Chapman University College 2008-2009 Catalog - Brandman ...

Chapman University College2008-2009 CatalogFor more information please call:866-CHAPMANor visit our website atwww.chapman.edu/cuc

CONTENTS 1Table of ContentsTable of Contents 1Conditions of Accuracy 2Academic Calendar 2008-2009 3Academic Programs 7General Information 11Financial Aid and Expenses 21Undergraduate Admission 24Undergraduate Academic Policies and Procedures 26Undergraduate Degree Requirements 42Undergraduate Degree Programs 46Undergraduate Certificates 73Graduate Admission 74Graduate Academic Policies and Procedures 77Graduate Degree Programs 93Course Descriptions 169Directories 259Academic Campuses 270Index 271

2 CONTENTSConditions of AccuracyThe information within is accurate at the time of publication. Students are responsible forinforming themselves of and satisfactorily meeting all requirements pertinent to theirrelationship with the University. Chapman University College reserves the right to makechanges as circumstances demand with reference to admission, registration, tuition andfees, attendance, curriculum requirements, student conduct, academic standing,candidacy, and graduation.Chapman University College admits qualified students of any race, color, national or ethnicorigin to all the rights, privileges, programs, and activities generally accorded or madeavailable to students at the institution. Chapman University College does not discriminateon the basis of sex, race, color, national or ethnic origin, or disability in the administrationof its educational policies, admissions policies, scholarship and loan programs, athleticand other school-administered programs, and employment. The University recognizes thatstudents with documented disabilities, such as mobility, sensory, health, psychologicaland learning disorders may need additional resources to enable successful completion ofacademic coursework. Chapman University College will make efforts to provide reasonableaccommodations to the extent that they do not compromise the integrity of any degree orcertificate, do not fundamentally alter the nature of a program, or are unduly burdensometo the institution.

ACADEMIC CALENDAR 3Academic Calendar 2008-2009University College students attend concentrated nine week sessions in which classesmeet once a week, typically on weeknights. Sessions are offered on a year-round, fivesessionschedule. An accelerated schedule is available Summer 2009.Fall Semester- August 18, 2008 - January 11, 2009Fall Semester Session 1 – 2008 - August 18, 2008 – October 19, 2008Deadline to file Degree Conferral for Fall Semester Session 1 July 1Graduate Comprehensive Examination Deadline to Apply July 18Pre-Registration July 21 - August 17Graduate Comprehensive Examinations August 16First day of instruction August 18Tuition and other charges due August 18Last day to add classes August 24Deadline to file Degree Conferral for Fall Semester Session 2 September 1Last day to drop classes without record of enrollment August 31Labor Day (Administrative Office closed) September 1Last day to withdraw from classes without receiving an "FW" October 5Last day for change of grade option October 5Last day of instruction October 19All Grades due October 24Degree Conferral Date October 31Fall Semester Session 2 – 2008 - October 27, 2008 - January 11, 2009Deadline to file Degree Conferral for Fall Semester Session 2 September 1Pre-Registration July 21 – October 26First day of instruction October 27Tuition and other charges due October 27Last day to add classes November 2Last day to drop classes without record of enrollment November 9Thanksgiving (Administrative Offices closed) November 27-28Deadline to file Degree Conferral for Spring Semester Session 1 December 1Graduate Comprehensive Examination Deadline to Apply December 5Last day to withdraw from classes without receiving an "FW" December 14Last day for change of grade option December 14Holiday Break (No classes) December 22-January 4Last day of instruction January 11, 2009All Grades due January 16Graduate Comprehensive Examinations January 17Degree Conferral Date January 31, 2009

4 ACADEMIC CALENDAR 2008-2009Spring Semester- January 19, 2009 – May 31, 2009Spring Semester Session 1 – 2009 - January 19, 2009 - March 22, 2009Deadline to file Degree Conferral for Spring Semester Session 1 December 1, 2008Pre-Registration December 15-January 18First day of instruction January 19Tuition and other charges due January 19Last day to add classes for Session 1 January 25Deadline to file Degree Conferral for Spring Semester Session 2 February 1Last day to drop classes without record of enrollment February 1Graduate Comprehensive Examination Deadline to Apply February 27Last day to withdraw from classes without receiving an "FW" March 8Last day for change of grade option March 8Last day of instruction March 22All Grades due March 27Graduate Comprehensive Examinations March 28Degree Conferral Date March 31Spring Semester Session 2 – 2009 - March 30, 2009 – May 31, 2009Pre-Registration December 15 –March 29Deadline to file Degree Conferral for Spring Semester Session 2 February 1First day of instruction March 30Tuition and other charges due March 30Deadline to file Degree Conferral for Summer Session April 1Deadline to submit Commencement Attendance Reply Form April 3**Last day to add classes April 5Last day to drop classes without record of enrollment April 12Graduate Comprehensive Examination Deadline to Apply May 8Last day to withdraw from classes without receiving an "FW" May 17Last day for change of grade option May 17Memorial Day (Administrative Offices closed) May 25Last day of instruction May 31All Grades due June 5Graduate Comprehensive Examinations June 6Degree Conferral Date June 30**Graduation Ceremony Participation – Students graduating at the end of SpringSemester Session 2 who wish to participate in this year’s CUC commencement ceremonymust submit their Degree Conferral Application by February 1, 2009. Studentsparticipating in the Northern and Southern commencement ceremonies must submit theirCommencement Attendance Reply online by April 3, 2009.Students who wish to participate in this year’s commencement ceremony but willcomplete degree requirements in Summer Session must complete their Degree ConferralApplication by April 1, 2009. Students participating in the Northern and Southerncommencement ceremonies must submit their Commencement Attendance Reply onlineby April 3, 2009.

ACADEMIC CALENDAR 5Summer Session:June 8, 2009 - August 9, 2009 (One Nine Week Summer Session)June 8, 2009 - August 16, 2009 (Two Five Week Accelerated SummerSessions)Nine Week Summer Session- June 8, 2009- August 9, 2009Deadline to file Degree Conferral for Summer Session April 1Pre-Registration May 11 – June 7First day of instruction June 8Tuition and other charges due June 8Last day to add classes June 14Last day to drop classes without record of enrollment June 21Deadline to file Degree Conferral for Fall Session I July 1Independence Day Observed(Administrative Offices closed) July 3Graduate Comprehensive Examination Deadline to Apply July 17Last day to withdraw from classes without receiving an "FW" July 26Last day for change of grade option July 26Last day of instruction August 9All Grades due August 14Graduate Comprehensive Examinations August 15Degree Conferral Date August 31Accelerated Five Week Session 1- June 8, 2009- July 12, 2009Deadline to file Degree Conferral for Summer Session April 1Pre-Registration May 11 – June 7First day of instruction June 8Tuition and other charges due June 8Last day to add classes June 14Last day to drop classes without record of enrollment June 21Deadline to file Degree Conferral for Fall Session I July 1Independence Day Observed(Administrative Offices closed) July 3Last day to withdraw from classes without receiving an FW July 3Last day for change of grade option July 3Last day of instruction July 12All Grades due July 17Graduate Comprehensive Examination Deadline to Apply July 17Graduate Comprehensive Examinations August 15Degree Conferral Date August 31

6 ACADEMIC CALENDAR 2008-2009Accelerated Five Week Session 2- July 13, 2009- August 16, 2009Deadline to file Degree Conferral for Summer Session April 1Pre-Registration May 11 – July 13First day of instruction July 13Tuition and other charges due July 13Graduate Comprehensive Examination Deadline to Apply July 17Last day to add classes July 19Last day to drop classes without record of enrollment July 26Last day to withdraw from classes without receiving an "FW" August 2Last day for change of grade option August 2Last day of instruction August 16All Grades due August 21Graduate Comprehensive Examinations August 15Degree Conferral Date August 31College Graduate Comprehensive Examination application examination datesand deadlines are as follows:Comprehensive Exam Dates Deadline To ApplyAugust 16, 2008 July 18, 2008January 17, 2009 December 5, 2008March 28, 2009 February 27, 2009June 6, 2009 May 8, 2009August 15, 2009 July 17, 2009University College Degree Conferral Application deadlines are as follows:Session Session Date ConferralDatesApplicationDueFall Semester Session 1 08/18/08 – 10/19/08 10/31/08 07/01/08Fall Semester Session 2 10/27/08 – 01/11/09 01/31/09 09/01/08Spring Semester Session 1 01/19/09 – 03/22/09 03/31/09 12/01/08Spring Semester Session 2 03/30/09 – 05/31/09 06/30/09 02/01/09Summer Session 06/08/09 – 08/16/09 08/31/09 04/01/09

ACADEMIC PROGRAMS 7Academic ProgramsThe following programs, certificates and certifications are offered through ChapmanUniversity College. All programs may not be offered at all locations. Please inquire withyour local campus for further information.Associate of Arts DegreeA.A. General EducationBachelor DegreesB.A. Applied StudiesB.A. Criminal JusticeB.A. Early Childhood DevelopmentB.A. Legal StudiesB.A. Liberal Studies, Multiple Subjects Teaching EmphasisB.A. Liberal Studies, Culture and Media Studies EmphasisB.A. Organizational LeadershipB.A. Organizational Leadership, Organization AdministrationB.A. Organizational Leadership, Organizational CommunicationB.A. PsychologyB.A. Social ScienceB.A. SociologyB.A. Sociology, Social Work EmphasisB.S. Computer Information SystemsB.S. Health Services ManagementUndergraduate Certificates for Academic CreditCertificate in Nutrition and Wellness

8 ACADEMIC PROGRAMSMaster DegreesM.A. Career CounselingM.A. Criminal JusticeM.A. Organizational LeadershipM.A. Psychology, CounselingM.A. Psychology, MFTM.H.A. Health AdministrationM.S. Human ResourcesM.A. Education, Curriculum and InstructionM.A. Education, Educational Leadership and AdministrationM.A. Education, InductionM.A. Education, Instructional TechnologyM.A. Education, Professional Teaching StandardsM.A. Education, Professional Learning CommunityM.A. Education, Reading EducationM.A. Special EducationM.A. Special Education, Professional Learning CommunityM.A. Teaching, Elementary EducationM.A. Teaching, Secondary EducationM.A. Teaching, Special EducationM.A. Teaching, Special Education w/Preliminary Education Specialist Credential (LevelI),Mild/ModerateM.A. Teaching, Special Education w/Preliminary Education Specialist Credential (Level I),Mild/Moderate, Moderate/SevereM.A. Teaching, Special Education w/Preliminary Education Specialist Credential (Level I),Moderate/SevereM.A. Teaching, Special Education w/Preliminary Education Specialist Credential (LevelI),Mild/Moderate and Multiple Subject CredentialM.A. Teaching, Special Education w/Preliminary Education Specialist Credential (Level I),Mild/Moderate, Moderate/Severe and Multiple Subject Credential

ACADEMIC PROGRAMS 9M.A. Teaching, Special Education w/Preliminary Education Specialist Credential (Level I),Moderate/Severe and Multiple Subject CredentialM.A. Teaching, Special Education w/Preliminary Education Specialist Credential (Level I),Mild/Moderate and Single Subject CredentialM.A. Teaching, Special Education w/Preliminary Education Specialist Credential (Level I),Mild/Moderate, Moderate/Severe and Single Subject CredentialM.A. Teaching, Special Education w/Preliminary Education Specialist Credential (Level I),Moderate/Severe and Single Subject CredentialEd.S. School Psychology/M.A. Educational Psychology w/ PPSPM.A. School Counseling with PPSC in School CounselingGraduate Certificates for Academic CreditCertificate in Administration and Leadership of Criminal Justice OrganizationsCertificate in Career CounselingCertificate in Criminal Justice PolicyCertificate in GerontologyCertificate in Health Systems AdministrationCertificate in Human Resources DevelopmentCertificate in Organization DevelopmentCertificate in Organizational LeadershipExecutive Certificate in Public and Nonprofit LeadershipCredentials and CertificationsCross-cultural, Language and Academic Development (CLAD) CertificatePreliminary Education Specialist (Level I) Mild/ModeratePreliminary Education Specialist (Level I) Mild/Moderate, Multiple SubjectPreliminary Education Specialist (Level I) Mild/Moderate, Single SubjectPreliminary Education Specialist (Level I) Mild/Moderate & Moderate/Severe

10 ACADEMIC PROGRAMSPreliminary Education Specialist (Level I) Mild/Moderate & Moderate/Severe, MultipleSubjectPreliminary Education Specialist (Level I) Mild/Moderate & Moderate/Severe, SingleSubjectPreliminary Education Specialist (Level I) Moderate/SeverePreliminary Education Specialist (Level I) Moderate/Severe, Multiple SubjectPreliminary Education Specialist (Level I) Moderate/Severe, Single SubjectEducation Specialist Level II Mild/Moderate & Moderate/SevereEducation Specialist Level II Moderate/SevereEducation Specialist Level II Mild/ModerateMultiple Subjects (SB 2042)Preliminary Administrative Services, Tier IProfessional Clear Administrative Services, Tier IIRyan Professional ClearProfessional Reading CertificatePupil Personnel Services, School Counseling (see Master Degrees)Pupil Personnel Services, School Psychology (see Master Degrees)Single Subject (SB 2042)

GENERAL INFORMATION 11General InformationInstitution ProfileChapman University is a 146-year-old independent institution of liberal arts andprofessional training dedicated to providing a solid foundation of knowledge that enablesits graduates to become fully educated persons. Chapman is recognized for its liberal artscore, distinguished faculty, innovative programs and personalized attention to students.The University strives to develop in students the ability to think clearly, communicateeffectively, explore issues from contrasting points of view, value human and culturaldiversity and make informed ethical judgments in an increasingly complex world.University CollegeFor more than 50 years, Chapman University College campuses have served thousands ofadult learners who are interested in integrating higher education into their already busylives. The central goal of University College is to help students develop their talents and toencourage them to extend their learning beyond the boundaries of the classroom as theypursue a lifetime of learning.The first adult program began at El Toro Marine Air Station in 1958 and soon otherbranches of the military requested degree programs for all military personnel. The majorityof campuses are now community based, but the University does maintain a presence onmany military bases. A wide range of graduate and undergraduate degree programs isoffered at locations throughout California and Washington. Degree programs extend theeducational objectives and historic purpose of Chapman University by recognizing andenhancing academic opportunities for non-traditional adult students. The University'sreputation for excellence is consistent in every community it serves.Chapman University College was established to provide quality education for adultlearners. The administration of Chapman University College is under the direction of theChancellor of Chapman University College, the Vice Chancellor of Academic Affairs, theVice Chancellor of Enrollment and Student Affairs, and the Vice Chancellor ofAdministration. This structure is designed to best meet the needs of the localcommunities served by Chapman University College.University College offers academic schedules with new sessions that start every 10 weekson a year-round basis. Classes are offered in the evenings or late afternoons. Qualifiedfull-time faculty, senior lecturers and adjunct faculty serve student needs in a variety ofundergraduate, graduate and credential programs. Each academic campus maintains afull-time professional staff that provides the personal attention to each student that is thehallmark of Chapman’s University College program.Legacy and VisionStudents served by Chapman University College are adult learners who are eitherreturning to higher education after a number of years away from it or are beginningcollege study for the first time after some years since completing high school. Working

12 GENERAL INFORMATIONprofessionals or persons seeking a more professional career who are returning to collegefor an undergraduate or graduate degree represent a growing segment of America'scollege student population. Chapman University College students balance a number ofresponsibilities, including career demands, family obligations and the complexities ofbusy, active lives.University College students are strongly motivated and recognize that in order to besuccessful in one's career and fulfilled in life, a person must continue to grow. UniversityCollege students also realize the value a quality education in continued success anddesire an education that will help them achieve personal career and life goals. Chapman'sUniversity College serves the unique needs of working adult students by providing anacademically strong, quality education in non-traditional, innovative ways.University College serves the higher educational needs of working adults and otherstudents who require alternatives to traditional campus-based programs by creating anddelivering innovative academic programming that meets the needs of this growingpopulation. University College strives to develop within adult learners the ability to thinkclearly, communicate effectively, appreciate divergent points of view, value human andcultural diversity, and make informed ethical judgments in an increasingly complex,interdependent world.Research shows that today's working adult will change careers three times. Typically, twoof these career changes will require the additional knowledge and competencies that areembedded in a undergraduate or graduate degree. The educational opportunities offeredby University College help working professionals to prepare for these transitions as well asto lead more productive, enriching lives. In recognition of the population it serves,University College has affiliated with the Council on Adult and Experiential Learning (CAEL),a national organization with which most of the prestigious higher education institutionsserving adult students are affiliated, and is applying CAEL standards to all CUC programs,processes and services.University Vision StatementChapman University will be a preeminent University engaged in distinguished liberal artsand professional programs that are interconnected, reach beyond the boundaries of theclassroom and work toward developing the whole person: the intellectual, physical, socialand spiritual dimension of life.Chapman University provides educational leadership as a preeminent Universitycommitted to excellence, innovation and accountability in all endeavors. Our dynamic,stimulating community is committed to value-centered personalized learning, with acurriculum distinguished by liberal arts and professional programs that reach beyond theboundaries of the classroom.

GENERAL INFORMATION 13University MissionThe mission of Chapman University is to provide personalized education of distinction thatleads to inquiring, ethical, and productive lives as global citizens.Founded in 1861, Chapman is recognized for its liberal arts core, distinguished faculty,innovative programs and personalized attention to students. The University strives todevelop in students the ability to think clearly, communicate effectively, explore issuesfrom contrasting points of view, value human and culture diversity and make informedethical judgments in an increasingly complex world.University College MissionThe goal of University College is to extend the mission and resources of ChapmanUniversity to undergraduate and graduate students whose lives include professional andpersonal commitments that significantly affect the times they can attend classes and thepace at which they may achieve their educational goals. Consistent with Chapman’sdedication to excellence, University College makes distinguished teaching available topart-time and full-time students by offering University coursework and a variety of degreesand professional training.The faculty of University College:• Believe in continuous renewal and innovation• Believe in creating a participative and collaborative culture• Believe in ongoing academic and professional development• Value diversity and nurture respect for the contributions of all cultures• Stand for quality• Stand for successEnrollmentApproximately 12,000 students are enrolled in 24 academic campuses/sites throughoutCalifornia and Washington.FacultyWith 55 full-time faculty, 30 senior lecturers, and adjunct instructors and guest lecturerscurrently employed as professionals in the discipline, University College averages classsizes of 12-14.

14 GENERAL INFORMATIONAccreditationChapman University is accredited by the Western Association of Schools and Colleges,Accrediting Commission for Senior Colleges and Universities, 985 Atlantic Avenue, Suite100, Alameda California, 94501; (510) 748-9001. The University’s teacher training andcredential programs are approved by the California State Department of Education.MembershipChapman is a member of the Western Association of Schools and Colleges. It is also amember of the Independent Colleges of Southern California, the College EntranceExamination Board, the Western College Association, the Association of IndependentCalifornia Colleges and Universities, the American Council on Education, the AmericanAssociation of Colleges for Teacher Education, and the Division of Higher Education of theChristian Church (Disciples of Christ). University College is affiliated with the Council forAdult and Experiential Learning (CAEL) and a member of the National Association ofInstitutions for Military Education Services (NAIMES).HistoryChapman traces its roots to Hesperian College, opened at the very hour of AbrahamLincoln’s inauguration as the sixteenth U. S. president. Hesperian and several otherinstitutions later merged with California Christian College in Los Angeles. In 1934 theinstitution was renamed in recognition of its most generous benefactor, C. C. Chapman, asuccessful real estate investor, rancher, and pioneer Orange County church leader. Thecollege moved to the city of Orange in 1954. In September of 1991 the college becameChapman University, further strengthening its commitment to international education andan innovative undergraduate curriculum and graduate programs.Church RelationshipChapman’s roots are firmly grounded in its historic covenant with the Christian Church(Disciples of Christ). That rich spiritual legacy lives on through Chapman’s focus on thedevelopment of the ethical, spiritual, and intellectual person. A variety of religion coursesand activities are offered, but not required. The dean of the chapel oversees an activeinterfaith program designed to meet the spiritual needs expressed in the religiousbackgrounds of the University’s students, faculty, and staff. A full-time director of churchrelations strengthens the University’s covenant with the Christian Church (Disciples ofChrist) as well as provides programs for the broader ecumenical community.Non-discrimination PolicyChapman University College does not discriminate on the basis of race, gender, sexualorientation, color, age, disability, national origin, or ethnicity in any of its policies orpractices, including, but not limited to admissions, academic requirements, financial aidor any other school-administered program or service.

GENERAL INFORMATION 15Freedom of Speech and ExpressionFreedom of speech, protected by the United States Constitution, is an especially importantvalue within an academic community. Thus, all topics are appropriate for discussion anddebate within the framework of academic inquiry. Students and student organizations arefree to examine and discuss all questions of interest to them, and to express opinionspublicly and privately. They are always free to support causes by orderly means which donot disrupt the regular and essential operation of the institution. At the same time, it isclear to the academic and the larger community that in their public expressions ordemonstrations, students or student organizations speak only for themselves.HarassmentChapman University College is committed to providing an environment which is free fromharassment, and every member of the University community must recognize thatharassment of any type compromises the integrity of the University and the tradition offree and open inquiry among its members. Chapman also affirms its commitment toproviding an environment in which each member of the University community feels free tocomment on any issue or topic. It is the University’s policy, therefore, to insist that allmembers of the University community are treated at all times with dignity and respect.The University has a strict policy which prohibits harassment in any form. This includes,but is not limited to, harassment because of age, disability, race, religion, color, creed,ancestry, national origin, marital status, sex, or sexual orientation. The University will nottolerate any conduct which has either the purpose or the effect of interfering with the workor scholastic performance of any member of the University community or creating anintimidating or hostile living, learning, or working environment. The University will also nottolerate any conduct which has the purpose or effect of singling out any specific groupwithin the University community in a manner which leads to harassment or which createsan offensive working or learning environment for that group.It is a violation of University policy for anyone to engage in any form of harassment or toretaliate against a person who has initiated an inquiry or complaint. The right ofconfidentiality for any party involved in an alleged harassment incident, including thecomplainant and the accused, will be respected in so far as it does not interfere with theUniversity’s obligation to investigate allegations of misconduct and to take correctiveaction where appropriate. In keeping with its policies, Chapman University not only fullycomplies with all local, state, and federal laws concerning harassment, but also provides ameans to assure fair treatment to any student or employee who believes the policyprohibiting harassment has been violated. It is the policy of the University that all chargesof harassment be reviewed in a confidential, sensitive, and expeditious manner. Forfurther information, please contact the Equal Opportunity Officer at (714) 997-6847.Local, State, and Federal LawsStudents attending Chapman are subject to local, state, and federal laws. Chapmanreserves the right to impose institutional sanctions for violations of public laws, even whensuch violations occur off University property. Students may also be subject to civil and/or

16 GENERAL INFORMATIONcriminal charges for offenses on Chapman property, if such offenses are in violation oflocal, state, or federal laws.Financial ResponsibilityIt is expected that students shall be responsible for their financial obligations, both to theUniversity and to the larger community. Students who do not meet their financialobligations may be prevented from further enrollment at Chapman and may be subject toconduct review.Confidentiality of Student RecordsThe Family Educational Rights and Privacy Act (FERPA) affords students certain rights withrespect to their education records. They are:1. The right to inspect and review the student’s education records within 45 days of theday Chapman University receives a request for access. Students should submit to theRegistrar’s Office written requests that identify the record(s) they wish to inspect. TheRegistrar will make arrangements for access and notify the student of the time andplace where the records may be inspected. If the records are not maintained by theRegistrar’s Office, the student shall be advised of the correct official to whom therequest should be addressed.2. The right to request the amendment of the student’s education records that thestudent believes are inaccurate. Students may ask Chapman University to amend arecord that they believe is inaccurate. They should write the Registrar, clearly identifythe part of the record they want changed, and specify why it is inaccurate. IfChapman University decides not to amend the record as requested by the student,the student shall be notified of the decision and advised as to his or her right to ahearing regarding the request for amendment. Additional information regarding thehearing procedures will be provided to the student when notified of the right to ahearing.3. The right to consent to disclosures of personally identifiable information contained inthe student’s education records, except to the extent that FERPA authorizesdisclosure without consent. One exception which permits disclosure without consentis disclosure to school officials with legitimate educational interests. A school officialis a person employed by Chapman University in an administrative, supervisory,academic or research, or support staff position (including law enforcement personneland health staff); a person or company with whom Chapman University hascontracted (such as an attorney, auditor, or collection agent); a person serving on theBoard of Trustees; or a student serving on an official committee, such as adisciplinary or grievance committee, or assisting another school official in performinghis or her tasks. A school official has a legitimate education interest if the officialneeds to review an education record in order to fulfill his or her professionalresponsibility. As allowed within FERPA guidelines, Chapman University may discloseeducation records without consent to officials of another school, upon request, inwhich a student seeks or intends to enroll.4. The right to file a complaint with the U. S. Department of Education concerningalleged failures by Chapman University to comply with the requirements of FERPA.

GENERAL INFORMATION 17The name and address of the Office that administers FERPA is Family PolicyCompliance Office, U. S. Department of Education, 400 Maryland Avenue, SW.,Washington, DC, 20202-4605. At its discretion Chapman University may provideDirectory Information in accordance with the provisions of the Family EducationRights and Privacy Act. Directory Information is defined as that information whichwould not generally be considered harmful or an invasion of privacy if disclosed.Designated Directory Information at Chapman University includes the following:student name, permanent address, local address, temporary address, electronic mailaddress, telephone number, dates of attendance, degrees and awards received,major field of study, participation in officially recognized activities and sports, weightand height of members of athletic teams, theses titles/topics, photograph, fulltime/part-timestatus, most recent previous school attended, date and place of birth.Students may withhold Directory Information by notifying the Registrar in writing;please note that such withholding requests are binding for all information to allparties other than for those exceptions allowed under the Act. Students shouldconsider all aspects of a Directory Hold prior to filing such a request. Although theinitial request must be filed during the first two weeks of the enrollment period,requests for non-disclosure will be honored by the University for no more than oneacademic year. Re-authorization to withhold Directory Information must be filedannually in the Registrar’s Office within the first two weeks of the fall semester.Distance Learning CoursesTo provide increased access to high quality education, Chapman offers an online optionfor a selection of courses in existing programs. Students should consult their academicadvisor for guidance and restrictions. Course offerings are available at the DistanceLearning webpage at http://www.chapman.edu/cuc/onlline, as well as in the WebAdvisorclass schedule.Chapman University College Extended EducationThe mission of Extended Education. is to provide high-quality personalized education forthose seeking education and training beyond or instead of a degree program. Thedepartment provides opportunities for upgrading professional skills which help meet thechanging needs of the professional, educational, and technical world. This is done byoffering a constantly changing mixture of specially designed courses(non-credit) andfacilitating special symposiums, workshops, lectures and online interaction. Theseopportunities are available through many University College Campus locations. Coursestyles vary and can include traditional classes, independent study, and online courses.Program offerings focus in four major areas: 1) K-12 Education; 2) Business, Legal, andTechnology; 3) Leadership Services Program; and, 4) Health, Science, and theEnvironment. For more information, visit us online at www.chapman.edu/exedhttp://www.chapman.edu/exed.

18 GENERAL INFORMATIONLibrary Resources and ServicesThe library’s web page - www.chapman.edu/library - is the starting point for accessing thebook holdings, periodical indexes (including full text) and an extensive listing of on-linereference sources. The Leatherby Libraries contains approximately 150,000print/electronic volumes, more than 10,000 print/electronic periodical titles as well asvideos, CDs and other media software. Additionally, an efficient interlibrary loan program,document delivery to your home, and a partial reimbursement for local library cardssupplement the library services for the research needs of students and faculty alike.Library instruction is available throughout the academic year, ensuring that students areconnected to the information resources they need to succeed in their courses.BookstoreChapman University College has an agreement with MBS Direct to provide textbooks forour students through www.direct.mbsbooks.net. Contact your local campus at 1-866-CHAPMAN for questions on textbook ordering for your campus.Services for Students with Disabilities ProgramChapman University is committed to making its educational opportunities accessible toqualified individuals with disabilities in accordance with applicable state and federal laws.By providing full access to qualified students with disabilities, Chapman University Collegedemonstrates its belief that the community will benefit from the skills and talents of theseindividuals. In this regard, Chapman University has implemented the following policies:• Chapman University strictly prohibits any form of discrimination on the basis of anindividual’s disability.• Chapman University offers reasonable accommodations to otherwise qualifiedindividuals.The Director of the Center for Academic Success administers these policies. Informationconcerning these policies is maintained in the Center for Academic Success. Summariesand references to these policies are provided in the University’s application andadmissions materials.Any personal learning accommodations that may be needed by a student covered by the"Americans with Disabilities Act" must be made known to the Campus Director or Advisoras soon as possible. This is the student's responsibility. Information about services,academic modifications and documentation requirements can be obtained from theDirector of a Chapman University College Campus.The Orange Campus office of the Center for Academic Success serves as the clearinghouse for all requested accommodations. It is the responsibility of the student requestingaccommodations to make these needs known in a timely fashion and to provide recentdocumentation and medical evaluations as required to the local Campus Director. It isrecommended that the student provide these materials prior to the beginning of theacademic year or session so that the University may better serve the student’s needs andthe student may avoid any irreversible academic consequences. Once notification hasbeen made, University College, in collaboration with the Center for Academic Success and

GENERAL INFORMATION 19the local campus will engage in an interactive process in order to identify and providereasonable accommodations. Services provided will be based on the individual needs ofthe student, and may include extended test time, notetakers, readers, etc. The granting ofany accommodation will not be retroactive and cannot jeopardize the academic standardsor integrity of the course.Veterans and Service PersonnelIn accordance with Veterans Administration Regulation CFR 21.4253, Chapman adheresto the Guidelines for Institutions Enrolling Veterans And Eligible Persons: Standards forMaintaining Adequate Records And Policies for Satisfactory Progress, Previous Educationand Training, Conduct, and Attendance.1. Chapman maintains a written record of previous education and training.a) Transcripts of college-level education are part of the record.b) The records clearly indicate that appropriate credit has been granted withtraining periods proportionately shortened and the VA so notified.c) Chapman University maintains an official record of previous education andtraining of the veteran or eligible person which clearly indicates thatappropriate credit has been given by the institution for previous education andtraining, with the length of the degree program shortened proportionately. Theveteran and VA will be notified of this official evaluation of prior education ortraining.2. Chapman maintains adequate records to show the progress of each veteran.a) Records show continued pursuit at the rate for which enrolled and progressbeing made.b) Records include final grades in each subject for each session.c) Cumulative permanent records are maintained to reflect grades in all subjectsundertaken.d) Students are not permitted to enroll repeatedly in courses not attended andwithdraw without penalty. A veteran student may repeat a course in which apassing grade has been achieved only when a higher grade is required by themajor.e) The school records reflect the point in time when educational benefits shouldbe discontinued for unsatisfactory progress, unsatisfactory conduct, andwithdrawals.f) The policy includes the grade point average (2.0 on a 4.0 scale) required forgraduation.g) A minimum grade point average (2.0 on a 4.0 scale) must be maintained toachieve credit for a given proportion of the course load. Academic probationand means for dismissal are clearly delineated. VA interpretation of academicprobation requires that a veteran student be placed on probation at thebeginning of the session immediately following that in which the veteranstudent fails to maintain the minimum grade point average. A veteran studentmust meet the required academic standard during the probationary session orbe subject to interruption of benefits and/or academic dismissal. The VA isnotified when a student is determined to be making unsatisfactory progressresulting in interruption of benefits and/or academic dismissal.h) No veteran student will be considered to have made satisfactory progresswhen the student fails, receives no credit, or withdraws from all subjectsundertaken when enrolled in two or more subjects, except when there areextenuating circumstances.

20 GENERAL INFORMATION3. Chapman enforces a policy relative to standards of conduct and progress as definedin the undergraduate academic policies and procedures in this catalog.a) Class attendance policies are determined by each instructor and shall beincluded on the course syllabi distributed during the first week of each class.The university recommends as a minimal policy that students who are absent20% of the course should be failed.Servicemembers Opportunity Colleges (SOC) is a consortium of colleges and universitiesand functions in cooperation with the Department of Defense (DoD), the Military Servicesincluding the National Guard, and the Coast Guard to help meet the voluntary highereducation needs of active servicemembers and their family. A Servicemember and theiradult family members in the Army, Navy, and Marine Corps benefit by participating in aSOCAD, SOCNAV, SOCMAR, or SOCCOAST programs by obtaining a SOC studentagreement contract. A SOC student agreement contract provides a student the flexibility tocomplete degree requirements by transferring courses from SOC network colleges back toChapman University once they have met the residency requirements.A SOC agreement with Chapman University College is issued to a student, who hascompleted a minimum of 6 semester hours at Chapman, is admitted into a SOC 4-yeardegree program, and has submitted a Request for Student SOC Agreement which hasbeen approved by the student's advisor. A student with a Student SOC Agreement has a 7-year time limit from when he/she is officially admitted to complete a degree in a SOC 4-year program. A degree will not be issued to a CUC SOC student who returns for anacademic program no longer conferred by the University (i.e. Bachelor of Science inElectronics). An active servicemember may contact their CUC campus to obtain a StudentSOC Agreement.

FINANCIAL AID AND EXPENSES 21Financial Aid and ExpensesThe Financial Aid Office, located on the Orange campus, is responsible for awardingfinancial aid to all Chapman University students. Information and application materials areavailable from Financial Aid Specialists at each University College campus. The Specialistshave been expressly trained and work closely with the Financial Aid Office to assure thatall Chapman students are well served. All students who need financial assistance areencouraged to apply.Application ProcedureTo submit an application, students need only complete the FAFSA (Free Application forFederal Student Aid) and submit it to the federal processor. Californians who areundergraduates are urged to complete the Cal Grant GPA Verification Form by March 2,2009.When completing the FAFSA, please indicate “Chapman University, Orange, California” instep six of the form. The title IV school code for Chapman is 001164.The preferential filing date for mailing financial aid applications is March 2 of each yearpreceding the academic year. For the 2008-2009 academic year, the preferential filingdate is March 2, 2008, for the 2009-2010 academic year, the date is March 2, 2009.Every effort will be made to assist those who apply after the preferential filing date;however, disbursement of assistance may be delayed, and funds may be exhausted insome grant programs.The federal government may require additional documentation from financial aidapplicants, such as copies of tax returns. The government and the Financial Aid Office willnotify students who need to provide additional documents.Students must be admitted to the University without restrictions in order to receivefinancial aid.Federal Student AidFederal financial aid programs consist of Federal Pell Grants, Federal SupplementalEducation Opportunity Grants, Federal Stafford Loans, and Federal PLUS Loans.State of California Student AidThe State of California provides Cal Grants to financially and academically eligibleundergraduates.Tuition and FeesTuition rates vary by academic campus. Please consult local campus for specificinformation.

22 FINANCIAL AID AND EXPENSESFeesApplicationRe-applicationAuditing (per credit)Comprehensive exam feeUndergraduate/Graduate Certificate Processing feeDegree Conferral Processing feeLab and material feesLate registration feeReturn check feeTranscriptTranscript (special handling)$50$50$60$55$40$40varies by course$50$25$10$15 - $35Add/Drop or Withdrawal - Tuition Credit Policy• To add or drop a class, or withdraw from the University, please see theappropriate sections in the "Academic Policies and Procedures" section of thiscatalog.• To add or drop a class, students must complete an Add/Drop Form.• Dropping below full-time or part-time status will affect any financial aid that hasbeen awarded. Please refer to the Financial Aid Office.• Completely withdrawing from the University or dropping classes after the tuitioncredit deadline does not affect students' financial obligation to the University.• Please note that the dates to withdraw or drop classes for tuition credit differfrom those to withdraw or drop classes for academic credit listed in the academiccalendar.• Any tuition credits received will be applied to the current balance, if applicable.Note: Failure to attend class or merely giving notice to an instructor will not be regardedas official notice of add/drop or withdrawal.

FINANCIAL AID AND EXPENSES 23Interest ChargeInterest is calculated at 10.75 percent per annum based on the student account balanceat each month end and is calculated on the average daily balance. Interest rate is subjectto change each June 1.Tuition Credit GrantedPrior to the first day of classesWithin the first week of classesWithin the second week of classesAfter the second week of classes100%90%80%noneThere are no exceptions to this policy.

24 UNDERGRADUATE ADMISSIONUndergraduate AdmissionStudents may enroll either as a "degree seeking student" in a particular academicprogram (including undecided) or as a "non-degree seeking student." Prospective studentsshould consult the staff of the Chapman campus they wish to attend for specificinformation regarding enrollment forms and formal application procedures.Degree Seeking Student ApplicantsStudents wishing to obtain a degree or certificate are required to make formal applicationand may apply for admission into a degree seeking program at any time. It is important tonote that "degree seeking students" must meet the degree requirements published inthe catalog current at the time of their formal admission acceptance. Admission statusis valid for one year from date of admission.Students must have completed 12 or more transferable baccalaureate level credits or theequivalent for admission to University College. The 12 credits may consist of all or anycombination of the following credit types: transfer work, dual credit, Advanced Placement,international Baccalaureate, approved PLA (Prior Learning Assessment), CLEP (CollegeLevel Examination Program) and DANTES Subject Standardized Test (DSST) scores.Prospective students must submit the following:1. Completed application package with $50 application fee. Applications are availableonline.2. Official transcripts from ALL colleges and universities attended. Only credits fromregionally accredited institutions will be accepted in transfer.Failure to report anyprevious academic work at another college or university is considered a violation ofacademic integrity.A minimum 2.0 cumulative GPA in all prior college-level coursework is required for formaladmission into an undergraduate degree or certificate program. The grade point averagethat determines admission is based solely on work at other regionally accredited postsecondaryinstitutions. Official documents submitted for admission considerationbecome property of the University and cannot be returned or copied for distribution.Students are not eligible for Financial Aid until regular admission status is achieved.Non-Degree Seeking Student EnrolleesStudents wishing to take credit courses for personal enrichment, job improvement orreasons other than to complete a degree program at Chapman may enroll as “non-degreeseeking students." "Non-degree seeking students" are required to fill out a briefenrollment information form each session that they are enrolled and must meet all theprerequisites published in the catalog for enrollment in the individual courses. High schoolcompletion (diploma) or its equivalent is required for enrollment in any ChapmanUniversity College course.

UNDERGRADUATE ADMISSION 25There is no limit on the number of credits that may be taken by a "non-degree seekingstudent." However there is also no guarantee that such courses taken as a "non-degreeseeking student" will be accepted toward meeting degree program requirements if thestudent formally applies for "degree seeking student" status at a later date. That studentwill then need to meet the degree requirements in the catalog current at the time ofhis or her formal admission acceptance into the degree program. Admission status isvalid for one year from date of admission. If formally admitted to a degree program, anofficial evaluation will be completed to determine which program requirements have beenmet.A "non-degree seeking student" is ineligible to receive most types of financial aid.

26 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURESCatalogUndergraduate Academic Policies andProceduresThe catalog assigned to newly admitted students is determined by the date of formaladmission. Admission status is valid for one year from date of admission. Students mustmeet the degree requirements of the catalog under which they are admitted or may selecta later catalog for a year in which they are enrolled. However, for all other policies (exceptdegree requirements and limitations of credit), students must adhere to the currentcatalog for each year they are enrolled. Statements in the catalog are for informationalpurposes and should not be considered as the basis of a contract between students andthe University. Information regarding any changes in degree programs, graduationrequirements, or academic policies will be made available by the Office of the Registrarand the appropriate academic departments.Transfer Credit PoliciesGeneral Transfer Credit Policy• Only credit from regionally accredited institutions is evaluated for transferability.• Credit is given for baccalaureate courses excluding preparatory level, technical,vocational, professional, work experience/co-op credit. These credits are notaccepted even if accepted as baccalaureate degree applicable at the homeinstitution. (See Associate Degree Block Transfer section regarding transferabilityof coursework contained within transfer AA/AS degree programs.)• No internship or practicum credit is accepted in transfer.• Independent study and special topics credit in transfer is not automaticallyaccepted. Materials detailing the content studied may be submitted for creditconsideration.• CSU course transferability does not guarantee transfer to Chapman.• Coursework does not duplicate or overlap previous work• Passing scores on GWAR, WPE, or GWT exams may be accepted in lieu of the JWPexam requirement.Transfer and Cumulative GPA Calculation• All transferable baccalaureate credit attempted is calculated into the transfer andcumulative GPAs.• When a course is repeated in transfer from one or more transfer institutions thecredit and grade for the course with the higher grade is counted in the transferand cumulative GPA’s.• When a course is repeated at Chapman and a transfer institution, only credit forone course will apply and both grades are calculated into the cumulative GPA.

UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES 27GE Block TransferCompletion of the full CSU or UC IGETC certification (CA), Washington and Oregon stateapprovedDirect Transfer degrees or other state’s equivalent transfer certification prior tothe student being admitted, enrolled and attending his/her first session in a bachelordegree program at Chapman satisfies all Chapman University College GE requirementsexcept LBSU 300 and the JWP.Associate Degree Block TransferChapman University College awards a minimum of 60 semester credits for successfulcompletion of an Associate degree from regionally accredited colleges and universities.Associate degrees must be completed prior to the student being admitted, enrolled andattending his/her first session in a bachelor degree program. The coursework towardcompletion of the Associate degree will be evaluated for general education and majorrequirements. The remaining credit needed to reach 60 credits will be added to the recordas general elective credit. Additional coursework from regionally accredited colleges anduniversities beyond the Associate degree will be individually evaluated for credit. If astudent is admitted during a semester/session and is currenlty enrolled and attending inthat semester, then the AA Block Transfer option would be allowed if completed prior tothe next session start date.Other Credit OpportunitiesChapman University College recognizes that adult learners are diverse and that they bringa wealth of life experiences to the classroom. These reservoirs of personal experiencesare often coupled with many hours of formal training and education outside the walls ofacademic institutions. In acknowledgement of such non-classroom acquired learning,Chapman promotes educational flexibility for the adult learner through a variety of earnedcredit opportunities. Granting of credit is contingent on student's submission of officialdocumentation to the Registrar's Office.These opportunities include:• Advanced Placement Examination• College Level Examination Program (CLEP)• DANTES Subject Standardized Tests (DSST)• Military Credit• Peace Officer Standards and Training (POST)• Prior Learning Assessment by Portfolio (PLA)Advanced Placement ExaminationCredit is awarded for scores of 3, 4, or 5 on the Advanced Placement Examination. For acurrent list of approved exams, minimum scores, and credits granted, please refer to theChapman website.

28 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURESCredit by Examination: College-Level Examination Program (CLEP) & DANTESSubject Standardized Tests (DSST)Chapman accepts ACE minimum requirements on selected CLEP and DSST GeneralExaminations and Subject Examinations. A current listing of acceptable exams and thecredit awarded may be found on the Chapman website under Registrar/University CollegeServices/Transfer. Any exam submitted for credit must meet the minimum scorerequirements regardless of student's catalog year and when the exam was taken.Regulations Governing Credit by Examination1. When credit through examination is awarded, a grade of pass "P" is recorded. It is notincluded when computing the grade point average.2. After a student has been admitted, enrolled and is attending his/her first session ina bachelor degree program, a student may take each exam only once. If they do notreceive a passing score, they will be required to complete the necessary coursework.3. Students are encouraged to consult with an academic advisor concerning the degreeapplicability of the CLEP/DANTES test prior to registering for it.4. It is the students' responsibility to verify that the CLEP/DANTES test will count in thedegree program. Credit by examination will not be awarded when a student haspreviously been awarded credit for the equivalent course.5. A maximum of 32 credits may be earned in passing courses by examination.6. Credits earned through CLEP/DANTES may be counted towards fulfilling generaleducation, major or elective requirements. Credits earned through CLEP/DANTES willbe awarded for lower division credit only.Military CreditChapman evaluates credit for both military service and military coursework for academiccredit using ACE guidelines. No more than 46 credits may be accepted for U.S. militarycoursework. The 46 credits include 6 credits for U.S. military service. No more than 6 ofthe 46 credits may be accepted at the upper-division level. All military credit acceptednormally applies as general elective credit unless reviewed and approved by the Dean forcredit within the major. Credit will be determined by the registrar's office upon admissionand receipt of appropriate official documentation. Documentation varies by branch of theU.S. military but is generally satisfied by one of the following: DD-214 and DD-295, orofficial transcripts from AA-Arts, SMART or Community College of the Air Force. Policyregarding military credit is subject to periodic review by Chapman University College. Seeyour advisor regarding general program information.Peace Officer Standards and TrainingChapman University will award credit upon receipt of appropriate official documentationfor successful completion of education and training received from the CaliforniaCommission on Peace Officer Standards and Training for a Basic POST Certificate:* Peace Officer Standards and Training (POST) – 15 semester hours of lowerdivision block credit will be awarded and applied to general elective credits forthe successful completion of the California POST Basic Certificate. All credit willbe considered lower division general elective credit. No partial credit forindividual courses will be awarded.

UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES 29Note that if the academy/training credits earned at the community college are part of astudent’s AA program, then the awarding of that credit will be included in the 60 creditblock AA/AS limit, and not considered outside of that limit.Prior Learning Assessment by PortfolioEvaluation of prior learning assessment by portfolio is a process based on the learningstudents have gained through life and/or work experiences. Successful portfoliodevelopment is predicated on rigorous self assessment of prior learning using DavidKolb's Model of Experiential Learning, and a demonstration of strong narrative andexpository writing skills. To be eligible to submit a portfolio for evaluation, the studentmust have successfully completed ENGU 103, or its equivalent, and LBSU 305. Thelearning documented in the portfolio must match an appropriate CUC course, and aseparate portfolio is required for each 3 credit hours attempted. Each portfolio isevaluated by a subject matter specialist who determines whether the learningdemonstrated with the documented training and experience meets the learning objectivesof the identified course. If the portfolio meets the standards established for the course,credit is awarded. These credit hours are acceptable for completion of a baccalaureatedegree at CUC. Acceptance of such units for transfer to other institutions is solely at thediscretion of that institution. Students interested in portfolio assessment should meetwith a PLA advisor to see if they are a good candidate for the program. Separate feesapply for each portfolio submitted.Prior Learning Assessment by Portfolio Regulations1. Credit by portfolio is only available for courses listed in the Chapman UniversityCollege Catalog.2. When credit through portfolio is awarded, a grade of pass "P" is recorded. It is notincluded when computing the grade point average.3. Portfolios that successfully meet the established standards will have an appropriatecourse title, course number, credit hours, and "Credit for Prior Experiential Learning"recorded on the transcript.4. Students must be currently admitted, enrolled and attending his/her first session in abachelor degree program at Chapman University to submit portfolios.5. Enrolled students may submit a specific portfolio only once. If they do not receive apassing score, they will be required to complete the necessary coursework if theywish to receive credit.6. Credit by portfolio assessment will not be awarded when a student has previouslybeen awarded credit for the equivalent course.7. Chapman University College courses not eligible for portfolio include, but may not belimited to: Capstone/senior thesis courses; Independent Study Courses; and,Internship Courses.8. A maximum of 30 credit hours may be awarded through Prior Learning Assessmentby Portfolio.9. Credit for Portfolio is limited to undergraduate credit only.General Limitation of Credit1. A maximum of four credits in physical activity courses and 12 credits in applied

30 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURESdramatic art and music ensembles will be counted toward the baccalaureate degree.2. A maximum of 12 credits of Chapman University internship may count toward thebaccalaureate degree. Internship and Cooperative Education credits are not acceptedin transfer.3. Credit is not accepted in transfer from institutions which are not regionallyaccredited.4. Credit granted through "Other Credit Opportunities" including Advanced PlacementExamination, College Level Examination Program (CLEP), DANTES SubjectStandardized Tests (DSST), Military Credit, Prior Learning Assessment by Portfolio,and Peace Officer Standards and Training (POST) does not count toward ChapmanUniversity College residency requirements.Full- and Half-Time StudentsStudents enrolled in 12 or more credits in a semester are considered “full-time”.Students enrolled in 6-11.5 credits in a semester are considered “half-time”. ChapmanUniversity College strongly advises that students taking more than 6 credits in any onesession consult with their academic advisor/faculty.Undergraduate Class LevelChapman students are classified according to the number of academic semester creditsthey have completed. Students who have completed 29.9 credits or fewer are consideredfreshmen; 30 to 59.9 credits, sophomores; 60 to 89.9 credits, juniors; and 90 credits andabove, seniors.Course Numbering SystemUntil the fall semester, 1971, lower-division courses were numbered 1 through 99; upperdivisioncourses, 100 through 199; and graduate courses, 200 and above. Unlessotherwise indicated on the transcript, courses numbered 100-199 gave graduate creditsto students who were admitted to graduate standing.Beginning in the fall semester, 1971, courses are numbered as follows:001-099 Non-credit courses, e.g. certain remedial courses or continuing educationcourses not carrying credit;100-299 Lower-division courses of freshman and sophomore level; freshman level 100-199 and sophomore level 200-299;300-399 Upper-division courses of junior and senior level which do not give graduatecredit;400-499 Upper-division courses of junior and senior level which may give graduate creditfor graduate students, depending on program;

UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES 31500-599 Graduate courses for graduate students and seniors by consent of departmentchair;600-699 Graduate courses for graduate students only;700-799 Post-master's/doctoral courses;800-999 Professional coursework;0001-0999 Professional coursework;8000-8999 Professional coursework;9000-9999 Professional coursework.Change of AddressStudents must notify the University of any change of address. This can be done viaWebAdvisor or through the local campus.Inter-University College Campus TransferStudents wishing to transfer from one University College campus to another must submita Campus Transfer Request form to the new campus. The new campus will request a copyof the student file.Attendance PolicyClass attendance policies are determined by each instructor and shall be included on thecourse outline distributed during the first week of each class. The University recommendsas a minimal policy that students who are absent 20% of the course should be failed.Registering for ClassesStudents register for each session via WebAdvisor or at their campus location.Registration is not complete until all charges are paid or arrangements for payment havebeen made with the Student Business Services staff by the add/drop deadline. Studentswho wish to register after the add deadline, must petition and pay a late registration fee ifapproved. See academic calendar for registration deadlines.Add/Drop ProcedureTo add a class, a student must do so through WebAdvisor or submit an Add/Drop form tothe campus by the end of the first week of the session.

32 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURESTo drop a class a student must do so through WebAdvisor or submit an Add/Drop form tothe campus by the end of the second week of the session. Drops that are officiallyprocessed prior to or by the end of the second week will not appear on the student'stranscripts. After the second week of the session, student that wish to withdraw from acourse must do so by the end of the seventh week, either via WebAdvisor or bysubmission of an add/drop form. A grade of "W" will appear on the student's transcriptsindicating the withdrawal. Students cannot drop a course beyond the seventh week of thesession. It is the student's responsibility to officially withdraw from a course. Failure toattend a course does not constitute a withdrawal from a course. Students who stopattending courses without officially withdrawing will receive an "FW" (failure to withdraw). Agrade of "FW" is calculated as 0.0 in student's grade point average.Administrative DropStudents who do not attend a class during the first two weeks of classes will beadministratively dropped, unless they make arrangements with the instructor prior to thefirst day of class. Students should not assume that nonattendance will automaticallyresult in an administrative drop. To avoid financial obligation to the University it is theresponsibility of the student to verify that he/she has been dropped from the course bycompleting an Add/Drop form, or by dropping courses via WebAdvisor.Complete Course Withdrawal ProceduresStudents who do not attend a class during the first two weeks of classes will beadministratively dropped, unless they make arrangements with the instructor prior to thefirst day of class. Contact may be made in-person, by mail, email, fax, telephone orWebAdvisor. A student who stops attending classes without notifying the University willreceive a grade of FW” (failure to withdraw). A grade of “FW” is equivalent to a failing (“F”)grade and is calculated as such when determining grade point averages.Students must officially withdraw before the end of the seventh week of classes in orderto avoid being responsible for a grade in their classes. Although a student will be unable toreceive a “W” grade, financial aid recipients who wish to withdraw after the seventh weekshould contact the Office of the Registrar in order to retain their financial aid for thesession in which they are withdrawing.Interrupted EnrollmentStudents may find it necessary to interrupt progress during their course of study, leaveChapman and decide to return at a later date. Students who leave the University in goodstanding and return within ten consecutive sessions, do not need to reapply, and willretain the program requirements of their designated catalog year.The University may require students to adopt the catalog year program requirements atthe time of their return if a program has become impacted or changed by externalregulatory agencies.

UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES 33If students take coursework during their absence from the University, they must providetranscripts of that coursework to the Registrar's Office prior to their return. Nonsatisfactoryperformance or issues of academic integrity may nullify the student's eligibilityto return.Re-admissionStudents returning after a ten consecutive session absence from the University arerequired to submit a full application for re-admission and must meet all current admissionentrance requirements.Grading SystemAll grades are on a 4.0 scaleA = 4.0 C = 2.0A- = 3.7 C- = 1.7B+ = 3.3 D+ = 1.3B = 3.0 D = 1.0B- = 2.7 D- = 0.7C+ = 2.3 F = 0.0I (plus a grade) is given when the student has been unable to complete the requirementsof the course owing to illness or other extenuating circumstances. When entered it iscalculated as the grade the student will earn if the incomplete is not removed within thetime prescribed by the instructor. (IA, IA-,IB+,IB,IB-,IC+,IC,IC-,ID+,ID,ID-, INP)W signifies that a student has withdrawn from a course in the prescribed manner.FW is assigned at the instructor’s discretion to students who cease attending part waythrough the session without submitting a Change of Program form to withdraw. It iscomputed in the grade point average as an “F”.P is for Pass, a grade given for satisfactory completion of a course. Grade points are notassigned and it is not computed in the grade average.NP is for No Pass, a grade given when the requirements for credit in the course have notbeen satisfied. Courses taken with this grade are not calculated in the student’s gradepoint average but are considered by the Academic Standards Subcommittee regardingstudent continuance.SP is for Satisfactory Progress. This grading symbol is used to indicate a student isprogressing toward the completion of a course which does not end by the normal sessionending date or of a thesis or project. It is never a final grade. Upon completion of thecourse or thesis project, the SP grade is replaced with a letter grade, HP, P, or NP gradingsymbol. No grade points are assigned for HP, P, or NP grades.AU is for audited coursework. No grade or credit is awarded to students for auditing, andcourses are not used in computing the grade point average.

34 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURESNR is for Not Reported, indicating that the instructor has not submitted the final grade,therefore no credits or grade points can be calculated for this course.R on the transcript indicates a repeated course (highest grade calculated in GPA).Pass/No PassStudents may select Pass/No Pass as a grading option at the time they initially register forcourses via WebAdvisor. Certain courses require letter grades only, while certain coursesallow only Pass/No Pass as the grading option. Such restrictions are noted in the coursedescription.Undergraduates may take up to 6 semester credits of coursework per year on a Pass/NoPass basis, excluding courses offered only on a pass/no pass basis. Students shouldconsult with their advisor regarding the choice of P/NP for courses in the major.After initial registration in a course, in order to change the grading to P/NP, students mustsubmit a change of grading request via Chapman email to the Registrar’s Office atregistrars@chapman.edu by the end of the seventh week of the session. Once a course isgraded students cannot request a change in grading option.P grades are granted if the student earned an equivalent to “C” or above in the course.NP grades are given if the student earned an equivalent to "C-" or below. In either case,grade points are not assigned and the grade is not computed in the student's grade pointaverage.Students who take a course Pass/No Pass, cease attending part way through thesemester and fail to withdraw will receive an “FW” grade.Course AuditStudents may audit a class if they choose to do so. No credit is earned from auditedclasses. A grade of "AU" is assigned to audited classes, which is not used in computingthe grade point average. Course requisites are enforced in determination of registrationeligibility for the course. Audit fees may be assessed. It is strongly recommended thatstudents confer with their advisor prior to officially auditing a course.Students may select Audit as an option at the time they initially register for courses viaWebAdvisor. After initial registration in a course, in order to change the grading basis toan Audit students must submit a change of grading system form to the Registrar's Officeby the end of the seventh week. Changes in grading basis cannot be done viaWebAdvisor. Students may not change a grading system from an Audit to a letter grade.Course requirements such as homework, exams and papers are not graded by theinstructor for students who are auditing a class.

UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES 35Courses Repeated for Higher GradesAny undergraduate-level course numbered 100 - 499 at Chapman may be repeated toimprove the grade. The lower grade remains on the record with a notation that the coursehas been repeated. Only the higher grade and credit are computed in the cumulativegrade point average. Credit is given only once for a repeated course, except as noted inthe course description. It is recommended that a course be repeated as soon as practicalif it is to be taken for a higher grade. In exercising this option, an undergraduate studentmust repeat the course at Chapman University College. If the content of a courseaccepted in transfer is duplicated by coursework taken at Chapman, credit for thetransferred course will be removed from the student record. Both the Chapman gradeand the transfer grade will be calculated within the cumulative grade point average.IncompletesInstructors may issue a grade of Incomplete only when the major portion of a course hasbeen completed satisfactorily, but health or other emergency reasons prevent the studentfrom finishing all requirements in the course. The Incomplete process may not be used fora student to improve a grade or receive extra time to complete requirements. Duringcareful consultation with the student, the instructor will determine the deadline for allwork to be completed and submitted, which shall be no longer than one year from thedate the Incomplete was issued. The approved Incomplete and deadline will be recordedin the course grading system. The student is responsible for knowing the deadline and therequirements for course completion.When issuing an incomplete grade, instructors will issue the grade the student would haveearned by assessing scores on all graded requirements, preceded by an “I” (e.g. IC-, ID+).This grade is determined by including zero points for the missing assignment(s) in thecalculation of the final grade. If the agreed upon course work is not completed in theperiod allotted and an extension has not been granted, the initial grade issued, withoutthe “I”, will become the grade of record. If the instructor determines that the studentwould receive an “F” grade based upon the zero point calculation, then an “I” is enteredas the final grade, with zero credit given and no grade points calculated. “I” grades willbecome “F” or “NP” if the agreed upon coursework is not completed in the period allotted.For final grades other than “I” (e.g. IC-, ID+), students will receive credit for the course atthe time the initial grade is entered. The initial grade is calculated in both the term andcumulative GPA, to be updated if and when the subsequent grade is submitted.Reading and Conference CoursesReading and conference courses are offered only when absolutely necessary to senior orgraduate students with a Chapman University grade point average of at least 2.75. Thecourses may be taken only for the purpose of meeting graduation or credentialrequirements by students who could not meet the requirements because ofcircumstances beyond their control. They are not offered to resolve scheduling conflictswith other classes, or work, or to complete a schedule. To enroll in reading and conference

36 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDUREScourses, students must obtain a Request for Course by Reading and Conference formfrom their campus. A minimum of 5 hours of instruction for each credit is required forreading and conference courses.Independent Study and ResearchIndependent study and research is offered to upper-division and graduate students withoverall grade point averages of at least 3.0 “B”, to research particular topics that are notprovided by regular curriculum offerings. To enroll in independent study and research, astudent must obtain an Independent Study and Research form from their campus. Aminimum of 5 hours of instructor-student contact for each hour of credit is required.Students should spend 40 to 50 hours in instruction and research for each credit ofindependent study.Standards of Academic IntegrityAs a community of scholars, Chapman University College emphasizes the mutualresponsibility of all members to seek knowledge honestly and in good faith. Students areresponsible for doing their own work, and academic dishonesty of any kind will not betolerated anywhere in the University. In order to safeguard the conditions under whichscholarship is performed, measured, and evaluated, the following will serve to defineacademic dishonesty, to identify procedures for hearing cases involving academic integrityviolations, and to give suggested guidelines for sanctions according to the offense.A. Academic Integrity ViolationsAcademic dishonesty can take a number of forms. It includes, but is not limited to,cheating on a test or examination; claiming the work of another as your own; plagiarizingany paper, research project, or assignment; or falsely submitting material to fulfill courserequirements.Cheating includes unauthorized copying from the work of another student, with or withoutthat student's consent, using notes or other unauthorized material during a test period,and giving or receiving assistance from another when it is expected the student willperform his or her own work.Falsifying data to show either the process or the product of scholarly examination to bedifferent from what actually occurred is also considered dishonest. This includes falselyreporting attendance or participation in any field-work experience.Students may not submit work done in one course to satisfy the requirements of anothercourse, unless both instructors agree beforehand to accept such work. Forged or altereddocuments may not be presented. This includes transcripts, add/drop forms, or anyacademic form which has been falsified or on which a professor's signature, or anyoneelse's signature, has been forged or altered.Failure to report any previous academic work at another college or University isconsidered a violation of academic integrity.

UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES 37B. Procedures for Hearing and InvestigationIn cases involving academic integrity violations, the appropriate action is initiated by thecourse instructor. If the instructor believes a student has violated the Universitystandards, the following action should be taken:1. The instructor must contact the student(s) to discuss the possible violation. If thetransgression occurs during class, as during a test or examination, the instructorshould deal with the situation at that time. Otherwise, the student(s) will meet withthe instructor for the purpose of settling the issue of guilt or innocence. If thestudent(s) admits guilt, or if the instructor and student(s) involved agree a violationtook place, then an appropriate sanction may be set at that time. A report of thisaction will be filed with the appropriate campus, appropriate Dean, and AcademicIntegrity Committee Chair.2. If the student(s) does not admit guilt, if an agreement upon sanction cannot bereached, or if any party does not agree with the resolution of the specific issue ofacademic integrity, then the matter will be taken up with the appropriate Dean. In thiscase, the Dean will contact the involved faculty member and the student(s) in aneffort to resolve the matter, and initiate whatever action is deemed appropriate.3. If there is dissatisfaction with the decision and recommendation made by the Dean,any of the parties may request a hearing through the University College AcademicIntegrity Committee. In this instance, the committee will take whatever action isdeemed necessary to answer questions and determine the truth of each particularcase4. Finally, if any party still feels extenuating circumstances or new information was notadequately considered by the Academic Integrity Committee, or that the sanctionsimposed are unfair, the matter may be brought on appeal to the Vice Chancellor ofAcademic Affairs for final disposition. At this juncture, the Vice Chancellor will thentake whatever action is deemed appropriate. The Vice Chancellor of Academic Affairsdecision is final and binding.In all cases of alleged violations of academic integrity it is vital to maintain confidentiality.None of the parties involved should discuss the issue outside the above procedures.Dismissal for a violation of academic integrity will be noted on the transcript.Procedures Concerning Student Classroom BehaviorFaculty members are responsible for ensuring an effective learning environment for allstudents in their classes, which encourages active student participation, including theright to raise questions and challenge information. Hence, faculty members also have theresponsibility and authority to maintain appropriate student behavior. Classes are definedas including laboratories, internships, field placements, or any settings that can bedesignated as a learning environment, such as travel studies and field trips.Consequently, if a student is considered to be threatening or disruptive in the classroom,behaves in a way that interferes with the learning of other students, or refuses to fulfill theacademic requirements of the course, the faculty member has the right to have thestudent who demonstrates such behavior removed from the class, either by administrative

38 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURESwithdrawal or by making arrangements for the student to complete the requirements inabsentia.The faculty member should immediately report the matter to the Dean and CampusDirector. Refer to student conduct code for hearing procedure.Grade Review PolicyFaculty/Instructors have the final authority in assigning student grades except for casesinvolving clear evidence of capricious grading or failure to follow the professionalstandards of a discipline or field. All requests for review of grade must be filed within 30days from the date that the grade was posted in WebAdvisor.Faculty/Instructors may change final grades after submission to the Registrar's Office onlyfor clerical error. Once a grade is submitted, additional work may not be assigned toenable the student to receive a higher grade.However, a student who believes he or she has received a grade that is capricious orbased on standards that are not in line with the professional standards of a discipline orfield must contact the faculty/instructor for an explanation of the grade and for possiblereconsideration.If, after meeting with the faculty/instructor, the grade dispute is not resolved, the studentmay submit a written request for review by the Dean. If the Dean finds merit in thestudent's request, the Dean will review the grade assignment with both the student andfaculty/instructor and determine the final grade. If necessary, the Dean will notify theOffice of the Registrar of a change in grade.At the end of Grade Review Process, each student has the right of an academic appeal.Appeal of the Dean's decision regarding grade review are made to the Vice Chancellor ofAcademic Affairs. Students must file their appeal with the Vice Chancellor of AcademicAffairs within 30 days after receipt of notification of the decision rendered by the Dean.The appeal must state the reasons for the request and provide evidence that the studenthas attempted to find remedy by discussing the matter with the faculty/instructor and theDean. Specific and credible evidence that a grade in the course may have been assignedcapriciously or outside the professional standards of a field or discipline must be provided.The decision of the Vice Chancellor of Academic Affairs is final and binding.

UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES 39Undergraduate Academic Probation and DismissalAcademic ProbationA degree seeking undergraduate student whose cumulative GPA falls below 2.0 after twoenrolled sessions at Chapman University College will be placed on probation. Students onacademic probation will be expected to consult with their advisor for guidance andassistance regarding improving their academic status. When placed on probation, astudent must obtain a cumulative GPA of 2.0 or higher at the end of the third enrolledsession of probation status. Failure to do so may result in dismissal.(Veterans: see Veteran’s section of the catalog regarding academic probation anddismissal)Academic DismissalAny student on probation whose cumulative GPA has not reached at least a 2.0 at the endof the third enrolled session of probation status is subject to academic dismissal from theuniversity. The CUC Academic Standards Committee will review such cases and will makea recommendation to the Vice Chancellor of Academic Affairs. The decision of the ViceChancellor of Academic Affairs will be final and binding.The action of dismissal will be placed on the official transcript. A student who has beendismissed will be administratively withdrawn from the university and may not continuecoursework.Academic Probation and Dismissal policies are separate from and in addition to policiesgoverning dismissal for violating academic integrity or dismissal for inappropriate studentbehavior.Students seeking to be readmitted may do so after one year by petitioning the CUCAcademic Standards Committee. The CUC Academic Standards Committee will reviewsuch cases and will make a recommendation to the Vice Chancellor of Academic Affairs.All students who return after academic dismissal will be placed in a probation status.PetitionsA petition is a request to waive an academic policy, procedure, or ruling.Students may file a petition to request an exception to a Chapman University Collegepolicy, procedure, or ruling. Students must explain fully why the University should actfavorably on the petition, citing any exceptional conditions, mitigating circumstances,and/or conditions beyond the student's control. Copies of documentation to support thestudent's claim must be provided.Petitions to exception to CUC Policy will be reviewed by the Academic StandardsSubcommittee. Requests regarding curricular issues within a student's major (i.e. coursetransfer, course articulations, course substitutions, etc.) will be reviewed and decisionsrendered by the Dean. Petitions regarding general education curricular issues outside ofstudents' major will be reviewed by the Academic Standards Subcommittee.

40 UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURESAppeals to the decisions of the Academic Standards subcommittee and the Dean aremade to the Vice Chancellor of Academic Affairs. See Academic Appeals and Deadlinesection.Academic Appeal and DeadlinesAn appeal is a review of a petition decision based on unfair process, discrimination, orbias. It is not a reconsideration of the merits of the decision.Each student has the right of academic appeal. Appeals of the Academic StandardsSubcommittee and the Dean decisions are made to the Vice Chancellor of AcademicAffairs.Students who are dissatisfied with the action taken on by the Academic StandardsSubcommittee or the Dean have a maximum of 30 days after receipt of notification toappeal to the Vice Chancellor of Academic Affairs.Requests from the Vice Chancellor of Academic Affair's Office for additional informationmust be provided by the student to the University within 30 days of receipt of request;failure to provide documentation will result in a denial of the appeal.The Vice Chancellor of Academic Affairs will review the case for appropriate procedure andfairness. The Vice Chancellor of Academic Affair's decision is final and binding.Graduation with Latin HonorsA student with high academic achievement throughout his or her University career may beawarded Latin honors. To be eligible to graduate with Latin honors, the student must havea Chapman grade point average and cumulative grade point average, including all transferwork, at or above the specific honors category. In addition, a minimum of 54 creditsmust be Chapman coursework, taken for a letter grade.Categories of honors are cum laude (3.5 GPA); magna cum laude (3.7 GPA); and summacum laude (3.9 GPA).GraduationApplication for Degree ConferralAlthough a student may have completed all requirements, graduation is not automatic.Every degree candidate is required to file an Application for Degree Conferral with theOffice of the Registrar and pay the appropriate fee. If the student should fail to completerequirements by the intended graduation date, the student must immediately request afuture graduation date or the application will automatically be rolled forward to the nextdegree conferral date, but no more than four times. If a student should fail to completerequirements by the fourth roll forward date and has not requested the application beforwarded to a future date, then a new Application for Degree Conferral must be filed

UNDERGRADUATE ACADEMIC POLICIES AND PROCEDURES 41along with the appropriate fee. Submission of the Application is done via WebAdvisor. Forinformation and application deadlines go to www.chapman.edu/RegOffice/default.aspChapman confers degrees for University College students 5 times during the academicyear. See the academic calendar for dates. All degree requirements, including but notlimited to incompletes, internships, JWP, missing grades, etc. must be completed by thelast day of the month in which the degree is to be conferred. Work completed at externalinstitutions must be received on or before the conferral date in order to be considered inmeeting degree requirements.CommencementFormal university commencement ceremonies are held in the Spring. To participate inceremonies students must file a "Commencement Attendance Reply." To be eligible forparticipation, at the time of the application deadline students must have filed anApplication for Degree Conferral, and the student's official program evaluation mustindicate that the student is on course to satisfactorily complete all degree requirements(including comprehensive examination, thesis/project, internships, and practicums) by theend of the summer session of that year. Students' receiving degrees subsequent sessionsare entitled to participate in the following Spring commencement ceremonies.Diplomas and TranscriptsDiplomas are mailed out approximately two to four weeks after the date of conferral of thedegree. This allows time for confirmation from the Registrar's Office that all degreerequirements have been met. Under no circumstances will a diploma be released prior tothe conferral date.Transcripts from other institutions which have been presented for admission or evaluationbecome part of the student's academic file and are not returned or copied for distribution.Diplomas or copies of transcripts will not be released to any student with an unpaidbalance to Chapman or a Chapman-sponsored agency. Presently enrolled students mayprint unofficial copies of transcripts at any time via WebAdvisor. Official transcripts areissued only through WebAdvisor or Student National Clearinghouse. Contact the Registrarhomepage: www.chapman.edu/RegOffice/default.asp or office for further processing andfee information.

42 UNDERGRADUATE DEGREE REQUIREMENTSUndergraduate DegreeRequirementsI. Graduation Requirements–Associate of Arts• A minimum of 62 credits is required.• Completion of basic skills (ENGU 103, ENGU 104 and MATU 104 or higher) andbreadth requirements in General Education.• 15 credits in residence with a 2.0 minimum grade point average is required.• The Junior Writing Proficiency Exam (JWP) is not required.• Degree requirements cannot be waived by the CSU or IGETC certification.II. Graduation Requirements–Bachelor of Arts, Bachelor of Science• A minimum of 124 credits.• 36 credits earned in upper-division coursework.• Minimum of 32 credits completed in residence at Chapman; 18 of which must beupper-division credits, 12 of which must be completed in student’s major.• A 2.0 grade point average on a 4.0 scale at Chapman and transfer work.• A 2.0 grade point average in all major and minor coursework. Departments mayhave additional grade requirements.• Successful completion of the Junior Writing Proficiency Exam (JWP).• Resolution of all “CI” and “I” grades.• LBSU 300 University College Foundation.III. Academic Major Credits and specific courses• See department listing. Students must follow general education and majorrequirements of the same year.Other requirements• A minimum of 21 credits of upper-division coursework in the major; a minimum ofa 2.0 grade point average on a 4.0 scale in the major and in upper-division work.Split major (Bachelor of Arts or Bachelor of Science degrees)• 15 upper-division credits in one department and 21 upper-division credits inanother: consult departments before planning a split major.

