Chapbook Fall 2025 Issue 2

CONTENTS

TABLE OF

Pg 7

Josiah Mendoza

Spotted: Gen-Z’s ‘Campus Celebrity’ Phenomenon and Obsession with Parasocial Relationships

Pg 23

Makenna Kunimura

Balancing Books and Business: Students gain real business experience through their side hustles outside the classroom

Pg 13

Samantha Wong

The Self-Diagnosis Crisis: Social Media’s Mental Health Dilemma

Pg 18

Kendall Barger

Are Students Prepared for an AI-Driven Workplace?

Pg 28

You’re Invited! :Gen Z college students are reinventing the college party scene through dinner parties and themed social gatherings. Matthew Azuma

Pg 33

Josiah Mendoza

What We Wear to Grow Up: How Chapman Seniors Dress for the Thursday Night Bar Scene

CONTENTS

Pg 38

Samantha Wong

Stressed, Stretched and Internship-Obsessed: Students feel the pressure to get an internship as an undergraduate.

Pg 52

Unearthed Resources: The Hilbert Museum Chapman’s student body might be overlooking one of the most Ella Doherty

Pg 41

Grace Littrell

Lights, Camera, Action... How non-Dodge students are getting involved in Dodge College

Pg 47

Roshnee Moorthy

When Winter Feels Like Spring: Weathering California as an International Student. Hailing from countries with snowy winters or year-round summers, Chapman University’s international students often have to adjust to California’s weather in different ways.

Pg 55

Nathalie Ayotte & Roshnee Moorthy

Battle for the Band

Student bands on campus balance work, life and the future of their passions.

Pg 60

Opinion: Say it to My Face. Please! Can Gen Z turn this trend around, or are we forever stuck with online communication? Grace Littrell

TABLE OF

Pg 62

Lilah Gregg

Then vs. Now: Seniors Reflect Four Years Later. Chapman seniors open up about how their fears, uncertainties and unexpected moments of growth shaped their college years.

Pg 72

Nathalie Ayotte

More Than a Distraction

With academic pressures rising, fandom culture gives students a healthy outlet that offers not only an escape but also a way to connect with their community.

CONTENTS

Pg 67

Begino Alvarado

Dodge Masterclass: Education or Celebrity Worship? Are Dodge masterclasses offering any substantial value to the students’ education? Or are they just promotional material for the school?

CONTENTS

Pg 77

Lilah Gregg & Bengino

From DI to DIII: The Impact of Transferring for Student Athletes

Pg 82

Jake Randazzo

The Parking Lottery Chapman students reflect on parking struggles as the university rolls out a new campus living requirement for third-years.

STAFF

Fall 2025

Editors Writers

Matthew Azuma

Makenna Kunimura

Faculty Adviser

Angelina

Hicks

Bengino Alvarado

Nathalie Ayotte

Matthew Azuma

Kendall Barger

Ella Doherty

Lilah Gregg

Makenna Kunimura

Grace Littrell

Roshnee Moorthy

Josiah Mendoza

Jake Randazzo

Samantha Wong

STAFF PAGE

Chief Designer

Faculty Adviser

Gwen Buchanan

Ella Doherty

Lilah Gregg

Makenna Kunimura

Cody Shevelson

Elizabeth Wakamatsu

Grace Littrell

Designers

Gary Metzker

Spotted:

Gen-Z’s ‘Campus Celebrity’ Phenomenon and Obsession with Parasocial Relationships

Brace Face. Swimmger (swim ginger). Orgy Girl. Mailroom Boy.

All four are fellow students who I engaged in a brief moment now forever burned in my memory as legendary slices of my college lore.

All four represent iconic figures brought to life and immortalized by continual references. All four became the faces of inside jokes that have become forever memorialized in the collegiate syntax of my group chats’ vernacular.

Photo provided by Josiah Mendoza

Written by Josiah Mendoza

All four are complete strangers, but while they might not know me, I sure know them. All four are my most iconic campus celebrities.

Many young adults view college as a cesspool for instigating new relationships; a time to test newly formulated versions of oneself amid a brandnew social ecosystem. During this time, many students construct lifelong bonds made infamous by portrayals of the collegiate experience found in media or through the stories of our parents from their youth.

Within this ecosystem, many of the classic relationship archetypes form. However, when navigating the unknown terrain of college, many began to

actively participate in the formulation of a unique, one-sided relationship: the campus celebrity.

While many students utilize the term “campus celebrity” as a way to describe parasocial

dynamics, differing groups of individuals have similar yet slightly differing definitions.

Photo provided by Chapman University

The first definition relies heavily on the traditional definition of a celebrity and involves cases in which someone famous becomes someone accessible in everyday life.

When asked about the concept of campus celebrities, Ryan Mills, a senior at Chapman University studying documentary filmmaking, lit up as he recounted a memory of one of his campus celebrities from the beginning of his college experience.

“She was in Disney Channel TV shows,” Mills said. “She has hundreds of thousands of followers online. People would start coming up to her, throwing cameras in her face and kind of treating her as not a real person.”

Mills’ definition of campus celebrity places a heavy emphasis on the celebrity aspects of an identity: the high-profile TikTok influencers, prolific student athletes or Hollywood stars turned college students who then become recognizable classmates that other students might brush shoulders with when on campus. These types of campus celebrities have a pre-existing pedestal of fame that thrusts their identity into the spotlight, giving them higher levels of visibility, which allows wide-scale masses the opportunity to form a parasocial bond.

“It’s not a real relationship,” Mills

continued. “It’s a fake one-sided online relationship where you’re not on equal ground.”

The second definition of the term “campus celebrity” reflects some of the parasocial qualities of the latter statement by Mills but places more of an emphasis on the “campus” part of the relationship dynamic. Within the context of this dynamic, any fellow civilian can become the center of an individual’s parasocial infatuation.

“What made [other students] our campus celebrities is having one interaction or event with them that

would turn into like a legendary moment of lore,” said Emily Tsuge, a senior at Chapman. “A singular inciting moment would happen —

It’s not a real it’s a fake one-sided relationship where on equal ground. “

Photo provided by Josiah Mendoza

relationship,

one-sided online where you’re not ground. ”

-Ryan Mills

and from that moment on — that’s the only context we would see them in.”

Other students, like Mills, formed their civilian campus celebrity through other means of meeting.

“I continuously ran into the same person, but never actually introduced myself or met them,” he said. “She knew my friends, and she also had a really loud presence online.”

For Mills, it’s the lack of

progression after the initial recognition that causes a parasocial bond to form.

Although Mills suspected that they shared a recognition with each other, the formation of a routine that involved actively ignoring each other created an awkward void.

“We’re not actually good enough friends to constitute a good reason to say hi,” Mills said. “However, you feel like you have insight into her personal life because you follow her on social media, but you really don’t.”

Within this definition of a campus celebrity, following the initial inciting incident that casts a spotlight on an obscure individual, this newly-minted star becomes the subject of group chat conversations, the face of inside jokes and the center of secret fan moments when unexpectedly spotted on campus.

“My campus celebrities are funny caricatures of a moment versus an actual celebrity,” Tsuge continued, “but I feel like there’s multiple levels of parasocial

Parasocial dynamics like the campus celebrity have always existed. Rebecca Tukachinsky Forster, an associate professor at Chapman University in the School of Communication, has worked on studies throughout her career that explore parasocial relationships.

When asked to explain parasocial relationships, Tukachinsky Forster explained that this terminology helps describe a onesided relationship that is imaginary, yet feelings of intimacy still exist.

Originally coined in the context of television, the term parasocial relationships dates back to 1956. However, Tukachinsky Forster further clarified that her research shows examples of parasocial dynamics that date further back to ancient Rome. Human beings obsessing over strangers is nothing new, but a natural instinct has evolved and adapted to the common instruments of the 21st century.

When asked specifically about the concept of a campus celebrity, Tukachinsky Forster took into account the controlled environment of a college campus with a finite number of students.

“[Campus celebrities] are more on the outskirts of what the actual definition of a parasocial relationship is,” she said. “They are degrees off — it’s a continuum from 100% parasocial to 100% non-parasocial.”

Because college students could have a reallife relationship with their campus celebrity, campus celebrities fall on the outskirts of the parasocial spectrum, as there is a realm of possibility that this one-sided dynamic could go both ways.

We want people. We to look up something. to be inspired something. “

- Rebecca

Photo provided by Josiah Mendoza

want to idealize We want up to something. We want inspired by something. ”

Tukachinsky Forster

But why do students have these parasocial relationships with a stranger? Perhaps it comes from the desire to romanticize the mundane of everyday life.

“We want to idealize people. We want to look up to something. We want to be inspired by something,” Tukachinsky Forster said. “We love the bigger-than-life. You have your boring, regular life. You want to see someone else that brings some glamor, brings some chic, that brings you something else that you can both relate to, but also aspire to or admire.”

All four campus celebrities have become amalgamations of my projected fabrications and real-life insight I have gathered from afar. All four are still strangers but wield the bizarre power to bring a smile to my face even on the most gray days.

All four might never know who I am, but I am so deeply grateful for the brief, fantastical escape from the mundane that momentarily materializes when we pass each other on campus.

Brace Face. Swimmger. Orgy Girl. Mailroom Boy.

Photo by Samantha Wong

The Self-Diagnosis Crisis: Social Media’s Mental Health Dilemma

By Samantha Wong

When freshman Addison Herang scrolled past a 30-second TikTok video explaining “high functioning anxiety,” something clicked.

“I was listening to this list of symptoms and thought, ‘Wait, this is referring to me,’” Herang said.

The technical theater major continued down a rabbit hole of Google searches and potential selfdiagnoses before hitting a wall.

“This obsession with proving that I had anxiety was what was causing anxiety,” she said. “I just stopped looking, and I’ve been fne since.”

