Doctoral Student Learning Outcomes

Doctor of Education in Leadership for Educational Equity (EdD)

Student Learning Outcomes for All Concentrations

Graduates will be able to

1. Analyze and critically evaluate educational theories, policies, research and practices intended to improve equity and social justice.
2. Collaborate with others to set direction, design and enact improvements as a leader in education, work or community settings.
3. Apply principles of individual and organizational learning to effect positive change.
4. Design and conduct research and inquiry to improve practice and promote equity.
5. Communicate effectively to scholarly and practitioner audiences.

Descriptions of Key Assessments of Student Learning

Comprehensive Examination

The goal of the Comprehensive Examination is to ensure readiness to progress to the Doctoral Research Project (DRP). The comprehensive examination also serves as the Dissertation Proposal Defense. Candidates demonstrate a deep knowledge of relevant literature, a sound data collection/analysis plan, and a clear rationale for the DRP partnership study. They also demonstrate the capacity to lead collaboratively and work with a partner site to develop a viable proposal. (Outcomes 1, 2, 3, 4, and 5)

Doctoral Research Project Defense

The goal of the DRP Defense is to ensure that students demonstrate their ability to conduct practitioner-engaged research, inform and influence practice, and disseminate findings in a fashion that is usable in the field. (Outcomes 1, 2, 3, 4, and 5)

Doctor of Philosophy in Education and Human Development (PhD)

Student Learning Outcomes for All Concentrations

Graduates will be able to

1. Apply theories of learning and development to understand fundamental questions involving education, communities, and/or families.
2. Identify and analyze an issue related to equity.
3. Apply a critical lens to interrogate existing research and theoretical perspectives.
4. Critically apply theories, methods, and knowledge to address questions in their primary field.
5. Demonstrate skills and knowledge at a level required for college and university teaching
6. Plan and conduct research of significance
7. Demonstrate skills in oral and written communication sufficient to publish and present work in their field or prepare grant proposals

Descriptions of Key Assessments of Student Learning

Dissertation Proposal Defense

The goal of the Dissertation Proposal Defense is to ensure that PhD students in Education and Human Development demonstrate a deep knowledge of relevant literature, a sound data collection/analysis plan, and a clear rationale for the dissertation study. (Outcomes  2, 3, 4, 6, and 7)

Final Dissertation Defense

The goal of the Dissertation Defense is to ensure that PhD students in Education and Human Development demonstrate their ability to conduct research and disseminate findings. Students’ ability should reflect scholarly skills commensurate with a PhD. (Outcomes  2, 3, 4, 6, and 7)

Doctor of Psychology, School Psychology (PsyD)

Student Learning Outcomes for PsyD in School Psychology with School Psychology License (includes optional MA for students accepted into the PsyD program)

Graduates will be able to

1. Graduates attain a broad foundation in the theoretical and conceptual tenets of psychology.
2. Graduates demonstrate knowledge and skills in comprehensive assessment for the purpose of for identifying strengths and needs, developing effective services and program, and measuring progress and outcomes.
3. Graduates demonstrate knowledge and skills implementing collaborative systemic and consultative interventions in school psychology to enhance the academic skills and mental health of students.
4. Graduates attain the knowledge and skills to implement evidence-based interventions, mental health services, and instructional supports.
5. Graduates will be competent in in the conduct, comprehension, and application of research to professional practice.
6. Graduates will be prepared to engage in culturally responsive, legal, ethical, and professional practice.

Descriptions of Key Assessments of Student Learning for PsyD in School Psychology

Praxis Exam

School Psychologist Praxis® Exam: This is a standardized 140 question, multiple-choice exam administered by the Education Testing Service. The exam measures four content areas: Professional practices, direct and indirect services for children families & schools, systems-level services, foundations of school psychological service delivery. (Outcome 1, 2, 3, 4, 5, 6; Required for MA)

Assessment Case Study

Students must submit the written Comprehensive Exam Case Studies to their faculty advisor via Student Learning & Licensure by September 15 of the third year (externship year) of the program. Case studies should reflect a. A depth and breadth of knowledge from the full range of foundations of psychology; b. Strategies for effectively diagnosing/identifying learning and emotional needs and facilitating growth; c. The ability to engage in multidimensional case conceptualization based on the major foundations of behavior. A Case study that focuses primarily with assessment of individuals, such as early identification of learning and/ or behavior problems; assessment of social, cognitive, or emotional development; evaluation of cognitive strategies for learning school subjects; and development and implementation of proposals for assessing learning outcomes. (Outcome 1, 2, 3, 4, 5, 6; Required for MA)

Intervention Case Study

Students must submit the written Comprehensive Exam Case Studies to their faculty advisor via Student Learning & Licensure by September 15 of the third year (externship year) of the program. Case studies should reflect a. A depth and breadth of knowledge from the full range of foundations of psychology; b. Strategies for effectively diagnosing/identifying learning and emotional needs and facilitating growth; c. The ability to engage in multidimensional case conceptualization based on the major foundations of behavior. A Case study that focuses on direct intervention with individuals or groups, (e.g., developmental, psychodynamic, cognitive-behavioral, or other intervention used to facilitate social, cognitive, or emotional development); and group process activities for promoting peer interactions. (Outcome 1, 2, 3, 4, 5, 6; Required for MA)

