THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
SOWO 875
COURSE TITLE:
SEMESTER AND YEAR:
Community: Theory & Practice
FALL SEMESTER 2013
CREDITS:
INSTRUCTOR:
3 credit hours
MARIE WEIL
School of Social Work
Office: Tate-Turner-Kuralt Building 422
Phone: 919-962-6455
Email: moweil@email.unc.edu
OFFICE HOURS:
Monday 12 noon -1:30 pm and 5:00-6:00 pm
Tuesday 11:45 – 1:45 pm
Other times by appointment
COURSE DESCRIPTION: Engages students in examining theory, methods, and strategies for
community practice within complex political and economic environments, emphasizing values and
intervention methods.
COURSE OBJECTIVES:
Upon completion of the course students will be able to demonstrate:
1. Knowledge of and ability to demonstrate facilitation and leadership skills in community
development, organizing, and planning settings;
2. Ability to analyze group dynamics in a task group setting;
3. Ability to discuss and apply knowledge about cultural competence in analysis of
organizations and practice situations in multicultural communities. Ability to apply a
framework for learning about specific community cultures;
4. Ability to analyze emerging issues in political/economic environments that affect
opportunities and access for low-wealth populations and community practice settings;
5. Knowledge of and ability to analyze and apply community and practice theories in course
discussions and assignments; Ability to theorize and compare utility of theories in diverse
practice situations in class presentations and papers;
6. Knowledge of and ability to employ conceptual frameworks and practice approaches used in
the class in analyzing community strategies and decision-making processes;
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7. Ability to articulate, critique and apply social work values, ethics, and professional
principles for community practice; Use of values and ethics for decision-making in settings
where different values and interests are in competition and where there are significant power
differentials;
8. Ability to explain and appreciate the competing demands that multiple stakeholders place on
community-based organizations, and the multiple expectations and demands placed on
community practitioners;
9. Ability to integrate theory, knowledge, research findings, and skills to demonstrate
advanced practice competencies such as: building a diverse and culturally competent
community organization; coordinating the work of diverse groups in communities; and
building a shared culture in an organization or community group that appreciates the
strengths of oppressed populations;
10. Knowledge of current trends, issues, and studies that shape and influence organizing,
planning, and development processes in community-based organizations and communities
in relation to students’ special interest projects; and
11. Ability to demonstrate and teach selected knowledge, skills and competencies for
community practice in class presentations.
EXPANDED DESCRIPTION:
This course builds on learning from the MSW foundation year, particularly from SOWO 570 “Social
Work Practice with Organizations and Communities” and provides grounding for advanced electives
offered by the Community, Management and Policy Practice Concentration. The Concentration is
designed to prepare graduates for leadership in community, management and policy practice and
provides requisite courses for the Certificate in International Development and the Certificate in
Nonprofit Management. In addition to full-time CMPP students, Concentration Courses are also
taken by students completing advanced degrees in Public Health, Public Administration, City and
Regional Planning, and Education.
This course focuses on theory and knowledge and on strategies needed for effective practice in
community organizing, development, and planning. It emphasizes application of theory to practice
settings and developing skills and competencies for community work in diverse settings. The
content progresses through a range of major skill areas providing theory, case examples and
experiential learning activities that relate to developing, facilitating, and exercising leadership in
communities and in inter-organizational collaboratives.
REQUIRED TEXTS/READINGS:
Weil, M., Reisch, M., & Ohmer, M. (Eds.) (2013). The Handbook of Community Practice,
Second Edition. Thousand Oaks, CA: Sage.
Gamble D. & Weil, M. (2010). Community practice skills: Local to global perspectives. New
York: Columbia University Press.
Weil, M., Gamble, D.N., & MacGuire, E. Community practice skills workbook: Local to global
perspectives. New York: Columbia University Press.
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Selected Readings from:
Bens, I. (2005). Advanced facilitation strategies: Tools & techniques to master difficult
situations. San Francisco: Jossey Bass.
Iglehart, A.P. & Becerra, R.M. (2010). Social services and the ethnic community: History and
Analysis, Second Edition. Long Grove, IL: Waveland Press.
Weil, M. (2005). The handbook of community practice. Thousand
Oaks, CA: Sage. (First Edition available on-line through Davis Library.)
Sakai Site: Other readings that are required are available on the course’s Sakai Site in folders for
each class session, or on Web sites discussed in class.
REQUIRED USE OF RELEVANT JOURNALS:
You are also expected to use relevant, selected material from at least three of the following journals
in each major assignment for the course. Volumes of these journals are held in Davis Library and are
available on-line. These journals are major resources in social work for community and macro
practice. You are encouraged to utilize other relevant journals that are held in the Serials Collection
and available on-line.
Journals required for use in preparation of Papers and Presentations for SOWO 875:
The Journal of Community Practice: Organizing, Planning, Development & Change
Nonprofit and Voluntary Sector Quarterly
Social Development Issues
The Social Service Review
Administration in Social Work
The Journal of Progressive Social Work
The Journal of Sociology and Social Welfare
Research in Social Work
Depending on your interests you may also want to utilize: International Development
RECOMMENDED READINGS: MAJOR RESOURCES FOR COMMUNITY PRACTICE:
Addams, J. (1960). Twenty years at Hull-House. New York: Macmillan (originally published in 1911.)
