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Executive PhD in Business

Why earn a phd.

A doctoral degree can help you join the academic world, either full or part time. But it can also make you a game-changing performer in your current field.

You’ll become a more skilled and confident executive, facing your company’s challenges with high-quality research approaches empowering you to identify inventive, evidence-based solutions. Or you can branch out as a consultant and guide other businesses to success.

Why the Daniels College of Business

• Perform research in the specialty of your choice.
• Learn through a blended format that includes distance learning and two on-campus immersions per quarter.
• Grow through Daniels’ unique approaches of ethical leadership and real-world, challenge-based learning.
• Work closely with faculty who are top researchers in their fields of expertise.
• Enjoy not only the benefits of the Rocky Mountains, but close ties to Denver, a thriving and highly entrepreneurial business community.

Qualified PhD Candidates

• Are established business leaders with a master’s degree and at least 10 years of substantial experience *
• Have demonstrated leadership experience necessary to identify and research relevant and timely business issues
• Are high performers with experience integrating research into real-life challenges
• Are driven by intellectual curiosity about complex problem-solving
• Want to approach business issues more systematically, making decisions based on research and data

*Applications that do not meet our minimum requirements will be considered based on tenure, educational history, work experience and previous accolades.

For More Information

Contact us if you have questions, want to discuss your research interests or would like to learn more about the Executive PhD.

Dan Baack, PhD

Director, Executive PhD

Melissa Akaka

Associate Dean for Research

Email Melissa

Perform in-depth research in the specialty of your choice.

Bridging the Gap Between Academia and Industry

Student and alumni news, leo dixon and john sebesta.

Cohorts 5 and 3 Had their paper “AI Adoption in Entrepreneurial Firms: The Influence of Innovativeness, Proactiveness, and Risk-Taking” accepted by the Hawaii International Conference on System Sciences.

Dennis Dunivan, Paula Mann and Dale Collins

Cohort 3 Had their article “Expanding the Empirical Study of Virtual Reality Beyond Empathy to Compassion, Moral Reasoning and Moral Foundations,” written with Professor Emeritus Dennis Wittmer, published in Frontiers in Psychology . Read more about their research .

Neil Pollard

Cohort 5 Was one of 20 doctoral students nationally accepted into the 2024 USASBE Doctoral Consortium for Teaching and Learning in Entrepreneurship. Each participant will work with a team on an entreprenurship education project with one of the editors from Entrepreneurship Education & Pedagogy.

Cynthia Arthur

Cohort 4 Had her article “Technological Acquisitions: The Impact of Innovation on Stock Performance,” written with Teaching Associate Professor Irina Khindanova, PhD, accepted for publication in the Journal of Applied Business and Economics.

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Daniels Newsroom

Executive phd student examines identity’s influence on collaboration, active duty officer researches new tech in phd program, daniels grad ‘pays it back’ with executive phd, research: why aren’t more native american students attending college, research: why do some resist microaggression training, daniels students advance their careers through alumni advisory board endowed scholarship, increasing empathy through technology, immersed in the business of wellness, hotel executive returns to du to pursue teaching dream.

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Computer Science

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Our PhD program in computer science prepares students to lead within computer science and related fields at the highest technical and academic levels. Students take part in advanced, original research, sharpen their skills at modern software engineering, study cutting-edge technology and tools, and focus their efforts on a specialization of their choice. We support specializations in artificial intelligence, computational geometry, humane games, graphics, networks, parallel and distributed algorithms, security and privacy, and software systems engineering. We also place a particular emphasis on interdisciplinary programs, so you'll be ready to collaborate to meet career challenges in a wide range of fields.

