12/10/25

T-bird alum turns global conflict experience into local impact

If there’s one thing required when working in foreign aid, humanitarian service, NGOs and other impact work, it’s overcoming the ego.

From preventing an ecological disaster in Yemen to containing the Ebola epidemic in the Democratic Republic of the Congo, and even peacekeeping in Sudan, which ultimately led to the referendum for South Sudanese independence in 2011, David Gressly’s career in humanitarian assistance for the Peace Corps and United Nations has placed him as a key figure in resolving several international issues in the Middle East and Africa. 

And now, he brings that global experience and perspective as the executive director of the Friends of the Verde River, a nonprofit organization that advocates for the protection of Arizona’s sixth-largest river.

Before graduating with his bachelor’s degree in developmental economics, he began his career in Thessaloniki, Greece, working for the Cotton Research Institute as a research assistant. As a passionate, self-described environmentalist, this introduction to international development compelled him to join the Peace Corps in Kenya, which he says was his first step in developing the skills necessary to deliver humanitarian aid. He spent four years immersed in the culture, developing relationships with farmers and families as he assisted in managing agricultural processes. Two years later, he was put in charge of the Peace Corps’ training center.

“We didn't have access to any kind of telecommunications aside from communicating by call or by mail," David reminisces. The seldom available cellular service and the speed of the postal service encouraged him to focus on being present and learning in the country. “It forced me to really be absorbed into the culture, and without losing my identity at the same time.”

He says that learning process was an odd balance.

“You have to learn how to separate your ego from the work that you're doing while still being able to work, in my case, as an American — not losing that part of me but not having it overshadow relationships either,” he said.

He returned to the United States in 1982 for the MBA program at Thunderbird School of Global Management at Arizona State University, then named the American Graduate School of International Management. Attracted by the student body’s diversity, he felt welcomed by the likeminded community’s extensive global experience.

After graduating in 1983, he worked the latter half of the '80s in the Peace Corps in Mauritania, eventually as the country director. He recounted a story of a representative from another organization that wasn’t able to adjust to the country.

“He stepped out of the plane onto stairs, took one look around, and went back inside the aircraft and said, ‘This is not me.’ Organizations want to avoid that happening, you need to make sure that you have what it takes to work in these kinds of environments.”

Those skills contributed to his success after joining Unicef in 1993, where he managed assistance programs in Nigeria, Cote d’Ivoire, Guinea and, finally, India, which focused on emergency response, security and public health. With two decades of experience in facilitating humanitarian aid and development initiatives, he joined the United Nations' mission in the southern region of formerly unified Sudan in 2004.

At the time, Sudan was facing their second civil war. Over two decades of clashes between the North and South left the country in famine, fear and an estimated death toll of 2 million people. One year after Gressly joined, in 2005, both sides signed a peace agreement, officially ending the war. Meanwhile, another conflict was rising in the region.

Gressly notes that the U.N.’s support network was instrumental in ensuring aid was distributed effectively.

“We had a comprehensive system that allowed nonprofit and U.N. personnel to work in remote locations, and it ensured that if something was going wrong, we could pick our people up in two hours."

That system provided them both the logistical security of their supply chains and volunteers as well as confidence from their beneficiaries in the region that assistance agreements would be fulfilled or, in the case of noncompliance, revoked.

After leading projects like delivering food assistance to malnourished civilians in Senegal and peacekeeping in Mali, Gressly was assigned to the U.N.’s Ebaola outbreak response in the Democratic Republic of the Congo (DRC) in 2019, where he was already on a peacekeeping mission. Three years after the 2014–16 outbreak had subsided in West Africa, global attention had since shifted from the disease despite its lingering persistence in several countries. But in 2018, DRC had reported a spike in cases concentrated near the Ugandan border.

His efforts in the region were met with reluctance from organizations in Washington, D.C., which he says feared that a strong response might hurt the private groups involved in the outbreak. His action plan was doubted by others who took a far more conservative — and sometimes opportunistic — approach.

“I remember talking to some people on the National Security Council, and they eventually admitted that they were afraid that if anybody got hurt on the mission, that their careers in Washington would be over.”

That attitude held back other missions from being as effective as Gressly’s. He gives the example involving the U.S. Centers for Disease Control and Prevention.

“They told me at one point, ‘It'll take two years to shut this thing down.’ We did it in five months.”

Much of that expedition can be attributed to his strategic placement of ground workers. He was able to follow the disease outbreak through the region and address cases others considered to be too high risk. At the end of his mission, there were no new infections.