UNDERGRADUATE DEGREE REQUIREMENTS 43Double Major• A minimum of 18 credits may not be duplicated by the second major.• Majors must be appropriate to the degree.• Completion of all requirements for both majors.• Second major may be completed before or after awarding of the degree.• Only one diploma will be issued showing the major(s) completed at the time ofgraduation.Bachelor of Science• A minimum of 34 credits (upper and lower-division) in addition to requiredcourses in related fields available for majors in computer information systemsand health systems.IV. Minors• Must be completed in a discipline outside the student’s major or, outside theprimary emphasis area in the social science major.• A minimum of 18 credits, 9 of which, may not be duplicated by the major.• A minimum of 9 upper-division credits.• A minimum of 6 upper-division credits completed in residence.• 2.0 cumulative average and 2.0 GPA for all upper-division coursework.• Minors may be completed only in those departments listing specific minorrequirements.• Students may only declare a minor in a department if the student's home campusoffers the major in that department.V. Electives• Course of the student’s own choosing taken beyond requirements of generaleducation and major/minor in order to meet minimum credit requirements forgraduationVI. Second Bachelor’s degree• Once a degree is conferred, if a student does not fall within the InterruptedEnrollment limits, he/she must apply for re-admission to seek a second bachelordegree, major or minor.

44 UNDERGRADUATE DEGREE REQUIREMENTS• 32 semester credits in residence beyond the minimum requirements for the firstbachelor’s degree for a minimum of 64 credits in residence and a minimum totalof 156 semester credits.• Degrees may be pursued concurrently; diplomas may be awarded concurrently.• The Junior Writing Proficiency Exam (JWP) is waived for all bachelor degreeholders from another regionally accredited institution.• LBSU 300 University College Foundations is waived for all bachelor degreeholders from another regionally accredited institution.• Chapman waives basic subjects and general education breadth requirements forstudents with bachelor’s degrees that include at least 28 semester credits ofChapman acceptable work distributed in the social sciences, humanities, andnatural sciences from regionally accredited institutions.General Education RequirementsThe General Education Program is based on a set of first principles that define thecharacteristics of a Chapman graduate. A Chapman graduate is expected to be competentin the following basic skills:• Language expression (oral and written) and critical thinking• Mathematical and quantitative reasoning• The use of technology to access, organize, analyze and present informationDedicated to the breadth that a liberal arts education provides, Chapman University alsoexpects its graduates to achieve an understanding of the following concepts:• Fundamental issues in ethics and morality and the use of ethical analysis andmoral reasoning in the pursuit of a more just and humane world;• The historical, philosophical and political wellsprings of contemporary Americansociety;• Other cultures in order to contribute to a world where societies with different ordivergent values and perspectives increasingly come into contact;• The fundamental processes of nature and the methodologies of science by whichhumankind has come to understand these processes;• The creative process in the fine and performing arts;• Works of literature and the other humanities;• The interdependence of disciplines, particularly the connections between achosen major and those areas of study encountered in the general educationcore curriculum and electives;• The competency required by a major field or discipline;• The ability to integrate personal expectations and prior learning with degreeplanning and career objectives.

UNDERGRADUATE DEGREE REQUIREMENTS 45I. Basic Skills (12 credits)Writing and Critical Thinking Skills: (6 credits)ENGU 103ENGU 104Oral Expression or Critical Thinking: (3 credits)Communication or a college level course in critical thinkingQuantitative Skills: (3 credits)MATU 104 or higher or any statistics courseUsing Technology:(Embedded throughout the curriculum)II. Breadth Requirements (30 credits)Humanities (12 credits from a minimum of three areas)English, Foreign LanguagesFine ArtsHumanities/Liberal StudiesPhilosophyReligious StudiesNatural Sciences (6 credits)Social Sciences (12 credits from a minimum of three areas)Economics/Organizational LeadershipHistoryPolitical SciencePsychologySocial Science/other related areasSociology/Criminal JusticeIII. University College Foundations: (3 credits)LBSU 300IV. Writing Proficiency Requirement:Successful passing of the Junior Writing Proficiency Examination (JWP) after completion ofa minimum of 60 credits and ENGU 104 or documentation of passing an equivalent midpointWriting Proficiency Exam from another accredited university.Students who receive a score of “failing” on the JWP Exam must enroll in ENGU 300 andpass it with a grade of C “2.0” or higher.Students who receive a score of "deficient" on the JWP Exam may either retake the testand receive a "passing" score or enroll in ENGU 300 and pass it with a grade of C "2.0" orhigher. The test may be taken more than once and the requirement should be completedby the time the student achieves senior standing.

46 UNDERGRADUATE DEGREE PROGRAMSUndergraduate Degree ProgramsApplied StudiesLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesBachelor of ArtsThe Bachelor of Arts in Applied Studies is designed for students who desire to build upontheir technical/occupational background and transition into administrative, leadership, orsupervisory roles. The Bachelor of Arts in Applied Studies integrates applied developmentcourses throughout the curriculum, advancing the student’s career and educational goals.This degree provides a generalists’ view of organizational strategies, informationtechnologies, leadership, cultural business perspectives, and sociological developmentutilizing coursework from liberal studies, organizational leadership, computer informationsystems, and sociology.The BA in Applied Studies is unique and known in higher education as an “upside down”degree whereby students receive their specialized training at the community college levelfirst and then complete a broad overview of cross- disciplinary coursework. This programis designed as a degree completion program. The capstone experience gives students anopportunity to showcase their expertise and mastery of learning outcomes. In addition, theelective credits permit students to customize their degree program.The BA in Applied Studies provides students with a background in multiculturalperspectives, sociological change, technological advances, and leadership theory whichhelp prepare them for promotions in the workplace, greater efficiency and effectiveness inthe workforce, and enhanced self-assessment and inquiry.Learning Outcomes• Communication: Demonstrate ability to write, speak, and listen effectively• Ethics and Social Responsibility: Examine one’s personal ethical position within anorganizational context• Multicultural Awareness: Compare and analyze the various cultural perspectives inthe business environment• Self-Assessment and Inquiry: Develop one’s critical analysis skills as applied to theclassroom and the workplace• Interpersonal Dynamics: Assess relational strategies of leadership and supervisionin actual and virtual situationsAdmissions RequirementStudents must complete an Associates of Arts (A.A.) or Associates of Science (A.S.) degreefrom a regionally accredited community college/university in the United States prior toseeking admission to the Bachelor of Arts in Applied Studies.

APPLIED STUDIES 47Foundation Courses (24 credits)LBSU 305 Prior Learning Assessment Portfolio Development 3OLCU 301 Supervision and Leadership 3OLCU 350 Leadership and Professional Ethics 3CSCU 315 Organizational Information Systems 3SOCU 415 Sociology of Organizations and Institutions 3SOCU 453 Sociology of Social Conflict, Analysis, and Resolution 3OLCU 425 Leadership in Diverse and Multicultural Organizations 3LBSU 495 Applied Studies Senior Capstone Portfolio/Project 3Electives (12 credits) (Must be upper division)Students may select courses from the following disciplines: Communication, ComputerInformation Systems, Criminal Justice, Food Science & Nutrition, Health ServicesManagement, History, Human Resources, Humanities, Liberal Studies, Mathematics,Organizational Administration, Organizational Leadership, Philosophy, Political Science,Psychology, Religious Studies, Social Science, or SociologyTotal Units for the Bachelor of Arts in Applied Studies 36

48 UNDERGRADUATE DEGREE PROGRAMSComputer Information SystemsLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesWalter L. Bunch, M.S.Edward Chen, Ph.D.Danny L. Lamb, M.S.Bachelor of ScienceFrom financial analysis to space exploration, from civil engineering to development ofinformation systems, applications of computing are crucial to nearly every modern humanendeavor. The Bachelor of Science degree program in Computer Information Systems(CIS) at Chapman University College provides a sound foundation in informationtechnology principles and practice.The emphasis is on applications of information technology rather than the computer itself.Core technology areas include programming, computer architecture, operating systems(OS), data communication, systems analysis and design, database applications, andsoftware engineering. The program also includes a significant general businesscomponent, as business topics are integrated into many CIS courses. In addition, the CISprogram allows its students to earn an Information Technology certification as an electiveoption towards their degree. With both the B. S. degree and the Information Technology(IT) certification, students will be more employable and ready to enhance their career.Graduates of the CIS program are prepared for a variety of careers in computerinformation system and information technology, especially in the design, implementation,and management of business information systems. The job descriptions of CIS graduatesinclude systems analysis, programming, data communications, end-user support,database administration, consulting, and top management. The program also preparesstudents for graduate study in information technology, business and related fields.All courses taken in the major program must be passed with a grade equivalent of "C" orhigher. Courses may be used to fulfill both major and general education requirements.lower-division core requirements (21 credits)MATU 104 Pre-Calculus Mathematics 3MATU 203 Introduction to Statistics 3MATU 250 Discrete Mathematics I 3ORGU 202 Accounting 3CSCU 210 Intro to Programming - Visual Basic 3CSCU 230 Computer Programming I 3CSCU 252 Computer Architecture I 3*Note: Courses in the CIS major are taught in Java. The CSCU 230 transferred in must bein an OO language. If it is not in Java, the student is expected to learn Java prior to takingupper division courses and may audit in CSCU 230 or take the one-credit CSCU 219 forthat purpose.

COMPUTER INFORMATION SYSTEMS 49upper-division requirements (21 credits)ORGU 308 Economics and Organizations 3CSCU 353 Data Communication and Computer Networks 3CSCU 380 Operating Systems 3CSCU 408 Database Management 3CSCU 410 Structured Systems Analysis and Design 3CSCU 411 Software Engineering (capstone) 3OLCU 350 Leadership and Professional Ethics 3electives (12 credits)one upper-division CSCU course plus three other upper-division courses from CSCU, ORGUor OLCU 315orobtain one of the following certifications plus one upper-division computer sciencecourse:Network Administrator Certificate (CCNP, MCSE)Database Administrator Certificate (Oracle DBA, MCDBA)total credits 54Note regarding non-Chapman certifications: Only one certificate is allowed. Certificatesmust be current industry recognized ones. Credits for certificates cannot be used forgeneral elective credits. Student cannot get credit for both the certificate and theindividual courses that may relate to the completion of that certificate.Minor in Computer Information Systemslower-division requirements (9 credits)CSCU 210 Intro to Programming - Visual BASIC 3CSCU 230 Computer Programming I 3CSCU 252 Computer Architecture I 3upper-division requirements (9 credits)CSCU 383 Project Management 3OLCU 315CSCU 315Organizational Information Systems 3electiveone upper-division course from CSCU or ORGU 3total credits 18

50 UNDERGRADUATE DEGREE PROGRAMSCriminal JusticeKurtis Takamine, Ed.D., Interim Dean, Professional StudiesRobert Dunkley, Ph.D.Robert Hill, D.P.A.Bachelor of ArtsWho commits crime? Is the United States correctional system tough or easy on criminals?Has Homeland Security effectively created a safer environment in a post 9/11 world?Chapman’s undergraduate Criminal Justice program leads students to examine these andother questions about the scientific study of criminal behaviors in their complexsociological settings. Our program imparts leadership skills to a new class of specialist –a dedicated person who employs professional knowledge of social and organizationalgroups and the individuals within them to enhance the fairness and effectiveness of theAmerican criminal justice system.Our course offerings are highly inter-disciplinary and provide incoming students with abroad perspective and include courses in organizational leadership, political science andsociology as well as the more traditional criminal justice courses. Our program isstructured both for students wishing to enter criminal justice careers as well as for adultlearners with extensive law enforcement experience.All courses taken in the major program must be passed with a grade equivalent of “C” orhigher. Courses may be used to fulfill both major and general education requirements.basic skills (9 credits):SOCU 101 Introduction to Sociology 3SOCU 201 Social Research Design 3one of the following:OLCU 350, PHLU 120, PHLU 304, RELU 120, RELU 375 3core requirements (18 credits):CJCU 250 Introduction to the Administration of Criminal Justice 3POSU 240 Introduction to Law 3SOCU 420 Deviant Behavior 3SOCU 450 Social and Political Theory 3SSCU 497 Integrative Seminar for the Social Sciences I 3SSCU 498 Integrative Seminar for the Social Sciences II 3Criminal Justice Institutions (12 credits):POSU 344 Constitutional Rights 3SOCU 415 Sociology of Organizations 3CJCU 380 Corrections 3CJCU 403 Police and Society 3Major Electives (9 credits);at least one course must be upper division, and students may choose from criminaljustice (CJCU), organizational leadership/administration (OLCU/ORGU). political science(POSU), psychology (PSYU), social science (SSCU), or sociology (SOCU) courses.total credits 48

CRIMINAL JUSTICE 51Minor in Criminal JusticeA minor in criminal justice requires a total of 18 credits chosen from the criminal justicemajor and distributed as outlined below.minor core:CJCU 250 Introduction to the Administration of Criminal Justice 3CJCU 380 Correctional Systems 3CJCU 403 Police and Society 3minor electives: (9 credits at least one must be upper division)Any three courses from the criminal justice major above.total credits 18

52 UNDERGRADUATE DEGREE PROGRAMSEarly Childhood DevelopmentLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesRosanne Rinear, Ed.D.Bachelor of ArtsThe Bachelor of Arts in Early Childhood Development prepares an individual planning for acareer in the various fields related to early childhood. This program focuses on crossdisciplinecoursework in human development, education and early childhood and includesboth theoretical and practical applications. Students will explore the cultural and socialinfluences of the family and the community in the holistic development of young children.The upper division Early Childhood Development coursework encapsulates currentthinking and research in the key areas of early literacy, preschool first and secondlanguage acquisition, observation, assessment, and intervention.The capstone course examines current research and practice in early childhood educationand explores professional organizations and issues of advocacy for young children.Students will create and present a final portfolio based on standards for early childhoodeducators as prescribed by the National Association for the Education of Young Children(NAEYC).Although not required for admission, the program is designed to complement previousearly childhood educational training and fieldwork typically received in community collegeswith state approved teacher permit programs. Upper division coursework can providestudents with the depth of study required for entry into graduate studies in earlychildhood. The early childhood development program provides students with a broadunderstanding of developmentally appropriate practices in the education of youngchildren and a strong foundation for working with children and families in social andeducational settings.All courses taken in the major program must be passed with a grade equivalent of "C" orhigher. Courses may be used to fulfill both major and general education requirements.Degree Requirements (45 credits)Human Development (18 credits)PSYU 101 Introduction to Psychology 3PSYU 323 Child Development 3PSYU 398 Pediatric Neuropsychology 3PSYU 317 Cognitive Psychology 3SOCU 393 Child Abuse 3SOCU 399 Sociology of the Family 3Education (6 credits)EDUU 413 Student Health & Safety 2EDUU 414 Physical Education in Elementary School 1EDUU 451 Educational Applications of Computers 3

EARLY CHILDHOOD DEVELOPMENT 53Early Childhood Education (12 credits)EDUU 321 Developing Children's Cognitive Readiness in Literacy 3EDUU 325 Observation, Developmental Assessment and Intervention 3EDUU 330 Preschool First and Second Language Learners 3EDUU 465 Research and Practice in Early Childhood Development(capstone)3Cross-Cultural (3 credits from the following)COMU 315 Intercultural Communications 3PSYU 421 Cross-Cultural Psychology 3SOCU 404 Global Family Systems 3SSCU 350 Human Diversity 3Major Electives (6 credits from the following)ARTU 450 Teaching the Visual Arts 3ENGU 450 Literature of Children & Adults 3LBSU 310 Music, Movement & Drama 3MATU 206 Math for Elementary School Teachers 3MUSU 222 Musical Cultures of the World 3total credits 45

54 UNDERGRADUATE DEGREE PROGRAMSHealth Services ManagementKurtis Takamine, Ed.D., Interim Dean, Professional StudiesMelissa Biel, M.S.N., D.P.A.Donald R. Johnston, Ph.D.Bachelor of ScienceChapman's program in health services management offers a multidisciplinary study ofmanagement principles with application to health care, disease prevention, andpopulation health management. The program is designed for mid-career healthprofessionals whose responsibilities have expanded into management areas as well as forpersons in a career transition and recent junior college graduates. The program provides acurriculum which meets the demands and required flexibility of the changing and dynamichealthcare industry. Our program provides a solid core of health services courses offeredin the evening to meet the needs of fully-employed adults. The curriculum is designed tointegrate theory and practice, combining both technical and communication skills.The health services management major consists of 39 credits of coursework.core requirements (30 credits)HSCU 300 Introduction to Health Services 3HSCU 304 Marketing for Health Services 3HSCU 321 Health Services Management 3HSCU 395 Legal Aspects of Health Services 3HSCU 408 Program Planning and Evaluation 3HSCU 452 Epidemiology 3OLCU 315 Organizational Information Systems 3COMU 301 Advanced Public Speaking orCOMU 410 Organizational Communication 3MATU 203 Introduction to Statistics 3HSCU 498 Senior Project 3three of the following (9 credits)(courses must be upper division)HSCU 410 Public Health Administration 3HSCU 429 Topics in Health Care 3HSCU 431 Complementary Medicine 3HSCU 432 Disease Prevention 3HSCU 440 Drugs and Society 3HSCU 441 Special Topics in Chemical Dependency 3HSCU 470 Health Care and Aging 3HSCU 471 Issues in Aging 3HSCU 472 Geriatric Health Care and Public Policies 3HSCU 491 Health Services Management Internship 3total credits 39

LEGAL STUDIES 55Legal StudiesLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesWilliam Sokoloff, Ph.D.Bachelor of ArtsThe BA in legal studies is designed to prepare undergraduates for entry into professionswhere knowledge of the legal/constitutional order is expected. These fields include law,public administration, and city government/management positions. The legal studiesdegree consists of courses that give students the theoretical, historical, social, andpolitical foundations to understand law in a democratic polity. Research, critical thinking,and argumentation are crucial components of this degree. Legal studies students whoplan to go on to law school should consider taking a preparatory LSAT course and internfor a judge at a local court.Legal Studies Learning Outcomes• Demonstrate knowledge of competing theories of the law• Demonstrate knowledge of the impact the unequal distribution of wealth has on thelegal order• Demonstrate knowledge of how a bill becomes a law• Demonstrate knowledge of the relationships between law, power, democracy,punishment, rights, and citizenship• Demonstrate knowledge of major Supreme Court decisions• Demonstrate knowledge of the historical foundations of the American legal order• Demonstrate knowledge of the role social movements have played in the Americanlegal order• Demonstrate proficiency in original research, critical thinking, and argumentationMajor Core Requirements (18 credits)SOCU 101 Introduction to Sociology 3POSU 110 Introduction to American Politics 3SOCU 201 Social Research Design 3SOCU 450 Social and Political Theory 3SSCU 497 Integrative Seminar for the Social Sciences I 3SSCU 498 Integrative Seminar for the Social Sciences II 3Required Legal Studies Upper-Division Courses (15 credits)POSU 301/ PHLU 301 History of Political Philosophy I 3POSU 302/ PHLU 302 History of Political Philosophy II 3POSU 342/ HISU 323 The Western Legal Tradition 3POSU 344/ HISU 324 Constitutional Rights 3HISU 397/ SSCU 397/SOCU 397Social Movements in the Sixties 3

56 UNDERGRADUATE DEGREE PROGRAMSElective Legal Studies Upper-Division Courses (12 credits)ENGU 305 Business Writing 3HISU 330 America and Its Revolution: The Bonfires of Change 3POSU 445/ CJCU 445 Moot Court 3POSU 499 Independent Study 3PSYU 395 Psychology, Ethics and the Law 3PSYU 496/ CJCU 530 Survey of Forensic Psychology 3SOCU 328 Social Inequality/ Stratification 3SOCU 380/ CJCU 380 Correctional Systems 3SOCU 403/ CJCU 403 Police and Society 3SOCU 440/ CJCU 440 Drugs and Society 3SOCU 453 Sociology of Social Conflict, Analysis, and Resolution 3SOCU 460/ CJCU 460 White Collar Crime 3Total credits in major 45Minor in Legal StudiesA minor in Legal Studies requires a total of 18 credits distributed as outlined below:POSU 110 Introduction to American Politics 3POSU 240 Introduction to Law 3SOCU 450 Social and Political Theory 3Any three courses from Required Legal Studies Upper-Division Courses orElective Legal Studies Upper-Division Courses9Total Credits in minor 18

LIBERAL STUDIES 57Liberal StudiesLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesArmando Arias Jr., Ph.D.Ronald Ball, Ph.D., Ed.D.Les Clements, Ph.D.John Freed, Ph.D.Bruce Hamlett, Ph.D.Bachelor of ArtsNearly all contemporary human problems are more failures of imagination, observation,analysis, interpretation, communication, common sense, integrity, courage to act, faith,compassion or introspection than insufficiencies of material means to solve them. Theseare the areas of competency addressed in liberal studies. Literary critic Harold Bloomrecently asked, "Where can wisdom be found?" Ciero answered him almost two thousandyears before: "Not to have knowledge of what happened before you were born , is to becondemned to live your life as a child."The Liberal Studies program at Chapman's University College primarily serves twosignificantly different but related types of students and therefore has two options: theMultiple Subjects Teaching Emphasis and the Culture and Media Studies Emphasis.Liberal Studies with the Multiple Subjects Teaching Emphasis is the undergraduatemajor of choice for the individual desiring to teach in an elementary classroom. Studentswith an interest in media arts, cultural and historical studies may want to choose the moreflexible degree-completion pathway of the Culture and Media Studies Emphasis. (NOTE:Students interested more specifically in the social sciences should consider the B.A. inSocial Science. Those students more interested in studying early childhood shouldconsider the B.A. in Early Childhood Development.)I. The Multiple Subjects Teaching EmphasisBuilding on the interdisciplinary foundation of LBSU 300, the multiple subjects teachingemphasis encompasses college instruction in the subjects that are commonly taught inCalifornia's elementary schools (K-8) and is designed to prepare the student to pass thestate CBEST and CSET examination. (CSET Prep courses are offered through extendededucation), and gain direct entry into a state-approved teacher credentialing programeither at Chapman or at another university. NOTE: The post-baccalaureate credentialprogram at Chapman University College requires a minimum undergraduate GPA of 2.5 forthe last 60 semester hours for admission.All courses taken in the major program must be passed with a grade equivalent of "C" orhigher. Courses may be used to fulfill both major and general education requirements.

58 UNDERGRADUATE DEGREE PROGRAMSA. Multiple Subjects Core Requirements: (33 credits)ARTU 450 Teaching the Visual Arts 3EDUU 413 Student Health and Safety 2EDUU 414 Physical Education in the Elementary School 1EDUU 451 Educational Applications of Computers 3ENGU 450 Literature of Children and Young Adults 3ENGU 471 Introduction to Linguistics 3POSU 110Introduction to American. PoliticsorHISU 303/POSU 343 Constitutional Government 3HISU 372 California History 3LBSU 310 Music, Movement and Drama 3LBSU 401 The Tapestry of a Liberal Studies Education 3MATU 206 Math for Elementary School Teachers 3PSYU 323 Child Development 3B. Depth of Study Concentration: (9 credits)choose one set from the following:1. Language Arts:literature (English or other language) 200 level or higher 3advanced writing 200 level or higher (excluding ENGU 300) 3COMU 315 Intercultural Communications 32. Social Science:SOCU 101 Introduction to Sociology 3HISU 105, 106, 110, 112(or equivalent other than United States history) 3one additional upper division history or political science course 33. Early Childhood Education:choose nine credits from Early Childhood Education courses 9(These may be transferred in. ECE courses must be eligible for CSU/UC transferability.)total credits 42NOTE: Teacher Credential Programs: A California Multiple Subject, Single Subject orEducation Specialist teaching credential requires both proof of subject mattercompetence — i.e. passing score on the appropriate CSET and CBEST — and completion ofan approved credential program. Students seeking one or more of the teachingcredentials must make formal application to the teacher credential program. See yourprogram advisor for information about the requirements and procedures for applying tothe appropriate teacher credential program.

LIBERAL STUDIES 59II. The Culture and Media Studies EmphasisIn the early 21st century, we face "culture wars" in the United States and around the globeas competing ideologies share an ever shrinking planet. How did we get here? Where arewe going? Where do we want to go?The Culture and Media Studies Emphasis seeks to address such concerns by immersingstudents in the various ways of human creating, valuing, knowing and behaving in order toprovide a fuller appreciation of the human condition throughout its cultural history. Thestudy of the humanities is "discovery learning" itself, as Freud attests, "The poets andphilosophers before me discovered the unconscious. What I discovered was a scientificmethod by which the unconscious could be studied."The artistic, historical, religious and philosophical traditions of global cultures areexamined through meditated lenses that were shaped by the political and ethicalreference points of the West. The Western lens itself is a subject of study and reflection.This humanities-based approach is interdisciplinary by its very nature exploring theintersection of high and popular culture; economics and politics; visual and verballanguage and literacy; ethnic and gender identities, and technology and media. In theseways this emphasis is closely related to "cultural studies." This emphasis richly containsthe artistic treasure trove that has been made so accessible to our desktops by means ofnew electronic media technologies.This curriculum is especially useful for students to customize their study of the humanitieseither generally or more concentrated in a specific discipline.This emphasis can also be good preparation for students seeking a single subjectteaching credential in language arts and/or social studies or for those preparing formultiple subjects credentialing. NOTE: These students might consider electing to takeLBSU 401 as part of their undergraduate degree completion program.Students pursuing the Culture and Media Studies Emphasis must receive a gradeequivalent of at least "C" for courses taken to fulfill major requirements. Courses may beused to fulfill both major and general education requirements.A. Culture and Media Studies core courses (30 credits)Language and Media Arts:Literature (English or other language) 200 level or higher 3Advanced writing 200 level or higher (excluding ENGU 300) 3COMU 315 Intercultural Communications 3HUMU 345 Art, Technology and Culture 3COMU 372 Electronic Media 3Cultural and Historical Studies:POSU 110 Introduction to American Politics 3orHISU 303/ POSU 343 Constitutional Government 3one from the following:ENGU/HUMU/SOCU 347 Society, Culture and Literature 3ENGU / SSCU 449 Multicultural Perspectives 3

60 UNDERGRADUATE DEGREE PROGRAMSone from the following:PHLU 104 Introduction to Ethics 3PHLU /RELU 120 Global Ethics and Religion 3OLCU 350 Business and Professional Ethics 3PHLU 304 Multicultural Ethics 3RELU 375 Violence and Nonviolence in Society and Religion 3two other upper division courses in:economics, history, political science, organizational administration (ORGU) orsocial science (SSCU)6B. Culture and Media Studies Concentration:12 additional credits with a minimum of 9 of them upper divisionStudents must choose their concentration area from such humanities disciplines as art,communications (including SOCU 310 and SOCU 311), English, foreign languages,history, humanities, liberal studies, music, philosophy, religious studies or a similar setof disciplines approved by the program chair.C. Capstone course (3 credits)LBSU 402 Ways and Rhetoric of Knowing 3total credits 45

PSYCHOLOGY 61Organizational LeadershipKurtis Takamine, Ed.D., Interim Dean, Professional StudiesJanet Cooper Jackson, Ph.D.Edward Funk, D.S.L.Tracy Gibson, Ph.D.Keith Hilton, Ph.D.Alexis Olds, Ph.D.George Timberlake, Psy.D.Glenn Worthington, Ed.D.Bachelor of ArtsThe Bachelor of Arts in Organizational Leadership focuses on understanding andtranscending barriers to individual and organizational effectiveness. The program providesa curriculum which links theory and practice to promote seven program learningoutcomes:• Communication: The ability to write, speak, and listen effectively.• Critical Inquiry and Reflective Practice: The ability to read, reflect, and thinklogically and engage in critical analysis leading to thoughtful action.• Social and Interdisciplinary Perspective: The ability to understand the historicalantecedents and current forces that shape our lives and influence our beliefs andactions.• Multicultural and International Perspective: The ability to view and appreciate theworld from cultural perspectives other than our own.• Ethical and Social Responsibility: The development of ethical values that enhancehuman dignity and justice.• Self-Directed and Lifelong Learning: The development of an enhanced sense ofpersonal autonomy and initiative that flows from the process of learning and acorresponding ability to define and pursue learning needs throughout one’s life.• Values-based Leadership: The development of an attitude and aptitude forleadership that stresses inclusion, empowerment, and service to others.The program is ideally suited for students with strong interests or experience inleadership, management and/or administration. Depending on the emphasis areachosen, students with degrees in organizational leadership are prepared for entry- andmid-level supervisory positions in a wide range of administrative careers or for graduateschool in a variety of academic disciplines. (Not all emphasis areas or courses may beoffered at all campuses.)Students wishing to major in organizational leadership are encouraged to complete theprerequisite requirements before the start of their junior year. Transfer credits may beapplied toward major requirements, subject to all university guidelines or the approval ofthe Program Chair or designee. Students must attain at least a “C+” (2.30) grade pointaverage in all required work with no course below a “C-” (1.70). All required courses mustbe taken for a letter grade where the option exists.

62 UNDERGRADUATE DEGREE PROGRAMSThe organizational leadership major consists of 48 credits of coursework, including 18credits in electives or a pre-selected emphasis area, and 6 credits in a research project.This project should be completed toward the end of the student’s program.A minor in organizational leadership (18 credits), a master of arts (36 credits), andgraduate certificates in organizational leadership and organization development are alsooffered. Contact the organizational leadership program coordinator at your campus formore information.Departmental HonorsStudents who are majoring in organizational leadership are eligible for departmentalhonors if they meet the following criteria:1. Chapman University GPA of 3.80 or higher2. Organizational Leadership Major GPA of 3.80 or higher3. Complete a special project (OLCU 499) in which he/she examines some aspect inorganizational leadership which results in a paper of publishable quality.Bachelor of Arts in Organizational Leadershipfoundation courses (12 credits)OLCU 300 Organizational Behavior 3OLCU 350 Leadership & Professional Ethics 3OLCU 400 Theory & Practice of Leadership 3OLCU 425 Leadership in Diverse & Multicultural Organizations 3competencies (12 Credits)COMU 410 Organizational Communication 3OLCU 303 Organization Development & Change 3OLCU 325 Leadership Skills Development Lab 3OLCU 414 Team Building 3electives/emphasis areas (18 credits in electives) 18(See “Electives/Emphasis Area” below)research project (6 credits)OLCU 486 Research Project I 3OLCU 487 Research Project II 3total credits 48

PSYCHOLOGY 63Electives/Emphasis Area (18 credits in electives)Upon admission, each student develops a plan for electives in the degree program.Electives may lead toward a formal emphasis area in Organizational Administration orOrganizational Communications (see below). Students who do not wish to develop aformal emphasis area, which are not designated on the student's transcript, may select18 elective credits to meet individual educational and professional goals, and may beselected to build either functional career skills and/or career context awareness. With theassistance of their advisor, students may design an emphasis area that reflects theircareer goals. Approved electives include courses from the following programs:Organizational Leadership, Human Resources, Health Services Management, CriminalJustice, Organization Administration and Communication. Electives may also be selectedfrom other programs with advisor and Dean approval. At least 9 credits must be upperdivision (300+). Internship and independent study credits do not count toward anemphasis area, but do count as electives in the major.Emphasis in Organization AdministrationMost appropriate for students contemplating a career in leadership, management and/oradministration. This emphasis addresses the fundamentals of management andadministration. This emphasis will be designated on the student’s transcript. Studentsselect six courses (18 credits from the following):required (3 credits)OLCU 315 Organizational Information Systems 3plus any five of the following (15 credits)ORGU 202 Accounting 3ORGU 308 Economics and Organizations 3ORGU 403 Finance 3ORGU 404 Marketing 3ORGU 405 Policy Formulation and Implementation in Organizations 3HRCU 406 Legal Issues in Human Resources 3HRCU 425 Social and Technological Change 3HRCU 430 Conflict Resolution* 3HRCU 445 Human Resource Studies 3*Also can be taken as SOCU 453

64 UNDERGRADUATE DEGREE PROGRAMSEmphasis in Organizational CommunicationThe emphasis in organizational communication combines the dynamics of speechcommunications with the principles of organizational leadership. Together, these skillsprepare students to effectively utilize interpersonal, presentation, and writtencompetencies in organizational communications. This emphasis will be designated on thestudent’s transcript. Students select six courses (18 credits from the following):required (6 credits):COMU 210 Theories of Persuasion 3COMU 301 Advanced Public Speaking 3plus four of the following (12 credits)COMU 215 Communicating About Business 3COMU 270 Internet Communications 3COMU 370 Principles of Public Relations 3COMU 371 Writing for Public Relations 3COMU 410 Organizational Communication 3Minor in Organizational LeadershipConsistent with the department’s commitment to educate students about and forleadership, a minor in organizational leadership is offered as an option to students whoprefer to major in a different academic subject, but who wish to supplement theiracademic program with leadership studies. Students desiring or contemplating a minor inorganizational leadership should file their Intent to Minor with the offering department nolater than their junior year or as soon as possible. Filing does not obligate the student.Internship and independent study credits do not count toward the minor.Minor requirements (18 credits)foundation courses (9 credits)OLCU 300 Organizational Behavior 3OLCU 350 Leadership and Professional Ethics 3OLCU 400 Theory and Practice of Leadership 3plus one of the following (3 credits)OLCU 425 Leadership in Diverse and Multicultural Organizations 3SSCU 449 Multicultural Perspectives 3COMU 315 Intercultural Communications 3electives (6 credits) two of the followingOLCU 150 Introduction to Organizational Communication 3OLCU 200 Methods of Critical Inquiry 3OLCU 305 Survey of Leadership 3OLCU 315 Organizational Information Systems 3OLCU 320 Selected Topics in Organizational Leadership 1-3OLCU 325 Leadership Skills Development Lab 3OLCU 414 Team Building 3OLCU 450 Organization Structure and Design 3ORGU 308 Economics and Organizations 3ORGU 403 Finance 3ORGU 404 Marketing 3ORGU 405 Policy Formulation and Implementation in Organizations 3

PSYCHOLOGY 65PsychologyLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesMarnie Elam, Ph.D.William Gibson, Ph.D.Mary-Margaret Hylton, Ph.D.Darra Lynn Martin, Ph.D.Judy Matthews, Ph.D.Michael J. McGuire, Ph.D.David Monson, Ph.D.Kathleen Ringenbach, Ph.D.Richard Sinacola, Ph.D.Jeffrey Stone, Ph.D.Debra Warner, Psy.D.The mission of the department of psychology is to help students acquire a broad-basedknowledge in the field of psychology in its historical and cultural contexts, both as anempirical science of human behavior and as a foundation for a professional career inhuman services.Bachelor of ArtsChapman University College offers an undergraduate program in psychology. Theundergraduate curriculum emphasizes critical thinking, methods of inquiry, researchmethodology, psychology processes, and the application of psychological principles todiverse areas of human behavior. Students are encouraged to complete elective coursesthat provide a strong theoretical background and the application of psychology in a fieldthat best suits students’ professional goals. Students are encouraged to participate inpractical fieldwork experience and elective independent research projects. Each student’smajor is individually designed around a core of lower- and upper-division courses coveringhistory and theories, critical thinking, statistics, research, physiological psychology, andthe capstone Senior Thesis courses. Overall, the psychology undergraduate curriculum isdesigned for students who want to prepare for graduate study in psychology or relateddisciplines, for graduate study in fields where knowledge of human behavior would bebeneficial, for professional careers in psychology or for baccalaureate-level careers inhuman services or in psychological support settings.The core foundation curriculum in psychology provides the student with the essentials ofpsychological science and thought. Culminating with the senior thesis, the core curriculumproduces an integration of the student’s goals and objectives with psychology’s presentand future. In addition to the core foundation curriculum, students pursue a curriculum ofelectives in psychology chosen in consultation with their psychology academic advisor.Students pursuing the psychology degree must receive at least a “C” grade in allcourses used to satisfy the degree requirement. Moreover, psychology major coursestaken while attending Chapman cannot be satisfied with a “Pass” grade under a pass/nopass grading system. In addition to PSYU 101, a total of 6 lower division credits in thepsychology elective area will be accepted for credit by CLEP and DANTES examinations.

66 UNDERGRADUATE DEGREE PROGRAMSDepartmental HonorsStudents who are majoring in psychology are eligible for departmental honors if they meetthe following criteria:1. Chapman University GPA of 3.7 or higher2. Psychology Major GPA of 3.8 or higher3. Receive an A in PSYU 499 (3 credits)Degree Requirements (48 credits)core foundation in psychological science (24 credits)PSYU 101 Introduction to Psychology 3PSYU 203 Statistics for the Behavioral Sciences 3PSYU 301 Scientific Writing in Behavioral and Social Sciences 3PSYU 304 Research Methods for the Behavioral Sciences 3PSYU 333 Physiological Psychology 3PSYU 351 History & Systems of Psychology 3PSYU 478 Senior Project/Thesis I 3PSYU 479 Senior Project/Thesis II 3Electives in Psychology (24 credits) (18 units must be upper division)Students who are transferring credits from an accredited college or university maytransfer in a total of 6 lower-division elective credits in psychology excluding personaldevelopment or personal adjustment courses.PSYU 201 Critical Thinking in Psychology 3PSYU 302 General Psychology Seminar 3PSYU 310 Psychology of Learning 3PSYU 315 Sensation and Perception 3PSYU 317 Cognitive Psychology 3PSYU 319 Motivation and Emotion 3PSYU 322 Theories of Personality 3PSYU 323 Child Development 3PSYU 324 Adolescence 3PSYU 328 Abnormal Psychology 3PSYU 336 Social Psychology 3PSYU 348 Psychological Approaches to Literature 3PSYU 391 Youth At-Risk 3PSYU 395 Topic Courses in Psychological Process 3PSYU 398 Pediatric Neuropsychology 3PSYU 415 Sports Psychology 3PSYU 416 Human Communications Workshop 3PSYU 418 Community Mental Health 3PSYU 421 Cross-Cultural Psychology 3PSYU 428 Introduction to Clinical Psychology 3PSYU 432 Introduction to Psychological Measurement 3PSYU 436 Health Psychology 3PSYU 440 Human Sexuality 3PSYU 444 Psychology of the Lesbian and Gay Experience 3PSYU 448 Psychology in Literature and Film 3PSYU 450 Introduction to Counseling 3

PSYCHOLOGY 67PSYU 455 Family Systems and Dynamics 3PSYU 481 Organizational Psychology 3PSYU 492 Intern Program: Fieldwork Practicum in Psychology 1-3PSYU 495 Topic Courses in Psychological Application 3PSYU 499 Independent Study 1-3total credits in major 48Minor in PsychologyThere are two tracks for a psychology minor. The general track is designed to enhanceknowledge of a psychological process and/or area within the discipline. The applied trackis designed to provide exposure to the essential skills and procedures underlying the useof psychological processes and procedures. Students seeking a psychology minor shoulddiscuss the selection of track and courses with a psychology division advisor.Requirements for Psychology Minor:general track (18 credits)PSYU 101, 203, 304 core foundation courses 9Three upper-division elective courses in psychology 9applied track (18 credits)PSYU 101 core foundation course 3Five upper-division elective courses in psychology 15

68 UNDERGRADUATE DEGREE PROGRAMSSocial ScienceLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesArmando Arias Jr., Ph.D.Ronald Ball, Ph.D., Ed.D.Les Clements, Ph.D.Robert Dunkley, Ph.D.Bruce Hamlett, Ph.D.Robert Hill, D.P.A.Marjorie Hunt, Ph.D.Andrea Hyde, Ph.D.Jeremy L. Korr, Ph.D.William Sokoloff, Ph.D.Leslie Wasson, Ph.D.Bachelor of ArtsThe world is changing. New technologies appear constantly while ethnic and internationalconflicts continue to affect our lives. Complex processes of social change, transience, andglobalization create both amazing opportunities and difficult choices. No single disciplinecan keep up with all these events and explain them fully. The Social Science programseeks to encompass the diverse areas of social, political, cultural, economic,organizational and technological processes and their interactions.This major is designed for the student who desires a broader background or overview ofparticular fields of study. The major offers opportunities for emphasis in specific subjectareas while maintaining an inclusive perspective. This integrated focus will help developcritical reasoning and analytical skills, comparative perspectives, and a broad knowledgebase about the world.The Social Science major is ideal for students who are seeking careers in governmentservice, journalism, advertising, teaching, library science, law and politics. Additionally,students are prepared for work in research, consulting and for graduate study.In concert with the mission of Chapman University College, the Social Science Programseeks to promote the following competencies:• Scientific Methods/Quantitative and Qualitative Research Skills• Classical and Contemporary Social Science Theories• Complex Systems Analysis• Interdisciplinary Global and Historical Perspectives• Professional Writing and Presentation Skills• Organizational and Technological SkillsAll courses taken in the major program must be passed with a grade equivalent of “C” orhigher. Courses may be used to fulfill both major and general education requirements.

SOCIAL SCIENCE 69major core requirements (18 credits)SOCU 101 Introduction to Sociology 3PSYU 101 Introduction to Psychology 3SOCU 201 Social Research DesignorPSYU 304 Research Methods 3SOCU 450 Social and Political Theory 3SSCU 497 Integrative Seminar for the Social Sciences I 3SSCU 498 Integrative Seminar for the Social Sciences II 3concentration area requirements (36 credits)Choose three areas from the disciplines of criminal justice, history, organizationalleadership, political science, psychology, social science and sociology as a first, secondand third concentration area and complete upper division courses minimally distributedas follows. The first concentration choice represents the primary emphasis area of theprogram.first concentration (emphasis) area 15second concentration area 12third concentration area 9total credits 54

70 UNDERGRADUATE DEGREE PROGRAMSSociologyLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesMarjorie Hunt, Ph.D.Cid Martinez, M.A.Michael Perez, Ph.D.Leslie Wasson, Ph.D.Bachelor of ArtsWe are all social beings; we must live in society and find ways to interact with others andmake sense of the world that we create. Sociology is the study of our diverse ways ofinteracting and of the kinds of institutions and social systems we build. We both shapeand are shaped by society.Sociology is the study of how society organizes itself. The subject matter includes socialinstitutions and culture, community life, family patterns and relationships, social change,social movements, gender and ethnic relations, race, social class, demographics, valuesystems, deviant behavior, conflict, mass media, health-seeking behavior, and the peopleand institutions of other societies and cultures.Sociology is a valuable liberal arts major for students planning careers in educational,governmental and corporate settings. The undergraduate major provides the foundationfor careers in social work, urban planning, public health, gerontology, medicine, law,criminal justice, social service agencies and other fields where an understanding of andknowledge of social institutions, social interaction, and a range of research techniques areneeded. The sociology major also prepares students to enter graduate study programsand the student may choose between emphases in either sociology or social work.All courses taken in the major program must be passed with a grade equivalent of “C” orhigher. Courses may be used to fulfill both major and general education requirements.Emphasis in SociologySociology core requirements (21 credits)MATU 203 Statistics 3SOCU 101 Introduction to Sociology 3SOCU 201 Social Research Design 3SOCU 345/PSYU 336 Social Psychology 3SOCU 450 Social and Political Theory 3SSCU 497 Integrative Seminar for the Social Sciences I 3SSCU 498 Integrative Seminar for the Social Sciences II 3Sociology electives (18 credits)Fifteen credits must be upper division, and may come from sociology (SOCU), criminaljustice (CJCU) or social science (SSCU).total credits 39

SOCIOLOGY 71Emphasis in Social WorkSocial work teaches students how to analyze social problems and human needs and todesign and implement programs to remedy these problems.The social work emphasis can lead to careers working with families and children infederal, state and county agencies, in human resource management and in the legalsystem. The emphasis also prepares students in enter graduate studies in social work.(M.S.W.)Sociology core requirements (21 credits)MATU 203 Statistics 3SOCU 101 Introduction to Sociology 3SOCU 201 Social Research Design 3SOCU 450 Social and Political Theory 3SOCU 345/PSYU 336 Social Psychology 3SSCU 497 Integrative Seminar for the Social Sciences I 3SSCU 498 Integrative Seminar for the Social Sciences II 3Social work core requirements (9 credits)SOCU 293 Introduction to Social Work 3SOCU 390 Socialization through the Life Span 3SOCU 492 Social Work Practicum 3Social work electives (15 credits)choose five courses from the following (four must be upper division):PSYU 323 Child Development 3PSYU 324 Adolescence 3SOCU 204 Marriage and the Family 3SOCU 211 Social Problems 3SOCU 328 Social Inequality/Stratification 3SOCU 393 Child Abuse 3SOCU 394 The Sociology of Self 3SOCU 396 Population and Demography 3SOCU 397 Social Movements in the Sixties 3SOCU 398 Women at Work 3SOCU 399 Sociology of Family 3SOCU 412 Victimless Crimes 3SOCU 426 Crime and Delinquency 3SOCU 440 Drugs and Society 3SOCU 480 Topics in Sociology of Health 3SOCU 482 Gerontology 3total credits 45

72 UNDERGRADUATE DEGREE PROGRAMSMinor in SociologyA minor in sociology requires a total of 18 credits distributed as followsSOCU 101 Introduction to Sociology 3SOCU 201 Social Research Design 3one of the followingSOCU 450 Social and Political Theory 3SOCU 345/PSYU 336 Social Psychology 3three upper division sociology courses 9total credits 18

NUTRITION AND WELLNESS 73Undergraduate CertificatesNutrition and WellnessLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesJeremy L. Korr, Ph.D.The 15-credit undergraduate certificate in nutrition and wellness allows students to learnthe foundations of nutrition and health. The program focuses on the biological role of foodand nutrients with applications in wellness and human performance. It also addresses thesociological, economic, political, and economic components of food production,distribution, and consumption, and other dimensions of healthy living. It is designed forindividuals involved in or who are interested in becoming involved in health care, teaching,fitness, sports therapy, human resources, and nutritional advising. Through this program,students develop the knowledge needed to help improve the health and performance oftheir students, patients, or clients through nutrition and exercise.Admission to the certificate program is granted to individuals who meet the standards forregular undergraduate admission to University College.Fifteen credits from Food Sciences and Nutrition (FSNU), LBSU 344, Physical Education(limit 4 credits) Kinesiology and / or Health course work. At least nine credits have to befrom the FSNU grouping and at least nine credits must be taken at Chapman UniversityCollege.

74 GRADUATE ADMISSIONGraduate AdmissionWhile requirements vary in each of Chapman University College’s graduate programs, thissection provides information concerning university-wide admission standards as well asgeneral admission policies and procedures. For specific program admissionrequirements, please refer to the appropriate program section.Applicants seeking admission to graduate programs must submit the following:1. Completed application package listing all institutions attended with an application feeof $50. Applications are available online.2. Official transcripts from all institutions attended. No credits will be accepted fromnon-regionally accredited institutions. Failure to report any previous academic workat another college or university is considered a violation of academic integrity.3. Any additional evidence of eligibility required by the graduate program.Students are not eligible for financial aid until regular admission status is achieved.Official documents (including Option 4 portfolios) submitted for admission considerationbecome property of the University and cannot be returned or copied for distribution.Requirements for AdmissionChapman University College is a member of The Council for Adult and ExperientialLearning (CAEL) which has published a fundamental standard regarding admissionprocesses focusing on the Adult Learner: “The institution uses an inclusive, noncompetitiveadmissions process to determine the best educational match for the adultlearner.”The prospective graduate student in Chapman University College must demonstrate his orher readiness to succeed in graduate-level academic coursework by satisfactorily fulfillingone of the following admission Options. All graduate admissions options listed belowrequire an earned baccalaureate degree from a regionally accredited institution. Specificprogram admission requirements must also be met.Option OneA 3.0 grade point average (GPA) calculated over the most recent 30 graded semester (45quarter) credits completed in either a baccalaureate or post baccalaureate program,including credits earned toward a credential. All credits used for GPA calculation must befrom a regionally accredited institution.Option TwoA GPA between 2.5 and 2.99 (MAE/MAT requires 2.75-2.99) calculated over the mostrecent graded 30 semester units (45 quarter) credits completed in either a baccalaureateor post baccalaureate program, including credits earned toward a credential. All creditsused for GPA calculation must be from a regionally accredited institution. In addition, asatisfactory score on an accepted graduate admissions exam such as the GraduateRecord Exam (GRE), the Graduate Management Test (GMAT), The California SubjectExaminations for Teachers (CSET) or the Miller Analogies Test (MAT). Consult program foracceptable admissions tests and scores.

GRADUATE ADMISSION 75Option ThreeAn earned master's degree or higher from a regionally accredited institution.Option FourSubmission of a portfolio of evidence that shows adequate preparation for graduatestudies. The portfolio will contain: writing samples that show graduate levelcommunications and analytical skills; a detailed resume showing professionaldevelopment and achievements; awards; professional recognition; letters of referencefrom persons who can attest to the applicant’s ability to do graduate level work; and aletter of explanation detailing the reasons the student believes he or she is a goodcandidate for graduate study in the discipline requested. If the portfolio meets substantiveapproval of the reviewers, the applicant may be invited for an interview. The reviewers willforward their recommendation to the CUC admissions committee. The decision of theCUC Graduate Admissions Committee will be final.Conditional AdmissionThis admission status is available for applicants whose final completion of thebaccalaureate degree is pending at the time of application or their degree has beencompleted but not yet conferred. Applicants who have already completed 12 credits ormore in a Chapman credential or graduate program are not eligible for conditionaladmission.Specific requirements for Conditional Admission are:1. Have fulfilled all University College graduate admission requirements and all specificprogram requirements for regular admission.2. Certification by the degree-granting institution that the baccalaureate degree can becompleted at the conclusion of the semester or session specified by the applicant.3. The degree posting date must be prior to the beginning of the semester or session forwhich the applicant has applied.4. No more than twelve credits of graduate coursework may be completed as aconditionally admitted student.A final graduate classification is determined upon completion of the baccalaureatedegree based on graduate admissions policies.Students who complete coursework but who do not complete the admissionapplication process (or are denied and later achieve admission) will be permitted touse only 12 credits of completed coursework toward a degree program.Applicants who can provide documentation from the degree granting institutionverifying that the degree has been completed will be eligible for financial aid.

76 GRADUATE ADMISSIONNon-degree Seeking Post Baccalaureate StudentsStudents who have not been granted regular admission status may be permitted to enrollin graduate courses at Chapman University. See specific program for details. However, nomore than 12 credits of graduate coursework taken prior to achieving regularadmission status may be applied toward a graduate degree at Chapman University.

GRADUATE ACADEMIC POLICIES AND PROCEDURES 77Graduate Academic Policies and ProceduresCatalogThe catalog assigned to newly admitted students is determined by the date of formaladmission. Admission status is valid for one year from date of admission. Students mustmeet the degree requirements of the catalog under which they are admitted or may selecta later catalog for a year in which they are enrolled. However, for all other policies (exceptdegree requirements), students must adhere to the current catalog for each year they areenrolled. Statements in the catalog are for informational purposes and should not beconsidered as the basis of a contract between students and the University. Informationregarding any changes in degree programs, graduation requirements, or academicpolicies will be made available by the Office of the Registrar and the appropriate academicdepartments.Statement of ResponsibilityChapman University College publishes its academic policies, programs and requiredcourses for graduation. The student is responsible for his/her program including meetingthe published requirements and deadlines. The University assists the student in makingappropriate decisions by providing academic advising. However, the decisions made in theacademic advising process are those of the student.Residency RequirementGenerally, a minimum of 24 credits in the degree program must be completed atChapman University College for all master’s degrees. Some programs may vary. Forspecific program requirements, please refer to the appropriate program section. Thesecredits do not include courses taken to fulfill prerequisite requirements. Students incredential programs are required to complete a minimum of two-thirds of the program atChapman.Degree ConferralDegrees and credentials are granted on evidence of intellectual growth and developmentrather than solely on the basis of formal course credits. Fulfillment of the minimum courserequirements is not regarded as the sole requisite of a degree or credential. Refer toappropriate program section as some programs specify more stringent policies.Students are expected to maintain a 3.0 "B" or higher in all coursework toward a degreeor a credential at Chapman University College. A cumulative grade point average of 3.0"B" or higher in all coursework applicable to the graduate degree is required, excludingprerequisite courses.

78 GRADUATE ACADEMIC POLICIES AND PROCEDURESAdmission to a Degree ProgramAdmission is based upon possession of a baccalaureate degree from a regionallyaccredited institution and the fulfillment of requirements specified for each program.Course Requirements1. Credits completed for a baccalaureate degree cannot be accepted for graduatedegree credit.2. Courses completed at the undergraduate level to fulfill prerequisite requirementscannot be accepted for graduate degree credit.3. All graduate degree coursework cross-listed with undergraduate coursework mustdifferentiate course requirements. For example, graduate students enrolled in anycourses in which undergraduates are enrolled must complete additional courserequirements to receive graduate credit.4. At least 15 credits must be in coursework at the 500-600 level.5. The minimum number of credits required for a master’s degree is 30. Somespecializations require more (see the individual degree programs).6. Program Evaluations are the official degree evaluation.7. Challenge exams exist for a limited number of graduate programs such as theConstitution Exam in Education and course prerequisites for the Psychology program.No credit is granted for successful performance on challenge exams.8. No grade below 2.0 "C" is acceptable toward a degree or credential, but is included incalculating the overall grade point average.9. Unless specifically noted, all coursework taken in graduate degree programs must betaken for a letter grade.Full- and Half-Time StudentsStudents enrolled in 9 or more credits in a semester are considered "full-time". Studentsenrolled in 4.5-8.5 credits in a semester are considered "half-time". Chapman UniversityCollege advises that students taking more than 6 credits in any one session consult withtheir academic advisor/ faculty.Course Numbering SystemUntil the fall semester, 1971, lower-division courses were numbered 1 through 99; upperdivisioncourses, 100 through 199; and graduate courses, 200 and above. Unlessotherwise indicated on the transcript, courses numbered 100-199 gave graduate creditsto students who were admitted to graduate standing.

GRADUATE ACADEMIC POLICIES AND PROCEDURES 79Beginning in the fall semester, 1971, courses are numbered as follows:001-099 Non-credit courses, e.g. certain remedial courses or continuing educationcourses not carrying credit;100-299 Lower-division courses of freshman and sophomore level; freshman level 100-199 and sophomore level 200-299;300-399 Upper-division courses of junior and senior level which do not give graduatecredit;400-499 Upper-division courses of junior and senior level which may give graduate creditfor graduate students, depending on program;500-599 Graduate courses for graduate students and seniors by consent of departmentchair;600-699 Graduate courses for graduate students only;700-799 Post-master's/doctoral courses;800-999 Professional coursework;0001-0999 Professional coursework;8000-8999 Professional coursework;9000-9999 Professional coursework.Graduate Prerequisites1. Students are expected to complete all prerequisites within the first year of graduatecoursework at Chapman University College.2. Students may not enroll in any course which specifies a prerequisite unless theprerequisite has been completed.3. Students may not enroll concurrently in the prerequisite for a course and the coursewhich specifies the prerequisite (unless the catalog permits concurrent enrollment).4. A minimum grade of 2.0 “C” or pass is required in all coursework used to fulfillprerequisites.Change of Graduate Degree Program Policies1. Students wishing to add or change their graduate degree program of study mustsubmit a new Graduate Application form.2. To be eligible for a change of degree program, students must have a cumulative 3.0grade point average, no grade below a “C” in Chapman University graduate

80 GRADUATE ACADEMIC POLICIES AND PROCEDUREScoursework, and approval of the program requested for change or addition. Studentsare required to meet all readmission policies/procedures prior to completingcoursework.Second Master’s DegreeThe following regulations govern the earning of a second master’s degree from ChapmanUniversity:1. The second master’s degree may be awarded only in a distinctly different area, i.e.,the student would not be awarded two master’s degrees in education in differingareas of emphasis.2. The student must meet all specific requirements for the second master’s degree.3. The student may not use more than 12 credits of the first master’s degree to satisfythe requirements for a second master’s degree at Chapman.4. In addition, a minimum of 24 non-duplicated credits must be taken for the secondmaster’s degree.Second Emphasis AreaStudents completing a second emphasis area within one master’s degree program maynot use previously completed coursework for one emphasis to fulfill the requirements of asecond emphasis.If a comprehensive examination is required for the second emphasis area, the student willbe required to complete the examination for each emphasis.Transfer Credits and Concurrent Enrollment1. Some degree programs permit 6-15 semester credits to be transferred into theirdegree program. Some degree programs limit transfers to elective credit only. Consultthe appropriate program section of the catalog. Students are responsible for allmaterial covered on the comprehensive examination as required by specific master’sdegrees.2. Students who wish to transfer prior coursework are required to submit a request fortransfer coursework form within two sessions after achieving regular admission.3. The coursework must be taken at a regionally accredited institution and be graduatelevel and/or accepted in a master’s degree program. Correspondence and extensioncourses are not transferable.4. Credit is not awarded for experience, including fulfillment of prerequisiterequirements.5. A grade of no less than 3.0 “B” must have been earned in the course presented fortransfer for all master’s degrees. Credit or Pass coursework is not transferable,unless otherwise noted within specific degree requirements.

GRADUATE ACADEMIC POLICIES AND PROCEDURES 816. The coursework must be relevant to the degree program.7. Transfer of coursework to fulfill required courses is not advised. Please see specificprogram sections for additional information.8. The coursework must have been taken within seven years of completion of thedegree program for which the course is being requested for transfer credit.9. Official transcripts must be submitted.10. If the credits accepted in transfer are not the equivalent of semester units, additionalcoursework must be taken to complete degree credit requirements.11. Requests for transfer of military coursework may be considered as fulfillingprerequisites and elective requirements only (no core courses) for those programswhich accept military credit. Coursework must meet all other transfer requirements.12. In the event that the content of one or more of the required courses is waived but thecoursework is not accepted in transfer, the student must select a substitute with theapproval of the Chair/Dean for additional credits.Change of AddressStudents must notify the University of any change of address. This can be done viaWebAdvisor or through the local campus.Inter-University College Campus TransferStudents wishing to transfer from one University College campus to another must submita Campus Transfer Request form to the new campus. The new campus will request a copyof the student file.Attendance PolicyClass attendance policies are determined by each instructor and shall be included on thecourse outline distributed during the first week of each class. The University recommendsas a minimal policy that students who are absent 20% of the course should be failed.Registering for ClassesStudents register for each session via WebAdvisor or at their campus location.Registration is not complete until all charges are paid or arrangements for payment havebeen made with the Student Business Services staff by the add/drop deadline. Studentswho wish to register after the add deadline, must petition and pay a late registration fee ifapproved. See academic calendar for registration deadlines.

82 GRADUATE ACADEMIC POLICIES AND PROCEDURESAdd/Drop ProcedureTo add a class, a student must do so through WebAdvisor or submit an Add/Drop form tothe campus by the end of the first week of the session.To drop a class a student must do so through WebAdvisor or submit an Add/Drop form tothe campus by the end of the second week of the session. Drops that are officiallyprocessed prior to or by the end of the second week will not appear on the student'stranscripts. After the second week of the session, student that wish to withdraw from acourse must do so by the end of the seventh week, either via Web Advisor or bysubmission of an add/drop form. A grade of "W" will appear on the student's transcriptsindicating the withdrawal. Students cannot drop a course beyond the seventh week of thesession. It is the student's responsibility to officially withdraw from a course. Failure toattend a course does not constitute a withdrawal from a course. Students who stopattending courses without officially withdrawing will receive an "FW" (failure to withdraw). Agrade of "FW" is calculated as 0.0 in student's grade point average.Administrative DropStudents who do not attend a class during the first two weeks of classes will beadministratively dropped, unless they make arrangements with the instructor prior to thefirst day of class. Students should not assume that nonattendance will automaticallyresult in an administrative drop. To avoid financial obligation to the University, it is theresponsibility of the student to verify that he/she has been dropped from the course bycompleting an Add/Drop form, or by dropping courses via WebAdvisor.Complete Course Withdrawal ProceduresStudents who do not attend a class during the first two weeks of classes will beadministratively dropped, unless they make arrangements with the instructor prior to thefirst day of class. Contact may be made in-person, by mail, email, fax, telephone orWebAdvisor. A student who stops attending classes without notifying the University willreceive a grade of FW" (failure to withdraw). A grade of "FW" is equivalent to a failing ("F")grade and is calculated as such when determining grade point averages.Students must officially withdraw before the end of the seventh week of classes in orderto avoid being responsible for a grade in their classes. Although a student will be unable toreceive a "W" grade, financial aid recipients who wish to withdraw after the seventh weekshould contact the Office of the Registrar in order to retain their financial aid for thesession in which they are withdrawing.

GRADUATE ACADEMIC POLICIES AND PROCEDURES 83Interrupted EnrollmentStudents may find it necessary to interrupt progress during their course of study, leaveChapman and decide to return at a later date. Students who leave the University in goodstanding and return within ten consecutive sessions, do not need to reapply, and willretain the program requirements of their designated catalog year.The University may require students to adopt the catalog year program requirements atthe time of their return if a program has become impacted or changed by externalregulatory agencies.If students take coursework during their absence from the University, they must providetranscripts of that coursework to the Registrar's Office prior to their return. Nonsatisfactoryperformance or issues of academic integrity may nullify the student's eligibilityto return.Re-admissionStudents returning after a ten consecutive session absence from the University arerequired to submit a full application for re-admission and must meet all current admissionentrance requirements.Seven-Year LimitationAll requirements for graduate degrees and credential programs, including coursesaccepted for transfer credit from other institutions, must be completed within a seven-yearperiod. Interrupted enrollment does not alter the seven year period for completion of allgraduate degree requirements.Grading SymbolsA Exceptional performance indicates consistently excellent performance and distinctlysuperior quality of work.B Good performance indicates overall satisfactory performance in completing courserequirements at the level expected for an advanced degree.C Substandard performance indicates performance below the standard necessary for anadvanced degree; while credit toward graduation is awarded for most courses, somecourses must be repeated. No grade below “C” is acceptable toward a degree program.F Failure indicates failure to satisfy minimum course requirements. No credit towardgraduation is awarded.

84 GRADUATE ACADEMIC POLICIES AND PROCEDURESI (plus a grade) is given when the student has been unable to complete the requirementsof the course owing to illness or other extenuating circumstances. When entered it iscalculated as the grade the student will earn if the incomplete is not removed within thetime prescribed by the instructor. (IA, IA-,IB+,IB,IB-,IC+,IC,IC-,ID+,ID,ID-, INP)W signifies that a student has withdrawn from a course in the prescribed manner.FW is assigned at the instructor’s discretion to students who cease attending part waythrough the session without submitting a Change of Program form to withdraw. It iscomputed in the grade point average as an “F”.P is for Pass, a grade given for satisfactory completion of a course. Grade points are notassigned and it is not computed in the grade average.NP is for No Pass, a grade given when the requirements for credit in the course have notbeen satisfied. Courses taken with this grade are not calculated in the student’s gradepoint average but are considered by the Academic Standards Subcommittee regardingstudent continuance.SP is for Satisfactory Progress. This grading symbol is used to indicate a student isprogressing toward the completion of a course which does not end by the normal sessionending date or of a thesis or project. It is never a final grade. Upon completion of thecourse or thesis project, the SP grade is replaced with a letter grade, HP, P, or NP gradingsymbol. No grade points are assigned for HP, P, or NP grades.AU is for audited coursework. No grade or credit is awarded to students for auditing, andcourses are not used in computing the grade point average.NR is for Not Reported, indicating that the instructor has not submitted the final grade,therefore no credits or grade points can be calculated for this course.Grading SystemAll grades are on a 4.0 scaleA = 4.0 B = 3.0 C = 2.0A- = 3.7 B- = 2.7 C- = 1.7B+ = 3.3 C+ = 2.3 F = 0.0Course AuditStudents may audit a class if they choose to do so. No credit is earned from auditedclasses. A grade of "AU" is assigned to audited classes, which is not used in computingthe grade point average. Course requisites are enforced in determination of registrationeligibility for the course. Audit fees may be assessed. It is strongly recommended thatstudents confer with their advisor prior to officially auditing a course.Students may select Audit as an option at the time they initially register for courses viaWebAdvisor. After initial registration in a course, in order to change the grading basis (e.g.to Audit) students must submit a change of grading system form to the Registrar's Office

GRADUATE ACADEMIC POLICIES AND PROCEDURES 85by the end of the 7th week. Changes in grading basis cannot be done via WebAdvisor.Course requirements such as homework, exams and papers are not graded by theinstructor for students who are auditing a class.Courses Repeated for Higher GradesExcept as specified by department or school, any graduate-level course number 400-600at University College may be repeated to improve the grade. The lower grade remains onthe record with a notation that the course has been repeated. Only the higher grade andcredit are computed in the grade point average. Credit is given only once for a repeatedcourse, except as noted in the course description. It is recommended that a course berepeated as soon as practical if it is to be taken for a higher grade. In exercising thisoption, a graduate student must repeat the course at Chapman University College.IncompletesInstructors may issue a grade of Incomplete only when the major portion of a course hasbeen completed satisfactorily, but health or other emergency reasons prevent the studentfrom finishing all requirements in the course. The Incomplete process may not be used fora student to improve a grade or receive extra time to complete requirements.During careful consultation with the student, the instructor will determine the deadline forall work to be completed and submitted, which shall be no longer than one year from thedate the Incomplete was issued. The approved Incomplete and deadline will be recordedin the course grading system. The student is responsible for knowing the deadline and therequirements for course completion.When issuing an incomplete grade, instructors will issue the grade the student would haveearned by assessing scores on all graded requirements, preceded by an “I” (e.g. IC-, ID+).This grade is determined by including zero points for the missing assignment(s) in thecalculation of the final grade. If the agreed upon course work is not completed in theperiod allotted and an extension has not been granted, the initial grade issued, withoutthe “I”, will become the grade of record. If the instructor determines that the studentwould receive an “F” grade based upon the zero point calculation, then an “I” is enteredas the final grade, with zero credit given and no grade points calculated. “I” grades willbecome “F” or “NP” if the agreed upon coursework is not completed in the period allotted.For final grades other than “I” (e.g. IC-, ID+), students will receive credit for the course atthe time the initial grade is entered. The initial grade is calculated in both the term andcumulative GPA, to be updated if and when the subsequent grade is submitted.Reading and Conference CoursesReading and conference courses are offered only when absolutely necessary to graduatestudents with an overall grade point average of at least 2.75. The courses may be takenonly for the purpose of meeting graduation or credential requirements by students who

86 GRADUATE ACADEMIC POLICIES AND PROCEDUREScould not meet the requirements because of circumstances beyond their control. They arenot offered to resolve scheduling conflicts with other classes, or work, or to complete aschedule. To enroll in reading and conference courses, students must obtain a Requestfor Course by Reading and Conference form from their campus. A minimum of 5 hours ofinstruction for each credit is required for reading and conference courses.Independent Study and ResearchIndependent study and research is offered to upper-division and graduate students withoverall grade point averages of at least 3.0 “B”, to research particular topics that are notprovided for by regular curriculum offerings. To enroll in independent study and research,a student must obtain an Independent Study and Research form from their campus. Aminimum of 5 hours of instructor-student contact for each hour of credit is required.Students should spend 40 to 50 hours in instruction and research for each credit ofindependent study.Standards of Academic IntegrityAs a community of scholars, Chapman University College emphasizes the mutualresponsibility of all members to seek knowledge honestly and in good faith. Students areresponsible for doing their own work, and academic dishonesty of any kind will not betolerated anywhere in the University. In order to safeguard the conditions under whichscholarship is performed, measured, and evaluated, the following will serve to defineacademic dishonesty, to identify procedures for hearing cases involving academic integrityviolations, and to give suggested guidelines for sanctions according to the offense.A. Academic Integrity ViolationsAcademic dishonesty can take a number of forms. It includes, but is not limited to,cheating on a test or examination; claiming the work of another as your own; plagiarizingany paper, research project, or assignment; or falsely submitting material to fulfill courserequirements.Cheating includes unauthorized copying from the work of another student, with or withoutthat student's consent, using notes or other unauthorized material during a test period,and giving or receiving assistance from another when it is expected the student willperform his or her own work.Falsifying data to show either the process or the product of scholarly examination to bedifferent from what actually occurred is also considered dishonest. This includes falselyreporting attendance or participation in any field-work experience.Students may not submit work done in one course to satisfy the requirements of anothercourse, unless both instructors agree beforehand to accept such work. Forged or altereddocuments may not be presented. This includes transcripts, add/drop forms, or anyacademic form which has been falsified or on which a professor's signature, or anyoneelse's signature, has been forged or altered.

GRADUATE ACADEMIC POLICIES AND PROCEDURES 87Failure to report any previous academic work at another college or University isconsidered a violation of academic integrity.B. Procedures for Hearing and InvestigationIn cases involving academic integrity violations, the appropriate action is initiated by thecourse instructor. If the instructor believes a student has violated the Universitystandards, the following action should be taken:1. The instructor must contact the student(s) to discuss the possible violation. If thetransgression occurs during class, as during a test or examination, the instructorshould deal with the situation at that time. Otherwise, the student(s) will meet withthe instructor for the purpose of settling the issue of guilt or innocence. If thestudent(s) admits guilt, or if the instructor and student(s) involved agree a violationtook place, then an appropriate sanction may be set at that time. A report of thisaction will be filed with the appropriate campus, appropriate Dean, and AcademicIntegrity Committee Chair.2. If the student(s) does not admit guilt, if an agreement upon sanction cannot bereached, or if any party does not agree with the resolution of the specific issue ofacademic integrity, then the matter will be taken up with the appropriate Dean. In thiscase, the Dean will contact the involved faculty member and the student(s) in aneffort to resolve the matter, and initiate whatever action is deemed appropriate.3. If there is dissatisfaction with the decision and recommendation made by the Dean,any of the parties may request a hearing through the University College AcademicIntegrity Committee. In this instance, the committee will take whatever action isdeemed necessary to answer questions and determine the truth of each particularcase4. Finally, if any party still feels extenuating circumstances or new information was notadequately considered by the Academic Integrity Committee, or that the sanctionsimposed are unfair, the matter may be brought on appeal to the Vice Chancellor ofAcademic Affairs for final disposition. At this juncture, the Vice Chancellor will thentake whatever action is deemed appropriate. The Vice Chancellor of Academic Affairsdecision is final and binding.In all cases of alleged violations of academic integrity it is vital to maintain confidentiality.None of the parties involved should discuss the issue outside the above procedures.Dismissal for a violation of academic integrity will be noted on the transcript.Procedures Concerning Student Classroom BehaviorFaculty members are responsible for ensuring an effective learning environment for allstudents in their classes, which encourages active student participation, including theright to raise questions and challenge information. Hence, faculty members also have theresponsibility and authority to maintain appropriate student behavior. Classes are definedas including laboratories, internships, field placements, or any settings that can bedesignated as a learning environment, such as travel studies and field trips.Consequently, if a student is considered to be threatening or disruptive in the classroom,behaves in a way that interferes with the learning of other students, or refuses to fulfill the

88 GRADUATE ACADEMIC POLICIES AND PROCEDURESacademic requirements of the course, the faculty member has the right to have thestudent who demonstrates such behavior removed from the class, either by administrativewithdrawal or by making arrangements for the student to complete the requirements inabsentia.The faculty member should immediately report the matter to the Dean and CampusDirector. Refer to student conduct code for hearing procedure.Grade Review PolicyFaculty/Instructors have the final authority in assigning student grades except for casesinvolving clear evidence of capricious grading or failure to follow the professionalstandards of a discipline or field. All requests for review of grade must be filed within 30days from the date that the grade was posted in WebAdvisor.Faculty/Instructors may change final grades after submission to the Registrar's Office onlyfor clerical error. Once a grade is submitted, additional work may not be assigned toenable the student to receive a higher grade.However, a student who believes he or she has received a grade that is capricious orbased on standards that are not in line with the professional standards of a discipline orfield must contact the faculty/instructor for an explanation of the grade and for possiblereconsideration.If, after meeting with the faculty/instructor, the grade dispute is not resolved, the studentmay submit a written request for review by the Dean. If the Dean finds merit in thestudent's request, the Dean will review the grade assignment with both the student andfaculty/instructor and determine the final grade. If necessary, the Dean will notify theOffice of the Registrar of a change in grade.At the end of Grade Review Process, each student has the right of an academic appeal.Appeal of the Dean's decision regarding grade review are made to the Vice Chancellor ofAcademic Affairs. Students must file their appeal with the Vice Chancellor of AcademicAffairs within 30 days after receipt of notification of the decision rendered by the Dean.The appeal must state the reasons for the request and provide evidence that the studenthas attempted to find remedy by discussing the matter with the faculty/instructor and theDean. Specific and credible evidence that a grade in the course may have been assignedcapriciously or outside the professional standards of a field or discipline must be provided.The decision of the Vice Chancellor of Academic Affairs is final and binding.

