2020-2021 Undergraduate Catalog [ARCHIVED CATALOG]
Donna Ford Attallah College of Educational Studies
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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.
Bachelor of Arts
Minor
Accelerated Program
Education
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EDUC 401 - Foundations of Education
(Same as EDUC 503.) 3 credits -
EDUC 429 - Experimental Course
This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest. Repeatable if course topic is different. (Offered as needed.) 3 credits -
EDUC 434 - Teaching Difficult Histories, Critical Discourse and Social Action
(Same as EDUC 634.) 3 credits -
EDUC 446 - Human Development and Wellness in Diverse Classrooms
(Same as EDUC 546.) 3 credits -
EDUC 470 - Foundational Issues of Voice, Diversity, Equity and Social Justice
(Same as EDUC 570.) 3 credits -
EDUC 471 - Educating Diverse Learners in Inclusive Classrooms
(Same as EDUC 571.) This course focuses on collaboration, inclusive schooling, and learning characteristics of students with disabilities. This course is designed using fundamental principles of Universal Design for Learning. Candidates will understand the special education as a system, including service delivery models, Multi-Tiered Systems of Supports, the referral process, and Individual Education Plans. Candidates will analyze overrepresentation of students of color in special education, paying particular attention to the role of racial and cultural bias. Fieldwork required. (Offered every semester.) 3 credits
Integrated Educational Studies
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IES 101 - Self and Identity
William James’ construct of the self-the reflective capacity of humans to be I and me, subject and object, knower and known-provides an entry point for this exploration of a unifying construct in psychology, sociology, and other behavioral and social sciences. Students will examine the historical underpinnings of the contemporary notion of the self, the reciprocal relationship between the self and society, and identity theory. Some sections may be restricted to IES majors and IES minors only. (Offered every semester.) 3 credits -
IES 102 - Social Construction of Difference
Exploring the social construction of race, class, gender, sexuality, and disability, students will examine how systems of stratification are formed, perpetuated, and interconnected through language and social institutions, such as schools, public policy, and media. Students will also consider how individuals might, within institutional contexts, play a transformative role in the social construction of difference. Some sections may be restricted to IES majors and IES and SEED minors only. (Offered every semester.) 3 credits -
IES 103 - Philosophy of Helping
This course engages foundational concerns of the helping professions from individual, communal, and societal perspectives. Questions explored in this course include; How does a society provide help in ways that are empowering and authentic for those being helped? What are the tensions that inevitably arise when people try to formalize the helping relationship? In addition to exploring the skills that lead to caring, competent, and effective practice, students will develop a personal philosophy of helping that is critical and reflective. Some sections may be restricted to integrated educational studies majors and minors and disability studies minors only. Letter grade. (Offered every semester.) 3 credits -
IES 112 - Writing for Educators
Prerequisites, one 100-level IES course, and major in integrated educational studies, or minor in language and literacy, or consent of instructor. This course is designed primarily for students pursuing careers in formal pre K-12 school settings and non-formal educational or community-based organizations where exemplary professional writing skill is necessary for success in the execution of their future work. Consideration will also be given to how written artifacts shape public images of teachers, students, schools and societies both past, present, and future. Some sections of this course may be offered as hybrid courses or online only. (Offered as needed.) 3 credits -
IES 150 - Introduction to Disability Studies; Challenging Myths of Normalcy
(Same as PCST 160 , POSC 150 .) This course will provide an interdisciplinary introduction to the field of disability studies. The class will explore issues such as person-first and identity-first language, and the historical construction of normalcy, ablism and stigma. Readings and discussion will explore the relationship between disability and diversity, including through the lens of intersectionality. Students will engage in media analysis using a disability studies lens, exploring diverse media such as film, television, social media, literature, fundraising media, and memoir. Students will explore accessibility in the built environment of Chapman University using Universal Design, as well as accessibility to learning in post-secondary education using Universal Design for Learning. This course is designed using fundamental principles of UDL, modeling how to provide flexibility for learners in materials, instruction and assessment. (Offered every year.) 3 credits -
IES 204 - Exploring Theories of Learning
Prerequisite, IES 101 , or IES 102 , or IES 103 , or consent of instructor. This course explores questions related to how people learn, if they should be taught to learn, and why we forget so much of what was learned in school. To answer these questions, students will examine a body of theories of learning that include Socratic methods, behaviorism, constructivism, cognitive learning theories and situated learning. (Offered every semester.) 3 credits -
IES 205 - Learning Across Boundaries: The Power of Cross Disciplinary Curricula
While people easily slide from one role to another (teacher, student, barista, athlete), formal learning and understanding in diverse disciplines is rare. This course asks students to recognize the similarities between disciplines of knowledge and develop strategies for use in their own discipline of study. (Offered every semester.) 3 credits -
IES 206 - Schools in Society
Prerequisite, IES 102 , or consent of instructor. This course examines the history, sociology, and philosophy of education in the United States. In addition, the course reviews school formations, current policies and practices in education, and the relationships between schools, their communities, and the larger society. Students will examine how public and non-public schools are organized and operate and will explore factors impacting educational equity, access and student success. Some sections may be restricted to integrated educational studies majors, or minors, or secondary education minors only. (Offered every semester.) 3 credits -