With mental health content exploding on platforms like TikTok and Instagram, many users are turning to social media to fnd answers, and sometimes, to diagnose themselves. While these platforms can raise awareness, experts warn about the risks.

“Social media and mental health have always been intertwined with self-comparison, but these mental health info posts are adding a new level to it,” said Illiana Grifths, a psychologist with Chapman University’s Student Psychological Counseling Services.

Grifths explained that talking about struggles and coping strategies can help reduce stigma, but social media users can also spread misinformation.

“Oftentimes we see that a post oversimplifes complex mental health issues or that certain content romanticizes symptoms, leading to confusion and reinforcing unhealthy behaviors,” she said.

She also cautions students against self-diagnosing because the information found online isn’t always accurate or personalized.

“Sometimes that content leads to individuals seeking professional support, but we know that isn’t always the case and it can be quite harmful,” Grifths said.

According to a study published earlier this year, more than half of all the claims in reviewed TikTok videos relating to Attention-defcit/hyperactivity disorder (ADHD) lacked scientifc accuracy. These inaccuracies led to one in four adults believing that they have ADHD, according to the study, when only 6% of the population is estimated to have it.

Junior screenwriting major Rosie Boschuk admitted to being one of those individuals who was persuaded by a TikTok post about mental health and neurodiversity.

“I’ve 100% seen a post about ADHD or anxiety and been like, ‘Yeah, that’s me,’” Boschuk said. “I’ve also defnitely joked about it with my friends.”

“It’s not a joke, but sometimes it can be a defense mechanism when I’m just so stressed,” Buschuk said.

She also said she believes that it’s not all negative.

“In a way, when someone who doesn’t actually have that mental illness acknowledges they have similar traits, maybe it helps those who do feel like they aren’t so diferent,” Boschuk said. “It’s not the same thing, but it’s broadening a community.”

Junior sociology major Lauren Barber had a diferent perspective.

“These posts give a sense of community, but at what cost?” Barber said. “Mental health isn’t a trend.”

She went on to explain that a few similar traits don’t always equate to the same situation.

“I’ve seen people [self-diagnosing] a lot, but that doesn’t make it medically true,” Barber said.

She also said that while social media has done a good job building awareness, a change is needed.

“At this point, we’re already pretty aware,” Barber said. “Now it’s time to do something proper with that information.”

Student Psychological Counseling Services helps students who are struggling with mental health. Photo by Samantha Wong

By: Kendall Barger

As Chapman University seniors prepare to enter a job market where artificial intelligence is far and wide, a critical question emerges: Are they ready?

AI is transforming workplaces across every industry at a rapid pace, yet higher education’s response remains uncertain.

The question has shifted from whether or not students should use these tools at all, to how they should be prepared to use them. Current educational approaches may not be building the critical thinking and AI literacy students need to thrive in tomorrow’s workplace, leaving graduates potentially unprepared for the realities they’ll face on day one of their careers.

Walk into any college classroom today and you’ll find wildly different approaches to AI. Some professors advise its use with clear limitations, others integrate it directly into the curriculum and some ban the technology altogether. This inconsistency reflects a deeper uncertainty about AI’s role in education and raises questions about whether students are receiving coherent preparation for their professional futures.

English professor Samantha Dunn believes resistance to AI is the real problem, not the technology itself. The power it holds, she argues, ultimately lies with the user.

“I think it can support whatever work you’re doing in an effective and convenient way. I don’t see any problem with it,” Dunn said. “In fact, I think that if we are resistant to it, that’s the problem. It’s the reality. We have to embrace it and master it because otherwise it’s going to master us.”

As an English professor where reading, writing and producing original thought are paramount, Dunn emphasizes that AI’s impact depends entirely on how students choose to engage with it. The opportunities to take the easy way out have always been there, but how students choose to use them is the true indicator of whether or not they’re prepared to use these tools in their professional lives, she said.

Her personal narrative class, she explains, is “an opportunity for you to grow as an artist and as an individual, and you can make the choice to do that or you can make the choice not to. People who want the easy way out have always used tools that are available to them.”

Dunn uses her classes as a space to promote original thought and authenticity, work she argues AI fundamentally cannot replicate. It’s impossible for AI to “delve into your own psyche,” she notes, warning that “we are on the verge of an illiterate society that can’t reason or think anymore because we know the Matrix is going to do it for us.”

While AI can undermine the learning process and become a replacement for original human thought, it is also up to the student to decide how much they are willing to apply their own knowledge and experience to their education.

While the AI boom has created controversy in higher education, Chapman is actively working to address it head-on rather than avoid it. New policies within Chapman’s academic system reflect a significant shift, encouraging faculty to treat AI as a professional competency rather than simply an academic integrity concern.

The university’s approach builds on work by education scholar Paul Hanstedt, who characterizes challenges like AI as “wicked problems.” He argues these problems create situations “where the parameters of the problem and the means available for solving them are changing constantly,” according to his 2018 book “Creating Wicked Students: Designing Courses for a Complex World.”

Chapman’s website references Hanstedt’s book, applying his argument that preparing for an unpredictable future requires cultivating “wicked competencies” in students.

There is an understanding among faculty that AI is an ever-changing phenomenon that won’t

English professor, Samantha Dunn. Photo courtesy of Dunn.

Strategic and Corporate Communication Professor, Rachel Wade. Photo courtesy of Wade.

Strategic and Corporate Communication Major, Samira Janssen. Photo courtesy of Janssen

disappear, only become more sophisticated. Yet as Chapman’s online AI Hub notes, this isn’t unprecedented territory: “Those who paved the way for us to be educators in higher education no doubt felt some level of uncertainty, angst, and disorientation aroused by similar challenges.”

The university frames a central question: How to create educational opportunities that recognize a constantly changing world and produce graduates who can participate in solving wicked problems in thoughtful and constructive ways?

Chapman’s AI Hub explicitly states its purpose for faculty members: “This guide is designed to help you clarify your position on the use of generative AI tools in your course/discipline and craft a student-centered syllabus that reflects our commitment to developing impactful global citizens.”

The website also provides a sample class activity where the use of ChatGPT is permitted to get students more accustomed to using AI with academic integrity, instead of making it a foreign concept. These tasks require students to “explore

nuances” in the technology by asking it a research question to generate an essay in which they compare it to original work.

Strategic and corporate communication professor Rachel Wade has implemented this kind of activity in her message design class, viewing AI literacy as essential preparation for students’ future careers.

“You’re going to be using AI once you leave Chapman, so any way that I can help prepare you to understand how to use it responsibly and effectively, I think it’s kind of my job as an instructor,” Wade said. “Particularly in strategic communication where we’re seeing so many changes in the workplace, both creatively and strategically, I think it’s important to get exposure in class.”

Professors like Wade understand that humanity has learned how to navigate other revolutionary technologies for years, and this is just a recent one that the current generation is working on understanding the best ways to implement.

Wade drew parallels to previous technological

ChatGPT’s homescreen introduces users to its core capabilities before a conversation begins. Its clear feature highlights help users quickly understand how the tool can assist them.

OpenAI’s mission page spotlights its role as a research and deployment company, claiming to benefit human needs with its services.

revolutions, arguing that resistance isn’t a viable long-term strategy.

“I think at first there was this ‘can’t use ChatGPT movement,’ and then the response is like, ‘That’s not a long-term solution,’” she said. “It’d be like saying 20 years ago that you can’t use Google. People have been freaking out about technological advancements since the beginning of technology.”

For Wade, the barrier to preparing students for an AI-driven workplace isn’t the technology itself; it’s teaching responsible use.

“Once we get through how to use it responsibly and teach that, then I’m excited about all the prospects of how to incorporate it into the classes, and how to incorporate it into design,” she said.

Despite Chapman’s institutional efforts, some students report inconsistent exposure to AI across their coursework. Strategic and corporate communication student Samira Jannsen said she observed how her professors have chosen not to talk about it at all.

“My professors this semester haven’t really mentioned it,” she said. “I feel like they know now that it is inevitable.”

Her experience during a summer internship as a graphic designer revealed a critical gap between classroom preparation and workplace reality. When tasked with designing a supplement company, she used AI extensively for applications she’d never encountered in her classes. She realized that the technology was used not as a shortcut, but as a tool to create something that she couldn’t produce herself.

“I was doing things with AI to make logos, make the company name and I learned so much,” Janssen said. “I didn’t even know it could do that.”

Her experience raises an essential question — if students spend years developing skills in the classroom but encounter AI applications in internships and entry-level positions outside of their curriculum that they’ve never been taught to use, are universities truly preparing them for professional success? Is AI literacy now a core competency that students must master?

“I feel like it would be very beneficial if there was a portion of class time set aside to learn about it and how to use it better and more efficiently as a tool,” Janssen said.

Balancing Books and Business

Students gain real business experience through their side hustles outside the classroom

When finals season is ramping up for students at Chapman University, senior film production major Tina Luo is not only sending in her final projects, but she is also sending in photo packages to her clients.

Chapman student entrepreneurs are balancing fulltime schedules of classes while also leading small businesses. Their ventures are not only helping them make some extra cash, but they’re also providing them with real experience in budgeting, communication, marketing and problem-solving. Student-owned small businesses include Tinaluo Photography, Tigerseye Tshirts, Vmlstitchedup, Nea Swimwear and many more.

Luo, owner of Tinaluo Photography, said that balancing books and business is not always easy.

“It can get a little tricky trying to manage both the business and my academic life,” Luo said. “Being a student already gives me so much work to do, and

sometimes I’m not able to post daily or even weekly.” Luo isn’t the only entrepreneur who feels this way.

“As a full-time student, I have dedicated a lot of my time to my education, especially as a senior — my goal has been to finish strong,” said Olivia Frates, a senior political science major and owner of Tigerseye Tshirts. “I think there just isn’t enough time in the day to always put a hundred percent into both, and as both an artist and a student, it definitely gets hard.”