Alter, C. (2008). Interorganizational practice interventions. In T. Mizrahi & L.E. Davis (Eds.).
Encyclopedia of social work, 20th edition, 528-533, Washington D.C. and New York: NASW
and Oxford University Press.
Austin, M.J. (2008). Strategies for transforming human service organizations into learning
organizations: Evidence-based practice and the transfer of learning. Journal of Evidence-Based
Social Work 5(3-4).
Austin, M.J., Brody, R. & Packard, T. (2009). Managing the challenges in human service organizations.
Thousand Oaks: CA: Sage.
Bailey, D. & Koney, K.M. (2000). Strategic alliance among health and human service organizations:
From affiliations to consolidations. Thousand Oaks, CA: Sage.
Brueggemann, W. (2014). The practice of macro social work, fourth edition. Belmont CA:
Thomson—Brooks/Cole.
Chambers, R. (1995). Rural development: Putting the last first, 2nd edition. New York: Prentice-Hall.
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Chambers, R. (2002). Participatory workshops: A sourcebook of 21 sets of ideas and activities.
London: Routledge.
Chambers, R. (2008). Revolutions in development inquiry. London: Earthscan.
Chambers, R. & Conway, G. (1992). Sustainable rural livelihoods: Practical concepts for the 21st
century. (Institute for Development Studies, Discussion Paper 296). Sussex, UK: Institute of
Development Studies.
Chaskin, R. J., Brown, P., Vanketash, S. & Vidal, A. (2001). Building community capacity. New
York: Aldine De Gruyter,
Coulton, C. (2005). The place of community in social work practice research: conceptual and
methodological development. Social work research 29(2), 73-86.
Delgado, M. Community social work practice in an urban context: The potential of a capacity
enhancement perspective. New York: Oxford University Press.
Dominelli, L. (2002). Anti-oppressive social work theory and practice. London: PalgraveMacMillan.
Dominelli, L. (2002). Feminist social work theory and practice. London: Palgrave-MacMillan.
Dominelli, L. 2008 Anti-racist social work, 3rd edition. London: Palgrave-MacMillan.
Eade, D. (1997). Capacity-Building: An approach to people-centered development. UK: Oxfam.
Ephross, P.H. & Vassil, T.V. (2005). Groups That Work: Structure and Process. New York:
Columbia University Press.
Finn, J.L. & Jacobson, M. (2008). Just practice: a social justice approach to social work, 2nd
edition. Peosta, IO: Eddie Bowers
Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum.
Freire, Paulo. (2001), Pedagogy of Freedom: Ethics, Democracy and Civic Courage. Rowan &
Littlefield.
Friedmann, J. (1992). Empowerment: the politics of alternative development. New York: Blackwell.
Gutierrez, L.M. & Lewis, E.A. (1999). Empowering women of color. New York: Columbia
University Press.
Gutierrez, L.M., Zuniga, M., & Lum, D. (2004). Education for multicultural social work practice:
Critical viewpoints and future directions. Alexandria, VA: CSWE.
Hardcastle, D. A. & Powers, P.R. (with Wenocur, S.). (2011). Community practice: theories and
skills for social workers, 2nd edition. New York: Oxford University Press.
Ife, J. (2010). Human rights from below. Achieving rights through human development. Melbourne
Australia: Cambridge University Press.
Israel, B.A., Eng, E., Schulz, A.J., & Parker, E.A. (2012). Methods for community-based participatory
research for health. San Francisco: Jossey-Bass.
Mattessich, P., Murray-Close, M. & Monsey, B. (2001). Collaboration: What makes it work? 2nd
edition. New York: Turner books.
Midgley, J. & Livermore, M.M., (2008) The handbook of social policy, 2nd edition. Thousand Oaks,
CA: Sage.
Midgley, J. & Conley, A. (2010). Social work and social development: theories and skills for
developmental social work. New York: Oxford University Press.
Minkler, M. (Ed.) (2012). Community organizing and community-building for health and welfare, third
edition. New Brunswick, NJ: Rutgers University Press.
Minkler, M, & Wallerstein, N, (Eds.) (2008). Community-based participatory research for health,
second edition. San Francisco: Jossey-Bass.
Mullaly, B. (2007). The new structural social work. Ontario, Canada: Oxford University Press.
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Mullaly, R.P. (2010). Challenging oppression and confronting privilege, 2nd edition. New York:
Oxford University Press.
Murphy, P.W. & Cunningham, J.V. (2003). Organizing for community controlled development:
Renewing civil society. Thousand Oaks, CA: Sage.
Nussbaum, M. (2011). Creating capabilities: The Human development approach. Cambridge, MA:
Belknap Press of Harvard University Press.
Netting, F.E., O’Connor, M.K, & Fauri D. (2008). Comparative approaches to program planning.
Hoboken, NJ: Wiley.
