The University of Denver’s College of Professional Studies has launched a new accelerated Bachelor of Professional Studies (BPS), creating a faster pathway for adult learners to complete their bachelor’s degree.

The program is the first and only reduced-credit bachelor’s degree of its kind in Colorado. Applications are open now and the program officially starts in Fall 2026.

A Faster Path to Finishing a Bachelor’s Degree

The online program is designed specifically for students who have already earned some college credit but never finished a degree. Accredited by the Higher Learning Commission, it offers a more efficient route to graduation while still providing the top-quality educational experience expected from DU.

“We recognize that for many people, a bachelor’s degree is necessary for unlocking career success,” said Dr. Bobbie Kite, dean of DU’s College of Professional Studies. “This program is designed to remove that barrier as quickly and efficiently as possible, respecting students’ existing knowledge and experience.”

The Accelerated Bachelor of Professional Studies requires 136 quarter credits, compared to the traditional 180 credits required for most bachelor’s degrees. Students must have completed at least 24 quarter hours (or 16 semester hours) to be eligible for admission to the program. By reducing overall credit requirements and focusing on applied, career-relevant coursework, the program helps students earn their bachelor’s degree more quickly and affordably.

The first BPS major offered will be Information Technology, with plans to introduce additional majors beginning in 2027.

Built for Working Adults, Focused on Career-Ready Skills

The accelerated bachelor’s degree emphasizes practical skills and real-world application, valuing the experience nontraditional students bring to the table. The degree responds directly to the who have prior coursework and industry experience, but are limited without a completed degree.

“We are incredibly proud to offer this innovative degree in Colorado,” said Kite. “Our aim is always to make a University of Denver education as accessible as possible. This degree opens doors for more people than ever.”

The BPS credential can be listed as a bachelor’s on a resume or LinkedIn, the same as any other bachelor’s degree. Graduates of DU’s bachelor’s completion programs are sought-after in their industries.

Interested learners can apply anytime to start in the fall or start this summer as a non-degree seeking student. For a free transcript review to see how many credits you’re able to transfer in, contact the program’s Enrollment Advisor.

The post Announcing Colorado’s First Accelerated Bachelor’s Degree appeared first on PSC DU.

This is part 4 of our blog series on career outcomes.

• Part 1: Where Do Our Graduates Work?
• Part 2: What Job Titles Do Our Graduates Hold?
• Part 3: What Do Our Graduates Earn?

When prospective students explore a degree, one question always rises to the surface:��“Will this help my career?”

At the College of Professional Studies, most of our students are working professionals. They begin employed and stay employed throughout their program. But even for experienced adults, employability still matters. People want to grow, advance, shift industries, or strengthen their long-term stability.

Our employment data, collected six months after graduation, shows just how strong those outcomes are.

Employment & Further Study Rates by Program

(Based on graduate reports collected 6 months after graduation | Updated September 2025)

• Bachelor of Arts Completion Program: 95.4%
• Communication Management: 92.2%
• Environmental Policy & Management: 87.8%
• Health Informatics: 88.9%
• Healthcare Management: 89.5%
• Information Technology: 93.5%
• Nonprofit Leadership: 96.5%
• Organizational Leadership: 90.8%
• Professional Creative Writing: 86.9%
• Strategic Human Resources: 92.8%
• Supply Chain Management: 100%

Why These Numbers Matter—Even for Already-Working Adults

Employers value the skills our programs build.

The high employability numbers reflect market demand for the competencies our programs emphasize—leadership, communication, analytics, policy, technology, human-centered management, and applied problem-solving.

Career stability rises with education.

Even students who remain in their current organization gain new credibility, new confidence, and new access to opportunities as they complete their degree.

Fields with high demand show exceptionally strong results.

Programs like IT, HR, and Supply Chain all show near-perfect or perfect employability—mirroring national labor trends.

What does this mean for you?

