Regan '05 and Kyle LeBlanc '04
Opportunity brought Regan LeBlanc '05 to Furman sight-unseen. As a high school senior, Regan had narrowed his college choices to either a military academy or Furman. Shortly before making his decision, he was offered a Partners Scholarship that made Furman a financially viable-and therefore more attractive-option for him. The scholarship not only provided Regan with the opportunity to attend Furman but also affirmed that there were people at the university who saw value in him and wanted him here. He began to see Furman as an opportunity to learn and grow as a valued member of a community. He said yes to that opportunity and made his first visit to campus for move-in day.
After settling into life at Furman, it became clear to Regan that he would leave Furman with more than just a degree. Furman, he realized, offered opportunities that would not have been available at other institutions. Often, those opportunities made way for other unique experiences, too. For example, Regan was able to perform summer research under Dr. Moses Lee his sophomore year, which led to a work study position throughout his remaining undergraduate years. Through his work study, he gained invaluable experience, contributed to seven research publications, and ultimately built stronger graduate school applications. All of this set the stage for a successful career in biotechnology research.
Meanwhile, Kyle Bradbury LeBlanc '04 was drawn to Furman through a sense that this was where she was meant to be. She first visited Furman as a high school freshman, reluctantly tagging along on a cousin's college visit, and was immediately enamored with everything she saw. Though it was early in her college search process, she said after her initial visit to Furman no other schools even compared; Furman was the one. She applied early decision with no backup plan and never looked back.
While Furman was a natural, easy fit for Kyle, she recognizes that is not the case for everyone. People with different backgrounds and life experiences may experience Furman completely differently than she did. Some, unfortunately, might struggle to find their own sense of belonging in this place that always felt like home for Kyle. Therefore, it is especially important to Kyle that Furman is a place where inclusion and belonging are prioritized to "ensure that everyone who falls in love with Furman can have as wonderful of an experience as we did."
As their lives and their Furman stories blended, Regan and Kyle have combined their experiences to guide their philanthropy at Furman. They are intentional about their gifts and aim to "give people-all people-the opportunity to access these same experiences that we were fortunate to have," in Regan's words. They support the university with scholarship gifts and also prioritize giving in ways that provide resources that empower students. Kyle notes that today's college students have a "fresh, worldly perspective" that is different from her own experience and that student-led change can be incredibly impactful. The LeBlancs hope that their philanthropy can help provide scholarship opportunities as well as resources for students to explore growth and create change beyond their academic work as part of a greater community.
In addition to their annual gifts, the LeBlancs have created a gift for Furman through their estate plans. Having spent some of her career working in planned giving, Kyle has seen how planned gifts create a funding pipeline that allows organizations to be more confident in decision making and build upon a bolder vision for the future. The same is true for Furman. The LeBlancs' planned gift commitment creates future opportunities for access at Furman and helps ensure that Furman can prioritize those opportunities with confidence that philanthropic support will be available to fund them.
Philanthropy is deeply individual, just like the Furman experience. Through thoughtful, intentional giving, Kyle and Regan LeBlanc are helping to make Furman a possibility for more students and a positive experience for all. It is their hope that others will join them in paying forward their own meaningful experiences so that future generations of students will be able to maximize the transformational experience of a Furman education.