Despite struggling with time commitment, students are finding that some of the most valuable lessons aren’t coming from their lectures. Instead, they’re coming from their small businesses.

“I have always considered myself an outgoing person, but running a business has helped me talk to people on a more personal level,” Frates said. “This has helped me work better in class, and with group projects and presentations. It has helped me become much more confident than I was before in so many ways.”

Tina Luo, senior film production major. Photo courtesy of Luo

Strip of Luo’s photography. Photos courtesy of Luo

Olivia Frates, political science major. Photo courtesy of Frates 22

One of the many upsides to owning a small business and being your own boss is being in control of the ins and outs, said Robin Nakamura, a junior political science and peace studies double major and owner of Nea Swimwear.

“I find it really empowering to dictate my own schedule and be in control of all of the

working parts of it,” Nakamura said.

Being in control of a small business can be a lot of work, but Luo said that she’s driven by passion, not perfection.

“I don’t care about what it is that I create — they could be headshots, graduation photos or cat photos,” Luo said. “I care more about how I feel

Veronica Lentz, junior psychology and environmental science double major.

Robin Nakamura, junior political science and peace studies double major.

Polkadot bikini made by Nakamura, owner of Nea Swimwear.

Photo courtesy of Nakamura

Denim bag made from overalls by Lentz, owner of Vmlstitchedup.

Photo courtesy of Lentz

about them. They don’t need to be masterpieces. They just need to be what I like, and I feel fulfilled when I scroll through my feed.”

Veronica Lentz, a junior psychology and environmental science major, owns a small business called Vmlstitchedup, which promotes fixing, altering and flipping clothing. Despite social media being a hotspot for marketing, Lentz cares more about authenticity.

“I am a social media hater, despite my many upcycling reels,” Lentz said. “I don’t care enough about making it a marketable business, because that’s not what Vmlstitchedup is about to me. It’s a slow, small, personal service

creating one-of-a-kind items for those I love. It’s so much more rewarding to fix someone’s favorite pants and see them wear it to class than to have a stranger buy a piece that they have no emotional attachment to.”

This need for authenticity is common among student entrepreneurs.

“I am driven by creativity, passion, art, fashion and sustainability,” Frates said. “I try to never throw away a single piece of fabric in hopes that I will find a way to use it again in the future. The point of Tigerseye Tshirts is to create elevated basics that are one of a kind — just like the people who wear them.”

Custom tank made by Frates, owner of Tigerseye Tshirts.

Photo courtesy of Frates

Rack of clothing items. Photo courtesy of Lentz.

You’re Invited!

Gen Z college students are reinventing the college party scene through dinner parties and themed social gatherings.

From: Matthew Azuma

suits and feather-lined headpieces, guests at senior Lili Reigart’s 22nd birthday party pile into the living out of hats to discover their charac-

In response, Gen Z college students are finding new ways to connect with their peers to break through and cultivate lively social spaces once again, inspired by life before the pandemic and their childhoods.

are breaking out of the traditional college party scene and reinventing social gatherings on campuses.

Gen Z has been given the unofficial title of the “Loneliest Generation” — with 73% of Gen Z reporting frequent feelings of being alone, according to a 2020 Cigna study. Coming out of a global pandemic in the midst of a rise in social media usage and a growing mental health crisis, going back to social spaces can be difficult for many.

Party host Lili Reigart and student Audrey Huynh posing for a photo celebrating their win during the night’s murder mystery game. Photo courtesy of Reigart.

The 1920s murder mystery party, inspired by childhood games like Mafia, Among Us and One Night Werewolf, was the brain-child of global communication major Reigart. Among the intricate backstory and inspiration, her party had a larger goal.

“After three years of college, I’d gotten really bored of just standing around at parties,” Reigart said. “This felt like a really fun alternative and a creative way to encourage people to interact with each other.”

Reigart was tired of the traditional bar and frat scene and wanted to do something different for her last college birthday party. Despite having guests from all areas of her Chapman circle — from sorority sisters to her a acapella group and roommates at the occasion — they came together in an unexpected way at her celebration.

“There were so many different groups of friends, but the nature

Party host Lili Reigart and student Audrey Huynh posing for a photo celebrating their win during the night’s murder mystery game. Photo courtesy of Reigart.

of the game itself really encouraged people that might have been different on the surface to connect just by hanging out with people besides the group that they came with,” Reigart said.

The unconventional nature of her murder mystery party allowed for groups to crossover and interact in ways that might not have happened in a traditional party setting. Reigart shared how the unconventional setting allows her guests to open up.

“As an actor myself, when you’re in a scene with someone, you have to be really vulnerable — I think something similar happened at my birthday party,” she said. “Every one was immersed in a role that to someone new.”

Reigart isn’t alone in creating unique spaces that foster connection unconventionally. For her 19th birthday, sophomore creative producing major Kailee Rustia recently hosted a whimsical bug-themed apartment café that offered her friends a different way to connect.

“It’s fun to interact with people at the bars and frats, but I feel more of an emotional and deeper connection with others outside of that,” Rustia said.

Inspired by seeing people host at-home apartment cafés on her Instagram feed, her bug-themed café, which she called “Kailee’s Garden,” included a bug-themed drink and dessert menu, flowery pastel decor, arts and crafts,and guests dressed in their best bug attire.

“Gen Z social gatherings look much more interactive and, I guess, festive,” Rustia said. “We’re doing more than just dinner.”

Having a place to host is an important part in creating these spaces.

However, as a freshman, sometimes frats and off-campus house party scenes are the most popular options on a Friday night.

Freshman screenwriter Marz Lazar shared a shift in trends she’s noticed among her peers.

Student Ava Ignacio and party host Kailee Rustia posing for a photo at Rustia bug-themed 19th birthday party. Photo courtesy of Rustia.

“People really like these spaces to just serve as a connection,” Lazar said. “But I know people who like hanging out in each other’s dorms and like the pre-game more than the party most of the time, ‘cause it’s where the actual connection

is happening. It’s a more intimate moment of connection.”

Through murder mystery parties, bug cafés and finding contempt in the company of getting ready in a college dorm, the loneliest generation is not just reinventing parties, but the very idea of what it means to be together.

Party host Kailee Rustia’s setup for a photo at bug-themed 19th birthday party. Photo courtesy of Rustia.

For some, like sophomore theater performance major Duncan Engel, the issue isn’t just the party scene itself; it’s how hard it can be to genuinely connect in those environments.

“You go to a party and someone’s like, ‘I can’t hear anything, the music’s too loud, there’s too many people,’” Engel said. “If you look into that and ask why you don’t like that, it’s because you actually can’t connect with anyone in those spaces.”

Senior Sophie Matuch poses in her dooway before heading out to the Orange Circle bars. Photo courtesy of Mendoza. 29

What We Wear to GroW up:

How Chapman Seniors Dress Up for the Thursday Night Bar Scene

by Josiah Mendoza

Every Thursday night, the city of Orange comes alive: college bar night. Lines snake around the block as Chapman University students huddle shoulder to shoulder, drenched in adrenaline and sweat and drunk off of anticipation for the social interactions that the night holds.

Each student in line shares the same, singular destination, but the pilgrimage to the bars does not have an evident uniform. Instead, the line forms a patchwork of styles, from vintage to modern, casual to dressed up. Each outfit, whether intentional or not, serves as a statement of identity.

For many, turning 21 is a momentous transition: adolescence giving way to adulthood and nights out moving from dorm parties to the bar. Fashion evolves alongside that transition. In their early twenties, as young adults navigate who they are becoming, visible markers of the process.

Seniors at Chapman have vastly different styles when it comes to what they wear out on Thursday nights to reflect their social

hair, athletic build and a love for online shopping.

“I shop where a lot of other girls shop,” she said, refer encing her sorority sisters. “But oh my gosh, I have had a style evolution.”

identities and who they are becoming.

On the surface, Sophie Matuch might seem like a breathing stereotype of a collegiate sorority girl: perfectly bleached blonde

Originally from Buffalo, New York, moving to California for college forced Sophie to reana -lyze her wardrobe choices.

“Freshman year, I would have pulled up in anything, and now I look forward to getting dressed,” she said. “I wore baggy high-waisted ripped jeans and ribbed tank tops right above my belly button. I wouldn’t go near those clothes now.”

Over time, Matuch’s involvement in Greek life shaped her style choices as she mirrored the girls she surrounded herself with. She also cites influencers on TikTok and apps like Pinterest as key sources for inspiration.

Heath Dunbar entered freshman

Senior Gaby Guimares quickly poses for a photo before heading out for a night of fun. Photo courtesy of Mendoza.

year with a signature uniform: Patagonia, or what he affectionately and somewhat ironically dubbed “Patagucci.” His faux-outdoor aesthetic, paired with a beat-up pair of Chuck Converse, stood in stark contrast with the indoor environments he frequented.

Whether heading to film classes or grabbing lunch in the cafeteria, the mountain-ready look followed him everywhere.

“I’ve always just worn what I like, and I pick all my own clothes out,” Dunbar said when asked about the early, slightly eccentric phase of his style.

Over time, however, his wardrobe has shifted to a Y2K-era, Brad Pitt-inspired aesthetic that has been brought back to life by celebrities like Jacob Elordi and Austin Butler.

Heath translates this into a look grounded in simplicity that oozes with white-boy charm: a long vanilla sleeve waffle shirt layered under a basic tee, jeans with the perfect amount of bagginess and,

unconventionally, a pair of beats of HOKAs to add a few extra inches to his already tall 6-foot stature.

“I wear more normal clothes now,” he said. “I used to wear more ridiculous clothes in the past.”

Ask him what drives his style, and he responds with unfiltered candor.

