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 2014, MONDAYS 2 – 4:50PM, FIRST ½ OF SEMESTER
CREDITS:
INSTRUCTOR:
1.5 CREDITS SHORT COURSE
Marie Weil
School of Social Work UNC-CH
Office: 422 Tate Turner Kuralt Building
Phone: 962-6455
Email: moweil@email.unc.edu
OFFICE HOURS:
Mondays 1-1:45 pm and 4:50 – 5:50 pm
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.
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9. Produce a professional level Program Proposal suitable for submission to a foundation or
governmental organization.
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 individually 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. In dyads students will provide peer reviews for each
other’s program design.
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:
Coley, S.M., & Scheinberg, C.A. (2014). Proposal writing: Effective Grantsmanship, Fourth
Edition. Los Angeles: Sage.
Kettner, P.M., Moroney, R. M., and Martin, L.L. (2013). Designing and managing programs: An
effectiveness-based approach, Fourth Edition. Los Angeles: Sage.
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.
RECOMMENDED BOOKS/READINGS:
Carlson, M., O’Neal-McElrath, T. & Alliance of Nonprofit Management. (2008). Winning grants:
Step by step. San Francisco: Jossey-Bass.
Karsh, E. & Fox, A.S. (2009). The only grant-writing book you’ll ever need, Third Edition. New
York: Basic Books.
Netting, F. E., O’Connor, M.K. and Fauri, D.P. (2008). Comparative approaches to program
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planning. Hoboken, NJ: John Wiley & Sons.
Pawlak, E.L. & Vinter, R.D. (2004). Designing & planning programs for nonprofit &
governmental organizations. San Francisco: Jossey Bass, Wiley.
Gamble, D.N. & Weil, M. (2009). Chapter 8. Inclusive Program Planning, in Community
Practice Skills: Local to Global Perspectives. Thousand Oaks, CA: Sage.
Required readings, other than those from the texts will be available on the course’s Sakai site or
from the Instructor.
TEACHING METHODS
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:
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Mid-Term Paper:
Program Design and Supporting Materials, and Peer Review
40%
The mid-term (MT) will consist of production of Program Design Documents for students’
individual projects. The Program Design Mid-Term Paper will include:
1. Identifying and Documenting the Statement of Social Issue/Problem/Concern (2pgs. max)
and the Needs or Needs/Strengths Assessment (3pgs.);
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. (4pgs. + Chart page);
3. Rationale for the Program Design (why does this approach seem best?) (4 pages max):
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 (1page chart) and
5. Draft of the Theory of Change for the Program(1page for Chart and 1 page for Explanation)
Papers may be between 15 (not counting charts) and 17 pages, but not longer.
On or before February 6th (6pm) Complete your Program Design Mid-Term Paper (MT) and
E-mail copies to your assigned Peer Reviewer and to the Instructor. The Instructor will review
and respond to papers in the order in which they are received so that you can include your revisions
of these components in your Final Proposal (F/P).
Some components of the Mid-Term will be discussed and shared among class members from the 2nd
to 4th class sessions. Each class member will develop a brief peer review of one other student’s midterm.
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. (Italicized items below indicate material from the mid-term (MT)that you will
have revised for the final proposal(FP). TOTAL PAGE COUNT = 28–37 pages counting figures
and tables. The Final Proposal may be shorter than 28.
The Completed Proposal will include:
1. Your Funding Request Letter, {FP}—1 pg. {What you are doing and why they should
provide funding.}
2. Your Executive Summary, {FP}—less than 1pg. {Sometimes this is the only thing that
reviewers look at!}
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Identification and Documentation of Need
3. Your revised Statement of Social Issue/Problem/Concern (MT)—2pgs. max; and
4. Revised Needs or Needs/Strengths Assessment (MT)—3pgs.); (data-based; 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?}.
{How serious/significant are the needs that you propose to respond to? How will your
program respond to identified needs?}
Description of Intended Change: Program Design
5. Your Description of the Intended Change {FP}—4 pgs. max with your
Revised and Expanded Program Description (4 pgs. max) (MT) and Description of
Intended Results (4 pgs. max){FP} 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 Revised Program Goals
c. Presentation of Measurable Program Objectives and Desired Outcomes,
Revised Program Design Model: Program Design Chart and Discussion—(4 pages max)
Your revised Illustrative Program Design Chart (MT) (a “picture” of participants’ pathway
through the program and staff responsibilities and roles) 1 pg. chart; and discussion of
Program Components and Design, Intervention Methods & Strategies, Program Activities,
Client Pathway and Staff Roles.
