COURSE TITLE: Introduction to Community Organization ......practice - i.e., multicultural community organizing, culturally sensitive management practices, culturally sensitive analyses

COURSE TITLE: Introduction to Community Organization, Management, & Policy Practice COURSE NUMBER: 560 TIME & PLACE Winter, 2010: Monday: Section 002, Class #27077, 4-7pm, Rm. 2816 SSWB Wed.: Section 001, Class #27075, 9am-12, Rm. 1804 SSWB CREDIT HOURS: 3 PREREQUISITES: None LOCATION: Foundation macro methods; required for all MSW students INSTRUCTOR: Diane Kaplan Vinokur, PhD, LMSW, Associate Professor CONTACT DETAILS: Office: 3794 SSWB E-mail: [email protected] Office phone: (734) 647-2553 OFFICE HOUR: Tuesdays, 1pm-2pm, or by appointment1

1 Please e-mail me three different times when you could meet, and we can usually find a mutually convenient time, Monday-Friday, 9am-5pm.

http://www.ssw.umich.edu/programs/classes/codes.html?semester=20083�

Social Work 560 (D. K. Vinokur, Winter, 2010) page 2

TABLE OF CONTENTS

1. COURSE DESCRIPTION ............................................................................................................................. 3

2. COURSE CONTENT ..................................................................................................................................... 3

3. COURSE OBJECTIVES ................................................................................................................................. 4

Additional Comments on the viewpoint of this instructor: ........................................................... 5

4. COURSE DESIGN ................................................................................................................................... 6

5. RELATIONSHIP OF THIS COURSE TO THE SSW’S FOUR CURRICULAR THEMES ............ 6

6. RELATIONSHIP OF THE COURSE TO SOCIAL WORK ETHICS AND VALUES ..................... 7

7. INTENSIVE FOCUS ON PODS - PRIVILEGE, OPPRESSION, DIVERSITY & SOCIAL JUSTICE ............................................................................................................................................................... 7

8. A NOTE ABOUT THE INSTRUCTOR................................................................................................ 7

9. LEARNING PHILOSOPHY AND ENVIRONMENT ......................................................................... 8

Creating a Positive Learning Environment ......................................................................................... 8

Working in small groups ............................................................................................................................. 9

10. COURSE MATERIALS ........................................................................................................................ 10

11. ASSIGNMENTS .................................................................................................................................... 10

12. GRADING .............................................................................................................................................. 13

13. GRADING PHILOSOPHY ................................................................................................................... 13

14. INSTRUCTOR’S EXPECTATIONS FOR ALL WRITTEN ASSIGNMENTS ............................... 14

15. HOUSEKEEPING ................................................................................................................................. 15

16. STUDENTS’ NEEDS ............................................................................................................................ 16

17. CLASS SESSIONS, LEARNING OBJECTIVES, CLASS ACTIVITIES, & READINGS ............... 17

18. CLASS CALENDAR ............................................................................................................................... 28


1. COURSE DESCRIPTION

This course is a generalist social work foundation offering in the Macro Practice Concentrations (Community Organization, Management, and Policy/Evaluation). It covers basic content in these areas of social work method and prepares students to take the more advanced courses in their concentration. It is partly survey in nature, touching on a range of methodologies and emphases, and providing an appreciation of the historical and contemporary importance of these methods in social work.

In addition, it deals with the process of professionalization and introduces students to a range of practice tools. Issues of diverse dimensions [e.g. ability, age, class, color, culture, ethnicity, family structure, gender (including gender identity and gender expression), marital status, national origin, race, religion or spirituality, sex, and sexual orientation] will be emphasized throughout, with special focus on culturally sensitive practice - i.e., multicultural community organizing, culturally sensitive management practices, culturally sensitive analyses of policy proposals and their impact, and culturally sensitive research practices. Students' field experience and future methods courses will build upon the knowledge and skills presented in this course.

2. COURSE CONTENT

Students learn beginning macro practice skills, including skills sets in the areas of community organization, management, and policy analysis. They learn to understand a variety of roles and skills attached to them - i.e., community organizer, manager, or policy analyst/advocate. The course will also provide students with the opportunity to integrate learning from relevant HBSE, policy, and research courses, designed to be taken concurrently.

During this course, students focus on:

(1) Understanding the context of macro practice;

(2) Identifying problems at the community and organizational level;

(3) Organizing and building relationships within communities and organizations; and

(4) Organization-based and community-based policy making, planning, and program development.

This course will provide a common framework for learning, which sets the stage for more detailed development of skills sets. Readings will be related to theories, concepts, and practice skills involving assessments and interventions at the mezzo-macro level and in working effectively with communities and organizations. Some class time will be devoted to a discussion of issues raised by students' experiences in the field, in the context of the theories, concepts, and skills covered by the readings, lectures, and exercises. These include various community assessment and problem


solving models, reflective practice, interpersonal skills in macro policy research, and the analysis of organizational culture.

3. COURSE OBJECTIVES

On completion of this course, students, using a generalist social work practice framework, will be able to demonstrate beginning level competencies in the following ways:

1. CONTEXT OF MACRO PRACTICE: Describe the historical, social, political and economic forces that have shaped and continue to shape macro practice in social work, with special attention to community organization, management, policy, and research;

2. MACRO PRACTICE STRATEGIES: Identify community organization, management, policy-planning strategies, and empirically supported practices for dealing with contemporary social work and social welfare problems;

3. SELECTION OF MACRO PRACTICES: Demonstrate beginning level community organization, management, and policy/ evaluation skills in identifying the major internal and external environmental factors that affect the selection of those strategies;

4. ETHICS FOR MACRO PRACTICE: Apply NASW's Code of Ethics and other professional codes to the selection of action strategies, and in particular to those situations which affect women, people of color, and disadvantaged/discriminated against populations;

5. MACRO PRACTICE TOOLS: Demonstrate the ability to utilize selected assessment tools for designing practice relevant issues (e.g., human resource assessment, flow-charts, force field analysis, nominal group technique, task analysis, community profiling, asset mapping, community needs and strengths assessment, Census data analysis, and utilizing frameworks of ethical and policy analysis);

6. SOCIAL WORKER MACRO PRACTICE ROLES: Specify/identify those situations in which social workers are likely to be central to and have leverage over major social welfare concerns;

7. PRACTICE INTEGRATION & BREADTH: identify salient connections between Macro Practice/IP Practice and National/International practices.


