In this program, you will:
- Join a group of passionate healthcare students and experienced, caring professors.
- Get real clinical experience.
- Learn theory and put that theory into practice in labs.
- Explore the healthcare industry and find the path that’s right for you — there’s much more to the world of healthcare than just going to medical school and becoming a doctor.
By the time you graduate, you'll be able to:
- Apply to any type of professional school you desire — including medical school, dental
school, nursing school, veterinary school and more.
- Apply to a Chapman graduate program as easily as possible with our bridge programs.
- Conduct medical research and study the latest breakthroughs.
- Use the latest technology to stay on the cutting edge of the field.
You will also have access to a personal career advisor who will help you explore your career options along the way.
Faculty and Student Publications
Publications:
Allard B**, Rodriguez M*, Duran N-M*, Wilson CH. (2025, June 16). Seeing Ourselves as Scientists: A Student Testimonial on Open-Access Neuroscience Research. [Conference Presentation]. Open Science in Undergraduate Education Symposium, Allen Institute, Seattle, WA.[**Student presenter; *Student contributor].
Sumida, K.D., B. Slater, H. Folta, K. Lee, S. Karwande, Q. Wong, S.V. Jaque, and F. Frisch. 20% caloric restriction did not impact bone health nor exercise-induced elevations in bone mass in young female rats. Calcified Tissue International 117:11, 2026. https://doi.org/10.1007/s00223-025-01469-4
Sumida, K.D., D.L. Smithers, A Gerston, K.A. Lagerborg, S.V. Jaque, and F. Caporaso. Impact of resistance training on bone during 40% caloric restriction in growing female rats. Calcified Tissue International 116:38, 2025. https://doi.org/10.1007/s00223-025-01348-y
Sumida, K.D., V.M. Lordan, C.M. Donovan. Enhanced glucose production in norepinephrine and palmitate stimulated hepatocytes following endurance training. Frontiers in Physiology Volume 15 - 2024. https://doi.org/10.3389/fphys.2024.1514082
Collaborative PI. Home Mitigation for Hurricane-Induced Multi-Hazards: A Multilevel Interdisciplinary Vulnerability and Resiliency Approach. 09.01.2025 - 08.31.2028 $133,453. National Science Foundation.
Chen, Z., Cong, Z. (corresponding author, 2025). Family caregiving and disaster preparedness information-seeking behaviors: In the contexts of community-level social vulnerabilities. Social Science Quarterly, 106(3): e70029. DOI: https://doi.org/10.1111/ssqu.70029
Chen, Z., & Cong, Z. (corresponding author, 2024). The impacts of age and preparation information on perceived and actual preparedness for a pandemic: A latent class analysis. International Journal of Disaster Risk Reduction, 105: 104374. DOI: https://doi.org/10.1016/j.ijdrr.2024.104374
Chen, Z., & Cong, Z. (2024). Age differences in perceived preparedness for the continuation of COVID-19 pandemic: Important role of social support. British Journal of Social Work, 54(1), 399-418. DOI: https://doi.org/10.1093/bjsw/bcad205
Chen, Z., & Cong, Z. (2023). Age differences in psychological distress after multiple disaster exposures: The effect of multidimensional negative COVID-19 impacts. Disaster Medicine and Public Health Preparedness, 17, e554. DOI: https://doi.org/10.1017/dmp.2023.207
Chen, Z., & Cong, Z. (2023). Age differences in experiencing negative impacts of the COVID-19 pandemic: A latent class analysis. International Journal of Disaster Risk Reduction, 96: 103957. DOI: https://doi.org/10.1016/j.ijdrr.2023.103957
Cong, Z., Feng, G., Chen, Z. (2023). Disaster Exposure and Patterns of Disaster Preparedness: A Multilevel Social Vulnerability and Engagement Perspective. Journal of Environmental Management, 339, 117798,DOI: https://doi.org/10.1016/j.jenvman.2023.117798
Chen, Z., Cong, Z. (corresponding author) (2023). Perceived disaster preparedness between Asian Americans and other races: Mediating roles of information seeking and self-efficacy. British Journal of Social Work, 53(2), 956-76. DOI: https://doi.org/10.1093/bjsw/bcac166
Feng, G., Cong, Z. (corresponding author) (2023). Proximity of Disaster Experiences and Financial Preparedness for Emergencies. Disaster Medicine and Public Health Preparedness, 17 (e257), 1-4. DOI: https://doi.org/10.1017/dmp.2022.228.
