THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER:
DAY/TIME:
INSTRUCTOR:
OFFICE HOURS:
SOWO 882 (SECTION 001)
Citizen Participation and Volunteer Involvement
Fall 2015
Tuesday, 2:00 – 4:50 pm
Laurie Selz Campbell, MSW, CPRP
Tate Turner Kuralt Bldg. Room 354
(919) 843-6394
lauriesc@unc.edu
Tuesdays 12:30 – 1:30 and by appointment, phone, or email.
COURSE DESCRIPTION:
Examines the role of grassroots organization in advocacy, self help and social
development; involvement of citizens in public and nonprofit planning; and
development of volunteer programs.
COURSE OBJECTIVES: At the end of the course, students should be able to:
1. Describe philosophical perspectives, value orientations (including the NASW
Code of Ethics and the International Federation of Social Work Code), and
theoretical understandings regarding citizen involvement in public and
voluntary community development activities.
2. Identify and analyze the degree to which local public and voluntary programs
currently involve citizens in their plans and policy-making.
3. Identify, practice, and evaluate methods and techniques for involving diverse
populations in community planning and change.
4. Describe the role of voluntarism in citizen participation, and examine the
effective integration of volunteers in service organizations.
5. Describe their personal philosophy, including ethical principles, for effectively
facilitating citizen involvement in social planning and economic development.
6. Demonstrate personal skills as facilitators of citizen participation and volunteer
involvement with a focus on supporting diversity and enabling members from
all sectors of the community to participate in its positive development.
1
EXPANDED DESCRIPTION:
The course will focus on methods for involving citizens in public and voluntary
organizations and the philosophies and values that guide those methods. Students
will analyze and practice strategies for developing the capacity of people to be
involved in decisions that affect their lives, especially for people most often
excluded from such involvement. The course also examines volunteerism in
nonprofit and public organizations, emphasizing motivations for volunteering and
how volunteers may be incorporated into the work of the organization.
TEXTBOOKS AND OTHER READINGS:
Kaner, S. Lind, L., Toldi, C., Fisk, S., & Berger, D. (2014). Facilitator's guide to
participatory decision-making (3rd. Ed.). San Francisco: Jossey-Bass. (Kaner on
course outline).
Pyles, L. (2014). Progressive community organizing: Reflective practice in a
globalizing world. New York, NY: Routledge. (Pyles on course outline)
VeneKlasen, L. & Miller, V. (2007). A new weave of power, people, and politics: The
action guide for advocacy and citizen participation. San Francisco, CA: The
Asia Foundation. (VM on course outline) Note: You are welcome to buy
this book; however, all of the assigned chapters are freely available on
the web, and will also be posted on Sakai.
Additional assigned readings will be posted on Sakai.
TEACHING METHODS AND EXPECTATIONS:
My hope is that our class will function as a learning laboratory of sorts for citizen
participation and involvement. As such, peer learning and inquiry will be crucial.
Class format will include readings, lectures, videos, discussions, exercises,
speakers, and field experiences. Full participation is essential to your learning, and
will allow you to apply the course material in a meaningful way.
I ask that you contact me, in advance, if you will miss a class. Any student with
significant difficulty with participation requirements should speak with me so that
alternative forms of contribution can be identified.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
I expect that we are all invested in creating a learning environment of respect and
engagement. During class, cell phones and other devices should be silenced. I
welcome the use of laptops in class for taking notes or completing small group
tasks. However, I ask that you use them only for relevant activities – not for
checking email or surfing the Web. If students are observed to be engaged in
these activities, I will need to strictly limit the use of electronics. Your attention is
an important sign of respect to your colleagues.
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CLASS ASSIGNMENTS: There are 4 assignments over the course of the semester:
1. In-Class Facilitations
Due: Various
In pairs, you will facilitate a participatory activity for ~45 minutes (including
processing and discussion). Your focus should emerge from the week’s readings.
You are free to be creative with format – role plays, debates, multimedia (a few
examples). You do not need to cover all of the readings -- you can choose those on
which to focus. We will choose dates and teams during the 2nd or 3rd week of class.
Scoring Rubric for In-Class Facilitation
Element
Points
Accurate coverage of selected readings
7
Activities effectively engaged class
8
Total
15
2. Speak Out On Injustice
Due: October 6
This assignment will allow you to articulate a position on a community or social
issue that embodies some form of social injustice, discrimination, or oppression.