What is Macro Social Work Practice?

…Efforts within and outside organizational, community, and policy arenas intended to sustain, change, and advocate for quality of life.

~F. E. Netting (2005). …………………………………………………

These efforts are “in concert with vulnerable and underserved populations [since] macro practice skills are necessary to confront

inequalities”

~ Netting, Kettner, & McMurtry (2004.)

…………………………………………………… “…helping people solve social problems and make social change at

the community, organizational, societal, and global levels” ~ Brueggemann (2006).

ADDITIONAL COMMENTS ON THE VIEWPOINT OF THIS INSTRUCTOR:

Some recent definitions of macro social work practice are found in this textbox.2

.

My particular point of departure for this course is: macro social work practice is an integral part of the competencies that all professional social workers are expected to use to address social problems, social exclusion, and social injustice. Just as the goal of social work inter-personal practice with distressed individuals, families and groups is to enhance the healthy articulation of clients and their social environments, so too is the goal of macro practice.

However, the emphasis in macro practice is on improving or enhancing the larger social environment in which people are located, rather than on changing or enhancing the attitudes, behaviors, or personal adjustment of a particular individual, family, or small group. For example, with regard to the social problem of child abuse--interpersonal practitioners will work directly with caregivers who are (or at-risk for) abusing their children. They seek to help their clients to change their child care behavior. In comparison, macro practitioners may work with a community to establish and manage a crisis nursery that community members can use when they need immediate child care support, or they may advocate for a child abuse prevention programs and policies, and thus diminish potential abuse.

Thus, macro social work practice improves the quality of life for many people at a time, and promotes needed social change at the community, organizational, societal, and international levels. Moreover, current approaches to macro practice emphasize that social

2 Sources: Netting, F. E. (2005). The future of macro social work. Advances in Social Work, 6(1), p. 51; Netting, F. E., Kettner, P., & McMurtry, L. (2004). Social work: Macro practice, (3rd Edition). Boston: Allyn & Bacon, p. 10. Brueggemann, W. G. (2006). The practice of macro social work (3rd Ed.). Stamford, CT: Brooks/Cole, p. 7.


workers act in concert with those who are harmed or weakened by social problems, seek to actualize their clients’ empowerment, and that they approach and perform their professional roles with an attitude of cultural humility.

In sum, all social workers, regardless of their particular title or role, must use macro methods and perspectives in their practice and careers. For an interpersonal practitioner to understand their clients, they must also understand the organizational, community and policy environments which influence their clients. Indeed, many social workers practicing interpersonally with clients also undertake specific macro roles to help alleviate relevant social problems. Such roles include: public policy advocate, agency board or committee member, political office-holder, philanthropist, social entrepreneur, citizen representative, fundraiser, lay leader, public protester, manager, organizer, and social planner.

4. COURSE DESIGN

Pedagogical strategies for class sessions include lectures, discussions, in-class presentations, skill-building activities and exercises, films, and possibly outside speakers.

5. RELATIONSHIP OF THIS COURSE TO THE SSW’S FOUR CURRICULAR THEMES

1. Multiculturalism and Social Diversity are addressed through the use of readings, examples, cases, and role plays, and the development of intervention tools that explore multi-cultural and diversity issues from the client system, the worker (i.e., the community organizer, manager, and policy analyst/advocate), as well as the organizational, community, and policy contexts.

2. Social Justice and Social Change are addressed through the use of readings, examples, cases, and role plays, and the development of intervention tools that enable workers to secure better representation of underrepresented community members and points of view in the community, agency, and polity, and to address, through the attainment of program goals, issues of historic exclusion and exploitation. Techniques of both transactional and transformational change are considered.

3. Behavioral and Social Sciences Research is addressed through the use of readings, examples, cases, and role plays, and the development of intervention tools that explore the perspectives of social and behavioral science theory on the community, the organization, and the polity. Organizational theories, political science theories, and theories of community will be important bases for class analyses.

4. Promotion, Prevention, Treatment, and Rehabilitation are addressed through the use of readings, examples, cases, and role plays, and the development of intervention tools that explore special attention to the benefits of prevention and early intervention (promotion and prevention), risks attendant to the use of various


methods (treatment), and the need for longer term connection and follow-up (rehabilitation).

6. RELATIONSHIP OF THE COURSE TO SOCIAL WORK ETHICS AND VALUES

This course will address ethical and value issues related to working with and in organizations, communities, societies, as well as in conducting policy-focused research in these domains. For example, as employees of organizations, members of communities, and citizens of states, social workers must work to ensure equal treatment for all community members, while at the same time expressing preferential programmatic attention to the most disadvantaged within those systems. This course will also focus on social workers’ responsibility as professionals to promote general welfare by working toward the elimination of discrimination, expanding choices for all persons, encouraging respect for diversity, advocating for progressive changes in social policies, and encouraging informed participation by the public.

7. INTENSIVE FOCUS ON PODS - PRIVILEGE, OPPRESSION, DIVERSITY & SOCIAL JUSTICE

This course integrates PODS content and skills with a special emphasis on the identification of theories, practice and/or policies that promote social justice, illuminate injustices, and are consistent with scientific and professional knowledge. Through the use of a variety of instructional methods, this course will support students [in] developing a vision of social justice, learning to recognize and reduce mechanisms that support oppression and injustice, working toward social justice processes, applying intersectionality and intercultural frameworks, as well as strengthening critical consciousness, self knowledge, and self awareness to facilitate PODS learning.