“Probably my looks. That’s all I would say,” he said. Then, with a grin, he added sarcastically, “I perfected my body. And as Tom Ford says, ‘The body is the ultimate outfit’ — and oh, how I have perfected my body.’”

He stopped, laughed and corrected himself. “Wait… I think that was Gianni Versace,” he said.

Boho. Chic. Business casual —

three phrases that Gaby Guimares would use to describe her style. With Brazilian roots, Guimares challenges herself to find ways to push the boundaries of conventional Western style by infusing her cultural background.

“I definitely have always leaned toward the Island girl style,” Guimares said as she messed with her afro. “But I think my biggest accessory is my hair. If my hair looks good, I’m fine with everything else.”

For Guimares, her collegiate style has been heavily influenced by the trajectory of her adventures throughout the past three years.

“I only used to ever wear cargo pants and a big hoodie and a fitted hat; I was very much in my tomboy era,” she said as she reflected on her freshman year. “I think I definitely had a big switch when I went abroad to Europe because the style there is so much

more elegant and put together.”

During the spring semester of sophomore year, Guimares studied abroad in Madrid. While abroad, her style expanded.

“Everyone goes to the grocery store and class in super chic and elegant clothing,” she said in reference to her time abroad. “I definitely learned how to accessorize more.

Despite her distinct, multi-cultural style, Guimares finds herself pulling back when going out to the bars, citing the casual environment of Chapman for the sense of uniformity she sees when going out.

“I definitely feel confident in what I wear, but it doesn’t always reflect what I like and what I believe my style is,” she said when

describing her Thursday evening outfits. “I think there’s a spectrum of a uniform… My outfits on Thursdays reflect me integrating myself into the Orange

“Everyone goes to the grocery store and class in super chic and elegant clothing,”

- Gaby Guimares

culture that we have here and adding my own flair to it.”

Externally, Easton Clark’s style is what many in Gen-Z culture would call a “performative male,” a trend defined by purposefully

understated basics worn with almost obsessive intention. His daily uniform is precise: a fitted blank tee, baggy selvedge denim, a classic trucker hat and, of course, white wired headphones. But Clark doesn’t dress for the aesthetic; he insists it’s practical.

“I wear the same three pairs of jeans, two shoes and a good couple of shirts I know fit well,” he said, describing his style as strictly utilitarian.

Still, his deliberateness is unmistakable. The silhouette he chooses — loose, skater-adjacent, and carefully proportioned — shapes his frame just enough to soften what he calls his “skinny legs.”

“I always kind of dress to skate,” he said. “Baggy stuff tends to fit a little loose and makes my legs look a little less skinny.”

Compared to the broader landscape of men’s going-out fashion, Clark sees himself as an outlier, not because he is more curated but more because he is more selfaware.

“It’s mid. It’s really bad,” he said about typical men’s dressing habits. “Most men are in a dire situation when it comes to picking an outfit for the evening. Usually it’s some combination of shorts and a sports team tee.”

In contrast, Clark’s consistency isn’t accidental but a culmination of years spent refining an identity he always sensed but couldn’t yet

Senior Heath Dunbar casually poses in between pool gsmes with friends before hitting the town for a night out. Photo courtesy of Mendoza.

articulate.

“I had an idea of what I wanted to look like when I was a freshman,” he said. “It took me a while to figure it out. It was an internal confidence shift.”

Freshman year, Ilana Klaughaupt’s style blended seamlessly into the unofficial starter park of college girlhood that every freshman girl wore to the frats: the classic black top and jeans.

“All I wanted to do was be as scandalous as possible,” she said in reference to her freshman year fashion choices. “I would wear the smallest top from Shein.”

Three and a half years later, Klaughaupt’s style has evolved alongside her confidence. Even though she still gravitates towards the black-and-denim formula, she now treats it more as a canvas, selecting elevated textured fabrics, intentional layering and adding accessories that feel curated rather than chaotic.

“I have definitely matured in the accessorizing realm, but I also don’t need to be half naked,” she said. “I realized that more skin is not necessarily making a better outfit.”

Her style evolution was not just a mindset shift but also utilitarian. Working full-time over the sum-

mers provided her with a bigger budget that allowed her to invest in high-quality pieces with longevity rather than poorly fitting thrifted placeholders.

As she settled into the flow of her college life, her sartorial instincts sharpened.

“As a freshman, everyone is wearing the same thing just because you want to fit in and you’re in such a transition period in your life,” she said. “As you get older and enter the bar scene, you’re not only more confident in yourself and where you are in life but also how you present yourself and what your style is.”

Senior Ilana Klughaupt poses quickly outside her house on her way to the Orange Circle Bars with friends. Photo courtesy of Mendoza.

Senior Sophie Matuch poses in her dooway before heading out to the Orange Circle bars. Photo courtesy of Mendoza.

Students feel the pressure to get an internship as an undergraduate.

BY

SAMANTHA WONG

tabs and whispered chants about “transferable skills.”

It’s a scene that plays out way too often for senior political science major Nathan Palomares as the stress of finding an internship before graduation looms over him.

“I’m nervous now being a senior,” he said. “It’s like racing against an invisible clock.”

Internships during college have become the norm in recent years as students attempt to get ahead and secure job opportunities in a declining job market. However, the stress of handling classes and finding an internship can often lead to burnout before graduation.

“I’m definitely searching for internships, but not as vigorously as I am studying for the classes that I have,” he said.

Palomares said he feels the pressure to get an internship after seeing students around him getting numerous opportunities.

“It feels like an exaggeration, but sometimes it’s like everyone is getting some sort of opportunity except me,” he said.

According to Chapman University’s admissions page, 80% of students complete at least one internship while completing their undergraduate degree, which is higher than the 66% national

average reported in 2024.

While many elect to take on internships, students in the School of Communication are required to complete at least one before graduation.

“Communication is a lot of application through coursework, so I think that the internship requirement is an extension of that,” said Bella Ortiz, a junior strategic and corporate communication major.

While she sees the prestige that having an internship can give her, Ortiz is finding that the thought is nicer than the reality.

“I’m a student athlete with a full schedule,” she said. “I don’t necessarily have the time to sit down and apply to endless internships, but it’s something that I have to do.”

She has also found that getting internships is competitive.

“Sometimes I look at a listing, and I just know that I have the slightest chance of even getting them to look at my résumé,” Ortiz said.

Erin Berthon, career advisor for Wilkinson College of Arts, Humanities and Social Sciences, said that over the past decade, internships have become more competitive and emphasized as a stepping-stone to employment.

“Many industries now use internships as extended job interviews,” Berthon said. “Internships are about the hopes of getting a job and being already a step ahead.”

However, Berthon also noted that while internships are valuable, they are just one piece of a student’s professional growth.

“Curiosity, consistency and reflection matter just as much,” she said.

This is the outlook that sophomore health science major Athena Wong has when looking at internships.

“I know they help in any health science field, but I also know that it will happen when it happens,” she said. “Right now, I need to learn the basics from my classes.”

Wong also said that while she isn’t actively looking for an internship, it is something that is always on her mind.

“I’m not scrolling through pages of internships available, but if I were to hear about one or see an opportunity, I would take it,” she said.

While students are in different places in their academic and professional careers, one truth remains evident: internships are simultaneously a gateway to jobs and a stressor for students.

“It’s a love-hate relationship,” Palomares said. “I love what they can do for me, but hate the pressure that comes with it. For now, I’ll just keep going.”

Below, right: Finding an internship before graduation can feel like racing against a clock. Graphic by Samantha Wong

Below, left: At left: On average, a higher percentage of Chapman students complete at least one internship before graduation. Graphic by Samantha Wong

How non-Dodge students are getting involved in Dodge College

Written by: Grace Littrell

Students are known to flock to the highly coveted Dodge College of Film and Media Arts at Chapman University, a small private school, secluded in the suburbs of Orange, California. Ranked fourth in the nation for film schools, almost everyone on campus knows the prestige of Dodge.

For many Chapman students, heading over to Dodge almost seems like stepping into a different world.

Thomas Kuo, a sophomore theatre and data analysis double major, entered Chapman last year with little knowledge of Dodge College. Kuo’s path felt right; he found his passion in theatre in high school, where he took a step back from playing sports.

masterclasses with A-list celebrities and only hearing snippets of students talking about being on set.

A student in CSBN operates one of 11 cameras that Dodge has to offer for students to use.

Photo

However, after his friend begged him to walk over to west campus with him to a Chapman Sports Broadcasting Network (CSBN) meeting, Kuo was immediately engulfed in the spirit of Dodge. Coincidentally, that night, CSBN hosted a sports commentating workshop where Kuo got hands-on experience and practice.

Since then, Kuo’s experience in sports broadcasting has skyrocketed from having little knowledge of

producing live sports broadcasts to just recently producing a high-level broadcast with CSBN.

Kuo’s journey is one example of the many students who have stepped into the world of Dodge from other corners of the university.

Thomas Kuo, sophomore Theatre and Data analysis double major, works his sports commentating skills during a CSBN Water Polo broadcast.

Photo provided by Kuo.

Dodge College of Film and Media Arts Control room is lit up as students in CSBN work to produce a live show for viewers.

Photo provided by Chapman Sports Broadcasting Network

I love it when non-Dodge majors are a part of the club,I think they bring a different outlook on a lot of things. “ ” -Zachary Richter

Zachary Richter, current president of CSBN, spoke about the different outlooks and knowledge that Nondodge majors are able to bring into the club.

“I love it when nonDodge majors are a part of the club,” Richter said. “I think they bring a different outlook on a lot of things.”

CSBN isn’t the only opportunity for non-Dodge majors to get involved with the film school.

DocU, Chapman’s documentary film club, allows students to learn and gain real experience working on and creating documentaries through guest speakers, special screenings and

the opportunity to produce real films.