You will develop two versions of your message – one focused on legislators or
other professionals, and one focused on citizens. While the legislator-focused
piece should be a standard letter or fact sheet, you can use your creativity for the
citizen-focused piece, experimenting with video, social media, or other formats.
In addition, please write a brief (1-2 page) reflection that discusses (a) what you
were hoping to achieve with each of your versions; (b) your process for choosing
engagement strategies or “frames” with references to readings; and (c)
challenges that you anticipate in successfully engaging citizens around this issue.
Scoring Rubric for Speak Out on Injustice
Part 1: The policy maker-focused version
Element
Points
Clear description of the issue
2
Compelling rationale for why important – can include:
 Data regarding impact of issue
 Ethical, social justice, or ideological issues
 Other arguments as appropriate
4
Clear statement of what you are advocating & asking
1
Total
7
3
Part 2: The citizen -focused version
Element
Points
Clear description of the issue
2
Compelling & engaging rationale for why important – can include:
 Information on the impact of issue
 Issues of rights, justice
 Personal relevance to reader/listener
 Other arguments as appropriate
4
Clear statement of what you are asking citizens to do
 If appropriate, how they might exercise their powers of advocacy
1
Total
7
Part 3: Accompanying paper
Element
Possible
Points
Brief description of (a) what you were hoping to achieve with each of
your versions; (b) your thought process re: choosing engagement
strategies or message “frames” with references to course readings;
and (c) challenges that you might anticipate in successfully engaging
citizens around this issue.
6
Overall Total
20
3. Facilitation of Participatory Exercise in the Field
Due: November 10
This assignment will allow you to practice your participatory facilitation skills in
your field, or other work/volunteer setting. You can choose your exercise from the
textbooks or other source, and should make your choice relevant to a need or
objective that the group may have.
After facilitating the exercise, write a short paper (4-5 pages), in which you briefly
describe the facilitation, and reflect on the following:
a. Group and Exercise Chosen: Identify the exercise and the group with
whom you facilitated the exercise. Describe why you chose this particular
exercise to use with the group. Briefly describe the characteristics of the
group and the process of pulling them together and conducting the
facilitation.
b. Issues of Power, Difference, and Diversity: How did issues of power
and/or difference - race, class, culture, gender, sexual orientation, disability,
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position, professional status, or others – affect this exercise? Are there
aspects of the exercise that facilitated (or hindered) appreciation of diverse
perspectives?
c. Effectiveness: How effective was the exercise for stimulating inclusive
participation? In what ways did the exercise help your group, or not? Based
on your attempt to stimulate participation, what factors do you believe
facilitate or hinder this group’s ability to strengthen participation? How
would you modify the exercise for future use?
Scoring Rubric for Facilitation Assignment
Element
Points
Description of & rationale for exercise, group chosen, & process
4
Issues of power, difference, & diversity that manifested during the
exercise
7
Your reflection on the effectiveness of the exercise – see questions in
(c) above
7
Quality & professionalism of writing
2
Total
20
4. Case Study of Citizen Participation in Action
Due: December 1
This is the culminating assignment for the course and will allow you to apply
concepts and theories to an analysis of a citizen action or advocacy initiative. We
will work together as a class to flesh out the details of this assignment – my goal is
to make it as relevant as possible to your interests and practice settings. Each
team or individual will present their case study during the final class. In addition
to PowerPoint or other visuals, you should submit an Executive Summary (2-3
pages) that synthesizes your findings. Here are some broad questions to guide
your work in the case study:
History & Goals
 How and why was this group established?
 What is the change that the group seeks?
Stakeholders
 What is the composition of the group? Has it changed over time?
 How were stakeholders/participants identified? What strategies related to
citizen or volunteer recruitment/engagement were implemented?
 Who might be additional stakeholders not yet engaged? What might
account for this?
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Citizen Engagement
 What are the structures, processes, and strategies through which the group
functions and relays its message? You can discuss the logistics of coming
together as well as major activities and advocacy strategies (i.e. planning
sessions, legislative advocacy, rallies, community outreach and education,
research).
 What rationale guided the choice of these structures, processes, and
strategies?
Power
 How does the group interact with external holders of power (funders,
government, umbrella organizations, etc.)?
 What kinds of power relationships (visible, hidden, or invisible) exist within
the group? Remember that these can be driven by role (provider vs. client,
governmental official vs. citizen), or by factors of difference (race, age,
sexual orientation/gender identity, economic resources, religion, disability,
others).
