College of Educational StudiesYearbook

Then and Now Changing Education. Changing the World. 2010-11

Hesperian College, 1861

Ph.D. in EducationChapman University’s new Ph.D. program is unique amongU.S. universities, offering three distinct emphasis areas:

• Cultural and Curricular Studies• Disability Studies• School Psychology

Master’s Degrees• M.A. in Teaching: Elementary Education• M.A. in Teaching: Secondary Education• M.A. in Special Education• M.A. in Education • Educational Specialist in School Psychology/M.A. in

Educational Psychology and Pupil Personnel Services Credential in School Psychology

• M.S. in Communication Sciences and Disorders

Undergraduate and Credential Programs

• Athletic Training Education Program• Integrated Educational Studies• Multiple Subject Credential• Single Subject Credential• Special Education Credential• Pupil Personnel Services Credential in

School Counseling

Our VisionBased on our core values and a commitment to five interdependent principles—(1) personalized education and personal growth,

(2) healthy communities, (3) rigorous scholarship, (4) ethical leadership, and (5) social justice—the College of Educational Studies seeks diverse faculty, staff, students, alumni and community partners who believe in the scholarly and humane development of individuals who will serve local, national and international

communities as educational leaders and mentors. Our shared purpose is to contribute boldly to educational excellence toward a socially just society.

Chapman University College of Educational Studies

The College of Educational Studies commits to develop educators as critical scholarsand skillful leaders who inspire and respect individuals, serve communities,

strengthen diversity and promote a socially just world.

Accreditations & Associations

Programs and Degrees Offered

• Chapman is accredited by and is a member of the Western Association of Schools and Colleges (WASC), one of six regional associations that accredit public and private U.S. colleges and universities.

• Chapman University is a member of the American Council on Education (ACE) and the American Association for Colleges of Teacher Education (AACTE).

• Teacher education and credential programs are accredited by the California Commission on Teacher Credentialing (CCTC).

• The Athletic Training and Education Program is accredited by the Committee on Accreditation for Athletic Training Education (CAATE).

• The graduate program in School Psychology is accredited by the National Association of School Psychologists (NASP) and is the only program of its kind ata private California university.

• The graduate program in Communication Sciences and Disorders is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.

n this issue we are spotlighting our historic

past and exciting future. Chapman

University has been educating teachers since

1861, when we were known as Hesperian

College. Since then, although there have been

significant changes in the field of education, we

have always responded to these changes by

meeting and exceeding new horizons, never

wavering from our commitment to develop

exceptional professionals who are prepared to

change the world, one student at a time.

Over the years, our mission has expanded

to encompass the larger scope of serving K-12

students. Our programs now include School Psychology, School Counseling,

Athletic Training, Communication Sciences and Disorders, and a Ph.D., recognizing

the need for a spectrum of professionals who participate in the educational process of

children and the larger community.

In our article titled “Ambassadors for Transformation,” we are honoring a few

alumni who have gone on to definitely change the world through teaching. Hearing

their stories, and seeing how their careers and lives have unfolded, we continue to be

rewarded and inspired by the fruits of our endeavors.

And thanks to a very generous gift, the College of Educational Studies has

inaugurated the Donna Ford Attallah Academy for Teaching and Learning, which

will focus on

developing K-12

teachers for the

21st century,

researching

teaching strategies

to fit the needs of a

changing society.

Read about the

academy in our

featured article

“When Dreams

Become Plans.”

In our article

about the Academy,

the research being done by our Ph.D. students, and our feature on Looking

Forward, we talk about best practices in teacher education. We invest in research,

collaborate with national and international partners, and cultivate best practices in

our future teachers, who are prepared to lead the field in addressing the issues of

today and tomorrow.

This, along with our, Faculty Highlights and Global Endeavors, all add up to

another exciting year, and another bountiful Yearbook from the College of

Educational Studies.

From the Editors

Dr. Mary McNeil and staff member Patricia Harriman, CES Yearbook editors.

I

Hesperian College, 1861.

After four years of distinguished service as Associate Dean, Dr. Mary McNeil has taken a position directing the education

programs at Rivier College in New Hampshire. Beginning June 1, Dr. Ky Kugler assumed the role of Associate Dean of the College

of Educational Studies. Dr. Kugler has provided exceptional leadership over the past year as the Assistant Dean of

Undergraduate Education and for the last 9 years as the Director of the Athletic Training Education Program. The CES will

benefit even more from his vision and dynamic spirit of collaboration in his role of Associate Dean. We are excited about Dr.

Kugler continuing to move us forward with our dreams and plans.

Yearbook 1

s Chapman University prepares to celebrate its

sesquicentennial anniversary, it is worthwhile

to look back at our heritage of nearly 150 years of

developing educators. You might think that things

were less complex in 1861. Actually, not at all.

Almost to the day, 149 years ago, the U.S. Civil

War began at Fort Sumter. This was just shortly after

Horace Mann helped Massachusetts establish a

statewide public system of education, the first in the

states. It took more than 50 years after Mann’s death

before all states adopted compulsory education in the

U.S. There were many complex reasons for why this

took so long, including that children were an integral

part of the workforce. It was thought that

compulsory education could seriously hurt the

economy. By today’s standards, this seems

outrageous, yet it is part of our history.

In California, where Chapman resides, it was not until 1947 that courts repealed school segregation statutes

(see Mendez v. Westminster at http://www1.chapman.edu/ library/archives/mendez.html) and, as we all know, not

until 1954 when the U.S. ruled “separate educational facilities are inherently unequal.” It took until 1975 for the

U.S. government to abolish separate schools for children with disabilities. The “Good Old Days” were not so

good for all Americans and definitely not for all children.

We have many challenges in education today, not unlike in our history, but as we approach our 150th year of

developing educators, I am proud of what our graduates have done to change the world (see “Ambassadors of

Transformation”). “Changing Education, Changing the World” means we acknowledge that much in education

still needs changing, but our focus will always be shared with the notion that education does not stand alone. It

is part of the larger society and our graduates play a critical role in shaping our society toward creating a just

world where all its citizens should have uninhibited access to the greatest education system in our history.

To the ongoing goal of improving education and thus creating a better world, Chapman continues its

investment in our future. As part of our continued endeavors to develop authentic and sustained relationships

Dean Don Cardinal

The “Good Old Days” of Education

A with colleagues and students in our local

community and around the world, we have

launched a major effort to study and improve

teaching and learning through our new Donna Ford

Attallah Academy for Teaching and Learning. We

accept the challenges that face education today by

asking tough questions and demanding of ourselves

the answers that will serve to create a stronger

education system and society within which that

system exists. I suggest the “Good Old Days” of

education are in our future, not in our history.