With small classes and faculty who themselves pursue nationally recognized research efforts, you will find the support you need to excel. In addition to specialization, courses on web technology, multimedia, networks, databases, data science, cybersecurity and computer game development ensure your education has ample breadth as well. Denver is a first-rate location for internships, jobs, and business and government partnerships, with our campus just minutes from the Denver Technological Center, home to many top tech companies. You'll leave DU well equipped to professionally pursue your field of specialization, assume leadership roles, or contribute at the highest levels of academia

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Office of Graduate Education  Spring 2024 

The Office of Graduate Education is open from 8:00 AM – 4:30 PM MST, Monday through Friday. Questions? Please call us at 303-871-2706 or email for the following:

• Admissions questions and assistance, please email [email protected]
• Current DU graduate students can share questions and submit Student Services forms for approval at [email protected] .

Please note our staff works on a hybrid schedule; please make an appointment if you need to connect with a specific individual in-person.

COVID-19 Updates

Pandemic to Endemic

As much of the country transitions from pandemic to endemic, we are thinking about how and when to transition from the COVID-19 Response Team we have had in place these past two years toward a more permanent and adaptable model going forward. While the novel coronaviruses are clearly here to stay, we believe it makes sense to shift away from an emergency response model as we move into the summer.

Advancing Graduate Education

Welcome to the Office of Graduate Education, where you'll find information on joining our community of around 6,000 students, choosing from and applying to our 120 graduate programs, policies, dissertation support and funding opportunities. Located in the heart of campus, we work closely with all of DU's colleges, schools, centers and departments to advocate for students throughout their graduate careers.

We support the success of all graduate students and faculty through a commitment to the advancement of graduate education. If you have questions about navigating the DU graduate experience, we offer transparent information to help you achieve your goals.

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50%+ of student body is grad students.

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We're excited to meet you! Come visit DU, where you can talk to current students and get an up-close look at your prospective program. While you're here, we can get you up to speed on the admissions process, financial aid and campus life. Or, take a virtual walk through campus with our online tour.

DU is nestled just south of downtown Denver, offering an intimate campus and comfortable residential environment within a major metropolitan city. With an active culture, 300 days of sun and a thriving  arts and culture  scene, Denver is not only an enriching place to study, but a great place to live.

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Graduate Programs

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We offer master's and doctoral training in physics, driven by faculty research in the areas of astronomy and astrophysics, biophysics and condensed matter and materials physics.

Our professors advise and collaborate with our graduate students, offering the personal attention necessary for students to reach their fullest potential. Physics graduate students have landed positions at highly-prestigious organizations including National Renewable Energy Labs (NREL), National Aeronautics and Space Administration (NASA) and Intel.

Doctor of Philosophy in Physics

Our doctor of philosophy (PhD) program in physics prepares students for careers across a spectrum of scientific pursuits. PhD students will be equipped with the experience and knowledge necessary to build a career in the advancement of scientific knowledge or education at the highest levels, which can open doors to careers in research and development in academia, government, and private industry.

Our department offers research opportunities in theoretical, experimental and computational astronomy and astrophysics, biophysics, and condensed matter and materials physics. PhD candidates in the program will work closely with faculty advisors to create a path of study that culminates in a dissertation defense based on independent research of a publishable quality. 

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Doctor of Philosophy in Molecular and Cellular Biophysics

The molecular and cellular biophysics PhD program provides opportunities for doctoral studies in the interdisciplinary field of biophysics. Participation of faculty from the Departments of Biological Sciences, Chemistry & Biochemistry, and Physics & Astronomy enhances the strength and breadth of our program by incorporating cross-disciplinary and collaborative approaches to research. This PhD program is centered on research activities that coincide with faculty experience and expertise. Areas of research in the biophysics include cellular physiology, developmental dynamics, protein folding and aggregation, protein network analysis, signal transduction cascades, synthetic biology, systems biology and the development of novel imaging techniques. Projects at the interface of traditional disciplines of physics, biology and chemistry as well as methods of mathematical analysis and computer modeling are particularly encouraged.

The MCB PhD program offers both a core foundation in biophysical theory and practice yet provides flexibility and individualized attention such that students with diverse scientific backgrounds will have the opportunity to be trained in molecular and cellular biophysics. During their first year in the program, students conduct lab rotations, take a year-long course sequence that covers foundations of molecular and cellular biophysics and take additional graduate courses to supplement their undergraduate training. At the end of their first year, students will join the lab in which they will conduct their thesis research.

