THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
SOWO 792
PROGRAM DESIGN AND PROPOSAL DEVELOPMENT
SPRING 2016, MONDAYS 2 – 4:50PM, RM 107, FIRST ½ OF SEMESTER
CREDITS:
INSTRUCTOR:
1.5 CREDITS SHORT COURSE
Tara Bohley
School of Social Work UNC-CH
Office: 468 Tate Turner Kuralt Building
Phone: 843-5893
Email: tbohley@email.unc.edu
OFFICE HOURS:
Tuesdays 12-1:00 pm
Other times by appointment
COURSE DESCRIPTION: In this skills-oriented course, students will learn how to design a program
and prepare a proposal draft suitable for submission to a foundation or governmental organization.
COURSE OBJECTIVES:
By the conclusion of this course, students will be able to:
1. Explain and demonstrate components of program and proposal development.
2. Understand and explain how programs need to be adapted to fit diverse cultural contexts,
and how programs can be designed to focus on empowerment strategies.
3. Build culturally competent practices into program design and demonstrate attention to
development and maintenance of organizational cultural competence in program proposals.
4. Demonstrate the program’s connections to social justice and human rights concerns in
class presentations.
5. Design a program model illustrating program components, consumer pathways, staffing
pattern/roles and desired outcomes.
6. Develop a theory of change and a logic model for the program plan.
7. Demonstrate one proposal or program development skill for class.
8. Construct a well written proposal that includes: a funding request letter; executive summary;
statement of problem, needs, goals, objectives, and program outcomes; rationale with theory
and research supports; resource development and collaboration plan; budget with
justification; and implementation plan and timeline.
9. Produce a professional level Program Proposal suitable for submission to a foundation or
governmental organization.
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EXPANDED DESCRIPTION:
This course builds on other advanced macropractice courses and is suitable for all MSW
Students and other Graduate Students interested in developing skills in proposal development and
program design. It is structured to prepare students to design empowerment oriented programs and
develop a proposal suitable to be submitted to a foundation or government agency for funding.
Students will choose to work individually or in small groups to select a social issue or
community problem, for which they wish to design a program to improve individual, group, and/or
community outcomes. The program design will include development of materials to document the
program’s structure, intervention methods, components, and outcomes. Students will examine
program development approaches and indicate why the selected approach is appropriate for their
specific population or need.
Throughout the class students will participate in small work groups to practice specific skills
such as budget development or design of a theory of change. For the mid-term assignment, students
will complete drafts of their program description, and model, goals, objectives & outcomes,
intervention methods and program design chart.
The final proposal will include: a funding request letter, an executive summary, a description
of the social issue or problem, an assessment of need, the rationale for and illustration of the specific
program design, a description of program design components, specified goals, objectives and
outcomes, a logic model and theory of change, resource development strategy, and the program
budget. At the final class, in panel discussions, students’ will illustrate a specific program or
proposal component for the class.
PREQUISITES: MSW students—completion of Foundation Year of Program. Graduate Students in
other Departments—permission of the instructor.
REQUIRED TEXTS/READINGS:
Kettner, P.M., Moroney, R. M., and Martin, L.L. (2013). Designing and managing programs: An
effectiveness-based approach, Fourth Edition. Los Angeles: Sage.
Koch, Deborah S. (2009). How to Say It: Grantwriting: Write Proposals That Grantmakers
Want to Fund. New York: Prentice Hall/The Penguin Group.
ADDITIONAL READING SELECTIONS AVAILABLE ON SAKAI FROM:
Yuen, F.K.O., Terao, K.L., & Schmidt, A.M. (2010). Effective grant writing and program evaluation
for human service professionals. Hoboken, NJ: Wiley & Sons.
Additional readings, other than those from the texts will be available on the course’s Sakai site or
from the Instructor.
TEACHING METHODS
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Brief lectures, skills development exercises, presentations, in-class work groups and
homework assignments will all be employed in this course. An adult learning model will be used to
encourage independent learning and critical thinking along with peer review and group discussion of
each other’s proposal components. Learning expectations in the class will require a professional
level investment in peer learning, discussion, and review.
This course will employ both cognitive and experiential learning approaches building from
readings, discussions and exercises. Students will be expected to lead discussion of selected topics.
Experiential exercises will be used in class for mastery of particular program component materials.
Students will engage in work dyads and small groups to practice skills in specific areas such
as budgeting or developing an appropriate theory of change. Peer learning as well as individual work
will be emphasized. These multiple approaches, especially peer learning are used to simulate typical
collaborative approaches to program design in social agencies and consultative work in proposal
development.
