghanat. “I looked at the results of the first exam this summer versus last summer and the summer before. The other two classes were face to face, and this one was online, and my online students out-performed my face-to-face students by 4%.”

While Ghanat’s success story is heartening, there were some students who struggled with the transition during the pandemic. The college has modified each student’s transcript to include a message indicating the unique circumstances that may have had an impact on student performance for the spring semester.

Online learning, Ghanat said, requires a greater commitment for students to be successful because online learning requires students to be active learners, but also, he says, requires a greater commitment from instructors too. “To come up with a one-hour lesson, you’ve got to spend a lot of time to make sure everything goes right, make sure you don’t say too much, make sure the visuals are correct, make sure videos, if you’re using them, are correct. There’s a lot involved.”

When she trains faculty and students, Cheshire tries to prepare them for the extra investment in time. “The perception is that everything is easier online, that you can get a degree online without very much work, but that’s just not true,” she said. “We tell students that it is more work and that it may feel like you are doing a lot more reading, or that the learning appears to be more independent. You also have to be very self- motivated and have the ability to manage your time well.

With classroom sessions held virtually on Zoom, peer teaching assignments that require students to learn material and teach it to their classmates, breakout sessions on chat boards requiring teamwork and active participation, and immediate feedback through email and texting, Ghanat has expanded his teaching style. “I love teaching,” he said, “and this experience has offered me a great opportunity to think about my teaching. It’s given me great ideas and techniques to implement later on in my traditional classes.”

Literacy initiative thrives during pandemic

When The Citadel moved to a remote-learning model in mid-March due to the coronavirus quarantine, most of the outreach programs at the Krause Center for Leadership and Ethics had to be temporarily halted. But social distancing requirements did not stop former Service Learning Director Conway Saylor and Community Engagement Fellow Mike Akers, ’19, from coming up with a way to ensure that The Citadel continued to make an impact in the community and that cadets were able to complete their community service requirements.

Their idea—Story Time with The Citadel, a library of videos produced for kids by students, faculty and staff sharing their love of reading through the books they chose to read.

“Basically, we were brainstorming about what was needed and how we could help during the pandemic,” said Saylor, a 30-year professor of psychology who headed up the college’s service-learning program until retiring in June.

For Akers, whose work as a community engagement fellow in the Krause Center focuses on Title I schools, the Story Time program was an obvious choice.

“Story Time was a natural fit for us because we have cadets and students who have close relationships with children of the Charleston area who greatly benefit from reading assistance,” said Akers. “When The Citadel went to a virtual platform, our number-one concern was how to continue to provide tutoring to children in need while we were under a stay-at-home order.”

With the pandemic interrupting the academic year and South Carolina struggling to keep up in literacy education, Story Time became a much needed resource for students and educators as they tried to continue the academic year online.

“Written language sounds different and is more complex than spoken language, so the more we can read aloud to our students, the more they can understand the structure of language and the way it flows and the way it’s connected together,” said Britnie Kane, Ph.D., an assistant professor of literacy in the Zucker Family School of Education.

According to Kane, reading aloud to children helps with comprehension and language skills. A strong foundation in reading sets the course for students as they move from learning to read to reading to learn. “There’s actually evidence to suggest that culturally we tend to stop reading to kids in early elementary school, but that it might actually be beneficial to read out loud much longer than that because language continues to develop,” said Kane. “The structure of it continues to get more complex as kids read more difficult texts.”

Literacy education is integral to the Zucker School curriculum. The Citadel Summer Reading Program, a summer camp that pairs graduate students with young students reading below grade level, has been helping Lowcountry families for more than 40 years. The school also offers a Master of Education degree in literacy education and a graduate certificate program for teachers who seek literacy teacher certification.

Cadet Christal Altidor, a senior psychology major from Florence who serves as a peer leadership undergraduate study partner in the Krause Center, has made four Story Time videos. When the quarantine was announced, Altidor was on spring break in Houston at roommate Cadet Sydney Williams’ home. With the help of Williams, who became her producer, and Williams’ mother, who unearthed some children’s books, Altidor was ready to read.

“Typically, I go to James Simons Elementary School and Charleston Development Academy to help kids with their homework, and that experience really transitioned well into reading for Story Time. It was like I never left,” said Altidor, who wants to be a social worker when she graduates. “I want to work with children as much as possible, so that’s my motivation for reading for Story Time.”

The Story Time library continues to grow and includes classics like The Very Hungry Caterpillar, Where the Wild Things Are and The Three Little Pigs. It also includes Huevos Verdes Con Jamón and Buenas Noches Luna—the Spanish translations for Green Eggs and Ham and Goodnight Moon.

Sara Fernandez Medina, Ph.D., who teaches Spanish in the Department of Modern Languages, was searching for an internship alternative for her students and a way to help the Spanish community when she discovered the Krause Center’s Story Time initiative.

“We have a high number of Hispanic kids in the community who don’t speak English,” said Fernandez, “so I said, let’s do this in Spanish.”

In addition to Spanish, one cadet read a story in Chinese. Thirty volunteers participated in the Story Time effort, and more than 40 videos were published. In the 2019-2020 academic year, students, faculty and staff logged 27,468 hours of community service through the Krause Center for an economic impact of almost $700,000.

“Service learning is the heart of what we do in the Krause Center,” said Akers. “Story Time allowed us to continue our mission, and we hope that it will become an enduring resource for families long after the pandemic is over.”