2 www.chapman.edu/ces

efore there was ever something called the Donna Ford

Attallah Academy for Teaching and Learning, before we

were honored with a magnanimous gift from a remarkable

Chapman alumna, there was a dream. In meetings, in

discussions, as our dean and faculty met and worked with

colleagues across the nation and around the world, there were

sentences that began, “Wouldn’t it be great if . . . . . .” These

sentences were often followed by dreams of integrating

progressive research, collaboration with local schools, and

renowned education faculty into a dynamic institute dedicated to

fostering exceptional teachers who are equipped to create ideal

learning environments for 21st century students.

And now the dream has finally become real, and we couldn’t

be more thrilled. Thanks

to a very generous gift

from a compassionate

educator, the Donna Ford

Attallah Academy for

Teaching and Learning

will not only study best

practices in teacher

education, but will also

develop and maintain the

best teacher education

curriculum in the country.

A Chapman graduate from 1961, Donna Ford Attallah

exemplifies dedication in teaching. For 40 years, she taught

kindergarten and first grade, and still hears from students who

were imprinted in their education experience by her kindness

and her diligence. She and her late husband Fahmy, a noted

psychologist, philosopher, author and Olympian, have been

extremely generous to Chapman over the years, a reflection of

their lifelong dedication to students.

During the next year, we will begin the implementation and

planning stages of the Academy under the direction of a yet-to-

be-named leader in the field of education. The single subject,

multiple subject, and special education credential programs will

be incorporated in this pioneering Academy.

When Dreams Become Plans:The Donna Ford Attallah Academy for Teaching and Learning

Yearbook 3

Donna Ford Attallah

Donna Ford Attallah, a 1961

Chapman graduate and lifelong

teacher, was featured in our

2008-2009 Yearbook for her

professional achievement as well

as the compassionate generosity

of her and her late husband

Fahmy. The campus is enriched

by the Donna Ford and Fahmy

Attallah, Ph.D. Library of Arts

and Humanities, an Endowed

Chair in Church Relations, and

an Endowed Professorship in the

College of Educational Studies.

After Fahmy’s death, Donna

dedicated the Fahmy Attallah,

Ph.D. Piazza in his memory.

Beginning in the 2009-2010

academic year, Donna was

appointed to serve as a valuable

member of Chapman

University’s Board of Trustees.

Donna with Ryan Hougard – representativefrom Congressman Ed Royce’s office, one of themany participants in this momentous occasion.

“Education has transformative power. I see it in my young five-year-old, and Donna Ford Attallah understands this. To transform through teaching is to discover the strengths ineach student and then to support and develop them to theirfullest potential.”

– Dr. Daniele Struppa, ChancellorMarch 2, 2010 Celebration of Donna Ford Attallah

B

Dean Don Cardinal, Donna, Chapman President Jim Doti and ChancellorDaniele Struppa.

Miss Ford was my kindergarten teacher. I remember her gentleand loving attitude for a kid who stuttered so badly he couldn’teven say his name. It was Miss Ford who took the steps to setme up with a district speech therapist, whom I saw until Igraduated from high school 13 years later. She was a real saintand a credit to why schools and education work.

– Dave Dietrick

4 www.chapman.edu/ces

International Inquiry

The CES is part of a team of two national and four European universities who

are developing the Collaborative International Program Assessment, a global

model for improving teacher education by exploring and sharing strategies for

best practices in teaching. By collaborating with “critical friends” in these

institutions, each of the faculty participants will receive invaluable feedback and

innovative perspectives, continually advancing the field of teacher education.

Project SMART

Under a four-year grant from the California Postsecondary Education

Commission, Project SMART is committed to integrating science,

mathematics, reading and technology, while improving overall

student achievement in K-2

classrooms, in collaboration

with Southern California's

Anaheim City School District. The project brings together

College of Educational Studies’ faculty, science and mathematics faculty from

Chapman, the Orange County Department of Education, and additional

science education agencies for this critical mission.

Students participating in Project SMART classrooms are being tested on their

science knowledge as compared to students in non-participating classrooms

throughout the school district. Preliminary data from the first year of the

project show that students in Project SMART classrooms at all three grades

(kindergarten, first and second) outscore their non-participating peers by an

average of 5.5 to 6 full percentage points on their end-of-year science test,

which is statistically significant. We are very encouraged by these results and

look forward to the second year results that will be available in early 2011.

El Sol Science and Arts Academy

El Sol Science and Arts Academy, a K-8 charter

school in Santa Ana, has partnered with the College of

Educational Studies on an ongoing basis by providing

exemplary experiences for our credential students to

observe a particularly successful model of education

that is characterized by a dual-immersion (English and

Spanish) academic program that emphasizes the arts as

well as science. El Sol also provides other services that

serve the families and members of the diverse community in which El Sol is

situated. Our partnership with El Sol will soon be expanding due to a

substantial two-year grant from Union Bank that will enhance student academic

achievement by improving the interventions that are provided during the after-

school program. We are looking forward to working with the El Sol staff as a

research partner with a goal of adding to the list of best practices for

comprehensive education.

Looking ForwardThe faculty of Chapman’s College of Educational Studies frequently pose questions about the future of teaching because we want to beassured that our current and future students will be well prepared for the teaching demands of the 21st century. However, our quest is not asolitary one. We are partnering with individuals and institutions who are as excited as we are about the future of teaching. Chapman hasalways been in the vanguard of quality teacher preparation, but we also realize excellence requires vigilance, so we are constantlyinvestigating new methods and resources for teacher education. Take a look at some of our current endeavors.

Pierre Habis, Executive VicePresident, Union Bank.

Yearbook 5

ur international outreach would not be what it is today if it weren’t for

the dedication and capabilities of Dr. Ken Tye. Although he retired

from Chapman in 1993, he has continued to work tirelessly in the field of

global education. A lifelong extensive traveler and prolific author, Dr. Tye has

been an integral CES partner in our commitment to providing international

experiences for our students, giving them an invaluable global perspective as

an essential component of their education. Dr. Tye is Professor Emeritus in

Education at Chapman University.

Dr. Tye’s philosophy and international endeavors are grounded in an acute

awareness of what he terms our country’s growing “global interdependence

[as evidenced by] the expansion of technological, political, cultural, economic

and ecological networks connecting different peoples, cultures, civilizations

and regions.” He recognizes and reminds us that a 21st century education is

a global education.

In tandem with Dr. Tye’s oversight and recommendations, the College of

Educational Studies has extended numerous opportunities to both

undergraduate and graduate students to study abroad as a part of their

program curriculum. We have offered courses in Guatemala, Italy, Spain,

Germany and Australia. We are also engaged in agreements with the

Netherlands, New Zealand, Denmark, Norway and Vietnam to exchange

students and program expertise.