The development of a supportive learning environment, reflecting the values of the social
work profession, is essential for the success of this class. A supportive learning environment is
fostered by listening to the ideas and views of others, facilitating discussion of divergent ideas,
articulating your own point of view clearly, being prepared with readings and assignments, and
demonstrating collaboration at a professional level in classes.
CLASS ASSIGNMENTS AND EVALUATION
Active and supportive participation will be expected as an aspect of professional
development. Since both program design and proposal development require multiple creative steps,
in-class groups will work to gain skills in preparation of selected proposal and program elements.
Weekly homework and in-class assignments will move students forward on each step of program
and proposal development. All assignments will contribute to components of the mid-term program
design and the final proposal. The Grading Rubric illustrates each step in program design and
development of a professional level proposal.
Students will complete two major assignments:
Mid-Term Draft:
Program Design and Supporting Materials
40%
The Mid-Term Draft will consist of presentation of Program Design Documents for students’
individual projects. The Program Design Mid-Term Draft will include:
1. Identifying and Documenting the Statement of Social Issue/Problem/Concern and the Needs
or Needs/Strengths Assessment; Students must have several demographics identified and
statistics gathered in order to demonstrate the need and to develop the problem statement.
2. Draft Program Purpose, Description, Goals, Objectives & Outcomes and Program Design
Chart that illustrates the intervention, pathway of participants through the program, and staff
responsibilities;
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3. Rationale for the Program Design (why does this approach seem best?): including:
a. Relevant Theory,
b. Relevant Research
c. Information on EBP for the intervention; or documentation of “Best
Practices;” or documentation of the logic for the chosen design if this is a new
approach/program direction;
4. Draft of the Logic Model and
5. Draft of the Theory of Change for the Program
At this stage, proposals will be between 5-10 pages and many of the points referenced above may be
bulleted. The purpose of this assignment is not to show that you have a polished program design,
but rather that you have thought through the steps and necessary components. You do not have to
have all of your final points or data identified at this stage, but you need to have a few for each
section.
Students will schedule 10-15 minute sessions with the Instructor to discuss and present their MidTerm Drafts at the end of classes 3 and 4.
Final Paper (FP)– Completed Proposal
50%
Your complete proposal will incorporate the revised material from the mid-term and present a
professional level proposal suitable for submission for funding to a foundation or governmental
agency. Elements of the program designs and proposals will be discussed and presented in class
throughout the course. TOTAL PAGE COUNT = 25–38 pages counting figures and tables. The
Final Proposal may be shorter than 25.
The Completed Proposal will include:
1. Your Funding Request Letter—(1 pg.) What you are doing and why they should provide
funding.
2. Your Executive Summary—(less than 1pg.) Sometimes this is the only thing that reviewers
look at!
Identification and Documentation of Need
3. Statement of Social Issue/Problem/Concern—(2pgs. Max)
4. Needs or Needs/Strengths Assessment —(3pgs.) Data-based; uses theory and research if
available. Why does your issue matter more than other proposals they are considering? Does
your program or project promise long-lasting results? Will positive changes be sustainable?
a. How serious/significant are the needs that you propose to respond to?
b. How will your program respond to identified needs?
Description of Intended Change: Program Design
5. Your Description of the Intended Change—(4 pgs. Max)
a. Program Description and Description of Intended Results that your program,
project, or intervention is designed to accomplish that answers the question: “What
will be different for participants as a result of their involvement in your program,
project, intervention, or social action?” including the following components:
a. Purpose Statement
b. Presentation of Program Goals
c. Presentation of Measurable Program Objectives and Desired Outcomes,
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6. Program Design Model: Program Design Chart and Discussion—(4 pgs. max)
a. Your Illustrative Program Design Chart (1 pg. chart) A “picture” of participants’
pathway through the program and staff responsibilities and roles and discussion of
program components and design, intervention methods & strategies, program
activities, client pathway and staff roles.
7. Your Rationale for the Program, project, or activities. Why does this approach seem best?
(4 pgs. max) and including expanded material on:
a. Relevant theory—
b. Relevant research
c. Is there EBP for the intervention; or
d. Documentation of “Best Practices?”
e. Alternatively provide the logic for the chosen design (drawing from theory, from
related programs, etc. if this is a new approach/program direction.)
8. Your Logic Model – (1 pg. for chart)
9. Using your Program Design Chart, develop a Theory of Change Explanation and an
Analysis of your Change Strategies. How do specific, activities, actions, interventions
produce the intended and cumulative changes needed to produce desired outcomes? Explain
how your Theory of Change operates throughout the program. (3 pgs. Max) You may also
include a chart for this material—(1 pg. for chart)
10. Organizational Capacity—(1-2 pgs.)—Overview of organization mission and structure.
Describe experience the organization has with the population and with similar programs or
interventions. Identify where the new proposed program will fit within that structure.
