College of Educational Studies

Donald N. Cardinal, Ph.D., Dean

Ky Kugler, Ed.D., ATC, Associate Dean

Kimbery White-Smith, Ed.D., Assistant Dean of Undergraduate Education

Jason Bennett, D.A., ATC, Athletic Training Education Program Director

Dianne Ferguson, Ph.D., Director, Program Improvement and Accreditation

E. Mike Madrid, Ph.D., Education Director

Professors: Alters, Brady, Brown, Cardinal, D. Ferguson, P.Ferguson, Frisch, Hass, Kugler, Montgomery, SooHoo;

Associate Professors: Bennett, Bryan, Busse, Colbert, Colón-Muñiz, Hunter, Madrid, Maier, McNenny, Miller, White-Smith, Wilson;

Assistant Professors: Bonura, Cosier, Curwen, Dodd, Giess, Howard, Kennedy, Monzó, Nottingham Samura;

Instructors: Kasamatsu, Padulo;

Clinical Faculty: Vickers;

Fieldwork Coordinator: Mandas;

Emeriti: Cucunato, Fahey, B. Tye, K. Tye.

Bachelor of Arts in Integrated Educational Studies

Bachelor of Science in Athletic Training

Credential Programs

Master of Arts in Counseling and Pupil Personnel Services Credential in School Counseling

Educational Specialist Degree in School Psychology/Master of Arts in Educational Psychology and Pupil Personnel Services Credential in School Psychology

Master of Arts in Education

Master of Arts in Special Education

Master of Arts in Teaching: Elementary Education (Multiple Subject Credential/Bilingual Emphasis Option)

Master of Arts in Teaching: Secondary Education (Single Subject Credential)

Master of Science in Communication Sciences and Disorders

Ph.D in Education

Bachelor of Arts in Integrated Educational Studies

The integrated educational studies major provides a dynamic, liberal-arts curriculum for those students interested in inquiry and education as a source of transformation and liberation in a diverse society. The integrated educational studies major embodies John Dewey's concept of education as a “freeing of individual capacity in a progressive growth directed to social aims.” Simply stated, this major provides students a unique opportunity to be actively involved in those elements that create a just democracy. The major challenges students to dedicate their intellectual and personal capacities in a demanding and rewarding profession that can make a positive difference in the lives of children, youth and adults.

In a mobile, rapidly changing society, the program is designed to prepare students to pursue careers in schools as well as other community environments such as business, human services, the arts, and community colleges. The curriculum combines challenging coursework with guided experiences in school or these other educational settings. The major is organized to address five key roles that educators need to acquire: 1) Leader and change agent, 2) Ethically responsible decision-maker, 3) Learner and scholar, 4) Advocate for inclusive and supportive communities, and 5) Facilitator and collaborator. To foster this acquisition of learning, the student will complete both a lower-division and upper-division core. During the upper- division core, the student will select either the emphasis in teaching and learning in schools or the teaching and learning in community. Each emphasis will complete a 6-course lower-division core, a 5-course upper-division core, and 6 additional courses in either the school or community content areas. Students pursuing the teaching and learning in community emphasis will select a second major or minor(s) in order to tailor their final year of the major to their immediate post-graduate career choice or future study needs.

Students who are interested in pursuing teaching at the elementary or secondary school level are advised to study in two content areas to ensure strong subject matter competency. These content areas include mathematics, science, history, social science and English.

Throughout the integrated educational studies major program, students will develop a portfolio that documents their acquisition of specific learning outcomes that ensure that the integrated educational studies student is making good progress through the major before moving on to the next stage. These gates ensure that the graduates from the integrated educational studies major represent the faculty of the College of Educational Studies as successful educators of the future helping students and the public alike achieve and learn.

Students will select courses which emphasize critical inquiry in major liberal arts areas (areas of inquiry: artistic, natural science, quantitative, values and ethical, and written). These courses are in addition to inquiry classes completed as general education requirements. At least two of the five courses must be upper-division. All courses selected must have permission of a College of Educational Studies advisor.

All courses within the major must be taken for a grade and passed with a “C” or higher. Graduation with honors will be considered if a student has a cumulative GPA of 3.5 or higher. Due to the assigned observation and/or fieldwork component for many of the IES courses, students may be required to provide additional documentation or certifications. All IES students are required to read and sign specific information found in the IES Fieldwork Clearance Packet during their first IES course.

common requirements (33 credits)

lower-division requirements (18 credits)

upper-division requirements (15 credits)

Emphasis in Teaching and Learning in Schools

common requirements (33 credits)

requirements (15 credits)

With consent of College of Educational Studies advisor, select 15 credits. 6 credits must

be upper-division (300-400) level courses.

Emphasis in Teaching and Learning in the Community

common requirements (33 credits)

requirements (6 credits)

one of the following course sequences (9-10 credits)

arts and organizations

business

disability studies

health

higher education

leadership studies

recreational coaching

English

technology

Bachelor of Science in Athletic Training

Athletic training is practiced by athletic trainers, health care professionals who collaborate with physicians to optimize activity and participation of patients and clients. Athletic training encompasses the prevention, diagnosis, and intervention of emergency, acute, and chronic medical conditions involving impairment, functional limitations, and disabilities. Chapman University’s athletic training education program (ATEP) provides distinctive learning in the art and science of human movement and offers a bachelor of science degree in athletic training and a minor in kinesiology.

Accredited by the Commission on Accreditation of Athletic Training Education (CAATE), the ATEP’s bachelor of science in athletic training degree has been developed to meet the rigorous criteria established by the National Athletic Trainers’ Association Education Council. Based on philosophical foundations, experiential learning, and scientific principles, the comprehensive didactic and clinical education curriculum prepares students to challenge Board of Certification, Inc. (BOC) Certification Examination and for careers as certified athletic trainers in numerous practice settings. Furthermore, the program prepares students seeking to pursue graduate programs in athletic training, education, medicine, physical therapy, occupational therapy and physician's assistant practice. Additionally, the ATEP provides coursework for students who wish to challenge the National Strength & Conditioning Association's certification examination to become a Certified Strength and Conditioning Specialist.

Certified athletic trainers serving as approved clinical instructors at Chapman University and other affiliated sites provide educational instruction and clinical supervision to athletic training students. Our numerous affiliated sites provide diversity in practice settings and service populations, and reflect the standards of practice for the athletic training profession.

Prospective athletic training students must meet competitive admission requirements, beyond Chapman University's admission standards, through a second/additional application process. Once admitted in the athletic training education program, all athletic training students should expect the clinical education portion of the athletic training education program to be a minimum of three years of didactic and clinical requirements. Athletic training students must comply with mandatory program standards, including but not limited to minimum GPA requirements, demonstrated acquisition of cognitive and psychomotor competencies, clinical rotation hours, clinical proficiencies, technical standards, etc. Admission requirements, retention policy, program standards and program application can be found in the athletic training student handbook located on the athletic training education program website. All courses in the major must be taken for a letter grade. Graduation with honors will be considered if a student has a cumulative GPA of 3.500 or higher.