As Dr. Tye prepares to move into the next phase of his life where he will

spend his time with family and friends, we will continue the work that he

started, in deep appreciation for his vision and his encouragement.

International OutreachDr. Ken Tye

O

Our adventures continue…

Global EndeavorsHere in the College of Educational Studies we believe in global education. We value and honor the university’s mission to provide personalized education of distinction that leads to inquiring, ethical and productive lives as global citizens.

For our faculty and our students, this means international partnerships in furthering universal education goals, travel courses in a range of countries all over the world,

and research opportunities not limited by national borders.

n the heels of a visit to Vietnam by Dr. Michael

Hass, Professor of School Psychology, the College

of Educational Studies hosted Professor Vu Dung, Ph.D.,

and Dr. Huong Phan, Ph.D., from the Institute of

Psychology in Hanoi, Vietnam last fall to sign a Memo of

Understanding (MOU), representing our mutual

commitment to exchange ideas and information relating to

school psychology. The relationship is especially

significant in that Vietnam has no school psychology

training programs, and is in the initial stages of developing

educational programs in that country.

e also have signed an MOU with Windesheim

University of Applied Sciences in the Netherlands,

denoting our shared commitment to international exchanges

of students and current research on best practices in

education. Mary McNeil hosted Lex Stomp and Carly Klein

from Windesheim, who visited the dual immersion charter

school El Sol when they were in the U.S. Windesheim

University of

Applied Sciences

and the CES have

entered into a

partnership at the

undergraduate and

graduate teaching

credential level

with two students arriving from the Netherlands for the fall

2010 semester. One student will be concentrating on

teacher training in history, while the other student will be

studying teacher training in mathematics.

Windesheim is one of the largest of the 55 Universities

of Applied Sciences in the Netherlands with over 17.000

students. It offers programs in 50 different disciplines and

is a student-focused, practice-oriented education.

This collaborative effort will be a benefit to the IES

students and faculty alike in the future as Windesheim is

eager to provide international experiences for our students

from the College of Educational Studies.

o W

Professor Vu Dung and Chancellor Daniele Struppa, signing the MOU.

From left: Carly Klein, Mary McNeil, LexStomp and Anaida Colón-Muñiz

Other Student Exchanges

This spring, as part ofa student exchangeagreement with theUniversity of Stavangerin Norway, we enjoyeda semester-long visitfrom Ann ElinSvensen, who isworking on a master’sthesis focusing on howteachers manage to

help all learners achieve, while also connectingto their cultural and social lives. She is workingwith charter schools in the area.

We have another MOU with the Universityof Aarhus in Copenhagen, Denmark. Two ofour doctoral students, Amy Hanreddy andShawna Draxton, visited Aarhus in August withDr. Dianne Ferguson to collaborate with facultyand school teachers, following up on a jointproject regarding student perceptions ofinclusive classrooms in both countries at theInternational Special Education Conferenceheld in Belfast. We will also be hosting avisiting student from Aarhus, Bjørn Hamre, inthe fall for three months.

6 www.chapman.edu/ces

Global Endeavorsur doctoral program is especially enriched by student research conducted

in other countries. One of our students, Joanne Murphy, spent time in

Romania working with children with autism and teaching at a university. By

interweaving modeling and coaching strategies, Joanne has provided her course

participants with invaluable tools for teaching kids with differing abilities. The

Ph.D. program also offered a course last summer in which students were required

to conduct research outside our borders for their course project.

“I study, therefore I travel” is becoming a motto for many of our CES students.

Every year, students have several opportunities to complete their required course

work in another country, deeply enriching their educational experience. Our

Athletic Training and Education Program (ATEP) gives its students the

opportunity to complete part of their clinical training in another country,

recently including Germany and Australia. Drs. Michael Hass and Kelly

Graydon of the School Psychology program traveled to

Guatemala during interterm this year with several of their students, to

spend time with Mayan children. Their visit included concentrated

Spanish study, and the chance to work one on one with young

children who spoke both Spanish and their indigenous

language. Our CES students even painted a school while

they were there! Dr. Anaida Colón-Muñiz takes students

to Madrid every summer, for a comprehensive course

that exposes them to the experience of being

foreign, woven into their course content.

Of course, all travel courses include a

bit of sightseeing and adding to

the local economy!

School Psychology program traveled to Guatemala during 2010 Interterm to spend time with Mayan children.

O

Yearbook 7

8 www.chapman.edu/ces

hen Margaret Harvey Ferguson graduated from what was then Chapman

College in 1963, the cafeteria was in Founders Hall. Founders Hall is now

Roosevelt Hall and houses Wilkinson College of Humanities and Social Sciences.

Among other things, she remembers elephant races against Cal State Fullerton, beach

parties at the Newport Dunes and decorating homecoming floats with crepe paper

flowers. She also remembers her wonderful professors, particularly Helen Thompson

who directed the reading clinic. The reading clinic has evolved into the Kathleen

Muth Reading and Learning Center, helping 30 to 40 young children learn to read

each year. What she remembers most about Helen Thompson is that she talked to

Margaret about the importance of educating children who are blind, and of teaching

reading skills to all. This person, this change agent from 40 years ago, inspired

Margaret Ferguson to pursue special education. That decision launched a prolific

career and a lifelong dedication to serving others in the field of special education.

Margaret began her career in the regular classroom in the Centralia District in

Buena Park, took a year off for graduate work and became a special education teacher

for the Garden Grove Unified School District, moving into the role of Program

Specialist for the

district in 1976.

The significance of

this time for

special education

was that in 1975,

Congress passed

Public Law 94-

142, now known

as the Individuals

with Disabilities

Education Act

(IDEA). The act

mandated that all

states assure a public education to all children with disabilities, something taken for

granted today. At that time, Margaret not only helped implement the act for the

district, but physically

located special needs

children in the district

who were not being

provided with any

educational programs.

This momentous

historical crossroads

was able to transform

education due to

ambassadors of

transformation like

Margaret Ferguson.

Fast forward to the 21st century: Margaret is now retired from the public school

system, but continues to impact teaching and children in profound ways. She has

travelled to China to assist teachers in orphanages by developing lesson plans and

training teachers. She also volunteers in a church-run after-school program, tutoring

upwards of 20 children each week.

Margaret has a full, multigenerational family including her daughter-in-law

Lauriann Bodily Ferguson, who graduated from Chapman with both her B.A. in Liberal

Studies and her credential in 1999, and went on to teach first and second grades.

Lauriann credits her mother-in-law for encouraging her to pursue her education at

Chapman, and says she is very grateful for the educational opportunity here. One of

her memories is having a class with Dr. Dawn Hunter (Associate Professor in Special

Education), who advised her students to “be real” in their classrooms.