11. Description of your Resource Development and Collaboration Strategy—a brief
description of where you are seeking funding resources (if for example you are requesting
two different foundations to support different components of the project) or why you are
making your funding request to this specific foundation or funding body. Remember that
resources are not just financial; discuss in-kind contributions from your organization, or from
supporting organizations. Discuss partnerships or collaborations with other organizations if
relevant. Note efforts to build community support and participation, and how resources
would be cultivated, attained and sustained to produce the desired change. (1 pg.)
12. Your Budget Request and Justification Your budget justification explains why you need
the budget components requested and explains items that might be questioned by funders.
Budget (1 pg.); Justification (1pg.)
13. Your Timeline Chart for program/project implementation.
14. Extra Credit Your Evaluation Plan—How you will Measure Outcomes and a brief
description of how you could evaluate the effectiveness of the intended change process.)
(3pgs. Max—not counted in page calculation).
Your Proposal may be between 25 and 38 pages with exhibits, but should not be longer.
During the final class, Student panels will make a presentation of a specific component of their own
program or proposal to the class. The Complete Proposal must be turned in on or before 6pm
Monday, March 7th, 2016.
Peer Feedback, Presentations, and Class Discussions
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Course Expectations:
Attendance: Students are expected to attend all classes, to be prepared for seminar discussion of
assigned readings and current topics, and to be engaged through questions and discussions of other
students’ topics as well as their own. Each class member will be responsible for discussion
leadership regarding a particular content issue. Missing three classes will result in lowering of grade
by ten points. In seven week courses, full attendance is especially important in order to complete the
required work.
Students will be asked individually or in small groups to become thoroughly familiar with particular
assigned readings for specific sessions and to lead discussion of questions related to those readings
with the class.
Students are encouraged to review Web-sites and other resources for information about Logic
Models, Developing a Theory of Change, and related proposal development sites.
Since this is an advanced level master’s course, it has high expectations for reading, analyzing,
critiquing professional literature, and presenting your own work for discussion and evaluation.
Each written assignment is expected to show evidence of critical thinking as well as thoughtful
consideration of the literature, and other relevant resources. Papers and proposals are expected
to include in-text citations and a summary list of references following the APA Style Manual.
Assignments should be word-processed employing correct English usage, grammar, punctuation and
spelling. To be acceptable for advanced graduate work, assignments must be presented at a level
expected of professional practitioners.
Grading Policy:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). The numerical values for these grades are as follows:
H = 94 –100
P = 80 – 93
L = 70 – 79
F = 69 and below
A grade of P is “entirely satisfactory” master’s level work. On a traditional grading scale, a P
would range from an A- to a B-. The grade of H (Honors) signifies that the work is clearly
excellent in all respects.
Policy on Incompletes and Late Assignments:
Students are expected to turn in written assignments to the instructor on the appointed date. If an
illness or major professional commitment prevents timely submission, contact the instructor to
discuss implications and to work out arrangements to get the assignment to the instructor as soon as
possible. The University has strict policies that govern giving a grade of Incomplete. This grade is
given only in serious, extenuating circumstances.
Policy on Accommodations for Students with Disabilities:
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Students who require accommodations in relation to class participation or assignment completion
should notify the instructor on the first day of class and provide a brief written statement in
relation to needed formats.
Policy on use of Electronic Devices:
Students are expected to turn off all cell phones and other communication devices during each
class. (Please advise the Instructor in advance if you anticipate an urgent call.)
Students may find it useful to use laptops or tablets in class. If you decide to use your laptop
or tablet, confine usage to material related to class. If electronic devices are used for extraneous
purposes you will be asked to leave class and to discuss the incident with the instructor before
returning to the next class.
Honor Code Expectations
Please refer to the APA Style Guide and the SSW Manual for information on attribution of quotes,
definitions of plagiarism, and appropriate use of assistance in preparing assignments. All written
assignments should contain a signed pledge from you stating:
“I have not given or received unauthorized aid in preparing this written work; I have
not plagiarized the work of anyone else from books articles, web sites or personal
communication; and I have not submitted work for this class that was developed for a
previous or concurrent course.”
Students are expected to use this version of the Honor Code for all assignments for this course.
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has
occurred, a referral will be made to the Office of the Student Attorney General for investigation
and further action will be taken as required.
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READINGS AND COURSE OUTLINE
Jan. 11th
Introduction
1ST CLASS
Preparation:
Please come to class with a one to two paragraph description of a program you want to
develop/fund (copy for yourself and one for the instructor).