IES 207 - The Pursuit of Happiness and Knowledge: Walt Disney and Charles Darwin
Students all declare for happiness and knowledge. Walt Disney primarily entails the world of fantasy and Charles Darwin the reality of nature. Students will explore their creations and their beliefs, and delve into some profound ideas underpinning our origins and our happiness. Grading option is letter grade only. Fee: $75. (Offered every semester.) 3 credits -
IES 229 - Experimental Course
This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest. Course titles, Prerequisites, and credits may vary. Some courses require student lab fees. Specific course details will be listed in the course schedule. May be repeated for credit if the topic is different. Fee: TBD. (Offered as needed.) 1-3 credits -
IES 290 - Independent Internship
Prerequisite, consent of instructor. An independent internship or observation, in which a lower division student develops a learning, observational contract in conjunction with an on-site supervisor and a Chapman Attallah College faculty advisor. Forty hours of observation/internship are required per credit hour. Up to three credits (½-3) per internship site per semester may be earned through internship courses. P/NP. May be repeated for credit. (Offered every semester.) ½-3 credits -
IES 291 - Student-Faculty Research/Creative Activity
Prerequisite, consent of instructor. Prerequisite, consent of instructor. Students engage in independent, faculty-mentored scholarly research/creative activity in their discipline that develops fundamentally novel knowledge, content, and/or data. Topics or projects are chosen after discussions between student and instructor who agree upon objective and scope. P/NP or letter grade option with consent of instructor. May be repeated for credit. (Offered as needed.) 1-3 credits -
IES 295 - Education Fieldwork
Open to all students. This course is designed to provide students with service experiences at public elementary, middle, and secondary schools, and a selection of after-school educational support centers. The course will integrate tutoring and mentoring activities developed to help enrich the learning of children and adolescents with seminar discussions of education topics arising from these activities. Every effort will be made to ensure students are assigned to settings whose students reflect the ethnic and racial composition of communities in Orange County. (Offered as needed.) 3 credits -
IES 300 - Valuing Differences in American Society
Through a combination of presentations, exercises, discussion, films, and guest speakers, students will examine the causes and consequences of prejudice and discrimination and the role of economic and political factors in the formation, reproduction, and change of the American racial and ethnic structure. The course also examines the intersection of social class, gender, race and ethnicity, and sexual orientation. (Offered every semester.) 3 credits -
IES 301 - Organizations, Ethics, and Society
Investigating the ubiquitous organization through a variety of theoretical and sociological constructs provides students with an opportunity to understand the complexity of modern organizations. Readings will consider issues of intra-organizational constraints, motivation, power and conflict, purpose and meaning, teamwork and how organizations work to satisfy human needs. Investigating basic concepts of policy construction and analysis help to shed light on the challenges faced by organizations and institutions as they identify and meet social needs. Some sections may be restricted to integrated educational studies majors, integrated educational studies and secondary education minors only. (Offered every semester.) 3 credits -
IES 302 - Information, Communication and Management: Theoretical and Practical Issues
Giving, receiving, and using information; working with others, and managing tasks and time are skills needed by the effective professional. Students engage in academic and professional writing tasks, work on communication with colleagues, supervisors, and others and develop management systems to support their work. Some sections may be restricted to majors and minors only. (Offered every semester.) 3 credits -
IES 303 - Education Through Life Transitions
Prerequisite, any IES 200-level course. Drawing on theories of human development, educational best practices, and social services, the course explores needs and supports for life transitions with a particular emphasis on vulnerable populations. Life transitions explored include developmental transitions but also social and institutional transitions and transitions within families. (Offered every semester.) 3 credits -
IES 310 - LGBTQ Issues in Education
Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals make up a significant minority population in K-12 education. This course explores the experiences of LGBTQ individuals in educational systems and helps students to identify methods to improve inclusion, appreciation, and safety. Some sections may be restricted to integrated educational studies majors, or minors, or secondary education minors only. (Offered as needed.) 3 credits -
IES 314 - Adult Learning: Theory, Practice, Experience and the Future
Prerequisite, IES 200-level course. This course explores adult learners, why they learn, and how they learn a range of formal and informal settings. Also explored are the philosophical foundations of adult learning theory and the changing dynamics of the profession taking into account global, economic, technological, and ethical issues. Some sections may be restricted to majors and minors only. (Offered every semester.) 3 credits -
IES 315 - Non-Governmental Organizations: Policy and Practice
This course explores the nature and function of the non-profit sector within education, the arts, and the helping professions. The course will familiarize students with the advantages and the common challenges faced by such organizations and include fieldwork in NGO’s in the Orange County area. Some sections may be restricted to majors and minors only. (Offered every semester.) 3 credits -
IES 316 - Aesthetic Education: Philosophy and Practice
This course will nurture appreciative, reflective, cultural, participatory engagements with the arts. Students will explore art-making in dance, music, theatre, and visual arts and will gain heighten perception and challenge preconceived notions, creating the possibility for personal and community change. (Offered as needed.) 3 credits -