Pre–Secondary Teacher Preparation

The athletic training education program and the College of Educational Studies collaboratively assist those athletic training majors who also desire to teach at the secondary school level. Junior level students may apply for consideration to the College of Educational Studies teacher credential programs. Upon successful application, students may take courses towards any of the credential programs in addition to those required for their undergraduate athletic training major. Academic accommodations in support of the credential program may also be considered by the director of the athletic training education program. In addition, the minor in kinesiology is designed for any undergraduate student, and particularly for the integrated educational studies student interested in teaching in these fields.

Pre–Physical Therapy

The athletic training education program and the department of physical therapy collaborate to determine that the bachelor of science degree in athletic training provides the majority of the prerequisite coursework for the doctor of physical therapy degree at Chapman University. Graduates from the undergraduate athletic training education program will be given careful consideration along with other qualified applicants for admission to the program, which is the oldest, ongoing physical therapy education program in the United States.

prerequisites for admission consideration (21 credits)

requirements (61 credits)

two of the following for compatible area of study (6-8 credits)

see advisor for list of compatible areas

Minors in Educational Studies

Minor in Integrated Educational Studies

At least 9 credits must be upper–division.

requirements (9 credits)

one of the following (3 credits)

one of the following (3 credits)

one of the following (3 credits)

Minor in Kinesiology

Kinesiology is a broad term that means the "study of human movement" and encompasses an interdisciplinary approach for understanding the human body. Kinesiology is a common avenue to explore careers in the health, fitness, and coaching professions along with being a method for obtaining some prerequisite or recommended courses for graduate programs in the health sciences (e.g. physical therapy). Through this minor, a student will obtain a diverse understanding of kinesiology through courses in biology, nutrition, psychology, leadership, and athletic training. A student can utilize the optional courses to customize the minor towards their specific interests within the Kinesiology areas. The AT 306 course meets the course requirement of the National Strength and Conditioning Association for eligibility to take the national certification test for the Certified Strength and Conditioning Coach (CSCS) credential.

requirements (14 credits)

choose 3 upper-division courses (9-10 credits)

Minor in Language and Literacy

Note: As per university guidelines, up to 6 credits may be shared between the minor and GE requirements and at least 12 credits of the minor must "stand alone" and cannot be shared. 12 credits of this minor must be upper-division.

requirements (12 credits)

electives (9 credits)

choose a minimum of 3 courses

Minor in Leadership Studies

The leadership studies (LEAD) minor at Chapman aspires to exemplify the institution's commitment to “Building Character; Transforming Lives.” The program offers a unique opportunity for Chapman students to enhance their understanding and practice of leadership, emphasizing not only preparation for work, but education for life. Participants' leadership capacities are expanded by blending classroom learning and theory with experiential exercises, simulations, self-assessments, case studies, field trips and retreats. The leadership studies minor is a natural fit for students seeking a meaningful and practical complement to their chosen major while fulfilling numerous general education (GE) requirements. It is particularly appropriate for students motivated to make a positive difference in the world through their lives and work, students who share a desire to learn … to lead … to serve.

In alignment with the university's vision, mission, and guiding principles and its general education goals, the program promotes four key learning outcomes: (1) an understanding of the theory and practice of leading as a way of serving and values-based leadership; (2) increased self-awareness (leading as a way of both being and doing); (3) how to leverage individual differences and unite around a common purpose to create high-performing teams; and (4) critical thinking, ethical practice and social responsibility.

Admission to the program is by nomination only. Interested students who have completed at least 15 credits (1 semester) and are in good academic standing are encouraged to apply. The application is accompanied by a recommendation from a university mentor (e.g., faculty member, academic advisor, coach, or campus administrator). For more information contact the leadership studies program office at (714) 628-7316.

All students who wish to pursue a minor in leadership studies, which culminates in a 6-credit capstone (seminar + applied leadership experience), must fulfill the requirements listed below and remain in good academic standing. Unless approved by the leadership studies program director, all courses must be completed for a letter grade where the option exists and passed with a “C-” or higher. Students graduating with a GPA of 3.700 or above in the minor may be eligible for program honors and commendation. The program also bestows the annual Robert K. Greenleaf Award on the student or students who, in the view of program faculty, have best exemplified the principles and practice of servant-leadership in their time at Chapman, either through service to the campus or to the outside community.

core courses (13 credits)

lower-division foundation (3 credits)

one of the following

upper-division core (7 credits)

values in action/ethical practice application (3 credits)

one of the following

electives (5-6 credits)

LEAD elective (3 credits)

one of the following

LEAD-related major elective (2-3 credits)

one of the following

(Other courses may apply: consult with leadership studies program office)

business or communication studies majors - one of the following

film and television or public relations majors - one of the following

integrated educational studies, liberal studies or athletic training majors - one of the following

liberal arts majors - one of the following

art and performing arts majors - one of the following

capstone: theory and practice of leadership (6-7 credits)

leadership practice/application (3 credits minimum)

one of the following *:

leadership theory/integration **:

other courses

* Upon consultation with and written consent of the program director, students in majors (or other minor programs) offering or requiring internships may substitute a 3-credit internship or fieldwork from their major/minor (e.g., IES 295, BIOL 490, BUS 490, COM 490, CHEM 490, ENV 490, SOC 492A, SOC 492B, etc.)

** Upon consultation with and written consent of the program director, students in majors (or other minor programs) requiring a capstone course or Seminar may substitute that capstone (e.g., BUS 495, COM 498, ENG 498, HIST 496/498, HON 498, SOC 498, WMST 498, etc.)

Minor (for Elementary Education) in Science, Technology, Engineering and Mathematics (STEM)

requirements (18 credits)

two of the following (6-8 credits)

Credential Programs

Programs Open to Chapman Undergraduates

Multiple subject credential with bilingual emphasis option (Spanish)

Single subject credential

Special education (education specialist) credential

Please refer to the Graduate Catalog for specific requirements on all credential and graduate programs in education. For admittance to a credential program as an undergraduate student you must complete the application process through the College of Educational Studies Office at 714/997-6781.

Multiple Subject Credential Program

The multiple subject credential authorizes the holder to teach all subjects in a self-contained classroom, K–12, as well as preschool and adult education. It is the credential sought by those who wish to teach elementary school (K–6). To obtain a multiple subject credential, candidates must pass the California Subject Examination for Teachers (CSET), and complete the multiple subject teacher credential program.

Single Subject Credential Program

The single subject credential allows the holder to teach in a specific subject area. Candidates must pass the appropriate section of the California Subject Examinations for Teachers (CSET), and complete the single subject teacher credential program.

Special Education Credentials — Preliminary Mild/Moderate and Moderate/Severe

Chapman University offers special education (education specialist) teaching credentials in both the mild/moderate and the moderate/severe areas.

Course Descriptions – Athletic Training

AT 160 Health Education

Students survey personal and community health problems, particularly as they relate to student life. (Offered every semester.) 3 credits.

AT 162 First Aid and CPR

Successful completion enables students to receive certification cards from the American Red Cross and American Heart Association. (Offered spring semester.) 2 credits.

AT 163 Lifeguard Training

Corequisite, AT 162, or first aid and CPR certification is required. This course will provide the student with the skills and knowledge to prevent, recognize, and respond to emergencies and to provide care for injuries and sudden illness until advanced medical personnel arrive and take over. The course includes instruction, and potential certification in first aid, CPR for the professional rescuer, automated external defibrillator (AED), oxygen administration, and lifeguarding. Students must be able to swim 500 yards and retrieve a ten-pound brick from seven feet of water. Card Fee: $5. (Offered spring semester.) 1 credit.