Whether you’re pivoting careers, preparing for leadership, or simply strengthening the work you already do, our graduates consistently achieve strong outcomes because our programs are designed for:

• Working professionals
• Real-world applications
• Career-aligned skill development
• Employer needs today and in the future

Your career doesn’t pause when you become a student. At the College of Professional Studies, your education is designed to help it accelerate.

Explore our graduate employment guide at see the companies where our graduates work, organized by program and industry sector.

DOWNLOAD THE COMPLETE GUIDE HERE

Questions about our programs or career outcomes? Contact us at��pscsupport@du.edu��or call 303-871-2291.

The post Are Our Graduates Sought-After? appeared first on PSC DU.

This is part 3 of our blog series on career outcomes.

• Part 1: Where Do Our Graduates Work?
• Part 2: What Job Titles Do Our Graduates Hold?
• Part 4: Are Our Graduates Sought-After?

���� �㶮�� of Professional Studies designs our program to blend academic excellence with the skills, mindsets, and experiences that help graduates thrive in the workplace.

One of the clearest signs that this approach works?��Salary outcomes provided by our graduates.

Below, you can browse recent graduate salary data—and more importantly, what these numbers reflect about the learning outcomes inside each program. Our goal is simple: to help you see what’s possible. We want to give you the confidence that your education is an investment in your future.

Bachelor of Arts Completion Program

Median: $62,500 | Average: $96,700 | Max: $350,000

What this says about learning outcomes:
This program is designed to elevate adult learners—building critical thinking, communication, and applied leadership. The wide salary range highlights the diversity of student backgrounds and the life-changing impact of finishing a bachelor’s degree.

Master’s in Communication Management

Median: $68,000 | Average: $81,311 | Max: $150,000

What this says about learning outcomes:
Strategic communication, data-driven storytelling, conflict management, and digital strategy give graduates an edge in a rapidly evolving field.

Master’s in Environmental Policy & Management

Median: $75,000 | Average: $81,884 | Max: $184,000

What this says about learning outcomes:
This program prepares graduates to navigate environmental policy, sustainability strategy, climate resilience, and regulatory frameworks—skills that employers urgently need in both public and private sectors.

Master’s in Nonprofit Leadership

Median salary: $70,000 | Average: $70,191 | Max: $104,000

What this says about learning outcomes:
Graduates in Nonprofit Leadership learn how to mobilize people, resources, and missions. The strong salary outcomes reflect the program’s focus on strategic planning, fundraising, organizational management, and policy advocacy—skills that nonprofits increasingly value at a competitive level.

Master’s in Health Informatics

Median: $83,450 | Average: $91,314 | Max: $160,000

What this says about learning outcomes:
With its blend of analytics, clinical workflows, digital health, and systems design, the program prepares graduates for some of the fastest-growing careers in healthcare..

Master’s in Healthcare Management

Median: $62,500 | Average: $75,541 | Max: $150,000

What this says about learning outcomes:
Graduates build expertise in operations, quality management, policy, and patient-centered leadership—core competencies that hospitals and clinics value.

Master’s in Information Technology (IT)

Median: $77,500 | Average: $97,443 | Max: $230,000

What this says about learning outcomes:
Cloud systems, cybersecurity fundamentals, architecture, automation, and industry certifications prepare graduates for high-demand roles with strong earning potential.

Master’s in Organizational Leadership

Median: $111,000 | Average: $111,320 | Max: $210,000

What this says about learning outcomes:
Leadership theory, organizational behavior, change management, and strategic decision-making prepare graduates for high-level roles. These top-tier salary numbers show that leadership is not abstract—it’s actionable, valuable, and in demand.

Master’s in Professional Creative Writing

Median: $48,000 | Average: $104,099 | Max: $315,000

What this says about learning outcomes:
This program builds storytelling craft, publishing strategy, editing, narrative design, and content creation.

