web-app.usc.eduweb-app.usc.edu/soc/syllabus/20121/60651.doc · Web viewThe purpose of this course is to prepare students to work effectively within complex and community settings

Social Work 684

Community Practice for Social Change

3 Units

“Be the change you want to see in the world” ― GandhiSpring 2012

Instructor: Annalisa Enrile, PhDE-Mail: [email protected] Course Day: ThursdayTelephone: 213-821-1334 Course Time: 8:00 am - 10:50 amOffice: SWC 222 Course Location:Office Hours: By Appointment

I. COURSE PREREQUISITES

SOWK 503, SOWK 505, SOWK 534, and SOWK 535

II. CATALOGUE DESCRIPTION

Prepares students to work effectively within complex and diverse community settings.

III. COURSE DESCRIPTION

The purpose of this course is to prepare students to work effectively within complex and community settings. This course builds on the first, second, and third semester macro-practice courses by moving from system maintenance to systemic change. Thus, this course builds upon the student’s diagnostic analysis and understanding of the community and organizational context of social work developed in earlier courses. Students will learn specific skills and techniques, appropriate to the setting, that produce impetus for change. The goal is to produce practitioners capable of promoting successful administrative, organizational, community, and social transformation, who work effectively towards enhanced social justice and equity.

Building upon a liberal arts foundation in psychology, social psychology, and sociology, students will understand the individual, group, and social capacity for change. Capacity building, supporting, and enhancing existing strengths, within the context of current environment will be emphasized. This perspective identifies people as being within diverse, often overlapping community arrangements, such as urban, ethnic, and local. Further, students will be given an overview of these issues on both a local (and regional) level as well as an international perspective.

The course also addresses the ever changing terrain of the field of social work. Innovative practice methods will be explored, including insider/outsider strategies, popular education, direct and indirect actions, and harnessing technological tools. Methods of community building that broaden the perspective of traditional macro-practice to include issues of grassroots organizing, cross border campaigns, and coalition building for global movements will also be covered.

MasterVer08-2011SOWK 684 – Annalisa Enrile, PhD Spring 2012 Page 1 of 19

mailto:[email protected]

IV. COURSE OBJECTIVES

The Community Practice for Social Change course (SOWK 684) will:

Objective # Objectives1 Apply knowledge of community organizing and social change paradigms as methods of

practice in different settings and with diverse populations and thus to be able to select appropriate strategies for promoting and implementing change.

2 Utilize macro practice skills in the multi-dimensional roles of astute social work professional in organizational, community, and advocacy practice including community building, recruiting, planning, and facilitating community meetings and events, fund and resource development, organizational development and transformation, media advocacy, collaboration and coalition building, legislative advocacy and political action, and interactions with diverse communities.

3 Apply awareness, familiarity, and a social work perspective with regard to the following constructs: Community, administration, social service organizations, directed change strategies, advocacy, community action, program development, community liaison, media relations, and community education, professionals in organizations, and cultural diversity.

4 Utilize knowledge, skills, and practice experiences in problem-solving to reduce resistance towards and support internal capacity for change.

5 To critically evaluate the value conflicts and ethical dilemmas represented by one’s personal and professional values and their application to social work practice in real world situations and settings.

V. COURSE FORMAT / INSTRUCTIONAL METHODS

Teaching methods, beyond lectures and assigned readings, will include in class simulation exercises, guest speakers from the community (both in the classroom and at brown bags), and participation in external community events. In addition, students will be assigned a media project in the second half of the semester to develop their creative and community relations skills.

The online teaching and learning environment provided by the University’s Blackboard Academic SuiteTM System (https://blackboard.usc.edu/) will support access to course-related materials and communication.

