As a Training and Talent Acquisition professional at Tillamook, Bella Nguyen has continued to grow and learn throughout her career. After earning her Ph.D. in Human Capital Management at Bellevue University, that journey has become even more rewarding than she expected.

Through a partnership with her employer and Bellevue University, she gained a doctorate title, a promotion and an unforgettable experience.

Growing With a Supportive Employer

Nguyen, a native of Chicago, moved to the Portland area and in 2021 assumed a role as Technical Training Manager at Tillamook. She has since grown into a role as Senior Talent Acquisition and Technical Training Manager.

“This progression reflects both my commitment to human capital leadership and the opportunities the organization has given me,” she said. “Tillamook is an amazing place to work because it genuinely invests in its people.”

Included in Tillamook’s commitment to its employees is extensive support for education. “The Bellevue University partnership and its continued support for learning and development are perfect (and only a few of the many) examples of how the company helps employees grow and thrive,” Nguyen said.

Intertwining Education and Career

The program helped Nguyen build on her background to expand her future potential.

“I'd like to think this degree program helped accelerate my growth by strengthening my strategic perspective and expanding my toolkit,” she said. “The combination of the program and the company's investment created the perfect environment for becoming the leader I am today.”

Thriving in a Learning Community

During her time at Bellevue University, Nguyen found a supportive environment designed for student success.

“My experience at Bellevue felt supportive and flexible,” she said. “Although I've had great experience in my previous educational programs, I felt that Bellevue University did a great job of blending academic rigor with real-world relevance. Even more so, I think Bellevue University understands working professionals and designed a program where we would be successful.”

A large part of Nguyen’s positive experience was connecting with professionals from around the globe.

“My favorite experience at Bellevue was being part of a cohort. Going through the program with a group of people who were equally committed made the journey feel meaningful and human,” she said.

The strong connections between classmates resulted in them being a support network for each other. “Having people to turn to, celebrate with and struggle alongside made the experience richer and reminded me that learning is always better in community,” Nguyen said.

In fact, Nguyen was able to meet some of these classmates in person when she flew to Nebraska for graduation. “It was genuinely unforgettable for me,” she said. “Being surrounded by people who had fought their own battles to get there made the celebration feel bigger than a ceremony; it felt like a shared victory for all of us.”

Moving Forward With Confidence

Nguyen said completing her Ph.D. at Bellevue University had a direct impact on her career. “These opportunities and deeper partnerships have reinformed my commitment to lifelong learning and continuous growth,” she said.

She said she highly recommends the Human Capital doctoral program. “It truly supports working professionals while still delivering meaningful academic rigor,” she said. “It's a place where learners can grow, feel supported and walk away with skills that immediately translate into real‑world impact.”

Barbara Gaskins’ career sits at a powerful intersection: criminal justice, community violence intervention, reentry, public policy, technology, and community-based advocacy.

It is a space few people occupy—and one urgently in need of her perspective.

Based in Greenville, North Carolina, Gaskins works to improve the systems serving people affected by incarceration and community violence. She has created two reentry manuals for North Carolina, adapted a U.S. Department of Justice reentry simulation specifically for the state and pursued public office, running for the U.S. House of Representatives and mayor.

Now, she is exploring how data science and artificial intelligence can support violence-prevention professionals while protecting the humanity of the people they serve.

Her path to this work began long before AI became part of everyday conversation. It was strengthened by an education at Bellevue University that helped validate the professional-level work she was already doing—and gave her the confidence to take that work further.

Doing Degree-Level Work Without the Degree

Before attending Bellevue University, Gaskins worked in mental health, substance use, and criminal justice. She knew she was capable and experienced. She was already performing work that required significant knowledge and responsibility.

The problem was that she did not yet have the degree to prove it.

Gaskins understood that earning a degree would help align her credentials with her abilities. Yet, as a working mother who had welcomed her first child at 18, she needed a university designed for the realities of adult life.

Bellevue University provided that opportunity.

Gaskins earned her Bachelor of Science degree in Behavioral Science in 2010 while balancing work, motherhood, and the responsibilities of maintaining a home. She found the coursework relevant to her experience in mental health and substance use—and immediately applicable to the communities she served.

“Bellevue was that University for me,” she said.

'A Stepping Stone to Everything Else'

She also remembers the accessibility and encouragement she received. Her university coach, Tamara, was available by phone or text, offering praise, accountability, and reminders to keep moving forward.

That support mattered. So did the sense of validation that came from completing her degree.

Gaskins describes her Bellevue University education as “a stepping stone to everything else” she has accomplished. Without it, she believes she might still be doing high-level work without receiving appropriate recognition or compensation.

After earning her bachelor’s degree, she went on to earn her Master of Science degree in Data Science from Bellevue University in 2010. Her last course was called Generative AI.

When Data Does Not Tell One Story

Gaskins’ interest in data science grew directly from her re-entry work.

In North Carolina, she found that three different sources could provide three significantly different statistics about the same issue, including recidivism. When information is outdated, inconsistent, or influenced by funding priorities, it becomes difficult to understand what is actually happening—and even harder to design effective solutions.

“How can we actually help people if we’re getting three different reports for the exact same people?” she asked.

Her advanced studies in data science helped her connect her knowledge of communities with a more formal understanding of technology and responsible data use. Her goal is not simply to collect more information. It is to ensure that data and AI are used accurately, equitably, and in ways that genuinely help people.

One of her greatest concerns is the way AI can misunderstand African American Vernacular English, particularly when people express grief, anger, or trauma.

Working on Technology That Supports Rather Than Interrupts

Language that reflects pain following the death of a friend, for example, could be interpreted by an automated system as a threat. Without cultural understanding or human context, AI could misidentify someone as dangerous when that person is actually grieving.

The implications extend well beyond community violence intervention. Similar biases could affect hiring, criminal justice, education, and other settings where automated systems review people’s words, histories, or online activity.

Gaskins is working to bring those risks into the conversation—and to help create something better in the world of Community Violence Intervention (CVI) that is built on trust, lived experience, emotional intelligence, credibility, and local knowledge. Violence interrupters and other trusted community messengers develop relationships no algorithm can reproduce.

“I am not trying to replace our credible messengers or our violence interrupters with AI,” Gaskins said. Instead, she envisions technology that supports practitioners while leaving intervention and decision-making in human hands.

Unique Work That Has Earned a Kaggle Research Grant

That distinction captures what makes Gaskins’ work so important. She is not approaching AI only as a technologist. She understands the people, language, histories, and communities behind the data, and her unique work has earned Gaskins a Google/Kaggle Benchmark Research grant. Her AI Assistant is the first artificial intelligence evaluation framework for CVI that measures whether AI models can safely support violence interrupters and credible messengers in their life-saving work.

Kaggle (owned by Google) Benchmark grants are given to builders of novel Large Language Model (LLM) evaluations, access to major models (OpenAI, Google, Anthropic, DeepSeek, etc.), and managed engineering infrastructure via Kaggle Benchmark.

Her Bellevue University education helped give her the credentials, knowledge, and confidence to step forward. Since then, she has continued learning, questioning systems, and turning her experience into resources that can help others.

Technology will continue to advance. Barbara Gaskins is working to ensure that humanity, fairness, and community advance with it.

When Sarah Kemp pursued the Bellevue University Master of Healthcare Administration program, she never imagined that the experience would also help guide her through one of the most challenging times of her life. The skills and information she acquired throughout her program equipped her to excel in her career while also addressing family medical situations.

Taking on a New Challenge

While working in home care as a supervisor, coordinating care and supporting caregivers, Kemp felt she could do more. “I wanted to better understand how I could make a bigger difference; not just in day-to-day operations, but in improving systems and outcomes for patients and families,” she said.

As Kemp explored options, she found Bellevue University through her supervisor and a partnership with her company. “I needed a program that would allow me to continue working while still pushing me to grow,” she said. “I knew I wanted to do more, but I needed the education and structure to get there.”

As a resident of Ohio, Kemp also found that the online option provided much-needed flexibility. “Bellevue University felt like the right fit because it was built for people who are balancing real life with their education,” she said.

Real Life Collides With Learning

Kemp quickly learned that she’d apply her MHA program in more ways than she thought. “Very early in the program, my motivation became much more personal,” she said.

Her stepmother experienced a stroke during the first semester of her program. “I saw moments where quality was not maintained, staffing was short, concerns from families were not always heard, and symptoms were sometimes overlooked, which led to complications that could have been prevented,” she said.

During the same time period, Kemp’s father experienced a rapid health decline due to complications of several conditions. “I was balancing school, a full-time job, and traveling two hours one way each week to help support them,” she said. “That season included navigating hospital care, doctor visits, hospice, and stroke recovery, while also helping both sides of my family understand how to care for both of them.”

She continued to address several additional family health and life challenges, including guiding her mother and sister through end-of-life care decisions and bringing hospice in for her stepfather, who passed away in May 2025.

“Living through all of this while studying healthcare gave me a completely different perspective,” Kemp said. “In a way, the schoolwork grounded me. It also made everything I was learning real, urgent and deeply meaningful.”

Gaining Takeaways From the Beginning

Kemp said the MHA program provided immediately applicable content. “The program helped me think more critically about healthcare systems, quality, and leadership,” she said. “It gave me language, structure and confidence in moments that were otherwise overwhelming.”

She said her professors were also helpful beyond the classroom. “I was incredibly fortunate to have professors who were understanding and supportive, which made a lasting impact on me,” she said.

Kemp said she recommends the MHA program for anyone who wants to grow in healthcare while continuing to work. “It is flexible, but still rigorous, and it prepares you in a very real way for the challenges you will face in the field,” she said.

Maintaining a Patient Focus While Growing Professionally

Kemp is now a scheduling manager, supporting home and community-based care across three counties. She returned to home healthcare after serving in a hospital scheduling role during her MHA program.

“I wanted to gain more exposure to the clinical and administrative side of healthcare,” she said. “Although that experience was valuable, I found myself missing the purpose-driven work I felt in home care; especially supporting seniors, veterans and those impacted by Alzheimer's disease.”

Kemp said her current role has expanded her impact while allowing her to connect with the populations she is most passionate about serving. Directly aligned with this, she said earning her MHA has helped her grow from managing day-to-day tasks to understanding and improving the systems behind them.

“It has strengthened my leadership skills, my decision-making and my ability to think more strategically about how care is delivered,” she said. “This experience has reinforced why I chose this field in the first place.”

Kemp also said earning her graduate degree is an accomplishment of resilience. “There were many moments where finishing or taking a break would have been easy, but I didn't. I am incredibly proud of that,” she said. ”The love and support of my family, my partner Evan, and even the quiet comfort of my two dogs carried me through some of the hardest moments.”

When Holly Richie talks about her job, she doesn’t start with course schedules, degree plans, or tuition assistance.

She starts with people.

The student in Hawaii who flew thousands of miles to attend commencement and whom she finally met in person.

The student from Houston who persevered through the devastation of Hurricane Harvey and completed his degree against incredible odds.

The countless working adults balancing careers, children, and family responsibilities while trying to build better futures.

After more than 20 years in higher education and 11 years at Bellevue University, Richie has learned something important:

Students don’t just need information. They need someone who believes in them.

A Career Inspired by One Great Advisor

Richie’s path into higher education began with her own college experience.

As a student, she developed a close relationship with an academic advisor who helped her navigate more than course requirements. The advisor helped her make thoughtful choices, pursue subjects that genuinely interested her, and see possibilities she might not have recognized on her own.

That experience stayed with her.

“It inspired me to want to help people reach their personal and professional goals,” Richie says.

After working in financial aid at a community college, she joined Bellevue University as a student coach, eventually becoming a Guild Student Coach, a role she has held for more than six years. Guild is an education platform that works with major employers across the country, and Bellevue University is part of Guild’s academic network.

Today, she supports these students as they work toward their degrees while managing careers, families, and busy lives.

Meeting Students Where They Are

Richie’s students come to Bellevue University through the employer-sponsored education programs offered through Guild.

Companies such as Target, Disney, and others partner with Guild to give employees educational opportunities that might otherwise feel out of reach.

For many students, that support changes everything.

Unlike traditional tuition reimbursement programs, Guild’s model streamlines the process, allowing students to focus less on paperwork and finances and more on learning.

But Richie’s role extends far beyond helping students understand benefits and policies.

She is a coach, cheerleader, problem-solver, and sometimes simply a reassuring voice.

“Adult students have lives outside of college,” she says. “They have families, jobs, and a lot of responsibilities.” Understanding and empathizing with those realities is essential to helping them succeed.

The Power of Encouragement

Throughout her career, Richie has seen firsthand how much support matters.

Many adult learners wonder whether they can really do it.

Can they balance work and school?

Can they make time for classes?

Can they finish something they may have started years earlier?

Richie believes one of the most important things she can do is help answer those questions with confidence.

“Yes. You can do this,” she reassures because she understands that earning a degree is about more than academics. “In college, particularly Bellevue University, you learn so much beyond the academics. You learn a lot about yourself,” she says.

For many students, college becomes a journey of self-discovery, confidence, and personal growth. Richie considers it a privilege to be part of that process.

Relationships That Go Beyond the Classroom

Because many of her students learn online, Richie spends a lot of time talking with people she has never met face-to-face.

Yet those relationships can become remarkably personal.

Students share triumphs and setbacks, celebrations and struggles.

“You can become part of their families,” she says.

Over time, trust develops.

That’s why commencement is one of her favorite experiences. Meeting students in person after years of phone calls and emails is often emotional—for Holly and the graduates.

One student traveled from Hawaii to attend graduation and spent nearly an hour talking with Richie during the open house event.

Another, who had endured extraordinary hardships during Hurricane Harvey, finally met her after completing his degree. “There were definitely tears,” she recalls.

Those moments remind her why she chose this profession. The relationships are real. The impact is real. And the accomplishments are deeply personal.

Changing Lives Through Education

One thing Richie loves about Bellevue University is its commitment to students who might not fit the traditional mold.

Many are working adults. Many are first-generation college students.

Many are returning to school after years away from the classroom. And many are pursuing higher education because they want to create a better future for themselves and their families. Richie understands that earning a degree requires an add-on to intelligence, desire, and ambition. It requires support and encouragement. And it requires someone willing to walk beside students when life becomes complicated.

“I always want to make sure that I do right by the student,” she says.

That student-first philosophy aligns perfectly with Bellevue University’s mission and culture.

A University That Feels Personal

Bellevue University serves students across the country and around the world, so when they get to come to the campus in Nebraska, they are often surprised to discover that the University has a vibrant campus community, championship athletics, and a long tradition of student success.

They arrive and realize something important: This place is real. The people they’ve talked with for years are real and the relationships they’ve built are real. And the accomplishment they’re celebrating is real, too.

For Richie, those moments never lose their meaning.

Every graduate represents persistence, courage, and hope. And every student reminds her why she chose this work in the first place – being a Student Coach isn’t just about helping students earn degrees.

It’s about helping them believe they can.

Sixty years ago, Bellevue University began with a practical question: What if more people could have a real chance to earn a college degree without leaving behind their work, their families, their military service or their community?

In June 1965, Bill Brooks addressed fellow members of the Bellevue Chamber of Commerce with an idea that would ultimately transform higher education in the region. The community of Bellevue, Nebraska, was expanding rapidly, Offutt Air Force Base was bringing military personnel and families to the area, and working adults had limited opportunities to pursue college degrees while balancing careers and family responsibilities. Brooks believed the community needed a college designed to meet those realities.

What began as a brief agenda item quickly evolved into a shared vision among local business and civic leaders. Their work led to the opening of Bellevue College in 1966, creating a new pathway to higher education for students who needed flexibility, accessibility and practical relevance.

From the beginning, Bellevue's mission was different from many traditional institutions. Rather than focusing exclusively on recent high school graduates, the college was built around the needs of adult learners, military-connected students and working professionals. That learner-centered approach would become a defining characteristic of the institution's next six decades.

Built for Learners Who Balance Real Life

Long before terms such as "nontraditional learner" became common in higher education, Bellevue University understood that students often pursue education alongside other responsibilities.

Many of the University's earliest students were balancing employment, military service, family commitments and other life obligations. Bellevue developed academic programs and support systems that recognized those realities rather than asking students to put their lives on hold.

The commitment was personal for founder Bill Brooks himself. After his college education was interrupted by World War II service, Brooks completed his degree as a member of Bellevue College's first graduating class in 1967. His story reflects the institution's belief that educational opportunity should remain available regardless of age, career stage or life circumstance.

Throughout its history, Bellevue University has continued to welcome learners from diverse backgrounds, life experiences and professional paths. That commitment remains central to its identity today.

Innovating to Meet the Needs of Students

One of Bellevue University's defining strengths has been its willingness to evolve as student needs evolve.

The University launched an accelerated degree completion program in 1987, helping adult learners complete degrees more efficiently while maintaining academic rigor. The institution expanded its undergraduate and graduate offerings and continued to refine educational models that emphasized practical application and workplace relevance.

In 1994, Bellevue College officially became Bellevue University, reflecting the institution's growth and expanding academic portfolio. Yet the core mission remained unchanged: creating pathways to success for students seeking a flexible, career-focused education.

This balance between innovation and mission has enabled the University to remain relevant across multiple generations of learners.

Leading the Way in Online Learning

Perhaps no area better demonstrates Bellevue University's innovative spirit than online learning.

Years before online education became commonplace, Bellevue University recognized that technology could expand access and remove geographic barriers for learners. The University launched its first online course in 1995 and introduced the nation's first online MBA program in 1996. It also became one of the first accredited institutions to offer online degree programs.

Importantly, online education at Bellevue was never treated as a temporary solution or secondary option. Instead, the University developed a comprehensive learning model that combined academic quality, faculty engagement and student support with the flexibility adult learners needed.

Today, online learning remains central to Bellevue University's mission. Students can access dozens of degree and certificate programs while receiving academic advising, tutoring, technology assistance, career resources, comprehensive library access, and other support services designed to help them succeed.

Partnerships That Expand Opportunity

Bellevue University's founding story is rooted in collaboration, and partnerships continue to play a critical role in the institution's success.

Over the years, the University has developed relationships with employers, community colleges, educational providers and organizations across the globe. These partnerships help make education more accessible while ensuring programs remain aligned with workforce needs and career opportunities.

Employer partnerships have become a particularly important part of Bellevue University's strategy. Since Bellevue forged its first official corporate partnership in 1999 with Boys Town, the University has continued to work with organizations to create educational pathways that help employees build skills, complete degrees and advance professionally. These relationships help connect education directly to workplace outcomes while supporting long-term student success.

Community college transfer agreements, educational collaborations and international partnerships further extend the University's reach, helping more learners access quality higher education regardless of where they begin their academic journeys.

Student Success Remains the Priority

While technology, programs and partnerships have evolved, one principle has remained constant: student success.

As one of the nation’s few open-access institutions, Bellevue University serves many students who are balancing significant personal and professional responsibilities. For these learners, success requires more than access to coursework. It requires guidance, encouragement and practical support.

The University provides a wide range of student support services, including academic advising, coaching, tutoring, writing assistance, library resources, military and veteran services, career support and technical assistance. These resources are designed to help students navigate challenges, stay on track and achieve their goals.

This commitment reflects a simple belief that has guided Bellevue University since its founding: success should not depend on where students start, but on the opportunities and support available to help them finish.

Looking Ahead: The Next Chapter of Innovation

As Bellevue University enters its seventh decade, higher education continues to evolve.

Students increasingly seek flexible learning options. Employers are looking for workforce-ready talent. Technology continues to create new possibilities for teaching, learning and career development. These trends align closely with the areas where Bellevue University has built expertise over the past 60 years.

The University's future will continue to be shaped by innovation in online learning supported through advances in artificial intelligence, the expansion of strategic partnerships and a deep commitment to student success. Just as importantly, it will continue to be guided by its founding purpose: helping learners achieve more through education.

The challenges facing learners may change over time, but Bellevue University's response remains familiar. Listen carefully. Remove barriers. Create opportunity. Support success. Those principles shaped the University's first 60 years and will continue guiding its future.

Robin Bernstein began working in Bellevue University’s library in 1978, when research looked very different than it does today.

There were no online databases. No internet. No search engines. No artificial intelligence.

Students searched through drawers of card catalogs, photocopied pages from printed indexes, and sometimes waited weeks for periodicals and articles to arrive through the mail.

Today, Bellevue University students have access to over a hundred databases, hundreds of thousands of digital resources, and research assistance around the clock.

Remarkably, one person has been there through it all.

As Senior Director of Library Services, Bernstein has spent nearly 48 years helping students navigate an ever-changing information landscape. She is the University’s longest-serving staff member. During that time, she has witnessed—and helped lead—one of the most significant transformations in higher education.

A Student Who Never Left

Bernstein’s Bellevue University story began as a student.

Like so many students and alumna, Robin came to Bellevue as part of a military family stationed at Offutt Air Force Base.

Originally planning to attend college on the East Coast, her Mom (like so many Moms) wanted her to stay closer, so she enrolled at then Bellevue College.

While registering for classes, she noticed a job posting on a bulletin board for a part-time position in the library.

She applied. She got the job. And she’s never left.

“It was the perfect job,” Bernstein recalls. She attended classes in the morning and worked afternoons in the library, balancing both roles throughout her college career.

While still earning her degree in Business Administration, she accepted a full-time position in the library, and in 1994, earned her Master of Library Science (MLS) and became Director, all integral to her storied career that spans nearly five decades.

Reinventing the Library

During Bernstein’s early years, much of the library work was manual.

For nine years, she personally typed catalog cards for the library’s collection. Every book required multiple cards. Every update required manual maintenance.

Then technology arrived.

In 1987, Bellevue University’s library received its first computer system. Soon after came online databases, electronic journals, digital catalogs, and eventually internet-based research tools.

Many industries struggled to adapt to technological change. Libraries were no exception. But Bernstein viewed innovation differently.

“We’ve always been on the leading edge of trying new things,” she says. “We’ve taken risks. Sometimes they pay off. Sometimes they don’t. But we always moved forward.”

That mindset mirrors Bellevue University’s culture of innovation—a culture Bernstein has experienced under three university presidents and countless institutional changes.

Instead of resisting technology, she embraces it. Instead of protecting old systems, she reimagined what a library could become.

Libraries' Relevance in the Age of AI

As AI - artificial intelligence - becomes the latest technological disruptor, some people question whether libraries remain relevant. Bernstein doesn’t hesitate with her answer.

“Libraries are absolutely relevant in the age of AI. In fact, librarians may be more important than ever. I look at AI as another tool,” she went on. “Our role is helping people learn how to use that tool effectively.”

Rather than replacing research, AI introduces new challenges. Students must learn how to write effective prompts, evaluate results, identify inaccuracies, and verify information before using it.

