CHPR 3002 - Health Education and Health Behaviours
This course will introduce the concept of health education and health promotion in the community. Various behavioural models and theories will be explored.
EDUC 2110 - Principles of Curriculum and Instructional Design
The course aims at introducing the theories and skills of curriculum and instructional design. The theories include: (1) models of curriculum and instructional design; (2) factors that should be considered in curriculum and instructional design; (3) establishing curriculum aims and instructional objectives; (4) selection of learning opportunities; (5) curriculum and instructional organization; (6) catering for individual differences; and (7) evaluation of student learning. Students should acquire the ability to apply the theories and skills in designing school curricula and classroom instruction.
EDUC 2120 - Principles and Implementation of Curriculum and Instructional Design
The course aims at introducing the theories and skills of curriculum and instructional design. The theories include: 1) models of curriculum and instructional design; 2) factors that should be considered in curriculum and instructional design; 3) establishing curriculum aims and instructional objectives; 4) curriculum organization; 5) curriculum implementation; 6) teaching strategies; 7) learning activities; 8) catering for individual differences; 9) assessing the learning of students; and 10) school-based curriculum design and implementation. It is hoped that learners will be able to apply what they have acquired throughout the course to handle curriculum matters and teaching tasks properly in schools.
EDUC 2210 - Education and Society in Hong Kong
This course is designed to help students reflect on the social and education system which they have lived with for about twenty years. By applying sociological and political concepts and theories, the course will analyze the development experience of postwar Hong Kong. The course will also introduce research findings on Hong Kong society and education which have been accumulated for the last four decades. It is intended to help students to have a broader and more penetrating understanding of Hong Kong society and its educational system. (Not for students who have taken UGEC 2895.)
EDUC 2220 - Educational Thought
This course aims to discuss the prominent thoughts directing educational practice and their philosophical origins or foundations. Topics include the meaning and aims of education, content and practice of teaching and learning, will be introduced and examined in relation to various fields of philosophical investigation concerning knowledge and value, humanity and society, etc. Traditional and modern, Chinese and Western perspectives on education will be scrutinized. (Not for students who have taken UGED 2682.)
EDUC 2240 - Understanding Schooling and Education Policy in Hong Kong
This course introduces learners to a structural analysis of schooling: its nature and how it has been shaped and, at the same time, how it contributes to macro social divisions and contradictions along class, gender and racial/ethnic lines. It also sensitizes learners to various aspects of school life at a micro level, in order to see how these are constrained by macro economic, political and social forces on the one hand, and how these forces go into the making of students’ identities and relationships on the other. This course attempts to portray all these macro and micro dynamics in the local context, and at the same time, depicts how these are played out in selected education policies and the process of policy-making itself
EDUC 2312 - Child and Adolescent Development
This course provides an introduction to major theoretical orientations in understanding human development. The contexts and the motivational foundation of child and adolescent development will be highlighted. The core of the course lies in different aspects of development (e.g., cognitive, moral, aesthetic, social, emotional; and self) in childhood and adolescence, which will be examined from both theoretical and applied perspectives. Issues of current concern (e.g., talent development, special educational needs, and various kinds of psychological disturbances) will also be discussed.
EDUC 3140 - Curricular Strategies for Tackling Individual Differences
Catering for individual differences is one of the challenges facing classroom teachers. This course aims to help student teachers develop basic understanding of the nature of the problem and means of tackling individual differences through curricular and instructional measures. Strategies such as curriculum adaptation, cooperative learning, mastery learning and assessment for learning will be covered. Student teachers will also acquire practical instructional strategies such as cubing. To make the course directly relevant to practical teaching environment, subject-specific examples and case studies will be widely used.
EDUC 3260 - Teacher Development and Leadership
Teachers are expected to play multiple roles in the education reform process. Shifting expectations require teachers to have a firm understanding of how schools operate and how reforms affect their roles both in and outside of the classroom. To effectively reshape their work in line with growing expectations, teachers must understand the current reality of school administration, their own personal weaknesses, commit to career-long professional development and consider strategies for maximizing their effectiveness. This course is designed to help teachers understand and shape their roles in a reform environment. In others words it aims to help teachers become leaders of their own professionalism. It does this in two ways. First, it aims to nurture teachers’ awareness of their own professional growth and how they can maximize the latest opportunities available in this area. Second, it helps teachers understand life in schools undergoing reform and the effect this can have on their professional life. Topics covered in the course are: understanding teachers’ role and the complexity of the school organization, developing personal mastery and personal vision in education, systems thinking and problem solving in the organization and in the classroom, learning shared vision and team learning skills, leading and managing change in school, etc.