IES 317 - Disability, Families, and Society: Issues of Professional Policy and Support
This course will explore the relationships of families and members of the helping professions and how these relationships can work collaboratively to increase the capacity of families and professionals to support inclusive approaches to community participation for people with disabilities. (Offered as needed.) 3 credits -
IES 326 - Education Viewed through Feature Film and Television
Prerequisites, IES 102 , IES 206 , or consent of instructor. The participants view and analyze major feature films and television programs that portray a variety of specific aspects of schooling and education. Students will engage in class activities that use the media as focal points for professional self-examination and will consider ways of reconceptualizing and improving reflective practice. Consideration will also be given to how such films and television programming shape public images of teachers, students, and schools both past and present. (Offered as needed.) 3 credits -
IES 340 - Children’s Literature and Literacy
Prerequisite, written inquiry course. This course is designed to study the style, technique, and methods for introducing children and young adolescents to literature. Students develop perspectives of literature as instrumental in child development and lifelong learning. Students will identify characteristics of quality literature, understand its role in the curriculum and use instructional strategies to teach a range of students’ needs and interests. Topics include literature genres, multicultural and international literature, censorship, technology, and current educational issues in reading. (Offered as needed.) 3 credits -
IES 399 - Individual Study
Prerequisite, consent of instructor. Individual study and research is offered to students to research particular topics that are not provided for by regular curriculum offerings. Students design their individual research or projects under the guidance of a faculty member. May be repeated for credit. (Offered every semester.) 1-6 credits -
IES 405 - Inquiry, Evidence and Decision-Making
Prerequisites, IES 102 , IES 206 , IES 301 , integrated educational studies major, consent of instructor. Good professional practice requires systematic inquiry to generate the types of information and insights needed for effective decision-making. Students investigate a topic of interest while exploring quantitative, qualitative, single-subject, action research, and program evaluation inquiry traditions and methods. (Offered every semester.) 3 credits -
IES 412 - Teaching Writing K-12
Prerequisite, written inquiry course, and IES 112 , or IES 200-level course. This course is designed to introduce pre-service students to the research, theory, and practice of teaching writing in grades K-12. Participants will understand and be able to apply the theory and research of learning to write and writing to learn in a variety of genres and disciplines, using writing across the curriculum as well as single-subject emphases to explore the power of writing as a vehicle for learning. (Offered every semester.) 3 credits -
IES 413 - Current Issues in Disability Studies and Services
This course introduces students to the field of disability studies and implications for working in disability-related careers. The course explores how disability is portrayed in society through the arts and mass media and reviews the critique of traditional stereotypes emerging from the disability rights movement. (Offered as needed.) 3 credits -
IES 415 - College Student Development
Prerequisites, IES 301 , IES 302 , IES 303 , or consent of instructor. This course explores undergraduate college student experiences in the United States. Topics covered include student retention, completion and transfer rates, access, college choice, and personal, social and academic development of college students. (Offered as needed.) 3 credits -
IES 416 - Higher Education and Society
Prerequisite, IES 301 , or IES 415 . American institutions of higher education are simultaneously praised and criticized. This course will focus on the history of higher education in the U.S., including an investigation of its changing goals, governance, and relationships with stakeholders in the institution and in society. (Offered as needed.) 3 credits -
IES 444 - Aesthetics and Learning: Florence, Italy
(Same as EDUC 644.) This course is taught in Florence, Italy. Students explore the catalytic change in intellectual and aesthetic processes, moving from the Middle Ages to the Renaissance, and the confluence of forces that shaped the creative explosion of the arts in both the sacred and everyday lives of people. They investigate the paradigm shift to a new perspective, one that supports the human potential to create the aesthetic in all modes of living. Students experience art and make connections to their own aesthetic processes. Fee: TBD. (Offered interterm.) 3 credits -
IES 448 - Instructional Technology: Science and Mathematics
(Same as EDUC 648.) A focused look at methods of using selected Web 2.0 tools and software applications to infuse technology into the instruction of science and mathematics topics. Provides hands-on experiences in the practical use of technology-based tools for making science and mathematics more accessible to learners in both classroom and online settings. Addresses the role of digital citizenship concerns in the selection of web-based tools for instructional purposes. Some sections are offered online or blended. (Offered as needed.) 3 credits -
IES 449 - Educating with Multiple Technologies
(Same as EDUC 649.) A focused look at selected current topics centered on the infusion of technology in the field of education. Provides experiences in the practical use of technology-based tools for teaching and learning, establishing a foundation for educators to become adept in the selection, evaluation, and implementation of current technological tools. Some sections offered online or blended. (Offered as needed.) 3 credits -
IES 451 - Educational Application of Technology
This course provides an overview of the uses of the range of educational applications of technology in the classroom. It includes but is not limited to the following content: using technology to communicate with and support students and families; blended and online learning environments; the use and adaptation of a variety of technological resources, including assistive technology; modeling and developing digital literacy in students; promotion of digital citizenship and the associated legal implications for the use of technology (e.g., Creative Commons license, fair use, internet security, etc.); effective teaching strategies aligned with internationally recognized educational technology standards (e.g., ISTE); virtual collaboration; personalized and technology-rich lessons offering students multiple means to demonstrate learning; the use of technology to support assessment administration and data analysis; and the responsible use of social media and digital platforms and tools as a professional educator. Meets the professional clear requirements for classroom application of computers. Some sections of this course are taught online. Some sections of IES 451 and EDUC 551 are held together. (Offered as needed.) 3 credits -