That’s where librarians step in. For decades, librarians helped students find information. Today, they also help students evaluate information.

The skill set has evolved, but the mission remains the same. “We don’t know everything,” Bernstein says with a smile. “But we know how to find everything.”

A Personal Approach to Student Success

Perhaps the most innovative service Bernstein has helped create is Bellevue University’s Personal Librarian Program.

The concept is simple, but powerful. Students who enroll are paired with a librarian who remains their research partner throughout their entire Bellevue University experience.

Whether they’re first-year students or doctoral candidates, participants have a consistent point of contact who understands their academic goals, research interests, and learning needs.

The program currently serves hundreds of students and has become a unique support system for learners who might otherwise feel overwhelmed by the research process, especially with the myriad choices brought to the fore via AI.

“It’s about taking away anxiety,” Bernstein explains.

Students don’t have to navigate complex databases alone. They don’t have to wonder where to start. They have someone in their corner.

In an increasingly digital world, the program creates something surprisingly valuable: a personal connection.

Supporting Students Everywhere

Bellevue University’s commitment to serving working adults and online learners has required the library to evolve in new ways.

Today’s students are located locally, across the country, and across the globe.

To support them, the library offers extensive digital resources, virtual consultations, accessibility accommodations, and a 24/7 librarian chat service that ensures help is always available.

The goal isn’t simply access to information. It’s access to expertise.

Whether a student logs in at noon or midnight, someone is available to guide them.

Bellevue University’s library is part of a national support system, so that librarians are available to students at all hours. So when Bellevue University’s library is closed, another institution’s librarian assists Bellevue University students at that time. But Bernstein’s team always follows up personally to ensure that students received the help they needed.

That level of care reflects a philosophy that has guided her entire career. Technology should make learning easier, not more complicated.

Looking Toward the Future

After nearly five decades at Bellevue University, Bernstein has seen extraordinary changes.

Card catalogs have disappeared. Printed indexes have become searchable databases. Research that once took weeks can now happen in seconds. And AI is reshaping how people seek and consume information.

Yet through every transformation, one thing has remained constant: students still need guidance. They still need trusted experts. They still need people who can help them separate information from misinformation and curiosity from confusion.

That’s why Bernstein remains optimistic about the future of libraries. The tools will continue to change. The mission will not.

As she reflects on nearly 48 years of service, Bernstein’s career offers a powerful reminder that innovation isn’t about replacing people. It’s about helping people succeed.

And for generations of Bellevue University students, that’s exactly what she’s done.

I was 13, turning 14, when I left conventional schooling.

At that point, I had been in the Nottingham Forest Academy for almost four years, and when the club offered me the chance to join a program where up-and-coming talent could do a school program tailored to my aspirations of making in the professional ranks, I jumped at the chance.

It might have been quite abnormal at the time, but for me, it was really incredible. I was able to train more, I was on the field more, I was developing quicker, my training and games taking priority over my schoolwork.

Even as a teenager, you know the odds of turning professional having been an academy player all the way through to 17 in England are very slim. I knew it was important to have the educational element to fall back on if things didn't work out. But as an individual, I only ever saw football as my goal.

That’s what I wanted to achieve, and leaving conventional schooling made me certain that that's what I wanted to do.

Little did I know it would happen a continent away.

Looking for a Fresh Start

Ten years ago, I was looking for a fresh start. Although I’d achieved my goal of earning a professional contract with Forest, the next step never quite arrived.

Now a 21-year-old free agent, I was trying to just make any headway into the game that I could, but America beckoned. I connected with Barry Venison, who was a former England international working at Orange County SC at the time, and he had a friend, Carl Craig, who was the Head Coach at Minnesota United FC.

He got me a trial, and honestly, I was just buzzing to be involved with a team at that time. I was excited to show what I could do.

That May, a new door opened. I signed with the Loons for their final season in the North American Soccer League, scored my first professional goal days later, and things were off and running.

Since then, the journey over the past 10 years has been incredible, and I’m really grateful for it.

Football-wise, it’s been great, but I can't think of many better experiences than the places I’ve been, moving around the United States. Going from Minnesota to Florida, then going to Salt Lake City, Utah, San Diego, California, and then here in Indy, I’ve got to live in some great places.

I’m incredibly proud of what I’ve accomplished on the field, too.

Winning the USL Championship with Real Monarchs SLC in 2019 is No. 1 for me. There’s no feeling like lifting a trophy, and to captain the side was an incredible honor. Forming that bond with the other squad mates and winning that championship together was incredible.

I’m also really proud of coming here to Indy, bringing my family here, and integrating into the community. Becoming the all-time leading goal scorer for Indy Eleven was big for me, and something I'm really proud of.

More than 250 appearances into my career, I feel great, and I’m hoping I’ve got many more years left.

As players, it’s up to us how much work we put in, and that ultimately is how you end up getting that longevity in your career. If you’re willing to put in the work – whether that’s recovery, whether it’s working hard in the gym, whether it’s also adapting to the game tactically – I think I’ve always been one to try and get the edge on others and try and work hard to do that.

But I know playing doesn’t last forever. That’s when I knew it was time to go back to school.

Huge Array of Options to Learn From

When I first heard about the USL’s partnership with Bellevue University, I was interested immediately.

It almost seemed too good to be true. You can basically get a scholarship to learn whatever you want, and all you have to do is just be a USL player and be enrolled as a professional footballer, it was a no-brainer for me. I felt like, “I have to do that, and anything I can do to get on that program, try and make possible.”

Having teammates who’d gone through the experience was a godsend as well. One of my good friends, Aedan Stanley, and I had many conversations about finding the balance between playing and school – he was one of the first people that I reached out to and asked, “What’s it like, how are you making it work?” I didn't want to jump into something that I couldn't handle, especially with a small family. He was really helpful, as was James Musa, who was going through the same thing when he was at Indy Eleven last year.

Now I’m pursuing a degree in Sport Management, but the great thing about Bellevue University is there’s a huge array of options to learn from. I think that’s what makes it so good, you can pick and choose what you want to learn.

I’m really enjoying learning aspects of education that I didn't think that I would get to know about. There’s lots of individual classes that go from human geography, nutrition classes, algebra classes, there’s all kinds of stuff that I’m delving into that I honestly couldn’t remember learning about. I think I was diving into the back of my brain with the algebra from when I was 11 or 12, that was a tough one, but I’m really enjoying it.

For my kids, too, I’ve always wanted to be a positive role model for them, and I think them seeing me take the time to do that is something positive. I don’t hide it from them, I don’t go off into a room, if I need to catch up on some work, they’ll see me working. I think that’s important, too.

They’re six and eight years old now, and sometimes we sit around the table as a family and we do schoolwork together. Maybe they're catching up on me, but it’s a positive thing. I think it’s something where I hope they could follow in my footsteps.

‘I Wanted to Give Myself the Tools to Do Something’

Long-term, I think staying in football is something that is a good idea for me. I’m not sure what that role looks like, whether that’s coaching, whether it’s a front office role, whatever that may be, I’m not quite sure yet, but I wanted to give myself the tools of being able to do something if I wanted to, which is where my degree comes in.

What’s been really cool the last few years here at Indy, we get to train with the Academy lads who come up. My son, as well, has been involved in the Academy at Indy Eleven. He’s only eight, and he’s at the youngest age group, so it’s cool to see him at the bottom, and then I’m at the pro level.

I’ve done a bit of coaching in the academy as well with my son’s team. There’s a lot of joy that you get out of it, where you know their brains are like sponges. You give them information, they absorb it, and then you see it happen in real time. I think the coaching side is another passion of mine, where I feel like I can use the experiences I’ve had and hand them down to the younger generation.

As fulfilling as that is, and as much as I’ve achieved as a player, completing my degree is definitely going to be right up there when it comes to accomplishments. Being the first proper degree I’ve worked toward, I’ll be really happy once I achieve that.

I’m definitely looking forward to that feeling.

- Jack Blake, Midfielder, Indy Eleven

From The Pitch aims to provide a platform for individuals within the USL to share their thoughts on things that matter most to them – at the crossroads of life and the beautiful game. USL partner Bellevue University is committed to empowering motivated students to explore their passions, impact change in their communities and chase their dreams.

Spend a few minutes talking with Marissa Decker and one thing becomes clear: she knows exactly who she is.

She describes herself as sensitive, high-energy, bold, occasionally edgy and, above all, a storyteller. For years, she questioned whether those qualities belonged in a corporate environment. Today, those very qualities are driving her success.

Working for Metropolitan Utilities District (MUD) since 2015, Decker collaborates with contractors and engineers to improve customer satisfaction in her position as Business Development Builders Clerk. While the role is firmly rooted in a professional, service-driven environment, she has stretched beyond traditional boundaries, especially while completing her Bachelor of Science in Marketing degree at Bellevue University.

In addition to her full-time role, she took on an internal volunteer role within the organization in late 2025 as a creative content marketing lead for the Cultural Employee Resource Group (CERG). However, what began as a simple volunteer gig became a defining lesson.

"You have to be unapologetically yourself and push outside of the box," she said. "That's where the magic happens."

Turning Passion into Credibility

Decker has always been drawn to storytelling, graphic design, and content marketing. What she sought from Bellevue University was the structure behind that passion.

“I have experience. I have knowledge. I have the creative human touch. But I wanted those advanced skills and a deeper understanding of marketing,” she said. “Now I have credibility because I earned my degree.”

Through her coursework, she learned to pair creative instinct with strategic thinking—analyzing audiences, building campaigns and measuring impact. That combination proved transformative.

While working with the ERG, Decker began creating content designed to connect employees, educate the workforce and strengthen culture. Her work aligns with organizational branding standards while bringing warmth, personality and humanity into corporate communications.

Marketing with Empathy

At the core of Decker’s approach is a simple belief: good marketing starts with understanding people.

"You can't be a marketer if you don't ask questions and genuinely care," she said. "You can't serve your audience if you don't understand them."

That mindset shapes everything she creates.

Her newsletters don’t simply share information—they tell stories. When launching a new internal publication, she invited employees to help name it. The final choice, Culture Connect, reflected a shared vision. For an engagement initiative, she developed a global travel-themed campaign that tied into the current “passport program,” which employees collect stamps and points for participation. Decker designs personalized stamps for each event and colorful promotional materials to engage members with intentionality.

In fact, one profile in the program highlighted a colleague from Nigeria and included guidance on how to pronounce his name. It was a small but meaningful detail rooted in respect and inclusion while still being modern, fun, and educational.

"I can physically see people engaging with my work and how it makes them feel valued," she said. "I found my purpose."

That purpose was further recognized when Decker earned a Pinnacle Award from the American Marketing Association Omaha Chapter. Her winning project was one she completed during her time at Bellevue, and it focused on a social media strategy targeting an untapped audience: men interested in skincare. The project combined research, audience analysis, risk assessment, strategic planning and graphic design.

Decker credits Bellevue University faculty member Dr. Randa Zalman for helping elevate her work and being a mentor who saw her talents and encouraged her to put her work out there.

"I've never had a teacher personally reach out and say, 'Marissa, I want you to know you have a gift,'" Decker said. “It's really motivating to have a professor who sees your talents and provides detailed feedback on how to improve. But also provides the tools to be successful and genuinely cares about your wellbeing.”

An Academic and Career Journey to Be Proud Of

Decker’s journey extends beyond awards.

She is a first-generation college graduate who worked full-time while earning her degree. During that time, she also purchased her own home, maintained a 4.0 GPA and earned Dean’s List honors.

"I went from being a college dropout to being recognized as the winner of the Pinnacle Award," she said.

"I felt like a failure at one point in life, constantly comparing myself to others," she said. "Now I'm very confident in so many aspects of my life, seeing what I am capable of and so blessed I went back to school, met amazing people, secured my degree, and chose myself."

That confidence has created momentum beyond the workplace. Her work at MUD and involvement with the ERG have led to freelance opportunities and new ways to apply her skills.

But for Decker, success isn’t defined by recognition. It’s defined by connection.

"I help people feel seen and heard," she said.

And in a field often driven by metrics and dashboards, she’s found something equally powerful. "I am authentically me in everything I do," she said.

After more than four decades in higher education – and specifically at Bellevue University, Dr. Roxanne Sullivan has learned something surprising:

Students haven’t changed nearly as much as people think.

As Bellevue University’s longest-serving professor and longtime Psychology Department Chair, Sullivan has spent 43 years helping students understand human behavior. Along the way, she’s witnessed the rise of personal computers, the internet, online education, smartphones, social media, and now artificial intelligence.

Yet despite all the technological disruption, the fundamentals of learning remain remarkably consistent.

“People always think students today are completely different,” Sullivan says. “The excuses have changed from ‘the dog ate my homework’ to ‘my computer ate my homework,’ but many of the challenges are the same.”

The Human Side of Learning

Sullivan’s perspective is grounded in both scholarship and experience.

A developmental psychologist by training, she earned degrees from the University of Iowa, Purdue University, and Michigan State University before joining Bellevue University in 1983.

Over the years, her focus shifted from researching young children to understanding how college students learn most effectively. One lesson stands above the rest: students thrive when they take ownership of their education.

“The biggest change I’ve seen is the amount of responsibility students take for their learning,” Sullivan explains. “Some simply don’t have modeling when it comes to college.” That’s especially true for first-generation college students, a group Sullivan understands personally.

Despite growing up in a family without college degrees, education was always expected. Her parents encouraged academic achievement and instilled a belief that learning could create opportunities beyond what previous generations had experienced.

Today, she works to provide that same encouragement to students navigating college for the first time.

Psychology Is More Relevant Than Ever

When we asked Sullivan if, and how, psychology has changed over the years, she said that it hasn’t changed much. “When people think about psychology as a major or profession, they think you’re going to analyze them.” Many of Sullivan’s students aspire to be therapists or counselors, and while some go on and earn these credentials, she made the point that what people learn in psychology courses runs wide and deep across many other careers – and life. “In today’s workplace, understanding how people think, communicate, make decisions, and respond to change may be more valuable than ever. It’s not just the content,” she said, “It’s the skill sets.”

Those skills include critical thinking, communication, problem-solving, empathy, and understanding human motivation—capabilities that apply in business, marketing, leadership, healthcare, education, and countless other professions.

In fact, some of Sullivan’s most successful former students never became practicing psychologists at all. Instead, they apply psychological principles in careers ranging from real estate to nonprofit leadership to veteran services.

The common denominator isn’t a specific job title. It’s an understanding of people.

The Online Learning Experiment That Worked

When Bellevue University began expanding its online offerings, Sullivan wasn’t immediately on board. Like many faculty members, she worried about whether students could receive the same educational experience outside a traditional classroom.

Rather than resisting the change, she decided to shape it.

Over the course of several years, Sullivan helped move nearly an entire psychology program online while maintaining the rigor and engagement she believed students deserve. Her goal was simple: online students should receive the same quality education as students sitting in a classroom.

Today, psychology remains one of Bellevue University’s strongest programs, with online enrollment continuing to grow.

The experience taught Sullivan an important lesson about innovation – technology works best when it serves educational goals.

The AI Conversation Is Familiar

As artificial intelligence rapidly enters classrooms and workplaces, Sullivan sees parallels to earlier technological revolutions.

When calculators became common, educators worried students would stop learning math. When the internet emerged, many feared research skills would disappear.

Now, AI has become the newest source of concern. Sullivan believes the discussion should focus less on fear and more on responsible use. “Like anything else, you learn to use the tool appropriately,” she says.

The solution isn’t avoiding the technology altogether. The solution is teaching students how to question it. “Use it,” she advises. “But think about what it’s giving you.”

AI can help students brainstorm ideas, create visuals, summarize information, and explore concepts. But it cannot replace critical thinking, judgment, or genuine understanding.

But Sullivan warns: AI can generate inaccurate information, fabricate references, or confidently present incorrect conclusions. She is fine with students using AI, because she knows they’re going to, but she instructs them to cite their sources and deploy their good thinking to a piece that AI has helped research.

Curiosity Still Wins

Throughout the interview, one theme surfaced repeatedly: curiosity.

Whether discussing psychology, technology, or student success, Sullivan returned to the importance of asking questions, exploring ideas, and remaining open to learning. That’s one reason she remains optimistic about the future.

While technology will continue to evolve, the qualities that drive success remain remarkably stable: Students who are curious. Students who take responsibility. Students willing to challenge assumptions and think critically. Those are the students who thrive.

And after 43 years in the classroom, Sullivan has seen enough evidence to know that will never change.

A Legacy Beyond Psychology

As Sullivan prepares for retirement in a year, her influence extends far beyond the psychology department.

Thousands of students have passed through her classrooms. Hundreds have chosen careers inspired by lessons learned under her guidance.

Perhaps most importantly, she has modeled what lifelong learning looks like.

From adapting to online education to thoughtfully embracing AI, Sullivan has never stopped learning herself. That may be her most enduring lesson. The world will continue to change. New technologies will emerge. New challenges will appear.

But curiosity, critical thinking, and a commitment to understanding people will always matter.

And those are lessons worth carrying forward.

When James Smith came to Bellevue University nearly 26 years ago, he didn’t expect to stay. In fact, he assumed the opposite.

After a successful career in the private sector, Smith accepted a position at Bellevue University thinking he’d teach for a while, gain some experience, and eventually move on.

“I thought I’d probably just do it for a little while,” he says with a laugh.

Nearly 26 years later, he’s still here. Today, Smith serves as Associate Vice President and Dean of Students, a role that allows him to do what he’s enjoyed most throughout his career: help people succeed. By the way, having earned his E.D.D., he still goes by James.

And while Bellevue University has changed dramatically during his tenure—with new buildings, expanded programs, and tremendous growth—Smith says the reason he’s stayed has remained remarkably consistent.

“We’re still small in how we treat people,” he says.

From Texas to Nebraska - and an Unexpected Career

Smith grew up in San Antonio, Texas, and came to Nebraska to visit his parents, who were relocated here with the military.

Then life happened. He met his future wife in a shopping mall. “It was a true ’80s love story,” he jokes. That chance meeting changed everything.

After building a career in telecommunications, sales, and marketing, Smith found himself at a crossroads. He had been traveling constantly and wanted something different—something with more purpose.

He had always wanted to teach. Bellevue University gave him that opportunity.

He joined the faculty, teaching in the business program for more than a decade before transitioning into student affairs and, ultimately, becoming Dean of Students.

The Power of a Second Chance

Ask Smith what he loves most about Bellevue University, and his answer comes quickly. It’s the students.

More specifically, it’s the students who might not have had an opportunity somewhere else. “We take the top 100 percent of every graduating class,” he says with a smile. Behind the humor is something he deeply believes: education changes lives.

Bellevue University serves many first-generation college students, adult learners, working parents, and students whose paths haven’t been perfectly straight.

And Smith wouldn’t have it any other way.

“Education is the greatest thing for socioeconomic growth,” he says. “Whether it’s a trade or a traditional degree, education is the way you better your life.”

Throughout his career, he’s watched students overcome financial hardships, family responsibilities, and personal struggles to walk across the graduation stage. Those moments never get old.

“They’re really appreciative because they’ve struggled,” he says. “Being able to help improve lives—that’s a pretty cool feeling.”

Understanding Today’s Students

As Dean of Students, Smith has also witnessed significant changes in student life.

Today’s students are entering college in a world shaped by social media, constant connectivity, and the lingering effects of the pandemic.

He believes many students missed important social experiences during COVID and are still rebuilding those skills.

At the same time, technology has fundamentally changed how people communicate.

“I think people aren’t as comfortable talking to people,” he says. “And that’s kind of a sad thing.”

However, Smith remains optimistic. He sees students who are eager to learn, willing to grow, and deeply appreciative of the opportunities they’ve been given. What they often need most isn’t judgment. It’s guidance.

Why Relationships Still Matter

For someone who works in higher education, Smith spends surprisingly little time talking about policies, programs, or processes.

He talks about people. He talks about relationships. He talks about conversations.

Even after years of working with online students, he still values face-to-face interactions.

“When you actually talk to people and get to know them, know their families and their situations, that makes a big difference.”

He believes one of the most important things universities can do is create opportunities for meaningful human connection.

Sometimes that means helping students through difficult situations. Sometimes it means having hard conversations. And sometimes it means simply being present.

The relationships built during those moments often last long after graduation.

“I still get letters from students,” he says. “I stay in touch with some of them.”

For Smith, those relationships are among the most rewarding parts of the job.

A Growing University That Still Feels Personal

When Smith joined Bellevue University, the campus looked dramatically different.

There was no Educational Services Building. No Fieldhouse. No state-of-the-art athletic facilities.

Today, online students who visit campus for commencement are often amazed by what they see.

The University has grown tremendously.

Yet Smith believes Bellevue University has preserved something rare.

Despite approaching 1,000 employees (full-time) and serving students around the world, the University still feels personal.

“You can still walk into the president’s office and talk,” he says. “People genuinely care about each other. You can’t put a price tag on what we have here,” Smith says.

The Bellevue University Difference

When asked about the most positive change during his 26 years at Bellevue University, Smith doesn’t mention buildings or enrollment numbers.

He talks about culture. He talks about kindness. And he talks about the University’s willingness to give people another chance and to do a little more than expected.

It’s what he calls “the Bellevue University way.” Students feel it. Employees feel it. Alumni remember it. And it’s why a man who once planned to stay only a short time is still here more than two decades later.

Because sometimes, the places that change the most are the ones that never lose sight of who they are.

For James Smith, Bellevue University has grown in every imaginable way. But at its heart, it remains exactly what convinced him to stay:

A place built on people, purpose, and possibility.

Hoke’s journey to earning her MHA began when she returned to the workforce in 2014 after taking time to raise her three girls, soon realizing that continuing her education would be essential to achieving her career goals. “I needed a program that would fit into my life, which was already busy with my girls and working full time,” she said. “The level of engagement and availability from the professors built my confidence and pushed me to succeed.”

Similar to Hoke, Vacarro knew a leadership position would require more education. She found that her employer offered tuition reimbursement with Bellevue University. “I decided that there was really no reason not to pursue my MHA. I enjoy learning and I was eager to deepen my knowledge about healthcare,” she said. “I was also able to complete the program without accruing new student debt!”

Growing and Connecting Through Graduate Education

Hoke said earning her MHA has helped her grow personally and professionally over the last decade. ”The ability to work while enrolled in the MHA program allowed me to bring my real-life healthcare experiences to the program,” she said. “In turn, the real application of the ideas not only drove me to be a better professional; it deepened my understanding of the concepts that I was learning,” she said.