EDUC 3270 - Engendering Education
Drawing on sociological and socio-psychological perspectives, this course tries to sensitize students to the gender implications underlying educational structures and processes. This course examines how various aspects of education, including its hierarchical structure, the curriculum and school processes, are shaped by the changing needs of capitalism and patriarchy. At the same time, this course will attempt to identify the various contradictions, paradoxes and space for resistance embedded in education. This course sees education as the site for the construction of and contests involving gender and sexualities. It also deconstructs dominant epistemologies, and introduces students to research concerning -differentiated modes of learning. The ultimate goal is to enable students to question existing power relationships in patriarchy, as well as concepts and views that are deeply embedded in such relationships, so as to be able to build up a broader intellectual space for themselves. (Not for students who have taken GDRS 2004 or UGEC 2672.)
EDUC 3311 - Psychology Applied to Learning and Teaching
This course provides a general overview on major psychological theories of learning and their implications for teaching. Emphasizing on the application of theories in teaching practice, the following topics are introduced:1) Behavioral, cognitive, social-cognitive, and socio-cultural theories of learning; 2) Basic cognitive processes: attention and memory; 3) Higher-order cognition, embodied cognition, and metacognition; 4) Cognition and instruction; 5) Classroom management; 6) Motivation and individual differences; 7) Design and implementation of classroom assessments.
EDUC 4110 - Design and Implementation of Student Activities (DISA)
This course aims to help students understand the educational functions and values of extracurricular activities and to develop skills in helping school students to organise various activities. The course content includes: (1) nature and values of extracurricular activities; (2) extracurricular activities in schools; (3) the administration of extracurricular activities; (4) guidance work in extracurricular activities; (5) training of student leaders; (6) arrangement of tournaments and competitions; and (7) examples of organising extracurricular activities.
EDUC 4130 - Information and Technology in Education
This course will provide pre-service teachers with skills and experiences in information and technology necessary for the use in classrooms. The course will provide hands-on experiences to examine and interact with educational software and websites. Participants will learn to develop classroom applications such as project learning and inquiry learning in classrooms. The course will include: (1) information literacy and media literacy in the information age; (2) information skills and their applications; (3) mindtools for organizing knowledge; (4) numerical data handling; (5) multimedia technology; and (6) inquiry-based learning. Participants will be required to participate in a variety of hands-on learning activities, to reflect on relevant readings, and to explore relevant software and web-based resource materials. Participants are expected to review teaching strategies and assessment methods for their students’ learning through discussion and collaboration on electronic platforms such as wiki and blog.
EDUC 4320 - Classroom Management and School Discipline
The course is designed to familiarize students with both the theoretical and the practical aspects of classroom management and school discipline. It also aims at assisting teachers to promote an optimum learning environment and to encourage the development of self-discipline among students. Topics include: organizational perspective of discipline, group dynamics, management skills in context, student-teacher relationship, school rules and organization policies, coordination between discipline and guidance, home-school partnership and whole school discipline.
EDUC 4330 - School Guidance and Counselling
The course aims to explore different kinds of guidance service in schools and their functions, and to promote guidance activities in schools in Hong Kong. The course content includes: (1) history and aims of guidance; (2) what is guidance and counselling?; (3) major dimensions in school guidance; (4) the importance of teacher counsellor as a person; (5) basic counselling theories, attitudes and techniques; (6) individual and group counselling; (7) coordination of guidance and discipline; (8) whole school approach to guidance; (9) home-school partnership; and (10) referral counselling and consultation services.
EDUC 4340 - Supporting Students with Special Educational Needs
This course serves as an introduction to students with special needs, covering a range of special needs including learning difficulties, hyperactivity, autism, emotional maladjustment, mental handicap, physical handicap, sensory impairment and giftedness. Students will be exposed to a number of contemporary issues and controversies in special education and integrative education. Basic principles of identification and education of students with special needs in the regular classroom will be discussed, with focuses on teachers’ roles in helping these students and adapting instruction to their needs.