 How is the issue of power addressed within the context of the group? What
is the level of transparency?
 How are decisions made within the group? Who provides leadership?
 What are some ways that these (external and internal) power relationships
might impact the group’s effectiveness?
Impact
 In what ways has the group been successful in achieving its objectives? In
what ways have they not been as successful as they might like?
 What factors (from group members’ perspectives and/or from your
perspective) have made the most difference in determining these
outcomes?
Capacity Building/Catalyst Role
 How might this group strengthen its capacity to achieve its goals?
 Being sensitive to our discussions about the role of professionals in
facilitating change, how might you (or another professional) support this
group in their efforts? What challenges do you anticipate?
Your research strategies can include interviews, observations, and/or review of
records (e.g. meeting minutes). In addition, you should incorporate literature
(does not need to be extensive – perhaps 5-6 scholarly sources) that sheds light on
the issues, groups, or processes on which you are focusing.
Below are two possible configurations that the case study could take:
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1. Teams of 2-4 studying a single community group or organization:
Example: Students studied the NC Farmworkers’ Advocacy Network. They
distributed tasks among themselves (key informant interviews, attendance at
events, and review of literature. They identified directions for engagement of
farmworkers and community members in the work of FAN.
2. Teams of 2-4, with each person selecting his/her own group or organization,
but focusing on similar target groups or issues.
Example: Students compared 3 different youth engagement initiatives (a
community gardening group, a local government-based service organization,
and a foster youth advocacy organization). Each team member examined the
work of one of the initiatives, and then they compared and contrasted on
dimensions of interest.
Rubric for Case Study
Element
Points
Overview of History, Goals, Stakeholders, Strategies
 How/why group established; mission, change sought?
 Composition of the group? Changed over time? Missing voices?
 Structures & processes through which the group functions?
5
Power
 External power relationships
 Internal power dynamics by role or factors of difference; how
addressed within the context of the group? Level of transparency?
 Impact on the group’s effectiveness?
5
Impact
 In what ways has the group been successful? Not as successful as
they might like?
 Factors making most difference in determining these outcomes?
5
Capacity Building/Catalyst Role
 How might this group strengthen its capacity?
 How might professionals support this group? What challenges might
be encountered?
5
Overall Quality of Presentation
 Engaging, professional
 Effective integration of literature & field research
5
Quality of Executive Summary
 Clarity, thoroughness, professionalism of writing
10
Total
35
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SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE:
The following summarizes the point breakdown and grading scale for the class:
Meaningful Participation
In-class Facilitation
Speak Out on Injustice
Community Facilitation
Case Study Presentation
Case Study Executive Summary
10 points
15 points
20 points
20 points
25 points
10 points
Total
100 points
H: 94 and above
P: 93-80
L: 79-70
F: 69 and below
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Assignments are due at the beginning of class on the day noted. You must notify
me at least 2 days before a due date if you would like to be granted an extension.
Otherwise, you will lose 5% of the assignment’s points per day (including
weekends and the date on which the assignment was due, if you submit it after the
beginning of class).
Incompletes may be granted if (a) there are extreme and unforeseeable
circumstances that affect your ability to complete the semester’s work, and (b) you
meet with me in advance to develop a plan and timeline for completing your work.
POLICY ON ACADEMIC DISHONESTY:
I assume that all students follow the UNC Honor Code. Please ensure that the
Honor Code statement “I have neither given nor received any unauthorized
assistance in completing this assignment”, with your signature, is on all
assignments. In keeping with the 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.
Please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide
for information on attribution of quotes, plagiarism, and the appropriate use of
assistance in preparing assignments.
WRITING GUIDELINES:
All written assignments must be typed and follow APA format for citations, quotes,
and the like (unless otherwise indicated). Students should refer to the Publication
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Manual of the American Psychological Association (6th Ed.). You can also find a
self-paced tutorial for APA style at
http://www.lib.unc.edu/instruct/citations/apa/index.html
The following web sites provide additional information:
• http://www.apastyle.org/elecref.html (APA Style for material in electronic
formats, 6th Ed.)
• http://owl.english.purdue.edu/handouts/research/r_apa.html (general
information about documentation using APA style, 6th Ed.)
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
If you have a disability that affects your participation in the course and you wish to
receive accommodations, you should contact the University’s Disabilities Services.
They will then notify me of the documented disability, and we can meet to design
the appropriate accommodations to support your learning.