She valued her MHA experience so much that she wanted to be an active part of its future. “Bellevue University makes a college degree a realistic, attainable goal, and that is one of the biggest reasons that I sought out an adjunct position,” she said. “I truly believe that being an adjunct continues to grow my knowledge and perspectives in my field with each course I teach.”

Vaccaro agreed that the MHA’s immediate application to her workplace and accommodation of working students helped her succeed. “I had opportunities to ask questions of leaders that might not necessarily have arisen otherwise,” she said. “While I was initially nervous about being part of an online cohort, in hindsight, it was the only way I think I could have completed my MHA in the time that I did.”

During her program, Vaccaro worked closely with Hoke during her Organizational Delivery and Design course, with the two ultimately meeting in person at the graduation open house in January.

Continuing to Learn as Colleagues

Following graduation, Hoke offered Vaccaro a role as Credentialing Coordinator at Midlands Choice, where Hoke works as the Director of Credentialing & Compliance.

“I knew that Shannon would be a great candidate for the position,” Hoke said. “I am excited for the opportunity to work with her in this new capacity and am grateful for the connection formed through the MHA program.”

Vaccaro said she has already seen the impact her graduate program is making in her new role. “I am using my problem-solving skills in a new way and really try to integrate how my role impacts the organization,” she said.

She also said Hoke’s mentorship has made an undeniable impact. “Jenn was a pivotal reason I decided to make the leap into the position at Midlands Choice,” Vaccaro said. “Because of my experience with Jenn at Bellevue University, and because of the MHA program itself, I had the confidence to take on a new role that was outside of my comfort zone.”

MHA Program Director Mike Freel said he often sees lasting connections like these. ”The program is led by highly accomplished faculty, but what truly sets the program apart is how those faculty connect with students,” he said. “As students approach the end of the program, many begin to see new professional doors opening. During this important transition, faculty remain actively engaged. That genuine investment in student success is what helps create lasting relationships that extend well beyond the classroom.”

For years, Karen McMullen’s path seemed set: a future in criminal justice, possibly in law enforcement. But life had other plans.

“I got my associate’s degree in California and completed the first phase of the Reserve Police Academy, earning my POST Level III Reserve Peace Officer Certificate,” McMullen recalls. “Then I found out I was pregnant with my son, and so at that time, becoming an officer was off the table. That felt like a detour, but it ultimately became the foundation for everything that followed.”

And what followed wasn’t a straight line, but a journey shaped by resilience and timing.

After entering the workforce, McMullen took a job at a bank and discovered her employer offered a tuition assistance program. She enrolled in a cybersecurity certificate program, but quickly realized it wasn’t enough.

“I realized I needed more. That wasn’t enough for my goals,” she says. “I reached a point in my life where I said, ‘You have no choice, you have to do it now,’” she explains. “It had been 17 years since I got my associate’s degree, and I knew my waiting period was over.”

That decision led her to Bellevue University through Guild, a leading education platform. Bellevue University is one of the schools in Guild’s academic network.

For the first time, education fit into her life—not the other way around. Bellevue’s online format made it possible to balance two jobs, motherhood and life as a military spouse. “I had never taken online classes, and I was terrified. But now that I’m older, learning this way works for me as it is convenient and flexible.”

A Support System That Made the Difference

A key part of McMullen’s success was the support she found at Bellevue, especially from her Student Coach, Val Henderson.

“Val was wonderful. She’s an amazing person who gets me. She understands me. Her constant communication and confidence in me made all the difference.”

Together, Karen and Val charted a path not just to graduation, but to excellence. With Henderson’s guidance, McMullen added a minor in Computer Information Systems and prepared to graduate with honors.

That support became even more critical when her husband’s military deployment required the family to relocate to Germany in November 2025.

“I was worried about whether I could keep going,” she says. “But again, Val assured me that being there and continuing in my classes would work.”

With help from Bellevue staff, early technical challenges were resolved, leaving only the adjustment to time zone differences.

“Throughout my journey, everyone—from my family to my student coach to my professors had this mindset of ‘we are getting this degree together.’ Of course, my biggest supporter has been my husband. His encouragement and unwavering belief meant everything.”

Earning her Bachelor of Science in Criminal Justice and graduating magna cum laude holds academic significance, but for McMullen, the honors she earned were deeply personal, as well.

“I want to go to law school, so yes, GPA matters,” she says. “But personally, it means something more.”

She reflects on earlier setbacks, including being placed on academic probation in community college. “When I came to Bellevue, I told myself, ‘You made mistakes before, but you can be as close to perfect as you want to be now.’ This was personal. I wanted to make up for the past.”

Although Karen had made the Dean’s List throughout her time at BU, she didn’t realize she had earned magna cum laude honors until the day of commencement.

“I was sitting there and saw it, and I was so excited. I took pictures in my chair and sent them to my family,” says McMullen. “After the ceremony, I kept my graduation cap on. I kept looking at myself and saying, ‘You are superwoman. You did it. Magna cum laude.’”

A Season of Milestones

Graduation came during a remarkable season in her life.

“My son graduated high school this month, I graduated this month, and I’m pregnant with another child,” she shares. “My husband and I will be returning to Germany soon. It’s been a wonderful few years.”

She is also the first among her siblings to earn a college degree. “I’m one of seven kids, and I’m the first to get my degree.”

Her accomplishment is already inspiring others. Shortly after graduation, her older brother became emotional, sharing that her success is motivating him to return to school and finish his own degree.

As for her, she’s more committed than ever to her goal to help victims in the criminal justice system.

“My passion is connected to domestic violence advocacy and helping individuals and families who have experienced abuse, trauma, and injustice,” she explains. As she looks toward law school, she wants to advocate for victims, strengthen legal protections and drive meaningful reform.

Her Success Is ‘Right on Time’

Reflecting on her education and career journey, McMullen emphasizes that success doesn’t follow a single timeline.

“School is not for everyone at a certain time,” she says. “It has to be in your time. It doesn’t matter your age or life circumstances, but you can do it when the time is right. I returned to school 16 years later at 39 years old and finished at 40. Don’t allow your age to determine your destiny. Instead, use it as a multiplier to achieve greatness.”

Finding that time also meant finding the right place. “I’m so thankful I found the right institution for me. I had gone to other schools, and they didn’t fit. Bellevue did. I didn’t give up on my goals, I just found somewhere better to accomplish them.”

When that moment came, she didn’t just finish, she excelled – as a mom, military spouse, college graduate and magna cum laude honoree.

Advancing with the Market Through Education

Ron began his higher education journey with an associate’s degree in civil engineering, progressing through his career into a Chief Information Officer role at Montgomery County Memorial Hospital in Red Oak, Iowa.

“Modern healthcare is consistently engaged in rapid technological advancement,” he said. “I needed additional skills and aptitude to manage the burgeoning healthcare digital infrastructure and vast operational changes thrust upon healthcare staff.”

He chose the Bellevue University Management Information Systems program in 2010 for several reasons, including the school’s prominent U.S. News & World Report rankings, physical proximity of the school (about an hour’s drive) and strong reputation for online learning.

Bellevue University’s generous credit transfer policy was also a factor. “I wanted my credits from my associate’s degree experience to count as much as possible and Bellevue University was extremely accommodating in that regard,” Ron said.

Through his program, Ron gained the advancement he needed to progress his organization into the future. “The expectations placed on our people from these rapid changes demanded that I bring the best that I could to the task,” he said. “The MIS program gave me the necessary tools and the knowledge.”

Continuing on to the Graduate Level

Ron chose to pursue his Master of Healthcare Administration (MHA) degree shortly after completing his bachelor’s degree. “The decision was easy,” he said.

Ron said earning his master’s degree empowered him to better serve the caregivers he leads. “This was my way of advancing a personal mission to give back to the organization that had given me so much,” he said. “Bellevue University's MHA Program provided me with the curriculum, the educators and the relationships I needed.”

Ultimately, this led him to a CEO role at the hospital. “Most healthcare CEOs come up through the ranks of finance or medicine,” he said. “Advanced technology is now foundational to a modern healthcare organization. Bellevue University helped me combine all the necessary elements to lead a complex healthcare organization as its CEO and do it successfully; I am forever grateful for the impact that Bellevue University had on my career.”

Ron retired in March, transitioning to CEO Emeritus. He also serves on the College of Business Advisory Council. “I know that if I need help with a particular subject, I can count on the folks at Bellevue University, and they can also count on me if they have a need that I can fulfill,” he said.

Love of Learning Runs in the Family

Sarah said she remembers her dad passing on his love of learning early on. She was homeschooled from second through 12^th grades, and each year she and her parents evaluated if that was still the best option for her. “I believe this early practice of curiosity and analysis that my parents helped me develop has been invaluable.”

Sarah became the first person in her family to earn a bachelor’s degree, then earned her Master of Fine Arts degree at Iowa State University. She found a continued passion for education while working in tutoring, writing and other roles at her school. “All of these experiences affirmed my interest in and commitment to working in higher education,” she said.

After working in various capacities at Miles Community College for more than 13 years, Sarah moved back to Nebraska to continue her education career. “I first got to know the university through my dad's experiences as a student,” she said. “In 2021, when I researched colleges and universities committed to open access in the Omaha area, Bellevue University impressed me and stood out as the place I wanted to work.”

Like her father, Sarah is also committed to focusing on building and maintaining relationships. “My aspiration is to keep showing up every day with curiosity, with an unwavering conviction that relationships and collaboration matter, and a belief that there is no impossible place for a student to start from on a higher education journey,” she said.

Sarah is currently working toward her doctorate of education through the Rossier School of Education at the University of Southern California. “The needs of our learners will keep changing as we move forward, and we will keep proactively evolving to meet students with support and excitement,” she said. “In 2025, Bellevue University was one of the few institutions to earn the Opportunity College and Universities designation from the new Carnegie Student Access and Earnings Classification.”

When most people think about artificial intelligence, they think about tools like ChatGPT.

Dr. Ashley Babjac, Assistant Professor of Artificial Intelligence, sees something much bigger.

“AI has been around for decades,” she said. “It’s behind so many systems we rely on every day.”

That broader view is shaped by a career spanning statistics, computer science and bioinformatics—and now informs her role at Bellevue University, where she will teach in the Master of Science in Artificial Intelligence program set to launch this summer.

Looking beyond the hype

For Babjac, the current moment in AI is less about novelty and more about acceleration.

“What’s changing now is how quickly we can apply it to solve complex problems,” she said.

That includes work in healthcare, infrastructure and environmental science. Her research has ranged from predicting patient outcomes to using AI to identify enzymes capable of breaking down pollutants like ocean plastics—work that can significantly reduce the time and cost of scientific discovery.

“Each experiment can cost thousands of dollars,” she said. “AI helps narrow down the possibilities so you can focus on the most promising options.”

It’s also why she emphasizes that understanding AI requires more than knowing how to use a tool.

“If you ask a bad question, you’ll get a bad answer,” she said. “AI is powerful, but only if you understand the fundamentals behind it.”

A program built for real-world application

That focus is central to Bellevue University’s new master’s in artificial intelligence program.

“What really stood out to me is how well-rounded it is,” Babjac said. “It covers a lot of ground, but it also goes deep where it matters. Students aren’t just learning theory, they’re applying it.”

The program is designed to give students a holistic view of AI, combining foundational concepts, data science and hands-on application, with the goal of solving real-world business problems.

Students will work with real data, explore case studies and build practical solutions that mirror challenges they may encounter in the workforce. In Babjac’s courses, that includes projects like robotics simulations and reinforcement learning models.

“We want students to be able to do something with what they’ve learned,” she said. “Not just understand it but apply it.”

While the field continues to evolve, Babjac points to the importance of a strong foundation.

“The field changes quickly, but the fundamentals don’t,” she said. “If you understand those, you can adapt to whatever comes next.”

Preparing leaders in AI

One of the program’s distinguishing features is its flexibility. Students can tailor their coursework through electives and certificate options, allowing them to pursue different paths—whether that’s building AI systems or leading teams that implement them.

“Our goal is to develop people who can not only understand AI, but also lead and orchestrate it,” Babjac said. “That’s where a lot of opportunity is right now.”

Rather than focusing on a single specialization, the degree prepares students for a range of roles, including machine learning engineers, data scientists and AI research specialists.

“AI touches everything,” she said. “Having that broader perspective gives students flexibility in where they go next.”

Meeting students where they are

In the classroom, Babjac’s approach is grounded in interaction and adaptability, shaped by years of teaching and curriculum development in artificial intelligence and computer science.

“Graduate students come in with very different backgrounds and goals,” she said. “My job is to meet them where they are and help them get where they want to go.”

That means creating opportunities for hands-on learning, encouraging exploration and helping students find their direction within the field.

As AI becomes more integrated into everyday work, Babjac emphasizes the importance of using it thoughtfully. Her experience working with sensitive data in healthcare has reinforced the need for strong ethical awareness, from protecting patient information to understanding how AI systems are trained and used.

“You can’t just plug information into a tool without thinking about where that data goes,” she said. “Understanding those implications is part of being responsible with AI.”

That perspective is woven into her teaching, helping students think not only about what AI can do, but how it should be used.

Looking ahead

As the program prepares to launch, Babjac is focused on what students will take with them when they leave.

“The goal isn’t just to learn AI,” she said. “It’s to understand it well enough to use it, lead it and adapt as it changes.”

With that foundation, she believes students won’t just keep up with the field—they’ll help shape it.

Instead, she remembers a moment of transition — stepping into single parenthood, navigating a career change and trying to figure out what came next.

“I knew I needed to do something different,” White said. “I needed to go back to school. I needed to make more money for my kids. But I didn’t really have a path.”

What she did have was a willingness to try — even if she wasn’t sure it would work.

That openness led her to Ignite Nebraska, a workforce development nonprofit that partners with Bellevue University to help individuals build careers in high-demand fields like technology.

A starting point — and a challenge

White first heard about Ignite Nebraska from her mom. At the time, she wasn’t convinced it was for her.

“I didn’t think it was something I’d be able to do or be good at,” she said.

But she applied and quickly found herself in a program that was both supportive and demanding.

“They were really serious about what they wanted to do,” White said. “They wanted people to take it seriously and be willing to put in the work.”

That balance is intentional.

“We talk about grit a lot in our program,” said Kellee Mikuls, executive director of Ignite Nebraska. “Mallorie is the epitome of that. She came in ready to work, even when life wasn’t easy.”

For White, the program became more than just training. It gave her direction at a time when she didn’t have it.

“It gave me something to step on,” she said. “I didn’t know what was next before that.”

Learning how to move forward

Ignite’s model combines classroom learning with hands-on experience inside a partner organization — in White’s case, Blue Cross Blue Shield — while also beginning coursework through Bellevue University. The program typically runs about six months, with participants fully immersed throughout that time.

The pace is demanding. Days are split between technical training, real-world projects and building professional skills that many participants are developing for the first time.

“We learned everything from coding and data to how to present, how to write emails, how to communicate in a corporate environment,” White said.

One lesson stood out.

“Learning how to ask for help,” she said. “Knowing when you don’t know something and who to go to — that made a huge difference.”

That mindset shift helped everything else click. As she worked with data, particularly in Structured Query Language (SQL), she began to see it differently.

“It was like telling a story,” White said. “How do you want to pull the data and show it so others can understand it?”

She started practicing on her own at night, building both confidence and momentum.

Building on the foundation

As White neared the end of the Ignite program, continuing her education felt like the natural next step.

She enrolled at Bellevue University, graduating in January with her bachelor’s degree in Computer Information Systems, while continuing to build on the technical and professional foundation she had already started to develop.

For Mikuls, that transition is a key part of the model.

“Ignite can be that launching point,” she said. “But then partners like Bellevue University come in and really help nurture that growth and create long-term opportunity.”

The combination of real-world experience and academic learning gave White something she hadn’t had before — a clearer sense of direction.

Instead of trying to figure out a career path from scratch, she was now moving forward with purpose.

Where she is now

Today, White is a health data analyst at Blue Cross Blue Shield, a role she stepped into after progressing from an apprenticeship through the Ignite program to a full-time position and, most recently, a promotion.

She’s been with the organization for about three years, steadily building both her technical expertise and her confidence along the way.

Looking back, what stands out isn’t a single turning point, but how each step built on the last — from Ignite to Bellevue University to her current role.

“I didn’t think I was going to be able to do it,” White said. “There were a lot of hard things going on. But once I started, I just kept going.”

Angie Biester had to make a pivotal choice early on between opportunity and education, but with patience, she was able to excel at both. Accepting a position with the U.S. Department of Agriculture (USDA) after high school, she completed her bachelor’s degree years later through a  Bellevue University accelerated degree completion program, an option that was almost unheard of at the time.

As she prepares to retire at the end of 2026 after more than 40 years, Biester says Bellevue University contributed to making her educational dreams come true. “Bellevue University gave me the opportunity to get my four-year degree. I don’t know if I would’ve been able to otherwise,” she said.

Opportunity Came Knocking

Biester learned of a stay-in-school position with the Farm Service Agency (FSA), a division of the USDA, after completing high school in Clay Center, Nebraska. She began working in the role part time while attending Central Community College in Hastings, Neb., moving to full time about a year later. Over the next decade, she earned her associate’s degree while helping Nebraska farmers with loans and financial assistance programs.

However, she still felt education was a goal she needed to achieve. ”I really wanted my bachelor’s degree,” Biester said.

That all changed when she learned about the accelerated Bachelor of Science in Management degree program at Bellevue University. Over the course of a year, she traveled two hours round trip, once a week to learn with her classmates, graduating in 1996.

Biester said the program fit where she was at in her life and career. “I had been studying accounting and business previously, and I’ve worked in finance my whole career,” she said.

Putting Her Management Skills to Work

Biester worked at the county level until 2010 when she was promoted to the state level. “The Bellevue University degree was really what helped me get this job,” she said. “It was a well-rounded way of tying my education together and gave me a step up to have the confidence I needed to lead in my new role.”

She said some of the learning she’s been able to directly apply to her career includes people skills, management, ethics, and accounting. “This role has enabled me to work on a national program rollout and work with people and demographics across the U.S.,” she said.

Her dedication and level of skill have not gone unnoticed. In 2023, Biester accepted the FSA Lifetime Achievement Award, which recognizes an exceptional FSA employee with more than 30 years with the agency who has improved the organization’s quality of service. She has also served as the national president of the FSA employee association.

“It’s hard to put into words how much it means to me that the accelerated program was available. It opened a lot of doors I might not have had access to,” Biester said. “It played a very important role in me getting to where  I’m at in my career and reaching my goal of earning a bachelor’s degree.”

Frequently Asked Questions

Q. What is an accelerated cohort program at Bellevue University?

A. An accelerated cohort program at Bellevue University is a structured degree pathway that allows students to complete their degrees efficiently by moving through courses with a consistent group of classmates. The model delivers the same academic rigor as traditional programs in a streamlined format.

Q. How does the cohort learning model work?

A. Students enroll as part of a cohort and progress through their major courses together in a predefined sequence. Coursework is completed one course at a time or in short sessions, allowing students to stay focused and move continuously toward graduation without re‑registering each term.

Q. Who are accelerated cohort programs designed for?

A. Bellevue University’s cohort programs are designed for working adults and returning students who are balancing education with professional and personal responsibilities. Many participants enter with previous college credit or an associate degree.

Q. Can students transfer previous college credits into a cohort program?

A. Yes. Bellevue University is transfer‑friendly, and students may transfer an entire associate degree into an accelerated cohort bachelor’s program, helping reduce time to completion.

Q. What are the benefits of learning in a cohort?

A. Cohort learning provides a consistent peer group, simplified scheduling, and a clear path to degree completion. Advancing with the same classmates supports collaboration, accountability, and real‑world application of coursework.

Q. Are accelerated cohort programs offered online or on campus?

A. Bellevue University offers accelerated cohort programs in both online and on‑campus formats, depending on the degree program, allowing students to choose the learning environment that best fits their needs.

Donna Bell is a second generation Air Force service member who followed in  her father’s footsteps. She worked as a C-130 aircraft/helicopter electrician and administrative assistant at multiple global bases before returning home to her native New York, separating from the military with an honorable discharge after 10 years. Today she serves as Administrative Assistant II for the College of Arts and Sciences, a role she has held for 17 years.

Ann Vassar served in the U.S. Navy for five years as active duty and six years in the Reserves. She worked as an Executive Assistant for several companies for more than two decades before joining Bellevue University as an assistant in the Advancement Office five years ago. She has since been promoted to development assistant.

Ashlea Rodriguez served as a medic in the Air Force for four years and is also a military spouse with three children. She joined Bellevue University in 2020 and now serves as the Manager of the Military Veteran Services Center (MVSC).

Impacting Students in Diverse Ways

While each of these women fill different roles at the University, their contributions directly affect student success.

Bell coordinates with professors to ensure they are prepared. “If the professors have what they need to teach their classes, then they're going to do a good job working with their students to make sure that they get the most bang for their buck and that they learn what they need to be successful in life,” she said.

Vassar’s department helps students get the financial assistance they need to complete their degrees. “The Advancement Office raises several million dollars annually for the university through donations and grants,” she said. This money directly supports student support, faculty support and innovation.”

Rodriguez oversees daily operations for the MVSC. “We support Bellevue University’s military-connected students, and through our extensive network of partner organizations, we also extend critical resources and services to the broader veteran community,” she said.

In her role at the MVSC, she facilitates a wide array of services for fellow veterans, including VA claims assistance, peer support, wellness programming, career and workforce development, therapeutic recreation, advocacy, and community-building initiatives.

Finding Fulfillment Through Continued Service

While these women now serve in different capacities than they did in the military, they all have applied leadership, collaboration and various skills acquired throughout their careers to give Bellevue University students the best experiences possible.

“I feel that my military service helps me bring compassion to the students, helping them with whatever they need,” Bell said. “I also did my schooling through the military and now, I've had a chance to work and go to school at the same time, so I have walked in their shoes.”

Rodriguez agrees that her past helps her better serve students. “All of the leadership at the MVSC are veterans,” she said. “There is something powerful about being a veteran helping veterans. When you’ve worn the uniform, you don’t just understand the words, you understand the weight behind them.”

This makes it easier to build trust, she continued. “Being an adult learner can sometimes be significantly harder to juggle than being a traditional student, and we help bridge that gap.” she said.

Bell and Rodriguez both said what really sets Bellevue University apart is the culture. “I love what I do,” Bell said.

“It isn’t something you can capture in a brochure or rank in a list,” Rodriguez said. “It’s the unspoken commitment and in the quiet moments when a staff member pauses to really listen.

”It’s the understanding that our students are not just ‘learners’ — they are parents, shift workers, first-generation graduates, transitioning service members, caregivers, and leaders balancing full lives outside the classroom.”

Frequently Asked Questions

Q: How does Bellevue University demonstrate strong female leadership?

