The Predoctoral Internship in Professional Psychology has been accredited by the American Psychological Association since 1973. We are members of the Association of Postdoctoral and Psychology Internship Centers (APPIC), participate in the APPIC Match (Program Code Number 117711), and follow all APPIC Match policies. This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking related information from any intern applicant. Applicants should register online for the Match at www.natmatch.com/psychint.

Inquiries about our accreditation status may be directed to:

Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, NE
Washington, DC 20002-4242
(202) 336-5979

Colorado State University Health Network is an integrated mental health and medical service serving both undergraduate and graduate students. It is accredited by the American Psychological Association (APA) for the doctoral internship in Counseling & Clinical Psychology and by the Accreditation Association for Ambulatory Health Care (AAAHC). Colorado State University is a large land-grant university with a student population of approximately 27,000 students from every state and 80 foreign countries.

The Counseling Services division of the CSUHN is comprised of general counseling services and a number of specialty programs. General Services includes individual and couples therapy, a vibrant group therapy program, and crisis intervention services. Specialty programs include the DAY Program (substance abuse & other addictions), Behavioral Health (embedded within medical services), and the iTEAM (an intensive out-patient program for students with more extensive mental health service needs). Presenting issues range from the expected developmental concerns of college-aged students to severe mental health diagnoses, including psychoses and Axis II disorders. The most common presenting concerns are: stress & anxiety, mood disorders, relationship issues, eating disorders, sexual concerns, substance abuse, and identity development. CSUHN has a strong commitment to multi-culturalism and has strong working relationships with the various Diversity Offices on campus.

The training of clinically-competent, ethical, self-aware, and culturally sensitive mental health professionals is central to our mission.We provide training to as many as thirty graduate students from diverse disciplines each year. Our Doctoral Internship in Psychology has been accredited by the American Psychological Association since 1973 and was one of the first university counseling services to earn this recognition. Our Masters Internship in Social Work and Counseling is offered to students from CSU and other regional institutions. Advanced Practicum placements are open to third and fourth year Psychology graduate students from CSU and nearby universities. The 2nd Year Psychology Practicum program is offered in conjunction with CSU's doctoral program in Counseling Psychology and is only open to their students. Graduate Student Assistantships are typically awarded to CSU psychology doctoral students with advanced standing or students with special expertise in substance abuse or outreach. Students from the University's Student Affairs in Higher Education program also sometimes work with the Drugs, Alcohol and You (DAY) Programs. We offer two post-degree Fellowships, a Post-Doctoral Psychology Fellowship and a Post-Masters Fellowship in Social Work or Counseling.

Six core principles reflect our training philosophy and serve as a foundation for the model of training at the CSUHN. The following statements address our beliefs about the nature of training and our expectations for the treatment of others.

Broad-based training is essential for developing professionals.
We value the contributions of our own and other professional disciplines to the training program, recognizing that a diverse set of knowledge and skills are essential for effective practice.

Psychological theory and research are the foundation for competent practice.
The training staff believes that psychological theory and scientific research provide a foundation for conceptualization and intervention. The practice of mental health professionals should be grounded in theories relevant to their discipline and the supporting scientific literature.

An optimal learning environment is supportive and challenging.
We believe that learning is facilitated by an environment in which challenge is balanced with support. We value an open environment in which ideas can be explored and it is safe to make mistakes. We encourage trainees to honestly assess their professional strengths and limitations so that we may collaboratively establish training goals.

A commitment to self-awareness and a willingness to monitor the impact of personal needs on professional behavior are expected of all members of the staff.
Effectiveness as a mental health professional is not simply the result of skills acquisition, but rather the successful synthesis of competence and personal maturity that results in self-regulated, ethical behavior. Self-knowledge, self-care, and the ability to balance one's personal and professional lives are essential to being an effective role model and instrument of change.

Each trainee and staff member has the right to be treated with respect.
Respect, honest communication, cooperation in meeting goals, and the support of one's colleagues are central to a productive work environment.

Respect for human diversity is a fundamental component of all activities.

The CSU Health Network bases all its programs and services, including training, on a philosophy that affirms the dignity of all people. We expect staff and trainees to be committed to the social values of respect for diversity, inclusion and equity. Both trainers and trainees should demonstrate a willingness to examine their own assumptions, behaviors, and values so that they may work effectively with "cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status" (APA Ethics Code, 2002, Principle E).