Cong, Z., Pei, Y., Silverstein, M., Li, S., Wu, B. (2023). Children’s Divorce and their Financial Support to Older Parents in Rural China. Research on Aging, 45(2), 119-32. DOI: https://doi.org/10.1177/01640275221079400
Pei, Y., Qi, X., Cong, Z., & Wu, B. (2022). Chinese American Caregivers’ Attitudes Toward Tube Feeding for Persons with Dementia—USA, 2021–2022. China CDC Weekly, 4(47), 1051-1054.
Cong, Z. & Liang, D. (2022). Health and Mental Health Impact of Tornadoes: Are Older Adults More Resilient? International Journal of Mass Emergencies and Disasters, 40 (2), 136-154. https://doi.org/10.1177/028072702204000202
Cong, Z., Chen., Z. (2022). How are Asian Americans different from other races in disaster preparedness in the context of caregiving responsibilities? Natural Hazards, 112, 2217-2236. DOI: https://doi.org/10.1007/s11069-022-05262-6
Cong, Z., Feng, G. (2022). Financial Preparedness for Emergency: Age Patterns and Multilevel Vulnerabilities. Research on Aging, 44(3-4), 334-348. DOI: https://doi.org/10.1177/01640275211034471
Chen, Z., Cong, Z. (corresponding author) (2022). Response Efficacy Perception and Taking Action to Prepare for Disasters with Different Lead Time. Natural Hazards Review, 23(1), 04021055. https://doi.org/10.1061/(ASCE)NH.1527-6996.0000526
Liang, D., Cong, Z., Cao, G. (2022). Examination of Diffusion Patterns of Tornado Warning using Agent-Based Model and Simulation. Weather, Climate, and Society, 14(2), 521-533. DOI: https://doi.org/10.1175/WCAS-D-21-0089.1
Cong, Z., Liang, D., Luo, J. (2022). Which Household Emergency Plans are More Helpful in Tornadoes? Through the Lens of Gerontology. Disaster Medicine and Public Health Preparedness, 16(1), 139-146. DOI: https://doi.org/10.1017/dmp.2020.194
Cong, Z., Liang, D., Luo, J. (2022). Effectiveness of Household Emergency Plans in Violent Tornadoes. Disaster Medicine and Public Health Preparedness, 15(6), 677-678. https://doi.org/10.1017/dmp.2020.129
Pei, Y., Cong, Z., Silverstein, M., Li, S., Wu, B. (2022). Factors Associated with Death Anxiety Among Rural Chinese Older Adults: The Terror Management Perspective. Research on Aging, 44(1), 65-72. https://doi.org/10.1177/0164027520981726
Cong, Z., Chen, Z., & Liang (2021). Barriers to Preparing for Disasters: Age Differences and Caregiving Responsibilities. International Journal of Disaster Risk Reduction, 61, 102338. DOI: https://doi.org/10.1016/j.ijdrr.2021.102338
Lee, K., Tang, W., Jones, S., Xu, L., & Cong, Z. (2021). The Money Smart for Older Adults Program: A qualitative study of the participants’ financial well-being. Journal of Gerontological Social Work, 64(2), 120-134.
Wu, B., Cohen, M., Cong, Z., Kim, K., Peng, C. (2021, Editorial Introduction for Special Issue). Improving Care for Older Adults in China: Development of Long-Term Care Policy and System. Research on Aging, 43(3-4), 123-126.
Pei, Y., Cong, Z., Wu, B. (2020). Education, adult children's education, and depressive symptoms among older adults in rural China. Social Science & Medicine. https://doi.org/10.1016/j.socscimed.2020.112966
Pei, Y., Cong, Z., Wu, B. (2020). The Impact of Living Alone and Intergenerational Support on Depressive Symptoms among Older Mexican Americans: Does Gender Matter? The International Journal of Aging and Human Development, 9(3), 255-280.https://doi.org/10.1177/0091415019836099
Pei, Y., Cong, Z. (2020). Children's Education and their Financial Transfers to Aging Parents in Rural China: Mothers and Fathers’ Strategic Advantages in Enforcing Reciprocity. Ageing & Society, 40(4), 896-920. DOI: https://doi.org/10.1017/S0144686X18001496
Mayer, J., Moradi, S., Nejat, A., Ghosh, S., Cong, Z., Liang, D. (2020). Drivers of Post-Disaster Relocations: The Case of Moore and Hattiesburg Tornados. International Journal of Disaster Risk Reduction, 49, 101643. https://doi.org/10.1016/j.ijdrr.2020.101643
For the below manuscript listings, the names of student authors are bolded.