AT 164 Emergency Management in Athletic Training

This course will provide the professional rescuer with the knowledge and skills necessary to manage a variety of emergency situations. The student will learn the essential skills required to help sustain life and minimize pain and consequences of injury or sudden illness until advanced medical help arrives. The course includes instruction, and potential American Red Cross certification in Blood Borne Pathogens, First Aid, CPR, Oxygen Administration, Auto Injector, Inhaler, and Automatic External Defibrillator (AED). Card Fee: $5. (Offered fall semester.) 3 credits.

AT 192 Introduction to Sports Medicine and Athletic Training

Prerequisite, athletic training major, or consent of instructor. Recommend concurrent enrollment in AT 160 and BIOL 204. An overview of sports medicine topics including blood-borne pathogens, medical terminology, and a variety of sports-related injuries are reviewed. Students also observe daily activity of the Chapman University Athletic Training Facility, certified athletic trainers, and athletic training students. Fee: $75. (Offered fall semester.) 3 credits.

AT 193 Introduction to Clinical Skills Lab

Prerequisite, athletic training major, or consent of instructor. Introduction to the clinical skills and psychomotor competencies necessary for successful patient-care within athletic training and sports medicine settings. Skills introduced and evaluated include basic taping and protective wrapping for the extremities, lower and upper extremity stretching, therapeutic modality application, and basic injury evaluation. Fee: $75. (Offered spring semester.) 1 credit.

AT 202 Non–Traditional/Outdoor and Adaptive Physical Education

Students will develop physical skill and leadership skills in non–traditional, outdoor, and adaptive physical education activities that are within the physical education curricula of elementary schools, middle schools, and secondary schools. (Offered interterm, alternate years.) 3 credits.

AT 204 Prevention and Treatment of Athletic Injuries

Prerequisite, BIOL 204, or 210, or consent of instructor. Corequisite, AT 204L. Students develop foundational knowledge of athletic training practice with an emphasis on the prevention and treatment of musculoskeletal injuries. (Offered fall semester.) 3 credits.

AT 204L Care and Prevention of Athletic Injuries Lab

Corequisite, AT 204, or consent of instructor. This course is designed for the practical application of basic prevention and treatment skills in sports medicine. Students are taught and evaluated on numerous psychomotor skills including basic assessment and management of acute musculoskeletal injuries and selection and application of protective taping, wrapping, and bracing of orthopedic injuries. (Offered fall semester.) 1 credit.

AT 211 Education Applications in Individual and Team Sport Activities

This course is designed to develop students’ skills and knowledge in five sports commonly taught in grades 4–12; softball, volleyball, basketball, soccer, and badminton/tennis. (Offered interterm, alternate years.) 3 credits.

AT 216 Athletic Training Administration

Prerequisite, AT 204, or consent of instructor. Students develop health care administration knowledge and competencies integral to the practice of athletic training, including legal and ethical responsibilities, financial management and budgeting, documentation and record keeping, and program planning and evaluation. (Offered spring semester.) 3 credits.

AT 250 Fundamentals in Kinesiology

Anatomical, physiological, neurological, biomechanical, and psychological foundational principles, which relate to human movement are introduced. Each study unit will provide the student with a foundation to build upon for other major courses. Laboratory experiences will include an introduction to the Human Performance Laboratory. (Offered spring semester.) 3 credits.

AT 260 Global Health

Analysis of current health problems in the world with regions including Africa, Asia, the Middle East, and the Americas. Political, social, and economic reasons for disease outbreak and international health emergencies will be investigated. (Offered every semester.) 3 credits.

AT 261 Women in Sport

Survey of women’s historical and contemporary involvement with athletics and sport; the social, cultural, and developmental implications of sports participation for women. (Offered every semester.) 3 credits.

AT 262 The Social, Political and Economic Functions of the Olympics

The social, political, and economic functions/influences of the Games will be explored and discussed for those countries and athletes who participate in and host these high profile international sporting events. Historical analysis of the ancient and modern Games, international relations, amateurism, gender issues, doping/drug use, economic gains/losses, corporate sponsorships are only a few of the exciting topics to be discussed. (Offered every semester.) 3 credits.

AT 270 Statistics for Allied Health Sciences

Prerequisite, MATH 104, or consent of instructor. This course covers hypothesis testing and statistical analysis using descriptive, inferential, parametric, and non-parametric types of statistics. Specific focus is also given to evidence-based medicine statistics including use of current best evidence to analyze decision-making in patient care. (Offered spring semester.) 3 credits.

AT 290 Independent Internship

Prerequisite, consent of instructor. An independent sports medicine and/or exercise science internship or observation, in which, a lower division student develops a learning, observational contract in conjunction with an on-site supervisor and a Chapman Athletic Training Education Program faculty advisor. 40 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.

AT 296 Beginning Athletic Training Procedures and Fieldwork I

Prerequisite, accepted into the Chapman University Athletic Training Education Program and declare Athletic Training as their major in order to enroll in this course. This course is designed for athletic training majors beginning their preparations for the BOC, Inc. Certification Examination and allows the beginning athletic training student, under the supervision of a clinical instructor, to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. Fee: $95. (Offered fall semester.) 1 credit.

AT 297 Beginning Athletic Training Procedures and Fieldwork II

Prerequisite, AT 296. This course is designed for athletic training majors beginning their preparations for the BOC, Inc. Certification Examination and allows the beginning athletic training student, under the supervision of a clinical instructor, to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. (Offered spring semester.) 1 credit.

AT 298 Sports Massage

Differentiate the use of sports massage and how to adapt basic massage techniques included within sports massage. Identify anatomy, physiology, kinesiology, and biomechanical components involved with sports massage assessment and implementation. Also address current perspectives within the massage industry and differentiate between different techniques as myofascial release, orthopedic, clinical, neuromuscular, PNF/MET along with various other techniques implemented. Fee: $75. (Offered interterm, alternate years.) 3 credits.

AT 299 Individual Study

May be repeated for credit. (Offered every semester.) 1–3 credits.

AT 301 Kinesiology

Prerequisite, BIOL 210, or consent of instructor. Corequisite, AT 302. Anatomical and mechanical principles, which relate to human movement are studied. Biomechanical characteristics of bone, articular cartilage, muscles, and nervous system proprioceptors are included. Special emphasis is placed upon the learning of joint structure and the relationship between joint axis and the corresponding force vectors that are applied to the joint. (Offered fall semester.) 3 credits.

AT 302 Kinesiology Laboratory

Prerequisite, BIOL 210, or consent of instructor. Corequisite, AT 301. Anatomical and mechanical principles, which relate to human movement are studied. Biomechanical characteristics of bone, articular cartilage, muscles, and nervous system proprioceptors are included. Special emphasis is placed upon learning of joint structure and the relationship between joint axis and the corresponding force vectors that are applied to the joint. (Offered fall semester.) 1 credit.

AT 306 Introduction to Performance Training for Athletes

Prerequisite, BIOL 210, or consent of instructor. This course is designed for the athletic training major and strength and conditioning professional. Current theories and concepts of physical conditioning will be addressed through a practical and applied approach. Current trends and program designs are also discussed. (Offered spring semester.) 3 credits.