A: Bellevue University is led by women across executive leadership, academic leadership, and operational roles, including women veterans serving in visible, high-impact positions.

Q: What makes Bellevue University’s approach to military students unique?

A: Bellevue University embeds military support across the institution, ensuring military-connected learners receive consistent, informed support throughout their academic experience.

Q: What is the Military Veteran Services Center (MVSC)?

A: The MVSC is a dedicated center at Bellevue University that provides military-connected students with VA benefits assistance, peer support, wellness programming, career services, and access to community partnerships.

Q: Where can military and veteran students learn more about Bellevue University?

A: Prospective students can explore Bellevue University’s military programs and services through the University’s Military & Veteran Services webpage.

Q: Is Bellevue University nationally recognized as a military‑friendly university?

A: Bellevue University is consistently recognized at the national level for its support of military and veteran students, including being ranked by Military Times among leading institutions serving military-connected learners.

Learning that your company can help you complete your degree is a life-changing opportunity, but then come the questions: How will it work? Will I be able to make time to study? How can I be successful after being away from  school for years? That’s where Guild Student Coach Beth Wever comes in.

Wever works on the Guild Advising team, where she serves as the bridge between companies supporting their employees’ continued education and helping students reach these goals. “I work with students whose employers offer some level of tuition assistance, whether that be full or partial coverage, for a variety of Bellevue University programs, including certificates, associate’s, bachelor's, and master's programs,” she said.

Bringing Personal Experience to her Role

Originally from western Iowa, Wever worked in child welfare for several years after earning her degree in psychology. She moved back to the area from Missouri after her husband was honorably discharged from the Army, ultimately finding her role at Bellevue University in 2019. She then returned to school after eight years, completing a master’s degree in management with a concentration in human resources in 2024.

These experiences empower Wever to better help students: the empathy needed in a helping profession, knowing what it’s like to transition between careers, balancing school and work, and going back to school after time away all contribute.

She also said that her roles as mom, wife, aunt, sibling, daughter, employee, mentor, and Bellevue University alumnus add to her perspective. “All of these roles help me give students the best advice I can according to the situations they bring to me,” Wever said. “I share routines and techniques that helped me prioritize, manage time, and be a successful non-traditional college student myself. I have genuine empathy for my students when they are dealing with personal matters like a sick child, or a change in their job, because I know how stressful that would be if it were me.”

Heidi Lupo, Senior Director of Advising, agrees that Wever’s compassionate nature contributes to her effectiveness. “I think it's the way she genuinely listens; she absorbs students' pain points with empathy and clarity, then works tirelessly alongside them to find a path forward,” Lupo said. “She never gives up on them and is a steady, solutions-focused resource they can count on. All of the student coaches try to do this for their students, but for Beth, it's like her superpower!”

Wever’s students also agree. “Throughout this entire experience, she has been such a huge part of my success within the program. She is attentive, follows through and touches base in a positive manner,” said one of her students.

Helping Students with Every Step of the Journey

Wever helps students look at the whole picture in mapping out their courses to reach degree completion. “I serve as the student's main point of contact, help them problem-solve life barriers, refer them to University resources,  and explain University and federal policies when needed,” she said.

Guild students are most often non-traditional college students with families, full-time jobs, and often multiple jobs, she added. “These are full-time working students who often didn't think they had a path to school until their employer and Bellevue University offered one,” Lupo said.

Bellevue University student coaches make sure students are on track every step of the way so they don’t get stuck or left behind. Wever helps her students overcome obstacles like enrolling in classes, knowing what course sequences come next, being aware of when classes start or end, and being clear on how to utilize various forms of payment, including financial aid.

“My role is to work with students as soon as they are enrolled in their first course and continue to support them through their last course, and sometimes through multiple degrees,” Wever said. ‘Knowing the student has a supportive coach could mean the difference between the student barely getting off the ground toward degree completion to graduating with an accredited degree with pride.”

A Coaching System Built Success

Wever said many would be surprised by how many students she coaches at a time, as she is able to give personalized attention to each one.  “I often communicate with a few dozen students in a single day,” she said. “This speaks to our Enrollment Management teams doing a great job of showing enthusiasm for each student as if they were the first, or only student we helped that day. Working with so many students a day has, in turn, cemented Bellevue University processes and information into coaches' minds, where it is just second nature to share.”

Frequently Asked Questions

Q: What is student coaching at Bellevue University?

A: Student coaching at Bellevue University is a personalized support model designed to guide students from enrollment through graduation. Student Coaches serve as a consistent point of contact, helping learners plan coursework, understand university processes, navigate policies, and stay on track academically—especially for adult and working students balancing multiple responsibilities.

Q: How does Bellevue University support working adults returning to college?

A: Bellevue University specializes in serving adult and non-traditional learners who often balance full-time work, family, and education. The University combines flexible online programs, employer education partnerships, and dedicated student coaching to help students manage time, overcome barriers, and persist toward degree completion.

Q: Is student coaching different from academic advising at Bellevue University?

A: Yes. While academic advising focuses primarily on course selection and degree requirements, Bellevue University’s student coaching model provides broader, ongoing support. Coaches proactively help students problem-solve life and work challenges, connect to campus resources, understand policies, and remain engaged throughout their entire academic journey.

Q: How does Bellevue University help students use employer tuition benefits or financial aid?

A: At Bellevue University, Guild Student Coaches support students whose employers work with Guild and offer tuition assistance. The coaches help students navigate their education journey and University processes.

Q: Who are Bellevue University student coaches, and what experience do they bring?

A: Bellevue University Student Coaches are trained professionals who understand the realities of working adult learners, including returning to school after time away, balancing work and family, and navigating career transitions. Their role emphasizes empathy, consistency, and practical guidance to help students succeed from their first course through graduation.

Q: How does Bellevue University help students stay on track from enrollment to graduation?

A: Bellevue University uses a structured, continuous support approach that includes course planning, deadline awareness, policy guidance, and regular communication. Student coaches monitor progress and intervene early when challenges arise, helping ensure students stay on track to earn a quality degree or credential from Bellevue University, which is an accredited institution.

“I truly enjoy my job,” she said. “I enjoy talking.to people, connecting with them and helping them make big decisions.”

Finding her Place at Bellevue University a Second Time

Yates graduated from Bellevue University, in her hometown of Bellevue, Neb., in 2006. “Bellevue’s my home,” she said. “I’m a Bellevue girl through and through.”

She put her marketing management degree to work, and she once again turned to Bellevue University when she decided she needed a change. A career test offered by the University’s Career Services department indicated a role as an admissions counselor would be a good fit. As luck would have it, she found an admissions role at the University itself.

Today, she combines her past experiences to exceed students’ expectations. “I help them realize their dreams,” she said. “Any time you’re in a sales role you’re in training, connecting with different people in different ways. I’ve taken all of that and found what works for me.”

This approach certainly makes an impact. “To feel heard and valued over the phone isn’t easy but Michele did that and more! I could honestly talk to her for hours,” said a student she recently helped.

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“Michele stands out as an admissions counselor because of the genuine relationships she builds with her students,” said Senior Director of Admissions Alexis Perea. “She has an incredible ability to make every student feel heard, supported and confident in their journey to Bellevue University.”

Serving Students with Compassion

A large part of Yates’ role involves guiding students through potentially challenging decisions and conversations. This includes helping students choose an educational program, select classes and navigate financial concerns. Many students also question how they will succeed if they were not able to complete a previous degree program.

“Emotions are going to come out,” Yates said. “We talk about having a support system and I am part of that for them. I listen to them and tell them to call me when they have questions.”

She also makes sure that students are comfortable enough to share all their concerns. “When you are your true, authentic self, it makes you more relaxed and students can feel that,” Yates said. “It helps them open up and ask questions.”

“Michele takes the time to understand each individual’s goals and circumstances, and that personal approach shines through in every interaction,” Perea said. “Her professionalism and empathy create an experience that leaves a lasting impression on the students she works with and reflects the standard of care we strive for across our team.”

Delivering the Highest Level of Personal Care

Yates said her focus on student needs is something unique to the Bellevue University admissions process. “Our whole team is excellent at making sure everyone is welcome and understood,” she said.

Throughout its history of catering to learners of all backgrounds, the University has developed this personalized experience approach. “Bellevue University’s admissions process is unique because it is designed to meet students where they are, rather than expecting them to fit a one‑size‑fits‑all,” Perea said. “We emphasize accessibility, flexibility in program and format, and personalized guidance from dedicated admission counselors who help students navigate their options and feel supported from first contact through enrollment.”

In fact, the University recently reached its highest Net Promoter Score since beginning to collect comprehensive student feedback in 2011. This score measures how likely students are to recommend the University and whether students met their goals.

“It’s an amazing place to work. It shows through in the way you help your students. They say ‘I can tell you love what you do’,” Yates said.”I feel valued, supported and appreciated so I’m able to provide genuine confident care for every student.”

Frequently Asked Questions

Q. What is the admissions process at Bellevue University?

A. The Bellevue University admissions process is personalized and student‑focused. Each applicant works directly with an Admissions Counselor who helps review requirements, explore programs, evaluate transfer credits, and guide the student from application through enrollment.

Q. Is Bellevue University accredited?

A. Yes. Bellevue University is fully accredited by the Higher Learning Commission (HLC). This accreditation ensures academic quality, employer recognition, and transferability of credits.

Q. Does Bellevue University have open admissions?

A. Yes. Bellevue University uses an open admissions model. Admissions decisions focus on student readiness and goals, not on standardized tests, in order to make higher education accessible to motivated learners from all backgrounds.

Q. How do I apply to Bellevue University?

A. Students can apply online to Bellevue University in just a few steps:

• Complete the online application
• Submit prior college or high school transcripts (if applicable)
• Connect with an Admissions Counselor to finalize next steps

Many programs have no application fee.

Q. What does an Admissions Counselor do?

A. At Bellevue, Admissions Counselors are one‑on‑one guides through the enrollment process. They answer questions, explain degree options and formats, and help students make informed decisions about returning to school—all with a focus on individual goals and circumstances.

Q. How does Bellevue University support students after enrollment?

A. After admission, students are supported by Student Coaches and a full student support network. Student Coaches help with academic planning, staying on track, and connecting students to tutoring, advising, and other resources throughout their degree program.

“It’s sadness,” Brownlee said. “I miss it. I like to be busy. I like to be challenged. This wasn’t an easy program, and I really appreciated that.”

That response might seem unexpected from someone who just completed a rigorous graduate degree while working full time. But it captures something essential about Brownlee: he’s drawn to complexity, growth and meaningful work.

Today, Brownlee serves as a senior organizational development specialist for a large mining company with operations around the world. His role takes him across three operating sites in Montana, where his work focuses on leadership development, performance management, succession planning, training and large-scale change initiatives.

It’s high-stakes work in an industry where human behavior and decision-making can carry real consequences — and it’s work that increasingly reflects the education he gained at Bellevue University.

A career shaped by curiosity

Brownlee’s professional path didn’t begin in organizational development. He earned his undergraduate degree in geology and spent years working underground in mining operations. Over time, though, something shifted.

“Rocks are great,” he said. “But people are what keeps it interesting.”

When an opportunity emerged to move into training, development and people-focused work, Brownlee leaned in. He learned from mentors on the job and began looking for an academic program that would deepen his expertise and give him a stronger foundation for the work he was already doing.

He discovered Bellevue University’s online Master of Science in Industrial/Organizational Psychology program and was drawn to its credibility and cohort structure. He didn’t want an isolated, self-paced experience. He wanted discussion, connection and accountability.

Balancing school with work wasn’t easy. Brownlee’s job often requires early mornings, long days and frequent travel between sites. But instead of feeling disconnected, his coursework and professional responsibilities reinforced each other.

A Bellevue University experience that translated directly to work

One of the biggest surprises for Brownlee wasn’t the workload — it was how much writing the Bellevue University program required.

“I wasn’t prepared for how much writing was involved,” he said. “But it showed me how to organize my thoughts and communicate them clearly.”

That skill shows up daily. Brownlee often serves as the bridge between complex ideas and practical application, helping frontline employees, supervisors and executives understand not just what needs to change, but why.

What stood out most was how directly the Bellevue University coursework connected to his real-world responsibilities.

“There was so much emphasis on theory to practice,” he said. “I’d learn something in class and then go back to work and apply it almost immediately.”

Research rooted in lived experience

Brownlee’s graduate research focused on the relationship between fatigue, risk perception and decision-making in the mining industry — a topic shaped by his own experience working demanding schedules in challenging environments.

“There were times I’d be driving at two in the morning and think, ‘How did I even get here?’” he said. “You’re still functioning, but you can tell something isn’t quite right.”

His research found that as fatigue increases, people tend to become more sensitive to financial risks while becoming less sensitive to health and wellbeing risks — a dynamic that can help explain why workers may be willing to take risks that adversely affect their health but limit risk to their financial situation.

Just as important, the research process gave Brownlee tools he continues to use today.

“I’m able to gather better data now,” he said. “I can analyze it better and help others make decisions based on evidence, not just opinions.”

Faculty who made the difference

Brownlee credits Bellevue University’s faculty with making the experience both rigorous and deeply relevant.

He points to Dr. Leslie Stager as someone who challenged his thinking and pushed him to slow down and examine assumptions more carefully. Dr. Leroy Simpson, he said, provided encouragement and perspective during a particularly difficult season at work.

Brownlee also credits JoDee Goracke, the program’s director, for bringing real-world understanding into the academic experience. Her industry background and ability to translate complex ideas into practical guidance helped him think more clearly about how to communicate with executive leaders.

“They get it,” Brownlee said. “They understand the real world.”

A career — and impact — still unfolding

Ask Brownlee where he hopes to be in five years, and you won’t get a rehearsed answer.

“I’ve always been an opportunist,” he said after a long pause. “That’s how I went from working with rocks underground to working with people.”

His focus isn’t on a specific title. It’s on continuing to grow, contribute meaningfully and stay open to what’s next.

From the classroom to the workplace, Brownlee’s story reflects what Bellevue University’s programs are designed to support: professionals balancing real lives and real careers — and seeking education that strengthens not just their résumé, but their confidence, capability and impact.

Education, Experience Lead to Discovering Passion

Lowrey founded Access Period in 2022, after embracing various opportunities, including earning her Master of Arts in Managerial Communications with an emphasis in human resources. Lowrey decided to pursue graduate studies after earning a bachelor’s degree at the University of Nebraska at Kearney.

“I come from a family that really values education,” she said. She said she recalls her mother earning a master’s degree and a Doctorate in Education while she was still in school. “I had a lot to learn and wanted to continue my education. I also knew there would never be a time when I would be as available.”

While seeking out the next step on her educational journey, Lowrey was also working full-time. “ I didn’t think I could be on campus full time or even at night, so I did a lot of research on degrees with online schools,” she said. “It was really important to me that Bellevue University was nonprofit, and I liked that it was local.” She said she also liked the flexibility of having the option to study on campus.

As a young professional, Lowrey said she also benefited from studying with a diverse student body. “I learned from students with different experiences from mine,” she said. This included those further along in their careers and military personnel.

Lowrey began her career in hospitality, where she gained some human resources experience. She eventually moved into the role of Communications Director for a staffing firm. She was in this role when her variety of experiences and lifetime devotion to volunteering led her to establish the groundwork for Access Period.

“I saw it was a huge issue statewide,” she said. While there were many resources to address hunger and homelessness, there was still a gap in making much-needed basic needs products available – including period supplies.  

“I was on my way to making a big difference, and I was fortunate my employer believed in me and this project,” she said. She built the organization part-time alongside her career and was later able to pursue the work full-time as the Executive Director of Access Period.

Building a Movement

Today, Access Period offers 11 statewide access points where people in need can receive a three-month kit with no paperwork or restrictions. Approximately 70 community partners and 150 schools, whether at the district level or through individual counselors, also distribute products. “It has been great,” Lowrey said. “Our partners decide how they can best help their communities.” In total, Access Period distributes approximately 4,500 period products per day.

The organization relies on private foundations, corporate partners and individual donors for funding. Volunteers also play a crucial role, whether it’s participating in weekly events at Access Period’s warehouse or driving across the state to deliver products. Those interested in helping can also participate in Access Period’s monthly donation Period Party program. “Our volunteers and donors are essential so we are a more reliable source for our partners,” she said.

Bellevue University got involved in the effort, as well, hosting a period packing party at the school. “That was really special because I didn’t get to be on campus a lot,” Lowrey said.

Though she didn’t know her path would eventually lead to spearheading a successful, impactful nonprofit, Lowrey said she appreciates the role Bellevue University helped play in her journey. “My experience at BU helped me see the many options available for me, and expanded my view of what was possible.”

Today, Irish serves as chief operating officer at Harrison Financial Services in Omaha, where she oversees strategic operations and the people systems that support performance and culture. At a smaller firm, the role requires both big-picture thinking and hands-on involvement.

“I wear a lot of hats,” Irish said. “In a smaller organization, there are a lot of nuances. You’re involved in everything.”

It’s a position shaped by years of experience in leadership, learning and talent development – and by the education she completed through Bellevue University.

A career shaped by people

Throughout her career, Irish has gravitated toward work centered on people, developing leaders, strengthening teams and building cultures where employees can grow. She built progressive leadership experience at organizations including WoodmenLife, Farm Bureau, ConAgra Foods, Lincoln Financial Group and Carson Group.

At Carson Group, she led enterprise-wide strategy for executive and leadership development, succession planning and performance management. Her background was firmly rooted in talent and leadership development.

So, when an opportunity emerged at Harrison Financial Services, first as director of operations and then as COO, it pushed her beyond the functional lane she’d occupied for years.

“Operations as it pertains to business operations isn’t my background,” Irish said. “My background is in talent operations and leadership development. But there are a lot of adjacent skills. Those experiences become transferable.”

What ultimately drew her to Harrison wasn’t the title. It was the culture.

“What I fell in love with was the cultural side of the firm,” she said. After years in larger organizations, she welcomed the chance to help shape direction more directly.

Rather than positioning herself as the expert in every area, Irish focuses on building strong teams and leveraging collective strengths.

“Where I’ve found achievement is leveraging teams and team dynamics,” she said.

Returning to finish what she started

Irish completed her Master of Science in Business Management at Bellevue University in 2022, but her graduate journey began much earlier. She originally enrolled in 2009, then stepped away when life became overwhelming.

“It just wasn’t a time where I could concentrate on me,” she said.

Years later, with more professional experience and clarity, she made the decision to return.

“It was a loose end that I wanted to finish,” Irish said. “And I’m really glad I did.”

Returning as a seasoned professional changed the experience. Irish could connect coursework to real-world challenges and learn from classmates whose perspectives expanded her own.

“To really get the value of higher education is to learn from other people’s experiences,” she said.

Learning that stayed with her

Several lessons from her Bellevue University coursework continue to influence how Irish leads today, particularly around people management.

One assignment stands out: recording herself navigating a mock employee separation conversation.

“It’s really interesting to see yourself back on video,” Irish said. “You learn different ways you can adapt and make those experiences more seamless.”

That exercise helped shape how she now approaches difficult conversations with greater clarity and empathy.

She also credits the structure of the program with helping her persist during a demanding season of life.

“There was a deep understanding that everybody had lives,” she said. “If I wouldn’t have gotten that level of empathy from instructors, I don’t think I would have finished.”

Advice grounded in experience

Irish doesn’t hesitate when she talks about what she’s learned along the way.

“Don’t be afraid to use your voice,” she said. “Lean in with curiosity. That’s where you learn.”

She also emphasizes the importance of being willing to fail.

“I am where I am because I’ve had leaders who made it okay to fail,” she said. “They allowed me to take risks and learn.”

It’s the same advice she offers to anyone considering returning to school.

“Don’t give in to imposter syndrome,” Irish said. “Lean into the opportunity.”

A story many adult learners recognize

Irish’s path hasn’t been linear, but it reflects the experience of many working adults balancing careers, family and the decision to return to school. It’s the kind of journey Bellevue University is designed to support.

“Every step has built on the one before it,” she said. “Even when I didn’t know exactly where it was leading.”

Making Strides in the Military

Originally from Seward, Neb., Noe attended a local university after high school. However, when it became quite expensive to continue after two years, his now-wife suggested the U.S. Air Force. That would set the course for his journey.

Noe was looking forward to traveling the world, but instead served his first six years at Offutt Air Force Base in Bellevue. Succeeding in his career and education simultaneously was a struggle at the time.

“There was a continued expectation to get your bachelor’s degree,” he said. “I was getting promoted and took classes at a couple of different local universities, but I had to keep putting it on the back burner when I got deployed.”

Noe separated from active duty last year after 10 years of service and is now serving in the Air National Guard. In his time with the Air Force, he developed a passion for leadership through career roles including managing affairs for chaplains and representing Offutt in welcoming distinguished visitors.

Finding a One-of-a-Kind Education Experience

As he looked toward the next chapter of his life, Noe began looking at schools again. He landed on Bellevue University, where he could continue exploring leadership.

From the beginning, the experience has been completely different than his previous ones. “It was such a smooth process that I hadn’t experienced anywhere else,” Noe said. “It was seamless, and they easily helped me apply my educational benefits to continue my education.”

Noe has found many unique benefits came from studying in a cohort format where he completes all his classes with the same peers.

“It is a much different experience. I am able to commit to something I’m passionate about and the support system has been phenomenal,” he said. “It is also the first time in a classroom that my background has been respected and sought after.”

Program Director Rebecca Barnes said his classmates are directly benefiting from his background and perspectives. “Between his experience in the Air Force and his work in the nonprofit space, Crayton adds depth and meaning to our discussions,” she said. “He's constantly thinking about how what we're learning applies in the real world, and that service-oriented approach makes the learning experience better for everyone.”

In addition to contributing academically, Noe is known among his peers for mentoring others through professional transitions and helping connect classroom learning to real-world leadership challenges. He recently partnered with Professor Hinkle to facilitate an in-class activity on transformative leadership through communication, drawing on his "Cup of Trust" experiential exercise.

The cohort format also gives Noe the opportunity to connect with peers at different levels of leadership within their careers. “The diversity of peers is vertical compared to my other experiences where it was horizontal. I can connect with people implementing leadership programs the way I want to,” he said. “It reframed my world and my thinking.”

Noe is even getting straight A’s for the first time in his life. “I even made the dean’s list multiple times and will graduate with honors,” he said.

Helping Organizations with Leadership Learnings

Noe is now taking steps to make an even bigger impact with his leadership expertise. Building on his military background, Noe has designed experiential leadership development frameworks that help teams build trust, make decisions under pressure, and communicate more effectively—several of which he has already piloted with local organizations.