PHPC 1001 - Foundations in Public Health
This course will introduce undergraduate students to the discipline of public health and its basic academic framework, concept and methodology. The objective of the course is to provide a broad intellectual perspective of public health and presents both local and global public health challenges that are facing our society in the 21st century. The various academic disciplines within the domains of public health that include environmental health sciences, management sciences and health policy, social and behavioral sciences and biological sciences will be introduced and discussed. The impact of these public health problems in relation to our society and our everyday lives will be emphasized. An analytic public health problem solving framework will be used to enable students to appreciate and learn the problem solving methodology in evaluating and appraising various public health problems.
PHPC 2007 - Nutrition and Health
This course provides the foundation background of nutritional science and its application to the primary prevention of diet-related illness. It will look into the importance of nutrition throughout the lifespan and in different population sub-groups. The wide variety of nutritional issues in both developed and developing countries will be discussed. There will be a specific focus on the challenges of obesity and chronic non-communicable disease.
PHPC 2009 - Environment and Work
This public health oriented course addresses how the environmental and occupational (work-related) factors affect human health and what we can do to prevent or minimize the negative impacts. Whereas environmental science tends to address how human beings affect the environment, this course focuses on how the environment affects human health. Topics include an introduction to the toxicology and environmental epidemiology methods in assessing the impact of environmental exposures on human health; how the physical, chemical or biological agents in the air, water, soil and food affect human health; the evaluation and control of common hazards in the work place; and the impacts of global environmental changes on health.
PHPC 2016 - Theories and Concepts of Health Behaviours
The course lays the foundation for socio-medical behavioural sciences in public health. Contents of the course include the definitions of health and health as a socially constructed concept, some important theories that have been widely used in health promotion, interdisciplinary health concepts, as well as key concepts about health promotion.
SPED 2010 - Team Sports
This course is designed to give students an introduction to a selected team sport such as basketball, volleyball and handball. The fundamental knowledge, skills, rules, and strategies will be covered for the selected sport. Students will develop a knowledge and understanding of the fundamental, individual and group skills and improve personal interest and performance. This course also helps to develop students' generic skills such as communication, co-operation and teamwork, which are commonly associated with team sports.
SPED 2011 - Teaching Basketball: Theory and Practice
This course is designed to enable students to introduce and develop basketball in primary and secondary schools. They will develop the knowledge and understanding of the teaching of the fundamental individual and group skills and improve personal performance.
SPED 2021 - Teaching Volleyball: Theory and Practice
This course is designed to enable students to introduce and develop volleyball in secondary schools. They will develop the knowledge and understanding of the teaching of the fundamental individual and group skills and improve personal performance. They will experience competition and develop officiating skills sufficient to teach and coach volleyball at a foundation level.
SPED 2031 - Teaching Soccer: Theory and Practice
This course is designed to develop students’ fundamental skills of soccer, and equip them with the knowledge to teach soccer in primary and secondary schools. Upon the completion of the course, students should be able to demonstrate the basic skills and knowledge of soccer.
SPED 2041 - Teaching Handball: Theory and Practice
This course is designed to develop students’ fundamental skills of handball, and equip them with the knowledge to teach handball in primary and secondary schools. Upon the completion of the course, students should be able to demonstrate the basic skills and knowledge of handball.
SPED 2050 - Racquet Sports
This course is designed to introduce students to racquet sports such as table tennis, badminton, tennis and squash. The fundamental knowledge, skills, rules and strategies will be covered for each racquet sport selected. The course is conducted from the point of view of applied sport science and usually involves solving complex movement problems such as the analysis of the movement skills for sports performance. This course will also develop students’ generic skills such as the critical thinking and problem solving, which are mainly related to racquet sports.
SPED 2051 - Teaching Badminton: Theory and Practice
This course is designed to develop students’ fundamental skills in badminton, and equip them with the knowledge to teach badminton in primary and secondary schools. Upon the completion of the course, students should be able to demonstrate basic skills and knowledge of badminton.
SPED 2052 - Teaching Tennis: Theory and Practice
This course is designed to develop students’ fundamental skills in tennis, and equip them with the knowledge to teach tennis in primary and secondary schools. Upon the completion of the course, students should be able to demonstrate the basic skills and knowledge of tennis.
