May 04, 2024  
2020-2021 Graduate Catalog 
    
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2020-2021 Graduate Catalog [ARCHIVED CATALOG]

Donna Ford Attallah College of Educational Studies

Roxanne Greitz Miller, Ed.D., Interim Dean
Michelle Samura, Ph.D., Associate Dean
Keith Howard, Ph.D., Associate Dean and Co-Director of the Ph.D. in Education Program
Scot Danforth, Ph.D., Assistant Dean for Research 
Dawn Hunter, Ph.D., Co-Director of the Ph.D. in Education Program
Kelly Kennedy, Ph.D., Director of Counseling and School Psychology
 
Professors: Alters, Busse, Cardinal, Danforth, Grogan, McLaren, Miller, R.G.;
Professor of Teaching: Hunter;
Professors of Scholarly Practice: Brown, Hass, Muniz;
Associate Professors: Allen, Q., Cosier, Curwen, De Pedro, Howard, Kennedy, Maier, McNenny, McIntyre Miller, W., Monzó, Samura;
Assistant Professors: Abdou, Barnhart, Cuevas, Griffiths, Kong, Miles Nash, Sugita, Yeh;
Assistant Professors of Practice: Allen, R., Golden;
Instructional Assistant Professors: Ardell, Rodriguez, Warren, Wood;
Clinical Assistant Professor: Stockbridge.

The mission of Chapman University’s Attallah College of Educational Studies is to ensure inclusive and equitable opportunities for all students. In order to improve educational outcomes for all students, we strive to prepare and support the next generation of culturally responsive educators, school-based mental health professionals, and scholars.

Our undergraduate and graduate programs integrate academic coursework and hands-on training to provide students with an excellent foundation for work in schools, communities, or healthcare settings. Through teaching, scholarship, and collaboration with local communities on various civic engagement initiatives, Attallah College students, alumni, and faculty strive to make a more just world.

Degrees

Doctor of Philosophy

Master of Arts

Joint Degree Program

Credential Program

Accelerated Program

Courses

Education

  • EDUC 798 - Dissertation

    Prerequisite, advancement to candidacy in the Ph.D. in Education program. Dissertation is an independent study that culminates in a doctoral dissertation. 10 credits taken over 2 consecutive semesters. 10 credits required. P/NP. Course repeatable for a maximum of 10 credits. (Offered every semester.) 5 credits

  • EDUC 798A - Dissertation: Continuous Enrollment

    Prerequisite, completion of 10 credits of EDUC 798 . This course is taken after 10 credits of EDUC 798  if the dissertation is not yet completed. P/NP. May be repeated for credit once. (Offered every semester.) 1 credit

  • EDUC 798B - Dissertation: Extended Continuous Enrollment

    Prerequisite, completion 2 credits of EDUC 798A . This course is taken after 2 credits of EDUC 798A  if the dissertation is not yet completed. P/NP. May be repeated for credit. (Offered as needed.) 1 credit

  • EDUC 798S - Dissertation Research

    Prerequisite, advancement to Candidacy, Shanghai Normal University student in the Ph.D. in education major. This independent research study culminates in doctoral dissertation. 10 credits taken in two consecutive semesters, (5 credits per semester) or with approval by the Ph.D. Director 10 credits may be taken in one semester. Some sections of this course may be taught as a hybrid course. P/NP. May be repeated for credit. (Offered every semester.) 5-10 credits

  • EDUC 799 - Dissertation Research Continuation

    Prerequisite, advancement to Candidacy in the Ph.D. Program in Education. This independent research study is taken if after 10 credits the dissertation is not completed. Students must remain enrolled by taking 1 credit of EDUC 799 or EDUC 799S  per semester until dissertation is finished. P/NP. May be repeated for credit. (Offered every semester.) 1 credit

  • EDUC 799S - Dissertation Research Continuation

    Prerequisite, advancement to Candidacy, Shanghai Normal University student in the Ph.D. in education major. This independent research study is taken if after 10 credits the dissertation is not completed. Students must remain enrolled by taking 1 credit of EDUC 799  or EDUC 799S per semester until dissertation is finished. Some sections of this course may be taught as a hybrid course. P/NP. May be repeated for credit. (Offered every semester.) 1 credit

Master of Arts in Curriculum and Instruction

  • MACI 563 - Inclusive Pedagogy: Developing Responsive Literacy Interventions using Assistive Technology

    Prerequisites, admission to the MACI program and completion of EDUC 471  or EDUC 571 . This course focuses on instructional routines, intervention, and assessment for learners with mild to moderate disabilities in K-12 classrooms. Specifically, this course targets Multi-tiered Systems of Support (MTSS), intervention practices in the content area of literacy, and the use of assistive technology in instructional practices. (Offered summer.) 3 credits