Master’s in Strategic Human Resources

Median: $78,000 | Average: $93,051 | Max: $393,120

What this says about learning outcomes:
This program integrates analytics, workforce development, leadership strategy, and organizational design. The exceptionally high maximum salary reflects the strategic value HR leaders bring to modern organizations.

Master’s in Supply Chain Management

Median: $72,000 | Average: $71,733 | Max: $73,200

What this says about learning outcomes:
Students learn logistics, procurement, forecasting, and systems thinking. Salary outcomes reflect a stable industry with essential roles across manufacturing, transportation, retail, and global commerce.

The Story Behind the Numbers

While every program has its own identity, the threads connecting them are clear:

• Our programs are applied, relevant, and built for working adults. Learning outcomes map directly to career advancement.
• Graduates see strong returns on their investment—financially and personally.
• Employers value the practical skills, leadership training, and adaptability our students develop.
• Your experience, goals, and passion matter just as much as the curriculum.

You can see our graduate employment guide to see, by program and industry sector, where our graduates work.

DOWNLOAD THE COMPLETE GUIDE HERE

Questions about our programs or career outcomes? Contact us at pscsupport@du.edu or call 303-871-2291.

The post What Do Our Graduates Earn? appeared first on PSC DU.

This is part 2 of a blog series on career outcomes.

• Part 1: Where Do Our Graduates Work?
• Part 3: What Do Our Graduates Earn?
• Part 4: Are Our Graduates Sought-After?

At the College of Professional Studies our goal is simple. We want to prepare you for work that feels meaningful, empowered, and aligned with your future ambitions.

One way we measure that impact is by looking at the job titles our graduates attain across each program. These titles—drawn directly from alumni career outcomes over the past five years—tell a powerful story about confidence, mobility, and the transformation that comes with education.

Below, you’ll find a program-by-program snapshot of what our graduates report doing after they finish their degree.

Bachelor of Arts Completion Program

Common job titles include:
Director of Operations, Project Manager, Marketing Manager, Business Analyst, Human Resources Specialist

What this shows:
Finishing a bachelor’s degree gives adults access to mid- and senior-level roles across industries. This program expands horizons—because it builds both foundational and applied professional competencies.

Master’s in Communication Management

Common job titles include:
Director of Communications, Marketing Manager, Communications Specialist, Content Strategist, Public Relations Manager

What this shows:
Graduates become the storytellers and strategists every organization relies on. These roles demand clarity, creativity, and strategic thinking—all core outcomes of the program.

Master’s in Environmental Policy & Management

Common job titles include:
Project Manager, Environmental Specialist, Environmental Analyst, Sustainability Manager, Policy Advisor

What this shows:
Graduates lead change at the intersection of science, policy, and sustainability. They shape environmental agendas from inside agencies, organizations, and companies.

Master’s in Geographic Information Systems

Common job titles include:
Director of GIS, GIS Analyst, Mapping Specialist, Cartographer, GIS Project Manager

What this shows:
This program trains graduates to interpret the world through data, mapping, and spatial intelligence—skills that power industries from logistics to climate science.

Master’s in Health Informatics

Common job titles include:
Data Analyst, Clinical Informatics Specialist, Health IT Analyst, Data Architect, Product Manager

What this shows:
As healthcare continues its digital transformation, professionals who can connect data, systems, and patient outcomes are in high demand.

Master’s in Healthcare Management

Common job titles include:
Chief Operating Officer, Clinic Manager, Practice Administrator, Operations Manager, Healthcare Program Director

What this shows:
Graduates lead people, processes, and patient-centered systems that keep healthcare organizations functioning effectively and compassionately.

Master’s in Information Technology

Common job titles include:
Project Manager, IT Manager, Systems Analyst, Software Engineer, Cybersecurity Specialist

What this shows:
This degree equips graduates for problem-solving and leadership across the tech landscape—from infrastructure to software to security.