SPED 2053 - Teaching Squash: Theory and Practice
This course is designed to enable students to develop their skills and knowledge in squash. Upon the completion of the course, students should know about the safety of the games, basic skills, tactics, rules and regulations; students should also be able to present appropriate teaching strategies and demonstrate the basic skills of squash.
SPED 2061 - Teaching Table Tennis: Theory and Practice
This course is designed to develop students’ fundamental skills of table tennis, and equip them with the knowledge to teach table tennis in primary and secondary schools. Upon the completion of the course, students should be able to demonstrate the basic skills and knowledge of table tennis.
SPED 2110 - Individual Sports
This course is designed to introduce students to individual sports such as gymnastics and swimming. The fundamental knowledge and skills will be covered for each individual sport selected. The course is conducted from the point of view of applied sport science and usually involves solving complex movement problems such as the analysis of the movement skills for sports performance. This course will also develop students' generic skills such as critical thinking and problem solving in relation to individual sports.
SPED 2111 - Teaching Swimming: Theory and Practice
This course is designed to enable students to teach water-confidence and the basic swimming strokes － breast stroke and front crawl. The course will also enable students to develop their personal skills in the above strokes, as well as to further develop their survival swimming and basic life-saving skills.
SPED 2122 - Fitness Training for Health and Sports Performance
This course considers the principles and modern theories related to the understanding of health-related fitness and training methods using an integrated approach. Emphasis will be placed on an understanding of the components of fitness and health-related exercise and training regimes together with health-related exercise behaviour, and the planning and implementation of appropriate fitness programmes.
SPED 2132 - Teaching Track Events: Theory and Practice
This course is designed to enable students to teach track events at school, such as sprinting, hurdles and relay, as well as assist students to develop their basic track coaching skills. Activity, analysis and observation will be among the main emphases in teaching these events.
SPED 2133 - Teaching Field Events: Theory and Practice
This course is designed to enable students to teach field events at school such as long jump, high jump, javelin, shot put and discus as well as assist students to develop their basic track coaching skills. Activity, analysis and observation will be among the main emphases in teaching these events.
SPED 2141 - Fundamental Movement and Dances
This course is designed to introduce students to fundamental movement and dances. The fundamental knowledge and skills will be covered. The course is conducted from the point of view of applied sport science and usually involves solving complex movement problems such as the analysis of the movement skills for sports performance. This course will also develop students’ generic skills such as the creativity, communication and co-operation in relation to dance.
SPED 2201 - Teaching Practice in Secondary School
Major students are required to take 8 units of Teaching Practice. These units are spread over the two years of study when students are placed in a variety of schools to observe them in operation and become acquainted with the organization, planning, administration, routine and discipline of each school. They will progressively be involved in teaching groups of children until they can be responsible for whole class teaching in physical education. (For Physical Education, Exercise Science and Health Majors only).
SPED 2211 - Teaching Gymnastics : Theory and Practice
This course is designed to prepare students to teach gymnastics in schools so they can demonstrate the basic gymnastic skills, ensure safe methods and practices, and develop an appreciation for the aesthetic and technical performance.
SPED 2520 - Functional Human Anatomy and Sports Injuries
This course aims to develop students’ knowledge of the structure and function of human body in relation to physical education and exercise science. A number of the body’s systems will be examined with an emphasis being placed on the musculoskeletal system. Common musculoskeletal injuries experienced during physical activity and exercise will also be discussed. Apart from lectures, laboratories and tutorials will be utilized to develop and reinforce student learning.
SPED 2540 - Introduction to Exercise Physiology
This course is designed to examine the basic concepts of energy metabolism, nutrition, physiological responses to exercise and training. Emphasis will be placed on the application of such knowledge upon teaching physical education and the improvement of physical performance. Laboratory classes will enable students to learn basic techniques in exercise physiology. Prerequisite: SPED 2520.
SPED 2600 - Basic Statistics, Test and Measurement for Physical Education
This course is designed to develop an introductory level of statistical competence for a general understanding of the contribution of measurement and data analysis techniques in software applications used in Sports Science and Physical Education.
SPED 2610 - Introduction to Exercise Biomechanics
This course introduces students to the biomechanical principles that relate to human movement. Applications to teaching and coaching are provided in the form of fundamental movement patterns and sports-specific techniques. Furthermore, concepts related to injury prevention are discussed. In addition to lectures, students will participate in practical sessions to facilitate their learning. Prerequisite: SPED 2520.