Students with strong quantitative undergraduate backgrounds (e.g., undergraduate degrees in physics, chemistry, mathematics, computer science/engineering) who desire to apply these skills to various biological problems, as well as students with a background in cell or molecular biology with a solid foundation in mathematics and physics are particularly encouraged to apply. Financial aid is usually offered in the form of Graduate Teaching or Graduate Research Assistantships, which cover tuition costs and provide a stipend for living expenses.

Master of Arts in Physics

A master of arts (MA) degree in physics is intended primarily for students who are seeking an advanced degree without a significant research component. For instance, the MA degree is appropriate for students pursuing careers in pre-college or community college teaching, planetarium or museums, or as technical representatives of various organizations.  With complementary courses in education, MA graduates are well qualified to teach at the secondary level. The main difference between the MA and MS degree is that a research thesis is not required for the MA degree. However, students pursuing the MA degree will get exposed to some research experience through Introduction to Research courses in their first year in the program. 

Master of Science in Physics

Our master of science (MS) in physics graduates typically work in industry or government laboratory research positions, enter pre-college or community college teaching, join planetarium or museum staffs or become technical representatives of various organizations. With complementary courses in education, MS graduates are well qualified to teach at the secondary level. The MS in Physics is also a popular course of study and professional improvement for people already working in industry. For those currently employed, research projects can usually be matched to the employer’s programs, and often someone from the industry can serve as co-advisor so that the continuing education benefits both the student and the employer.

Graduate Examinations

All graduate students are required to take the graduate Comprehensive Examination in their second year. Incoming graduate students with graduate credits that have been transferred from another institution may petition the Graduate Committee to take the Comprehensive Examination during their first year as a graduate student. The Examination has two components, written and oral. Detailed guidelines can be found here

Students who have passed both parts of the comprehensive exam and hold MS/PhD candidacy are required to give an oral presentation on their thesis/dissertation research before the degree can be awarded. Each student's oral defense committee will determine whether the completed thesis/dissertation research warrants awarding of the degree being sought.

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• Graduate School of Social Work

Cultural Humility & Cultural Competence in Social Work

Gssw blog team, learn the importance of cultural humility and cultural competence in social work.

The National Association of Social Workers (NASW) emphasizes cultural competence in its  Code of Ethics , but what exactly are the standards and indicators for cultural competence in social work practice, and how does cultural competence differ from cultural humility? Read on to learn more about these key concepts and the importance of cultural humility and cultural competency in social work practice.

What is the difference between cultural humility and cultural competence in social work?

The word “culture” is used to describe the various identities social workers and their clients hold. According to NASW, cultural competence refers to “social workers’ ability to identify their own affiliations to culture and recognize and respect differing traditions of culture in others in ways that influence styles of communication and expressions of respect.” Cultural humility, on the other hand, is a lifelong commitment to openness, self-evaluation and self-critique, and to redressing the power imbalances in the social worker–client relationship and developing mutually beneficial partnerships with individuals and communities.

University of Denver Graduate School of Social Work Adjunct Instructor  Colleen Gibley-Reed , MSW, LCSW, explains cultural competence as coming from a place of “I understand” — positioning the social worker as an expert — whereas the newer concept of cultural humility recognizes that clients are the experts on their own lives. The social worker thus becomes a learner who supports the client. That doesn’t mean that social workers should rely on their clients to tell them everything they need to know about a particular identity, says Gibley-Reed, whose teaching primarily focuses on the topic of power, privilege and oppression. In fact, the NASW Code of Ethics charges social workers with educating themselves about “the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability.” Rather, when social workers approach their work with cultural humility, they have the opportunity to learn about their clients’ individual experiences and how those experiences were shaped by the identities they hold.