GRADUATE ACADEMIC POLICIES AND PROCEDURES 89Graduate Probation and DismissalAcademic ProbationThe following policy is Chapman University College guideline for satisfactory academicachievement in graduate programs. Some programs specify more stringent policies.Please refer to appropriate program section.A graduate student must maintain a minimum cumulative grade point average of 3.0based on all coursework applicable to the graduate degree, excluding prerequisitecourses. A student whose cumulative GPA falls below 3.0 after two enrolled sessions willbe placed on probation. When placed on probation, a student must obtain a cumulativeGPA of 3.0 or higher at the end of the third enrolled session of probation status. Failure todo so may result in dismissal.Academic DismissalAny student on probation whose cumulative GPA has not reached at least a 3.0 at the endof the third enrolled session of probation status is subject to academic dismissal from theuniversity. The CUC Academic Standards Committee will review such cases and will makea recommendation to the Vice Chancellor of Academic Affairs. The decision of the ViceChancellor of Academic Affairs will be final and binding.The action of dismissal will be placed on the official transcript. A student who has beendismissed will be administratively withdrawn from the university and may not continuecoursework.Academic Probation and Dismissal policies are separate from and in addition to policiesgoverning dismissal for violating academic integrity or dismissal for inappropriate studentbehavior.Students seeking to be readmitted may do so after one year by petitioning the CUCAcademic Standards Committee. The CUC Academic Standards committee will reviewsuch cases and will make a recommendation to the Vice Chancellor of Academic Affairs.All students who return after academic dismissal will be placed in a probation status.(Veterans: see Veteran’s section of the catalog regarding academic probation anddismissal)PetitionsA petition is a request to waive an academic policy, procedure, or ruling.Students may file a petition to request an exception to a Chapman University Collegepolicy, procedure, or ruling. Students must explain fully why the University should actfavorably on the petition, citing any exceptional conditions, mitigating circumstances,and/or conditions beyond the student's control. Copies of documentation to support thestudent's claim must be provided.Petitions to exception to CUC Policy will be reviewed by the Academic StandardsSubcommittee. Requests regarding curricular issues within a student's major (i.e. course

90 GRADUATE ACADEMIC POLICIES AND PROCEDUREStransfer, course articulations, course substitutions, etc.) will be reviewed and decisionsrendered by the Dean. Petitions regarding general education curricular issues outside ofstudents' major will be reviewed by the Academic Standards Subcommittee.Appeals to the decisions of the Academic Standards subcommittee and the Dean aremade to the Vice Chancellor of Academic Affairs. See Academic Appeals and Deadlinesection.Academic Appeal & DeadlinesAn appeal is a review of a petition decision based on unfair process, discrimination, orbias. It is not a reconsideration of the merits of the decision.Each student has the right of academic appeal. Appeals of the Academic StandardsSubcommittee and the Dean decisions are made to the Vice Chancellor of AcademicAffairs.Students who are dissatisfied with the action taken on by the Academic StandardsSubcommittee or the Dean have a maximum of 30 days after receipt of notification toappeal to the Vice Chancellor of Academic Affairs.Requests from the Vice Chancellor of Academic Affair's Office for additional informationmust be provided by the student to the University within 30 days of receipt of request;failure to provide documentation will result in a denial of the appeal.The Vice Chancellor of Academic Affairs will review the case for appropriate procedure andfairness. The Vice Chancellor of Academic Affair's decision is final and binding.Comprehensive Examination1. Master’s degree candidates must pass a comprehensive examination if required bythe specific degree program. Students must be admitted to and active in the degreeprogram.2. Successful completion of coursework does not alone assure the candidate of passingthe comprehensive examination. This examination demonstrates the independentability of the student to synthesize and present adequate and appropriate knowledgewithout the focus of a course content outline or an instructor’s prompting. Thestudent must show the ability to cogently apply theory to a variety of situations andapplications. Program faculty and advisors do not “tutor” students regarding specificquestions on the examination either prior to or following the exam.3. Students must have achieved a cumulative GPA of 3.0 “B” and must meet specificprogram eligibility requirements to take the comprehensive examination. Eachprogram has specific eligibility requirements which must be fulfilled prior to the dateof the examination. Please consult the appropriate section of the catalog.4. An application form must be submitted and a fee paid by the student to take orrepeat a comprehensive examination. In addition, if the examination is not taken onthe date for which the student applied, a new application must be submitted.

GRADUATE ACADEMIC POLICIES AND PROCEDURES 91Applications must be received by the campus before or on the posted deadlinedate. The comprehensive examination may be repeated at the next offering, subjectto additional conditions the degree program may impose.5. The comprehensive examination is administered in a controlled setting providingequity for all students. If the student has a demonstrated disability which inhibitsperformance on this controlled exam, the student must make arrangements for theappropriate accommodation when registering for the exam by completing the ADAAccommodations Request. Specific documentation of the disability will be reviewedby the Director of the Center for Academic Success who will recommend appropriateaccommodations to the Dean/Vice Chancellor of Academic Affairs, who will renderthe final decision.6. The comprehensive examination is a summative evaluation. Unlike regularcoursework and formative assessments taken during completion of the degree, it isdesigned to be an integrative, independent endpoint assessment of the students’cumulative knowledge. Comprehensive examinations are evaluated in a controlledsetting with double-blind anonymity. Students receive a PASS/FAIL grade with genericfeedback regarding the adequacy of the responses.7. Comprehensive exam results are final and cannot be appealed. Students havemultiple opportunities to take the examination within the seven-year period in whichall degree requirements must be completed. After the second failure, specificpreparation requirements may be specified, such as auditing or repeatingcoursework.GraduationApplication for Degree ConferralAlthough a student may have completed all requirements, graduation is not automatic.Every degree candidate is required to file an Application for Degree Conferral with theOffice of the Registrar and pay the appropriate fee. If the student should fail to completerequirements by the intended graduation date, the student must immediately request afuture graduation date or the application will automatically be rolled forward to the nextdegree conferral date, but no more than four times. If a student should fail to completerequirements by the fourth roll forward date and has not requested the application beforwarded to a future date, then a new Application for Degree Conferral must be filedalong with the appropriate fee. Submission of the Application is done via WebAdvisor. Forinformation and application deadlines go to www.chapman.edu/RegOffice/default.aspChapman confers degrees for University College students 5 times during the academicyear. See the academic calendar for dates. All degree requirements, including but notlimited to incompletes, internships, JWP, missing grades, etc. must be completed by thelast day of the month in which the degree is to be conferred. Work completed at externalinstitutions must be received on or before the conferral date in order to be considered inmeeting degree requirements.

92 GRADUATE ACADEMIC POLICIES AND PROCEDURESCommencementFormal university commencement ceremonies are held in the Spring. To participate inceremonies students must file a "Commencement Attendance Reply." To be eligible forparticipation, at the time of the application deadline students must have filed anApplication for Degree Conferral, and the student's official program evaluation mustindicate that the student is on course to satisfactorily complete all degree requirements(including comprehensive examination, project, internships, portfolios and practicums) bythe end of the summer session of that year. Students' receiving degrees subsequentsessions are entitled to participate in the following Spring commencement ceremonies.Diplomas and TranscriptsDiplomas are mailed out approximately two to four weeks after the date of conferral of thedegree. This allows time for confirmation from the Office of the Registrar that all degreerequirements have been met. Under no circumstances will a diploma be released prior tothe conferral date.Transcripts from other institutions which have been presented for admission or evaluationbecome part of the student's academic file and are not returned or copied for distribution.Diplomas or copies of transcripts will not be released to any student with an unpaidbalance to Chapman or a Chapman-sponsored agency. Presently enrolled students mayprint unofficial copies of transcripts at any time via Web Advisor. Official transcripts areissued only through WebAdvisor or Student National Clearinghouse. Contact the Registrarhomepage: www.chapman.edu/RegOffice/default.asp or office for further processing andfee information.

EDUCATION DIVISION 93Graduate Degree ProgramsMaster of Arts in Career CounselingKurtis Takamine, Ed.D., Interim Dean, Professional StudiesUniversity College offers a Master of Arts in Career Counseling. The graduate program incareer counseling is designed to provide the student with the academic and professionaltraining necessary to be a career counselor.The program is designed for individuals seeking academic advising and/or careerdevelopment positions in a variety of settings - including colleges and universities,business, industrial and organizational settings, employment agencies, and privatepractice.Admission to Program and PrerequisitesAdmission to the program may be achieved by completing the following requirements:1. Satisfactorily fulfill graduate admissions requirements for University College as statedin this catalog. (See the Graduate Admissions section.)2. If the student uses Option Two in the CUC graduate admissions requirements, submitpassing scores from one of the following standard admissions tests:Graduate Record Examination (GRE): achieve the required minimum scores on twoout of three of the subsections of the GRE or score at or above the 60th percentile onany one of the Graduate Subject Tests. (Minimum score for quantitative or verbalsections is 450. Minimum score for analytic writing is 4.5.Miller Analogies Test (MAT): achieve a minimum scaled score of 400.3. If prerequisites are not completed at the time of admission, they must be completedwithin the first year of enrollment.Specific Requirementsprerequisite course (3 credits)PSYU 203 Statistics for the Behavior Sciences orMATU 203 Introduction to Statistics orPSYU 304 Research Methods for the Behavioral Sciences 3required courses (27 credits)CCNU 572 Career Counseling Theories and Practices 3CCNU 574 Career Information and Assessment 3CCNU 577 Technology, Social Change, and Career Development 3CCNU 596 Seminar in Career Counseling and Development 3CCNU 699 Outplacement Counseling 3HRCU 644 Recruitment and Selection 3PSYU 508 Life Span Development/Aging and Long session Care 3PSYU 613 Clinical Issues in Human Diversity 3PSYU 652 Theory and Practice of Group Counseling 3

94 GRADUATE DEGREE PROGRAMSChoose one emphasis areaHigher Education Emphasis (12 credits)Students who wish to practice career counseling in two- or four-year university settingsare required to take the following courses:CCNU 573 Counseling in Higher Education 3EDUU 600 Research & Evaluation Methods 3CCNU 652 Field Practice (or internship) I Career Counseling 3CCNU 653 Field Practice (or internship) II (Higher Education) 3Organizational and Private Practice Emphasis (12 credits)Students who wish to practice career counseling in organizational or private practicesettings are required to take the following courses:CCNU 575 Field Practice (or internship) I Career Counseling3(Organizational and Private Practice)CCNU 576 Field Practice (or internship) II Career Counseling3(Organizational and Private Practice)HRCU 680 Organizational Research Methods 3HRCU 613 Seminar in Organizational Behavior 3total credits for the degree (excluding prerequisites) 39Internship RequirementStudents in the Master of Arts in Career Counseling program are expected to complete aminimum of 600 hours of internship. All students are expected to gain experiences withchildren, youth, and adults of a variety of ages, ability levels, cultural heritages andsocioeconomic backgrounds.Comprehensive ExaminationSuccessful completion of a comprehensive examination is required for degree conferral.Students must be advanced to candidacy and have a cumulative GPA of 3.0. Students incareer counseling must have completed 24 credits including prerequisite courses and allcore courses (except HRCU 644) to meet the minimum eligibility requirements to take thecomprehensive examination. (See the Academic Policies and Procedures section foradditional guidelines.)

EDUCATION DIVISION 95Certificate in Career CounselingAdmission to the certificate program is granted to individuals who meet the standards foradmission to a graduate program. The candidate must possess a baccalaureate degreeand complete the requirements for regular admission in order to pursue the graduatecertificate in career counseling. No transfer credit may be used.Graduate certificate program in career counseling (15 credits)required coursesCCNU 572 Career Counseling Theories & Practice 3CCNU 574 Career Information & Assessment 3CCNU 596 Seminar in Career Counseling and Development 3CCNU 652 Field Practice (or internship) I Career Counseling (HigherEducation) ORCCNU 575 Field Practice (or internship) I Career Counseling3(Organizational and Private Practice)One elective course in area of emphasis 3total credits for the certificate program 15This coursework is also applicable to the Master of Arts in Career Counseling if thefollowing requirements are met:1. All certificate coursework applied to the master’s program must be completed with agrade of “B” or higher, for each course.2. The prerequisite course must be completed.3. All master’s degree requirements must be completed within a seven-year period.

96 GRADUATE DEGREE PROGRAMSMaster of Arts in Criminal JusticeKurtis Takamine, Ed.D., Interim Dean, Professional StudiesRobert Dunkley, Ph.D.Robert Hill, D.P.A.The master of arts program in criminal justice is committed to the interdisciplinary study ofcriminal behavior and society’s response to it. The program welcomes students who workwithin a criminal justice profession, as well as those who have had little or no previousexposure to the criminal justice system.The master of arts degree in criminal justice prepares students for administrative,research, and teaching positions. It is primarily designed to foster a learning community ofcriminal justice professionals who will use cutting edge knowledge within lawenforcement, correctional and legal arenas. Program graduates will also be prepared foradmission to doctoral programs in crime and deviance, and for promotions within existinglaw enforcement, correctional and legal institutions.Admission to the Program and PrerequisitesAdmission to the program may be achieved by completing the following requirements:1. Satisfactorily fulfill graduate admissions requirements for University College as statedin this catalog. (See the Graduate Admissions section.)2. If the student uses Option Two in the CUC graduate admissions requirements, submitpassing scores from one of the following standard admission tests:Graduate Record Examination (GRE): achieve the required minimum scores on twoout of three of the subsections of the GRE or score at or above the 60th percentile onany one of the Graduate Subject Tests. (Minimum score for quantitative or verbalsections is 450. Minimum score for analytic writing is 4.5.)Miller Analogies Test (MAT): achieve a minimum scaled score of 400.3. Two letters of recommendation from individuals who are familiar with the applicant’sacademic/professional ability to undertake graduate study.4. A "statement of intent" which incorporates the student's reasons for entering thecriminal justice program and a recent resume.

EDUCATION DIVISION 97At least one of the following core courses must be taken before any elective courses areattempted: CJCU 500, CJCU 501, CJCU 503, CJCU 512, CJCU 514.required core courses (21 credits)CJCU 500 Foundations of Criminal Justice 3CJCU 501 Trends in Criminal Justice 3CJCU 503 Research in Criminal Justice 3CJCU 512 Ethics and Criminal Justice 3orOLCU 601 Democracy, Ethics and Leadership 3CJCU 514 Management Issues in Criminal Justice 3CJCU 598 Graduate Project in Criminal Justice I 3CJCU 599 Graduate Project in Criminal Justice II 3core credit total 21Specialization Elective Courses (15 credits)The purpose of specialization coursework is to allow students the opportunity tocustomize their programs.Students must choose five courses from any other 500-600 Criminal JusticeCourses. Up to six units of specialized electives may be selected from the following:any 500/600 level course from Psychology, Human Resources or HealthAdministration, OLCU 613, OLCU 615, OLCU 680.elective credit total 15total credits for degree 36

98 GRADUATE DEGREE PROGRAMSGraduate Certificate in Administration and Leadership of Criminal JusticeOrganizationsThe graduate certificate program in criminal justice policy administration and leadershipof criminal justice organizations allows students who are in criminal justice agencies toacquire specialized skills in administration and leadership for use in criminal justicesystems. It is designed for students who wish to exercise leadership in local, state, andfederal government criminal justice programs.Admission to the Certificate ProgramAdmission to the certificate program is granted to individuals who meet the standards foradmission to a graduate program. Students who wish to pursue a CJMA may use thecredits in the certificate program towards their Master's in Criminal Justice, if applicable.required courses: (12 credits)CJCU 500 Foundations of Criminal Justice 3CJCU 501 Trends in Criminal Justice 3CJCU 514 Management Issues in Criminal Justice 3CJCU 512 Ethics and Criminal Justice 3orOLCU 601 Democracy, Ethics, and Leadership 3plus two of the following (6 credits)CJCU 529 Topics 3CJCU/HAUU 672 Geriatric Health Care and Public Policy 3HRCU 618 Career Management 3HRCU 622 Labor Relations and Collective Bargaining 3HRCU 630 Conflict and Negotiation 3HAUU/OLCU/HRCU 613 Seminar in Organizational Dynamics 3HAUU/OLCU/HRCU 615 Organization Development 3HAUU/OLCU/HRCU 680 Organizational Research 3total credits 18

EDUCATION DIVISION 99Graduate Certificate in Criminal Justice PolicyThe graduate certificate program in criminal justice policy allows students to hone skills inadministration and general knowledge of public policy in criminal justice systems. It isdesigned for students who wish to seek positions in analyzing criminal justice policy or toconduct program evaluations in local, state, and federal government agencies. Thecertificate may also enhance the promotion potential of individuals currently occupyingpositions in which the analysis of criminal justice policy and research is used to guidecriminal justice programs.Admission to the Certificate ProgramAdmission to the certificate program is granted to individuals who meet the standards foradmission to a graduate program. Students who wish to pursue a CJMA may use thecredits in the certificate program towards their Master’s in Criminal Justice, if applicable.required courses (12 units)CJCU 500 Foundations of Criminal Justice 3CJCU 503 Research in Criminal Justice 3CJCU 512 Ethics and Criminal Justice 3CJCU 528 Diversity, Conflict, and Crime 3elective courses (6 units)Pick two of the followingCJCU 501 Trends in Criminal Justice 3CJCU 515 Victimology 3CJCU 521 Civil Rights and Liberties 3CJCU 524 Mental Health and Criminal Justice 3CJCU 529 Topics 3CJCU 672 /HAUU 672 Geriatric Health Care and Public Policy 3HRCU 648 Legal Issues in Human Resources 3total credits 18

100 GRADUATE DEGREE PROGRAMSEducation DivisionEllen Curtis-Pierce, Ph.D., Interim Dean, EducationSandee Bonura, Ed.D.James Cole, Ed.D.Nedra Davis, Ph.D.Alan Enomato, Ed.D.Stephen Funk, Ed.D.Kimberly Greene, Ed.D.William Hale, Ph.D.Julie High, Ed.D.Annie Hough-Everage, Ed.D.Raymond Hurst, Ed.D.Martinrex Kedziora, M.S.Stella Kemp, M.Ed.Lynn Larsen, Ph.D.Meredith Larson, Ph.D.James Liese, Ph.D.Glen Newman, Ed.D.Sinon Kevin O'Halloran, Ed.D.Carla Piper, Ed.D.Barbara Rodriguez, Ed.D.Douglas Sexton, Ed.D.David Sloan, Ed.D.Mindy Sloan, Ph.D.James Spence, Ed.D.Michael Stuckhardt, Ed.D.Nina Suzara, Ed.D.Care Terkelson, Ed.D.Kathryn Theuer, Ed.D.Anita Thompson, Ed.D.Joseph Walsh, Ph.D.Cerrene Yvonne-Cervantes, M.Ed.Lena Williams, Ph.D.Credential Programs in Education• Preliminary Education Specialist (Level I) Mild/Moderate• Preliminary Education Specialist (Level I Mild/Moderate, Multiple Subject• Preliminary Education Specialist (Level I) Mild/Moderate, Single Subject• Preliminary Education Specialist (Level I) Mild/Moderate & Moderate/Severe• Preliminary Education Specialist (Level I) Mild/Moderate & Moderate/Severe,Multiple Subject• Preliminary Education Specialist (Level I) Mild/Moderate & Moderate/Severe, SingleSubject

EDUCATION DIVISION 101• Preliminary Education Specialist (Level I) Moderate/Severe• Preliminary Education Specialist (Level I) Moderate/Severe, Multiple Subject• Preliminary Education Specialist (Level I) Moderate/Severe, Single Subject• Education Specialist Level II Mild/Moderate & Moderate/Severe• Education Specialist Level II Moderate/Severe• Education Specialist Level II Mild/Moderate• Multiple Subjects (SB 2042)• Preliminary Administrative Services, Tier I• Professional Clear Administrative Services, Tier II• Ryan Professional Clear• Pupil Personnel Services, School Counseling (see Master Degrees)• Pupil Personnel Services, School Psychology (see Master Degrees)• Single Subject (SB 2042)Professional Certificate Programs in Education• Cross-cultural, Language and Academic Development (CLAD) Certificate• Professional Reading CertificateGraduate Degree Programs in Education• Master of Arts in Teaching (MAT) in Elementary Education with 2042 Multiple SubjectCredential• Master of Arts in Teaching (MAT) in Secondary Education with 2042 Single SubjectCredential• Master of Arts in Teaching (MAT) in Special Education with Preliminary Level IEducation Specialist and 2042 Multiple Subject Credential• Master of Arts in Teaching (MAT) in Special Education with Preliminary Level IEducation Specialist and 2042 Single Subject Credential• Master of Arts in Teaching (MAT) in Special Education with Preliminary Level IEducation Specialist Credential• Master of Arts in School Counseling with the Pupil Personnel Services Credential(PPSC) in School Counseling• Educational Specialist Degree in School Psychology (Ed.S.)/Master of Arts inEducational Psychology with the Pupil Personnel Services Credential in SchoolPsychology (PPSP)• Master of Arts in Education (MAE) - Curriculum and Instruction• Master of Arts in Education (MAE) - Reading Education• Master of Arts in Education (MAE) - Educational Leadership and Administration• Master of Arts in Education (MAE) - Professional Teaching Standards• Master of Arts in Education (MAE) - Instructional Technology• Master of Arts in Education (MAE)- Professional Learning Community• Master of Arts in Education (MAE)- Induction

102 GRADUATE DEGREE PROGRAMS• Master of Arts in Special Education• Master of Arts in Special Education- Professional Learning CommunityThe Education Division offers Graduate Degree Programs in Education and Commissionon Teacher Credentialing (CTC) approved Teacher Credential Programs and CertificatePrograms in Education.For those interested in becoming teachers at the elementary or secondary levels,Chapman’s University College offers programs that lead to the Preliminary 2042 MultipleSubject or 2042 Single Subject California Teaching Credential. An Internship Program isavailable in both of these credential programs at most campuses. The 2042 MultipleSubject and the 2042 Single Subject California Teaching Credential can be earnedsimultaneous with the Master of Arts in Teaching (MAT) degree.For those interested in becoming teachers in special education, University College offersthe Preliminary Level I and Professional Level II Mild/Moderate and Moderate/SevereCalifornia Education Specialist Credentials. The two Preliminary Level I programs can becombined with either the 2042 Multiple Subject or the 2042 Single Subject Credential.These credential programs are available in a “credential only” format or in a Master of Artsin Teaching format. Students in a Preliminary Education Specialist (Level I) program maybe eligible, under certain conditions, to participate in an Internship program. TheEducation Specialist Level II Credential (mild/moderate and moderate/severe) is offeredin a "credential only" format or as an emphasis in the Master of Arts in Special Education.Candidates can also add a mild/moderate or moderate/severe Preliminary EducationSpecialist (Level I) to an existing Education Specialist through an abbreviated program.Please note that these Special Education programs are not offered at all UniversityCollege campuses.For those interested in educational administration, University College offers thePreliminary (Tier I) and Professional Clear (Tier II) Administrative Services Credentials plusthe Internship Credential for qualified candidates. A selection of Tier I courses may beintegrated into the Master of Arts in Education (MAE) degree with an emphasis inEducational Leadership and Administration.For those interested in school counseling or school psychology, University College offersthe Pupil Personnel Services Credential and the Master of Arts degree in SchoolCounseling. The Educational Specialist degree in School Psychology and the Master of Artsin Educational Psychology with the Pupil Personnel Services Credential in schoolpsychology is also offered.University College offers the Master of Arts in Education (MAE) degree. The MAE is offeredwith emphases in Curriculum and Instruction, Reading, Educational Leadership andAdministration, Instructional Technology, Professional Teaching Standards, Induction andProfessional Learning Community. Please note that not all emphases areas are availableat every campus.Additionally, University College offers all Professional Clear Credential courses for thosewho hold a Ryan or 1059 preliminary credential, and coursework for the CLAD Certificate.These courses are offered at most campuses and some are available online. Finally, theCalifornia Professional Reading Certificate is available at some campuses.

EDUCATION DIVISION 103Call 866-CHAPMAN or go to http://www.chapman.edu/cuc for information regarding thenearest campus, programs offered at that campus, to arrange an orientation, and toobtain an admission packet.Education Division Policies and ProceduresPlease note that the following sections provide general information regarding the policiesand procedures of the Education Division. Some credential and graduate programs haveadditional or varying requirements that are specified in the Education Division ProceduresManual. Program requirements may be adjusted to reflect unanticipated changes inregulations issued by the California Commission on Teacher Credentialing.Professional StandardsBecause the graduate programs in Education involve preparing students to work withinthe public schools, the Education faculty assumes the responsibility for reasonablyassuring that individuals who complete a program are not only academically competentbut are aware of and capable of functioning within the established ethical andprofessional standards of the profession.According to the Commission on Teacher Credentialing (CTC) regulations, ChapmanUniversity College has an obligation to public schools to dismiss candidates who areunsuited to be teachers, school counselors, school psychologists and/or administrators.Therefore, the institution reviews each candidate's competencies throughout the program,including written and oral communication skills, and attitude toward children and youngpeople, and professional acumen, informing candidates of their strengths andweaknesses, providing opportunities for corrective learning, placing marginal candidateson probation, dismissing candidates who are determined to be unsuited as teachers, andconsidering candidates' appeals.The university has both the right and obligation to evaluate continually, and if necessary toterminate the student’s participation in the credential programs at any point for ethicalviolations and/or personal unsuitability for the profession.

104 GRADUATE DEGREE PROGRAMSCredential Programs in EducationAll Multiple Subject, Single Subject and Education Specialists credential candidates, inorder to meet the No Child Left Behind guidelines, must prove subject matter competencyin order to be considered “highly qualified” teachers. Single Subject candidates can meetthe requirement through an academic major or coursework equivalent to anundergraduate academic major or a graduate degree in an academic area. Both SingleSubject and Multiple Subject candidate can meet the subject matter competencyrequirements through taking and passing a rigorous state academic subject test (CSET).At this time, candidates seeking a Preliminary Education Specialist (Level I) credential areadvised to take the Multiple Subject CSET. Credential candidates must also complete anapproved credential program in order to apply for a California credential. Applicantsseeking one or more of these teaching credentials must make formal application to theteacher credential program before beginning any coursework other than prerequisites.Applicants who choose to enroll in these credential programs have the option ofcompleting their programs in a "credential only" format, or, if they meet graduate degreeadmission criteria in a Master of Arts in Teaching format (please see MAT degree programfor details).*Students admitted to credential programs are not automatically admitted to graduatedegree programs.Admission Requirements1. A passing score on the California Basic Education Skills Test (CBEST) is a prerequisitefor full admission to all credential programs. All credential applicants must provideproof that they have passed the CBEST prior to enrolling in any 500 level or abovecoursework other than EDUU 510, 513, 514,526, 527, 528, 551 or 570 (EducationSpecialist Credential, only) and the CBEST must be passed prior to enrollment in asecond session of coursework. The CBEST is given six times a year. The purpose ofthe test is to assure that teachers are competent in reading, writing andmathematics. Copies of the CBEST Bulletin are available at each University Collegecampus. The one exception to this requirement is that Multiple Subject candidatesmay use the Multiple Subject CSET (all four subsets) in place of the CBEST if takenafter July 2007.2. Single Subject applicants must provide evidence of having subject mattercompetency through academic coursework or must provide evidence they haveregistered for, have taken, or have passed some portion of the appropriate subjectmatter examination (CSET or Praxis) prior to admission to the program.Multiple Subject credential applicants must provide evidence that they haveregistered for, have taken or have passed the appropriate subject matterexamination (CSET) prior to admission to the program.3. Applicants must complete the formal application process, with all requireddocuments including official (sealed) transcripts, a “Statement of Intent” and threerecommendation forms. Candidates must be admitted into the credential programbefore enrolling in any education courses other than EDUU 395, 510, 513, 514, 526,527, 528, 551, or 570 (for Education Specialist only) and before enrolling in asecond session of classes.

EDUCATION DIVISION 1054. All applicants, including those transferring from another institution, must successfullyparticipate in an intake interview.5. Applicants transferring from another institution's credential program must supply aletter from that institution's Education Department attesting to the applicant's goodstanding in their program. Such a letter should be written on institutional letterheadby the dean, the department chair, the director of teacher education, or some otherperson in a similar position.6. Applicants to a credential program must possess a grade point average of 2.75 (GPA)calculated over the most recent 30 graded semester (45 quarter) credits completedin either a baccalaureate or post baccalaureate program, including credits earnedtoward a credential. All credits used for GPA calculation must be from a regionallyaccredited institution.7. Applicants to the 2042 Single Subject Credential program who are using an academicmajor or coursework for subject matter competency must also have a cumulativegrade point average of 2.75 in their major field to be admitted.8. Applicants with GPAs between 2.50* and 2.74 can qualify for admission to acredential program by earning a passing score on one of the qualifying examinationslisted below. A passing score will fulfill both the admission and the major grade pointaverage requirements. Applicants may not enroll in any 500 level course other thanthose listed in #3 above until successful completion of an entrance examination:Graduate Record Examination (GRE): any two of the three GRE scores (Verbal,Quantitative or Analytical Writing) may be used to meet credential programadmissions standard. The minimum acceptable score for the Verbal and Quantitativesections is 450. The minimum acceptable score for the Analytic Writing is 4.5.Miller Analogies Test (MAT): achieve a minimum scaled score of 403.Subject Matter Competency Examinations: successfully complete appropriateCalifornia Subject Examinations for Teachers (CSET).*Multiple and Single Subject applicants with a GPA lower than 2.5 may, under certainconditions, petition for admission consideration under an “exceptional admit” category.Applicants must have passed the CBEST and one of the approved graduate admissionexaminations specified in number 7 above to be considered for an “exceptional admit”.The Education Division encourages applicants to take the appropriate Subject MatterCompetency Examination as a way to demonstrate suitability for admission to a credentialprogram.Program RequirementsSubject Matter CompetencyAll applicants must prove subject matter competency either through an academic major ina subject matter area or major coursework equivalent to a undergraduate academic majoror a graduate degree in an academic area (Single Subject Credential Program only) ormust pass the appropriate subject matter examination (CSET) and any other requiredexaminations. Evidence of academic major/coursework as completion of the appropriateexaminations, with a passing score, must be on file at the campus of residence prior toapplication for an Internship Credential or Directed Teaching. Subject Matter Examinationresults can be no older than five (5) years at the time of application for the credential.

106 GRADUATE DEGREE PROGRAMSEarly Field ExperiencePrior to admission or within the first session of enrollment, applicants must complete anearly field experience in a public school educational setting that reflects the credentialsought (EDUU 395 or waiver).Certificate of ClearanceA Certificate of Clearance application (including fingerprints) or a copy of a validEmergency Permit must be submitted to the campus Education Department at the time ofthe intake interview or by the beginning of the first session of enrollment. Anyone with arevoked credential will not be admitted to any credential program until the credential isreinstated by the CTC.Tuberculosis TestA current “negative” tuberculosis test, that is not more than two years old and covers thestudent teaching/internship period, must be submitted to the campus EducationDepartment at the time of the intake interview or by the beginning of the first session ofenrollment. A person whose tuberculosis test is “positive” can submit results from a chestx-ray examination that verifies the candidate does not have active tuberculosis.U.S. Constitution RequirementAll candidates must complete, with a grade of “C” or better, an approved course or pass acollege level examination covering the U. S. Constitution prior to filing for a credential.Transfer CreditTeacher preparation coursework is not automatically transferable from another institution.A request to transfer coursework may be granted IF a) the course(s) can be shown to beequivalent in content to the Chapman course(s); b) a grade of “B” or better was earnedand documented with an official transcript; and c) approved by Dean. Credential coursesthat are more than seven years old prior to application for the credential cannot betransferred into the program. There is no time limit on prerequisite courses. Extensionand continuing education courses are transferable for prerequisites, but not for programcoursework.ResidencyCandidates entering the Multiple Subject or Single Subject Credential program fromanother institution must take EDUU 510 at Chapman University College and will berequired to complete at least 12 semester credits of education coursework toward thePreliminary Credential in residence at Chapman University College prior to DirectedTeaching. Supported Teaching and Directed Teaching credits do not count towardresidency.Candidates entering the Preliminary Education Specialist (Level I) Credential program whohold a valid preliminary Multiple or Single Subject Credential may waive EDUU 510. Thosewho do not hold such a credential must take EDUU 510 at Chapman University College.All candidates entering this program are required to complete 12 units of their courseworkplus Directed Teaching at Chapman University College. Candidates entering the Education

EDUCATION DIVISION 107Specialist (Level II) Credential program will be required to complete at least 12 credits atChapman University College.Class AttendanceEducation Division policy stipulates that a candidate who misses three class sessions inany course must either withdraw from the course or receive a failing grade.ScholarshipThe Education Division has scholarship requirements that supersede the AcademicPolicies of University College. (For University College graduate policies, please refer to theAcademic Policies and Procedures section in this catalog.) A grade of "B-" or higher mustbe earned for EDUU 510. Candidates in all Education credential programs, whether standalone or embedded within a graduate degree, are expected to maintain "A" and "B"grades; a grade of "C+" or lower is considered unacceptable and the course must berepeated. In order for a candidate to qualify for directed teaching, the candidate needs tohave completed all credential coursework with the exception of one class whilemaintaining a 3.0 GPA.Candidate DismissalA credential candidate (Multiple Subject, Single Subject, Education Specialist,Administrative Services or PPS) may be dismissed from the program who:1. Receives a grade of "C+" or below in more than one course;2. Earns below a "B-" in EDUU 510 or a "No Pass" in Supported or Directed Teaching;3. Receives a grade of "C-" or below in any class.According to the Commission on Teacher Credentialing (CTC) Common Standard Six (6),Advice and Assistance, "Qualified members of the institution's staff are assigned andavailable to advise candidates about their academic, professional and personaldevelopment, as the need arises, and to assist in their professional placement. Adequateinformation is readily available to guide each candidate's attainment of all program andcredential requirements. The institution assists candidates who need special assistance,and retains in each program only those candidates who are suited for entry oradvancement in the education profession." In response to that standard, ChapmanUniversity College has adopted the following policy for Student Retention and Dismissal:A student may be dismissed from any Education program at any time if, in theprofessional judgment of the faculty, the candidate is deemed not well suited to a careeras a classroom teacher, school administrator, school psychologist, or school counselor.Inadequate performance in course work or field work, poor oral and/or writtencommunication skills or interpersonal skills, evidence of a negative attitude,unprofessional conduct, or a lack of commitment to public education may be given asadequate reasons for dismissing a student from the program. The education facultymember who coordinates the program at a campus, in consultation with the campusEducation Team, can recommend dismissal to the Dean and the Vice Chancellor ofAcademic Affairs.Once a candidate has been recommended for dismissal, the procedures for dismissaloutlined under "Graduate Academic Policies and Procedures" will be followed.

108 GRADUATE DEGREE PROGRAMSSTUDENT TEACHING- Multiple Subject, Single Subject or Education SpecialistApplications for Student Teaching must be filed with the fieldwork coordinator during thefirst week of the session preceding the session in which a student plans to begin studentteaching (or by the deadline established at the campus of residence). Subject mattercompetency must be met prior to enrolling in Student Teaching.Supported TeachingA Multiple or Single Subject candidate who is hired as a full-time teacher by a publicschool district (or WASC accredited private school) on an Emergency Permit or internshipcredential prior to completion of all credential coursework must prove subject mattercompetency and immediately enroll in Supported Teaching (EDMU 580, EDSU 590). AChapman University College field supervisor will provide supervision and support on aregular and frequent basis. The credential candidate must take coursework while enrolledin Supported Teaching.Multiple or Single Subject candidates who are teaching on an Emergency Permit orinternship credential may register for the remaining 6 credits of Directed Teaching (EDMU583 or EDSU 593) after completing all but the capstone course, completing a formalapplication for Directed Teaching, and providing proof of meeting subject mattercompetency requirements.Candidate performance in Supported and/or Directed Teaching will be reflected with agrade of Pass or No Pass. A grade of Pass indicates that the candidate has demonstratedacceptable competency in meeting the required Teacher Performance Expectations (TPE)standards. A grade of No Pass indicates that the candidate has not met the TPE standardsand must successfully complete additional Supported / Directed Teaching or may bedismissed from the program.Special Education candidates who are teaching on an Emergency Permit or internshipcredential must register for three credits of EDTU 590, Supported Teaching during the firstsession that they are actively engaged in classroom teaching. Candidates will be requiredto complete three to six credits of Directed Teaching in their credential area (EDTU 592Mild/Moderate or EDTU 593, Moderate/Severe) dependent on specific program option atthe conclusion of their coursework.Directed Teaching1. Directed Teaching in Multiple and Single Subject consists of two sessions of full-daydirected teaching at two different grade levels in at least one assignment that meetsmulticultural criteria. If the candidate is in one of the combined specialeducation/general education programs, one assignment must be in a specialeducation setting. For special education only credentials, the candidate has only onesession of full-day directed teaching assignment that meets the multicultural criteria.2. Directed Teaching placements must be completed in public schools.3. The program or fieldwork coordinator, not the student, at each location will make theDirected Teaching placements.4. University personnel will supervise all student teachers.5. Directed Teaching placements in special education classrooms are not acceptable forthe Single Subject only or Multiple Subject only Credential. Summer schoolplacements are not acceptable unless in year-round public schools.

EDUCATION DIVISION 109Under certain conditions a candidate may petition to waive one session of DirectedTeaching (a maximum of 3 credits for EDMU 582 or EDSU 592). Documented evidencemust be provided that the candidate has completed one full year (175 days) ofsatisfactory teaching as a contracted full-time teacher prior to the commencement ofDirected Teaching at Chapman University College. This teaching experience must havebeen at an appropriate grade level and Single Subject candidates must have taught in theappropriate subject area. Neither substitute teaching, work as a teacher’s aide, norvarious specialist-type teaching experience qualifies for a waiver. An exception may bemade in a situation in which a district hires a full-time permanent substitute assigned to asingle classroom for a full year and the candidate is evaluated by the same procedures asa contract teacher. This permanent substitute assignment must have been completedprior to the commencement of Directed Teaching at Chapman University.California Teaching Performance Assessment (CalTPA)In order to meet 2042 program assessment standards, a final assessment of teachingperformance is required for Multiple and Single Subject candidates. Candidates need tosuccessfully complete the four tasks of the California Teaching Performance Assessment(CalTPA) prior to their exit interview and in order to file for a credential.Exit InterviewAfter successfully completing Directed Teaching, each candidate is interviewed by acommittee of educators to determine that the CTC's Teaching Performance Expectations(TPEs) have been satisfactorily met. Upon successfully completing all the exams, theCalTPA, and the exit interview, the candidate may apply to the CTC for his/her earnedcredential through the University Credentials Office.

110 GRADUATE DEGREE PROGRAMSINTERNSHIP CREDENTIAL PROGRAMS- MultipleSubject, Single Subject or Education SpecialistChapman University College offers Commission on Teacher Credentialing (CTC) approvedInternship Credential Programs in Multiple Subject, Single Subject and EducationSpecialist. The Internship Credential has the same legal status as the CTC PreliminaryCredential, except that it is only valid in one school district or consortium. For this reason,interns must have a contract before a credential can be issued. Each intern candidatemust work under the direct and continuing supervision of a Chapman UniversitySupervisor and District Support Provider (if appropriate) who provides general support atthe classroom level of the cooperating school.The intern assumes full teaching and legal responsibility for his/her classroom from thefirst day of the teaching assignment as a paid employee of the School District for at leastone academic year. Interns register for 3 units of supported teaching upon entering theinternship program and then register for additional units in each of their last sessions.Admission RequirementsTo be admitted to an Internship Program an applicant must provide the following:1. Proof of a bachelor’s degree from a regionally accredited institution and a GPA thatmeets program requirements;2. Passing CBEST scores;3. Proof of meeting subject matter competency;4. Proof of meeting U.S. Constitution requirements;5. T.B. clearance;6. Copy of Certificate of Clearance or Emergency Permit;7. Letter from the approved school district that states beginning date of employmentand grade(s) and subject(s) to be taught;8. Completed Application for Internship Credential (41-IHE Application).All Internship candidates must meet the requirements for the program as detailed in theChapman University Internship Credential Program Handbook and develop an IndividualSupport Plan with their advisor at the beginning of the program. See a faculty or academicadvisor for compete details to this credential option.Early Completion Internship OptionUnder the provisions of S.B. 57, Internship candidates may choose to take the TeachingFoundations Examination as an Early Completion Internship Option to their desiredcredential. All persons wishing to pursue the Early Completion Internship Option throughthe Education Division at Chapman University College must enroll in and be accepted tothe regular Internship Program in Multiple or Single Subject.Candidates who meet the admission requirements for an Internship Program but have nottaken the Teaching Foundations Examination must begin and/or continue to takeprescribed coursework in the credential program in order to maintain the validity of the

EDUCATION DIVISION 111Internship Credential (a candidate can choose to take the Teaching FoundationsExamination at the beginning or anytime during Internship Program).Candidates who meet the admission requirements for the Internship Program and passthe Teaching Foundations Examination, will be required to register for 3 units ofSupported Teaching (EDMU 580, Multiple Subject or EDSU 590, Single Subject). Internswill be observed 4 times by a Chapman University Supervisor and evaluated on theirability to demonstrate mastery of the Teacher Performance Expectations (TPEs) during the8-week Supported Teaching experience. Based on the outcome of this evaluative process,an intern may be required to take additional coursework needed to develop mastery of theTPEs and/or Student Teaching.Once the intern has satisfactorily demonstrated mastery of the TPEs, he/she will berequired to complete and pass all four tasks of the CalTPA, California TeachingPerformance Assessment.After receiving a passing score on RICA (Multiple Subject candidates only) and uponsuccessful completion of the CalTPA, the candidate will become eligible forrecommendation by University College to the Commission for Teacher Credentialing fortheir credential. See a faculty or academic advisor for compete details to this programoption.2042 Multiple Subject Credential ProgramThe 2042 Multiple Subject Credential authorizes the holder to teach all subjects in a selfcontainedclassroom, K-12, including English Language Learners; it is the credentialtypically sought by those who wish to teach in an elementary school (K-6). To obtain a2042 Multiple Subject Credential, candidates must:1. Pass the CBEST. Candidates who, for admission purposes, have taken and passedall four subsets of the Multiple Subject CSET examination after July 1, 2007, will nothave to pass the CBEST.2. Pass the Multiple Subject CSET examination.3. Complete the 2042 Multiple Subject teacher credential program that includes thecoursework shown below.4. Pass the state Reading Instruction Competence Assessment (RICA) prior toapplication for the credential. The RICA should not be taken until EDMU 520 and 521has been successfully completed.5. Participate in intake and exit interviews.6. Meet the U.S. Constitution requirement by completing appropriate coursework with agrade of “C” or better or by passing an approved examination .7. Adding a Single Subject Authorization: Candidates who have completed therequirements for the 2042 Multiple Subject Credential can add a Single SubjectAuthorization to their credential by taking EDSU 531 or 533 (3 credits), anddemonstrating subject matter competence through coursework or by passing theappropriate CSET.

112 GRADUATE DEGREE PROGRAMSprerequisites (12 credits)EDUU 395 Education Field Experience 3EDUU 413/513 Student Health, Safety and Physical Education 2EDUU 414/514 Physical Education for Elementary Teachers 1EDUU 451/551* Educational Application of Computers I 3PSYU 323 Child Development 3introductory block (9 credits)EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3content area block (12 credits)EDMU 520 Literacy and Language in K-8 Classrooms I 3EDMU 521 Literacy and Language in K-8 Classrooms II 3EDMU 522 Mathematics and Science in K-8 Classrooms 3EDMU 523 History, Social Science and Visual/Performing Arts in K–8Classrooms3capstone course (3 credits)EDUU 540 Wisdom Through Practice 2EDUU 542 Evaluating Teaching Performance Expectations II 1directed fieldwork (9 credits from the following)EDMU 580** Supported Teaching 3EDMU 582** Directed Teaching I 3-6EDMU 583** Directed Teaching II 3-6total program credits (not including prerequisites) 33* A waiver of the technology requirement may be granted based on successfulcompletion of the CSET Educational Technology Exam, documentation of completion ofacceptable regular education computers in education coursework from an accreditedcollege or university, or submission of an electronic portfolio (under certain conditions).** Passage of CSET required prior to enrollment in EDMU 580, 582 or 583.2042 Single Subject Credential ProgramIn California, the appropriate credential for teaching a specific subject, such as math orEnglish, in a departmentalized (K-12) classroom is the 2042 Single Subject TeachingCredential. This credential allows the holder to teach English language learners and istypically required of those who teach at the middle school or high school level. To obtain a2042 Single Subject Credential, candidates must:1. Pass the CBEST. Candidates who, for admissions purposes, have taken and passedall four subsets of the Multiple Subject CSET examination after July 1, 2007, will nothave to take and pass the CBEST.2. Possess a bachelor's degree with an appropriate academic major or equivalentcoursework or pass the appropriate California Subject Examinations for Teachers(CSET).3. Complete the Single Subject teacher credential program that includes the coursework

EDUCATION DIVISION 113listed below.4. Participate in intake and exit interviews.5. Meet the U.S. Constitution requirement by completing appropriate coursework with agrade of “C” or better or by passing an approved examination.6. Adding a Multiple Subject Authorization: A candidate who has completed therequirements for the Single Subject Credential can add a Multiple Subject ContentAuthorization to the credential by:a) taking EDMU 521 and/or passing RICA examination;b) taking EDMU 522 or 523;c) demonstrating subject matter competency by passing the CSET MultipleSubject exam.7. Candidates who have completed the requirements for the Single Subject Credentialcan add a second Single Subject Content Authorization to their credential by passingthe appropriate CSET.prerequisites (11 credits)EDUU 395 Education Field Experience 3EDUU 413/513 Student Health and Safety 2EDUU 451/551* Educational Application of Computers I 3PSYU 324 Adolescence 3introductory block (9 credits)EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3content area block (12 credits)EDSU 530 Theories, Methods and Materials for Teaching English 3Language LearnersEDSU 531 Secondary Instructional Strategies for Language/Culturally 3Diverse ClassroomsEDSU 532 Effective Literacy Instruction for Single Subject Candidates 3EDSU 533 Content Specific Strategies for Single Subjects (Series) 3capstone course (3 credits)EDUU 540 Wisdom Through Practice 2EDUU 542 Evaluating Teaching Performance Expectations II 1fieldwork (9 credits from the following)EDSU 590** Supported Teaching 3EDSU 592** Directed Teaching I 3-6EDSU 593** Directed Teaching II 3-6total program credits (not including prerequisites) 33* A waiver of the technology requirement may be granted based on successfulcompletion of the CSET Educational Technology Exam, documentation of completion ofregular education computers in education coursework from an accredited college oruniversity, or the submission of an electronic portfolio (under certain conditions).** Subject matter competency must be met prior to enrollment in EDSU 590, 592 or 593.

114 GRADUATE DEGREE PROGRAMSSpecial Education — Preliminary Education Specialist(Level I)Chapman University College offers special education teaching credentials (EducationSpecialist) in two disability areas (Mild/Moderate and Moderate/Severe). A candidate mayenroll in either a special education-only credential program or a “combined” specialeducation and general education credential program. The special education-only programonce completed authorizes the holder to teach in special education only. The combinedcredential program once completed authorizes the credential holder to teach in bothspecial education and general education.Please note: The Commission on Teacher Credentialing stipulates that all candidates whocomplete any Preliminary Special Education Credential (Level I) MUST also meet the LevelII Professional Credential requirements within five years of obtaining their first specialeducation teaching position following the completion of the Preliminary Special EducationCredential (Level I). (Complete information on the Level II Professional Credential followsthis Level I Preliminary Credential information section).Program RequirementsCandidates entering the Level I Preliminary Education Specialist Credential Program whohold a valid general education credential may waive EDUU 510. Those who do not holdsuch a credential must take EDUU 510 and a minimum of 12 credits of coursework plusDirected Teaching at Chapman University College. To obtain the Education Specialistcredential, candidates must meet the following requirements:1. Pass the CBEST. Candidates who, for admission purposes, have taken and passedall four subsets of the Multiple Subject CSET examination after July 1, 2007, will nothave to take and pass the CBEST.2. Complete the requirements for EDUU 395 Education Field Experience or a Waiver.Candidates who have either taken EDUU 395 or had it waived for a general educationcredential, must complete an additional 20 hours of Field experience in specialeducation settings.3. Demonstrate subject matter competency by completing the subject matterrequirements for either the Multiple Subject or Single Subject program, depending onwhich combined program the student has chosen. For Special Education onlyprograms the candidate may choose to meet either the Single Subject or MultipleSubject requirements. If the candidate already holds a California teaching credentialno additional subject matter requirement is necessary unless stipulated by the CTC.4. Pass the RICA Examination prior to applying for the credential. Candidates who hold avalid California Multiple or Single Subject Credential are exempted from thisrequirement.5. Participate in intake and exit interviews.6. BCLAD Authorization: The BCLAD is an optional authorization for individuals who areproficient in a foreign language. The BCLAD authorizes teachers for all classroomsettings in which there are English learners including alternative bilingual educationclassrooms. Candidates for this certificate must pass an authorized LanguageProficiency Examination.Candidates entering a combined credential program are responsible for ALL programrequirements outlined within that specific general education program.

EDUCATION DIVISION 115Option #1: Preliminary Education Specialist (Level I) Mild/Moderate and/orModerate/Severe, Multiple Subject Credentialsprerequisites (12 credits)EDUU 395 Education Field Experience 3EDUU 413/513 Student Health and Safety 2EDUU 414/514 Physical Education for Elementary Teachers 1EDUU 451/551 Educational Application of Computers I 3PSYU 323 Child Development 3core courses (18 credits)EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 603 Communication, Language, and Literacy 3emphasis course (3-6 credits)EDUU 519 Teaching Students with Mild/Moderate Disabilities 3and/orEDUU 560 Teaching Students with Moderate/Severe Disabilities 3multiple subject courses (15 credits)EDMU 520 Literacy and Language in K-8 Classrooms I 3EDMU 521 Literacy and Language in K-8 Classrooms II 3EDMU 522 Mathematics and Science in K-8 Classrooms 3EDMU 523 History, Social Science and Visual/Performing Arts in K—8 3ClassroomsEDUU 540 Wisdom Through Practice 2EDUU 542 Evaluating Teaching Performance Expectations II 1Fieldwork/Student Teaching (9-15 credits)Candidates will take a combination of fieldwork credits from the following:EDTU 590 Supported Teaching (Special Education) 3EDTU 592 Directed Teaching (Mild/Moderate) 3-6EDTU 593 Directed Teaching (Moderate/Severe) 3-6EDMU 580 Supported Teaching 3EDMU 582 Directed Teaching I 3-6EDMU 583 Directed Teaching II 3-6Note: Traditional candidates will take a minimum of two sessions of student teachingand may choose to take 3 credits in Special Education and 6 credits in Multiple Subjector 6 credits in Special Education and 3 credits in Multiple Subject. Candidates withinternship credentials must take 6 credits in the field in which they are credentialed and3 credits in the other field. Candidates who are seeking both a Mild/Moderate and aModerate/Severe credential will need to add an additional 6 credits (one session) offieldwork. All candidates may only waive 3 credits of fieldwork/student teaching.Total program credits (not including prerequisites) 45-54Candidates who wish to file for either the Multiple Subject or Education Specialistcredential without first completing the entire combined program may do so once all coursework for the first credential has been completed including 6 credits of student teaching.

116 GRADUATE DEGREE PROGRAMSCandidates may then file for the second credential once all course work for the secondcredential has been completed. Note: A candidate who has completed all course work forthe Multiple Subject credential (except EDUU 540) will have met EL requirements for theEducation Specialist credential.Option #2: Preliminary Education Specialist (Level I) Mild/Moderate and/orModerate Severe, Single Subject Credentialsprerequisites (11 credits)EDUU 395 Education Field Experience 3EDUU 413/513 Student Health and Safety 2EDUU 451/551 Educational Application of Computers I 3PSYU 324 Adolescent Psychology 3core courses (21 credits)EDMU 520 Literacy and Language in K-8 Classrooms I 3EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 603 Communication, Language, and Literacy 3emphasis course (3-6 credits)EDUU 519 Teaching Students with Mild/Moderate Disabilities 3and/orEDUU 560 Teaching Students with Moderate/Severe Disabilities 3single subject courses (15 credits)EDSU 530 Theories, Methods and Materials for Teaching English 3Language LearnersEDSU 531 Secondary Instructional Strategies for Language/Culturally 3Diverse ClassroomsEDSU 532 Effective Literacy for Single Subject Candidates 3EDSU 533 Content Specific Strategies for Single Subjects (Series) 3EDUU 540 Wisdom through Practice 2EDUU 542 Evaluating Teaching Performance Expectations II 1Fieldwork/Student Teaching (9-15 credits)Candidates will take a combination of fieldwork credits from the following:EDTU 590 Supported Teaching (Special Education) 3EDTU 592 Directed Teaching (Mild/Moderate) 3-6EDTU 593 Directed Teaching (Moderate/Severe) 3-6EDSU 590 Supported Teaching 3EDSU 592 Directed Teaching I 3-6EDSU 593 Directed Teaching II 3-6

EDUCATION DIVISION 117Note: Traditional candidates will take a minimum of two sessions of student teaching anmay choose to take 3 credits in Special Education and 6 credits in Single Subject or 6credits in Special Education and 3 credits in Single Subject. Candidates with internshipcredentials must take 6 credits in the field in which they are credentialed and 3 creditsin the other field. Candidates who are seeking both a Mild/Moderate and aModerate/Severe credential will need to add an additional 6 credits (one session) offieldwork. All candidates may only waive 3 credits of fieldwork/student teaching.Total program credits(not including prerequisites) 48-57Candidates who wish to file for either the Single Subject or Education Specialist credentialwithout first completing the entire combined program may do so once all course work forthe first credential has been completed including 6 credits of student teaching.Candidates may then file for the second credential once all course work for the secondcredential has been completed. Note: A candidate who has completed all course work forthe Single Subject credential (except EDUU 540) will have met EL requirements for theEducation Specialist credential.Option #3: Preliminary Education Specialist Credential (Level I)-Mild/Moderate and/or Moderate/Severeprerequisites (18 credits)EDUU 395 Education Field Experience 3EDUU 551 Educational Application of Computers I 3English Learner requirements- must be met in one of the following ways:1. Take CLAD certificate coursework:• EDUU 526Theories of Language Development 3• EDUU 527Language Development: A Teaching and Learning 3Process• EDUU 528Content-based Instruction for Linguistic Minority 3Students: Sheltered Academics• EDUU 570Voice, Diversity, Equity & Social Justice 32. Passing Score on the CTEL examination3. Hold a CLAD/BCLAD certificate4. Hold a 1059 or 2042 Multiple or Single Subject Credential5. Take the following courses in addition to those in this program if both EDMU 520 and521 have been taken:Mathematics and Science in K-8 Classrooms 3• EDMU 522• EDMU 523History, Social Studies & Visual/Performing Arts in K-8Classrooms6. Take the following courses in addition to those in this program if both EDMU 520 andEDSU 532 have been taken:• EDSU 530Theories, Methods and Materials for Teaching English 3Language Learners• EDSU 531Secondary Instructional Strategies for3Language/Culturally Diverse Classroom• EDSU 533Content specific Strategies for Single Subjects 33

118 GRADUATE DEGREE PROGRAMScore courses (18 credits)EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 603 Communication, Language, and Literacy 3emphasis course (3-6 credits)EDUU 519 Teaching Students with Mild/Moderate Disabilities 3and/orEDUU 560 Teaching Students with Moderate/Severe Disabilities 3literacy (6 credits from the following)EDMU 520 Literacy and Language in K-8 Classrooms I 3EDMU 521 Literacy and Language in K-8 Classrooms II 3EDSU 532 Effective Literacy for Single Subject Candidates 3Student Teaching (6-12 credits)Mild/ModerateEDTU 590 Supported Teaching 3andEDTU 592 Directed Teaching (Mild/Moderate) 3orEDTU 592 Directed Teaching (Mild/Moderate) 6Moderate/SevereEDTU 590 Supported Teaching 3andEDTU 593 Directed Teaching (Moderate/Severe) 3orEDTU 593 Directed Teaching (Moderate/Severe) 6total program credits (not including prerequisites) 33-42

EDUCATION DIVISION 119Option #4: Preliminary Education Specialist Credential (Level I): Adding amild/moderate or moderate/severe to an existing Education SpecialistCredentialprerequisitesValid Education Specialist Credential with EL Authorization earned on or after July 1,2007emphasis course (3 credits)EDUU 519 Teaching Standards with Mild/Moderate Disabilities 3orEDUU 560 Teaching Students with Moderate/Severe Disabilities 3general education elective (3 credits)EDUU 511, EDUU 512, EDUU 536, EDUU 570, EDMU 520, EDMU 521, EDSU 532, EDUU599, EDUU 609fieldwork/student teaching (6 credits) for Mild/Moderate for those seeking aMild/Moderate credentialEDTU 590 Supported Teaching 3andEDTU 592 Directed Teaching (Mild/Moderate) 3orEDTU 592 Directed Teaching (Mild/Moderate) 3fieldwork/student teaching (6 credits) for Moderate/Severe for those seeking aModerate/Severe credentialEDTU 590 Supported Teaching 3andEDTU 593 Directed Teaching (Moderate/Severe) 3orEDTU 593 Directed Teaching (Moderate/Severe) 3total program credits (not including prerequisites) 12Candidates who hold a Preliminary Education Specialist credential, but are not authorizedto work with English Learners or who were authorized to work with English Learners beforeJuly 1, 2007, may have to take additional coursework in order to get a second emphasiscredential.

120 GRADUATE DEGREE PROGRAMSSpecial Education — Education Specialist ProfessionalCredential (Level II)Induction into the Education Specialist Professional Credential Program (Level II) mustoccur no later than 120 days following initial employment on the Preliminary (Level I)Credential. The Level II Credential Program requires a minimum of two years and amaximum of five years to complete. The five-year time limit begins at the time that theLevel I Preliminary Credential is issued by CTC.Candidates for the Level II Credential must be employed as a full-time teacher for twoyears after receipt of their Preliminary Level I credential in the disability area(Mild/Moderate or Moderate/Severe) authorized by their Level I credential. Teachingexperiences accrued prior to completion of the Level I credential can not be countedtoward the Level II Professional Credential. The teaching experience requirement for LevelII begins when the candidate starts teaching under a Level I credential.The Level II Professional Credential program consists of 15 credits of course work and thecompletion of the candidate's personal goals and objectives as outlined in theProfessional Induction Plan and Expertise Plan. Both the Professional Induction Plan andExpertise Plan are developed in EDUU 688. This course must be successfully completedbefore any other Level II courses in the credential program can be taken. In EDUU 688,the capstone course for the program, students must demonstrate how they havesuccessfully met the goals set out in their Professional Induction Plan and Expertise Plan.EDUU 688 may only be taken the second time when all of the other Level II ProfessionalCredential Program courses have been satisfactorily completed.course sequence (15-18 credits)EDUU 688 Professional Induction Planning and Assessment (FirstEnrollment) This course is taken twice. (This course must becompleted prior to enrolling in any other Level II courses)CSPU 639 Advanced Positive Behavioral Supports 3EDUU 638 Advanced Assessment & Instructional Strategies For Persons 3with Mild/Moderate Disabilitiesand/orEDUU 660Seminar in Instructional Supports for Persons withModerate/Severe DisabilitiesCandidates who wish to clear both emphases must take both EDUU 638 and 660.EDUU 650 Transitions Across the Life Span 3Candidates must complete the above courses prior to enrollment in EDUU 688 for thesecond time.EDUU 688 Professional Induction Planning and Assessment (SecondEnrollment)3total program credits 15-18A candidate enrolled in a Level II Education Specialist program may have additionalrequirements beyond the required 15 course credits. Additional requirements mayinclude such courses as EDUU 551: Educational Application of Computers - Level I, EDUU513: Student Health and Safety, and PSYU 323: Child Development or PSYU 324:33

EDUCATION DIVISION 121Adolescence, among others. Candidates should refer to their Level I credential todetermine if there are additional requirements and what those requirements are.NOTE: Education Specialist Credential Programs are offered at select University Collegecampuses.Administrative Services Credentials- Tier I and Tier IIBoth the Preliminary (Tier I) and Professional Clear (Tier II) Administrative ServicesCredential programs are designed to mentor and prepare candidates to successfullyassume the multiple leadership roles that must be filled by school administrators. Bothprograms embody the Education Division’s core values and are aligned with the CaliforniaProfessional Standards for Educational Leaders.Preliminary Administrative Services Credential – Tier ICandidates for the Tier I credential can transfer credits from another accredited institutionbut must complete a minimum of 12 credits in residency at Chapman University College.An Internship Option is available for Tier I candidates who are in or wish to accept anadministrative position while completing the coursework for this program.Admission Requirements1. Valid, CTC "basic" Credential2. Two recent letters of recommendation3. Current resume4. Intake interview5. Passing score on the CBEST (Candidates who received a teaching credential after1983 will have passed CBEST. Those who hold life credentials, may not have passedthe CBEST and will have to take the test.)6. Grade point average of 2.75 calculated over the most recent 30 graded semester (or45 quarter) credits completed in either a baccalaureate or post baccalaureateprogram, including credits earned toward a credential. All credits used for GPAcalculation must be earned prior to application and must be from a regionallyaccredited institution.7. Applicants with GPAs between 2.50* and 2.74 can qualify for admission to acredential program by earning a passing score on one of the qualifying examinationslisted below.a) Graduate Record Examination (GRE): any of the three GRE scores (Verbal,Quantitative or Analytical Writing) may be used to meet credential programadmissions standard. The minimum acceptable score for the Verbal andQuantitative sections is 450. The minimum acceptable score for the AnalyticWriting is 4.5.b) Miller Analogies Test (MAT): achieve a minimum scaled score of 403.c) Subject Matter Competency Examinations: successfully complete one of theCalifornia Subject Examinations for Teachers (CSET).

122 GRADUATE DEGREE PROGRAMS*Administrative Services applicants with a GPA lower than 2.5 may, under certainconditions, petition for admission consideration under an “exceptional admit” category.Applicants must have passed the CBEST and one of the approved graduate admissionexaminations specified in number 7 above to be considered for “exceptional admit.”Program Requirements1. A minimum of three years of verified full time employment under a "basic" CTCcredential at the time of filing for the Tier I credential.2. Exit Interview.prerequisiteEDUU 511Collaboration for Inclusive Schooling (or an equivalentcourse or California Professional Clear Teaching Credential)required coursesEDUU 609 Seminar in Curriculum Studies 3EDAU 670 Organizational Leadership and Development 3EDAU 672 Management of Personnel, Resources and Operations 3EDAU 674 Supervision and Assessment of Instruction 3EDAU 675 Policy, Politics and Educational Governance 3EDAU 676 Educational Law and Finance 3EDAU 678 Leadership for Diversity, Equity and Community 3EDAU 691 Directed Fieldwork in Administrative Services 3-6total program credits (not including prerequisites) 24-27Internship candidates must meet all of the preceding admission requirements. Inaddition, Internship candidates must provide verification that they have served three fullacademic years in an approved setting (form CL-41) and written evidence that they havebeen offered an administrative position (Chapman University Verification of Employmentfor Internship Credential Form). The credential application form, which can be obtainedfrom the Faculty or Academic Advisor, must be completed by the candidate and filed withthe credential specialist at the campus of residence.Candidates serving under an Internship Credential while completing the AdministrativeServices Credential, Tier I are required to take an additional three credits of EDAU 691.This course will provide the support needed to help ensure the candidates' success intheir administrative assignment. A University Supervisor will assist the candidate ashe/she develops a Professional Development Plan that is appropriate for the candidateand the assigned duties.Professional Clear Administrative Services Credential — Tier IIThe Tier II Administrative Services Credential Program is designed to develop theprofessional competencies of practicing educational leaders. This program is Fieldwork /Evidence of Competency based and is in full compliance with the regulations specified inSB 1655. Candidates will be required to demonstrate critical standards based knowledge,skills and abilities through highly structured and rigorous assessment.Candidates for this credential must take both EDAU 710 and EDAU 720 at ChapmanUniversity; no coursework can be transferred into the program. Completion of these two

EDUCATION DIVISION 123courses (6 credits) will meet the residency requirement for students who are new to theUniversity.Admission Requirements1. Hold a Preliminary Administrative Services Credential - Tier I;2. Two letters of recommendation. Letters should be written by professional educatorswho have knowledge of the candidate's administrative performance and should bepresented on school or district letterhead;3. Current Resume;4. Intake interview;5. Hold a current position as an administrator in an approved setting (Form CL 41);6. Grade point average of 2.75 calculated over the most recent 30 graded semester (or45 quarter) credits completed in either a baccalaureate or post baccalaureateprogram, including credits earned toward a credential. All credits used for GPAcalculation must be earned prior to application and must be from a regionallyaccredited institution;7. Applicants with GPAs between 2.50* and 2.74 can qualify for admission to acredential program by earning a passing score on one of the qualifying examinationslisted below;a) Graduate Record Examination (GRE): any of the three GRE scores (Verbal,Quantitative or Analytical Writing) may be used to meet credential programadmissions standard. The minimum acceptable score for the Verbal andQuantitative sections is 450. The minimum acceptable score for the AnalyticWriting is 4.5.b) Miller Analogies Test (MAT): achieve a minimum scaled score of 403.c) Subject Matter Competency Examinations: successfully complete one of theCalifornia Subject Examinations for Teachers (CSET).*Administrative Services applicants with a GPA lower than 2.5 may, under certainconditions, petition for admission consideration under an “exceptional admit” category.Applicants must have passed the CBEST and one of the approved graduate admissionexaminations specified in number 7 above to be considered for “exceptional admit.”Program Requirements1. Two years of full-time administrative service under a Tier I credential at the time offiling;2. Exit interview.required coursesEDAU 710 Mentoring and Support of Candidates 3EDAU 720 Assessment and Performance of Candidates 3total program credits 6

124 GRADUATE DEGREE PROGRAMSRyan Professional Clear CredentialCandidates in the Ryan/1059 credential program can receive their Professional ClearCredential by completing 30 units of graduate work beyond their bachelor's degree(usually done by completing the preliminary credential) and taking the following courses:EDUU 552 Using Technological Tools in Teaching - Level Two 3EDUU 513 Student Health and Safety 2EDUU 511 Collaboration for Inclusive Schooling 3Candidates who filed for their Ryan Preliminary Multiple or Single Subject credential on orafter 07/01/03 and do not have an ELL authorization such as the CLAD emphasis, AB1059, or the CLAD certificate; or candidates who filed for the SB 2042 Multiple or SingleSubject credential on or before 08/30/04 must also complete EDUU 534 Advanced Studyof English Learners (3 credits).Candidates who did not file for a Ryan Preliminary Multiple or Single Subject, but file fortheir Professional Clear on or after 07/01/05 and do not have an ELL authorization suchas the CLAD emphasis, AB 1059 or the CLAD certificate or candidates who filed for the SB2042 Multiple or Single Subject credential on or before 08/30/04 must also completeEDUU 534 Advanced Study of English Learners (3 credits).To establish residency, a candidate must take 6 credits from CUC if preliminary credentialwas not earned at CUC.Professional Certificate Programs in EducationCross-cultural, Language and Academic Development- (CLAD) CertificateThis program provides credentialed teachers or credential candidates with a CTCdesignatedauthorization to serve limited English proficient students.required coursesEDUU 570 Voice, Diversity, Equity and Social Justice 3EDUU 526 Theories of Language Development 3EDUU 527 Language Development: A Teaching & Learning 3ProcessEDUU 528 Content-based Instruction for Linguistic Minority 3Students: Sheltered EnglishPlease note that these courses are offered at some University College campuses on anirregular basis. All of these courses are available on-line through the Chapman UniversityeCollege Platform.

EDUCATION DIVISION 125Professional Reading CertificateThis program provides credentialed teachers the opportunity to earn the CTC authorizedProfessional Reading Certificate.Admission RequirementsStudents entering this program must meet the admission standards for a UniversityCollege Teacher Credential Program (see above) and hold a valid California TeachingCredential. Prior to filing for the certificate, the candidate must have completed threeyears of teaching experience in any grade preschool through adult exclusive of studentteaching, internship teaching, or teaching while holding an emergency permit.prerequisitesandEDMU 520 or EDMU 521 or an approved equivalentEDSU 532 or an approved equivalentrequired coursesEDUU 619 Literacy Assessment and Evaluation I 3EDUU 620 Children’s Literature and Family Literacy 3EDUU 622 Seminar in Program Design 3EDUU 623 Reader Leader I: Planning Delivery 3EDUU 610 The Teacher as Scholarly Practitioner: Action Research 3

126 GRADUATE DEGREE PROGRAMSGraduate Degree Programs in EducationMaster of Arts in Teaching (MAT)Applicants entering the Master of Arts in Teaching (MAT) in Elementary Education,Secondary Education, Special Education or Combined Special Education and GeneralEducation programs must meet all of the requirements listed above for the appropriatecredential programs. In addition, applicants must possess a grade point average (GPA) of3.0 in the last 30 graded semester credits (45 quarter units) completed in either abaccalaureate or post baccalaureate program, including credits earned toward acredential. Candidates in the MAT program are governed by both graduate degrees andcredential policies, with credential policies superseding graduate policies.Admissions RequirementsApplicants using the CUC Admissions Option Two must possess a GPA between 2.75 and2.99 in the last 30 graded semester credits (45 quarter units) in either a baccalaureate orpost baccalaureate program, including credits earned toward another credential, to beadmitted to the combined credential and graduate MAT degree program and must have apassing score on one of the examinations noted below:Graduate Record Examination (GRE): any two of the three GRE scores (Verbal,Quantitative or Analytical Writing) may be used to meet graduate admissionsstandards for the MAT. The minimum acceptable score for the Verbal andQuantitative sections is 450. The minimum acceptable score for the Analytic Writingis 4.5.Miller Analogies Test (MAT): achieve a minimum scaled score of 403.Subject Matter Competency Examination: earn passing score on all subsets of theappropriate content area CSET. The one exception would be for math, whichauthorizes a Foundational Math Credential if subsets I & II of the Math CSET arepassed.Applicants electing to use Option Four for admission to the MAT program with a GPA lowerthan 2.5 must also fulfill all exceptional admit criteria (see credential criteria).Program RequirementsTransfer of CourseworkA total of six graduate level semester credits is the maximum allowed to transfer into theMAT Degree Program. No advanced core courses may be transferred into the degreeprogram.ScholarshipThe Education Division has scholarship requirements that supersede the AcademicPolicies of University College. (For University College graduate policies, please refer to the

EDUCATION DIVISION 127Academic Policies and Procedures section in this catalog.) A grade of "B-" or higher mustbe earned for EDUU 510. Candidates in all Education credential programs, whether standalone or embedded within a graduate degree, are expected to maintain "A" and "B"grades; a grade of "C+" or lower is considered unacceptable and the course must berepeated. In order for a candidate to qualify for directed teaching, the candidate needs tohave completed all credential coursework with the exception of one class whilemaintaining a 3.0 GPA.Demonstration of MasteryAll Master of Arts in Teaching Degree candidates must demonstrate mastery for thedegree by completing an Action Research Project (ARP). The ARP is designed and begun inEDUU 610 and completed in EDUU 611. Students must have a cumulative GPA of 3.0 orbetter for all of the courses completed prior to starting the Action Research Project.Students must complete the Action Research Project, write a paper based on thatresearch and make a presentation to a group of educators to demonstrate mastery.Detailed requirements and guidelines for the ARP are presented in the MAT Handbookthat can be obtained from a program academic advisor.* A waiver of the technology requirement may be granted upon successful completion ofthe CSET Educational Technology Exam, documentation of completion of regulareducation computers in education coursework from an accredited college or university, orsubmission of an electronic portfolio (under certain conditions).** Subject matter competency must be met prior to enrollment in the required fieldworkcomponent for the credential.*** EDUU 600 must be taken prior to EDUU 610.

