Course Descriptions
ACCTG 405 – Auditing
Prerequisite: ACCTG 305
Required course for accounting majors.
Examines auditing theory and real-world practice. Topics include generally accepted auditing standards, internal control, statistical sampling, as well as audit objectives, reporting, and procedures. Course includes a service component involving tax preparation for underrepresented populations. (3 credits) Spring
ARCH 424 – Social Aspects of Architecture
Prerequisite: Junior Standing
Required course for architecture majors.
Introduces theoretical approaches and research methods for examining the architecture of various environments (e.g., the home, workplace, healing centers, restaurants, etc.) in relation to inhabitants and users with varying characteristics (e.g., age, gender, occupation, ethnicity, etc.). The literature used in this course draws from the disciplines of environmental psychology, anthropology, sociology, and cross-cultural studies. In addition to lectures, readings and discussions, a semester-long student field research project is required. This case study approach provides students with an opportunity to combine theoretical knowledge with empirical investigation in generating architectural design criteria. This course has a research-based community service component. (3 credits) Fall, Spring
BUSN430–SpecialTopics: Project Management
Prerequisites: Math 121 and 122 and permission from instructor.
The mission of the Thanksgiving House project is to improve the quality of life of deserving citizens residing in the Rhode Island and Southeastern Massachusetts by renovating their houses. This mission is accomplished by RWU undergraduate students enrolled in the Project Management course. The house renovation project provides students with the opportunity to learn and apply the tools and techniques of project management while doing a community service. The Project Management course and the renovation work is completed the week before Thanksgiving, hence the name The Thanksgiving House. (3 Credits) Fall, Spring
CJS 401 – Justice Studies Practicum
Prerequisites: Completion of 75 credits and consent of internship coordinator.
Field experience with seminar discussion. Field experiences are oriented toward the student’s career and professional development. Seminar provides students with opportunities to discuss career options with fellow students. Requires a major project. This course may be taken for a maximum of six credit hours and is open to Criminal Justice and Legal Studies majors. (3 credits) Fall, Spring, Summer
COMM 300 – Introduction to Public Relations
Required for all Communications Majors.
An introduction to the field of public relations: its theoretical origins, scope and principles. Discussion focuses on public relations theory, practices, and planning processes. It also examines the role of public relations for both for-profit and not-for-profit industries. Ethical decision making, on-line communication and career opportunities are also addressed. This course has a community service component. (3 credits) Fall, Spring
COMM 430 – Special Topics: Visual Essays
Prerequisites: COMM 300 and Junior Standing.
Required for all Communications majors with a concentration in Journalism
The focus of this course is usable design of the well-crafted message using print and multimedia with the appropriate tools. While this course develops a working knowledge of print and web-based communication technologies widely used today, including professional use of multi-media, presentation, imaging and layout tools, the emphasis is on learning how to rapidly learn new online technologies to stay abreast of the technology curve. The course work will include a final project benefitting a non-profit or community based organization. (3 credits) Fall, Spring
COMM 431
Students will learn how a public relations campaign is developed and implemented through readings, case studies, class discussions, in-class assignments and a final project. To apply what they have learned, students will undertake a "real world" public relations campaign, and design a workable campaign for a real client. There are three distinct aspects to this course: 1) learning the core fundamentals of public relation campaigns through readings and discussion in an academic setting, 2) learning about planning and undertaking campaigns by completing a professional public relations campaign by working in a team environment with real clients, 3) conducting events for the campaign, and 4) evaluating the success of mediocrity of the campaign and events. All projects are focused on non-profit and making the world a better place. (3 credits) Fall, Spring
CORE 443 – The Proper Order of Things
Prerequisites: CORE 101 through CORE 105 and at least a 6th semester standing.
From the monopoly board game to the Periodic Chart, we take the world we live in and put it in order. Understanding how things are categorized gives us a power over our world and finding a new way to order our world results in ground-breaking discoveries. This course investigates the history of set structures and categories established in our own primarily European-based culture, and compares them with how other people organize their work in other cultures of contemporary and ancient Asia, Africa, Oceania, and Native America. Each student will participate on a organizational project benefitting a non-profit or community-based agency as a part of the course. (3 credits) Fall, Spring, Winter session
DANCE 460 – Teaching Techniques, Musical Concepts, and Rhythmic Analysis
Prerequisites: Dance 425 or consent of instructor; senior standing.