SPED 2710 - Sociology of Physical Education and Sports
This course is designed to introduce students to the sociological method of enquiry, its key ideas, concepts and perspectives and its application to the study of the relationships between sport, leisure, culture and society.
SPED 2720 - Foundation of Physical Education and Sports
The aim of this course is to give students an overall introduction into the academic discipline of Physical Education and Sport, as well as the options available in the profession. Historical and philosophical development of Physical Education and Sport will be discussed, which will lead the examination of current issues and trends. This course will give the necessary information that prepares student to contemplate their academic and career planning.
SPED 2810 - Psychomotor Learning
This course is designed to provide students with the knowledge and understanding of the theories and models underlying the acquisition of motor skills.
SPED 3201 - Teaching Practice in Primary School
Major students are required to take 8 units of Teaching Practice, spread over the two years of study when students are placed in a variety of schools to observe them in operation and become acquainted with the organization, planning, administration, routine and discipline of each school. They will progressively be involved in teaching groups of children until they can be responsible for whole class teaching in physical education. (For Physical Education, Exercise Science and Health Majors only).
SPED 3220 - Alternative Sports
This course is designed to introduce students to alternative sports such as, golf, orienteering, rock climbing, sailing, windsurfing and canoeing. Upon the completion of the course, students should be able to: 1) demonstrate correct skills and leadership in the alternative sports; 2) teach the specific skills of the alternative sports; 3) demonstrate knowledge of the theoretical aspects; and 4) develop interest in coaching and officiating of the sport.
SPED 3230 - Teaching Chinese and Asian Combative Sports: Theory and Practice
This course is designed to enable students to teach combative sports, particularly judo, karate and taewondo, at school as well as assist students to develop their basic coaching skills. Activity, analysis and observation will be among the main emphasis when teaching these events.
SPED 3250 - Teaching Social Dance and Folk Dance: Theory and Practice
This course presents the techniques of social dance and folk dances from different countries. Students will develop a knowledge and understanding of dance teaching and improve personal interest and performance.
SPED 3260 - Teaching Rope Skipping: Theory and Practice
This course is designed to introduce students to rope skipping. Upon the completion of the course, students should be able to demonstrate correct skills in the rope skipping, knowledge of the relevant theories and develop interest in coaching and officiating within the sport.
SPED 3270 - Principles of Coaching and Officiating
This course is designed to develop an understanding of sports coaching and officiating. Students will be expected to gain fundamental knowledge and skills in sports training and performance issues related to athlete development throughout the lifespan and in competition. Specific topics will include coaching, pedagogy, training principles and basic concepts from other sport science disciplines as they relate to coaching practice. These will be covered through lectures, peer coaching practices and laboratory sessions. Basic officiating principles and skills in major sports events such as basketball, volleyball, and track and field events will also be introduced. This course will enable students to be an effective coach and official in major sports events.
SPED 3410 - Curriculum Planning for Physical Education
This course is designed to introduce students to traditional and innovative curriculum theories and concepts. An examination of various curriculum models with particular reference to physical education. The course will equip students with the knowledge to plan and implement a physical education curriculum in school.
SPED 3430 - Administration and Management in Physical Education and Sports
This course is designed to provide students with the knowledge and understanding of the principles and methods used in the administration and management of physical education and sport. Emphasis is placed on the management of the basic P.E. programme in schools.
SPED 3440 - Pedagogy of Secondary Physical Education
This course is designed to introduce the pre-service teacher to the essential components of a quality physical education curriculum suitable for secondary school students. An emphasis will be placed on the selection of age-appropriate learning experiences, teaching styles and methods of evaluation that will enrich the cognitive, affective and psycho-motor development. After taking this course, pre-service teachers will be able to maintain an effective learning environment based on current practices related to effective planning, management and communication.
SPED 3450 - Pedagogy of Primary Physical Education
The purpose of this course is to prepare pre-service teachers to teach effective physical education lessons in the primary school. The course will focus on selection of activities, teaching style and evaluation methods of learning experiences that take into consideration the age and developmental stage of the students. Pre-service teachers taking this course will be expected to identify student needs and select suitable learning experiences to enrich and improve their cognitive, affective and psycho-motor development.
SPED 3550 - Physiology of Human Performance
This course is designed to study the physiological demands of different sports; and the genetic, physiological, and environmental factors that may determine and/or affect selection of athletes for a particular sports event, specificity of athletic training, and human performance. Prerequisite: SPED 2540.