VI. STUDENT LEARNING OUTCOMES

Student learning for this course relates to one or more of the following ten social work core competencies:

Social Work Core Competencies SOWK 684Course

Objective1 Professional Identity2 Ethical Practice * 53 Critical Thinking * 1-44 Diversity in Practice * 2, 3, & 55 Human Rights & Justice * 1-56 Research Based Practice7 Human Behavior8 Policy Practice9 Practice Contexts * 1, 2, & 4

10 Engage, Assess, Intervene, Evaluate* Highlighted in this course


https://blackboard.usc.edu/

The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment.

Competencies/ Knowledge, Values, Skills Student Learning Outcomes Method of Assessment

Ethical Practice―Apply social work ethical principles to guide professional practice.

Social workers competent in Ethical Practice:

Fulfill their obligation to conduct themselves ethically and to engage in ethical decision-making.

Are knowledgeable about the value base of the profession, its ethical standards, and relevant law.

1. Recognize and manage personal values in a way that allows professional values to guide practice.

Assignment 1 and Assignment 4

2. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics.

Assignments 1-4

3. Tolerate ambiguity in resolving ethical conflicts.

Assignment 2 and Assignment 34. Apply strategies of ethical

reasoning to arrive at principled decisions.

Critical Thinking―Apply critical thinking to inform and communicate professional judgments.

Social workers competent in Critical Thinking:

Are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment.

Use critical thinking augmented by creativity and curiosity.

Understand that critical thinking also requires the synthesis and communication of relevant information.

5. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.


6. Analyze models of assessment, prevention, intervention, and evaluation.


7. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

Assignments 1-4


Diversity in Practice―Engage diversity and difference in practice.

Social workers competent in Diversity in Practice:

Understand how diversity characterizes and shapes the human experience and is critical to the formation of identity.

Recognize that the dimensions of diversity reflect intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation.

Appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim.

8. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. Assignment 2 and

Assignment 39. Gain sufficient self-

awareness to eliminate the influence of personal biases and values in working with diverse groups.

10. Recognize and communicate understanding of the importance of difference in shaping life experiences.

Assignment 2

11. View themselves as learners and engage those with whom they work as informants.

Assignments 2-4

Human Rights & Justice―Advance human rights and social and economic justice.

Social workers competent in Human Rights & Justice:

Acknowledge that each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education.

Recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights.

Incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.

12. Understand the forms and mechanisms of oppression and discrimination.

Assignments 1-413. Advocate for human rights

and social and economic justice.

14. Engage in practices that advance social and economic justice.


Practice Contexts―Respond to contexts that shape practice.

Social workers competent in Practice Contexts:

Are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice.

Recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively.

16. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.


17. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

Assignments 1-4

VII. COURSE ASSIGNMENTS, DUE DATES & GRADING

Assignment Due Date % of Final Grade

Assignment 1: Course Challenges Unit 3, 4, 5 15%Assignment 2: Challenge Based Learning Project: Part 1 Unit 5 25%Assignment 3: Challenge Based Learning Project: Part 2 Unit 12 25%Assignment 4: Challenge Based Learning Project: Part 3 Unit 14-15 25%Assignment 5: Evaluation and assessment Finals Week 10%

Each of the major assignments is described below.

Assignment 1: Course Challenges

Students will participate in class “challenges” which will allow them to practice the skills and methodologies presented during the first half of the course. There will be a total of three class challenges (worth 5% each). Students will be able to partner with one other student for each challenge. Challenges will occur during class time or over two class sessions. All challenges will be evaluated by a panel of “experts” and practitioners in the field.

Challenge Topic Due DateOne-on-One Organizing Unit 3Campaigns and messaging Unit 4

Fundraising for Social Change Unit 5

This assignment relates to student learning outcomes 3 and 5.

Assignment 2: Challenge Based Learning Project: Part 1

This class will utilize a methodology of “Challenge Based Learning” which closely mirrors what is happening in the field. This three part project encourages students to work in collaborative groups, to incorporate technology, and to tackle real world problems using a multidisciplinary approach from the perspective of social work. The project is composed of three parts.