Our training program is based on the values inherent in the Practitioner-Scholar model. As practitioners, we value the learning that comes through direct experience with others and thoughtful self-reflection. As scholars, we recognize the importance of theory, research and critical thinking. We believe that both practice and scholarship are essential in preparing new mental health professionals to work effectively with diverse individuals and groups in a rapidly-changing world. We value a lifelong commitment to the integration of self-reflective practice and scholarly examination.

We believe that becoming a competent psychologist, social worker or counselor is a developmental process requiring graduated experiences and training. Consequently, the CSUHN offers training experiences from beginning practica through postdoctoral fellowships. The didactic instruction and supervised practice opportunities vary according to the level of training and the readiness of the individual student. As trainees gain experience, expectations for more advanced professional skills, greater self-awareness and autonomous functioning increase.

We place a high value on the integration of one's personal and professional identities. We strive to tailor each student's experience to their individual needs within the structured activities of our training program. Ongoing self-assessment of one's strengths and limitations is encouraged. When coupled with the supervisory feedback of multiple staff members who are committed to training new professionals, there is great opportunity for personal and professional development.

Our training goals are based on the foundational and functional competencies typically required of an entry-level psychologist in a university setting (see 2008 Competency Benchmarks document produced by the Assessment of Competency Benchmarks Work Group). The objectives and competencies which follow each goal delineate the knowledge and skills we believe necessary for practice. The following eleven goals form the basis of our psychology internship training program:

Goal 1 - To encourage the further development of professional values and identity as reflected in the practice of psychology.

Goal 2 - To value and refine the skills required for self-assessment and self-care.

Goal 3 - To further one's own understanding of scientific knowledge and practice within the field of professional psychology.

Goal 4 - To develop effective and meaningful relationships with colleagues, groups, communities, and university staff.

Goal 5 - To develop the awareness, knowledge, and skills required to work professionally with individuals, groups, and communities who represent diverse cultural backgrounds.

Goal 6 - To promote a climate that values and upholds the profession's ethical and legal standards.

Goal 7 - To develop the knowledge and skills to work effectively with professionals in multiple disciplines.

Goal 8 - To develop the knowledge and skills required to accurately assess the psychological concerns of individuals and communicate findings to others.

Goal 9 - To develop the clinical knowledge and skills to function as entry level practitioners in diverse modalities across a variety of settings.

Goal 10 - To develop the knowledge and skills necessary to design and deliver outreach services aimed at preventing psychological problems, promoting the culture of wellness, and reaching populations who typically do not seek therapy.

Goal 11 - To develop the knowledge and skills necessary to supervise and facilitate the professional development of psychologists-in-training.

All Interns receive a solid base of training in individual and group therapy, crisis intervention, supervision skills, assessment, outreach and prevention, and diversity issues. Opportunities exist for Interns to individualize their training with Rotations in Behavioral Health (BH) and Substance Abuse (the DAY Program) or by creating Special Interest Areas, such as Outreach & Prevention, Assessment, Eating Disorders, Stress Management, Sexual Issues, or Group Therapy.. A fairly unique aspect of the internship is the close collaboration with medical, social work, counselor education, and other professions afforded by this integrated site.

Staff come from an array of theoretical orientations, including Existential/Humanistic, Interpersonal, Cognitive Behavioral, Developmental, Emotion-Focused, Gestalt, Solution-Focused, Positive Psychology, Feminist, and Psychodynamic. Close working relationships have been developed with the various Diversity Offices on campus, as well as with other university offices and departments.

Clinical Services: Interns spend about 20 hours per week engaging in direct clinical services, as described below.

• Individual & Couples Therapy: Interns devote a minimum of ten hours per week to providing psychotherapy services to individual clients and couples. Some of these hours may be provided within a rotation.
• Group Therapy: Interns co-lead at least one therapy group each semester (two hours per week). In addition to traditional process-focused groups, structured groups with a skill-building focus are also offered.
• Initial Consultation: Interns are responsible for providing two or three initial consultations each week. Many of these will be non-emergent requests for services, while some will be with students in crisis.
• Psychological Assessment: In addition to conducting initial consultations for new clients, interns administer and interpret psychological tests, as well as write brief reports for clients referred through the Assessment Seminar.
• After Hours Emergency Coverage: To provide the hours required for a 2000 hour internship and allow for personal leave time, interns will complete a minimum of 192 hours of emergency service. Although the University does not allow supplemental pay for this service, interns have the opportunity to "bank" money to pay for attendance at conferences.