Daniel Battaglia, a first-year business administration and entrepreneurship major, also entered Chapman with little knowledge of the prestigious Dodge College.

“I had no idea what Dodge was when I applied,” Battaglia said. “I was looking for a solid business school that had good opportunities.”

CSBN President Zachary Richter smiles for a quick photo during a broadcast.

Photo provided by Zachary Richter

While Battaglia is no stranger to a camera, he didn’t see a path where his passion for photography could lead to a sustainable career. After taking time to walk around the involvement fair at the beginning of the semester, he found DocU.

His first experience within Dodge was eye-opening; not only did Battaglia get to see a world he never even knew existed, but he saw true collaboration.

“All everyone wants is to build each other up and work on stuff together,” Battaglia said, “which is something you don’t really get in other majors.”

Maddie Wang, a junior broadcast journalism major and DocU copresident, spoke highly of the community that she has seen grow through DocU, especially the community between non-Dodge majors and students within Dodge.

“I don’t even know who’s in Dodge or not because it’s just not something that is super emphasized in the club,” Wang said.

Junior Broadcast Journalism and Documentary major Maddie Wang poses for a photo as co-president for DocU the student run Documentary film club at Chapman.

Photo courtesy of Maddie Wang

First year buisness administration and entrepreneurship major David Battaglia, poses for a photo.

Photo courtesy of David Battaglia

When Winter Feels Like Spring: Weathering California

as an International Student

Hailing

from countries with snowy winters or yearround summers, Chapman University’s international students often have to adjust to California’s

weather in different ways.

By Roshnee Moorthy

Whether it’s wardrobe adjustments or improvisation, international students at Chapman University often have to get creative and find ways to adapt to California’s fickle weather.

Senior global communication major Karina Atkins spent the majority of her life living in Brazil before her family moved to Woodland Hills, California, when she was in her later years of high school.

While clothes for warm weather were already staples in her wardrobe due to Brazil’s tropical climate, she had to adjust to the unique cold in California.

“My wardrobe has evolved mostly when it’s not summer,” Atkins said. “I wasn’t really used to winter weather, since it’s not really an issue I have at home. I’ve had to buy lots more hoodies and sweaters throughout the year, and lots more closed-toe shoes, since Havaianas (flip-flops) were what I wore at home like half the time.”

“The biggest challenge was really just the relentless dry weather,” she continued. “In Brazil, even though it is very hot and humid, the rain provides some sort of relief from the constant heat, while in California, we’re constantly in a drought.”

Karina Atkins and her family opt for light, breathable clothing while in Brazil due to the warm, tropical weather. This photo was taken in Karina’s hometown during her visit in 2023. Photo courtesy

of Karina Atkins.

The dry and intense California sun is a shared adjustment among many international students. Haleema Badar, an international graduate student within Dodge College of Film and Media Arts, hails from Bangalore, India.

“Before moving, I imagined California as perpetually warm, sunny and perfect — the kind of weather that belongs in travel brochures,” Badar said. “I expected to stroll around in T-shirts and sunglasses year-round. What I didn’t expect was the intensity of the sun. It’s remarkably powerful and quickly reminded me that SPF is not optional.”

“In Bangalore, my wardrobe was designed for comfort in warm, stable weather,” Badar continued. “Here, it has evolved into a practical layering system… light jackets, cardigans and hoodies have become staples. I’ve also incorporated sunprotective elements like hats and long sleeves. Overall, my style has shifted toward a blend of functionality and casual Californian chic.”

Finding a balance between style and practicality can be challenging, but international students navigate it in their own ways.

Bogna Jastak, a junior film direction major who lived in Poland for most of her life before moving to Oregon three years ago and subsequently moving to

“Style — you carry it wherever you go, even more so in new places”

- Bogna Jastak

Bogna Jasktak poses for a photo during Poland’s rainy season in 2022. This picture was taken in the village of Falenty Nowe. She sports a raincoat and rain boots to combat the anticipated rain. Photo courtesy of Bogna Jastak.

California to attend Chapman, also had to make some major wardrobe changes.

Compared to California, Poland has a very diverse climate, varying by region. Generally, its climate is described as having frosty winters, rainy springs and warmer summers.

However, the warmth in Poland differs greatly from the warmth in California. Temperatures in Poland can reach the high 60s in Fahrenheit to be classified as warm, whereas in California, it often gets to the 90s or even hundreds of degrees in the summer.

“[In California], you know exactly what to expect — you know when it’s going to rain, and you know when it’s going to be warm,” Jastak said. “Back home, it’s so unpredictable… You check [the weather] the same day, but even then you cannot be sure… You have to be prepared for anything… it builds character if you grow up with such an unpredictable climate.”

night,” Jastak said. “When I moved here, in the beginning, I struggled with the warmth.”

Adjusting to the California sun and heat in the summer is something that Badar and Jastak have in common.

“In reality, I had trouble in the beginning with falling asleep, because I was so used to [the cold] at

“What I didn’t expect was the intensity of the sun. It’s remarkably powerful and quickly reminded me that SPF is not optional.”

- Haleema Badar

She favors breathable clothing that you can move in.

“I still prefer wearing baggier clothes [like in Poland], and it’s still possible in California,” she said. “I just wear less layers.”

Jastak’s personal style has not changed drastically between Poland and California, despite the contrasting climates.

“Style — you carry it wherever you go, even more so in new places,” she said, “because you want to keep that part of your home close with you, and clothes are a wonderful way to do that.”

One of Chapman University’s most expansive resources is just a walk down the street from the main campus, but many students will never discover all it has to offer.

This not-so-hidden gem is the Hilbert Museum, containing one of the world’s largest collections of California narrative art. Recently remodeled, the Hilbert is 22,000 square feet and holds rotating displays of more than 5,000 pieces across its 26 galleries.

Located next to Marion Knott Studios and the Streamliner Lounge restaurant, entry to the Hilbert is accessible and always free. Despite the access, many Chapman students don’t even know the Hilbert Museum exists.

Eliot Zbylut, the Hilbert Museum’s education program manager, has found that many Chapman students, even upperclassmen, are surprised to find out about the Hilbert’s existence. Because of this, the museum is working to increase its visibility and connect more students with its resources.

“In terms of resources that we offer, there’s so much here in terms of visual inspiration — cinematography students can benefit greatly from the framing,” Zbylut said. “If you’re coming from an artistic point, there’s a lot of inspiration for California scene paintings, for animators to understand the scope of Disney and the studios, as well.”

Throughout its collections, the Hilbert showcases California’s rich art history, from scene art to studio art, connecting visitors with the community.

“It’s about California art and about California experiences, and I feel that speaks to a lot of people, not just in our community, but from our Southern California community,” Zbylut said. “I think it brings a lot of people pride to know that we have this wonderful, incredible museum here in Old Towne, in Orange.”

Chapman’s Dean of Students, Jerry Price, sees art as an extremely valuable part of the university.

The museum features Millard Sheets’ 40-by-16-foot “Pleasures Along the Beach” mosaic on an outer wall. Photo credit: Ella Doherty

“One way a university community is distinct from a lot of other communities is because it has athletics, it has arts,” Price said. “So I’m a big fan [of the fact] that we have the museum… We feel grateful that it’s here.”

Additionally, Price believes the museum space can be a useful resource for all Chapman students, not just those interested in art.

“I do wish students would use it more,” Price said. “I think that it is a great resource. It’s a beautiful space, just to go hang out and chill, even if you’re not an art fan.”

Hilbert Museum Director Mary Platt believes that the museum is a space anyone can enjoy. For art lovers, the museum has about 10 different exhibitions open at any given time, and there are art books available for purchase. For those less interested in the arts, the museum can be a relaxing escape from the busy campus space, with outdoor gardens and a courtyard cafe.

“I think you’ve got something for basically everyone,” Platt said. “An art museum is a great place to come and just unwind. It’s very meditative.”

Another way the museum welcomes anyone who wants to visit is by maintaining completely free admission, a quality that has made it one of the most popular museums in the area.

“We don’t want to be a fortress that keeps people out,” Platt said. “We want to be welcoming, like a home.”

Even students who have been to the museum will find that there are new offerings, as the exhibits rotate and change throughout the year.

“We change our exhibitions all the time,” Platt said. “We have 10 exhibitions up right now. We’re changing three of them this month… And we also bring in visiting exhibitions from other museums, from other collectors and special ones that we curate ourselves.”

The staff at the Hilbert hope that more students begin using their resources to enhance their education.

“We are part of the Chapman family,” Zbylut said. “I’m always available if any group, any student, is interested in participating, collaborating, creating some sort of educational experience here that celebrates what they’re focused on.”

Below, left: The Hilbert Museum back entrance and outdoor gardens. Photo credit: Ella Doherty

Below, right: An interior exhibit at the museum. Photo credit: Ella Doherty

cAyo

Standing shoulder to shoulder in the crowded backyard of a house just a few blocks away from Chapman University, students pack in, eagerly gathering to watch an intimate night of music. Ambient colored lighting illuminates the stage as the latest event hosted by the college’s arts and music club starts, and the Collective’s annual Halloween show, “Lost Souls,” is underway.

Weeks earlier, the Collective hosted a Battle of the Bands event where student bands could compete. The winning band of that event would be able to perform alongside veteran bands and other local acts at Lost Souls. The event put some of Chapman’s most talented student bands on display, and even though only one could win, every band gave it their all and put on their best performance.

One of these bands is known as Jujube — an indie rock band made up of Chapman students. The members met when their bassist, a music industry major named Elise, put up flyers around campus seeking out other students who would like to jam out together. All the members of Jujube, who only identified themselves by first name for this article, are currently juniors.