Ambassadors of TransformationMargaret harvey Ferguson

There were so many of those wonderful personal connections atChapman that have been a positive influence in not only my career butthroughout my entire life. The knowledge, the guidance and motivation,the love and support will remain with me forever. – Margaret Ferguson, 2010

W

Margaret Ferguson visiting with children at an orphanage in China.

Yearbook 9

homegrown resident of the City of Orange, Michella began her education at

Chapman as a freshman, majoring in Liberal Studies where she could begin

her credential classes as an undergraduate. In the last semester of her credential

classes, she began teaching Spanish as a substitute teacher, which sparked her desire

to go to Spain with the Madrid travel course on second language acquisition (EDUC

501) with Drs. Anaida Colon-Muniz and Suzanne SooHoo. It changed her life.

During a class visit to one of the bilingual schools in Madrid, her vivacious

personality and enthusiasm impressed the administrators, so that soon after her

return to California, Michella was given the chance of going back to live for a while

in Spain to perfect her Spanish and seek employment teaching English. Although

finding employment was not easy and not quick, Michella was tenacious in her

search, and eventually found a job at the

school she had visited, which hired her as

the English language and culture teacher!

Since then, she not only works with

groups of students learning English, but

also as the Director of the Bilingual

Program, providing workshops and

English classes for both students and

teachers. She does plan to return to

California at some point and teach here,

but in the meantime, she is having an

unforgettable experience that began with

her CES travel course.

Ambassadors of TransformationMichella Tomocik / Linda duong

A

“When I was looking for a job in Madrid, I felt like I was stripped of myvoice, so that part of my personality was missing. I now give voices tochildren. I give them the gift of language, a gift they will have for the restof their lives and one that will enable them to communicate with peopleall over the world. I take great pride in that. None of this would havebeen possible without the professors at Chapman who were my guidinglight and taught me the distinctive art of teaching.” – Michella Tomocik

Michella Tomocik (right) in Madrid for the WorldSoccer Cup.

We are honored byhow our alumni

continue to expandon what it means tobe a graduate of the

Chapman UniversityCollege of

Educational Studies.

Liberal Studies Graduate,Master’s in SpecialEducation Student

Kimberly Otters,recipient of the Team Up

for Down Syndromescholarship.

hapman ATEP senior Linda Duong accompanied a group of other

dedicated Chapman students and local medical professionals on a

week-long “medical brigade” trip to Honduras. Traveling to five different

rural villages, the team set up mobile medical units to provide free

assessment and treatment to nearly 1,500 impoverished patients who are

otherwise without access to health care. Honduras is one of the most

destitute countries in Latin America, with over two-thirds of the population

living in poverty. Disease and malnutrition are the leading causes of death

in children under age five. Basic needs– education, health care, and clean

water– are scarce, especially in the rural communities Linda visited. She

plans to participate in the brigades again this summer and seeks sponsors.

For more information, please email duong101@chapman.edu.

C

We could not dream what we dream, and do what we do, without the committed support of our donors. In gratitude, we wish to acknowledge our recent gifts:

$1,000 and under

Anaheim Ducks Hockey Club, Inc.

Mr. Jack H. Bauerle

Ms. Meaghan F. Beaudoin

Mr. Craig A. Bennett

Mr. Deep Bhavsar

Ms. Kristine L. Boyle-Walker

Mr. Christopher M. Camacho

Mr. Richard J. Coury

Mrs. Donna C. Cucunato

Ms. Susan A. DeSio

Dr. James L. Doti

Ms. Linda Duong

Ms. Yuko Furuya

Mrs. William D. Graham

Mr. Corey M. Hauge

Ms. Tricia M. Kasamatsu

Ms. Sonia C. Lamas

Mr. Kevin G. LeDuff

Ms. Nicole C. Madonia

Ms. Megan C. McDonald

Ms. Sara L. Nottingham

Mrs. Priscilla A. Picard

Ms. Nora E. Schug

Mrs. Laura L. Seifert

Herkimer Physical Therapy

Mr. Nathan T. Shintani

Ms. Krystal J. Smith

Ms. Gayle S. Sonoda

Mrs. Vana Surmanian

$10,000-$25,000

Mrs. Sarah Caton Hogan

Mrs. Mary Joy Stead and Mr. Jerre Stead

$5,000-$10,000

Mrs. Joan Turner Cox-annual contribution to the Joan

Turner Cox Fellowship Fund

Dr. Gilbert R. Herer

$1,000-$5,000

Mrs. Amber L. Chatwin

Orange County Literary Society

Rus, Miliband & Smith

School’s First Credit Union

St. Joseph Ballet CompanyDonna Ford Attallah$3 million for establishing the Attallah Academy for

Teaching and Learning

$50 thousand for Attallah Academy for Teaching and Learning Funds

See “When Dreams Become Plans” on page 3.

z

Union Bank$80 Thousand for partnership with

El Sol Science and Arts Academy

See “Looking Forward” on page 4.

z

Doug Willits and Susie WillitsChapman University Board Member Doug Willits and

his wife Susie recently gave a generous scholarship of

$10,000 a year, in honor of Susie’s parents Richard W.

and Marjorie A. Derby, for students in the Ph.D.,

graduate and credential programs.

z

Partners in Possibilitynotable gifts

10 www.chapman.edu/ces

Yearbook 11

We wanted to give our readers some important updates about our newest

programs. The Integrated Educational Studies undergraduate program,

which is in its initial year, is now serving 80 majors and a number of

minors. Thanks to comprehensive curriculum design by a task force led

by Dianne Ferguson, Director, Program Improvement and Accreditation,

many of the courses, such as “Self and Identity” and “Philosophy of Helping,”

are also general education courses that welcome students across the disciplines. In

addition, our newly launched M.S. in Communication Sciences and Disorders is

entering its second year with a full complement of eager students who

not only take rigorous classes, but also devote a number of hours in

both medical clinics and school settings toward the completion of

their CSD degree and their Certificate of Clinical Competence

(CCC) in speech-pathology. Our graduates will be well prepared to provide

their services and expertise in a field that has a nationwide shortage.

CES Program Highlights

Integrated Educational StudiesJennifer Heinz, one of our Integrated

Educational Studies students, belongs to the

organization Active Minds, which sponsored

“Furry Friends for Finals” last fall. They

brought puppies on campus for students to

hold, helping them to de-stress during finals week. It was a great success!

Jennifer is also a member of the Alpha Gamma Delta sorority, Movimiento

Estudientil Chicano de Aztlan (M.E.Ch.A.), Leaders Involved in Giving to

Humanity through Service (L.I.G.H.T.S.), the Disability Alliance of Chapman,

and much of the Social Justice community. She credits the IES major for allowing

her to “explore the many different aspects of what it means to care for the

community” and for “the opportunity to learn how to work as a team member, be

a leader, and serve with a heart of helping for the betterment of mankind.”