O’Connor, M.K. & Netting, F.E. (2009). Organization practice: a guide to understanding human
service organizations, 2nd edition. Hoboken, NJ: John Wiley.
Ohmer, M. L. & DeMasi, K. (2008). Consensus organizing: A community development workbook.
Thousand Oaks, CA: Sage.
Pyles, L. (2009). Progressive community organizing: A critical approach for a globalizing world.
New York: Routledge
Rothman, J. Erlich, J.L., & Tropman, J.E. (2008). Strategies for community intervention, 7th edition.
Peosta, IA: Eddie Bowers.
Rubin, H.J. & Rubin, I.S. (2007). Community organizing and development, 4th edition. Boston:
Allyn & Bacon.
Sen, Amartya. (1999). Development as Freedom. New York: Anchor.
Sen, Amartya. (2009). The Idea of Justice. Cambridge: Harvard University Press.
Staples, L. (2004). Roots to power: a manual for grassroots organizing, 2nd edition. Westport
CN: Prager.
Toseland, R.W. & Rivas, R. (2008). An introduction to group work practice, sixth edition. Upper
Saddle River, NJ: Pearson-Allyn & Bacon.
EXPECTATIONS FOR WRITTEN ASSIGNMENTS:
All written assignments are expected to show evidence of critical and creative thinking as well as
thoughtful consideration of the literature, research, and where relevant your practice and volunteer
experience and other resources (for example interviews). As noted, all assignments should contain
references to course literature, specialized literature and to relevant journals.
Students are expected to use standard English. Assignments will be graded on content, quality of
analysis, and creativity; credit will be lowered for poor grammar, syntax, or spelling. Those who
have experienced problems in writing are strongly encouraged to use online resources of the campus
Writing Center (http://www.unc.edu/depts/wcweb/) and/or seek assistance from Diane Wyant or
Susan White in the School of Social Work who can provide excellent writing support.
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. All written assignments for this course should be submitted in APA style. Exceptions
to this requirement are that students are expected to format and present their written work based on
1) assignment instructions and 2) double spacing for all assignments. Students may choose formats
for presenting bulleted and numbered lists, tables, charts and other in-text exhibits that result in a
professional and attractive presentation style as expected by human service organizations.
Information concerning APA style and writing resources are listed below:
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American Psychological Association. (2009). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: American Psychological
Association.
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http://www.apastyle.org/elecref.html (APA Style for material in electronic formats)
http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about
documentation using APA style)
http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of Style which was
originally published in 1918)
http://www.fas.harvard.edu/~wricntr/resources.html (The Writing Center, links to on-line
reference material and many other useful sites for authors)
http://www.unc.edu/depts/wcweb/ (The UNC writing center—on-line and tutorial help at Phillips
Annex 962-7710)
GRADING SYSTEM:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass (L),
and Fail (F). The numerical values of these grades are:
H: 94-100
P: 80-93
L: 70-79
F: 69 and lower
A grade of P is considered entirely satisfactory graduate work. The grade of Honors (“H”) — which
only a limited number of students attain -- signifies that the work is clearly excellent in all respects.
GRADING GUIDES:
Grading guides for major assignments can be found on the course Sakai site. These guides identify
grading criteria for each assignment, including the relative weight of each criterion. Therefore,
students are advised to follow the guides, as they constitute the Instructor’s expectations and
evaluation methodology for assignments.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
A paper is considered late if it is handed in any later than the start of class on the day it is due.
Papers not submitted on time will have points deducted for lateness. In the event of an emergency,
contact the instructor to work out a plan for delivery of the assignment.
A grade of Incomplete is given only in exceptional and rare 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 a grade of Incomplete without such a
request.
POLICY ON ACADEMIC DISHONESTY:
It is the responsibility of every student to obey and to support the enforcement of the Honor Code,
which prohibits lying, cheating, or stealing in actions involving the academic processes of this class.
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Students will properly attribute sources used in preparing written work and will sign a pledge on all
graded coursework certifying that no unauthorized assistance has been received or given in the
completion of the work. All written assignments should contain a signed pledge from you
stating:
“I have not given or received unauthorized aid in preparing this written work.
This work was created for this course and has not been submitted previously or
concurrently for another course.”
If you are interested in developing a larger project of special interest that relates to more than one
course, you must discuss it initially with both instructors and provide information about what aspects
of the written assignment are designed for each course and any aspects that are common to both.
Credit will not be awarded for unpledged work. Please refer to the APA Style Guide, The SSW
Manual, and the SSW Writing Guide for information on attribution of quotes, plagiarism and
appropriate use of assistance in preparing assignments. 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.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities that affect their participation in the course and who wish to have special
accommodations should contact the University’s Disabilities Services Office
(http://disabilityservices.unc.edu) and provide documentation of their disability. Disabilities
Services will notify the instructor that the student has a documented disability and may require
accommodations. Students should discuss the specific accommodations they require (e.g. changes in
instructional format, examination format) directly with the instructor on or before the first day of
class.
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
Use of all electronic devices is prohibited without permission of the instructor. Please set your cell
phones to vibrate. Use of laptops is permitted as a tool for small group activities and in-class
assignments or as an approved accommodation for students with disabilities (see above).
