In an interview with Focus:, Michael Johnson, president of the University of West Georgia, emphasized student success and regional impact as his top priorities. “We generate over $654 million in economic impact,” he noted, citing UWG’s central role in workforce development. Johnson also highlighted the university’s Division I athletics transition as a powerful tool for visibility and community pride.

What has your initial experience been like in your first months leading the University of West Georgia?

I’ve spent much of my time visiting with students, faculty, and staff — listening to their perspectives and learning what makes this institution special. As a first-generation college graduate, I’ve always believed in the transformative power of public higher education, and that belief has only deepened since arriving here.

What really stands out is how central the university is to the region — not only as an educational institution but as a driver of economic development. We generate over $654 million in economic impact, and more than 90% of our students are Georgia residents. Many of them go on to serve their communities, becoming force multipliers in terms of workforce, leadership, and future generations of college-goers.

What key trends do you see affecting regional universities like West Georgia?

One of the biggest challenges is demographic: fewer high school graduates due to declining birth rates mean more competition among the more than 4,000 colleges and universities for those students.

However, Georgia has a strong advantage with its HOPE Scholarship program, which helps give institutions like ours a stable pool of in-state students. Because over 90% of our students are Georgia residents, we are well-positioned to serve local and regional needs.

Some pressures — international recruitment, heavy research funding — don’t impact us quite as directly as they might at larger research universities. That gives us some flexibility.

What drew you to the University of West Georgia, and what do you see as West Georgia’s appeal to prospective students, faculty, or businesses?

I grew up in a small town in Florida – not far in spirit from where West Georgia is. In many ways, Carrollton reminded me of home. But more than that, I’ve always believed deeply in public higher education, especially as a first-generation college graduate myself. That mission aligns so closely with what a regional comprehensive university offers.

Approximately 46% of our students are first-generation, so being here allows me to make a direct impact. I felt drawn to a place where I could lean into that mission.

From a regional perspective, I believe West Georgia offers a compelling proposition. We have D1 athletics, growing academic offerings, and the ability to build tailored pathways to meet workforce needs.

What steps are you taking to build partnerships with industry and ensure curriculum is responsive to the workforce?

I’ve met with business leaders to truly understand what they need from universities — whether that’s accountants, engineers, IT pros, or emerging fields like AI, data science, or new technologies.

The goal is to adapt the curriculum so that when students graduate, they can hit the ground running — on day one. We’re talking with industries about co‑designing programs, creating experiential learning options, and ensuring internships are meaningful (not busywork but deep, career‑relevant experiences). Many of those internships lead to job offers, especially in fields where demand is strong, such as nursing, education, and health care.

Which degree programs are seeing the greatest demand today, and how do you see that evolving?

Our top five undergraduate programs currently are psychology, business, nursing, education, and biology. Many students gravitate toward those pathways because they align with workforce opportunities and personal interests.

That said, we’re also planning ahead. We want more undergraduate research opportunities and stronger ties between academics and industry. We’d like to see more faculty engaged in projects with local businesses, incubator initiatives, and even translating research to market.

How is the university managing talent recruitment and retention?

Hiring and retaining quality faculty and staff is complex, especially with so much competition across higher ed. But we try to emphasize work-life balance, smaller class sizes, meaningful faculty-student interaction, and a strong sense of mission.

Housing is a challenge in many places, and we are mindful of that here, but I believe our university offers unique appeal: smaller scale, close relationships, and a chance for faculty to shape programs in meaningful ways. I’m encouraged by the caliber of people joining us — they bring impressive backgrounds and see West Georgia as the place they want to make an impact.

How are you leveraging athletics to elevate West Georgia’s visibility and student engagement?

Athletics is absolutely part of the university’s front porch — the public face. We’ve transitioned to D1, and early results, especially a great football season in 2025, have generated real excitement.

You simply can’t buy that kind of attention. It resonates with alumni, prospective students, and regional visibility. While it’s early, we expect that the athletics success will feed into applications, branding, and community pride.

We also have 12 other NCAA sports beyond football, and each contributes to the student experience and the broader identity of the university, and our UWG Cheerleading program now boasts 40 national championships.

What are your top priorities for your first year in office?

My top priority is student success. That has to be the core of everything we do. Currently, only about 43% of our students graduate, and that number needs to improve. We’re committed to understanding why students are falling behind and to making meaningful changes to help them succeed. That includes everything from using data more effectively to making sure students know where to turn for support. I’ve told them directly, “Here’s my email address. If you run into a problem, reach out.” We don’t want a single student leaving because they couldn’t get an answer.

Another key focus is elevating our research activity. While we are currently producing around $700,000 in research expenditures, there’s significant room to grow. I want to see more undergraduate research, deeper faculty engagement in applied projects, and more collaboration with local industries. Expanding that part of our mission will help us serve both our students and the region more effectively.

Lastly, as we transition more fully into Division I athletics, I see a real opportunity to use that momentum to build awareness and pride in the university. Athletics is often the most visible part of a university’s brand — it’s the front porch. I want to make sure we’re leveraging that visibility to engage prospective students, energize alumni, and strengthen our identity.

In an interview with Focus:, Richard Carvajal, president of Valdosta State University, outlined institutional achievements and challenges, including navigating an unprecedented crisis, enrollment growth strategies, academic program modernization, and the One Valdosta Lowndes economic initiative. “The last year at VSU has been unforgettable, unlike any other university in America,” Carvajal said.

What have been the university’s key milestones and accomplishments in the past 12 to 18 months?

The last year at VSU has been unforgettable, unlike any other university in America. In August, Hurricane Debby hit, following Hurricane Idalia, a Category 4, from the previous year, which caused significant damage. In September, Hurricane Helene, also a Category 4 storm, struck, destroying nearly a thousand trees on our main campus, five departmental homes, and taking two large academic buildings offline, possibly until next fall. Weeks later, a once-in-a-century flood revealed additional leaks and roof damage from the hurricane. On Christmas Eve, a cyber intrusion by a foreign actor shut us down for three weeks, though our IT team prevailed, recovering systems for the spring semester. Days later, a historic snowstorm closed the institution. All this occurred within six to seven months. Despite this, our people’s resilience made it an amazing year. We’re celebrating our fifth consecutive term of enrollment growth. Our football team reached the NCAA Division II national championship game in December, and our tennis team won our ninth intercollegiate national championship before finishing another undefeated season.

What major shifts have you seen in student expectations, and how is the university adapting — academically, experientially, and in terms of wellness?

