Athletes at Leeds are using their training in the classroom and on the field to prepare for business careers.

Drive. Teamwork. Commitment. For student-athletes at Leeds, these qualities are essential for success on the field, in the classroom and on the job. With their experience in endurance, winning and losing, they are uniquely positioned for careers in business.

“One of the big comments we hear from employers is about being coachable—that student-athletes at this level did not get to where they are without being willing to learn from experts and taking feedback to help them grow,” said Lauren Unrein, associate athletic director for CU’s Scripps Leadership and Career Development program. “They want to be the best at what they do—whether that’s on the playing field or selling a product. That drive and passion never leave.”

Erick Mueller, executive director of the Deming Center for Entrepreneurship at Leeds, agrees that elite athletes tend to have a slew of qualities that make them assets in the professional world.

“Playing well in the sandbox is huge,” Mueller said, “as well as understanding and taking calculated risks. Student-athletes are so used to taking risks, and this is of great value in their careers. It is their adaptability: If one way (or 12) doesn’t work, let’s try it a different way ... they understand what excellence looks like, and this is very desirable to any employer.”

Mueller and Unrein co-created Buffs with a Brand (BWAB), a program designed for CU athletes. Launched in summer 2020 ahead of the NCAA ruling allowing student-athletes to benefit from their name, image and likeness, the program helps athletes capitalize on their personal brands while also acquiring necessary business skills in marketing, finance and entrepreneurship.

"Whether in my career or personal life, sports will always hold a significant place for me."

Taylor Simpson (Fin’25)

Eyes on the Prize

More than 120 student-athletes were working toward majors and minors at Leeds last fall. Their academic paths were as varied as the sports they compete in:

• A CU Buffs football player combined a business degree in marketing with a minor in international affairs.
• A competitive skier at CU worked toward a double minor in business and philosophy.
• A student-athlete on the lacrosse team pursued a business minor while majoring in integrated design engineering.

A long snapper on the CU Buffs football team, Camden Dempsey (Fin, Mktg’25), is also a Boettcher Scholar and Leeds honors student. He says he’d like to combine his education and athletic experience to leave a lasting impact on others.

“After graduation, I want to ... look at working internationally,” Dempsey said. “After being on campus for five years, I want to see what the world has to offer and then potentially join a startup or begin my own business.”

Dempsey excels at academics as a Leeds Scholar. “The program has been the best resource for me in terms of finding friends and like-minded individuals with similar high aspirations and career goals,” he said.

Taylor Simpson (Fin’25), a Buffs volleyball player and Leeds honors student, sees her future as a certified financial planner, inspired by one of her classes: “Principles of Personal Financial Planning and Insurance ... significantly influenced my perspective on my future career path. Following the course, I secured a wealth management internship and have found great satisfaction in all facets of financial planning and advising.”

“I’m uncertain if I’ll blend sports and business in my career,” she said. “However, one thing I’m sure of is my passion for sports; I can’t imagine my life without it. Whether in my career or personal life, sports will always hold a significant place for me.”

The Goal is Balance

What Leeds athletes all have in common is the challenge of pursuing an education while fitting in frequent practices, training and games. Under pressure to stay eligible and compete for a spot on the team, they’re forced to strike a tough balance. Skills in time management, communication and prioritization make them stronger in all areas.

“I don’t think anything about being a student-athlete lends itself to being easy,” said Unrein. “I think they learn very quickly that they have to be strategic in how they balance their time and understand their priorities. This is a vital skill that will help them in their transition into careers, regardless of what path or role they choose.”

They stand out as students, athletes and future business leaders, says Mueller. “It’s their drive to succeed in all facets of their lives,” he said. “I’d hire them in a heartbeat.”

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For this generation, it's not about if they're a good fit for a job, but whether the job is a good fit for them.

Funded by Gordon (TrMg’77) and Susan Trafton, Leeds Mentoring Programs turned 15 this year and celebrated matching over 9,000 students with mentors. At Leeds, where mentorship is a cornerstone of the student experience, 54% of the 2024 graduating class had participated in at least one mentorship program.

Today’s graduates and students, known as Generation Z (born between 1997 and 2012), want mentors who support their distinctly different views on work from previous generations.

While salary is still the most important factor in deciding on a job, research has shown that Gen Z values salary less than any other generation before it. They’re searching for interesting and meaningful work that gives them autonomy, flexibility and work-life balance at a company aligned with their their values: diversity, sustainability and social impact.

They gravitate toward opportunities where they can build genuine, personal relationships with co-workers and supervisors. Likewise, Gen Z expects more from their mentors than career advice and connections.

“Students are looking for more than professional advice from their mentors; they are looking for a true, authentic relationship. Sometimes they’ll talk about friends, family and mental health for an entire session,” said Sally Forester, associate director of Leeds Mentoring Programs.

These relationships frequently become lifelong, thanks to Forester and her team. They match student and mentor pairs one by one, using a blend of technology and human insights to make personalized matches, ensuring each student finds the right mentor for them.

All three mentoring programs—the Young Alumni, Peer2Peer and Professional Mentorship Programs—have received gold-level accreditation from the International Mentoring Association, recognized as model programs among higher education institutions.

And the programs keep growing with the times, ready to meet the evolving needs of generations to come.

Martin Moller (Mktg, Fin'79) Principal and Founder, LEARN Consulting Services
Professional Mentorship Program (Mentor)

“With the increase in remote work, there are many advantages and challenges ... we discuss issues of communication, earning trust, gaining credibility, networking, getting the support you need and understanding the operations of a firm.”

Matthew Harrison (Fin'26)
Young Alumni Mentors Program (Mentee)

“My conversations with my mentor have not only painted a picture of my soon-to-be professional career but have also helped me envision a fulfilling life that aligns with my values.”

Nolan Crowley (Bus'24), Staffing Consultant at Beacon Hill Technologies
Professional Mentorship Program (Mentee)

“My mentor suggested I make a list of my top six values and post them where I can look at them daily ... to help me internalize the standards I want to live by and move forward with in my new job.”

Kennedey Rapp (InfoAn'19), Senior Consultant, Deloitte
Young Alumni Mentors Program (Mentor)

“I think this group of students is looking for someone to walk beside them rather than a traditional hierarchical mentoring approach. They need to know we are human too, and hopefully, they can learn from our mistakes, and we can learn from theirs.”

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