OTHER POLICIES/GENERAL INFORMATION:
For all class papers, including reflection papers, submit two copies to the instructor (one hard copy
and one e-mail submission). If you are away and need to initially submit a paper via e-mail, provide
the instructor with a hard copy as soon as possible.
COURSE ASSIGNMENTS:
Students will be evaluated based on the following assignments:
Class Attendance and Participation (including “kick offs” and reports)
Assignment 1. Brief Group Dynamics Paper from Group Observation
Assignment 2. Models Comparison Poster Presentation and brief Paper
Assignment 3. Final Project (select one of two options)
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10%
20%
30%
40%
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In-Class and Homework Assignments:
10%
Brief homework assignments and in-class exercises are frequently used in the class to provide
opportunities for specialized work and application of group process, facilitation and other skills.
These brief assignments along with your contribution to the class will be counted as part of your
course grade for Participation.
MAJOR ASSIGNMENTS:
I. Group Dynamics Analysis:
20%
Develop a brief paper assessing group dynamics, process, and goal attainment in a task group that
you have observed—applying theory and observational techniques.
This should be written as a formal paper drawing from group dynamics theory assigned in class and
other relevant information and following expected APA style. (3-5 pages plus references and
exhibits).
II. Mid Term—Community Practice Models: Poster Session, Paper, Handout & Reflection:
The first major assignment involves selection of a community practice model of interest to you.
and preparation of a poster and oral presentation, a class handout, and a brief analytic paper to be
submitted on the day of your presentation. A brief reflection paper that provides your assessment of the
presentation is due at the next class meeting and completes this assignment.
30%
You may choose one of the Weil/Gamble models, or one of the Rothman combined models (diagram to
be provided) or another model about which you are knowledgeable. Select two examples of the model
you have chosen for your poster presentation and discussion paper. You may choose two examples from
the US; if you are more interested in transnational issues select one domestic and one international
example of your selected model. If you are more interested in global work, you may compare two
international examples. If your home country is not the U.S.A., you may use an example from the U.S.
as your international example. Should you want to focus on comparison of two different models, speak
with the instructor to plan an alternative presentation format.
One example may be taken from your own previous experience if applicable; the other, or both,
examples may be drawn from current literature, from web-based research, or from interviews with a
current practitioner and your own observation. When you have decided on the specific examples you
will use, please e-mail that information to the instructor. All students will be expected to provide
information that indicates the examples chosen and their locations as well as a statement about your
particular interest in the chosen model.
A. Poster and Presentation: Design your poster so that it explains the model, offers comparison and
contrast of the two examples and illustrates major aspects of the work. Previous Poster examples
will be reviewed and discussed in class. You will discuss your poster in class in a format similar
to a poster session at a professional conference—with the dual goal to present accurate and
engaging information about the practice model and help others understand the methods of work.
Poster content and design as well as your presentation will be considered in evaluating the
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assignment. The posters will also be displayed in an exhibit on the 5th floor of the School to
educate other students about community practice.
15-20 minutes
B. Brief Mid-Term Paper:
The paper should:
a. present the central issues and concepts related to the model and provide,
b. a comparative analysis of the selected examples, their purpose and major goals, and how they
are similar and distinct;
c. It should also differentially describe the major roles that practitioners should adopt in the two
examples as well as skills, and—
d. note ideas about how skills or roles might be modified in relation to the specific context of
the examples and the culture and interests of community or organization members; and
e. what positive outcomes for members of communities or organizations are expected from
community practice employing this model.
5-8 pages
C. A Brief Handout prepared for distribution to class members at the time of your presentation. The
handout should present the essential components of the selected model and the ways in which the
two examples illustrate the model—including similarities and differences. You may use small
scale power-point format for the handout or another format.
The handout should be used as a training tool and handed out to class
members on the day of your presentation.
1-2 pages
D. Your Reflection Paper assessing your experience in presenting the poster session completes
this assignment The paper should provide reflective comments on your experience of presenting
the poster session—noting positive aspects and aspects that you might “tweak” in later
presentations—re style or presentation of content.
Turn in your Reflection Paper at the beginning of the next class.
1-2 pages
III. Final Project—Major Paper:
40%
Select either Option A.—which focuses on teaching a practice skill, or
Option B.—an academic analysis paper
Option A. Components:
Skills Training Exercise; Final Major Paper (10-13 pages), and Training Handout
Students will select a particular skill or set of skills and facilitate a group exercise and
presentation to illustrate and teach the skill(s) to class members. Areas may include skills related
to any of the roles and skills covered in the CPS or HCP2 text, for example: grassroots group
development, community-based planning, community development, program design,
community strengths/needs assessments; conflict resolution, group or inter-group facilitation,
interagency collaboration, coalition building or political advocacy, or other skill areas. The skills
presentation, training handouts, and a major paper will complete the assignment.
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Skills Training Exercise: In the presentation you should:
(a) Introduce the exercise;
(b) Set the stage and explain ground rules (if applicable);
(c) Implement and facilitate the exercise;
(d) De-brief; and
(e) Highlight Learning Points (Handout) and conclude.