Higher education faces a demographic cliff due to fewer births since 2008, lasting until 2037, reducing the number of potential students. At Valdosta State, we highlight higher education’s value — Georgia research shows our graduates earn $1.4 million more over a lifetime than high school diploma holders. We’ve cut low-enrollment programs, redirecting resources to high-demand degrees. Post-COVID, students are seeking engagement, so we moved undergraduate classes face-to-face this spring, boosting re-registration for next fall. We’re enhancing out-of-classroom engagement with a planned new sorority row and improved student life and residence halls. As chair of the University System’s mental health task force, we launched the USG Mental Health Initiative to support students through graduation. For working adults unable to attend face-to-face, we started the Online College for Career Advancement during COVID, a fully online program that lets students progress at their own pace, fitting their lifestyle and aiming for commencement. Our graduate school surpassed 3,000 students this year, mostly online, catering to students across Georgia and beyond, leveraging their work experience with theory for a tailored perspective. Conversely, 18-year-olds need face-to-face settings for group work, collaboration, and communication skills, as student leaders have emphasized for years, helping their peers thrive.

How is the university positioning itself to remain competitive and ensure program accessibility, especially given growing concerns about affordability?

Affordability in higher education is a priority in Georgia’s university system. We aim to keep costs competitive with other states in the Southeast and nationwide. The University System Board of Regents, which oversees Valdosta State and 25 other system members, has not raised tuition for in-state students in seven of the last 10 years, resulting in an average annual increase of less than 1%, below inflation. At VSU, we award approximately $1.5 million annually in scholarships and are preparing to launch a $70 million fundraising campaign, with a significant portion allocated to scholarship funding. We focus on affordability, supporting students through scholarships and student labor opportunities, and access programs to close financial gaps. Our goal is to ensure their investment leads to degree completion, reflected in Valdosta State’s improved retention rates and recognition of our progress by the Board of Regents Chancellor Sonny Perdue. We are committed to getting students to graduation — the moment that transforms their lives and careers.

How is the university preparing students for both today’s job market and the evolving careers of the future?

Under VSU2030, our strategic plan post-COVID, we engaged students, faculty, staff, and community leaders to envision the future. We identified the need to focus on career readiness from day one, not just senior year. We assessed degree programs, eliminating those with low student interest and scarce job prospects, and redirecting resources to high-demand programs. We’ve also received approval for a new data science degree with STEM tracks. From day one through graduation, we integrate experiential opportunities like sophomore-year internships and freshman-year practicums, applying classroom knowledge in real-world settings. This hands-on approach defines the VSU degree experience, ensuring exceptional graduate readiness.

What are your top priorities for the university in the next few years?

We focus on traditional undergraduates while strengthening VSU as South Georgia’s comprehensive institution. We aim to impact our region and become the top choice for learners across South Georgia, statewide, and beyond by offering the right mix of degrees and outstanding experiential learning in and out of the classroom. We also maintain successful graduate and online programs to meet students where they are. We’re in the early stages of our next capital campaign, with supporters eager to partner. Conversations with those who love Valdosta State have yielded phenomenal ideas. This campaign will significantly increase scholarship funding and create more engagement opportunities on campus.

With COVID behind us, we’re moving forward, creating optimism for Valdosta State’s future, fueled by progress and growing energy in South Georgia. A key initiative is One Valdosta Lowndes (OVL), where I co-chaired an effort to re-envision Valdosta, partnering with the city of Valdosta, Lowndes County, the Chamber of Commerce, the Development Authority, South Georgia Medical Center, Valdosta State, and Georgia Power. These leaders collaborated to improve our community. Now, OVL operates under the Chamber with an executive director, and I remain on its board. It has transformed Valdosta through unprecedented partnership, driving major economic development successes. This matters to me as Valdosta is my home, and I want it to thrive, but it’s also critical for our graduates’ success. We need strong job opportunities in South Georgia for them to stay after graduation. Under Gov. Brian Kemp’s leadership, we’ve secured significant economic wins for Valdosta and South Georgia, benefiting Valdosta State and our graduates as Georgia prospers. OVL is now a cornerstone of our community’s progress, as noted by local leaders.

In an interview with Focus:, Al Taylor, interim superintendent of Gwinnett County Public Schools, discussed moving beyond the pre-pandemic level of student achievement through increasing teacher retention and literacy levels. “We want to make sure that the work we do is actually having a meaningful impact on the experiences of our 180,000 kids,” Taylor said. 

What recent initiatives have most influenced your goals as interim superintendent?

Gwinnett is very diverse, and we’ve always prided ourselves on having stable leadership as well as dynamic student achievement, which we’ve been able to enjoy for a number of years. The shift in the superintendent position, which resulted in me taking the interim role, had a considerable impact on the morale and stability of our district. The primary focus, then, was to stabilize the district. Thinking about long-term trajectory, we didn’t want this to create a ripple effect of continuous destabilization. While we were able to achieve stabilization this year, we didn’t want to just be in a space of stabilization, though. For some, stabilization means stagnation, and that’s just not in Gwinnett’s DNA. We’re always trying to get better. We want to make sure that the work we do is actually having a meaningful impact on the experiences of our 180,000 kids. In the past six months, we’ve come back to a trajectory that we’re accustomed to. We’re back in that space of moving forward.

Which recent successes best capture GCPS’s innovation and academic progress?

During the pandemic, we saw significant decreases in our student achievement, largely attributed to the fact that during that window, we had a number of students who were detached from education spaces. Our most recent graduation rate, which is the second consecutive year of the highest in 10 years, and our end-of-year assessment data show signs that we’re actually returning to pre-pandemic levels of student achievement in some areas. There is a laser focus on literacy and acceleration, particularly for our English learner students, who continue to be our fastest growing population. We focus on accelerating language acquisition for students who are new to our country, and on improving literacy achievement for all our students. High-level literacy is the bedrock foundation of all academic success, and accelerates AI and STEM integrations. It creates better opportunities to engage students in STEM, artificial intelligence, and computer science as early as elementary school. 

How does GCPS cultivate long-term professional development as it relates to recruitment and retention? 

Our human resources department has diversified how they’re recruiting staff, but we’ve seen the biggest benefit in our retention strategies. We didn’t experience a teacher shortage this year. We have about 14,000 teachers, and we started this year with less than five vacancies for over 142 schools. That speaks to the work that our human resources department was doing. We’ve recognized that the antidote to the teacher shortage is keeping the teachers we have. So, we’ve invested heavily in professional learning, as well as building positive school cultures where teachers feel connected. When teachers feel like they belong, they can create environments where that’s reciprocated for students. Those retention efforts are where we will keep investing heavily over the next few years.