How culture impacts the relationship between social workers and clients

Social workers are trained to think holistically about how individuals are influenced by their environment — everything from their family to their workplace or school, neighborhood, community or society. Part of that perspective is recognizing the role culture plays in shaping an individual’s lived experiences. Social workers also recognize the strengths that exist in all cultures. Especially when working with clients who have experienced marginalization and oppression, Gibley-Reed says reflection on one’s own identities and biases is critical, along with awareness of potential power differentials. Social workers may not share the lived experiences of their clients, she notes, but approaching the client relationship with cultural humility opens the door to a partnership, with the client and social worker co-creating what the client needs rather than the social worker wearing the mantle of expertise. After all, Gibley-Reed says, clients are the experts in their own lived experiences, and even two people who share identities may have very different experiences.

Why are cultural competence and cultural humility important in social work?

When social workers apply cultural competence and cultural humility in their work, they better meet the needs of the clients and communities they serve. That, in turn, leads to better outcomes. 

On the flip side, a lack of cultural competence or cultural humility can lead a social worker to make incorrect assumptions about clients’ needs or to provide services or interventions that are inappropriate or ineffective. In some cases, a lack of cultural competence or cultural humility can even cause harm. For example, a client who has a negative experience with a health care or behavioral health provider may be reluctant to come back or may avoid care altogether.

What are the key components of cultural competence in social work?

Cultural competence in social work requires a respect for diversity, self-awareness and reflection, knowledge of different cultures and how they impact behavior, and skills for cross-cultural communication and engagement. According to NASW, a key aspect of cultural competence is a “commitment to understanding and embracing culture as central to effective practice” across the micro, mezzo and macro levels, as well as advocacy and activism.

Standards and indicators for cultural competence in social work

NASW has published “ Standards and Indicators for Cultural Competence in Social Work Practice ,” a comprehensive guide to help social workers apply cultural competence in all aspects of their work. Read the guide to learn more about cultural competence and cultural humility in social work practice. Other good resources include:

• What is Cultural Humility? 3 Principles for Social Workers
• Cultural Humility and Empathy — Steps on the Journey of Cultural Competence
• Training Child Welfare Workers from an Intersectional Cultural Humility Perspective

This one requires a subscription or access via a university library. Not sure if you want to include given that it’s behind a paywall. The abstract is visible though, and maybe it’s good to include here just to at least give credit.

What are some of the common barriers to cultural competence in social work?

Language differences can be a barrier to cultural competence, as is a lack of training. More insidious, however, are racism, ethnocentrism and other forms of bias, as well as systemic oppression that often impedes change in areas such as schools, the criminal legal system and the child welfare system.

Gibley-Reed notes that it’s not possible to ever be completely culturally competent. After all, she reminds students, two families living in poverty could have very different experiences. That’s why she prefers the concept of cultural humility: “As a social worker, I’m going to be open to continually learning, growing, making mistakes and being accountable to that,” she says.

Hone your social work skills at the University of Denver

Ranked 11th in the nation, the University of Denver Graduate School of Social Work offers MSW programs on three campuses —  Denver Campus , Four Corners (Durango, Colorado) and  Western Colorado (Glenwood Springs, Colorado) — and online through the  MSW@Denver program. All of the school’s programs provide students with a foundation in power, privilege and oppression as well as advanced multicultural social work practice courses, preparing them to approach their own work with cultural humility.  Learn more and discover which program is right for you.

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Full Professor and Associate Dean for Diversity, Equity and Inclusion, Graduate School of Social Work

Apply now Job no: 497559 Work type: Faculty Full-Time Location: Denver, CO Categories: Faculty Division: Graduate School of Social Work

The Graduate School of Social Work (GSSW) is a vibrant community of scholars and teachers committed to having a diverse faculty and student body. The school’s curriculum, research, and community partnerships emphasize social and economic justice, along with an understanding of and respect for social, political, and cultural diversity both nationally and internationally. GSSW provides an intellectual, collegial, and supportive environment that fosters interdisciplinary and international educational opportunities. GSSW engages in collaborative projects locally, regionally, nationally, and internationally. GSSW and the University of Denver are committed to enhancing the diversity of faculty and staff.

