The University of North Carolina at Chapel Hill
School of Social Work
Course Number:
SOWO 834
Course Title:
Advanced Policy Practice
Semester, Year:
Spring, 2016
Meeting Times:
Tuesdays, 09:00–10:20, TTK #226
Credits:
1.5 hours
Instructor:
Christopher J. Wretman, MSW
wretman@live.unc.edu
919–370–2969 (emergencies only)
Tuesdays, 10:30–11:00
Office Hours:
1. C O U R S E O V E R V I E W
1.1 Course Description
This course is an Advanced Curriculum-level elective at the University of North
Carolina at Chapel Hill School of Social Work. Successful completion of the course is
credited towards fulfillment of the requirements necessary for the completion of the
Masters of Social Work (MSW) degree. The course is targeted at, but not limited to,
masters-level students focusing on the Community, Management and Policy Practice
(CMPP) concentration course of study. It is open to all full-time, advanced standing, and
distance education students who have completed the necessary course prerequisites
(see below). The central assignment of the course provides students with the
opportunity to select a policy topic of their choosing to (a) analyze in-depth and (b)
affect change upon.
As a course in the Advanced Curriculum, SOWO 834 builds on student knowledge
gained from Foundation Curriculum courses by providing an opportunity for more
detailed study of complex problems, ideas, and strategies. Broadly, this course focuses
on the development of advanced skills in the areas of (a) policy analysis and (b)
advocacy and lobbying with attention being directed at both administrative and
legislative levels. This course focuses on skill development in comparative policy
research, analysis, and advocacy within the United States.
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1.2 Course Objectives
SOWO 834 contains 8 key objectives related to advanced policy analysis. At the
conclusion of this course, students are expected to be able to:
1. Demonstrate the analytic, theoretical, and value assessment skills that enable social
workers to evaluate selected state and national policies and apply change
strategies.
2. Identify policy principles, provisions, and outcomes in self-selected area.
3. Apply social work ethics and the concepts of human rights and social justice to
policy analysis, development, and change strategies.
4. Discuss and critique the role of political/social/economic theories, ideologies, and
values that shape policy alternatives and outcomes, especially as they relate to
marginalized populations.
5. Demonstrate policy practice strategies applying analytic, political, values
clarification, advocacy, and communication/organizing skills.
6. Critically analyze selected social policies from local and national perspectives
applying the course’s framework for analysis.
7. Demonstrate skill in lobbying and lobbying development, and in the analysis and
critique of administrative policies.
8. Engage in peer-learning, class exercises, debate, and discussion of a range of
policies and policy practice issues and strategies.
9. Demonstrate specialized knowledge and expertise in policy analysis, research, and
implementation in a policy environment of the student’s own choosing.
1.3 Course Prerequisites
For social work students, the prerequisite requirement for SOWO 834 is successful
completion of SOWO 530: Foundations of Social Welfare & Social Work. For non-social
work students, the prerequisite requirement is (1) experience in policy and/or advocacy
and (2) permission of the instructor.
1.4 Course Resources
All students will be responsible for securing for themselves full access to all course
resources. These resources will be comprised of three main resources:
1. Academic readings made available on Sakai.
2. Internet-based resources made available by the instructor.
3. Supplemental resources developed by the instructor.
1.5 Course Teaching Methods
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This course is constructed as a seminar with presentations and discussions that
introduce policy issues, tensions, and contexts. Three methods will comprise the course
teaching methods: 1) Brief, instructor-driven lectures centered in key topics of interest;
2) Small group discussions/debates; 3) Whole class discussions/debates.
2. C O U R S E P O L I C I E S
2.1 Policy on APA Style
The course and instructor will expect students to conform strictly to APA style for all
assignments. Students should refer to the Publication Manual of the American
Psychological Association (6th ed.) for detailed information on the usage of APA
formatting guidelines. Students should also consider contacting the UNC Writing
Center for online and in-person assistance (962–7710; writingcenter.unc.edu).
2.2 Policy on Grading
The UNC SSW operates an evaluation system assigning four possible end-of-course
grades: Honors (H; 94–100), Pass (P; 80–93), Low Pass (L; 70–79), and Fail (F; ≤69). The
grade of “H” signifies that the work is clearly exemplary. A grade of “P” indicates
satisfactory work. Grades of “L” and “F” designate work that is unsatisfactory.