How does the district align its curriculum with emerging trends?

Georgia has consistently been recognized as a top state to do business, and that has trickled down to workforce development. We have a role and a responsibility in that ecosystem of workforce development. We have partnered extensively, not only with our local chamber of commerce but also with the state, to look at where the opportunities are. We can then integrate career pathways around high demand, high skill, and high wage professions into schools, which are pervasive in our CTE programs. Whether it be STEM-related, or skilled trades, we’ve invested heavily to create those opportunities for students in all of our schools, but primarily in high schools because of the proximity to graduation and career readiness. We’ve also been intentional about the lower grades. We’ve built out some of those same CTE pathways in middle schools, all the way down to the elementary levels, with robotics, STEM, and giving kids an opportunity to see what possibilities may exist beyond their K-12 experience. 

How do you turn recent challenges for GCPS into opportunities for improvement?

Safety and security in schools was a top concern. It became even more so a deeper concern with the tragic school shooting in a neighboring district last year. We thought about how to fortify schools and improve safety without creating prison-like environments. That would counter the positive school culture that is important for not only teacher retention, but also for the students. Another point under safety and security is thinking about the impact the pandemic had on mental health, and how there’s still a lot of residue permeating our schools. We need to create more engaging environments where staff feel comfortable thinking about where their mental health is, and how we can provide those supports for students. 

There’s always the challenge of how to improve student achievement with significant external forces that impact our ability to do so. We’ve seen some challenges with whether we were going to receive funding in various areas from the federal government. Gwinnett did see a little bit of an impact with immigration policies, and reductions in enrollment, as a result. Those external challenges are out of the control of the local school system. Keeping the schools focused on teaching and learning at high levels has helped mitigating some of the noise, but it is always a challenge. 

What are your key priorities for the next few years?

Whatever role I serve, I want to make sure that I’m positioning the district for long-term success. I see a responsibility to move beyond pre-pandemic spaces, not just return to the previous levels of achievement. We definitely want to return to the top of all the rankings from the state, the metro area, and the nation. There’s certainly a dedicated and very talented workforce in Gwinnett who genuinely believes in the success of the students. Regardless of who serves in the role of superintendent, there are certain cultural pieces, so deeply ingrained in those who have been here for so long, that we won’t compromise on them. We’ll continue to take the responsibility of being a state and national leader in education.

In an interview with Focus:, Stuart Rayfield, president of Columbus State University, discussed the institution’s evolving role in regional development, student success, and cultural engagement. “The most essential skill we can give students is the ability to learn — and learn fast,” she said.

How has Columbus State evolved to meet the needs of its community over time?
Columbus State was founded in 1958 in response to a community-driven effort to expand access to higher education. It began as a two-year institution, with classes held in an abandoned hosiery mill and about 300 students enrolled. In 1996, it transitioned into a four-year institution.

As Columbus grew, driven by industrial development and military presence, the university expanded to support the region’s workforce. Major employers, including top payment processing companies, emerged. This growth allowed us to broaden our academic offerings. In 2009, we began offering doctoral degrees, including our now-large Doctor of Education program.

From that original class of 300 students, we’ve grown to nearly 8,000 as of fall 2024, along with a significantly expanded portfolio of academic programs.

How are academic programs aligning with workforce needs?
That alignment has been a top priority. We’re focused on ensuring our programs meet both existing areas of excellence and regional gaps, so students are prepared for real opportunities after graduation.

Columbus has long been a center for financial transaction processing. When companies evaluated where to locate global operations, we collaborated with them to shape computer science curricula aligned with their evolving needs.

That kind of partnership continues today, particularly in the fintech sector. These collaborations have led to innovative, industry-informed programs that reflect employer expectations and prepare students to contribute immediately.

How is Columbus State evolving to better support students and prepare them for a rapidly changing workforce?
When I stepped into this role, I wanted to identify our biggest challenges. One of the first was student success, especially retention. Our retention rate for full-time freshmen fell from about 75% to 60% during the pandemic. While we’ve started to recover, that drop was not acceptable.

We’ve since adopted a new strategic plan focused on a few goals we’re committed to doing exceptionally well. One of those is raising first-year retention to 85%. As of fall 2024, we were just under 70%. Achieving that kind of improvement requires more than small adjustments. It calls for a full rethink of how we support students.

This year, we’re launching an executive coaching model. Every student will be paired with an academic success coach at orientation. These International Coaching Federation-certified coaches complete 60 hours of instruction, 100 hours of clinical practice, and a rigorous certification process.

We’re hiring 20 coaches for the academic year (2024-25) and another 20 during the academic year (2025-26), for a total of 40. These coaches won’t just help with course registration. They’ll support students’ broader goals and guide them throughout their time at Columbus State.

We’re also introducing this model in our Center for Career Design. Career coaches will work alongside academic coaches to help students explore potential career paths, clarify their aspirations, and connect with practical employment opportunities. Many students are still discovering what they want to do, and this structure is designed to support that journey.

By 2030, we want every undergraduate to have at least one experiential learning opportunity tied to their career interests. For most, that will be an internship. For others, particularly those planning to attend graduate school, it could be a faculty-led research project. These experiences will be coordinated and supported by our coaching teams.

Our current graduation rate is about 42%, which is typical for a state university but not where we want to be. We’re aiming for 60%. That means helping students graduate more efficiently and affordably. We’re also focused on minimizing both the financial burden and the opportunity cost of delayed workforce entry.

Once these systems are solidified, we’ll turn to larger questions about the future of higher education. Chris Clark, president and CEO of the Georgia Chamber of Commerce, visited our campus in the fall of 2024 and shared a powerful insight: today’s students won’t just hold five jobs in their lifetime. They’ll have five entirely different careers.

That kind of change means people will move in and out of higher education more often, not always to earn a degree but to gain short-term, targeted skills. To meet that need, we must create flexible, “bingeable” education options — short, bundled experiences that allow individuals to upskill or reskill without leaving the workforce. That’s the future we’re planning for.

How do Columbus State’s specialized centers and cultural assets contribute to community success?
Columbus, Georgia, has undergone a cultural renaissance over the past 30 years, maybe even longer. I’ve been in the Columbus area just over 20 years, and it’s clear the transformation began early, in part through Columbus State’s founding. From the beginning, the university prioritized fine and performing arts, even as a two-year institution, thanks to visionary community leaders.

They understood that economic development depends on creating a community that attracts both people and industry. Columbus State responded by investing heavily in the arts to become a cultural hub for the region. And it has worked. From the Bo Bartlett Center to the Schwob School of Music, and with deep ties to Carson McCullers, including her homes in Columbus and Nyack, New York, our arts programming has brought tremendous value to both the university and the broader community.