Master’s in Nonprofit Leadership

Common job titles include:
Executive Director, Program Director, Development Director, Grant Manager, Volunteer Coordinator

What this shows:
Graduates become mission-driven leaders who mobilize teams, resources, and communities to create meaningful change.

Master’s in Organizational Leadership

Common job titles include:
Senior Manager, Director of Operations, Leadership Consultant, Program Director, Chief of Staff

What this shows:
Graduates rise into roles where they guide teams, shape strategy, and lead organizational transformation.

Master’s in Professional Creative Writing

Common job titles include:
Writer, Editor, Content Strategist, Copywriter

What this shows:
Creativity becomes a career path—one built on narrative skill, message design, and the ability to communicate with impact across industries.

Master’s in Strategic Human Resources

Common job titles include:
Vice President of HR, HR Director, HR Manager, Talent Development Specialist, Organizational Development Manager

What this shows:
Human resources graduates help build the cultures, systems, and strategies that make organizations successful. HR is no longer about administration—it’s about leadership.

Master’s in Supply Chain Management

Common job titles include:
Vice President of Operations, Transportation Manager, Supply Chain Director, Logistics Coordinator, Operations Analyst

What this shows:
Even in a challenging data environment, alumni roles reflect strong leadership opportunities in logistics and supply chain—industries that power global and national commerce.

What These Job Titles Reveal About Your Future

Across all programs, a few themes emerge:

• Our graduates move into leadership roles.
  • Manager, Director, Vice President—these titles appear again and again.
• ���� �㶮�� are built around career mobility.
  • Each program equips graduates with applied skills employers value immediately.
• Adult learners accelerate quickly.
  • Education meets previous experience, the result is elevation.
• Your title becomes a reflection of your purpose.
  • These aren’t just jobs. They’re identities shaped by the work you want to do in the world.

You can see our graduate employment guide at see exactly where our graduates work, organized by program and industry sector.

DOWNLOAD THE COMPLETE GUIDE HERE

Questions about our programs or career outcomes? Contact us at pscsupport@du.edu or call 303-871-2291.

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Key Takeaways

• Leadership transitions create opportunities for strategic growth and renewed institutional vision.
• Dean Bobbie Kite brings experience in academic leadership and workforce-aligned education.
• The college’s direction emphasizes accessibility, innovation, and student success. ��

�� ���� �㶮�� of Professional Studies has a new dean! DU leadership has appointed Bobbie Kite, Ph.D., as the dean of the college, after serving as interim dean since July 2025. DU Provost Elizabeth Loboa made the announcement, noting Kite’s selection follows a national search and a unanimous recommendation from the search committee. “During a decade at the College of Professional Studies, Bobbie has achieved transformative outcomes,” Loboa said. “We look forward to the continued advancement of the college as a national leader in continuing and professional education during her deanship.” In her time at DU, Kite has played a key role in shaping the college’s direction and impact—advancing academic programs, strengthening operations, and championing student success. Before her appointment as interim dean, Kite held several leadership roles within the college, including Associate Dean of Academic Operations and Affairs, Director of Healthcare Programming, and professor specializing in the application of artificial intelligence in healthcare. Kite’s academic and professional background reflects a deep commitment to data-driven innovation. Prior to joining the University of Denver, she was jointly appointed to the Department of Biomedical Informatics and the Ohio State University Health Plan at the Ohio State Wexner Medical Center, where she also served as a postdoctoral fellow for the National Library of Medicine and later as a Clinical Assistant Professor. She holds a Ph.D. from UTHealth Houston School of Public Health and a Master of Theological Studies from DU’s Iliff School of Theology. Looking ahead, —one rooted in portfolio diversification, cross-disciplinary collaboration, and sustainable growth through innovative programming and strategic partnerships. Her approach emphasizes the integration of real-world application with academic rigor, ensuring that the college continues to prepare learners for meaningful, future-focused careers. The university community extends its warmest congratulations to Dean Kite on her appointment. With her vision, energy, and collaborative spirit, the College of Professional Studies is well positioned for an exciting new chapter of growth, innovation, and impact. ��

Frequently Asked Questions

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Key Takeaways

• Graduates work across industries including business, healthcare, technology, nonprofit, and government sectors.
• Employer diversity reflects the adaptability and workforce relevance of professional studies programs.
• Career outcomes demonstrate alignment between academic programs and real-world job markets. ��

�� This is part 1 of our blog series on career outcomes.