He said Bellevue University is playing a large role in this venture. “Bellevue University perfectly aligned with where I’m at in my life, with who I am right now and where I want to go,” he said.

Noe credits both staff and faculty with helping him succeed. “Having an advisor coach really makes a difference and the professors have challenged me to grow and make an impact,” he said.

Barnes said Noe’s story is a perfect example of how the University designs the entire student experience to meet their needs. “Bellevue University is built for students who are ready to finish what they started,” she said. “We meet students where they are and give them the support they need to cross the finish line with skills they can use immediately.”

Looking ahead, Noe plans to continue developing leadership programs that emphasize service, accountability, and real-world application—values shaped by his military experience and refined through his education at Bellevue University.

Frequently Asked Questions

Q: What will I learn in the Bellevue University Business Management and Leadership (BML) degree program?

A: You’ll build practical skills in communication, critical thinking, teamwork, and ethical leadership. You’ll also learn how to understand business environments and make decisions that move teams forward.

Q: Is the Bellevue University Business Management and Leadership degree offered fully online?

A: Yes. The program is 100% online and uses an accelerated cohort format where you take one course at a time with the same group of classmates.

Q: What makes the Bellevue University Business Management and Leadership program a good fit for working learners?

A: The one‑course‑at‑a‑time format, flexible online delivery, and stackable certificates make it easy to balance school with work and family. You’ll also build a strong network through the cohort experience.

Q: What kinds of courses will I take?

A: Courses cover business communication, talent management, leadership techniques, and introductory business intelligence using Excel — all designed to build real‑world business and leadership skills.

Q: What career‑ready skills will I graduate with?

A: You’ll learn how to manage operations, interpret business environments, improve team performance, and apply proven leadership practices—skills that prepare you for supervisory and leadership roles.

Q: Do I earn any credentials as I move through the Bellevue University Business Management and Leadership program?

A: Yes. After your first two courses, you’ll earn a Certificate of Completion in Communications and Team Building. You can continue stacking additional certificates as you progress.

 

Editor's Note: This article by Mon Anthony Era originally appeared in the Los Angeles Tribune on May 28, 2025. Diva Mejias is a member of the Bellevue University Board of Directors.

ORLANDO, FL – In a world that demands agile leadership, enduring expertise, and purpose-driven service, Diva Mejias has emerged as a commanding force blending over three decades of corporate finance mastery with entrepreneurial innovation and community empowerment. With a remarkable legacy that spans corporate boardrooms, real estate ventures, and nonprofit leadership, Mejias continues to inspire professionals and uplift communities through financial literacy, mentorship, and service. 

Born in New York and professionally forged in some of the nation’s most rigorous corporate environments, Diva R. Mejias retired in 2010 as District Controller for United Parcel Service’s Central Pennsylvania District, where she oversaw the strategic management of an impressive $350 million in annual expenditures. Her tenure with UPS exemplified her ability to thrive in complex, high-stakes environments—leading operational efficiencies, financial planning, and team development at scale.

Yet retirement for Mejias was not a retreat, but a reinvention. Her post-corporate chapter has evolved into a dynamic portfolio of impact and innovation. As the founder and President of DM Financial Services, Inc., she has built a trusted advisory firm that delivers comprehensive insurance and tax solutions, tailored to meet the diverse needs of individuals, families, and small businesses across multiple states. Her dedication to financial education and long-term planning is evident in her credentials, including a Main Street Certified Tax Advisor (MSCTA) designation and a Certification in Long-Term Care (CLTC)—credentials that underscore her commitment to strategic and sustainable client solutions.

In addition to her financial services leadership, Mejias brings her acumen to the world of real estate, serving as a licensed Realtor with CENTURY 21 Edge in Orlando, FL, and Century21 Real Estate in Bellevue, NE. Her approach to real estate is driven by a deep understanding of market trends, client advocacy, and wealth-building strategies for future generations.

What sets Mejias apart is not only her professional excellence, but her unwavering passion for community empowerment. She has embedded herself in civic life across Nebraska and Florida, offering financial literacy workshops, mentorship programs, and board leadership that reflect her core mission: to uplift and guide others toward sustainable success.

She currently serves as Treasurer for the Nebraska Hispanic Chamber of Commerce and its Foundation, as well as for the Metro Omaha Women’s Business Center—organizations that serve as vital engines for economic development and minority-owned businesses. Her dedication extends to Bellevue University, where she contributes to academic strategy and institutional growth as a Board Member, and to Mark J. Kohler’s Main Street Professionals, where she offers guidance as a Board of Advisors member.

Furthermore, Mejias chairs Latinas Unidas in Omaha, an influential initiative focused on elevating Latina leadership through mentorship, collaboration, and community service. Her ability to serve across generations and geographies has earned her profound recognition, includiing:

• The Salute to Families Award (2016) for her dedication to family and community.

• The Bloc 50 Over 50 Award (2021) honoring influential professionals who continue to make an impact after 50.

• The Annual Tribute to Women Award (2023) from the Women’s Center for Advancement, a prestigious honor acknowledging transformative contributions to women’s advancement.

Her passion for leadership is rooted in both humility and heritage. As a wife, mother of two, and grandmother to six, Diva R. Mejias remains grounded in her values while championing change. Her personal life and professional mission are intertwined with a singular purpose—to lead with excellence, to give with intention, and to inspire others to pursue legacy over limitations.

A Vision for the Future

What makes Diva R. Mejias a standout leader is her integrated approach to success: one that marries data-driven expertise with empathy, education, and empowerment. Whether she is advising a family on retirement planning, mentoring a young Latina entrepreneur, or steering a nonprofit board, Mejias approaches every endeavor with precision, passion, and purpose.

Her career journey is not just a testament to individual resilience and achievement; it is a blueprint for professionals seeking to reinvent themselves, give back meaningfully, and embrace leadership in all its dimensions. As industries evolve and communities call for more inclusive, values-led leadership, Diva R. Mejias offers a masterclass in how to rise—and lift others along the way.

“When I was in the industry, customers would call after not getting what they needed from the others involved,” he said. “Something was missing and I wanted to be part of the solution. I needed to go teach.”

Fresh Opportunity at Bellevue University

After teaching at another institution for six years, Ferguson learned about Bellevue University. “I wasn’t looking for a new job,” he said. He relocated to Bellevue, Nebraska, for the position 10 years ago and hasn’t looked back. “I thought they seemed really innovative and forward looking and my intuition paid off.”

Maintaining that innovative approach is key to Ferguson’s role as Program Director. “I’m always trying to provide fresh content and reevaluate the curriculum every two to three years, sometimes more often,” he said. Ferguson also focuses on current events and trends, encouraging his students to look at what’s happening in various industries.

Embracing Technology to Benefit Students

With new technologies emerging every day, Ferguson helps guide his students on what they’ll need to know and use in the workforce. “I help them understand which tools are developing quickly that they need to know now, and which ones can wait until later,” he said.

His classes study the Internet of Things, networks of physical devices that share information like home virtual assistants and vehicle computer systems. They also dive into AI, with one of his freshman classes creating a short storybook using several AI tools.

“They have to include a human impact story, create images, and engage critical thinking to leverage the potential of AI,” he said.

Research That Impacts Professionals, Students

With his background building information systems infrastructure for a global workforce, Ferguson developed a passion for researching human/computer interaction and VPNs. In the past, his work and research helped improve remote work long before it was common. “I wanted to make systems more usable for everyone,” he said.

Today, he’s conducting research that will benefit his students. In particular, he’s looking into how typeface design impacts student engagement online in the classroom. ”Human computer interaction crosses over to almost every area,” he said. This research could play an important role in enhancing Bellevue University’s online experience.

When he’s not teaching or researching, Ferguson enjoys spending time with his wife and two teenage children.

“When I was in the industry, business customers would call after not getting what they needed from IT and others involved,” he said. “Something was missing and I wanted to be part of the solution. I needed to go teach.”

Fresh Opportunity at Bellevue University

After teaching at another institution for six years, Ferguson learned about Bellevue University. “I wasn’t looking for a new job,” he said. He relocated to Bellevue, Nebraska, for the position 10 years ago and hasn’t looked back. “I thought they seemed really innovative and forward looking and my intuition paid off.”

Maintaining that innovative approach is key to Ferguson’s role as Program Director. “I’m always trying to provide fresh content and reevaluate the curriculum every two to three years, sometimes more often,” he said. Ferguson also focuses on current events and trends, encouraging his students to look at what’s happening in various industries and across the business technology enablement landscape.

Embracing Technology to Benefit Students

With new technologies emerging every day, Ferguson helps guide his students on what they’ll need to know and use in the workforce. “I help them understand which tools are developing quickly that they need to know now, and which ones can wait until later,” he said.

His classes study the Internet of Things, networks of physical devices that share information like home virtual assistants and vehicle computer systems. They also dive into AI, with one of his freshman classes creating a short storybook using several AI tools.

“They have to include a human impact story, create images, and engage critical thinking to leverage the potential of AI,” he said.

Research That Impacts Professionals, Students

With his background building  information systems infrastructure for a global workforce, Ferguson developed a passion for researching human/computer interaction and VPNs. In the past, his work and research helped improve remote work long before it was common. “I wanted to make systems more usable for everyone,” he said.

Today, he’s conducting research that will benefit his students. In particular, he’s looking into

how typeface design impacts student engagement online in the classroom. ”Human computer interaction crosses over to almost every area,” he said. This research could play an important role in enhancing Bellevue University’s online experience.

When he’s not teaching or researching, Ferguson enjoys spending time with his wife and two teenage children.

Archer co-authored and published an article about military burnout with her Bellevue University Ph.D. in Human Capital Management professor and mentor, Dr. Stephen Linenberger.

Navigating Life’s Obstacles

Archer planned on serving as a military officer after earning her four-year degree. “I’d always wanted to serve in the military and I wanted to go in as an officer,” she said.

However, when changing student loan restrictions halted her undergraduate studies after three years, she entered the United States Air Force as an enlisted member.

This change did not deter her forward progress. After serving for four years as a load planner on the flight line, she transitioned to a legal role where she learned about personnel issues across Air Force occupations. “I saw common factors across jobs,” she said.

These experiences shaped her next educational goal: to earn a master’s degree in human resources and organization development after completing her bachelor’s degree in business management.

Serving as a Civilian

Archer stepped down from the military after nine years due to medical reasons, but the experience and knowledge she walked away with proved invaluable. “It gave me a foot in the door to work for the federal government,” she said.

She moved into human resources information systems, then staffing and recruiting. In her most recent role, she assists service members across the West Coast as a reasonable accommodation specialist for the Veterans Healthcare Administration.

Next Level Education

Having found much success, Archer still felt called by her love of learning. “I’m such an avid learner,” she said. “It’s humbling. The more I learn, the more I find out I don’t know.”

Archer said positive word of mouth brought her to Bellevue University to pursue her Ph.D. “Bellevue University stood out to me because it is so closely connected to the military,” she said.

Credibility was also a deciding factor. “I wanted to make sure I was attending a school that had the highest standards,” she said. “I flew in for orientation and I was so confident that it was the place for me.”

Archer said the program allowed her to focus her learning on her passions.

“I was able to bring my experience to light, knowing that we need more research on what service linemen go through,” she said. “I had the background and culture knowledge needed for literature and research, as well the experience in information systems that taught me a data-driven approach.”

She said the accelerated format also fit her needs. “Timing-wise it was perfect for me,” Archer said. “I was pregnant and motivated to wrap it up before my daughter arrived. I was able to finish in three years instead of five. ”

Lasting Relationships Through Education

Archer completed her Ph.D. in 2023 but still felt she could make an impact by gaining broader exposure for her research.

“We want to take good care of our military; they do so much and it’s the least we can do,” she said. “The need for awareness has a deep meaning for me as prior military. Burnout can affect everything.”

She reached out to Dr. Linenberger, who suggested the submission to JBAM. Together, they achieved publication of “Burnout and Decision-Making in U.S. Air Force Maintainers: A Phenomenological Study.”

“He is an excellent, supportive mentor,” Archer said. “He has a great eye for expanding on topics or questions I wouldn’t have thought of and he’s continued to provide mentorship even after my program.”

Archer said her experiences with both her professors and peers were impressive. “I’m still in touch with two of my fellow students. You build really good relationships and I didn’t expect that,” she said.

Continued Commitment to Learning

Archer lives in Maryland with her daughter and husband. She is the board secretary for a nonprofit and contributes as an editorial team reviewer for human resources and organizational behavior publications. Ultimately, she said her dream is to work in education one day as an adjunct or full-time professor.

In the meantime, she spreads the word about Bellevue University to aspiring learners as others did for her. “Bellevue University is so different and unique,” Archer said.

Facing Loss at a Young Age

While taking classes immediately after high school, Byers’ father was killed in a drunk driving accident. 

“Everything changed quickly for me,” she said. “College became too much stress to handle. I dropped out of my classes and focused on survival.”

Byers did not have the resources needed to continue her studies and instead focused on finding housing and employment. After that, life moved quickly.

“With work, marriage, kids with disabilities and all the responsibilities, school wasn't in my goals anymore,” she said.

Shifting Gears in the Face of Terminal Illness

In the following years, Byers took on another heartbreaking challenge. “When I learned my daughter had a terminal illness, it took over my life,” she said.

She took on being a full-time mother and caregiver for the diagnosis of Rett Syndrome, which has an average lifespan of 10 years.

“I feared all that would come with this,” Byers said. “Who would I be when she is gone? How will I continue to be present for my boys? This is what brought school back into my life.”

With an associate’s degree in Chemical Dependency Counseling and a career at New Visions Homeless Services, Byers began to look into her employer’s partnership with Bellevue University. She decided pursuing the Child Protection and Juvenile Justice program was the best option for completing her bachelor’s degree.

“I knew I needed to find who I was again,” she said. “My daughter recently turned 13, is still thriving in life the best she can, and I am more than a caregiver and mother. I am part of my community, making an impact daily.”

Finding the Support She Needed in Education

In addition to available tuition assistance, conversations with a Bellevue University academic advisor gave Byers confidence in her decision.

“I liked the program options available, and Bellevue University allowed me to maintain all areas in my life while continuing my education,” she said. This balance included caring for three children with her longtime husband; in addition to their daughter, they have 14-year-old and 7-year-old sons with multiple special needs.

Byers said her experience was a smooth one. “From working with an advisor, getting my books for classes, navigating the BRUIN Blackboard for homework, and communicating with my professors – I had a great experience,” she said. “This is why I have chosen to continue with Bellevue University for my master’s program in Human Services.”

Compared to previous experiences, the support Byers received made the difference. compared to previous experiences.

“My advisor never waited for me to check in; she reached out multiple times to see if I needed anything or how I was doing with school and my goals,” she said.

Infusing Learnings Into Daily Work, Future Goals

Byers has already seen how completing her bachelor’s degree can help her clients. “My programs have contributed to learning more resources, connecting with peers in my career field and adding further education,” she said.

Byers said she is better able to help others after everything she’s learned. “Losing my parent at a young age, learning to count on myself and having children with disabilities helped me learn how to be strong, resilient and become an advocate for myself and those who are going through traumatic events in life,” she said.

In addition to her work, Byers also runs the Council Bluffs Colts Youth Football Organization with her husband. “We serve over 350 kids in our community from preschool to eighth grade,” she said. “My heart and passion are with our youth. We provide a safe environment, with good peer-to-peer connections and solid lifelong mentors

Byers began her master’s degree in October with the hope of someday opening a youth center in her hometown of Council Bluffs, Iowa.

“In order for me to continue my education, I needed to stay in place,” she said.

Partnership Provided Innovative Study Options

In the early 1990s, Brown was working in an IT role at Central Community College (CCC) in Grand Island and completing her associate’s degree at the school.

“My career with CCC was solid and there was room for advancement.  I also had

family and close friends in the area, so it was my desire to build my life

here,” she said.

Brown learned that as a Bellevue University Premier partner, CCC offered an accelerated degree completion cohort program on the school’s campus. After taking one class at a time for more than a decade, she found the option refreshing. “The accelerated aspect of what Bellevue University was offering, the  convenience of locality and the degree option available were all appealing  to me,” she said.

Witnessing a Pivot in Education

Completing a degree alongside a set group of students and faculty on an expedited timeline was a revolutionary shift at the time. “If memory serves, I was in the third cohort  at CCC,” Brown said. “I was able to see the program gain its footing as a good  opportunity.”

In addition, Bellevue University’s generous transfer policy – full acceptance of an entire associate’s degree – made the transition smooth.  “I had plenty of relevant credits that

transferred, leaving only a general education requirement or two,” Brown said.

After taking one class at a time for so many years, Brown cleared some things off her plate to accommodate the rigorous program. “I gave up some stuff to make room in my schedule, but I also was motivated to take on the accelerated format,” she said.

Brown said that meant making some sacrifices, but it was worth the reward; she completed the degree she’d been working toward for years in just months. “I enjoyed having the same professor and student group during the entire program,” she said. “We grew to know each other well and we each contributed to the overall program by sharing, discussing and sometimes debating  and agreeing to disagree.”

She said she felt comfortable studying with other nontraditional students. “The program was made stronger by having a cohort of students who were already working. Students like me were able to bring real-life experiences to the classroom,” she said.

Launching Into C-Level Leadership

In addition to achieving a longtime goal, Brown said completing her bachelor’s degree also gave her the opportunity to immediately enter a master’s degree program.

“All credits were transferred and I completed that program in the following two years,” she said. “Armed with both degrees and my work experience at CCC, I was able to acquire a C-level position in the private sector.That ended up being a 20-year career for  me.”

Today, Brown has become a pillar of her community, currently serving as the executive director of Grow Grand Island. She’s even chairing the 2025/26 local United Way campaign with her husband.

Leading by Example

Looking back at her experience, Brown said Bellevue University provides solutions for those who may not be able to take traditional education paths. “Not everyone can attend college out of high school,” she said. “Bellevue University makes opportunities available to those of us who don't fit that model. Busy professionals who are building their careers can also build on their education and open up new opportunities.”

As she nears retirement, Brown said her education played an important role in her unique journey. “I can look back with pride at my professional accomplishments and the path I chose to get there,” she said. “Each educational step equipped me to move forward. Thank you, Bellevue University, for your role in my success.”

When Jamie Henderson landed in Bellevue, Nebraska, with the opportunity to play collegiate soccer, he wasn’t chasing fame – he was chasing possibility. A lifelong soccer athlete in the U.K., he, like many young players, had dreams of becoming a professional athlete. However, when that didn’t materialize, the opportunity to play and learn at Bellevue University changed everything.

Jamie had never visited the U.S. before, but the moment he was offered a scholarship to play for the Bruins, it felt like the right fit.

“It was an opportunity my family and I felt was too good to pass up. I kind of jumped,” he said. “I knew in the worst-case scenario, I could go back home. But coming to Bellevue University was one of the best decisions I’ve made.”

A Turning Point

Jamie arrived in Nebraska at just 18 and decided to pursue a degree in Health & Human Performance. But halfway through, he realized that with only a few more courses, he could double major in Bellevue’s Sport Management program, too — a decision that would shape both his professional ambitions and his personal confidence.

In his early years, he struggled academically. “I’ve never been a good student,” Jamie confessed. “My main focus was playing soccer.”

But a turning point came when Dr. Brenda Mechels, Jamie’s professor and Program Director in the Sport Management program, sat him down and challenged him. “She said, ‘I see something in you. Stop messing around,’” Jamie recalls. “That was the turning point moment.”

Suddenly, school wasn’t just a requirement — it was his ticket to stay on the field. “If I want to get on that field and play, I have to do well in class,” he said. “The only way to graduate was to be successful in class. To get where I want to be, I’m going to have to do better.” That realization, and maturity, pushed him to invest fully in his education.

Dr. Mechels also remembers that conversation. “When Jamie first came to BU, he had potential. He could see the bigger picture of concepts and got along with everyone so well, but he just wasn’t driven by his education.  Once he focused on being a professional on the business side of sport, his work ethic and attention to detail shone. He worked hard in classes and gained confidence while at BU. That, coupled with his personal attributes, opened doors for him.”

It still took a few months, but then Jamie began to see a shift in his attitude and aspirations. “I started to believe what Brenda was saying to me and trusted that she was going to help me,“ Jamie remembers. “Coming from the U.K., you realize quickly the opportunities you have here in this country that may be limited in the U.K. I realized that I was really starting to enjoy the sport management side of things and thought that if I apply myself correctly here, I can be in this business as I wish.”

Learning the Business of Soccer

After graduation, Jamie traded his cleats in and became the Director of Player Development at Papillion Soccer Club. Then, he shifted to a role with Hudl, a leading sports technology and video company. At Hudl, he found a passion beyond playing: scouting, video analytics, and contract negotiations. He helped roll out the company’s Wyscout platform, a tool he now uses daily to evaluate players worldwide.

His Bellevue education made the transition from athlete to professional possible. He draws on lessons in finance, ethics, leadership, and communication — all of which are rooted in his Sport Management coursework. “Understanding CBAs [collective bargaining agreements] in class … that's exactly what I do now with agents. And when working with players, being the middle-man, I draw on my communication and team-building skills,” Henderson says.

He also came to embrace the value of networking — something Bellevue faculty had long encouraged. “Dr. Mechels kept saying, ‘Get a LinkedIn account,’ and I resisted. But once again, she was right. That networking helped me transition from Hudl to my role with Atlanta United (a Major League Soccer team).”

A New Chapter: Sporting Director at Union Omaha

After a few years working in professional soccer with Atlanta United, Jamie embraced a new challenge: becoming the first Sporting Director at Union Omaha, returning to the Bellevue/Omaha area where it all began.

In this role, he’s the bridge between players, coaches, and the front office. He notes that 80% of his day is learning about potential players utilizing the Hudl technology he once promoted to other clubs. He is involved in player contracts, coaching staff decisions, and long-term planning. Every day, the goal is to ask: “How do we align the technical side with the business side, so we remain competitive, sustainable and continue to grow this club?”

One key to his leadership mindset is remembering, it’s not just about performance — it’s about people.

“If our players leave here better people than when they arrived, I’ve done my job,” Jamie says. He believes growth extends beyond the club: “My recruitment process becomes easier if guys know that Union Omaha is a club known for helping shape a player’s future.”

While some might question a move from the MLS league to the United Soccer League (USL), Jamie frames it differently. “On paper, maybe I dropped a league. But this is real progression. I can make an impact here, and I’ve always dreamed of being a Sporting Director.”

He points to emerging trends — especially the idea of promotion and relegation in the future of the USL — as signs of growth in the U.S. soccer landscape. Relegation is a system in soccer where team that perform poorly are demoted to a lower-level league for the next season, while the best-performing teams in that lower league are promoted to replace them. “Having some jeopardy makes clubs better,” he says. “It’s better for the fans, and the players; that’s how you grow.”