What are your top strategic goals for Columbus State, and how do you see the university driving innovation, workforce readiness, and regional development in the coming years?

Our immediate priority is foundational: ensuring students who come to Columbus State stay and graduate. But looking ahead, higher education is on the verge of significant change.

One of the big questions is how we prepare students for jobs and industries that don’t yet exist. Chris Clark spoke about students having five distinct careers over their lifetimes. To meet that future, we need graduates who are adaptable, resilient, and able to learn quickly.

Higher education has already shifted. We used to be the gatekeepers of knowledge. Students came to us to learn how to think, problem-solve, and engage critically. But now, with the internet, knowledge is widely accessible. Our role has become helping students discern, synthesize, and apply what they find.

That’s more important than ever. In the next few years, the most essential skill we can give students is the ability to learn — and learn fast. That means rethinking our model and staying ahead of the curve.

Artificial intelligence has accelerated this transition faster than expected. We now face the challenge of using AI to enhance, not replace, the learning process. Balancing that will be essential.

Traditional universities will always have a place. Four-year and graduate degrees will remain important. But we’re also seeing demand for more flexible options — short-term, skill-based learning. People will come in and out of higher education to reskill and upskill. We need to be ready for that.

Still, none of this matters if we don’t get the basics right. Our current focus is improving retention, student success, and graduation. At the same time, we must apply the same skills we teach, creative thinking, and adaptability to our own systems.

Columbus State is also grounded in a core value: servant leadership. That value reflects the culture of our region’s institutions. At its heart, servant leadership is about understanding the top needs of others and helping them succeed, whether they’re students, colleagues, or communities.

Our responsibility is to understand the most urgent needs of our students, industry partners, and civic institutions — and to respond in ways that help Columbus and the Chattahoochee Valley thrive.

Kevin Glass spoke with Focus: about how Atlanta International School cultivates globally minded students in one of the nation’s most diverse metro areas. With nearly 100 nationalities on campus and instruction delivered in five core languages, AIS embeds intercultural learning from the earliest years through graduation. “Our aim is to help students turn their learning into action so they can make a positive impact wherever they go, whether that’s in their local communities, at university, or in the workforce,” Glass said.

How would you define the global mindset of AIS students, and how is that reflected in the curriculum and school experience?

Our community is one of the most diverse in the Southeast. This year, we’re between 90 and 100 nationalities, with 60 to 70 languages spoken. That diversity is reflected directly in our teaching model: we teach in, and through language, not just about it. Students participate in immersion and dual-language immersion programs in Spanish, Chinese, French, German, and English, and we support a range of heritage languages in primary and secondary school.

The belief that language and culture shape identity sits at the center of AIS. From age 3 through grade 12, students follow the full International Baccalaureate continuum — the Primary Years, Middle Years and, in grades 11 and 12, either the IB Diploma or the IB Career-related Programs. We also offer AISx, our ‘passion program’ that allows high-school students to pursue individual interests, and, new this year, an AIS Impact Diploma.

Everything we do is intentionally inclusive and grounded in multiple cultural perspectives. Our aim is to help students turn their learning into action so they can make a positive impact wherever they go, whether that’s in their local communities, at university, or in the workforce. A defining example of this is our Journey Abroad program, where all fifth-graders spend up to two weeks immersed in a country aligned with their language track — China, Costa Rica, France, or Germany — without parents, focused on cultural, experiential, and service learning. From grades six through 12, students expand on this through extensive international trips, exchanges, and service projects.

As an IB continuum school, how do you ensure coherence and continuity for students from early learning through grade 12?

We look at everything through the lens of the student’s long-term experience. A 3 -year-old who started in our immersion Early Learning Center this year will graduate in 2040. That timeline shapes our planning. We ask what their experience will be as they move through our community and the IB framework, and how we prepare them not just to thrive but to add value and make a positive difference wherever they end up after AIS.

This long view guides program alignment, expectations and developmental priorities from early years through graduation. It keeps the student’s future at the center of our thinking, rather than just relying on our own past experiences.

How do you balance the rigor of the IB with student well-being, creativity, and identity exploration?

The IB framework emphasizes that language and culture shape identity, and that aligns closely with our philosophy. Student voice, choice, agency, and personal story are central. We see learning as the student’s journey, and they have real ownership over it. That supports their sense of self, belonging, and well-being.

We use a system called Mario Education from grades three to 12 to support social-emotional learning. Through simple surveys and check-ins, it tracks trends in well-being — for example, overall happiness in a specific grade or language group — and flags individual students who may need additional support. 

Teachers, advisers, or counselors can then intervene proactively.

This is layered with wellness, counseling, advisory, and “Making Good Decisions” programs. Academically, IB rigor is embedded across the subjects and languages. We teach through language, not about language, using it as the medium of instruction. Research shows that bilingual students think conceptually using more of their cerebral cortex, approaching problems from multiple perspectives. By middle and high school, fully bilingual students consistently outperform monolingual peers on reasoning, cognitive, and problem-solving measures.

AIS highlights innovation, design thinking, and STEAM. How are these areas evolving, and how do you measure their impact?

Design thinking is integrated from age three through grade 12. Even our youngest students identify problems, conduct empathy exercises, analyze needs, ideate, prototype, test, and reflect, often looping through these cycles multiple times. Learning in our makerspaces is always tied to action and impact. It’s not siloed by subject; it mirrors how challenges appear in the real world.

From grades six to 10, design becomes a required course with the same instructional time as math, science, or social studies. Students explore product design, digital design, and design engineering. Through interdisciplinary IB units, students form groups to solve complex challenges, supported by teachers who act as facilitators or provocateurs to push their thinking.

In high school, students can pursue a STEM/STEAM endorsement on their diploma and participate in extensive after-school programming. Our internship program places about 100 rising 10th-, 11th- and 12th-graders each summer in STEM- and STEAM-related industries — medical research, entrepreneurial startups, fintech, and more. Some internships become paid, and many students discover the fields they want to study in college. That is one of our strongest indicators of impact.

Atlanta is emerging as a global business center. How does AIS help students build a future in the local economy?

Our internship program is one of the strongest examples. About 100 students each summer work across metro Atlanta in STEM and STEAM fields, creating early connections to local industries. We also have an innovation and entrepreneurship initiative where students design business ideas, pitch for funding and, in many cases, launch real ventures.