Part 1 of your project is your Challenge Project Proposal. This is based on week one’s discussion focusing on the issues that social workers are currently addressing. Groups should examine these topics and narrow down their choices to one area. This will serve as the foundation for your proposal. Your proposal should include:


1. Topic: this is the issue or area that your group has chosen. For instance, will you dealing with the issue of child welfare, juvenile justice, trafficking, access to health care, sustainability, etc.

2. Essential questions/information around this topic. Once you have chosen a topic, relate it to the field of social work. What is the implication to practice? What do you know about the topic? What has there been a lack of research around? What are the best practices in this area?

3. Identifying a solution. After you have thoroughly researched your area of focus, begin to identify some possible solutions. Select a single solution as a group that will serve as your project for the duration of the semester.

4. Plan of action / scope of work. This next piece asks your group to identify your work plan. For instance, what activities will you participate in to inform your project? What types of resources will you require? What skillset do you need? How will you go about obtaining these things? This portion should also include a timeline of your activities and benchmarks which will help to guide your evaluation.

Due: Unit 5

This assignment relates to student learning outcomes 2-5.


Part 2 of your Challenge Based Learning Project is composed to two areas: the Implementation of your proposed solution and documentation of the implementation. This part of the project may take on several forms, so you will work closely with your instructor as to what would constitute the best methodology to convey your solution implementation. For instance, students may be asked to use blogs, twitter feeds, etc. for this portion of the project.

Due: Unit 12



Part 3 of your Challenge Based Learning Project is your Peer Presentation. Details for this portion will be provided by your instructor and take place during weeks 14 and 15 of the course.

Due: Unit 14 and 15


Assignment 5: Evaluation and Assessment

A final assessment and evaluation will be conducted regarding student experiences with their projects and overall work during the semester. Evaluations will be based on the work plan portion of the first part of your challenge based learning project. In addition, students will be asked to create a description of their roles in their group, expectations, and their own personal workplans. The evaluation and assessment will be both a peer review and an individual performance review. Instructors will provide more detail of this portion of the assignment.

Due: Finals week

This assignment relates to student learning outcomes 2 and 3.


Class grades will be based on the following:

Class Grades Final Grade3.85 – 4 A 93 – 100 A

3.60 – 3.84 A- 90 – 92 A-3.25 – 3.59 B+ 87 – 89 B+2.90 – 3.24 B 83 – 86 B2.60 – 2.89 B- 80 – 82 B-2.25 – 2.59 C+ 77 – 79 C+1.90 – 2.24 C 73 – 76 C

70 – 72 C-

VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES

Required Textbooks

Course Reader: Available on ARES.

Rubin, H., & Rubin, I. (2008). Community Organizing and Development. Boston, MA: Allyn & Bacon.

Recommended Guidebook for APA Style Formatting

American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington: APA.

Szuchman, L. T., & Thomlison, B. (2007). Writing with style: APA style for social work (3rd ed.). NY, NY: Wadsworth Publishing Company.(Instructor Note: This is an e-book that you can purchase for $19.49 at: https://www.ichapters.com/tl1/en/US/storefront/ichapters?cmd=catProductDetail&showAddButton=true&ISBN=978-0-495-09883-6)

Recommended Websites

The Elements of Stylehttp://www.bartleby.com/141/(Instructor Note: A rule book for writing.)

USC Guide to Avoiding Plagiarismhttp://www.usc.edu/student-affairs/student-conduct/ug_plag.htm.