By Roshnee Moorthy and Nathalie Ayotte

“I thought that would be the coolest thing I could do, so in my freshman year of college, I was looking for a flyer, asking for someone to join their band,” Elise continued. “It would stand out to me in a gold, heavenly light, something cinematic, but there was none… I was kind of upset and was about to come to terms that maybe I wouldn’t be in a band… I’m not sure what changed my mindset, but eventually I came to the conclusion, ‘Oh, I can be the person who puts up the flyer.’”

After filtering through the people who responded to the QR code on the flyer, the band ultimately started with Elise on bass, Dylan on guitar, Ash on vocals and another student who was interested in being Jujube’s concert photographer. The band’s first drummer didn’t work out, but a year later, the group joined forces with Julian, their current drummer.

At right, Jujube’s drummer, Julian, brings his best beats to Jujube’s music on him drum set. Percussion is an integral part of their music. Photo by Jujube Band. 49

Elise describes the band’s sound as indie, but in a sad way.

“More alternative — we aren’t making bedroom pop,” Elise said. “Some themes we touch on are escapism and nostalgia. Hiraeth is another term that comes to mind.”

Hiraeth refers to the deep longing for something, especially one’s home.

Jujube has been through its fair share of highs and lows. Despite not being the ultimate winners of Battle of the Bands, they fostered unforgettable moments with the Chapman community in attendance.

“Seeing the audience engage with us and dig our music

was super rewarding,” Elise said. “We were the only band to start a mosh pit, which was the best feeling.”

“Sure, we’re a local college band, but we’ve still come a long way and have accomplished things we didn’t think we’d be able to

do,” Elise continued. “We recently finished shooting a music video, thanks to some students at Dodge… along with a few live shows that felt super rewarding.”

The band’s biggest struggle — between managing their days as busy students and nights as rockstars — is scheduling.

“It’s tricky trying to navigate everyone’s busy schedules, especially when two of our members are involved in music groups outside of Jujube,” Elise said. “Dylan is a beast, and he’s in three bands currently, technically four if you count the commercial music ensemble on campus, and Julian just released an album for his solo work called ‘The Moon In My Pocket.’ We have some crazy, ambitious people in our band, but when we do find time, it’s a lot of fun.”

Jujube’s members pose in front of a photo backdrop together after one of their shows in Orange, California. Photo courtesy of Jujube Band.

Elise and the rest of Jujube encourage musically inclined students on campus to grasp their own destiny and put themselves out there, even when it may not seem possible.

“Sometimes I imagine what would have happened if I hadn’t decided to take charge and put some silly flyers up around campus,” Elise said. “You have to make opportunities for yourself, and if you keep waiting for someone else to do it for you — in this case, invite you to be in a band — then you’re going to be waiting around for a train that has already passed.”

Jujube has released three singles on Spotify and Apple Music, with more music on the way.

Every student band has a different story, and some are not as linear as others. But what stays constant is the shared love for music.

Goose Chase, a band made up of college seniors, has evolved since their formation. Also involved with the Collective, they recently performed at Lost Souls and released a single titled “Heal Me” this past summer. Co-frontmen and Chapman students Milissa Jane and Jackson Blake gave an inside look at the band’s process, struggles and aspirations.

At right, A general glimpse into the production set up for Goose Chase and the view they have from one of the windows. Various devices are spread out on the counter. Photo by Goose Chase.

Goose Chase was first formed when Blake, a seasoned musician, met the band’s drummer, James Hillary, at a show in early 2024.

Since then, the band has seen a change of members, but Hillary and Blake have stayed constant. That was, until February of 2025, when Jane, the second frontman, joined the band. Jane is also part of another band made up of Chapman students named Tendency — winner of the Collective’s Battle of the Bands 2025.

In Goose Chase’s current arrangement, Jane and Blake both play

the guitar, write and produce the band’s original music and sing together, while Hillary remains on the drums and a fellow bandmate plays the bass. Jane and Blake are Chapman students, while the other band members attend different schools.

Jane loosely describes the band’s current music as “dream rock” and “post-shoegaze,” with their biggest inspirations being ‘90s rock bands like Radiohead. However, the band incorporates a variety of sounds, including musical elements from outside of the traditional shoegaze box, like jazz.

“I’ve drawn from Radiohead, I’ve drawn from Title Fight… and there’s also kind of that raw feeling that comes from within me,” Jane said. “I think that influences my writing and it takes on its own life. It’s really up to people’s interpretation.”

For many, creating music together can be a way to find fulfillment, confidence and community over a shared interest.

“Honestly, for me… just being with each other and watching a song come to life with everyone, whether it’s just an idea we have been working on and we bring to

the band or it’s something we just flesh out with one another… is so fulfilling,” Jane said.

The band rehearses and records its music at a barn where Hillary lives out in north Corona, California. Balancing their passion and tedious school schedules can be tiring, but the members of Goose Chase keep going for the love of the game.

“It is hard,” Blake said. “You really just have to hang on to the hopes of whatever might happen from this — and that is the very essence of our band, it is the very essence of a Goose Chase — it

is, in some ways, a hopeless and foolish pursuit.”

Goose Chase will soon be releasing a six-song EP early next year called “A Foolish and Hopeless Pursuit of Something Unattainable.”

“We don’t exactly know what it is we’re striving for, but we trust every single day and night that we spend staying up late, tired,” Blake said. “Getting up the next day and doing the same thing… the hope is that it’s in pursuit of something that’s worth it.”

Elliot practices the guitar on a couch in the barn out in North Covina. Photo courtesy by Goose Chase

Say it to My Face

Written by Grace Littrell

Can Gen Z turn this trend around, or are we forever stuck with online communication?

Iturned 21 in April of this year, which one could argue is one of the biggest comingof-age moments in life. Turning 21 unlocks all new possibilities, and I’m not talking about all the alcohol you can buy.

I was so excited to go out with my friends and meet new people. But very quickly, I realized that maybe the bar or a party isn’t exactly where I am going to meet my next best friend. It got me thinking — where will I find someone to talk to that isn’t already my friend or mutual?

Why is that? Why aren’t we meeting new people and befriending others in real life?

Now, while I do think that we all have been able to expand our social circles and people we know, do we actually know each other?

A simple follow on Instagram and a sparse story like or comment doesn’t mean you know every single person you follow and who follows you.

If you do, I’m impressed, but I don’t believe you. True connections can’t really happen through a phone.

Maybe it’s just where our culture is heading, with our social media lives bleeding more and more into real life and the continuously evolving use of technology. If that’s the case, it needs to change.

Ever since the pandemic, the tone of our interactions has shifted. In a fast-paced, individualistic society, it’s already hard to make connections with people. Add in the use of social media as a way to replace typical in-person conversations,

and you lose the connections of in-person interactions that human beings desperately need to thrive.

In all honesty, it worries me how much of a decrease there has been in the use of in-person communication. Don’t get me wrong, I love a good text chain or Snapchat story, but what I really love is seeing connections happening in real life.

Maybe it’s just where our culture is heading, with our social media lives bleeding more and more into real life and the continuously evolving use of technology. If that’s the case, it needs to change.

-Grace Littrell

Experts agree too. There is nothing better than in-person, face-toface communication. When we aren’t able to communicate faceto-face, we miss the important nonverbal cues that one could give if they were in person. A small but strategic change of body position or the way you present yourself in the conversation makes all the difference.

Not to side with all the business bros of the world, but in a Forbes article, founder and previous CEO of Faro Fashion in Munich, Ulrich Kellerer, even agrees in a conversation with Dr. Carol Kinsey Goman about the importance of face-to-face communication in the business world and life in general.

“Having a personal connection builds trust and minimizes misinterpretation and misunderstanding,” Kellerer told Goman in the 2018 interview. “With no physical cues, facial expressions, gestures, or the ability

to retract immediately, the risk of disconnection, miscommunication, and conflict is heightened.”

One of the biggest challenges is trying to rekindle the disconnect between everyone, whether that’s on campus or really anywhere in the world. It’s almost like a corny high school movie where you have all the different cliches of jocks, nerds and the weird outcast kids.

We’ve been engulfed in these kinds of social circles, and I get it. I’m guilty of it, too. Oftentimes, I only orbit around those I know, but what if we broke out of this orbit and found ourselves actually meeting new people?

Get off the phones and go up to someone! Even a little compliment can spark

Listen, it’s not that I am trying to say we should ban all phones and technology. I would rather argue that we need to find the proper balance between mediated com-

munication through technology and in-person communication.

I would much rather walk into the bar and be bombarded with people who are actively having real conversations than accidentally running into someone on their phone texting a friend who is probably also in the same bar.

I am begging everyone to just say it to someone’s face. Don’t hide behind your phone. I promise 99.9% of the time you won’t get bitten. something.

I love when I get to see others lighting that spark. It fills me with hope — hope that maybe, just maybe, the robots won’t win. And in a time where technology is literally everywhere, it doesn’t hurt to put the phone down and go grab coffee with that person who you’ve had a friend crush on since they followed you on Instagram.

Photo provided by Grace Littrell

Then vs. Now: Seniors Reflect Four Years Later

Chapman seniors open up about how their fears, uncertainties and unexpected moments of growth shaped their college years.

By: Lilah Gregg

Chapman University’s Keck Science building sits quietly. Photo by Lilah Gregg

Imagine you’re a first-year student walking across campus, feeling like you know it all but entirely unaware of what the next few years might hold. Flash forward nearly four years later, those same students are nearing graduation — and as the fall semester comes to a close, they have begun reflecting on their time at Chapman University, both socially and academically.

For Lilly Santora, a senior psychology major, a pivotal moment within her college career consisted of a change in her academic journey.

“My original major was philosophy, and I chose it because I took a philosophy class in high school that I really enjoyed,” Santora said. “So when I applied to college, I thought it might be interesting to major in.”

Santora thought she had found her passion within the subject of philosophy, but after her first year, she discovered that she had found a deeper interest in psychology, a major she felt might provide her with more opportunities.