Supervision of Practicum Students: Each intern will engage in a two-hour per week clinical supervision experience. Although the individual intern's level of readiness will determine the actual supervision assignment, interns typically supervise a second year doctoral practicum student during the fall and spring semesters.

Outreach Services: Interns participate in a variety of outreach activities such as presentations, university-wide fairs, and programming targeted at populations who typically do not seek counseling services. Each intern is encouraged to develop an ongoing working relationship with at least one of the Diversity Offices on campus, such as the Native American Cultural Center, El Centro, the GLBT Resource Center, Resources for Disabled Students, International Student Services, the Black African American Cultural Center, Veteran's Services, or the Women's and Gender Advocacy Center.

Rotations and Special Interest Areas: Interns select either a Rotation or a Special Interest Area (SIA) each semester. Eight-hour per week rotations are currently offered in Behavioral Health (BH) and the Drugs, Alcohol and You (DAY) Program. Interns not selecting a Rotation contract for a three-hour per week SIA for the semester (four hours during the summer semester). SIAs are offered in a variety of areas, such as, Outreach & Prevention, Eating Disorders, Stress Management, Sexual Issues, Assessment, or Group Therapy, or may be designed by the intern in consultation with the staff. Each SIA must include a minimum of two direct service hours each week.

Training Activities: CSUHN's commitment to training is reflected in the number of seminars and the amount of internship time dedicated to these seminars, supervision, and other professional development activities.

• Individual Supervision: The intern's primary supervisor provides two hours of scheduled supervision each week, as well as being available for impromptu consultations as needed. Supervision focuses on individual and couple psychotherapy, consultation on practicum supervision, and support for the intern's professional development.
• Assessment Seminar: This seminar is designed to strengthen the psychological assessment skills of the intern. The seminar offers didactic instruction in objective personality assessment, as well as experience in administering these measures and writing clinically-relevant test reports.
• Crisis Intervention Seminar: The purpose of this seminar is for the intern to become acquainted with and skilled in dealing with mental health crises. The seminar covers the policies and procedures of the CSU Health Network emergency system, including both the overnight and walk-in aspects of crisis response. The seminar provides group supervision of crisis intervention experiences which occur while on overnight or daytime coverage throughout the year.
• Diversity Seminar: This seminar focuses on the awareness, knowledge, and skills needed to function as a culturally competent psychologist. Although multicultural issues are naturally integrated into all training experiences during internship, this seminar provides an opportunity for interns to safely explore the impact of their own cultural history and experiences upon their work and to add to their multicultural knowledge base.
• Group Seminar: This seminar's focus is on group therapy philosophy and procedures, co-leader relationships, ethics, and group process dynamics and interventions. The seminar provides an opportunity for case conference-type reflection and dialogue, for brainstorming alternative interventions, and for enhancing knowledge about group stages and processes and group therapy ethics.
• Outreach Seminar: The purpose of this seminar is to gain understanding of the role of outreach and prevention services and to develop the skills necessary to deliver effective programming. Special emphasis is placed on using nontraditional services to reach populations that often do not seek mental health services.
• Professional Issues Seminar: This seminar addresses issues of professional growth and development in order to facilitate entry into the field of psychology. Presentations by staff members, community professionals, and interns cover a wide range of topics based on the intern group's needs and special topics that are of interest to them.
• Supervision of Supervision Seminar: This seminar trains interns in effective clinical supervision. The seminar balances knowledge with experience in order to develop the basic philosophy, skills, and confidence necessary for creating a productive supervisory relationship. The seminar makes use of didactic information, modeling, role playing, and review of video recordings of supervision sessions between interns and practicum students.
• Professional Development / Dissertation Time: Interns are allotted two and one-half hours per week to work on projects and activities that will enhance their professional development. Interns typically use these hours for such activities as completion of dissertation or other research projects, professional reading, or additional training experiences.
• In-service Training: An in-service training with mental health and medical staff is scheduled each month throughout the academic year. Retreats with all CSUHN staff are held in January and August. National conferences and symposia are regularly sponsored at CSU in a wide variety of areas, such as diversity, suicide prevention, and Asperger's Syndrome.

Administrative Time:

• Clinical Administration: Interns are allotted five hours each week to write clinical notes, make phone calls, respond to emails, and tend to other administrative tasks.
• Staff Meetings: Interns participate in staff meetings of their respective rotations in Behavioral Health and the DAY program.