Note: Additional required and recommended readings may be assigned by the instructor throughout the course.


http://www.usc.edu/student-affairs/student-conduct/ug_plag.htm

http://www.bartleby.com/141/

https://www.ichapters.com/tl1/en/US/storefront/ichapters?cmd=catProductDetail&showAddButton=true&ISBN=978-0-495-09883-6

https://www.ichapters.com/tl1/en/US/storefront/ichapters?cmd=catProductDetail&showAddButton=true&ISBN=978-0-495-09883-6

Course Overview Sessions Topics Assignments

1 “Change Not Charity”Defining Social ChangeBrainstorming: Challenges to Social Work in the 21st CenturyThe World in 2012 Social Workers as Change Agents

2 Creating a CampaignProject PlanningTime ManagementIdentifying Goals and Objectives

3 The “Art” of OrganizingOne-on-One Organizing GROW Model Union Models

In-Class Challenge

4 MessagingMessaging and BrandingSlogansImagesTactics

In-Class Challenge

5 Fundraising for Social ChangeTactics and StrategiesMeeting the Challenges of the Current Economy

In-Class Challenge

6 Technology as a tool for changeSocial NetworksCurrent CampaignsTactics and StrategiesFilling the Technology Gap

In-Class Challenge

7 Coalition Building/Direct ActionLobbying and advocacyDirect ActionsBuilding at Local, Regional, and International Levels

8 Social EnterpriseHistory of Social EnterpriseCurrent TrendsWhat Social Workers are Doing

In-Class Challenge

9 Popular EducationGuerilla TheaterRole of “Drama”Documentary Films for Social Change


Sessions Topics Assignments10 Campaign Example: International Women’s Day

Building an International MovementExamples of Women’s OrganizingInvited Guest SpeakersCommunity Events

11 Campaign Example: Chicano/Ethnic StudiesOriginal Campaign for Student RightsCollege Based Ethnic Study CampaignsComparison: Then and Now?Film and Invited Guest Speakers

12 Campaign Example: TBD13 Campaign Example: Japanese American Redress and

ReparationsSteps to SuccessReplication?Invited Guest Speaker: Dr. Mitch Maki

14 Student Presentations15 Course Wrap Up

STUDY DAYS / NO CLASSESFINAL EXAMINATIONS


Course Schedule―Detailed DescriptionUnit 1: “Change Not Charity” Wk. of Jan. 9, 2012Topics

Defining social changeThe world in 2011Social workers as change agents

This Unit relates to course objectives 1 and 3.

Required ReadingsGainier, L., & Torres, G. (2002). A critique of colorblindness. In The miner’s canary: Enlisting race,

resisting power, transforming democracy (pp. 32-66). Cambridge, Massachusetts: Harvard University Press.

Gainier, L., & Torres, G. (2002). Race as a political space. In The miner’s canary: Enlisting race, resisting power, transforming democracy (pp. 67-107). Cambridge, Massachusetts: Harvard University Press.

Haynes, K. S., & Mickelson, J. S. (2003). Jump in. In Affecting Change: Social Workers in the Political Arena (6th ed., pp. 194-206 ). Boston, MA: Allyn & Bacon.

Rubin, H., & Rubin, I. (2008). A world of action: A world of hope. In Community Organizing and Development (pp. 19-25). Boston, MA: Allyn & Bacon.

Rubin, H., & Rubin, I. (2008). Activists, organizers, and social change professionals. In Community Organizing and Development (pp. 171-191). Boston, MA: Allyn & Bacon.

Weiss, I. (2003). Social work students and social change: On the link between views of poverty, social work goals, and policy practice. International Journal of Social Welfare, 12(2), 132-141.

Recommended ReadingsNaples, N. (1998). Constructing Community. In Community activism and feminist politics: Organizing

across race, class, and gender (Part IV). New York, NY: Routledge.

Reisch, M., & Lowe, J. (2000). Of means and ends revisited. Journal of Community Practice, 7(1), 9-31.

Unit 2: Creating a Campaign Wk. of Jan. 16, 2012Topics

Project planningTime managementIdentifying goals and objectives

This Unit relates to course objectives 2 and 3.

Required ReadingsCrutchfield, L., & Grant, H. (2008). Advocate and serve. In Forces for good: The six practices of high-

impact nonprofits (pp. 30-54). San Francisco, CA: Jossey-Bass.(Instructor Note: Available on ARES.)