We partner closely with Atlanta United, the Mouratoglou Tennis Academy, and Google, both locally and internationally. Through the IB Career-related Program, we have students dual enrolled at AIS as well as institutes of higher education such as SCAD, GA Tech and GA State. Eleventh- and 12th-graders can thus take classes both at AIS and at these institutions, which helps root them in the local academic and professional environment.

Georgia’s HOPE and Zell Miller scholarships also play a major role. These merit-based programs can cover a large portion, or even 100%, of tuition at great Georgia universities like UGA, Georgia Tech, Kennesaw State and Georgia State. That keeps many AIS graduates in-state. In fact my own son is a beneficiary of this amazing support and is in his second year at UGA.

Is there anything else you would like to highlight about AIS’s role in Atlanta and the wider region?

AIS is deeply woven into the city’s fabric. We’re active in our Garden Hills neighborhood and in organizations such as Buckhead Rotary and the Buckhead Coalition. We work with the Metro Atlanta Chamber, especially its Global Commerce Committee, and with the Georgia Department of Economic Development.

We host and collaborate with many of the international organizations in the region, from the International Club of Atlanta to numerous consulates, chambers of commerce, and diplomatic delegations. When companies evaluate Atlanta for relocation or expansion, we often host them on campus. Over the years, we’ve welcomed new families from Mercedes, Porsche, Novelis, Novartis, Delta, and Invesco, among others.

We have also supported the mayor’s office when international delegations visit. Overall, AIS is connected locally, regionally, and statewide. As Atlanta and Georgia continue to grow as global business hubs, the school grows with them — preparing multilingual, globally minded students who are ready to make an impact.

John Fuchko, president of Dalton State College, spoke with Focus: about comprehensively preparing students to be leaders in their communities. “Dalton State College prepares people to succeed in careers and life by exposing students to a rigorous education, different perspectives, experiential learning, and sciences,” he said.

What changes over the past year have had the biggest impact on Dalton State College, and in what ways?

Dalton State College developed its new strategic plan, Vision 2050, this past year, and we are using it to drive our focus and innovation. One of the initiatives is a scholarship program, which is designed to provide full coverage for tuition and fees for qualifying students who live in Northwest Georgia. We are one of the most affordable public institutions in the country. Along with low tuition and fees, we have generous scholarships available through our foundation. Working in collaboration with our local technical college to raise funds, we are nearly halfway to our 2025 fundraising goal of $10 million. 

Another initiative is the creation of a new model for how we prepare K-12 educators. The model incorporates classical education, a dual-language immersion experience, and a focus on outdoor play and experiences. We produce many of the teachers in Northwest Georgia, and we want to empower those students with an understanding of this model. We’ve seen terrific results in literacy and sciences, preparing students for academic success through high school and higher education. 

Also, as part of Vision 2050, we are expanding the number of opportunities to participate in experiential learning, including undergraduate research, study abroad, and internships in our region’s massive flooring industry. We’re seeing growing opportunities to get our students engaged. Just last year, the Wall Street Journal ranked us as the second-most recommended institution, by students and alumni in the country.

How is Dalton State College adapting its courses and curriculum to meet the demands of a fast-changing job market?

In today’s modern setting, the majority of jobs require a college degree, and we want to create a transformative experience for all our students. Our approach looks at two major parallel efforts. 

On one side, we are looking at how to produce graduates who are proficient in using current and emerging technology tools, taking ethical considerations into account. We can’t blindly introduce technology; our students need to understand the limitations of emerging technology. We want technology to be a tool and enhancer, not a replacement for the human person.

On the other side, we teach foundational skills and purposes in higher education that prepare students to lead and give back to their communities. Over half of our graduates are first-generation college students, and we teach them additional life skills they may not have learned otherwise. For example, our business school students do mock interviews, learn how to dress professionally, and learn etiquette. 

Overall, we teach students to listen to others, think critically, and engage on a face-to-face basis. This balance allows students to bring their whole selves to their educational experiences and into their communities.

Has there been an increase in enrollment in recent years, and if so, how is Dalton State College attracting a new student population?

We have seen over 10% growth in the student body in the last two years. This percentage makes us one of the fastest-growing colleges in the state, in spite of national trends predicting a decline in enrollment. Our athletics program also attracts national attention from prospective students. Our women’s golf program, which has won several championships, is hosting the NAIA Women’s Golf National Championships in 2027 and 2028. Just last year, our men’s golf and soccer teams won the NAIA National Championships.

What is the value proposition of higher education in modern times, and how is Dalton State College encouraging its students to pursue continuing education?

For many students and their families, their return on investment is ultimately about getting a job and providing for their families. In the state of Georgia, having a four-year degree increases lifetime earnings, on average, by $1.4 million in additional income. Dalton State’s low tuition and fees strengthen that financial return on investment. Dalton State College prepares people to succeed in careers and life by exposing students to a rigorous education, different perspectives, experiential learning, and the sciences. The greater return on investment is preparing for your future. Higher education is the most effective means of providing a wide group of people, from all backgrounds and educational preparation, with a set of credentials, skills, and knowledge that positions them to pursue their calling in life.

What is in the pipeline for Dalton State College in terms of new programs to meet emerging needs?

We are developing new academic programs and a focus on a lifelong learning model, which incorporates micro-credentials that are responsive to regional needs. Traditionally, students work toward one credential at the end of a two-year or four-year program. Many jobs in today’s market require specific industry and professional certifications. Dalton State is looking to build out a program for people who already have a four-year degree to help them increase expertise in metrics, analytics, and strategic planning. These disciplines are all important to planning, organizing, and assessing industry needs and bringing together different ways of thinking. We are also developing a direct Bachelor of Science in Nursing program, addressing our region’s growing demand for healthcare workers.

Every student is a puzzle. They come from different backgrounds and have unique challenges and dreams. As such, education continues to be the great equalizer for many students, especially those who never saw themselves attaining a college-level education. In an interview with Focus:, Athens Technical College President Andrea Daniel highlights the value of a technical college education and how the college collaborates with companies to help train the local workforce.

How have shifting workforce demands influenced the college’s program offerings and enrollment patterns?

We had great enrollment figures up until the pandemic. But now we are seeing figures increasing, and beyond enrollment figures, we are also seeing the most graduates that we have ever had in our college’s history. This demonstrates the return on investment for taxpayers who are investing money into technical colleges as well as students gaining jobs that are placed and filled. We have the highest placed and filled job rate of any technical college in the state of Georgia at 99.4%. We are really proud of this.

What is the college’s role in helping employers adapt to talent shortages or upskilling needs in key sectors?