A sample 40-hour weekly schedule is provided below. While the experiences described in this section generally remain constant, the specific number of hours devoted to each activity may vary.

Evaluation of Intern Performance:

At the beginning of each semester, each intern and his/her supervisor set goals for the semester. The intern is responsible for articulating his/her goals with the input and collaboration of the supervisor. At mid-semester (October and March), the training staff meets with each intern to provide feedback about their respective performances and to solicit feedback about the intern's training experience. The Supervisor's Evaluation of Psychology Intern form is completed at this time. At the end of the semester (January and May), the same process occurs. At this time, supervisors again complete the evaluation form which is shared with the intern and the training staff. An abbreviated evaluation is conducted in July during the Exit Interview with the intern, individual supervisor, Training Director and Director of Counseling Services & Graduate Training. The areas covered on the written evaluations forms are:

• Professional Values and Identity
• Self-Assessment and Self-Care
• Scientific Knowledge and Practice
• Professional Relationships
• Diversity Awareness, Knowledge, and Skills
• Ethical and Legal Standards
• Interdisciplinary Awareness and Collaboration
• Psychological Assessment Skills
• Clinical Skills
• Outreach Skills
• Supervision Skills

Intern Feedback for Supervisors and Training Staff:

At the conclusion of each semester, interns will have an opportunity to complete formal evaluations of their clinical supervisors and group co-leaders. Evaluations of training seminars are completed at the end of the seminar. An anonymous Exit Survey is completed online by Interns at the end of the internship and a similar Post Internship Survey is sent to Interns about 18 months after completion. Interns are encouraged to provide on-going feedback to the training staff throughout the year and have a representative on the Training Team.

The internship at Colorado State University is a full-time, one year, paid internship. The internship begins August 1, 2013 and concludes July 31, 2014. Interns are currently paid $23,000. Although Colorado State University policy does not provide "vacation" leave for temporary employees, interns receive ten days of personal leave as compensation for their required after-hours emergency coverage. Additionally, all University employees receive sick leave and ten holidays each year. Professional development time is also provided (up to nine days per year) for attending conferences, job search interviews and/or dissertation committee meetings, contingent upon the approval of the Training Director.

Interns are entitled to the full range of benefits available to all Administrative Professionals working on campus. This includes major medical, dental, vision, long-term disability, and optional life insurance. More information about these benefits is available on the CSU Human Resource Services website.

The State of Colorado currently insures itself against litigation and will provide legal counsel and indemnification for employees (both paid and unpaid) in civil suits. Additional malpractice insurance is not required by Colorado State University.

Interns receive a faculty I.D. card which allows them to use the CSU library and check out materials for an extended length of time. They are also entitled to purchase a Faculty parking permit. Interns receive clerical and technical support for client scheduling, business travel arrangements, computing, and general office functions. Each intern has a private, fully furnished office with a computer and video recording equipment.

TRAINING STAFF
2012-2013

Mark Benn, PsyD
Licensed Psychologist
University of Northern Colorado - 1986

Helen Bowden, PhD
Licensed Psychologist
University of Florida - 2005

Ellen Cooney, EdD
Licensed Psychologist
Harvard University - 1978

Stephanie Mora DeRosby, MA
Licensed Professional Counselor
Licensed Addictions Counselor
University of Northern Colorado - 2001

Michele Faris, PsyD
Licensed Psychologist
University of Northern Colorado - 1988

Carole Freemole, MA
Licensed Professional Counselor
University of South Dakota - 1986

Carrie Haynes, MEd
Licensed Professional Counselor
Colorado State University - 2006

Lisa Heifner, MS
Licensed Professional Counelor
Montana State University - 2003

Aki Hosoi, PhD
Licensed Psychologist
Colorado State University - 2010

Christopher Leck, MSW
Licensed Clinical Social Worker
Colorado State University - 2006

Lisa Lively, PhD
Auborn University - 2012

Susan MacQuiddy, PhD
Licensed Psychologist
Colorado State University - 1985

Pam McCracken - MSW
University of Kansas - 1993

Lisa Miller, PhD
Colorado State University - 2009

Stephen Okiyama, PhD
Licensed Psychologist
Fuller Graduate School of Psychology - 1989

