Skip navigation

College of Arts, Humanities & Social Sciences

Department of Psychology

Department of Psychology

Psychology Matters Newsletter

Diversity Matters 

diversity By Students of the Inclusive Excellence Recruitment Committee
Department of Psychology



Despite increases in enrollment of racially and ethnically diverse students in doctoral programs over the last ten years, non-white students remain substantially underrepresented1. While less well-studied, graduate enrollment barriers also appear to exist for lesbian, gay, bisexual2, and trans or gender-nonconforming indivduals3.... Read more...

 Major Matters

We welcome our students back to campus and look forward to a wonderful year! We are currently looking for 2 students to serve as undergraduate ambassadors to the department, as consultants to working groups in progress that may revise the curriculum and to support keystone internship experiences... Read more...


Teaching Matters


By Pam Miller PhD

By the time a student reaches graduate school, they've taken countless college courses across many topics. But, when one's primary role has been on the student side of the equation, it is rare to consider what is happening on the teaching side. During graduate school, students have heard buzzwords of effective teaching and the fundamental tasks of teaching: active learning, inclusive strategies, course design, flipped classrooms, demonstrations, discussion, learning management systems, cooperative learning, universal design, problem-based learning. And, students begin to realize that time is short before they might teach a course on their own. Which strategies work best and which should I be using as I start my career in teaching?
At the University of Denver, we offer a "Teaching Psychology" course designed to educate our graduate students about teaching methods, best practices, and resources for teaching psychology. Topics of the course span from high impact practices to assessment and evaluation. My goals for students taking this course are to acquire knowledge of multiple teaching techniques, practice and apply those teaching skills, and gain confidence in their ability to tackle a class as a professor. Through hands-on assignments, students are pushed to think intentionally about course objectives, student learning outcomes, and inclusive learning strategies. The interactive nature of this course allows students to be instructors, evaluators, and students. Elly Miles, a graduate student in the developmental area, appreciated the practicality of the course, "The course was organized with many hands-on learning opportunities and supported a rich exchange of peer feedback."
Andrew Erhart, a 5th year student who took the course last year, had this to say: "The course being a blend of formal instruction/theory and practicing applied teaching skills was a perfect balance. The ability to give mock lectures and then receive immediate feedback was my favorite part; it allowed me to calibrate my instruction and I believe it has made me a much more effective instructor. I will be teaching a course in the spring and I feel much more prepared after taking this course."
My hope is that students leave this course with the knowledge, skills, and materials to be outstanding instructors.



Winter 2019
Spring 2018

Winter 2018

Fall 2017