IES 490 - Independent Internship
Prerequisite, consent of instructor. An independent internship or observation, in which an upper-division student develops a learning, observational contract in conjunction with an on-site supervisor and a Chapman Attallah College faculty advisor. Forty hours of observation/internship are required per credit hour. Up to three credits (½-3) per internship site per semester may be earned through internship courses. P/NP. May be repeated for credit. (Offered every semester.) ½-3 credits -
IES 491 - Student-Faculty Research/Creative Activity
Students engage in independent, faculty-mentored scholarly research/creative activity in their discipline which develops fundamentally novel knowledge, content, and/or data. Topics or projects are chosen after discussions between student and instructor who agree upon objective and scope. P/NP or letter grade option with consent of instructor. May be repeated for credit. (Offered every semester.) 1-3 credits -
IES 492 - IES Senior Seminar Internship
Prerequisites, IES 405 , integrated educational studies major, senior standing, consent of instructor. Seminar-based practicum in which students meet regularly as a group with a faculty member to share, discuss and evaluate their experiences in schools and other community-based educational settings, assemble IES ePortfolios, and complete Senior Capstone Project. (Offered every semester.) 3 credits -
IES 499 - Individual Study
Prerequisites, consent of the dean of the Attallah College of Educational Studies, approval of petition. An opportunity for specialized study in an area of concern to the student and a certain amount of flexibility in programming for superior students. Not intended as a substitute for an established course. (Offered every semester.) 1-3 credits
Leadership Studies
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LEAD 101 - Introduction to Leadership: Principles and Practices
A survey of essential leadership principles and practices through classical and contemporary readings drawn from the humanities and social sciences. Topics include: vision, decision-making, team-building, ethics, and servant-leadership. May include participation in a co-curricular leadership project. (Offered every semester.) 3 credits -
LEAD 229 - Experimental Course
Prerequisite, LEAD 101 , or leadership studies minor, or consent of instructor. This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest in leadership. Some sections of this course may be restricted to leadership studies minors only. May be repeated for credit if course content is different, up to a maximum of 6 credits. (Offered as needed.) 1-3 credits -
LEAD 240 - Leadership, Communication and Conflict Resolution
Prerequisite, sophomore standing, or consent of instructor. Examines conflict in everyday life with a particular focus on the role that communication plays in the development and resolution of conflict situations. Explores the development and understanding of self-concept and its relationship to interpersonal awareness, group interaction, group development and the maintenance of interpersonal/professional relationships, effective communication skills, and conflict management skills with a special emphasis on leadership roles. Students develop effective conflict resolution facilitation skills relevant to both personal and professional settings. (Offered interterm.) 3 credits -
LEAD 260 - The Leader as Teacher and Coach
Prerequisite, integrated educational studies major or minor or leadership studies minor or consent of the instructor. Examines the intersection of leader as teacher, coach, and facilitator in a range of educational settings (e.g., high schools, training and development in organizations etc.). Examines leading as a way of being and doing, the challenges of courageously leading and teaching from authentic vulnerability, as well as a critical exploration of ways that the leader as teacher can create change in organizations. Topics include: Integrity; courage; the teacher as servant, coaching, facilitating, authentic leadership, building community in classroom settings, accountability, leading change. May be used to satisfy the “Leading with Integrity” or “Leading Change” requirement in the LEAD minor. Letter grade with Pass/No Pass option. (Offered as needed.) 3 credits -
LEAD 291 - Student-Faculty Research/Creative Activity
Prerequisite, consent of instructor. Students engage in independent, faculty-mentored scholarly research/creative activity in their discipline which develops fundamentally novel knowledge, content, and/or data. Topics or projects are chosen after discussions between student and instructor who agree upon objective and scope. P/NP or letter grade option with consent of instructor. May be repeated for credit. (Offered every semester.) 1-3 credits -
LEAD 301 - Theory and Practice of Leadership
Prerequisite, leadership minor, or cluster, or consent of instructor, or program coordinator. Examines leadership from theoretical and practical perspectives, including trait, behavioral and contingency models. Focuses on skills essential for creating organizations in which people can develop their potential as leaders. Topics include: leadership styles, communication, motivation, decision-making, integrity, teams, culture, diversity, and change. May be used by upper class or transfer students in the leadership studies minors to substitute for LEAD 101 . Some sections of this course may be restricted to leadership studies minors only. (Offered every semester.) 3 credits -
LEAD 302 - Developing Effective Teams: Understanding Yourself and Others
Prerequisite, LEAD minor, or LEAD cluster or consent of instructor. Explores theory and practice of team-building and benefits of team-based/shared leadership. Enhances participants’ understanding of themselves and others, with emphasis on how personality type impacts group interactions. Topics covered through lecture, self-assessments, experiential exercises and hands-on team consulting projects include: Emotional intelligence, Jungian theory (temperament, interaction style, cognitive processes), stages of group development, conflict and collaboration, leadership communication, emotional intelligence, and the facilitation process. Includes participation in an adventure-based weekend retreat. Fee: $250. (Offered every semester.) 4 credits -