“As I was getting into the swing of things, and I was thinking more towards the future, I thought it might be better to change my major to something that could be applied to more areas,” she said.

After reflecting on her decision to change her major, Santora admitted it wasn’t easy. In fact, she said it felt scary at times.

“It’s scary because you think you’re going to fall behind, but in reality, it’s more important to study something that you like and that you think will help you in the future,” she said.

Santora expressed no regrets about her decision and encouraged underclassmen to take the leap and make the most of their education.

“It is definitely something worth exploring,

because if you don’t feel very confident in what you are studying, it becomes less interesting and you kind of lose that passion,” Santora said. “It doesn’t motivate you as much to do well if you’re not as interested in what you are doing.”

When asked to share one piece of advice for freshmen feeling uncertain in their career path, Santora encouraged younger students to take chances.

“Don’t be afraid to do things that might be scary or intimidating just because they’re different,” Santora said. “It’s worth it in the end to explore different things.”

Grace Luiso, a senior dance major, has also experienced growth throughout her time at Chapman. However, her growth is centered around her social life.

“I would say as a freshman, I was a lot less confident,” Luiso said. “I didn’t know myself as well, and I didn’t fully embrace my individuality.”

Luiso went into her freshman year with the hopes of joining a sorority on campus in order to form friendships beyond the dance studio.

But the experience wasn’t exactly what she expected at first.

“Going into the recruitment process, I thought it was just going to be conversations, and if people liked you, they liked you, and if they didn’t, they didn’t,” she said, “but it turns out it’s a lot more complicated than that.”

Luiso wasn’t able to join a sorority her freshman year. However, she still gained something from the experience.

“Because [recruitment] didn’t work out freshman year, it definitely helped me grow stronger and

know myself better as a person,” Luiso said. “I truly am thankful that I had that opportunity to keep growing, maturing and figuring myself out.”

Feeling overwhelmed and at a loss, Luiso felt fairly certain that she was not going to go through the process again — until a mentor of hers reminded her that there are a lot of factors within the process that are out of her control.

“I originally wasn’t going to go through recruitment again,” Luiso said.

A senior dance major encouraged her to give it another shot, reassuring her that she was loved throughout the process and that there were many factors she couldn’t control. Hearing this perspective opened Luiso’s mind.

“So I decided to just give it another chance, except

the second time, I wasn’t nervous,” she said. “I didn’t think too much about it. I just went into it with who I am.”

Instead of trying to be someone she isn’t, Luiso discovered a newfound confidence in embracing her authentic self.

During her sophomore year, after having gone through recruitment the second time around, Luiso found her home within Chapman’s chapter of Alpha Phi. When asked to share more about her experience, Luiso continued to express gratitude for her mentor, who had encouraged her to try again.

“I think that the girl that advised me to go through recruitment again really shaped my experience because I really never would have done

Senior Psychology Major Lilly Santora shields her eyes from the sun as she poses for a photo.

Photo courtesy of Lilly Santora

it without her,” Luiso said. “She was somebody that I looked up to, and I definitely needed that sense of validation, and I don’t think I could have done it without that.”

She said that although certain experiences are out of your hands, there is always an opportunity to learn from them.

“As a senior, I feel like what’s different about me is what makes me special,” she said. “And I know that all my past experiences contribute to who I am now. I think that I’m just grateful now for all the experiences that I’ve had throughout college and how they’ve shaped me into the person that I am.”

“I didn’t think too much about it, I just went into it with who I am.”

- Grace Luiso

Senior Dance Major Grace Luiso poses for a photo.

Photo courtesy of Claire Imler

Senior Dance Major Grace Luiso holds a “Happy Last First Day of School” sign as she poses for a photo.

Photo courtesy Lydia Aiello

Dodge college Masterclasses: Education or Celebrity Worship?

Are Dodge masterclasses offering any substantial value to the students’ education? Or are they just promotional material for the school?

by Ben Alvarado

There are many reasons why prospective college students would want to choose Dodge College of Film and Media Arts as their film school of choice.

The college proudly boasts its current number four ranking among the best U.S. film schools, as chosen by the Hollywood Reporter. Notable alumni include the Duffer brothers (“Stranger Things”), Justin Simian (“Dear White People”) and Parker Finn (“Smile”). The school also offers easy access to cameras and equipment that may not be easily available through conventional means for many students.

These events typically feature industry professionals like directors, editors, writers and more to come on campus and talk to students about their latest projects. Usually, these masterclasses are conducted with a screening of the artist’s most recent work and then a moderator will bring out the artist for a Q&A.

On the other hand, some students and faculty argue that the school should be inviting more alumni who are currently working in the industry rather than A-list celebrities.

Chapman professor Freddy Bourban said he would prefer to see more Dodge alumni share their perspective with current students.

However, there is another tool that the school uses to get the attention of applicants and bring excitement to students — the series of popular masterclasses that the school frequently hosts.

Some masterclasses have included names like Dwayne “The Rock” Johnson, Spike Lee, Ke Huy Quan, Billie Eilish and Colman Domingo. Ariana Grande is next up for a masterclass on Dec. 5.

From an outside perspective, it’s easy to see why the school would go through such lengths to get big names. You could argue that having the students be so close to their idols can inspire them and make their Hollywood dreams seem more tangible.

“Invite Chapman alums who are in the industry in post-production, just like Esther Sokolow, who just premiered her tv show ‘Welcome to Derry’ on HBO Max,” Bourban said.

“There are [Chapman alumni] out there in the industry doing really good work,” he continued. “It’s just good to see them every now and then as someone who’s been there and done the thing, who is now getting the due that they deserve.

Anastasia Kuplinova, a senior cinematography major, said there should be more masterclasses with guests of varying expertise.

“I feel like there just should be more technical sides of masterclasses as well,” Kuplinova said. “A lot of it is actors, musicians, and directors, which is awesome, but where is the technical?”

She pointed out how one of her favorite masterclasses was Lawrence Sher, a cinematographer who worked on projects like “The Hangover,” “Joker” and “Godzilla: King of the Monsters.”

“He connected his computer to the screen and showed us behind the scenes, how he did his lighting

setups and his Shotdeck,” Kuplinova said. “It was just super great.”

“There was so few people in that [masterclass] class too, which is crazy to me because he’s one of the biggest cinematographers,” she said. “Most of the people there

forget this, they go back to the industry and talk about us.”

The second goal is a benefit that Galloway believes will help boost not only the school’s reputation but also the students by the time they leave Chapman and make their

were also [cinematography students].”

Stephen Galloway, the current dean of Dodge, created the masterclasses. He said that the masterclasses have two main goals.

“The first goal is: it’s great for students to hear from the top people in the industry today, to hear what they’re dealing with, what they went through, how they got where they got,”

Galloway said. “And the second [goal] is, and people

own way into the industry.

“Let’s say [Dwayne Johnson] tells 10 people in the industry at a very high level — suddenly, when they come to hire our students, they say, ‘Oh I hear good things about Chapman. I hear great things about their students,’” Galloway said. “So this opens a lot of doors for us.”

Galloway also stressed how important it is that the people featured at masterclasses are among the best in their field. This doesn’t mean they’ll always be household names, but they will be of the

Duffer Brothers & Dodge College alumni after their Dodge Master Class on August 26, 2025. Photo courtesy of Dodge College Instagram.

own way into the industry.

“Let’s say [Dwayne Johnson] tells 10 people in the industry at a very high level — suddenly, when they come to hire our students, they say, ‘Oh I hear good things about Chapman. I hear great things about their students,’” Galloway said. “So this opens a lot of doors for us.”

Galloway also stressed how important it is that the people featured at masterclasses are among the best in their field. This doesn’t mean they’ll always be household names, but they will be of the highest quality in terms of their work.

“We want the best, which does not always mean the most famous,” Galloway said. “We had Rodrigo Prieto, who’s one of the great

cinematographers. He’s not a household name, but in the world of cinematography, he’s an extraordinarily important figure.”

“Next semester, we have Mark Mangini,” he continued. “He’s a two-time Oscar-winning sound mixer. So this is the best of the best, and within the industry, these people are revered. They don’t have to be famous, but they have to be great.”

When asked about the masterclasses being actor- and director-heavy, specifically this semester, Galloway said that getting people from more technical fields, such as sound mixers and cinematographers, is extremely difficult due to their busy working schedules, whereas actors and directors usually have larger gaps in between projects.

Scheduling is another factor in who gets chosen for masterclasses. From artists only having free time during the school’s winter and summer breaks to unforeseen circumstances causing the artist to drop out entirely, Galloway said getting schedules to line up is never easy. The school also does not pay to bring out any celebrity.

When asked whether the masterclasses bring any educational benefits to the students, Galloway said it’s meant to be fun.

“There’s nothing wrong with fun in education,” Galloway said. “There’s nothing wrong with seeing people that you can aspire to and learning what they went through because we all need to learn what the path is to success.”

He also clarified that the benefits go beyond just having fun.

“In the world of education, you tend to get people who were successful in the past, not today,” Galloway said. “I think it’s incredibly important for our students to pick up information about what’s going on today that they can use to help make decisions.”

More Than a Distraction

With academic pressures rising, fandom culture gives students a healthy outlet that offers not only an escape but also a way to connect with their community.

By Nathalie Ayotte

After hours of classes, studying and work, college students crave a break from reality — and that escape is often found in fandom culture. At Chapman University, it’s everywhere. In clubs on and off campus, drawings plastered on the walls of the D-MAC, to dangling keychains on backpacks: fandom culture is all around you. For anyone looking to decompress, these fan communities offer more than just escapism; they offer community. Korean Pop Music, also known

as K-pop, is all over campus, but specifically, it’s present for Chapman Twilight, a K-pop dance club. Outside of school clubs or classes,

you may also see Chapman students posting about K-pop online, like student Naomi Sato.