AT 307 Physical Education for the Elementary School

Prerequisite, AT 162, or CPR certification. This course is designed to provide students with a basic understanding of the purpose of physical education and methods for implementing a physical education curriculum in the elementary school. Analyses are made of fundamental movements, which when modified make up the skills of all sport and dance activities. The California Physical Education Framework serves as a foundation for developing lesson plans. (Offered fall semester.) 3 credits.

AT 308 Recognition and Evaluation of Athletic Injuries to the Lower Extremities

Prerequisite, AT 204, or consent of instructor. Corequisite, AT 308L. This course is designed for athletic training majors and covers functional anatomy, recognition, and clinical diagnosis of athletic and musculoskeletal injuries of the lower extremity. (Offered fall semester.) 3 credits.

AT 308L Lower Extremity Evaluation Lab

Corequisite, AT 308, or consent of instructor. This course is designed for the practical application of skills related to the clinical diagnosis and evaluation of musculoskeletal injuries and pathologies of the lower extremity. (Offered fall semester.) 1 credit.

AT 309 Recognition and Evaluation of Athletic Injuries to the Upper Extremities

Prerequisite, AT 204, or consent of instructor. Corequisite, AT 309L. This course is designed for athletic training majors and covers functional anatomy, recognition, and clinical diagnosis of athletic and musculoskeletal injuries of the upper extremity. (Offered spring semester.) 3 credits.

AT 309L Upper Extremity Evaluation Lab

Corequisite, AT 309, or consent of instructor. This course is designed for the practical application of orthopedic upper extremity evaluation skills in sports medicine. Students are taught and evaluated on numerous psychomotor skills including evaluation of cervical spine, shoulder and shoulder girdle, elbow, and hand/wrist. (Offered spring semester.) 1 credit.

AT 312 Rehabilitation of Athletic Injuries

Prerequisite, AT 204, or consent of instructor. Corequisite, AT 312L. Practical techniques in therapeutic exercise, manual therapy, and isokinetic exercise methods are studied. Special consideration is given to prescribing individualized rehabilitation programs. (Offered spring semester.) 3 credits.

AT 312L Rehabilitation Lab

Corequisite, AT 312, or consent of instructor. This course is designed for the practical application of rehabilitation skills in sports medicine. Practical techniques include strategies to increase range-of-motion, strength, proprioception, and the psychological needs of injured patients. Special consideration is given to prescribing individualized rehabilitation programs and application of manual therapy. (Offered spring semester.) 1 credit.

AT 314 Athletic Training Modalities

Prerequisite, AT 192, or consent of instructor. Practical techniques in therapeutic modalities including cryotherapy, superficial thermotherapy, electrotherapy, ultrasound, diathermy and isokinetic exercise methods are studied. Special consideration identifies appropriate modalities for various stages of athletic injury management. (Offered fall semester.) 3 credits.

AT 324 Theory of Coaching

The intent of this course is to prepare the student for employment in the field of intermediate/secondary school coaching through experiential learning and discussion of coaching theories, techniques, and legislation. (Offered interterm, alternate years.) 3 credits.

AT 360 Eastern Concepts of Health and Healing

Differences between western and eastern cultures in regard to physical, mental, and spiritual health of the individual are analyzed. Eastern approaches which will be evaluated by the student include acupuncture, yoga, meditation, aromatherapy, therapeutic touch, and herbal therapy. (Offered every semester.) 3 credits.

AT 386 The Coach and Team Captain as a Leader

This course examines leadership from the theoretical and practical perspectives of sport/coaching. Topics may include inspiration, motivation, cultivation, team building, and team-based/shared leadership involvement by the coach as well as the team captain. Students explore the numerous, diverse dynamics of playing a sport as a team and as an individual. (Offered interterm.) 3 credits.

AT 395 CAM Physical Modalities

Identify basic differences between various CAM physical modalities and their varied philosophical perspectives of implementation. CAM modalities which will be evaluated by the student include thermotherapy, cryotherapy, electrical stimulation, lasers, magnetic therapy, acupressure, tai qi, yoga, meditation, aromatherapy, biofeedback, and basic level herbal therapy. (Offered every semester.) 3 credits.

AT 396 Intermediate Athletic Training Procedures and Fieldwork I

Prerequisite, athletic training major. This course is designed for athletic training majors continuing their preparations for the BOC, Inc. Certification Examination and allows intermediate athletic training students, under supervision of their assigned clinical instructors, to further develop and practice clinical skills at Chapman University and approved high schools, community colleges, physical rehabilitation clinics, and/or other athletic training settings. Fee: $95. (Offered fall semester.) 1 credit.

AT 397 Intermediate Athletic Training Procedures and Fieldwork II

Corequisite, AT 312. This course is designed for athletic training majors continuing their preparations for the BOC, Inc. Certification Examination and allows the intermediate athletic training student, under the supervision of a clinical instructor, to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. (Offered spring semester.) 1 credit.

AT 398 Athletic Training Fieldwork-Travel Course: Destination

Prerequisites, AT majors, consent of instructor. This course is designed for athletic training majors who have achieved sophomore status and wish to continue their education in athletic training by studying outside of the United States. This course allows the intermediate athletic training student, under the supervision of the faculty and clinical instructors, to develop and practice their clinical skills within a different culture, experiencing unique sport medicine concepts and sport competition opportunities. This course may be audited. May be repeated for credit if destination is different. Fee: TBD. (Offered interterm or summer.) 3 credits.

AT 406 Advanced Performance Training for Athletes

Prerequisite, AT 306, or consent of instructor. This course is designed for the athletic training major and strength and conditioning professional. Current theories, trends, and advanced programming of performance training for athletes will be addressed through a practical and applied approach. (Offered spring semester.) 3 credits.

AT 407 School Observation and Teaching

Prerequisite, AT 307, or DANC 440. This course is designed to provide future physical educators with practical experience in the elementary/secondary school environment. It provides observation and micro-teaching experience under the supervision of qualified instructors. In addition, students participate in group visits to physical education classes at sites throughout Orange County. Subsequent discussions of these observations are held weekly. (Offered spring semester.) 3 credits.

AT 410 Pharmacology in Sports Medicine

Prerequisite, CHEM 140, or consent of instructor. Students will study the therapeutic use of drugs in sports medicine including the legal, moral, and ethical implications of drug administration. Pharmacokinetics of prescription, non-prescription, and performance enhancement drugs and ergogenic aids will be discussed. This course is designed to meet the competencies set by the NATA. (Offered spring semester.) 3 credits.

AT 411 Advanced Athletic Training

Prerequisite, AT 204, or consent of instructor. Corequisite, AT 411L. Advanced athletic training techniques including medical terminology, clinical examination, and diagnosis with an emphasis on injuries to the abdomen, spine, neck, and thorax. Additional study will include assessment and treatment of traumatic head injuries. (Offered fall semester.) 3 credits.

AT 411L General Medical Lab

Corequisite, AT 411, or consent of instructor. This course is designed for the practical application of general medical evaluation skills in sports medicine. Practical techniques include strategies to evaluate and diagnose injuries to the abdomen, spine, neck, face, and thorax. Special emphasis will include evaluation of head trauma in sports. (Offered fall semester.) 1 credit.