Ground presence was critical both to his overarching mission in DRC and his response to the epidemic. Of course, field workers need to be willing to put themselves in unfamiliar territories and situations, but those managing and directing operations, like Gressly, can’t shy away from it either.

“I never advocated people go someplace that I wouldn't go, or hadn't already been,” he says.

But the ability has since changed. With the rising empowerment of fundamentalist and extremist groups, Gressly experienced a major shift in the Middle East and Africa.

“Fundamentalists in the Middle East and Africa are in a kind of competition. You can't use the same techniques. It's hard to be present on the ground because of the threat of being kidnapped, of being a target.”

Previously, he felt working with a humanitarian organization like the U.N. provided him a position of neutrality that afforded security and cooperation from the parties involved in a conflict. He observed that position change while in Yemen.

“Both sides repeatedly said, ‘All the Yemeni are our brothers and sisters, and they all deserve access to humanitarian assistance.’ Both sides had bureaucratic processes with permits and paperwork, but there was the ever-present threat that this assistance would be diverted to militant groups,” he said.

The difficulty of ensuring security poses a threat to ensuring proper support of civilians and increases the risk of diversion of aid to militant groups in the region. Without a ground presence, information is unverifiable, but with a presence, there is no guaranteeing the livelihood of workers. It’s a problem that he says is one of the most difficult issues facing assistance groups today.

“Al-Qaeda captured five of our security personnel and held them hostage for a year and a half. We had a World Food Program person assassinated on the streets in one of the towns. That changes the dynamic. And then you have to think how you can keep people safe.”

Despite the challenge, there was still stability in certain areas.

“I felt safest in the Houthi-controlled areas because, if nothing else, they knew how to control the territory.”

Nevertheless, both sides were cooperative enough to organize the transfer of oil from the slowly sinking FSO Safer, an oil tanker off the Yemen coast in the Red Sea. Described a “ticking time bomb” of a humanitarian crisis by the U.N., businesses, governments and NGOs all united under Gressly’s direction in 2023 to avoid the impending spill into the largest body of water in the Middle East.

After years of navigating crises like these, Gressly eventually closed his chapter in Yemen. Now, he has brought his experience home, joining the Friends of the Verde River as executive director. With only one day separating his retirement from the U.N. and his initiation at the nonprofit, he now runs environmental protection and educational programs for the Verde River Valley community.

He was introduced to the organization through his daughter, who was privy to his plan to relocate to the U.S. Since starting his career in 1977, he spent only a collective five years living in the United States. Friends of the Verde River offered him an opportunity to integrate into the community, readjust to the culture, and combine his passions for river sports and environmentalism.

After learning more about the work the organization does and their cherished positioning in the community, he joined with the mission of protecting the river through the removal of invasive species, sound water management, and offering community educational programs and development grants. Notably, the organization’s partners — the Water Infrastructure Finance Authority and the Salt River Project (SRP) — have expanded private and community grant programs from just $10,000 to amounts in the hundreds of thousands. He's currently targeting the restoration of riparian habitats, a project that has cleared 12,000 acres so far of invasive species. He’s also managing the monitoring of other wildlife like beavers and otters to support their role in the ecosystem. 

According to Gressly, many of his accomplishments wouldn't have had quite the reach without his time at Thunderbird.

“A degree from Thunderbird was necessary, but I also needed the Peace Corps experience; I needed that ground-level experience in the countries I wanted to work in.”

He says those experiences were fundamental in becoming a better listener, negotiator and humanitarian, which required him to put his own bias behind him and learn to empathize with those in the situations he sought to remediate.

Gressly will be using those skills as he prepares the organization and its affected communities for the upcoming development of the Bartlett Dam, which will effectively remove 6 miles from the Verde River. 

11/12/25

ASU, state of Arizona launch initiative to power up the public workforce

Arizona’s public employees keep the state moving — maintaining infrastructure, supporting families and serving communities. 

Through a new initiative from Arizona State University and the state of Arizona, these employees have the opportunity to strengthen key skills and apply them in service to their communities.

This statewide initiative brings together a broad portfolio of professional learning offerings developed by ASU’s schools and colleges — spanning business, data analytics and visualization, collaboration, leadership and more — to meet the evolving needs of Arizona’s workforce. 

Participating ASU schools and colleges

The collaboration was created in response to employee engagement survey feedback that professional learning and development ranked among employees’ top priorities. Data also showed that employer-paid certifications are among the most valued workplace benefits, evidence that continued learning builds both satisfaction and performance in the workplace.