“I met both of my closest friends today because of [my social media],” Sato said. “It’s nice to know people that have different backgrounds or ways that they grew up have these shared experiences.”

Enjoying the same music or posting the same content online can be an escape from stress or loneliness in school.

However, for Sato, the way she viewed social media changed drastically from high school to Chapman.

Naomi Sato seeing ATEEZ at the BMO Stadium. Photo by Naomi Sato.

“I think in high school, the community I was surrounded by felt so close-minded,” she said. “But [the online K-pop community] was such a saving grace for me because I felt so much like an outsider.”

”In college, not so much, because it’s a bigger, wider community,” Sato continued. “So you see new faces all the time. This time, I

get to choose who I want to be around, with similar interests to me.”

If you have a sharp eye, you may have noticed little framed pictures hanging off some students’ backpacks. These are photo cards: little framed photos of K-pop stars, known as idols, that fans carry around to show support.

K-pop fans use photo cards to show their support, but it’s also a great way to find people with similar music tastes or experiences.

“We all kind of have these similar experiences to feeling lonely or feeling like an outsider,” Sato said. “Our interests bring us together.”

BlackPink Deadline tour in NYC. Photo by Nathalie Ayotte.

When walking through the halls of the Digital Media Arts Center (DMAC) at Chapman, passersby may spot a wall full of dynamic and intricate character art. Within this wall is fan art from many different fandoms, such as Spider-Man: Into the Spider-Verse.

These drawings and doodles are another example of ways Chapman students are using art and fandoms to escape daily stress.

And in the dungeons of Chapman’s escapism culture is the Table Top Roleplaying club, also known as the TTRPG club, where students of all years and majors gear up for immersive fantasy games like Dungeons and Dragons or other tabletop games.

Many students also participate in private D&D groups outside the TTRPG Club.

“I think it’s just a fun way to hang out with friends, but without worrying about real-world stuff,” senior and graphic design major Stuart Ames said when asked why they choose to play Dungeons and Dragons.

Morgan Montesi, a senior theatre major, added to this point.

“It’s ritualistic, too,” Montesi said. “There’s things that need to be a part of [the game] that make it considered D&D. Technically, we aren’t ourselves, so in a way, we’re playing as other people hanging out with each other.”

Not only art-related majors enjoy D&D. Senior and sociology major Amy Bone said D&D gives her a chance to sharpen skills she doesn’t usually get to use in school.

“For me, I don’t really get much creative expression in my major, since both my major and minor are social sciences,” Bone said. “I don’t get to try narrative storytelling, but I like it. So I get that out of D&D.”

At right, art posted on the DMAC wall. Photo by Nathalie Ayotte.

From DI to DIII:

The Impact of Transferring for Student Athletes

By Lilah Gregg & Benigno Alvarado

For many athletes, attending a Division I university is a huge milestone in their careers. There’s prestige, attention and a large sense of pride that comes with reaching the pinnacle in collegiate sports.

Being in a DI program means that you are competing among the best athletes in the nation, have access to the best facilities and the best coaching. These athletes have the opportunity to reach exposure on a national level.

Some DI athletes who have gone on to find success and fame in the professional world include Michael Jordan,

Caitlin Clark, Jim Brown and Jerry Rice.

However, for one reason or an-

other, not every student athlete is able to complete their tenure at one of these high-level institutions. Whether the reason be financial, physical or personal, sometimes they have to forego that accomplishment they worked so hard to achieve.

This was the case for one such student athlete who formally attended Loyola Marymount University. Mati Dixon, a junior psychology major, explained her experience as an athlete transitioning from a DI program to Chapman University, which is Divison III.

Senior psychology major Mati Dixon, poses for a photo. Photo by Mati Dixon

“I worked really hard in high school to be recruited for athletics, and obviously, the dream of every young athlete is to play their sport at the DI level, but I kind of realized after that that it was more than that,” Dixon said.

Dixon had finally reached the goal she had set for herself. However, the choice to transfer was not entirely up to her. In fact, it was almost out of her hands entirely.

“My situation looked a little different than most,” Dixon said. “My program got cut, and I wasn’t really set on either DI or DIII, but I realized there were a lot more opportunities at the DIII level where I would make more of an impact.”

While Dixon’s case is fairly unique, the change she underwent ended up being a blessing in disguise. After her DI program at LMU was unexpectedly cut, the situation required her to think about other opportunities she may not have considered otherwise.

Transferring to Chapman allowed Dixon to venture out of her comfort zone and explore other avenues she was unable to previously while at LMU, something she has shown immense gratitude for.

“I’m on the swim team here, and I would have never gotten the opportunity to dive as well because I was kind of new to it,” she said, “but because it’s kind of a lower level, I was able to jump into it, and now I get an extra opportunity that I wouldn’t have gotten otherwise.”

Dixon’s teammate, Sydney Snider, shared the positive impact that

transfer students like Dixon have had on the program as a whole. “Having transfer students on the Chapman swim team has been really beneficial to all of us,” Snider said. “They bring a fresh energy, a strong work ethic and new techniques that they learned from other schools. Our team is really welcoming, so it’s always really nice to have new people be a part of our family.”

At right, Senior psychology major Mati Dixon, smiles for a photo. Photo by Mati Dixon

While she instantly found a new family within Chapman’s swim team, new pathways didn’t end with athletics. Beyond the world of collegiate swimming, Dixon saw the continued benefits of transferring to Chapman not only socially but also in her academics.

“I was kind of just getting through classes at my previous school, and now I definitely feel like I have more of a connection with my professors,” Dixon said, “and my GPA is boosted, so I am doing better academically here.

This is often one of the advantages of smaller universities — students and professors can often have a stronger bond and become more familiar with each other than they would at larger schools.

Dixon talked about some of her fears coming into Chapman and how she didn’t know what to expect when she knew she was going to be transferring to a DIII school.

“Being part of an athletics team just gives you that family right away,” she said. “I was definitely nervous to transfer because everyone in my class had already set their roots here and all of that, but the people on the team just brought me in right away. I found it pretty easy to get my foot in here socially and make friends that I connected with.”

When asked to share her favorite part of Chapman athletics, Snider emphasized a similar sentiment.

“Everyone is really welcoming, and it’s a great group of people to be a part of,” Snider said. “It kind of feels like it’s an instant family because we are all very very close, and they are so supportive of anything we want to do. It’s been really nice just being a part of the program.” “Everyone is really welcoming, and it’s a great group of people to be a part of,” Snider said. “It kind of feels like it’s an instant family because we are all very very close, and they are so supportive of anything we want to do. It’s been really nice just being a part of the program.”

At right, The Chapman University Allred Olympic Pool sits quietly on July 1, 2022. Photo by Chapman University

The Chapman University Allred Olympic Pool sits quietly on July 1, 2022. Photo by Chapman University

The Parking Lottery

Chapman students refect on parking struggles as the university rolls out a new campus living requirement for third-years.

By Jake Randazzo

Every morning at 9:50 a.m. sharp, parking at Chapman University becomes a warzone. Students are rushing to school, coming from Chapman Grand, Chapman Court and Panther Village, trying desperately to arrive on time for their frst classes. Trafc builds up as students funnel themselves through the limited entrances of Chapman’s parking structures, circling endlessly around the garages, hoping to snag a spot in time for their 10 a.m. start time.

This process continues every hour on the hour, as new classes start and end throughout the day.

“I’ve circled the parking lot for 20 minutes trying to fnd a spot,” junior Annika Liou said. “I have to leave 30 to 40 minutes before my class when it takes less than 15 minutes to get to campus.”

Each year, Chapman students have experienced difculties with parking on campus; however, the upcoming 2026-27 school year has the potential to signifcantly exacerbate the issue. Students who were admitted in 2024 and beyond will be required to live in on-campus housing for their frst three years. Previously, students were only required to live in Chapman housing for their frst two years.

The 2026-27 academic year marks the frst time that third-year students will be required to live in Chapman-owned housing.

“As we were trying to move from a regional to a national university, we looked at our aspirational schools, and we found that most of them have two, three, or four-year living requirements,” Dean Jerry Price said. “Having a density and intensity of residential environment is good for the quality of education.”

Unfortunately, for many students, on-campus housing does not mean housing that is actually on campus. In fact, it does not even mean housing that is walkable to campus, as the majority of Chapmanowned housing resides on the outskirts of Orange or in the neighboring city of Anaheim, a 15-minute drive from Chapman’s main campus.

This increased distance between school and home for many students makes it very appealing for students to bring their own car to school. Sophomore Lyndsey Johnson lives in Court, currently the only housing unit with designated parking spots for residents. She lives with three roommates, and all four residents have their own cars.

“We have three spots, one tandem and one single, which is really hard to navigate,” Johnson said. “Every night we usually have to park one of our cars at (Panther Village), which is a hassle cause then one of us has to pick the other up.”

Students ofen struggle to park their cars in the already full parking structures, yet continue to choose to drive to campus every day, despite the seemingly appealing option of Chapman’s shuttle service. Senior Nick Ross lived in Chapman Grand for his sophomore year and, due to not having a car at school, took the shuttle frequently.

“Living at Grand without a bike or car was horrible,” he said. “Chapman’s shuttles were always lagging, especially at the end of the day, trying to get home. You could end up waiting for hours before a shuttle would take you back.”

Since then, Ross has moved into an of-campus house and is able to commute to school on foot or by bike daily, preferring it over his previous year of regularly taking the shuttle.

“I don’t have a car, but if I did, I think I’d still majority of the time walk or bike,” he said.

Price said there has not been a lot of discussion recently on possibly making any changes to the current parking system. Until then, students will continue to fght for a spot at 9:50 a.m. morning after morning.

Trafc jams as students try to leave the Chapman parking structure