Student Research Awards:
Woojin Joo (2012), Suzie Shdo (2010), James Godfrey (2008), and Brady Slater (2016) under the supervision of Dr. Sumida, were either awarded or among the finalist for the David Bruce Outstanding Undergraduate Abstract sponsored by the American Physiological Society.
Lucy Lee (2010) and Brittany Goettsch (2007), under the supervision of Dr. Sumida, were awarded second place for their presentation of data at the Graduate Women in Science annual meeting.
Shantae Thornton (2016), under the supervision of Dr. Abbott won the John C. Johnson award for excellence in undergraduate research poster presentation at the Tri Beta Pacific District Conference at Cal Poly Pomona, 2016.
Four-Year Plan
|
Freshman |
|
|
|
Fall |
Interterm |
Spring |
|
BIO 204/204 L CHEM 140/140L MATH 110 |
HSCI 101 |
BIO 205/205L or BIO 208/208L CHEM 150/150L
|
|
Sophomore |
|
|
|
Fall |
Interterm |
Spring |
|
PHYS 107/107L MATH 203 or PSY 203** AoS* Elective |
|
HSCI/ BIO 210/210L AoS* Elective |
|
Junior |
|
|
|
Fall |
Interterm |
Spring |
|
HSCI 365 SOC 385*** AoS* Elective |
|
HSCI 366 PSY 436** AoS* Elective |
|
Senior |
|
|
|
Fall |
Interterm |
Spring |
|
HSCI Required Elective AoS* Elective AoS* Elective |
|
HSCI 498 AoS* Elective AoS* Elective |
*Area of Study (AoS) Coursework 23-24 credits
**Psychology 101 Pre-Requisite
***Sociology 101 Pre-Requisite
Four-Year Plan 2024 to Present Health Sciences Major
|
Freshman |
|
|
|
Fall |
Interterm |
Spring |
|
BIO 204/204 L CHEM 140/140L MATH 110 (AHP req. only) |
HSCI 101 |
BIO 205/205L or BIO 208/208L CHEM 150/150L MATH 111 (AHP req. only) |
|
Sophomore |
|
|
|
Fall |
Interterm |
Spring |
|
AoS* MATH 203 OR PSY 203** PHYS 107/107L (APA Req. only) or AoS* (if not AHP) |
|
AoS* HSCI/ BIO 210/210L PHYS 108/108L (AHP req. only) or AoS* (if not AHP) |
|
Junior |
|
|
|
Fall |
Interterm |
Spring |
|
HSCI 365 AoS* AoS* |
|
HSCI 366/366L AoS* AoS* |
|
Senior |
|
|
|
Fall |
Interterm |
Spring |
|
AoS* AoS* AoS* (can omit if AHP) |
|
HSCI 498 AoS* Elective AoS* (can omit if AHP) |
*AoS = Area of Study Coursework needs to total 38 credits
**Psychology 101 is the pre-requisite for all Psychology courses above 200 level
Additional information:
Proposed 4 year plan does NOT include GE requirements - this is for a student to complete. A minimum of 42 upper division credits (300 or 400 level courses) are required for the degree. SOC 101 is the pre-requisite for BIO 317/317L and BIO 330/330L.
3
areas of study to choose from, covering professional healthcare, physiology and public health.
Areas of study
As a Health Sciences major at Chapman, you will be able to focus on one of two areas of study:
- Allied Healthcare, which focuses on modern healthcare practices and preparing yourself for a career as a healthcare professional. This area is designed for students interested in pursuing careers in Nursing, Physician Assistant, Occupational Therapy, Nutrition or Food Science, or similar. Area course highlights include courses in Nutrition, Microbiology, Pharmacology, Genetics, and Psychology.
- Applied Human Physiology, where you'll study physical motion as it relates to health, exercise, nutrition, disease prevention and athletic performance. This area is designed for students interested in pursuing careers in Medicine, Dentistry, Physical Therapy, Pharmacy, Exercise Science, Kinesiology, Biomechanics, or similar. Area course highlights include Physics, Pathophysiology, Organic Chemistry, Biochemistry, and Psychology.
