TO: STUDENTS INTERESTED IN APPLYING TO THE GRADUATE PROGRAM
FROM: CURRENT BEGINNING AND ADVANCED GRADUATE STUDENTS

As graduate students currently enrolled in the Psychology Department at the University of Denver, we would like to take this opportunity to tell you a few things about our program from the students' perspective.

Our program is unquestionably a challenging and demanding one. A great deal of work is required and a high level of achievement is expected. However, these high expectations have not led to the development of a competitive attitude among the students. Instead, they draw us closer to one another. The supportive community that we have developed as students is one of the most important and positive aspects of our program. We feel that this community atmosphere makes this program unique and special. We were all attracted to this aspect of the program and continue to value and sustain it as students.

One of the nicest features of our program is that it has a low ratio of students to faculty members. Across all of the programs, our overall student-faculty ratio is about 3:1. As a result, the program is successfully able to implement a junior colleague model, which involves close collaborative relationships both among students and between students and faculty. This facilitates the development and refinement of research skills, clinical skills, and academic/intellectual sophistication.

Although each student receives guidance primarily from one faculty member, working with multiple mentors is highly encouraged and is one of the strengths of our program. Students often have faculty members from other areas as their primary research advisors, and in many cases, faculty from different areas sit on students' thesis and dissertation committees.

One exciting aspect of our program is that there are ample opportunities for students to present research ideas in formal and informal forums. Small reading groups and frequent lab meetings encourage intellectual development and lively discussion in a variety of research areas. Several faculty members have organized student-faculty research groups that meet regularly. Different areas also hold lunch meetings where students are strongly encouraged to present their research. These meetings provide opportunities to exchange ideas, receive feedback, and to learn how to present research ideas. Colloquia given by speakers invited from outside the department are also scheduled throughout the year.

Coursework

An appealing feature to many graduate students is the close link between the Child Clinical, Cognitive, Developmental, and Social/Affective programs. Students from all areas take a number of classes together and get to know each other quite well while faculty in all areas are readily available to students both for academic work and research assistance.

Students in the program are required to develop a tailor-made sequence of courses called the "tool" requirement, which satisfies needs that may not be met in our regular coursework. This block of courses is devised to enhance your research or career interests. In the past, students have focused on such varied interests as statistical analysis, psychometrics, developmental psychopathology, and assessment tools for children.

DCN

One unique option for fulfilling the tool requirement is the Developmental Cognitive Neuroscience (DCN) specialization. Students from all areas can participate in the DCN program, taking classes that build on a foundation in cognitive neuroscience with a developmental perspective. The DCN faculty is drawn from the several areas of Psychology as well as from the Biology Department. It is this kind of overlap that allows for great transdisciplinary discussions and collaboration.

Program Participation/student input

There are numerous opportunities for student participation and input into departmental and program affairs. Student representatives sit in on most department committees creating a framework that encourages students to be involved in more than just day-to-day work demands. This model extends beyond departmental and university affairs. All students are encouraged to become involved in professional organizations and state and national affairs that affect us as psychologists.

Preparation for real world

Members of our faculty strongly believe in preparing students for academic careers and, as such, encourage students to publish their research work, present research at national conferences, and write grants. Our programs are primarily designed to train students to become competent researchers, teachers, and clinicians. Thus, the programs encourage students to play an active role in developing their research careers very early on.

Teaching

Recognizing that teaching skills are important for success in academia, our department offers a course on teaching psychology. This course provides invaluable feedback for future professors. Students are also encouraged and supported in their efforts to gain teaching experience either by teaching an occasional class for a faculty member, or teaching an entire course or workshop during the summer session or the regular school year.

Fun Stuff

Our department values a balance between academic and personal lives. Denver is a wonderful place to live, rich with culture and history, where the sun shines approximately 300 days a year! Moreover, Denver is just 45 minutes or so away from the Rocky Mountains, which offers an abundance of recreational activities and breath-taking scenery.

Closing

Hopefully, we have provided you with a closer look at our program and answered some questions. Thank you for your interest in our programs.

Recent Graduate Student Publications

Recent Graduate Student Conference Presentations

Recent Graduate Student Grants, Fellowships, and Awards