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.
  • Ethics – 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 educational philosopher and social reformer 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

Learn more about the May 2017 scholarship winners and panelists at the Elevating Ethics event at Regis, and our partnership with the Denver/Boulder BBB Foundation.

CBE Internship Overview

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 Internship Application Packet

Characteristics of an internship:

  • Provides authentic work aligned with the student's goals, encouraging the student to master skills and develop new competencies
    • 120 work hours completed during term time only
    • One job for duration of internship
    • Maximum of 15 hours per week
    • Competitive rate of pay
  • 3-Elective Credit Hours (Maximum of two internships per degree)
  • Additional academic requirements for class; project due at end of term
  • Vocational/Career development experience guided by the faculty
  • Minimum 2.8 GPA at time of application
An internship is not:
  • Supervised by a family member
  • Completed in same department as current place of employment
  • Supervised by the same supervisor as current employer
  • Unpaid if earning academic credit

Steps to arrange an internship

Once your internship has been arranged and approved you will be registered for the internship class. Course faculty will reach out to you to discuss further course expectations.

Deadline to complete and submit Internship Application Packet by term:
December 10 for Spring internships April 20 for Summer internships August 10 for Fall internships

NOTE: Traditional, Post-Traditional and Graduate students are eligible to participate in the internship.

Ethics 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 Internship Application 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 Ethics 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).

Client Based Learning

You’re invited to assist Regis University College of Business and Economics (CBE) in developing 21st Century Business Leaders by participating in one of our Client Based Learning courses.

The Client Based Learning Program provides students in advanced undergraduate and graduate courses the opportunity to work with a private, nonprofit or government organization on planning and strategy related projects. Students and organizations work alongside one of our experienced professors who are experts in project management and business, strategic and marketing plan development. The focus of this opportunity is “student learning” therefore, we seek co-education partners interested in engaging with students. The time commitment varies by course. All projects are completed over one academic term (either 8 weeks or 16 weeks). Applications and questions should be forwarded to CBE WELL Center at cbewellcenter@regis.edu. The information you provide in the application will help us understand your organization and help us determine which course best meets your organizational needs. More detailed course information can be found in the CBE Client Based Learning Course Descriptions.
COURSE NUMBER COURSE TITLE OUTPUT CLASS PARTICIPANTS WILL PROVIDE TO CLIENT AT END OF COURSE
Undergraduate Marketing Classes (16 week format)
BA3330 Marketing Principles Print Media Marketing Analysis
BA4410 Influencing Customer Buyer Behavior Buyer/Consumer Behavior Analysis
BA4412 Marketing Communication Advertising & Media Plan
BA4443 Digital Marketing Media Digital Media Campaign
BA4423 Market Research Market Research Report
BA4465 Value Chain Management Value Chain Management Report
Graduate Marketing Classes (8 week format)
MKT6030 Marketing Strategy Organizational Marketing Strategy
MKT6190 Digital Marketing & Promotion Digital Media Campaign
MKT6210 Integrating the Marketing Mix Four P’s Marketing Plan
MKT6220 Branding and Promotion Promotional Plan
MKT6230 Customer Relationships: Development & Management CRM Database Assessment
CBE 6240 Entrepreneurial Innovation Business Feasibility Study
Graduate Management and Leadership Classes (8 week format)
CBE6030 Business Intelligence & Analytics Business Intelligence Analysis
MSM6590 Project Monitoring and Delivery Project Plan Development (up to 5 parts)

Client Based Learning Guidelines

  1. Applications are accepted throughout the year, but an application submitted after the term assignments have been made may be considered for the following terms. We will keep your application on file for one academic year.
  2. All parties involved (Regis, client and students) will sign the Class Project Agreement. This document, amongst other things, ensures confidentiality between the client, faculty and students. CBE WELL Center staff will keep the class participant signed Class Project Agreement on file. Regis and the client will receive copies of the signed Class Project Agreement for their records.
  3. Students may work on the activity for the entire length of the class. All activities will be completed during the class term. We offer classes in both the 16 week and 8 week format as indicated in the course descriptions. Not every class is offered every term. Courses generally begin in August, January and May. If your organization has time constraints associated with the activity, please provide specific information in the application.
  4. You will not be charged any fees for the services provided by the students. In some circumstances, you may be asked to pay for surveys or data analysis. The course descriptions identify any anticipated expenses.
  5. By submitting an application, you are agreeing to work with the faculty and students as a co-educator. Students may seek your assistance for coaching or mentoring throughout the process. While this is the primary responsibility of the faculty, we encourage our students to engage our clients and to network where appropriate.

Download the Client Based Learning Application

Download the Client Based Learning Course Descriptions

MINI-MBA CERTIFICATE

The Mini-MBA provides a high level overview of current issues, best practices and management techniques in the field of Strategic Management. This eight session, non-credit program is designed for individuals with a master’s degree who need to refresh their skills or for those who are currently in the C-Suite. This engaging certificate will increase your business acumen, challenge existing assumptions regarding management strategy and enhance individual and organizational strategy development processes.

Download the Mini MBA in Strategic Management Certificate document.

EXECUTIVE ETHICS EDUCATION CERTIFICATE

The development of an ethical organization is the most important issue facing business leaders in the 21st Century. The Executive Ethics Education Certificate will engage business owners, C-Suite Executives or those who aspire to the C-Suite in an exploration of the role of ethics in business. The professionals leading this certification will challenge your current ethical construct and work with you to create an ethical vision for your organization.

Download information about the Executive Ethics Education Certificate document.

“Business in the Community” is a podcast brought to you by the Workforce Ethics 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.

Episode #5 - Energy Africa

On this episode our podcast features a conversation with Dr. Luka Powanga, Professor of Economics the College of Business and Economics. Dr. Powanga has a PhD in Mineral Economics from the Colorado School of Mines. Originally from Zambia, he is an expert in international economics and focuses his research on the study of international energy. Dr. Powanga, with his daughter are founders of the Energy Africa Conference which a unique opportunity for high level multi-disciplinary partners from national governments, private industry, civil society, and academia to share best practices and collaborate on advancing resilient energy systems to meet Africa’s energy demand.

Listen to "Energy Africa" on Spreaker.