Position Summary

The Full Professor & Associate Dean for Diversity, Equity, and Inclusion (ADDEI) role is both a tenure-track faculty and administrative position that will advance the Graduate School of Social Work’s (GSSW) actionable and evidenced commitment to diversity, equity, and inclusion within higher education and the discipline and profession of social work. The ADDEI will be a visibly engaged and connected leader who brings experience, purpose, and intention to advancing equity, diversity, inclusion, justice, and belonging. They serve a critical role in ensuring a vibrant and equitable experience and their efforts should impact a range of domains in the GSSW community including cultural, operational, and academic. The ADDEI will engage in meaningful actions that simultaneously build and nurture respectful, collaborative, and substantive relationships. The ADDEI reports to, and is an advisor to, the dean, and will connect the school to local, national, and international community and social work efforts related to DEI. DEI is the responsibility of each member of GSSW’s community and the ADDEI is tasked with leading GSSW’s efforts to ensure that DEI is infused throughout GSSW’s work. This position is instrumental in supporting the school’s strategic efforts to evolve and thrive through a culture of belonging. The ADDEI must respect and value inclusive excellence in the broadest sense as well as what it means to be anti-racist as a school, a discipline, and a profession, helping to lead the school as it strives to create an ever more inclusive and anti- racist culture. An intersectional approach to the work is expected. The most qualified individuals for this position are culturally aware and responsive, emotionally intelligent, results-oriented, able to motivate and lead in accomplishing objectives, and skillful in helping diverse groups reach a working consensus. The individual should demonstrate from previous experience the expertise and ability to lead effective inclusive excellence initiatives. Appointment: The appointment will commence September 1, 2025 with the initial appointment of Professor assignment tied to serving in the Associate Dean for Diversity, Equity, and Inclusion position; the latter carries a $15,000 annual stipend and is a 4-year term with the possibility of renewal. The faculty holder must meet the criteria for the tenure track series and be at the rank of full.

Essential Functions

• Teach up to five courses per academic year (two course reduction per academic year in the ADDEI role).
• Disseminate research findings in scholarly publications, research reports, policy briefs and other venues to maximize impact
• Present research at scholarly conferences, to community organizations and partners, and legislative bodies.
• Provide service to the school, university, community, and discipline including work on various committees
• Engage in service to GSSW that supports students and the ongoing academic enterprise.
• Continue to develop new scholarly and research interests.
• Occasionally supervise additional independent studies or directed research.
• Engage in ongoing training for those in DEI leadership roles in higher education.
• Commit to learning and seeking research and models to inform your role and advise the school on various approaches to DEI work.
• Foster a community with a strong anti-oppression ethos and be compassionate, courageous, empathetic, equity-minded, support a celebration of difference, and have integrity.
• Be willing and able to lead and engage in challenging conversations, interactions, and actions.
• Represent GSSW on the university-wide steering committee for DEI efforts and work closely with the Vice Chancellor for DEI and Office for DEI.
• Sit on GSSW’s Executive Advisory Council, and work closely with all associate deans, assistant deans, and directors of academic programs to advance DEI across the school, including advising on a range of matters such as enrollment, faculty and staff recruitment, student support, and marketing and communications.
• Serve as an ex-officio member to the Inclusive Excellence Committee, Culture and Climate Advisory Group, and Advisory Council on Racial Diversity (ACORD) and support each committee’s respective chair and/or coordinator to define goals and implement priorities.
• Support GSSW student groups and their related DEI efforts as needed.
• In coordination with the aforementioned groups, the ADDEI will assess the status of the school’s compositional diversity and current efforts to advance DEI across cultural, operational, and academic areas.
• In support of the school’s strategic plan and working with constituent groups, the ADDEI will define and oversee implementation and evaluation of specific goals, strategies, and assessment that will further DEI at GSSW.
• Assess the status of the school’s compositional diversity and current efforts to advance DEI across cultural, operational, and academic areas.
• Define and oversee implementation and evaluation of specific goals, strategies, and assessment that will further DEI at GSSW.
• Connect the school to larger national and international social work efforts related to DEI.
• Initiate and lead special projects as needed and prioritized by the school – projects will be focused on GSSW internally and its relationship to the broader community including local, university, national, and international levels.