We can be very nimble with our credit programs. In addition to more than 160 credit programs that we have to help workforce needs, we have an economic development department. This department can handle any training needs presented to them, whether to help companies with employee retention or upskilling the companies’ employee bases. Workforce development is our sole mission. We think deeply about where our students are going to work, have great jobs and lives, and give back to their community. Approximately 80% of our students remain in the 11-county service area.

How are student demographics evolving?

More than 70% of our students are under the age of 25. This is a great shift from 30 years ago when the majority of students were 35 and older. We are getting younger students and those student needs are different than what they were 30 years ago. Students want to provide and give back to their community, so they come in very focused. They have information available at their finger tips and are very savvy, which has required us to make a shift. We always wanted younger students mostly because of the value of a technical education. Now we are getting them in at an earlier age. The governmental program known as Georgia Match is helping students who did not consider going to any college, whether a technical college or the traditional four-year degree schools. This is an exciting change for the students to connect with us, and it is very important that we make more connections. 

For companies, we guarantee the education, if not, we can take the students and retrain them for free at no cost to the student or the company. We are truly a sure thing. Local companies are reporting that they are pleased with the type of training that our graduates are prepared with. Georgia is booming, and we want to help be part of that solution.

How do company insights regarding workforce needs help shape your programming?

One of the best examples is our partnership with Piedmont Healthcare. We partner with them so they can avoid hiring temporary nurses. Our students come in and know how to perform right away. This is what we are working to replicate in the manufacturing sector. Many students come in and do not have the math skills. We are working to equip the students with those skills and help them become extremely proficient. We meet with companies while we are doing our programs, so we can hear firsthand what skills are needed and most relevant. 

We often hear that students need work ethic, timeliness, and other soft skills. Students also need assistance with interviewing skills and resume building, and we make sure to help them. As for other areas, students are lacking basic computer skills such as Excel and other foundational computer skills. 

We have 1,300 dual enrollment students, attending high school and college at the same time. We have an opportunity to help shape their future success. Additionally, when prospective employers are seeking to come into Georgia, we are right there alongside the state leaders to tell companies how we can help them meet their workforce needs.

What does program innovation look like in today’s educational landscape?

This is something we are working on. AI is the focus. I have worked with different groups on AI innovation and will continue to do so. Change is lightning fast, and it is a big challenge. Nationwide, technical colleges are up in enrollment, especially in Georgia. As far as demographics, we have more females attending our college, at about 66%. We want everyone to know that whatever they want to do, they can do it at our college. We try very hard to create a welcoming environment and help people understand that the door of opportunity is here. The state of Georgia does a great job at administering the HOPE Grant, which is Georgia residency-based. If a student lives in Georgia, they can take all of our diploma programs at no cost. When we hear how expensive education has become, we make sure to let people know that they can pursue an education and have great outcomes thanks to this type of funding.

How would you characterize the value of a technical education? 

There is great value in an applied education. Students long to do things that are applied. For some students, it should be their first choice so they can thrive. You can take a C student in high school but give them an applied education in something that they love such as auto or nursing, and they will become A-level students. At large, many people believe that more education is better with the end goal being a master’s or postgraduate degree. That is not always what some people want to do. An applied education is the right path for many students.

In an interview with Focus:, President John Wells of Young Harris College discussed the impact of technology on how students learn, and highlighted the importance of problem-solving and flexibility in today’s higher education landscape. “Our traditional emphasis on liberal arts is going to become increasingly important as we teach people what it means to be flexible with their thinking and to be problem solvers,” said Wells.

What changes over the past year have most impacted Young Harris College, and in what ways?

Over the course of the last several months, we have been establishing the Center for Professional Readiness and Experiential Programs. Our goal is to make certain that when you come to Young Harris for an education you know we take very seriously the task of helping and teaching our students how to learn.We recognize that with superintelligence and the rapid advancement of AI and robotics, our workforce development will need to look very differently. Our traditional emphasis on liberal arts is going to become increasingly important as we teach people what it means to be flexible with their thinking and to be problem solvers. 

In this particular center that we are building, we’re going to make certain that every student has some personal finance, business ethics, and leadership opportunities. Our goal is to make sure that we’re preparing our students for the world of work in a rapidly changing environment of employment.

The college is well-recognized for career education and development. What is the college doing differently to prepare students for successful careers?

One factor is that we want to make sure every student has a firm understanding of money and personal finance. We don’t take anything for granted in terms of what understanding of investments students come to college with and their understanding of how to build wealth over time, so all our students moving forward will be exposed to a rigorous education in terms of how to build wealth and be successful over time. 

We are putting in place a very aggressive career services model; career services at a lot of colleges has just tended to be an office that’s maybe tucked away in the administration building somewhere and students who find it are able to access its resources, but at Young Harris we’re being much more proactive, matching what the students are doing in the classroom with how they can apply that in the professional world. 

Because we are in a beautiful area surrounded by a national forest, we’re using our outdoor setting as well to provide students with outdoor leadership opportunities so they can be confident in the world and really develop the skills they need to be successful. 

And finally we are creating a structured ethics curriculum. There is no quicker way to destroy a career than having an ethical lapse, and we want to make certain that our students and alumni have the ability to problem solve not just the things that need solving in terms of analytics but also in the increasingly morally complex world in which we live. Students need to be able to understand how to morally and ethically solve problems.

What trends are you seeing in higher education nationally that could reshape how colleges operate over the next decade?

We know that students learn differently today, as they’re coming of age in a digital-heavy world. We know from neurological research that students’ approaches to learning have become significantly different. There is a profound difference between approaching the world through the page, which is where we were up until 30 years ago, versus approaching the world through multiple screens. If you’re approaching the world through screens, you have the tendency to need an image in front of you and it sometimes makes it less likely that you’ll think abstractly. One of the things that we are doing in leveraging our outdoor setting at Young Harris is giving students in-person experiences. When you are in one of the most biodiverse regions on the entire North American continent, giving students the opportunity to have the individual personal experiences in the outdoors, studying from a scientific perspective, from leadership development and even from a poetic perspective, really gives students a hands-on approach to learning that perhaps they don’t get when learning is so screen-heavy. Now, to be sure we’re an institution that’s invested mightily in technology, our classrooms are smart classrooms, but we also recognize that students need to have real-world experiences as part of that learning experience.

What are the biggest opportunities and challenges ahead for the college, and how are you preparing for them?

A problem that all higher education faces are devices like phones. Just because this device gives you ready access to a tremendous amount of information doesn’t mean that you necessarily know how to curate that information, how to really recognize what information has factual veracity, and what information doesn’t. Young Harris, as well as all higher education, is committed to helping students make sense of information overload.