• Part 2: What Job Titles Do Our Graduates Hold?
• Part 3: What Do Our Graduates Earn?
• Part 4: Are Our Graduates Sought-After?

When you’re considering a graduate program, one question looms larger than all others: Will this program help me advance my career? At the University of Denver’s College of Professional Studies, we don’t just promise career outcomes—we track them. And the results speak for themselves.

From Disney to the Department of Justice: The Reach of Our Alumni

Our graduates aren’t just finding jobs. They’re advancing in careers that matter:

• Information Technology graduates are architecting systems in major tech companies, securing critical infrastructure for government agencies.
• Strategic Human Resources professionals are building workforce strategies that keep operations humming.
• Environmental Management specialists are driving sustainability initiatives, leading renewable energy projects and shaping climate policy.
• Communication Management graduates aren’t just in marketing—they’re at healthcare systems, technology companies, and government agencies.
• Health Informatics alumni aren’t limited to hospitals—they’re transforming data analytics across industries.

The Numbers Tell the Story

We have collected post-graduation employment data across all our programs from 2019 to 2025. The results reveal something powerful: our applied, career-focused education prepares professionals who can lead anywhere. Our alumni work at more than 1,000 different organizations spanning every sector of the economy. From Fortune 500 corporations to innovative startups, government agencies to mission-driven nonprofits, our graduates are making an impact.

Why This Matters

Traditional higher education often focuses on theoretical knowledge. We focus on what actually works in today’s workplace:

• Strategic thinking that translates across industries.
• Leadership skills that drive organizational change.
• Technical competencies that solve real problems.
• Communication abilities that influence stakeholders.
• Project management that delivers results.

This isn’t about getting a degree or certificate. It’s about building a career that can evolve as opportunities emerge.

See the Full Picture

We’ve compiled our graduates’ self-reported employment data into a comprehensive guide that shows exactly where our graduates work, organized by program and industry sector. This guide gives you a glimpse into the variety of roles that a College of Professional Studies degree can unlock. The guide breaks down employment outcomes for all our graduate programs:

• Communication Management
• Environmental Management and Policy
• Geographic Information Systems
• Health Informatics and Healthcare Management
• Information Technology
• Nonprofit Leadership
• Organizational Leadership
• Professional Creative Writing
• Strategic Human Resources
• Supply Chain and

Each section shows not just employer names, but describes career trajectories and transferable skills that make our graduates valuable across sectors.

Download the Complete Graduate Employment Guide

Ready to see where a College of Professional Studies degree or certificate could take you?

DOWNLOAD THE COMPLETE GUIDE HERE

The Graduate Employment Guide includes employer data reported by our graduates from 2019 – 2025. Additionally, the guide provides career pathway analysis and skills translation for all College of Professional Studies graduate programs. Questions about our programs or career outcomes? Contact us at pscsupport@du.edu or call 303-871-2291. �� ��

Frequently Asked Questions

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Key Takeaways

• Hung Dance is a contemporary Taiwanese dance company, and their work Birdy, presented at DU’s Newman Center for the Performing Arts.
• Performance, symbolism, and global perspectives in the arts can deepen understanding of culture, power, and change.
• The piece connects DU’s Enrichment Program and Newman Center offerings to lifelong learning in international arts and cultural literacy.