Knowledge, Skills, and Abilities

• Demonstrated commitment, knowledge and ability to effectively engage individuals from broadly diverse communities
• Ability to teach at the university level, reflecting the school’s and discipline’s commitment to social justice
• Excellent oral and written skills enabling strong classroom teaching, student advising, and mentoring
• Excellent writing skills for publishing research findings
• Extremely high reasoning ability is of the utmost importance given the extent and complexity of a faculty members role
• Ability to write extensively
• Ability to present and engage in professional environments
• Ability to travel to professional meetings

Required Qualifications

• Candidates must have an earned doctorate in social work or a related social science discipline.
• Qualified applicants must demonstrate a strong history of publication, research, and external funding reflective of the rank of Full Professor, in addition to excellence or potential for excellence in teaching across the MSW and PhD curricula, and evidence of leadership at the school, university, and nationally levels. Applicants for tenured positions must meet the school’s tenure requirements for the rank of Full Professor.

Preferred Qualifications

• An MSW in addition to doctorate and two or more years post-MSW practice experience.

Working Environment

• Standard office environment.
• Noise level is quiet to moderate.

Physical Activities

• Ability to be in front of a computer for an extended period.
• Occasionally required to move about the office/campus with the capability of transporting objects up to 20 lbs. with assistance.

Work Schedule While the University's administrative offices are open Monday – Friday, 8:00 am – 4:30 pm, faculty schedules vary from term to term and are based on courses taught, service commitments, and research agendas. The University's academic calendars are posted on the registrar's website (the law school is on a semester system and has a different academic calendar ).

Application Deadline For consideration, please submit your application materials by 4:00 p.m. (MST) February 1, 2025.

Special Instructions Candidates must apply online through jobs.du.edu to be considered. Only applications submitted online will be accepted.

Salary Grade Number: The salary grade for the position is UC. Salary Range: The salary range for this position is $130,000-$150,000 plus $15,000 for ADDEI position.

The University of Denver has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The University may ultimately pay more or less than the posted compensation range. The salary offered to the selected candidate will be determined based on factors such as the qualifications of the selected candidate, departmental budget availability, internal salary equity considerations, and available market information, but not based on a candidate’s sex or any other protected status.

Benefits: The University of Denver offers excellent benefits, including medical, dental, retirement, paid time off, tuition benefit and ECO pass. The University of Denver is a private institution that empowers students who want to make a difference. Learn more about the University of Denver .

Please include the following documents with your application: 1. Curriculum Vitae 2. Cover Letter 3. DEIJ statement addressing the themes in this profile and your philosophy and approach to diversity, equity, inclusion, and justice.

The University of Denver is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex (including sex stereotypes, sex characteristics, sexual orientation, gender identity, and gender expression), marital, family, or parental status, pregnancy or related conditions, national origin, disability, or status as a protected veteran. The University of Denver does not discriminate and prohibits discrimination on the basis of race, color, national origin, ancestry, age, religion, creed, disability, sex (including sex stereotypes, sex characteristics, sexual orientation, gender identity, and gender expression), marital family, and parental status, pregnancy, genetic information, military enlistment, or veteran status, and any other class of individuals protected from discrimination under federal, state, or local law, regulation, or ordinance in any of the University’s educational programs and activities, and in the employment (including application for employment) and admissions (including application for admission) context, as required by Title IX of the Education Amendments of 1972; the Americans with Disabilities Act; Section 504 of the Rehabilitation Act of 1973; Title VI and VII of the Civil Rights Act of 1964; the Age Discrimination Act of 1975; the Age Discrimination in Employment Act of 1967; the Equal Pay Act; the Colorado Equal Pay for Equal Work Act; the Colorado Protecting Opportunities and Worker's Rights ("POWR") Act; and any other federal, state, and local laws, regulations, or ordinances that prohibit discrimination, harassment, and/or retaliation. For more information, please see the University of Denver's Non‑Discrimination‑Statement .