8. A NOTE ABOUT THE INSTRUCTOR

Diane Kaplan Vinokur (publishing as Diane Vinokur-Kaplan) has been teaching macro practice at The University of Michigan since 1990. She is co-founder and past Faculty Director of the U-M Nonprofit & Public Management Center, a collaboration of the Schools of Social Work, Business, and Public Policy. Also, she is active in research on sustainability and improvement of the work environments of nonprofit organizations, especially through co-location. She is a founding member of the Nonprofit Centers Network, which provides technical assistance nationally to nonprofit co-located “under one roof”. She is known for making terrible puns and has a dry sense of humor. In her spare time, she enjoys doing yoga.


Empowerment in the classroom occurs by each classroom actor--

Respecting one another

Validating one another’s experiences and insights

Drawing on her/his own strengths and those of others

Responsibly sharing her/his power

Working collaboratively

Taking responsibility for her/his own learning

9. LEARNING PHILOSOPHY AND ENVIRONMENT

Teaching and learning in this course will be guided by the principles of adult learning3

Each individual brings different strengths, knowledge, and various levels of understanding of macro practice to this class. Therefore, we can all benefit if we think of the class as a collaborative effort, and the classroom as a space in which our learning can be enhanced by the contributions of others.

and empowerment. These frameworks approach all participants in an educational endeavor as active, self-directed learners. A core concept of these approaches is valuing your experiences and your potential for sharing these perspectives to deepen individual and group learning. So, you are encouraged to share your insights with the class throughout the semester. At the same time, we should all

try to maintain a reflexive stance, carefully considering your thoughts and those of others.

In sum, we are all potential teachers and learners. Therefore, it is hoped that collaborative learning will occur between students, as well as between students and instructor. Indeed, the third class assignment, the community profile, is designed to provide an additional opportunity to reflect on collaborative effort done by student teams.

CREATING A POSITIVE LEARNING ENVIRONMENT

It is important for all those involved in this class to foster an environment in which all participants are comfortable enough to willingly express their opinions and perspectives during class discussion, including critical analyses. At times, this engagement can involve some risk, but it is hoped that you will feel comfortable enough to share your views and queries in order to promote your learning and that of your colleagues.

3 Adult learning approaches typically include an appreciation that (1) adults are autonomous, goal- and relevancy- oriented, practical, and self-directed, (2) adults have past life experience and knowledge that can connect to current learning; and (3) adults must be treated with respect. (See Malcolm Knowles’ classic book, The Adult Learner: A Neglected Species (Third Edition). Houston, TX: Gulf Publishing Company, 1984).


To encourage this environment, we are all reminded of our professional responsibility to treat one another with respect. If the classroom is to be a space for learning, it cannot reinforce systems of bias and domination, nor can it be restrained by political correctness. As course instructor, I will strive to develop a respectful course environment. You too can contribute to this ethos by extending to your colleagues the same respect and sensitivity you desire for yourself.

Questioning one another is a part of a positive and productive learning process. Such questioning should be done in a collegial, civil, and professional manner, which involves listening to, recognizing, and trying to respect others’ views, even if we do not agree with the perspectives being advanced. At times, it may be necessary to challenge the ideas someone presents, but it is important to do so in a manner that calls into question the ideas outlined, not the person who presents them. INDIVIDUAL LEARNING OBJECTIVES

Each person comes to this course with different ideas, experiences, and competencies related to macro practice. Additionally, each of you likely has your own interests regarding macro practice, which you could develop in this foundation course and in subsequent advanced macro practice courses. Given this background, you are encouraged to create at least one individualized learning objective for our course. If you are currently in a field placement, you may wish to consider developing an objective related to your field-based learning goals.

For instance, if you are interested in identifying the needs of a particular population, you may want to develop a specific learning objective related to conducting community needs assessments with that population. The possibilities are endless—just be sure you select an objective that you can achieve.

WORKING IN SMALL GROUPS

The Community Profile Assignment requires working together in a small task group. For this assignment, your group’s membership will be self-selected; however, you are strongly encouraged to work with others in the class whom you do not know yet. Depending on class size, the groups will range from three to five students per group. Groups will begin to be formed in Session 5.

Also, throughout the term, small groups will be created for various in-class learning activities to learn or practice course content. In these groups, you will work with colleagues to discuss assigned readings or to complete assigned exercises related to course content.


10. COURSE MATERIALS

Our course will use two textbooks, in addition to a series of other required readings.

Two Required texts: (Make sure you obtain the correct edition of Coley & Scheinberg).

a. Brown, Michael Jacoby. (2006). Building powerful community organizations: A personal guide to creating groups that can solve problems and change the world. Arlington, MA: Long Haul Press. [~ $20 new]

b. Coley, Soraya M. & Scheinberg, Cynthia A. (2007). Proposal Writing: Effective Grantsmanship (3rd edition). Thousand Oaks, CA: Sage. [paperback ISBN 9781412937757, ~$40 new]

These books are available for purchase at Ulrich’s (across the street from SSWB, accessible to those with limited mobility), and Michigan Union Bookstore (accessible, handicap permit parking very near by). Copies of required textbooks are on reserve also in the SW library.

Other required readings (articles, chapters) are available via the course’s ctools site.

11. ASSIGNMENTS

Detailed descriptions of each assignment will be distributed well before they are due. All assignments must be completed before the beginning of class on the day they are due, and handed in as instructed in class.

You may consult with me regarding your assignments. I will gladly answer questions & concerns.

The assignments follow the subsections of the course:

Session 1-2: Introduction Sessions 2-4: Social Policy Advocacy Sessions 5-8: Human Services Management Sessions 9-14: Community Organizing & Social Planning


Summary of Class Assignments

#1. The Policy Advocacy Project (15%), (done individually), requires students to find their voice and express themselves concisely in influencing a public audience regarding a particular policy. Students either (1) write an op-ed piece for a newspaper that makes a case regarding a policy area you care about and recommends a policy development, change or implementation; or (2) Prepare written testimony that would be presented to a legislative or advisory body regarding a policy development, change, or implementation. You also include a brief reflection paper on your learning process in this assignment.