Due to its strong alignment with the needs of Arizona state employees, the program reached capacity just two weeks after launch. More than 1,000 employees expressed interest, and 600 have already enrolled. Additional enrollment will be offered as more space or funding becomes available.

In collaboration with their supervisors, employees were able to choose what fits their goals, such as a short course to sharpen computer application skills or a longer certificate that builds leadership, data and technology expertise. Every option is flexible, practical and available to eligible employees at no cost.

“Arizona’s state employees are the heart of public service. This partnership invests in them — helping our workforce strengthen its skills, stay adaptable and continue delivering the best possible service to the people of Arizona,” Gov. Katie Hobbs said. “The incredible demand for the program shows how much state employees value high-quality professional development and the opportunity to earn a credential, which will generate a strong return on investment for the state.”

Preparing Arizona’s workforce for the future

Across industries, work is being reshaped by new technologies, automation and artificial intelligence. 

According to the World Economic Forum’s 2025 "Future of Jobs Report," nearly 40% of job skills will change within the next five years, while more than 170 million new roles will emerge globally as others evolve or disappear.

Arizona’s public agencies are navigating that same transformation. The ASU-Arizona partnership provides a structured, accessible way for employees to build digital fluency, strengthen leadership and enhance problem-solving skills relevant to their roles in government.

ASU, ranked No. 1 in the nation for innovation by U.S. News & World Report for 11 consecutive years, already has supported more than 1 million learners worldwide through its continuing and professional learning programs. 

A leader in workforce development, the newest Global Employability University Ranking and Survey, or GEURS, again ranked ASU second among public U.S. universities for employable graduates — ahead of UCLA, the University of Michigan and Purdue. That same expertise now supports Arizona’s public workforce, offering learning experiences that help employees meet today’s challenges while preparing for those ahead.

“As a lifelong Arizonan, I’ve seen firsthand the impact public employees have in every community across our state,” said Nancy Gonzales, executive vice president and university provost. “Arizona will continue to thrive thanks to programs like this one, which ensures that our public employees have opportunities to learn and grow throughout their careers. This partnership reflects ASU’s commitment to transforming the university experience into a lifelong relationship that empowers people at every stage of life.”

Practical learning with measurable value

Eligible employees were able to participate in one of two program types designed to meet different professional goals:

  • Skills-based courses, focused primarily on digital and project management skills — including areas such as data analytics, agile project management and technology-enabled collaboration — many of which can be completed in eight hours or less.

  • Career certificate programs, providing deeper study in leadership, strategic thinking and data-driven decision-making.

Each offering provides practical, job-relevant tools that employees can apply immediately in their work. Upon completion, participants earn a digital credential from ASU, which can be shared in professional portfolios or annual performance evaluations.

The partnership also includes up to eight keynote sessions throughout the year, led by ASU experts, on leadership, innovation and managing change — giving employees a chance to learn together and share ideas across agencies.

By connecting the state’s workforce goals with ASU’s learning resources, the collaboration strengthens leadership and innovation across public service and supports Arizona’s capacity to adapt, grow and shape what’s next.

11/07/25

Thunderbird at ASU alum appointed to San Tan Valley’s inaugural city council

As the rapidly growing San Tan Valley forms its first local government, Thunderbird School of Global Management at Arizona University alumnus Rupert Ventenilla Wolfert has been appointed to its inaugural city council, helping lay the foundation for the largest incorporation by population in Arizona history.

Wolfert brings with him a deep background in public service and leadership, with past roles at the Department of Veterans Affairs, FEMA, and the Social Security Administration.

On Oct. 1, Wolfert and his six fellow council members met for the first time to establish preliminary frameworks and priorities for the municipality, and will continue to meet the first and third Wednesdays of each month to build the foundations of this historic Arizona governance.

After nearly a decade living in San Tan Valley, he says his motivation for stepping into local leadership lies in personal commitment: “What inspired me to pursue this position is simple: San Tan Valley is home. After eight years here, I’ve seen both the challenges and the tremendous potential of this community. The opportunity to help establish our first local government — to help shape how we grow, govern and serve — felt like a natural continuation of my lifelong dedication to public service.”

Wolfert earned his Master of Leadership and Management with a specialization in AI, analytics, and fintech innovation, and credits the program with shaping his approach to data-informed, ethical leadership.

“My time at Thunderbird profoundly shaped my perspective. Through the MLM program, I developed a deeper understanding of strategic thinking, data-driven decision-making and ethical governance. My specialization further reinforced the importance of using technology and evidence-based analysis to solve real-world problems.”