All offers of employment are contingent upon satisfactory completion of a criminal history background check.

Advertised: September 11, 2024 Applications close: February 01, 2025

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The University of Denver Annual Security and Fire Safety Report is available. This report includes statistics from the previous three years concerning reported crime that occurred on campus, in certain off-campus buildings or property owned or controlled by the University of Denver campus and statistics for fires in University housing. The report also includes institutional policies concerning campus security and other safety information along with fire safety policies and procedures. You may obtain a hard copy of this report by contacting the Department of Campus Safety or by accessing the following website: https://www.du.edu/campussafety/clery-act

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MA Forensic Psychology

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The Master of Arts in Forensic Psychology (MAFP) degree incorporates master’s level clinical psychology training with coursework and practicum experiences with a concentration on psychology and law. The program ties the application of psychological theory, knowledge, skills and competencies to the civil and criminal justice systems. It is designed to develop mental health professionals who effectively work in clinical settings within the criminal and civil legal system, including but not limited to:

• Adult, juvenile, and child populations
• Victim assistance 
• Police consultation 
• Correctional institutions 
• Domestic violence and child abuse programs
• Litigation consulting 
• Crisis Intervention and Response Unit co-responder programs 
• Specialty courts

Program Structure

The program is designed to be completed in two academic years of full-time study. The University of Denver is on a quarter system, and students must attend fall, winter and spring quarters. The program focuses on core competencies and skill areas. 

Mission Statement:  The mission of the Master’s in Forensic Psychology Program at the University of Denver is threefold: 

• To engage students in a transformative educational and training experience focused on the application of core program competencies grounded in psychological theory, knowledge, and skills to the U.S. civil and criminal systems;  
• Through course work, practicum placement, applied research, and advocacy alongside thought leaders in the field, to assist students in utilizing program competencies to think critically about the systems in which they participate, and to effectively recognize and challenge racism, marginalization, and other forms of bias and injustice within these systems; and 
• To prepare students to join their faculty, mentors, and other professionals in lifelong self-reflective practice centered on robust intellectual engagement, both during training and across the career span, grounded in cultural humility and a commitment to ongoing evaluation of personal biases and growth areas. 

Program Values:  As part of the University of Denver and the Graduate School of Professional Psychology, the MAFP program is committed to the public good through direct service to diverse and underserved populations; collaboration with agencies at the local, state, and national level; and training future professionals to work competently within the community once they have graduated. 

Program Goals:  

• to ensure exposure to, and critical analysis of, the broad spectrum of scientific and philosophical perspectives concerning the bases of human development and behavior across the life span; 
• to provide experience with, and critical analysis of, a wide range of clinical and/or forensic assessment and intervention strategies and techniques; 
• to provide exposure to a wide array of clinical and/or forensic populations through the use of supervised practicum experiences; 
• to inculcate the highest standards of ethical and professional functioning into clinical thinking and practice; 
• to foster a deep and abiding respect for, and understanding of, the diversity of the human experience; and 
• to instill an understanding of the application of the scientific and experimental methods to applied clinical forensic practice, and to prepare students to conduct and critically evaluate psychological research.

Featured Courses

Criminal evaluations, about this course.

Incidence and prevalence of criminal violence; risk assessment within the context of prediction, supervision and intervention in both a correctional and mental health setting. Special topics will include assessment of various legal competencies, the insanity of defense and assessment of dangerousness.

Experiential Training

We believe that equally valuable to coursework is the opportunity to apply that knowledge in a hands-on setting. 