#2. The Mini-grant proposal (30%), (done individually or in pairs), helps students learn and practice how to develop a program proposal for outside funding. It involves a student or a pair of students preparing a proposal for funding of a human service program, plus a (mutual) reflection paper.

#3. The Community Profile (40%), (done in teams), assists students to learn to assess a community, including its strengths and challenges, and to professionally present their findings to an audience both verbally and in concise written report format. Just as interpersonal practitioners make full assessments of their clients, so too do macro practitioners—in this case, a community. Herein a team of students (3-5 members) choose a community to which they can travel and interview professionals regarding the community and a social problem facing that area. They also gather additional relevant information from various electronic and other resources, including the U.S. Census. They produce a concise report that could be considered by a community forum (e.g., city council committee, agency board or other forum) in their deliberations.

Initially, student teams submit an “initial choice” of community paper in which they identify and choose a community and a problem therein. Then, they work together to prepare and present their class presentation and their written report. Thereafter, each teammate individually also submits a personal reflection paper on their team experience.

#4. Class participation (15%) is determined by (a) active engagement with and contributions to class discussions across the term (10%) and (b) presentation of a skill-building mini-training session to the class (5%).

Your active participation helps you and others’ learning. It is expected that you will rely on your past education and experience and share them in class. It is also expected that you have read the assigned readings for each week and are prepared to discuss them. Below are some questions to consider for each reading to help you prepare for each class session:

• What are the central points of the reading? What is your assessment of these in terms of macro practice?

• What points, if any, do you like, agree with, or find helpful in terms of understanding issues related to macro practice? Why?

• What points, if any, do you dislike, disagree with or find unhelpful in terms of


understanding issues related to macro practice? Why?

• Based on your personal experiences and other readings (academic and non-academic), what other perspectives are there to the subject?

• What are the connections with and/or implications for diversity and social justice practice?

#Assignment /

Value for Final Grade Course Area Due Dates Winter 2010

(Due at the beginning of class)

#1/ 15%

Policy Advocacy Project (Op-ed or Testimony) together with Reflection Paper (Individual)

Social Policy & Advocacy

Monday - Feb 1 Wed. - Feb 3

#2/ 30%

Mini-Grant Proposal with Reflection Paper (Individual or pair)

Human Services Management

Monday - Mar 8 Wed. – Mar 10

#3/

40%

Community Profile (Task Group Team)

Community Organizing & Social Planning

Part 1: Group Topic & Pre-profile Reflection (5%): Mon - Feb 8 Wed - Feb 10 ……………………………………………………..…… Part 2: Community Profile A. Presentation (10%): Monday - April 12 Wed - April 14

B. Community Profile Report: (20%, of which 5% is for Meeting Minutes):

Monday - April 12 Wed - April 14 ……………………………………….………………… Part 3: Individual Post-Profile Reflection (5%): Monday - April 19, 4pm Wed - April 19, 5pm

#4/ 15%

Class Participation

All

Continued on next page Throughout the term 10% Teach a Skill 5%


12. GRADING

Grades are earned by successfully completing the work on the assignments and by attending and participating in each class. A 100 point system is used. At the end of the term, the numerical grades earned for each written assignment and class participation will be translated into letter grades according to the following scale:

A+ 98-100 B+ 87-89 C+ 77-79 D+ 67-79 F <60

A 93-97 B 83-86 C 73-76 D 63-66

A- 90-92 B- 80-82 C- 70-72 D- 60-62

Grading Criteria

"A" grades are given for exceptional individual performance and mastery of the material. The use of "A+", "A", and "A-" distinguish the degree of superiority and [“A” is typically the highest grade given, since A+ is given only for extraordinary work—dkv]. "B" grades are given to students who demonstrate mastery of the material. "B+" is used for students who perform just above the mastery level but not in an exceptional manner. "B-" is used for students just below the mastery level. "C" grades are given when mastery of the material is minimal (from: http://ssw.umich.edu/studentGuide/2007/page.html?id=3.02, which also describes grades of D and F).

13. GRADING PHILOSOPHY

To develop your competencies as a social worker, feedback is vital. My tendency therefore is to provide significant comments highlighting both strengths and areas for improvement (we all have them!). I invite you to reflect on my feedback and, if you wish, to meet with me to discuss any of my remarks.

Working together, I want each of you to learn as much as possible and to be successful in the course. This goal requires that you accept responsibility for your learning and performance and that I support you in your development. As a student, you hold certain expectations for your performance and grades. Remember, this is graduate school, thus grading standards are likely higher than those you previously encountered as an undergraduate. If you wish to perform at the A level, you will have to work at that level. “A” level grades will not be given without merit.

If a student performs poorly on an assignment (i.e., B- or lower), she/he will be invited to meet with me to discuss the assignment, and the student may be offered the option to rewrite it or part thereof. This arrangement is to allow students who did not perform at the expected graduate level an opportunity to gain the required mastery. If the rewrite is acceptable, then the student can earn up to a grade of B, which is the expected passing grade for graduate work.

http://ssw.umich.edu/studentGuide/2007/page.html?id=3.02�


14. INSTRUCTOR’S EXPECTATIONS FOR ALL WRITTEN ASSIGNMENTS

Submit Community Profile folder in class, when you present to the class. All other written assignments are due at the beginning of class in hard copy. (To encourage ecological concern, I will accept two-sided printing if the text is clearly readable on both side).

Submission Instructions

Please submit all written assignments in hard copy and firmly clipped or stapled.

Also, you must submit an electronic file copy via the Course C-tools site as an assignment for Assignments 1 and 2 and skill-builder.

Requests for extensions will be considered for a valid reason (e.g. funerals, illness). These are to be made at least 48 hours in advance of the assignment due date, if at all possible. A rationale for the request is to be provided.

Extensions

Work that is late (i.e., an extension was not negotiated in advance) will have 5% (from 100%) deducted for each day the assignment is past the due date, including weekends.