Crutchfield, L., & Grant, H. (2008). Make markets work. Forces for good: The six practices of high-impact nonprofits (pp. 55-80). San Francisco, CA: Jossey-Bass.(Instructor Note: Available on Blackboard.)


Crutchfield, L., & Grant, H. (2008). Putting it into practice. Forces for good: The six practices of high-impact nonprofits (pp. 207-224). San Francisco, CA: Jossey-Bass.(Instructor Note: Available on Blackboard.)

Crutchfield, L., & Grant, H. (2008). Sustaining impact. In Forces for good: The six practices of high-impact nonprofits (pp. 179-206). San Francisco, CA: Jossey-Bass.(Instructor Note: Available on ARES.)

Unit 3: The “Art” of Organizing Wk. of Jan. 23, 2012Topics

One-on-one organizingGROW modelUnion models

This Unit relates to course objectives 1-5.

Required ReadingsAlinsky, S. (1971). Of means and ends. In Rules for Radicals (pp. 24-47). USA: Random House.

Alinsky, S. (1971). The purpose. In Rules for Radicals (pp. 2-23). USA: Random House.

Castelloe, P., & Watson, T. (2002). Participatory change: An integrative approach to community practice. Journal of Community Practice, 10(4), 7-29.

Mondros, J. (1994). Recruiting participants. In Organizing for empowerment (pp. 36-63). New York, NY: Columbia University Press.

Rubin, H., & Rubin, I. (2008). Organizing and development for progressive social change. In Community Organizing and Development (pp. 3-18). Boston, MA: Allyn & Bacon.

Rubin, H., & Rubin, I. (2008). The three pillars of progressive organizing. In Community Organizing and Development (Part 2, pp. 59-106). Boston, MA: Allyn & Bacon.

Weil, M. (1996). Community building: Building community practice. Social Work, 42(5), 44-60.

Recommended ReadingsFabricant, M., & Fisher, R. (2002). Agency based community building in low income neighborhoods: A

praxis framework. Journal of Community Practice, 10(2), 1-22.

Prokosch, M. (2002) Three organizing models. In M. Prokosch & L. Raymond, (Eds.), The global activist’s handbook (p. 119). New York, NY: Thunder’s Mouth Press/Nation Books.

Unit 4: Messaging Wk. of Jan. 30, 2012Topics

Messaging and brandingSlogansImagesTactics


Required ReadingsHoman, M. (2008). Getting the word out. In Promoting community change (pp. 252-286). Belmont, CA:

Thompson Brooks/Cole.


Lakoff, G. (2004). What unites progressives. In Don’t think of an elephant! (pp. 89-95). White River Junction, VT: Chelsea Green.

Rubin, H., & Rubin, I. (2008). An overview of to social mobilization campaigns. In Community Organizing and Development (pp. 251-269). Boston, MA: Allyn & Bacon.

Rubin, H., & Rubin, I. (2008). Mobilizing individuals and groups. In Community Organizing and Development (pp. 270-290). Boston, MA: Allyn & Bacon.

Rubin, H., & Rubin, I. (2008). Tools for strengthening social mobilization campaigns: Lawyers and litigation, publicity, and the mass media, negotiations. In Community Organizing and Development (pp. 348-366). Boston, MA: Allyn & Bacon.

Recommended ReadingsRoy, A. (2004). Instant mix imperial democracy. In An ordinary person’s guide to empire (pp. 41-68).

Cambridge, MA: South End Press.

Wright, B. (2002) Internet organizing. In M. Prokosch & L. Raymond (Eds.), The global activist’s handbook (pp. 244-246). New York, NY: Thunder’s Mouth Press/Nation Books.

Unit 5: Fundraising for Social Change Wk. of Feb. 6, 2012Topics

Tactics and strategiesMeeting the challenges of the current economy


Required ReadingsFine, A. (2006). The future of funding: Rethinking philanthropy and fundraising using social media. In

Momentum: Igniting social change in the connected age (pp. 157-174). San Francisco, CA: Jossey-Bass.