LEAD 310 - Emotional Intelligence, Leadership and the Good Life
Prerequisite, LEAD 101 , or LEAD 301 , or integrated educational studies major, or minor, or declared leadership studies minor, or cluster, or consent of instructor. Develops emotional intelligence capacity for intentional personal and collective change. Develops self-awareness, leadership capability, relationship and collaboration skills. Interactive work with classmates enhances ability to relate to, collaborate with and potentially lead groups of diverse individuals. Topics include: Mindfulness, career and life aspirations, vision and values, neuroscience of emotional intelligence, innovation and initiative, managing conflict, coaching others, demonstrating citizenship. May be used to satisfy the “Leading With Integrity” elective in the LEAD minor. (Offered as needed.) 3 credits -
LEAD 315 - The Multi-Cultural Organization: Diversity and Inclusion in the Workplace
Prerequisite, admission to the Leadership Studies Program, or declared cluster in leadership, or Women’s Studies Minor, or consent of instructor. Experts agree there is an irreversible trend towards increasing workplace diversity. Explores importance of embracing inclusive practices that value cultural differences in the workplace particularly as applied to leadership. Topics address communication, teamwork, decision-making, and problem-solving, with special attention to primary dimensions of diversity (race, class, gender, sexual orientation, ability status, etc.). Reading, writing, research, and discussion are supplemented with exercises, role-plays, and simulations. (Offered every year.) 3 credits -
LEAD 320 - Great Leaders: Ethics, Passion and Service
Prerequisite, leadership studies minor, or declared leadership-related cluster, or consent of instructor. Explores the role and origins of personal integrity, passion, and commitment to service in leadership. Examines the nature of leadership by delving into the psyche of leaders like Mahatma Gandhi, Eleanor Roosevelt, Dr. Martin Luther King, Jr. and Albert Schweitzer. Films, readings, case studies, and research into a famous leader’s life and experiences. Some sections of this course may be restricted to leadership studies minors only. May be used to satisfy the Leading with Integrity requirement in the LEAD Minor. (Offered every year.) 3 credits -
LEAD 333 - Theory and Practice of Career and Professional Development: Leading Your Life, Managing Your Career
Explores the career planning process, equipping students with vital career development skills to effectively assess, articulate, and secure professional career opportunities and managing one’s career over a lifetime, including transitions and dual-career lifestyles. Topics include: work-life balance, developing an awareness of interests and strengths, initial career strategies (targeted resumes, cover letters, networking, interviewing skills, LinkedIn profile), building a career consonant with enduring Chapman values and norms (e.g., leading a life of service, preparation for an inquiring, ethical and productive life as a global citizen), dual career management, dealing with setbacks. Offered in collaboration with the Office of Career and Professional Development. P/NP. (Offered every semester.) 3 credits -
LEAD 360 - Sports in Contemporary Society: A Leadership Perspective
Prerequisite, LEAD 101 , or LEAD 301 , or consent of instructor. A critical examination through the lens of leadership of the role of sports in contemporary society, across a wide range of social issues and topics, including: gender, race, class, power, aggression and violence, and community. Preference is given to students in the LEAD minor, or one of the IM clusters in leadership. (Offered fall semester.) 3 credits -
LEAD 365 - Ethical Controversies in Sports and Leadership
Prerequisite, leadership studies minor or IES major or consent of instructor. Addresses contemporary/historical ethical controversies/dilemmas in sports and leadership. Focuses on the ideology of sport and how ethical leadership translates on - and beyond - the playing field. Topics may include: Steroid/PED’s abuse, prejudice, sportsmanship, cheating, violence, accountability, fan behavior, mascots, nationalism, Olympic/FIFA bribery scandals. Letter grade. (Offered spring semester.) 3 credits -
LEAD 380 - Service in Action Practicum
Prerequisites, LEAD 302 , and declared leadership studies minor, or declared leadership-related cluster, or consent of instructor. Seminar-based civic engagement or service-learning project involving direct application of the principles of servant leadership through on-going journaling, contextual and reflective analysis of a service experience. 40 hours of total effort (on-site experience, readings, meetings, reflection, and writing) are required per credit. May be used to satisfy the Leading Change (applied capstone) requirement for the LEAD minor. P/NP. May be repeated for credit. (Offered every semester.) 3 credits -
LEAD 382 - Principles of Effective Facilitation
Prerequisite, integrated educational studies (IES) major or minor or leadership studies minor or consent of instructor. Explores the facilitation process as a core competency for teachers and leaders. Participants’ skills are enhanced through a combination of class discussion, self-assessments and community-based facilitation to promote lasting learning and the ability to distinguish between training, coaching, presenting and facilitating. Topics include: Methods of engagement and stages of group development; Promoting inclusive learning environments by removing obstacles to participation; Creating and facilitating effective workshops; and more. Requires an outside community commitment t.b.d. Some sections may be designated for LEAD minors and/or LEAD cluster students only. P/NP. (Offered every year.) 3 credits -
LEAD 383 - Critical Discourse, Social Change, and Positive Peace
(Same as PCST 383 .) Prerequisite, integrated educational studies major or minor, leadership studies minor, or leadership cluster, or peace studies major, or minor, or consent of instructor. How do we move from passive inaction to more active participation in response to oppression in its many forms? This course examines individuals and movements that have addressed both historical and contemporary gross violations of human rights including genocides and other atrocities. Students consider political, philosophical, and systemic theories of how change happens and explore their leadership implications. May be used to satisfy the “Leading Change” (applied capstone) requirement in the LEAD minor. (Offered every year.) 3 credits -