Late Assignments

Students should not request incomplete grades unless they face very serious circumstances, since an incomplete can imperil their academic standing at the School of Social Work. A grade of incomplete will not be granted unless it can be demonstrated that it would be unfair to hold you accountable to the normal expectations of the course. If a grade of incomplete is to be requested, you must do so prior to the final week of classes.

Incomplete Grades

Written assignments will be evaluated on both content and style. You should demonstrate your ability to apply and integrate course material and to communicate using a professional style. Professional communication is coherent, concise, and comprehensive, and includes correct spelling, grammar, punctuation, sentence construction, paragraph construction and referencing). In particular, you are strongly urged to proofread your papers, and not just rely on spell-checking.

General Evaluation Guidelines

Assignments are to be typed, double-spaced with one-inch margins, using an

easy-to-read font (e.g., Times New Roman, Cambria) and in 12 pt font. The only


exception is the community profile, which should be single-spaced and with ample white space, as described in the assignment. References and Referencing Style

All assignments must include a list of the references at the end (not included in page limits). When using others’ work or ideas, it is mandatory to cite the original source (including websites) in the text itself. When directly quoting others’ work, the work must appear with quotation marks, along with citation information.

Social work publications generally follow the referencing format specified by the American Psychological Association (APA), therefore you are expected to follow this referencing style (see the Publication Manual of the American Psychological Association (5th Ed.)). The library also offers an online resource for your use (see http://www.lib.mich.edu/ug/research/citation guide/AP5thed/pdf).

Examples: The assigned readings for this course are listed in APA format. Beyond the use of APA’s referencing style, no other aspect of the APA style

guide’s formatting need be used. However, it is highly recommended that you use formatting that is helpful to the reader (e.g., headings and sub-headings) to organize your work.

It is the student’s responsibility to be familiar with and abide by the School of Social Work’s standards regarding intellectual honesty and plagiarism. Look for the current standards in the MSW Student Handbook

Intellectual Honesty and Plagiarism

http://www.ssw.umich.edu/studentGuide/2009/studentGuide2009.pdf Students who previously or currently are taking SW663 or another course on grant

getting must contact the instructor regarding Assignment 2.

15. HOUSEKEEPING

As members of the University community, there are several ways we can help each other:

1. Maintaining the facilities. Please leave the classrooms and washrooms as clean as or cleaner than you found them. Pick up and neatly dispose of any litter you have created. Please try to recycle whenever possible.

2. We must leave the classrooms in the arrangement in which they were found. Please help by moving chairs and tables.

http://www.ssw.umich.edu/studentGuide/2009/studentGuide2009.pdf�


16. STUDENTS’ NEEDS

Avoiding Distractions Students need to concentrate during class. In order to not distract or disturb

students and the instructor, please turn off cell phones, pagers, and other electronics during class. Also, students are expected to be in class and not leaving to answer phone calls. If you have an emergency call that you are expecting, please consult with the instructor. Breaks

We will have two breaks. Please respect the time limits so that we can cover the necessary materials.

Religious Observances

Please notify me if your religious observances conflict with class attendance or due dates for assignments so we can make appropriate arrangements. Accommodations for Special Needs

Please inform me of any special needs, including visible or invisible disabilities, so we can work together to ensure that your educational needs are met in a timely manner.

Illness & Contagious Disease If you have come down with a contagious disease that is easily spread in a classroom (e.g., flu), please let me know and do NOT come to class. Stay home and get well, and help prevent the rest of us from getting it. Your class participation will not be penalized for missing class for this reason.


17. CLASS SESSIONS, LEARNING OBJECTIVES, CLASS ACTIVITIES, & READINGS

Pre-Session: Jan. 6 (Wednesday only) Learning Objectives • To understand the requirements of the course outline, including the course

objectives, content, readings, and assignments, by reviewing and discussing it. • To become familiar with what is meant by macro practice. • To begin to get to know one another. • To successfully use conceptual frameworks to identify social problems and the need

for change. • To establish a positive learning-teaching classroom environment through

establishing a class vision, mission, and values.

Class Activities: 1. Fill out pre-assessment questionnaires & student information sheets 2. Introduction to Macro Practice 3. Class Introductions 4. Review of Course Syllabus 5. Class Mission Statement (Forms distributed in class) 6. Special Topic: Global Social Work & Social Entrepreneurship

a. Film: Because They’re Worth It

Readings (in class handout) 1. National Association of Social Works (1996). Code of Ethics (revised edition).

http://www.socialworkers.org/pubs/code/code.asp Preamble, Ethical Principles

Session 1: January 11 & 13 Introduction to SW560: What is SW560? What is Macro Practice & its History? // Creating a Positive Learning Culture Learning Objectives • To understand the requirements of the course outline, including the course

objectives, content, readings, and assignments, by reviewing and discussing it. (Monday only)

• To become familiar with what is meant by macro practice. (Monday only) • To get to know one another (more). (Monday & Wed.) • To successfully use a conceptual framework to identify social problems, and to study

and analyze the need for change (Problem-Population-Arena). (Monday only) • To become familiar with strategic planning concepts of vision, mission and values in

a human service context (Monday & Wed.) • To establish a positive learning-teaching classroom environment (Monday only)

http://www.socialworkers.org/pubs/code/code.asp�


• To become familiar with the history of macro practice and its significance to social work. (Monday & Wed.)

• To become familiar with social work ethics in macro practice (Monday & Wed.) • To study and analyze the need for change (Problem-Population-Arena) (Monday &

Wed.)

Class Activities

• Pre-Assessment Questionnaire and Student Information Sheet (Monday only)

• Film: Women of Hull House (Monday & Wed)

Question to keep in mind: How are today’s social problems and macro social workers’ roles the same or different from the beginnings of social work?

• Explanation of Skill Building Class Participation assignment & Assignment 1 (Monday & Wed.)