  • MACI 575 - Critical Analysis in Educational Practice

    Prerequisites, admission to the MA in curriculum and instruction major, consent of instructor. This is the final course in the MACI program and should be taken during the final semester. In this course, students engage in critical analysis of their own educational practice and of the various factors that affect and are affected by their educational practice. Students critically reflect upon their classroom experiences, teacher preparation processes, and overall development as an educator. Students also explore current social, political, and economic issues and trends, at both the national and local levels, that affect the educational settings they are entering. Particular attention is given to diverse perceptions of schooling held by multiple stakeholders, such as students, parents, teachers, administration, student support services, community members, special interest groups, and policy makers. Students will finalize and orally defend their yearlong portfolio project in order to fulfill the requirements of the Master’s degree in this course. (Offered as needed.) 3 credits

  • MACI 582 - Elementary Teaching Residency

    Prerequisites, passage of CSET, admission to MACI program, Certificate of Clearance (TB and Livescan). Corequisites, enrollment in MACI 600  (fall and spring) and EDUC 550  (fall only). This fieldwork experience is designed to be completed during the Teacher Residency Year of the Master of Arts in Curriculum and Instruction program. Candidates are required to work under the supervision of a credentialed teacher in an appropriate public elementary school classroom. This course is taken for 3 credits per semester and repeated (fall, interterm, spring, summer) until a minimum of 12 credits is earned. Candidates are required to assume full teaching responsibilities for at least 12 weeks within the 12 credit experience. Letter grade. May be repeated for credit. (Offered as needed.) 3-4 credits

  • MACI 583 - Secondary Teaching Residency

    Prerequisites, passage of CSET, admission to M.A. Curriculum and Instruction program, successful completion of Certificate of Clearance (TB and Livescan), verify successful completion of CBEST, CSET, successful completion of the prerequisite courses (no grade lower than C), California Certificate of Clearance (TB and Livescan), and the Teaching Residency Application must be signed and approved by the program coordinator. Corequisites, MACI 600  (fall and spring), EDUC 550  (fall only). This fieldwork experience is designed to be completed during the Teacher Residency Year of the Master of Arts in Curriculum and Instruction program. Candidates are required to work under the supervision of a credentialed teacher in an appropriate public school secondary classroom. This course is taken for 3 credits per semester and repeated (fall, interterm, spring, summer) until a minimum of 12 credits is earned. Candidates are required to assume full co-teaching responsibilities for at least 12 weeks within the 12 credit experience. Letter grade. May be repeated for credit. (Offered every semester.) 3-4 credits

  • MACI 600 - Professional Seminar

    Prerequisites, admission to the MACI program, consent of instructor. This course provides candidates the opportunity to gain professional development on important topics at critical times during the teaching residency year. Candidates will enroll in the proseminar course each fall and spring semester during the fifth year of the program. Seminars will take place on campus and at professional development sites, and are facilitated by university faculty and educator practitioners. Post-baccalaureates will participate in these seminars, creating professional communities among teacher candidates, educational practitioners and university faculty. Seminars will cover important topics that include, but are not limited to, teacher professionalism, health and wellness, child development, models of co-teaching, instructional technology, MTSS, inclusive teaching practices, and child abuse reporting. Letter grade. May be repeated for credit. (Offered as needed.) 2-4 credits

  • MACI 631 - Differentiation in Academically-Diverse K-12 Classrooms

    Prerequisites, admission to the MA in curriculum and instruction program, MACI 430 Second Language Acquisition and Academic Development in Multicultural Settings. This course enables candidates to increase their knowledge, skills and strategies acquired during their preliminary preparation for English language learners, students with disabilities in the general education classrooms, and students in the general education classroom who are labeled ‘at risk’. The course will address the development, refinement and application of differentiated instructional strategies and management techniques that enable students to master grade level State-adopted academic content standards at high performance levels. The course content reflects ‘best practices’ that are characterized by a strong theoretical base as well as accommodate individual student readiness levels, language development levels, interests and learning styles. (Offered as needed.) 3 credits

Master of Arts in Leadership Development

  • MLD 505 - Foundations of Leadership Development

    Prerequisites, acceptance into the Master of Arts in Leadership Development Program. Examines theory and practice of leadership development, with focus on ways to create sustained positive change in individuals and institutions. Topics include: Servant leadership, bureaucracy, classical leadership theories, systems thinking, personal mastery, leaders as teachers, team learning, articulating vision (values, strengths and legacy), emotional intelligence. Letter grade. (Offered every year.) 3 credits