Denver FIRST

The Denver Forensic Institute for Research, Service and Training (Denver FIRST) serves as a regional hub for all things forensic and is a recognized go-to site for expertise in forensic mental health.

We provide program evaluation for local and regional programs, conduct high-quality original research and lead local and national grant-funded opportunities.

We provide low-cost, high-quality clinical services to underserved forensic populations and act as a test site for innovative programs and practices in forensic mental health.

We consult with agencies involved in forensic mental health service and lead engaging workshops, trainings and presentations. Current projects and partnerships include working with incarcerated adults, child welfare cases, juveniles on probation, recently released adult offenders, offenders with neuropsychological deficits, animal cruelty cases, and persons facing competency issues.

MAFP students engage in direct service through their practicums, working with diverse populations in a variety of settings. In addition to their practicums, students are enrolled in case consultation/peer supervision courses that provide added support and foster development as professionals and practitioners.

Application Requirements

We invite you to take the next step and learn more about our admissions requirements and deadlines.

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• University of Denver
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• Department of Psychology

Advancing Psychological Science

Fostering discovery and innovation.

We advance psychological science by feeding intellectual curiosity, investing in people, collaborating for discovery and positively impacting the communities we serve.

Our integrative research approach focuses on affective, social and cognitive psychology as well as child clinical and developmental psychology. Award-winning faculty collaborate across traditional disciplines to provide students with hands-on research experience on DU’s campus and around the globe.

We don’t just teach students, we mentor a new generation of leaders. Our students connect the classroom to the real world by developing cutting-edge knowledge and honing research skills as part of diverse research and clinical teams.

Outside the classroom, our students serve the public good under the close mentorship and support of experienced faculty. Undergraduates explore the field through research apprenticeships and clinical placements; graduate students prepare for their careers by advancing psychological discoveries through research and offering clinical services to the community.

• Our Plan for the Future
• Inclusive Excellence

Mentoring a New Generation of Leaders

We develop professionals who build inclusive teams that lead across sectors. We’re a community of undergraduates, graduates, postdoctoral fellows and faculty committed to innovative work.

Students and faculty bring clinical and research skills to their roles as allied health professionals. Our emphasis on biological processes prepares students for careers in neuroscience and medicine, while our integrative research approach means students make a difference across fields like government, law, business and education.

• Meet Our Team

Impacting Community

We’re committed to connecting the classroom to the real world. Undergraduates participate in clinical field placements and research assistantships, with opportunities for immersive research and clinical experiences working with communities in the greater Denver area. Graduate students develop skills as researchers, teachers and mentors through integrative research and clinical services with the mentorship and support of faculty.

With over 20 research labs, students have plenty of opportunities to explore developmental, affective, cognitive, social and neurological processes. The Department of Psychology’s SEED Research Center brings faculty, postdoctoral fellows and students together to apply scientific knowledge to policy and practice.

• Explore Community Initiatives

“I have been able to study risk and resilience in resettled refugee families in collaboration with faculty, graduate students and community service providers.” Elly Miles Graduate Student

“By collaborating with faculty from the Psychology Department, we’ve been able to integrate cutting-edge research into the work we do to prevent and respond to sexual assault in our community.” Karmen Carter The Blue Bench

Search our Academic Programs

For the community, visit our clinics.

Families and professionals can contact our clinics if they are seeking research-based psychological support. Doctoral candidates train alongside our esteemed faculty at our Center for Child & Family Psychology (CCFP) to offer psychological testing, diagnostic assessment and therapy for children, adolescents, adults, couples and families.

Participate in Research

Student and community research participants help our faculty advance the field of psychology and create sustainable programs to help our communities. Find out what studies are currently recruiting participants and learn more about how to participate in research to advance science, policy and practice.

Continuing Education

We offer continuing education lectures and workshops to the DU and larger Denver area communities. Our Discoveries in Psychological Science Colloquium series presents innovative research locally and globally. Events are led by DU faculty who lead informative and engaging sessions on a range of contemporary topics in psychological science.

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