WELL Center

Vision

Our vision is to promote the development of a workforce that honors the human dignity of all individuals.

Mission

    Workforce – honor the potential of people in all communities as we develop a 21st Century workforce that is adaptable and regenerative.

    Employment – enhance experiential learning to ensure our students are resilient, responsible and ready to contribute to society.

    Lifelong Learning – develop connections with students and businesses to spark an educational journey that sustains a strong and successful workforce.

Motto – Live to Learn

Our motto is inspired by John Dewey who said “Education is not for life; education is life itself”. To be successful in the 21st Century Workforce we must understand that education is NOT an event. Education is a journey that provides opportunity for self-development. Education is a societal equalizer that enables self-determination. We must instill in all communities a desire for education and a recognition of its impact.

Today’s workforce is changing dramatically. In the United States demographic shifts have created tremendous opportunities for employers to leverage the rich and diverse population to seed innovation and productivity in their organizations; however, at times employers are slow to embrace change. There is an urgent need to develop organizational capacity and appropriately value a diverse and balanced workplace.

Millennials are entering the workforce with skill sets that are different from the baby boomers who have led the organization for decades. For example, younger workers communicate through their technological expertise, yet they are accustomed to receiving frequent feedback on their job performance from managers. Those same managers are not as tech savvy and expect their employees to have the critical thinking skills to solve problems on their own. These starkly different skill sets threaten to limit innovation and decrease productivity in the workplace by limiting two-way communication.

Technology and a global economy are changing the way organizations approach their definition of a work environment. Today’s employees can work in teams, complete training and socialize with colleagues around the work from their home office. Organizations must develop innovative methods for maintaining their organizational culture and developing workforce capacity while simultaneously taking advantage of the innovative workplace thinking.

Workforce development at the societal level contemplates the policy initiatives that expand the opportunity to work. The workplace is more than an opportunity to acquire economic means to sustain life. It provides a place for socialization, belonging, and self-actualization. For many communities such as the homeless or veterans returning from war, work is a challenge. Our society needs to continue to seek solutions for underserved populations through policies and research to expand our reach to those who are less fortunate.

For the near future, our society must engage in long term education planning to grow a 21st Century Workforce. Society must embrace the notion of education as a lifelong endeavor that requires strategic planning on the part of higher education institutions, employers, as well as local, state and national governments. The WELL Center serves as a nexus through which these stakeholders will collaborate to inform the Workforce of Future. The Center works with students in the College of Business and Economics to create experiential learning opportunities that will have a global impact. We work with stakeholders in the for-profit, government and nonprofit sectors to create workforce development opportunities throughout the Front Range and to impact policies across the United States.

Elevating Ethics: BBB and Regis University Partnership

Purpose

“An internship is a form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development in a professional setting. Internships give students the opportunity to gain valuable applied experience and make connections in professional fields they are considering for career paths; and give employers the opportunity to guide and evaluate talent” (National Association of Colleges and Employers, naceweb.org). Internships are valuable to companies and organizations that participate in the program through the provision of skilled student workers who offer service and a third-party perspective to the sponsoring organizations.

Download the Student Internship Initiation Packet.

Internship Timing and Length

An internship must constitute a minimum of 120 work hours per course and can occur in only the 16-week format. Registration for a 16-week internship course will align with the start of the Fall, Spring and Summer 16-week semester terms and follow the associated add/drop policy. Students interested in completing an internship should review the Academic Internship Flowchart on page 10 of the Internship Initiation Packet. The deadlines for completing internship paperwork are outlined below. Please note that internships secured after the deadline must be delayed until the next semester.

Fall Spring Summer
Deadline to complete student application (see Appendix A) December 10 for Spring internships April 10 for Summer internships August 10 for Fall internships
Deadline to secure the internship & complete the CBE Academic Internship Site Confirmation Form (Appendix C) December 10 for Spring internships April 10 for Summer internships August 10 for Fall internships

NOTE: Both traditional and non-traditional students are eligible to participate in the internship.

For Credit

The CBE internship class is a 3 credit hour “graded” class and counts as elective credit only. An internship may only be substituted for a required course with the approval of the Department Chair. No course substitution is allowed for students in undergraduate or graduate certificate programs. Students must register for this course and pay the standard program tuition rates.

Undergraduate Student Qualifications

To be eligible for a business internship, undergraduate students must be a declared business major with at least 60 credit completed toward graduation.  Undergraduate students must have at least a 2.75 GPA at the time of application. Students with a GPA between a 2.5 and 2.75 must secure a letter of recommendation from their advisor and a letter of recommendation for a College of Business and Economics faculty member to enroll in the internship class.  Students with a GPA below a 2.5 GPA are not permitted to take the internship class.

Graduate Student Qualifications

To be eligible for a business internship, graduate students must have at least a 3.0 GPA at the time of application.  Graduate students with a GPA below 3.0 are not permitted to take the internship class.

Internship Course Titles

Undergraduate and Graduate students may not earn more than 6 hours of internship credit towards their degree program.  Internship courses are listed below.  Please note that each internship class must occur at a different organization. For exceptions, please see your advisor.

Undergraduate Courses

CBE 498E Business Internship I
CBE 498F Business Internship II

Graduate Courses

CBE 698E Graduate Business Internship I
CBE 698F Graduate Business Internship II

Unsatisfactory Grades

Students who receive an unsatisfactory grade in an internship class due to leaving the internship early or unsatisfactory job performance must have written permission from an academic advisor and a letter of recommendation from a College of Business and Economics faculty member to enroll in the course again.