128 GRADUATE DEGREE PROGRAMSMaster of Arts in Teaching (MAT) in Elementary Education with 2042 MultipleSubject CredentialRequired CourseworkPlease note that the required prerequisites for the credential are completed outside of thedegree program.prerequisites (12 credits)EDUU 395 Education Field Experience 3EDUU 413/513 Student Health, Safety and Physical Education 2EDUU 414/514 Physical Education for Elementary Teachers 1EDUU 451/551* Educational Application of Computers I 3PSYU 323 Child Development 3introductory block (9 credits)EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3content area block (12 credits)EDMU 520 Literacy and Language in K-8 Classrooms I 3EDMU 521 Literacy and Language in K-8 Classrooms II 3EDMU 522 Mathematics and Science in K-8 Classrooms 3EDMU 523 History, Social Science and Visual/Performing Arts in K–8Classrooms3capstone course (3 credits)EDUU 540 Wisdom Through Practice 2EDUU 542 Evaluating Teaching Performance Expectations II 1directed fieldwork (9 credits from the following)EDMU 580** Supported Teaching 3EDMU 582** Directed Teaching I 3EDMU 583** Directed Teaching II 3-6advanced core courses (15 credits)EDUU 600*** Research and Evaluation 3EDUU 606 Seminar in Learning Theory 3EDUU 609 Seminar in Curriculum Studies & Assessment 3EDUU 610 Teacher as Scholarly Practitioner: Action Research 3EDUU 611 Action Research Development 3total program credits (not including prerequisites) 39-48In the event that a candidate has all or a portion of his/her student teaching waived, thosecredits are not required to be replaced in the degree.

EDUCATION DIVISION 129Master of Arts in Teaching (MAT) in Secondary Education with 2042 SingleSubject CredentialRequired CourseworkPlease note that the required prerequisites and fieldwork component for the credentialare completed outside of the degree program.prerequisites (11 credits)EDUU 395 Education Field Experience 3EDUU 413/513 Student Health and Safety 2EDUU 451/551* Educational Application of Computers I 3PSYU 324 Adolescence 3introductory block (9 credits)EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3content block (12 credits)EDSU 530 Theories, Methods and Materials for Teaching English 3Language LearnersEDSU 531 Secondary Instructional Strategies for Language/Culturally 3Diverse ClassroomsEDSU 532 Effective Literacy for Single Subject Candidates 3EDSU 533 Content Specific Strategies for Single Subjects (Series) 3capstone courses (3 credits)EDUU 540 Wisdom Through Practice 2EDUU 542 Evaluating Teaching Performance Expectations II 1directed fieldwork (9 credits from the following)EDSU 590** Supported Teaching 3EDSU 592** Directed Teaching I 3EDSU 593** Directed Teaching II 3-6advanced core courses (15 credits)EDUU 600 *** Research and Evaluation 3EDUU 606 Seminar in Learning Theory 3EDUU 609 Seminar in Curriculum Studies & Assessment 3EDUU 610 Teacher as Scholarly Practitioner: Action Research 3EDUU 611 Action Research Development 3total program credits (not including prerequisites) 39-48In the event that a candidate has all or a portion of his/her student teaching waived, thosecredits are not required to be replaced in the degree.

130 GRADUATE DEGREE PROGRAMSMaster of Arts in Teaching (MAT) in Special Education with PreliminaryEducation Specialist (Level I) and 2042 Multiple Subject CredentialsRequired CourseworkPlease note that the required prerequisites and fieldwork component for the credentialare completed outside of the degree program.prerequisites (12 credits)EDUU 395 Education Field Experience 3EDUU 413/513 Student Health and Safety 2EDUU 414/514 Physical Education for Elementary Teachers 1EDUU 451/551* Educational Application of Computers I 3PSYU 323 Child Development 3core courses (18 credits)EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 603 Communication, Language, and Literacy 3emphasis course (3-6 credits)EDUU 519and/orEDUU 560Strategies for Teaching People with Mild/ModerateDisabilitiesStrategies for Teaching People with Moderate/SevereDisabilities33multiple subject courses (15 credits)EDMU 520 Literacy and Language in K-8 Classrooms I 3EDMU 521 Literacy and Language in K-8 Classrooms II 3EDMU 522 Mathematics and Science in K-8 Classrooms 3EDMU 523 History, Social Science and Visual / Performing Arts in K – 8 3ClassroomsEDUU 540 Wisdom Through Practice 2EDUU 542 Evaluating Teaching Performance Expectations II 1Fieldwork/Student Teaching (9-15 credits)Candidates will take a combination of fieldwork credits from the following:EDTU 590** Supported Teaching (Special Education) 3EDTU 592** Directed Teaching (Mild/Moderate) 3-6EDTU 593** Directed Teaching (Moderate/Severe) 3-6EDMU 580** Supported Teaching 3EDMU 582** Directed Teaching I 3-6EDMU 583** Directed Teaching II 3-6Note: traditional candidates will take a minimum of two sessions of student teaching andmay choose to take 3 credits in Special Education and 6 credits in Multiple Subject or 6credits in Special Education and 3 credits in Multiple Subject. Candidates with internshipcredentials must take 6 credits in the field in which they are credentialed and 3 credits in

EDUCATION DIVISION 131the other field. Candidates who are seeking both a Mild/Moderate and aModerate/Severe credential will need to add an additional 6 credits (one session) offieldwork. All candidates may only waive 3 credits of fieldwork/student teaching.advanced core courses (15 credits)EDUU 600*** Research and Evaluation 3EDUU 606 Seminar in Learning Theory 3EDUU 609 Seminar in Curriculum Studies 3EDUU 610 Teacher as Scholarly Practitioner: Action Research 3EDUU 611 Action Research Development 3total program credits (not including prerequisites) 48-69In the event that a candidate has all or a portion of his/her student teaching waived, thosecredits are not required to be replaced in the degree.Master of Arts in Teaching (MAT) in Special Education with PreliminaryEducation Specialist (Level I) and 2042 Single Subject CredentialsRequired CourseworkPlease note that the required prerequisites and fieldwork component for the credentialare completed outside of the degree program.prerequisites (11 credits)EDUU 395 Education Field Experience 3EDUU 413/513 Student Health and Safety 2EDUU 451/551* Educational Application of Computers I 3PSYU 324 Adolescence 3core courses (21 credits)EDMU 520 Literacy and Language in K-8 Classrooms I 3EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 512 The Art and Craft of Teaching 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 603 Communication, Language, and Literacy 3emphasis course (3-6 credits)EDUU 519and/orEDUU 560Strategies for Teaching People with Mild/ModerateDisabilitiesStrategies for Teaching People with Moderate/SevereDisabilities33

132 GRADUATE DEGREE PROGRAMSsingle subject courses (15 credits)EDSU 530 Theories, Methods and Materials for Teaching English 3Language LearnersEDSU 531 Secondary Instructional Strategies for Language/Culturally 3Diverse ClassroomsEDSU 532 Effective Literacy for Single Subject Candidates 3EDSU 533 Content Specific Strategies for Single Subjects (Series) 3EDUU 540 Wisdom Through Practice 2EDUU 542 Evaluating Teaching Performance Expectations II 1Fieldwork/Student Teaching (9-15 credits)Candidates will take a combination of fieldwork credits from the following:EDTU 590** Supported Teaching (Special Education) 3EDTU 592** Directed Teaching (Mild/Moderate) 3-6EDTU 593** Directed Teaching (Moderate/Severe) 3-6EDSU 590** Supported Teaching 3EDSU 592** Directed Teaching I 3-6EDSU 593** Directed Teaching II 3-6Note: traditional candidates will take a minimum of two sessions of student teaching andmay choose to take 3 credits in Special Education and 6 credits in Single Subject or 6credits in Special Education and 3 credits in Single Subject. Candidates with internshipcredentials must take 6 credits in the field in which they are credentialed and 3 credits inthe other field. Candidates who are seeking both a Mild/Moderate and aModerate/Severe credential will need to add an additional 6 credits (one session) offieldwork. All candidates may only waive 3 credits of fieldwork/student teaching.advanced core courses (15 credits)EDUU 600*** Research and Evaluation 3EDUU 606 Seminar in Learning Theory 3EDUU 609 Seminar in Curriculum Studies 3EDUU 610 Teacher as Scholarly Practitioner: Action Research 3EDUU 611 Action Research Development 3total program credits (not including prerequisites) 51-72In the even that a candidate has all or a portion of his/her student teaching waived, thosecredits are not required to be replaced in the degree.

EDUCATION DIVISION 133Master of Arts in Teaching (MAT) in Special Education with PreliminaryEducation Specialist (Level I) Credential (Mild/Moderate and/orModerate/Severe)Required CourseworkPlease note that the required prerequisites and fieldwork component for the credentialare completed outside of the degree program.prerequisitesEDUU 395 Education Field Experience 3EDUU 551 Educational Application of Computers I 3English Learner requirements- must be met in one of the following ways:1. Take CLAD certificate coursework:• EDUU 526Theories of Language Development 3• EDUU 527Language Development: A Teaching and Learning 3Process• EDUU 528Content-based Instruction for Linguistic Minority 3Students: Sheltered Academics• EDUU 570Voice, Diversity, Equity & Social Justice 32. Passing Score on the CTEL examination3. Hold a CLAD/BCLAD certificate4. Hold a 1059 or 2042 Multiple or Single Subject Credential5. Take the following courses in addition to those in this program if both EDMU 520 and521 have been taken:• EDMU 522Mathematics and Science in K-8 Classrooms 3• EDMU 523History, Social Studies & Visual/Performing Arts in K-8 3Classrooms6. Take the following courses in addition to those in this program if both EDMU 520 andEDSU 532 have been taken:• EDSU 530Theories, Methods and Materials for Teaching English 3Language Learners• EDSU 531Secondary Instructional Strategies for3Language/Culturally Diverse Classroom• EDSU 533Content specific Strategies for Single Subjects 3core courses (15 credits)EDUU 510 Introduction to Teaching 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 603 Communication, Language, and Literacy 3emphasis course (3-6 credits)EDUU 519 Strategies for Teaching People with Mild/Moderate 3

134 GRADUATE DEGREE PROGRAMSand/orEDUU 560DisabilitiesStrategies for Teaching People with Moderate/SevereDisabilities3general education elective courses (6 credits from the following)EDMU 520 Literacy and Language in K-8 Classrooms I 3EDMU 521 Literacy and Language in K-8 Classrooms II 3EDSU 532 Effective Literacy for Single Subject Candidates 3Moderate/Severe fieldwork (6 credits)EDTU 590 ** Supported Teaching: Special Education 3andEDTU 593 ** Directed Teaching (Moderate/Severe) 3orEDTU 593 ** Directed Teaching (Moderate/Severe) 6Mild/Moderate fieldwork (6 credits)EDTU 590 ** Supported Teaching: Special Education 3andEDTU 592 ** Directed Teaching (Mild/Moderate) 3orEDTU 592 ** Directed Teaching (Mild/Moderate) 6advanced core courses (15 credits)EDUU 600*** Research and Evaluation Methods 3EDUU 606 Seminar in Learning Theory 3EDUU 609 Seminar in Curriculum Studies 3EDUU 610 Teacher as Scholarly Practitioner: Action Research 3EDUU 611 Action Research Development 3total program credits (not including prerequisites) 39-54Students earning both a Mild/Moderate and a Moderate/Severe credential must takeboth emphasis courses and must student teach in both settings.In the event that a candidate has all or a portion of his/her student teaching waived, thosecredits are not required to be replaced in the degree.

EDUCATION DIVISION 135M.A. in School Counseling, Ed.S. in School Psychology,and M.A. in Educational PsychologyMaster of Arts in School Counseling and Pupil Personnel Services Credentialin School Counseling (PPSC)University College offers a Master of Arts degree in School Counseling. The program inschool counseling prepares students to serve as counselors in the public schools forgrades K-12 and meets the requirements for a California state credential authorizingservice as a school counselor. Students with a previously earned master’s degree incounseling or a related field may earn a California state PPS credential without enrolling inthe Master of Arts program. Those candidates who enroll only in the PPSC credentialprogram will be governed by credential policies. All other candidates will be governed bygraduate degree and credential policies with credential policies superseding graduatepolicies.Admission RequirementsAcceptance into the graduate program in school counseling will be based on multiplecriteria. These criteria include academic potential, experience with children and youth,and compatibility with program philosophy. To be considered for admission students mustcomplete the following:1. Satisfactorily fulfill graduate admission requirements for University College as state inthe catalog (see the Graduate Admissions section).2. Applicants using the CUC Admissions Option Two with a grade point average between2.5 and 2.99 in the last 30 graded semester credits (45 quarter units) in either abaccalaureate or post baccalaureate program including credits earned toward acredential are required to submit passing scores from one of the following standardadmission tests:Graduate Record Examination (GRE): any two of the three GRE scores (Verbal,Quantitative or Analytical Writing) may be used to meet graduate admissionsstandards for the MAT. The minimum acceptable score for the Verbal andQuantitative sections is 450. The minimum acceptable score for the Analytic Writingis 4.5.Miller Analogies Test (MAT): achieve a minimum scaled score of 403.3. Submit a graduate application with the following:• Three letters of recommendation from individuals who have had experience withthe candidate in an academic setting and knowledge of the candidate’s academicpotential and from someone who knows the candidate in a work setting,preferably one where the candidate has worked with children.• Official transcripts from all institutions of higher learning attended.• A current resume which includes experiences working with children.• An autobiographical essay (2-3 pages) describing life experiences that haveshaped the candidate’s approach to working with children and what led them tothe decision to become a school counselor and their commitment to the PPSCprogram.4. All applicants are required to arrange for an intake interview. The interview will be

136 GRADUATE DEGREE PROGRAMSconducted by the program coordinator and other designated faculty.Program RequirementsThe School Counseling program requires 48 units of coursework. Students entering theSchool Counseling program are expected to have the following:Certificate of Clearance: A Certificate of Clearance application (includingfingerprints) or a copy of a valid Emergency Permit must be submitted at the time ofthe intake interview or by the end of the first session of enrollment.Tuberculosis Test: A current "negative" tuberculosis test, that is not more than twoyears old and covers the internship period must be submitted to the campusEducation Department at the time of the intake interview or by the beginning of thefirst session of enrollment. A person whose tuberculosis test is "positive" can submitresults from a chest x-ray examination that verifies the candidate does not haveactive tuberculosis.CBEST: Candidates must take and pass the California Basic Educational Skills Testprior to enrollment in the second session of coursework.Transfer Policy: No more than 12 credits may be transferred into the schoolcounseling program from other graduate institutions upon approval by coursetransfer request to the Dean. Transferred courses must have been awarded a gradeof “B” or better and cannot be older than seven years at the completion of theprogram. CSPU 515, 618, 620, and 621 must be taken at Chapman UniversityCollege.The School Counseling program also requires the following:Fieldwork and Internship: Candidates must complete the Practicum in SchoolCounseling course and a minimum of 100 hours of practica fieldwork prior tobeginning the final fieldwork or internship in CSPU 620 and 621. A minimum of 600hours of post-practicum fieldwork or internship is required to apply for the credential.Most of these hours must be done in a public school setting at two different levels. Allhours must be under the supervision of an experienced professional who holds a PPScredential in school counseling.Exit Interview: Credential candidates must successfully complete an exit interview, aprofessional portfolio, and a capstone project to exit the program. Candidates whowish to earn a Master of Arts in school counseling must meet all the courserequirements and earn a score of 550 or higher on the ETS Praxis Examination inCounseling and Guidance (#0420).

EDUCATION DIVISION 137School Counseling Course Requirementsrequired coursesCSPU 500 Introduction to Counseling and Intervention 3CSPU 511 Introduction to Ethical Practice of School Counseling 3CSPU 512 Advanced Counseling and Intervention 3CSPU 513 Group Leadership and Intervention 3CSPU 514 Cultural and Community Issues in Counseling 3CSPU 515 Practicum in School Counseling 3CSPU 516 Children and Youth In Developmental Context 3CSPU 616 Leadership and Systems Change 3CSPU 617 Transition to Work and Career 3CSPU 618 Best Practices in School Counseling 3CSPU 620 Supervision and Mentoring in School Counseling I 3CSPU 621 Supervision and Mentoring in School Counseling II 3CSPU 640 Consultation and Indirect Intervention 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 600 Research and Evaluation Methods 3EDUU 602 Positive Behavioral Supports 3total program credits 48Educational Specialist Degree in School Psychology (Ed.S.) and a Master ofArts in Educational Psychology with a Pupil Personnel Services Credential inSchool Psychology (PPSP)University College offers an Educational Specialist degree in School Psychology and aMaster of Arts degree in Educational Psychology. The School Psychology program preparesstudents to serve as school psychologists in public schools for grades K-12 and meets therequirements for a California State Pupil Personnel Services credential authorizing serviceas a school psychologist. Candidates enrolled in the Educational Specialist degree inSchool Psychology program will also earn a Master of Arts degree in EducationalPsychology after the completion of required coursework, passing the Praxis exam inschool psychology, and completion of the required practicum fieldwork and final yearfieldwork or internship. Candidates in this program are governed by both graduate degreeand credential policies, with credential policies superseding graduate policies.Admission RequirementsAcceptance into the graduate program in school psychology is based on multiple criteria.These criteria include academic potential, experience working with children and youth,and compatibility with program philosophy. To be considered for admission the applicantmust:1. Satisfactorily fulfill graduate admission requirements for University College as statedin the catalog (see the Graduate Admissions section).2. Applicants using CUC Admissions Option Two with a grade point average between 2.5and 2.99 in the last 30 graded semester credits (45 quarter units) in either abaccalaureate or post baccalaureate program including credits earned toward a

138 GRADUATE DEGREE PROGRAMScredential are required to submit passing scores from one of the following standardadmission tests:Graduate Record Examination (GRE): any two of the three GRE scores (Verbal,Quantitative, or Analytical Writing) may be used to meet graduate admissionsstandards for the Educational Specialist degree and the Master of Arts of degree. Theminimum acceptable score for the Verbal and Quantitative sections is 450. Theminimum acceptable score for the analytical Writing is 4.5.Miller Analogies Test (MAT): achieve a minimum scaled score of 403.3. Submit a graduate application with the following:• Three letters of recommendation from individuals who have experience with thecandidate in an academic setting and have knowledge of the candidate’sacademic potential and from someone who knows the candidate in a worksetting, preferably one where the candidate works with children.• Official transcripts from all institutions of higher learning attended.• A current resume which includes experiences working with children.• An autobiographical essay (2-3 pages) describing the life experiences that haveshaped the candidate’s approach to working with children and youth and what ledto the decision to become a school psychologist and their commitment to theprogram.4. All applicants are required to arrange for an intake interview. The interview will beconducted by the program coordinator and other designated faculty members.Program RequirementsThe school psychology program requires 69 credits of coursework. Students entering theschool psychology program are expected to have the following:Certificate of Clearance: A certificate of clearance application (including fingerprints)or a copy of a valid Emergency Permit must be submitted at the intake interview or bythe end of the first session of enrollment.Tuberculosis Test: A current "negative" tuberculosis test, that is not more than twoyears old and covers the internship period must be submitted to the campusEducation Department at the time of the intake interview or by the beginning of thefirst session of enrollment. A person whose tuberculosis test is "positive" can submitresults from a chest x-ray examination that verifies the candidate does not haveactive tuberculosis.CBEST: Candidates must take and pass the California Basic Educational Skills Testprior to enrollment in the second session of coursework.Transfer policy: No more than 18 graduate credits may be transferred into the schoolpsychology program from other graduate institutions with an earned master’s degreeupon approval of the Dean. Candidates without an earned master’s degree maytransfer up to 12 credits of graduate coursework upon approval of the Dean.Transferred courses must have been awarded a grade of “B” or better and cannot beolder than seven years at the completion of the school psychology program. CSPU534, 535, 622, 623, 624, 625, 640 and 641 must be taken at Chapman UniversityCollege.

EDUCATION DIVISION 139The school psychology program also requires the following:Fieldwork and internship. All candidates must complete the two practicum coursesin school psychology and a minimum of 450 hours of practica fieldwork prior tobeginning the final year fieldwork or internship with a minimum of 1200 hours of fieldexperience. Most of these hours must be completed in a public school setting. Allhours must be under the supervision of an experienced professional with a PupilPersonnel credential in school psychologyExit Interview. Candidates must successfully complete an oral exit interview, aprofessional portfolio, and a capstone project to exit the program. Candidates mustmeet all course requirements and earn a score of 590 or better on the ETS Praxisexam in school psychology (#0400).Specific School Psychology Course Requirementsrequired coursesCSPU 500 Introduction to Counseling and Intervention 3CSPU 510 Introduction to the Ethical Practice of School Psychology 3CSPU 512 Advanced Counseling and Intervention 3CSPU 513 Group Leadership and Intervention 3CSPU 514 Cultural and Community Issues in Counseling 3CSPU 516 Children and Youth in Developmental Center 3CSPU 534 Practicum in School Psychology I 3CSPU 535 Practicum in School Psychology II 3CSPU 622 Supervision and Mentoring in School Psychology I 3CSPU 623 Supervision and Mentoring in School Psychology II 3CSPU 624 Supervision and Mentoring in School Psychology III 3CSPU 625 Supervision and Mentoring in School Psychology IV 3CSPU 636 Cognitive and Neuropsychological Assessment for 3InterventionCSPU 637 Psychoeducational Assessment I 3CSPU 638 Psychoeducational Assessment II 3CSPU 639 Advanced Positive Behavioral Supports 3CSPU 640 Consultation and Indirect Intervention 3CSPU 641 Best Practices in School Psychology 3EDUU 519 Strategies: Mild and Moderate 3EDUU 600 Research and Evaluation Methods 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 606 Seminar in Learning Theory 3total program credits 69

140 GRADUATE DEGREE PROGRAMSMaster of Arts in Education (MAE)The goal of the MAE program is the development of knowledgeable, thoughtful and ethicaleducators committed to the universal values of democracy, care and justice. The programis designed for individuals seeking career or advancement opportunities in education as ateacher or administrator. All students complete six MAE core courses. In addition,candidates complete one emphasis area. Five emphasis areas are offered: curriculumand instruction, reading, educational leadership and administration, instructionaltechnology, and professional learning community*. It is possible to complete a degreewith more than one emphasis. Students completing a second emphasis area within onemasters degree program may not use previously completed emphasis coursework for oneemphasis to fulfill the requirements of a second emphasis.*The curriculum instruction and the instructional technology emphases are available atall California campuses. Other emphases may not be available at every campus.Admission RequirementsAdmission to the program may be achieved by meeting the following requirements:1. Satisfactorily fulfill graduate admission requirements for University College as statedin the catalog (see the Graduate Admissions section).2. Applicants using the CUC Admissions Option Two must possess a GPA between 2.75and 2.99 in the last 30 semester credits (45 quarter credits) in either abaccalaureate or post baccalaureate program including credits earned toward acredential to be admitted to the Master of Arts in Education degree program andmust have a passing score on one of the examinations noted below:Graduate Record Examination (GRE): any two of the three GRE scores (Verbal,Quantitative or Analytical Writing) may be used to meet graduate admissionsstandards for the MAT. The minimum acceptable score for the Verbal andQuantitative sections is 450. The minimum acceptable score for the Analytic Writingis 4.5.Miller Analogies Test (MAT): achieve a minimum scaled score of 403.State Teacher Examinations: successfully complete the appropriate CaliforniaSubject Examinations for Teachers (CSET), or Single Subject Assessments forTeaching (SSAT) and/or Praxis Examination.3. Complete the prerequisites for the program that consist of a minimum of six (6)credits in education, including coursework in Foundations of Education and TeachingMethods. These prerequisites will have been met if the applicant holds a validteaching credential or has previous coursework that meets this requirement. Otherstudents will be required to meet the prerequisites in addition to the specified degreeprogram requirements. If these courses are not completed at the time of admission,they must be completed within the first sessions of enrollment prior to enrollment inany 600-level coursework. There is no time limit on the prerequisite courses.4. Candidates who have successfully completed any of the Chapman UniversityCollege’s Preliminary Credential programs and have passed the CSET, MSAT, SSAT orPRAXIS examination automatically qualify for admission to MAE program.5. Candidates for the MAE/Educational Leadership & Administration must submit aresume.6. Two letters of recommendation from individuals who are familiar with the applicant's

EDUCATION DIVISION 141academic/professional ability to undertake graduate study.Program RequirementsScholarshipMasters degree candidates must maintain a cumulative GPA of 3.0 or higher in all degreecoursework. A student whose GPA falls below 3.0 for one session may be placed onprobation; continued poor performance may result in dismissal from the program. Nograde below “C” is acceptable toward a masters degree.Second Emphasis AreaIt is possible to complete the MAE Degree with more than one emphasis. Candidatescompleting a second emphasis area within one master’s degree program may not usecoursework from one emphasis area to fulfill the requirements of the second. Further,students completing a second emphasis must successfully complete the Demonstrationof Mastery task associated with that emphasis area.If the second area of emphasis is completed after the initial degree has been awarded,the student will not be issued an updated diploma, nor will it be considered appropriatefor them to walk in commencement a second time, but the second emphasis will appearas such on their official Chapman University College transcript.Transfer of CourseworkGenerally, a total of six semester or nine quarter credits of credit can be transferred intothe program. These must be graduate level courses and a grade of “B” or higher musthave been earned in each course being transferred. Transferred courses can only beapplied to emphasis area; no transfer work is permitted for the six core courses.Time LimitationsWith the exception of prerequisites, all requirements for a Masters degree, includingcourses accepted for transfer credit, must be completed within a consecutive SEVEN yearperiod immediately prior to the awarding of the degree.Demonstration of MasteryCandidates for the Master of Arts in Education degree with an emphasis in Curriculumand Instruction, Induction or Educational Leadership and Administration mustsuccessfully take a written comprehensive examination. The examination will cover boththe required core courses and the emphasis area(s) selected by the candidate.Candidates may sit for the examination upon completion of all prerequisites, the six corecourses, at least two of the elective courses, and are currently enrolled in their remainingtwo elective courses. Students must have a cumulative GPA of 3.0 or better for all of thecourses completed. It is necessary to register for the examination prior to the deadlinesposted at each campus.

142 GRADUATE DEGREE PROGRAMSCandidates for the Master of Arts in Education degree with an emphasis in ProfessionalTeaching Standards must successfully pass the Core Portion of the MAE ComprehensiveExamination. The successful preparation of a National Board for Professional TeacherStandards portfolio is required for demonstration of mastery for the emphasis area.Candidates for the Master of Arts in Education degree with an emphasis in ReadingEducation must complete and present an Action Research Project. Candidates submittheir project upon completion of all prerequisites, the six core courses and the electivecourses. A cumulative GPA of 3.00 or better must be maintained for all of the coursescompleted.Candidates for the Master of Arts in Education degree with an emphasis in InstructionalTechnology must successfully complete and present an Action Research Project.Candidates submit their project upon completion of all prerequisites, the six core coursesand the elective courses. A cumulative GPA of 3.00 or better must be maintained for all ofthe courses completed.prerequisitesstudents must have held or currently hold a valid teaching credentialor takeEDUU 510 Foundations of Education 3andone methods course 3NOTE: There is no time limit on prerequisites for the MAE.core courses (18 credits)EDUU 600 Research and Evaluation Methods 3EDUU 605 Democracy, Education and Social Change 3EDUU 606 Seminar in Learning Theory 3EDUU 607 Seminar in Comparative Education 3EDUU 608 Seminar in Social Foundations of Education 3EDUU 609 Seminar in Curriculum Studies 3EDUU 600 is a prerequisite for all other core courses and candidates are advised tofollow this structure.Emphasis Area Elective CoursesMaster of Arts in Education- Curriculum and Instruction (12 credits)EDUU 511, 512, 540, 551, 552, 570EDMU 520, 521, 522, 523EDSU 530, 531, 532, 533and/orone course from the following: EDAU 670, 672, 674, 675, 676, 678and/orone course from the following: EDUU 519, 560, 602

EDUCATION DIVISION 143Master of Arts in Education- Educational Leadership and Administration (12credits)EDAU 670, 672, 674, 675, 676, 678Master of Arts in Education- Reading Education (12 credits)prerequisiteEDMU 520 or 521 or an approved equivalentandEDSU 532 or an approved equivalentrequired coursesEDUU 610 and EDUU 611emphasis courses (6 credits)EDUU 619, 620, 622, or 623Master of Arts in Education- Professional Teaching Standards (12 credits)One elective from the Curriculum and Instruction emphasis areaandEDUU 646, 647 and 648Master of Arts in Education- Instructional Technology (12 credits)prerequisiteEDUU 551 or an approved equivalentemphasis coursesEDUU 552, EDUU 563, EDUU 564 and EDUU 565Master of Arts in Education- Induction (12 credits)prerequisiteCandidates must have completed a 2042 BTSA/Induction program and have aProfessional Clear Multiple Subject or Single Subject credentialEmphasis Required CoursesEDUU 534 Advanced Study of Teaching English Learners 3EDUU 535 Advanced Study of Health Education 3EDUU 536 Advanced Study of Teaching Special Populations 3EDUU 552 Using Technological Tools in Teaching – Level Two 3Once a candidate has provided a copy of his/her 2042 Professional Clear credential andfinal Induction portfolio, the candidate may be awarded, based on expertise gainedthrough induction, credit for up to three of the above courses. Candidate will thenchoose, based on the Induction portfolio and advising, to take any remaining emphasiscourses at Chapman University College in order to complete the Induction emphasis.total program credits 30

144 GRADUATE DEGREE PROGRAMSMaster of Arts in Education- Professional Learning CommunityThis degree program is designed for a group of educators who have created a learningcommunity defined as a group who• Share a common vision;• Are interested in enhancing their professional practice;• Engage each other in thinking and learning about their professional practice;• Have agreed upon a set of values that will make the learning experience successfulfor everyone;• Have agreed upon a mutual learning plan that allows for individual learning needswhile at the same time developing the professional growth of the community; and• Whose goal is to work collaboratively to enhance their effectiveness as professionalsin order to positively impact student learning.Candidates for an MAE with an emphasis in Professional Learning Community must, as agroup, do the following in order to qualify to pursue the emphasis:• Develop a values statement that address the values that will govern the action of thecommunity and their learning, The statement will say, “We believe, . . . therefore, wewill . . .”;• Develop a Professional Development Plan that does the following:- Communicates the professional development vision of the community and itsmembers;- Articulates the goals of the learning community;- Provides a cohesive curriculum, including the core courses and the electivecourses selected, that develops the vision of the community, helps it to reach itsgoals, and provides an in-depth approach to learning.prerequisitesSame as for all MAE degreescore courses (24 credits)Same as for all MAE degrees 18Plus EDUU 610 3Plus EDUU 611 3electives (12 credits)Four electives may be selected from graduate courses already available to ChapmanUniversity education graduate students in any program, provided the courses help theCommunity to reach its learning goals. In the event that the Community determinesthey need to have a new course developed to meet their specific Learning Communitygoals, the education faculty of CUC will work with the group to develop such a course orcourses. It is understood that such courses must first be approved by the educationfaculty and then by the Curriculum and Academic Committee (CAC) prior to being used inthe degree. In addition, the proposed electives along with a rationale for choosingthose electives must be submitted to the CAC for its approval as meeting the intent ofthe Professional Learning Community emphasis.total program credits 36

EDUCATION DIVISION 145Candidates must progress through the program as a cohort, with candidates completingtheir coursework and demonstration of mastery at approximately the same time.All candidates in this emphasis program will do the following as a Demonstration ofMastery:• Develop a portfolio that documents their personal growth within the learningcommunity. The portfolio would include artifacts, reflections, collaborative learning,best practices, and documentation of action research conducted as a part of thedegree;• Develop and conduct a major action research project that is based on problems andissues that have been enunciated by the learning community. The research projectmay be done collaboratively with other members of the community, must have acontinuing life after the program and positively affect students in the communitymembers’ work setting;• Individually write a synthesis paper or a publishable article based on their actionresearch; and,Orally present their research findings either individually or with collaborators to the othermembers of their Learning Community as well as a panel of University faculty.

146 GRADUATE DEGREE PROGRAMSMaster of Arts in Special EducationThis degree program is designed primarily for individuals seeking a career oradvancement opportunities in special education. It should be noted that candidatescompleting Option #1 will not have met the requirements for the Preliminary EducationSpecialist (Level I) Credential. Candidates completing Option #2 will meet the courserequirements for the Level II Credential. Additional requirements for both the Level I andLevel II credentials can be found under the specific credential programs providedelsewhere in this catalog. Candidates need to discuss these options with their academicadvisor.Admissions RequirementAdmission requirements for the Master of Arts in Special Education program are the sameas those listed for the Master of Arts in Education degree. Note: candidates selectingOption 2 must hold a valid Preliminary Education Specialist (Level I) credential prior toadmission.Option #1prerequisites (6 credits)students must hold a valid teaching credentialorEDUU 510 Introduction to Teaching 3andEDUU 395 Education Field Experience 3core courses (18 credits)EDUU 519 Teaching Students with Mild/Moderate Disabilities 3orEDUU 560 Teaching Students with Moderate/Severe Disabilities 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 600 Research & Evaluation Methods 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 603 Communication, Language, and Literacy 3general education electives (12 credits)select from the followingEDUU 512, 526, 527, 528, 540, 570EDMU 520, 521, 522, 523EDSU 530, 531, 532, 533advanced electives (9 credits)select from the followingEDUU 605, 606, 607, 608, 609, 638, 650, 660, 661, 688CSPU 639total program credits 39

EDUCATION DIVISION 147Option #2prerequisitestudents must hold a valid Preliminary Education Specialist (Level I) credentialcore courses (18 credits)EDUU 519 Teaching Students with Mild/Moderate Disabilities 3orEDUU 560 Teaching Students with Moderate/Severe Disabilities 3EDUU 511 Collaboration for Inclusive Schooling 3EDUU 600 Research & Evaluation Methods 3EDUU 601 Assessment and IEP Development 3EDUU 602 Positive Behavioral Supports 3EDUU 603 Communication, Language, and Literacy 3general education electives (6 credits)select from the followingEDUU 512, 526, 527, 528, 534, 535, 536, 563, 564, 565, 570, 605, 606, 607, 608,609, 619, 620, 622, 623;EDMU 520, 521, 522, 523EDSU 530, 531, 532, 533advanced electives (15 credits)select from the following:EDUU 688 Professional Induction Planning and Assessment 6EDUU 650 Transitions Across the Lifespan 3CSPU 639 Advanced Positive Behavior Support 3EDUU 638orEDUU 660Advanced Assessment & Instructional Support for Personswith Mild/Moderate DisabilitiesSeminar on Instructional Supports for Persons withModerate/Severe DisabilitiesTotal program credits (not including prerequisite) 3933Demonstration of Mastery - Comprehensive ExaminationCandidates who have advanced to candidacy, have a cumulative GPA of 3.0 and havecompleted all prerequisite courses to meet the minimum eligibility requirements, areeligible to sit for the comprehensive examination. (See the Academic Policies andProcedures section for additional guidelines.)Candidates must pass a written comprehensive examination that covers all of therequired coursework. The examination may be attempted upon completion of the programprerequisites and 30 credits in the program including all required coursework. (See theAcademic Policies and Procedures section for additional guidelines.)The Special Education Master’s Degree Program is offered at select University Collegecampuses.

148 GRADUATE DEGREE PROGRAMSMaster of Arts in Special Education- Professional Learning CommunityThis degree seeks to recognize the knowledge and skills provided to teacher credentialcandidates through individual District/County Office of Education Teacher Credential,Education Specialist programs by accepting appropriate content for course transfer credit.It augments Level I and Level II Education Specialist curriculum by offering a sequence ofcourses that complement s the knowledge and skills provided through District/CountyOffice of Education programs. The “cafeteria” approach to identifying electives results ina Masters of Arts in Special Education that is customized to meet the needs of specificgroups of learners, thereby making the most of every candidate’s educationaldevelopment by providing quality content where needed and reducing redundancy. Thepartnership between CUC and District/County Office of Education Teacher Credentialprograms results in a complete curriculum sequence designed to maximize teachereffectiveness and retention.Candidates seeking a Master of Arts in Special Education – Professional LearningCommunity must be actively enrolled in a California Teacher Credential (CTC) approvedSchool District or County of Education Level I and/or Level II Education Specialist program.For this program, candidates may transfer a maximum of 15 credits from CTC SchoolDistrict or County of Education approved programs. Official record of CTC School Districtor County of Education coursework will be reviewed and must be approved byDean/Program Chair. The 15 credit maximum exceeds the current 12 credit limit forother degree programs.This degree program is designed for a team of special educators who have created alearning community that• Shares a common vision;• Is committed to enhancing their professional practice;• Collaborates in thinking and learning about professional practice;• Identifies a set of values that will make the learning experience mutually successful;• Has agreed upon a community learning plan that facilitates individual learning needswhile supporting professional growth of the community; and• Embraces collegiality as a tool to enhance professional effectiveness to increasestudent learning.Candidates for the Master of Arts in Special Education with an emphasis in ProfessionalLearning Community must, as a group, do the following in order to qualify to pursue theemphasis:• Develop a values statement that addresses the values that will govern the action ofthe community and their learning. The statement will say, “We believe.…, therefore,we will….,”;• Develop a community goal statement that defines the competencies for the learningcommunity to be mastered by its participants;

EDUCATION DIVISION 149• Develop a Professional Learning Community Plan that does the following:- Communicates the professional development goal of the community and itsmembers and methods for evaluating goal achievement;- Describe a cohesive curriculum, outlining the core courses as well as the electivecourses;- Develop a timeline for completion of degree program.Transfer Credit from Approved ProgramParticipation in an approved School District or County Office ofEducation (COE) Education Specialist Level I or Level II credentialprogramMaximum of 15core course (3 credits)EDUU 600 3electives (6-24 credits)Electives must be 500 or 600 level courses selected from graduate courses currentlyavailable to Chapman University education graduate students in any program, providedthe courses help the Community to reach its learning goals. A minimum of 50% of thecourse credits (15 credits) must be in special education. In the event that theCommunity determines it needs to have a new course developed to meet its specificLearning Community goals, the education faculty of CUC will work with the group todevelop such a course or courses. It is understood that such courses must first beapproved by the appropriate faculty/administrator prior to being used in the degree. Inaddition, the proposed electives along with a rationale for choosing those electives mustbe submitted to the faculty/administrator for approval as meeting the intent of theProfessional Learning Community emphasis.Total program credits 30Candidates must progress through the program as a cohort, with candidates completingtheir coursework and demonstration of mastery at approximately the same time.• Each candidate must develop a portfolio that documents his/her personal growthand mastery within the learning community. The portfolio would include artifacts,reflections, collaborative learning, best practices, and documentation of an Area ofExpertise pursued as part of the degree.• Each candidate must create and conduct a presentation reflective of his/her area ofexpertise.Demonstration of MasteryThe Learning Community will show Demonstration of Mastery by developing a communityportfolio that documents its professional growth as a learning community. This includesthe Professional Learning Plan, artifacts demonstrating the progress and attainment ofgoals, and a reflection of the community learning experiences and how this will impactthem as special educators.

150 GRADUATE DEGREE PROGRAMSMaster of Health Administration (MHA)Kurtis Takamine, Ed.D., Interim Dean, Professional StudiesMelissa Biel, M.S.N., D.P.A..Donald R. Johnston, Ph.D.Preparing Leaders and Managers for Tomorrow’s Health Care IndustryMaster of Health Administration is the graduate degree recommended for individuals whowant to establish and strengthen their future in the health services industry. The programis designed for mid-career professionals whose responsibilities have expanded intomanagement areas, as well as for recent college graduates planning to pursue a career inhealth care. Our program provides a solid core of health services administration coursesoffered in the evening, and online, to meet the needs of fully employed adults. The classesare small, an average of 12-20 students, with an emphasis on individual achievement.Program of ExcellenceThe program provides courses in essential health services administration functions suchas finance, strategic planning, adminisration, organization behavior and policy. Thecurriculum is designed to integrate theory and practice, combining both technical andcommunication skills and abilities to effectively lead and manage integrated deliverysystems; subject matter includes:• Organization, finance, and delivery of health services• Population health management• Planning and evaluation• Industry analysis and strategic decision-making• Leading organizational change and development• Effective management and leadership of personnel• Legal issues and public policy• Written, verbal and group process communicationHighlights of the Program• Chapman’s MHA program is affiliated with local, regional, and national health careorganizations.• The health administration program offers continuing education for health careprofessionals.• Our faculty and alumni help students to identify internships and employmentopportunities.• Chapman’s faculty has extensive experience in teaching, research, and practice inthe health care industry.• A graduate certificate is optional in organizational leadership, human resources, orgerontology.Career OpportunitiesThe MHA degree is appropriate for individuals who are working in the health care industryor health-related fields and for those who are considering career changes. While theemphasis of the program is on developing leaders who can manage in a variety of healthcare settings, Chapman graduates also secure positions in related areas such as

HEALTH ADMINISTRATION 151consulting, insurance, education and government.Expanding the NetworkAmong the opportunities available to help students and alumni succeed in job placementare internships, memberships in professional associations, and an ever-expandingnetwork of faculty, alumni and students employed in the health care industry.Admission to the Program and PrerequisitesAdmission to the program may be achieved by the completion of each of the followingrequirements:1. Satisfactorily fulfill graduate admission requirements for University College as statedin the catalog. (See the Graduate Admissions section.)2. If the student uses Option Two in the CUC graduate admissions requirements, submitpassing scores from one of the following standard admission tests:Graduate Record Examination (GRE): achieve the required minimum scores on twoout of three of the subsections of the GRE or score at or above the 60th percentile onany one of the Graduate Subject Tests. (Minimum score for quantitative or verbalsections is 450. Minimum score for analytic writing is 4.5.)Graduate Management Admissions Test (GMAT): fulfill the formula GMAT + (GPA x200) > 1000.Miller Analogies Test (MAT): achieve a minimum scaled score of 400.3. Two letters of recommendation from individuals familiar with the applicant’sacademic or professional abilities.4. Statement of intent and completion of application form.5. Option Four: Students may apply for admission under Option Four. Option Fourcriteria requires submission of a portfolio of evidence that shows adequatepreparation for graduate studies. Specific criteria for Option Four is discussed in theGraduate Admission section of this catalog.

152 GRADUATE DEGREE PROGRAMSSpecific Requirements for the MHA DegreeThirty-six semester credits in health administration and related courses must becompleted. Of these 36 credits, a maximum of 9 elective credits may be taken from thehealth administration, human resources or organizational leadership course offerings.required core courses (27 credits)HAUU 600 Introduction to U.S. Health Policy 3HAUU 613 Seminar in Organizational Dynamics 3HAUU 615 Organization Development 3HAUU 625 Health Systems Administration 3HAUU 630 Financial Management and Accounting Survey 3HAUU 635 Financial Management: Budget, Planning and Analysis 3HAUU 658 Strategic Planning for Health Services 3HAUU 680 Organizational Research 3HAUU 695 Legal Issues in Health Services 3elective creditsNine credits to be selected from 500/600 level health administration, human resources,and/or organizational leadership courses.total credits required for degree 36Transfer of CourseworkA maximum of 6 semester credits may be accepted as elective courses in transfer towardthe Master of Health Administration degree program. (See Academic Policies andProcedures section.)In addition to university policies concerning transfer of coursework, the healthadministration program will accept transfer of military coursework which meet thefollowing requirements:1. Course requested for transfer must include an official transcript or copy of ACEevaluation, which verifies graduate-level work;2. Coursework must be letter graded or provide verification of completion at a grade of“B” or higher;3. Coursework must be comparable to programmatic requirements (if marginalcomparability, a written statement of rationale must be provided); and4. Military coursework will be accepted in transfer as fulfilling elective requirementsonly.Comprehensive ExaminationSuccessful completion of a written comprehensive examination is required. Theexamination covers core content from the required courses. Students must have acumulative GPA of 3.0 “B” to meet the minimum eligibility requirements to take thecomprehensive examination. The examination may be taken upon completion of allrequired core courses.Maximum Time for Completion of DegreeAll master’s degree requirements must be completed within a seven-year period effectiveat the time of admission (regular or provisional) to the program.

HEALTH ADMINISTRATION 153Certificate ProgramsThe Professional Studies Division offers graduate certificate programs in health systemsadministration (HA), gerontology (HA), human resources (HR) and organizationalleadership (OL). These certificate programs allow the students to obtain specializedknowledge and expertise in related fields.Health professionals with at least a baccalaureate degree from a regionally accreditedcollege or university may opt to pursue a non-degree curriculum in either health systemsadministration or gerontology and receive a graduate certificate. Admission to thecertificate program is granted to individuals who meet the standards for admission to agraduate program.No transfer credit may be used for either certificate program. Required overall GPA foreither certificate is 3.0.Health Systems Administration Certificatespecific requirements (12 credits)HAUU 600 Introduction to U.S. Health Policy 3HAUU 625 Health Systems Administration 3HAUU 630 Financial Management and Accounting Survey 3HAUU 695 Legal Issues in Health Services 3Students who wish to pursue the Master of Health Administration degree program mayuse all of the above credits if the following requirements are met:1. All certificate coursework applied to the master’s program must be completed with agrade of “B” or higher.2. All master’s degree requirements must be completed within a seven-year period.Gerontology Certificaterequired courses (9 credits)HAUU 670 Healthcare and Aging 3HAUU 672 Geriatric Healthcare and Public Policy 3HAUU 674 Understanding Death & Dying 3choose one of the following electives (3 credits)HAUU 671 Issues in Aging 3HAUU 675 Geriatric Mental Health 3total credits for the certificate program 12HAUU 673Gerontology Internship available at campus based programs only.Optional internship credits are in addition to the 12 credits requiredfor the certificate program.Students who wish to pursue the Master of Health Administration degree program mayuse 9 of the above credits as electives if the following requirements are met:1. All certificate coursework applied to the master's program must be completed with agrade of "B" or higher.2. All master’s degree requirements must be completed within a seven-year period.

154 GRADUATE DEGREE PROGRAMSMaster of Science in Human ResourcesKurtis Takamine, Ed.D., Interim Dean, Professional StudiesMelissa Biel, M.S.N., D.P.A.Tracy Gibson, Ph.D.James V. Neblett III, D.B.A., SPHRThe master’s program in human resources is designed for experienced human resourcesprofessionals, as well as those individuals who are new to the field of human resources orwho desire to enter the field of human resources.The human resources program prepares graduates to attract, retain and develop humanresources in organizations (public or private, military or non-profit), and become partnerswith top management in policy-making and strategic decision-making.The goal of the human resources program is to provide students with specializedknowledge of the systems of human resources in organizations. The program focuses ontheories and practical applications of human resources, as well as the role of the humanresources practitioner as a change agent and strategic partner.The master of science degree in human resources is a unique interdisciplinary course ofstudy, specifically designed to provide the working professional with the specialized skillsand knowledge to address cultural, regulatory, behavioral and social changes in today’sdiverse society, and to deal with them efficiently, effectively, and with sensitivity andcompassion. Simply stated, the program is designed for students interested in making adifference in society, in their organizations, and in their careers.Admission to the ProgramAdmission to the Chapman human resources program is competitive. Applicants areevaluated on academic performance, leadership ability, work experience andcommunication skills. Admission to the program may be achieved by the completion of thefollowing requirements:1. Satisfactorily fulfill graduate admission requirements for University College as statedin the catalog. (See the Graduate Admissions section.)2. If the student uses Option Two in the CUC graduate admissions requirements, submitpassing scores from one of the following standard admission tests:Graduate Record Examination (GRE): achieve the required minimum scores on twoout of three of the subsections of the GRE or score at or above the 60th percentile onany one of the Graduate Subject Tests. (Minimum score for quantitative or verbalsections is 450. Minimum score for analytic writing is 4.5.)Miller Analogies Test (MAT): a minimum raw scaled of 400.Graduate Management Admissions Test (GMAT): fulfill the formula GMAT + (GPA x200)> 1000.3. Complete the application form for graduate admission, including a Statement ofIntent essay.4. Submit two letters of recommendation from individuals familiar with the applicant’sacademic or professional abilities.5. Option Four: Students may apply for admission under Option Four. Option Four

HUMAN RESOURCES 155criteria requires submission of a portfolio of evidence that shows adequatepreparation for graduate studies. Specific criteria for Option Four is discussed in theGraduate Admission section of this catalog.Applicants are favorably considered when they have demonstrated solid academic abilityas measured through the undergraduate GPA and performance on the GRE, GMAT or MAT,as well as career potential based on work experience and other activities and letters ofrecommendation.Transfer of CourseworkA maximum of 9 semester credits may be accepted in transfer toward the Master ofScience in Human Resources degree program. (See Academic Policies and Proceduressection.)In addition to university policies concerning transfer of coursework (see Academic Policiesand Procedures section), the human resources program will accept transfer of militarycoursework which meet the following requirements:1. Course requested for transfer must include an official transcript or copy of ACEevaluation which verifies graduate-level work;2. Coursework must be letter graded or provide verification of completion at a grade of“B” or higher;3. Coursework must be comparable to programmatic requirements (if marginalcomparability, a written statement of rationale must be provided); and4. Military coursework will be accepted in transfer as fulfilling prerequisite and electiverequirements only.Specific Requirements for the DegreeThe human resources program consists of three segments. The first segment is the 27-credit core; the second segment is the 9 credit elective area; and the third segment is thecomprehensive exam.Core Courses (27 credits)HRCU 630 Conflict and Negotiation 3HRCU 644 Recruitment and Selection 3HRCU 645 Human Resources Systems 3HRCU 646 Training and Development 3HRCU 647 Compensation 3HRCU 648 Legal Issues in Human Resources 3HRCU 650 Strategic Management of Human Resources 3HRCU 653 Benefits 3HRCU 680 Organizational Research Methods 3Electives courses (9 credits)The student may choose among human resources graduate courses as well as graduatecourses in health administration, human resources or organizational leadership.total credits for degree 36

156 GRADUATE DEGREE PROGRAMSComprehensive ExaminationPrior to graduation, the candidate must achieve a passing grade on a comprehensiveexamination designed to test mastery of the program content. Students must have acumulative GPA of 3.0 "B" and have completed all prerequisites and core courses (exceptHRCU 680) to meet the minimum eligibility requirements to take the comprehensiveexamination. (See the Academic Policies and Procedures section for additionalguidelines.)The comprehensive examination will cover the core courses and course objectives. It isdesigned to afford the candidate the opportunity to demonstrate understanding of thematerial in an essay exam format. Passing grades in courses do not assure the candidateof a passing grade on the comprehensive examination. (See Academic Policies andProcedures for additional guidelines.)Graduate Certificate in Human Resources DevelopmentThe graduate certificate in human resources development is designed for human resourcepractitioners, for those working in human resources who may not have formal training inthe field, or for those individuals working in non-human resources departments whosimply wish to increase their knowledge of human resources. The 15 credit programallows a student to achieve an overview of the field through a series of courses.Admission to the certificate program is granted to individuals who meet the standards foradmission to a graduate program. No transfer credit may be used. All courseprerequisites must be completed.The coursework is also applicable to the master's program if the following requirementsare met:1. All certificate coursework applied to the master's program must be completed with agrade of "C" or higher for each course. Student must maintain a cumulative gradepoint average of 3.0.2. All master's degree requirements must be completed in a seven year period.Courses to be completed: (12 credits)HRCU 645 Human Resources Systems 3HRCU 646 Training and Development 3HRCU 647 Compensation 3HRCU 653 Benefits 3Electives (3 credits)1 elective in Organizational Leadership, Human Resourcesor Health Administration3total credits for the certificate program 15

ORGANIZATIONAL LEADERSHIP 157Master of Arts in Organizational LeadershipKurtis Takamine, Ed.D., Interim Dean, Professional StudiesJanet Cooper Jackson, Ph.D.Edward Funk, D.S.L.Tracy Gibson, Ph.D.Keith Hilton, Ph.D.Alexis Olds, Ph.D.George Timberlake, Psy.D.Glenn Worthington, Ed.D.All organizations whether military or civilian, profit or non-profit, public or private, small orlarge business, health, educational or religious rely on leadership to accomplish theirrespective goals. A number of trends accelerating in the new century are increasing theneed and demand for organizational leadership. New advances technological, social, andpolitical are being unleashed at blinding rates of speed. Experts agree that theseadvances are causing a tidal wave of change, requiring organizations to continuouslyupdate and refine their approaches, structures and technologies to achieve ever greaterlevels of quality, effectiveness, efficiency and flexibility.The graduate program in organizational leadership features an award-winning approachwhich appreciates the leader’s challenge in these turbulent times. It is a state-of-the-artcurriculum in leadership theory and practice, providing education not only aboutleadership, but also for leadership. The master’s degree in organizational leadershipprepares students to take full advantage of leadership positions within their chosenorganizations, enabling them to make a powerful and positive difference in their world ofwork.Our focus in organizational leadership is on the development of the people andconceptual skills which are essential to success at all levels of administration. Throughour student-centered, largely “hands-on” approach to learning, participants inorganizational leadership have the opportunity to:• develop their capacity for reflective practice, generating ever deeper levels of insightand self-awareness regarding their specific capabilities and limitations as a leader;• develop the commitment and ability to marshal creatively and with integrity the forcesof human interdependence and diversity in organizations toward the articulation andattainment of common objectives;• learn how to inspire a clear, mutual vision, one which thoughtfully and respectfullyintegrates and aligns individual and organizational aspirations for sustainedperformance and continuous improvement;• learn how to apply systems thinking to critically and mindfully assess the currentreality in organizations;• explore new strategies for leading organizational change and development,approaches which emphasize congruent and ethical action, inclusionary practices,collaborative teamwork, and shared leadership.The program in organizational leadership is dedicated to the principles of “servantleadership” and facilitating organizational transformation within a values-centeredframework. The program is therefore best suited for mid-career professionals committed

158 GRADUATE DEGREE PROGRAMSto bringing about positive changes in the world of work, community, and society as awhole. Because of its interdisciplinary nature, the program can be customized accordingto the students’ interest through articulations with other programs (e. g., humanresources, health administration, education, administration, voluntary/nonprofitleadership, criminal justice, etc.), as well as individuals starting or leading their ownenterprises.The Masters of Arts in Organizational Leadership (MAOL) consists of 36 credits ofcoursework, including 12 credits in electives, and 3 credits in a leadership capstoneseminar, in which students synthesize and apply what they have learned.A 6-credit Executive Certificate in Public and Non Profit Leadership, 18-credit GraduateCertificate in Organization Development, and 15-credit Graduate Certificate inOrganizational Leadership are also offered. Please contact the organizational leadershipprogram coordinator at your location for more information.Admission to the Program and PrerequisitesAdmission to the program may be achieved by completing the following requirements:1. Satisfactorily fulfill graduate admission requirements for University College as statedin the catalog. (See the Graduate Admissions section.)2. If the student uses Option Two in the CUC graduate admissions requirements, submitpassing scores from one of the following standard admission tests:Graduate Record Examination (GRE): achieve the required minimum scores on twoout of three of the subsections of the GRE or score at or above the 60th percentile onany one of the Graduate Subject Tests. (Minimum score for quantitative or verbalsections is 450. Minimum score for analytic writing is 4.5.)Miller Analogies Test (MAT): achieve a minimum scaled score of 400.Graduate Management Admissions Test (GMAT): fulfill the formula GMAT + (GPA x200) > 1000.3. Option 4: submission of a portfolio of evidence that shows adequate preparation forgraduate studies. The portfolio will contain: writing samples that show graduate levelcommunications and analytical skills; a detailed resume showing professionaldevelopment and achievements; awards; professional recognition; letters ofreference from persons who can attest to the applicant's ability to do graduate levelwork; and a letter of explanation detailing the reasons the student believes he or sheis a good candidate for the graduate program. If the portfolio meets substantiveapproval of the reviewers, the applicant may be invited for an interview. (SeeGraduate Admissions.)Transfer of CourseworkA maximum of 9 semester credits may be accepted in transfer toward electives in theMaster of Arts in Organizational Leadership (MAOL) degree program. (See AcademicPolicies and Procedure section.)In addition to university policies concerning transfer of coursework, the organizationalleadership program will accept transfer of military coursework which meet the followingrequirements:1. Course requested for transfer must include an official transcript or copy of ACEevaluation which verifies graduate-level work;

ORGANIZATIONAL LEADERSHIP 1592. Coursework must be letter graded or provide verification of completion at a grade of“B” or higher;3. Coursework must be comparable to programmatic requirements (if marginalcomparability, a written statement of rationale must be provided); and,4. Military coursework will be accepted in transfer as fulfilling prerequisite and electiverequirements only.Specific Requirements for the DegreeThe MAOL consists of five segments. The first segment consists of 12 credits related tothe theoretical foundation and philosophical underpinnings of organizational leadership;the second segment consists of 9 credits related to putting leadership into practice; thethird segment consists of 12 credits of electives; the fourth is an integrative capstonecourse (3 credits); and the fifth is a comprehensive examination.I and II required core courses (21 credits)I. Theoretical Foundation: The Vision, Mission & Values of Organizational Leadership(12 credits)OLCU 600 Foundations of Organizational Leadership 3OLCU 601 Democracy, Ethics & Leadership 3OLCU 602 Self, Systems & Leadership 3OLCU 680 Organizational Research 3II. Enacting the Vision: Putting Leadership into Practice (9 credits)OLCU 613 Seminar in Organizational Dynamics 3OLCU 614 Leadership and Team Development 3OLCU 615 Organization Development and Change 3III. Elective Courses (12 credits)Twelve graduate-level units selected by the student, in consultation with an OL facultyadvisor. These electives may be used to acquire either specific leadership relatedcompetencies or greater knowledge about the student's intended professional arena.Electives may be selected from programs in criminal justice, education, humanresources, business administration, computer science and information systems, healthsystems administration, gerontology, organizational leadership or development,management, and psychology. Courses OLCU 620 and OLCU 625 may be repeated forcredit, providing the specific issues and competencies addressed vary. Not all coursesmay be offered at all sites or in all sessions. Consult with the Chapman campus nearestyou.

160 GRADUATE DEGREE PROGRAMSGraduate-level credits accepted in transfer subject to a 9-credit limit from all sources(coursework, ACE-guide for military personnel, etc.) or otherwise officially approved mayalso be applied to the electives. Students seeking to obtain credit for coursework takenelsewhere must file an organizational leadership “Course Approval Form” along with theofficial university petition to transfer graduate work.IV. Integrative Capstone (3 credits)OLCU 681 Leadership Capstone Seminar 3total credits 36V. Comprehensive ExaminationPrior to graduation, the candidate must achieve a passing grade on a comprehensiveexamination designed to test the extent to which he or she has achieved mastery of thecontent of the degree program.Students must have a cumulative GPA of 3.0 “B,” and have completed all courses tomeet the minimum eligibility requirements to take the comprehensive examination. Theexamination may be attempted upon completion of 24 credits of coursework includingthe following core courses: OLCU 600, 601, 602, 613, 614, 615.The comprehensive examination will cover the core courses as described in the coursesyllabi. It is designed to give the candidate the opportunity to demonstrate an ability tointegrate the material in essay and case study form. (See Academic Policies andProcedures section for additional guidelines.)Graduate Certificate in Organizational LeadershipThe graduate certificate program in organizational leadership allows students to achieve afirm grasp of contemporary leadership theory and practice. It is designed for individuals inleadership positions who wish to enhance their ability to lead.The 15-credit program is designed to enhance a leader’s conceptual and interpersonalskills, allowing them to include value-centered, service-driven leadership in their everydayoperating philosophy and style. Students in the certificate program develop a heightenedawareness of their capabilities and limitations and a corresponding commitment touniting one’s organizational colleagues around the creation and attainment of a commonvision.Admission to the Certificate ProgramAdmission to the certificate program is granted to individuals who meet the standards foradmission to a graduate program. Students who wish to pursue a Master of Arts inOrganizational Leadership may use the credits in this certificate program, providing thatthe admission requirements for the MAOL program are met.

ORGANIZATIONAL LEADERSHIP 161Specific RequirementsThe certificate is awarded upon successful completion of all coursework (15 credits) withan overall grade point average of 3.0. No transfer credits may be used. All courseprerequisites must be completed.required courses (9 credits)OLCU 600 Foundations of Organizational Leadership 3OLCU 601 Democracy, Ethics & Leadership 3OLCU 602 Self, Systems, and Leadership 3electives (6 credits)two of the followingOLCU 613 Seminar in Organizational Dynamics 3OLCU 614 Leadership and Team Development 3OLCU 615 Organization Development and Change 3OLCU 620 Contemporary Issues in Organizational Leadership 1-3OLCU 621 Frontiers of Public and Nonprofit Leadership 3OLCU 625 Developing Leadership Competencies 1-3OLCU 626 Dynamics of Public and Nonprofit Leadership 3HRCU 616 Consulting 3HRCU 630 Conflict and Negotiation 3HRCU 645 Human Resources Systems 3HRCU 646 Training and Development 3total credits for the certificate program 15Graduate Certificate in Organization DevelopmentThe graduate certificate program in organization development allows students to achievea firm grasp of contemporary organization development, change theory and practice. It isdesigned for individuals serving as or who intend to serve as consultants, and wish toenhance their ability to facilitate organizational effectiveness.The 18-credit program is designed to address conceptual and practical skills, allowingparticipants to anchor their consulting practice to a value-centered, systems-drivenapproach. Through a practicum, students in the certificate program develop a heightenedawareness of their role as active participant in the consulting process and acorresponding commitment to uniting one’s organizational colleagues around the creationand attainment of real and sustained change leading to improved organizationaleffectiveness.Admission to the Certificate ProgramAdmission to the certificate program is granted to individuals who meet the standards foradmission to a graduate program. Students who wish to pursue a Master of Arts inOrganizational Leadership (MAOL) may use the credits in this certificate program,providing that the admission requirements to the MAOL degree program are met.

162 GRADUATE DEGREE PROGRAMSSpecific RequirementsStudents are expected to attend professional association meetings such as OrganizationDevelopment Network during their course of study. Students are also expected tocomplete an approved practicum project within an organizational setting.The certificate is awarded upon successful completion of all coursework (18 credits) withan overall grade point average of 3.0 or above. No transfer credits may be used. All courseprerequisites must be completed.required courses (15 credits)OLCU 602 Self, Systems, and Leadership 3OLCU 613 Seminar in Organizational Dynamics 3OLCU 615 Organization Development and Change 3OLCU 617 The Practice of Organization Development 3OLCU 688 Practicum in Organization Development 3electives (3 credits)one of the followingOLCU 600 Foundations of Organizational Leadership 3OLCU 601 Democracy, Ethics, and Leadership 3OLCU 614 Leadership and Team Development 3OLCU 620 Contemporary Issues in Organizational Leadership 3OLCU 621 Frontiers of Public and Nonprofit Leadership 3OLCU 625 Developing Leadership Competencies 3OLCU 626 Dynamics of Public and Nonprofit Leadership 3HRCU 616 Consulting 3HRCU 630 Conflict and Negotiation 3HRCU 646 Training and Development 3HRCU 650 Strategic Management of Human Resources 3total credits for the certificate program 18Executive Certificate in Public and Nonprofit LeadershipThe executive certificate in public and nonprofit leadership is a 6-credit graduate-levelprogram intended for executives, managers and other professionals from the non-profit,public or civic sectors who wish to enhance their ability to lead volunteers. In a situationwhere participation cannot be demanded or extracted, the importance of inspiringcommitment through the power of mutual influence (as opposed to the power of one’sposition) becomes paramount. That is the essence of voluntary leadership.The certificate is awarded upon successful completion of OLCU 621 and OLCU 626 with a3.0 grade point average or higher. Students who wish to pursue further graduate study inorganizational leadership may use the above credits, providing the appropriateadmissions standards are met.Admission to the Certificate ProgramAdmission to the certificate program is granted to individuals who meet the standards foradmission to a graduate program. Students who wish to pursue a Masters of Arts inOrganizational Leadership (MAOL) may use the credits in this certificate program,providing that the admission requirements for the MAOL program are met.

PSYCHOLOGY 163Master of Arts in PsychologyLaurie G. Dodge, Ph.D., Interim Dean, Arts and SciencesMarnie Elam, Ph.D.William Gibson, Ph.D.Mary-Margaret Hylton, Ph.D.Darra Lyn Martin, Ph.D.Judy Matthews, Ph.D.Michael J. McGuire, Ph.D.David Monson, Ph.D.Kathleen Ringenbach, Ph.D.Richard Sinacola, Ph.D.Jeffrey Stone, Ph.D.Debra Warner, Psy.D.The mission of the department of psychology is to help students acquire a broad-basedknowledge in the field of psychology in its historical and cultural contexts, both as anempirical science of human behavior and as a foundation for a professional career inhuman services.Chapman University College offers a Master of Arts in psychology with two emphasesdesigned to provide the student with the academic and professional training necessary fora career in counseling and human services and/or provide the foundation for furthergraduate study in psychology or one of the related disciplines.Marriage and Family Therapy EmphasisThis emphasis is the primary practice-oriented option within the psychology master’sprograms. It provides a solid foundation for practice as a marriage and family therapist.This program meets the education requirements for licensure in California andWashington or certification in other states, and membership in the American Associationof Marriage and Family Therapists. This program includes a substantial experientialcomponent in which the student works under the supervision of faculty in an approvedcounseling site. Students in this emphasis complete a minimum of 54 semester units.Chapman University is accredited by the Western Association of Schools and Colleges. TheMaster of Arts in Psychology, Marriage and Family Therapy program at Chapman Universitymeets and exceeds the curriculum requirements set forth in the California Business andProfessional Code sections 4980.37 and 4980.40 and has notified the Board ofBehavioral Science (the licensing board for marriage and family therapists in California) ofour curriculum as required by law.Counseling Emphasis(Offered only at Chapman University College campuses in Washington)The courses in the counseling emphasis provide a solid foundation for the student wishingto pursue a career in psychologically oriented counseling at the pre-doctoral level. Thecounseling emphasis requires a minimum of 48 semester units.

164 GRADUATE DEGREE PROGRAMSAdmission to the ProgramAdmission to the program may be achieved by the completion of the followingrequirements:1. Satisfactorily fulfill graduate admission requirements for University College as statedin the catalog. (See the Graduate Admissions section.)2. If the student uses Option Two in the CUC graduate admissions requirements, submitpassing scores from one of the following standard admission tests:Graduate Record Examination (GRE): achieve a minimum score of 900 on thecombined scores of the verbal and quantitative subsections of the GRE or score at orabove the 60th percentile on the Graduate Subject Test in psychology.Miller’s Analogies Test (MAT): achieve a scaled score of 400.3. Admission is also contingent on the quality of the autobiography and letters ofreference. The student should submit an autobiography, which must be at least threeto four typed pages in length and conform to the following guidelines:a) Include childhood, family and (if applicable) marital data and values derivedfrom these experiences in relation to your choice of a career in marriage andfamily therapy/counseling.b) Incorporate two or three relevant experiences that have helped to shape yourdevelopment and personality; andc) Discuss how you arrived at this point in your career development. Include anyrelevant professional experience.4. Submit three recommendation forms from persons actively engaged in teachingand/or the practice of counseling, who are in a position to evaluate the applicant’sacademic and personal qualifications for the program.5. Two applications are required; one for Graduate Admissions and one for theDepartment of Psychology. Students should send both application forms to their localUniversity College campus. The application must be complete, including both theautobiography and letters of recommendation.6. The student must meet with the faculty/program manager to review admissionsdocuments and for admissions interview.7. Note that licensing and certification agencies typically have regulations denyinglicensure or certification to anyone who has been convicted of a felony, mostespecially one which reflects an offense which would be a cause for disciplinaryaction if committed by one already holding the license. Please contact the licensingboard in the state you plan to license for clarification of how a conviction may affectlicensing. This clarification should be done before the application for admission tothis program is submitted.8. Students must have regular admission status prior to enrollment in graduatecoursework. Students from the Washington Campuses are permitted to enroll in upto 12 credits of graduate coursework prior to receiving regular admission.Graduate PrerequisitesThe applicant must possess a bachelor’s degree in psychology from an accredited collegeor university, or must present evidence of satisfactory academic background in:1. Abnormal psychology (PSYU 328);2. Child psychology (PSYU 323) or adolescent psychology (PSYU 324) ordevelopmental psychology or lifespan;

PSYCHOLOGY 1653. Cognitive psychology (PSYU 317) or physiological psychology (PSYU 333);4. Personality theory (PSYU 322);5. Statistics (PSYU 203) or research methods (PSYU 304) or psychologicalmeasurement (PSYU 432).All prerequisites must be met within one year of the student’s regular admission status.Students cannot continue graduate work if the prerequisite requirements are not metwithin one year of their regular admission date. Prerequisite requirements can be met byeither completing an undergraduate course in the content area from an accredited collegeor university, or earning a grade of “C” or better on a challenge exam. The challengeexams are offered in all six course areas at each local campus. Students must meet withthe psychology faculty/advisor to outline a plan to meet the prerequisite requirements.Students are strongly urged to concentrate on prerequisites early in their program.AdvisementStudents are required to meet with the psychology faculty/advisor to discuss and clarifyany questions about the proposed program and career prior to beginning the program.The student is also required to contact the faculty or program manager before registeringfor classes each session.Advancement to CandidacyDuring the session before the student plans to begin the first practicum, he/she mustapply to the University College campus for advancement to candidacy. For the MFTemphasis, the following courses must be successfully completed (30 units): PSYU 501,541, 556, 561, 565, 570, 575, 578, 586, and 581. For the Masters in Counseling, thefollowing courses must be successfully completed (30 units): PSYU 501, 508, 511, 541,570, 575, 578, 581, 586, and 652. A student must receive a “C” or better in a course forsuccessful completion. At the advancement to candidacy interview, the student will meetwith a faculty committee. The committee determines whether the student is prepared tobe formally declared a candidate for a master of arts degree and be permitted to proceedinto the practicum phase of the program.At the time of the advancement interview, each student will be provided with a vignette forwhich the student will discuss a diagnosis and a tentative treatment plan, which will bethe foundation of the advancement interview. The treatment plan will addressidentification of problems, proposed interventions, ethical issues, prognosis, furtherassessment and any “red flags” that may need further attention. An Advancement toCandidacy Study Guide is available to students.Specifically, the functions of the advancement to candidacy committee are:1. To review the student’s academic status with respect to fulfilling requiredcoursework in a satisfactory manner.2. To provide information and counsel to the student in matters pertaining to his orher academic progress and plans.3. To ascertain whether significant gaps exist in the student’s knowledge and/orunderstanding of the subject field.4. To apprise the student of any academic, professional or ethical aspects of thecounseling program that may be a source of concern.

166 GRADUATE DEGREE PROGRAMS5. To assess the student’s academic and psychological readiness, and personalsuitability to engage in the profession of marriage and family therapy/counseling;and6. To assess the student’s readiness to begin the practicum. Successfuladvancement to candidacy is a prerequisite to enrolling in practicum.Ethical and Professional StandardsSince the psychology graduate programs involve preparing people to work in the helpingprofession, the department assumes the responsibility for reasonably assuring thatindividuals who complete the program are not only academically competent but are awareof and capable of functioning within the established ethical and professional standards ofthe profession. A student in the psychology graduate programs must adhere to the ethicalstandards propounded by the relevant professional associations and should understandthat he/she is being trained in a program which is not only academic, but alsoprofessional in nature.The university has both the right and obligation to evaluate continually, and, ifnecessary, to terminate the student’s participation in the master’s program at anypoint for ethical violations and/or personal unsuitability for the profession. Thisphilosophy is consistent with that of most psychology graduate programs which areengaged in explicitly or implicitly certifying that their graduates are competent to engage inthe practice of professional counseling or psychotherapy.It is understood, therefore, that students will be required to maintain appropriateprofessional, ethical and personal standards in order to continue in the program. Facultywill assess each student’s status in meeting these standards on a continuing basis, andstudents experiencing difficulties will be advised as to appropriate means of remediatingsuch difficulties by the faculty/advisor. If resolution cannot be achieved, the student willbe terminated from the program. Compendia of the ethical standards are available fromthe American Psychological Association, the American Association for Marriage and FamilyTherapy and the California Association of Marriage and Family Therapists.Personal TherapyThe psychology faculty believes that participating as a client in individual or group therapyis an important educational aspect of a program to prepare mental health professionals.Experience as a client in personal therapy is, therefore, one of the program requirementsfor the marriage and family therapy emphasis. The requirement is met through a minimumof 20 sessions of individual or group therapy conducted by a licensed marriage and familytherapist, licensed clinical social worker, licensed clinical psychologist, board-eligiblepsychiatrist, or mental health worker of equivalent status. Verification will consist of aletter by the therapist (on the therapist’s letterhead) or an official psychotherapy formfrom the state in which the student is registered stating the time spent in therapy, sentdirectly to the University College campus. This verification must be on file at the time thestudent applies for graduation.Additional personal therapy may at any time be recommended by the department for thestudent to continue in the program. Commencement of therapy or recommendation ofadditional therapy may be a stipulation or condition at the time of a student’s screening oradvancement to candidacy interview. The student has the right to choose his/her owntherapist for this requirement within the limitations of ethical standards prohibiting dualrelationships and the criteria of the paragraph above.