Nara Samuels, MSW
Licensed Social Worker
Colorado State University - 2010

Adam Sargent, MA
Colorado State University -2009

Cindy Swindell, PhD
Licensed Psychologist
University of Texas at Austin - 1988

Reid Trotter, PhD
Licensed Psychologist
University of Missouri - 2011

Jim Weber, MSW
Licensed Clinical Social Worker
Colorado State University - 1995

2012-2013

Camille Curry -- Pacific University

Elizabeth Legg -- University of Northern Colorado

Kasey Schultz-Saindon -- Colorado State University

Canzi Wang -- University of Denver

2010-2011
Lisa Lively - Auburn University
Jeri Newlin - University of Illinois
Adam Sargent - Colorado State University
Reid Trotter - University of Missouri, Columbia

2009-2010
Josephine Cooke - University of Southern Mississippi
Kylin Haedge Lee - Texas A & M University
Joselyne Sulzner - University of California, Santa Barbara
Marie Worsham - Brigham Young University

2008-2009
RD Boardman - Brigham Young University
Kelli Moran-Miller - University of Missouri, Columbia
Jeffrey Rings - University of Denver
Cheryl Stolz - University of North Dakota

2007-2008
Elena Estanol - University of Utah
Ann Ingala - University of Northern Colorado
Walker Peacock - Alliant International University
Svenja Zander - University of Oklahoma

2006-2007
Timothy Beecher - Univerisy of North Dakota
Heidi Bemowski - Colorado State University
Deniz Canel Cinarbas - Ball State University
Sidney Cooke - Baylor University

2005-2006
Parvonae Fernandez - University of Denver
Julie Kellaway - Colorado State University
Allison Rottini - University of Northern Colorado
Joanna Stratton - University of Denver

2004-2005
Lisa Beavers - Tennessee State University
Jane Larson - Pacific University
Carolyn Mohler - Colorado State University
Rick Pongratz - Arizona State University

2003-2004
Marcy Palmer - Washington State University
Michelle Pride - Michigan State University
Lee Shefferman - Texas A&M University
AJ Williams - Utah State University

2002-2003
David Cummins - West Virginia University
Zacahry Tureau - University of North Texas
Renee Woodall - Colorado State University
Camilla Williams - Michigan State University

CSU interns completing their training in the last five years have found initial employment in a variety of settings. These include the following: counseling centers (30%) research (20%), consulting (5%), community agencies (25%); independent practice (5%); academic faculty (5%); other colleges and universities (10%). Fifteen percent of these were postdoctoral positions and 85% were entry-level psychologist positions.

Securing a full-time permanent position is frequently associated with factors such as completion of the dissertation and flexibility with regard to geographic location. Interns who hope to settle in Colorado can expect very strong competition and a tight job market in seeking post-internship employment.

We seek high-energy individuals who are open to learning, able to balance multiple roles and responsibilities, receptive to feedback, and motivated to develop a wide range of skills that may be requested of a psychologist. We accept applications from students enrolled in APA-accredited counseling and clinical psychology programs. Beyond this, we also require the following qualifications:

1. All coursework toward the doctoral degree must be completed by the end of the 2012-2013 academic year.
2. A minimum of 600 intervention hours must be accrued by November 4, 2012.
3. Successful completion of comprehensive exams must be reported by December 15, 2012.
4. Certification of internship readiness by the candidate's academic program is required.
5. Interns matched to our training program must successfully complete a background check before a final offer of employment is made. Background checks may include, but are not limited to, criminal history, national sex offender search, and motor vehicle history.

Colorado State University is an equal opportunity/affirmative action employer and complies with all Federal and Colorado State laws, regulations, and executive orders regarding affirmative action requirements.

Internship applicants must complete the AAPI Online http://www.appic.org/. This will include:

1. your cover letter,
2. curriculum vitae,
3. application form with essays,
4. verification of readiness for internship from your academic program,
5. all graduate transcripts,
6. and three letters of recommendation.

No supplemental materials are required by Colorado State University.

Completed applications must be received by midnight November 2, 2012.

Situated in Fort Collins, the 833-acre main campus of Colorado State University is virtually a city within itself, with a student population of over 27,000. Included among its nearly 100 buildings are administrative offices and facilities, classroom buildings, laboratories, residence halls, library, student activity and recreational facilities, bookstore, and performing arts venues.