2.3 Policy on In-Class Conduct
Prior to class, students are expected to have completed two tasks necessary for the
success of the class: (a) completion of assigned readings and work; and (b), preparation
for themselves to engage in in-class discussions and activities. Within class, students are
expected to engage actively in class discussion during every class meeting for which
they are present. During times of contentious discussions, students will be expected to
conduct themselves with civility and kindness. Differences of opinion and perspective
will be fully tolerated.
Students may, at their discretion, employ the use of electronic devices within the
classroom provided that (a) such devices are relevant to the work at hand and (b) not
disruptive to other students. Alerts and notifications on devices should be silenced
during class. Students may also, at any time, excuse themselves from the classroom for
personal reasons.
2.4 Policy on Late & Incomplete Assignments
An assignment is considered late if it is submitted any later than 5:00 p.m. EST on
the day it is due. The grade for late assignments will be reduced 10% per day, including
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weekends. That is, if an assignment is turned in any later than the start of class, the
grade will be reduced by 10% if turned in within the next 24 hours, 20% if turned in
within 48 hours, etc. There will be no exceptions made to the 10%-per-day late
assignment rule, except under extreme circumstances. Decisions on whether to grant a
temporary extension will be up to the instructor.
A grade of “Incomplete” is given under rare and unique circumstances that warrant
it (e.g. family crisis, serious illness). It is the student’s responsibility to request and
explain the reasons for an Incomplete. The instructor has no responsibility to give an
Incomplete without such a request.
2.5 Policy on Accommodations for Students with Disabilities
The UNC SSW and the instructor welcome the participation of students who have
disabilities that may affect their performance in the course. Such students must
complete two necessary tasks as early as possible in the semester in order to receive
disability-based accommodations. First, students must obtain a formal letter from
UNC’s Accessibility Resources and Service (962–8300; accessibility@unc.edu). Second,
students should discuss their need for specific accommodations with the instructor.
2.6 Policy on Academic Dishonesty
Academic dishonesty is (a) contrary to the ethics of the social work profession and
(b) is unfair to other students. Original written work is expected and required. Academic
dishonesty in any form will not be tolerated. Please refer to the APA Style Guide, the
UNC SSW Manual, and the SSW Writing Guide for information on attribution of quotes,
plagiarism and appropriate use of assistance in preparing assignments.
All submitted work must contain a signed and dated pledge conforming with the
UNC Honor Code stating that, "I have neither given nor received unauthorized aid in
preparing this written work.” 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 as required. Proven
violation of the Honor Code will result in an automatic “F” grade.
3. C O U R S E A S S I G N M E N T S
3.2 Overview of Assignments
The course assignments focus on developing policy practice and advocacy skills for
practical application in future career contexts. Students will utilize their understanding
of social values and constructions, political systems, theoretical frameworks, and
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professional experience to (a) select ONE policy of interest and (b) create a series of
advocacy products related to the policy. The policy that each student chooses should
be of personal and professional interest to them, and, if possible, relate to their current
studies and work efforts. If possible, students are encouraged to work directly with
identified agencies, organizations, advocacy coalitions, political campaigns, and other
groups. Assignments will be roughly designed to follow a stepwise approach similar to
the 10-step advocacy framework outlined by Libby (2011). As such, assignments will
build upon each other in a sequential manner.
There will be 10 individual components comprising students’ final course grade. The
name and weight of each component is as follows:
1. Class Participation
2. Personal Statement
3. Resource List
4. Issue Summary
5. Research Report
6. Fact Sheet
7. Social Media Campaign
8. Advocacy Plan
9. Presentation
10. Comprehensive Portfolio
10%
5%
5%
10%
10%
5%
5%
10%
10%
30%
3.2 Class Participation
Students are required to participate in class discussions and activities over the
course of the semester. Class participation will be measured by quality not quantity. The
instructor will grade students’ participation using a 4-point scale: 0 = “None,” 1 =
“limited,” 2 = “adequate, ” 3 = “exemplary.” Students displaying “limited”
participation will speak infrequently or not at all, and will not express meaningful or
relevant ideas. Students displaying “adequate” participation will speak frequently, but
will express ideas that are of only marginal relevance or meaning. Students displaying
“exemplary” participation will both speak frequently and, in doing so, display ideas of
heightened relevance and meaning.