Final Paper: The Paper should include the following components:
(a) Introduction, description, and analysis of the skill area—its use and value;
(b) Discussion of related theory and research;
(c) Discussion and analysis of the contexts, practice settings and practice models
in which the skill or skill set is of major importance;
(d) Discussion of training format or approach and rationale regarding appropriate
methods for learning this skill; and
(f) Recommendations for how to train for this skill area using adult learning principles.
Reflection Paper: A reflective summary appraisal of the experience of providing the skills training to
the class should be turned in at the next class. Indicate aspects that were satisfying and thoughts
about any aspects that you would want to ‘tweak’ in subsequent training.
These Presentations will be built into the regular class schedule of the semester.
The Skills Presentation, the Paper and the Handout will be counted in the Final Assignment grade.
Efforts will be made to schedule these presentations to accompany relevant class readings.
Option B. Components:
Major Analytic Paper (15-18 pages), Class Presentation, and Class Handout
This final paper option will focus on a topic of particular interest to the student and will include
the following:
(a) An analysis of theory that guides practice in the chosen topic area;
(b) Research related to the particular topic illustrating its value in community practice or
presentation of research-grounded or evidence-based practice examples would be relevant. If there is
no sound research base for the topic, discuss why the approach is considered useful and describe
what kind of research is needed to evaluate the effectiveness of the approach(es) discussed;
(c) An analysis of the major practice roles required for effective practice in the topic area, and the
basic practice methods applied in the approach or model(s);
(d) An analysis of the skills needed for effective performance in required roles and practice method;
(e) An appraisal of why this topic area is of particular importance for current and emerging
community practice; and
(f) Discussion of how you plan to use the knowledge and skills discussed in your own career
(Paper: 15-18 pages maximum).
Examples of Possible Topics for Final Paper:
Topics related to social and economic development, community and social planning, sustainable
development, program development, interventions with refugees or immigrant groups,
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consultation for multicultural or inter-group community work; empowerment strategies; program
evaluation, or community assessments, community-based participatory research; grassroots program
development and management, collaboration, coalitions or other areas of community practice are
appropriate topics. Alternate foci might be a leadership development curriculum with an analysis of
the process and intended outcomes. This assignment is an academic analytic paper. (While it
presents analysis and discussion of skills; it does not require actual teaching of skills. Video clips or
other media presentations might be included with the presentation. These Presentations will be
scheduled during the last two to three class sessions.
COURSE EXPECTATIONS AND GRADING POLICY:
As an advanced graduate seminar, this course has high expectations for reading, analyzing, and
critiquing professional literature; engaging in class discussions and creative problem solving;
participating in experiential exercises, analyzing case examples and practice experiences; leading
assigned discussions and presenting your own work for collegial discussion. Students are expected
to turn in all assignments on time. Should you experience a major health or family problem when an
assignment is due contact the instructor immediately to develop a completion plan. Credit will be
deducted for late papers.
If it is necessary for you to miss class due to illness, family emergency or professional
responsibilities, call and email the instructor as soon as possible to make arrangements to complete
make-up assignments.
Class Attendance and Participation: It is expected that all students will be active, participating
members of the class—participating in discussion, exercises, and other activities and providing
leadership in specific activities. The work of community practice has high demands for professional
communication, group facilitation, and leadership; and participatory class activities are designed to
increase skill in these critical areas.
Students are expected to attend all classes. If an absence is unavoidable (illness, major family
responsibilities, major work-related responsibilities, or an emergency), advise the instructor (by
email and phone) as soon as you know that you will have to miss a class, and consult with the
instructor and at least one other class member about material covered and any classroom or
homework assignments that will need to be completed. In accord with university policy, three or
more absences from class can result in disengagement from the class.
Participation will be assessed on the basis of quality of participation offered in class discussions,
exercises, role plays and other learning activities.
CLASS SCHEDULE AND READING ASSIGNMENTS
Class 1
Introduction
August 26th
Objectives
 Review syllabus and class norms.
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
Understand the contexts of community practice.
Exercises: Selected from Community practice skills workbook, Chapter 1.
Readings for Class 1:
Gamble & Weil, (2010) Community practice skills: Local to global perspectives (CPS),
Chapter 1. Communities and Community Practice in Local to Global Contexts.
Weil, Gamble & MacGuire, (2010) Community practice skills workbook, Chapter 1.
NO CLASS SEPTEMBER 3RD—LABOR DAY HOLIDAY
Labor Day Reading:
Brueggemann, W.G. (2014). “Social Problems: The Challenge of Macro Social
Work,” Chapter 2 in The practice of macro social work, pp. 24-55. (Sakai)
Weil, (2013) The handbook of community practice, second edition (HCP2). Chapter 1.
Introduction: Contexts and Challenges for 21st Century Communities.
Determine your assignment selections and prepare a statement describing your major interests
and focus in the assignments. Be prepared to discuss your choices in class 2.
Class 2
Theoretical Models of Community Practice
Theories of Community & Theories for Community Practice
September 9th
Objectives
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Identify social problems and their solutions using a variety of theoretical models for
community practice.