�� A feather is more than just a feather in the hands of Taiwanese dance company . Four feet long, it sweeps across a dancer’s neck—the dancer collapses. Later, it whips back and forth with the energy of the two dancers grappling with it in their hands. This pheasant feather, called a lingzi in Chinese, was traditionally worn on a warrior’s helmet. In Chinese opera, it’s used to express emotion and reveal character. In Hung Dance’s work , it represents something more: the vocabulary of tradition, maybe, or the vagaries of nature, or perhaps the struggle to fly free? These are the questions explored in , an artistically rich course offered this fall through the Enrichment Program. Taught by instructor Luke Wachter, the course will feed the eyes, mind, and spirit with new creative fodder and cultural insight. The course meets Nov. 5 and 12 and includes a live performance of Birdy at the Newman Center for the Performing Arts on November 19. “This course gives you the context to have a really rich, deep aesthetic experience with this art,” says Wachter, who serves as the Newman Center’s associate director for educational initiatives. Hung Dance has burst on the dance scene as an innovative dance company that blends traditional Chinese arts—like Peking Opera and Tai Chi—with modern dance techniques. Course participants will learn about that dance history and how dancers use their bodies to create meaning. They’ll also learn why Hung Dance is important as an example of cultural diplomacy. “A small nation like Taiwan, for example, can’t achieve its aims through military strength, but there is a lot of power to shape global perception through the export of its culture,” Wachter says. The course will delve into the ways governments around the world support artists, what types of artists they support, and how this “soft power” is used to transmit ideas and values to the rest of the world. Last year another Taiwanese company, Cloud Gate, impressed audiences at the Newman Center with a buoyant multimedia performance. Hung Dance, meanwhile, is a younger company whose name (the Chinese character 翃 ��ó�Բ�) means “to fly” or “to soar.” Founder Lai Hung-Chung describes Birdy as an exploration of the tension between limitation and freedom. The production won acclaim at the 91st American Dance Festival and has sold out theaters across the U.S. “It’s really interesting work,” says Wachter. “It is very much inspired by the movement of individual birds and flocks of birds, and you’ll recognize the fractal nature of how these animals move.” Tickets to the Birdy performance are included in the Enrichment Program course Dance and Diplomacy: Finding Meaning and Connection through Contemporary Dance with Hung Dance of Taiwan. .

Frequently Asked Questions

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Key Takeaways

• Applied coursework can extend beyond academic requirements and create real career momentum.

• Aviation education strengthens decision making, safety awareness, and regulatory knowledge critical to becoming a pilot.

• Experiential learning builds confidence by connecting classroom theory with operational practice in the field.

My Journey with First Mile Free

Guest post by student �� When I started Steven Arnold’s Sustainable Transportation course (the very first class of my graduate program in Environmental Policy & Management) I wasn’t expecting an idea from week one to define much of the next two years of my life. The assignment was straightforward: propose a policy to improve transportation in Denver. I’ve always learned best by doing, and I wanted something real to commit to, something that would give my studies structure and purpose beyond the classroom. So instead of writing a paper that would live and die on a hard drive, I set out to see if I could turn an idea into action. The idea came from my own commute. I live about a mile from the University of Denver light rail station. On paper, it’s “walkable.” In reality, most days it’s not. Driving feels counterproductive, and while I could take a scooter or e-bike, the added cost on top of the transit fare makes it impractical. I quickly realized this wasn’t just my problem: about 75% of Denver residents live too far from transit to walk comfortably. It’s called the , and it every single day. Instead of proposing another expensive shuttle service, I asked: What’s the simplest, most cost-effective way to close that gap? That question led to , a program that covers the first mile of any e-bike or scooter trip that ends at a transit station. No applications, no eligibility tests. Just hop on, park at transit, and the discount applies instantly.