Harvard Business Review (1999). Enterprising nonprofits. In Harvard Business Review on Nonprofits (pp. 135-166). Boston, MA: Harvard Business School Publishing.

Harvard Business Review (1999). The new work of the nonprofit board. In Harvard Business Review on Nonprofits (pp. 53-76). Boston, MA: Harvard Business School Publishing.

Klein, K. (1996). Fundraising framework. In Fundraising for Social Change (sec. 1). Berkeley, CA: Chardon Press.

Klein, K. (1996). Strategies to acquire and keep donors. In Fundraising for Social Change (sec. 2). Berkeley, CA: Chardon Press.

Rubin, H., & Rubin, I. (2008). Creating capacity through effective organizational administration. In Community Organizing and Development (pp. 199-208). Boston, MA: Allyn & Bacon.

Unit 6: Technology as a tool for change Wk. of Feb. 13, 2012Topics

Social networksCurrent campaignsTactics and strategiesFilling the technology gap



Required ReadingsCrawshaw, S., & Jackson, J. (2010). Cheating the sensor. In Small acts of resistance: How courage,

tenacity, and ingenuity can change the world (pp. 41-50). New York, NY: Sterling Publishing.

Crawshaw, S., & Jackson, J. (2010). Digital dissent. In Small acts of resistance: How courage, tenacity, and ingenuity can change the world (pp. 195-208). New York, NY: Sterling Publishing.

Unit 7: Coalition Building/Direct Action Wk. of Feb. 20, 2012Topics

Lobbying and advocacyDirect actionsBuilding at local, regional, and international levels


Required ReadingsEpstein, B. (1991). Protest in the 1960s an 1980s: The blocked cultural revolution. In Political protest and

cultural revolution: Nonviolent direct action in the 1970s and 1980s (pp. 21-57). Berkeley, CA: University of California Press.

Prokosch, M., & Raymond, L. (2002) Building coalitions. In The global activist’s handbook (pp. 47-77). New York, NY: Thunder’s Mouth Press/Nation Books.

Rubin, H., & Rubin, I. (2008). Building capacity by working with the support sector. In Community Organizing and Development (pp. 231-248). Boston, MA: Allyn & Bacon.

Rubin, H., & Rubin, I. (2008). Compelling change through power tactics. In Community Organizing and Development (pp. 317-346). Boston, MA: Allyn & Bacon.

Rubin, H., & Rubin, I. (2008). Expanding capacity through empowering, participatory meetings. In Community Organizing and Development (pp. 213-229). Boston, MA: Allyn & Bacon.

Rubin, H., & Rubin, I. (2008). Social Action: Magnifying power through coalitions. In Community Organizing and Development (pp. 367-382). Boston, MA: Allyn & Bacon.

Recommended ReadingsMatsuoka, M. (2003). Building healthy communities from the ground up: Environmental Justice in

California. Retrieved from http://www.environmentalhealth.org/BuildingHealthyCommunities.html

Park, K. (2004). Confronting the liquor industry in Los Angeles. The International Journal of Sociology And Social Policy, 24(7/8), 104.

Reese, E. (2002). Resisting the workfare state: Mobilizing general relief recipients in Los Angeles. Race, Gender, & Class, 9(1), 72.

Unit 8: Social Enterprise Wk. of Feb. 27, 2012Topics

History of social enterpriseCurrent trendsWhat social workers are doing



http://www.environmentalhealth.org/BuildingHealthyCommunities.html

Unit 9: Popular Education Wk. of Mar. 5, 2012Topics

Guerilla theaterRole of “drama”Documentary films for social change

This Unit relates to course objectives 1, 2, 4, and 5.

Required ReadingsAndreas, J. (2000). The war on terrorism. In Addicted to war: Why the U.S. can’t kick militarism, (pp. 29-

37). Oakland, CA: AK Press.