Looking ahead, the council has until July 1, 2026, to achieve operational independence and has nine major steps to complete within this time frame, including preparing the next fiscal year budget, establishing foundational codes and policies, and building a team of key personnel.

Arizona law also requires each town to provide a variety of services, including municipal court services, planning and land use, police services, and streets and transportation.

As this plan and San Tan Valley’s governance begins to take shape, Wolfert believes the challenges of building from scratch are matched by the chance to create lasting, community-rooted systems.

“The cornerstone of effective local governance is participation. I plan to encourage open communication through community forums, partnerships with civic organizations and transparent policy processes. Every resident should feel they have a voice in shaping our town,” he said.

Wolfert reflects on his pivotal Global Field Seminar in Colombia, an elective that can be taken as part of the MLM curriculum that allows students to experience an intensive one-week immersion in a focused region of the world.

He says the experience was pivotal in demonstrating international models of innovation and resilience that can translate to strong, locally grounded policy.

“A global mindset helps me look beyond immediate issues to see how best practices from around the world can inform local solutions. My Global Field Seminar allowed me to witness firsthand how the business community develops creative solutions that not only address local and regional challenges but also draw upon the country’s rich social and cultural strengths.”

Wolfert remains ready for the path ahead and is eager to implement Thunderbird’s global vision to help inform local solutions in Arizona.

“I am truly thrilled to step into this new role and profoundly grateful to Thunderbird for the invaluable skills and mindset it instilled in me, which continue to drive me toward new opportunities and challenges.”

08/22/25

Back to school, rewritten: 1.2 million ASU learners and counting

For generations, “back to school” has meant a single day circled on the calendar. But today, that moment looks different for millions of learners.

Education now starts when life allows: on a Tuesday night after work, over a school break, during a career shift or return to the workforce. Whether learners are earning their first college credits in high school or returning after years away, ASU programs are helping them move forward in ways that fit their lives.

More than 1.2 million unique learners worldwide have now enrolled in ASU learning offerings, including through Universal Learner Coursescareer certifications and stackable credentials. These programs — created and delivered by ASU’s colleges and schools — are changing where, when and how education happens.

“We’re not just expanding access — we’re reimagining how education is designed, delivered and experienced,” said Marco Serrato, vice president of ASU's Learning Enterprise. “When ASU’s colleges, faculty and partners come together across disciplines and delivery models, we can meet learners in moments that traditional systems overlook — and help them keep moving toward their goals, no matter where they start.”

A second chance — or first step — toward a degree

Through ASU’s Earned Admission pathway, nearly 9,000 adult learners have been admitted to ASU, returning to or entering college for the first time. Instead, they begin with entry-level college courses and only pay for credit after they pass — offering a low-risk path forward for students restarting or reconsidering their education. Students set their own pace as they manage work, family or other commitments.

For Katie Marquez, a third-generation Sun Devil now entering her third year as an ASU undergraduate student, the program has made college possible while keeping her role as corporate billing director at Mountainside Fitness.

“It has already opened so many doors for me,” she shared.

Katie, who will graduate in spring 2026 with a degree in elementary education from Mary Lou Fulton College for Teaching and Learning Innovation, said the flexibility and low-pressure environment also gave her the confidence to explore subjects she might have avoided before.

“I took an astronomy class — that’s something I never thought I would take,” she said. “It gave me an opportunity to not feel stressed about having to pass a class right away and to be able to enjoy what I’m learning.”

These credit-eligible offerings through ASU’s Universal Learner Courses also serve as an academic on-ramp for international learners, homeschoolers and career changers. The ULC catalog includes 75-plus first- and second-year classes across disciplines — from business to astronomy — all taught by ASU faculty and open to anyone.

For Daniel Perry, Earned Admission was a way back into higher education after leaving his previous university on academic probation. By completing ULCs and applying past credits toward a new degree, he rebuilt his academic standing and graduated last fall with a 4.0 GPA in technological entrepreneurship and management

“It feels like I finally finished what I started,” he said.

Early college in high school

In Los Angeles, graduates of many Archdiocese of Los Angeles (ADLA) high schools are collecting their diplomas with as many as 24 college credits already on their transcripts. The credits come through Accelerate ASU, a dual enrollment program that offers more than 70 online college courses without GPA or transcript requirements. To date, more than 23,000 high school students have participated across 40 countries, earning college credit before ever applying.

These online courses — taught by ASU faculty and supported in-person by high school educators — are helping students build academic confidence and college momentum.