AT 435 Motor Control and Learning

Prerequisites, BIOL 210, 365, 366, or consent of instructor. Analysis of the sensory, perceptual systems involved in neuromuscular performance and motor learning; and performance associated with emphasis on changing motor abilities across a life span. (Offered fall semester.) 3 credits.

AT 490 Independent Internship

Prerequisite, consent of instructor. An independent sports medicine and/or exercise science internship or observation, in which, an upper division student develops a learning, observational contract in conjunction with an on-site supervisor and a Chapman Athletic Training Education Program faculty advisor. 40 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.

AT 495 Advanced Athletic Training Procedures and Fieldwork I

Corequisite, AT 411. This course is designed for athletic training majors continuing their preparations for the BOC, Inc. Certification Examination and allows the advanced athletic training student, under the supervision of a clinical instructor, to continue to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. Fee: $95. (Offered fall semester.) 1 credit.

AT 496 Advanced Athletic Training Procedures and Fieldwork II

Prerequisite, senior standing. This capstone course is designed for athletic training majors making their final preparations for the BOC, Inc. Certification Examination and allows the advanced athletic training student, under the supervision of a clinical instructor, to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. (Offered spring semester.) 1 credit.

AT 497 General Medical Clinical Experience

Prerequisites, AT 411, 495, or consent of instructor. This course is designed for advanced athletic training majors to further develop their clinical skills under the direct supervision of local health-care professionals. This includes, but not limited to: physicians, physician assistants, nurses, emergency medical technicians, and others. (Offered interterm.) 1 credit.

AT 498 Capstone Seminar in Athletic Training

Prerequisite, AT 411, or consent of instructor. Corequisite, AT 498L. This capstone course will review competencies and prepare students for the BOC, Inc. Certification Examination. Advanced topics will be presented including professional development, administrative responsibilities, and advanced evaluation and rehabilitation techniques by various local health-care professionals. (Offered spring semester.) 3 credits.

AT 498L Capstone Lab

Corequisite, AT 498, or consent of instructor. This capstone course will review clinical skills acquired in previous lab courses in preparing students for employment settings in athletic training. Focus will be on mastery of previously learned skills and will assist with the students’ preparation towards the national BOC certification examination. (Offered spring semester.) 1 credit.

AT 499 Individual Study

May be repeated for credit. (Offered every semester.) ½–3 credits.

Course Descriptions – Education

The prerequisite for the following credential courses is acceptance to the undergraduate credential program through the College of Educational Studies. The credential courses EDUC 400, EDUC 402, EDUC 403, EDUC 404, EDUC 424, EDUC 425, EDUC 430, EDUC 432, EDUC 439, EDUC 442, EDUC 443, EDUC 471, EDUC 483, are cross-listed with graduate courses.

EDUC 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 CES faculty advisor. 40 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.

EDUC 309 Exploring Education in Contemporary America

Prerequisite, ENG 103, or ENG 104. The historical, social, and philosophical foundations of contemporary American public school education, including critical examination of current educational trends and programs. Extensive field trips to a variety of diverse public school settings in Southern California will be included. (Offered interterm.) 3 credits.

EDUC 399 Individual Study

(Offered every semester.) 1–6 credits.

EDUC 400/400B Literacy and Learning: Elementary Reading

(Same as EDUC 500/500B.) Prerequisite, acceptance in the Multiple Subjects Bilingual Emphasis, or Special Education Credential Program. Corequisite, EDUC 400P, or 500P. This course explores the components of balanced, comprehensive literacy instruction, and the research basis for the provisions of effective literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds, as well as students with identified disabilities. Twenty hours of coaching while tutoring one-to-one with an elementary age student ensures the opportunity to bridge theory with practice. Study units are grounded in the principles of the California Standards for the Teaching Profession and the School of Education Vision Tree. (Bilingual emphasis also offered as EDUC 400B/500B.) (Offered every semester.) 3 credits.

EDUC 400P PRAXIS: Literacy and Learning: Elementary Reading

(Same as EDUC 500P.) Corequisite, EDUC 400. This course is the fieldwork component that accompanies EDUC 400, Literacy and Learning: Elementary Reading in the Multiple Subject Credential Program. (Offered every semester.) 1 credit.

EDUC 401 Foundations of Education

(Same as EDUC 503.) This is a three-part course designed to provide a foundational understanding of the field of education in three broad but interconnected areas: the intertwined history and philosophy of education, the sociology of education, and the development and learning of children/adolescence as it relates to the K-12 classroom. (Offered every semester.) 3 credits.

EDUC 402 Second Language Acquisition for Elementary Students

(Same as EDUC 501.) Corequisite, EDUC 402P/501P. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to students at the elementary level. It focuses on language acquisition, assessment, and literacy development from a socio-psycholinguistic point of view, including socio-cultural and political factors. It addresses the State ELD standards, assessment, planning for literacy and content area instruction, and current language development program options. A minimum of 15 hours of authentic experiences in the field is required. (Offered every semester.) 3 credits.

EDUC 402P PRAXIS: Second Language Acquisition for Elementary Students

(Same as EDUC 501P.) Corequisite, EDUC 402. This course in the fieldwork component that accompanies EDUC 402, Second Language Acquisition for Elementary Students in California Schools in the Multiple Subject and Special Education Credential Programs. P/NP. (Offered every semester.) 1 credit.

EDUC 403 Spanish Language Acquisition, Literacy and Learning for Bilingual Settings

(Same as EDUC 502/502B.) Prerequisites, EDUC 400, 402. (Bilingual (Spanish) section offered as EDUC 502B.) This course is designed specifically for candidates seeking the bilingual emphasis multiple subject credential. It reinforces first and second-language acquisition theory as it relates to diverse alternative bilingual settings in California including dual immersion, developmental/maintenance, and transitional bilingual education. Each of the models is introduced and used for exploration in how they best meet the needs of students in each of these alternatives in California. Policy and practice is reviewed and used as a backdrop for understanding the current controversy in public schools as well as the role of parents. Best practices for developing and reinforcing bilingualism and biliteracy are clearly presented and used for planning and delivering instruction. Students engage in a Spanish language literacy and integrated content project in a designated bilingual program school with a group of students in one of the three models. Spanish fluency is required for the course. (Offered as needed.) 3 credits.

EDUC 404 Second Language Acquisition for Secondary Students

(Same as EDUC 504.) Corequisite, EDUC 404P, or 504P. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to students in secondary school. The course focuses on dealing with language acquisition and assessment and literacy development from a socio-psycholinguistic point of view. (Offered as needed.) 3 credits.

EDUC 404P PRAXIS: Second Language Acquisition for Secondary Students

(Same as EDUC 504P.) Corequisite, EDUC 404, or 504. This course is the fieldwork component that accompanies EDUC 404, or 504, Second Language Acquisition for Secondary Students. A minimum of 15 hours of field experiences is required for this PRAXIS course. P/NP. (Offered fall semester.) 1 credit.