• Class Mission Statement (forms to be distributed in class) (Monday & Wed) http://www.socialworkers.org/pubs/code/code.asp - Preamble, Ethical Principles

(Monday only) Required Readings 1. Review Syllabus and bring any questions to class next week, or email me. 2. Read the Presentation Manual on class c-tools site to begin thinking about your future presentations Background Readings

1. Netting, F. E., Kettner, P. M., & McMurtry, S. L. (2004). Social work macro practice. (3rd edition). Boston: Allyn & Bacon:

a. Ch. 1-- An introduction to macro practice in social work (pp. 1-35)

b. Ch. 2 - The historical roots of macro practice (pp. 36-72).

2. Fisher, R. (2005). History, context, and emerging issues for community practice. Ch 2 (pp. 34-58). In Weil, M. (Ed.), (2005). The handbook of community practice (Ch. 2, pp 34-58). Thousand Oaks, CA: Sage Publications.

3. Reisch, M. (2009). General themes in the evolution of human services administration. In R. Patti (Ed.) The handbook of human services management (2nd Edition, Ch. 2, pp. 29-51). Thousand Oaks, CA: Sage Publications.



Session 2: Jan. 18 (MLK Day)& 20

(a)Macro Social Work Practice: The Context of Macro Practice;

(b) Understanding Social Policy & Advocacy Practice: Social Policy Issue Identification, Planning & development, Implementation, Monitoring, & Evaluation

Learning Objectives

• To demonstrate familiarity with the core concepts of macro practice, and the task environment and larger context in which it is performed.

• To demonstrate familiarity with the various areas of macro practice: community organizing, policy analysis/advocacy, and management of human service organizations.

• To demonstrate familiarity with the significance of these areas to social work’s mission and our work with individuals, families, and groups.

• To identify several major contemporary issues and trends that reinforce the need for macro interventions, including issues and trends seen in clinical practice (e.g., managed care).

• To review a basic definition of social policy, analysis, and the levels at which it occurs.

• To review some of the basic elements of presentation skills. • Explanation of Assignment 1, “Advocacy Paper”. Class Activities

• Choose a topic for your skill presentation

• Task Environment Exercise

• Policy Analysis examples

• Discussion of readings

Required Readings

1. Overlooked Contributions to Macro Practice: Carlton-LaNey, I. (1999, July). African American social work pioneers' response to need. Social Work, 44(4), 311-321.

2. Hardcastle, D. A., Powers, P.R., & Wenocur, S. Using self in community practice:

Assertiveness. Ch. 8 (pp. 208-243) in Community Practice: Theories & Skills for Social Workers. New York: Oxford University Press.

3. Overview of Social Policy Practice:


Rocha, C. J. (2007). Essentials of Social Work Policy Practice. Hoboken, NJ: John Wiley & Sons, Inc. Ch. 1, Introduction to Community-Based Policy Practice, pp. 1-13, and Ch. 2, Essentials of the Planning Process, pp. 14-26.

Background Reading

1. Janssen, B. S., Dempsey, D., McCroskey, J., & Schneider, R. (2005). Four models of policy practice: Local, state, and national arenas. In M. Weil, (Ed.), (2005). Handbook of community practice (pp. 319-328). Thousand Oaks, CA: Sage Publications.

Session 3: Jan. 25 & 27 Policy Practice: Strategies & Social Action for Social Change

Learning Objectives

• To articulate the general process of policy analysis and advocacy, from issue identification to implementation/evaluation.

• To demonstrate knowledge of ten levels at which policy and advocacy can occur. • To be able to participate in an informed discussion on advocacy, choosing an issue

and various ethical standards and dilemmas for policy practice. Class Activities: • Film: “STAND UP! SPEAK OUT!”

Required Readings

1. How a particular organization should choose a particular advocacy issue:

Gamson, W. (2000). Framing social policy. Nonprofit Quarterly, 7(2), 40-42.

2. Advocacy Practice Ethics: National Association of Social Workers, (1996). Code of Ethics (revised edition). http://www.socialworkers.org/pubs/code/code.asp - Sections 3, “SW ethical responsibilities in practice settings,” and 4 “Social work ethical responsibilities as professionals.” Section 6, Social Workers’ Ethical Responsibilities to the Broader Society

3. Hoefer, R. (2009). Policy Practice and Advocacy. In J. Midgley & M. Livermore, (Eds.). The handbook of social policy (pp. 66-82). Thousand Oaks, CA: Sage Publications.



Session 4: Feb. 1 & 3 Program Management Practice: Program Development, Planning, & Grant Writing

This class will focus on program development and planning as required macro practice knowledge and skills. Specifically, we will focus on how to generate ideas, conceptualize programs, and write effective grant proposals. Thus, we will spend considerable time on the skills of grant writing.

Learning Objectives

• To be able to articulate the process of developing social programs. • To examine and be conversant with the common elements of a grant application, • To articulate the qualities of successful grants. • To become familiar with a successful fundraising method

Class Activities

• Film: Terry Axelrod –“Raising More Money”

Required Readings

1. Coley, S. M., & Scheinberg, C. A. (2007). Proposal Writing: Effective Grantsmanship (Third Edition). Thousand Oaks, CA: Sage:

Ch. 1, pp. 1-12: An Orientation to Proposal Writing. Ch. 2, pp. 13-18: Using Technology in Proposal Development Ch. 3. pp. 19-24: Understanding the Agency, the Community, and the Funder Ch. 4, pp. 25-38: Problem- or Needs-Based Program Development Ch. 5: pp. 39-46: Writing the Needs or Problem Statement

Ch. 6: pp. Writing Goals, Objectives, and the Implementation Plan

Class Activities

Finding Foundations on the Web Demonstration

Tools

1. http://foundationcenter.org/getstarted/faqs/html/loi.html

2. Materials for this session on the course ctools site.

Policy Advocacy Assignment Due at Beginning of Class

http://foundationcenter.org/getstarted/faqs/html/loi.html�


Background Readings:

Hasenfeld, Y. (2001). Program development. In J. Rothman, J. L. Erlich, & J. E. Tropman (Eds.), Strategies of community intervention (6th ed.). Itasca, IL: F.E. Peacock Publishers, Inc.