Colorado State University is one of our nation's leading research universities with world-class research in infectious disease, atmospheric science, clean energy technologies, and environmental science. It was founded in 1870 as the Colorado Agricultural College, six years before the Colorado Territory became a state. Last year, CSU awarded degrees to 6,173 graduates, and attracted more than $300 million in research funding. Colorado State is a land-grant institution and a Carnegie Doctoral/Research University-Extensive.

Colorado State University is a "university of choice" for Colorado residents - 30% of all of Colorado's science, math, engineering and technology majors pursue degrees at CSU. In addition to its excellent programs in those areas, CSU offers among the very best professional programs in the United States in veterinary medicine, occupational therapy, journalism, agriculture and construction management. Colorado State faculty are researching and tackling critical global issues, such as the reemergence of tuberculosis, air pollution in Asian cities, severe weather forecasting, nutrition and wellness, and bioterrorism. CSU's faculty provides an enriched student learning experience by offering laboratory and field experiences from a major research university. This approach - combining the intellectual experience of the classroom with the practical experience of the field and laboratory - is based on the land-grant philosophy.

Colorado State's Student Leadership, Involvement and Community Engagement office hosts some of the strongest community-service programs in the country, allowing more than 6,000 students to participate in the university's proud tradition of public outreach. CSU faculty played a significant role in the founding of the Peace Corps, and CSU remains one of the primary sources of Peace Corps volunteers today.

Colorado State is ranked in the top tier of universities in U.S. News and World Report's rankings of "America's Best Colleges and Universities," while Kiplinger's Personal Finance Magazine named CSU one of the top public universities in the United States in terms of educational quality and affordability.

For more information on Colorado State University, please visit http://www.colostate.edu.

To take a virtual tour of the CSU campus, visit http://www.tour.colostate.edu.

Fort Collins is a city that has garnered an array of honors:

• One of the Top 10 Best College Towns: Small-Sized Cities Category, USA Today - September 2010
• One of the top six 'Smarter Cities' for Energy: Natural Resources Defense Council, (population 100,000-249,999) - August 2010
• 6th Best Place to Live in the Nation: Money Magazine - July 2010
• One of the Most Underrated Cities in the West: Life.com - June 2010
• One of the Greatest Places to Live in the West: American Cowboy magazine - April 2010
• Ranked 4th Best Places for Business and Careers: Forbes - April 2010
• One of a Dozen Distinctive Destinations: National Trust for Historic Preservation - February 2010
• Ranked 3rd 'Smarter City' for sustainability: Natural Resources Defense Council - July 2009
• One of America's 20 Most Economically Vibrant College Towns: TheAtlanticCities.com - September 2011
• Ranked First, Safest Drivers in America: Allstate Insurance Company - 2011
• Ranked 3rd on the Best Bicycle Cities list: League of American Bicyclists and TheStreet.com - August 2011
• One of the top 15 Best Places for triathletes to live and train: Triathlete Magazine - August 2011
• Ranked 1st Best Place to Live and Work for Young Professionals (pop. 100,000-200,000): Next Generation Consulting - March 2009

Fort Collins has more than 300 days of sunshine per year (rivaling Miami or San Diego), so Colorado State University students can sample the city life and a variety of recreational opportunities throughout the year. Fort Collins, a city with approximately 141,000 residents, is located 65 miles north of Denver and 45 miles south of Cheyenne, Wyoming. Transportation between Fort Collins and Denver International Airport is provided by both bus and limousine service.

At the foot of the Rocky Mountains, Fort Collins is within a one-hour drive of such major recreational areas as Estes Park, Red Feather Lakes, Horsetooth Reservoir, and several national parks, including the 790,000 acre Roosevelt National Forest and Rocky Mountain National Park. A wide variety of recreational activities is fostered not only by the presence of such areas but also by the climate in the Fort Collins region. Located at an elevation of 5,000 feet, Fort Collins has a clear, dry atmosphere and generally pleasant temperatures throughout the year. The summer temperature ranges from an average high of 82 to an average low of 52 degrees; the winter temperature ranges from an average high of 41 to an average low of 13 degrees.

Indicative of the cultural life of Fort Collins is the museum, public library, Lincoln Center, and Civic Symphony. An active University calendar -- guest speakers, art exhibits, theater, cinema, concerts -- adds to community life. This broad spectrum of cultural and outdoor recreational facilities, the excellent climate, and the mountain surroundings contributes to the ideal university setting of Fort Collins.

For more information on Fort Collins, please visit http://www.fcgov.com/visitor/.