EDUC 424 Secondary Teaching and Learning I

(Same as EDUC 524.) Prerequisite, credential student. Corequisite EDUC 424P. It is recommended that students take EDUC 504 during the same semester. This course covers the historical background and present functions and organization of the American secondary school, characteristics of and appropriate methods of teaching and learning in the 12-18 age group, methods of assessing student progress, classroom management models, and the creation of instructional environments appropriate for the development of language and content literacy in the multicultural, multiethnic, and multilingual classroom. Guided by the California Teacher Performance Expectations (TPEs), students will 1) create a long-range curriculum plan incorporating integrated or thematic teaching/learning and other SDAIE strategies founded upon the need for students to be social and communicative in their learning; 2) acquire the ability to thoughtfully critique and construct educational assessments in their content area; 3) consider implications for the creation of a positive, safe classroom environment; and, 4) develop a classroom organization and management plan. (Offered every semester.) 3 credits.

EDUC 424P Praxis: Secondary Teaching and Learning I

(Same as EDUC 524P.) Corequisite, EDUC 424. This course is the fieldwork component that accompanies EDUC 424, Secondary Teaching and Learning I in the Single Subject Credential Program. A minimum of 20 hours of field experiences is required for this PRAXIS course. P/NP. (Offered fall semester.) 1 credit.

EDUC 425 Secondary Teaching and Learning II

(Same as EDUC 525.) Prerequisite, final semester of the credential program. Corequisite, EDUC 483. This course aims to solidify students’ ability to develop lesson plans that address California Content Standards in their disciplines; to use several models of assessment practices; to apply various learning theories; to create a positive environment for all learners; and to successfully complete the California Teacher Performance Assessment (CalTPA) examinations. (Offered every semester.) 3 credits.

EDUC 426 Images of Schooling as a Cultural Institution

(Same as EDUC 626.) The class will read novels, plays, and short stories and view films which have schools as their setting, teachers and/or students as their main characters, or education as their primary theme. Selections will include works from a variety of cultures so that cross-cultural comparisons can be made. Each selection will be analyzed in terms of style, imagery, effectiveness, and the insights it provides into the role of schooling in society, educational philosophies, and/or contemporary educational problems and issues. Course projects include a scholarly analysis paper and/or a short story or one-act play. (Offered as needed.) 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 430 Secondary Subject Matter Methods

(Same as EDUC 530.) Prerequisite, EDUC 424. Corequisite, EDUC 430P. This course, taught separately for each content area by clinical faculty, is about understanding and experiencing content area instruction. Using the California Content Standards as the base, candidates learn to create constructivist content lesson plans, adapt different models of teaching to meet student needs, plan for interdisciplinary curriculum development, adapt lessons for specially designed acadmic instruction in English (SDAIE), use multiple measures, including formal and informal academic and language assessments to inform planning, modifications and use of support personnel, and classroom community building. A minimum of 15 hours of field experiences is required for this course, in addition to the field experience in EDUC 430P: PRAXIS. (Offered every semester.) 3 credits.

EDUC 430P PRAXIS: Secondary Subject Matter Methods

(Same as EDUC 530P.) Prerequisite, EDUC 424. Corequisite, EDUC 430, Secondary Subject Matter Methods in the Single Subject Credential Program. A minimum of 20 hours of field experiences is required for this PRAXIS course. P/NP. (Offered every semester.) 1 credit.

EDUC 432 Content Area Literacy

(Same as EDUC 532.) Corequisite, EDUC 432P. An introductory course in the study of literacy processes and their relationship to the secondary school curricula and adolescent lives. Areas of focus will include the integration of reading and writing in the content areas, literacy assessment, vocabulary strategies, comprehension strategies, the use of fiction and non-fiction across the curriculum, literacy resources, including online resources, and variations in literacy instruction for students from diverse linguistic and socio-economic backgrounds. (Twenty hours of a content case study is required in addition to the class time.) (Offered every semester.) 3 credits.

EDUC 432P PRAXIS: Content Area Literacy

(Same as EDUC 532P.) Corequisite, EDUC 432. This course is the fieldwork component that accompanies EDUC 432, Content Area Literacy in the Single Subject Credential Program. A minimum of 20 hours of field experiences is required for this PRAXIS course. P/NP. (Offered every semester.) 1 credit.

EDUC 434 Teaching Difficult Histories, Critical Discourse and Social Action

(Same as EDUC 634.) This course is designed to develop the knowledge and skills required to teach about “difficult histories” such as genocides, wars, and terrorism by examining history/social science curriculum and appropriate instructional methods. Students explore ways to teach about the dangers of indifference and the values of participation in a democracy by confronting the complexities of history. Specifically, students will develop their knowledge of a critical discourse educational model including 1) understanding multiple perspectives; 2) contextualizing facts; and, 3) connecting information to K-12 students’ lives for relevancy. (Offered as needed.) 3 credits.

EDUC 435 Education Workshop Series

(Same as EDUC 635.) This course is designed to provide additional opportunities to explore special topics and subjects of special interest. May be repeated for credit with different topics. (Offered as needed.) 3 credits.

EDUC 439 Teaching and Learning in the Culturally Diverse Classroom I

(Same as EDUC 540/540B.) Corequisite, EDUC 439P. Bilingual (Spanish) section offered as EDUC 540B. This course provides understanding of the dynamics of California classrooms. The course focuses on creating a democratic learning community while adhering to the California content standards and performance. Students learn long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with ways to increase learning opportunities by catering to diverse learning styles and needs. Students will employ specially designed academic instruction and language assessments to inform planning, will learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards for Language Arts and History/Social Science. This course will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. Bilingual (Spanish) emphasis also offered. (Offered every semester.) 3 credits.

EDUC 439P PRAXIS: Teaching and Learning in the Culturally Diverse Classroom I

(Same as EDUC 540P.) Corequisite, EDUC 439. This course is the fieldwork component that accompanies EDUC 439, Teaching and Learning in the Culturally Diverse Classroom I in the Multiple Subject Credential Program. P/NP. (Offered every semester.) 1 credit.

EDUC 442/442B Teaching and Learning in the Culturally Diverse Classroom II

(Same as EDUC 541/541B.) Corequisite, EDUC 442P. Bilingual (Spanish) emphasis section offered as EDUC 442B. This course provides understanding of the dynamics of California classrooms. The course focuses on creating a democratic learning community while adhering to the California content standards and performance. Students learn about long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with ways to increase learning opportunities by catering to diverse learning styles and needs. Students will employ specially designed academic and language assessments to inform planning, will learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards for Math and Science. This course will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. Bilingual (Spanish) emphasis also offered. (Offered every semester.) 3 credits.

EDUC 442P PRAXIS: Teaching and Learning in the Culturally Diverse Classroom II

(Same as EDUC 541P.) Corequisite, EDUC 442. This course is the fieldwork component that accompanies EDUC 442/541, Teaching and Learning in the Culturally Diverse Classroom II in the Multiple Subject Credential Program. P/NP. (Offered every semester.) 1 credit.

EDUC 443 Teaching and Learning in the Culturally Diverse Classroom III

(Same as EDUC 542.) Corequisite, EDUC 482. This course serves as the culminating class to accompany the student teaching experience. The course supports candidates in their planning and delivery of instruction and constructivism; using diverse models of teaching; implementing interdisciplinary curriculum development; application and reflection of planning and delivering a thematic unit as well as content lessons in specific disciplines addressing the California Academic Content Standards. The course requires students to write and modify plans for English learners and students with special needs. It prepares students to address the tasks outlined in the Teacher Performance Assessments 3 and 4. Bilingual (Spanish) emphasis also offered as EDUC 443B, or 542B. (Offered every semester.) 3 credits.