LEAD 384 - Ethnic Studies Activism: Theory and Practice
Prerequisite, LEAD 101 , or LEAD 301 , or leadership studies minor, or declared leadership cluster, or consent of the instructor. Students study and practice Ethnic Studies social activism and community organizing, including participation in a campus event co-designed with community representatives. Topics focus on: The foundations of Ethnic Studies social justice; diversity, and equity, confronting racial prejudice and oppression; barriers to diversity and inclusion; theory and practice of social activism, service and leadership. May be used to satisfy the “Leading Change” (applied capstone) requirement in the LEAD minor. (Offered spring semester.) 3 credits -
LEAD 385 - Leadership, Civic Engagement and Social Responsibility
Prerequisite, leadership studies minor, or declared leadership-related cluster, at least one previous course in LEAD course, or consent of instructor. Application of social change models of leadership to civic engagement and social justice issues in American society. Includes participation in a significant service-learning activity. Topics include: Social change model of leadership; power and collaboration; service and social responsibility; citizenship in a democratic society. May be used to satisfy the applied capstone requirement for the leadership studies minor. Some sections of this course may be restricted to leadership studies minors only. P/NP. (Offered every semester.) 3 credits -
LEAD 396 - Gender and Leadership
Prerequisite, LEAD 101 or LEAD 301 or LEAD 414 or consent of instructor. Examines gender differences in the practice of leadership, communication, ethical decision-making, and moral development. Topics include men’s and women’s approaches to influence, power, collaboration, leadership relationships, change, service, conflict and competition, and the forging of mutual purposes. (Offered interterm.) 3 credits -
LEAD 397 - Leading as a Way of Serving: Pursuing Your Purpose in Life and Work
Prerequisites, LEAD 302 , and declared leadership studies minor, or consent of instructor. Contrasts Western conceptions of leadership with Eastern, Native American, and feminist models. Participants explore their purpose, workaholism and life-work balance, and focus on leading as a way of serving. Leadership theories are supplemented by experiential exercises, case studies, self-assessments, and a required weekend retreat. P/NP. Fee: $250. (Offered every year.) 4 credits -
LEAD 401 - Mindfulness, Leadership and Organizations
Prerequisite, integrated educational studies major or leadership studies minor or leadership cluster or consent of the instructor. This course will delve into the theory and practice of mindfulness, the context surrounding mindfulness, leadership and organizations, the neuroscience of mindfulness, and contemporary applications of mindfulness in organizations. Topics include: Reasons to meditate, Methods of mindfulness, contemplative practices, mindfulness at work, mindfulness and the self, mindfulness and creativity, mindfulness and the inner work of leadership. Letter grade. (Offered as needed.) 3 credits -
LEAD 410 - The Leader as Global Citizen: Democracy, Service and Collaboration in the European Union
Prerequisites, declared LEAD minor or LEAD Cluster or IES major or MLD student and consent of instructor through a competitive application process. Examines the intersection between democracy, service and leadership in the EU (European Union) with a particular emphasis on how these themes reflect one’s preparation - and responsibilities - as a “global citizen.” Topics include: Living a life of service (Albert Schweitzer); Leadership competencies for democracy; principles for living together as equals in culturally diverse societies; Servant leadership in international contexts; Citizenship, the economy, and government; service (collaboration, egalitarianism, and freedom) vs. power orientations (individualism, oppression, and authoritarianism). Travel Course. Fee: TBD. (Offered summer.) 3 credits -
LEAD 429 - Experimental Course
Prerequisite, LEAD 101 , or leadership studies minor, or declared leadership-related cluster, or consent of instructor. This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest in leadership. May be repeated for credit if course content is different, up to a maximum of 6 credits. (Offered as needed.) 1-3 credits -
LEAD 475 - Introduction to Students Affairs in Higher Education
Prerequisite, leadership studies minor, or declared leadership-related cluster, or integrated educational studies major, or consent of instructor. Explores the role of student affairs in higher education, including professional principles guiding student and campus life. Exposes students with interests in this area to the theoretical and philosophical foundations of student affairs and the range of student affairs programs and services. Seminar format. Topics include: Student development, campus culture, creating an inclusive climate, contemporary issues and trends, leadership and service. (Offered as needed.) 3 credits -
LEAD 485 - Leadership in Times of Crisis: Case Studies in Disaster Response
Prerequisite, LEAD 101 or declared LEAD minor, or declared leadership-related cluster or consent of instructor. Examines leadership during times of (inter)national crisis to improve individual and community capacities to effectively address natural disasters and promote civic engagement during inflection points in social change. Contemporary leadership models (Relational Leadership, Social Change Model of Leadership, Servant Leadership) are applied to comprehensive case-study analysis of the 2005 Hurricane Katrina disaster as well as more recent events (e.g., Florence & Michael/2018; Harvey & Maria/2017; Sandy/2012). Topics include civic engagement, climate change, disaster preparedness and relief, environmental and racial justice, and government responsibility. Includes travel to New Orleans to engage in service-learning/rebuilding efforts. May be used to satisfy the “Leading with Integrity” or “Leading Change” (applied capstone) requirements for the LEAD minor. P/NP. Fee: TBD. (Offered interterm.) 4 credits -
LEAD 490 - Leadership in Action, Independent Internship
An independent practicum in which a student develops a learning contract in conjunction with an on-site supervisor and a Chapman leadership faculty advisor. 40 hours of total effort are required per credit hour of LEAD 490. P/NP. (Offered every semester.) ½-4 credits -