PSYCHOLOGY 167PracticumThe practicum site agreement must be completed prior to starting any trainee hours at theapproved site. The student should obtain the required forms from the faculty/advisor atthe local campus well in advance of the deadline to enable him/her to fully comply withthe requirements for the practicum and to deal with any special problems orcircumstances that may affect the acceptability of the proposed practicum. Student mustadvance to candidacy prior to registration for practicum.Comprehensive ExamAfter the student has successfully advanced to candidacy, he/she is eligible to take thecomprehensive exam. Application deadlines are published in the catalog and posted ateach local campus. Comprehensive exams will be administered four times per year.Application forms are available at University College campuses.The comprehensive examination will cover six primary program content areas presented inan essay format. The six content areas for MFT students are:1. Assessment and Treatment of Substance Abuse;2. Ethical and Legal Issues;3. Assessment and Treatment of Sexual Disorders;4. Advanced Psychopathology and Individual Counseling;5. Child/Adolescent Psychopathology;6. Family Therapy, including Human Diversity.Counseling Psychology students (Washington) are responsible for the following contentarea:1. Advanced Psychopathology and Individual Counseling;2. Ethical and legal Issues;3. Assessment and Treatment of Substance Abuse;4. Assessment and Treatment of Sexual Disorders.Students must receive a pass on all sections of the exam in order to pass the exam as awhole. If a student does not receive a pass on a specific section, the student can retakethat section of the exam. A Comprehensive Examination Study Guide is available at eachUniversity College campus. The guide contains information about the examination, studypreparation ideas, and sample vignettes and questions.Specific Requirements for the Master of Arts in PsychologyMarriage and Family Therapy Emphasisfoundation coursesPSYU 501 The Counseling Process 3PSYU 508 Life Span Development/Aging and Long session Care 3PSYU 511 Psychological Assessment 3PSYU 532 Research & Bibliographic Methods 3PSYU 578 Ethical & Professional Issues 3

168 GRADUATE DEGREE PROGRAMSMarriage and Family Studies and TherapyPSYU 541 Clinical Theories and Techniques of Marriage and Family 3TherapyPSYU 556 Family Systems & Studies 3PSYU 561 Marital Systems & Studies and Domestic Violence 3PSYU 613 Clinical Issues in Human Diversity 3Adult Counseling corePSYU 570 Advanced Psychopathology & Diagnosis 3PSYU 575 Advanced Individual Counseling 3specialized topicsPSYU 533 Psychopharmacology 3PSYU 565 Child/Adolescent Psychopathology and Child Abuse Reporting 3PSYU 581 Assessment and Treatment of Sexual Disorders 3PSYU 586 Assessment and Treatment of Substance Abuse 3practicumPSYU 688, 689, and 690 3, 3, 3total credits for degree 54Counseling emphasis(Offered at Washington campuses only: Ft. Lewis, McChord, and Whidbey Island)foundation coursesPSYU 501 The Counseling Process 3PSYU 508 Life Span Development/Aging and Long Term Care 3PSYU 511 Psychological Assessment 3PSYU 532 Research & Bibliographic Methods 3PSYU 578 Ethical & Professional Issues 3Adult Counseling corePSYU 570 Advanced Psychopathology & Diagnosis 3PSYU 575 Advanced Individual Counseling 3Marriage and Family StudiesPSYU 541 Clinical Theories and Techniques of Marriage and Family 3TherapyPSYU 613 Clinical Issues in Human Diversity 3specialized topicsPSYU 533 Psychopharmacology 3PSYU 581 Assessment and Treatment of Sexual Disorders 3PSYU 586 Assessment and Treatment of Substance Abuse 3PSYU 617 Transition to Work and Career 3PSYU 652 Theory and Practice of Group Counseling 3practicumPSYU 688, 689 3, 3total credits for degree 48

COURSE DESCRIPTIONS 169Course DescriptionsFollowing is a list of courses offered through Chapman University College. Courses maynot be available at all locations or offered every session. Some courses may be offered inan online format. Please inquire with your local campus for class schedules.ARTARTU 110 Foundation Course in DesignStudents learn the basic elements of design and their application. Includes study of line,texture, pattern, color, shape and composition. 3 credits.ARTU 111 Foundation Course in DrawingEmphasizes composition, spatial concerns, color and rendering techniques whileencouraging subjective responses to subject matter. Media include pastels, coloredpencil, oil sticks, and non-traditional materials. Studio experiences augmented by lecture,discussion, and sketching field trips. 3 credits.ARTU 195 Visual LiteracyThis course provides students with the vocabulary for discussing the formal elements ofpainting, sculpture, architecture, photography, graphic design, and mass media. Themodern Western tradition is emphasized, but ways of understanding and evaluating artfrom other cultures and epochs are also explored. 3 credits.ARTU 211 Introduction to Life DrawingStudents develop basic drawing skills and visual awareness through drawing from models.Line quality, textural character, proportion, and chiaroscuro are emphasized using suchmedia as charcoal, pencil, powdered graphite, ink, and conté crayon. 3 credits.ARTU 260 Ancient to Medieval ArtA survey course that introduces the student to the development of the visual arts from thePaleolithic (Old Stone Age) period to the Middle Ages. Lecture, discussion, field trips toarea museums. 3 credits.ARTU 261 Renaissance to Modern ArtSurveys the monuments, movements, and artists of Western art from the Renaissance tothe 20th century. Introduces the student to the ideas and issues which have characterizedmuch of Western art for the past seven centuries and examines them in relation to thereligious, social, political, and intellectual milieu that produced them. References andcomparisons with the parallel cultures of Asia, Oceania, Africa, and the ancient Americaswill be made whenever appropriate. Lecture, discussion and field trips to area museums.This course may also be offered on online. 3 credits.ARTU 329 Experimental Topics in ArtAn examination of selected topics in art relevant to evolving areas of importance to thefield. Syllabi must be approved by the Dean and announced to the Curriculum andAcademic Committee prior to being offered. May be repeated for credit provided thecourse content is different. 3 credits.ARTU 362 Nineteenth Century ArtAn exploration of European art from the French Revolution to the Industrial Revolution.Special attention will be given to the ways in which the visual arts are influenced by andmirror contemporary developments in society, politics, philosophy, and psychology.Lectures, discussions, field trips to area museums. 3 credits.

170 COURSE DESCRIPTIONSARTU 363 Modern ArtA detailed introduction to the development of modernism, with an emphasis oncontemporary interests in spirituality and occult phenomena, discoveries in science,mathematics, psychology, and new philosophical perspectives on the nature of reality.Lectures, discussion, field trips to area museums. 3 credits.ARTU 365 American ArtSurveys American Art from colonial times through 1945 emphasizing painting andsculpture. Consideration is given to the social, political, and cultural influences on majorartists and movements. Slide lecture, discussion, field trips. 3 credits.ARTU 369 The Art of China and JapanA study of the arts of China and Japan as a means of understanding Asian culture and asa complement to your knowledge of Western art. Topics include Chinese landscapepainting, the Japanese print, gardens, architecture, sculpture, ceramics, and bronzes.Lecture, discussion, field trips, and projects. 3 credits.ARTU 370 Contemporary Art: 1945-1970Surveys the major artistic developments in Europe, America and Asia between the close ofWorld War II and the emergence of Post-modernism, including Abstract Expressionism,Pop Art, Minimalism, Conceptualism, and Site-Specific Art. 3 credits.ARTU 371 Contemporary Art: 1970 to PresentExplores the evolution of art since 1970 in Europe, America and Asia. Traditional media,performance, video and installation art are discussed in the light of post-modernist theory,Feminist and Marxist criticism and the impact of mass media and new technologies. 3credits.ARTU 450 Teaching the Visual ArtsThis course explores the elements of creativity in the visual arts and how it can beeffectively taught at all age levels (K-12, high school, and special education). Drawing onart history as well as parallels with literature, science, mathematics, music and drama,students learn to develop an entire school art program and produce a portfolio of projectsand lesson plans exploring a variety of media and approaches. Lecture, discussion, studioprojects, field trips. 3 credits.ARTU 464 Women in ArtAn exploration of portrayals of women by both female and male artists. The primary focusis women as makers, subjects and muses of painting, sculpture and photography. 3credits.ARTU 499 Independent StudyPrerequisites: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet the specific needs of superior upper-division students. 1-3credits.BIOLOGICAL AND LIFE SCIENCESBiologyBIOU 103 Introduction to Life SciencesThis course introduces the basic principles of biology in three major components – thestructure and function of living organisms, interactions of the organisms with theirenvironment m interactions of the organisms with their environment (ecology), and theways organisms change over time (genetics and evolution). In the laboratory part of thiscourse the students will learn analytical techniques that will enable them to work in teamsto make hypotheses, obtain and analyze data and present their conclusions both in oraland written formats. Lecture, laboratory. Lab fee: $35. 4 credits.

COURSE DESCRIPTIONS 171BIOU 105 Environmental BiologyAn introduction to basic biology and ecology with emphasis on understanding theinterrelationship of environmental degradation and living organisms in light of currentsocial and political thought. Lecture, laboratory. Lab fee: $35. 4 credits.BIOU 325 Field BiologyPrerequisite: one semester of biology. Structural, physiological, and behavioralcharacteristics of plants and animals of California, and their ecological relationships. Fieldtrips, lectures, and laboratory. Field trip fee to be determined. 3 credits.BIOU 329 Experimental Topics in BiologyPrerequisite: one semester of biology. An examination of selected topics in biologyrelevant to evolving areas of importance to the field. Syllabi must be approved by theDean and announced to the Curriculum and Academic Committee prior to being offered.May be repeated for credit provided the course content is different. 3 credits.BIOU 335 Impact on Society: BiotechnologyPrerequisite: one course in biology or instructor’s approval. A lecture/discussion coursedesigned to involve students in addressing the numerous issues regarding how thebiological revolution of the past three decades has changed many aspects of our livesboth as individuals and as a society. Extensive consideration and discussion is given toethical and social issues related to how this information is used especially relating tomedical genetics. 3 credits.CAREER COUNSELINGCCNU 500 Introduction to Counseling and Interpersonal Relations: Concepts and SkillsThis course provides an introduction and overview of basic counseling and interpersonalskills concepts. While several different theories will be discussed, this course will focusrelations on the development of basic solution building skills needed by individualsworking in a variety of counseling, educational, and professional settings. Role playingthrough use of vignettes will seek to improve the student’s understanding of and ability touse these skills in professional settings. Also covered will be professional and ethicalissues germane to students in various disciplines. 3 credits.CCNU 572 Career Counseling Theories and PracticesThis class is an intensive examination of career development theories and concepts. Itincludes case studies of career development including experiential-based techniques.Other topics include the study of career counseling organizations and literature; factors ofcareer choice; job search strategies; and individual career counseling skills. 3 credits.CCNU 573 Counseling in Higher EducationThis class is a comprehensive review of the roles and functions of counselors in highereducation, with focus and emphasis on two-and four-year colleges. It includes anintroduction to the processes involved in preparing an educational plan and using tests incourse placement. Other topics include university transfer, multicultural issues,matriculation, and curriculum issues. 3 creditsCCNU 574 Career Information and AssessmentPrerequisite: CCNU 572 or instructor’s approval. This class is a critical examination of thefactors in career choice, decision-making and goal-setting strategies; vocational testingand interpretation; the use of occupational information; and the study of career educationprograms used in a variety of educational and organizational settings. 3 credits.CCNU 575 Field Practice (or Internship) I Career Counseling (Organizational andPrivate Practice)Prerequisites: CCNU 572, CCNU 574. Students participate in supervised careercounseling field practice. Experiences leading to the achievement of competencies in the

172 COURSE DESCRIPTIONSfollowing areas of career counseling are emphasized: career development theory,individual and group career counseling skills, individual/group assessment,information/resources, program management and implementation, consultation, specialpopulations, supervision, ethical/legal issues, and research/evaluation; 300 clock hoursper 3 semester credits must be completed under the supervision of an approved andexperienced practitioner. Graded on Pass/No Pass basis. 3 credits.CCNU 576 Field Practice (or Internship) II Career Counseling (Organizational andPrivate Practice)Prerequisites: CCNU 572, CCNU 574. Students participate in supervised careercounseling field practice. Experiences leading to the achievement of competencies in thefollowing areas of career counseling are emphasized: career development theory,individual and group career counseling skills, individual/group assessment,information/resources, program management and implementation, consultation, specialpopulations, supervision, ethical/legal issues, and research/evaluation; 300 clock hoursper 3 semester credits must be completed under the supervision of an approved andexperienced practitioner. Graded on Pass/No Pass basis. 3 credits.CCNU 577 Technology, Social Change, and Career DevelopmentThis class teaches students to recognize and analyze trends affecting employment,identify emerging occupations, and define the role of technology and information in theworkplace. Discusses basic skills in selecting technology, applying technology, andequipment maintenance in counseling, educational, and human resource settings areaddressed. 3 credits.CCNU 596 Seminar in Career Counseling and DevelopmentPrerequisites: CCNU 572, CCNU 574. Students discuss current issues in careercounseling, ethical issues in career counseling, and examine the design andimplementation of career management systems. Students review National CareerDevelopment Association (NCDA) Career Counseling Competencies. Students also studythe National Occupational Information Coordinating Committee (NOICC) CareerDevelopment Guidelines as well as National Board of Certified Counselors (NBCC)standards. 3 credits.CCNU 652 Field Practice (or Internship) I Career Counseling (Higher Education)Prerequisites: CCNU 572, CCNU 574. Students spend a minimum of 300 clock hours per3 semester credits of supervised field practice in a career counseling setting in highereducation. Students demonstrate career counseling skills, knowledge of careerinformation and assessment, and knowledge and skills involving program management,implementation and consultation. Graded on a Pass/No Pass basis. 3 credits.CCNU 653 Field Practice (or Internship) II Career Counseling (Higher Education)Prerequisites: CCNU 572, CCNU 574. Students spend a minimum of 300 clock hours per3 semester credits of supervised field practice in a career counseling setting in highereducation. Students demonstrate career counseling skills, knowledge of careerinformation and assessment, and knowledge and skills involving program management,implementation and consultation. Graded on a Pass/No Pass basis. 3 credits.CCNU 699 Outplacement CounselingStudents learn the skills, knowledge, and techniques necessary to help managers,executives and scientific professionals manage career transitions. Specific attention ispaid to the job search and job choice processes experienced by individuals in mid-careertransition. Students will also learn to consult with organizations to plan and implement acomplete downsizing program. 3 credits.

COURSE DESCRIPTIONS 173COMMUNICATIONSCOMU 101 Public Speaking IAn introduction to the fundamentals and elements of public speaking, organization, andperformance. 3 credits.COMU 110 Interpersonal CommunicationsInterpersonal Communications is an introduction course to the principles, process andpractice of dyadic communication. A major aspect of the course is the development ofinterpersonal communication competencies: listening, perceiving, language developmentand usage, nonverbal communication, empathy, self-disclosure, feedback, personalityreading and responding, managing pleasant and unpleasant emotions, taking part inintercultural interactions, creating positive communication climates, speaking withinteams and groups, and methods of conflict resolution. 3 credits.COMU 160 Principles of AdvertisingA study of the integrated marketing communications model, recognizing the importance ofcoordinating all of the promotional mix elements to develop an effective communicationsprogram. 3 credits.COMU 210 Theories of PersuasionAn introduction to the methods of persuasion from Aristotelian rhetoric to contemporarytactics and techniques found in advertising, political and product campaigns, andsalesmanship. 3 credits.COMU 215 Communicating About BusinessAn overview of the communications business as a “business” and the terms and conceptsnecessary to understand and communicate about a client’s business. Students will beintroduced to basic business principles and the terminology used to describe businesspractices. In addition, students will gain an understanding of the communication andbusiness skills required in the operation of a communication business such as a publicrelations or advertising firm or a department responsible for these functions within acorporation. 3 credits.COMU 250 Introduction to Multimedia ProductionAn exploration of the special features of interactive storytelling. Using MacromediaDirector, Photoshop, Illustrator, Sound Edit 16, and online or editing students will combinedigital video, audio, still images, and text to make an interactive presentation. Eachstudent produces a multimedia CD-ROM during the course. 3 credits.COMU 270 Internet CommunicationsAn overview of the ways in which electronic communications channels and tools havetransformed the practice of public relations. Study and practice in using and evaluatingprograms of communication using electronic tools. Emphasis will be on the effective useof these tools in managing relationships of key target audiences in support oforganizational goals and objectives. 3 credits.COMU 301 Advanced Public SpeakingDesigned to provide a more in-depth study of classical and contemporary principles ofrhetoric and rhetorical criticism, this course provides concentrated work in speechstructure, delivery, and criticism. 3 credits.COMU 312 Group Dynamics and LeadershipThis course is designed to provide the student with the skills necessary to participateeffectively in problem solving groups. Instruction includes theory and technique.Competencies in group communication are developed through in-class exercises, casestudies. 3 credits.COMU 315 Intercultural CommunicationsThis course explores the similarities and differences in the communications process from

174 COURSE DESCRIPTIONSthe perspectives of a variety of cultures. Special emphasis is given to the historicaldevelopment of a culture in terms of its particular world view and the reciprocal impact ofthat world view on intercultural communications in such contemporary contexts as theestablishment of global economies, second language education and world wide mediaexpansion. Students will experience practical application of theory and learn methods andtechniques for more effective communication across cultures. 3 credits.COMU 329 Experimental Topics in CommunicationsAn examination of selected topics in communications relevant to evolving areas ofimportance to the field. Syllabi must be approved by the Dean and announced to theCurriculum and Academic Committee prior to being offered. May be repeated for creditprovided the course content is different. 3 credits.COMU 351 Business PresentationsProvides insight into the corporate world and the communication skills and techniques,including creating computer-generated graphics, needed to be successful in today'sbusiness environment. A practical look at organizing and creating visual communicationfor the board room, trade show, and business meeting. 3 credits.COMU 370 Principles of Public RelationsExamination of the social, psychological, economic, and political foundations of publicrelations; and the integration of the behavioral sciences, management, andcommunication theories into a profession. 3 credits.COMU 371 Writing for Public RelationsA comprehensive introduction to the various forms of public relations writing such as newsand feature releases. Beginning with basic writing and organizational principles, thecourse introduces the student to persuasive writing designed to meet specificcommunication objectives. 3 credits.COMU 372 Electronic Media: Theory, Resources and ProductionNew digital media constitute a cultural revolution of the first magnitude and promise.Widespread and democratic access to treasure troves of intellectual and artistic works aswell as the opportunity for anyone to reach a global audience on his or her own terms.The primary purpose of this course is to demonstrate specific ways of learning, criticallyappraising and utilizing electronic media resources so that students can participate indigital media's evolution. 3 credits.COMU 410 Organizational CommunicationThis course is a comprehensive review of effective oral and written communication inorganizational and professional settings. This course emphasizes various forms of writing,communication, presentation skills, and how it relates to organizational principles,structure and change. 3 credits.COMU 499 Independent StudyPrerequisite: Instructor’s approval and approval of petition. Directed reading and/orresearch designed to meet specific need of superior upper-division students. 1-3 credits.COMPUTER SCIENCECSCU 200 Introduction to Computers and Data ProcessingStudents gain experience using word processing, electronic spreadsheet and databasemanagement software. The use, misuse, and abuse of computers will be discussed withexamples from many fields. Different sections of this course may be offered on differenthardware platforms, usually IBM-PC compatibles or Macintoshes, but the same conceptswill be studied in each section and therefore the course may be taken for credit onlyonce. 3 credits.

COURSE DESCRIPTIONS 175CSCU 210 Intro to Programming –Visual BASICThis is a basic course in computer programming. Students will be introduced to problemsolvingfor programming in the context of Visual Basic.NET. The emphasis will be onlearning programming as a transferable skill, to that end the focus will be on controlstructures, error handling and debugging and is suitable for undecided students who wishto consider careers in computing. Some visual components will be included in the course.3 credits.CSCU 218 C++ for Java ProgrammersPrerequisite: programming background in Java at the 231 level or above. This course isoffered for programmers who want to become familiar with another object-orientedlanguage. It will emphasize pointers, the differences between the syntaxes of thelanguage, and C++ libraries. 1 credit.CSCU 219 Java for C++ ProgrammersPrerequisite: programming background in C++ at the 230 level or above. This course isoffered for programmers who want to become familiar with another object-orientedlanguage. It will emphasize objects, the differences between the syntaxes of the language,and commonly used Java classes. 1 credit.CSCU 230 Computer Programming IPrerequisite: MATU 110 or CSCU 210. Students are introduced to problem -solvingmethods and algorithm development in a high- level object- oriented programminglanguage. The course emphasizes good design, coding, debugging, and documentation, asbeing fundamental to the discipline. The course includes lecture as well as some in-classsupervised lab experience. The expectation is that most programming will be done outsideof class. 3 credits.CSCU 250 Assembly Language ProgrammingPrerequisite: CSCU 230 or equivalent. Students learn basic programming and programstructure in an assembly language, to provide experience with machine languageinstruction, execution, addressing and representation of data, macros, subroutines,linkages, and recursive routines. 3 credits.CSCU 252 Computer Architecture IPrerequisite: CSCU 210 or CSCU 230. Students learn the organization and structuring ofthe major hardware components of computers, to understand the mechanics ofinformation transfer and control within a digital computer system, and to provide thefundamentals of logic design. 3 credits.CSCU 315 Organizational Information Systems(Same as OLCU 315) Students explore the role of information systems in the operation ofan organization. Course introduces the use of information technologies for the access andretrieval of information from internal information systems and from systems on theInformation Superhighway. 3 credits.CSCU 329 Experimental Topics in Computer ScienceAn examination of selected topics in Computer Science relevant to evolving areas in thefield. Syllabi must be approved by Dean and announced to the Curriculum and AcademicCommittee prior to being offered. May be repeated for credit provided that the coursecontent is different. 3 credits.CSCU 330 Computer Programming IIPrerequisite: CSCU 230 or equivalent. Students continue their study of computerprogramming through simple data structures, advanced object- oriented design, and largeprogram structure. The course typically involves a significant programming project. Thecourse includes lecture as well as some in- class supervised lab experience. Theexpectation is that most programming will be done outside of class. 3 credits.

176 COURSE DESCRIPTIONSCSCU 350 Data StructuresPrerequisite: CSCU 330. Students develop and use data structures such as stacks,queues, lists and trees to understand techniques such as hashing, dynamic storageallocation, and garbage collection. 3 credits.CSCU 352 Computer Architecture IIPrerequisite: CSCU 250. Topics to be covered are the design and analysis of instructionset processors, memory management, paging, segmentation, I/ O system design, multiprocessors,networks, high level language computers, object- based architecture and dataflow systems. 3 creditsCSCU 353 Data Communications and Computer NetworksPrerequisite: CSCU 252. Students explore the principles and techniques of datacommunications and give special emphasis to networks and distributed systems. The I.S.O. Reference Model for open systems interconnection will be investigated and thefunction and operation of each protocol layer analyzed. 3 credits.CSCU 354 Programming LanguagesPrerequisites: CSCU 230. Students develop an understanding of the organization anddesign of programming languages through the formal study of programming languagespecifications and analysis. 3 credits.CSCU 355 Graphical User Interface DesignPrerequisite: CSCU 230. Students gain experience in designing applications for differentGUIs (Graphical User Interfaces). Students investigate various application frameworksusing object oriented component reuse techniques. Several windowing systems areexplored and evaluated. 3 credits.CSCU 360 Computer GraphicsPrerequisite: CSCU 330. The fundamental concepts of graphics software, hardware, andstandards are examined. The course gives special emphasis to three-dimensionalgraphics and provides an introduction to graphical user interfaces. 3 credits.CSCU 380 Operating SystemsPrerequisites: CSCU 252 or CSCU 350. Students learn about the organization andarchitecture of computer systems at the machine and programming levels of systemdescription. The course emphasizes the major principles of operating system design andthe interrelationships between the operating system and hardware. 3 credits.CSCU 383 Project Management for Information SystemsPrerequisites: CSCU 200 or equivalent. Students develop skills in use of projectmanagement tools and methods within the context of an information system project.Study topics include the following: the information systems development process, projectteam organization, work breakdown, project planning, resources estimation, return oninvestment, risks management, monitoring and controlling, and task scheduling. 3credits.CSCU 390 Artificial IntelligencePrerequisites: CSCU 330. Students study the tools, techniques, and applications ofartificial intelligence. Students will be introduced to the programming techniques utilizedin artificial intelligence applications. 3 credits.CSCU 402 Compiler ConstructionPrerequisites: MATU 250, CSCU 350, CSCU 354. Students examine the techniquesinvolved in the analysis of source- language statements and the generation of object code.3 credits.CSCU 406 Algorithm AnalysisPrerequisites: MATU 211, MATU 250, CSCU 350. A study of basic techniques of designand analysis of efficient algorithms for internal and external sorting/merging searching, toprovide for the integration of data structure, sort/merge/search/methods and memory

COURSE DESCRIPTIONS 177media into a simple data base management system. 3 credits.CSCU 408 Database ManagementPrerequisites: CSCU 230. Students learn data management concepts and therepresentation and structure of data in the context of applications and system software.The emphasis is on design of databases and developing applications in a client- serverenvironment using SQL as the query language. 3 credits.CSCU 410 Structured Systems Analysis and DesignPrerequisites: CSCU 408. Overview of the system development life cycle. Advanced studyof structured systems development. Emphasis on strategies and techniques of structuredanalysis and structured design for producing logical methodologies for dealing withcomplexity in the development of information systems. 3 credits.CSCU 411 Software EngineeringPrerequisites: CSCU 410. Overview of software engineering, software quality issues,software requirements, software design, software reuse, OOAD, and project management.This will serve as the course to demonstrate mastery of the program. This course will havea significant team project. 3 credits.CSCU 453 Network ImplementationPrerequisite: CSCU 353. This course cannot be used for upper-division elective credit forCIS students who get credit for an industry certificate. Students explore the principles andtechniques for implementing TCP/IP based networks using Microsoft Windows NT serversand clients, including the skills to configure, customize, optimize, troubleshoot, andintegrate networks. This course assists with preparing students to meet the MicrosoftCertified Systems Engineer certification requirements. For CIS majors only. 3 credits.CSCU 455 Operating System AdministrationPrerequisite: CSCU 453. This course cannot be used for upper-division elective credit forCIS students who get credit for an industry certificate. Students explore the principles andtechniques for managing the Microsoft Windows NT operating system in the enterprise,including the skills to install, configure, customize, optimize and troubleshoot both the NTworkstation and server operating system. This course assists with preparing students tomeet the Microsoft Certified Systems Engineer certification requirements. For CIS majorsonly. 3 credits.CSCU 458 Advanced Web Based Database SystemsPrerequisites: CSCU 408, CSCU 453, and CSCU 455. This course cannot be used forupper-division elective credit for CIS students who get credit for an industry certificate.Students explore the principles and techniques for managing the most recent Microsoft’sSQL Server Database System and Microsoft’s Internet Information Server including theskills to install, configure, customize, optimize, and troubleshoot both the SQL Server andInformation Server Systems. This course assists with preparing students to meet theMicrosoft Certified Systems Engineer certification requirements. For CIS majors only. 3credits.CSCU 491 Cooperative Education1- 6 credits.CSCU 498 Senior Project3 credits.CSCU 499 Independent StudyPrerequisites: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.

178 COURSE DESCRIPTIONSCOUNSELING AND SCHOOL PSYCHOLOGYCSPU 500 Introduction to Counseling and Interpersonal Relations: Concepts and SkillsThis course introduces the candidate to basic background information about thephilosophical, psychological, socio-cultural, legal and historical foundations of education.In addition, this course provides an introduction and overview of basic counseling andinterpersonal relations including skills and concepts. While several different theories willbe discussed, this course will focus on the development of basic solution-building skillsneeded by individuals working in a variety of counseling, educational, and professionalsettings. Laboratory experiences will seek to improve the candidate’s understanding ofand ability to use these skills in professional settings. Also covered will be professionaland ethical issues germane to students in various disciplines. 3 credits.CSPU 510 Introduction to the Ethical Practice of School PsychologyPrerequisites: acceptance into the graduate program in school psychology and approvalof the program coordinator. This is the introductory course to the graduate program inschool psychology at Chapman University College. It introduces students to the variousroles of school psychologists have in the public schools, ethical and legal guidelines thatshape the profession, and emergent practices in assessment, crisis intervention, personal& social counseling, behavior management, consultation, and systems change. 3 credits.CSPU 511 Introduction to the Ethical Practice of School CounselingPrerequisites: acceptance into the graduate program in school counseling and approvalof the program coordinator. This is the introductory course to the graduate program inschool counseling at Chapman University College. It introduces candidates to the rolesschool counselors have in the public schools, the ethical and legal guidelines that shapethe profession, and emergent practices in individual and group assessment, academicadvisement, career counseling, crisis intervention, personal & social counseling,consultation, and systems change. 3 credits.CSPU 512 Advanced Counseling and InterventionPrerequisites: an introductory course in counseling theory or CSPU 500 and approval ofthe program coordinator. This course focuses on a time-limited or brief approach tocounseling and intervention with children and adolescents. Major units of study includeskills for establishing goals, evaluating progress in counseling, crisis intervention, drugand alcohol problems, and the use of art and play techniques with children. Emphasis isplaced on using these skills with children and youth of various age levels and inmulticultural settings. 3 credits.CSPU 513 Group Leadership and InterventionPrerequisites: successful completion of CSPU 500 or approval of the program coordinator.This course emphasizes theories and methods of group leadership and intervention withchildren and parents. Major units of study include the history of group approaches tocounseling and intervention, theories of group process and group interventions withchildren and parents, legal and ethical guidelines of group interventions, group leadershipskills, developmentally and culturally appropriate group interventions, crisis intervention,group interventions for drug and alcohol abuse, and group approaches to parentconsultation and education. Emphasis is placed on using these skills with children andyouth of various age levels and in multicultural settings. Candidates will be expected togain sufficient field experience to design, implement, and evaluate a group interventionwith children, youth, and/or parents in a public school or agency setting. 3 credits.CSPU 514 Cultural and Community Issues in Counseling and School PsychologyPrerequisites: CSPU 510 or 511 and/or approval of the program coordinator. This coursefocuses upon the unique challenges diversity brings to the provision of counseling andpsychological services to children, adolescents, and parents. Candidates will learn thehistory, culture, and expectations of different ethnic and cultural groups and develop thecross-cultural communication skills necessary to effectively work with families of varying

COURSE DESCRIPTIONS 179cultural and socio-economic backgrounds. Candidates will also explore how issues suchas immigration, poverty, sexism, and racism affect counseling practices and thedevelopment of effective interventions. 3 credits.CSPU 515 Practicum in Counseling and InterventionPrerequisites: successful completion of CSPU 511 and CSPU 512 and/or the approval ofthe program coordinator. This course provides opportunities for counseling students topractice intervention skills under close supervision. Candidatess will apply the knowledgeand techniques learned in previous coursework to the resolution of individual, group, andsystems level problems. A minimum of 50 of the 100 practicum fieldwork hours in anapproved public school or agency setting is required for this course. 3 credits.CSPU 516 Children and Youth in Developmental ContextPrerequisites: None. This course examines the processes of individual development in thecontext of family, school, and culture. Candidates will review major theories ofdevelopmental psychology and learn effective assessment and intervention skills fordisturbances and disorders of childhood and adolescence. 3 credits.CSPU 534 Practicum in School Psychology IPrerequisites: successful completion of CSPU 500, 510 and 512 and approval of theprogram coordinator. This is the first of two practicum courses providing opportunities forschool psychology candidates to practice counseling, assessment, and other interventionskills under close supervision. Candidates will apply knowledge and techniques learned inprevious coursework to the resolution of individual, group, and systems level problems. Aminimum of 100 practicum fieldwork hours must be completed of the 450 practicumhours required in the program. The additional 350 practicum fieldwork hours will becompleted in the other CSPU courses. The 450 practicum fieldwork hours must beaccomplished prior to beginning the final fieldwork/internship hours in CSPU 622 andCSPU 623. 3 creditsCSPU 535 Practicum in School Psychology IIPrerequisites: successful completion of CSPU 534, CSPU 512, and approval of theprogram coordinator. This course is a continuation of CSPU 534 and will provideopportunities for school psychology candidates to practice counseling, assessment, andother intervention skills under close supervision. A minimum of 100 practicum fieldworkhours is required in this course. All practicum fieldwork hours must be completed prior tobeginning the final fieldwork/internship hours in CSPU 622 and CSPU 623. 3 credits.CSPU 616 Leadership and Systems ChangePrerequisites: CSPU 500, 510 or 511. This course will focus on the designing,implementing, coordinating, and evaluating effective counseling programs. Topics includeprinciples of collaboration and team work; facilitating teams of pupils, teachers,administrators, parents, and community members to meet pupil needs; programdevelopment and evaluation; and enhancing organizational climate and staff moralethrough consultation and in-service education. 3 credits.CSPU 617 Transition to Work and CareerPrerequisites: successful completion of CSPU 511 or approval of program coordinator.This course focuses upon the process of career choice, including the skills of decisionmaking,goal setting, vocational assessment, career information, and career educationprograms. Candidates will learn school-to-career systems appropriate for all students,including those with disabilities. 3 creditsCSPU 618 Best Practices in CounselingPrerequisites: students must be enrolled in CSPU 620 or CSPU 621 at the time they takethis course and have the permission of the program coordinator. School counselorcandidates will review the knowledge, skills, and standards of the graduate program incounseling in final preparation for their employment as school counselors. Candidates willprepare for the Praxis examination in school counseling, complete their program

180 COURSE DESCRIPTIONSportfolios, and develop a capstone project as a part of this course. 3 credits.CSPU 620 and CSPU 621 Supervision and Mentoring in School Counseling I & IIPrerequisites: a passing score on the CBEST; CSPU 500, 511, 512, 513, 514, 515, 616;EDUU 602; and approval of fieldwork/internship site by program coordinator. Emphasis ison supervised fieldwork experiences leading to competencies in the following areas:educational assessment, personal and social counseling, academic and careercounseling, program development, program coordination, supervision, consultation, andthe laws and ethics pertinent to the profession of school counseling. In addition to therequired field experience, candidates will participate in 15 lab hours of on-campussupervision during these courses. Candidates must complete a minimum of 600fieldwork/internship hours. The site supervision of candidates must be by a qualified statecredentialed school counselor who is approved by the program coordinator. Graded on aPass/No Pass basis. 3/3 credits.CSPU 622 Supervision and Mentoring in School Psychology ICSPU 623 Supervision and Mentoring in School Psychology IICSPU 624 Supervision and Mentoring in School Psychology IIICSPU 625 Supervision and Mentoring in School Psychology IVPrerequisites: a passing score on the CBEST, completion of CSPU 450 Practicum hours,completion of 33 program credits including CSPU 510, 512, 514, 516, 534, 535, 637,638, 639 and EDUU 601, 602. Each course covers one session or 10 weeks (300 hoursof fieldwork/internship) for a total of 1,200 hours. This may also be done on a part-timebasis over the period of two consecutive academic years with the approval of the full-timefaculty. Emphasis is on fieldwork/internship experiences leading to competencies inassessment for intervention, counseling, behavior management, consultation, andsystems change. In addition to the required field experience, candidates are expected toparticipate in 15 lab hours of on-campus group supervision. The site supervision ofcandidates must be by a qualified state credential school psychologist. Graded on aPass/No Pass basis. 3/3/3/3 credits.CSPU 636 Cognitive and Neuropsychological Assessment for InterventionPrerequisites: Successful completion of CSPU 510, CSPU 637, EDUU 601, and approvalof the coordinator for the PPSP program. This course will be taken after the candidatehas successfully completed CSPU 637, Psycho-educational Assessment I. CSPU 636 is acontinuation of cognitive assessment from CSPU 637. It will introduce candidates to thestudy of cognition from a school neuropsychological perspective. The Cattell-Horn-Carrollmodel of cognitive abilities and a cross-battery model of assessment will be discussed.Candidates will review psychometric concepts and laws and ethics related to assessmentand psycho-educational testing, and practice administering standardized tests and otherassessment procedures to volunteers outside of class. Candidates will also practicepresenting assessment results to parents and teachers, and writing assessment reports.Application of these skills in multicultural settings will be accentuated. 3 credits.CSPU 637 Psychoeducational Assessment for Intervention IPrerequisites: CSPU 510, EDUU 600, EDUU 601, and/or approval of the programcoordinator. This course will introduce candidates to a cross-battery model of assessmentincluding the laws and ethics related to assessment and psychoeducational testing. Thefocus of the course is on the current best practices in the use of both standardized testsand non-standardized assessment methods such as interview, observation, and datacollection to assess children and youth. Emphasis is placed on using the systematicinterpretation of assessment results to develop academic and behavioral interventions.Candidates will practice administering standardized tests, conducting interviews andobservations, and presenting assessment results to parents and teachers. Application ofthese skills in multicultural settings will be accentuated. 3 credits.

COURSE DESCRIPTIONS 181CSPU 638 Psychoeducational Assessment for Intervention IIPrerequisites: CSPU 637 and approval of program coordinator. This course builds on theskills and knowledge obtained in CSPU 637. The focus of this course is gatheringcomprehensive assessment data and using this data to develop academic and behavioralinterventions for children and youth with school-related problems. Application of theseskills in multicultural settings will be emphasized. Candidates will practice developingaccurate referral questions, combining data from a variety of sources to arrive at fair andaccurate conclusions, developing effective intervention strategies, and preparing writtenreports of assessment findings. 3 credits.CSPU 639 Advanced Positive Behavioral SupportsPrerequisites: EDUU 602 and EDUU 630. The purpose of this course is to providecandidates with knowledge and skills to (a) identify and assess problem behavior inschool settings, (b) design and implement behavioral interventions, including physiologicaland pharmacological variables, (c) design and implement comprehensive behaviorsupport plans, (d) monitor and evaluate implementation of behavior support plans, and (e)apply behavioral procedures on a school-wide basis. Candidates will learn to develop bothsystems level and individual behavioral intervention plans for persons with seriousbehavioral problems. 3 credits.CSPU 640 Consultation and Indirect InterventionPrerequisites: take this course as part of practicum experience and approval of programcoordinator. This course introduces candidates to collaborative models of individual andteam consultation. The emphasis of this course’s major study units include learning towork with individuals and groups to identify problems, design interventions, and monitortheir effectiveness; facilitating collaborative problem-solving teams, and conductingeducational programs for parents and school staff. 3 credits.CSPU 641 Best Practices in School PsychologyPrerequisites: candidates must be enrolled concurrently in either CSPU 622 or 623 andhave permission of the program coordinator. Candidates will review the knowledge, skills,and standards of the graduate program in school psychology in final preparation for theiremployment as school psychologists. Candidates will prepare for the Praxis examination inschool psychology, complete their program portfolios, and complete their capstone projectas a part of this course. 3 credits.CRIMINAL JUSTICECJCU 250 Introduction to the Administration of Criminal JusticeThis introductory overview course examines the structure, organization, and operations ofthe American criminal justice system: law enforcement, courts and corrections. Studentswill become familiarized with basic criminal justice concepts and models; crimecategories, statistical patterns and trends; policy; current issues and problems, as well asother pertinent and critical issues. 3 credits.CJCU 329 Experimental Topics in Criminal JusticeAn examination of selected topics in Criminal Justice relevant to evolving areas in thefield. Syllabi must be approved by Dean and announced to the Curriculum and AcademicCommittee prior to be offered. May be repeated for credit provided that the coursecontent is different. 3 credits.CJCU 353 Peace and Conflict in the Middle East(Same as POSU 353) Beginning with a historical examination of the region focusing on thekey social forces and the sources of conflict, students explore the Israeli-Palestinianconflict in depth and conduct a peace conference in an attempt to develop a plausibleresolution. 3 credits.

182 COURSE DESCRIPTIONSCJCU 380 Correctional Systems(Same as SOCU 380) Criminals and institutional personnel involved in corrections at alllevels will be reviewed in depth. History, politics, and contemporary corrections issuessuch as punishment theories, sentencing alternatives, prison experience and prisonerrights, female and juvenile incarceration problems, overcrowding, and 21 st centurycorrections will be examined. 3 credits.CJCU 382 Women and Criminal Justice(Same as SOCU 382) Examines how women’s involvement with criminal justice, whetheras offenders or victims, reflects prevailing ideology about women’s place and function inthe wider society. Particular attention is paid to the differential “justice” made on thebasis of sex, as well as class and race. 3 credits.CJCU 391 Youth At-Risk(Same as PSYU 391 and SOCU 391) This course will introduce students to variousmodels, theories, and intervention of children and adolescents considered "at-risk". Topicscovered include, but may not be limited to the following: a) sociocultural factors in definingand influencing behavior; b) psychological models both biological and ecological thatinteract to shape behavior; c) types of at-risk categories including school dropouts,substance use and addiction, teenage pregnancy, antisocial behavior, delinquency, gangs,school shooters, and youth suicide; and d) specific types of clinical abnormal behaviorincluding anxiety, mood, and impulse control disorders; e) theoretical and practicalconsiderations related to community and school interventions. 3 credits.CJCU 403 Police and Society(Same as SOCU 403) This course focuses on law enforcement and its interaction withsociety. Various perspectives will be explored including police subcultures, use of forceand authority, selective enforcement and discretion, community reactions and mediarelations with police, dissent and conflict management. 3 credits.CJCU 411 Gangs and Gang Behavior(Same as SOCU 411) This course addresses theories of gang behavior, modes of lawenforcement, and correctional intervention dealing with street gang formation andactivities (e.g., Latino, Samoan, Vietnamese, Armenian, Filipino), as well as characteristicdifferences among Gangbangers, Taggers, and others. 3 credits.CJCU 412 Victimless Crimes(Same as SOCU 412) This course examines various criminal offenses that often lack acomplaining “victim” in the usual sense that tend to generate intense social debate due tothe consensual nature of these crimes (e.g., drug use, prostitution, certain sexualactivities, gambling). The societal implications of social control policies will be discussed.3 credits.CJCU 414 Organized Crime(Same as SOCU 414) This course investigates the nature of and causes underlyingexisting and emergent organized crime groups (e.g., the Mafia, La Cosa Nostra, Yakuza)and their comparison with “ordinary” criminals. Topics may include corporate connections,special investigation techniques, trial and sentencing issues, international terrorism, RICOand other Federal statutes. 3 credits.CJCU 420 Sociology of Deviant Behavior(Same as SOCU 420/CJCU 520). This course examines why societies label behaviordeviant and explores the distinction between behaviors considered "sociallyunacceptable" and those considered "criminal". Theories of deviance, as well as theamount, distribution and patterns of deviance are considered. Discussions may alsoinclude political influence, social change, and selected types of deviant activity. 3 credits.

COURSE DESCRIPTIONS 183CJCU 426 Crime and Delinquency(Same as SOCU 426) Crime and delinquency are integral parts of human society. Thisclass scrutinizes the causes of crime, crime prevention and control, and the treatment ofcriminals. Emphasis on the sociological causes, extent, constraint and deterrence ofjuvenile delinquency and juvenile crime. Topics include bio/psycho/sociogenic causation,youth criminalization, professional versus amateur criminals, violence and sexual crimes,victims and juvenile punishment alternatives. 3 credits.CJCU 440 Drugs and Society(Same as HSCU/SOCU 440) The study of drug use from a sociological perspective.Discussion will include the effects and toxicity of legal drugs such as alcohol, nicotine,caffeine and over-the-counter pharmaceuticals, as well as illegal drugs such as marijuana,cocaine, ecstasy, and heroin. Course topics include the integration of drugs with everydaylife, the prescription drug industry as a social problem, addiction, recovery as the trope ofpopular culture, drug testing, HIV/AIDS and intravenous drug use, criminal behavior anddrug use, drug legalization debates and other policy issues. 3 credits.CJCU 445 Moot Court(Same as POSU 445) Students get hands-on experience in the practice of law through asimulation of appellate advocacy. 3 credits.CJCU 450 Homeland SecurityThis course studies the structure of the newest federal cabinet level agency, theDepartment of Homeland Security (DHS) in terms of prevention and response capability.It studies the capacity of the agency to respond to terrorist events, natural disasters, manmadeemergencies, safety of US transportation systems and protection of US borders. Italso explores the relationships, sharing and cooperation of all federal agencies in regardto intelligence gathering capability to support DHS counter-terrorism missions as well asthe impact of counter-terrorism has on civil rights. 3 creditsCJCU 460 White Collar Crime(Same as SOCU 460/CJCU 560) This class examines the underlying theories, changingdefinitions and diverse nature of white-collar crime. These crimes may include offensesperpetrated by “the rich,” corporations and businesses, and/or individuals. Topics mayinclude embezzlement, political corruption, employee theft, fraud, “con games,” andemergent areas such as computer crime and environmental crime. 3 credits.CJCU 465 Management in Criminal Justice OrganizationsThis course applies management and financial principles to Criminal Justiceorganizations. Emphasis is placed on budgets, personnel issues, organization andmanagement, as well as discipline procedures and EEO practices. Constitutionalrequirements, court decisions, and legislation as they impact management in criminaljustice organizations are also discussed. 3 credits.CJCU 499 Independent StudyPrerequisites: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.CJCU 500 Foundations of Criminal JusticeThis course provides an overview of the process and relationships between thecomponents of the criminal justice system. Discussion areas include an evaluation oftheoretical and applied criminal justice models, as well as pertinent contemporary issues.Discussions also may include interactions between the criminal justice systempractitioners and defendants, victims, witnesses, the media, and the public. 3 credits.CJCU 501 Trends in Criminal JusticeThis course examines present and future trends in crime patterns, control, and justiceadministration. Students will examine and evaluate the sources of crime data, crimestatistics and trends. Discussions also may address such vital topics as media effects,

184 COURSE DESCRIPTIONSpolicy-making, legal issues, health care, technological advances, emergent crimes, andnovel approaches to social control and punishment. 3 credits.CJCU 503 Research in Criminal JusticeThis course examines research techniques, design, and methods of data analysisappropriate for use in the field of criminal justice (e. g., survey, evaluation, contentanalysis, prevention assessment, and field research). Computerized crime databasesavailable from Federal, state and local criminal justice sources may also be examined. 3credits.CJCU 510 Victimless Crimes(Same as SOCU/CJCU 412) This course examines various criminal offenses that often lacka complaining “victim” in the usual sense and that tend to generate intense social debatedue to the consensual nature of these crimes (e. g., drug use, prostitution, certain sexualactivities, gambling). The societal implications of social control policies will be discussed.(Same course as SOCU 412/CJCU 412, but with additional graduate-level work required.)3 credits.CJCU 512 Ethics and Criminal JusticeThis course addresses various ethical dilemmas and controversies impacting lawenforcement, courts, and corrections. Topics may include conflicts of interest, public andprivate corruption, internal control systems, ethical duties and responsibilities underprofessional codes of conduct, public perceptions and the media. Case studies areexamined. 3 credits.CJCU 514 Management Issues in Criminal JusticeThis course examines management concerns pertinent to the internal and externaloperating environments of criminal justice system agencies. Discussions may involve suchtopics as administrative responsibility; affirmative action; liability; sexual harassment;stress; private sector management of criminal justice; and agencies, employee andcommunity relations. 3 credits.CJCU 515 VictimologyThis course focuses upon the victims of crime. Victimization statistics and trends, as wellas theories of victimization will be examined. Discussions also may include victim-offenderrelationships, court testimony, privacy and sentencing issues, the “Victim’s Bill of Rights,”protection measures, compensation programs, and individual and societal costs. 3credits.CJCU 516 Substance Abuse and the LawThis course examines the abuse of and addiction to alcohol and other drugs (e.g., cocaine,heroin, prescription drugs, nicotine). Students will examine the history of drug policies, aswell as various effects and consequences of substance abuse. Legal sanctions, treatment,and education also will be covered. 3 credits.CJCU 517 Youth CrimesThis course examines the premises, doctrine, and philosophy of the juvenile justicesystem. Particular attention is paid to the historical definition and development ofdelinquency, statistical patterns and trends, and constitutional concerns. Other topics mayinclude violent crime, gangs, and various reform, prevention, and control initiatives. 3credits.CJCU 518 The Jury SystemThis course examines the historical and contemporary operation of the jury in the criminaljustice system. Major emphasis is placed on due process issues involving the 5th, 6th,and 7th Amendments. Other topics may include eyewitness and expert testimony, venue,jury selection, nullification, process modification, and the Grand Jury. 3 credits.CJCU 520 Sociology of Deviant Behavior(Same as SOCU 420/CJCU 520, but with additional graduate-level work required.)This

COURSE DESCRIPTIONS 185course examines why societies label behavior deviant and explores the distinctionbetween behaviors considered “socially unacceptable” and those considered “criminal.”Theories of deviance, as well as the amount, distribution and patterns of deviance areconsidered. Discussions may also include political influence, social change, and selectedtypes of deviant activity. 3 credits.CJCU 521 Civil Rights and LibertiesThis course examines the Bill of Rights, due process, equal protection, and civil rights lawsas these relate to criminal justice issues. Discussions may include “dangerous speech andfighting words,” demonstrations, pornography, privacy, search and seizure, confessions,speedy and public trial, right to counsel, juries, and cruel and unusual punishments. 3credits.CJCU 522 Gangs and Gang Behavior(Same as SOCU/CJCU 411 with additional graduate-level work required.) This courseaddresses theories of gang behavior, modes of law enforcement, and correctionalintervention dealing with street gang formation and activities (e.g., graffiti, violence, crime,drugs). Coverage will include both traditional and newer gangs (e.g., Latino, Samoan,Vietnamese, Armenian, Filipino), as well as characteristic differences amongGangbangers, Taggers, and others. 3 credits.CJCU 523 Organized Crime(Same as CJCU 414, but with additional graduate-level work required.) This courseinvestigates the nature of and causes underlying existing and emergent organized crimegroups (e. g., the Mafia, La Cosa Nostra, Yakuza) and their comparison with “ordinary”criminals. Topics may include corporate connections, special investigation techniques,trial and sentencing issues, international terrorism, RICO and other Federal statutes. 3credits.CJCU 524 Mental Health and Criminal JusticeThis course will examine various mental health issues particularly pertinent to the criminaljustice system. Topics include social, legal, and medical definitions of mental disorder; theinsanity defense; expert testimony; counseling in officer-involved shootings; treatment andtestimony issues involving child victims/witnesses; prison mental health and commitmentissues, and social change. 3 credits.CJCU 525 Community-Based Policing and CorrectionsStudents examine a broad range of diverse community policing and communitycorrections issues, policies, and programs. Issue areas may include vigilantism, civildisorder, jail overcrowding, reintegration, education and employment. Policies andprograms may include neighborhood watch, “Scared Straight,” shock probation,probationer-PO relationship, intensive supervision, and electronic monitoring. 3 credits.CJCU 528 Diversity, Conflict and CrimeThis course examines aspects of social stratification, prejudice, and discrimination asrelated to and impacting criminal justice. Particular attention is paid to gender,race/ethnicity, age, sexual orientation, and social class issues. Discussions also willaddress improving these issue areas through a deeper understanding of humandifferences and similarities. 3 credits.CJCU 529 Experimental Topics in Criminal JusticeAn examination of selected topics in criminal justice relevant to evolving areas ofimportance to the field. Syllabi must be approved by the Dean and announced to theCurriculum and Academic Committee prior to being offered. May be repeated for creditprovided the course content is different. 3 credits.CJCU 530 Survey of Forensic Psychology(Same as PSYU 496) This course introduces the student to the complex field of forensicpsychology. The course focuses upon how the law has affected the practice of psychology,

186 COURSE DESCRIPTIONSpsychological research on legal issues and processes, and the functioning of psychologyin a legal environment. The student will learn fundamental distinctions betweenpsychology and law in areas such as epistemology, behavioral causation, methodology,criteria, principles, and expert approach to data. Numerous landmark cases will bereviewed that demonstrate the psychologist’s role as expert witness, consultant, andamicus curiae. Special sections will focus upon the law in mental health practice as wellas assessment of simulation and deception. 3 credits.CJCU 560 White Collar Crime(Same as SOCU/CJCU 460, but with additional graduate-level work required.) This classexamines the underlying theories, changing definitions and diverse nature of white collarcrime. These crimes may include offenses perpetrated by “the rich,” corporations andbusinesses, and/or individuals. Topics may include embezzlement, political corruption,employee theft, fraud, “con games,” and emergent areas such as computer crime andenvironmental crime. 3 credits.CJCU 598 Graduate Project in Criminal Justice IPrerequisite: CJCU 501 and CJCU 503 or equivalent, completion of 24 credits includingany five core courses. Advanced reading in applied or academic research focused onproblems and issues confronting problems of justice, the California or American criminaljustice systems, or comparative criminal justice in a global perspective. 3 credits.CJCU 599 Graduate Project in Criminal Justice IIPrerequisite: CJCU 598. Conduct original research projects proposed in CJCU 598, usingscientific methods and analyses appropriate to criminal justice, which addresses a majorissue within any of the criminal justice components: law enforcement, courts, corrections.3 credits.CJCU 622 Advanced Study in Criminal Law, Evidence and ProcedurePrerequisite: CJCU 500. This course provides focused analyses of specific issues in theapplication of modern criminal law. Topics may include statutory and common-law (e.g.,mistake, self-defense, insanity, duress), sexual crimes, competency, expert and laywitnesses, burdens of proof, motions and writs, and judicial and appellate court functions.3 credits.CJCU 639 Comparative Criminal Justice SystemsPrerequisite: CJCU 500. This course examines systems of law, law enforcement, courts,and corrections from a comparative American-international basis. Students also examinecomparative distinctions between the various levels or modes of crime control from thesecross-cultural perspectives. 3 credits.CJCU 669 Contemporary Law EnforcementPrerequisite: CJCU 500. This course focuses upon contemporary issues confrontingcriminal justice agents and organizations. Discussions may include such topics as policefunctions; discovery of crime; gender and/or race-ethnicity issues; police training andabuse of authority; local, state, and Federal interagency relations; and changing criminaljustice agency functions. 3 credits.CJCU 672 Geriatric Health Care and Public Policy(Same as HAUU 672) Provides a comprehensive overview of current health care policiesthat affect the elderly within the general population and specialized populations such ascorrectional institutions. Discussed are health needs, Medicare, seamless continuum ofcare, legislative initiatives, competitive medical plans, and future implications. 3 credits.CJCU 679 Contemporary Issues in CorrectionsPrerequisite: CJCU 500. The course examines a broad range of issues in corrections.Selected topics may include correctional trends, prisoners rights, rehabilitation programs,conjugal visits, sex, drugs, violence, and AIDS. Special Federal prison policies, postinstitutionaltreatment, recidivism, and representation of women and/or racial-ethnic

COURSE DESCRIPTIONS 187minorities among prisoners and within corrections may also be considered. 3 credits.EDUCATIONEducational Administration (EDAU)EDAU 670 Organizational Leadership and DevelopmentThe purpose of an educational organization, such as school, is for people to join togetherto create good work that results in powerful learning for all children. This course coversgroup dynamics, the change process, and facilitative leadership models that supportpositive interdependence and worthwhile change. Effective leaders practice ethicaldecision-making, capacity-building, and critical reflection for themselves, others and thesystem. In authentically aligning words and work, they will learn how to inspirecollaboration, and the creation of dynamic and democratic communities of learners. 3credits.EDAU 672 Management of Personnel, Resources and OperationsTo examine the role of Human Resource Management in the public schools as it relates tocertificated, classified, and management personnel in the processes of recruitment,selection, assignment, evaluation, and retention. Additional components will include staffdevelopment, in-service, and the collective bargaining processes of negotiations andcontract management. State and federal laws and policy that effect personnel will also bereviewed as well as the relationships between the Board of Education, employees, and thesuperintendent. 3 creditsEDAU 674 Supervision and Assessment of InstructionCandidates study various theoretical paradigms and the historical content of teaching aswell as multiple styles of learning. Assessment models are reviewed as they relate tocurrent policies, laws, and standards. Candidates construct alternative models to currentpractices in the supervision of instruction or assessment. 3 creditsEDAU 675 Policy, Politics and Educational GovernanceEffective and principled leadership requires a consciousness of power and influence andthe capacity to deal with conflicts of interest in public education. Candidates studynational, state and local policies and governance systems with a focus on implementationat the micro-political level. The relationships of constituencies such as: unions, schoolboards, local communities and special interest groups are examined for their politicalimpact upon K-12 education operations, working with diverse populations and the role ofschooling in a democratic society. Critical theory and social justice are taught as part ofthis exploration. 3 credits.EDAU 676 Educational Law and FinanceCandidates examine the impact of current, historical, political, social and legal issues thatinfluence school law at the site level and at the district level. Candidates study federaland state law, Supreme Court and Appellate Court decisions while relating them to theadministration and leadership of public school education. In addition, candidatesexamine current financial, political, and social issues as well as historically relevant topicsthat have influenced school finance. The course covers sources of revenue, types offunding, district and site budget development, restricted and unrestrictive funds, auditrequirement, the impact of demographics on school district operations. 3 credits.EDAU 678 Leadership for Diversity, Equity and CommunityCandidates will examine issues related to equity, diversity and their implications foreducational settings. Personal and community biases will be scrutinized regarding: race,gender, socio-economic status, culture, sexual orientation, religion, second languagelearners and persons with special needs . Through coursework, group work, andsituational case studies candidates will be challenged to examine their attitudes toward

188 COURSE DESCRIPTIONSthese critical issues and to become sensitive and proactively responsive to them.Candidates will learn of the leadership capacities needed to ensure access, academic andsocial equity for all members of the extended school community. 3 creditsEDAU 691 Directed Fieldwork in Administrative ServicesCandidates will participate in fieldwork experiences in an administrative or quasiadministrativeposition for a minimum of 100 clock hours. Candidates will prepare aProfessional Development Plan that is based on the California Professional Standards forEducational Leadership and reflects the needs of the candidate and the uniquecharacteristics and qualities of their fieldwork placement. The Professional DevelopmentPlan will serve as a guide for acquiring a working knowledge of duties and problemstypically encountered by education administrators. Candidates will observe and applyprinciples learned in the Administrative Services Credential Program courses. Regularlyscheduled Seminars will provide additional support, instruction and assessment forcandidates as they progress through the fieldwork experience. May be repeated for credit.3-6 creditsEDAU 710 Professional Clear Mentoring of Candidate IIPursuant to SB1655, Chapman University is authorized to offer a credentialfieldwork/evidence of competency option to administrators who are seeking to earn theirProfessional Clear Administrative Services Credential (Tier II). Under this option,candidates will demonstrate their knowledge, skills and abilities through an assessmentcomponent.Candidates must be accepted into Chapman’s Professional Clear Administrative ServicesCredential Program as specified in the catalog, must work closely with a facultymentor/supervisor from the university and mentor/supervisor from the educational site.Under supervision, candidates will design and implement a Professional DevelopmentPlan (PDP). In addition, candidates will develop an “Evidence of Competence Portfolio,”verifying mastery in all of the “CA Professional Standards for Educational Leaders”throughwritten documentation, narrative reflection, artifacts and other appropriate evidence. 3credits.EDAU 720 Professional Clear Assessment of Candidate Competence IIPrerequisites: Successful completion of EDAU 710. This course builds upon thefoundations of the prior strengths of the candidates, the Professional Development Plan(PDP), and the materials in the “Evidence of Competence Portfolio”. Candidatessynthesize their learning and apply conceptual knowledge to administrative practice inways that engage them in important issues of educational leadership. (EDAU 720 is thesecond half of the required program. See EDAU 710 for information on the first half.)In order to recommend a candidate for the Professional Clear Administrative ServicesCredential, the university program advisor must verify competence in candidateperformance as outlined in the “California Professional Standards for EducationalLeaders”using the Descriptions of Practice (DOP), the candidate’s “Evidence ofCompetence Portfolio”and feedback from all members of the triad (candidate, university,site). A culminating assessment brings closure to this process and establishes directionfor continuing growth and professional development. 3 credits.Multiple Subject (EDMU)EDMU 520: Literacy and Language in K-8 Classrooms IPrerequisites: EDUU 510 and 512. Literacy and Language I focuses on first and secondlanguage acquisition, English language development, the reading-writing connection, andliteracy development. The major study units also include early literacy, emerging literacy,

COURSE DESCRIPTIONS 189beginning reading, beginning writing, and children’s literature. Candidates will design andconduct a tutorial that reflects their initial proficiency in reading diagnosis,implementation of theory-based strategies and interventions that provide effectiveinstruction for diverse learners, including English learners and students with specialneeds. Candidates will use the tutorial experience to write a case study. Candidates alsobegin a Classroom Reading Resource Portfolio organized by the RICA domains that willalso serve as a RICA study guide. 3 credits.EDMU 521: Literacy and Language in K-8 Classrooms IIPrerequisites: EDUU 510, 512 and EDMU 520. Literacy and Language II focuses on firstand second language acquisition, English language development, the reading-writingconnection and literacy development. The major study units also include developingliteracy, developing reading, developing writing, independent reading, independent writing,and children’s literature. Candidates will design and conduct a tutorial that reflects theirproficiency in reading diagnosis, implementation of theory-based strategies andinterventions, which provide effective instruction for diverse learners, including Englishlearners and students with special needs. Candidates will use the tutorial experience towrite a case study. Candidates finish their Classroom Reading Resource Portfolioorganized by the RICA domains that will also serve as a RICA study guide. 3 credits.EDMU 522: Mathematics and Science in K-8 ClassroomsPrerequisites: EDUU 510, and 512. This course provides students an opportunity to studyteaching and learning in the areas of mathematics and science. As students examine andexplore these content areas, they will focus on methods to apply their learning in theelementary classroom. Candidates will study elements of curriculum integration formathematics and science. They will present selected lessons and reflect on theteaching/learning experience. 3 credits.EDMU 523: History, Social Science and Visual/Performing Arts in K-8 ClassroomsPrerequisites: EDUU 510, and 512. This course provides candidates an opportunity tostudy teaching and learning in the areas of history, social science, and visual andperforming arts. As candidates examine and explore these content areas, they will focuson methods to apply their learning in the elementary classroom. Candidates will developan integrated/thematic unit focusing on the social sciences and include elements of thevisual and performing arts. They will present selected lesson(s) from their unit, and reflecton the teaching/learning experience. 3 credits.EDMU 580 Supported Teaching: Elementary SchoolPrerequisites: Candidates must be admitted to the CUC Teacher Preparation Program(Multiple Subject); have a passing score on CBEST; be employed on an Emergency Permitor Intern Credential in a California public school or in a WASC accredited private school ina self contained classroom for the equivalent of a full day in multiple subjects; have a GPAof 3.0 or above in the credential program courses; and be concurrently enrolled inuniversity coursework. Candidates teaching in a public school must also have passedappropriate CSET. The university supports candidates as they begin teaching with anemergency permit or an intern credential in an elementary or appropriate middle schoolclassroom. Enrollment in Supported Teaching is for one term of eight weeks unlessotherwise waived. Graded on a Pass/No Pass basis. 3 credits.EDMU 582 Directed Teaching I: Elementary SchoolPrerequisites: passing score on CBEST, admission to teacher education program; aminimum of 12 credits of education coursework at Chapman University, passing score onan appropriate CSET; completion of all program prerequisites, and EDUU 510, 511, 512,EDMU 520, 521, 522, 523 and formal advancement to Directed Teaching required.Candidates do supervised Directed Teaching I for one full term (full school days) in amaster teacher's classroom or in their own classroom if an intern. Candidates areregularly evaluated by a university supervisor and enroll in EDUU 540/541. Student

190 COURSE DESCRIPTIONSteaching placement must include classes at two different levels with one placement in asetting in which the student population is at least 25 percent ethnically different from thestudent teacher. Graded on a Pass/No Pass basis. 3-6 credits.EDMU 583: Directed Teaching II: Elementary SchoolPrerequisites: Successful completion of EDMU 580 or 582, and all prerequisites forEDMU 582. Candidates do supervised Directed Teaching II for one full term (full schooldays) in a master teacher's classroom or in their own classroom if an intern. Candidatesare regularly evaluated by a university supervisor and may enroll in EDUU 540/541.Student teaching placement must include classes at two different levels with oneplacement in a setting in which the student population is at least 25 percent ethnicallydifferent from the student teacher. Graded on a Pass/No Pass basis. 3-6 credits.Single Subject (EDSU)EDSU 530: Theories, Methods, and Materials for Teaching English LearnersPrerequisites: EDUU 510 and 512. This course focuses on theories, issues, and practicesinvolved in first and second language acquisition and maintenance, includingpsychological, socio-cultural, pedagogical, legal, and political factors. It provides anoverview of state-designated assessment instruments and policies to identify and placeEnglish learners, and the spectrum of school-based educational structures that addressthese students’ academic needs in California, as guided by the state’s Standards forEnglish Language Development. Comparative/contrastive linguistics as well as Englishlanguage and concept development strategies in content area instruction are addressed.During field experiences, candidates use effective methods for fostering academicexcellence in English learners. Special attention is devoted to the interconnectionbetween classroom organization and curricular planning, and the collaboration withspecialists, paraprofessionals and parents/caregivers to support classrooms with diverselevels of English language proficiency. 3 credits.EDSU 531: Secondary Instructional Strategies for Language/Culturally DiverseClassroomsPrerequisites: EDUU 510 and 512. This secondary strategies course builds upon the bestpractices and principles introduced throughout the Single Subject 2042 Credentialprogram and focuses on 1) the fundamental challenges and responsibilities of designing,organizing, and implementing effective strategies to maximize instructional time for allstudents in the 12-18 age group, including English learners and those with special needs;and 2) the implications for the creation of a positive, safe, caring classroom environment.Methods for identifying and assessing English learners’ language proficiency, placingthem in appropriate programs, and evaluating their language academic progress arereviewed. Emphasis is placed on long-session instructional planning that differentiatesusing Specially Designed Academic Instruction in English, aligned with CA stateframeworks and content standards. The development of multiple assessment measuressupports all learners, including English learners, in reaching language and core curriculumbenchmarks. Ongoing professional development of teacher candidates will promotecollaboration among peers, with specialists, paraprofessionals, parents/caregivers, andwith other community organizations. Case studies will be used to support specificpedagogy and fieldwork. 3 credits.EDSU 532: Effective Literacy Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and 512. This course provides substantive, research-basedinstruction that effectively prepares each candidate for a Single Subject TeachingCredential to provide instruction in content-based reading and writing skills for allstudents, including students with varied reading levels and language backgrounds. Areasof focus include the integration of reading and writing in content areas, literacy

COURSE DESCRIPTIONS 191assessment models, vocabulary strategies, comprehension strategies, the uses of fictionand non-fiction across the curriculum, literacy resources, including those online, andvariations in literacy instruction for students from diverse linguistic and socio-economicbackgrounds. As candidates study issues of literacy, they will focus on methods to applytheir learning in the multilingual, multicultural, diverse secondary classroom. They willdesign and present selected lessons that illustrate a deepening understanding of literacyand how to develop content area literacy in their students. An integral component of thiscourse is a student tutorial, which utilizes strategies studied in this course. The processand progress of the tutorial will be documented through the development of a case study.Further, a dialectical journal or learning log to support the tutorial and the development ofthe case study will be maintained by each candidate. 3 credits.EDSU 533 Content Specific Strategies for Single Subjects (Series)Content AreaSection CodeAgriculture 01Art 02Business 03English 04Health Science and Physical Education 17Home Economics 06Industrial and Technology Ed. 07Languages Other than English 08Mathematics 09Music 10Science: Biology, Chemistry, Geo-science & Physics 18Social Science 16EDSU 533-01 Effective Agriculture Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunityto study teaching and learning in the Agriculture content area. As candidates examine andexplore teaching agriculture, they will focus on methods to apply their learning in themultilingual, multicultural, diverse secondary classroom. They will design and presentselected lessons that are aligned with the California Agriculture Content Standards andreflect mastery of specific content pedagogy. Protocols for using multiple measures forassessing student progress and to inform instruction will be presented. Onlineprofessional journals and organization information will be critiqued and utilized. Further, adialectical journal or learning log will be maintained by each candidate. 3 credits.EDSU 533-02 Effective Art Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunityto study teaching and learning in the Art, Music, Theatre, or Dance content areas.Candidates will focus on best practices to apply in the multilingual, multi-ethnic,multicultural secondary classroom. They will design and present selected lessons that arealigned with the California K-12 Art, Music, Theatre, or Dance standards and Visual andPerforming Arts Framework and reflect mastery of specific content area pedagogy. Onlineprofessional journals and organization information will be critiqued and utilized. Further,each candidate will maintain a dialectical journal or learning log. 3 credits.EDSU 533-03 Effective Business Education Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunityto study teaching and learning in the Business Education content area. Candidates willfocus on best practices to apply in the multilingual, multi-ethnic, multicultural secondaryclassroom, which includes English learners and students with special needs. They willdesign and present selected lessons that are aligned with the California 9-12 BusinessEducation standards and reflect mastery of specific content area pedagogy. Protocols for

192 COURSE DESCRIPTIONSusing multiple measures for assessing student progress and to inform instruction will bepresented. Online professional journals and organization information will be critiqued andutilized. Further, each candidate will maintain a dialectical journal or learning log. 3credits.EDSU 533-04 Effective English/Language Arts Instruction for Single SubjectCandidatesPrerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunityto study teaching and learning in English/Language Arts. As candidates examine andexplore teaching English/Language Arts, they will focus on methods to apply their learningin the multilingual, multicultural, diverse secondary classroom. They will design andpresent selected lessons that are aligned with the California English/Language ArtsContent Standards and English/Language Arts Framework. Additionally, these lessons willreflect mastery of English/Language Arts content pedagogy. Also, students will learn aboutthe use of multiple measures to assess student progress toward reaching state-adoptedEnglish/Language Arts standards. Protocols for using assessment information to informinstruction will be utilized. Strategies for communicating this assessment information tocaregivers in order to improve student performance will be addressed. Online professionaljournals and organization information will be critiqued and utilized. Further, a dialecticaljournal or learning log will be maintained by each candidate. 3 credits.EDSU 533-17 Effective Health Science and Physical Education Instruction for SingleSubject CandidatesPrerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunityto study teaching and learning in Health Science and Physical Education. As candidatesexamine and explore teaching Health Science and Physical Education, they will focus onmethods to apply their learning in the multilingual, multicultural, diverse secondaryclassroom. They will design and present selected lessons that are aligned with theCalifornia Health Science / Physical Education Content Standards and Frameworks.Additionally, these lessons will reflect mastery of either or both content pedagogies. Also,candidates will learn about the use of multiple measures to assess student progresstoward reaching state-adopted standards for Health Science / Physical Education.Protocols for using assessment information to inform instruction will be utilized.Strategies for communicating this assessment information to caregivers in order toimprove student performance will be addressed. Online professional journals andorganization information will be critiques and utilized. Further, a dialectical journal orlearning log will be maintained by each candidate. 3 credits.EDSU 533-06 Effective Home Economics Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunityto study teaching and learning in the Home Economics content area. Candidates will focuson best practices to apply in the multilingual, multi-ethnic, multicultural secondaryclassroom, which includes English learners and students with special needs. Candidateswill learn effective ways to prepare students for living in the twenty-first century aspositive, productive members of the workforce, of families and of their communities.Online professional journals and organization information will be critiqued and utilized.Further, each candidate will maintain a dialectical journal or learning log. 3 credits.EDSU 533-07 Effective Industrial Technology Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunityto study teaching and learning in Industrial Technology. As candidates examine andexplore teaching Industrial Technology, they will focus on methods to apply their learningin the multilingual, multicultural, diverse secondary classroom. They will design andpresent selected lessons that are aligned with the 2002-2004 California State Plan forVocational Education, the California Industrial Technology Content Standards andIndustrial Technology Frameworks. Additionally, these lessons will reflect mastery ofIndustrial Technology content pedagogy. In addition, students will learn about the use of

COURSE DESCRIPTIONS 193multiple measures to assess student progress toward reaching state-adopted standardsfor Industrial Technology. Protocols for using assessment information to inform instructionwill be utilized. Strategies for communicating this assessment information to caregivers inorder to improve student performance will be addressed. Online professional journals andorganization information will be critiqued and utilized. Further, each candidate willmaintain a dialectical journal or learning log. 3 credits.EDSU 533-08 Effective Instruction in Languages Other Than English for Single SubjectCandidatesPrerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunityto study teaching and learning languages other than English. Candidates will focus on bestpractices to apply in the multilingual, multi-ethnic, multicultural secondary classroom,which includes English learners and students with special needs. They will design andpresent selected lessons that are aligned with the California Department of EducationForeign Language Curriculum Framework and reflect mastery of specific content areapedagogy. Protocols for using multiple measures for assessing student progress and toinform instruction will be presented. Online professional journals and organizationinformation will be critiqued and utilized. Further, each candidate will maintain adialectical journal or learning log. 3 credits.EDSU 533-09 Effective Mathematics Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunityto study teaching and learning in mathematics. As candidates examine and exploreteaching mathematics, they will focus on methods to apply their learning in themultilingual, multicultural, diverse secondary classroom. They will design and presentselected lessons that are aligned with the California Mathematics Content Standards andMathematics Framework. Additionally, these lessons will reflect mastery of mathematicscontent pedagogy. Also, students will learn about the use of multiple measures to assessstudent progress toward reaching state-adopted mathematics standards. Protocols forusing these assessments to inform instruction will be presented. Strategies forcommunicating this assessment information to caregivers in order to improve studentperformance will also be studied. Online professional journals and organizationinformation will be critiqued and utilized. Further, a dialectical journal or learning log willbe maintained by each candidate. 3 credits.EDSU 533-10 Effective Music Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunityto study teaching and learning in the Art, Music, Theatre, or Dance content areas.Candidates will focus on best practices to apply in the multilingual, multi-ethnic,multicultural secondary classroom. They will design and present selected lessons that arealigned with the California K-12 Art, Music, Theatre, or Dance standards and Visual andPerforming Arts Framework and reflect mastery of specific content area pedagogy. Onlineprofessional journals and organization information will be critiqued and utilized. Further,each candidate will maintain a dialectical journal or learning log. 3 credits.EDSU 533-18 Effective Science Instruction for Single Subject CandidatesPrerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunityto study teaching and learning in science (biology, chemistry, geo-science and physics). Ascandidates examine and explore teaching science, they will focus on methods to applytheir learning in the multilingual, multicultural, diverse, secondary classroom. They willdesign and present selected lessons that are aligned with the California Science ContentStandards and Frameworks. Additionally, these lessons will reflect mastery of sciencecontent pedagogy. Also, candidates will learn about the muse of multiple measures toassess student progress toward reaching state-adopted science standards. Protocols forusing assessment information to inform instruction will be utilized. Strategies forcommunicating this assessment information to caregivers in order to improve studentperformance will be addressed. Online professional journals and organization information

194 COURSE DESCRIPTIONSwill be critiques and utilized Further, a dialectical journal or learning log will bemaintained by each candidates. 3 credits.EDSU 533-16 Effective History/Social Science Instruction for Single SubjectCandidatesPrerequisites: EDUU 510 and EDUU 512. This course provides an opportunity to studyteaching and learning in History/Social Science. As candidates examine and exploreteaching this content area, they will focus on methods to apply their learning in themultilingual, multicultural, diverse secondary classroom. They will also explore the historyand demographics of California and their influence on the education of California’s diversesociety. Candidates will design and present selected lessons that are aligned with theCalifornia History/Social Science Content Standards and Framework. Additionally, theselessons will reflect mastery of appropriate content pedagogy. Also, candidates will learnabout the use of multiple measures to assess student progress toward reading stateadoptedstandards. Protocols for using these assessments to inform instruction will bepresented. Strategies for communicating this assessment information to caregivers inorder to improve student performance will also be studied. Online professional journalsand organization information will be critiqued and utilized. Further, a dialectical journal orlearning log will be maintained by each candidate. 3 credits.EDSU 590 Supported Teaching: Secondary SchoolPrerequisites: Candidates must be admitted to the CUC Teacher Preparation Program(Single Subject); have a passing score on CBEST; be employed on an Emergency Permit orIntern Credential in a California public school or in a WASC accredited private school in anappropriate setting for the equivalent of a full day; have a GPA of 3.0 or above in thecredential program courses; and be concurrently enrolled in university coursework.Candidates teaching in a public school must also have proved subject mattercompetence. The university supports candidates as they begin teaching with anemergency permit or an intern credential in an elementary or appropriate middle schoolclassroom. Enrollment in Supported Teaching is for one term of eight weeks unlessotherwise waived. Graded on a Pass/No Pass basis. 3 credits.EDSU 592 Directed Teaching I: Secondary SchoolPrerequisites: passing score on CBEST, admission to teacher education program; aminimum of 12 credits of education coursework at Chapman University, completion of anapproved waiver program or CSET or SSAT/Praxis; all program prerequisites, EDUU 510,511, 512, EDSU 530, 531, 532, 533 and formal advancement to Directed Teachingrequired. Students do supervised Directed Teaching I for one full term (full school days) ina master teacher's classroom or in their own classroom if an intern. Candidates areregularly evaluated by a university supervisor and enroll in EDUU 540/541. Studentteaching placement must include classes at two different levels with one placement in asetting in which the student population is at least 25 percent ethnically different from thestudent teacher. Graded on a Pass/No Pass basis. 3-6 credits.EDSU 593 Directed Teaching II: Secondary SchoolPrerequisites: Successful completion of EDSU 590 or EDSU 592 and all prerequisites asin EDUU 592. Candidates do supervised Directed Teaching II for one full term (full schooldays) in a master teacher's classroom or in their own classroom if an intern. Candidatesare regularly evaluated by a university supervisor. Student teaching placement mustinclude classes at two different levels with one placement in a setting in which the studentpopulation is at least 25 percent ethnically different from the student teacher. Coursemay be repeated for credit. Graded on a Pass/No Pass basis. 3-6 credits.