Explore issues related to social justice, human rights, and personal and professional values
Examine major areas of Community Theory
Examine and analyze models of community practice
Establish a framework for understanding and applying different models of community
practice.
Exercises: CPS Workbook Chapters 2 & 4
Readings:
Gamble & Weil, (2010). Conceptual Frameworks and Models for Community Practice,
Chapter 2 in CPS.
Chaskin, Theories of Community, Chapter 5 in HCP2.
Gamble & Weil, (2010). Theories and Perspectives for Community Practice, Chapter 4,
CPS
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Class 3
Engaging Communities; Organizing Functional Communities; Approaches
for Increasing Participation and Promoting Diversity & Social Justice
September 16th
Objectives
 Explore concepts of popular education, participatory practice method and empowerment.
 Assess the strengths and weaknesses of community practice approaches in including diverse
populations, supporting human rights, addressing a variety of interests, and confronting
social injustice.
Guest Speakers: Mikki Sager, Monica McCann, and Sarah Guidi—Resourceful Communities
Activities/Exercises: CPS Workbook Chapter 6;
Chambers, R. (2002). Participatory workshops: A sourcebook of 21
sets of ideas and activities.
Readings
Reisch, M., Ife, J. & Weil, M. (2013). Social Justice, Human Rights, Values and
Community Practice, Chapter 3, HCP2.
Castelloe & Gamble, (2005). Participatory Methods in Community Practice, Chapter 13 in HCP.
(on-line Davis Library)
Iglehart & Becerra, (l995) Social Services & the Ethnic Community,
Chapter 7. Service Delivery to Diverse Communities: Agency-Focused Obstacles
and Pathways; pp. 205-239. (Sakai)
Gamble & Weil, (2010). Organizing Functional Communities, Chapter 6 in CPS.
Recommended:
Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum.—Select sections of this
volume or the newer Pedagogy of Hope (2001).
Class 4
Community Organization Practice: Neighborhood & Community
Organizing & Values for Community Practice Engaging Communities;
September 23rd
Objectives
 Review models of community practice and assess their appropriateness in a variety of
settings.
 Analyze values and ethics for community practice as they relate to models of practice
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Understand the essential issues involved in both conflict and consensus approaches to
community practice and decisions regarding using, educational, collaborative, consensus
building, and social advocacy strategies.
Exercises/Activities: CPS Workbook Chapters 3 &5, and Bens Chapter 3
Readings
Ohmer, M. & Brooks, F. (2013), The Practice of Community Organizing:
Comparing and Contrasting Conflict and Consensus Approaches, Chapter 11
in HCP2.
Bens, I. (2005). Conflict Management Strategies, Chapter 3 in AFS. (SAKAI)
Gamble & Weil, (2010). Evolution of Values, Concepts, and Community Practice
Approaches, Chapter 3 CPS.
Gamble & Weil, (2010). Neighborhood and Community Organizing, Chapter 5 in CPS.
Half Class Read Reisch Half Class Carlton-LaNey:
Reisch, M. (2005). Radical Community Organizing, Chapter 15 in HCP. (on line)
Carlton LaNey, I., Burwell, Y., and White, C. (forthcoming). Rural Community Practice:
Organizing, Planning, and Development, Chapter 21 in HCP2. (Sakai)
Class 5
Engaging Diverse Populations—Practice in Multicultural Communities and
Building Culturally Competent Services
September 30th
Objectives
 Understand principles for building culturally competent organizations.
 Understand principles of building culturally competent services.
 Present strategies for promoting multicultural communication and collaboration
Exercises: Bens—The Five Rules of Facilitation, pp. 41-43
Case Study Discussion: Small groups will provide case studies/exercises for facilitation
practice.
Readings:
St. Onge, P. (2013). Cultural Competency: Organizations and Diverse
Populations, Chapter 19 in HCP2.
Gutierrez, L, Lewis, E. Dessel, A. & Spencer, M. (2013). Principles, Skills,
and Practice Strategies for Promoting Multicultural Communication and
Collaboration, Chapter 20 in HCP2.
Castelloe, P., Watson, T., & White, C. (2002). Participatory change: An integrative
approach to community practice. Journal of Community Practice, 10(4), 731. (Sakai)
Iglehart, A. P. & Becerra, R. M. (2010). Social Services and the Ethnic Community:
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Chapter 8. Service Delivery to Diverse Populations: Interorganizational Pathways,
pp. 241-270. (Sakai)
Recommended Readings:
Hyde, (2005). Feminist Community Practice, Chapter 19 in HCP. (on line).
Cnaan, et al. (2005). Rise Up and Build the Cities: Faith-Based Community Organizing,
Chapter. 20 in HCP. (on line)
Sen, R. (2013). New Theory for New Constituencies: Contemporary Organizing
in Communities of Color, Chapter 12 in HCP2.
Class 6
Task Groups in Communities: Context, Theorizing and Problem Solving
October 7th
Objectives
 Review types of task groups and differential group dynamics and processes.