The Advocacy Journey

The path from classroom idea to city pilot wasn’t a straight line. It unfolded in stages, each with its own challenges. It began with research. At first, it was just homework. I dug into ridership data, emissions numbers, and examples from other cities. Then came the hallway pitch phase, where I cornered city officials and explained the idea, often getting skeptical looks like I was selling insurance. From there I moved into pitching agencies. City staff liked the concept, but the answer was always the same: we don’t have money. That pushed me into the grassroots phase. I started running public surveys, presenting to nonprofits, and building a case that this wasn’t just one student’s idea, it was a community-backed solution. Eventually, the momentum gave me the confidence to apply for a grant. That’s when I hit a wall: I needed a transportation management association (TMA) to be the lead applicant. It felt like the whole effort might collapse. But then Mike Hughes at stepped in. He didn’t just sign on, he believed in the project, sharpened the proposal, and carried it over the finish line. Support from partners like Zach Williams at , and backing from Lime and Bird, made all the difference. The final phase was the hardest: waiting. After pouring months of work into the grant, there was nothing to do but hold my breath and hope. And then, one day, the email came: First Mile Free had been funded.

What’s Launching in 2026

In early 2026, First Mile Free will officially launch at two stations: and . We chose these sites based on public need, but for me, it is especially meaningful that DU’s own station is one of them. The University station is the closest light rail stop to campus, connecting students, faculty, and staff to the wider city. Many in the DU community rely on transit every day, yet because the surrounding neighborhood is seen as higher income, it rarely qualifies for subsidies. The second site, �ٱ𳦲��ٳܰ�–F���������, serves Sun Valley, one of Denver’s most underserved neighborhoods where many families live without access to cars. Including both stations was intentional: they represent very different communities, but both face the same challenge of being just a little too far from transit to make it practical. Over two years, backed by nearly $190,000 in combined funding from Denver Regional Transit (), , and , the pilot will subsidize about 40,000 trips. Riders will save money, RTD will gain new users, and greenhouse gas emissions will drop by an estimated 65 percent per ride compared to driving.

Lessons From the Journey

I learned a lot through this process, and I’d encourage other students to take their own ideas seriously. You don’t need a title or official role to make an impact; you just need persistence and curiosity. Here are three lessons I took away that might help others who want to turn a classroom project into something real.

1. Commit early and refuse to let your ideas fade when the semester ends. I decided from the start that First Mile Free wouldn’t just be homework. It would be something I carried forward until it became real. That commitment gave my grad school experience focus and direction.
2. Have faith in the promise of your idea. Too often, grants go to the same recycled proposals. What funders are really looking for are fresh, practical ideas, and those can come from students just as much as established organizations. If I had counted myself out, this program never would have gotten off the ground.
3. Approach the work with curiosity. Don’t tie success only to getting something implemented. Instead, commit to doing everything you can to move your initiative forward while also seeking to learn how local processes work along the way. That mindset turned setbacks into lessons, and lessons into momentum.

And even if public advocacy isn’t your thing, I hope you take something from this story. At the very least, know that if you’re around campus in early 2026, you can . ��

Frequently Asked Questions

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This is an interesting time to be human. AI can do many of the things that we thought only we could do. It is very good at writing code, assessing security risks, designing web sites, and personalized learning. Indeed, name almost anything an IT person (or an educator) does today in their job, and likely someone right now is looking for a way for AI to do it better, faster, cheaper.

Scary, eh?

Maybe, but there’s still plenty of space at the table for humans. While AI can process data faster—way faster—than any human, it also lacks many of the characteristics that we humans need and find so, well, human. And it’s unlikely to acquire them anytime soon. To be effective in our jobs and in our lives, we will continue to look to each other for connection, excitement, fear, sorrow, inspiration. Rarely is a technical solution complete without the personal element. AI doesn’t have those feelings and doesn’t (so far) do a great job of mimicking them. It doesn’t know how to struggle with a moral dilemma or how to make a difficult decision when emotions are part of the equation (which is almost always the case.

But will I lose my job to AI?