LEAD 491 - Student-Faculty Research/Creative Activity
Prerequisite, consent of instructor. Students engage in independent, faculty-mentored scholarly research/creative activity in their discipline which develops fundamentally novel knowledge, content, and/or data. Topics or projects are chosen after discussions between student and instructor who agree upon objective and scope. P/NP or letter grade option with consent of instructor. May be repeated for credit. (Offered every semester.) 1-3 credits -
LEAD 492 - Leadership in Action, Seminar Internship
Seminar-based practicum in which interns meet regularly as a group with a faculty member to share, discuss, and evaluate their experiences. P/NP. (Offered as needed.) ½-4 credits -
LEAD 495 - Selected Topics in Leadership and Organization Studies
Prerequisite, leadership studies minor, or declared leadership-related cluster, or consent of instructor. Covers special topics related to leadership and/or organization studies, subject to emerging situational, student and/or employer demands. Topics vary. May be repeated for credit if course content is different. (Offered as needed.) 1-3 credits -
LEAD 497 - Senior Seminar: Leadership Integrative Capstone
Prerequisites, LEAD 302 , LEAD 397 , leadership studies minor. Capstone course devoted to examining contemporary leadership issues and challenges. Students prepare a comprehensive leadership philosophy, covering both theory and practice. Includes a required retreat or fieldtrip. Progress toward LEAD Program objectives and career implications are also assessed. Letter grade. (Offered every semester.) 3 credits -
LEAD 499 - Individual Study
Prerequisites, one previous course in LEAD, junior standing, consent of instructor, and leadership studies minor, or declared leadership-related cluster. Students engage in directed reading and/or research and then write a major paper on a special problem or topic related to leadership and organization studies. Intended for junior and senior students only. May be repeated for credit to a maximum of 6 credits. (Offered every semester.) 1-3 credits
Master of Arts in Curriculum Instruction
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MACI 311 - Teaching and Learning Math Concepts, Skills and Critical Thinking
Prerequisites, admission to integrated educational studies major or MACI track or STEM Education minor or Secondary Education minor and consent of instructor. The focus of this course is to prepare teacher candidates for teaching math concepts, skills and critical thinking in California’s public schools. Candidates will become familiar with the California Common Core State Standards (CCSS) and the principles underlying how children learn math, from early childhood to middle school. Candidates will learn effective ways to design instruction in order to include all learners in accessible and rigorous problem-solving that allows students to develop both conceptual and procedural skills. The class will explore psychological aspects of mathematics learning, such as math anxiety and encouraging all students to see themselves as young mathematicians. Students will participate in a praxis to tutor elementary and/or middle school grade students. Letter grade. Fee:$75. (Offered spring semester.) 5 credits -
MACI 312 - Contextual Teaching and Learning of Science
Prerequisites, junior standing, consent of instructor and admission to integrated educational studies major or M.A. in Curriculum and Instruction program or STEM education minor or secondary education minor. Given the diverse nature of California’s populations, this course prepares future teachers with the background knowledge, skills and abilities they will need to engage K-12 students in ways that promote mastery of science content and a love of learning. Aligned with the Next Generation Science Standards and Common Core State Standards, the content focus of this course will include the Science and Engineering Practices, Disciplinary Core Ideas in the biological and physical sciences, Cross Cutting Concepts, as well as differentiating instruction for students who represent different ability, language, and experiential backgrounds. Letter grade. Fee: $75. (Offered as needed.) 3 credits -
MACI 313 - Teaching History/Social Studies for Diverse Learners
Prerequisites, junior standing, consent of instructor and admission to integrated educational studies major or M.A. in Curriculum and Instruction program or STEM education minor or secondary education minor. This course prepares future teachers K-12 in the methods of teaching history/social studies from critical multicultural and social justice frameworks to all students, especially those who are racialized, classed, and gendered in society. The course examines the transformative potential of history/social studies grounded in students’ lives and civic engagement. Opportunities to use models of culturally responsive teaching that support student engagement, critical thinking, and character/ethical development will be used-with application of current state standards and integration of inquiry skills into history/social studies curriculum and assessment. Letter grade. (Offered as needed.) 3 credits -
MACI 409 - Teaching of Literacy K-6
Prerequisite, admission to the MACI track. This course is about literacy learning and development from a sociocultural framework in the context of teaching diverse student populations. This course is designed to give teacher candidates an understanding of the elements of a research-based literacy learning within context of a balanced literacy paradigm. Candidates will understand connections between reading, writing, speaking, and listening in language arts learning and instruction. Candidates will learn evidence-based instructional strategies in a balanced literacy program between explicit and authentic literacy experiences. The course pays special attention to students from diverse racial, cultural, linguistic, neurodiverse, socio-economic, and other areas of difference and the material consequences of literacy acquisition. Students will participate in a 25-hour praxis to tutor a primary grade student. Letter grade. (Offered as needed.) 5 credits -
MACI 410 - Literacy and Learning: Teaching of Reading and Writing K-3
Prerequisite, admission to the MACI track. This course is designed to give teacher candidates an understanding of the elements of a research-based literacy learning for primary grade children within context of a balanced literacy paradigm. Candidates will understand connections between reading, writing, speaking, and listening in language arts learning and instruction. Candidates will learn instructional strategies in a balanced literacy program between explicit and authentic literacy experiences. The course pays special attention to students from diverse racial, linguistic and socio-economic, and other areas of difference and the material consequences of literacy acquisition. Students may participate in a praxis to tutor a primary grade student. (Offered as needed.) 3 credits -