SPED 3630 - Introduction to Research Methods
This course is designed to give students the knowledge and understanding of the principles and practices of acquiring knowledge and solving problems through research and the application of research methods in sports science and physical education. Prerequisite: SPED 2600.
SPED 3731 - Selected Topics in Sports Sociology
This course is designed to examine a number of key areas in the sociology of sport. A range of sociological perspectives are utilized in which students critically consider how sport plays a role in globalization, racism, gender and sexuality, youth development and labour migration. These areas are chosen to highlight the role, function and meaning which sport plays in culture and society.
SPED 3820 - Introduction to Exercise and Sports Psychology
This course is designed to cover a wide range of topics pertaining to motivation and subsequent performance in sports; to provide students with an understanding of some major theories derived from general psychology as the basis for examining their validity within the context of sport. Hands-on application of various psychological tools will be emphasized.
SPED 3910 - Adapted Physical Education and Sports
The purpose of this course is to enable students to understand how physical education or sport can be individualized to meet the special need of students who are challenged by impairments or disorders. Through adopting an activity-based, problem-solving and inquiry approach, students are expected to be actively engaged in a broad spectrum of individual/collaborative tasks and other interactive modes of learning.
SPED 3920 - Human Growth and Health Education
This course aims to develop the students’ understanding of integrative knowledge on the changes of structure and function at the levels of cell, tissue and system, along the lifespan of human growth, development and health. Health-related issues in children, adolescents, adults and the aged as they relate to human growth and development will also be discussed. Applications in educational settings will be discussed. The course will also provide an opportunity for students to conduct laboratory work in which they will learn how to measure the most widely used anthropometry parameters.
SPED 4201 - Internship in Sports Industry
This course provides opportunities for students to put knowledge and skills they learned from the programme into practice via engaging in a real-life career in the sports industry. Areas of sports industry attachment mainly focus on coaching, research, clinical attachment, health promotion and administration. Students are required to demonstrate ability in the planning, implementing, and evaluation of a project independently via an internship experience. Students are expected to observe rules, regulations, and responsibility of a regular full-time employee of the industry they are attached to. They will be evaluated based upon a collection of an internship portfolio, a written project report, a presentation and an evaluation report from the industry supervisor.
SPED 4560 - Physical Fitness Appraisal and Exercise Prescription
This course aims to help students to acquire knowledge of the basic concepts of fitness testing and exercise prescription for general healthy population. Major health-related fitness components including cardiovascular fitness, muscular fitness, flexibility, body composition, and neuromuscular relaxation will be covered. Other than theoretical lectures, practical laboratory experience for students to acquire important skills for conducting fitness assessment is provided. Prerequisite: SPED 2540.
SPED 4570 - Education and Promotion of Exercise and Health
Guided by health behaviour theory and research, this course is designed to enable students to gain an in-depth understanding of the complex problems associated with exercise and health education and promotion, and to acquire the knowledge and skills to develop, implement, supervise, and evaluate effective exercise and health education and promotion programmes. Upon completion of this course, students will be able to: (1) demonstrate the ability to utilize both up-to-date knowledge and skills in advanced exercise and health promotion, research methodology, and assessment techniques, to make informed administrative decisions; and (2) develop, implement, supervise, and evaluate effective programs that promote health and wellness.
SPED 4640 - Human Kinematics and Kinetics
The objective of this course is to provide students with knowledge and understanding regarding the kinematic and kinetic aspects of human movement. Four topics will be emphasized (1) biomechanical modeling of the human body; (2) principles and concepts of observing and analyzing the human performance; (3) biomechanical principles of optimal techniques in selected sports and movements; and (4) instrumentation and measurement in the biomechanics of human movement. Teaching and coaching examples will be provided in these topics.
SPED 4830 - Psychological Aspects of Sports and Exercise
The purpose of this course is to enable students to understand the psycho-social aspects of sport and exercise psychology, which would promote the ability to anticipate, predict and handle issues that stem from sociological origins but are exhibited in the psyche of sport and exercise participants. Prerequisite: SPED 3820.
SPED 4900 - Research Project
With the guidance of the instructor, a student may pursue a special reading course to produce a literature review or conduct a research project in consultation with and under the supervision of the instructor. Prerequisite: SPED 3630.