Giving Back: Paying It Forward at Bellevue

Jamie has returned to Bellevue to speak with current Sport Management students. His message is honest, grounded, direct: “I was once you. I sat in the back of class on my phone, maybe not paying attention as I should have. But by applying myself, by believing in myself, you can be here, too.”

He doesn’t sugarcoat the truth: working in sports isn’t glamorous 24/7. It’s unpredictable, ruthless, and relationship-driven. However, he encourages students to ask questions, lean into rejection and build connections. “Be brave and say yes to opportunities,” he said. “Ask questions. Keep putting yourself out there.”

Dr. Mechels hopes that one day Jamie might consider becoming an adjunct faculty member for the University. “I’ve put the idea out to him on how he might bring real-world experience to our students. Wouldn’t that be a full-circle moment!”

Building a Legacy — On and Off the Pitch

For Jamie, he finds great excitement waking up every day and “building a soccer team.” His father reminds him constantly: “How lucky are you — to come to work each day and do what you love?”

His goals for Union Omaha are ambitious. Yes, he wants championships. But more than that, he wants to cultivate character, resilience, and opportunities. He firmly believes that the partnership between Bellevue University and USL is one that will continue to build those opportunities for players and staff, as well as his alma mater.

“Players know that their careers won’t last forever,” he said. “When a player ends their professional career on the pitch, there is a lot of life left to live. The education partnership between Bellevue University and the USL allows them to say ‘okay, my life after soccer is going to be this.’ And if, say, they would also choose a sport management degree, they can apply all the knowledge they’ve gained in this futball club and then take that, use that, and leverage that. It’s such a great opportunity. I think more people should take advantage of it. It’s about preparing for life after the game.”

Looking Back on a Transformative Journey

Reflecting on his Bellevue University experience, Jamie is without doubt. “I can’t speak highly enough of Bellevue. I wouldn’t be in this position now without it. I just wouldn’t be.” He calls his four years there “incredible — personally and professionally.” He met lifelong friends, built relationships, and even met his wife.

“I wouldn’t have changed my years at Bellevue University for anything. There is nowhere else I would have gone that would have been a better experience,” he says. “My time at Bellevue was amazing.”

Bellevue University is celebrating the life and legacy of H. Douglas “Doug” Riley, a longtime board member, supporter, and advocate, through the creation of the Doug Riley Memorial Endowed Scholarship and the recent rededication of the University’s Riley Technology Center.

With Riley’s passing on May 28, 2022, Bellevue University lost a friend and champion of education. His family lost a brother, father, grandfather, and uncle, while the world of global business lost an innovative entrepreneur and hard-driving change leader who never stopped learning.

A double major in Math and Economics, Riley co-founded Lancer Label in 1974, an Omaha-based manufacturer of custom paper labels for sales and marketing promotions. Over the next decades, as technology evolved from paper to digital and integrated systems, Riley built and invested in companies that became part of that change. DRG Technologies, the company he later led, now provides labeling and product identification systems for global clients across multiple industries, including food safety, medical equipment, telecommunications, and electronics.

Riley’s journey to success began in childhood. Growing up in Omaha, he launched a neighborhood lawn-mowing business at age 12 and made his first stock purchase—a $500 investment in Collins Radio—at age 13. “Doug’s middle-class upbringing instilled in him a strong work ethic,” said Bellevue University President Dr. Mary Hawkins. “He believed that dedication, smart investment, and lifelong learning could open doors for anyone willing to work for it.”

In 1986, Riley founded the Doug Riley Family Foundation. His first gift to then-Bellevue College came a year later, and in 1987, he joined the College’s Board of Directors. For 35 years, he served on and chaired both the University and Foundation boards, helping to shape programs and initiatives that continue to impact students today. He received an honorary Doctor of Commerce degree from Bellevue University in 2010.

“Doug believed in the power of education to change lives,” Dr. Hawkins said. “His determination to advance industry helped build programs that continue to serve students today. The scholarship and the technology center are reflections of his values and vision.”

The Doug Riley Memorial Endowed Scholarship, part of Bellevue University's American Dream Scholarship Program, offers financial support to students who are first-generation college attendees, come from diverse backgrounds, and face economic challenges.

This scholarship is designed to assist students pursuing degrees or certificate programs at Bellevue University, with preference given to those entering high-demand fields.

To date, Bellevue University has awarded the Doug Riley Memorial Scholarship to five students, helping them take steps toward achieving their academic and professional goals.

Earlier this fall, Bellevue University celebrated the rededication of the Riley Technology Center during the Riley Tech Reimagined event. The center was originally dedicated in 2001, and today the building remains a hub for learning and innovation, reflecting Riley’s belief in the importance of technical education and staying ahead of emerging technologies. 

As part of the rededication, the University also announced a new gift from the Riley Family Foundation—made through Doug’s son, Daren Riley—to support the University’s efforts in artificial intelligence and emerging technologies.

“If my dad was here today seeing how people are using new technologies at the Riley Technology Center,” said Daren Riley. “I think he would say that learning new technologies is what's going to set you apart from your peers, and it's going to take your game to the next level.”

Doug Riley will be remembered for his remarkable career, his unwavering dedication to education and community, and his lifelong commitment to the principles that guided him: “Make money in a business you understand, invest wisely, and never stop learning.”

To contribute to the Doug Riley Memorial Endowed Scholarship, contact the University Advancement Office at advancement@bellevue.edu or 402-557-7294.

When JR Richardson talks about the Military Veteran Services Center (MVSC) at Bellevue University, he begins with stories of people — veterans, spouses, active-duty members who walk in looking for help with benefits, career planning or simply someone to understand.

“We try to give first-class customer service to all of our veterans, with no expectation for anything in return,” says Richardson, the center’s director since it opened in 2012. “The mantra is, it’s the right thing to do.”

Shaped by service

Richardson is a 25-year Air Force veteran whose path ran from aircraft maintenance to recruiting. Years on the flight line taught precision and accountability. Years helping people join and advance in the Air Force taught listening and follow-through. After his service — and while working at Bellevue University — he completed an undergraduate degree in project management and a master’s degree public administration, learning that reinforced his outcomes-first approach to helping others navigate their next step. So, when someone walks into the center, we start with their story, not our checklist,” Richardson says. “Then we build a plan that fits their life.”

What happens when you walk in

The center’s promise is simple: clear answers, useful next steps and follow-through. Visitors get help decoding education benefits, mapping degree paths around real life and building timelines that actually work. Some arrive ready to enroll. Others need a quiet study space or a conversation that turns a dense benefits letter into a plan. Richardson also points out — with great pride — that the MVSC serves the broader military community, not just enrolled students. “On a typical day, about 80 percent of the people we help aren’t current students,” he says. “When you serve the community well, students win, too.”

Partners and programs under one roof 

Partnerships make the MVSC a true hub. A Disabled American Veterans chapter sits on site, giving guests direct access to claims expertise and a community of peers. Veterans Rehabilitation Services Inc. co-locates staff in the building to help homeless and at-risk veterans secure jobs and stability. Richardson and his team also set aside space for a dedicated ROTC resource corner so students can find commissioning pathways through nearby programs without chasing information across multiple offices. 

Connection matters, and it shows up in many forms. Music is a bridge through Hero’s Encore, a lively community that now includes songwriting and monthly jam sessions where graduates come back to play. Creative outlets like art and quilting build focus and friendship. Nature-based activities, including fly-tying and fly-fishing, give veterans a healthy reset when stress runs high.

Practical life planning is part of the work. The MVSC connects visitors with financial guidance, retirement and benefits education, and workshops that help families make confident decisions at each stage of service and beyond. When urgent needs surface, county and nonprofit partners help the center mobilize quickly.

Where it happens — and why it works

The MVSC recently moved into the John B. Muller Administrative Services Building after outgrowing its original home at what is now the Rotert Building at 2108 Harvell Circle. The larger footprint makes room for partner organizations, meeting rooms, study areas and a welcoming lounge where military-connected learners can pause between obligations. It also makes drop-ins easier, which matters when a deadline or deployment date can change a plan in a day.

What makes it work is the people — and the follow-through. One full-circle example now sits on the MVSC leadership team. As an undergraduate at another institution, Ashlea Rodriguez was unsure how to finish her degree because she needed a qualifying internship. The MVSC helped design an internship that met her university’s requirements, then brought her into a veterans’ work-study role so she could earn, learn and stay on track. She graduated, later completed a master’s at Bellevue University and today serves as the MVSC’s manager.

“Ashlea went from ‘I just need to finish’ to ‘now I get to serve others every day,’” Richardson says. “That’s the MVSC in one person’s story.”

“My journey has been shaped by hands-on experience, strong mentors and a deep commitment to QLI's mission,” he said. QLI focuses on rehabilitation following neurological injuries, building better lives despite obstacles, much like Mahupete’s own story.

Clearing Hurdles with Flexible Degree Options

As an international student, Mahupete said his bachelor’s degree journey was challenging due to a lack of access to student loans or financial aid. “However, overcoming these obstacles made me more resilient, and the knowledge I gained helped me grow into leadership roles at QLI,” he said.

Mahupete took advantage of both online and in-class offerings. “I appreciated Bellevue University's flexibility, which allowed me to balance school with work,” he said. “As an international student, I had to work to support myself, and Bellevue University's structure made it possible to pursue my education without compromising my responsibilities.”

Sharing Lessons Between Life, School and Career

Mahupete said his personal and professional background contributed to his educational experience. “As a Zimbabwean, I brought a perspective shaped by perseverance, adaptability and the ability to overcome financial and logistical challenges. My experience in a mission-driven, nonprofit healthcare organization also allowed me to share insights on leadership, team development and operational challenges,” he said.

While balancing school, work and life was difficult, Mahupete said he appreciates the lessons it taught him. “I had to work while going to school, all while managing the financial strain of higher tuition without access to student loans or financial aid,” he said. “It required discipline, strong time management and a clear sense of priorities. I had to make sacrifices, stay extremely organized and rely on a strong support system of family and friends. Looking back, the challenge helped shape the leader I am today.”

While continuing to grow his leadership abilities, Mahupete even wrote a book on the subject to help others develop leaders within their organizations. Released in 2019, Dream Catcher is an established coaching program for leadership succession.

Embracing Available Opportunities

Mahupete says that with the challenges he’s faced, he’s also had incredible opportunities present themselves. “QLI has been a place where I've been able to grow, lead and make a meaningful impact,” he said.

“Bellevue University played a role in my development, providing an education that was not just theoretical but directly applicable to my career. I hope my story can encourage others to push through their challenges, invest in their growth and never lose sight of their goals.”

Mahupete said he also recommends Bellevue University because of its commitment to working professionals.

“The university understands the realities of balancing school, work and personal life,” he said. “They provide a practical, real-world education that can be applied immediately. For those who need flexibility and support, Bellevue University is an excellent choice.”

Julian Andrade found a home in recreational sports as a young boy, never knowing that one day he would provide the same sense of belonging for youth in his community. Recently appointed the Executive Director of PACE (Police Athletics for Community Engagement) in Omaha, Neb., this Bellevue University Sport Management Degree graduate has embraced his love of sports to make public service his life’s work.

Navigating an Uncertain Path

Growing up in South Omaha with divorced parents, playing recreational baseball provided some stability for Andrade. He even got his first job umpiring in his early teen years. However, he didn’t realize the career opportunities it would provide. “I was always interested but I had never really considered it a viable career,” he said.

Andrade graduated high school with a scholarship and began studies at a public university, but wasn’t sure what major to study or what direction to go. He decided to enter the workforce, and found himself working in the parks and recreation field at Boys and Girls Clubs of the Midlands.

“We kept kids off the streets. I really liked what they were doing, but I needed to have a college degree to build a full-time career there,” he said. Furthering his education was imperative to showing donors the organization’s impact, inspiring kids with possibilities for their futures and ultimately securing the role he wanted.

An Unmatched Educational Experience

Returning to school meant finding the right fit for Andrade’s busy life. “I could no longer do a four-year traditional path,” he said. After completing his associate’s degree at a community college, he found Bellevue University was the perfect fit – thanks to a generous credit transfer policy, tuition reimbursement from his employer and the right program offering.

Andrade studied in a hybrid format, completing some courses online and others on campus. As he took on more responsibility at work, this flexibility made completing his degree more achievable. “They were really cutting edge with their hybrid model at the time,” he said.

He said he felt a strong sense of belonging and understanding from his fellow students and professors. “My professor knew I was working a lot and worked with me closely,” Andrade said. “Bellevue University was great at understanding the real challenges of a working adult. Professors go above and beyond in communication and getting to know your life.”

The program also directly connected to what he was doing every day in his job. “Every time we worked on a lesson, we could apply a real situation or a hypothetical. I was applying the lessons in real time to things I was working on - I didn’t need hypotheticals.”

With such a positive undergraduate experience, Andrade decided to pursue graduate work immediately after completing his bachelor’s degree in 2020.

Focusing on Equity in Recreation

After furthering his education, Andrade continued to grow within his field, assuming increasing responsibilities at Boys and Girls Club and then the City of Papillion – including running adult and youth sports programs, developing programming, overseeing staffing, and facilitating communications.

As Executive Director at PACE since June 2025, Andrade runs all operations for the organization that brings volunteer Omaha police officers and first responders together to offer free sports programs for at-risk and economically disadvantaged youth.

“The longer you keep them engaged, the less likely they are to find something on their own,” he said.

Andrade was honored to be chosen to lead an organization who faced some financial fraud troubles in recent years, followed by a short time with the Omaha Sports Commission taking on leadership as a contractor. “Our supporters wanted an executive director back in place, and I look forward to taking us in a positive direction,” he said.

He has a strong vision for the organization, starting with a strong focus on youth development and communications advancement. Andrade said though the organization has done impressive work in the community for more than two decades it’s time to take a look at where it can go next.

“Gender equity and age discrepancy are important to address,” he said. “Female representation has never been equitable at the recreational level. It has not been encouraged, and we have the chance to introduce programs to girls equally at a young age.”

Andrade said he also hopes to expand programs and grow offerings by considering neighborhoods and areas outside those traditionally considered to be in need. “This organization is for every child who needs it,” he said.

Ultimately, Andrade said his Bellevue University prepared him to lead PACE’s next era. “It was my only educational experience where I really felt part of the school. You weren’t just a number,” he said. “It enabled me to carry on to earn my masters and get my current role. Landing at Bellevue University was the best thing that could have happened.”

Dala Alphonso is a prime example of an Incredible leader with an extraordinary background. The Bellevue University Master of Science in Management alumnus overcame obstacles including surviving a plane crash and defeating cancer on his journey toward mastering technology and leadership, and was recently named CEO of the Omaha, Nebraska-based tech pioneer, the AIM Institute.

“Those experiences made me who I am, knowing that I had a second chance at life,” Alphonso said. “Each life has a purpose,” he continued, explaining that he has found his purpose as a transformative leader. In his current role, he’s able to put this passion to work by focusing on organizational strategy, human capital development and digital evolution.

Initiative, Open Mind Led to New Life in U.S.

Lack of opportunity in Alphonso’s native country of Nigeria pushed him to develop an entrepreneurial mindset early on. He put himself through college with a soccer scholarship, then played professional soccer and ran multiple businesses. “There were no jobs. You had to create your own opportunities,” he said.

His life took a different turn when he visited the U.S. in the late 1990s. “I wanted to live here,” Alphonso said. “Something was drawing me this way.”

Alphonso began looking at legal options for moving to America, recognizing the potential of the tech boom. “There was a high demand for tech skills and computers made sense,” he said.

After completing a 14-week Oracle training, Alphonso was hooked. He began his career as a software consultant, and later traveled to Omaha to work on a project. “It ended up being home,” he said.

Building on Leadership at Bellevue University

As Alphonso progressed in his career, a supervisor who believed in him promoted him to a leadership role. “I went into management without preparation,” he said. It inspired me to get more formal education because  learning is a very important part of who I am.”

He said choosing Bellevue University for his graduate program made sense. “They offered the program I needed and truly supported work-life balance. The program was designed in a way that it applied to real-world experience and the offering aligned with who I wanted to be.”

He earned his degree online, and said he benefited greatly from studying with a cohort of students. “Going on the journey with a group of people who I could trade ideas and share experiences with was a huge part of the program,” he said.

Alphonso also said that the structure of the program, incorporating comments and replies, set the stage for authentic engagement. With social media still being quite new and undeveloped when he completed his degree in 2013, this was unique. “Bellevue University was ahead of the curve at that time,” he said.

Upon graduating, Alphonso was chosen as the Commencement Student Speaker for the January 2014 Commencement Ceremony.

Applying to Leadership Lessons to Build Tomorrow’s Tech Leaders

After earning his master’s degree, Alphonso led technology efforts at several Omaha companies with steadily increasing scopes of responsibility. “I began to learn that being a leader is more about coaching than authority,” he said. “In my program, I learned a lot of the things that formed who I’ve become as a leader today.”

Throughout the years, Alphonso has approached his leadership journey as a discovery of self. “As you get older, the more aware you become of your passion and purpose,” he said. “I’ve realized tech is where I can impact knowledge and leave a legacy. At AIM, I’m able to hone in on that.”

The AIM Institute is dedicated to building and retaining the tech talent pipeline in the Omaha area. Alphonso is taking the helm in doubling its impact, reach and resources over the next five years. “We must be intentional in expanding our footprint,” Alphonso said. “Tech is an important component of every business and by bridging the gap of unfilled jobs, we are adding exponentially to the future of our city.”

When Alphonso has a free moment from transforming the Midwest tech landscape, he enjoys traveling, reading, riding his motorcycle, and spending time with his four kids. “They are my world,” he said.

One hundred years is a milestone reached by relatively few. According to Pew Research, today about one in every 3,300 Americans reaches 100 years old, about .03% of the population.

Born Dec. 1, 1925, about 60 years after the Civil War ended (1865) and 60 years before Mikhail Gorbachev became the last leader of the former Soviet Union (1985), Berniece Grewcock's century has encompassed dynamic growth and change. In fact, nearly 40% of America's history has occurred during her lifetime.

To put her life in context, consider that Berniece was 3 years old when the Great Depression began. Just days after her 16^th birthday, the Japanese attacked the U.S. naval fleet at Pearl Harbor. And Berniece was in her mid-60s when the World Wide Web was invented by British scientist Tim Berners-Lee in 1989.

The Grewcock Marriage Was a Partnership

During their 70-year marriage and partnership, Berniece and her late husband, Bill, quietly built a legacy of active engagement and support as conservators of elephants, butterflies, community, and the American Dream. Today, their legacy continues through the work of the Bill and Berniece Grewcock Foundation, which they established.

In 1965, Bill's job at Kiewit Corporation brought the couple and their two young sons to Omaha, where they put down roots and got involved in a range of impactful causes and projects benefiting the community, state, and country. Bill, who joined Kiewit in 1949 as a college-intern labor foreman on a runway project at the Omaha airport, was hired on full-time after graduating from the University of Nebraska. During a 57-year Kiewit career, he led a variety of company infrastructure and mining projects throughout the country before retiring in 2007 as Vice-Chairman.

Over the decades, the Grewcocks became well-known and recognized for their advocacy and philanthropy, supporting native and international wildlife conservation, diversity, habitat, health and genetics. If you have visited Omaha's world-renowned Henry Doorly Zoo and Aquarium, you probably have seen the Grewcock name on multiple zoo exhibits, plant and wildlife conservation and research facilities, including the Berniece Grewcock Butterfly and Insect Pavilion. In a November 2023 zoo press release announcing a new $45 million animal hospital to be completed in fall 2025, Berniece credited her farm-girl upbringing for instilling the importance of caring for animals.

Love of country, traditional values, and the American Dream are other key aspects of the Grewcocks' legacy. As parents, engaged citizens, business and civic leaders and champions of America's founding principles and sustaining values, they have staunchly supported efforts to keep the dream alive and attainable for future generations through education, civic service and engagement.

Love of country, traditional values, and the American Dream are other key aspects of the Grewcocks' legacy. As parents, engaged citizens, business and civic leaders and champions of America's founding principles and sustaining values, they have staunchly supported efforts to keep the dream alive and attainable for future generations through education, civic service and engagement.

The Kirkpatrick Signature Series

The Grewcocks' association with Bellevue University began shortly after the University introduced its nine-credit undergraduate Kirkpatrick Signature Series course requirement in fall 1998 as an institutional commitment to support an informed and engaged citizenry.

"We're so thankful for the Grewcocks' phenomenal support of the Signature Series," said Dr. Mary Hawkins, Bellevue University President. "We've educated, with that curriculum, close to 50,000 students and counting. Students were a little afraid of it at first, but it has become one of the classes they most appreciate. We have almost 30 years of offering the Signature Series."

Collectively, the three upper-level Signature Series courses examine America's history, vision and values, foundational documents like the Declaration of Independence, the Constitution and the Federalist Papers, and emphasize the importance of citizen engagement. Course content includes various institutions and traditions of Western Civilization, civil discourse and concepts such as basic liberties, limited government, democracy, entrepreneurship and free-enterprise.

LA 400 American Vision and Values – Focuses on the political and philosophical traditions of the American republic, especially as embedded in the ideals, values, traditions, founding documents, and institutions of the United States, and considers how these traditions relate to individual citizenship and global society.

LA 410 Tradition and Change -- Examines civic engagement in relation to individual freedoms and responsibilities. It fosters engaged citizenswho are empowered to effect positive change.

LA 420 Freedom and Responsibility – Highlights creative tensions between tradition and change as the country undergoes social, cultural, and political change. It considers how change can renew the vitality of a republic.

To date, more than 46,000 bachelor's-degree graduates from throughout the U.S. and 58 other countries worldwide have completed the Signature Series courses and a volunteer service requirement that has netted more than 415,000 service hours for a broad range of non-profit projects and causes in America and overseas.

The Grewcock Vision and Values Endowment Fund

In 1999, the Grewcock family established the Bill & Berniece Grewcock Chair of American Vision and Values at Bellevue University, a major endowment fund to support and increase awareness of the shared American heritage beyond the campus to a wider audience through civic education and engagement.

The University's annual fall Signature event speaker series, which launched in 2009, is a prime example of how the Grewcocks and other generous supporters have helped expand the impact of the fund. The Grewcocks attended many of the Signature event programs, which have become a highlight of the University's community engagement calendar and have attracted thousands of business and civic leaders over the years. The event also spotlights Bellevue University's efforts to raise need-based scholarship support for under-resourced students.