Brawley, E. (1995). Educating the public about individual and social problems. In Human services and the media: Developing partnerships for change (pp. 51-68). Luxumburg: Harwood Academic Publishers.

Brawley, E. (1995). Promoting human well being through the media. In Human services and the media: Developing partnerships for change (pp. 83-121). Luxumburg: Harwood Academic Publishers.

Fine, A. (2006). All aboard! Embracing the leveling effect of social media. In Momentum: Igniting social change in the connected age (pp. 59-70). Indianapolis, IN: Que.

Peterson, N., & Speer, P. (2000). Linking organizational characteristics to psychological empowerment: Contextual issues in empowerment theory. Administration in Social Work, 24(4), 39-58.

Schnapp, S. (2002) Popular education. In M. Prokosch & L. Raymond (Eds.), The global activist’s handbook (pp. 107-111). New York, NY: Thunder’s Mouth Press/Nation Books.

Van Erven, E. (1992). Building stages of people power: The Philippines Educational Theater Association. In The playful revolution (pp. 29-63). Bloomington: Indiana University Press.

Recommended ReadingsShaw, R. (1996). Elected officials, inspiring fear. In The activist’s handbook (pp. 45-80). Berkeley, CA:

University of California Press.

SPRING BREAK Wk. of Mar. 12, 2012

Unit 10: Campaign Example: International Women’s Day Wk. of Mar. 19, 2012Topics

Building an international movementExamples of women’s organizingInvited guest speakersCommunity events


Required ReadingsCopelon, R. (1995). Gendered war crimes: Re-conceptualizing rape in time of war. In J. Peters & A.

Wolper (Eds.), Women’s rights human rights (pp. 197-214). New York, NY: Routledge.

Erbaugh, E. (2002). Women’s community organizing and identity transformation. Race, Gender, & Class, 9(1), 8. New Orleans, LA: Department of Social Services, Southern University at New Orleans.


Galambos, C., Hughes, M., & Lind, S. (2000). Using political and community activism to develop leadership skills in women. Race, Gender, & Class, 7(4), 18. New Orleans, LA: Department of Social Services, Southern University at New Orleans.

hooks, b. (1981). Racism and feminism: The issue of accountability. In Ain’t I a woman: Black women and feminism (pp. 119-158). Boston, MA: South End Press.

Toro, M. (1995). Popularizing Women’s Human Rights at the Local Level: A Grassroots Methodology for Setting the International Agenda. In J. Peters & A. Wolper (Eds.), Women’s Rights Human Rights (pp. 189-196). New York, NY: Routledge

Unit 11: Campaign Example: Chicano/Ethnic Studies Wk. of Mar. 26, 2012Topics

Original campaign for student rightsCollege based ethnic study campaignsComparison: Then and now?Film and invited guest speakers


Required ReadingsDelgado, M. (2000). Competencies and framework for community social work practice. In New arenas for

community social work practices with urban youth: Use of the arts, humanities, and sports (pp. 219-246). New York, NY: Columbia University Press.

Delgado, M. (2000). Urban youth in the twenty-first century: Context, problems, and prospects. In New arenas for community social work practices with urban youth: Use of the arts, humanities, and sports (pp. 3-25). New York, NY: Columbia University Press.

Forster, M., & Rehner, T. (2003). Delinquency prevention as empowerment practice: A community-based social work approach. Race, Gender, & Class, 10(2). New Orleans, LA: Department of Social Services, Southern University at New Orleans.

Unit 12: Campaign Example: (TBD) Wk. of Apr. 2, 2012This Unit relates to course objectives 1-5.

Required ReadingsReadings will be handed out in class.

Unit 13: Student Presentations Wk. of Apr. 9, 2012 This Unit relates to course objectives 1-5.

Unit 14: Student Presentations Wk. of Apr. 16, 2012This Unit relates to course objectives 1-5.

Unit 15: Course Wrap-Up Wk. of Apr. 23, 2012This Unit relates to course objectives 1-5.

