Course Title: Macro Practice Skills Laboratory

Course Number: SW 512, Section 004

Term: Fall 2016

Credit Hours: 3.0

Time/Place: Tuesday, 6-9 PM, SSWB2816

Instructor: Kaity Nicastri, LMSW

Contact Details: kaannica@umich.edu, (773)255-1433 (c)

Office Hours: By Appointment

INTRODUCTION

WelcometoSW512!Thisisapracticalcourse,wheretheskillsofmacropracticecanbelearnedanddeveloped.ThiswaspreviouslypartofSW560,butinordertoensurethatboththeoryandpracticeweregivenparity,theyhavebeendividedintotwocourses.

COURSEDESCRIPTION

This laboratory course will focus on developing practical skills for community organization,managementofhumanservices,andsocialpolicyandevaluation, includingtoolandtechniquesforsuccessfulworkinthefield.Thiscourseprovidesopportunitiesforhands-onexperienceandtrainingusingtangibletoolsthatarecriticalforsuccessinmacropractice.Specialemphasiswillbeplacedonapproachesthatstrengthensociallyjustandculturallysensitivepractice.

There is a commonality among macro skills across fields of practice (community organizing,management,socialpolicyandevaluation);manyofthesecommonskillsarecoveredinthisskillslab(project management, community engagement, advocacy, etc.). This particular section will givespecial attention to themanagement application of these skills and view awide variety ofmacroskillsthroughamanagementlens.

COURSEOBJECTIVES

• Understandthechangingcontextandcoreconceptsofpracticeforadiversedemocraticsociety.

• Developknowledgeofmajormodelsandmethodsofpractice.• Criticallyassessresearchfindings,casestudies,andbestpractices.• Understandhowtoadaptpracticeskillsforparticularpopulations.• Identifyapproachesthatstrengthensociallyjustandculturallysensitivepractice.• Employpracticalskillsforeffectiveorganizationalandcommunityinitiatives.• Examinequestionsofethicsandvaluesarisinginthefield.

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COURSEDESIGN,GRADING&ASSIGNMENTPOLICIES

Studentresponsibilitieswillincludereadings,discussions,problemsolving,projectplanning,writtenassignments,individualandgroupexercises,participationandattendance.Studentsareexpectedtoparticipate in the course through preparation, timely arrival to class, discussions, and submittingassignmentsontime;merelybeingpresentisnotparticipation.Studentsarepermittedtwoabsencesforanyreason,pleasealerttheinstructorbyemail.Morethantwoabsenceswillresult inloweringyourgrade.(10%)

Allassignmentsareduebeforeclassonthedaytheyaredue,andaretobesubmittedonCanvas.Anyalterations to this will be noted in class or an announcement will be sent through Canvas. If anassignmentisnotturnedinby6:00PMonclassdays,pointsmaybesubtractedfromtheassignment.Iftheassignmentismorethantwodayslate,theassignmentwilldropalettergrade.Allassignmentswillbegradedbyapointssystem.Pointswillthenbeconvertedtolettergrades,usingthefollowingscale(thenew4.3scaleadoptedbyRackhamisshownhere):

100+% = A+ (4.3) 94-99% = A (4.0) 90-93% = A- (3.7) 87-89% = B+ (3.4) 83-86% = B (3.0) 80-82% = B- (2.7) 77-79% = C+ (2.4) 73-76% = C (2.0) 70-72% = C- (1.7) 67-69% = D+ (1.3) 63-66% = D (1.0) 60-62% = D- (0.7)

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scientific and ethical approaches to building knowledge. Social workers use researchevidencetoinformpractice.

4. Engage in policy practice to advance social and economicwell-being and to delivereffective social work services. Social work practitioners understand that policy affectsservicedelivery,andtheyactivelyengageinpolicypractice.Socialworkersknowthehistoryandcurrentstructuresofsocialpoliciesandservices; theroleofpolicy inservicedelivery;and the role of practice in policy development. Social workers analyze, formulate, andadvocate for policies that advance social well-being; and collaborate with colleagues andclientsforeffectivepolicyaction.