 Compare roles and responsibilities in leadership and facilitation in different types of task
groups.
 Explore theories of group work and their relevance to task groups.
 Apply problem-solving models to community task groups.
Group Facilitation Activity: Cardstorming
Discussion of Group Dynamics Observation and Current Work with Task Groups—practice
and facilitation or leadership issues
Readings
Toseland, R.W. & Rivas, R.F. (2011). An Introduction to Group Work
Practice Seventh Edition. Chapters 11 and 12 on Work with Task Groups.
New York: Allyn & Bacon. (Sakai)
Bens, (2005). The Complexities of Decision Making, Chapter 2 in AFS. (Sakai)
Staples, L. (2006). Social action groups, In C.D. Garvin, L.M. Gutierrez, & M.J.
Galinsky (Eds.), Handbook of social work with groups, pp. 369-385. New York:
Guilford Press.
Class 7
Facilitation & Leadership
October 14th
Objectives
 Review dimensions of group dynamics and distinctions between the roles of facilitator and
formal leader.
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Describe how the skills needed for successful performance of these two roles are similar and
different.
Understand power as it relates to forms of leadership and how power issues play out in
different models of community practice.
Guest Speaker: Joe Cole
Readings
Bens, (2005). Advanced Facilitation Strategies Overview, Chapter 1 in AFS, and
Chapter 5. Essential Processes for Facilitators. (Sakai)
Brueggemann, (2006). Leadership: The Hallmark of Macro Social Work,
Chapter 4. The practice of macro social work. (Sakai)
Toseland, R.W., Jones, L.V., & Gellis, Z.D. (2004). Chapter 1: Group dynamics. In C.D.
Garvin, L.M. Gutiérrez , & M.J. Galinsky (Eds.), Handbook of social work with
groups (pp.13-31). New York, NY: Guilford Press. (Sakai)
Selected Readings: from:
Garvin, C.D., Gutierrez, L.M., & Galinsky, M.J. (2004). Handbook of
Social Work with Groups. New York: Guilford Press. (Sakai):
SELECT ONE:
Schulz, A.J., Israel, B.A., & Lantz, P. (2004). Chapter 18: Assessing and strengthening
characteristics of effective groups in community-based participatory research
partnerships. In Garvin, Gutierrez, & Galinsky, pp. 309-325.
Finn, J.L., Jacobson, M., Campana, J.D. (2004). Chapter 19: Participatory research, popular
education, and popular theater. In Garvin, Gutierrez, & Galinsky, pp. 326-343.
Staples, L.H. (2004). Chapter 20: Social action groups. In Garvin, Gutierrez, & Galinsky, pp.
344-359.
Abramson, J.S. & Bronstein, L.R. (2004). Chapter 22: Group process dynamics and skills in
interdisciplinary teamwork. In Garvin, Gutierrez, & Galinsky, pp. 384-399.
Ephross, P.H., & Vassil, T.V. (2004). Chapter 23: Group work with working groups. In
Garvin, Gutierrez, & Galinsky, pp. 400-414.
Class 8
Community-Based Organizations, Collaboratives & Coalitions
October 21st
Objectives
 Explore the roles of social organizations in communities.
 Analyze interorganizational relationships.
 Understand the purposes and operations of different types of coalitions and collaborations.
 Examine administrative/management roles in community practice.
 How do human service organizations engage in community building?
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Guest Speaker:
Activity: Comparison of experiences and observations of positive and problematic
interorganizational communication. What components/traits are needed for successful
work in coalitions or collaborative projects?
CPS Workbook Chapter 10 and Bens, Chapter 4.Consulting Strategies for Facilitators.
Readings:
Samples M. & Austin, M., (2013). The Role of Human Service Nonprofits in
Community Building, Chapter 33, in HCP2.
Gamble & Weil, (2010). Building Effective Coalitions, Chapter 10 in CPS.
Mizrahi, T. Rosenthal, B., & Ivery, J. (2013). Coalitions, Collaborations and Partnerships:
Interorganizational Approaches to Social Change, Chapter 19 in HCP2.
Bens, (2005). Chapter 4. Consulting Strategies for Facilitators.
Buffum, W.E. (2005). Revisiting Community-based Administration, Program
Management and Monitoring, Chapter 31 in HCP (on-line)
Class 9
Inclusive Program Development & Community Liaison
October 28th
Objectives
 Analyze strategies to insure that program development is inclusive of stakeholders—
especially those who will be participants or members of groups to be served.
 Explore the role of nonprofit, public, and for-profit organizations in meeting community
needs and achieving change.
 Weigh the pros and cons of developing new programs and organizations vs. forming
alliances and coalitions with existing ones.
 Identify traits necessary for successful interorganizational working relationships.
Activity: Incorporation vs. Collaboration; CPS Workbook Chapter 8.
Presenter:
Readings
Gamble & Weil, (2010). Inclusive Program Development, Chapter 8 in CPS
Netting, E. & O’Connor, M.K. (2013). Program Planning and Implementation: Designing
Responses to Address Community Needs, Chapter 34 in HCP2.