Internship Course Outcomes

  • Students will be able to identify personal learning objectives that speak to what the internship provides that compliments, enforces or exemplifies their academic experience
  • Students will be able to reflect on their work experience and its implications for their career in business
  • Students will be to apply personal branding techniques through the use of ePortfolios
  • Students will be able to demonstrate professional behavior throughout the internship by completing all internship assigned tasks
  • Students will be able  to demonstrate professional communication through the development of an internship project poster

Guidelines for Internship Partners

College of Business and Economics Academic Internship Program

The College of Business and Economics Academic Internship Program serves as a pre-professional bridge between coursework and career, integrating undergraduate and graduate studies with careers in the private, nonprofit or government sectors. At Regis, an academic course taken concurrently with the internship allows students to receive credit toward their graduation requirements. Students majoring in all fields are encouraged to participate in the Academic Internship Program.

Download the Employer Internship Packet.

Expectations for the Internship Site and Supervisor

An internship is a supervised, pre-professional learning experience for the student. Its purpose is to integrate classroom learning with practical skill development in a real-world setting. The internship should have a beginning and end, and clearly defined learning objectives related to the student’s professional goals. The student should be acquiring knowledge and skills that will be transferable to other employment settings. Internships may be paid or unpaid. With unpaid internships, the internship must not simply advance the operations of the employer or be work that a regular employee would routinely perform. If you are considering this option, please contact Eugene Wilkerson, PhD, Director of the Workforce Employment and Lifelong Learning (WELL) Center at ewilkers@regis.edu.

The internship should provide authentic work aligned with the student’s goals, encouraging the student to master skills and develop new competencies. The internship should offer a professional opportunity for students to apply classroom theory to real-world issues. It should allow the student to connect with a specific domain/discipline and develop an understanding of its interdisciplinary connection to the real world. It should include a clearly defined project with tangible deliverables and an appropriate level of challenge. Examples include direct work with clients; conducting research, studies, or surveys; compiling reports; developing and giving presentations; and creating volunteer trainings and handbooks.

An internship site supervisor should have expertise in the internship area. We seek individuals who are interested in coaching and mentoring others. Regular feedback is critical to the success of the students and the site supervisor will play an important role in this regard. As the student gains experience the site supervise will increase their responsibilities in order to provide developmental opportunities. Specific site supervisor responsibilities are outlined in the site conformation form.

Information About Credit-Bearing Internships

In order to earn credit for the internship, students enroll in a three-credit internship course in a related major/minor during their internship semester. This means:

  • Students follow academic guidelines contained in a syllabus and work closely with a Regis professor
  • Students develop clearly defined learning objectives related to their academic and professional growth
  • The internship site supervisor is viewed as a co-educator
  • Students pay tuition for credit-bearing internships and earn a final grade; for unpaid internships, they are covered under the University’s workers’ compensation and general liability policies during the internship semester
  • Interns must complete a minimum of 120 hours at the internship site during a semester, and typically work 10-15 hours per week. We are unable to approve unpaid internships over 20 hours per week. The Academic Calendar at Regis is as follows: fall semester (late August through early December); spring semester (mid-January through late April); and summer semester (mid-May through mid-August).
“Business in the Community” is a podcast brought to you by the Workforce Employment and Lifelong Learning Center at Regis University's College of Business and Economics. Our goal is to bring to you programming that features the activities of business leaders and business educators working locally, nationally and around the world to improve our society.

Episode #1 - Consumer Protection: A Call to Action

On this episode our podcast features a conversation with Natriece Bryant, Community Relations Coordinator with the Department of Regulatory Agencies for the State of Colorado. Our topic is Consumer Protection in Colorado: A Call to action. WELL Director, Eugene Wilkerson, sat down with Natriece to talk about her work surrounding Consumer Protection and the importance of community engagement.

Listen to "Business in the Community" on Spreaker.

Episode #2 - Pedro's Walk: Sustainability and Living Life

On this episode our podcast features a conversation with Father Pedro Walpole S.J., Director of Research at the Institute of Environmental Science for Social Change (ESSC) in the Philippines and the Coordinator of Reconciliation with Creation for the Jesuit Conference Asia Pacific. Father Pedro holds a doctorate in land use change from King’s College in London. He is a practitioner in sustainable environment and community land management in SouthEast Asia. His interests include seeking social justice through environmental management, poverty reduction in forest lands, partnerships for local development and advancing social concerns in forest law enforcement and governance, climate justice, and indigenous peoples’ rights. Our conversation focused in the role of business in leading a sustainability movement. Please join us for that discussion.

Listen to "Pedro's Walk" on Spreaker.

Episode #3 - Business and Earth Week

Our third podcast features a conversation on Regis University's Earth Week 2017 festivities, with guests Dr. Ken Sagendorf, Director of the Innovation Center and Dr. Beth Caniglia, Director of the SEED Institute. These Centers, and the WELL Center which sponsors this podcast, are leading various efforts in the College of Business and Economics designed to help business become stewards of society.

Listen to "Business and Earth Week" on Spreaker.

Episode #4 - BBB and Regis University Elevate Ethics

On this final episode for Spring 2017, our podcast features a conversation with Kim States, CEO of the Denver/Boulder Better Business Bureau. Kim grew up near Greeley, Colorado and took over as CEO in 2015. Previously, she was the CEO of the southern Arizona chapter of the Better Business Bureau from 2008 to 2015. Kim was named 2012 Woman of Influence by Inside Tucson Business and served on the Advisory Board of the University of Arizona Center for Leadership Ethics. I recently sat down with Kim to talk about the importance of business ethics in our community and the key initiatives that the Better Business Bureau is undertaking to ensure we "elevate" the conversation surrounding business ethics.

Listen to "BBB and Regis University Elevate Ethics" on Spreaker.

Tune in to our podcast series when it returns in Fall 2017. We will feature a three-part series on financial literacy, and another three-part series on business ethics.