3.3 Assignment #1: Personal Statement
Students will compose a thorough yet concise statement of their personal values,
beliefs, and ideals as they relate to the course’s goals (see Appendix A). The
assignment must contain the following information: (a) their personal beliefs as they
relate to policy advocacy; (b) how their personal and/or professional history informs
their personal beliefs; and (c), their core policy issues of interest. The formant for this
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personal statement is open to creativity and interpretation, but must be organized in
some discernable fashion. The statement is, ultimately, designed to raise awareness
among students regarding the origins and nature of their personal beliefs, and to
provide a professional statement for potential use in their career endeavors.
Deadline:
Expected length:
Expected time:
January 26, 5:00 p.m.
2–3 double-spaced pages
3–5 hours
3.4 Assignment #2: Resource List
Students will craft a thorough list of internet-based resources related to their policy
of interest (see Appendix B). Resources may be in the format of printed articles, videos,
audio clips, lists, or other forms. There is no set number of resources that students must
compile, but the list is expected to be thorough and encompassing of many facets of
the issue. Also, the list must be organized into a readable and user-friendly format.
Deadline:
Expected length:
Expected time:
February 2, 5:00 p.m.
1–2 single-spaced pages
2–4 hours
3.5 Assignment #3: Issue Summary
Students will compose a thorough statement summarizing their policy of interest
(see Appendix C). This summary will be comprised of four distinct yet interrelated parts.
First, students will explicate the nature of the policy issue as it presently stands.
Information in this section could potentially include definitions, distinctions,
classification, typologies, and more. Second, students will expand on the context factors
that have influenced the development of both the actual policy and opinion/though on
the policy. Information in this section could potentially include historical movements,
key figures, theoretical forces, political forces, and others. Third, students will discuss in
detail the impact the policy has on key populations. Information in this section could
potentially include that related policy’s pervasiveness, influence, prevalence, differential
impacts, and more. Fourth, students will review future directions related to the policy.
Information in this section could include research gaps, lingering issues, upcoming
events, the posing of salient questions, and more.
Deadline:
Expected length:
Expected time:
SOWO 834: Wretman 2016
February 16, 5:00 p.m.
2–3 double-spaced pages
3–5 hours
6
3.6 Assignment #4: Research Report (Midterm)
Students will compose a thorough and detailed report summarizing the empirical
research related to their policy (see Appendix D). If at all possible, research should be
entirely drawn from that published in peer-reviewed academic journals. Emphasis
should be placed on research that is (a) experimental or quasi-experimental in nature,
(b) has been published within the last 10 years, and (c), based on a social justice
perspective. When necessary, students may elect to incorporate other research that
does not fit the above criteria, but should do so sparingly. Research related to the
policy must be organized into a cohesive, concise, and well-written statement. Reported
research findings should detail (a) how the policy has impacted both aggregate and
specific populations, (b) how varying implementations of the policy may have impacted
populations differentially, and (c), how the specific policy fits within the broader
problem area within which it is located. The research report should conclude with a
brief discussion of what, in the students’ opinion, are the key lingering gaps yet to be
addressed by research in related to the policy. Students should also make
recommendations for future research endeavors related to the policy.
Deadline:
Expected length:
Expected time:
March 8, 5:00 p.m.
4–5 double-spaced pages
10–15 hours
3.7 Assignment #5: Fact Sheet
Students will craft a brief, reader-friendly fact sheet related to their policy (see
Appendix E). Content should largely be drawn from previously completed assignments.
Information could include key talking points such as definitions, prevalence data,
background contexts, research points, and more. This fact sheet should be design for
public consumption by both key stakeholders invested in the policy and the general
public. The fact sheet should not be overly research-focused or technical. Students
should organize the content in the fact sheet in a reader-friendly manner and may, if
they choose, make use of graphs, charts, figures, and other visual aids.
Deadline:
Expected length:
Expected time:
March 29, 5:00 p.m.