Where we are today is very different from a half century ago, where maybe if you didn’t come from a family of means you didn’t have access to a lot of information because you didn’t have magazine subscriptions,or you didn’t have access to books. Now, information is all around us, but what information is really useful? What stands up to interrogation and investigation? What’s the difference between advertising, propaganda, and truth? 

Higher education is in a very unique situation right now of helping people to navigate their way through an information bridge in a sometimes factually impoverished world.

How is the economic climate, including inflation and shifting labor demands, affecting the role of colleges in workforce development?

It’s still a bit soon to see how tariffs are going to have an impact, but we have certainly seen over the course of the last several years what it means to have students who come wanting to make certain that their investment in time and resources is going to give them an advantage in the market. One of the things that students and their families have been telling us is that living in a world where we’ve had inflation return and where we’ve had a sense of a little indeterminacy about what the future is going to hold, a place such as Young Harris that invests in helping students develop flexible ways of thinking and giving them the habits of mind to make them successful is highly important. There is a broad awareness that from our changing political landscape to the rapidly evolving technological landscape, the world we have when we exit the 2020s is going to be a very different world from that when we entered the 2020s. This is a significant decade. It isn’t just static skills that you need; you need the ability to evolve and to be flexible, and Young Harris is certainly committed to that. 

It’s a challenge to make certain that people understand that just because the world is the way it is in 2026, it doesn’t give you any guarantees that that’s the way it’s going to be in 2027 or 2030. Things are changing rapidly. It matters when you learn at a young age how to be flexible in your thinking and how to be a problem solver.

What impact do you hope to make as president in the next few years and how do you define long-term success?

I think success for any college president comes down to whether they left the institution healthier than they found it. It is my goal to do that. I’ve been associated with Methodist-related higher education for much of my career and I want to make sure that this tradition continues. Also, the proof of the success of any college is whether or not our alumni are successful. I want to make sure that we don’t just give our students what they need to make a living, but that we give them everything they need to make a life. That is the measure of success.

In an interview with Focus:, Allen Phinney, managing director of corporate and middle market banking at Cadence Bank, said that Georgia remains an important growth market for the bank, driven by a strong economy, strategic expansion, and a relationship-focused approach. “An important way we demonstrate our commitment to our Georgia clients is by hiring executive-level talent who are based here. Over the past two years, our chief human resources officer, the president of asset management and trust, and the head of treasury management have joined Cadence and work in our new Midtown office,” Phinney pointed out.  

What changes over the past year have most impacted Cadence Bank and the industry as a whole?

We are a fundamentally strong, regional organization with 390 locations across the South and Texas. That gives us a great footprint in a very dynamic part of the United States.

In mid-2025, Cadence experienced two exciting milestones with the completion of two headline-making bank mergers. On May 1, we welcomed FCB Financial Corp., the holding company of First Chatham Bank, adding eight new branches in Savannah and coastal Georgia. Then on July 1, Texas-based Industry Bancshares joined Cadence Bank, bringing 27 full-service branches in Central and Southeast Texas.

In Georgia, we hold $3.6 billion in deposits, ranking us No. 13 in market share among banks in the state — a position we’re happy with. We don’t aspire to be the largest bank; we’re focused on growing strategically. In Atlanta, we hold $1.6 billion in deposits, which ranks us No. 21 locally, leaving us plenty of room to grow.

Cadence has had a strong presence in metro Atlanta for 20 years. We have seven branches in and around the city and 37 branches statewide, including our new Savannah and Georgia coast locations. The bank’s full range of capabilities are available throughout Georgia: corporate banking, commercial banking, retail, and private banking.

As part of our long commitment to Atlanta and its business community, we relocated our corporate offices in 2024 from Buckhead to a more spacious 999 Peachtree Street building in the heart of Midtown to be closer to clients and in the middle of the city’s busy business hub. 

Another way we demonstrate our commitment to the Georgia market is by hiring executive-level talent who are based here. Over the past two years, our chief human resources officer, the president of asset management, and trust and the head of treasury management, have joined Cadence and work in the Midtown office.

Finally, our strong team of bankers in Georgia continues to grow. We hired a new senior relationship manager, Jeffrey Rogers, at the director level, and promoted Bret Bernard — a rising star — from portfolio manager to relationship manager. These moves reflect Cadence’s investment in Georgia and position us for strong growth.

What do you attribute to the bank’s growth and success in Atlanta and Georgia?

Our strong balance sheet and reserves support a continued growth trajectory. Our loan pipelines are as full as they’ve been since 2020. My Georgia corporate banking team has several large- and medium-sized deals in the pipeline, and we’re ahead of plan for the year in loan growth and net income.

We’ve had strong recent successes, including leading a $71 million syndication for acquisition financing, completing a bilateral loan to purchase a manufacturing facility for a new client, financing a multi-location convenience store expansion, and increasing working capital financing for a large privately owned manufacturer. We also secured several new client relationships. These deals were complex and required creative solutions.

Much of our success is supported by Georgia’s business-friendly environment and programs that foster business expansion. Atlanta is one of the fastest-growing metro areas in the country; it’s a great place to be.

Commercial and industrial loans make up about 40% of our loan portfolio, while commercial real estate loans account for a bit less than 30% — a strong position for the bank. All banks are seeking new client relationships and growth in loans and deposits, and we’re a bit ahead of our peers in that regard. 

What trends are you seeing in the industry today and how are you navigating them?

Almost everything we do is risk-based from a lending perspective, so anything affecting our clients is a trend that affects the bank. 

Tariffs, for example, are very much on our radar because they’re central to our clients’ planning and supply chain management. However, their impact among our Georgia clients has been relatively limited, and our clients generally have strong plans to manage tariff-related costs and uncertainty. We’ve discussed this extensively with every client.

Another trend is the growth of private credit — non-bank lenders — which tend to be more expensive and offer less favorable terms than traditional banks. Cadence has a long history of excellent capital allocation, and we continue to serve that role efficiently.

Competition for deposits has also increased, especially after the collapse of Silicon Valley Bank, and we continue to seek deposits to fund the loans we excel at providing.

What are some of the challenges you’re working to overcome?

There’s talk of a slowdown in mergers and acquisitions, which would reduce the private equity financing pipeline. However, we’re still seeing opportunities, including a few large deals, which recently closed. 

Our approach to navigating these challenges is deeply relationship-based. I remind my team that we should strive to be our clients’ friends as much as their business partners. It’s how I prefer to do business, and it fits well with the bank’s mission. Clients find it refreshing, and this mindset helps us mitigate market risks because our clients are comfortable sharing information with us.