  • MLD 510 - Leadership in International Contexts: Travel Course

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Travel course. This course examines leadership structures, processes, and practices in different international context(s). Students will learn about the history and contemporary contexts of the country(ies) visited, and apply critical analysis and reflection to understand international leadership context(s) and its impact on personal, community, and organizational leadership. Letter grade. Fee: TBD. (Offered as needed.) 3 credits

  • MLD 526 - Images of Leadership in Popular Culture

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Images of leadership surround us and we consume them through diverse sets of media. This course will utilize popular culture, such as novels, plays, short stories, music, television, web, social media, and films to demonstrate various types, styles, and implementations of leadership. These examples will be discussed through utilizing a core leadership text and will help expand and contextualize students’ knowledge and understanding of leadership theory and practice. Letter grade. (Offered as needed.) 3 credits

  • MLD 530 - Peace Leadership

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. This course examines peace leadership practices and theories– those that challenge violence and aggression while building positive social and eco-systems. Students will build skills and expertise through studying the internal, community, and systems influences of peace leadership. Letter grade. (Offered as needed.) 3 credits

  • MLD 585 - Leadership in Times of Crisis: Case Studies in Disaster Response

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Examines the role of leadership during times of (inter)national crisis to improve individual and community capacities to deal with natural disasters and engage during inflection points in social change. Topics include civic engagement, climate change, disaster preparedness and relief, environmental and racial justice, and government responsibility. Contemporary leadership models such as Relational Leadership, the Social Change Model of Leadership, and Servant Leadership are applied to a comprehensive case-study analysis of the 2005 Hurricane Katrina disaster as well as more recent crises. Includes travel to New Orleans to engage in service-learning/rebuilding efforts. Letter grade. Fee: TBD. (Offered interterm.) 3 credits

  • MLD 590 - The Practice of Leadership: Internship

    Prerequisite, graduate standing. An independent leadership internship in which a student develops a learning contract in conjunction with an on-site supervisor and a Chapman leadership faculty member. A minimum of 40 hours interned are required per credit hour of MLD 590. P/NP. May be repeated for credit. (Offered as needed.) 0-6 credits

  • MLD 595 - Special Topics in Leadership Development

    Prerequisites, acceptance into the Master of Arts in Leadership Development Program. Covers special topics related to leadership, education and/or organization studies, subject to emerging student, faculty and/or community demand. Topics vary. Repeatable if course topic is different, up to a maximum of 6 credits. (Offered as needed.) 1-3 credits

  • MLD 596 - Gender and Leadership

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. How do gender differences influence the practice of leadership? This course examines theories of gender differences in communication styles, ethical decision-making, collaboration and competition, and moral development. Topics include the impact of the feminist movement, the role of masculinity studies, intersectionality, and historical perspectives regarding gender in leadership. Letter grade. (Offered as needed.) 3 credits

  • MLD 607 - Leadership and Organizations

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Effective leaders practice ethical decision-making, capacity-building, and critical reflection for themselves, others, the system, and ultimately society. This course examines leadership through reflection on organizational theory, group dynamics, and change processes. Students will recognize and understand that effective leadership is dependent on a focused collaborative approach that inclusively engages all members of the organization in the work of leadership. Letter grade. (Offered every year.) 3 credits

  • MLD 629 - Experimental Course

    Prerequisites, acceptance into the Master of Arts in Leadership Development Program. This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest in graduate studies. Repeatable if course topic is different, up to a maximum of six credits. (Offered as needed.) 1-3 credits

  • MLD 655 - Democracy and Social Change

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Students examine their own leadership with regard to citizenship and civic engagement. They explore the relationships among leadership, democratic theories, practices in action and social change. The course addresses historical, contemporary and emerging issues, including the political, social, economic and moral requirements and dilemmas of sustaining a healthy, democratic group, organization and society. Letter grade. (Offered every year.) 3 credits

  • MLD 661 - Understanding Conflict

    Prerequisites, acceptance into the Master of Arts in Leadership Development Program. Conflict is an inevitable phenomenon in most settings of our lives-personal, professional, and cultural. This course offers prominent perspectives, knowledge, discussions, and research on conflict. Students will explore, examine, and develop ways to better understand and negotiate conflict. (Offered as needed.) 3 credits

  • MLD 662 - Creative Inquiry

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. The purpose of Creative Inquiry/Research Methods in Leadership is to support MLD degree students in learning research skills. Students will develop research competencies such as literature review development, research design, data collection and analysis, and translation to leadership and organizational change. Students will also develop strategies for assessment and evaluation as well as oral presentation skills. Letter grade. (Offered every year.) 3 credits