“Some of our schools simply don’t have the resources to offer specialized career pathways like data analytics or health care,” said Edgar Salmingo Jr., director of early college and online learning for ADLA. “With ASU, we can give students those opportunities without having to build out entire programs from scratch. ... I would say close to 100% of students feel more prepared for college after taking ASU courses. Many start out thinking, ‘This is too hard. I don’t know if I can handle it.’ But by the end, they’re saying, ‘Oh, I can do this.’”

The model reaches internationally as well. At IGB International School in Malaysia, students in the International Baccalaureate Career-related Programme earn university credit and career certificates alongside their IB coursework.

“Our families value global university access,” said Gregory Brunton, head of school at IGB. “ASU’s outstanding reputation, flexibility and breadth of academic offerings provide our students with meaningful pathways — such as the custom academic track — to begin university-level work in a supportive and low-risk environment.”

Career skills with immediate and long-term value

For some learners, “back to school” means updating skills for a job they already have or preparing for a career that’s rapidly changing. ASU's CareerCatalyst offers more than 400 courses and 200 stackable credentials, many of which are self-paced or designed to accommodate working professionals. The learning offerings are designed and delivered by ASU’s world-class faculty across the university’s colleges and schools including:

In the past year, artificial intelligence has become a key focus area. From foundational awareness to advanced integration, ASU’s AI learning portfolio spans business, health, education, public service and engineering — empowering professionals across sectors to use AI responsibly and effectively. Developed by the W. P. Carey School of Business, current offerings include a W. P. Carey Certificate in Artificial Intelligence in BusinessAI in Learning Analytics and Talent Development certificate and AI and Sustainability certificate.

“Our approach to teaching AI at ASU considers not only the technical skills but also business skills and mindful principles, which emphasize ethics, responsibility and trustworthiness,” says Pei-yu Chen, Red Avenue Foundation Professor, chair of the Department of Information Systems and founding director of the Center for AI and Data Analytics at the W. P. Carey School of Business. “By integrating these elements, we ensure that our learners are prepared to practice principled innovation and lead with integrity in the AI-driven future.”

For learners pursuing advanced credentials, W. P. Carey offers graduate-level certificates in AI, analytics and supply chain management, all of which stack into master’s degrees. These pathways allow working professionals to gain immediate career value while building toward long-term goals.

Scaling access and opportunity

ASU’s global learner base now spans 157 countries. Through the newly expanded ASU en Español initiative, Spanish-speaking students can access university-level coursework aligned with local workforce needs and delivered in their own language.

In Latin America, for example, demand for technology talent has nearly tripled in recent years, creating the need for training opportunities. Programs such as the Digital Intelligence for Everyone certificateFoundational Sustainability Skills and Competencies certificate and the Business Analytics and Big Data in a Global Economy certificate (offered through ASU’s Thunderbird School of Global Management) are helping learners build in-demand skills.

“Access to education is not only critical to ASU’s success but also needed if we are to craft solutions to our shared global challenges,” says Miki Kittilson, dean of the College of Global Futures, which was responsible for developing and delivering several learning offerings. “Our courses through ASU en Español empower learners to shape their own futures with the knowledge and tools needed to lead in a rapidly changing world.” 

“This work is perfectly aligned with the ASU Charter,” adds Todd Sandrin, dean of the New College of Interdisciplinary Arts and Sciences. “In New College, by designing with language and context in mind, we advance the concept of 'learning is for everyone.'”

One learner in Mexico, who was also earning a master’s degree in engineering, shared: “I gained valuable insights into how technological advancements can reshape industries and societies.”

As different as their goals may be, today’s learners are navigating education on their own terms, and on a continuum. What matters most isn’t when they start or return — it’s that they feel ready, supported and confident when they do.

04/01/24

Camarasal and Voces Vitales held the Pitch Competiction for women entrepreneurs

"By investing in programs like WE3A, we help strengthen the next generation of women entrepreneurs who will change the world", said Sanjeev Khagram, dean and CEO of Thunderbird School of Global Management. "At Thunderbird, we are committed to the success of our community, creating opportunities and generating results that create equitable and sustainable prosperity around the world".

02/14/24

AIU and Thunderbird at ASU announce partnership to launch the “Najafi 100 Million Learners” program in Kuwait

In a landmark move to revolutionize access to premium American education in Kuwait, American International University (AIU) and Thunderbird School of Management at Arizona State University (ASU) have proudly announced the launch of the “Najafi 100 million Learners” program in Kuwait. This initiative stands as a testament to both institutions’ commitment to providing accessible world-class global education to all.

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