6. Your revised Rationale for the Program (MT), Project, or Activities (Why does this
approach seem best?) (4 pgs. max) and including expanded material on:
a. Relevant Theory—{FP}
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.)
7. Your revised Logic Model (MT) 1 pg. for chart
Your revised Theory of Change (MT)1 pg. chart.
8. Using your Program Design Chart, develop an Expanded TOC Explanation and an
Analysis of your Change Strategies {FP} (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.
9. Description of your Resource Development and Collaboration Strategy {FP}—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
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participation, and how resources would be cultivated, attained and sustained to produce
the desired change. 1 pg.
10. Your Budget Request and Justification {FP} 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.
11. Your Timeline Chart {FP} for program/project implementation.
12. APPENDICES: Appendix A. Social Justice Issues and Goals
Appendix B. Organizational Cultural Competence (1 page combined).
13. (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 March
8th.
Peer Review, Homework, Presentations, and Class Discussions
10%
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.
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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:
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 cut 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 Lap tops computers in class, If you decide to use your laptop
or iPad, 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. 13th
Introduction
ST
1 CLASS
Preparation:
Bring to class the requested pre-class proposal questionnaire or a one to two paragraph
description of the program you want to develop (copy for yourself and one for the instructor).
Note the basic intended program outcomes.
Activities:
Introductions and Discussion of Students’ Specific Program Interest Areas, Ideas,
Power Point: Notes on Program Design Proposal Preparation
PowerPoint: Goals, Objectives, Outcomes
Discussion of Questions about Program Design and Proposal Preparation
Syllabus Review
Discussion of Initial Readings
Handouts: Program Design Samples
Readings: Introductions, Application of Technology, and Core Program Idea
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.
Chapter 9. “Application of Information Technology,” pp. 247-252; and
Chapter 1. “Introduction.”
Coley, S.M. & Scheinberg, C.A. (2014). Proposal writing: Effective Grantsmanship, Fourth Edition.
Los Angeles: Sage.
Chapter 1. “An Orientation to Proposal Writing.”
Recommended:
Carlson, M., O’Neal-McElrath, T. & Alliance of Nonprofit Management. (2008). Winning grants:
Step by step. San Francisco: Jossey-Bass.
Introduction: an Overview of the Grantseeking Process, and
Step 1. Developing the Proposal Idea.
Jan. 20th
No Class: Holiday in Honor of Dr. Martin Luther King
These Readings and additional ones will be discussed on Jan 27th
Homework:
Work on Problem Statements and Needs/Strengths Assessments.
Prepare two to three discussion questions for each of the chapters assigned. We will begin class on
January 27th with your questions.
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Readings for Discussion on January 27th:
Yuen, et al.:
Chapter 2. “Community and Target Population, Service Providers,
and Funding Sources.”
Chapter 3. page 48. Professional Insight 3.1.
“What is Self Determination”
Chapter 4. “Program Planning and Evaluation”
Needs Assessment
Program Planning Formula
Logic Model as a Tool for Planning and Evaluation & Theory of Change
Read this Exercise: Yuen, Terao, & Schmidt, Chapter 7. Section I. Needs
Assessment
Kettner, P.M., Moroney, R.M., & Martin, L.L., Chapter 2. “The Contribution of Theory to
Program Planning”, p. 29-42;
Chapter 3. Understanding Social Problems, pp. 43-56.
Coley & Scheinberg, Chapter 4. “Generating and Refining Proposal Ideas.” Pp, 35-45, and
Chapter 5. Writing the Need/Problem Statement
Needs Assessment materials will be placed on course SAKAI site for review and practice
Jan. 27th
2ND CLASS
Program Design Preparation & Needs Assessment
Discussion:
Your Questions and Ideas about the Readings listed for 27th and the Chapter 7 Exercise;
Discussion and questions about preparing your Program Design Chart and
YT & S’ ‘Program Planning Formula’: P 2 = W5 x H2 x E p. 83
Discussion of initial Processes of Grant Application: Requests for Proposals, Requests
for Application, & Program Announcements; Letters of Intent or Inquiry
Handouts—Examples will be placed on Course SAKAI site:
Samples—Needs Assessments
Samples—Requests for Proposals, and Letters of Intent and Inquiry & Review of
Program Charts
Samples—Program Goals
Exercises:
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Components of your own Program Design Chart—Bring in Ideas & Rough Draft
Of your Program Design Chart
Developing Program Goals
Yuen, Terao, & Schmidt, Chapter 7. Section I. Needs Assessment, 171-183.
Before Class Review Table 7.2 & Table 7.3 &
Getting Ready: Logic Model & Program Planning & Eval. Worksheet
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Readings:
Review the Readings assigned for Holiday Week on previous page.