5. Understand and utilize culturally competent and intercultural methods of practice,emphasizingmethodsto:

a. Assessanddiagnosecommunityneedsandassetsinwaysthatgatherinformation,increaseparticipation,andstrengthensocialdiversity;

b. Buildorganizational capacityand institutional structures that regularize rolesandrelationships,strengthenrepresentationanddialogueofdiversesocialandculturalgroups,andincreaseinfluencebybuildingcoalitionswithotherorganization;

c. Formulateplansandstrategiesthatinvolveindividualsandgroupsineffortstosetgoals,generateprogramideas,makeorganizationaldecisions,respectdifferenceingoals,generateprogramideas,makeorganizationaldecisions,respectdifferencesincommunicationsandconflictstyles,andtakestepsforcollectiveaction;

d. Implement plans, programs, actions or tactics conducive to organizations orcommunity situations, build constituency support, and collaborate and negotiatewithdiversegroupsrelevanttoimplementation;

e. Monitor and evaluate activities through techniques that assess activities andoutcomes, raise critical consciousness, motivate participation, and contribute toimprovementandchange.

RELATIONSHIPOFTHECOURSETOTHEFOURCURRICULARTHEMES

Multiculturalism & Diversity are addressed through class activities, readings, and assignments.Studentswillidentifywaystoaddressrace,ethnicity,class,gender,age,sexualorientation,andotherformsofstratificationofinequalitywhenworkingwithvariouscommunities.

Social Justice& Social Change are addressed through class activities, readings, and assignments.Studentswilldevelopskillsthatenablemacropractitionerstoidentifyissuesofsocialjustice,securebetter representation of underrepresented community members and points of view in thecommunity,agency,andpolity,andtoaddressissuesofhistoricexclusionandexploitation.

Promotion, Prevention, Treatment & Rehabilitation are addressed through class activities,readings,andassignments.Studentswilldevelopmentskillsthatfocusonpreventingsocialproblemsandpromotehealthier communities throughmutual treatmentsand long-termrehabilitationplansratherthanlookingthroughacurativemodellens.

Behavioral & Social Science Research is addressed through class activities, readings, andassignments. Studentswilldevelopofinterventiontoolsthatexploretheperspectivesofsocialandbehavioral science theory on the community, the organization, andpolicy.Organizational, politicalscience,andcommunitytheorieswillbeimportantbasesforclassanalysis.

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SOCIALWORKETHICS&VALUES

The NASW Code of Ethics establishes responsibility for social workers to engage in socially-justpolitical action, management, and community work addressing the needs of diverse anddisadvantagedpopulations, throughorganizations,communities,societies,andinconductingpolicyfocusedresearchintheseareas.Socialworkerspromotethegeneralwelfarethroughworkingtowardthe elimination of discrimination, expand choices for all persons, encourage respect for diversity,advocateforprogressivechangesinsocialpolicies,andencourageinformedpublicparticipation.

ACCOMMODATIONSFORSTUDENTSWITHDISABILITIES

If you are in need of an accommodation for a disability, please let me know at your earliestconvenience. Any information you provide is private and confidential andwill be treated as such.Someaspectsofthiscourse,theassignments,thein-classactivities,andthewaythecourseisusuallytaughtmaybemodifiedtofacilitateyourparticipationandprogress.Assoonasyoumakemeawareofyourneeds,wecanworkwith theServices forStudentswithDisabilities (SSD)office tohelpusdetermine appropriate academic accommodations. SSD typically recommends accommodationsthroughaVerifiedIndividualizedServicesandAccommodations(VISA)form.PleasepresenttheVISAform to me at the beginning of the term, or at least two weeks prior to the need for theaccommodation(test,project,etc.).