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COURSE OUTLINE
Date
Topics
Readings
Week 1
8/18
Introductions,
Overview,
Getting to Know
Each Other
None
Week 2
8/25
Facilitating
Citizen
Engagement:
Levels, Forms,
Rewards,
Challenges
Pyles:
The Paradoxical
Role of
Professionals
Due
Ch 1: Foundations of Community Organizing
Ch. 2: The Self Aware Organizer
Kaner: Foreword & Introductions
Ch 3: Introduction to the Role of Facilitator
Additional Articles/Chapters:
Bergdall, T. (2003). Reflections on the catalytic role of an
outsider. Evanston, IL: Asset Based Community
Development Institute, Northwestern University.
Retrieved from
http://www.abcdinstitute.org/docs/ABCD-outsidecatalyst.pdf
Kenny, A., Hyett, N., Sawtell, J., Dickson-Swift, V.,
Farmer, J., & O'Meara, P. (2013). Community
participation in rural health: a scoping review. BMC
Health Services Research, 13(64), 1-8.
McKnight, J. (1995). The Careless Society: Community and
its Counterfeits. New York: Basic Books. Read: The
professional problem (pp. 16-25); A nation of clients
(pp. 91-100); and Redefining community (pp. 115123).
Week 3
9/1
Citizen
Engagement:
Recruitment &
Outreach
Pyles: Ch. 6: Organizing People
VM:
Ch 13: Messages & Media
Additional Articles/Chapters:
Castelloe, P., & Prokopy, J. (2001). Recruiting participants
for community practice interventions: merging
community practice theory and social movement
theory. Journal of Community Practice, 9(2), 31-48.
Valenti, M., & Campbell, R. (2009). Working with youth
on LGBT issues: Why gay-straight alliance advisors
become involved. Journal of Community Psychology,
37, 228-248.
10
Date
Week 4
9/8
Topics
Citizen
Engagement:
Engaging
Disenfranchised
Groups
Readings
Due
Blanchet-Cohen, N., & Salazar, J. (2009). Empowering
practices for working with marginalized youth.
Relational Child & Youth Care Practice, 22(4), 5-15.
Christens, B., & Kirshner, B. (2011). Taking stock of youth
organizing: An interdisciplinary perspective. New
Directions For Child & Adolescent Development,
134, 27-41.
Kretzman & Green, 1998: Building the bridge from client
to citizen: A community toolbox for welfare reform.
Retrieved from
http://www.abcdinstitute.org/docs/ClienttoCitizen.
pdf (Browse for populations of interest)
Mizrahi, T., Humphreys, M. L., & Torres, D. (2009). The
social construction of client participation: The
evolution and transformation of the role of service
recipients in child welfare and mental disabilities.
Journal of Sociology & Social Welfare, 36(2), 35-61.
Rans, S. & Green, M. (2005). Hidden treasures: Building
community connections by engaging the gifts of
people on welfare, people with disabilities, people
with mental illness, older adults, and young people.
Evanston, IL: ABCD Institute.
http://www.sesp.northwestern.edu/docs/abcd/hidd
entreasures.pdf (Browse for populations of
interest)
Week 5
9/15
Participatory
Education as an
Approach to
Community
Organizing
Pyles: Ch. 5: Critical Organizing Frameworks
Kaner: Ch 2: Participatory Values
Ch 4: Facilitative Listening Skills
Additional Articles/Chapters:
Castelloe, P. & Gamble, D.N. (2005). Participatory
methods in community practice: Popular education
and participatory rural appraisal. In M. Weil, (Ed.),
The handbook of community practice, pp. 261-275.
Thousand Oaks, CA: Sage Publications.
Castelloe, P. & Watson, T. (1999). Participatory education
as a community practice method: A case example
from a comprehensive Headstart program. Journal
of Community Practice, 6(1), pp. 71-89.
11
Date
Topics
Readings
Due
Optional:
Castelloe, P., Watson, T., & White, C. (2002).
Participatory change: an integrative approach to
community practice. Journal of Community Practice,
10(4), 7-31.