Note the basic intended program outcomes.
Readings: Introductions, Application of Technology, and Core Program Idea
Kettner, P.M., Moroney, R. M., and Martin, L.L. (2013). Designing and managing
programs: An effectiveness-based approach, Fourth Edition. Los Angeles: Sage.
Chapter 1. “Contemporary Issues in Social Service Program Planning and
Administration”
Chapter 3. “Understanding Social Problems”
Koch, Deborah S. (2009). How to Say It: Grantwriting: Write Proposals That Grantmakers
Want to Fund. New York: Prentice Hall/The Penguin Group.
Introduction “An Introduction, Getting Started”
Jan. 18th
No Class: Holiday in Honor of Dr. Martin Luther King
Jan. 25th
Program Design Preparation & Needs Assessment
2ND CLASS
Readings:
Kettner, et al.: Chapter 5. “Needs Assessment: Approaches to Measurement”
Sections of Chapter 8. “Designing Effective Programs”, pp. 153-183??
Yuen, et al.:
Chapter 4. “Program Planning & Evaluation”
Chapter 5. “Grant Proposal Writing: Beginning with the End in Mind”
Koch:
Part One: It’s About More than Content (Chapters 1-7)
Feb. 1st
Program Designs and Theories of Change
3rd Class
Readings:
Kettner, et al.:
Chapter 2. “The Contribution of Theory to Program Planning”
Chapter 6. “Selecting the Appropriate Intervention Strategy”
Koch:
Chapter 10. “Say it with Conviction: The Statement of Need”
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Chapter 11. “Say it with Vision and Solutions: Goals, Objectives, Activities, and
Outcomes”
Short Web-pieces about Theory of Change:
10 Great Resources for Creating a Theory of Change ... philanthropy411.wordpress.com/2010/03/29/theoryofchange/
An Introduction to Theory of Change / Evaluation Methodology ... www.hfrp.org › ... › Issue Archive › Evaluation Methodology,
The Evaluation Exchange.
Center for Theory of Change: www.theoryofchange.org/
TOC Wikipedia.
Annie E. Casey Foundation, (2004). Theory of Change: A Practical Tool for Action,
Results and Learning. (SAKAI) (Selected Sections)
Anderson, A. (2004) for The Aspen Institute: Theory of Change As a Tool for Strategic
Planning. (SAKAI) (Selected Sections).
Students will schedule 10-15 minute sessions with the Instructor to discuss and present their MidTerm Drafts at the end of classes 3 and 4
Feb. 8th
4th Class
Peer Review of Program Design Papers, Logic Models, and Theories of Change
Discussions:
Peer Review Dyad Discussions
Class Discussion of Program Design Issues and Program Design Charts
Comparisons of Theories of Change and Logic Models
Problem Statements and Needs Assessments
Readings:
Kettner, et. al.:
Chapter 7. “Setting Goals and Objectives”
Students will schedule 10-15 minute sessions with the Instructor to discuss and present their MidTerm Drafts at the end of classes 3 and 4
Feb 15th
5th Class
Proposal Development: Final Goals, Objectives, Outcomes,
Organizational Competence and Cultural Competency
Exercises/Activities:
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Review and Discussion of Final Goals, Objectives, and Outcomes Chart
Organizational Capacity
Organizational Cultural Competence Issues—Building OCC into all program facets
Discussion and Comparison of Program Models
Readings:
Yuen, Terao, & Schmidt:
Chapter 8. “Real-Life Samples”
Koch:
Chapter 9. “Say It with Substance: Organizational Description”
Chapter 12. “Say It with Proof: Evaluation”
Chapter 13. “Say It Expansively: Project Dissemination”
Chapter 14. “Say It Richly: Budget and Budget Narrative, Project Sustainability”
Chapter 15. “Say It Succinctly: Proposal Abstract/Executive Summary”
Chapter 16. “Say It with Flair: The Cover Letter”
Feb. 22nd
Budgeting and Proposal Components
6th Class
Readings:
Kettner, et. al.:
Chapter 12. “Budgeting for Financial Control, Management and Planning”
Chapter 13. “Developing Line Item, Functional and Program Budgeting Systems”
Feb. 29th
7th Class
Final Class
Readings:
Kettner et al.:
Chapter 9. “Using Management Information”
Chapter 10. “Performance Measurement, Monitoring, and Program Evaluation”
Proposal Component Panel Discussion Presentations
Course Evaluation
Your Next Steps in Program and Proposal Skill Development
Final Paper Due Monday, March 7th, by 6 pm.
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