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 Ěý 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 »ĺ´Ç˛Ô’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, ¶Ů±đł¦˛ąłŮłÜ°ů–F±đ»ĺ±đ°ů˛ą±ô, 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 »ĺ´Ç˛Ô’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 . Ěý

Frequently Asked Questions

Ěý

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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 »ĺ´Ç˛Ô’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 »ĺ´Ç˛Ô’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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Key Takeaways

• Student journeys do not always look traditional, and this story highlights perseverance and creativity in reaching a major milestone.
• Nonprofit leadership education often connects personal values with practical leadership skills, so impact and career growth can move together.
• Celebrating the finish line matters, because it reinforces confidence and momentum for whatever comes next.

Frequently Asked Questions

The post Nonprofit Leadership Student Gets Road-Trip Graduation appeared first on PSC DU.

Key Takeaways

• DU offers tailored support for veterans seeking career transitions through industry-aligned academic programs and real-world skill development.
• Veterans gain confidence as they apply structured thinking, leadership, and problem-solving skills from service into classroom learning and professional goals.
• Online courses provide the flexibility many veterans need while building a foundation for long-term career advancement.
• Sharing stories of veteran students promotes visibility, encouragement, and inspiration within both military and academic communities.

“I feel lucky as a veteran that I’ve gotten to take advantage of those benefits to attend this graduate school.”

Using GI Bill and Yellow Ribbon Benefits

Career-Relevant Environmental Skills

Frequently Asked Questions

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Key Takeaways

• The program — Frontline Manager Leadership Program (FMLP) at University of Denver is a 12‑week online leadership certificate, combining live Zoom sessions and one‑on‑one coaching.
• It is designed for frontline managers across sectors (retail, hospitality, healthcare) to build leadership skills and break through barriers regardless of background.
• The story of participant Marcus Romer illustrates how individualized accommodations and support enable learners with non‑traditional backgrounds to succeed.

When Marcus Romer was born with cerebral palsy, a brain disorder affecting the muscles, doctors told his mother and grandmother he might only live to 18.

At age 31, Romer was not only alive but working in his West Virginia town. He was a self-checkout host at the local Walmart, and his ambitions didn’t stop there.

From coworkers, Romer heard about the University of Denver’s University College Frontline Manager Leadership Program (FMLP), available to Walmart employees via the Guild Career Opportunity Platform.

University College created the FMLP to address a widespread need for leadership development of frontline managers across industries like retail, hospitality, healthcare, and fast casual restaurants. The 12-week program is taught online, with a weekly live Zoom session. Students get individualized leadership coaching during the course and after it ends, and many go on to pursue advanced programs like a leadership masters degree online to further enhance their skills.

Coaching that makes the difference

Romer seized on the chance to improve himself through the FMLP and quickly enrolled. His advisor, Scott Wilbur, remembers how eager Romer was.

“He started the program and immediately reached out,” Wilbur says. “Marcus clearly wanted to do well, so, we worked together on a plan to help him be successful.”

Because of his cerebral palsy, Romer had trouble typing, so he took advantage of the opportunity to submit voice and video responses instead of written responses. Wilbur also worked one-on-one with him weekly to master certain concepts.

“He usually submitted his work early and was always looking for opportunities to improve,” Wilbur says. “There were challenges,” Romer agrees, “but with Scott helping me, I got the hang of it.”

This type of care and support is typical of the FMLP and programs across University College. Students enroll with diverse life and school experiences – not all of them positive—and the program meets them where they are, builds on their strengths, and clears the barriers from their path to success.

“I’m really thankful for what I got through the program,” Romer says. “It really opened my eyes and gave me a ton of good skills and information. It helped me find my voice.”

Romer isn’t stopping now. He’s bringing his new confidence to an online leadership program at Rio Salada College and ultimately wants to become a manager at his Walmart store.

To his FMLP team, he wrote a note that they now treasure: “You guys are amazing people. From the bottom of my heart, thank you for supporting me on this journey.”