MACI 411 - Literacy and Learning: Teaching of Reading and Writing 4-6
Prerequisite, admission to the MACI track. This course is designed to give teacher candidates an understanding of the elements of language and literacy learning for upper elementary grade students. Candidates will learn instructional strategies in a balanced literacy program between explicit and authentic literacy experiences. This course recognizes the relationship between reading and writing to broader theoretical and practical notions of multiple literacies, multiliteracies, media literacy, and critical literacy. The course pays special attention to students from diverse racial, linguistic and socio-economic, and other areas of difference and the material consequences of literacy acquisition. Students will participate in fieldwork. (Offered as needed.) 3 credits -
MACI 420 - Secondary Literacy in the Content Areas
Prerequisite, admission to the MACI track. This course studies literacy processes and their relationship to the secondary school curriculum and adolescent lives. Areas of focus will include the integration of reading and writing in the content areas, literacy assessment, vocabulary strategies, comprehension strategies, dialogic approaches, the use of fiction and non-fiction across the curriculum, online and technological resources, and literacy instruction that draws on the strengths of students from diverse linguistic, cultural, socio-economic backgrounds. Strategies for teaching literacy to neurodiverse learners will also be addressed. Letter grade. (Offered as needed.) 3 credits -
MACI 421 - Secondary Content Area Methods
Prerequisite, admission to the MACI track. This course, taught with special class sessions and activities devoted to each core content area (English/Language Arts, Mathematics, Sciences, History/Social Science), centers on methods for content area instruction in departmentalized secondary classrooms. Using the California State, Common Core, and Next Generation Science Standards as the base, candidates learn to create constructivist content curriculum and lesson plans, utilize instructional models appropriate to their content area, adapt different models of teaching to meet student needs and interests and those unique to the academic discipline, and use technology and resources specific to their content area. Some sections of this course may meet with EDUC 578. (Offered as needed.) 3 credits -
MACI 430 - Second Language Acquisition and Academic Development in Multicultural Settings
Prerequisites, admission to MACI track, junior standing, Integrated Educational Studies major, consent of instructor. Given California’s diverse socioeconomic and cultural-linguistic student populations, this course prepares candidates to teach K-12 students who are acquiring English as a second language. This course provides pedagogical, curricular, and community strategies for fostering key knowledge, skills, and abilities English learning students need to access, engage with, and achieve in grade-level academic content for language arts and other subjects. The course builds upon relevant research and theories of general English Language Development (ELD) and integrated ELD models that emphasize ELD in the content-areas. Students in the course will examine the differences between a language disability and language acquisition and how to address the differences in the IEP assessment process. The course includes a fieldwork component. Some sections may be offered in blended/hybrid format. (Offered as needed.) 3 credits -
MACI 431 - Developing Effective Educational Environments
Prerequisite, admission to the MACI track. This course is designed to give teacher candidates a broad overview of educational environments including current research, theoretical perspectives, and practical applications. Candidates will begin developing pedagogical approaches and classroom management strategies that are contextually and culturally responsive, inclusive, equitable, and restorative, in order to create positive and productive learning environments. Candidates also will critically reflect on their own identities, beliefs, and educational experiences, the prevailing beliefs and practices of current teachers, and the implications for working in culturally diverse classrooms and schools. Letter grade. (Offered as needed.) 3 credits -
MACI 464 - English Language Acquisition and Issues of Diversity
Prerequisite, admission to the MACI track or special education credential program. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to K - 12 and special education. The course focuses on issues involved in first and second language acquisition, assessment and literacy development from a socio-psycholinguistic point of view, including socio-cultural and political factors. It addresses the State English Language Development (ELD) standards, assessment, planning for literacy and content area instruction and program options. Students in the course will examine the differences between a language disability and language acquisition and how to address the differences in the IEP assessment process. Some sections of MACI 464 and EDUC 564 are held together. Letter grade. (Offered fall semester.) 3 credits -
MACI 493 - Instructional Design and Educational Assessment
Prerequisites, admission to MACI program, consent of instructor. This course introduces teacher candidates to relevant research and applicable theories that pertain to instruction and assessment. Candidates will develop a more complete understanding of curriculum design, as it relates to content knowledge acquisition and student developmental needs. Instructional design and assessment development and application will focus on the application of principles of Universal Design for Learning. This course also introduces candidates to research and practices in educational assessment, including reliability, validity, bias, and fairness. Other topics include summative and formative assessment, testing and standards, student and teacher assessment, and use of assessment results in developing present levels of performance and IEP goals for students with disabilities. Group variations in test performance, and the educational and political uses of achievement tests, will be critically examined. Letter grade. (Offered spring semester.) 3 credits
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