Formoreinformationcontact:ServicesforStudentswithDisabilitiesG-664HavenHall|505StateSt.(734)763-3000|ssdoffice@umich.edu

COURSECALENDAR,READINGS&ASSIGNMENTS

SESSION1:INTRODUCTION&ENTERINGCOMMUNITY(9/6)

InClass:

• Acclimatestudentstocoursecontentandobjectives• IntroduceStudentstoConversationStarters• Reviewassignmentsandgrading• DiscussreadingsandrelationofmacrosocialworktoNASWCodeofEthics.• https://www.youtube.com/watch?v=IwK-CshmH7M• http://www.socialworkers.org/pubs/code/oepr/steps.asp

ReadingsforClass:

*Wewillwalkthroughtheseinclass,notrequiredtoreadbeforeclass.(Youcanreadahead!)

• NASWCodeofEthics.www.socialworkers.or/pubs/code/default.asp• CultureMatters:PeaceCorpsCrossCulturalWorkbookat

http://files.peacecorps.gov/wws/interactive/culturematters/guide.pdf

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SESSION2:PROFESSIONALWRITING(9/13)

InClass:

• ConversationStarter#2• Discussreadings

ReadingsforClass:

• Ragins,B.R.(2012).Reflectionsonthecraftofclearwriting.AcademyofManagementReview,37(4),493-501.http://leeds-faculty.colorado.edu/dahe7472/Ragins%20craft%20of%20clear%20writing%202012.pdf.

• http://www.plainlanguage.gov/howto/quickreference/quicktips.cfm.• http://www.plainlanguage.gov/howto/guidelines/letters.cfm.• http://webaim.org/techniques/writing.• http://www.writing.wisc.edu/Handbook/apessay.html.• http://writing.wisc.edu/Handbook/Acknowledging_Sources.pdf• AcknowledgingSources–TheWritingCenterofU-WMadison• StyleinManagerialWriting.http://ocw.mit.edu/courses/sloan-school-of-

management/15-279-management-communication-for-undergraduates-fall-2012/lecture-notes/MIT15_279F12_stylMngrWrtng.pdf

• ManagementCommunicationandCaseStudiesslideshow.http://www.slideshare.net/AnkushMehrotra1/writing-skills-of-managerial-communication?from_action=save

SESSION3:VISUALIZINGDATA(9/20)

InClass:

• ConversationStarter#3• Discussreadings• Assignment# 2: Date Visualization -- Discussion and Planning. Please bring a plan or

draft to class for peer review. Having a laptop or other device would be helpful toexperimentwithdifferentinfographicdesignsites.

ReadingsforClass:

• Featherstone,R.(2014).VisualResearchData:anInfographicsPrimer.JournaloftheCanadianHealthLibrariesAssociation/Journaldel'AssociationdesbibliothèquesdelasantéduCanada,35(3),147-150.doi:http://dx.doi.org.proxy.lib.umich.edu/10.5596/c14-031,http://ejournals.library.ualberta.ca.proxy.lib.umich.edu/index.php/jchla/article/view/23477/17702

• www.piktochart.com• https://venngage.com• www.canva.com

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• https://www.entrepreneur.com/article/281819• DataVisualizationforHumanPerception.https://www.interaction-

design.org/literature/book/the-encyclopedia-of-human-computer-interaction-2nd-ed/data-visualization-for-human-perception

• Smiciklas, M. (2012). ThePowerofInfographics:UsingPicturestoCommunicateandConnectwithYourAudiences.http://www.teacher.ssru.ac.th/ekapon_th/file.php/1/CJR2303/Document/001_The_Power_of_Infographics.pdf

• Hall,J.R.(2014)InfographicsandAnnualReportsforNonprofitOrganizations.AccessedSept.5,2016at:http://digitalcommons.calpoly.edu/grcsp/115/

SESSION4:COMMUNITYORGANIZING(9/27)

InClass:

• Assignment#2:DataVisualizationDUE• ConversationStarter#4• Skillstodevelop&practice:DoorKnocking,CallingCommunityMembers,and1:1s• Discussreadingsandimpactofdiversityandcultureoncommunityorganizing.

