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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 [email protected].
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
EDITORIAL STAFF
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