To date, Signature Event speakers have included:

2009 - William Bennett, Former Secretary of Education under President Ronald Reagan

2010 – George Will, Political Columnist

2011 - Charles Krauthammer, Pulitzer Prize-Winning Columnist

2012 - Peggy Noonan, Presidential Speechwriter, Pulitzer Prize-Winning Columnist

2013 – John P. Mackey, American Businessman, Entrepreneur, Author

2014 – David Brooks, Political Commentator and Author

2015 – Mitch Daniels, Purdue University President, Former Governor of Indiana

2016 – Newt Gingrich, Former U.S. Congressional Speaker of the House

2017 – Doris Kearns Goodwin, Presidential Historian and Pulitzer Prize-Winning Author

2018 – Ron Chernow, Best-Selling Biographer, Author of Alexander Hamilton

2019 – Nikki Haley, Former U.S. Ambassador to the United Nations, Former Governor of South Carolina

2020 – Event cancelled due to the global COVID-19 pandemic.

2021 – Gary Sinise, Humanitarian, Academy Award-Nominated Actor

2022 - Gen. James N. Mattis (USMC, Ret.), Former Secretary of Defense

2023 – Ian Bremmer, Political Scientist and Expert on Global Politics and Risk Management

2024 – Karl Rove, Political Strategist, Senior Advisor to President George W. Bush

2025 – Bret Baier, FOX News Anchor and Executive Editor of Special Report With Bret Baier (this year’s scheduled speaker)

Another example of a high-impact initiative supported by the American Vision and Values program is Self-Government Works (SGW). Self-Government Works is a learning simulation program for middle- and high school students that incorporates primary source documents to help students explore and experience America’s system of self-governance in a historical context. Bill Norton, public speaker and author on liberty and the U.S. Constitution, developed the SGW curriculum and has spearheaded multiple University initiatives promoting America’s unique heritage and pedigree online, in public presentations and classroom settings for more than a decade.

Wishing Berniece Grewcock a Happy 100^th Birthday, Norton credited Bellevue University and donors such as the Grewcocks for inspiring and driving the expansion of SGW from a single high school classroom to the self-contained simulation program that teachers in multiple states are learning to use and implementing in their classrooms. “Berniece has done so much to support great things in her community! It’s much more than a lifetime. It’s a lifetime of success, blessings, and helping others.

“Bellevue University has always been known as a civically-minded institution, especially because of their Signature Series courses,” Norton said. “They asked me for something that would appeal to middle school and high school students. Social studies can seem boring and unrelate-able. By learning the concepts and principles taught in SGW, they can be better citizens now, well before they’re voting age.

According to Norton, SGW began as an experimental effort to help one high school social studies teacher engage her students in exploring why America broke from English colonial rule and what the new nation’s founders were trying to accomplish.

“The timing couldn’t be better, according to Norton. “I believe our country is becoming more polarized, not necessarily because we’re thinking differently but because we’re not grounded in the country’s principles and how to get along with each other and have constructive dialogue that unifies rather than divides us.”

Thousands of private, public and home-schooled students and hundreds of teachers have been exposed to the program content, including foundational documents such as the Magna Carta as well as the Declaration of Independence, the Federalist Papers, and the U.S. Constitution.

“Self-Government Works has been a tremendous initiative, for a couple of reasons,” Dr. Hawkins said, “It gets secondary students to actively engage in how government is formed and how a nation is formed. That is hard to do! The combination of donor support and Bill Norton’s creativity and tenacity has made that real for so many high school students.”

“We are also expanding the offering and using some of those simulation ideas in other classrooms in other neighboring states outside of Nebraska, Minnesota, Texas, and Arizona, as well,” Hawkins said. “Again, thank you, Berniece, for your support.” For Norton, who recently earned his master’s degree at Bellevue, SGW is a passion and a family affair.

His wife, Sarah, calls the program “the culmination of what he (Bill) has been teaching and learning about for decades. “What’s unique about it is that it is a simulation rather than role-playing,” she said. “And it’s very interactive and works for classroom and homeschool students and teachers.” She added that the program is flexible, as it can be used by as few as nine students or in much larger classes.

 “We couldn’t do it (SGW) without people like Berniece,” Sarah said, “People who really want to see liberty taught in the schools. Teachers are amazed when they hear that the program is available at no cost. I tell them, ‘This is for you from Bellevue University and all their donors.’”

Norton’s daughter, Laine Nesbitt, completed SGW in high school and currently assists with program development and teacher training in addition to her day job as an intern school psychologist. She credits the program with helping clarify her own views on self-government.

“Part of the curriculum is learning how to govern yourself and what principles you believe in and want to stand for. School is really hard for a lot of students, so having a simulation format that is intuitive and interactive and enables them to explore the curriculum before they grow up and go out into the world is really helpful.”

“I think Berniece’s contribution is so important because SGW teaches principles of liberty that everyone should be familiar with and involved in, and the simulation gives students a tangible experience to explore those things on their own,” Nesbitt said.

It’s graduation season! And if seeing all the cap and gown jubilation has inspired you, CACI employees should know that the company has partnerships with several universities and a tuition reimbursement program that can help make employees' educational dreams come true.

Jonathan K. Hernandez took advantage of the company’s educational benefits, earning a Master of Science in Acquisition and Contract Management last year from Bellevue University. He has worked for CACI for more than seven years and is currently a senior program analyst/government liaison for three separate agencies.

“I chose to pursue another degree as I felt it was appropriate for my increased responsibilities within the position, as well as my desire to become better at what I do,” said Jonathan, who has a bachelor’s degree in military management and program acquisition. “I remain committed to learning every single day!”

Jonathan was thankful for the flexibility that earning his degree online provided. In addition to working full-time and spending quality time with his family, he had to juggle being a patient advocate for a loved one; that responsibility meant often finishing assignments from a hospital room. Still, he completed his master’s degree in 18 months.

“It was challenging for me personally, but despite all that, each professor was extremely gracious and empathetic,” he said. “They worked with me every step of the way. Bellevue understands the lives of its students and places their success as a top priority.”

Jonathan said he also had tremendous support at work, which he believes was essential to his success.

“CACI managers and leadership supported me 100% of the way when I first brought up the idea of getting my MS,” he said. “They understand this is not just an investment for you personally, but an investment in the company’s future. We are all here for one thing – to ensure the warfighter has the very best in their hands at all times. We owe it to them, and to ourselves, to grow beyond what we are today.”

Jonathan urges other employees who are contemplating pursuing their first degree or advanced degrees to go for it. His advice is to set a path to success early and don’t shy away from seeking support.

“Exercise your relationships to ensure you are setting the conditions needed to succeed – from your immediate management chain and your family and friends to your professors and classmates,” he said. “Don’t ever be afraid to ask for help. We are all here to help lift one another up!”

Changing course when approached with challenges has led Kyle Payne,  Ph.D., down a unique path – from education to welding to coaching and research. 

After earning his Bachelor of Arts in Philosophy and Master of Science in Adult Education, Payne was prepared to begin a career as an instructional designer.

“Unfortunately, the Great Recession limited opportunities in learning and development,” he said. “So, I pivoted, learning how to weld. That path led to opportunities overseeing quality management and then leading talent development initiatives in the structural steel industry.”

Today, after completing the Bellevue University Ph.D. in  Human Capital Management, Payne is a leadership consultant and professional coach. He also conducts research on ethical followership, presenting regularly at conferences related to leadership, followership and ethics. He recently did a TEDx Talk on the topic at Lewis University.

A Unique Learning Experience

Payne was attracted to Bellevue University because of its support for nontraditional students. “They also partnered with my former employer to provide cost-effective options for graduate study,” he said. “The focus on human capital management in the Ph.D. program is unique and helped me recognize the potential fit.”

In addition to group projects that provided invaluable learning opportunities, Payne said the experiences he had with Bellevue University faculty can’t be matched. “I succeeded in large part because I had faculty at Bellevue University who took a genuine interest in me and who challenged me to learn and grow,” he said.

Pursuing New Opportunities

Payne said completing his Ph.D. has opened up many opportunities, particularly as a leadership consultant and a professional coach. “Many clients know of Bellevue University, and those who don’t pick up quickly when I talk about my Ph.D. program and the value of the degree,” he said. “From a personal standpoint, I am very confident in the knowledge and skills that I gained through my program.”

His work in the program has also led to significant research opportunities, particularly on ethical leadership and leadership in engineering.

“When I entered the dissertation phase of my Ph.D. program, I had recently started working for an engineering firm. They were gracious enough to support my efforts to survey engineers for my dissertation,” Payne said. “While I do believe that the engineering profession is far behind where it should be as a force for good in society, I have been impressed with the commitment of engineering professionals to doing the right thing and taking seriously the ethical implications of their actions.”

Payne’s interest in the ethics of leadership stems from a passion for leadership styles that benefit all. “What we have missed, and what the followership community is generating theory around, is the powerful role that followers play in co-creating leadership, including ethical leadership,” he said. “After earning my Ph.D. at Bellevue University, I began studying ethical followership because I believe that conceptualizing leadership as a collective process is of greater benefit to society than a continued focus on individual leaders.”

Applying Experience to Practice

Payne said he draws inspiration from how much knowledge depends on experience. Just as he has built his knowledge and skills through experience, he encourages his clients to do the same.

“When I have interviewed professionals about times they have experienced or observed resistance to an unethical request, it is striking to me how much variation exists,” he said. He explains that some simply say “leave the company if you don’t like it” while those who have more tools in their toolbox explore solutions. “Because that practice is so valuable, I tend to focus ethical followership workshops on planning and role-playing realistic examples,” he said.
 

In May, Kizzire celebrated 20 years at Bellevue University, where he now serves as Assistant Vice President of Enrollment Management. Before joining the University, he spent 28 years in the U.S. military—three in the Marine Corps and 25 in the Air Force, much of it in recruiting. That background, he says, gave him a framework that maps almost seamlessly onto the world of higher education. “It’s about creating a culture people want to be part of,” Kizzire said. “That philosophy really shaped how I lead teams here.”

Returning to school—and discovering a new mission

Kizzire’s journey to Bellevue University began while he was still in uniform. As his retirement from the Air Force approached, he didn’t yet hold a college degree—a major obstacle in the civilian job market. At the encouragement of colleagues, he enrolled at Bellevue University, first earning an undergraduate degree in Marketing, then moving on to a graduate degree in Security Management.

That personal experience—starting school later in life, while transitioning from military service—still informs how he connects with students. And it’s part of why he believes the University is uniquely suited to support military learners. “This is a university that delivers on what it promises,” he said. “We accept military experience for credit. We understand deployments and transfers. And we make sure you’re not just a number.”

Leading—and teaching—with perspective

Military students who enroll at Bellevue University often cite that sense of personal connection. Kizzire pointed to the University’s “Student Voice” program, which gathers feedback weekly and often includes praise from military members for faculty’s flexibility, responsiveness and understanding.

Some of those inspiring comments are about Kizzire. In addition to his administrative role, he teaches courses in leadership, business, management and criminal justice at both the undergraduate and graduate levels. Many of his students have military backgrounds. One student, reflecting on that experience, wrote about Kizzire: “He’s challenging in teaching this course, but I really appreciate how flexible he is when I have to leave for military duty deployments.”

Kizzire says feedback like that reflects Bellevue University’s broader commitment to supporting military learners not just in principle, but in practice. That support goes beyond the classroom. He points to the University’s Military Veteran Services Center as a cornerstone of that commitment. The center serves as both a resource hub and a place of belonging, offering help with educational benefits, career transition and wellness. Several federal and state agencies, as well as number of military-focused nonprofit organizations, are housed onsite to assist with the full range of student needs. “It’s one of the most important things we offer,” he said.

Rooted in service, committed to students

Originally from Jessup, Iowa, a small farming town, Kizzire said he joined the Marines at 18 partly because of his father’s influence. “He was old school—told me I had to leave home at 18,” he recalled. “The military was a way to do that with structure and support.”

After the Marines, he re-entered service through the Air Force, eventually building a career around aircraft maintenance, instruction and recruitment. He loved the military, and now he channels that passion into helping others succeed in civilian life.

“Education is part of what helps military members take that next step, whether they’re staying in or transitioning out,” he said. “I know because I’ve lived it. And that’s why I’ve stayed here. Bellevue University gave me the tools I needed. Now I get to help others do the same.”

Finding a World-Class Program

Parr began her career at Mutual of Omaha nearly 13 years ago in marketing, putting her bachelor’s degree in Mass Communications to good use. Over the years, she moved into creative project management then agile project management. She’s now worked professionally as a project manager for five years.

Graduate school was not something Parr was seriously considering. However, as fate would have it, she ran across a Bellevue University table at the ICAN Conference in Omaha and they told her about the University’s partnership with Mutual of Omaha. She and the two coworkers she was exploring the conference with enrolled in different master’s degree programs, with the Master of Project Management being the right fit for Parr.

“Not everyone knows about Bellevue University and I felt proud to be at the school with a project management program in the top five in the nation,” she said. The program is also accredited by the prestigious PMI Global Accreditation Center for Project Management.

Growing Knowledge, Career Simultaneously

Parr completed her degree online. She said that though there was a learning curve from in-person studies, she enjoyed the flexibility. “I liked that I could work at my own pace,” she said. “For example, I could get my homework done ahead of time when I knew I’d be going on vacation.”

Though she was already skilled in project management, the program allowed Parr to dive deeper and master more industry terminology. “I could relate what I was learning to the work I was doing,” she said. “My manager could tell what I was learning by the questions I was asking.”

The program also armed Parr with specific processes to implement, like gap analysis and risk management assessment. “I’ve been able to apply these directly to my work, and these processes have made a big difference,” she said.

The married mom of two teenagers said it was tough to juggle everything, but they made it work. “For example, on Sundays we’d all be watching football together and I’d be on the computer. Everyone knew ‘mom is going to school now’ and they stood by me.”

Overall, however, Parr said she had a great experience. “I had a really good support system. The professors were great and I had peace of mind knowing Mutual of Omaha would support me with tuition,” she said. “My manager was awesome really and told me to do what I needed to because it was only going to help the company. Then other people in my area decided to pursue more education. It really opened the door.”

• Bellevue University partners with Erasmus University College Brussels (EhB)
• Two visiting students: Alyssia Lespes and Solenn Bosmans
• Students participate in biomedical lab technology research
• Students contribute to sequencing and microbiome studies
• Students attend Nebraska Academy of Sciences annual meeting on April 25, 2025

Editor’s Note

Editor’s Note: This article was contributed by Dr. John Kyndt, Professor at Bellevue University.

Student Exchange Program

Thanks to the student exchange program between their Erasmus University (EhB, Brussels, Belgium) and Bellevue University, two new students are currently working at Bellevue University as Science Lab Assistants. For the past three years students visiting from EhB have had the opportunity to gained practical experience aligned with their Erasmus studies in the area of biomedical lab technology. This year the lab is joined by Alyssia Lespes and Solenn Bosmans, who are performing a 4 week long research internship.

Alyssia Lespes (left), and Solenn Bosmans (right) are mentored by Dr. John Kyndt (middle) during their visiting internship.

International Collaboration

EhB each year has ‘international days’ and Dr. John Kyndt yearly gives a presentation to the second-year students about the ongoing research at BU, as an invitation for them to join for an internship. Dr. Kyndt is originally from Belgium and earned his Ph.D. in Biochemistry at the University of Ghent and build the connections with EhB through former colleagues that are Faculty at that University.

Research Projects

Both Solenn and Alyssia have been involved in several projects during their research stay at BU and spent countless hours performing DNA extractions and completed many library preparations for Illumina and Oxford Nanopore sequencing. In particular, they have played a crucial role in helping with the mushroom sequencing and identification project in collaboration with NE Game and Parks, and they have helped to complete the skin microbiome study and the NE salt marsh microbiome study for which Dr. Kyndt has an grant from EPSCoR Nebraska.

Student Experience

Alyssia, who originates from the Limburg region in Belgium, and Solenn, who calls the Brussels region home, will be at Bellevue University until May 11. They live in student housing and also attend some of the BU science classes during their stay to compare the educational differences between the two universities. They also participated alongside Bellevue University students at the Nebraska Academy of Sciences 2025 annual meeting at UNL on April 25.

Future Plans and Program Impact

The students are graduating in June, and Alyssia plans to pursue her master’s degree in forensic sciences. Solenn expects to work in industry or a hospital in a biomedical technology role after graduation.

Having students from other countries work and learn at Bellevue University enhances the overall student experience and benefits both students from other countries as well as students enrolled at Bellevue University.

“Since have signed an inter-university agreement with Erasmus this will also allow our science students the opportunity to travel to Belgium and study there, and we are actively looking at funding support for such efforts” said Dr. Kyndt.

“After joining the hospital, my engagement grew, and I turned to love the mission and purpose of BBGH,” the 2018 MHA graduate of Bellevue University explains. “In the first few years, I got involved in several committees, shared my opinions on different things, and truly found my rhythm within the finance department.”

Mazanec was eventually promoted to controller and believed she was on track to become the next CFO. After five years in that role, the CEO approached her about applying for the open Chief Operating Officer position — an opportunity she had never considered.

“He mentioned he saw me eventually sitting in his chair as CEO someday,” Mazanec shares. “That one moment is what led me to visioning myself as a hospital CEO.”

Becoming a hospital administrator was never on Robert Dyer’s radar.

After graduating from Wayne State College in 1998 with a bachelor’s degree in chemical science, he earned his Master of Physical Therapy degree from the University of Nebraska Medical Center. Dyer’s goal was always to lead a rehabilitation program and provide outstanding clinical care to communities — a mission he pursued for many years, including through his time on the rehabilitation team at Cozad Community Hospital in Cozad, Nebraska.

In 2005, Dyer took his career a step further by earning his Doctor of Physical Therapy degree from the University of Nebraska Medical Center, which helped him secure the Director of Physical Therapy role at Cozad. In this position, he had an integral part in developing an outpatient wound clinic.

Over time, the hospital administrators he worked under gave him increasing responsibilities, eventually leading to his appointment as interim CEO of Cozad Community Health System in 2022. He enjoyed the role so much that when the board searched for a full-time CEO a year later, Dyer threw his hat in the ring — and landed the job.

But there was one thing missing.

“I realized I didn’t have a lot of the leadership training that other people sitting in my role did, because I didn’t have a master’s in healthcare administration or put myself on the track to do so,” Dyer says. “When I saw the email announcing the Nebraska Hospital Association Leadership Institute opportunity, I thought it would be a good thing for me.”

So, in 2023, Dyer joined the NHA Leadership Institute, facilitated by Bellevue University, which helps emerging leaders develop leadership skills and competencies through interactive sessions. After becoming CEO, he felt building leadership skills “from ground one” was important to ensure a strong foundation.

Throughout his ten months in the institute, Dyer particularly valued the networking opportunities. He connected with professionals from healthcare organizations across Nebraska, gaining insights and building relationships. When his facility’s manager had a question, for example, he was able to reach out to two maintenance supervisors from his cohort for guidance.

He also appreciated the institute’s role-playing exercises, led by Bellevue University instructors, which allowed him to see accountability discussions in action. These experiences helped him understand his natural leadership style, learn how to navigate different personalities, and improve communication — skills he now applies daily as CEO of Cozad Community Health System.

“You realized you’re not alone,” he says of the role-playing. “Everyone else has gone through what you have at some point.”

The small group sessions in the NHA Leadership Institute also helped him form personal connections and doubled down on this realization.

Ultimately, being part of the institute has enhanced Dyer’s healthcare administration leadership skills, which allow him to better support his staff and help them succeed. It also benefits his volunteer work on the Nebraska Hospital Association Foundation Board, his time in the Cozad Rotary Club, and his position as President of the Cozad Development Corporation.

Today, Dyer is the leader he never expected to become, thanks, in part, to the NHA Leadership Institute.

Earning his Master’s in Healthcare Administration (MHA) from Bellevue University in 2017 was a milestone that propelled Caleb Poore into some of the most impactful years of his career.

Immediately after receiving his degree, Poore stepped into the role of multi-site Director at Burgess Health Center in Onawa, Iowa, where he reversed a significant operating loss across five rural clinics in just 22 months. The following year, he became CFO at Callaway District Hospital in Callaway, Nebraska, increasing profit margins by 65% while leading through COVID, overseeing a multi-million-dollar renovation, and developing new policies.

In 2023, life took Poore to Albion, Nebraska, where he became President and CEO of Boone County Health Center. Beyond his healthcare administrator roles, he has been an active community leader, raising funds for Callaway Pacific Place and serving on boards such as the Nebraska Hospital Association.

“It’s been a busy, fulfilling ride, taking me across Nebraska and into roles where I can shape healthcare for the better,” Poore says. “Every step has built on the last, pushing me to think bigger. I’m grateful for where it’s led me and eager for what’s next.”

What does he credit for his success? His MHA from Bellevue University.

“It’s been a game-changer, giving me the strategic edge to advance my career and solve tough challenges at Boone County Health Center,” Poore says. “It taught me how to analyze financial systems, which helped me cut over $1 million in costs without disrupting workflows and turn a $1.3 million loss into a $900,000 gain.”

The focus of the MHA on quality improvement enabled him to lead the facility’s ACO to more than $1 million in Medicare savings and earn national recognition, including an NRHA Top 20 award. Poore also gained skills in operations and policy, which in turn helped him manage major renovations and navigate crises like the Change Healthcare cyberattack without financial losses.

“In rural healthcare, where resources are limited, the MHA’s emphasis on strategic planning lets me launch new service lines — like outpatient psychiatry — while maintaining a 98% staff retention rate,” Poore shares. “It’s given me a big-picture mindset to align vision, finance, and care, pushing our organization forward. Honestly, it’s the backbone of my ability to lead at this level. It also helps me stay calm in chaos, like during COVID policy shifts.”

Poore first chose Bellevue University for his Bachelor of Science in Healthcare Administration because of its flexible, practical approach to healthcare education. As a physical therapist assistant, he sought a healthcare program that would build on his hands-on experience while preparing him for leadership roles.

“Bellevue’s reputation for supporting working professionals stood out, especially since I needed a schedule that fit my busy life,” he says. “The bachelor’s degree gave me a solid foundation, and I appreciated how the curriculum focused on real-world applications, like financial management and operations — skills I later used at Callaway and Boone County.”

Bellevue’s emphasis on leadership also resonated with Poore’s ambition to make a greater impact in healthcare.

After earning his bachelor’s degree, he realized how much more he could accomplish with advanced knowledge, particularly in rural settings where resources are tight. He knew a master’s in healthcare administration would be key.

“The MHA equipped me with the tools to lead entire organizations, not just departments, which matched my goal of driving systemic change,” he shares. “I was particularly drawn to how it blended theory with practical application, preparing me for roles like CFO and CEO. My experience managing rural clinics at Burgess Health Center showed me the need for a broader perspective, and the MHA provided exactly that.”