AI is certainly transforming the workplace. Unfortunately, as with any major change, some jobs will disappear, others will shift, new ones will emerge. The job you have right now might not have existed 50 years ago, or it certainly has changed over the years. So of course, the workplace will continue to evolve. Constantly update your skills and you’ll be fine. Employers will always need people with strengths in communication, judgment, empathy and imagination. Those capacities are not in AI’s wheelhouse, not now or in the foreseeable future.

Machines cannot replace our natural skills to care, to wonder, to dream. We are authentic in a way that AI cannot be. Technology can help us deepen our humanity as we learn to embrace our imperfections.

AI can never touch the one core thing that binds us together: our shared humanity.

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As part of the University of Denver’s Instructional Design and Technology (IDT) master’s program, Podruski was tapped to serve as the instructional design intern for a new wastewater surveillance ethics course that is now available to professionals across the country.

“It was definitely a crash course in wastewater surveillance,” Podruski said with a laugh. “When I came into the project, I didn’t know much about the topic. But I saw it as a great opportunity to test what I was learning about course design in a completely new context.”

From K–12 Education to Adult Learning

Podruski began her career in K–12 education before moving into corporate training. While she quickly gained experience in sales enablement, she wanted a stronger foundation in instructional design to expand her career options.

“I had a sort of roundabout path into the field,” she explained. “I realized I needed to upskill and deepen my knowledge in instructional design.”

DU’s Instructional Design & Technology program appealed to her because of its focus on adult learners and its emphasis on evidence-based design.

“I liked the analytical approach to design: learning to consider why I was making certain choices, not just doing what felt right,” she said.

A Real-World Challenge

By the time the wastewater project came along, Podruski was well into her degree program and ready for a challenge. Wastewater surveillance is a relatively new technique to monitor for infectious disease trends in public wastewater systems. This monitoring can serve as an early detection system for disease detection, helping health officials to understand and respond to infectious disease threats.

The Colorado National Wastewater Surveillance System Center of Excellence (CO NWSS CoE) was developing an online course with funding from the CDC based on an ethics framework released by the Association of State and Territorial Health Officials (ASTHO). It needed a talented Student Instructional Designer to build it, and Podruski was up to the challenge.

Working with subject matter experts from Colorado, New Zealand, and the East Coast, Podruski designed activities that turned abstract ethical principles—privacy, stigma, data stewardship—into concrete scenarios for learners. She built an interactive thought map, videos, case studies, and reflection exercises to help utility workers and public health professionals nationwide apply ethical frameworks to their everyday decisions.

The finished course, , became the first on-demand training of its kind and was later spotlighted nationally in ASTHO’s story series.

Growing as a Professional

For Podruski, the project wasn’t just a résumé milestone—it was a turning point in her professional growth.

“In my corporate role, I’m usually the subject matter expert,” she said. “Here, I had to work with external experts and really practice project management. I learned how to explain my design decisions and make sure they met accessibility and quality checks.”

For Podruski, it was the best of both worlds: a chance to strengthen her design skills in the safety of a student role while also producing a top-quality product ready for public consumption.

She credits DU’s program for preparing her for the challenge. “Without the master’s program, I don’t think I would have been nearly as successful,” Podruski reflected. “It gave me the theoretical foundation and the systems approach I needed.”

“Kayley’s work is a standout example of how our program connects coursework with real-world impact,” says IDT Director Cindy Cragg. “These kinds of opportunities don’t just bring learning to life; they help our students build tangible, industry-relevant skills that make them more marketable.”

Looking Ahead

As she nears the end of her graduate studies, Podruski is already seeing how her education is shaping her professional growth. “The quarter system makes it so easy to apply what I’m learning in real time,” she said. “I can test strategies in my job right away and see the results. I think my company is really excited.”

Looking ahead, Podruski will continue working with the CO NWSS CoE to help develop additional trainings—work that connects professionals across disciplines and strengthens public health systems.

“My hope is that this training sparks inspiration for people to keep learning about wastewater surveillance,” she said. “Education builds the connectivity between utility workers, public health staff, and communities. That’s what makes this work so important.”

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