ReadingsforClass:

• NobleSmith,S.(2009).Hownottobealonelyorganizer.InG.F.A.Pierce,ed.StokingtheFiresofDemocracy,Illinois:ACTAPublications,Chapter2.

• Duntley-Matos,R.I.(2011).Introduction&ReviewofMethodologies.TransformativeAccomplices:MulticulturalCommunityOrganizinginaTransnationalEducationalContext,Chs.1,2.

• Suarez-Balcazar,Y.,Davis,M.I.,Ferrari,J.,Nyden,P.,Olson,B.,Alvarez,J.,&Toro,P.(2004).University-communitypartnerships:Aframeworkandanexemplar.Participatorycommunityresearch:Theoriesandmethodsinaction,105-120.

• Bryan,J.(2005).Fosteringeducationalresilienceandachievementinurbanschoolsthroughschool-family-communitypartnerships.ProfessionalSchoolCounseling,219-227.

• FlintWaterCrisis:HowNASWisResponding(2016).http://www.nasw-michigan.org/news/news.asp?id=272282&hhSearchTerms=%22flint%22.

• Rankin,B.H.&Quane,J.M.(2001).NeighborhoodPovertyandtheSocialIsolationofInner-CityAfricanAmericanFamilies.SocialForces,79(1),139-164.http://www.newriver.edu/images/stories/library/Stennett_Psychology_Articles/Neighborhood%20Proverty%20%20the%20Social%20Isolation%20of%20Inner-City%20African%20American%20Families.pdf

SESSION5:COMMUNITYORGANIZING&POWERMAPPING(10/4)

InClass:

• ConversationStarter#5• PracticePowerMapping–chooseanorganizationorpoliticalleaderforthisexercise.

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• Discussreadingsandhowtopromoteleadershipbycommunitymembersinplanning,powermapping,andgeographicinformationsystems.

ReadingsforClass:

• RebeccaR.Cheezum,etal(2013).BuildingCommunityCapacitytoAdvocateforPolicyChange:AnOutcomeEvaluationoftheNeighborhoodsWorkinginPartnershipProjectinDetroit,JournalofCommunityPractice,21:3,228-247,DOI:10.1080/10705422.2013.811624http://dx.doi.org/10.1080/10705422.2013.811624.

• Krupar,S.(2015).Mappowerandmapmethodologiesforsocialjustice.GeorgetownJournalofInternationalAffairs,16(2),91-101.Retrievedfromhttp://proxy.lib.umich.edu/login?url=http://search.proquest.com.proxy.lib.umich.edu/docview/1813220193?accountid=14667.

• Madrigal,D.,Salvatore,A.,Casillas,G.,Casillas,C.,Vera,I.,Eskenazi,B.,&Minkler,M.(2014).HealthinMyCommunity:ConductingandevaluatingphotovoiceasatooltopromoteenvironmentalhealthandleadershipamongLatino/ayouth.ProgressinCommunityHealthPartnerships :Research,Education,andAction,8(3),317–329.http://doi.org.proxy.lib.umich.edu/10.1353/cpr.2014.0034.

• Christie,M.E.&Luebbering,C.(2011).WomenasMapmakers:GenderandEmpowermentinParticipatoryMapping.Retrievedfromhttps://vtechworks.lib.vt.edu/bitstream/handle/10919/70232/5035_FinalPresentationMEC_AAG_SeattleDraft4_1.pdf?sequence=1&isAllowed=y

SESSION6:NON-PROFITMANAGEMENT(10/11)

InClass:

• ConversationStarter#6• Discussreadingsandimplicationsonpersonalcareerandfutureemployees.• Assignment#3:PowerMappingisdue.