COURSE DESCRIPTIONS 195Special Education Student Teaching (EDTU)EDTU 590 Supported Teaching: Special EducationPrerequisites: passing score on CBEST, admission to teacher credential program;employment on an Intern Credential or an Emergency Permit in a California school as afull-time teacher, and concurrent enrollment in university coursework. Students aresupported by the university as they begin teaching in a special education classroom.Graded on a Pass/No Pass basis. 3 credits.EDTU 592 Directed Teaching: Mild/ModeratePrerequisites: passing score on CBEST, admission to teacher credential program, passageof appropriate CSET or waiver program, successful completion of all coursework andother program requirements. An exception may occur when the candidate’s advisordetermines that the candidate needs support at an earlier point in the sequence ofhis/her program to maximize the effectiveness of this directed teaching experience.Consequently, three credits of supportive teaching would occur at this stage and theremaining three credits would be completed at the end of the candidate’s program. Thefocus of the Directed Teaching placement must be working with students who havemild/moderate disabilities. The university supervisor regularly evaluates candidates.Graded on a Pass/No Pass basis. 3-6 credits.EDTU 593 Directed Teaching: Moderate/SeverePrerequisites: passing score on CBEST, admission to teacher credential program, passageof appropriate CSET or waiver program, successful completion of all coursework andother program requirements. An exception may occur when the candidate’s advisordetermines that the candidate needs support at an earlier point in the sequence ofhis/her program to maximize the effectiveness of this directed teaching experience.Consequently, three credits of supportive teaching would occur at this stage and theremaining three credits would be completed at the end of the candidate’s program. Thefocus of the Directed Teaching placement must be working with students who havemoderate/severe disabilities. The university supervisor regularly evaluates candidates.Graded on a Pass/No Pass basis. 3-6 credits.Education (EDUU)EDUU 321 Developing Children's Cognitive Readiness in LiteracyThis course examines the theoretical/research foundations of emerging literacy (reading,writing, speaking and listening) as well as the strategies for creating playful andpurposeful classroom environments that influence the development of children's preliteracyskills. Students will learn about developmentally appropriate strategies forincreasing the cognitive skills necessary for children to be successful in their pursuit ofliteracy, strategies that provide opportunities for engaging in pre-literacy activities acrossthe school day. Additionally, students explore ways to facilitate the involvement of parentsin literacy acquisition. This course will include 15 hours of observation and fieldworkfocused on working with preschool children using developmentally appropriate strategiesfor promoting the development of pre-literacy and emerging literacy skills. 3 credits.EDUU 325 Observation, Developmental Assessment and InterventionThis course provides the theoretical understanding of the use of observation andassessment in evaluating early childhood development. Students will become familiarwith various age appropriate assessment materials, both formal and informal, and willevaluate the pros and cons of using such materials in evaluating the developmental levelsof young children. Students will investigate the historical, philosophical, legal,methodological, practical and theoretical issues involved in early intervention with youngchildren who have special needs: at risk and with disabilities. This course will also include

196 COURSE DESCRIPTIONS15 hours of observation and fieldwork utilizing assessment tools in a preschool setting. 3credits.EDUU 330 Preschool First and Second Language LearnersThis course focuses on the major theories and stages of first and second languageacquisition and development. Students will examine the development of oral languagefrom birth through third grade as well as how young children learn a second language.Course will address the assessment of second language learners, the development ofeffective preschool programs that facilitate the development of both first and secondlanguages, and ways to address individual language differences. Students will also beintroduced to the major areas of communication disorders and factors that may enrich ordelay language acquisition. This course will include 15 hours of fieldwork focusing on thechallenges faced by young children as they acquire first and/or second languages.3 credits.EDUU 395 Education Field ExperienceThis course offers potential teacher candidates a chance to explore the teachingprofession by integrating field experience in classrooms with two seminar class sessions.Each unit of credit requires 20 hours of field experience in a setting that is appropriate forthe credential being sought (i.e. Multiple Subject - K-12 where multiple subjects are taughtto the same group of students for a majority of the day, Single Subject - K-12 where asingle subject is taught, or Education Specialist where students with special needs aretaught). The field experience hours in this course may be combined with prior experienceto total 60 hours of field experience. Candidates who complete this course for onecredential will need to repeat the course for 1 credit if entering a second credentialprogram. Must be completed in first session of credential coursework. Graded on aPass/No Pass basis. 1 - 3 credits.EDUU 413 Student Health and Safety(Same as EDUU 513) This course provides the content knowledge needed for a thoroughunderstanding of how the promotion of a healthy and safe life-style impacts thedevelopments of students. Teacher candidates study and apply effective instructionalmethods that encourage a) life-long physical fitness, b) healthy living, and c) behavior thatreflects concern for safety factors. 2 credits.EDUU 414 Physical Educational for Elementary Teachers(Same as EDUU 514) This course covers developmentally appropriate motor skills andphysical education activities, knowledge of meaningful rules and strategies for games andsports, and strategies for building self-confidence and self-worth in relationship to physicaleducation and recreation. 1 credit.EDUU 451 Educational Application of Computers - Level One(Same as EDUU 551) Prerequisites: Passing scores on CBEST, 2.75 GPA. This courseprovides an overview of current computer-based technologies used in a variety ofeducational settings within and across all curriculum content areas. Emphasis is onmaking significant changes in teaching and learning through technology by providing amatch between instructional strategies and relevant technologies. Focus is on informationand communication technologies as a means of gathering, processing, andcommunicating information. Critical issues include access, equity, privacy, safety, andethical situations surrounding technology. Hardware and software applications will beevaluated as effective tools of instruction for a constructivist learning environment. 3credits.EDUU 465 Research and Practice in Early Childhood Development.Prerequisite: EDUU 325 and senior status. This course explores the latest researchaddressing issues in early childhood education. Students will explore such current issuesas 1) advocacy for young children and their families, 2) leadership roles, responsibilities,and expectations of early childhood professionals, 3) codes of ethics of adopted by

COURSE DESCRIPTIONS 197national and state professional organization, 4) professional standards for preschoolteachers and administrators, and 5) the current status of the early childhood learningstandards movement. This course is the capstone class for the early childhooddevelopment emphasis. Students will create a final assessment portfolio based on theNational Association for the Education of Young Children (NAEYC) standards and theCalifornia Competencies for teachers. Portfolios will include artifacts documentingprofessional growth and personal reflections on the process of becoming an earlychildhood professional. This course will also include 15 hours of fieldwork focused oninterviews with current professionals and participation in advocacy for preschoolprograms. 3 credits.EDUU 510 Introduction to TeachingPrerequisites: 2.75 GPA or equivalent, PSYU 323: Child Development (Multiple SubjectCandidates) or PSYU 324: Adolescent Psychology (Single Subject Candidate). This coursesets the stage for building an understanding of the teaching profession by providing basicbackground information about the philosophical, psychological, socio-cultural, legal andhistorical foundations of education in the United States. Additionally, candidates will beencouraged to examine their assumptions about teaching and learning in light of classicallearning theory, language acquisition theory and current theories of brain compatiblelearning. A major emphasis of the class will be an examination of classroom managementtheories and techniques, management skills, parent involvement activities and otherbehaviors that help a teacher to successfully practice in the profession. Candidates willbegin their professional portfolios in this course. 3 credits.EDUU 511 Collaboration for Inclusive SchoolingThis course focuses on collaboration, inclusive schooling, the understanding ofdisabilities, working with diverse families of students with disabilities, legal aspects ofspecial education, and becoming an effective change agent in the schools. Eight hours ofauthentic experiences in the field will be required. 3 credits.EDUU 512 The Art and Craft of TeachingPrerequisites: Admission to teacher credential program and EDUU 510. The art ofteaching is to truly know the when, the where, the why and for whom the craft of teachingapplies. This course fosters an understanding of learning theory, instructional models,assessment strategies, and pedagogical knowledge that transcends subject matter. At theheart of the art and craft of teaching is the application of concepts, principles and valuesnecessary to create and sustain a just democratic society and apply them to ensure eachstudent has optimum opportunities to learn. Candidates work collaboratively to select andapply appropriate teaching strategies that promote learning for diverse learners. 3 credits.EDUU 513 Student Health and Safety(Same as EDUU 413) This course provides the content knowledge needed for a thoroughunderstanding of how the promotion of a healthy and safe life-style impacts thedevelopments of students. Teacher candidates study and apply effective instructionalmethods that encourage a) life-long physical fitness, b) healthy living, and c) behavior thatreflects concern for safety factors. 2 credits.EDUU 514 Physical Educational for Elementary Teachers(Same as EDUU 414). This course covers developmentally appropriate motor skills andphysical education activities, knowledge of meaningful rules and strategies for games andsports, and strategies for building self-confidence and self-worth in relationship to physicaleducation and recreation. 1 credit.EDUU 519 Teaching Students with Mild/Moderate DisabilitiesPrerequisites: EDUU 510, EDUU 511, EDUU 570, passing scores on CBEST, 2.75 GPA.Education of children, youth, and young adults with mild/moderate disabilities provides aknowledge base and introduces skills necessary for the teacher in contemporaryeducational environments to assess, plan for, instruct and evaluate students with

198 COURSE DESCRIPTIONSmild/moderate disabilities. A minimum of 25 hours of authentic field experience isrequired for this course. 3 credits.EDUU 526 Theories in Language DevelopmentCandidates explore current theories of language acquisition, focusing on issues involvedin first and second language development and comparative/contrastive linguistics and itsinfluence on second language acquisition. This course provides an overview of statedesignatedassessment instruments and educational program placement options.Required for CLAD certificate. 3 credits.EDUU 527 Language Development: A Teaching and Learning ProcessThis course engages candidates in integrated and thematic multilingual pedagogyfounded upon the need for students to be social and communicative in their learning. Itfocuses on applying theoretical models to the learning of English. Candidates examinebilingual methodologies, focusing on the practical aspects of teaching, organizing andmanaging classroom to meet the needs of English language learners. Required coursefor CLAD certificate. 3 credits.EDUU 528 Content-based Instruction for Linguistic Minority Students: ShelteredEnglishCandidates examine current approaches and strategies appropriate for content areainstruction through specially-designed instruction delivered in English (sheltered English).Coursework includes learning/teaching processes, social interactions, teacher deliveryapproaches, and alternative assessment. Candidates are required to develop lessons andlesson presentations. Required course for CLAD certificate. 3 credits.EDUU 534 Advanced Study of Teaching English LearnersThis course builds on the knowledge and skills acquired during the professional teacherpreparation program for the teaching of English learners. Candidates know theappropriate organizational structures within the school community designed to meet theneeds of English learners, and, as teachers in the K-12 classroom, can collaborateeffectively in the implementation of adopted programs, provide an equitable learningenvironment, and use resources that promote student success in the development ofacademic discourse in English and knowledge in the core academic curriculum.Candidates are proficient in the use of local and state adopted assessments for Englishlanguage proficiency and how these instruments provide for the best placement andteaching of English learners and measurement of student progress in relation to stateadoptedacademic language and content standards and performance levels. Candidatesdemonstrate proficiency in using knowledge of students' backgrounds, experiences, andfamily structures in planning instruction to ensure individual student academicachievement. 3 credits.EDUU 535 Advanced Study of Health EducationPrerequisite: Candidates must hold a valid Preliminary 2042 Multiple or Single SubjectTeaching Credential. This course will identify and explore modern concepts of health andhealth education in the schools. Emphasis will be placed on current health issues;common health problems of children and adolescents; good nutritional health habits,malnutrition, and nutritional deficiencies; and the dynamics and effects of chemical useand abuse. The course meets the state of California requirements for the 2042 ClearCredential. 3 credits.EDUU 536 Advanced Study of Teaching Special PopulationsPrerequisite: Candidates must hold a valid Preliminary 2042 Teaching Credential, MultipleSubject or Single Subject. Each candidate will build on the knowledge, skills andstrategies acquired during preliminary preparation for teaching students with specialneeds, students in the general education classroom who are at risk, and students who aregifted and talented. Each candidate will come away form the class knowing the statutoryprovisions of the Individuals with Disabilities Education Act (IDEA) as well as the statutory

COURSE DESCRIPTIONS 199and/or local provisions related to the education of students who are gifted and talented.Each candidate will demonstrate the ability to create a positive, inclusive climate forindividualized and adapted instruction and the assessment of students with special needsand/or abilities. Each candidate will demonstrate the use of instructional strategies toprovide students with disabilities appropriate learning opportunities to master grade levelState-adopted academic content standards for students at high performance levels. Eachcandidate will demonstrate the ability to establish cooperative and collaborativerelationships with community and school professionals significant to the education ofstudents with disabilities and with students’ care givers. Candidates will also demonstratethe ability to work with community and school professionals significant to the education ofstudents who are gifted and talented. 3 credits.EDUU 540 Wisdom Through PracticePrerequisites: Completion of all program prerequisites and required courses in theMultiple Subject or Single Subject credential program. Course can be taken concurrentlywith either Supported or Directed Teaching and must be taken with the co-requisitecourse EDUU 541. This is the culminating course in the Multiple Subject and SingleSubject credential program in which candidates use the knowledge about and insightsinto the art and craft of teaching they have gained throughout this program. Candidatescarefully examine, reflect on and discuss numerous teaching cases representative ofissues, content and diversity found in California to demonstrate their ability to reasonsoundly about teaching and learning. In addition, drawing upon the understandings theyhave developed from previous course work and experiences, candidates a) write orvideotape a teaching case, b) develop discussion questions based on the case, c) write acommentary, and d) conduct a discussion based on the case. Such developed teachingcases will be archived upon completion in order to build a case library for futurecandidates. 2 credits.EDUU 541 Evaluating Teaching Performance Expectations IPrerequisites: Completion of all prerequisite courses, all core courses, all methodsclasses and enrollment in the capstone course, EDUU 540: Wisdom Through Practice. Inthis course candidates will review the Teaching Performance Expectations that are part ofthe Commission on Teacher Credentialing (CTC) 2042 Teacher Preparation ProgramStandards. They will examine their understanding of the expectations and their owngrowth in each of the domains:A. Making Subject Matter Comprehensible to Students;B. Assessing Student Learning;C. Engaging and Supporting Students in Learning;D. Planning Instruction and Designing Learning Experiences for Students;E. Creating and Maintaining Effective Environments for Students; andF. Developing as a Professional Educator.As part of this self-examination candidates will be required to prepare themselves tocomplete Task 4 of the California Teacher Performance Assessment, which is designed toassess how well they have met the TPEs. The task requires candidates to work withstudents in public school classrooms and to video-tape themselves teaching a lesson theyhave prepared. In addition, candidates will describe the students with whom they areworking, the lesson as planned and presented and then they will write reflections on theirexperiences. 1 credit.EDUU 542 Evaluating Teaching Performance Expectations IIPrerequisites: Completion of all program prerequisites and required courses in theMultiple Subject or Single Subject credential program. Course be taken concurrently witheither Supported or Directed Teaching and must be taken with the co-requisite courseEDUU 541. In this course candidates will review the Teaching Performance Expectationsthat are part of California's Commission on Teacher Credentialing (CTC) 2042 Teacher

200 COURSE DESCRIPTIONSPreparation Program Standards. They will examine their understanding of theexpectations and their own growth in each of the domains:A. Making Subject Matter Comprehensible to Students;B. Assessing Student Learning;C. Engaging and Supporting Students in Learning;D. Planning Instruction and Designing Learning Experiences for Students;E. Creating and Maintaining Effective Environments for Students; andF. Developing as a Professional Educator.As part of this self-examination candidates will be required to complete all four tasks ofthe California Teacher Performance Assessment (CalTPA) which is designed to assess howwell they have met the TPEs. The four tasks are:• Subject – Specific Pedagogy• Designing Learning• Assessing Instruction• Culminating Teaching ExperienceThe tasks require candidates to examine pedagogy, work with students in public schoolclassrooms to design and assess their learning and in the final task to video-tapethemselves teaching a lesson they have prepared. In addition, candidates will respond toprompts that describe the students with whom they have worked, the lessons as plannedand presented and then write reflections on their experiences. Typically candidates willhave completed the first two tasks prior to registering for this course and will complete thefinal two tasks either during or after taking this class. 1 creditEDUU 551 Educational Application of Computers - Level One(Same as EDUU 451) Prerequisites: Passing scores on CBEST, 2.75 GPA. This courseprovides an overview of current computer-based technologies used in a variety ofeducational settings within and across all curriculum content areas. Emphasis is onmaking significant changes in teaching and learning through technology by providing amatch between instructional strategies and relevant technologies. Focus is on informationand communication technologies as a means of gathering, processing, andcommunicating information. Critical issues include access, equity, privacy, safety, andethical situations surrounding technology. Hardware and software applications will beevaluated as effective tools of instruction for a constructivist learning environment. 3credits.EDUU 552 Using Technological Tools in Teaching - Level TwoPrerequisites: EDUU 451/551 or Preliminary Educational Technology SSAT/CSET orequivalent course with approval. This course builds on the knowledge and skills ofprevious technology in education courses and experiences, taking candidates deeper intothe world of technology and its applications in the teaching/learning process. The primaryfocus of the course is on increasing candidate proficiency levels in utilizing a variety oftechnologies, including the advanced use of computers and the use of digital peripherals.Assignments will be engaging and project-based. Candidates will develop curriculumplans, design instructional units, and create technology-rich communities/environmentsthat effectively utilize constructivist teaching strategies and promote active learning. 3credits.EDUU 560 Teaching Students with Moderate/Severe DisabilitiesPrerequisites: EDUU 510, 570 and 511. This course addresses the education of children,youth, and young adults with moderate/severe disabilities providing a knowledge baseand introducing the skills necessary for teachers in contemporary educationalenvironments to assess, plan for, instruct and evaluate students with moderate/severedisabilities. A minimum of 25 hours of authentic field experience is required for thiscourse. 3 credits.

COURSE DESCRIPTIONS 201EDUU 563 Curriculum, Leadership, & Instruction TechnologyPrerequisites: EDUU 451/551 OR Preliminary Educational Technology SSAT/CSET orequivalent course with approval, and EDUU 552. The course will focus on (a) thedevelopment of curriculum plans utilizing a broad range of technological tools in theteaching/learning process with traditional, at-risk and special education students, and (b)acquisition of the skills and knowledge necessary to provide leadership in the area ofinstructional technology to the school site and/or school district. The course is designed toachieve two primary purposes. The first of these is to equip the Master of Education withan Emphasis in Instructional Technology (MAE in Tech) graduate with a solid knowledgebase in the area of curriculum development as it is applied to teaching/learningenvironments which utilize various types of electronic media to supplement traditionalmaterials and equipment. The second is to prepare the graduate to assume a leadershiprole in his or her school and/or district, taking an active part in the creation andmaintenance of Instructional Technology programs. 3 creditsEDUU 564 Social Implications of Educational TechnologyPrerequisites: EDUU 552 & 600. The purpose of this course is to consider the implicationsof technology use in the teaching/learning context. Participants will examine thesociological issues of digital equity in sessions of socioeconomic status, gender, language,race, geography, physical restrictions, and cultural background. The course providesinstruction and support for teachers and administrators who are involved in technologyleadership, professional development, and decision-making within the educationalcommunity. Participants will examine strategies for integrating digital technologies intoteaching and learning practices to ensure equitable educational opportunities andexperiences for all students. Candidates will define media literacy, particularly in sessionsof ethical and professional responsibilities in a global media-centered society. Astechnology professionals, candidates will evaluate policies and strategies that provide allteachers and students with the means and capacity to fully participate in the digital age,not only as users of current and future technologies, but as designers and producers aswell. Students will conduct a literature review in preparation for their action researchproject. 3 creditsEDUU 565 Action Research for TechnologyPrerequisites: EDUU 552, 563, 564 AND 600. The purpose of this course is to provideinstruction and support for educators as they examine and analyze action researchstudies and conduct their own action research inquiry in the area of technology. They willhave an opportunity to examine the history of the action research process and to criticallyanalyze the effectiveness of existing action research studies and/or cases in order todetermine their significance as they apply to everyday practice and educational policy.Participants will frame research questions, select appropriate research methods, gather,interpret, and analyze data, draw conclusions, and report their research findings byposting their results to an Internet website. Participants will identify, discuss, and applyconcepts of action research with current and previous course participants as well as withother researchers in the field. Sharing these results is an effort to promote a globalresearch and learning community/network. The ultimate goal is to encourage andempower participants to recognize their own expertise and to assume greaterresponsibility and control as they analyze the impact of technology on student learningthrough ongoing reflective practice, professional development, curriculum design anddevelopment, and classroom and institutional change. 3 creditsEDUU 570 Voice, Diversity, Equity and Social JusticeThis course fulfills requirements for the Ryan Multiple and Single Subject with a CLADEmphasis credentials, the CLAD Certificate, and is a core course for Education SpecialistCredentials. Students focus on the disenfranchised of California’s schools, includingfemales, certain immigrant as well as native populations, people with disabilities, andpeople of lower socio-economic means, with particular emphasis on the unique challenges

202 COURSE DESCRIPTIONSsuch diversity brings to the classroom. The history, culture, and expectations of thesegroups are emphasized as they apply to teaching and counseling and the fostering ofcross-cultural respect among California’s diverse populations. A minimum of 15 hours offield experience is required. 3 credits.EDUU 599 Independent StudySupervised independent study or research on a special problem or in a selected area ofeducation. This course may be repeated for credit providing the content is different. 1–3credits.EDUU 600 Research and Evaluation Methods(Must be taken first or second in MAE core series.) Students learn methods of programevaluation and research in education. Topics include models of program evaluation,experimental research designs, qualitative approaches, instrumentation andmeasurement, common statistical techniques, critiquing educational research, andevaluation of the special education and counseling programs. 3 credits.EDUU 601 Assessment and IEP DevelopmentPrerequisites: EDUU 401 or 510, EDUU 570, and EDUU 571 or 511 and 519. The courseis designed both for special education teachers and school psychologists. Students willdevelop the knowledge and skills necessary to using and communicating assessmentresults. A variety of individualized assessment and evaluation approaches appropriate forstudents with mild/moderate/severe disabilities will be addressed. Emphasis is placed onthe development of appropriate educational decisions on the basis of a variety ofstandardized and non-standardized techniques, instruments and processes that areappropriate to the diverse needs of individual students. Students will learn to (a) identifyindividual strengths and weaknesses, and (b) make appropriate instructionalrecommendations both for report writing and for IEP goals and objectives. 3 credits.EDUU 602 Positive Behavior SupportsPrerequisites: EDUU 401 or 510, EDUU 570, and EDUU 571 or 511. A study of theories,practices and ethical issues in modifying and remediating behavior with an emphasis oncreating positive, productive school climates and implementing effective, positive andrespectful applied behavior analysis techniques. A minimum of 25 hours of authentic fieldexperience is required for this course. 3 credits.EDUU 603 Communication, Language, and LiteracyPrerequisites: EDUU 401 or 510, EDUU 570, and EDUU 571 or 511. A study of languagedisabilities and their implications for general and special educators. Assessment andteaching strategies. Required for the Mild/Moderate and Moderate/Severe Credentials. 3credits.EDUU 605 Democracy, Education & Social ChangePrerequisite: EDUU 600. Students examine the relationship between democratic theory,educational practice, and social change. Specific attention is paid to theories ofdemocracy, the democratic nature of historical and current reform efforts, thecontradictions and dilemmas of schooling, and the ways in which schooling mightinfluence social change. 3 credits.EDUU 606 Seminar in Learning TheoryPrerequisite: EDUU 600. This course helps students to develop an understanding of howpeople process information and learn; studies the history, content and educationalapplications pertaining to intelligence and thinking dispositions. Students study variouslearning theories and their implications for instruction. This includes the development ofthe mind and brain and their role in education. 3 credits.EDUU 607 Seminar in Comparative EducationPrerequisite: EDUU 600. An introduction to educational philosophies, methods, patternsof control, financing, organization and relationship with the larger society in selected

COURSE DESCRIPTIONS 203countries of the world, including the United States. Comparison and a comprehensivesocial science methodology is emphasized. Students examine historical, political,economic, and social factors. Systems compared are drawn from all regions of the world.3 credits.EDUU 608 Seminar in the Social Foundations of EducationPrerequisite: EDUU 600. A critical study of schooling, society and culture. Studentsexplore the major ideological schools of thought regarding how the interactions betweenschool and society can best be understood. Social science methodologies includingquantitative, qualitative, and participation and application of both social science andhumanities insights are important components of the course. 3 credits.EDUU 609 Seminar in Curriculum StudiesPrerequisite: EDUU 600. Historical, philosophical, and sociopolitical influences on thecurriculum of American public schooling are examined. Curriculum design and evaluationstrategies will be considered. The role of teachers and educational support staff incurriculum decision-making, and their potential role as leaders of educational change, areincluded. 3 credits.EDUU 610 The Teacher as Scholarly Practitioner: Action ResearchPrerequisites: Acceptance into the Master of Arts in Teaching program, theMAE/Professional Learning Community emphasis, the MAE/Reading emphasis or theReading Certificate program, a cumulative grade point average of "B," and EDUU 600.This purpose of this course is to acquaint candidates with the concepts of action researchand to support them as they conduct an action research project in their classroomsand/or schools. The course is designed to enable candidates to understand thefundamental principles of action research and to apply those principles to a criticalanalysis of their own pedagogy and the learning outcomes of their students. The coursewill engage the participants in systematic inquiry into their own practice by helping themto frame appropriate questions, gather and interpret data, examine and analyze that dataand find answers to the questions posed. Master of Arts in Teaching candidates,MAE/Professional Learning Communities candidates and MAE/Reading emphasiscandidates must complete an action research project, paper and presentation as part ofthe Demonstration of Mastery for the degree. Reading emphasis and Reading Certificatecandidates must complete an action research project, paper and presentation thataddresses instructional practices in reading and/or diagnostic and remediationtechniques in individual and small group tutoring assignments. The project may alsoaddress providing leadership in the organization and maintenance of the reading/literacyprogram at the building or school system level. 3 creditsEDUU 611 Action Research DevelopmentPrerequisite EDUU 610. The purpose of this course is to allow candidates who developedthe design for their action research project in EDUU 610 to complete their project bycoding their data, analyzing it, completing their review of related research, and preparingboth a written project paper and presentation based on their research. Prior to enrollingin this class candidates must have completed collecting data and appropriate artifactsrelated to their action research project. 3 credits.EDUU 612 Domestic Experiential EducationThis course prepares students to utilize University and Governmental Agency fieldstations, or comparable learning sites, through an on-site residential program.. Studentswill be surrounded by the local history, culture, and unique ecosystems of the region.Classroom observations within the local K-12 school system will culminate the experience.3 creditsEDUU 613 International Experiential EducationThis course prepares students to utilize University and Governmental Agency fieldstations, or comparable learning sites around the world, through an on-site residential

204 COURSE DESCRIPTIONSprogram at a field station. Additionally, it provides students with a limited immersionexperience in the host country. Students will be immersed in the culture, language andhistory of field station’s host country. Classroom observations within the K-12 schoolsystem of the host country will culminate the experience.This course is designed for K-12 teachers at all grade levels and disciplines, as well asstudents in the Master of Arts in Education program. EDUU 607 is recommended prior toparticipation in this course as it provides the student with a foundation of ethnographicand cultural information. Course can be repeated for a maximum of 6 credits as long asthe course is taken at different locations. 3-6 creditsEDUU 619 Literacy Assessment and EvaluationPrerequisites: EDMU 520 or 521 and EDSU 532. A study in the assessment of oral andwritten language and reading, and ways to make instructional decisions based uponassessment. Reviews informal and formal assessments relevant to a balanced,comprehensive literacy program and the research basis for the provisions of effectiveassessment of literacy teaching and learning with student from varied cognitive, linguistic,and cultural backgrounds. Examines individual and group assessments for English Onlyand English Language Learners in grades K-12 and learns to select and administer suchassessments to plan and deliver an educationally sound instructional program to improvefluency, comprehension, and academic language based upon the results of theassessments, and to communicate that information through informal means andprofessional reports. Participants are required to complete a minimum of 20 hours ofsupervised field experiences, which give the opportunity to combine theory with practice. 3credits.EDUU 620 Children’s Literature and Family LiteracyPrerequisites: EDMU 520 or 521 and EDSU 532. The study of the criteria and evaluationof quality literature, genres, reader response theories, and literary theory. Investigatesfamily literacy issues as well as ways of bringing families and schools together to supportliteracy development of all students. Participants are required to complete a minimum of20 supervised field experience hours, which provides the opportunity to connect theoryand practice. 3 credits.EDUU 622 Seminar in Program Design IPrerequisites: EDMU 520 or 521 and EDSU 532. A study about issues related tounderstanding the needs and ways of learning about reading/language arts relevant tostudents from varied backgrounds. Examines research and theory that form the basis ofeffective programs and interventions. Clinical field experience, a minimum of 20 hours,provides the opportunity to apply theory in practice. 3 credits.EDUU 623 Reader Leader: Planning and Delivery IPrerequisites: EDMU 520 or 521 and EDSU 532. A study of the teacher’s leadership rolein the planning and delivery of reading instruction from goal setting, program planning,decision-making, problem solving, program supervision, and program evaluation forstudents from varied cultural and linguistic backgrounds. All participants are required tocomplete a minimum of 20 hours of supervised field experience related to programplanning and delivery in an elementary, middle, or secondary public school. 3 credits.EDUU 638 Advanced Assessment and Instructional Strategies for Persons withMild/Moderate DisabilitiesPrerequisites: EDUU 688. Application of contemporary theories and literature related toassessment and curriculum development and strategies for instruction of individuals withmild/ moderate disabilities. Includes increased emphasis on specific areas of learningdisabilities, language disorders, developmental disabilities, and attention deficithyperactivity disorders. Information will be at an advanced level, focusing on collaborativestrategies and research validated models of instruction. For those candidates enrolled in

COURSE DESCRIPTIONS 205a BTSA/Induction program, activities, trainings, and workshop experiences that arealigned with specific course assignments may be used to meet course requirements asapproved by course instructor. A limit of 25% of assignments may be met in this manner.3 credits.EDUU 646 Foundations in Standards and Propositions for National Board Certificationand Portfolio DevelopmentPrerequisites: Valid teaching credential and three or more years of successful teachingexperience. This course is the first of a series designed to support students in thepreparation process for National Board Certification. The National Board for ProfessionalTeaching Standards (NBPTS) and propositions that define the knowledge, skills,dispositions, and commitments of accomplished teaching will be examined. NationalBoard Certification Portfolio portfolio assessment requirements and evaluation criteria willbe reviewed as well as specific documentation related to the professional leadership,parent and community partnership standards. Reflective Practice will be required usinganalytic, reflective and descriptive writing. 3 credits.EDUU 647 Assessing and Analyzing the Teaching and Learning Process for NationalBoard CertificationPrerequisites: Valid teaching credential and 3 years successful teaching experience. Thiscourse is the second in a series designed to support students in the preparation processfor National Board Certification. Videotaping methods of classroom pedagogy and analysisfor portfolio entry requirements will be reviewed. Instructional analysis of small group andwhole class lessons will be examined to evaluate instruction based on National Board forProfessional Teaching Standards (NBPTS). Learners’ academic progress, pedagogicalpractice, and classroom learning environment will be assessed and analyzed. 3 credits.EDUU 648 Curriculum Implementation and Performance Assessments for NationalBoard CertificationPrerequisites: Valid teaching credential and 3 years successful teaching experience. Thiscourse is the third in a series designed to support students in the preparation process forNational Board Certification. Knowledge of academic content and appropriate usage ofinstructional resources in portfolio development based on the National Board forProfessional Teaching Standards (NBPTS) will be examined. Portfolio entries,documentation and videotape segments will be appraised for final submission. Issuesrelated to content and pedagogical assessment will be reviewed. 3 credits.EDUU 650 Transitions Across the Life SpanPrerequisites: EDUU 688. This course focuses on the transition of persons withdisabilities from home to school settings and from school to employment and adult life.Specific curriculum and teaching methodologies will be presented. Emphasis will beplaced on understanding quality of life outcomes - home and school life, friendships andsocial networks, self-determination, choice, and family issues. Factors such as jobdevelopment, adult service agencies related legislation, and assessment will also becovered. For those candidates enrolled in a BTSA/Induction program, activities, trainings,and workshop experiences that are aligned with specific course assignments may beused to meet course requirements as approved by course instructor. A limit of 25% ofassignments may be met in this manner. 3 credits.EDUU 660 Seminar on Instructional Supports for Persons with Moderate/SevereDisabilitiesPrerequisites: EDUU 688. Application of contemporary theories and literature related tocurriculum development and strategies for instruction of individuals with moderate/severedisabilities. Includes increased emphasis upon specific areas of severe disabilities suchas severe/profound mental retardation, multiple disabilities, deaf/blind, physicaldisabilities, severe emotional disturbance, and autism. For those candidates enrolled in aBTSA/Induction program, activities, trainings, and workshop experiences that are aligned

206 COURSE DESCRIPTIONSwith specific course assignments may be used to meet course requirements as approvedby course instructor. A limit of 25% of assignments may be met in this manner. 3 credits.EDUU 661 Collaborative and Cooperative TeachingCollaboration is a necessary process which supports school staff to better meet the needsof all learners. This course focuses on professional collaboration among teachers, andbetween teachers, paraprofessionals, administrators, and others working in schoolsettings. Candidates will learn to use a variety of collaborative structures, effectivecollaboration and cooperative teaching techniques, problem solving methods, effectivecommunication and negotiation techniques, and devices for enhancing content andlearning. The course is designed for elementary and secondary general and specialeducation teachers as well as counselors, school psychologists, and administrators. It willparticularly helpful to professionals who are currently or planning to: 1) team teach, 2)serve on problem-solving teams, or 3) consult with other professionals. 3 credits.EDUU 688 Professional Induction Planning and AssessmentPrerequisite: Completion of the Preliminary (Level I) Education Specialist Credential inMild/Moderate or Moderate/Severe and acceptance into the Education SpecialistProfessional Credential (Level II) program. This is a required first (3 credits) and last (3credits) course for ALL Education Specialist Professional Credential (Level II) candidates.EDUU 688 shall be completed in 2 parts, each time primarily serving as an individualizedprocess. Three credits shall be taken as the first course in the Level II program and shallinclude specific general curriculum where the formal induction plan is developed andrefined. Also, central to the first half of this course (3 credits), is the beginning of theexecution of the personalized goals for each candidate. Finally a complete candidateassessment plan will be developed. Each of these components (candidate goals, planand timeline for execution, and the exit assessment plan), will be agreed upon by thecandidate, district support provider, employer, and faculty advisor. The result by the endof the first half of the course (3 credits) is the formal Individualized Induction Plan, theselection of an Expertise Area, and a Portfolio Plan. A meeting with the candidate, facultyadvisor, and district support provider will result in a completed/signed induction plan andexpertise plan, including timeline, measurement, and assessment criteria. No other LevelII courses may be taken until this portion of EDUU 688 (3 credits) is successfullycompleted. The second half of EDUU 688 (3 credits) should be taken after all other Level2 coursework has been successfully completed. It is the capstone experience for theLevel 2 program. Candidates will critically assess their knowledge and skills as they relateto their Professional Induction Plan, their Expertise Area, and the Professional Standardsas set forth by the State of California. During the second half of the course (3 credits)candidates will complete their Professional Portfolio, demonstrate their expertise in anarea of specialization, and develop a comprehensive Professional Development Plan. Thesecond half of EDUU 688 (3 credits) will allow the candidate to integrate her/hisknowledge into a unified understanding of the professional field of special education.(EDUU 688 must be taken two times for 6 total credits.) 3 credits. Course may repeatedfor credit. The second half of EDUU 688 (3 credits) may be waived if a candidate candocument completion of at least one year of BTSA/Induction experience and submits asatisfactory Professional Portfolio based on BTSA/Induction activities.ENGLISHENGU 099 Basic Writing SkillsA course that develops accuracy and clarity in writing. Conferences with the instructor andtutorials with peers provide maximum opportunities for individual development. 3 credits.ENGU 103 Freshman RhetoricIn this course on the theory and practice of writing effective essays, students master a

COURSE DESCRIPTIONS 207variety of essay modes by completing a wide range of assignments. Student also learn tocompose essays on a computer. 3 credits.ENGU 104 Writing About LiteraturePrerequisite: ENGU 103. This course introduces students to four literary genres (poetry,drama, fiction and film), and teaches techniques for interpreting and writing critical papersabout literature. 3 credits.ENGU 240 World Literature IPrerequisite: ENGU 104. Students read selected world masterpieces from the beginningto the fall of Rome, 476 A.D. The course includes readings from myth, epic, tragedy, andcomedy from Western and Eastern cultures. Writers may include Homer, Sophocles, Plato,Aristophanes, Sappho and Virgil. 3 credits.ENGU 242 World Literature IIPrerequisite: ENGU 104. Great works of world literature from the fall of Rome in 476 A.D.to 1660, the English Restoration. Students will read works by such authors as LadyMurasaki Shikibu, Rumi, Dante, Chaucer, Cervantes, and Shakespeare. Materials from thevisual arts, history, philosophy, religion, and politics will be used to enrich the students’reading. 3 credits.ENGU 244 World Literature IIIPrerequisite: ENGU 104. Students read chosen works of world literature from 1660 to thepresent day. Emphasis may vary from year to year to focus on the relationship of literatureto the other arts and cultures. Authors may include Swift, Pope, Moliere, DeBeauvoir,Voltaire, Allende, Flaubert, Melville, Marquez, Dostoyevsky, Nabokov, Ellison, Fowles, andWoolf. 3 credits.ENGU 300 Writing for Essay ProficiencyPrerequisites: ENGU 104 and placement from the JWP exam or permission of instructor. Amid-point expository writing course designed for students who want to attain higher levelskills for writing across their college curriculum or for their professional careers. Benefitingfrom a practical approach in which the audience, purpose, and methodology will bedefined, students will have the opportunity to read effectively written essays in a variety ofdisciplines and further develop their writing and revising skills. (A grade of “C” (2.0) orhigher is required for a “pass” equivalence on the JWP exam for those students who havepreviously received a “fail” or “deficiency” on that exam.) 3 credits.ENGU 303 Technical WritingPrerequisite: ENGU 104. Intensive practice in writing for students who wish to work intechnical or professional fields: reports, specifications, proposals, visuals, documentation.3 credits.ENGU 304 Creative WritingPrerequisite: ENGU 104. More specialized than introductory creative writing, this coursefocuses on single genres: fiction, poetry, or drama. Students receive extensive trainingand practice in their chosen genre. 3 credits.ENGU 305 Business WritingPrerequisite: ENGU 104. This course focuses on the various areas of writing for business,industry, and government: business reports, job descriptions, résumés, abstracts, letters,and memoranda. Emphasis may be placed on the formal report and attention will be givento international and intercultural business communication. 3 credits.ENGU 324 Contemporary American LiteraturePrerequisite: ENGU 104. Students read some of the boldest, most interesting works ofAmerican post-modernism in order to understand contemporary American fiction, poetry,and drama. Students will study poets of various post World War II movements (the Beats,the New York poets; the confessional, concrete and objectivist poets); novelists such asAngelou, Didion, Barth, Barthelme, Morrison and Tan; and dramatists such as Albee,

208 COURSE DESCRIPTIONSHansberry, Kushner, Mamet, Wilson and Williams. 3 credits.ENGU 326 American ThemesPrerequisite: ENGU 104. A penetrating study of various powerful themes in Americanliterature. Courses that treat different themes may be repeated for credit. 3 credits.ENGU 329 Experimental Topics in EnglishPrerequisite: ENGU 104. An examination of selected topics in English relevant to evolvingareas of importance to the field. Syllabi must be approved by the Dean and announced tothe Curriculum and Academic Committee prior to being offered. May be repeated for creditprovided the course content is different. 3 credits.ENGU 340 The Bible as Literature(Same as RELU 340) An exploration of the wonders of the Old and New Testaments. Fromthe song of creation to the apocalypse of Revelation, the course will examine the storiesand poetry of the Bible, which shaped our culture and nurtured our values, as literaryexpressions of ancient Israel and the early Christians. 3 credits.ENGU 347 Society, Culture, and Literature(Same as HUMU 347/SOCU 347) An exploration of the sociological and/or anthropoliticalcontexts of literature. The course varies in content depending on the instructor, but thetopics to be selected might include the following: urban literature and life; rural, pastoral,or utopian environment; literature and sex roles; the literature of work; the influence ofanthropological works on 20th-century literature; poetry and narrative in preliteratesociety; and the Cambridge School of Classicists and their theories about various myths ofthe hero. 3 credits.ENGU 360 Literature into FilmPrerequisite: ENGU 104. Studies of selected poems, stories, plays, and novels that havebeen turned into movies. Discussions will focus on the difference imposed by the printedword and cinema in shaping the same material into two different artistic expressions.Typical readings/films might include Chopin’s Awakenings, Conrad’s Heart of Darkness,Ishiguro’s Remains of the Day, and Vonnegut’s Slaughterhouse Five. 3 credits.ENGU 400 Advanced RhetoricPrerequisite: ENGU 104. The study and practice of persuasive and expository prose.Students investigate methods of invention and models of form and style in readings fromdiscourse theorists as well as from established masters of the essay. Workshops andtutorials focus on cultivating a personal style, editing, and redrafting for publication. 3credits.ENGU 404 Techniques of Writing Fiction/Poetry/DramaPrerequisite: ENGU 104. Students learn the basic techniques necessary to producepublishable fiction or poetry. Course may vary by genre from semester to semester.Techniques of fiction and drama may include plot development, viewpoint selection, threedimensionalcharacterization, dialogue, scene and summary, settings, theme. Techniquesof poetry may include study of sound, imagery, figurative language, symbolism, andmechanics. Lecture and workshop combined. 3 credits.ENGU 407 Writing and Publishing for the InternetPrerequisite: ENGU 104. The digital age is upon us. Now we have new ways ofcommunicating, of retrieving and filing information, of publishing our work. How are theInternet and the World Wide Web changing the craft of writing and the business ofpublishing? How can a writer participate in new media? How can a reader determine thecredibility of the information she/he finds in cyberspace? This course is designed to helpstudents gain a greater understanding of the Internet opportunities to publish their ownwork. 3 credits.ENGU 431 Shakespeare’s Greatest HitsPrerequisite: ENGU 104. This course studies a selection of Shakespeare's greatest tragic,

COURSE DESCRIPTIONS 209comic, satiric and historical plays framed by the theatrical milieus of Elizabethan andJacobean England and contrasted with their modern media productions. This course willbegin by viewing box-office hit, film versions of his plays and proceed back in time todistinguish Shakespeare's artistic intent from his modern interpreters'. 3 credits.ENGU 445 Major Author(s)Prerequisite: ENGU 104. Students concentrate on the writings of either one significantauthor or a group of authors who can be studied profitably together. Examples of majorfigures include, but are not limited to, Chaucer, Spenser, Milton, Pope, Swift, Johnson,Keats, Dickens, Hawthorne, Melville, Pound, Eliot, Woolf, Joyce, Proust, Kazantzakis, andFaulkner. 3 credits.ENGU 448 Psychology in Literature and Film(Same as PSYU 448) A study of the intriguing cross-influences between literature andpsychological theory. Particular attention will be given to the works of literature and filmwhich have provided basic materials for psychologists and to the reflexive impact ofpsychological theory upon writers. Students will examine the use made by modern poetry,drama, fiction, and film of such psychological concepts as archetypes, unconsciousprocesses, the Oedipal complex, role-playing, and symbol. 3 credits.ENGU 449/SSCU 449 Multicultural Perspectives(Same as SSCU 449) Students examine culture, identity and ethnic diversity. Studentsstudy the value systems which underlie customs, traditions, folklore, history, geography,art and literature. The goal of the course is to increase awareness and respect forsimilarities and differences among global and domestic cultures and subcultures. 3credits.ENGU 450 Literature of Children and Young AdultsPrerequisite: ENGU 104. Students will study the classic works and the lyrical, narrativeand dramatic aspects of children’s literature. They will be introduced to the types, history,themes, and trends of children’s literature and its role in a child’s cultural socialization.Both teachers and writers of children’s literature will benefit from this study of style,technique, and methods for introducing the young to the pleasures of literacy andelements of literary quality, from diverse cultures and experiences, including authors, suchas Faith Ringgold, Demi, E.B. White, Louisa May Alcott, Sandra Cisneros, Gary Soto, andMaya Angelou. 3 credits.ENGU 462 The Literature and Film of Diverse CulturesPrerequisite: ENGU 104. Depending on the instructor, this course could focus on theemerging nations of Africa, the Middle East, or Central or South America. Writers andfilmmakers that might be studied include Chinua Achebe, Carlos Fuentes, Gabriel GarcíaMárquez, Ousmane Sembene, Peter Weir, or Satyajet Ray. 3 credits.ENGU 471 Introduction to LinguisticsPrerequisite: ENGU 104. An introduction to the major characteristics and components ofhuman language. Students become familiar with the power and complexity of language,the way it influences our interaction with other people, and its potential contribution tounderstanding ourselves and society. Studying the work of current language theoristssuch as Chomsky, Hymes, Halliday, and Vygotsky will be central to the course. 3 credits.ENGU 499 Independent StudyPrerequisite: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.

210 COURSE DESCRIPTIONSENVIRONMENTAL AND PHYSICAL SCIENCESChemistryCHMU 105 Chemistry for ConsumersDesigned for the non-science major—no mathematical or scientific background isnecessary. Lectures range over a wide variety of topics, which may include but are notlimited to, the environment, drugs, pollution, food preservatives, pesticides, and brewing.Guest lecturers, tours of local industries, and video aids may be incorporated into thelecture. 3 credits.CHMU 234 Fundamentals of Drug ActionAlthough we live in a drug-oriented society—like it or not, we are all drug users—there is ageneral ignorance of what drugs are, what they do, and how they do it. The main objectiveof this course is to supply this basic information in order to empower students to makebetter decisions regarding drug usage. Discussion will center on drugs with highsociological impact, but the emphasis will be scientific in nature. 3 credits.ENVIRONMENTAL SCIENCESESCU 101 Introduction to Environmental ScienceAn introduction to the causes of environmental problems as well as strategies forpotential solutions from both a natural science and a social science perspective. Scientificunderstanding of the environment is emphasized. The course gives an overview of majorenvironmental problems and scientific principles, with a focus on managingenvironmental problems and important natural resources. 3 credits.ESCU 103 Introduction to GeosciencesIntroduction to Geosciences will explore basic principles and processes of geology(emphasizing surface processes), astronomy, meteorology, and oceanography. Lectureand laboratory. Weekend field trips required. 4 credits.ESCU 104 Introduction to Physical ScienceAn introduction to Physical Sciences with emphasis on Earth/Space Science and anintroduction to Chemistry and Physics. Designed to meet the General Educationrequirements in the Natural Sciences, this course will use topics of current interest tointroduce non-scientists to basic principles of Physical Science. Lecture, demonstration,discussion, laboratory. 4 credits.ESCU 105 History of the EarthAn introduction to geology and the geological history of the earth. Students examine 4.6billion years of the Earth’s evolution including the rise and fall of mountain ranges, themovement of the continental and oceanic plates over time, and the beginnings of life.Students focus on the important cycles in the Earth’s evolution, as evidenced in the rockrecord and fossils. Lecture. 3 credits.ESCU 111 Physical GeologyAn introduction to geology. Earth, the third planet from the sun, is a dynamic system. Thegeologic principles and processes that make our planet unique are introduced from abroad perspective. Covers the structure of the Earth, Earth materials, geologic processes,the oceans, and introduction to environmental geology. Required lab and Saturday fieldtrips provide “hands-on” experience. 4 credits.ESCU 207 OceanographyStudents study the ocean environment and its importance to man, composition of theocean, causes and effects of waves, currents, the tides, processes that change thecoasts, geological origin and evolution of ocean basins, economic resources, marineorganisms, history of oceanographic exploration. 3 credits.

COURSE DESCRIPTIONS 211ESCU 234 Earthquakes and California TectonicsThe geologic and tectonic history of California with emphasis on the development of theSan Andreas Fault system. Fundamentals of geology and plate tectonics arereviewed/introduced in light of the geologic evolution of California. 3 credits.ESCU 329 Experimental Topics in the Physical SciencesAn examination of selected topics in the physical sciences relevant to evolving areas ofimportance to the field. Syllabi must be approved by the Dean and announced to theCurriculum and Academic Committee prior to being offered. May be repeated for creditprovided the course content is different. 3 credits.FOOD SCIENCE AND NUTRITIONFSNU 200 Human NutritionA study of food intake and utilization, nutrient sources, metabolism, and interactions.Human nutritional requirements and their relationship to various diseases are examined,as are facts and fiction about diets, “health foods,” etc. Students learn about nutrition, theelements of a balanced diet, and modern food technology. 3 credits.FSNU 201 International Nutrition: The World Food CrisisStudents review contemporary nutritional issues affecting the world. Social, cultural,political, economical, and scientific aspects of the world food problems are examined.Nutritional deficiencies affecting various regions of the world and the role of internationalagencies are covered. Students learn about food production and food supplementationprograms, and examine possible solutions and the future. 3 credits.FSNU 315 Nutritional Basis of DiseaseThis course is designed to provide students with a general introduction to the complexitiesof the human body as it is related to nutrition and the disease process. Particularemphasis will be on disease acquired through lifestyle and infection. The student will learnhow the body works and how disease occurs and may be overcome. Additionally, socialand ethical issues in the concept of health will be addressed. For example: will theremoval of sweets from school vending machines really make a difference in child obesityrates? An in depth look at cardiovascular disease, diabetes, cancer, aging, HIV/AIDS willbe explored. The course will conclude with an examination of the concept of social justicewhatwealthy nations do or do not owe the rest of the world to promote global health. 3creditsFSNU 329 Experimental Topics in Food Science and NutritionAn examination of selected topics in food science and nutrition relevant to evolving areasof importance to the field. Syllabi must be approved by the Dean and announced to theCurriculum and Academic Committee prior to being offered. May be repeated for creditprovided the course content is different. 3 credits.FSNU 338 Nutrition and Human PerformancePrerequisites: FSNU 200. Designed to provide a more in-depth view of nutrition,metabolism, and human performance. Ergogenic aids, blood doping, nutritional needs ofthe athlete are emphasized. The methodologies and current topics related to nutrition andhuman performance are evaluated. Mechanisms of nutrition are presented to betterunderstand the cause-and-effect relationships of human nutrition. This course may alsobe offered online. 3 credits.FSNU 349 The Ethical and Ecological Dimensions of FoodThis course focuses on the ethical and ecological dimensions of food, with specialattention to intersections with politics and economics. It examines a variety of viewpointsconcerning the morality and ethics of the production, distribution, and consumption offood, and explores and evaluates alternatives for the future. 3 credits.

212 COURSE DESCRIPTIONSFOREIGN LANGUAGESpanishSPNU 101, 102 Elementary Spanish I, IIPrerequisite for SPNU 102, C- or higher in 101 or instructor’s approval. Students developbasic communicative competence in the four skills of listening, speaking, reading, andwriting needed in social situations. Appreciation of the uniqueness of Hispanic and Latinoculture. 3/3 credits.SPNU 201, 202 Intermediate Spanish I, IIPrerequisite: SPNU 102 or equivalent. Students work on expanding and improvingcommunicative skills to encompass most social and some professional situations,intensified reading and writing to explore the diverse geography and culture of theHispanic world, and appreciation of differences between Hispanic/Latino and Anglo-Saxonculture. 3/3 credits.HEALTH ADMINISTRATIONHAUU 600 Introduction to U.S. Health PolicyThe course comprehensively reviews the U. S. health care delivery system in sessions ofbackground and history, population characteristics, trends in health services access andutilization, the structure, financing, organization and delivery of health services, advancingmedical technology, and the changing policy environment. Students will explore currentissues such as increased competition, major organizational restructuring andconsolidation, a rapidly changing scientific base, and increased government regulation. 3credits.HAUU 604 Marketing for Health ServicesAn introduction to the marketing concepts and principles applicable to health facilities andhealth care providers. Emphasis is placed on understanding the marketing concept,classic marketing principles, the role of marketing in health care, market planning,segmentation, positioning, pricing, promotion decisions, and market strategies. 3 credits.HAUU 610 Public Health AdministrationExplores community health in the United States today. Designed to provide a broadintroduction to modern concepts of public health administration. 3 credits.HAUU 613 Seminar in Organizational Dynamics(Same as OLCU/HRCU 613) Applies theories of individual, group and organizationalbehavior to solve organizational problems. Students are taught a diagnostic model ofproblem solving and gain experience applying these theories to organizational situations.3 credits.HAUU 615 Organization Development and Change(Same as OLCU/HRCU 615) Prerequisite: HAUU/OLCU/HRCU 613 or instructor's approval.This course examines the history and overview of the field of organization development. Itexamines change as a focused activity to bring about specific conditions, to re-directaction, or to implement a particular process, product, or system. Students examine thehuman side of change, including “resistance” to change. Introduces basic organizationdevelopment concepts, principles, values, theories, and models. There is particularemphasis on application of theoretical concepts to actual organizational situations. 3credits.HAUU 625 Health Systems AdministrationA survey and study of key concepts and principles used in the administration of healthsystem organizations. The course analyzes and evaluates how health organizationsdevelop and change, the dynamics of success or failure, the concepts of organization

COURSE DESCRIPTIONS 213design/ development, and the basis of emerging trends in healthcare organizationmanagement through the integration of relevant, topic oriented, case studies. 3 credits.HAUU 630 Financial Management and Accounting SurveyThis is an introductory survey course for non-accounting, financial managers. The coursewill provide an understanding of the general theory and practice of account recordationand financial reporting. The course provides the student with the tools to interpretgeneral-purpose health care financial statements and management uses for thesedocuments. This course is intended for non-accounting, degree majors. 3 credits.HAUU 635 Financial Management: Budget, Planning and AnalysisA survey and study of key concepts and principles used in the integration of resourceallocation techniques and their relationship to the budgeting process used in operationaland strategic planning. The course provides an overview of capital budgeting as it relatesto capital expenditures, financial analysis of organizational position and managementreporting. Future trends in healthcare financial management are also discussed. 3credits.HAUU 650 Managed Care and Risk ContractingThe focus of this course is on providing the student with a general overview of managedcare and an in-depth understanding of the role and fundamentals of risk contracting in amanaged health care deliver system. Students have an opportunity to understand andanalyze provider contracts, which will include fee-for-service and risk agreements betweenpayers, hospitals, physician groups, and ancillary providers. The course will provideincreased knowledge and understanding of the rationale and methodology of managingrisks in a managed care setting. 3 credits.HAUU 658 Strategic Planning for Health ServicesPrerequisite: completion of HAUU 600, 625 and 630. In this course, students studystrategic planning for healthcare organizations. The course incorporates practicalexercises to stimulate the strategic planning/management process from organizing orplanning through implementation and review. 3 credits.HAUU 660 Information Systems for Health ServicesAn introduction to information management, its components and requirements inhealthcare and its management applications. Students will learn to determine generalinstitutional and end user needs, produce cost/ benefit analysis, increase effectiveproductivity and build a foundation for decision-making technique for computer systemsand to evaluate alternative computer information systems. 3 credits.HAUU 670 Health Care and AgingProvides an overview and foundation of both normal and abnormal changes in the agingprocess. Students focus on physiological and psychosocial changes, cognitive functioning,common pathological conditions and health and wellness strategies. 3 credits.HAUU 671 Issues in AgingExamines non-physical aspects of aging and reviews demographics trends, psychologicaltheories and sociological concerns. Specific issues covered include historicalperspectives, myths and stereotypes, personality, coping with life’s transitions, socialadjustment to retirement, impact on the family, and available community resources. 3credits.HAUU 672 Geriatric Health Care and Public PolicyThis graduate level course provides an in-depth analysis of current health care policiesthat affect the elderly population in general and specialized populations such as theelderly in correctional institutions. Topics like historical events to the aging policy, basichealth needs, Social Security, Medicare/Medicaid, seamless continuum of care, legislativeinitiatives (federal and state), special interest advisory groups, research, competitivemedical plans and future implications will be discussed. 3 credits.

214 COURSE DESCRIPTIONSHAUU 673 Gerontology InternshipPrerequisite: completion of all certificate required courses and electives. Designed forgraduates and advanced undergraduates, this field placement internship provides ahands-on opportunity to work with senior-level management in a health servicesorganization. Students are required to submit a proposal stating objectives, operationalprocedures, and evaluation plan. 3 credits.HAUU 674 Understanding Death and DyingThis course is designed to provide students with an opportunity to explore and examineissues our culture traditionally avoids; however, most must deal with in a very personalway. Issues involving coping with death and grief will be discussed as well as theoreticaland philosophical considerations. Topics to be addressed are: death defined, stages ofdying, the health care system and death, Hospice, euthanasia, organ donation, thegrieving process, funerals burial, cremation and experiences and questions in the weeklydiscussions. 3 credits.HAUU 675 Geriatric Mental HealthThis course will focus on the systematic study of the clinical mental health issues of aging.An emphasis will be placed on the multidimensional and multicultural aspects of theelderly mental health client that will increase the student’s awareness of the complexity ofsocial and cultural factors that influence psychological, spiritual, and the physical wellbeing of the older adult. 3 credits.HAUU 680 Organizational Research(Same as HRCU/OLCU 680) This course provides students with an understanding of thecritical role of research, systematic assessment, and evaluation to identify and solvemanagement problems and to improve organization performance. The course examinesthe fundamental theoretical concepts, scientific research methods, the strengths andweaknesses of pre-experimental, quasi-experimental and experimental research designs,threats to internal and external validity, techniques for data collection and analysis,measurement issues, and professional report preparation and presentation. The primaryfocus is on the practical application of research methods to improving organizationalprograms, policies, and performance. 3 credits.HAUU 690 Field ProjectMay be taken as internship or research project. 3 credits.HAUU 695 Legal Issues in Health ServicesIn-depth study of the philosophy and application of law as it relates to health careorganizations. Discussion of the legal process and the relationship of the law and publicpolicy to healthcare. May be repeated for credit as a graduate student if taken asundergraduate. 3 credits.HAUU 699 Special TopicsPrerequisite: admission to graduate studies. A course of study not currently encompassedin the curriculum and relevant to evolving topics of growing importance in the health careindustry. 3 credits.HEALTH SERVICES MANAGEMENTHSCU 300 Introduction to Health ServicesProvides a historical perspective on the organization, finance, and delivery of healthservices in the United States. Surveys current issues in the health care industry includingproviders of health services from multiple settings, the causes and determinants of healthservices utilization and health outcomes, quality assurance, legislation, and regulation. 3credits.

COURSE DESCRIPTIONS 215HSCU 304 Marketing for Health ServicesIntroduces marketing concepts and principles applicable to health care organizations andhealth care providers. Understanding marketing concepts, buyer behavior, marketsegmentation, positioning, pricing, promotion decisions, and market strategies areemphasized. 3 credits.HSCU 321 Health Services ManagementExamines the nature of supervision in health care organization and provides an overviewof basic management functions in a health care setting. Defining skills in decision-making,problem-solving, and conflict resolution in the delivery of health care are emphasized. 3credits.HSCU 395 Legal Aspects of Health ServicesExplores the philosophy and application of law as it relates to the organization anddelivery of health care. Students engage in a discussion of legal process and therelationship of the law and public policy to health care. 3 credits.HSCU 408 Program Planning and EvaluationThe course presents the necessary steps for effective development and evaluation ofhealth promotion programs in community and health care settings. Emphasis is placed ondiagnosing needs from multiple perspectives, including social, epidemiological,environmental behavior, education and administrative principles of process impact andoutcome evaluation are discussed. 3 credits.HSCU 410 Public Health AdministrationExamines community health in the United States today. Designed to provide a broadintroduction to modern concepts of public health administration. The graduate-levelcourse is a more extensive examination of these concepts. 3 credits.HSCU 429 Topics in Health CareA course of study not currently encompassed in the curriculum and relevant to evolvingtopics of growing importance to the health care industry. 3 credits.HSCU 431 Complementary MedicineThis course is designed to stimulate changes in the way you think about health andhealing. You will learn how to recognize early signs and symptoms of disease outside therealm of traditional medicine. By the end of this course, you will have learned theconcepts of alternative therapies, understand the connection of how our thoughts andfeelings influence our health and how we can collaborate with our bodies to encouragehealing. 3 credits.HSCU 432 Disease PreventionThe purpose of the course is to enable the student to understand that future health caredelivery systems must incorporate three key approaches: 1) prevention of disease; 2)maintenance of optimal health; and 3) the natural treatment of disease. The student willlearn the causes and symptoms of illness and the proper use of natural therapies, theirphysiological mechanisms and how to apply them correctly for maximum benefit. Inaddition, the student will be able to examine the health implications of stress and howpsychological and spiritual factors influence our lives and well-being. 3 credits.HSCU 440 Drugs and Society(Same as SOCU 440, CJCU 440) Study of drug use from a sociological perspective.Discussion will include the effects and toxicity of legal drugs such as alcohol, nicotine,caffeine, and over-the-counter pharmaceuticals, as well as illegal drugs such asmarijuana, cocaine, ecstasy, and heroine. Course topics include the integration of drugswith everyday life, the prescription drug industry as a social problem, addiction, recoveryas the trope of popular culture, drug-testing, HIV/AIDS and intravenous drug use, criminalbehavior and drug use, drug legalization debates and other policy issues. 3 credits.

216 COURSE DESCRIPTIONSHSCU 441 Special Topics in Chemical DependencyCourse will examine and explore the history, causes and effects of alcohol and other moodchanging drugs (psychological, sociological, and physical); investigation and interpretationof various prevention, treatment, and recovery modalities; myths, images and stereotypes;patterns and progressions, and the familiarization of sessions of alcohol and other moodchangingdrugs. 3 credits.HSCU 452 EpidemiologySurveys the methods used for desessionining cause, distribution, and prevalence ofinfectious and non-infectious diseases of man. Includes discussion of possible sources ofbias in sample techniques and information collection. Current and historical examples ofthe use of these methods are emphasized. 3 credits.HSCU 470 Health Care and AgingSpecifically designed for the study of gerontology, this course provides an overview andfoundation of both normal and abnormal changes of the aging process. The coursefocuses on various theories of aging, physiological changes, and psycho-socialimplications. Common medical conditions such as dementia, depression, and signs andsymptoms of elder abuse are also reviewed. The graduate-level course requires furtherintensive critical thinking and examination of concepts. 3 credits.HSCU 471 Issues in AgingThis course provides a broad approach to the social and economic aspects of growingolder. Current trends based on controversial issues will be analyzed in sessions ofstrengths, weaknesses, and potential solutions. Topics include impact of demographicchanges upon society, power and competition for scarce resources, the issue ofentitlements and retirement, housing needs and aging, family responsibilities forcaregiving, creativity and the meaning of growing old in society today. The graduate-levelcourse requires further intensive critical thinking and examination of concepts. 3 credits.HSCU 472 Geriatric Health Care and Public PolicyThis course will provide an overview of health care policies that affect the elderly. Thecourse identifies the continuum of long-session health care services and reviews the agingnetwork. Programs such as Medicare/Medicaid, Medicare certified HMOs are identified. 3credits.HSCU 491 Health Services Management InternshipSupervised experience in an approved setting where health services are provided.Requires approval of academic advisor and department chair. 3 credits.HSCU 498 Senior ProjectPrerequisites: completion or concurrent enrollment of all required coursework in themajor. Each student is required to complete a significant project resulting in a formalpaper. Choice of health services management related topics will be made in consultationwith the instructor. The course serves as a capstone experience as students completetheir undergraduate studies. Students will complete a project involving a comprehensivein-depth review of current literature involving core competency knowledge areas in healthsystems and health services management. At the end of the session, the student willdemonstrate integration of what they have learned in health services managementthrough the production of a seminal written product. 3 credits.HISTORYHISU 101 United States History Survey IA look at all the major themes from 1607 through the Civil War, including the founding ofa new nation. American literature is given special consideration. Slavery, states rights,religion, and the beginning of the Westward movement are emphasized. 3 credits.