Communication Sciences and DisordersDr. Judy Montgomery

In April, Dr. Judy Montgomery, Director of

the CES Communication Sciences and

Disorders Program, was awarded for her

Distinguished Achievement in Speech-

Language Pathology/Audiology by the

California Speech-Hearing Association

(CASHA). This award, given to one recipient

per year, represents the highest honor bestowed

by CASHA and recognizes outstanding

contributions to the speech-language

pathology/audiology professions.

Every year at our Honors Reception, we acknowledge

those extraordinary students who have infused their

perseverance, intelligence and eagerness toward

outstanding achievements in their respective

disciplines. We look forward to watching their future

careers blossom!

Ho

no

rs

Rec

epti

on

s

12 www.chapman.edu/ces

CES Program Highlights

hapman University’s Athletic Training Education Program (ATEP) focuses on the art and science

of human movement. Athletic trainers are health care professionals who practice in the

prevention, diagnosis and intervention of medical conditions involving impairment, functional

limitations and disabilities. Accredited by the Commission on Accreditation of Athletic Training

Education (CAATE), the program meets the rigorous criteria established by the National Athletic

Trainer’s Association Education Council.

The program’s director is Dr. Jason Bennett, who teaches in the program along with full-time

faculty members Ky Kugler, Kelly Berardini and Tricia Kasamatsu, as well as several well-qualified

part-time faculty. All of our ATEP faculty are certified athletic trainers, whose academic backgrounds

include human anatomy, human physiology, biomechanics, exercise physiology, athletic training,

nutrition and psychology/counseling, as well as other vital areas.

The program has over 80 majors, half of whom have progressed to clinical education, which is

comprised of course work, lab work and clinical field work. The College of Educational Studies’ ATEP

program works with over 30 clinical sites, including its newest additions the Los Angeles Dodgers and

the Chivas USA soccer team. One of our graduates, Meghan Beaudoin, is the Assistant Athletic Trainer

for the Anaheim Ducks, and the first female certified athletic trainer in the National Hockey League.

A number of the students are able to serve part of their clinical rotation abroad. Recent trips

include Germany and Australia. And that’s not all. Students in the ATEP program also participate in a

spectrum of extracurricular activities to showcase their expertise, as well as to serve their

communities. ATEP students have been honored with a number of scholarships from the National

Athletic Trainers Association (NATA) and

the Far West Athletic Trainers’ Association

(FWATA). CES Athletic Training students

also recently won the FWATA Quiz Bowl

(testing their AT knowledge)! AT students

also find time to serve others. Service

projects have included cooking a meal for

children and their families at the Ronald

McDonald House and sponsoring semester

blood drives. And yes, we hear they still

find time to sleep.

C

Ph.D. Graduates

Three years after their inaugural semester, several

students in the College of Educational Studies’ Doctoral

program are prepared to step into their roles as stewards

of the discipline. They have spent the last year

conducting current research on topics touching on

classrooms, culture and literature. In the last year of

their program, these ambitious students have tenaciously

researched their topics while juggling family and

professional obligations. From preparation to oral

defense, they have devoted their time and energies to

their individual dissertations, each receiving the

mentorship of a faculty committee specifically formed

for overseeing that specific topic. We can look forward

to hearing more from and about these graduates, as

university professors, policymakers, and researchers in

the field of education.

Helping with Habitat for Humanity.

Yearbook 13

Fall 2009Race, Class and Disability in the History ofEducational Reform: Ideology, Institutionsand Utopia

TOM SKRTIC

Tom Skrtic is a renowned disability scholar and

author. A professor of special education at the

University of Kansas, Skrtic is the author or co-author

of several books and over 70 chapters and articles. His

expertise encompasses more than 200 presentations, as

well as editorial positions for 20 journals. In 2004 he

was recognized in the Encyclopedia of Educational

Leadership as one of the two most influential figures in

reconceptualizing the philosophy and practice of

special education, and in 2009 he received the Senior

Scholar Award at the Ninth Annual Second City

Conference on Disability Studies in Education for his

work in disability studies, as well as Syracuse

University’s William Pearson Tolley Medal for

leadership in lifelong learning.

Spring 2010Language and Literacy: Four Big Questions

Stephen Krashen

Stephen Krashen

is Emeritus Professor

of Education at the

University of Southern

California. A prolific

author, he is best

known for developing

the first comprehen-

sive theory of second

language acquisition, introducing the concept of

sheltered subject matter teaching, and as the co-inventor

of the “Natural Approach.” He has also contributed to

theory and application in the area of bilingual

education, and has done important work in the area of

reading. He holds a Ph.D. in Linguistics from UCLA.

Culturally Responsive Education and Research

Russell Bishop and Mere Berryman

From the University of Waikato, New Zealand, we

welcomed Russell Bishop, Professor for Maori

Education, and Mere Berryman, Senior Research Fellow,

this last spring. Prior to his present appointment, Dr.

Bishop was Interim Director for Otago University’s

Teacher Education program. His research interests

include collaborative storying, as Kaupapa Maori, and as

Pedagogy and Culturally Responsive Pedagogies. Dr.

Berryman has spent more than 20 years as a classroom

practitioner, as well a nearly 15 years as a researcher and

manager of the Ministry of Education, Special Education

Poutama Pounamu Education Research and Development

Centre. Her research experience is in the area of Kaupapa

Maori approaches. Our relationship with our colleagues

from Waikato is a rich result of the time and work that

Dr. Suzanne SooHoo, CES Multiple Subjects Professor

and Coordinator, has invested in that area.

CommencementSpeaker 2010Linda Darling-Hammond

Education advisor to Barack

Obama’s presidential campaign,

Linda Darling-Hammond is the

author or editor of more than a

dozen books and over 300

articles on education policy and

practice. As the Charles E.

Ducommon Professor of

Education at Stanford University, Darling-Hammond

launched the School Redesign Network, the Stanford

Educational Leadership Institute, and the Stanford

Center for Opportunity Policy in Education.

CES Program HighlightsResearch Forum Guest Lectures Hosted by the Ph.D. Program

College of Educational StudiesFaculty and Staff

Faculty and Staff, 2010.

CES Faculty, 2000.

14 www.chapman.edu/ces

CES, Associate Professor Dr. Anaida Colon-Muñiz

Dr. Anaida Colon-Muñiz, Associate Professor in the College of Educational Studies,

was honored with the Lifetime Achievement Award from the National Conference of

Puerto Rican Women in November. The group is committed to support women’s

rights and promote the equal participation of Puerto Rican and other Latinas in their

economic, social and political life in the United States. And yes, that’s U.S. Supreme

Court Justice and Puerto Rican Sonia Sotomayor next to Dr. Colón-Muñiz!