Lauffer, A. (2013) Fundraising and Community Organizing: A Stakeholder Model, Chapter
35 in HCP2. (or 2005 version, on line)
Pennell, Noponen & Weil, (2005). Empowerment Research, Chapter 34 in HCP (on line)
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Recommended Reading:
Bailey & Koney (2000). Developing alliances, and consortia, networks and joint
ventures, in Strategic alliances among health and human service organizationsFrom affiliations to consolidations.
Class 10
Social Planning and Communities
November 4th
Objectives
 Compare and contrast social welfare planning, social agency planning, neighborhood
planning, and larger scale planning.
 Explore challenges for implementing and evaluating the community planning process.
 Discuss social work roles in planning.
 ANALYZE CASE STUDIES FROM HCP2 CHAPTERS
Guest Speaker: Professor William Rohe, Department of City & Regional Planning
Activity: Social planning and fundraising; CPS Workbook Chapter 9.
Divide Case Studies and analyze and present ideas
Readings:
Weil, (2013) Community-based Social Planning (HCP2)
Sager & Weil (2013) Larger Scale Social Planning (HCP2)
Rohe, W.M. (2009). From local to global: One hundred years of neighborhood planning.
Journal of the American Planning Association, (75)2, 209-230. (Sakai)
Gamble & Weil, (2010), Communities and Social Planning, Chapter 9 in CPS.
Class 11
Community Social, Economic, & Sustainable Development
November 11th
Objectives
 Review theories of development and their compatibility with models of empowerment and
community organizing.
 Compare salient development issues in low-income urban communities and rural
communities in relation to needs and directions for development.
 Explore the role of community development corporations.
 How would you conceptualize and explain the connections of social and economic strategies
to sustainable development?
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COMPARE URBAN AND RURAL DEVELOPMENT ISSUES
Readings
Gamble & Hoff, Sustainable Development (2012) HCP2
Gamble D. & Weil M. (2010). Social, Economic and Sustainable Development, Chapter 7 in
CPS.
MDC, Inc. (2001). The building blocks of community development. (Sakai)
Midgley & Livermore, (2005) HCP, Chapter 7: Development Theory and Community
Practice. (on-line)
Feehan, Feit & Becker, (2013). Community Economic and Social Development. Chapter 16
in HCP2.
Rubin & Sherraden, (2005). Community Economic and Social Development, Chapter 26. In
HCP (on line).
Killough, Scott, (2013). Building Local Capacity for Rural Development:
Experiences from World Neighbors, Chapter 33 in HCP2.
Class 12
Political & Social Action, Policy Advocacy, and Social Movements
November 18th
Objectives
 Compare Policy Models—Processes and Goals of Models
 Discuss and provide examples of current political and social action organizations and issues
 Explore appropriate applications for social, legislative and political action.
 What kind of political, social and/or policy have you been involved in? What types of
advocacy and advocacy issues are concerns for you?
Readings
Mondros, J. (2012). Political, Social and Legislative Action. HCP2
Jansson, B., et al. (2012). Eight Models of Policy Practice: Local, State, and National Arenas,
Chapter 18 in HCP2.
Gamble & Weil, (2010). Political and Social Action, Chapter 11 in CPS.
Gamble & Weil, (2010) Movements for Progressive Change, Chapter 12 in CPS.
Class 13
Research, Evaluation & Use of Technology
November 25th
Objectives
 Explore community-based research methods.
 Compare approaches to evaluating community change efforts.
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What characteristics distinguish CBPR, CBAR, and Empowerment Research from
other evaluation methodologies and processes?
Readings:
Mary L. Ohmer, Joanne L. Sobek, Samantha N Teixeira, John M. Wallace and
Valerie B. Shapiro (2013). Community-based Research: Rationale,
Methods, Roles and Considerations for Community Practice, Chapter 38 in
HCP2.
Schoech, R. (2013). Community Practice in the Digital Age, Chapter 39 in HCP2.
Hillier, A. & Culhane, D. (2013). GIS Applications and Administrative Data to Support
Community Change, Chapter 40 in HCP2.
Review: Pennell, J., Noponen, H., & Weil, M. (2005). Empowerment Research, Chapter
34 in HCP. (on line)
Ohmer, M.L., & Korr, W.S. (2006). The effectiveness of community practice
interventions: A review of the literature. Research on Social Work Practice,16(2):
132-145.
Minkler, M. Community-Based Participatory Research—selected chapters.
Class 14
December 2nd
Global Issues
Objectives
 Explore challenges of global change and indicators of social development.
Final Presentations
Case Study: Immigration, Refugees, and Transnationalism
Readings:
Estes, (2013), Global Change and Indicators of Social Development. Chapter
28, HCP2.
Reisch, (2013), Community Practice Challenges in the Global Economy,
Chapter 3 in HCP2.
Pawar, M., (2013) International Community Practice: Local to Global Issues and Strategies,
Chapter 30 in HCP2.
Alzate, M.M., Chowa, G., Andharia, J., Weil, M. & Doernberg, A. (2013). Women’s
Leadership in Development, Planning, Organizing and Social Change, Chapter 31 in
HCP2.
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