- Public Health, This area is designed for students who pursue a career as a health educator, epidemiologist, public health analyst, or community health coordinator, working to improve the health and well-being of populations through education, research, and policy advocacy. Area course highlights include Introduction to Public Health, Medical Ethics, Epidemiology, Health Equity, International Approaches to Health, and Research Methods.
Not sure which area you want to specialize in? Not a problem: we give Health Sciences students up to their second year to decide.
Your Path to Professional School
We're here to help you every step of the way on your journey to professional school. Check out the professional schools a few of our alumni have gone on to:
 Kellen Matsuno |
 Elizabeth Avazian |
 Vivian Acevedo |
 DJ Smithers |
 Quinton Wong |
 Kinnera Reddy |
Internships at Home and Abroad
Chapman University is located in Orange County, California, right in the heart of a thriving medical community.
You will have the opportunity to explore internships with public health centers, hospitals, rehabilitation centers, clinics and much more — all perfect places to get valuable experience in real healthcare settings.
Study Abroad
Already thinking about taking your passion for healthcare abroad? We have you covered. Chapman’s study abroad programs allow you to travel to other countries, work in clinics and broaden your healthcare horizons.
We have semester programs in Africa, Asia, Europe, Latin America and the South Pacific, plus summer international internships, all with a focus on health science. We'll work closely with you to find one that aligns with your schedule and goals so that you can go abroad and still graduate on time.
Student Clubs and Organizations
Chapman is home to hundreds of student organizations. We have clubs for any interest you can think of (and maybe a few you didn’t even know existed), and that includes healthcare focused organizations, such as:
- Delta Epsilon Mu is the nation's premier Professional Pre-Health Fraternity. We are open to a variety of pre-health students, including but not limited to medicine, dentistry, nursing, psychology, and veterinary studies.
- American Medical Student Association: Our chapter of the largest community of medical students in the country.
- Active Minds: Changing the conversation about mental health.
- Pre Dental Society: Get informed about and prepared for dental school.
- Pre-PA Club: Begin your path to becoming a physician assistant.
- Student First Aid Team: Learn how to provide first aid and help those in need.
- Chapman Red Cross Club: Red Cross Club at Chapman.
- Pre-PT/OT Club: Begin your path to becoming a physican therapist or occupational therapist.
Admission and Tours
Interested in taking the next step? Learn how to apply or check out our transfer prerequisites.
Want to learn more about Chapman? We are always available for tours and information sessions. We’d love to meet you!
Saddleback Transfer Admission Guarantee (TAG)
If you are a student at Saddleback College and would like to transfer to the Health Sciences program at Chapman, your admission is guaranteed under our Transfer Admission Guarantee (TAG).
As a Saddleback student, you will be able to transfer to Chapman as long as you complete the following steps:
- Complete all the courses in the tables below with a cumulative GPA of 3.0 or higher.
- Apply to Chapman University as a transfer student. Make sure to meet all the admission requirements and deadlines:
- Spring transfer deadline: February 15
- Fall transfer deadline: October 15
Year One Courses
|
Requirement |
Saddleback Course to Take |
Equivalent Course at Chapman |
|
General Chemistry I |
CHEM 1A |
CHEM 140 |
|
General Chemistry II |
CHEM 1B |
CHEM 150 |
|
Calculus I |
MATH 3A |
MATH 110 |
|
Calculus II |
MATH 3B |
MATH 111 |
|
General Biology I |
BIO 3A |
BIO 204 |
|
Biochemistry and Molecular Biology OR Gen Biology II (which one you take depends on the Health Sciences emphasis you want to pursue.) |
BIO 3C OR BIO 3B |
BIO 208 and 209 OR BIO 205 |
Interterm Course
Take this one-credit course at Chapman during interterm (our winter semester).
|
Requirement |
Saddleback Course to Take |
Equivalent Course at Chapman |
|
Introduction to Health Care Professions |
- |
HESC 101 |
Year Two Courses
|
Requirement |
Saddleback Course to Take |
Equivalent Course at Chapman |
|
Human Anatomy |
BIO 11 |
BIO 210 |
|
Intro to Statistics |
MATH 10 |
MATH 203 |
|
Intro to Psychology |
PSYC 1 |
PSY 101 |
|
General Physics I |
PHYS 4A |
PHYS 107 |
|
General Physics II |
PHYS 4B |
PHYS 108 |
Talk to a Current Student
Want to learn more about the program or student experience? Reach out to a current Health Sciences student. They would be happy to answer whatever's on your mind.