1–2 single-spaced pages
2–4 hours
3.8 Assignment #6: Social Media Campaign
Students will craft a concise plan for launching a social media campaign related to
their policy (see Appendix F). The plan will comprise detailed information regarding (a)
avenues (e.g., Twitter, Facebook), (b) content (e.g., tweets, links, post topics), and (c),
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methods. Students should outline with specific steps and dates how the campaign will
be enacted. Also, students should detail concrete goals for the campaign and an
intended audience.
Deadline:
Expected length:
Expected time:
April 5, 5:00 p.m.
1–2 single-spaced pages
2–4 hours
3.9 Assignment #7: Advocacy Plan
Students will compose a thorough yet concise advocacy plan related to their policy
(see Appendix G). Based on their previous assignments, as well as their personal beliefs
and professional experience, students will take formulate an evidence-based stance on
their policy that is purposefully designed to enact changes. The overarching goal of the
advocacy plan will be to outline a specific agenda for enacting these desired changes.
The plan should follow, as much as possible, the 10 advocacy steps outlined in the
course lectures. Any alterations of the steps must be done so with careful consideration
and reasoning. The advocacy plan should include detailed content related to dates,
personnel, goals, avenues, and more.
Deadline:
Expected length:
Expected time:
April 12, 5:00 p.m.
2–4 double-spaced pages
4–6 hours
3.10 Assignment #8: Class Presentation
Students will craft a short presentation to be delivered before the instructors and
their classmates regarding their policy (see Appendix H). The presentation should seek
to both analyze the policy and affect change regarding the policy. Thus, the
presentation will necessarily draw heavily from previous assignments to (a) review the
nature, context, and impact of the policy, (b) review relevant research related to the
policy, and (c) outline a comprehensive plan for enacting policy change. As the
presentation will be short, students must be careful to balance parsimony with detail.
Students are expected to deliver the presentation in a formal and professional manner
as if the audience were a group of involved stakeholders such as colleagues, funders, or
lawmakers. Students must use prepared slides during the presentation and may also,
should they choose, elect to use other supplementary materials such as videos, visual
images, handouts, etc.
Deadline:
Expected length:
SOWO 834: Wretman 2016
April 19/April 26, 9:00 a.m.
5–15 slides
8
Expected time:
4–5 hours
3.11 Assignment #9: Comprehensive Portfolio (Final)
Students’ final assignment will comprise a comprehensive portfolio including all their
previously completed assignments (see Appendix I). As students will received pointed
instructor feedback on their previous work, they are highly encouraged to revise and
strengthen previous assignments for inclusion in the portfolio. In addition to the already
completed assignments, students should craft an additional preface that (a) introduces
the nature and goals of the portfolio and (b) outlines in brief the contents of the
portfolio. The portfolio will also likely require Table of Contents and References
sections. Students may also choose to include appendices and/or supplementary
material as they see fit. As they intended audience for the portfolio will be potential
employers, colleagues, and other stakeholders, the portfolio should be organized and
formatted in a manner that is (a) reader-friendly, (b) non-technical, and (c) visually
appealing.
Deadline:
Expected length:
Expected time:
April 26, 5:00 p.m.
Above + Preface
Above + 4–6 hours
4. C O U R S E S C H E D U L E
#1: January 12
• Topics:
#2: January 19
• Topic:
• Readings:
#3: January 26
• Assignment:
• Topic:
• Readings:
Introductions; Course Overview
Social Values & Constructions
1. Schneider & Ingram, 1993
2. Pierce et al. 2014
3. Jost et al. 2009
Personal Statement
Political Ideologies & Systems
1. Pew Research Center: Political Ideology Quiz
www.people-press.org/quiz/political-typology/
SOWO 834: Wretman 2016
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2. Pew Research Center: Beyond Red vs. Blue: The Political
Typology
www.people-press.org/2014/06/26/the-political-typology-beyondred-vs-blue/
3. Jonathan Haidt: 2013 Boyarsky Lecture
www.youtube.com/watch?v=b86dzTFJbkc#t=1078
#4: February 2
• Assignment:
• Topic:
• Readings:
Resource List
The State & Social Welfare
1. Mettler & Soss 2004
#5: February 9
• Topic:
• Readings:
Policy Sectors & Problems
1. Howlett 2014
#6: February 16
• Assignment:
Issue Summary
• Topic:
Policy Analysis Frameworks
• Readings:
1. Shanahan et al. 2011
#7: February 23
• Topic:
Overview of Advocacy
• Readings:
1. Stone 1989
#8: March 1
• Topic:
• Readings:
Making Laws
1. Moore & Johnston, 2002
#9: March 8
• Assignment:
• Topic:
• Readings:
Research Report (Midterm)