Required ReadingsElinson, E., & Yogi, S. (2009). Behind barbed wire. In Wherever there’s a fight: How runaway slaves,

suffragists, immigrants, strikers, and poets shaped civil liberties in California (pp. 417-452). Berkeley, CA: Heyday Books.


STUDY DAYS / NO CLASSES Month Day, Year

FINAL EXAMINATIONS Month Day, Year


University Policies and Guidelines

IX. ATTENDANCE POLICY

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by email ([email protected]) of any anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

Please refer to Scampus and to the USC School of Social Work Student Handbook for additional information on attendance policies.

X. STATEMENT ON ACADEMIC INTEGRITY

USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: http://www.usc.edu/dept/publications/SCAMPUS/gov/. Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/.

Additionally, it should be noted that violations of academic integrity are not only violations of USC principles and policies, but also violations of the values of the social work profession.

XI. STATEMENT FOR STUDENTS WITH DISABILITIES

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday.

Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth, Director of the DSP office at 213-740-0776 or [email protected].

XII. EMERGENCY RESPONSE INFORMATION

Note: The following Emergency Response Information pertains to students on campus, but please note its importance should you be on campus for a temporary or extended period. When not on campus: Call the 911 listing in your local community for any emergency.



http://www.usc.edu/student-affairs/SJACS/

http://www.usc.edu/dept/publications/SCAMPUS/gov/


To receive information, call the main number (213) 740-2711, press #2. “For recorded announcements, events, emergency communications or critical incident information.”

To leave a message, call (213) 740-8311

For additional university information, please call (213) 740-9233

Or visit university website: http://emergency.usc.edu

If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation.

Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications on their cell phone, pager, PDA, or e-mail account. Register at https://trojansalert.usc.edu.

UNIVERSITY PARK CAMPUS ACADEMIC CENTERSCity Center Front of Building

(12th & Olive)Orange County Faculty Parking Lot

MRF Lot B San Diego Building Parking LotSWC Lot B Skirball Front of BuildingVKC McCarthy QuadWPH McCarthy Quad

Do not re-enter the building until given the “all clear” by emergency personnel.

XIII. STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a documented illness or some other emergency occurring after the 12th week of the semester. Students must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by the student and agreed to be the instructor and reported on the official “Incomplete Completion Form.”

XIV. POLICY ON LATE OR MAKE-UP WORK

Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the paper is late without permission, the grade will be affected.

XV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing.

XVI. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly [http://www.socialworkers.org/pubs/Code/code.asp]

Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to


https://trojansalert.usc.edu/

http://emergency.usc.edu/

social work is attention to the environmental forces that create, contribute to, and address problems in living.

Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:

Service Social justice Dignity and worth of the person Importance of human relationships Integrity Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.

XVII. COMPLAINTS

If you have a complaint or concern about the course or the instructor, please discuss it first with the instructor. If you feel you cannot discuss it with the instructor, contact your advisor or Dr. Paul Maiden, Vice Dean and Professor of Academic and Student Affairs, at [email protected]. Or, if you are a student of the VAC, contact June Wiley, Director of the Virtual Academic Center, at (213) 821-0901 or [email protected] for further guidance

XVIII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE

Be mindful of getting proper nutrition, exercise, rest and sleep! Come to class. Complete required readings and assignments before coming to class. Before coming to class, review the materials from the previous Unit and the current Unit, and

scan the topics to be covered in the next Unit. Come to class prepared to ask any questions you might have. Participate in class discussions. After you leave class, review the materials assigned for that Unit again, along with your notes

from that Unit. If you don't understand something, ask questions! Ask questions in class, during office hours,

and/or through email! Keep up with the assigned readings.

Don’t procrastinate or postpone working on assignments.




Documents

web-app.usc.eduweb-app.usc.edu/soc/syllabus/20121/60651.doc · Web viewThe purpose of this course is to prepare students to work effectively within complex and community settings