EDUC 446 Human Development and Wellness in Diverse Classrooms

(Same as EDUC 546.) Prerequisite, consent of advisor. This course provides teachers with a basic understanding of their role in promoting emotional, physical, and mental health and wellness within their classroom communities. Topics that will be examined include child and adolescent development, typical and atypical behaviors, learning theory, promoting students' self-esteem and positive outlook, identifying and preventing risk behaviors/conditions (including bullying, suicide, eating disorders, chronic and communicable disease, dating violence, parental abuse/neglect, and illegal/improper drug use), and building a healthy and sustainable classroom culture and community. The course also examines the California Education Codes regarding parents' rights in the areas of sexuality education, laws regarding child abuse reporting, and legal responsibilities regarding student safety. EDUC 446 does not include CPR training. (Offered as needed.) 3 credits.

EDUC 451 Educational Applications of Technology

(Same as EDUC 551.) An overview of the range of educational applications of computer technology including computer literacy, computer-assisted instruction, telecommunications, electronic grade books, problem solving, teacher utilities, networked learning environments, simulations, word processing, computer-managed instruction, test construction, computer maintenance, the electronic scholar, lesson authoring, and schools of the future. Meets the Professional Clear requirements for classroom application of computers. (Offered every semester.) 3 credits.

EDUC 470 Foundational Issues of Voice, Diversity, Equity and Social Justice

(Same as EDUC 570.) This course is designed to give a foundational backdrop to multicultural education and experiences that sensitize and prepare future teachers for California's diverse public schools. The content includes diverse perspectives and ways of knowing. It promotes respect for diversity and its many dimensions. Students are encouraged to use this class as a laboratory to uncover assumptions and belief systems that have influenced how people understand those who may seem different. Students are encouraged to share their personal stories and insights. Due to the availability of speakers, current events, and students expressed needs, the course is dynamic and up to date, bringing the class participants and the reality of California schools face to face. (Offered every semester.) 3 credits.

EDUC 471 Collaboration for Inclusive Schooling

(Same as EDUC 571.) This course focuses on collaboration, inclusive schooling, learning characteristics of students with disabilities, effective teaching strategies, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in schools. Fifteen hours of authentic experience in the field will be required. This course meets the mainstreaming requirements for Multiple/Single Subject Teaching Credentials, the Administrative Services Credential, and satisfies, in part, course requirements for the following programs: Multiple Subject/Single Subject credential, PPS credential-School Psychology Specialization and Ed.S. Specialist Degree in School Psychology, Special Education Preliminary Mild/Moderate and Moderate/Severe Preliminary Credentials, and the Masters of Arts in Special Education. (Offered every semester.) 3 credits.

EDUC 482 Student Teaching Multiple Subjects

(Same as EDUC 582.) Prerequisites, consent of instructor, EDUC 400, 402, 439, 442, 470, 471. Corequisites, EDUC 443, passage of CBEST, CSET, admission to teacher education program, successful completion of Constitution course or test requirement, successful completion of RICA, Certificate of Clearance. This fieldwork experience is designed to be completed during the final term of candidates' enrollment in the teacher education program and while candidates are concurrently enrolled in EDUC 443. Candidates are required to complete a minimum of 12 weeks of all day, everyday teaching in an appropriate K-12 classroom of a Master Teacher. Student teaching assignments are situated in public schools. Candidates must student teach in a public school in which 25% of the student body is of an ethnicity different from that of the candidate. Candidates are required to assume full teaching responsibilities for a period of at least four weeks. This course may be taken for 6 credits in one semester or taken twice for 3 credits each over two semesters. P/NP. May be repeated for credit. (Offered every semester.) 3-6 credits.

EDUC 483 Student Teaching Single Subjects

(Same as EDUC 583.) Prerequisites, consent of instructor, EDUC 404, 424, 430, 432, 470, 471. Corequisite, EDUC 425. The candidates must also verify the following, successful completion of CSET, successful completion of the Constitution course or test requirement, successful completion of the prerequisite courses (no grade lower than B-), Certificate of Clearance (TB and Livescan), and the application must be signed and approved by the Education Director. This student teaching, fieldwork experience is to be completed during the final term of a candidate’s enrollment in the teacher education program and while the candidate is concurrently enrolled in EDUC 425. The candidate is required to complete a minimum of eighteen (18) weeks teaching in an appropriate single subject classroom, usually in grades 7-12, of a designated Master Teacher. The student teaching assignment must include instruction to English Learners and it is recommended that the class composition include a minimum of 25% English Learners. The assignment must meet the grade level diversity requirement (i.e., two of the following three grade spans: 7-8, 9-10 and 11-12, if grade level diversity has not been met through previous experience). The candidate is required to assume full teaching responsibility for the entire class. This course may be taken for 6 credits in one semester or taken twice for 3 credits each over two semesters. P/NP. May be repeated for credit. (Offered every semester). 3-6 credits.

EDUC 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 CES faculty advisor. 40 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.

EDUC 499 Individual Study

Prerequisites, consent of the dean of the 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.

Course Descriptions – Integrated Educational Studies

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. (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. (Offered every semester.) 3 credits.

IES 103 Philosophy of Helping

This course will explore questions about the foundational concerns of the helping professions through exploration of the history and theories of helping others. Issues explored include: As a society, how do we provide help in ways that are empowering and authentic for those being helped? Some sections of this course will be restricted in the course schedule to only majors or minors. (Offered every semester.) 3 credits.

IES 204 Learning and Forgetting: Exploring Theories of Learning

Prerequisite, IES 101, or 102, or 103, or consent of instructor. How do people learn? Must you be taught to learn? Why do we forget so much of what we learn in school? This course explores these questions through theories of learning beginning with the Socratic methods through 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 101, or 102, or 103, or consent of instructor. This course examines the history of education in the United States along with the locations and institutions of schooling within our society. Students examine how public and non-public schools are organized and operate and explore factors impacting student success and assumptions about access and equity. (Offered every semester.) 3 credits.

IES 207 The Pursuit of Happiness and Knowledge: Walt Disney and Charles Darwin

We all declare for happiness and knowledge. Walt Disney primarily entails the world of fantasy and Charles Darwin the reality of nature. We will explore their creations and their beliefs, and delve into some profound ideas underpinning our origins and our happiness. (Offered every semester.) 3 credits.

IES 240 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 the pleasures of literacy. A study of literature from different genres, diverse cultures, and experiences will be explored. (Offered every semester.) 3 credits.

IES 295 Education Field Experience

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 ethnic and racial composition of communities in Orange County. (Offered every semester.) 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. (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. (Offered every semester.) 3 credits.

IES 303 Education Through Life Transitions

Prerequisite, IES 204, or 205, or 206. 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 314 Adult Learning: Theory, Practice, Experience and the Future

Prerequisite, IES 204, or 205, or 206. 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. (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. (Offered every semester.) 3 credits.

IES 316 Aesthetic Education: Philosophy and Practice

This course will nurture “appreciative, reflective, cultural, participatory engagements with the arts” (Variations on a Blue Guitar). 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 every semester.) 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 every semester.) 3 credits.