The Advocacy Process: Steps #1–3
1. Two readings of the student’s choice relevant to their policy.
#10: March 22
• Topic:
• Readings:
The Advocacy Process: Steps #4–6
1. Two readings of the student’s choice relevant to their policy.
#11: March 29
SOWO 834: Wretman 2016
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• Assignment:
• Topic:
• Readings:
Fact Sheet
The Advocacy Process: Steps #7–10
1. Two readings of the student’s choice relevant to their policy.
#12: April 5
• Assignment:
• Topic:
• Readings:
Social Media Campaign
The Advocacy Process: Example
1. Two readings of the student’s choice relevant to their policy.
#13: April 12
• Assignment:
• Topic:
• Readings:
Advocacy Plan
Nuts and Bolts Day
1. Two readings of the student’s choice relevant to their policy.
#14: April 19
• Assignment:
• Topic:
Presentation
Presentation Day #1
#15: April 26
• Assignment:
• Topic:
Presentation; Comprehensive Portfolio (Final)
Presentation Day #2
5. S U P P L E M E N T A R Y R E S O U R C E S
Austin, M. J. (Ed.). (2014). Social justice and social work. Los Angeles, CA: Sage.
DiNitto, D. M. (2011). Social welfare: Politics and public policy (7th ed.). Needham
Heights, MA: Allyn and Bacon-Pearson.
Fisher, R., Ury, W. & Patton, B. (2012). Getting to yes: Negotiating an agreement without
giving in. New York, NY: Random House.
Gough, I., Wood, G. and colleagues. (2004). Insecurity and welfare regimes in Asia,
Africa and Latin America: Social policy in development contexts. Cambridge,
MA: Cambridge University Press.
Haynes, K. S. & Mickelson, J. S. (2006). Affecting change: Social workers in the political
arena (6th ed.). Boston, MA: Allyn & Bacon.
Hoeffer, R. (2011). Advocacy practice for social justice (2nd ed.). Boston, MA: Lyceum
Books.
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Ife, J. (2008). Human rights and social work: Towards a rights-based approach (Rev. ed.).
Cambridge, MA: Cambridge University Press.
Iglehart, A. P. & Becerra, R. M. (2011). Social services and the ethnic community (2nd
ed.). Long Grove, IL: Waveland Press.
Jansson, B. S. (2011). Becoming an effective policy advocate: From policy practice to
social justice (6th ed.). Belmont CA: Brooks/Cole—Cengage.
Jannson, B. S. (2015). Social welfare policy and advocacy: Advancing social justice
through 8 policy sectors. Thousand Oaks, CA: Sage.
Jenson, J. M., & Fraser, M. W. (2011). Social policy for children and families: A risk and
resilience perspective (2nd ed.). Thousand Oaks, CA: Sage.
Jimenez, J. (2010). Social policy and social change: Toward the creation of social and
economic justice. Thousand Oaks, CA: Sage.
Mapp, S. C. (2008). Human rights and social justice in a global perspective. New York,
NY: Oxford University Press.
Midgley, J. M. & Livermore, M. (2009). The handbook of social policy (2nd ed.)
Thousand Oaks, CA: Sage.
O’Connor, M. K. & Netting, F. E. (2011). Analyzing social policy: Multiple perspectives
for critically understanding and evaluating policy. Hoboken, N.J.: Wiley.
Prigoff, A. (2000). Economics for social workers. Belmont, CA: Wadsworth/Thompson.
Reichert, F. (2003). Social work and human rights. New York, NY: Columbia University
Press.
Schneider, R. L. & Lester, L. (2001). Social work advocacy: A new framework for action.
Belmont, CA: Brooks/Cole-Thompson Learning.
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