ReadingsforClass:

• FirstBreakAlltheRules,ExecutiveSummary.http://www.thetentruths.com.au/Downloads/First_break_all_the_rules_exec_summary.pdf

• GoodtoGreatandtheSocialSectors:JimCollinsonLeadership.www.bridgestar.org• GoodtoGreatPowerpoint.• Tropman,J.(2001).TheCompensationSolution:HowtoDevelopanEmployee-Driven

RewardsSystem.Jossey-Bass.Chs.1,2,9.http://library.books24x7.com.proxy.lib.umich.edu/toc.aspx?bookid=2504.

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FALL BREAK!

Take time for self care. J

SESSION7:LEADERSHIP&EFFECTIVEMEETINGS(10/25)

InClass:

• Assignment#4:PublicMeetingAnalysisDUE.• ConversationStarter#7• Discussreadings&assessments,quizresults,leadershipstyles• PlanforAssignment#5:PlananEffectiveMeeting

ReadingsforClass:

• Takethisfreepersonalityquiz:https://www.16personalities.com/free-personality-test.• Takethisassessmentofcompetingvaluesfornon-profits.

http://innovationyou.com/assessments/non_profit/individualReading3.• TakethisJungianPersonalityquiz:

http://psychcentral.com/quizzes/personality/start.php.• TakeafreeMyers-Briggspersonalitytest.Oneexample:

http://www.truity.com/test/type-finder-research-edition.• (2010).Introductiontoplanningandfacilitatingeffectivemeetings.Charleston,SC:

NOAA,CoastalServicesCenter.• http://permanent.access.gpo.gov/gpo694/Intro%20to%20Planning%20and%20Facilit

ating%20Effective%20Meetings.pdf.• Hodgetts,R.(1995,Jan23).Effectivemeetingsrequireplanning.SunSentinelRetrieved

fromhttp://proxy.lib.umich.edu/login?url=http://search.proquest.com.proxy.lib.umich.edu/docview/388651504?accountid=14667.

• Ashenbrenner,G.(1988).Planningeffectivemeetings:A20-stepguidetosuccess.BusinessCredit,90(7),43.Retrievedfromhttp://proxy.lib.umich.edu/login?url=http://search.proquest.com.proxy.lib.umich.edu/docview/230128884?accountid=14667.

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SESSION8:BUDGETING(11/1)

InClass:

• Assignment#5:EffectiveMeetingPlan&PresentationDUE.• Bringfinancialinformation(realorfictional)tocreateabudgetforaprogramora

personalmonthlybudget.• Bringanannualfinancialreportorotherfinancialstatementofanagencyyouare

interestedin–theycanusuallybefoundonline.• ConversationStarter#8• Discussreadings

ReadingsforClass:

• SEC.Beginner’sGuidetoFinancialStatements.sec.gov/investor/pubs/begfinstmtguide.htm.

• UnderstandingFinancialStatements.people.stern.nyu.edu/adamodar/pdfiles/valn2ed/ch3.pdf.

• MerrillLynchGuidetoFinancialReports.e145.stanford.edu/upload/Merrill_Lynch.pdf.• CreateaBudgetthatWorksforYou.https://www.snpo.org/samples/V150446.pdf.• UsingaProgramBudgetTool.

https://www.youtube.com/watch?v=EOwxhTQSung&feature=youtu.be.

SESSION9:EVALUATION(11/8)

InClass:

• ConversationStarter#9• Discussreadings,examinevariousevaluationstylesanddiscussreportingoptionsin

variouscontexts.

ReadingsforClass:

• Devereux,S.,etal.(2013)EvaluatingOutsidetheBox:AnAlternativeFrameworkforAnalysingSocialProtectionProgrammes.AccessedSept.5,2016at:https://opendocs.ids.ac.uk/opendocs/bitstream/handle/123456789/2891/Wp431_rev.pdf?sequence=3.