It’s an illustration of the commitment the FMLP makes to empower each student to become the best leader manager they can be.

Frequently Asked Questions

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Key Takeaways

• DU supports students through personalized graduation traditions and final-term resources.
• Celebrations mark the transition from student to professional, reinforcing achievement.
• Academic coaching and community engagement play key roles in end-of-program support.

This Friday, University College will hold our Spring 2023 graduation celebration, honoring the students who’ve earned their degree since last summer. Some 530 students, from bachelor’s and master’s degree programs, are earning their degree and about 170 will be there in person for their moment to shine.

It’s a triumphant, joyful occasion, and we are delighted to celebrate our graduates’ accomplishments because we know how hard they have worked. But University College adds one unique ritual to extend the graduation celebration even further.

Every year, Dean Michael McGuire presents each graduate who walks across the stage with a carnation. This carnation is meant for the student to give, as a symbol of their appreciation, to the person who most supported them during their educational journey.

This tradition gives everyone in the room a chance to acknowledge that earning a degree is a long and taxing process, and no one does it without support.

Sometimes support simply means encouragement from friends and mentors. But it often takes the form of real sacrifices made by spouses, children, and other loved ones. These people may take on new responsibilities or give up precious together time to make it possible for the student to study.

The symbolic gesture of presenting these individuals with a carnation is a recognition that their contributions made a valuable difference to the students’ success.

The choice of a carnation is no accident. Colorado was once the self-proclaimed “.” Dean McGuire says that the flower was chosen for this ceremony because, for centuries, it has been a symbol of distinction, devotion, and love.

So, on this day full of traditions, it makes sense to celebrate the people whose names don’t appear on the diploma, but who nevertheless have earned some applause. Their support makes all the difference.

Frequently Asked Questions

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Yany Avelar had plenty of hustle but not a lot of connections.

The young graphic designer knew she wanted to build websites and lead web design teams, but she didn’t have much experience in the professional world.

She needed to learn the technical aspects of web development, and was looking for an advanced education in software development and user interface/user experience (UI/UX) strategy.

The University of Denver’s University College was one of the few schools that offered master’s degree programs in both. When the college’s advisors reached out to her personally to help map out her dual degree plan, she knew this was the place to pursue her dreams.

“I felt like there was a ton of support,” she said. “And having that support was important.”

Avelar is a first-generation college student. She was raised in California and South Dakota by parents who immigrated from El Salvador and worked in construction and property management. They weren’t able to help her navigate the unknown territory of college life.

“I didn’t do that well in undergrad,” she said, “I just did it because I knew I was supposed to do it. [In the master’s programs] I took it much more seriously because it was something I really wanted.”

Bringing a Dream to Life

Avelar had a clear vision of what she wanted her future to be: channeling both her creative and her analytical sides into a set of proficiencies that would be valued by tech and marketing companies. Pursuing an information technology masters helped her develop the technical expertise and strategic thinking needed to thrive in both fields.

“One of the reasons I pursued design and technology is because I can positively impact people in my community with empathy-focused solutions,” she said. “I really believe that equity can create a better world for everyone.”

Avelar began her degrees from her home base in Portland just after the pandemic began, and was nervous about completing her degree online. But she found that the courses were everything she’d hoped for. She collaborated on projects with other students, and got plenty of interaction and one-on-one help from her instructors.

“Having professors who were working in these fields was really helpful,” Avelar said. “They were able to take things out of the school context and put them into real-world terms.”

Avelar excelled in her classes and graduated at the end of 2022 with a 3.97 GPA in two master’s degrees: an M.A. in Communications Management with a concentration in UX Strategy, and an M.S. in Information and Communications Technology with a concentration in Software Design & Programming.

The post Celebrating First-Generation College Graduates in UI/UX and Software Development appeared first on PSC DU.

Jeremiah Tjossem was always a communicator. His love of the spoken and written word led him to a dual bachelor’s degree in English and History.