Attending Bellevue University online for both his undergraduate and graduate degrees was equally challenging and rewarding. And it allowed Poore to continue growing professionally without pausing his career.

“I was working full-time, first at Aegis Therapies, then Burgess Health Center, so the online format let me study late at night or on weekends around my job,” he shares.

This experience strengthened his time management skills, as he learned to set strict schedules and prioritize tasks. These skills later proved invaluable in roles like CFO.

“The virtual classroom kept me connected with professors and peers through discussions, which I found surprisingly engaging despite the distance,” Poore says. “Balancing it all took discipline, but my drive to advance in healthcare kept me motivated, even with a new family to care for. Looking back, that hustle prepared me for the multitasking I do now as CEO, like navigating the Change Healthcare cyberattack without missing a beat.”

Both in and outside his career, Poore values giving back. He has volunteered extensively, from mentoring kids in Callaway’s Teammates program to chairing boards like the Nebraska Hospital Association District II.

“My journey has been about blending healthcare expertise with a passion for people — whether it’s improving a hospital or inspiring the next generation,” he says. “It’s been a wild ride, and I’m grateful for every chance to make a difference.”

And for Poore, a valuable part of that journey has been his MHA.

“I wouldn’t be where I am without it,” he says.

With 20 years of Air Force service and a wealth of experience in intelligence and leadership under his belt, Stan Hawkins now serves as the Director of Military and Government Affairs at Bellevue University. His journey from military service to higher education is a testament to his commitment to helping service members and their families achieve their educational and professional goals.

Stan, could you share a bit about your military background?

I proudly served in the United States Air Force from 1990 to 2010, holding various roles throughout my career. I began as an Apprentice Electronic Intelligence (ELINT) Analyst, developing critical skills and expertise in intelligence operations.

What drew you to the military in the first place?

My decision to join the Air Force was inspired by a deep sense of duty to follow in my father’s footsteps and serve our great nation. It also offered an opportunity to explore the world beyond my home in central Missouri, pursue my education, and embrace a career that valued physical fitness and outdoor activity — a perfect match for my background as a former college athlete.

What has your career looked like?

After completing basic training at Lackland AFB Texas and technical training at Goodfellow AFB in San Angelo, Texas, my first permanent duty assignment was at Offutt AFB Nebraska, where I served as an ELINT Ground Processing Analyst for the Combat Sent and Rivet Joint programs. After four years, I made a permanent change of station to Oahu, Hawaii, where I worked as an ELINT Analyst for the Joint Intelligence Center Pacific for one year, followed by three years at the Kunia Regional SIGINT Operations Center. From there, we PCS’d to Warner Robins AFB in Georgia, where I served as the NCOIC of Intelligence for Air Force Special Operations Electronic Combat Support.

Four years later, I joined a small hand selected team at Shaw AFB, South Carolina, at the 9th Information Warfare Flight, tasked with enhancing CENTAF’s information operations and non-kinetic capabilities in preparation for Operation Iraqi Freedom. The assignment required I complete the Psychological Operations Officers Course at then Fort Bragg, now Fort Liberty in Fayetteville, North Carolina. Training and research were daily, deployments were many. This highly decorated unit was decommissioned following secession of hostilities in theater.

In 2005, we returned to Bellevue and to Offutt AFB (USSTRATCOM). I worked as a MIDB Analyst for the NSA. My final assignment was at Buckley AFB, where I served as the NCOIC for the Intelligence Squadron Command Staff, supporting the Aerospace Data Facility – Colorado (ADF-C). Also, during this assignment, I enjoyed having the time to return focus on my education and start preparations for retirement.  After retiring in September 2010, I transitioned into an intelligence analyst role with Lockheed Martin at ADF-C.

What motivated you to transition to higher education, and what drew you to this particular role at Bellevue University?

Following a year with Lockheed Martin, I returned to Omaha and joined National American University as an Admissions Advisor. Within six months, I was promoted to Director of Admissions, leading a team of 12 advisors and earning multiple awards for institutional effectiveness. I later joined National Radon Defense as Director of Business Development and Market Analysis, where I grew the owner network from 27 to over 70 organizations in three years.

My career also included two years in the mortgage industry with US Bank and our family’s real estate business. I ultimately found my passion for helping students when I joined Bellevue University as the Assistant Director for Military Programs, focusing on outreach and helping military families achieve their educational goals. My biggest motivator was to help our servicemembers start their education early in their career for an easier transition back to the civilian sector.

Can you describe your current role at the University and how you support military members and veterans?

As the Director of Military and Government Affairs at Bellevue University, I work to ensure that education remains accessible to service members, their families, and government civilians. My role includes contract development and building partnerships with government agencies to further the University’s mission.

How does your own military experience help you connect with the military students you work with?

Every military experience is unique, but the shared lifestyle and language of the military community are universal. My 20 years of active duty provide me with a deep understanding of the motivations behind service members’ decisions and the challenges they face both personally and professionally.

What do you find most rewarding about working with military students?

One of the most rewarding aspects of my role is witnessing the growth of students. Watching them commit to their education and rediscover a sense of purpose and direction is truly inspiring.

How do you see Bellevue University as being uniquely equipped to serve military students and veterans?

At Bellevue University, we have a strong veteran presence among our staff, allowing us to understand and address the unique needs of military students and their families. Our processes are designed with the military student in mind, and we continually innovate to provide military-focused programs. When needed, we also design and build customized solutions to meet their specific needs.

What’s on the horizon for you?

As we look to the future, we are thrilled about our upcoming partnership with the Defense Language Institute’s Offutt Language Center, a revitalized focus on Army and Air Force ROTC programs, and the development of an innovative aviation program that will set new standards for excellence.

Gregory Allen has a long and storied history in law enforcement and security.

Born and raised in Omaha, Allen served in the U.S. Army and completed a stint as an undercover narcotics agent in North Dakota before shifting his career to the Omaha Police Department in 1971.

Years later, Allen transitioned into the security sector, serving as a special agent with Union Pacific Railroad before becoming the Director of Security at ConAgra’s corporate campus. His extensive experience totals more than 25 years in public law enforcement and security.

Allen entered academia in 2004 as an Assistant Professor and Director of the Security Management program at Bellevue University. Under his leadership, this program, which was initially designed in response to the 9/11 attacks, became one of the largest of its kind in the United States. Over time, the program evolved to address emerging security threats such as domestic and international terrorism and active shooter scenarios.

Allen later developed the Emergency Management program at the undergraduate level and the MS in Emergency Management at the graduate level. He underscores the growing importance of emergency management professionals today, especially in response to events like the California wildfires of early 2025, where support is needed long after the flames are extinguished.

Allen’s transition to academia was fueled by prior curriculum development work at a community college in Omaha while serving with the Omaha Police Department.

Today, much of his focus is on designing Bellevue University’s new threat assessment master’s program and spearheading initiatives in threat assessment management — an area of growing importance in schools and communities.

Allen draws from his service with the Sarpy County Threat Assessment Team, established in 2016 by the Sarpy County Sheriff’s Department. This collaborative initiative brings together school districts, local law enforcement, the county attorney, probation officers, and mental health professionals. The team conducts bi-weekly meetings to review specific threats to student and public safety, addressing issues ranging from shootings to self-harm. The program operates proactively, encouraging anyone to report threats involving students or adults.

“We have a real gamut of individuals involved, but what we’re realizing is that threat assessment is vital when it comes to mental health,” Allen says. “Mental health is the number one challenge we’re facing in schools. Each new generation — whether millennials or Gen Z — requires us to adjust our approach to help them succeed.”

Allen’s expertise in security threat assessment extends to authorship. He co-wrote a textbook on threat assessment and risk analysis, which has proven increasingly relevant today.

“We face risks every single day, both professionally and privately,” Allen explains. “This textbook helps individuals assess and manage those risks.”

Bellevue University’s Master of Science in Threat Assessment and Management leverages Allen’s expertise. Designed for working professionals, the accelerated, cohort-based program will prepare students who enroll to manage threats of violence, public safety risks, and mental health crises across law enforcement, education, juvenile justice, and corporate settings.

“Threat assessment is the next level of thinking in security management,” Allen says. “We need to move from a reactive mindset to a proactive one.”

Allen believes the school threat assessment training in the program will help eliminate the thought of “it’ll never happen here” by preparing organizations, school districts, and other institutions to address potential threats.

“This program will help change that mindset, equipping communities to prevent and mitigate risks before they become crises,” he says.

In addition to developing educational and security training programs, Allen remains active in the classroom, valuing the opportunity to learn from his colleagues and students alike.

“I’ve been there, I’ve done it, and now I can talk about it,” he says. “I learn from my colleagues’ approaches and how they motivate students. It’s rewarding to see how they do it and to work alongside them.”

Allen prioritizes student interaction, believing it’s important for helping them achieve their goals.

“The neat thing about our programs is that there are no age limits,” he says.

One of his earliest students was a 65-year-old man who entered the Security Management degree program. This student later became the second highest ranking official at the U.S. Department of Agriculture.

Today, as security threat scenarios evolve, Allen continues to innovate, ensuring that those on the frontlines are equipped with the knowledge and skills to prevent and mitigate crises before they escalate.

Russ Lane’s journey from Army service to higher education leadership is a testament to the impact of military experience on personal and professional growth. As Vice President for Government and Military Affairs at Bellevue University, he now dedicates his career to supporting military students and veterans, helping them navigate their own paths to success.

Russ, could you share a bit about your military background?

I served in the active-duty Army from 1987 to 1991 and the active Army Reserves from 1991 to 1995. I was stationed at Fort Dix, Fort Lee, Fort Campbell, and Hanau, Germany, before deploying to Saudi Arabia, Kuwait, and Iraq during Operation Desert Shield/Storm.

I am confident in saying that I wouldn’t have had a 30-year career in higher education without my military experience. The lessons learned from the time I enlisted until the time I separated prepared me to navigate adversity and provided the foundation needed to become a good student and leader.  

The Army helped me focus on the things that would make a difference in my and my family’s future. For instance, I was an average student at best while in college, but the structure of the Army proved that I was capable of experiencing success in the classroom. I always finished at or near the top of my class during training.

What drew you to the military in the first place?

I was 23 years old, married with one child, and had some college but no degree. We were living paycheck to paycheck, so the military provided some much-needed stability.    

Can you give me a brief overview of your career?

Upon separating from the Army, I intended on becoming a police officer, but it is a long process so I worked corrections in the interim. During that time, an old football coach — now working at a local community college — reached out to me about making a career change. I took a sizable pay cut but trusted the process and immediately went back to college to complete my bachelor’s degree, as I knew it would be needed to qualify for any promotions. Coincidentally, I chose Bellevue University because it provided the quickest path, as they accepted all of my previous credits as well as credit for my military service/training.

Additionally, the simplicity of the cohort program sold me because of its structure: meet in person one day per week and do the work between class meetings. I didn’t want to go the traditional route as I also worked full-time and parenting. Following that, I also earned my master’s degree from Bellevue University.

Can you describe your current role at the University and how you support military members and veterans?

I am currently serving as the Vice President for Government and Military Affairs, so I have the honor of serving current military personnel, veterans and their families while also leading the team that serves those who have served.

How does your own military experience help you connect with the military students you work with?

First and foremost, it is easy to be empathetic as I have most likely gone through something similar to what they are experiencing. At a minimum, we have mutual respect and bond due to our service.  

What do you find most rewarding about working with military students?

When they experience success. They come to Bellevue University full of anxiety but also energy. When we are able to help them shed their anxiety, they excel in their endeavors.

How do you see Bellevue University as being uniquely equipped to serve military students and veterans?

Bellevue University’s level of commitment to serving the military and veteran population traces back to our beginnings. Now, we have evolved to include over 11,000 square feet of dedicated space focused on their success and well-being. Regardless of where they are in their journey, we are equipped to assist because of the network of community contacts and partners we have developed.

What’s on the horizon for you?

I hope to continue building the best Military Veteran Services Center possible while providing best-in-class service to those who have served our great nation. I also plan to focus on growing our military enrollment so we have the opportunity to help more military personnel, veterans and their families experience success.

Helping veterans find the support they need isn’t just rewarding — it’s life-changing. For Ashlea Rodriquez, manager of the Military Veteran Services Center at Bellevue University, her work bridges the gap between a veteran’s frustration and relief, ensuring every veteran that comes to campus feels heard, valued, and connected to the resources they deserve.

Ashlea, could you share a bit about your military background?

Absolutely. I grew up in Decatur, Nebraska, a small town about an hour north of Omaha. I joined the Air Force in 2011 as a medic and was first stationed in Washington State, where I began taking college classes. Later, I was stationed in Okinawa, Japan, where I served for the remainder of my military career until a back injury led to my transition out.

After leaving the military, I moved with my husband, who served in Army Infantry Airborne, to Vincenza, Italy, where he was stationed. While there, I continued my education through night classes. We were later stationed in North Carolina, where I continued my studies while raising our three young children.

How did you first get connected with Bellevue University?

When we left North Carolina, I had just one year left on my undergraduate degree. My husband deployed overseas, and I returned to Nebraska to finish my studies at Nebraska Wesleyan University. Unfortunately, during my final term in 2020 — right in the middle of COVID — I discovered I needed an internship to graduate. With three young kids at home and no options for in-person internships, I started Googling veteran service resources. That’s when I found Bellevue University’s Military Veteran Services Center (MVSC).

I called, and it turned out they had just lost all their work-study employees due to COVID. They were happy to accommodate my internship requirements, and I was able to graduate on time. This was a huge relief since I relied on military benefits to support my education.

JR Richardson, the MVSC director, and Heather Carroll, the manager at the time, encouraged me to continue my education. They explained how I could use my benefits to start a master’s program, giving me more time to stabilize my situation. I completed my graduate degree in Business and Professional Communication while working at the MVSC as a work-study. Just before finishing my master’s, I was hired for an admin position in the Clinical Mental Health Counseling program.

Can you describe your current role at the University and how you support military members and veterans?

I worked in the admin role for about 18 months before becoming an adjunct instructor teaching Introduction to Speech. While I enjoyed that role, I was eager to advance my career. When the manager position of the MVSC became open at the end of 2023, I applied and was selected for the role in February 2024.

Now, I oversee the MVSC, helping veterans navigate their benefits and connect with community resources. One unique aspect of the center is its partnerships — we collaborate with 22 organizations, including Disabled American Veterans (DAV). These partnerships not only benefit our students but also serve veterans throughout the local community.

I recently joined the Bellevue Chamber of Commerce Leadership School, a nine-month program that connects leaders with nonprofits, government agencies, and businesses. This is an excellent opportunity to build my leadership skills and strengthen our community ties.

How does your own military experience help you connect with the military students you work with?

Having served in the Air Force and lived overseas twice, I understand what it’s like.

The military is just unique in general. What I love about it is they take people from all over the place, and as soon as you put on that uniform, everything disappears. It gives you a mission and a purpose to connect.

A lot of our veteran clientele that we see here are older, and if you’ve talked to any veteran who’s tried to navigate their veteran benefits, you’ll soon realize they are jumping through confusing hoops. They get frustrated. Sometimes we get veterans who are already very discouraged, and it makes it that much more difficult to help them find and trust an organization that provides benefits.

Ashlea intentionally finds ways to connect with all of the veterans she meets.

Since working here, I have noticed that I stand out a bit. I am a younger, tattoo-covered female with colorful hair, and I even have a nose ring. I wonder how many people don’t think I am a veteran, or don’t have faith that I could understand or relate to their situation. So, I started this test, which was an icebreaker we did when going to a new duty station, and I will ask a veteran three random questions. I have found that it never takes more than three questions to find something that I can connect with them on. Each military experience is unique with its own hardships, but there are so many relatable situations that apply to all of us who once wore the uniform.

What do you find most rewarding about working with military students?

I think one of my favorite parts is seeing the heart and soul that either the veteran organizations or the people in their groups pour into the community. So many of these nonprofits started from something simple—like meeting someone randomly in a waiting room and starting a conversation, or working up the courage to ask, 'Hey, would you want to join me on this venture?' For example, one veteran asked a church musician if they’d help, and now they have weekly jam sessions with veteran guitar players and are hosting events for the local community.

It’s easy to isolate and lose sight of what’s happening around you, but seeing these connections form is incredible. Whether they’re 80 years old or 30, veterans find common ground and discover so many ways to support each other. That’s what makes it all so rewarding.

During most of Mike Butera’s career in law enforcement, detective work meant knocking on doors and conducting in-person interviews. Today, detectives can learn a lot about suspects simply by scrolling through social media. This evolution in investigative techniques is just one of the many changes Butera has witnessed — and it’s part of what makes teaching at Bellevue University so rewarding for him.

As an associate professor in the College of Science and Technology, Butera shares more than 25 years of in-the-field criminal justice experience with his students. Teaching also enables him to stay current with new strategies, technologies and approaches to community relations that have emerged over the course of his career in criminal justice.

Butera’s journey with Bellevue University began in January 2001 when he joined as an adjunct professor in the criminal justice degree programs. After retiring from law enforcement in 2007, he transitioned to a full-time role as a professor and the Program Director — positions he still holds today.

Prior to his time at Bellevue, Butera taught part-time as an adjunct faculty member at the University of Nebraska-Omaha and University of Nebraska-Lincoln for over 25 years. There, he discovered a passion for mentoring aspiring criminal justice professionals.

He served nearly 25 years with the Omaha Police Department, retiring as a Captain and Commander of the Criminal Investigation Bureau. In this role, he oversaw units such as Homicide, Special Victims, Gangs, Narcotics, and Firearms. Because of this, criminal justice majors have greatly benefited from Butera’s leadership and firsthand experience throughout his teaching career.

One of Butera’s proudest achievements in law enforcement was being one of the original Omaha police supervisors at Project Harmony, an organization dedicated to ending child abuse and neglect. He also played significant roles in high-profile cases, including the Amber Harris and Kenyatta Bush cases. As a father of four daughters, these cases hit home and continue to motivate him to share his insights with students.

Initially, Butera was hesitant to join Bellevue University’s criminal justice faculty as he had never taught online before. However, knowing the university’s reputation as a leader in online education, he decided to give it a try.

“After a few meetings, I decided to accept the position and ended up really enjoying it and seeing the advantages of online,” Butera says.

He continues to see those benefits day after day. Online learning allows students from diverse geographic areas and backgrounds to participate in the same classroom. Butera feels this diversity of thought enriches discussions and creates a vibrant learning environment.

For instance, one student might be a police officer in Louisiana, while another works in New York City. Their vastly different experiences provide unique perspectives on law enforcement challenges and solutions. Additionally, many of Butera’s criminal justice students are active-duty military members or veterans, some of whom take courses while deployed around the world.

Butera is also proud that every faculty member in criminal justice is a current or former criminal justice professional, whether as a parole officer, detective, attorney, or another role. This real-world experience is a significant selling point for the program. Butera himself has developed much of the curriculum of the criminal justice degrees, including a Master of Science degree.

For Butera, what’s most fulfilling about teaching is not only passing along his knowledge but also hearing new ideas every day.

“The whole idea of being a lifelong learner really resonates with me,” he says.

At Bellevue University, he appreciates the flexibility to adapt his curriculum to meet the evolving needs of criminal justice education. As the field continues to change, Butera ensures that his students receive an up-to-date education that prepares them to be both informed citizens and effective practitioners.

“It’s a tremendous advantage that Bellevue University has,” he says.

Zach Hogge has seen a lot  – both in his career as a U.S. Marine, and now as a firefighter and paramedic. Along the way, the Norfolk, Virginia, native developed a passion for how individuals behave and think in the workplace. He’s taken that one step further by pursuing his Master of Science in Industrial and Organizational Psychology at Bellevue University. And now he’s putting what he’s learned to the test by conducting research at his fire department and giving department leaders insight into addressing testing inequities.

Developing a Curiosity for Psychology

Hogge earned his associate’s degree in emergency services and learned about Bellevue University from colleagues while teaching a community college paramedic program.

“Going back to school was something I always wanted to do. I knew it was going to be online because of my work schedule,” he said.

Hogge shopped around and liked that Bellevue University has a brick-and-mortar campus, affordable tuition and scholarships.

“Bellevue University also kept coming up with the best transfer credit opportunities,” he said. “They worked with me, took my credits and most of my textbooks were electronic. Every semester I could find out what scholarship I was eligible for and that really reduced the financial burden. I got a great value out of the money I was paying.”

He was also drawn to the University’s undergraduate leadership program. “Coming from the Marine Corps, I’ve always been interested in leadership studies,” he said. “I’m fascinated by the culture of the Marine Corps.”

Throughout his bachelor’s program, Hogge felt the one class at a time structure set him up for success. ‘It made it easier to balance home, work and school,” he said. “I had to work hard, but my instructors were always there to help and it made me more disciplined. Now, when I run into an obstacle, I’m more likely to face it head on and not be overwhelmed by it because I have a systemic approach in place.”

Hogge completed his Bachelor of Science in Leadership in  2022. Throughout the program, he noticed that much of the research and theories came out of industrial organizational psychology so he decided to learn even more by pursuing his master’s degree in the subject. “I wanted to continue to study leadership and hone my understanding of it – organizational psychology was how to do it,” he said.

Taking Notice and Then Action

One of the most unique parts of Hogge’s experience in the graduate program has been the opportunity to approach his thesis differently. Many of his classmates focused on building surveys, conducting statistical analysis and providing recommendations. Instead, he saw an opportunity to tackle a challenge that was directly impacting his workplace.

“I wanted to do something more applicable to a contemporary issue,” he said. “We were seeing about half of recruits fall out of the fire academy. That adds up to losing about $600,000, which is about the cost of a single fire truck.”

He decided to look into why they are losing so many employees. He found that many are not prepared physically. Digging deeper, he found that there were fewer female candidates.

“We conducted a focused research study to find out why the females are being knocked out of the candidate pool,” he said. They looked at adjusting the test to assess upper body strength in a different way to better predict recruitment outcomes.

Although the modified test didn’t improve pass rates, it gave the department a starting point for continuing to pursue improvement and more equitable testing. “We learned that we just don’t know enough yet,” Hogge said.

Associate Professor and Program Director JoDee Goracke said that even though Hogge’s research didn’t lead to immediate results, his efforts are crucial to future progress.

“Beyond their on-the-ground duties, they have undertaken a significant research project,” she said. “Zach’s work has the potential to not only support gender equity but also enhance the effectiveness and inclusivity of our firefighting teams. The research and passion Zach has brought to his practicum and capstone projects demonstrate the very real impact our students are making in so many different domains and professions.”