  • MLD 663 - The Historical Foundations in Higher Education

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. This course examines the historical foundations of American higher education, including its origins and purpose, organization and structure, and its ongoing concurrent evolution with society. Framed within historical and contemporary contexts, this course analyzes the intersection of history, philosophy, theory, and current practices of higher education leaders-as well as the impact upon students, institutions, and broader society. This course provides crucial grounding for leadership in higher education, offering historical insight for generating dynamic learning communities in complex higher education environments. Letter grade. (Offered as needed.) 3 credits

  • MLD 664 - Student Development in Higher Education

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. The college environment provides students with numerous opportunities for growth. When students are exposed to new ideas and experiences, they develop as individuals and make the transition into adulthood. Higher education professionals working with college students are vital to these experiences and students’ overall development. This course provides an introduction to theories of college student development. A survey of theories including psychosocial, epistemological, moral, cognitive, and social identity development theories addresses both the domains of development and the factors that influence development. This course also addresses contemporary challenges practitioners face as they relate to student development. Letter grade. (Offered as needed.) 3 credits

  • MLD 665 - Politics of Higher Education

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. The Politics of Higher Education supports students in developing expertise in in student affairs and higher education leadership. Students develop analytical tools for promoting equity and access for students in post-secondary campus environments. Letter grade. (Offered every year.) 3 credits

  • MLD 668 - Leadership for Emerging Social Issues

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Our world is currently faced with many challenging social problems. The leaders of tomorrow will be tasked with solving these challenges. In this course, students look at the tools and techniques for leaders to solve some of the world’s most difficult problems, such as peace, sustainability, and issues of human and civil rights, among others. Students will explore major world challenges and the leadership techniques needed to meet these challenges. Letter grade. (Offered as needed.) 3 credits

  • MLD 669 - Adult Learning and Development

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. This course explores adult learners, why they learn, and how they learn in a range of formal and informal settings. Also explored are the philosophical foundations of adult learning theory and the changing dynamics of leadership taking into account global, economic, technological, and ethical issues and environments. Related theories, perspectives, and approaches will be applied to various and diverse contexts, encompassing leadership practice in a variety of private and public sectors. Letter grade. (Offered as needed.) 3 credits

  • MLD 674 - Improvisation for Leadership Development

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Improvisation is not just for actors. The ability to authentically know yourself, engage, collaborate, take risks, motivate others, be spontaneous, and effectively deliver a story, idea, or presentation are leadership skills that can be sharpened through improvisational training. This studio course will apply the theoretical principles and related practices of improvisational theatre to enhance the skills needed for leadership, communication, and for being fully present in relationships with self and others. Letter graded. (Offered as needed.) 3 credits

  • MLD 679 - Non Profit Organizations and Leadership

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. This course will examine the fundamental concepts and structures of social change and positive collective action. It will explore the theoretical and experiential background for why we engage with others for the common good of all, with a focus on high-impact social change through the dynamic design of non governmental institutions. Letter grade. (Offered as needed.) 3 credits

  • MLD 688 - Diversity and Equity

    Prerequisite, acceptance into the Master of Arts in Leadership Development Program. To examine principles of equity and diversity in their organizational/educational settings. Students examine personal and collective biases regarding the social construction of difference. Through course work, students learn to build leadership capacity to ensure equity for all learners/workers in organizations and communities. Letter grade. (Offered every year.) 3 credits

  • MLD 696 - Leadership Capstone

    The M.A. in Leadership Development capstone class enables students to construct a culminating project connecting significant ideas and actions that address leadership in the individual and collective settings of their choosing. The course is designed to enable participants to explore the fundamental principles of designing, implementing and assessing a creative and intelligent inquiry project and to locate the significance of their theoretical approach in everyday practice and policy. The course requires a tangible project design, a publishable level written paper, an oral presentation and a representative display poster. P/NP. (Offered spring semester.) 3 credits

  • MLD 696A - Capstone: Continuous Enrollment

    Prerequisites, MLD 696 , consent of instructor, leadership development major. This course is for continuous enrollment for students who have not yet completed the Capstone requirement. P/NP. Course repeatable for a maximum of 3 credits. (Offered every semester.) 1 credit

  • MLD 699 - Individual Study

    Prerequisites, acceptance into the Master of Arts in Leadership Development Program. Supervised individual study or research with respect to a specific topic or problem dealing with education. May be repeated for credit. (Offered as needed.) 1-3 credits
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