Legal/Ethical Case Study

Students must submit the written Comprehensive Exam Case Studies to their faculty advisor via Student Learning & Licensure by September 15 of the third year (externship year) of the program. Case studies should reflect a. A depth and breadth of knowledge from the full range of foundations of psychology; b. Strategies for effectively diagnosing/identifying learning and emotional needs and facilitating growth; c. The ability to engage in multidimensional case conceptualization based on the major foundations of behavior. c. The third and final component of the PsyD in School Psychology Comprehensive Examination is a legal/ethical case study. This requirement should also be completed during practicum and submitted at the same time as the Assessment and Intervention Case Studies (prior to September 15). (Outcome 1, 2, 3, 4, 5, 6; Required for MA)

Internship Evaluation

The Internship Evaluation Form: completed by the site supervisor and the student, measures the student’s ability to independently perform each of the listed objectives. Performance criteria are linked to professional and state standards. The indicators articulate expected performance for all school psychology candidates to achieve by the end of internship (SPSY 6930). The rubric is intended to guide the work of the school psychology candidates, clinical supervisors, site professors and site coordinators by creating a clear vision of what success looks like for school psychologist candidate performance by the end of the internship. Each competency area on the rubric is rated on a scale from 1 (Novice) to 4 (Proficient/Expert). In order to pass internship, all indicators must be achieved with a rating of at least a 3 (Competent). (Outcome 1, 2, 3, 4, 5, 6)

Professional Practice Case Study

Professional practices case study: The School Psychology Program requires candidates to complete and submit two problem-solving case studies that align with the Nationally Certified School Psychologist (NCSP) requirements. Each Case Study is a comprehensive treatment project that (a) use the problem-solving model, (b) involve thorough assessment processes, (c) implement evidence-based interventions, and (d) evaluate outcomes via multiple sources including objective measures of treatment effectiveness, data on treatment integrity, and feedback from participants (e.g., teacher, parents, student). The Professional Practice Case Studies reflect the School Psychology Program’s professional values, particularly the emphases on data-based decision making and educational/psychological treatment outcomes. The case studies are a requirement of Internship. One case study must focus on a child or youth who exhibits social-emotional challenges and the other must focus on a child or youth with academic challenges. The requirements for the Professional Practice Case Studies are designed to mirror the NCSP case study requirement and are evaluated using the NCSP scoring rubric. The Case Studies must be submitted via Student Learning & Licensure no later than March 1 of the fourth year (internship year) of the program. Each case study should be no more than 10-15 pages long including charts and graphs. Students who pursue their internships in hospital or other non-school settings should complete their case studies during their 600 hours of school-based internship. (Outcome 1, 2, 3, 4, 5, 6)

PsyD Student Admissions, Outcomes, and Other Data

These data reflect the status of the PsyD School Psychology program through August 27, 2024.
This information is updated each year by October 1.

Time to Completion for all students entering the program

Program admissions policy re: students entering with credit for prior graduate work: https://graduateschool.cuanschutz.edu/docs/librariesprovider138/denver-anschutz-graduate-school/resources/gs-policies-and-procedures-may-2022.pdf?sfvrsn=a598fba_2&_gl=1*16rljep*_ga*MTA5NzMzMjQ0MC4xNjI0MjA2MDUx*_ga_DS36BR332D*MTY4OTUzMjM0MC4xMDUuMS4xNjg5NTM2OTk5LjAuMC4w (pg. 22). The PsyD Program operates on a cohort model so transfer credits typically do not affect time to completion.

Program Costs

The cost of attending the CU Denver PsyD program varies depending on residency status. The information in the table provided below represents three semesters (fall, spring, summer) of tuition, both in-state and out-of-state. The PsyD program is a member of Western Interstate Commission for Higher Education (WICHE). If you live in one of the Western states (Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, or Wyoming), you may qualify for in-state tuition. Applicants who reside in other states may obtain Colorado residency after one year.

Our doctoral students have successfully completed internships in a number of different sites, primarily in Colorado. The majority of our doctoral students pursue school-based internships, which are typically paid with a stipend.

Upon admission, students are matched with a program advisor and a student mentor to provide support. Faculty work very hard to support students and guide them toward successful completion of their degrees. Since the program was approved by the CU Regents in 2014, our attrition rate has been 6.3% (10 out of 158 students).

Our program was initially accredited by APA in April, 2018. Most of our recent graduates are licensure candidates and are not yet eligible for licensure. In addition to licensure as a psychologist, our graduates are also eligible to be credentialed as School Psychologists with the state Department of Education. This licensure/certification has been obtained by the vast majority of our graduates (90%). The students who have not obtained the school psychologist credential completed a post-doctoral fellowship and are either pursuing licensure or have obtained licensure.