COURSE DESCRIPTIONS 217HISU 103 United States History Survey IIStudents study the basic issues of American life, culture, society, and economics from1865 to the present, while considering the following questions: Who is the American? Howhave we evolved? And how do we balance the fundamental diversity that isquintessentially American with the need for a common core of beliefs and institutions? 3credits.HISU 105 The Rise of World Civilizations IThe course covers world pre-history through the Middle Ages, emphasizing significantdiscoveries in paleontology, paleoanthropology, and archaeology, the earliest centers ofcivilization, the beginnings of civic culture in Asia and the Mediterranean world, the originsand impact of the great world religions, and the intellectual and artistic achievements ofmedieval India, China, and Japan, Europe, and pre-Columbian America. World physicaland historical geography forms a major component of this course. 3 credits.HISU 106 The Rise of World Civilizations IIThis course presents diverse perspectives and personalities in modern world history byexamining critical global themes, physical geography, and the rise of modern nationalismsince 1500. The course examines politics and the economy of the world, religiousdiversity, technological change, ethnic and racial questions, feminist issues, and nationalgeographicreconfigurations since early modern times in a comparative, internationalcontext. Specifically, this course addresses major centers of modern civilization in Africa,Europe, the Far East, Latin America, and the Indian Subcontinent. 3 credits.HISU 110 Western Civilization: From Mesopotamia to the RenaissanceA survey of Western civilization from its beginnings in the river valleys of the Tigris, theEuphrates, and the Nile to the intellectual and artistic glories of the Italian Renaissance.Particular attention is paid to the sweeping transformation in thought affected by theGreeks. 3 credits.HISU 112 Western Civilization: From the Reformation to Modern TimesA survey of Western civilization from the Reformation to the political, social, andintellectual upheavals of the 20th century. Attention is focused on the rise anddevelopment of the ideas and attitudes which uniquely shaped the character of the West.3 credits.HISU 303 Constitutional Government(Same as POSU 343) By examining the Federalist Papers, the Constitution, and case law,this course examines the growth of the national government, the changing nature offederalism, and other themes: What does the Constitution say about the separation ofpowers? Does it provide for three coequal branches of government? 3 credits.HISU 304 The Ancient World(Same as RELU 304) Students survey the history of the ancient Mediterranean world byexamining the Egyptian, Greek, Roman, and Byzantine civilizations. The historical andartistic accomplishments of these ancient peoples are highlighted, with particularattention given to the development of religious thought and philosophical inquiry,archeological research, and museum studies. 3 credits.HISU 306 The Middle Ages(Same as RELU 306) Lords and ladies, peasants and popes, soldiers and saints—thiscourse examines the history of the Middle Ages, 500–1500, through the themes andevents that shaped the period. Students discuss feudalism, the development of scholastictheology, the launching of the Crusades, and the creations of Romanesque and Gothicarchitecture. 3 credits.HISU 307 Germany and the Holocaust: From Antisemitism to Final Solution(Same as RELU 307) An examination of the Holocaust within its context in the history ofGermany and World War II. The origins of the Holocaust, the implementation of the Final

218 COURSE DESCRIPTIONSSolution, resistance to the Nazis, and the legacy of the Holocaust will be studied with theexperiences of survivors, members of the Resistance, and “righteous Gentiles.” 3 credits.HISU 308 Early Modern EuropeHumanism, religious fragmentation, state building, imperialism, secularization, andenlightenment—no period has been more important in the formation of the Europeancharacter. In the age between the Italian Renaissance and the French Revolution, Europeemerged from the relative obscurity of the Middle Ages to become the world’s dominantcivilization. 3 credits.HISU 310 Modern EuropeBuilding on the twin pillars of industrial revolution and technological innovation,Europeans in the 19th century greatly expanded their territorial control and culturalhegemony. In the 20th century, national rivalries and two world wars threatened thishegemony and undermined the power of the traditional European nation-state. Thiscourse traces the tumultuous history of Europe from the Congress of Vienna to thecollapse of the Soviet Empire. 3 credits.HISU 311 Russia and the Commonwealth of Independent States(Same as POSU 323) Students learn the history of Russia and the Soviet Union from thefall of the Romanov dynasty through the demise of the Soviet government and thecreation of the Commonwealth of Independent States. Ideas and ideologies, politics,economics, foreign affairs and the Cold War, and cultural and intellectual developmentsare emphasized. 3 credits.HISU 312 History of Spain and PortugalStudents examine the history of the Iberian Peninsula from pre-historic times through themodern era. Topics include Roman Iberia, Visigothic Spain, Islamic and Catholic Spain inthe Middle Ages, the “golden era” of Spanish culture, the Iberian empires, Spain’s declineas a great power, the Spanish Civil War, Franco and Salazar, and contemporary Spanishand Portuguese society. Intellectual, social, and political developments in Spain andPortugal are emphasized. 3 credits.HISU 313 The Renaissance(Same as HUMU 313) The modern Western sensibility has its main roots in the EuropeanRenaissance . This course traces the origins of this "reactionary revolution" in the writingsof the humanists and major reformers, the work of the early modern scientists and theartistic productions that reshaped human consciousness itself. 3 credits.HISU 318 The Reformation(Same as RELU 318) Students examine the events and ideas of the sixteenth-centuryReformation. This course analyzes the transition from a medieval to a modern world viewand the impact of the Reformation on education, politics, science, art, and the roles ofmen and women in society. 3 credits.HISU 320 Witchcraft: Healers and HereticsStudents examine the history of the belief in magic and witchcraft in western culture fromancient times to the present day. Special attention will be given to the famous Salemwitchcraft episode of 1692. Witchcraft in modern preliterate societies will be studied withan eye to the various theories that have been advanced to explain is existence. 3 credits.HISU 323 The Western Legal Tradition(Same as POSU 342) Law is a product of history, and an understanding of the law cannotbe complete without an examination of its historical roots. This course surveys the historyof Western law and legal institutions from the Code of Hammurabi to the AmericanRevolution. Special attention will be focused on the rise and evolution of English commonlaw. 3 credits.

COURSE DESCRIPTIONS 219HISU 324 Constitutional Rights(Same as POSU 344) Students analyze the following questions and examine competingtheories of civil rights and civil liberties. Did the founders really believe that the UnitedStates Congress should make no law abridging freedom of speech or of the press? Whatdoes the Constitution say about the rights of the criminal, and what does this mean for“victims’ rights” movements? What is the constitutional right to abortion? 3 credits.HISU 326 The African-American Historical ExperienceStudents trace the history of the African-American experience from the earliest days ofslavery through emancipation, the rise of Jim Crow, the Civil Rights movement, and themodern era. 3 credits.HISU 328 The Colonial Period in American History: A Strange FrontierStudents study the experience of individual Americans—Africans (enslaved and free),Native Americans, settlers from all over Europe, and the Europeans who attempted to rulethem—alongside their political and religious ideas. How did this complicated groupeventually unite to form a nation? 3 credits.HISU 329 Experimental Topics in HistoryAn examination of selected topics in History relevant to evolving areas in the field. Syllabimust be approved by the Dean and announced to the Curriculum and AcademicCommittee prior to being offered. May be repeated for credit provided that the coursecontent is different each time. 3 credits.HISU 330 America and Its Revolution: The Bonfires of ChangeStudents examine one of the most tumultuous times in American history and analyze andinterpret the events that form the foundation, not only of our system of democracy, butmuch of our identity as Americans. 3 credits.HISU 331 The Trying Years—Union and Disunion: American History, 1789–1865In this period a new nation was forged. America as a unique and sovereign nation grewand developed as the Constitution came into being, and American political parties formed.Subjects covered include Jefferson and Jackson democracy, westward expansion,economic growth, sectionalism, religious movements, the antislavery crusade, and theCivil War. 3 credits.HISU 334 The Emergence of Modern America, 1865–1920: Robber Barons, Railroads,and SkyscrapersStudents study social, economic, and political developments, Reconstruction, the rise ofbig business, Populism, Progressivism, and the First World War. The roles of presidentsduring this time are emphasized and the themes of industrialization, immigration, andurbanization are examined. 3 credits.HISU 336 Conflict and Change in America: 1920-1945Covering the prosperity and cynicism of the Roaring Twenties, the poverty of the GreatDepression and the New Deal response to it, the violence of the Second World War, thiscourse examines and interprets the culture and politics that shaped this era. 3 credits.HISU 337 World War IIA comprehensive review of the great mid-twentieth century catastrophe which consumedthe world and forever altered history. The global nature of the war, its fundamentally racialnature, and the conflict of ideologies will be examined. Major topics will include thediplomatic and economic background, the roles of propaganda, of non-combatants, andthe home fronts, as well as a wide ranging review of the military aspects. 3 credits.HISU 338 America After the War, 1945-1960Students examine this critical decade in American history that featured the rise of theCold War and rock and roll and interpret its economy, politics, culture, and socialstructure. 3 credits.

220 COURSE DESCRIPTIONSHISU 339 The Twentieth CenturyThe great topic and themes of the century just past will be examined: the decline ofEuropean world power; the collapse of empires; the rise of super powers, world wars; thegrowth of democracy, communism, and fascism; the global economy; masscommunication and the creation of celebrity; flight; unparalleled industrial andtechnological change; the advance of science; the Cold War. 3 credits.HISU 340 American Diplomatic History and Foreign Policy(Same as POSU 321) Students focus on the origin and development of United Statesforeign policy. Important areas of study include the role of ideology in foreign policy,economics and foreign affairs, isolationism, American dominance of the Westernhemisphere, and the consequences of increasing international interdependence. Alsoconsidered are the influences of public opinion, the media, corporations, the Congress,the bureaucracy, and the presidency in shaping American policy. 3 credits.HISU 342 The History of Everyday Life in America: Cooking, Cleaning, Life and DeathHistory is not just something presidents and Supreme Court Justices make; rather, it issomething that our ancestors lived in the past. This course takes an interpretive look athow many of our most basic rituals and activities have changed over the years and why,including such topics as childbirth and children’s games. 3 credits.HISU 345 History of Western Political Thought(Same as POSU 345) Students trace the rise and transformation of Western politicalthought from the Greeks to the end of the 19th century and explore the nature of politicalreality as seen through the eyes of such seminal figures as Plato, Aristotle, Aquinas,Machiavelli, Locke, Jefferson, Rousseau, Mill and Marx. 3 credits.HISU 350 Topics in African and Asian HistorySubject matter and time periods will vary, but the focus will be on one or more nonWestern countries. Topics such as Contemporary Africa, Peace and Conflict in the MiddleEast, and Race and Change in South Africa and the United States might be selected.Courses that treat different themes may be repeated for credit. 3 credits.HISU 352 Chinese CivilizationA study of China from earliest times to the mid-1990s from five broad perspectives: thecomposition of the Chinese people; elite thought and behavior; family life; popular culture;and the economy. 3 credits.HISU 355 History of the Vietnam ConflictPlato wrote: “Only the dead have seen the end of war.” This course is created to provide awell told story about the causes, main events and the impact of the Vietnam Conflict.Students will trace the events, decisions and results of America’s involvement inSoutheast Asia. Military, social, economic and political historical analysis of the era will bea key element in the research and assignments the students will produce. 3 credits.HISU 356 Modern Germany: From Sarajevo to StalingradTracing Germany’s entrance into the Great War to the Treaty of Versailles to thefragmented Weimar Republic to the Blitzkrieg and its consequences, this course examinesthe political, social, and intellectual history of Germany from World War I to the end ofWorld War II. Special attention is given to the Holocaust and to roles of individuals intaking Germany down the path to two world wars. 3 credits.HISU 364 The Old South: Frontier Fort to Cotton MillThe most unique region in the United States, the South’s role in American history fromcolonial times to the Civil War, is the subject of this course. Social, economic, cultural, andpolitical factors will be examined in depth. Southern folklore and religion will be examined.3 credits.HISU 365 Topics in the Holocaust(Same as RELU 365.) Students examine selected topics within the study of the history of

COURSE DESCRIPTIONS 221the Holocaust, such as the role of doctors; persecution of non-Jewish groups, includinghomosexuals and gypsies; theologians and religion under Hitler; and the experiences andchoices of perpetrators, victims, and bystanders. 3 credits.HISU 368 Immigration in American History: The NewcomersFor more than two hundred years the crucial question of American society has been howwe welcome newcomers. Students explore the history of immigrants to our shores fromthe earliest settlers to Irish immigrants, and the Southern and Eastern European waves atthe turn of the century, with emphasis on modern immigration from Latin America andAsia. 3 credits.HISU 372 California HistoryIn this in-depth study of California from its discovery in 1542 to the present, studentsattempt to answer the question: How has the Golden State changed? The roles of mining,Indians, agriculture, high technology, Japanese/American relations, and the missionssystem are considered. 3 credits.HISU 380 The American West: Miners, Cowhands, Homesteaders, and GunslingersThis is the American legend. The five frontiers (fur, mining, cattle, farming, and technology)are examined in depth. The American frontier and the westward movement in the UnitedStates are the areas of emphasis. 3 credits.HISU 392 Pre-Columbian and Colonial Latin AmericaStudents study the dramatic clash between two vastly different worlds beginning with thefirst aboriginal-European contacts with the Americas and continuing through thedecimation of Latin American populations and the fusion of Iberian and Americancultures. The course considers the overwhelming influence of this encounter in theshaping of New World ideas, customs, attitudes, and values. 3 credits.HISU 394 Central and South America HistoryThis course examines the history of United States-Latin American relations includingimportant areas of both cooperation and conflict. Beginning with the era of Latin AmericanIndependence, the course explores key incidents in hemispheric diplomacy with specialemphasis on manifest destiny and imperialism, the Panama Canal, and CubanRevolutions, World War II and the Cold War, and the Latin American military dictatorshipsof the twentieth century. 3 credits.HISU 396 Mexican HistoryStudents cover the history of greater Mexico (including the northern borderlands) from theancient Aztec and Mayan empires through the most recent economic and politicalupheavals. Mexican history is the product of cultural and social clashes between manygroups: native people and Spanish colonists, revolutionaries and reactionaries, peasantsand politicians. 3 credits.HISU 397 Social Movements in the Sixties(Same as SSCU 397/SOCU 397) Through film, literature, and oral history, we will take afresh look at this controversial time in American history. Beyond protests, civil rights,Vietnam, sex, drugs, and rock'n'roll, there is the sociological question of how and whensocial movements arise, and how individuals within them rise to leadership roles. Socialmovements are a response to economic and demographic changes and they, in turn,make societal and cultural changes (or perhaps solidify them). Many of the characteristicsof modern society that we take for granted -- for example, voting rights for women ororganized labor -- have their origins in the struggles of organized social movements.Sociological theory and methods such as oral history provide a means to examine theseissues. 3 credits.HISU 499 Independent StudyPrerequisites: Instructor's approval and approval of petition. Directed readings and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.

222 COURSE DESCRIPTIONSHUMAN RESOURCESHRCU 406 Legal Issues in Human ResourcesStudents study legal issues associated with the administration of human resources inpublic and private sector organizations. The course focuses on human resource matterssuch as affirmative action, grievance handling, hiring and firing, labor relations, and healthand safety. 3 credits.HRCU 415 Becoming an HR StrategistThis course focuses on developing the strategic capability of the HR professional. Thecourse builds on 4 areas of HR strategy: 1) Pre strategy blueprint 2) Strategic HRCommunications 3) Integrating HR into the organization's vision and mission via thedevelopment of the HR vision and mission Statement 4) HR Scorecard. The course adds acomponent regarding HR leadership to assist the HR professional to acquireorganizational leaders' acceptance of the HR strategies and bring added-value to their HRposition. 3 credits.HRCU 425 Social and Technological ChangeStudents study social and technological trends, issues, and changes impactingorganizations and society. Changing demographics, personal value systems and workethics, with a practical model for managing or working in a changing environment andthese factors’ impact on human resources are emphasized. 3 credits.HRCU 430 Conflict ResolutionStudents analyze the nature, types and stages of conflict and conflict resolution. Focus ison conflict within and between persons, organizations, communities, and societies, withemphasis upon resolution techniques. 3 credits.HRCU 445 Human Resource StudiesStudents are introduced to the study of human resources in organizations. Topics includeworkforce planning, job analysis, recruitment, selection, staffing, performance evaluation,training, and compensation. 3 credits.HRCU 613 Seminar in Organizational Dynamics(Same as HAUU/OLCU 613). Students use theories of individual, group, and organizationalbehavior to solve organizational problems. Students are taught a diagnostic model ofproblem-solving and gain experience applying theories to business situations. 3 credits.HRCU 615 Organization Development and Change(Same as HAUU/OLCU 615). Prerequisite: HRCU/HAUU/OLCU 613 or instructor'sapproval. This course examines the history and overview of the field of organizationdevelopment. It examines change as a focused activity to bring about specific conditions,to re-direct action, or to implement a particular process, product, or system. Studentsexamine the human side of change, including “resistance” to change. Introduces basicorganization development concepts, principles, values, theories, and models. There isparticular emphasis on application of theoretical concepts to actual organizationalsituations. 3 credits.HRCU 616 ConsultingA course of advanced and critical teaching, research, and actual experience inorganizational development. Students are actively involved at the professional level withorganizational development, consulting, report writing, publishing, exploration ofconsultant roles, and behavior, ethical dilemmas and the use of organizationaldevelopment in complex organizational systems. 3 credits.HRCU 618 Career ManagementStudents learn how to design, implement, and sustain effective career development plansfrom the perspective of both the individual and the organization. Topics include creating

COURSE DESCRIPTIONS 223and implementing a career development plan, linking career development with othersystems within the human resources field, and the appropriate use of career assessmentinstruments as part of the self-assessment process. 3 credits.HRCU 622 Labor Relations and Collective BargainingStudents analyze the nature of industrial society and its changing dimensions as in thepost-industrial era. Union organizing, collective bargaining and contract administration areemphasized. Problems related to technology, automation, environmental work/safetyrequirements, labor-management conflict, and affirmative action are discussed. 3 credits.HRCU 625 The Changing Environment of Human ResourcesStudents will explore the changing environment’s effects on human resources.Dimensions of the environment explored will include characteristics of the changing labormarket, technological changes, and competing in a global marketplace. 3 credits.HRCU 630 Conflict and NegotiationStudents analyze the nature, types and stages of conflict and conflict resolution, focusingon conflict within and between persons, groups, organizations and societies. Negotiationand resolution techniques are examined and applied. 3 credits.HRCU 644 Recruitment and SelectionStudents study the recruitment and selection of employees in organizations. The courseexamines the entire staffing process from HRCU planning to offer acceptance. Issues andproblems involved in designing recruitment and selection systems are discussed. Topicscovered include recruitment planning, strategies, and evaluation, as well as selectioninstruments and the evaluation of staffing systems. 3 credits.HRCU 645 Human Resources SystemsStudents learn a systems approach to managing human resources in organizations.Topics include environmental scanning, managing diversity, legal issues, strategic HR, jobanalysis, performance appraisal, recruitment and selection, workforce reductions, careerdevelopment, training, compensation, benefits, and labor and employee relations. 3credits.HRCU 646 Training and DevelopmentThis course provides a working understanding of the elements, required skills and majorpractices in the training and development field. Topics include managing the trainingfunction, roles and competencies of trainers, assessing training needs, programdevelopment, methods of intervention, evaluation of training, and the relationshipbetween training and the fields of career development and organizational development. 3credits.HRCU 647 CompensationStudents focus on the concepts and practices of wage and salary administration, withemphasis on current theories of compensation and motivation. Topics include jobevaluation systems, determining competitive compensation levels, non-cashcompensation programs, performance appraisals and incentives, wage and salary policy,variable pay systems and compensation trends. 3 credits.HRCU 648 Legal Issues in Human ResourcesA broad overview of federal, state and local laws and regulations that affect themanagement of human resources. Topics include employment, anti-discrimination laws,compensation, employee rights, health and safety, sexual harassment and administrativerequirements. Research of legal issues is an integral part of the course. 3 credits.HRCU 650 Strategic Management of Human ResourcesThis advanced course prepares students to create competitive advantage through humanresource practice. The integration of human resources with strategy is stressed. 3 credits.HRCU 652 Human Resources Information Systems

224 COURSE DESCRIPTIONSStudents learn how to assess, design and implement human resources informationsystems (HRIS). The course covers issues central to HRIS effectiveness in organizations ofall sizes and in a range of technical environments. Students are presented with atheoretical framework to understand systems design issues, analyze needs, choosesoftware and install an HRIS. 3 credits.HRCU 653 BenefitsPrerequisite: HRCU 647, or instructor’s approval. This course intensively examines thegrowing area of employment benefits. The role of benefits in attracting and retainingemployees is discussed, as well as the design and administration of employment benefitpackages. 3 credits.HRCU 655 Alternative Dispute ResolutionPrerequisite: HRCU 648. Employment litigation has continued at an ever-increasing rateand has proven extremely costly to employers and has impacted productivity and ournational economy. This course explores the means by which employment disputes can beresolved without litigation through the use of alternatives such as mediation, arbitrationand other acceptable alternatives. Based on recent Supreme Court decisions AlternativeDispute Resolution is an area in which Human Resources professionals must becomeknowledgeable and competent. 3 credits.HRCU 670 International Human Resources ManagementPrerequisite: HRCU 650. International Human Resource Management examines thestrategic role of international human resource management in conjunction with effectiveorganizational structures, to meet the requirements of multinational corporations. Topicsinclude international staffing, expatriation and repatriation, training, compensation,benefits, union and employee relations, labor law, health and safety issues. Studentscompare country-specific HRM practices, and they discuss the future of IHRM. 3 credits.HRCU 680 Organizational Research Methods(Same as HAUU/OLCU 680) This course provides students with an understanding of thecritical role of research, systematic assessment, and evaluation to identify and solvemanagement problems and to improve organization performance. The course examinesthe fundamental theoretical concepts; scientific research methods; the strengths andweaknesses of pre-experimental, quasi-experimental and experimental research designs;threats to internal and external validity, techniques for data collection and analysis;measurement issues, and professional report preparation and presentation. The primaryfocus is on the practical application of research methods to improving organizationalprograms, policies, and performance. 3 credits.HRCU 690 Internship Program[Provides students with an opportunity to apply the skills and concepts they have learnedduring their courses of study to existing issues within organizations. A written contract isdeveloped by the student, approved by the client organization, and supervised by a facultymember before work on the internship begins. Students may not receive credit for workingat their current jobs. 1-3 credits.HRCU 696 Special TopicsA course of study not currently encompassed in the curriculum and relevant to evolvingtopics of growing importance to the field of human resources. 3 credits.HRCU 699 Independent ResearchPrerequisite: approval of department chair. Supervised independent study or research ona special issue or program development affecting human resources management. 1-6credits.

COURSE DESCRIPTIONS 225HUMANITIESHUMU 200 Women’s RealitiesAn introduction to women’s studies as an academic discipline and a critical analysis of thetraditional views of women as individuals, members of families, and societies. Theperspective is historical as well as cross-cultural. 3 credits.HUMU 313 The Renaissance(Same as HISU 313). The modern Western sensibility has its main roots in the EuropeanRenaissance . This course traces the origins of this "reactionary revolution" in the writingsof the humanists and major reformers, the work of the early modern scientists and theartistic productions that reshaped human consciousness itself. 3 credits.HUMU 316 From Latin America to Los Angeles: Culture and Ways of LifeStudents are introduced to the culture of Latin America in the areas of literature,philosophy, art, music, dance, cinema, and architecture; Latin American culture as theexpression of a multiethnic and multicultural way of life; and Latino culture in the UnitedStates. 3 credits.HUMU 320 Roll Over Beethoven: A Survey of Rock and RollA survey of the many musical styles and cultural movements collectively called "rock androll" that have developed since the mid-1950s. The course will examine the artistry of rockmusic, as well as its historical contexts and social implications. This course may also beoffered online. 3 credits.HUMU 329 Experimental Topics in the HumanitiesAn examination of selected topics in the humanities relevant to evolving areas ofimportance to the field. Syllabi must be approved by the Dean and announced to theCurriculum and Academic Committee prior to being offered. May be repeated for creditprovided the course content is different. 3 credits.HUMU 345 Art, Technology and CultureThe goal of this course is to explore the particular ways that art transforms culture.Technologies, from ancient oral narratives through medieval cathedrals, geographicalexplorations, public theatres and the printing press to the nearly ubiquitous open accessof current electronic media, will be studied as essential to both the creation of the worksthemselves as well as to their transmittal over space, time and peoples. The coursehistorically contextualizes a number of critically important artistic units of culturalinformation [epiphanies or memes] in order to demonstrate the process of culturalevolution. The course also highlights the primacy of the imagination and the intertwiningroles of creator/artist/adapter, medium chosen and publisher/producer/promoter. 3credits.HUMU 347 Society, Culture, and Literature(Same as ENGU 347/SOCU 347). An exploration of the sociological and/or anthropoliticalcontexts of literature. The course varies in content depending on the instructor, but thetopics to be selected might include the following: urban literature and life; rural, pastoral,or utopian environment; literature and sex roles; the literature of work; the influence ofanthropological works on 20th-century literature; poetry and narrative in preliteratesociety; and the Cambridge School of Classicists and their theories about various myths ofthe hero. This course may also be offered online. 3 credits.HUMU 350 Cities and CivilizationFrom today’s Los Angeles to classical Athens, cities have shaped and transformedWestern civilization. Utilizing technology, this multi-disciplinary course investigatescontemporary Los Angeles and its urban predecessors, such as Athens, Madrid, Paris,London, and Vienna, as crossroads of cultural change. 3 credits.HUMU 365 Culture, Theater, and the Visual ArtsAn interdisciplinary course in which theater, painting, sculpture, and architecture are used

226 COURSE DESCRIPTIONSto explore some of the major questions that continue to preoccupy Western civilization atthe end of the 20th century. Discussions will center around five themes: the search forGod; man/woman and nature; the cult of the machine; mortality and immortality; maleand female. Lecture and discussions, theater, and museum field trips. 3 credits.HUMU 499 Independent StudyPrerequisites: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.LIBERAL STUDIESLBSU 121 Applied Philosophical Writing of Ayn Rand - IThis course takes as a case study the writing of Ayn Rand and teaches the basic principlesand methods of writing nonfiction that apply philosophical thinking to the analysis ofculture and current events. Topics include: how to ensure that an article has a clear themeand logical structure, how to choose an abstract theme that is appropriate for one'saudience, and how to break the writing process up into a series of manageable steps.Students will work on a short, opinion-style article, developing it through each of thevarious stages of the writing process. In addition, they will complete other short writingassignments and assignments involving the analysis of written work, and will participate indiscussion forums on assigned topics. 1 credit.LBSU 122 Applied Philosophical Writing of Ayn Rand -IIThis course expands on the material presented in Applied Philosophical Writing of AynRand: I. Topics include: how to apply abstract philosophical ideas to writing about cultureand current events without being dogmatic, how to make use of motivation and contrast,how to ensure that one's abstract conclusions are grounded in concrete evidence.Students will complete short writing assignments and assignments involving the analysisof written work, and will participate in discussion forums on assigned topics. 2 credits.LBSU 300 University College FoundationsPrerequisites: Minimum of 30 credits or permission of advisor. This course is required ofall undergraduate degree seeking students at University College. It is a broadly definedmid-point integration of life, degree and career planning. It also provides an assessmentof Chapman’s general education (liberal arts) core outcomes – including understanding ofthe various disciplines’ approaches to knowledge and the use of criticalthinking/expressing, electronic research and student services resources and multi-mediapresentations. Its goal is to personalize a student’s education so that he or she maybecome a more independent and life-long learner. 3 credits.LBSU 305 Prior Learning Assessment Portfolio DevelopmentPrerequisite: ENGU 103. This course is designed to develop the critical analytical skills fora student to comprehensively document his or her prior learning experience in order tocreate a portfolio to be submitted for the awarding of college credit toward a Chapmanundergraduate degree. Emphasis is on the rigorous self assessment of prior learningusing the KOLB principles, the researching of information as it pertains to this processand the further development of both narrative and expository writing skills. The portfolioproduced in the course may be submitted to be assessed for credits beyond the unitsearned by passing the course. Each portfolio must match a CUC three credit course. Thiscourse must be completed satisfactorily before any PLA portfolios can be submitted.Students may choose to develop other portfolios to be evaluated for credit at a later datewithout having to take the course again. (Additional submission fees will be required.) 3creditsLBSU 307 Physical Education for Elementary SchoolPrerequisite: proof of CPR certification. Designed to provide students with a basicunderstanding of the purpose of physical education and methods for implementing a

COURSE DESCRIPTIONS 227physical education curriculum in the elementary school. Analyses are made offundamental movements, which when modified make up the skills of all sport and danceactivities. 3 credits.LBSU 310 Music, Movement and Drama: The Human ExpressionPrerequisite: ENGU 104. This course examines the connected relationships of movement,music and drama and their importance as a reflection of world culture and socialexpression. Students will learn to recognize, appreciate, and build upon music theory,acting principles and dance foundations with some specific example applications tocurriculum in the K-8 classroom. Choreographic studies will be infused with drama tocreate theater and/or individual expression using everyday curriculum. Video viewing,audio listening, and applied arts activities weekly. 3 credits.LBSU 329 Experimental Topics in Liberal StudiesPrerequisite: ENGU 104. An examination of selected topics in the liberal arts relevant toevolving areas of importance to the field. Syllabi must be approved by the Dean andannounced to the Curriculum and Academic Committee prior to being offered. May berepeated for credit provided the course content is different. 3 credits.LBSU 344 T'ai Chi and Eastern Wellness TraditionsThis course examines a traditional Eastern style of calisthetics for health, self-awareness,stretching, meditation, and exercise. Discussion areas and research topics includephysiological benefits, history and origin, applications in modern day society, classicalwritings, and other related Eastern Wellness Traditional styles. Students will activelyparticipate and become familiar with T'ai Chi Ch'uan (Taijiquan). 3 credits.LBSU 401 The Tapestry of a Liberal Studies EducationPrerequisites: ENGU 104, LBSU 300, and senior status. This senior capstone course inLiberal Studies is designed to assess students’ cumulative knowledge and integrativeskills in analysis, synthesis, and evaluation of the subject areas as related to K-8th gradecurriculum. Each participant selects and prepares a portfolio of his/her Liberal Studiesexperience, demonstrating evidence of learning that addresses the Subject MatterStandards for Elementary School Teachers as prescribed by the State of CaliforniaCommission of Teacher Credentialing (2002). The portfolio project will culminate in awritten and oral presentation that will be assessed by a panel of faculty and staffmembers. 3 credits.LBSU 402 Ways and Rhetoric of KnowingPrerequisites: ENGU 104, HUMU 345, and senior status. This course is designed toprovide a capstone to an undergraduate degree program in the humanities. Students arechallenged to consider fundamental questions of the construction of knowledge and itsmodes of dissemination. What are various ways of knowing? Is knowledge relative toparticular cultures, genders or classes. How do various media affect the messages theywere created to convey? How do others persuade you to accept their views of knowledge?What is the balance between faith and skepticism? Should pursuit of knowledge per se berestricted by ethical considerations? How can you more effectively persuade others toaccept presentations of your point of view? 3 credits.LBSU 495 Applied Studies Senior Capstone Portfolio/ProjectPrerequisites: LBSU 305 and senior standing in applied studies. Each Applied Studiesmajor is required to complete a portfolio/creative project demonstrating mastery ofprogram outcomes in the areas of communication, ethics and social responsibility,multicultural awareness, self-assessment and inquiry, and interpersonal dynamics.Choice of topics will be made in conjunction with instructor. Cross-disciplinary studies andblending of specialized skills/training in the workplace are encouraged. Students willdemonstrate their mastery through the creation of an action plan, articulate their futuregoals, analyze their applied development through the Applied Studies program, andcritically analyze their understanding of key components to be included in this portfolio.

228 COURSE DESCRIPTIONSStudents may include a creative project as part of their portfolio to demonstrate mastery.3 credits.LBSU 499 Independent StudyPrerequisite: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.MATHEMATICSMATU 099 Intermediate AlgebraPresents topics such as real numbers, linear equations, inequalities, systems ofequations, polynomials, fractional expressions, exponents, and quadratic equations. 3credits.MATU 104 Pre-Calculus Mathematics IPresents topics such as functions and transformations, linear and quadratic functions andinequalities, matrices and determinants, exponential and logarithmic functions. 3 credits.MATU 105 Pre-Calculus Mathematics IIPrerequisite: MATU 104. Students learn trigonometric functions and inverses, coordinatesystems, complex numbers, conic sections, sequences and series, mathematicalinduction. 3 credits.MATU 108 Fundamentals of CalculusPrerequisite: MATU 104 or equivalent. This is a calculus course for majors inorganizational leadership and social sciences. It covers the essentials of analyticgeometry, differential calculus, and integral calculus with applications from organizationalmanagement, industrial technology, and social sciences. The course includes two hoursper week of laboratory work in addition to the three hours per week of lecture. Lab fee:$25. 3 credits.MATU 110, 111 Single Variable Calculus I, IIPrerequisite: MATU 105 or equivalent. Functions, limits, derivatives, integration, thedefinite integral, transcendental functions, plane analytic geometry. The course includestwo hours per week of laboratory work in addition to the three hours per week of lecture.Lab fee: $25. 3/3 credits.MATU 203 Introduction to StatisticsNot recommended for the student who has taken a statistics course in anotherdepartment or for mathematics majors. Students study probability, analysis of data,parametric and non-parametric statistics, examples from the social sciences and thenatural sciences. 3 credits.MATU 206 Mathematics for Elementary School TeachersThis course focuses on preparing future elementary school teachers for effectivemathematics instruction. Topics include problem-solving strategies, number theory,fractions, decimals, proportions and their applications to geometry, basic geometry, andprobability. Conceptual understanding is emphasized. In presenting the material, severalinstructional techniques will be modeled. These techniques may be incorporated whenpreparing your own lesson plans. 3 credits.MATU 210 Multivariable CalculusPrerequisite: MATU 111. Students learn the calculus of functions of two or more variablesand of vector-valued functions. Multiple integrals and integration in vector fields. 3 credits.MATU 211 Linear AlgebraPrerequisite: MATU 210. Students study vector spaces, linear transformations, matrices,determinants, eigenvalues and eigenvectors. 3 credits.

COURSE DESCRIPTIONS 229MATU 250, 251 Discrete Mathematics I, IIPrerequisite: mathematics placement examination equivalent to placement in precalculus.This course provides the student with an introduction to the fundamentalMathematics of discrete phenomena and computation. This is a key course in thecurriculum as it provides the theoretical background needed for many upper-divisioncourses including Data Structures (combinatorics, formal languages), Logic Design(Boolean algebras, number representation) and Integrated Circuit Design (automatatheory, finite state minimization, graph layout). 3/3 credits.MATU 329 Experimental Topics in MathematicsAn examination of selected topics in Mathematics relevant to evolving areas in the field.Syllabi must be approved by the Dean and announced to the Curriculum and AcademicCommittee prior to being offered. May be repeated for credit provided that the coursecontent is different each time. 3 credits.MATU 499 Independent StudyPrerequisites: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.MUSICMUSU 100 Rudiments of MusicA study of the rudiments of music; pitch and rhythmic notation, scales, key signatures,intervals, triads, basic music reading skills and aural skills. For non-music majors and premusicmajors. 1 credit.MUSU 101 Introduction to MusicFor non-music majors only. A course designed to give the student a grasp of the majorstyles and trends of Western music, from Gregorian chant to the present. 3 credits.MUSU 222 Musical Cultures of the WorldA survey of nonwestern musical traditions with focus on Africa, Asia and Latin America. 3credits.MUSU 329 Experimental Topics in MusicAn examination of selected topics in music relevant to evolving areas of importance to thefield. Syllabi must be approved by the Dean and announced to the Curriculum andAcademic Committee prior to being offered. May be repeated for credit provided thecourse content is different. 3 credits.ORGANIZATIONAL ADMINISTRATIONORGU 202 AccountingDesigned for non-accounting administrative or management personnel. Covers basicaccounting concepts and principles, financial statements, budgeting, and how accountinginformation can be used as a management tool. Emphasis is placed on profit-type entities,although not-for-profit and public institutions are also covered. 3 credits.ORGU 308 Economics and Organizations(Formerly OA 208) Students learn decision-making with scarce resources, opportunitycosts, supply and demand, market equilibrium, pricing in competitive markets, the publicsector, national income accounting, introduction to foreign exchange market and balanceof payments, unemployment and inflation, macroeconomic equilibrium, money andbanking. 3 credits.ORGU 403 FinanceProvides students with a vocabulary of financial sessions, an understanding of a corporate

230 COURSE DESCRIPTIONSbalance sheet and income statement. An introduction to financial planning, budgeting andcash management, and cash budgeting for personal and organizational use. 3 credits.ORGU 404 MarketingA study of the marketing of goods and services and the role of marketing in the economy.Topics include the marketing environment, buyer behavior, market segmentation,marketing mix policies, marketing of services, and marketing in the internationaleconomy. 3 credits.ORGU 405 Policy Formulation and Implementation in OrganizationsAn introduction to policy and strategy development in both public and privateorganizations. Students deal with strategic problem solving and decision making at alllevels of an organization. Emphasis is upon the analysis of choices, roles, and moraldimensions involved in the cycle of policy, and strategy. Case method approach. 3 credits.ORGANIZATIONAL LEADERSHIPOLCU 150 Introduction to Organizational CommunicationA thorough and practical introduction to the skills of effective communication inorganizational and professional settings. Based on current theory and research, thecourse emphasizes acquiring skills and applying theory to organizational communicationchallenges. 3 credits.OLCU 200 Methods of Critical Inquiry(Acceptable equivalent: SOCU 201, PSYU 201) Students examine knowledge and researchas they pertain to leadership and organizational studies. Analysis of empirical/scientificmethod, logic and interpretation and their influence on the study and practice ofleadership. Development of research, writing, and presentation skills. 3 credits.OLCU 300 Organizational BehaviorDeepens understanding of human behavior in organizations, and how structuralconditions shape and constrain individual choices. Topics may include bureaucracy powerand politics, culture, ethics, motivation, diversity, leadership. Course may use SpaceShuttle Challenger as case study. 3 credits.OLCU 301 Supervision and LeadershipAn overview of the theory and application of supervision required for front-lineadministrators, covering principles, techniques, and steps in the management process.Topics may include delegating, planning, hiring, staffing, running meetings, conductingreviews, coaching, negotiating, monitoring, and motivating. 3 credits.OLCU 303 Organization Development & ChangeA review and analysis of organization development and change. Students will develop anunderstanding and use of organizational development and change theory from theperspective of systems theory and its constructs. Introduces organization changeconcepts, principles, values, theories and models. 3 credits.OLCU 305 Survey of LeadershipAn overview of essential leadership principles and practices through classical readingsdrawn from the humanities and supplemented by contemporary case studies, film,discussion, self-assessments, and exercises. Modeled after Phi Theta Kappa’scomprehensive Leadership Development Program, topics include: philosophy ofleadership, vision, goal-setting, decision-making, team-building, ethics, empowerment,change, conflict, and servant-leadership. 3 credits.OLCU 312 Economics of Social Issues(Same as SOCU 312) An introduction to the basic tools and logic of economics are appliedto social issues. A study of how people as individuals or in groups make decisions andchoices, the impact of opportunity cost and constrained maximization on those choices

COURSE DESCRIPTIONS 231and decisions, and how we as a society and an economy respond to the perpetualcondition of scarcity. 3 credits.OLCU 315 Organizational Information Systems(Same as CSCU 315) Students explore the role of information systems in the operation ofan organization. Course introduces the use of information technologies for the access andretrieval of information from internal information systems and from systems on theInformation Superhighway. 3 credits.OLCU 320 Selected Topics in Organizational Leadership(Formerly OL 420) Covers special topics related to leadership and/or organization studies.Experimental courses are developed subject to emerging student and/or employerdemands. Topics vary. Courses that examine different topics may be repeated for up tonine credits. 1-3 credits.OLCU 325 Leadership Skills Development LabThrough the use of simulations, experiential activities, self-assessments, studentfacilitations and presentations, this course aims to improve and enhance key leadershipcompetencies in order to prepare students to succeed in leadership positions, and to helpthem learn to develop leadership in others. Specific topics may include: developingpersonal influence, collaboration and group dynamics; communication; followership;conflict management; and images of leadership in popular culture (e.g., in film, music, orliterature). Lab fee may be assessed. 3 creditsOLCU 350 Leadership and Professional EthicsExamines frameworks for ethical judgment as well as contemporary dilemmas and moralissues in organizations, with a special focus on the role of professional ethics and theresponsibilities inherent in the commitment to serve others. Topics include servantleadership, responsibilities of professionals, the obligations of corporations concerningthe environment product safety, the rights of employees, honesty in advertising. 3 credits.OLCU 355 Servant LeadershipIn all types of organizations (profit, non-profit, private and public), a significant shift in theway in which we approach work and the philosophy with which we lead is underway. Theseorganizations and the people in them are experiencing a paradigm shift which embracesthe understanding that the organization's work must be integrated with the personal andspiritual growth of all of the organization's members. The new paradigm recognizes thateffective leadership begins with service to others. The great leader is seen as a servantfirst and true leadership is bestowed on those who are by nature a servant. OLCU 355 is acourse in the study, application, and practice of Servant Leadership. 3 credits.OLCU 400 Theory and Practice of LeadershipPrerequisite: OLCU 300. This course examines the leadership process from boththeoretical and practical perspectives. It utilizes the three-factor framework as a heuristicdevice to analyze leadership theories and organize leadership research. it exploresstrategies and skills which contribute to creating organizations, systems and structures inwhich people can develop and apply their full potential as leaders. 3 credits.OLCU 414 Team BuildingTeam-based organizations have been created to supplement the traditional, often rigidhierarchical structure within organizations to enhance leader effectiveness. Teams offer amore cooperative, collective philosophy. They outperform individuals; create more diverse,stimulating challenges; boost morale; and yield new skills for employees. This class willhelp students learn how to develop and participate in teams. Topics may include teamdevelopment, conflict resolution, communication, decision-making, and reward systems.The course may include an adventure-based retreat activity (lab fee). 3 credits.OLCU 425 Leadership in Diverse and Multicultural OrganizationsUnderstanding and valuing cultural differences assumes greater significance as our world

232 COURSE DESCRIPTIONSbecomes increasingly interdependent. This course explores multicultural issues inorganizations highlighting how misunderstandings arise and how they can be rectified orprevented. It focuses on diversity issues (gender, race, and class) in domestic andinternational contexts, particularly as they apply to leadership, communication, teamwork,decision-making, and problem-solving. Reading, writing, research, and discussion aresupplemented with experiential exercises, role-plays and simulations. 3 credits.OLCU 450 Organization Structure and DesignReviews classical and contemporary organizational theories and explores concepts oforganizational structure/design, life cycle of organizations, systems approach toorganizations, organizational culture and ethical aspects of organizational theory.Examines how various approaches to organizational theory improve our ultimateunderstanding of organizations and their effectiveness and they can become effectivetools for analysis and action in different organizational situations. 3 credits.OLCU 486 Research Project IThe first term of the research project. An introduction to the principles and proceduresinvolved in conducting organizational research. Students will examine knowledge andresearch as it relates to leadership and organizational studies. Analysis ofempirical/scientific/method, logic and interpretation and their influence on the study andpractice of leadership. Development of research, writing, and presentation skills. 3credits.OLCU 487 Research Project IIPrerequisite: OLCU 486. This course is the second term of the research project. Studentswill choose and develop a research topic on a leadership or organization problem.Students will conduct a thorough review of the literature, develop research questions andprocedures for data gathering. A final written paper will involve the research proposal toinclude the introduction, literature review and methodology. 3 credits.OLCU 488 Research Project IIIPrerequisite: OLCU 486, OLCU 487. The third (elective) term of the research project. Thiscourse is specifically designed for students choosing to complete the data gathering andreport portion of the research project. Students will complete development of the topicfrom OLCU 487, upon approval by instructor, will collect, analyze, and report the study.The course culminates in a written report that serves as senior project for the program.An Institutional Review Board (IRB) approval may be required for the project. 3 credits.OLCU 490 Leadership InternshipPrerequisite: junior or senior standing. Required of organizational leadership majorslacking full-time employment or leadership experience. Should be taken prior to orconcurrent with OLCU 486/OLCU 487). Supervised experience in an approvedorganizational setting where student assesses a range of leadership constructs (e.g.,vision, communication, motivation, empowerment.) Students develop an independentlearning contract in conjunction with an on-site supervisor and a Chapman UniversityCollege organizational leadership faculty advisor. Each unit of credit equals 40 hours oftotal effort (including work, preparation, study, meetings, journals, and papers). May berepeated if different internship opportunity. Graded on a Pass/No Pass basis. 1-3 credits.OLCU 494 Action Research Project(Formerly OL 498. For students in 2001 and prior catalogs only.) Should be completedtoward the end of the student’s program, or at earliest within 9 credits of completion ofmajor requirements. Open to organizational leadership majors or minors only. Studentsconduct research on a particular leadership or organizational problem, culminating in asenior integrative paper; including literature review, history/impact, data collection,analysis, action alternatives, and recommendations. 3 credits.OLCU 499 Independent Study in Organizational LeadershipPrerequisites: junior or senior level, minimum 3.0 GPA, and approval of instructor and

COURSE DESCRIPTIONS 233Program Chair. Supervised independent study or research on a special problem or topicrelated to leadership and organization studies resulting in a major paper. May be repeatedfor up to 6 credits. 1-3 credits.OLCU 515 Technology and LeadershipProvides experiential opportunities to develop an understanding of technology as itapplies to leadership. Students will acquire knowledge in the following areas: history andfuture of information systems, database development and usage, technology transfer,technology innovations, and how information technologies are used for leadershipdecision-making. Students will develop competencies in the following areas: the Internetand World Wide Web, presentation software, e-mail, FTP, Groupware, and managementsoftware. 3 credits.OLCU 600 Foundations of Organizational LeadershipReview of contemporary issues and perspectives on organizational leadership includingmulti-disciplinary perspectives and classic theory (trait, behavioral, and contingencymodels). Topics include servant leadership, ethics, diversity, followership, the distinctionbetween leadership and management, vision, leadership practice and strategies.Emphasis on application of theoretical concepts to actual and diverse organizationalsituations, culminating in the articulation of a personal philosophy of leadership. 3 credits.OLCU 601 Democracy, Ethics and LeadershipExploration of how democratic values shape the concept and practice of leadership andpolicy-making in organizations, including the role of values in ethical decision-making anddetermining the moral obligations of leaders and followers. Examines the concepts ofpower and influence, including their uses and abuses. Emphasis on critical analysis andapplication of ethical principles to contemporary leadership dilemmas in organizations. 3credits.OLCU 602 Self, Systems and LeadershipExamines individuals and organizations as learning systems. Emphasizes structuralinfluences on individual leadership and deep understanding of self as core resource forlearning and leadership development. Focuses on role of systems thinking, mentalmodels, shared vision, team learning, and personal mastery, stressing awareness of socialand political tensions as a catalyst for individual and organizational learning and change.3 credits.OLCU 603 Servant-Leadership: Theory and PracticeThis course will provide students with a thorough exploration of the principles of Servant-Leadership as a leadership philosophy way of being as a leader. It will allow students tobecome familiar with the writings of Robert Greenleaf, as well as those who have beeninfluenced by Greenleaf, many of whom are leading thinkers in the field of organizationalleadership. Particular attention is paid to application within a variety of organizationalsettings. May include attendance at a retreat and participation in community service. 3credits.OLCU 613 Seminar in Organizational Dynamics(Same as HAUU/HRCU 613) Students use theories of individual, group and organizationalbehavior to solve organizational problems. Students are taught the diagnostic method ofproblem-solving and gain experience applying these theories to organizational situations.3 credits.OLCU 614 Leadership and Team DevelopmentReviews theoretical and applied aspects of teamwork and shared leadership practices.Focus is on development of teams which share leadership responsibility in aninterdependent effort to achieve a mutually defined goal. Self-assessment and group skillbuildingare emphasized. Where available and as able, students will participate in anexperiential activity (e.g., Adventure-based Leadership, Project Adventure, Outward Bound,etc.). Lab fee may be assessed. 3 credits.

234 COURSE DESCRIPTIONSOLCU 615 Organization Development and Change(Same as HAUU/HRCU 615) Prerequisite: HAUU/HRCU/OLCU 613 or instructor'sapproval. This course examines the history and overview of the field of organizationdevelopment. It examines change as a focused activity to bring about specific conditions,to re-direct action, or to implement a particular process, product, or system. Studentsexamine the human side of change, including “resistance” to change. Introduces basicorganization development concepts, principles, values, theories, and models. There isparticular emphasis on application of theoretical concepts to actual organizationalsituations. 3 credits.OLCU 617 The Practice of Organization DevelopmentPrerequisite: OLCU 602, 615. This course provides an overview of key consulting modelsemerging best practices in consulting. It focuses on the fundamental steps in theconsulting process, including client and consultant roles and responsibilities. Studentsexamine how consulting models can be applied to achieve high impact outcomes.Differences between internal and external consulting roles and analysis of the role ofethics and professionalism are included. A project proposal is created in preparations forthe practicum (OLCU 688). 3 credits.OLCU 620 Contemporary Issues in Organizational LeadershipAn examination of contemporary issues and recent theoretical and practical advancesrelated to organizational leadership. Topics vary. Courses that examine different themesmay be repeated for up to six credits 1-3 credits.OLCU 621 Frontiers of Public and Nonprofit LeadershipThis course provides exposure to contemporary issues and dilemmas in leadership asapplied to nonprofit, voluntary, and non-governmental organizations (NGOs). Topicsinclude civil society and professional ethics, collaboration, entrepreneurship, philanthropy,and technology and information. 3 credits.OLCU 625 Developing Leadership CompetenciesThis course provides “hands-on” opportunities to explore and develop competenciesessential to effective organizational leadership. Topics vary. Courses that examinedifferent competencies may be repeated for up to six credits. 1-3 credits.OLCU 626 Dynamics of Public and Nonprofit LeadershipPrerequisite: OLCU 621. This course exposes students to the fundamentals of leadershipnecessary for exceptional performance in nonprofit, voluntary, and non-governmentalorganizations (NGOs). Communications skills are developed in assessing constituencyneeds, interfacing with governmental and private organizations and other nonprofits, andnegotiating the varying aims of stakeholders. Principled strategies for mobilizingvolunteers are addressed. 3 credits.OLCU 680 Organizational Research(Same as HAUU/HRCU 680) This course provides students with an understanding of thecritical role of research, systematic assessment, and evaluation to identify and solvemanagement problems and to improve organization performance. The course examinesthe fundamental theoretical concepts; scientific research methods; the strengths andweaknesses of pre-experimental, quasi-experimental and experimental research designs;threats to internal and external validity; techniques for data collection and analysis;measurement issues, and professional report preparation and presentation. The primaryfocus is on the practical application of research methods to improving organizationalprograms, policies, and performance. 3 credits.OLCU 681 Leadership Capstone SeminarPrerequisite: completion of all core courses, OLCU 600, 601, 602, 613, 614, 615, 680.This course provides the student with an opportunity to apply and integrate previouslearning by the completion and presentation of a major, integrative paper, which willreflect an assessment of student’s learning as well as their ability to integrate and apply

COURSE DESCRIPTIONS 235leadership concepts and theories learned in the MAOL program. Graded on a Pass/NoPass basis. 3 credits.OLCU 688 Practicum in Organization DevelopmentPrerequisites: completion of OLCU 602, and 617. Students carry out a supervisedorganization development project. The seminar-style course provides classroom analysisof the fieldwork practicum focusing on reflective, double-loop learning. This course servesas the capstone experience for students completing the Graduate Certificate inOrganization Development. Graded on a Pass/No Pass basis. 3 credits.OLCU 690 Leadership Internship ProgramPrerequisites: one of the following courses: OLCU 600, 601, 602; and one of the followingcourses: OLCU 613, 614, 615, and compliance with university internship procedures.Provides students with an opportunity to apply the skills and concepts they have learnedduring their course of study to existing issues within organizations. A written contract isdeveloped by the students, approved by the client organization, and supervised by afaculty member before work on the internship begins. Students may not receive credit forworking at their current jobs. Each unit of credit equals 40 hours of total effort (includingwork, preparation, study, meetings, journals, and papers.) Graded on a Pass/No Passbasis. 1-3 credits.OLCU 699 Independent Research in Organizational LeadershipPrerequisite: approval of instructor and Dean. Supervised independent study or researchon a special topic related to organizational leadership. May be repeated for a maximum of6 credits. 1-3 credits.PHILOSOPHYPHLU 101 Introduction to PhilosophyThrough the exploration of some of the subject's central questions and issues, this coursewill introduce students to the subject of philosophy. At least three of the following topicswill be discussed in detail: free will and determinism; belief in the existence of God; thenature and standards of human knowledge; the nature of the good and the foundations ofmorality. The major positions held on each topic will be defined, and the arguments for thevarious positions as well as objections raised against them will be presented andevaluated. Students will be asked to assess the cogency of the positions and to explainwhich they think are true or closest to the truth. 3 credits.PHLU 104 Introduction to EthicsStudents examine some of the most urgent contemporary moral problems based on theinsights of major thinkers in the history of philosophical thinking about morality. Practicaltopics may include abortion, the death penalty, world hunger, and the environment. 3credits.PHLU 120 Global Ethics and Religion(Same as RELU 120) An introduction to ethical issues from the perspective of worldreligions: What is the relationship between religion and ethics? Why do people suffer?How do the religions differ on ethics? Are there universal religious ethical values? 3credits.PHLU 125 Philosophy of Religion(Same as RELU 125) An introduction to philosophical issues in the world religions.Comparisons and contrasts between Western and Asian philosophy of religion areemphasized: What is the meaning of life? How do resurrection and reincarnation differ?Does God exist? How could a good God allow evil? Could only one religion be right? 3credits.

236 COURSE DESCRIPTIONSPHLU 203 LogicAn introduction which teaches the skills necessary for distinguishing between correct andincorrect reasoning. Methods will be taught which can help one to reason morepersuasively and to write more clearly. A focus on interpreting arguments in everydayEnglish plus a study of conclusive methods for testing the correctness of reasoning. 3credits.PHLU 301 History of Political Philosophy I(Same as POSU 301) An introduction to the early political thoughts that shaped anddominated Western European development. This course traces the concepts of power,social order and proper governance from Plato to the Enlightenment. It places specialemphasis on examining and understanding the growing debate of separation of churchand state and the rising voice of individual, social and civil liberties through this period. 3credits.PHLU 302 History of Political Philosophy II(Same as POSU 302) An introduction to the later political thoughts that shaped anddominated Western European development. This course traces the concepts of power,social order and proper governance from the Enlightenment until today. This courseplaces special emphasis on examining and understanding Fascism, Communism,Democracy, Anarchism and the rising voices of previously under-represented populations.3 credits.PHLU 304 Multicultural EthicsAn inquiry into the promises and perils of a multicultural society. Main topics includeethical theory from international perspectives, the nature of prejudice, and the culturewars. 3 credits.PHLU 308 God, the Good Life, and Sex(Same as RELU 308) An interdisciplinary course focusing on the relation between UltimateReality and the Good. Questions in cross-cultural metaphysics, aesthetics, and ethics(especially sexual ethics) are addressed. 3 credits.PHLU 310 From Socrates to Aquinas(Same as RELU 310) An interdisciplinary study of philosophical and religious thinkers fromthe earliest Greek philosophers through the Middle Ages. The ideas of Socrates, Plato,Aristotle, Augustine, and Aquinas are examined to see how they change over time, andhow they are relevant to our contemporary search for moral and religious values. 3credits.PHLU 311 Descartes to Kierkegaard(Same as RELU 311) An interdisciplinary study of the great philosophical and religiousthinkers from the Reformation to the 20th century whose ideas form the basis for modernthought. Prominent works of Martin Luther, John Calvin, René Descartes, David Hume,Immanuel Kant, Friedrich Schleiermacher, and Søren Kierkegaard are critically examined.3 credits.PHLU 314 Medical EthicsA systematic examination of ethical principles as applied to moral dilemmas in healthcare. Topics include euthanasia, abortion, truth-telling, informed consent, theprofessional/patient relationship, experimentation on human and animal subjects,allocating scarce medical resources. Of special interest to those seeking careers inmedicine, nursing, physical therapy, social work, and related fields. 3 credits.PHLU 315 Voluntary ServiceAn exploration of volunteering and philanthropy (voluntary giving for public purposes). Thisinterdisciplinary course serves as an introduction to ethics at the upper-division level.Topics include the moral aspects of caring and helping, and of responsibilities concerningworld hunger, and case studies of people like Albert Schweitzer. 3 credits.

COURSE DESCRIPTIONS 237PHLU 319 Philosophy of Women/Women of ColorA study of philosophical issues concerning sex roles and gender, focusing on women ofcolor — especially on African American, Mexican American, and Asian American women.Topics may include stereotypes; beauty; women as ‘Other’; the colonized self; affirmativeaction; and moral values such as autonomy, empowerment, equality, and justice. 3credits.PHLU 320 Belief, Truth, and KnowledgeAn examination of fundamental issues about the origin, nature, and validity of knowledge.Topics include the nature of truth, the problems which arise concerning the reliability andobjects of perception, how our beliefs can be justified, whether skepticism can beavoided, and whether there can be certain knowledge. 3 credits.PHLU 323 Philosophy in LiteratureA study of intriguing philosophical ideas and themes as dealt with by novelists, poets, anddramatists. The unifying theme of the course varies. The most recent ones were love, selfdeceptionand achieving an authentic self, individual freedom and the authority of thestate, and the concept of the self. 3 credits.PHLU 329 Experimental Topics in PhilosophyAn examination of selected topics in philosophy relevant to evolving areas of importanceto the field. Syllabi must be approved by the Dean and announced to the Curriculum andAcademic Committee prior to being offered. May be repeated for credit provided thecourse content is different. 3 credits.PHLU 499 Independent StudyPrerequisites: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.POLITICAL SCIENCEPOSU 110 Introduction to American PoliticsStudents master the basic concepts and analytical methods used by political scientists intheir attempts to address these questions: What are the fundamental components of thenational government of the United States? How do they transform citizen opinion, interestgroup pressures, and economic imperatives into social policy? This course satisfies theState of California Credential requirement in American History and Government. 3 credits.POSU 240 Introduction to LawLaw is a force for maintaining social order. This course critically examines various aspectsof law and the legal system, seeking an understanding of its strengths and weaknesses,its promise and its peril. 3 credits.POSU 300 American Political ThoughtThe modern United States is shaped by contending ideas regarding democracy,capitalism, social welfare, elite rule, theocracy, and liberty. Students will explore howthese issues have evolved over the history of our nation. 3 credits.POSU 301 History of Political Philosophy I(Same as PHLU 301) An introduction to the early political thoughts that shaped anddominated Western European development. This course traces the concepts of power,social order and proper governance from Plato to the Enlightenment. It places specialemphasis on examining and understanding the growing debate of separation of churchand state and the rising voice of individual, social and civil liberties through this period. 3credits.POSU 302 History of Political Philosophy II(Same as PHLU 302) An introduction to the later political thoughts that shaped anddominated Western European development. This course traces the concepts of power,

238 COURSE DESCRIPTIONSsocial order and proper governance from the Enlightenment until today. This courseplaces special emphasis on examining and understanding Fascism, Communism,Democracy, Anarchism and the rising voices of previously under-represented populations.3 credits.POSU 305 Democratic TheoryStudents examine different models and kinds of democracy, analyze ways that the UnitedStates achieves democratic ideals and the ways it falls short, explore tensions betweendemocracy and competing economic systems, and seek ways to deepen or extenddemocratic ideals. 3 credits.POSU 310 The United States PresidencyIn this course, students address the following issues: What is the “state” of the presidencytoday? What responsibilities come with the office? Does it make a difference who thepresident is? What are the weaknesses of the presidency as an institution, and whatreforms might improve it? 3 credits.POSU 311 Legislative ProcessThe United States has one of the few non-parliamentary systems in the world. How doesits legislative process differ from the processes found in parliamentary systems? Thiscourse will examine the legislative process with an emphasis on institutional differencesbetween parliamentary and non-parliamentary systems such as the United States. Aspecial focus on interest groups and political parties will highlight the importance ofinstitutional factors on the efficacy of legislative actors in the policymaking process. 3credits.POSU 312 The Road to the White HouseDoes the road that we travel to the White House every four years produce the bestpresidents? Are modern campaigns so long, expensive, and punishing that many of the“best” people choose not to run? Students examine the effectiveness of the way in whichwe recruit and select presidents. 3 credits.POSU 314 Governing the Golden StateCalifornia, with a population and economy greater than many countries, confronts socialand political problems national in scope and complexity. How does the state governmentreconcile the conflicting needs of its diverse citizenry, its industries, and naturalresources? Students will learn how Sacramento shapes our lives. 3 credits.POSU 317 The Politics of the 1960sFew periods hold the political significance of the 1960s. Human dignity, the role oftradition, America’s role in the world, and domestic problems all were examined andrefashioned. Three decades later, that redefinition maintains great authority in Americansociety. 3 credits.POSU 320 International Law, International Organization, and World OrderAn introduction to changing perceptions of international law and its applications to humanrights, environmental, and other issues. Philosophical and political approaches tointernational law are distinguished and analyzed. 3 credits.POSU 321 American Diplomatic History and Foreign Policy(Same as HISU 340) Students focus on the origin and development of United Statesforeign policy. Important areas of study include the role of ideology in foreign policy,economics and foreign affairs, isolationism, American dominance of the Westernhemisphere, and the consequences of increasing international interdependence. Alsoconsidered are the influences of public opinion, the media, corporations, the Congress,the bureaucracy, and the presidency in shaping American policy. 3 credits.POSU 323 Russia and the Commonwealth of Independent States(Same as HISU 311) Students learn the history of Russia and the Soviet Union from thefall of the Romanov dynasty through the demise of the Soviet government and the

COURSE DESCRIPTIONS 239creation of the Commonwealth of Independent States. Ideas and ideologies, politics,economics, foreign affairs and the Cold War, and cultural and intellectual developmentsare emphasized. 3 credits.POSU 325 Latin American PoliticsMuch of Latin America is emerging from years of authoritarian rule and the abuse ofhuman rights; yet the new democracies remain threatened by highly politicized militaryestablishments and unstable economies. As these governments pursue economicdevelopment and democratic reform they are also influenced by the foreign policies of theUnited States. 3 credits.POSU 329 Experimental Topics in Political ScienceAn examination of selected topics in Political Science relevant to evolving areas in thefield. Syllabi must be approved by the Dean and announced to the Curriculum andAcademic Committee prior to being offered. May be repeated for credit provided that thecourse content is different each time. 3 credits.POSU 330 Contemporary Issues in Public PolicyStudents analyze current issues in public policy, using contemporary methods of publicpolicy analysis. Issues addressed may include health care policy, environmental policy,foreign policy, energy policy, policy on crime, and others. 3 credits.POSU 333 Citizenship in Theory and PracticeCitizenship is the political answer to the question of who is in, who is out? This courseapproaches citizenship from three angles: a historical survey of the theory and practice ofcitizenship; citizenship in the American experience; and contemporary citizenship issuessuch as global citizenship, the status of the environment, and the inclusion or exclusion ofa variety of cultural, economic, and social differences from the political community. 3credits.POSU 340 The Legal ProcessThe third branch of government, the judiciary, is certainly the least understood branch. Inthis course, students will develop political literacy about the principles and practices oflaw and the judiciary. 3 credits.POSU 342 The Western Legal Tradition(Same as HISU 323) Law is a product of history, and an understanding of the law cannotbe complete without an examination of its historical roots. This course surveys the historyof Western law and legal institutions from the Code of Hammurabi to the AmericanRevolution. Special attention will be focused on the rise and evolution of English commonlaw. 3 credits.POSU 343 Constitutional Government(Same as HISU 303) By examining the Federalist Papers, the Constitution, and case lawthis course examines the growth of the national government, the changing nature offederalism, and other themes: What does the Constitution say about the separation ofpowers? Does it provide for three coequal branches of government? 3 credits.POSU 344 Constitutional Rights(Same as HISU 324) Students analyze the following questions and examine competingtheories of civil rights and civil liberties. Did the founders really believe that the UnitedStates Congress should make no law abridging freedom of speech or of the press? Whatdoes the Constitution say about the rights of the criminal, and what does this mean for“victims’ rights” movements? What is the constitutional right to abortion? 3 credits.POSU 345 History of Western Political Thought(Same as HISU 345) Students trace the rise and transformation of Western politicalthought from the Greeks to the end of the 19th century and explore the nature of politicalreality as seen through the eyes of such seminal figures as Plato, Aristotle, Aquinas,Machiavelli, Locke, Jefferson, Rousseau, Mill and Marx. 3 credits.

240 COURSE DESCRIPTIONSPOSU 346 Environmental LawThis course provides students with an overview of environmental law. It emphasizes stateand federal statutory and case law dealing with air pollution, water pollution, noisepollution, solid waste/resource recovery, pesticides and toxic substances. Additionally, thecourse explores the impact of various governmental policies upon industry, business, andreal estate development. 3 credits.POSU 347 Gender and the LawWhy have governments and societies felt the need for gender-specific determinations ofrights and responsibilities? Students look at the determinations that have been made andconsider their present effect. We will examine the trends in United States politics and law,the impact of law and policies on women and society, and the response of women to suchtreatment. 3 creditsPOSU 349 Native American LawStudents examine the historical background and contemporary nature of the legal andpolitical relationship between the United States government and Native American tribes.Through an examination of legislation, court cases, and the policies of federal, state andlocal governments, the social, political, economic and legal circumstances and prospectsof Native Americans are considered. 3 credits.POSU 350 Human Rights LawThis course introduces students to existing and developing international legal principlesand procedures relating to the protection of human rights. It considers how and whetherthese principles serve to improve the lives of individuals throughout the world includingthe United States. 3 credits.POSU 352 Race and Change in South Africa and the United StatesNelson Mandela is free and apartheid has ended in South Africa, yet ethnic violence andeconomic challenges cloud the future of South Africa. Despite the civil rights movement,racial injustice persists in America, often exploding in urban violence. How might anunderstanding of the struggle against white supremacy in South Africa help us to solveinjustice in the United States? 3 credits.POSU 353 Peace and Conflict in the Middle East(Same as CJCU 353) Beginning with a historical examination of the region focusing on thekey social forces and the sources of conflict, students explore the Israeli-Palestinianconflict in depth and conduct a peace conference in an attempt to develop a plausibleresolution. 3 credits.POSU 355 Politics of GenocideStudents examine cases of genocide in an effort to determine its political and socialcauses. They will explore how international law, public tribunals and campaigns of citizengroups may be utilized to prevent future atrocities and seek justice for the victims ofgenocide. 3 creditsPOSU 370 Media and PoliticsThis course investigates the impact the modern media has on American politics. Does themedia help or hurt democracy? 3 credits.POSU 400: International RelationsStudents explore major international issues such as conflict and war, developmentideologies, national sovereignty, technology transfer, balance of trade, balance of power,armament and disarmament, ecological relations, political ideologies, and resourcedistribution. Interplay among these factors and the global political order will be a primaryfocus of the course. 3 credits.POSU 445 Moot Court(Same as CJCU 445) Students get hands-on experience in the practice of law through asimulation of appellate advocacy. 3 credits.

COURSE DESCRIPTIONS 241POSU 499 Independent StudyPrerequisites: Instructor’s approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper-division students. 1-3 credits.PSYCHOLOGYPSYU 101 Introduction to PsychologyIntroduction to the processes, principles, and problems and applications of psychology.Topics include the brain and nervous system, sensation and perception, consciousness,learning and memory, personality, social psychology and psychopathology. 3 credits.PSYU 201 Critical Thinking in PsychologyStudy methods of empirical and theoretical evaluation of psychological facts, assertions,research studies and theories. Development of a discrimination model setting theappropriate standards to be applied to differing forms of psychological assertions. Studyof common fallacies misleading students of psychological processes and development ofa critical thinking paradigm reducing the probability of common errors in thinking. 3credits.PSYU 203 Statistics for the Behavioral Sciences(MATU 203 meets this requirement). An introduction to statistics for the behavioral, socialand health sciences. Both the calculation and interpretation of statistical indices and theapplication of these measures are emphasized. Course includes an introduction todescriptive and inferential statistics, the rationale of hypothesis testing and a survey ofthe common parametric and nonparametric statistical tests. 3 credits.PSYU 301 Scientific Writing in Behavioral and Social SciencesThis course introduces students to effective writing skills in the field of social andbehavioral sciences. Emphasis will be placed on scholarly scientific writing, AmericanPsychological Association (APA) format, summarizing current research findings in writtenform, and critical analysis of research. 3 credits.PSYU 302 General Psychology SeminarAn initial seminar course providing in-depth immersion into the discipline of psychology. Acomprehensive survey of the field of psychology, covering major topics in psychologicaltheory and its application in the fields of mental health, education, and related disciplines.3 credits.PSYU 304 Research Methods for the Behavioral SciencesPrerequisites: PSYU 101, PSYU 203. May be taken concurrently with PSYU 203, 301. Anintroduction to the principles and procedures involved in behavioral sciences research.The scientific method and its application to psychological inquiry are emphasized. Astudent successfully completing this course will possess: (1) a broad understanding of theprocess and outcomes of psychology; (2) an appreciation of the strengths and limitationsof psychological science; (3) an understanding of the ethical considerations inherent inpsychological science; and (4) the ability to consume and communicate the process andoutcomes of psychological science using the publication format of the AmericanPsychological Association. 3 credits.PSYU 310 Psychology of LearningAn examination of the theoretical and methodological foundations of human learning.Particular emphasis is placed on an evaluation of the major paradigms involved incontemporary concepts of the learning process. Some emphasis is given to theapplication of behavioral principles to daily life. 3 credits.PSYU 315 Sensation and PerceptionAn introduction to the sensory system and the perceptual basis of our experience. Generaltopics include psychophysics, the visual system and the nonvisual sensory systems.

242 COURSE DESCRIPTIONSEmphasis will be placed on understanding the interaction between the anatomy of thesensory system and the transduction of sensory stimuli into meaningful perceptualexperiences. 3 credits.PSYU 317 Cognitive PsychologyA survey of the discipline of cognitive psychology, the study of mental processes and theirunderlying biology. Students examine attentional processing, encoding, memory, mentalimagery and decision-making processes. Other topics addressed include consciousness,creativity, and methods for measuring information processing. 3 credits.PSYU 319 Motivation and EmotionThis survey course in human motivation covers the biological sources of motivation andemotion as well as the learned components of our behaviors. This wide ranging subjectcomprises a wealth of scientific information explaining the “why” of human behavior.Topics covered include physiological and cognitive foundations of eating, sleep, sex,achievement, affiliation, drug use, stress, aggression, love, emotional expression andemotion management. Study of the theoretical, physiological, and behavioral constructsunderlying the processes of motivation and emotion. Particular emphasis is placed onmethods for studying emotion and application of the principles of motivation and emotion.3 credits.PSYU 322 Theories of PersonalityThis course provides an evaluative review of the major theories of personality,emphasizing the structure, dynamics, behavior and development of the normal andabnormal personality. Theories include Freudian, neo-Freudian, cognitive, somatic, sociallearning, and humanistic explanations for individual differences. 3 credits.PSYU 323 Child DevelopmentThis course covers physical, cognitive and psychosocial development from conception toadolescence. Both theoretical and applied aspects of development, parenting andteaching children are emphasized. 3 credits.PSYU 324 AdolescenceThis course presents the major theoretical models of adolescent development andbiological maturation, while addressing the issues of identity, peers, family, school,sexuality, morality, substance abuse and psychological problems. The historical nature ofadolescent experience is contrasted with the experience of today’s teenager. 3 credits.PSYU 328 Abnormal PsychologyA systematic study of emotional disturbance and the major classifications of mentalillness from the perspective of symptoms/behaviors, etiology, diagnosis and treatment. 3credits.PSYU 333 Physiological PsychologyPrerequisite: PSYU 101. An investigation of the relationship between brain and behavior.Students will study the structure and function of the nervous system, including thebiological bases of psychopathology and normal function. 3 credits.PSYU 336 Social Psychology(Same as SOCU 345). Discussion and analysis of the relationship between culture,grouplife, social structure, and human behavior; emphasis upon the dialogue between theindividual and the social collective. Topics include group behavior, attitudes, stereotypes,nonverbal communication, health psychology, aggression, social perceptions,relationships and helping behavior. 3 credits.PSYU 348 Psychological Approaches to LiteratureA study of psychological theories of the 20th century and their influences on the criticismof literature and/or film. Psychologists such as Freud, Jung, and Lacan will be studied inconnection with their approaches to textual analysis. The course may also focus on suchpsychological movements as Gestalt, Behaviorism, and archetypal analysis as they have

COURSE DESCRIPTIONS 243affected understanding of literature and/or film. 3 credits.PSYU 351 History and Systems of PsychologyDiscussion and evaluation of psychology’s historical roots and the influences and thepeople that have contributed to its present form. 3 credits.PSYU 391 Youth At-Risk(Same as SOCU 391 and CJCU 391) This course will introduce students to various models,theories, and intervention of children and adolescents considered "at-risk". Topics coveredinclude, but may not be limited to the following: a) sociocultural factors in defining andinfluencing behavior; b) psychological models both biological and ecological that interactto shape behavior; c) types of at-risk categories including school dropouts, substance useand addiction, teenage pregnancy, antisocial behavior, delinquency, gangs, schoolshooters, and youth suicide; and d) specific types of clinical abnormal behavior includinganxiety, mood, and impulse control disorders; e) theoretical and practical considerationsrelated to community and school interventions.PSYU 395 Topic Courses in Psychological ProcessAn examination of selected topics in the area of psychological processes and thefoundations of psychological understandings of human behavior. Syllabi for additionaltopic areas must be approved by Dean and Curriculum & Academic Committee. Coursemay be repeated for credit. 3 credits.Eros, Agape, Philio: The Psychology of LoveThis course will examine common ideas and theories about thepsychology/philosophy of love. It will focus on three different aspects/types of love,including eros (romantic love), agape (unconditional or God's love) and philio(friendship or companionate love) and how they are defined, expressed, and impactindividuals psychologically. Students will examine their own ideas/beliefs about thenature of love and its impact in their lives, as well as examine cultural determinantsof love and historical perspectives about what love is. How love fits into and isexpressed in modern American culture and how this affects people's psychologicalwell-being will also be examined.Psychology, Ethics and the LawIssues in ethical clinical practice, resolving ethical dilemmas, protecting vulnerableparties and forensic evaluations will be considered. Research in eyewitnesstestimony and jury decisions will be evaluated.PSYU 398 Pediatric NeuropsychologyAn introduction and overview of pediatric neuropsychology emphasizing brain-behaviorrelationships in children. Biological, environmental, psychological, and developmentalvariables that affect neurobehavioral outcomes will be addressed. The following childhooddisorders will be covered: Hydrocephalus, epilepsy, Tourette’s syndrome, brain tumors,closed-head injury, meningitis, diabetes, leukemia, sickle cell disease, autism, and humanimmunodeficiency.PSYU 415 Sports PsychologyAn examination of the principles of psychology as they apply to an understanding ofsports-related issues. Topics of interest to the sports world will be discussed according totheoretical constructs of psychology. The class is not designed to include any physicalactivity. It is designed for students interested in coaching at any level, athletes, and thoseinterested in a more comprehensive analysis of issues underlying sports. 3 credits.PSYU 416 Human Communications WorkshopA workshop course designed to assist the group members to identify and understandthose factors in addition to “the facts” which influence the perceptions on whichcommunication/interaction is based. The workshop will address issues related to

244 COURSE DESCRIPTIONSinterpersonal awareness, group interaction, the conceptualization of interpersonalrelationships, and communication skills. 3 credits.PSYU 418 Community Mental HealthA survey of major problems of mental health in the community, includes field trips toselected facilities where individuals and families may go for help. 3 credits.PSYU 421 Cross-Cultural PsychologyAn introduction to major issues and sessioninology used in cross-cultural psychology, aninterdisciplinary approach that uses models and research methods from psychology,anthropology, and sociology. The course emphasizes a comparative approach. 3 credits.PSYU 428 Introduction to Clinical PsychologyOverview of the profession and practice of clinical psychology. The course will survey thefield’s history, clinical training, assessment procedures, therapeutic interventions,research approaches, ethical and legal issues, areas of specialization (i.e. forensic,behavioral medicine and child), and current issues and trends. 3 credits.PSYU 432 Introduction to Psychological MeasurementPrerequisites: PSYU 203. Concepts of test construction, standardization, validity, reliabilityas applied to a wide range of psychological instruments of intelligence, interests, valuesand personality. 3 credits.PSYU 436 Health PsychologyAn in-depth study of theories of health psychology, illness behavior, and behavioralmedicine. The mind-body relationship and health treatment models (e.g., managed care)will be explored. 3 credits.PSYU 440 Human SexualityA descriptive and empirical approach to understanding human sexuality. Physiological,psychological, and sociocultural factors influencing healthy human sexual expression willbe emphasized. Gender identity, sex roles, variations in sexual behavior, love andattraction, and basic treatments for sexual dysfunction will be included. 3 credits.PSYU 444 Psychology of the Lesbian and Gay ExperienceA systematic study of the psychological issues affecting lesbians and gay men. The courseintegrates the most recent research-based information with life experiences oflesbian/gay people in such areas as development, psychosocial identity, relationships andclinical services. The course emphasizes an affirmative approach and is appropriate forgay, lesbian and heterosexual students. 3 credits.PSYU 448 Psychology in Literature and FilmA study of the intriguing cross-influences between literature and psychological theory.Particular attention will be given to the works of literature and film that have providedbasic materials for psychologists and to the reflective impact of psychological theory uponwriters. Students will examine the use made by modern poetry, drama, fiction, and film ofsuch psychological concepts as archetypes, unconscious processes, the Œdipal complex,role-playing, and symbol. 3 credits.PSYU 450 Introduction to CounselingAn introduction and overview of professional counseling. Selected theories will beevaluated briefly and methods of their application to specialties such as group, family,marriage, child chemical dependence and crisis intervention will be emphasized. Attentionwill be given to specific communicative skills in counseling, to ethical and legal issues andto strategies for counselor self-care. 3 credits.PSYU 455 Family Systems and DynamicsAn exploration of a variety of theoretical orientations in the study of family systems. Thetheoretical foundations of such approaches to family counseling as structural, strategic,transgenerational, experiential and behavioral are studied. 3 credits.