But at age 25, he found himself without the professional credentials and experience to put those degrees to use. He was bartending in Durango, CO, and struggling to figure out what to do with his life.
When the pandemic hit, Tjossem resolved to do whatever it took to build a career with greater stability and satisfaction.

“I didn’t want to bartend the rest of my life,” he said. “I really wanted to try to do something I could use my education with, something more in line with my goals.”

Tjossam chose DU’s University College because of its high-quality programs and career-relevant online degrees. He decided to pursue a master’s degree in Communication Management, with a concentration in Marketing Communications.

Putting New Marketing Knowledge to Work

Once in Denver, he landed a job as a venue sales associate at the Denver Botanic Gardens, and was quickly able to put his graduate studies into practice. He had learned how to draft content calendars and communications plans, skills he developed while pursuing an online masters in organizational leadership, and was able to use those at his job.

“I showed the marketing director what I had created, and the director was shocked that someone at my level was able to do that,” he said.

His instructor in Social Media Strategy, Victoria O’Malley, says that’s the whole idea: courses designed to equip anyone—from current marketing professionals to those just breaking into the field—with concrete skills and useful insights.

“The value of University College is that students can actually apply what they’re learning and make a direct impact right away,” O’Malley said. “You see the ROI on your education immediately.”

“It’s just so practical,” agreed Tjossem. He’s now fielding job offers and has been successfully working with the marketing team at the Botanic Gardens to meet sales goals. He credits University College with helping him find a path that applies his communicator’s mind to a fulfilling career.

“That’s what University College can do.”

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In support of Cybersecurity Awareness month, we spoke withĚýTony Mendoza, a student at DU’s College of Professional Studies.ĚýTony reached out to share how his class experience is already positively impacting his day-to-day professional work. Tony offers insight as a current student and working cybersecurity professional.

Tony is well into a successful career in IT. He currently works with a company in Boulder, CO, and after being hit with a significant ransomware attack, he decided it was time to strengthen his skills and build up a stronger knowledge base in cybersecurity..

“After “surviving” a major ransomware attack, I wanted to increase my knowledge and understanding of cybersecurity management to be better prepared in the future, especially with the threat landscape growing exponentially.”

Already a season ticket holder and fan of the DU hockey team, Tony decided it would be a perfect time to become a student and eventual alum.

“I found the cybersecurity content to be most rewarding, especially since cybersecurity has become a major part of my day-to-day management and strategy at work. The content of the coursework is very applicable to my job and has helped me countless times in executive meetings where cybersecurity is a top priority.

Last quarter was a prime example of directly applying what I was learning in class to my job. I was enrolled in a course called Cybersecurity Policy when, towards the end of the course, our company was dealing with a cybersecurity threat that resulted in me having to develop a new cybersecurity policy for our organization. I took my coursework (my actual assignments) and was able to quickly adjust them to present to our executive team. It was 100% applicable! In addition to learning what tools to use to develop cybersecurity policy, we were taught the appropriate techniques to present cybersecurity policy to executive boards and the board of directors.”

When asked what he would share with anyone considering a University College graduate program, Tony had this to share:

“My best advice would be to do it now, »ĺ´Ç˛Ô’t wait! The graduate program offers valuable, applicable coursework that provides the skills I needed to advance my career. I am in the middle of the program, and I have already applied what I have learned in the real world and advanced my career because of it.

The faculty that I have had the pleasure of being a student of are amazing. They really know what they are talking about, have real-world experience, and provide real-world tools. I am so excited that I can apply what I am learning and the tools I have been given to my job – the same day I learn it!”

Students learn through experiential learning, case study analysis, and examination of leading security technologies. Students obtain insight into governance, compliance, regulatory issues, and cybersecurity considerations. This information benefits students starting on day one and can be applied directly to their current professional experience. Classes are held online or in the evening, making them easy for working professionals to attend. Graduation can happen in as few as 18 months.

Tony’s story shows how applied learning can help working professionals address real cybersecurity challenges. Explore current technology-focused options at DU’s College of Professional Studies.

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