IES 326 Education Viewed through Feature Film and Television

Prerequisite, one 200-level IES course, 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 405 Inquiry, Evidence and Decision-Making

Prerequisite, IES 301, or 302, or 303, or consent of instructor. Good professional practice requires systematic inquiry to generate the types and amounts of information needed for effective decision-making. Student teams collaboratively investigate a problem of practice 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, or 200-level IES 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 explore how disability is portrayed in society through the arts and mass media and review the critique of traditional stereotypes emerging from the disability rights movement. (Offered every semester.) 3 credits.

IES 414 The College Environment as a Social System

Prerequisite, IES 204, or 205, or 206, or consent of instructor. American colleges and universities are simultaneously praised and criticized. This course will focus on the competing histories of institutions of higher learning in the U.S., including an investigation of their changing goals, governance, impact, and roles in society. (Offered every year.) 3 credits.

IES 415 College Student Development

Prerequisite, IES 301, or 302, or 303, or consent of instructor. Who attends colleges, why they choose to enroll, and what we know about the psycho-social development of traditional-age students in the undergraduate experience in the U.S., including retention, completion, and transfer rates forms the basis of this course. (Offered every semester.) 3 credits.

IES 444 Aesthetics and Learning: Florence, Italy

Prerequisite, consent of instructor. 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

A focused look at methods of using selected Web 2.0 tools and software applications to infuse of 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. (Offered every semester.) 3 credits.

IES 449 Educating With Multiple Technologies

Prerequisite, EDUC 451, or consent of instructor. 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 in a variety of learning settings. (Offered as needed.) 3 credits.

IES 492 IES Senior Seminar Internship

Prerequisite, senior standing. Seminar-based practicum in which interns meet regularly as a group with a faculty member to share, discuss and evaluate their experiences in schools and other community-based educational settings. (Offered every semester.) 3 credits.

Course Descriptions – Leadership Studies

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

(Same as LEAD 329.)

LEAD 275 History and Theories of Leadership

Examines leadership from theoretical, historical, and practical perspectives. Topics may include: Trait, behavioral, and contingency theories, the influence process, management vs. leadership, and leadership and followership. (Offered every semester.) 3 credits.

LEAD 280 Service in Action Practicum

(Same as LEAD 380.) Prerequisites, consent of instructor, admission to the Leadership Studies Program, or declared cluster in leadership, or consent of the instructor. Hands-on civic engagement or service-learning project in which students “invest their humanity” by “seeking and finding how to serve” (Schweitzer). Students apply principles of servant-leadership to link serving and learning through on-going journaling, contextual analysis and reflective analysis of their experience. 40 hours of total effort (combined class-time, reflection and writing, and on-site experience time) are required per credit hour. May be used to satisfy the applied capstone requirement for the LEAD minor. P/NP. May be repeated for credit. (Offered every semester.) ½- 4 credits.

LEAD 300 Leading as a Way of Serving: Pursuing Your Purpose in Life and Work

Prerequisite, declared LEAD major, I.E.S. major, LEAD minor, LEAD cluster, or consent of instructor. Contrasts Western conceptions of leadership with alternative approaches emphasizing being, service, and deep self-awareness, blending Eastern, Native American, Feminist, and Brazilian perspectives. Participants explore their purpose in life and work, with special attention to leading as a way of serving others. Core readings from leadership and organization development are supplemented with experiential exercises, self-assessments, and a weekend retreat. Topics include: servant leadership, articulating your gifts, workaholism, career development, and life-work balance. Fee: $250. (Offered every semester.) 3 credits.

LEAD 314 Developing Effective Teams: Understanding Yourself and Others

Prerequisite, LEAD major, or minor, or 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, and the facilitation process. Includes participation in an adventure-based weekend retreat. Fee: $300. (Offered every semester.) 4 credits.

LEAD 315 The Multi–Cultural Organization: Gender and Diversity Issues in the Workplace

Prerequisite, admission to the Leadership Studies Program, or declared cluster in leadership, or consent of instructor. Explores importance of valuing cultural differences in the workplace particularly as applied to leadership, communication, teamwork, decision–making, and problem–solving. Reading, writing, research, and discussion are supplemented with exercises, role–plays, and simulations. (Offered as needed.) 3 credits.

LEAD 320 Great Leaders: Ethics, Passion and Service

Prerequisite, admission to the Leadership Studies Program, or declared cluster in leadership, 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 Ghandi, Eleanor Roosevelt, and Dr. Martin Luther King, Jr. Films, readings, case studies, and research into a famous leader's life and experiences. (Offered fall semester.) 3 credits.

LEAD 325a Leadership/Experiential Learning Laboratory

Prerequisite, leadership role (on- or off-campus), or consent of instructor. Develops participants’ leadership skills and insight into leadership practices through experiential activities, self-assessments, service-learning projects, and/or student co-facilitations. P/NP. May be repeated for credit. (Offered every semester.) 3 credits.

LEAD 325b Leadership/Experiential Learning Laboratory: Civic Engagement Initiative

Prerequisite, leadership role (on- or off-campus), or consent of instructor. Develops participants’ leadership skills and insight into leadership practices through civic engagement, experiential activities, self-assessments, and/or student co-facilitations. Relational and Servant Leadership models are applied to a case study of leadership prior to, during, and after Hurricane Katrina in New Orleans (2005). Includes 1-week trip to New Orleans. P/NP. May be repeated for credit. Fee: TBD (Offered interterm.) 4 credits.

LEAD 329 Experimental Course

Prerequisite, admission to the Leadership Studies Program, or declared cluster in leadership, or consent of instructor. (Offered as needed.) 1–3 credits.

LEAD 330 The Chapman Leadership Forum

Prerequisite, admission to the Leadership Studies Program, or consent of instructor. The Chapman Leadership Forum provides an arena in which students, faculty, and staff associated with the University Leadership Studies Program can interact and discuss leadership issues and challenges facing them, our community, nation, and/or planet. Selected faculty, staff, administrators or outside guests may be invited to lead a discussion on a variety of relevant topics, from the timeless to the timely. May also include a Service-Learning project. P/NP. May be repeated for up to 3 credits. (Offered every semester.) 1½ credits.

LEAD 380 Service in Action Practicum

(Same as LEAD 280.)

LEAD 395 Selected Topics in Leadership and Organization Studies

Prerequisite, admission to the Leadership Studies Program, or declared cluster in leadership, 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 provided course content is different. (Offered as needed.) 1–3 credits.

LEAD 396 Gender and Leadership

Prerequisite, LEAD 101, or 275, or 300, or consent of instructor. Examines gender differences in the practice of leadership, communication, ethical decision-making, and moral development. Topics include 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 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 as needed.) ½–4 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

(Same as LEAD 395.)

LEAD 498 Integrative Seminar

Prerequisites, admission to the Leadership Studies Program, senior standing. Students prepare a comprehensive assessment of their learning and development in the program, culminating in an integrative project that links the leadership minor to the major program of study and includes their personal theory of leadership and how it is/will be put into practice. May be waived for students completing capstone courses or seminars in other programs. (Offered spring semester.) 3 credits.

LEAD 499 Individual Study

Prerequisites, junior standing, admission to the Leadership Studies Program, or declared cluster in leadership, and consent of instructor. 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 up to 6 credits. (Offered every semester.) 1–3 credits.