COURSE DESCRIPTIONS 245PSYU 478 Senior Project/Thesis IPrerequisites: PSYU 101, PSYU 203, PSYU 301 and PSYU 304. Senior standing inpsychology major or approval of the instructor. This course is the first semester of thesenior project/thesis course. This course includes an in-depth didactic componenttogether with extensive supervised experience in the development of a precise andcomplete research hypothesis and planning the proof of the hypothesis. Students willconduct a thorough review of the literature which leads to the hypothesis of the study orresearch question. At the course end, the student will have assembled a researchproposal written in APA format including review of the literature, research hypothesis, andprocedure section. This is the essential structure including references for her or his seniorthesis/project. An Institutional Review Board (IRB) procedure must be followed and formssubmitted to CUIRB for studies involving human/animal subjects. Approval of IRB must beobtained prior to research being conducted with humans/animals. 3 credits.PSYU 479 Senior Project/Thesis IIPrerequisites: PSYU 101, PSYU 301, PSYU 478, and senior standing in psychology major.The course content of Senior Project I is continued in this second semester of the seniorproject/thesis course. At the end of this semester, the student will demonstrateintegration of what she or he has learned in psychology through the production of aseminal written product. Whether research manuscript or thesis, this product serves bothas the crowning achievement of the student’s education and as an example of her or hiscapability for graduate studies or professional achievement. An Institutional Review Board(IRB) procedure must be followed and forms submitted to CUIRB for studies involvinghuman/animal subjects. Approval of IRB must be obtained prior to research beingconducted with humans/animals. 3 credits.PSYU 481 Organizational PsychologyThe application of psychological methods and techniques to understand, evaluate, andmaximize human behavior in industrial and other organizations. 3 credits.PSYU 492 Intern Program: Fieldwork Practicum in PsychologyPrerequisites: Approval of academic advisor and internship supervisor. Supervisedexperience in an approved setting where psychological services are provided. Additionalmeetings, assigned readings and written evaluations of related readings and the fieldexperience are required. Approval of academic advisor and Program Chair required.Graded pass/no pass. A student may take a maximum of 6 credits. 1-3 credits.PSYU 495 Topic Courses in Psychological ApplicationAn examination of selected topics in the area of psychological application and thefoundations of psychological understandings of human behavior. Syllabi for additionaltopic areas must be approved by Department Chair and Curriculum & AcademicCommittee. Course may be repeated for credit. 3 credits.Spirituality and Mental HealthA systematic study of the participation of religion and spiritual practices in thecultural construction of mental health, illness, diagnosis, and treatment. The coursewill present various models of consciousness and examine the reductionist,humanistic, dualistic, and monistic paradigms for mental health. Psychosomaticeffects of spiritual systems and practices such as Shignon, Buddhism, Taoism,Vedanta, Yoga, Zen etc., will be analyzed in the context of the emerging reform incounseling and community mental health.Psychological Aspects of Terrorism: Perpetrators, Victims, and the PublicPsychological Aspects of Terrorism is an upper division undergraduate level onesemestercourse that introduces the student to the psychological complexities ofterror, terrorists, and terrorism. Through didactic presentation and student research,

246 COURSE DESCRIPTIONSthe course will focus upon understanding terrorism, its motivations, and thepsychodynamics of its social, political, and economic substrata. The course will alsoexamine the “corporate structure” of terrorist groups, both foreign and domestic, aswell as the various behavior and character structures associated with individualterrorists. Finally, considerable attention will be directed towards discussion of theeffects of terrorist acts upon the mental health of direct and indirect victims inaddition to primary, secondary, and tertiary prevention.Behavior ModificationExamination of theories, principles, and techniques integral to applied behavioranalysis and how it is used to help in a myriad of psychological problems. The coursewill examine how behavioral methods are utilized in psychology, humanities, andsocial science fields. There will also be an exploration of the effects of practicalbehavior management in everyday life.PSYU 496 Survey of Forensic Psychology(Same as CJCU 530) This course introduces the student to the complex field of forensicpsychology. The course focuses upon how the law has affected the practice of psychology,psychological research on legal issues and processes, and the functioning of psychologyin a legal environment. The student will learn fundamental distinctions betweenpsychology and law in areas such as epistemology, behavioral causation, methodology,criteria, principles, and expert approach to data. Numerous landmark cases will bereviewed that demonstrate the psychologist’s role as expert witness, consultant, andamicus curiae. Special sections will focus upon the law in mental health practice as wellas assessment of simulation and deception. 3 credits.PSYU 499 Independent StudyPrerequisites: Approval of instructor, academic advisor, and Dean Supervisedindependent study or research on a special problem or in a selected area of psychology.Open to junior and senior psychology majors who have a 3.0 GPA. A student may take amaximum of 6 credits. 1-3 credits.PSYU 501 The Counseling ProcessA professionally supervised experience in counseling and related activities. Experiencealso includes correlated reading, workshops, lecture, and group activities. 3 credits.PSYU 508 Life Span Development/Aging and Long Term CareTheories related to the entire life span from conception through childhood, adolescence,young adulthood, middle age, and late adulthood are reviewed. Students focus on issuesof healthy development at different ages in domains such as play, school, relationships,parenting, work and retirement. Students also focus on issues that are salient to the agingpopulation, including long-term care. In depth interviewing of one developmental stage isrequired. Meets legal requirements for Aging and Long Term Care (10 hours). 3 credits.PSYU 511 Psychological AssessmentThis course provides a study of the theory and practice of psychological assessment.Students will be introduced to several instruments used to assess intelligence,achievement, aptitude, personality and relationship satisfaction. Basic test construction,interviewing techniques and testing procedures will be addressed as well as report writingand interpretation guidelines. Experiential opportunities will allow students an opportunityto see how various instruments are used to assist in diagnostic assessment. Fee $25. 3credits.PSYU 532 Research and Bibliographic MethodsStudents learn and practice the appropriate scientific methods of research leading to abibliographic research in individual counseling and marriage and family therapy,culminating in a formal research proposal. 3 credits.

COURSE DESCRIPTIONS 247PSYU 533 PsychopharmacologyAn in-depth examination of the behavioral and central nervous system effects ofpharmacologic substance use and abuse and the application of such substances to theprevention and treatment of psychopharmocological and psychopathological dysfunction.3 credits.PSYU 541 Clinical Theories and Techniques of Marriage and Family TherapyThis graduate marriage and family therapy course is designed to study the majortheoretical approaches to individual, marriage and family therapy. A major focus on familysystems theory and therapy will be emphasized. In addition, students will study therapyfrom cognitive, behavioral and psychodynamic approaches, with a focus towardintegration of these approaches in the conduct of therapy as a marriage and familytherapist. 3 credits.PSYU 556 Family Systems and StudiesThis graduate marriage and family studies course provides fundamental introduction tothe study of marriage and family systems theory. Theories and techniques of familytherapy will be reviewed and practical application discussed. Major family therapy modelswill be studied in depth. Theoretical perspectives are presented through readings,lectures, videotapes, classroom presentations and student demonstrations. 3 credits.PSYU 561 Marital Systems and Studies and Domestic ViolenceThis marital systems and studies course is designed to focus upon the systems approachto marriage therapy. Major marriage therapy theories will be studied and discussed. Thestructure of the marital therapy process, the role of the therapist, and techniques ofmarital therapy will be studied. The relation between marital dysfunction and other formsof psychopathology will be studied with particular emphasis placed on the uniqueassessment strategies necessary for conjoint evaluation and treatment. Clinicalstrategies, assessment, and intervention techniques for working with domestic violencewill be studied. Students will master systems theory, assessment and treatment of maritaldysfunction, diagnostic and treatment planning techniques. Meets legal requirements forDomestic Violence Training (15 hours). 3 credits.PSYU 565 Child/Adolescent Psychopathology and Child Abuse ReportingAn examination of psychopathology in childhood and adolescence, with consideration ofthe major types of disturbances, assessment techniques and treatment approaches withchildren and adolescents. Behavioral observations, clinical-development interviews, nondirectiveand cognitive therapies, and techniques for family systems therapy are reviewedfor each major category of psychopathology. Meets legal requirements for Child AbuseAssessment and Reporting (7 hours). 3 credits.PSYU 570 Advanced Psychopathology and DiagnosisStudents take an empirical approach to the etiology and diagnosis of psychopathologicaldisorders. 3 credits.PSYU 575 Advanced Individual CounselingPrerequisite: PSYU 570 or instructor’s approval. A comprehensive overview of assessmentstrategies, counseling techniques, and behavioral strategies typically used in theindividual counseling setting. Lecture topics include intake evaluations, treatment plan,proficient listening and counseling skills and effective behavioral and cognitiveinterventions. Video demonstrations will also be presented to enhance studentunderstanding of applications and relevance to the counseling process. 3 credits.PSYU 578 Ethical and Professional IssuesThis course examines ethical, legal and professional issues relevant to the practice ofmarriage and family therapy. Ethical responsibilities, legal responsibilities and liabilitiesare discussed within the context of relevant state regulations, professional ethical codesand the importance of interdisciplinary cooperation. Ethical decision-making, commitment

248 COURSE DESCRIPTIONSto the profession, and other socialization issues are emphasized. 3 credits.PSYU 581 Assessment and Treatment of Sexual DisordersStudents examine normal sexual functioning and common types of sexual dysfunction anddeviation which would be disclosed within a psychotherapy framework. Students learncounseling techniques effective in the development of satisfactory sexual functioningwithin a committed relationship. The criteria for appropriate choice of technique andappropriate professional consultations are particularly emphasized. 3 credits.PSYU 586 Assessment and Treatment of Substance AbuseAn overview of current theoretical and clinical approaches to the etiology, diagnosis andtreatment of alcoholism and other chemical dependencies. Students review currentresearch and program design from a clinical perspective with the goal of increasingprofessional awareness and skills in treating the chemically dependent individual and/orfamily. 3 credits.PSYU 613 Clinical Issues in Human DiversityAn advanced study of multicultural counseling emphasizing understanding and respect forthe diversity of human beings, particularly with regard to matters of race, ethnicity,gender, socioeconomic status, and sexual orientation. The course will analyze the culturalcontext of family, behavior, psychopathology, cultural strengths, assessment andpsychotherapy. Utilization of mental health services by culture-specific groups will beaddressed. Critical analysis will be given to ethnocentrism, racism, sexism, andheterosexism in society, psychology and traditional culture-bound assessment andpsychotherapy approaches. The course features knowledge, skills and experientialcomponents. 3 credits.PSYU 617 Transition to Work and CareerThis course focuses upon the process of career choice, mid-life career changes,employment projections and the problems unique to the underemployed. Links will bemade to “marginalized workers” and employees with mental health problems. 3 credits.PSYU 652 Theory and Practice of Group CounselingIndividually supervised master’s thesis research students study the theory and proceduresused in group therapy. Several major contemporary models will be examined, and bothheterogeneous and homogenous therapy groups will be addressed. Both experiential anddidactic methods will be used as instructional procedures. 3 credits.PSYU 688/689/690 Practicum I, II, IIIPrerequisites: Candidacy standing in the MFT or Counseling degree program andinstructor’s approval. The clinical experience of the master’s degree candidate with anMFT or counseling emphasis. It is intended as the final preparation for entry into a careerin the mental health field at the master’s level. A total of 80 supervised direct counselinghours are required for each practicum. Graded on a pass/no pass basis. 3/3/3 credits.PSYU 691 Practicum IVPrerequisite: Candidacy standing in the MFT or Counseling degree program and faculty orprogram manager Approval. The clinical experience of the master’s degree candidate withan MFT or counseling emphasis. It is intended as the final preparation for entry into acareer in the mental health field at the master’s level. This course is utilized for electiveunits or continuation of hours in the degree program. Graded on a pass/no pass basis. 1-3 credits.PSYU 695 Advanced Topic Courses in Marriage and Family Therapy/CounselingEmphasisPrerequisite: Graduate standing and approval of faculty advisor and instructor. Advancedsupervised independent study on a special problem or in a selected area of marriage andfamily therapy/counseling emphasis. Syllabi must be submitted to Program Chair prior toenrollment in course. Chair will submit syllabi to Curriculum and Academic Committee. 3

COURSE DESCRIPTIONS 249credits.PSYU 699 Independent StudyAdvanced supervised independent study or research on a special problem or in a selectedarea. 1-3 credits.RELIGIOUS STUDIESRELU 110 Religion and ValuesA thematic study of religious values as they come to expression particularly within theJudeo-Christian-Islamic heritage: basic beliefs and practices, and their relevance tohuman problems today. 3 credits.RELU 115 Living Religions of the WorldA survey of religious traditions of the world including Hinduism, Buddhism, Jainism,Sikhism, Confucianism, Taoism, Judaism, Christianity, and Islam: basic beliefs andpractices, and their relevance to problems today. 3 credits.RELU 120 Global Ethics and Religion(Same as PHLU 120) An introduction to ethical issues from the perspective of worldreligions: What is the relationship between religion and ethics? Why do people suffer?How do the religions differ on ethics? Are there universal religious ethical values? 3credits.RELU 125 Philosophy of Religion(Same as PHLU 125) An introduction to philosophical issues in the world religions.Comparisons and contrasts between Western and Asian philosophy of religion areemphasized: What is the meaning of life? How do resurrection and reincarnation differ?Does God exist? How could a good God allow evil? Could only one religion be right? 3credits.RELU 200 Introduction to the Hebrew Scriptures (Old Testament)Tradition, history, and literature in Israel: the development of the Hebrew scriptures intheir various genres within the context of evolving ideas, values, and social concerns fromHebrew beginnings through the prophets to post-exilic times. 3 credits.RELU 201 Introduction to the New TestamentStudents examine the Jesus of the gospels, gospel tradition, rise of the Christiancommunity, life and letters of Paul, later books of the New Testament. 3 credits.RELU 304 The Ancient World(Same as HISU 304) Students survey the history of the ancient Mediterranean world byexamining the Egyptian, Greek, Roman, and Byzantine civilizations. The historical andartistic accomplishments of these ancient peoples are highlighted, with particularattention given to the development of religious thought and philosophical inquiry,archeological research, and museum studies. 3 credits.RELU 306 The Middle Ages(Same as HISU 306) Lords and ladies, peasants and popes, soldiers and saints—thiscourse examines the history of the Middle Ages, 500–1500, through the themes andevents that shaped the period. Students discuss feudalism, the development of scholastictheology, the launching of the Crusades, and the creations of Romanesque and Gothicarchitecture. 3 credits.RELU 307 Germany and the Holocaust: From Anti-Semitism to Final Solution(Same as HISU 307) An examination of the Holocaust within its context in the history ofGermany and World War II. The origins of the Holocaust, the implementation of the FinalSolution, resistance to the Nazis, and the legacy of the Holocaust will be studied with theexperiences of survivors, members of the Resistance, and “righteous Gentiles.” 3 credits.

250 COURSE DESCRIPTIONSRELU 308 God, the Good Life, and Sex(Same as PHLU 308) An interdisciplinary course focusing on the relation between UltimateReality and the Good. Questions in cross-cultural metaphysics, aesthetics, and ethics(especially sexual ethics) are addressed. 3 credits.RELU 310 From Socrates to Aquinas(Same as PHLU 310) An interdisciplinary study of philosophical and religious thinkers fromthe earliest Greek philosophers through the Middle Ages. The ideas of Socrates, Plato,Aristotle, Augustine, and Aquinas are examined to see how they change over time, andhow they are relevant to our contemporary search for moral and religious values. 3credits.RELU 311 Descartes to Kierkegaard(Same as PHLU 311) An interdisciplinary study of the great philosophical and religiousthinkers from the Reformation to the 20th century whose ideas form the basis for modernthought. Prominent works of Martin Luther, John Calvin, René Descartes, David Hume,Immanuel Kant, Friedrich Schleiermacher, and Søren Kierkegaard are critically examined.3 credits.RELU 318 The Reformation(Same as HISU 318) Students examine the events and ideas of the sixteenth-centuryReformation. This course analyzes the transition from a medieval to a modern world viewand the impact of the Reformation on education, politics, science, art, and the roles ofmen and women in society. 3 credits.RELU 329 Experimental Topics in Religious StudiesAn examination of selected topics in religious studies relevant to evolving areas ofimportance to the field. Syllabi must be approved by the Dean and announced to theCurriculum and Academic Committee prior to being offered. May be repeated for creditprovided the course content is different. 3 credits.RELU 330 Women and ReligionStudents examine women’s place in religious traditions, ways of being religious, andreligious leadership, as well as the recovery of women’s voices from the past and thetransformation of these traditions today. 3 credits.RELU 335 Hinduism and the Religions of IndiaA study of the historical development of Hinduism; the texts, practices, and world viewsthat characterize its various paths to liberation; and the religious traditions that emerge asreactions to it and/or with which it interacts (Buddhism, Jainism, Sikhism, and Islam). 3credits.RELU 336 BuddhismA study of the Buddha and the historical and philosophical development of Theravada,Mahayana, and Vajrayana Buddhism, exploring their understanding of the humanpredicament and the solutions they offer as well as ritual and meditative practices, andthe interaction between Buddhism and existing traditions in the cultures in which itthrives. 3 credits.RELU 340 The Bible as Literature(Same as ENGU 340) An exploration of the wonders of the Old and New Testaments. Fromthe song of creation to the apocalypse of Revelation, the course will examine the storiesand poetry of the Bible, which shaped our culture and nurtured our values, as literaryexpressions of ancient Israel and the early Christians. 3 credits.RELU 365 Topics in the Holocaust(Same as HISU 365) Students examine selected topics within the study of the history ofthe Holocaust, such as the role of doctors; persecution of non-Jewish groups, includinghomosexuals and gypsies; theologians and religion under Hitler; and the experiences andchoices of perpetrators, victims, and bystanders. 3 credits.

COURSE DESCRIPTIONS 251RELU 375 Violence and Nonviolence in Society and ReligionAn examination of the religious, philosophic, economic, and biological roots of aggression,violence, and nonviolence among individuals and social groups. The approach will beinter-disciplinary, and the methods employed will range from the study of religious textsthrough the exploration of cultural tradition. 3 credits.RELU 499 Independent StudyPrerequisites: Instructor's approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.SOCIAL SCIENCESSCU 329 Experimental Topics in Social ScienceAn examination of selected topics in Social Science relevant to evolving areas in the field.Syllabi must be approved by the Dean and announced to the Curriculum and AcademicCommittee prior to being offered. May be repeated for credit provided that the coursecontent is different each time. 3 credits.SSCU 350 Human DiversityThis course examines the causes and consequences of the American racial and ethnicstructure and the role of economic and political factors in the formation, reproduction, andchange of this structure. Examines the interrelationship between social class, race andethnicity, the ways in which gender roles are defined and practiced within different groupsin America, as well as the experiences of gays and lesbians, who are also minorities. 3creditsSSCU 366 UrbanizationAn introduction to classical and contemporary theories of urban sociology, urban planning,and urbanization in global perspective. Themes may include developmental patterns andchallenges, urban imagery and symbolism, neighborhood and community, sprawl andsuburbanization, planning and renewal, or other related characteristics of historical andmodern urban structures and processes. Students interpret and analyze effects of theseurban and suburban developments on the larger society, through the lenses of severaldisciplines. Field trip observations of urban settings may be required. 3 credits.SSCU 368 GlobalizationOne of the most apparent developments of the 20 th Century was the opening up ofnational boundaries to travel, cultural diffusion, commerce and communications withother nation states. This course will look through the lenses of several disciplines atprocesses that have resulted in the "global village" of the 21 st Century. We will alsoexamine some of the positive and negative results of increasing globalization. 3 credits.SSCU 388: Technology and Progress in the Contemporary WorldThis course challenges students to analyze and evaluate technological change andWestern ideas of progress from preliterate societies through the Industrial Revolution tothe Computer Age. Course emphases include technology's role in economic development,political or religious change and conflict over technology, social and aesthetic values,technological utopian and dystopian thinking, and the relationship between Western andnon-Western visions of appropriate technology. 3 credits.SSCU 397 Social Movements in the Sixties(Same as HISU 397/SOCU 397). Through film, literature, and oral history, we will take afresh look at this controversial time in American history. Beyond protests, civil rights,Vietnam, sex, drugs, and rock'n'roll, there is the sociological question of how and whensocial movements arise, and how individuals within them rise to leadership roles. Socialmovements are a response to economic and demographic changes and they, in turn,make societal and cultural changes (or perhaps solidify them). Many of the characteristicsof modern society that we take for granted—for example, voting rights for women or

252 COURSE DESCRIPTIONSorganized labor—have their origins in the struggles of organized social movements.Sociological theory and methods such as oral history provide a means to examine theseissues. 3 creditsSSCU 449/ENGU 449 Multicultural Perspectives(Same as ENGU 449). Students examine culture, identity and ethnic diversity. Studentsstudy the value systems which underlie customs, traditions, folklore, history, geography,art and literature. The goal of the course is to increase awareness and respect forsimilarities and differences among global and domestic cultures and subcultures. 3credits.SSCU 497 Integrative Seminar for the Social Sciences IPrerequisites: SOCU 201 or PSYU 304 and senior standing. Each social science major isrequired to complete a significant research project, usually resulting in a research paper.Choice of topics will be made in conjunction with instructor and cross-disciplinary studiesare encouraged. Social Science 497 is the first semester of the two semester integrativeseminar. This course includes a review of the field of social science. Students willcomplete a biographical career statement, an extensive annotated bibliography and aresearch proposal. 3 credits.SSCU 498 Integrative Seminar for the Social Sciences IIPrerequisites: SSCU 497. The continuation of coursework begun in Social Science 497. Atthe end of this course, the students will demonstrate the integration of what he or she haslearned in social science by completion of a seminal written paper or project. A collectionof student work will be compiled in a career portfolio for use in future education or career.3 credits.SSCU 499 Independent StudyPrerequisites: Instructor’s approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper division students. 1-3 credits.SOCIOLOGYSOCU 101 Introduction to SociologyAn examination of the basic concepts, principles, and findings of sociology: addressing thenature of human social relations from simple, face-to-face relationships, through formalorganizations, to whole societies. Discovery of how social patterns are created, how theybecome organized and established, and how they change. 3 credits.SOCU 102 Cultural AnthropologyThe study of how human civilizations adapt to living situations by forming group identity,family, language and symbols. The examination of how civilizations create world views andconcepts of progress, culture, community and social interaction. Students will explorethese questions using models from cultures foreign and familiar. 3 credits.SOCU 201 Social Research DesignLearn how sociologists carry out investigations of social life. Students will learn how todesign and conduct surveys, experiments, and do participant observation. Equal attentionwill be given to the needs of students as consumers of social research, trying to makesense out of daily reports on sociological findings in newspapers, television, andmagazines. 3 credits.SOCU 204 Marriage and the FamilyThis course studies the family as a social institution; socio-cultural as well as historicalfactors as related to sexuality, love, and marital choice; adjustment and conflict inmarriage, microsociological analysis of family structure and dynamics. 3 credits.SOCU 211 Social ProblemsSociety is beset by numerous social problems such as crime, war, hunger, homelessness,

COURSE DESCRIPTIONS 253divorce, ethnic/gender conflict, violence, and economic power struggles, politicalcorruption, and overpopulation. The class will focus on how we define, treat, and solvesocial problems. 3 credits.SOCU 293 Introduction to Social WorkThis course will provide an introduction to the ecological perspective of the social workprofession. The focus of the course will be on the various levels of social work practice:individual and group casework, community organization, cultural diversity and policymakingpractice arenas with an emphasis on the interaction between human behaviorand the social environment. 3 credits.SOCU 310 Society and AdvertisingAn interdisciplinary investigation into the foundations of advertising. Topics includehistorical origins of advertising; the economics of advertising; legal, social, and ethicalissues; advertising as a global philosophy; the politics of consumerism; decoding thehermeneutics and semiology of advertising; advertising as behavior modification andmanipulation; subliminal advertising; advertising’s influence on the experience of self inmodern society; advertising as the modern art form. 3 credits.SOCU 311 Society and Mass CommunicationsAn analysis of mass communications media as a social institution. The course employs aninterdisciplinary approach asking what are the origins, history, evolution, and socialfunctions of the mass media; the impact of the media on the social self; the transitionsfrom oral to print to electronic media; the view that the medium is the message. Strongemphasis on electronic media and the impact of media on the social construction ofreality. 3 credits.SOCU 312 Economics of Social Issues(Same as OLCU 312) An introduction to the basic tools and logic of economics are appliedto social issues. A study of how people as individuals or in groups make decisions andchoices, the impact of opportunity cost and constrained maximization on those choicesand decisions, and how we as a society and an economy respond to the perpetualcondition of scarcity. 3 credits.SOCU 320 Sociology of DeathAn interdisciplinary investigation of death, dying, and the grieving process. Topics includethe American way of death as a social institution; dying as a psychological process; howsociety conditions us to deny death and repress grief and loss; how I relate to my owndeath and the death of significant others. How the experience, fear, and quality of deathhas changed historically over the centuries. 3 credits.SOCU 321 Getting Love Right: Romantic Relationships in Contemporary SocietyThis course is intended to be a workshop, highly participatory and highly exploratory,rather than a lecture series. We will address our current media-permeated models ofromantic love — we’re in love with “falling in love.” We will explore the distinction between“falling in love” and “loving,” the role of commitment versus feelings within a relationship,and the model of friendship and its bearing on romantic, sexual relationships. (Graded ona pass/no pass basis.) 1 credit.SOCU 324 Society and ReligionHow does social structure quietly yet powerfully shape religious beliefs? How do religiousbeliefs in turn affect social, cultural, political and economic values? 3 credits.SOCU 325 The Quest for a New Age: Contemporary Spiritual Movements in the WestAn examination on both a critical scientific and a personal level of what William James hascalled the “varieties of religious experience” that human beings have undergone,cultivated, and institutionalized with particular emphasis on modern Western society. Wewill look at the proliferating variety of both exotic and familiar spiritual experiences andtraditions currently growing all around us.

254 COURSE DESCRIPTIONSSOCU 326 Topics in Sociology of ReligionAn examination of selected topics in the sociology of religion. The topics may be relativelynarrowly focused and involve an intensive study of a single religion or more broadlyfocused involving the study of issues across religions. Courses that treat different themesmay be repeated for credit. 3 credits.SOCU 328 Social Inequality/StratificationInequality among members of the American and international community. Theoreticalemphasis on class, racial/ethnic, occupational, age, and sexual inequality. Studentsexamine the social/structural bases of inequality and theories to explain the creation ofsystems and ideologies of subordination. 3 credits.SOCU 329 Experimental Topics in SociologyAn examination of selected topics in sociology relevant to evolving areas of importance tothe field. Syllabi must be approved by the Dean and announced to the Curriculum andAcademic Committee prior to being offered. May be repeated for credit provided thecourse content is different. 3 credits.SOCU 335 Society and the EnvironmentThe air is thick with smog, famine breaks out with frightening regularity, and resourcescontinue to accumulate in selected regions. Yet, in the long run, we are all citizens of thisplanet and must manage to survive on it and with each other. What are the key issues inthis crucial debate that will determine all our futures? What ideas underlieenvironmentalism, what policies have to be debated, and what are the costs and benefitsof different solutions to these problems? 3 credits.SOCU 345 Social Psychology(Same as PSYU 336) Discussion and analysis of the relationship between culture,grouplife, social structure, and human behavior; emphasis upon the dialogue between theindividual and social collective. Topics include group behavior, attitudes, stereotypes,nonverbal communication, health psychology, aggression, social perceptions,relationships and helping behavior. 3 credits.SOCU 347 Society, Culture, and Literature(Same as ENGU 347/HUMU 347) An exploration of the sociological and/or anthropoliticalcontexts of literature. The course varies in content depending on the instructor, but thetopics to be selected might include the following: urban literature and life; rural, pastoral,or utopian environment; literature and sex roles; the literature of work; the influence ofanthropological works on 20th-century literature; poetry and narrative in preliteratesociety; and the Cambridge School of Classicists and their theories about various myths ofthe hero. 3 credits.SOCU 380 Correctional Systems(Same as CJCU 380) Criminals and institutional personnel involved in corrections at alllevels will be reviewed in depth. History, politics, and contemporary corrections issuessuch as punishment theories, sentencing alternatives, prison experience and prisonerrights, female and juvenile incarceration problems, overcrowding, and 21st centurycorrections will be examined. 3 credits.SOCU 381 Sociology of Sex and GenderStudents examine the ways in which macro institutions, (e.g., educational or worksystems) and micro institutions, (e.g., ways of conversing) structure gender relations insociety, and how gender in turn structures and stratifies the social order. From theperspective of personal identity, we will ask how it is that we experience ourselves as maleand female. The social consequences of gender stratification are considered, includingsuch substantive topic areas as the sexual division of labor, sexual politics, and sexualviolence. 3 credits.

COURSE DESCRIPTIONS 255SOCU 382 Women and Criminal Justice(Same as CJCU 382) Examines how women’s involvement with criminal justice, whetheras offenders or victims, reflects prevailing ideology about women’s place and function inthe wider society. Particular attention is paid to the differential “justice” made on thebasis of sex, as well as class and race. 3 credits.SOCU 390 Socialization Through the Life SpanA comprehensive birth through old age study of human growth and behavior tracing thepsychosocial development stages. Students survey the social and environment factorsincluding the influences of society, culture, small groups, and the family on developmentof the person. 3 credits.SOCU 391 Youth-at Risk(Same as PSYU 391/CJCU 391) his course will introduce students to various models,theories, and intervention of children and adolescents considered "at-risk". Topics coveredinclude, but may not be limited to the following: a) sociocultural factors in defining andinfluencing behavior; b) psychological models both biological and ecological that interactto shape behavior; c) types of at-risk categories including school dropouts, substance useand addiction, teenage pregnancy, antisocial behavior, delinquency, gangs, schoolshooters, and youth suicide; and d) specific types of clinical abnormal behavior includinganxiety, mood, and impulse control disorders; e) theoretical and practical considerationsrelated to community and school interventions. 3 credits.SOCU 393 Child AbuseAn introduction to and overview of the phenomena of child abuse as it relates to thehelping professional. This class will examine the definition and cause of child abuse fromsociological, cultural, and psychological perspectives. The legal and child welfare systemswill be studied in addition to treatment and prevention aspects of the child abuse issue. 3credits.SOCU 394 The Sociology of SelfA sociological investigation of the persistent question, “Who am I?” Students explore theextent to which answers are drawn from the social construction of status and role thusdriving the experience of a real self undercover. 3 credits.SOCU 396 Population and DemographyAt current rates, the 5.7 billion population of the planet will double in 40 years makingcurrent problems of overpopulation even worse. This course examines the size andcomposition of human populations as determined by births, deaths, and migration. Agesexprofiles and the theory of demographic transition are examined, as are policy issuessuch as birth control, family planning, and national and global population policies. 3credits.SOCU 397 Social Movements in the Sixties(Same as HISU 397/SSCU 397) Through film, literature, and oral history, we will take afresh look at this controversial time in American history. Beyond protests, civil rights,Vietnam, sex, drugs, and rock'n'roll, there is the sociological question of how and whensocial movements arise, and how individuals within them rise to leadership roles. Socialmovements are a response to economic and demographic changes and they, in turn,make societal and cultural changes (or perhaps solidify them). Many of the characteristicsof modern society that we take for granted -- for example, voting rights for women ororganized labor -- have their origins in the struggles of organized social movements.Sociological theory and methods such as oral history provide a means to examine theseissues. 3 creditsSOCU 398 Women at WorkA redefinition of “work” on the part of those who do it and those who study it mightfacilitate a better understanding of the work lives of women. Students examine theconcept of “work force” as a male category which has consigned women to a residual

256 COURSE DESCRIPTIONSplace. Specific topics will include paid and unpaid labor in public and private settings, thedivision of labor in the home, the gendered wage-gap, global social change and women’swork, and the meaning of work in women’s lives. 3 credits.SOCU 399 Sociology of the FamilyThis course engages a critical, in-depth analysis of the ways in which families are seen bysociety and the ways in which they see themselves. Topics to be covered include familypolitics, division of labor, child care, economics, health, leisure, and the politics of thefamily. 3 credits.SOCU 401 Field Research MethodsAn introduction to field research in naturally-occurring settings. Data collection throughparticipant observation and interviewing with emphasis on the construction of field notes.Ethics of field research, entree to the field site, maintenance of the research relationship,and closure are emphasized through classroom discussion and activity in selected fieldsites. Analysis of data using the comparative method of grounded theory is introduced. 3credits.SOCU 403 Police and Society(Same as CJCU 403) This course focuses on law enforcement and its interaction withsociety. Various perspectives will be explored including police subcultures, user of forceand authority, selective enforcement and discretion, community reactions and mediarelations with police, dissent and conflict management. 3 credits.SOCU 404 Global Family SystemsStudents examine the concept of family from the perspective of culture. Every society hasfamilies which vary widely in their structure. How is the family related to the structure andfunction of the larger society? What forms does the family take and why? 3 credits.SOCU 411 Gangs and Gang Behavior(Same as CJCU 411) This course addresses theories of gang behavior, modes of lawenforcement, and correctional intervention dealing with street gang formation andactivities (e.g., Latino, Samoan, Vietnamese, Armenian, Filipino), as well as characteristicdifferences among Gangbangers, Taggers, and others. 3 credits.SOCU 412 Victimless Crimes(Same as CJCU 412) This course examines various criminal offenses that often lack acomplaining “victim” in the usual sense that tend to generate intense social debate due tothe consensual nature of these crimes (e.g., drug use, prostitution, certain sexualactivities, gambling). The societal implications of social control policies will be discussed.3 credits.SOCU 415 Sociology of Organizations and InstitutionsHow and why are organizations created? What are their purposes? How does the need fororganizational survival come to supersede whatever human purposes lay at its origins?Course will look at organizations through numerous metaphors: as machines, asorganisms, as antipoetic systems, etc. 3 credits.SOCU 420 Sociology of Deviant Behavior(Same as CJCU 420/CJCU 520) This course examines why societies label behavior deviantand explores the distinction between behaviors considered “socially unacceptable” andthose considered “criminal.” Theories of deviance, as well as the amount, distribution andpatterns of deviance are considered. Discussions may also include political influence,social change, and selected types of deviant activity. 3 credits.SOCU 425 Social ChangeHuman social structures are constantly in a state of flux. This course looks at how and whythese changes occur, and the role we all play as actors in this ever-changing drama.Analysis of social and technological change and its consequences for major systems ofsociety. Discussion of the future of social and technological change in post-industrial

COURSE DESCRIPTIONS 257societies. 3 credits.SOCU 426 Crime and Delinquency(Same as CJCU 426) Crime and delinquency are integral parts of human society. Thisclass scrutinizes the causes of crime, crime prevention and control, and the treatment ofcriminals. Emphasis on the sociological causes, extent, constraint and deterrence ofjuvenile delinquency and juvenile crime. Topics include bio/psycho/sociogenic causation,youth criminalization, professional versus amateur criminals, violence and sexual crimes,victims and juvenile punishment alternatives. 3 credits.SOCU 440 Drugs and Society(Same as HSCU 440, CJCU 440) Study of drug use from a sociological perspective.Discussion will include the effects and toxicity of legal drugs such as alcohol, nicotine,caffeine, and over-the-counter pharmaceuticals, as well as illegal drugs such asmarijuana, cocaine, ecstasy, and heroine. Course topics include the integration of drugswith everyday life, the prescription drug industry as a social problem, addiction, recoveryas the trope of popular culture, drug-testing, HIV/AIDS and intravenous drug use, criminalbehavior and drug use, drug legalization debates and other policy issues. 3 credits.SOCU 450 Social and Political TheoryHow is society possible? How does society change? How are political, social and economicpower distributed? Critical study of contributions of social and political philosophers andcontemporary theorists to these questions. Emergence and evolution of sociology andpolitical science as systematic disciplines. Emphasis on macrostructural theory. Readingof more recent critical theorists, black theorists, feminist theorists and post-moderns. Thiscourse may also be offered on line. 3 credits.SOCU 453 Sociology of Social Conflict, Analysis, and ResolutionSocial conflict is evident in the news each day. For many of us it is a part of our personalexperiences and daily lives. This course focuses on the analysis of conflict from aninterdisciplinary perspective. What is conflict? How do we develop and change ouridentities, attitudes, emotions, and behavior regarding conflict? How do these processesvary across social groups? To answer these questions, this class will present a variety ofways that third parties and organizations intervene in an attempt to de-escalate conflict.Theories of conflict, methods of conflict management, and an examination of case studiesand historical interventions will provide the student with tools for analysis of conflicts inhis or her personal life and on the international front. Through simulations, role-playingand skills-training, each student will experience the basic concepts, principles, andmethods of conflict resolution. Towards the end of this upper division course, the studentshould be able to map out and analyze conflict situations, using theoretical concepts andframeworks. 3 creditsSOCU 460 White Collar Crime(Same as CJCU 460/CJCU 560) This class examines the underlying theories, changingdefinitions and diverse nature of white-collar crime. These crimes may include offensesperpetrated by “the rich,” corporations and businesses, and/or individuals. Topics mayinclude embezzlement, political corruption, employee theft, fraud, “con games,” andemergent areas such as computer crime and environmental crime. 3 credits.SOCU 48O Topics in the Sociology of HealthHealth care is presently in crisis, and the solution of that crisis requires that health careand medical systems be re-examined from a critical perspective. These courses examineproblems of health and illness in society and the world in relation to structural correlates(economics, social organization, culture) and in respect to how health and illness isexperienced by individuals and groups. Courses that treat different topics may berepeated for credit. 3 credits. Some examples are:

258 COURSE DESCRIPTIONSHolistic HealthAnalysis of the socio-cultural correlates of health and illness with emphasis uponcross-cultural belief systems of etiology, diagnosis, and intervention strategies. Focusof study is upon widely diverse belief systems, including, but not limited to allopathic,homeopathic, Oriental, Aboriginal, and Native American. “Hands-on” in-class activitiesand field trips, as well as traditional pedagogical approaches.Women, Health, and HealingAn exploration of the way in which lay, medical, and research assumptions aboutwomen have influenced clinical care and scientific inquiry. The course focuses on thehealth status and health needs of women, including chronic illness, reproductivehealth and childbirth, occupational health hazards, mental health, AIDS, physical andsexual abuse, and addictive disorders relating to food, alcohol and drugs.Medical SociologyAn introduction to health and medicine as a social institution. A number ofsociological concepts are examined: social epidemiology, comparative definitions ofhealth and healing, the social organization of medical care, ideology of the healthprofessions, the doctor-patient relationship, and the social psychology of the sickrole.Political Economy of Health and MedicineAn examination of health, illness and medical care in the context of the social andpolitical structure of society. The health care delivery system is analyzed at themacrosocial and microsocial levels in visits to key health care sites in Orange County.Topics include the crisis in health care funding, allocation of resources, the ways inwhich power is distributed in the health care arena and the outcome for the healthand well-being of adults and children.SOCU 482 GerontologyWe live in a rapidly aging society. The elderly are confronted by pressing issues ofeconomic support, social support, chronic illness, and medical care. The course providesan introduction to major issues affecting the aged, to gerontological theories, and topublic opinion and public policy regarding aging. In addition, specific topics such as agingand race and gender, Alzheimer’s disease, elder abuse, and death and dying will beconsidered. 3 credits.SOCU 490/491 Independent Internship/Cooperative EducationPrerequisite: Requires completion of Student Qualification Form and Chapman UniversityCollege Field site Contract to register. May also need to pass hosting organizationscreening and background check prior to placement. Students begin supervised fieldworkin a human service agency concentrating on the practical application of skills andtechniques in case planning and organizational analysis. This course also providesclassroom analysis of the fieldwork practicum focusing upon establishing basic caseworkand organizational skills and techniques of the social work profession. 3 credits.SOCU 492 Social Work Field/PracticumPrerequisite: Requires completion of petition to register. Students begin supervisedfieldwork in a human service agency concentrating on the practical application of skillsand techniques in case planning and organizational analysis. This course also providesclassroom analysis of the fieldwork practicum focusing upon establishing basic caseworkand organizational skills and techniques of the social work profession. 3 credits.SOCU 499 Independent StudyPrerequisites: Instructor’s approval and approval of petition. Directed reading and/orresearch designed to meet specific needs of superior upper-division students. 1-3 credits.

DIRECTORIES 259Chapman University PresidentsDirectoriesThe university, dating back to 1861, has been served faithfully by the following twelvepresidents:James B. Martin 1863–1875Benjamin H. Smith 1875–1878Allen M. Elston 1878–1892Henry D. McAneney 1892–1912Arthur C. Braden 1922–1929Cecil F. Cheverton 1929–1941George N. Reeves 1942–1956J.E. Wilkinson (Acting) 1956–1957John L. Davis 1957–1971Donald C. Kleckner 1971–1975Davis Chamberlin (Acting) 1976–1977G.T. Smith 1977–1988James L. Doti (Acting) 1988–1989Allen E. Koenig 1989–1991James L. Doti 1991-Board of TrusteesThe Board of Trustees is currently composed of forty-three regular members, whom areelected for a term of three calendar years, divided into three classes with a maximum offifteen each, one class to be elected each year. In addition, the president of the universityand the presidents of the Alumni Association and Town and Gown, as well as thechairman of the Board of Governors, the senior minister of the Orange First ChristianChurch, the trustees emeritus, and the regional ministers of the three regions of theChristian Church (Disciples of Christ) to which the university is related serve as trustees exofficio.OfficersDonald E. SodaroDoy B. HenleyPaul FolinoDonald P. KennedyScott ChapmanZelma AllredChairmanExecutive Vice ChairmanVice ChairmanVice ChairmanSecretaryAssistant Secretary

260 DIRECTORIESBoard of Regents – Chapman University CollegeThe Board of Regents, appointed by the Board of Trustees, is initially composed of tenmembers, whom have been initially elected to the board, with one-third elected for a oneyearterm, one-third whom are elected for a two-year term, and one-third elected for aterm of three years. The President of Chapman University serves as Regent ex-officio.OfficersJerome W. CwiertniaDavid A. JanesJames B. RoszakChairmanVice-ChairmanSecretaryMembers of the BoardMarilyn AlexanderJames L. DotiDoy B. HenleyWilliam K. HoodJoann LeatherbyCharles D. MartinVera M. MartinezChancellor's OfficeGary Brahm, M.B.AChancellor, 1994Stuart Pompel, B.A.Senior Project Analyst, 1992Rosemary Booth, M.B.AExecutive Assistant to the Chancellor, 2003Academic AffairsCharles A. Bullock, J.D.Vice Chancellor of Academic Affairs, 2008Becky Ballestero, M.S.Assistant Vice Chancellor of Academic Administration, 1998Ruth Black, J.D.Dean of Distance Learning, 2002Maria Cesario, Ph.D.Associate Vice Chancellor of Academic Administration, 1978Vi ChampaExecutive Assistant to the Vice Chancellor, 1982

DIRECTORIES 261Ellen Curtis-Pierce, Ph.D.Associate Vice Chancellor of Professional Accreditation and Faculty Development;Interim Dean, Education, 2002Laurie G. Dodge, Ph.D.Associate Vice Chancellor of Institutional Assessment and Planning; Interim Dean,Arts and Sciences, 1994Angela Haugh, B.A.Director, Credential Services, 2003Barbara Rodriguez, Ed.D.Associate Dean of Education, 1997Patricia Sobczak, M.B.A., MLISInterim Dean of Extended Education, 1995Kurtis Takamine, Ed.D.Interim Dean, Professional Studies, 2003AdministrationJay Warner, M.B.A.Vice Chancellor for Administration/ Chief Financial Officer, 1992Cristi Kim, B.A.Assistant Director, 2001Roger LaneManager, CUC Computing Services, 1985Marilyn PottsExecutive Assistant, 2005Enrollment and Student AffairsSaskia M. Knight, M.P.A.Vice Chancellor of Enrollment and Student Affairs, 1988Annette CeccottiDirector of Admission, 1993James CoburnExecutive Assistant, 2007Shelly Neal, Ph.D.Director, New Business Development, 2006Sean Nemeth, M.B.A.Director of Advising and Retention Services, 2008Celina Ponce, M.B.A.Assistant Director of Marketing, 1994David Ruderman, M.B.A.Chief Marketing Officer, 1999

262 DIRECTORIESCampus DirectorsMaria Cesario, Ph.D.San Diego, 1978Norma Contreras, M.P.A.Antelope Valley, 2002Al DiStefano, M.Ed.Ontario, 1989Jerry Edelen, M.A., M.B.A.Monterey, 2003Ladd Graham, M.A.Manhattan Beach, 2002Patricia Graham, M.B.A.Santa Maria, 1994David Haigh, M.A.Coachella Valley, 2004Susanne Hamilton, M.S.Walnut Creek, 1987Jill Parma, M.S., M.A.Irvine, 2002Glen Parsons, Ed.D.South San Joaquin, 1982Ron Patterson, M.A.Moreno Valley, 2007Peter Perhac, Ed.D.Fairfield, 2006Maria Rymer-Acosta, M.A.Victor Valley, 2002Ray Sanders, Ed.D.Washington State, 2005Niki Santo, M.A.Modesto, 2007Patricia Steinhaus-Hammer, M.A.Sacramento Valley, 1982Community Outreach CoordinatorsCollene Bauer, M.B.A.Roseville, 2008Michael Brouillette, B.A.Lacey, 2007

DIRECTORIES 263Gayle Morelan, M.S.San Diego, 2008Coleen Paulsen, B.A.Modesto, 2007Susan Schnars, B.S.Fairflield, 2008Ben Schoening, B.A.Irvine, 2008Chris White, B.A.Ontario, 2008FacultyArmando A. Arias Jr., Sr Lecturer of Liberal Studies and Social Science, Monterey; 2004.B.A., M.A., Ph.D., University of California, San Diego.Ronald W. Ball, Sr Lecturer of Liberal Studies and Social Science, Antelope Valley; 1997.M.A., The Fielding Graduate University, Ph.D., Professional School of PsychologicalStudies, Ed.D., Pepperdine University.Melissa Biel, Sr Lecturer of Health Administration and Human Resources; ManhattanBeach and Irvine. 2001. B.S.N., California State University Long Beach; M.S.N., CaliforniaState University, Los Angeles; D.P.A., University of LaVerne.Sandra Bonura, Assistant Professor of Education, San Diego; 2003. B.A., Point LomaCollege; M.S., San Diego State University; Ed.D., Northern Arizona University.Walter L. Bunch, Sr Lecturer of Computer Science, Antelope Valley; 1998. B.S., HarveyMudd College; M.S., Heriot-Watt University.Edward T. Chen, Assistant Professor of Computer Information Systems, Manhattan Beach;2002. B.S., Tunghai University, Taiwan; Ph.D., Brown University.Lester L. Clements, Assistant Professor of Liberal Studies, Modesto; 1999. B.A., AdelphiUniversity; M.A., Ph.D., St. John's University.James W. Cole, Assistant Professor of Education, Concord; 1998. B.A., M.A., University ofSan Francisco; Ed.D., Nova Southeastern University.Ellen Curtis-Pierce, Interim Dean, Education; 2002. B.S., M.S., University of California atLos Angeles; Ph.D., Texas Woman's University.Nedra J. Davis, Assistant Professor of Education, Moreno Valley; 2003 B.A., SouthernIllinois University; M.S., Western University of Health Sciences; Ph.D., University of Iowa.Laurie G. Dodge, Associate Vice Chancellor of Institutional Assessment and Planning,Associate Professor of Psychology, Interim Dean of Arts and Sciences, Santa Maria; 1994.B.S., M.A., Ed.S., Ph.D., Ball State University.Robert Dunkley, Assistant Professor of Social Science, Victor Valley; 2007. B.A.,University of Missouri, M.A. Central Missouri State University, M.A., University of Missouri,Ph.D., Kansas State University.

264 DIRECTORIESMarnie K. Elam, Assistant Professor of Psychology, San Diego; 1994. B.A., Point LomaCollege; M.A., Ph.D., California School of Professional Psychology.Alan Enomato, Assistant Professor of Education, Walnut Creek, 1997. B.A., University ofSouthern California, M.S., University of Nevada, Ed.D., Brigham Young University.John E. Freed, Associate Professor of Liberal Studies, Fairfield; 2002. B.A., GannonUniversity; M.A., Ph.D., The Pennsylvania State University.Edward T. Funk, Sr Lecturer of Organizational Leadership, Roseville; 2007. B.A., BethanyCollege, M.A., Simpson University, D.SL., Doctorate in Strategic Leadership, RegentUniversity.Stephen L. Funk, Assistant Professor of Education, Roseville; 2006. B.A., M.A., CaliforniaState University, Chico. Ed.D., University of San Francisco.Tracy L. Gibson, Assistant Professor of Human Resources and Organizational Leadership,Bangor; 2007. B.A., Prescott College, M.S., Minnesota State University, Mankato, M.Ed.,Ph.D., University of Arkansas, Fayetteville.William Gibson, Sr Lecturer of Psychology, Bangor; 2007. B.A., M.S., California StateUniversity at Los Angeles, Ph.D., Capella University.Kimberly Greene, Assistant Professor of Education, Manhattan Beach, 2005. B.F.A., NewYork Universlty, New York; M.A., Ed.D., Pepperdine University.William B. Hale, Assistant Professor of Education, Antelope Valley; 1988. B.A., Universityof New Mexico; M.A., Southwestern Baptist Theological Seminary; Ph.D., University of NewMexico.Bruce D. Hamlett, Sr Lecturer of Liberal Studies and Social Science. Roseville; 2007. B.A.Miami University, Ph.D., Claremont Graduate University.Julie High, Sr Lecturer of Education, Monterey; 2008. B.A., University of California at LosAngeles, M.A. California State University, San Jose, Ed.D., Fielding Graduate University.Robert Hill, Sr Lecturer of Social Science and Criminal Justice, Sacramento Valley; 2003.B.A., Cal State University, Sacramento; M.P.A., Golden Gate University, D.P.A., University ofLa Verne.Keith Hilton, Sr Lecturer of Organizational Leadership, Modesto; 2006. B.S., EastTennessee State University, M.S., Illinois State University, M.A., Ph.D., Claremont GraduateUniversity.Annie L. Hough-Everage, Associate Professor of Education, Victor Valley; 2004. B.S.University of the State of New York; Albany; M.A., Chapman University; Ed.D., NovaSoutheastern University, Ft. Lauderdale.Marjorie E. Hunt, Sr Lecturer of Social Science, Moreno Valley: 2006. B.A., University ofAlbuquerque, M.A., St. Mary's University, Ph.D., University of California at Berkeley.Raymond T. Hurst, Sr Lecturer of Education, Moreno Valley, 2000. B.A. California StateUniversity, Fresno; M.Ed., Ed.D., University of La Verne.Margaret-Mary Hylton, Sr Lecturer of Psychology, Antelope Valley; 2006. B.S., ColoradoState University, Ft. Collins, Ph.D., University of Texas.

DIRECTORIES 265Janet C. Jackson, Associate Professor of Organizational Leadership, Irvine; 1995. B.A.,Antioch University; M.S., Chapman University; Ph.D., The Fielding Graduate Institute.Donald Johnston, Associate Professor of Health Administration, Lacey/WA; 2003. B.S.,M.S., Whitworth College; Ph.D., Gonzaga University.Martinrex Kedziora, Sr Lecturer of Education, Ontario; 2003. B.A., Memphis StateUniversity, M.S., National University.Stella Kemp, Sr Lecturer of Education Administration, Victor Valley; 2007. B.S., TheUniversity of Texas, Austin, M.Ed., Texas Women’s University.Jeremy L. Korr, Assistant Professor of Social Science, Victor Valley, 2005. B.A., M.A.,Ph.D., University of Maryland.Danny Lamb, Assistant Professor Computer Science, San Diego, 1989. B.S., ChapmanCollege; M.S., West Coast University.Lynne Larsen, Assistant Professor of Education, Moreno Valley, 2004, B.S., Calvin College,Grand Rapids; M.S., Purdue University, West Lafayette; Ph.D. University of Maryland,College Park.Meredith A. Larson, Assistant Professor of Education, Santa Maria; 1999. B.A., Universityof Arizona; M.A., Ph.D., Washington State University.James E. Liese, Assistant Professor of Special Education, Modesto, 1993. B.A., CaliforniaState University, Chico; M.A., Teachers College, Columbia University, New York; Ph.D., TheOhio State University.Darra Lyn Martin, Sr Lecturer of Psychology, South San Joaquin Valley; 2007. B.A.,Indiana University, M.A., Ph.D., California School of Professional Psychology, San Diego.Cid Martinez, Instructor of Sociology, Visalia; 2006. B.A., M.A., University of CaliforniaBerkeley.Judy K. Matthews, Assistant Professor of Psychology, San Diego; 1984. B.A., M.A.,Northeastern Illinois University; M.A., Roosevelt University; M.A., Point Loma College;Ph.D., United States International University.Michael J. McGuire, Associate Professor of Psychology, McChord/Washington; 1987. B.A.,St. Martin’s College; M.A., Chapman College; Ph.D., Saybrook Graduate School andResearch Center.David Monson, Sr Lecturer of Psychology, Ft. Lewis; 1999. B.A., M.S., Ph.D., University ofUtah, Salt Lake City.James V. Neblett III, Assistant Professor of Human Resources, McChord/WA, 2005. B.S.,Purdue University; M.A. University of Phoenix; D.B.A., Argosy University.Glen C. Newman, Assistant Professor of Education, Moreno Valley; 2000. B.A., CentralState University, Oklahoma, M.A., University of Redlands, M.A., California State University,Fullerton, Ed.D., University of Southern California.Sinon K. O'Halloran, Assistant Professor of Education, Walnut Creek; 2004. B.A.,Manhattan College, New York, M.A., University of San Francisco, Ed.D., University ofCalifornia, Berkeley

266 DIRECTORIESAlexis Olds, Sr Lecturer of Organizational Leadership; Santa Maria; 1993. B.A., M.A., SanJose State University; Ph.D., The University of Utah.Michael P. Perez, Associate Professor of Sociology, Irvine; 2003. B.S., M.A., Ph.D.,University of California, Riverside.Carla C. Piper, Associate Professor of Education, Modesto; 1998. B.A., University ofNebraska; M.A., Stanford University; Ed.D., University of the Pacific.Rosanne Rinear, Sr Lecturer of Early Childhood Education, San Diego, 2008. B.A., M.A.,California State University at Los Angeles, Ed.D., Nova Southeastern University.Kathleen L. Ringenbach, Assistant Professor of Psychology, Antelope Valley; 1993. B.S.,East Stroudsburg State College; M.A. Trinity University; M.A. St. Mary’s University; Ph.D.,Pennsylvania State University.Barbara J. Rodriguez, Associate Dean of Education, Professor of Education, AntelopeValley; 1997. B.S., Montana State University; M.A., Colorado State University; Ed.D.,University of Central Florida.Douglas Sexton, Sr Lecturer of Education, Coachella Valley; 2004. B.S., MissouriUniversity at St. Louis, M.A., Maryville University, Ed.D., St Louis University.Richard Sinacola, Assistant Professor of Psychology, Coachella Valley, 2003, B.A.,University of Detroit; M.S.W., Ph.D., Wayne State University.David L. Sloan, Assistant Professor of Education, Sacramento Valley; 2002. B.A.,University of California, Santa Barbara; M.A., California State University, Long Beach;Ed.D., University of Southern California.Mindy Sloan, Associate Professor of Education, San Diego; 2004. B.F.A., Northern IllinoisUniversity, Dekalb; B.S., University of Illinois, Urbana; M.S., Ph.D., University of Kentucky.William Sokoloff, Assistant Professor of Social Science, Legal Studies and Liberal Studies,Santa Maria; 2006. B.A., California State University, Long Beach, M.A., Ph.D., University ofMassachusetts.James Spence, Sr Lecturer of Education, Visalia; 1996. B.S., Southwest Missouri State;M.A., University of Missouri at Kansas City; Ed.D.,. University of Kansas.Jeffrey Stone, Assistant Professor of Psychology, Roseville; 2008. B.A., Stephen F. AustinState University; M.Ed., Georgia State University, Atlanta; Ph.D., University of Houston.Michael H. Stuckhardt, Professor of Education, San Diego; 1991. B.S., Western MichiganUniversity; M.A., Ed.D., University of Illinois.Nina M. Suzara, Sr Lecturer of Education, Fairfield; 2002; B.S., University of Sto. Tomas,Phillipines; M.B.A., Ateneo University, Phillipines; M.Ed., Loyola University, Chicago; Ed.D.,University of San Francisco.Kurt Takamine, Interim Dean of Professional Studies, Assistant Professor ofOrganizational Leadership, Irvine; 2003. B.A., University of Southern California; B.A., M.S.,California State University, Northridge; M.A., Azusa Pacific University; Ed.D, PepperdineUniversity.Carolynne M. Terkelson, Associate Professor of Education, Monterey; 1985. B.S.,University of Oregon; M.S., Syracuse University; Ed. D. University of San Francisco.

DIRECTORIES 267Kathryn A. Theuer, Assistant Professor of Education, Modesto; 2000. B.A., MiamiUniversity; M.A., Michigan State University; Ed.D., University of the Pacific.Anita F. Thompson, Assistant Professor of Education, Ontario; 1998. B.A., PomonaCollege; M.A., Claremont Graduate School; Ed.D., University of La Verne.Gregory R. Timberlake, Sr Lecturer of Organizational Leadership, Hanford; 2005. B.A.,Capital University, M.A., Antioch University, Yellow Springs, Psy,D., Alliant InternationalUniversity, Fresno.Joseph Walsh, Assistant Professor of Education, Roseville; 2006. B.A., Jersey City StateCollege, M.S., Biscayne College, Florida, Ed.S. Nova University, Florida, Ph.D., University ofSouthern Mississippi.Debra D. Warner, Sr Lecturer of Psychology, Victor Valley; 2007. B.A., University ofCalifornia, Riverside, M.Ed., Columbia University, Psy.D., Alliant International University.Leslie Wasson, Assistant Professor of Social Sciences, Hanford; 2003. B.A., EckerdCollege; M.A., University of North Carolina; Ph.D., State University of New York, StonyBrook.Lena Williams, Assistant Professor of Education, Fairfield; 1994. B.A., Lamar University,Texas, M.A., Ph.D., University of San Francisco.Glenn R. Worthington, Associate Professor of Organizational Leadership,McChord/Washington; 1995. B.A., M.Ed., Western Washington University; Ed.D., SeattleUniversity.Cerrene Yvonne-Cervantes, Sr Lecturer of Education, Fairfield; 2006. B.S. College of SaintMary, M.Ed., University of LaVerne.Academic AdvisorsMike Albonetti, Modesto; 1998. B.A., California State University, Hayward; M.A., CaliforniaState University, Hayward.Sherri Babcock, Travis; 2000. B.A., National University; M.A., Webster University.Evelyn Bachelor, Walnut Creek; 1997. B.A., University of Nevada. M.A., Utah StateUniversity.Mary Ann Bardoni-Barbe, Ft. Lewis and McChord; 2000. B.A., St. Martins College; M.A.,Chapman University.Richard Berger, Monterey: 2007. B.S., Excelsior College, Albany, NBarbara Bockman, Site Director, Whidbey Island; 1994. B.S., Chapman College; M.S.,Chapman University.David Branham, Fairfield; 2004. B.G.S., University of Nebraska, Omaha, Nebraska; M.P.A.,Kentucky State University.Charles (Doug) Cook, Walnut Creek; 1996. B.A., San Francisco State University; M.A.,San Francisco State University; Ed.D., Oregon State University.

268 DIRECTORIESCharlene DeBranch, Student Teaching Coordinator, Ontario; 1997. B.A.,M.A., CaliforniaState University, San Bernardino.Margo Deegan, Site Director, Lacey; 2005. B.A., California State University; M.A.,Michigan State University; Ph.D., Loyola University, Chicago.Susanne Delahanty, Coachella Valley: 2006. M.A., Chapman University.Caroline Dias, Modesto; 2004. B.A., California State University, Stanislaus; M.A.,University of the Pacific.Dick Doepker, Visalia; 1998. B.A., M.A., California State University, Fresno.Alan Dumke, Ontario; 1992. B.A., Chapman University; M.A., Ball State University.William Eisentrager, Hanford; 2000. B.A., California State University, Fresno; M.S.,University of La Verne.Kathleen Englestad, Roseville: 2006. B.A., John F. Kennedy University, Walnut Creek;M.A., John F. Kennedy University, Orinda, CA.Norma Francisco, Walnut Creek; 2008. B.S., University of San Francisco; M.A., Universityof California, Berkeley; Ph.D., Stanford University.Margaret Garrett, Antelope Valley; 1996. B.A., Northwestern University; M.A., CaliforniaState University, Northridge.Terry Garrett, Visalia: 2004. B.A., California State University San Francisco; M.A.,University of LaVerne.Vernon Garretson, Visalia; 1994. B.A., Pepperdine University; M.A., California StateUniversity, Fresno.Henry Grennan, Santa Maria; 1997. B.A., California Polytechnic University; M.A., CaliforniaPolytechnic University.Ann Griffin, Walnut Creek; 2007. B.A., Cal State Hayward; M.A., University of SanFrancisco.Andie Harvey, San Diego; 2003. B.A., University of California, Santa Barbara; M.S.,Pepperdine University.MIchael Hayhurst, Victor Valley; 2007. B.A., M.A., Chapman University.Nicole Jackson, Irvine; 2007. B.S., San Diego State University; M.A., Point LomaNazarene College.William LaPlante, Roseville; 2003. B.A., University of San Francisco; M.Ed., University ofAlabama.Laurie Liberty, Whidbey Island; 1991. B.S., Southern Illinois University.James Lutz, Yuba City; 2002. B.A., University of California, Davis; M.A., California StateUniversity, Chico, Ed.D., University of San Francisco.James Maine, Site Director, Ft. Lewis and McChord; 1996. B.A., University of Nevada,Reno; M.P.A. University of Oklahoma, Norman.Mai Miller, Bangor: 2004. B.A., Chapman University.

DIRECTORIES 269Linda Montenegro, Site Supervisor, Yuba City; 2003. B.S., B.S.B.A., M.B.A., University ofPhoenix.Marilee Moore, Victor Valley; 2002. M.A., California State University, San Bernardino.Sara Motaref, Irvine; 2000. B.S., Farah University; M.S., Florida State University; Ph.D.,Florida State University.Mimi Murray, San Diego; 1987. B.A., Dominican University, River Forest; M.S., ChapmanUniversity.Angela Nelson-Swearingen, Moreno Valley; 1995. B.A., Chapman University.Sheila O'Leary, Assistant Director, San Diego; 1993. B.A., M.S., Chapman University.Christina Pasana, San Diego: 2004. B.A., San Diego State University.Marshall Pipkin, Hanford; 1992. B.A., M.A., California State University, Fresno.Patricia Popovich, Santa Maria; 1998. B.A., Chapman University; M.A., ChapmanUniversity.Rolando Regino, Moreno Valley: 2006. B.S., San Francisco State University; M.A.,California State University, Fullerton.Amy Robbins, Santa Maria; 2005. B.S., Cal Poly San Luis Obispo; M.S., Cal StateFullerton.Mary Ann Sanders, Modesto; 2003. B.A., California State University, Fresno; M.A., SaintMary's College of California.Stephanie Sansom, Irvine; 2005. B.A., University of California, Berkeley, CA; M.A.,University of Toronto; M.A., Chapman University.Diana Schmidt, Site Director, Folsom; 2003. B.A., M.A., California State University,Sacramento; M.A., Chapman University.Donald Scott, Coachella Valley; 2007. B.A., University of Puget Sound; M.Ed., WesternWashington University.Keith Simmons, Monterey: 2006. B.S., University of California, Riverside; M.A., San JoseState University.Michelle Smith, Folsom; 2005. B.S., M.A., University of Phoenix.Timothy Stewart, Santa Maria; 2004. B.S., Northwest Christian College; M.Div., M.A.,Fuller Theological Seminary.John Tipton, Ontario; 2007. B.A., San Diego State University; M.A., Cal State Los Angeles.Carol Wells, Victor Valley; 2003. B.A., M.A., Chapman University.Janet Williams, Site Director, Bangor; 2004, B.A., Wichita State University; M.A., SuffieldUniversity.Jane Uhazy, Antelope Valley; 2005. B.A., Keuka College; M.S., University of La Verne.Richard Wu, Lemoore; 2004. B.A., Anhui Institute of Education, Hefei, China; M.A., EastChina Normal University, Shanghai, China; M.A., California State University; Ph.D.,University of Hawaii.

270 Academic CampusesAntelope ValleyCoachella ValleyFairfieldTravis AFBIrvineManhattan BeachModestoMontereyMoreno ValleyOntarioSacramento ValleyRosevilleFolsomYuba CitySan DiegoSanta Maria ValleySouth San Joaquin ValleyHanfordLemoore NASVisaliaVictor ValleyWalnut CreekWashington StateBangor NSBFt. LewisLacey/ Hawk's PrairieMcChord AFBWhidbey Island NASAcademic Campuses

INDEX 271Index22042 Multiple Subject Credential Program........................................................................ 1112042 Single Subject Credential Program........................................................................... 112AAcademic Calendar 2008-2009 ..............................................................................................3Academic Campuses ........................................................................................................... 270Academic Programs..................................................................................................................7Administrative Services Credentials- Tier I and Tier II........................................................ 121Applied Studies ...................................................................................................................... 46CComputer Information Systems ........................................................................................ 7, 48Conditions of Accuracy .............................................................................................................2Course Descriptions............................................................................................................. 169Credential Programs in Education ...................................................................................... 104Criminal Justice...................................................................................................................... 50Cross-cultural, Language and Academic Development- (CLAD) Certificate...................... 124DDirectories............................................................................................................................ 259EEarly Childhood Development............................................................................................... 52Education Division ............................................................................................................... 100Educational Specialist Degree in School Psychology (Ed.S.) and a Master of Arts inEducational Psychology with a Pupil Personnel Services Credential in School Psychology(PPSP)................................................................................................................................... 137FFinancial Aid and Expenses................................................................................................... 21GGeneral Education Requirements......................................................................................... 44General Information............................................................................................................... 11Graduate Academic Policies and Procedures ...................................................................... 77Graduate Admission .............................................................................................................. 74Graduate Degree Programs .................................................................................................. 93Graduate Degree Programs in Education........................................................................... 126HHealth Services Management............................................................................................... 54LLegal Studies ......................................................................................................................... 55Liberal Studies ....................................................................................................................... 57MM.A. in School Counseling, Ed.S. in School Psychology, and M.A. in Educational Psychology135Master of Arts in Career Counseling ..................................................................................... 93Master of Arts in Criminal Justice ......................................................................................... 96Master of Arts in Education (MAE) ...................................................................................... 140Master of Arts in Organizational Leadership ...................................................................... 157

272 INDEXMaster of Arts in Psychology ........................................................................................... 8, 163Master of Arts in School Counseling and Pupil Personnel Services Credential in SchoolCounseling (PPSC) ............................................................................................................... 135Master of Arts in Special Education.................................................................................... 146Master of Arts in Special Education- Professional Learning Community.......................... 148Master of Arts in Teaching (MAT)........................................................................................ 126Master of Arts in Teaching (MAT) in Elementary Education with 2042 Multiple SubjectCredential............................................................................................................................. 128Master of Arts in Teaching (MAT) in Secondary Education with 2042 Single SubjectCredential............................................................................................................................. 129Master of Arts in Teaching (MAT) in Special Education with Preliminary EducationSpecialist (Level I) and 2042 Multiple Subject Credentials .............................................. 130Master of Arts in Teaching (MAT) in Special Education with Preliminary EducationSpecialist (Level I) and 2042 Single Subject Credentials ................................................. 131Master of Arts in Teaching (MAT) in Special Education with Preliminary EducationSpecialist (Level I) Credential (Mild/Moderate and/or Moderate/Severe) ...................... 133Master of Health Administration (MHA).............................................................................. 150Master of Science in Human Resources ............................................................................ 154Message from the Chancellor..................................................................................................2NNutrition and Wellness...........................................................................................................73OOrganizational Leadership .....................................................................................................61PPreliminary Administrative Services Credential – Tier I..................................................... 121Professional Certificate Programs in Education ................................................................ 124Professional Clear Administrative Services Credential — Tier II........................................ 122Professional Reading Certificate ........................................................................................ 125Psychology ..............................................................................................................................65RRyan Professional Clear Credential .................................................................................... 124SSocial Science.........................................................................................................................68Sociology .................................................................................................................................70Special Education — Education Specialist Professional Credential (Level II)................... 120Special Education — Preliminary Education Specialist (Level I)........................................ 114UUndergraduate Academic Policies and Procedures..............................................................26Undergraduate Admission......................................................................................................24Undergraduate Certificates....................................................................................................73Undergraduate Degree Requirements .................................................................................42Undergraduate Degree Programs..........................................................................................46