Fraud prevention remains one of the top risks we and our clients face. We routinely meet with clients to discuss their fraud prevention practices and encourage them to stay vigilant as risks continue to evolve. Having the head of treasury management here in Atlanta is a significant advantage, which is why Catherine Reddington attends substantive and prospective client meetings. Many of our fraud prevention tools are embedded in our treasury platform, and we’re constantly improving these tools and getting feedback about them.

What is your outlook for the Cadence Bank over the next few years?

Cadence Bank is very optimistic about the runway ahead, both for us and for Georgia’s economy. There are great leaders here.  Chris Clark at the Georgia Chamber, comes to mind. They are driving meaningful changes that support business growth, which benefits everyone.

Throughout our nine-state footprint, we see the same extended runway because of strong leadership and thriving economies. We have terrific bankers, and I don’t say that lightly. I’ve worked at several banks and led several teams, but there’s no team that compares to the one I have now. We’ve expanded expertise in Georgia and across our footprint with the goal of building genuine relationships with our clients, treating them as friends as well as business partners.

Because of this approach, our loan pipelines and new loan growth remain strong, though I’d always like to see even more growth. We’re meeting tough objectives right now. Our footprint is concentrated in areas of strong economic growth. I have high confidence that our operating model, supported by our vision of helping people, companies, and communities prosper, will continue to propel Cadence Bank and our clients forward.

In an interview with Focus:, Bartow Morgan, CEO of Georgia Banking Company, discussed the institution’s offering for businesses in Atlanta during this uncertain time, emphasizing personalized attention and advanced technological solutions for clients. “We’re making sure that we offer the products they need,” Morgan said.

What indicators are shaping your expectations for the banking sector in the near term?

“Tariff” is the big word out there. It seems to have become a negotiating tool that everybody’s talking about, and it creates uncertainties in relation to people’s future. Whether as a homeowner deciding to redo a house, a multifamily developer building a project, or a manufacturer in need of raw materials, nobody knows what the cost will be, or when it will be that cost. This slows down the decision-making process, and we’re seeing some customers being more methodical. When we see purchasing slowing down, we start to see the chances of recession, or at least the declining of GDP. And with recessionary concerns, the Federal Reserve will start considering if we are in a downward interest rate environment. That said, some businesses do better in a lower interest rate environment.

What strategies does your organization have to help small and midsize clients navigate uncertainties?

First of all, continue to do business. This isn’t the time to stop transacting. It is time to act more cautiously. If you were thinking about big purchases or expansion, you might want to rethink that. It would be wise to pause and figure out what the outcome would be. More than likely, interest rates will come down over the coming months. If you believe in this macroeconomic view, you can fare better by shaping your business accordingly. A client, whose major competitors were Chinese companies, actually received a lot of orders because the tariffs were not applicable to their company. So, not all the effects were negative, and we need to prepare companies for what the world might look like in the future.

What role do regional and community banks play in addressing national concerns, such as financial inclusion?

There has been mass consolidation in the banking industry, with three players controlling 65% of the industry. Therein lies the opportunity. Big banks are stable, and it could be a good thing for a business to go with the big banks because they may have the services some businesses need — and businesses need to find the institution that fits them. We are $2.5 billion in size, which is on the larger side of the community bank scale. But as a community bank, we can do things that larger banks can’t. We can offer a level of customer service that they might not have, and with less of the bureaucratic processes. Banks that are smaller than us may not be able to invest in the technology and people that the bigger banks can. We are in this space intentionally, so we can offer a high-touch service to our customers, who are typically small businesses in the real estate or manufacturing business. We’re making sure that we offer the products they need, including the more sophisticated treasury products.

How do you leverage digital tools in enhancing relationship-based banking? 

I don’t believe we can fight technology. If technology has figured out the solution, the solution is simply better. And most people are going to choose that solution. So, we work with technology. We start with the customer, figuring out what the customer needs, and make sure we have qualified people who understand both the technology and the customer. Then, we can deliver the products with the technology, and deliver the services with higher-touch than some of the larger banks are able to offer. We’re balancing that every day.

Where do you see the biggest opportunities for growth among industries across the state?

We’re seeing a migration around the country now, from the Northeast to the Southeast. With Atlanta being one of the biggest cities in the region, developers were seeing a lot of real estate transactions here in the past cycle, causing an oversupply of single-family residential housing. In the current cycle, there is an undersupply. Multifamily development has been tough because of the rising cost. But with the increase in housing demand, we’re seeing a lot of mortgages, even with the rates ticking up. Warehouse business also increased dramatically in the first quarter, and it will continue throughout the year.

In the technology sector, multiple companies need data centers within the Southeast. Industrial locations, which would have been for distribution and storage, have now turned into data centers, which provide the technology for back office operations. And the power companies are trying to figure out how to deal with this drastic increase in power usage. The commercial and industrial world is highly competitive, and everybody wants these customers.

What is the key differentiator that sets Georgia Banking Company apart from its competitors?

Seven years ago in Atlanta, there would have been five banks the size of Georgia Banking Company. Today, there’s just one. Those banks were rolled up into regional banks, and there isn’t another large community bank sitting in Atlanta doing what we’re doing right now. Most of the banks here are either much smaller than we are, or much larger. So, we’re being very deliberate in offering small businesses a better solution: a high-touch, advanced technological solution catering to the Atlanta market.

How does the company support economic development across Georgia while being involved with community engagement?

We try to gamify everything. From kindergartners to adults, people like to play games. And we make sure that it doesn’t only involve the production of deposits or loans. It has a community responsibility component, where being the top donor of time in the community gets rewarded equally with being top in sales production. Some people who might not have a sales-focused job inside the institution would then see the impact of their participation on our service and sales trips. It’s all about the employees participating in the community. I don’t dictate how. All I want is to have a group of employees who care about the community, participate how they want to, and then be recognized for the contributions that reflect their values. We are a reflection of our community, and our employees need to participate in ways that they feel best serves this community.

How might the recent regulatory environment impact the banking industry?

We’re in a transitional but positive regulatory environment, and our two main regulators have been good partners to us. In the last four years, throughout the process of buying, recapitalizing and raising debt on a bank, we have had healthy discussions with them. We were able to complete the merger and acquisition, all while growing organically. I believe we are focusing on the same goals.

What are your top priorities over the next few years?

We want to keep our organic growth rates up, with the team in place to support raising deposits. Being an acquisitive organization, we have raised the capital to complete our recent transaction, and hope to find another partner wanting to be a part of our story. That said, as a growing community bank, we need to raise capital, whether through investors or debt, so we need to watch all the growth opportunities.