School Psychology Dr. Michael Hass

Dr. Michael Hass is Professor and Program Coordinator of

the nationally approved graduate program in School

Psychology. Since he joined the CES in 1977, he has

shepherded the program from a small, self-contained

curriculum to a nationally accredited, dynamic program.

The School Psychology Program at Chapman is the first program at a California

private university to earn approval from the National Association of School

Psychologists (NASP). He is especially proud of his students, because as interns and

graduates, “they demonstrate a level of professionalism and willingness to serve that is

impressive.” His favorite class, he says if he “had to pick” would be Introduction to

Counseling and Mental Health Interventions, where “I first introduce students to the

concept of focusing on people’s strengths, then approaching issues by building on

those strengths.” His future aspirations are to encourage students to go into the

doctoral program and become positioned as leaders and professionals in their field.

Dr. Hass traveled to Vietnam with three CES students last year to participate in a

conference focused on the establishment of the first graduate programs in School

Psychology in that country. Since then, the College of Educational Studies has signed

a Memorandum of Understanding with representatives from Vietnam, mutually

committing to continued endeavors toward that end.

CES, Assistant Professor Dr. Margie Curwen

Dr. Margie Curwen, CES Assistant Professor, was recognized

for her research on the influence of culture on Latino

students’ learning, with a Dissertation of the Year Award in

2009 from Phi Delta Kappa. Her work in this area is

deemed “critical” by the international association.

Faculty Spotlights

“Dr. Curwen, thank you for all your help. I can truly say that I am gladI attend Chapman University because I get the opportunity to workwith such dedicated professors as yourself.”

– Cindy Palomares, CES Student

Yearbook 15

Senior Scholar Award DRS. PHIL AND DIANNE FERGUSON

Drs. Phil and Dianne Ferguson

have received the notable

Senior Scholar Award from the

Disability Studies in Education

Association. Their award was

announced at the association’s

conference in Ghent, Belgium

in May 2010.

Education Director, Associate Professor Dr. Mike Madrid

Since 2003, the College of Educational Studies has

immensely benefited from the careful oversight of our

Education Director, Associate Professor Dr. Mike Madrid.

After retiring from 30 years in K-12 public education, Dr.

Madrid joined the CES primarily to implement increased

credential requirements mandated by Senate Bill 2042. And yet he does so much

more for the CES and our students. For students preparing for teaching

credentials—in multiple subjects, single subjects and/or special education—Dr.

Madrid oversees required student teaching placements, as well as their completion of

TPAs (Teacher Performance Assessments). The purpose of the TPA is to document

students’ knowledge of the principles of effective teaching, instructional planning,

assessing student learning, and adapting instruction to meet the varied needs of

students. Dr. Madrid provides preparatory workshops every semester for students

who need to complete this requirement. Under his skillful guidance, 90% of CES

students pass their TPAs the first time! Credential students begin their relationship

with Dr. Madrid when they first enter their program. He works with them to review

their program requirements and expectations, addresses concerns, and encourage

them in their career interests. His background as Assistant Superintendent of

Human Resources for Little Lake School District also makes him an especially

valuable resource for students as they graduate and prepare to begin their careers in

education. He is a prime model of mentorship in teacher preparation.

Faculty Spotlights

Clockwise from left: Dr. Mary McNeil, Natalie Broccolo, Kathy Arballo, Patricia Harriman,Lonnise Magallanez, Margie McCoy, Christine Wilson, Hilary Bacon, Andrea White-Smith,Sandra Robbie.

Whether it’s coordinating student admissions, coordinating course scheduling,assisting students in completing their programs, or ordering books for courses, youcan bet there’s a staff member behind it. We enjoy being an integral part of theCollege of Educational Studies. And we obviously enjoying working with each other!

16 www.chapman.edu/ces

CES Staff

Professor of Education Dr. brian alters Dr. Brian Alters joined the CES faculty in the fall as a Professor ofEducation with a joint appointment in science. Dr. Alters comesto us from McGill University, where he was an AssociateProfessor of Education, Sir William Dawson Scholar at McGillUniversity, and held the Tomlinson Chair in Science Education.

Author of several books on biology and intelligent design, he is the founder andserved as Director of the Evolution Education Research Centre at McGill. In additionto university teaching, his background and expertise include serving as an expertwitness on several high-profile cases, as well as co-hosting a science television show.

ATEP, Associate Professor Dr. Jason BennettDr. Jason Bennett, Associate Professor in the Athletic Trainingand Education Program, has recently received tenure, inrecognition of his excellent teaching record, his research, and hisservice. In addition to his teaching responsibilities, Dr. Bennettcoordinates students’ clinical education, expanding from just one

affiliated clinical site in 2002 to nearly 30 sites. He is a member of the NationalAthletic Trainers’ Association and a current member of several committees. He isalso chairperson of the Far West Athletic Trainer’s Association. Dr. Bennett recentlyassumed the role of Director of the ATEP Program. Congratulations, Dr. Bennett!

CES, Full Professor Dr. john brady Dr. John Brady has been promoted to Full Professor. Dr. Brady was featured in our 2008 Yearbook for his expertise,contributions and accomplishments throughout the greatercommunity of school counselors and psychologists, as well ashis tireless service to the College of Educational Studies.

Most notably, he is President of the California Association of School Psychologists,serves as Program Coordinator for the School Counseling Program, and served asAssociate Dean for the College of Educational Studies from 2001 to 2006.Promotion well deserved!

Assistant Professor in Special Education Dr. Meghan Cosier Dr. Meghan Cosier is the newest addition to our faculty, joiningus in the fall as Assistant Professor in Special Education. Dr.Cosier brings her expertise in inclusive education and schoolreform in urban public schools, as well as teaching experience in

both K-12 and higher education. Her research has focused on creating K-12 schoolenvironments that are more equitable for students with disabilities and others fromhistorically marginalized backgrounds.

Faculty Spotlights

Yearbook 17

Communication Sciences and Disorders Program Dr. Candace Vickers Dr. Candace Vickers has also joined the Communication Sciences and DisordersProgram as clinical faculty in neurological disorders. She brings with her over30 years experience in diagnosis and treatment of persons with acquiredneurogenic communication disorders. Her teaching focuses on helping

students merge academic excellence with compassionate and thorough clinical practice in anenvironment of shrinking healthcare resources. Her research focuses on chronic aphasia and othereffects of stroke and brain injuries.

Selected Conference ProceedingsBerardini, K. (2009). “Pre-hospital Management of theSpine-Injured Athlete.” Presented at ChapmanUniversity ATEP clinical skills student workshop.