• BarryCheckoway,&KatieRichards-Schuster.(2004).YouthParticipationinEvaluationandResearchasaWayofLiftingNewVoices.Children,YouthandEnvironments,14(2),84-98.Retrievedfromhttp://www.jstor.org.proxy.lib.umich.edu/stable/10.7721/chilyoutenvi.14.2.0084.

• Chouinard,J.A.(2013).TheCaseforParticipatoryEvaluationinanEraofAccountability.AmericanJournalofEvaluation,June201334:237-253,doi:10.1177/1098214013478142

• Owczarzak,J.,Broaddus,M.,&Pinkerton,S.(2016).AuditCulture:UnintendedConsequencesofAccountabilityPracticesinEvidence-BasedPrograms.AmericanJournalofEvaluation,September201637:326-343,firstpublishedonSeptember4,

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2015.doi:10.1177/1098214015603502.http://aje.sagepub.com.proxy.lib.umich.edu/content/37/3/326.full.

• Fajth,G.,Engilbertsdóttir,S.,Kurukulasuriya,S.(2012).Fromcomparativetoglobalsocialpolicy:LessonsfordevelopmentpractitionersfromUNICEF'sGlobalStudyonChildPovertyandDisparities.ChildrenandYouthServicesReview,34(3),499-508.http://www.sciencedirect.com/science/article/pii/S019074091100377X.

SESSION10:PROGRAMPLANNING&CAPACITY(11/15)

InClass:

• ConversationStarter#10• Discussreadings• DevelopaprogramplanforAssignment#6.Canworkwithapartnerorsoloonthis

assignment.

ReadingsforClass:

• Despard,M.R.(2016)CanNonprofitCapacityBeMeasured?NonprofitandVoluntarySectorQuarterly.2016August02doi:10.1177/0899764016661425http://nvs.sagepub.com/content/early/2016/08/01/0899764016661425.abstract.

• Nahmias,S.(2013)GanttCharts.SantaClaraUniversity,SantaClara,CA.http://download.springer.com.proxy.lib.umich.edu/static/pdf.

• Geraldi,J.,&Lechter,T.(2012).Ganttchartsrevisited.InternationalJournalofManagingProjectsinBusiness,5(4),578–594.doi:10.1108/17538371211268889

SESSION11:POLICYANALYSIS&PRACTICE(11/22)

InClass:

• Assignment#6:ProgramDesign&BudgetDUE.• ConversationStarter#11• Discussreadings• Pickapolicytoanalyzeandwriteapolicybrief.

ReadingsforClass:

• Harrison,G.(2007).LanguageasaProblem,aRightoraResource?:AStudyofHowBilingualPractitionersSeeLanguagePolicyBeingEnactedinSocialWork.JournalofSocialWork,April20077:71-92,doi:10.1177/1468017307075990.http://jsw.sagepub.com.proxy.lib.umich.edu/content/7/1/71.full.pdf+html.

• Kaplan,J.B.(2014).TheQualityofDataon“Race”and“Ethnicity”:ImplicationsforHealthResearchers,PolicyMakers,andPractitioners.RaceandSocialProblems,(2014)6:214.doi:10.1007/s12552-014-9121-6.http://link.springer.com.proxy.lib.umich.edu/article/10.1007%2Fs12552-014-9121-6.

• WaystoengagewithNASWhttp://cqrcengage.com/socialworkersmi/home• Community-BasedMonitoringSystem(CBMS)NetworkCoordinatingTeam.Guidelines

forWritingaPolicyBrief.http://www.pep-net.org/sites/pep-

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net.org/files/typo3doc/pdf/CBMS_country_proj_profiles/Philippines/CBMS_forms/Guidelines_for_Writing_a_Policy_Brief.pdf.

SESSION12:WRITINGPROGRAMREPORTS(11/29)

InClass:

• Assignment#7:PolicyBriefDUE• ConversationStarter#12• Discussreadings• Reviewthecareerplanningworksheettoorganizethecareerplanassignment(#8).