New Readings for January 28th:
Corley & Scheinberg, Chapter 5. “Writing the Need/Problem Statement”, pp. 51-58
Kettner, et al.: Chapter 7. “Setting Goals & Objectives”, pp. 121-149.
Sections of Chapter 8. “Designing Effective Programs”, pp. 153-183??
Yuen, et al.:
Chapter 5. pp. 142-144 Outcome focused Evaluation & Empowerment Evaluation
Chapter 7. pp. 183-187 Results Terminology & Logic Model
Netting, F.E., & O’Connor, M.K. (2014) Program Planning and Implementation: Designing
Responses to Address Community Needs, Chapter 36, The Handbook of Community
Practice 2nd edition. Weil, Reisch and Ohmer (Eds.). Sage, 2014.
Recommended:
Carlson & O’Neal-McElrath: Logic Model Example, p. 112 and
Step 3. Need Statement 28-36 and
Step 4 Defining Clear Goals & Objectives, pp. 37-43
Kettner, Chapter Needs Assessment: Theoretical Considerations, and
Chapter Needs Assessment: Approaches to Measurement
Feb. 3rd
3rd Class
Program Designs and Theories of Change
Samples, Discussion, and Exercises:
Sample materials will be placed on course SAKAI Site:
Information about Theories of Change and Examples
Program Descriptions,
Program Design Charts
Theory of Change Designs and Explanations
Readings:
Short Web-pieces about Theory of Change:
10 Great Resources for Creating a Theory of Change ... philanthropy411.wordpress.com/2010/03/29/theoryofchange/
Mapping Change: Using a Theory of Change to Guide Planning and
...www.issuelab.org/.../mapping_change_using_a_theory_of_change_to_guide planning...
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/
What is Theory of Change? | Theory of Change Community www.theoryofchange.org/what-is-theory-of-change/
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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).
Coley & Scheinberg, Chapter 6. Writing Goals, Objectives, and the Implementation Plan
Yuen, et al.:
pp. 86-96 TOC and Logic Model
Chapter 5. “Grant Proposal Writing: Beginning with the End in Mind.” pp. 99-138
Grant and Contract
Request for Proposal, Request for Application, Program Announcement
Letter of Intent, Letter of Inquiry
Getting Ready, Logic Model, and Program Planning & Evaluation Worksheet
Key Components of a Grant Proposal:
Abstract
Table of Contents: a Roadmap for Your Proposal
Specific Aims: A Summary of Purpose and (Intended) Results
Target Population: To Whom It May Concern
Approaches & Methods: What, Why, When, Where, Who & How
Agency Capacities and Program Management
Budget and Budget Justifications: Program Plan in Dollars and Cents
Evaluation Plan: Tell the Stories—Successes & Challenges
Proposal Reviews
Professional Insight 5.1 “A Reviewer’s Perspective on Preparing
Proposals”
Kettner, Moroney & Martin, Chapter 8. Designing Effective Programs. Pp. 153-184
Exercises:
Yuen, Terao, & Schmidt, Chapter 7. “Learning by Doing…”
Section II. Results Terminology and Logic Model
Section III. Grant Application
Section IV. Program Planning & Evaluation
Program Design Papers and Preparation for Class 4:
On or before noon February 6th (6pm) Complete your Program Design Mid-Term Paper and
E-mail copies to your assigned peer reviewer and to the instructor.
Be sure that your Mid-Term Paper includes the following Program Design and Supporting Materials
1. Identifying and Documenting the Need (Statement of Social Issue/Problem/Concern (2pgs. max) and Needs or
Needs/Strengths Assessment (3pgs.);
2. Draft Program Description, and Illustrative Program Design Chart (a description and “picture” of participants’
pathway through the program and staff responsibilities and roles) (4pgs. + Chart page);
3. Rationale for the Program Design (why does this approach seem best?) (4 pages max): including:
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4.
5.
a. Relevant Theory,
b. Relevant Research (is there EBP for the intervention; or documentation of “Best
c. Practices;” or provide the logic for the chosen design if this is a new
approach/program direction;
Draft of the Logic Model (1page chart) and
Draft of the Theory of Change for the Program (1page for Chart and 1 page for Explanation)
On or before 10:00 am February 10th email your Peer Review of a colleague’s paper to the
instructor (moweil@email.unc.edu) and to your review partner for class discussion that
afternoon. You will have the opportunity in class for dyad peer review discussion of your
materials as well as general class discussion of program design issues.
Guidelines for Peer Review of Colleague’s Program Design Materials
The format and expected content of the Program Design Paper is as follows:
Answer the questions and provide constructive feedback to clarify and strengthen the material.