Correia, A. & Bennett, J. (2010, June). Synthetic TurfFields Increase Risk of Heat Illness Injuries. PosterPresentation at the National Athletic Trainers’Association Annual Meeting & Clinical Symposia,Philadelphia, PA.

Curwen, M. S. (2010, April). “Martin Luther Kingstopped discrimination: Intergenerational Latinoelementary students’ perceptions of social issues.” Paperpresented at the annual meeting of the AmericanEducational Research Association (AERA), Denver, CO.

Dodd, J. L. & Frank, L. K. (2009, November). “Impactof Story Complexity on Story Comprehension and retellskills of children with complicated language problems.”American Speech-Language-Hearing Association AnnualConvention, New Orlean, LA.

Ferguson, D. (2010, August). “Listening to Students:Exploring Voice and Teacher Professional Development inDenmark and the United States.” Accepted for Presentationat the Symposium with Susan Tetler, Kirsten Baltzer, AmyHanreddy and Shawna Draxton). International SpecialEducation Conference, Belfast, Ireland.

Ferguson, D. and Ferguson, P. (2010, May).“Family/School Linkages: An Analysis of Policy andPractice.” 10th Annual Second City Conference onDisability Studies, Ghent, Belgium.

Ferguson, D. and Ferguson, P. (April 30-May 4).“Family Planning: Using a Social Relations/SocialJustice Approach to Improving Family/SchoolLinkages.” Annual Meeting of the American Educational

Research Association, Denver, CO.

Giess, S., Keane, L., & Staskowski, M. (2009,November). “SLPs involved in reading and writing: Weare still SLPs.” Invited short course presented at theannual meeting of the American Speech-Language-Hearing Association, New Orleans, LA.

Howard, K. E., (2010, April). “Computer-Based MathConcept Acquisition and Automaticity.” Paper acceptedfor presentation at the American Educational ResearchAssociation. Denver, CO.

Howard, K. E., (2009, March). “Transfer Effects of WorkingMemory Capacity.” Paper presented at the AmericanEducational Research Association. San Diego, CA.

MacGillivray, L., Ardell, A., & Curwen, M. S., (2009,December). “We talk about a book we love: One shelterdirector’s talk of mothers and children living in ahomeless shelter, their literacy practices, and theactivities she plans for them.” Paper presented at theannual meeting of the National Reading Conference(NRC), Albuquerque, NM.

Madrid, M. & Luna, C. (2010). “The Latinoachievement gap: What it is, why it exists, and how toreverse the trend.” Workshop presented at the 44th StateAssociation of Mexican-American Educators ConferenceHollywood, CA; the California Latino School BoardsAssociation 2009 Unity Conference (2009, August),Sacramento, CA; the 5th Annual Summer InstituteLeadership for Education Justice (2009, July), Universityof Redland School of Education, Redlands, CA.

McNeil, M. Smith Gabig, C. & Thousand, J. (2009,May). “Supporting High-Functioning Children withAutism in General Education Classrooms,” presented at

the Athens Institute for Education and Research AnnualConference, Athens.

Miller, R. G., White-Smith, K. A., Curwen, M. S., &*Schmitt, B. E. (2009, April). “Enhancing instructionalagency: Empowerment, access, and content integrationthrough the Read-Write Cycle.” Paper presented at theannual meeting of AERA, San Diego, CA.

Miller, R.G. (2010, January). “Scientifically BasedResearch in the Improving Teacher Quality Program.”Panelist in California Postsecondary EducationCommission (CPEC) research symposium, Los Angeles, CA.

Nalepa, A., Bains, K., & Bennett, J. (2010, July).“Platelet Rich Plasma Therapy to Treat Bilateral PatellarTendonitis in a Female Collegiate Soccer Athlete: A CaseStudy.” Presentation accepted at the Far West AthleticTrainers’ Association Annual Meeting, Honolulu, HI.

White-Smith, K. A., Miller, R. G., Curwen, M. S.,Calfee, R. C., & O’Bannion, C. (2010, April). “Findingsuccess in upper elementary content areas: Results fromthe Read-Write Cycle Project.” Paper to be presented atthe annual meeting of the American EducationalResearch Association (AERA), Denver, CO.

Wilson, A. V. (2009, April). “Standing on the Shouldersof Others: Deconstructing the Role of CollectiveCommunity Memories in White Identity.” Presented atthe American Educational Research Association annualconference.

Wilson, A. V. (2010, April). “I’m not Wearing a Dress:The Role of Clothing in Challenging Stereotypes,”Presented at the American Educational ResearchAssociation annual conference.

18 www.chapman.edu/ces

Faculty

Selected Conference Proceedings

Yearbook 19

Wilson, A. V. (2009, October) “Living the Path ofResistance: Critique of Heteronormativity throughClothing,” Presented at the annual Bergamo Conferenceon Curriculum Theory and Classroom Practice.

Wilson, A. V. (2009, October), “Honoring those WhoPaved the Way: Lesbian Feminists who ChallengedStereotypes.” Presented at the annual Bergamo Conferenceon Curriculum Theory and Classroom Practice.

Wilson, A. V. (2009, June). “Subjectivity Formation andResearch Journals: Untangling the Complexity ofWhiteness, Subjectivities and Privilege.” Presented atthe 21st annual Ethnographic and Qualitative ResearchConference, Cedarville, OH.

Wilson, A. V. (2009, April) Chairperson, “Chicharonesto Chitlins: Dialogic Communities in Higher Education.”Presented at the annual conference of the AmericanEducational Research Association, San Diego, CA.

Wilson, A. V. (2009, April) Chairperson, “DecolonizingGeographic and Knowledge Borderlands.” Presented atthe annual conference of the American EducationalResearch Association, San Diego, CA.

Wilson, A. V. (2009, April) Discussant, “MethodologicalIssues in Narrative Inquiry.” Presented at the annualconference of the American Educational ResearchAssociation, San Diego, CA.

Wilson, A. V. (2009, April) Chair/Discussant,“Queering Schools and Schooling.” Presented at theannual conference of the American Educational ResearchAssociation, San Diego, CA.

Scholarship

Issues in Teacher Education

Chapman University’s College ofEducational Studies has the honor ofbeing the current “home” of Issues inTeacher Education, a journal of theCalifornia Council on Teacher Education.The semiannual journal features articlesfrom the field regarding teacher education policy andpractices. Co-editors Drs. Suzanne SooHoo and JoelColbert will fulfill their role as reviewers of the journalfor the next six years in collaboration with other CESfaculty and several Ph.D. students. In addition, Dr.Colbert has implemented an interactive blog on the

journal’s Web site, http://www1.chapman.edu/ITE/,which enables readers and co-authors to comment andconverse with article contributors. The ITE Web site iscurrently housed at Chapman.