Week 6
9/22
Facilitator’s
Toolbox 1:
Overview of the
Process;
Fostering
Engagement &
Participation
Kaner: Ch 1: Dynamics of Group Decision Making
Ch 5: Chartwriting Technique
Ch 6: Brainstorming
Ch 7: Tools for Managing Long Lists
Ch 8: Facilitating Open Discussion
Ch 9: Alternatives to Open Discussion
Ch 18: Facilitating in the Divergent Zone
Week 7
9/29
Facilitator’s
Toolbox 2:
Navigating the
Groan Zone
Kaner: Ch 13: Dealing with Difficult Dynamics
Ch 14: Classic Facilitator Challenges
Ch 15: Principles for Sustainable Agreements
Ch 16: Inclusive Solutions in Real Life (skim)
Ch 17: Creative Reframing
Ch 19: Facilitating in the Groan Zone
VM:
Ch 9: Analyzing Problems & Selecting Issues
Week 8
10/6
Facilitator’s
Toolbox 3:
Generating
Solutions
Kaner: Ch 20: Facilitating in the Convergent Zone
Ch 22: The Significance of Clear Decision Rules
Ch 23: Striving for Unanimity
Ch 24: Reaching Closure Step by Step
Week 9
10/13
Addressing
Issues of Power
& Difference
Pyles: Ch. 10: Toward Solidarity
VM:
Ch 3: Power & Empowerment
Ch 4: Constructing Empowering Strategies
Ch 7: Understanding the Big Picture
Speak Out
on
Injustice
Additional Articles/Chapters:
Dessel, A., Rogge, M., & Garlington, S. (2006). Using
intergroup dialogue to promote social justice and
change. Social Work, 51(4), 303-315.
Nenga, S. K. (2011). Volunteering to give up privilege?
How affluent youth volunteers respond to class
privilege. Journal of Contemporary Ethnography,
40(3), 263-289.
Stout, L. (1996). Bridging the class divide and other lessons
for grassroots organizing. Boston, MA: Beacon Press.
12
Date
Topics
Readings
Due
Read: Invisible walls (pp. 117-140)
Week 10
10/20
Action &
Advocacy
Strategies:
Working Inside
& Outside of the
Institutional
Landscape
Pyles:
VM:
Ch. 9: Tactics for Change
Ch 11: Religious & Spiritual Aspects of
Organizing
Ch 10: Mapping Advocacy Strategies
Ch 11: Finding Policy Hooks
Ch 12: Forces, Friends, & Foes
Readings on direct action/civil disobedience to be
added
Week 11
10/27
Continued
Week 12
11/3
The Role of
Nonprofit
Agencies in
Promoting
Citizen
Engagement
Pyles: Ch. 7: Toward Empowering Organizations
Volunteerism 1:
Recruiting &
Engaging
Barnes, M. L., & Sharpe, E. K. (2009). Looking beyond
traditional volunteer management: A case study of
an alternative approach to volunteer engagement in
parks and recreation. Voluntas: International
Journal Of Voluntary & Nonprofit Organizations,
20(2), 169-187.
Week 13
11/10
Additional Articles/Chapters:
Kluver, J. (2004). Disguising social change: The role of
nonprofit organizations as protective masks for
citizen participation. Administrative Theory &
Praxis, 26(3), 309-324.
Facilitation
Analysis
Due
Tang, F., Carr-Copeland, V., & Wexler, S. (2012). Racial
differences in volunteer engagement by older adults:
An empowerment perspective. Social Work
Research, 36(2), 89-100.
Week 14
11/17
Volunteerism 2:
Sustaining
Involvement;
Organizational &
Power Issues
Kelley, M. S. (2005). Doing syringe exchange:
Organizational transformation and volunteer
commitment. Nonprofit & Voluntary Sector
Quarterly, 34, 362-386.
Yanay, G., & Yanay, N. (2008). The decline of motivation?:
From commitment to dropping out of volunteering.
Nonprofit Management & Leadership, 19, 65-78.
13
Date
Week 15
11/24
Topics
International
Work
Readings
Due
Pyles: Ch. 12: Global Justice: Organization &
Resistance
Additional Articles/Chapters:
Denhardt, J., Terry, L., Delacruz, E., & Andonoska, L.
(2009). Barriers to citizen engagement in
developing countries. International Journal of Public
Administration, 32(14), 1268-1288.
Russell, C. (2009). From Needs to Assets: Charting a
Sustainable Path towards Development in SubSaharan African Countries. ABCD Institute.
http://www.abcdinstitute.org/docs/From%20Needs
%20to%20Assets%20Charting%20a%20Sustainable%20path%20towards
%20Development%20in%20SubSaharan%20African%20Countries.pdf
Week 16
12/1
Case Study Presentations
Executive
Summaries
14