Session 5: February 8 & 10 Program Management Practice: Program Implementation, Outcomes, Evaluation, and Continuous Improvement

Community Profile Site Choice & Group Reflection Paper Due

This class will focus on the tools and skills needed for program monitoring and

evaluation. Specifically, we will look at outcomes and measuring progress. We will spend some class time on evaluation strategies and also consider ways to continuously improve programs.

Part of this class will focus on task group goals, strategies and tactics as key skills of macro practice. We will also begin considering small group work groups in preparation for the community profile assignment.

Learning Objectives

• To demonstrate knowledge of the process of enacting, monitoring, and evaluating social programs, and some relevant approaches, tools, and skills.

• To demonstrate knowledge of the program’s logic model and its application to social programs.

• To understand and apply approaches and tools for continuous quality improvement, (e.g., flowcharts, Gantt charts)

• To illustrate several ways that task group concepts, strategies, and tactics can enhance task group effectiveness and efficiency in meetings (e.g., group phases, member roles, agendas)

Required Readings

1. Coley, S. M., & Scheinberg, C. A. (2007). Proposal writing: Effective grantsmanship (3rd Ed.). Thousand Oaks, CA: Sage. Ch. 7, Writing the Evaluation Plan (pp. 65-75); Appendix A, Estimating Time (pp. 103-106).

2. Vinokur-Kaplan, D. & Miller, P. (2004). The collaborative practice of workplace teams. In Michael J. Austin, M. & Karen M. Hopkins (Eds.), Supervision as collaboration in the human services: Building a learning culture (pp. 59-70). Thousand Oaks, CA: Sage Publications.


3. Fernandez, L. M. (1997). Running an effective task group: The five C’s. The New Social Worker, 4(1), 14-15.

4. Brown, M. J. (2006). Building powerful community organizations. Ch. 8, Mobilizing Resources: Meetings, 225-242.

Background Readings

1. W. K. Kellogg Foundation. (2004, January). Logic Model Development Guide. http://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf

2. Johnson, M. & Austin, M. J. (2006). Evidence-based practice in the social services: Implications for organizational Change. Administration in Social Work, 30(3) 75-104.

Session 6: February 15 & 17 Agency Management Practice: Managing Community-Based Human Service Organizations

What characterizes effective human service organizations? What are key skills for managing them? What are notable strategies for strengthening them? We specifically look at these questions in the context of community-based human service organizations. We will use management frameworks to assess their internal and external effectiveness, and look at specific skills and tools, such as the organizational life cycle.

Learning Objectives

• To understand the goal-seeking essence of organizational effectiveness. • To examine organizational assessment frameworks and their application. • To understand the complexity of human service organizations and the dynamic

environments in which they exist. • To be conversant with human service organizations from the perspectives of

multiple stakeholders. • To understand the significance of leadership in organizations and their communities

Required Readings

1. General Overview: Menefee, D. (2009). What human services managers do and why they do it. In R. J. Patti (Ed). Handbook of human services management (Ch. 5, pp. 101-116) Thousand Oaks, CA: Sage Publications.

2. *Combatting Racism in Organizations: Western States Center. (2003). Dismantling racism: A resource book (pp. 6-8, 56-75).

http://www.westernstatescenter.org/tools-and-resources/Tools/Dismantling%20Racism

3. Administrative Ethics:

http://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf�

http://www.westernstatescenter.org/tools-and-resources/Tools/Dismantling%20Racism�

http://www.westernstatescenter.org/tools-and-resources/Tools/Dismantling%20Racism�


NASW Code of Ethics, Sections 3.07-3.10. (Administration)

Managing People 3. Pecora, Peter J. (2009). Managing human resources: Administrative issues. In R. J. Patti

(Ed.), Handbook of human services management (Second Edition, pp. 255-281). Los Angeles, CA: Sage.

Tools

1. Organizational Assessment: http://www.managementhelp.org/org_eval/uw_plng.htm (Free Management Library) Edited by Carter McNamara, MBA, PhD

Session 7: February 22 & 24

Regulating Community-Based Human Service Organizations: Culture, Boards & Supervision

In this class, we’ll discuss three different ways that nonprofit HSOs are internally regulated or controlled—by culture (norms), by elected officials (Boards), and administratively (through supervision), and look at ways these are done.

Session 8: March 1 & 3-- Spring Break!

Session 9: March 8 & 10

Understanding Models of Community & Community Organization Practice

Mini-Proposal due today at beginning of class

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

In this class we will begin a three-session examination of community organizing work. We will first talk about approaches and models for community work and their critiques. We will also continue to explore core concepts and key issues for community practice.

Learning Objectives

• To understand various approaches to defining community and their implications for community organization practice.

• To articulate the general process or stages of community organization, from engagement to termination.

• To review and critique various models of community organization and the position of the “community organizer” in each.

• To be conversant in the dynamics of working with various types of communities

http://www.managementhelp.org/org_eval/uw_plng.htm�

http://www.authenticityconsulting.com/�


Class Activities

Film: “The Forgotten Americans” (The colonias in the USA)

Required Readings

1. Brown, Michael Jacoby. (2006). Building powerful community organizations: A personal guide to creating groups that can solve problems and change the world. Arlington, MA: Long Haul Press:

o Ch. 1, What is community organizing, anyway (pp. 3-22); o Ch. 2, Step by step – Building a community organization (pp. 23-69); Be prepared to

share with the class a story that guides you (p. 40), and complete your core beliefs (p. 45)

o Ch. 3, Developing a mission, goals, and objectives (pp. 70-85 scan); and, o Ch. 4, Structure: How to build your organization to last (pp.86-123).

2. Checkoway, B. (1995). Six strategies of community change. Community Development Journal, 30(1), 2-20.

Session 10: March 15 & 17 Community Assessment; Community Organization Development

In this class we will focus on a key element of community practice–-assessing and understanding a community. We will examine different tools to assess communities such as SWOT, windshield surveys, and focus specifically on Kretzmann and McKnight’s ABCD (asset-based community development) model. Learning Objective

• To perform fundamental components of a community assessment

SPECIAL Library Lecture in SSW Computer Lab Finding Data on Communities (American Fact Finder, U.S. Census, etc.) for part of session. Time TBA.

Required Readings

1. ABCD Asset-Building Community Development Approach: McKnight, J. & Kretzmann, J. P. (2005). Mapping community capacity. In M. Minkler (Ed.), Community organizing and community building for health (pp. 158-173). New Brunswick, NJ: Rutgers University Press.

2. Public Art as Community Strength:


Delgado, M. & Barton, K. (1998). Murals in Latino communities: Social indicators of community strengths. Social Work, 43(4), 346-356.

3. Brown, M. J. (2006). Building powerful community organizations: A personal guide to creating groups that can solve problems and change the world. Arlington, MA: Long Haul Press.

o Ch. 5, Developing power: Why recruit? (pp. 125-145); o Ch. 6, How to recruit: The nuts and bolts (pp. 146-186). Fill in

“Dividing Tasks p. 178.

Background Readings:

1. ABCD (Asset Building Community Development) Approach: http://www.northwestern.edu/ipr/abcd/abcdfaculty.html; additional resources about assets-based community development.

Session 11: March 22 & 24

Community Observation

We will not meet today as a class since you are expected to use this time to observe a community with your team and prepare a summary of what you observed and learned. If you are conducting interviews, it is also appropriate to do so during this class period.

Note: Please begin early to read the materials for next class!

Session 11: November 23 & 25

Mobilizing & Organizing a Community

Today’s class will focus on skills and strategies for working in and with communities. We will explore the history of working in community and focus on various approaches to community work. We will also discuss power, privilege, ethics, and dilemmas in organizing work. Learning Objectives

• To apply how to engage community members in the change process. • To evaluate organizers’ insider and outsider roles in community work

http://www.northwestern.edu/ipr/abcd/abcdfaculty.html�


Required Readings

1. Arizmendi, L. G., & Ortiz, L. (2004). Neighborhood and community organizing in colonias: A case study in the development and use of promotoras. Journal of Community Practice, 12(1/2), 23-35.

2. Staples, L. H. (2000). Insider/outsider upsides and downsides. Social Work with

Groups, 23(2) 19-35. 3. Gutiérrez, L. M., & Lewis, E. A. (2005). Education, participation and capacity building

in community organizing with women of color. In M. Minkler (Ed.), Community organizing and community building for health (pp. 240-254). New Brunswick, NJ: Rutgers University Press.

4. Hollingsworth, et al. (2009). Using the miracle question in community engagement

and planning. Families in Society, 3(3), 332-335.

Session 12: November 30 & December 2

Leadership, Mobilizing Resources, & Making Change

Required Readings

1. Brown, M. J. (2006). Building powerful community organizations: A personal guide to creating groups that can solve problems and change the world. Arlington, MA: Long Haul Press.

o Ch. 7, The way to develop power is to develop leaders (pp. 187-224); Section III (pp. 263-264);

o Ch. 10, Organizing: Pathway to change (pp. 265-301).

Session 13: December 7 & 9

Community Profile Reports & Presentations

• Personal Class Participation Form • Post-Assessment • Course Wrap-Up & Evaluation Session 14: April 19

Monday only: Global Macro Practice & Social Entrepreneurship

|||||||||Individual Reflection Paper on your Community Profile Group ||||||||

Community Profile Group Report & Presentation Due Today


18. CLASS CALENDAR

Dates- Winter 2010

Section 1 - Wed., 9 am; Section 2 -(Mon. 4pm)

Sess

ion

#

Topic Film/Other

1/6 - Pre-Session (Wed only): Global Macro Social Work

1/11 & 1/13 1 Introduction to SW560: What is SW560? What is Macro practice and its History?

Beginning to Create a Positive Teaching-Learning Environment class mission statement

Social Problem & Policy Issue Identification

Women of Hull House Film

1/18 & 1/20 2 1/18: MLK Day

1/20: Macro Social Work Practice: The Context of Macro Practice

Understanding Social Policy & Advocacy Practice: Social policy issue identification, planning & development, implementation, monitoring, & evaluation

1/25 & 1/27 3 Policies & Practice: Strategies and Social Action for Social Change

Stand Up! Speak Out!

2/1 & 2/3 4 Program Management Practice: Program Development, Planning, & Grant Writing

**Advocacy Assignment due**

Raising More Money

(Create Groups-Com. Profile)

2/8 & 2/10 5 Program Management Practice: Program Implementation, Outcomes, Evaluation, and Continuous Improvement

**Community Profile Choice & & Group Reflection Due**

2/15 & 2/17 6 Agency Management Practice: Managing Community-Based Human Service Organizations


2/22 & 2/24 7 Governing Community-Based Human Service Organizations: Culture, Boards, & Supervision

3/1 & 3/3 8 Spring Break – enjoy!

3/8 & 3/10 9 Understanding Models of Community & Community Organization Practice

**Mini-Proposal due**

The Forgotten Americans

3/15 & 3/17 10 Community Assessment; Community Organization Development

Library Lecture

3/22 & 3/24 11 Community Observation

(You are expected to use this time to observe a community with your team and prepare a summary of what you learned.)

3/29 & 3/31 12 Mobilizing and Organizing a Community

4/5 & 4/7 13 Leadership, Mobilizing Resources, and Making Change 4/12 & 4/14 14 **Community Profile Reports & Presentations Due**

4/19 (Monday only)

Global Social Work Macro Practice & Social Entrepreneurship

**Individual Reflection paper on your team due

(both sections)**

File: SW560-W10Vinokur

Documents

COURSE TITLE: Introduction to Community Organization ......practice - i.e., multicultural community organizing, culturally sensitive management practices, culturally sensitive analyses