Communication Disorders Quarterly

Dr. Judy Montgomery is editor inchief of this international journalwhich publishes research articles in theareas of communication disabilities anddeafness. The journal has six associateeditors; CES Ph.D. student JenniferShubin is editorial assistant.

The California School Psychologist

The California School Psychologist, arefereed journal published annually bythe California Association of SchoolPsychologists (CASP), is devoted tocontemporary issues in schoolpsychology. The goal of the journal is togather high-quality articles concerning research,assessment, consultation, collaboration, training,service delivery, and other relevant topics that haveimplications for the profession of school psychology.Michael Hass is the editor and Kelly Graydon is theassociate editor.

new editorshipsThe faculty in the College of Educational Studies are committed to participating in the advancement of their respective fields by contributing their time and

expertise to a range of editorial posts on a total of 42 academic journals. CES faculty are primary editors on two prestigious journals as noted below.

Highlighted Books & ArticlesBerardini, K. (2009). NATA President Visits So CalATEPs. NATA News. 36.

Bryan, P. (2009). Anti-crisis model of educaton: A firstresponder to the anti-crisis model. E-Journal, Russian-American Eduction Forum. Vol 01, No. 3. Rus-ameeduforum.com

Colón-Muñiz, A., Brady, J., & SooHoo, S. (in press)What Do Chapman University Graduates Say About TheirPreparation and Use of Multicultural Education Practices?Issues in Teacher Education, California: Caddo Gap Press.

Colón-Muñiz, A., Park, P., and Wilson, T., Eds. (inpress) Memories of Paulo. Rotterdam: Sense Publishers.

Colón-Muñiz, A., SooHoo, S. & Brignoni, E. (2010).Language, culture and dissonance: a study course forglobally minded teachers with possibilities for catalytictransformation. Teaching Education, 21(1), 61-74.

Curwen, M.S., Miller, R.G., White-Smith, K.A. &Calfee, R.C. (in press). Increasing students’metacognition during content area literacy instruction:Findings from the Read-Write Cycle Project. Issues inTeacher Education.

Ferguson, D.L. (2009). Honoring and celebratingdiversity in educational research. Special Issue. Educare,4, 9-18.

Ferguson, D.L., Ralph, G., Meyer, G., Lester, J., Droege,C., Guojonsdottir, H., Sampson, N. and Williams, J.(2009). Designing Personalized Learning for EveryStudent. Simplified Chinese translation. Shanghai, China:East China Normal University Press.

Ferguson, D.L., & Ferguson, P.M. (in press). Thepromise of adulthood. In M. Snell & F. Brown (Eds.)Instruction of students with severe disabilities, 7th Edition.Columbus, OH: Charles Merrill.

Hass, M., Brown, R., Brady, J.T., Boem, D. (in press).Validating the BASC TRS for use with children andadolescents with an educational diagnosis of autism.Remedial and Special Education.

Howard, K. E., T. Vendlinski, et al. (2009). “Using ErrorPatterns Formatively: data driven outcomes.” NewHampshire Journal of Education.

MacGillivray, L., Ardell, A., & Curwen, M. S. (2010).Supporting the literacy development of children living inhomeless shelters. The Reading Teacher, 63(5), 384-392.

Madrid, M. (2009). Dancing with the devil and otherstories my mother told me. Journal of the Association ofMexican American Educators, 15-20.

McNeil, M.E. & Nevin, A.I.(2010) Review ofMurawski, W.W. Collaborative Teaching in SecondarySchools: Making the Co-Teaching Marriage Work! (2009)Corwin Press, ISBN 978-6805-8. For Journal ofEducational Administration Vol.48 Number1, pp 123-126.

Miller, R. G. (2009). Wither thou goest: The trailingspouse or commuter marriage dilemma. In M.Weinburgh & K. Wieseman (Eds.), Becoming and being:Women’s experiences in leadership in K-16 scienceeducation communities (pp. 111-126). London: Springer.

Mire, S. & Montgomery, J.K. (2009). Screening forspeech sound errors: Lessons from one school district.Communication Disorders Quarterly, 32:2.

Montgomery, J.K. (2009). What SLPs need to knowabout the research in reading. Division 16 ASHAPerspectives. Vol 11, pp 66-70.

Montgomery, J.K. (in press). Evidenced-based VocabularyInterventions. Journal of Educational Psychology.

Montgomery, J.K. (2009). 100 START-IN Lesson Plans.Greenville, SC: SuperDuper Publications Inc.

Monzó, L.D. (2009). Fostering Academic Identitites:Contextualizing Parents’ Roles. In M.L. Dantas & P.Manyak (Eds.), Home-School Connections in aMulticultural Society: Learning from and with Culturallyand Linguistically Diverse Families.

Muchnick, B. & Bryan, P. (May/June 2010). Positivelearning. American Camping Association.

Rueda, R. & Monzó, L.D. (in press). Successful in theAcademy. In Publish and Flourish: A Guide for Writing inEducation (2nd Edition).

Scheid, D., K. Kugler, et.al. AT Programs GoInternational. NATA News, April 2009.

Wilson, A. V. (in press) “Stick and Stones May BreakMy Bones,” Journal of Lesbian and Gay Studies.

Faculty Scholarship

booksDesigning Personalized Learningfor Every Student, a book co-authored by Dianne Ferguson,Director, Program Improvementand Accreditation, was recentlytranslated into Chinese, inresponse to the demand for thebook in China. Any teacher who strives to ensureall students are engaged in classroom learning willappreciate this book’s strategy for designingpersonalized curriculum and instruction. Bytaking what works for students with learningdisabilities and behavior problems and applying itto the full spectrum of student differences, theauthors provide you with a proven way to providea flexible, creative learning community that givesstudents more opportunities to succeed.

20 www.chapman.edu/ces

Chapman is accredited by and is a member of theWestern Association of Schools and Colleges(WASC), one of six regional associations that accreditpublic and private U.S. colleges and universities.

Chapman University is a member of the AmericanCouncil on Education (ACE) and the AmericanAssociation for Colleges of Teacher Education(AACTE).

Teacher education and credential programs areaccredited by the California Commission on TeacherCredentialing (CCTC).

The College of Educational Studies is a member ofthe Teacher Education Accreditation Council(TEAC).

The undergraduate Athletic Training and EducationProgram is accredited by the Committee onAccreditation for Athletic Training Education(CAATE).

The graduate program in School Psychology isapproved by the National Association of SchoolPsychologists (NASP).

The graduate program in Communication Sciencesand Disorders is accredited by the Council onAcademic Accreditation in Audiology and Speech-Language Pathology.

Accreditations

Chapman University College of Educational Studies Reeves Hall 2010

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Ky E. KuglerPatricia HarrimanMary E. McNeil

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