Questions to consider in your Peer Review of a Colleague’s Paper:
1. Overall, is the material well written? Is the material clearly and congruently presented?
Indicate any problems with clarity or presentation.
2. Do you have recommendations to strengthen the paper in relation to its content and
presentation—both prose and illustrations?
3. Does the Needs or Strength/Needs Assessment relate usefully to the probable program
participants and their life situations? Have you identified any problems with the assessment
logic or process? Do you have recommendations to strengthen the Assessment?
4. Do the Program Description, the Program Design Chart, and the Rationale for the Design fit
together well? Is the theory and/or research material effectively used to support the
designer’s choices? Do you have recommendations for this section?
5. Is the Theory of Change well-reasoned? Does it fit well with the Rationale for the Program
Design? Do you have recommendations to strengthen the TOC or Logic Model?
6. Is the material as a whole presented in a way that engages your interest in the issue
discussed? Would you be interested in reviewing the full proposal?
Feb. 10th
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:
Coley & Scheinberg, Chapter 2. Organizing the Writing and Using Technology.
Yuen, Terao, & Schmidt, Chapter 6. “Program Evaluation”—selected sections
Outcome-Focused Evaluation, p. 142
Empowerment Evaluation, p. 142
Outcome-Focused Empowerment Evaluation, pp. 143-148
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Professional Insight 6.1 Tips for Anticipating Criticism & Planning Accordingly, 160
Exercises:
Connecting Program Design with Evaluation Planning—Building congruence:
Yuen, Terao, & Schmidt, Chapter 7. “Learning by Doing…”
Feb 17th
5th Class
Proposal Development: Final Goals, Objectives, Outcomes,
Organizational Competence and Cultural Competency
Exercises/Activities:
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:
Gamble, D.N. & Weil, M. (2009). Chapter 8. Inclusive Program Planning, in Community
Practice Skills: Local to Global Perspectives. Thousand Oaks, CA: Sage.
Netting, F.E., O’Connor, M.K., & Fauri, D.P., Comparative Approaches to Program
Planning,Wiley, Hoboken).Chapter 6. Program Planning in Diverse Cultural Contexts,
pp. 213-246
St. Onge, Lead Author. (2009). Embracing Cultural Competency: A Roadmap for Nonprofit
Capacity Builders. New York: Turner Press/Fieldstone Alliance. Resource E. (Patricia St.
Onge and Wilson Riles), “Strategies for Dealing with Internalized Oppression and Structural
Racism,” pp. 199-205.
Iglehart & Becerra, Social Services and the Ethnic Community, 2nd Edition, Chapter 10.
Strengthening the Links to the Ethnic Community.
Yuen, Terao, & Schmidt, Chapter 8. “Real Life Samples”
Recommended:
Carlson & O’Neal-McElrath, Step 5. Developing the Methods
Feb. 25th
6th Class
Budgeting and Proposal Components
Exercises and Discussion:
Proposal Components
Resource Development, Budgeting, and Budget Justifications
Funding Request Letters and Executive Summaries
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Managing Funder Relationships—Working with Donors
Readings:
Yuen, Terao, & Schmidt, Chapter 8. “Real Life Samples”
Kettner, Moroney & Martin, Chapter 13. “Line Item, Functional, and Program Budgeting
Systems.” pp. 271- 275; Program Budgeting Systems: 295-299
Coley & Scheinberg, Chapter 8. Creating the Budget, pp. 95-112
Yuen et al: Budget & Budget justifications see the following pages: 19; 26-27; 104; 109;
128-133; 237.
Recommended Reading:
Carlson & O’Neal-McElrath, Steps 7-12 (Review)
______________________________________________
Homework for Final Class:
Prior to class, make 17 copies of your Power-Point Handout for your presentation of a
component of your Program Design and Proposal to share with class members and the
instructor.
March 4th
7th Class
Final Class
Final Paper Due
Proposal Component Panel Discussion Presentations
Course Evaluation
Your Next Steps in Program and Proposal Skill Development
Readings:
Coley & Scheinberg, Chapter 9. Finishing Touches.
Kettner et al. Afterword. Implementing Effectiveness-Based Program Planning:
Practical Implications.
Recommended Review Reading:
Kettner, et al. Chapter 8. Designing Effective Programs
If writing an Evaluation Plan for extra credit, Review the material above related to program evaluation and
read:
Coley & Scheinberg, Chapter 7. Writing the Evaluation Plan, and
Kettner, Chapter 6. Selecting the Appropriate Intervention Strategy.
SOWO 792, Weil
Spring 2014
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