ReadingsforClass:

• https://www.councilofnonprofits.org/tools-resources/dashboards-nonprofits• LogicModelWorkbook.

http://www.innonet.org/client_docs/File/logic_model_workbook.pdf• GirlsInc.AnnualReport(2012).http://girlsinc.org/annualreport• WritingYourAnnualReport:FiveEasySteps.

http://www.networkforgood.com/nonprofitblog/writing-your-annual-report-five-easy-steps.

• TheEnterpriseFoundation(1999).HowtoWriteanAnnualReport.http://www.nonprofitmaine.org/wp-content/uploads/2007/04/How-to-Write-an-Annual-Report.pdf.

SESSION13:SOCIALWORKINADIVERSE,GLOBALCONTEXT(12/6)

InClass:

• International/GlobalCurrentEventAssignmentDUE.Preparetoshareyoureventinclassanddiscussitwithpeers.

• ConversationStarter#13• Discussreadings

ReadingsforClass:

• Hartwell,C.A.(2011).FormerUnaccompaniedRefugeeMinors:StoriesofLifeinResettlement.https://deepblue.lib.umich.edu/bitstream/handle/2027.42/86309/cahartwe_1.pdf?sequence=1&isAllowed=y.

• Ragab,I.A.(2016).TheIslamicperspectiveonsocialwork:Aconceptualframework.InternationalSocialWork,May201659:325-342,doi:10.1177/0020872815627120.http://isw.sagepub.com.proxy.lib.umich.edu/content/59/3/325.

• Corbin,J.,Bilotta,N.,&Masimo,O.(2016).Preparingsocialworkstudentstoengageinsocialdevelopmentinglobalcontexts:AUganda-U.S.collaboration.SocialDevelopmentIssues,38(2),82-93.Retrievedfromhttp://proxy.lib.umich.edu/login?url=http://search.proquest.com.proxy.lib.umich.edu/docview/1797694279?accountid=14667.

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• Dominelli,L.&Hackett,S.(2011).Editorial:Interplaysbetweenlocalandglobalcontextsinsocialwork.InternationalSocialWork,54(5),627-628,doi:10.1177/0020872811418284.http://isw.sagepub.com.proxy.lib.umich.edu/content/54/5/627.

SESSION14:FINALSESSION&WRAPUP(12/13)

InClass:

• Assignment#8:CareerPlanDUE.• ConversationStarter#14• PresentanddiscussCrucialConfrontations-ifthereistime.• StudentPresentationofTopicsofInterest• Briefsummaryofcareerplansandhowitwillassistinjobsearching.• ClassEvaluation

ReadingsforClass:

• Chooseatopicthatyoufoundusefulinthisclassorthatyouwishedwascoveredandreadanarticleaboutit.Youwillsummarizethisarticleina3-5minutediscussionwiththeclass.

ASSIGNMENTS

Assignmentsareduebeforeclassonthedaytheyaredue,andaretobesubmittedonCanvas.Lateassignmentswillresultinalowergrade.Grammarandspellingarealwayspartofthegrade!Ifyouneedhelpproofreading,reachout to fellowstudentsor thewritingcenter.J It isencouragedthatstudentspickonetopictofocusonthroughoutthesemesterinordertofocustheirworkandincreasethevaluetotheirprofessionalportfolio.

Assignment1:CurrentEvents

Writea1-2pageanalysisofcurrenteventsandtheireffectsonapopulationand/orcommunityyouhope to work with or do already in field. Each student is assigned to do four current eventsthroughoutthecourse,andmayturntheminanytimebetweenSeptember13andDecember6.Eachsummary should include a context, a possible effect on social work issues, and impact on anymarginalizedgroupsinvolved.Atleastonecurrenteventmustbeinternationalorglobalinscale,i.e.occurringoutsideoftheU.S.TheinternationalcurrenteventwillbepresentedduringoursessiononSocialWorkinaGlobalContext.