Presents various teaching theories and principles for dance, improvisation, and creative movement to prepare students for structuring classes on various levels and for different populations. The physics of dance and movement and its application to alignment and proper technical development will be studied. Students are acquainted with musical and sound resources, structures, and rhythmic analysis. This course has a community service component. (3 credits) Fall, Spring
EDU 302 – Literacy in the Elementary School I
Prerequisites: Admission to the School of Education’s Elementary Education program.
Required course for elementary education majors.
This course examines the emergence and development of young children’s knowledge of the English Language Arts. The major focus of this course is the teaching of reading and the teaching of speaking and listening strategies in formal and informal group contexts. The course lays a groundwork of knowledge by examining current theories of teaching literacy and literacy practice as defined in the new standards. Students also use technology as a tool for communication including e-mail and web surfing for literacy teaching materials. Field experiences in this course include participating in either the America Reads or Vista programs or choosing a site to work with a child in a public school. (3 credits) Fall
EDU 303 – Literacy in the Elementary School II
Prerequisites: EDU 302, Admission to the School of Education’s Elementary Education program.
Required course for elementary education majors.
This course is designed to be a seamless segue from EDU 302: Literacy I. In Literacy II, participants continue their exploration of teaching the English Language Arts. The primary focus is the theories and practice related to writing instruction including: (1) the forms and types of writing, (2) the process of writing, and (3) the English Language Arts conventions. A second major focus of this course is performance based literacy assessment. Participants are taught to design and implement a reading/writing performance assessment based on the new standards. Field experiences include tutoring through the America Reads or Vista Program and a visit to a public school to conduct a literacy performance assessment. This course is a prerequisite for, or may be taken concurrently with, EDU 355. (3 credits) Spring
EDU 363 – Literacy Across the Curriculum
Prerequisites: Admission to the School of Education’s Elementary Education program.
Required course for secondary education majors.
This course is based on the premise that America’s literacy dilemma is ultimately solvable if each and every teacher plays a role in its resolution. In essence, content area literacy is the domain of all secondary content area teachers. This course explores contemporary theories and classroom practice in regard to content area reading and writing. It is designed to provide practical reading and writing instructional strategies that are tied directly to a student’s potential literacy difficulties, comprehension of secondary textbooks and supplementary materials, persuasive and descriptive writing, and research report writing. This course is suitable for both pre-service and in-service teachers. (3 credits) Fall
EDU 380 - Special Topic: Theory and Practice of Service Learning
This course will introduce students to the theory and practice of service-learning. We will examine the pedagogy of service-learning in the context of child development and learning theories, the current landscape in public education, and the growing interest in engaging children and youth in civic and community life. The course will be highly interactive with a mix of classroom discussion, activity-based group work, videos and class presentations. This course has a community service component. (3 credits) Special Offering
ENG 430.02-PEN Collaborative – Case Minding
In collaboration with PEN American Center, this class will become the case-responsible entity for an imprisoned international writer (as assigned by PEN). The class will be a “living course,” which will continue semester-to-semester in the ongoing effort to free the writer. Each semester’s class will build upon the previous semester’s work, as a dossier is maintained for PEN. Students can expect to learn research and advocacy skills. They will be gathering information, preparing white papers, updating websites, working with other organizations, lobbying government officials, generating public awareness and interest, working on local press outreach, providing updates for family members, etc. All students will become well versed in both the work of the writer, as well as the historical, political, and cultural significances that have created the current environment. Any student in the course must be comfortable advocating on behalf of the subject, and understand that they have accepted responsibility for the fate of a living person. All members of the class will become Associate Members in PEN. (3 Credits) Fall, Spring
HP440 – Internship/Apprenticeship in Historic Preservation
Prerequisite: Junior standing
Required for all historic preservation majors.
Students conduct field placements that are academically significant and related to the student’s professional development as a preservationist. Through research and informational interviews, students investigate specialized fields of interest and opportunities in the public and private sector. Students develop resumes, correspondence, project recording and internship documentation. Internship proposals are submitted before the student begins, and Interim/final reports are developed. (2 credits) Spring
PYSCH 451 – Community Involvement
Fulfills a course requirement in the Psychology Core Concentration
Prerequisites: PYSCH 100, 203, 204, and at least junior standing
A non-classroom course in which students must invest 135 hours of work at an approved work-site. (3 credits) Fall, Spring
MGMT 435 – Small Business Institute
Prerequisites: Junior or senior standing and consent of the SBI coordinator.
A community outreach program in which students apply academic knowledge to solve real-world business problems. Formal reports demonstrating oral and written communication skills are important components of the course. (3 credits) Fall
Updated 1/08 by the Feinstein Center for Service Learning and Community Engagement