Assignment2:DataVisualization

Createaone-pagefactsheetaboutanissuethatisrelatedtothefocustopicyouhavepicked.Youmaypickacurrenteventoranagency.Thefactsheetmustincludeoneinfographicthatyouhavecreated.

Assignment3:PowerMapping

Chooseapolicyorcommunityorganizinggoalofinterestanddevelopaone-pagevisualpowermap,alongwithaone-pageplantoreachidentifiedtargets.

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Assignment4:PublicMeetingAnalysis

Usingasocialjusticelens,writeatwo-pageanalysisofapublicmeetingthatyouobserveduringthesemester. Public meetings are everywhere, e.g. city councils, school boards, disability rightscommissions,communityorganizinggroupmeetings,blockclubs,transportationplanningmeetings,etc.Considerall aspectsof themeeting thatwouldaffect community, including,butnot limited to,participation, representation, communications, decision-making, comment process, stakeholdersinvolved,long-termeffects,etc.

Assignment5:EffectiveMeetingAgenda&Presentation

Oneof themost importantskills tohaveasaprofessional is torunaneffectivemeeting.Createanagendaandrunameetinginclassfor20minutestoaccomplishagoal.

Assignment6:ProgramDesign&Budget

Develop a program plan with a Gantt chart and timeline, and one-page program budget (in aspreadsheet) with a one-page justification of the budget. Fictional program descriptions can beprovided,orstudentscancreatetheirown.

Assignment7:PolicyBrief

Pickapolicyandwritea3-4-pagebriefabouttheimpactsofthepolicy.Infographicsareallowed,butitshouldrelyprimarilyonthewrittenanalysisofthepolicy.

Assignment8:CareerPlan

Consider your interests and strengths, and develop a career vision and strategy for yourself.Research possible organizations you would like to work for that specialize in areas that areinteresting toyou.Considerpossiblepositions,payrates, life changes,benefitsoffered, location(s),andpeoplewhomayhelpyouachieveyourgoal.ThereisaCareerDevelopmentPlanworksheetonCanvasthatyoucanusetohelpyoucompletethisassignment.

**PLEASE NOTE** Additional pointsmay be available for attending events noted on Canvas, andclassattendance(describedpreviously)isalsoworthaportionofyourgrade.

ADDITIONAL(HIGHLY)RECOMMENDEDREADINGS

Tropman, J. E.. (2014).Effective meetings: improving group decision making.Third edition. LosAngeles:SAGE.

Patterson, K., et al (2005). Crucial Confrontations: Tools for resolving broken promises, violatedexpectations,andbadbehavior.NewYork:McGraw-Hill.

Bardach,E.,&Patashnik,E.M.(2015).Apracticalguideforpolicyanalysis:Theeightfoldpathtomoreeffectiveproblemsolving.Washington,D.C.:CQpress.

Healy,L.M.(2008). InternationalSocialWork:ProfessionalActioninanInterdependentWorld,2nded.NewYork:OxfordUniversityPress.

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STUDENTINFORMATIONFORM

Inordertoserveyoubetterasaninstructor,Iliketogettoknowalittlemoreaboutstudents.PleasefillouttheformbeloworonCanvasandreturntomeonthefirstdayofclass.

Name:

Address:

Email: Telephone:

UMProgram:

ProfessionalGoal:

Primarysocialidentitygroup(s)atpresent(e.g.place,race,ethnicity,socialclass,age,gender,sexualorientation,faith,(dis)ability,nationoforigin,tribal/indigenousaffiliation,other):

Socialwork,communityoreducationalexperiencethatisparticularlymemorableforyou(&why):

Whythiscourseinterestsyou:

Anexperienceortalentthatmightbeusefultotheclass:

Afactaboutyouthathelpsothersunderstandyoubetter: