The University of North Carolina at Chapel Hill
School of Social Work
Course No:
Course Title:
Instructor:
Office Hours:
SOWO 570 (Section 002: Mondays, 2:00 – 4:50pm)
Social Work Practice with Organizations & Communities, Fall 2010
Mat Despard, MSW
School of Social Work, Room 402-E
Office: 919.962.6467
Fax:
919.843.8715
despard@email.unc.edu
Mondays 12-1:30pm & Tuesdays 12–1:30pm
(Please request appointment as I am sometimes asked to attend
meetings and events during these hours)
COURSE DESCRIPTION: In this course, participants explore frameworks, values, and skills to meet
individual and family needs through interventions with work groups, organizations, and communities.
COURSE OBJECTIVES:
1. Articulate and define social work roles and effective engagement, communication and use of
self skills in organizations and communities working with diverse populations by age,
race/ethnicity, nationality, gender, gender identity, sexual orientation, abilities and
immigrant/refugee status.
2. Relate social work roles in organizations and communities to the NASW Code of Ethics,
particularly concerning social justice, self-determination, cultural competence and social and
political action in working with disadvantaged populations.
3. Understand basic explanatory theories and perspectives that guide social work practice with
work groups, organizations, human service systems and communities.
4. Demonstrate how to assess a community issue(s), including the strengths and needs of
neighborhoods and various population groups - racial and ethnic minorities, older adults,
children and youth, gay, lesbian, bisexual and transgendered people, people with disabilities,
immigrants, refugees – or other groups who have experienced disadvantage.
5. Understand organizational structure, culture, climate, power and decision-making processes in
human service organizations.
6. Articulate strategies for how human service organizations can increase cultural competency,
multiculturalism and anti-oppression.
7. Articulate how to support self-advocacy efforts among consumer and population groups that
have experienced disadvantage.
8. Understand various evidence-based intervention approaches to community change through
social planning, social action, community organizing and community development practice
models.
9. Demonstrate how to plan an organizational, human service system or community intervention
aimed at measurably improving the quality of life for a group of people.
EXPANDED DESCRIPTION: This course focuses on two methods of social work practice: 1) solving
community problems and 2) improving human service organizations. Both methods are intended to
improve the quality of life for groups of people, especially people who are disadvantaged, vulnerable
and/or have experienced discrimination.
The skills emphasized in this course are critical thinking and facilitating interventions. Critical thinking
means using the best available evidence to a) understand the community problem you are trying to
address and b) come up with a good solution. It also means being very clear about the outcomes you are
trying to achieve, e.g. reducing homelessness or increasing access to health care, and the activities you
think will make these outcomes true. Facilitating interventions means the interpersonal skills you use to
engage other people and organizations in solving community problems and improving human service
organizations.
REQUIRED TEXTS & READINGS:
Gibelman, M. & Furman, R. (2008). Navigating human service organizations (2nd ed.). Chicago, IL:
Lyceum Books, Inc. (referred to as “GF” in Class Schedule and Reading Assignments, below)
Additional required readings are listed below and available either on the class Blackboard site (referred
to as “BB”) or via UNC Libraries online (referred to as “UL”).
RESOURCES
All course lectures, syllabus, assignment information, and external links to useful web sites are or will be
available on Blackboard, at http://blackboard.unc.edu
TEACHING METHODS
My goal is to make course content as practical as is possible in a classroom setting. We will use case
examples, role plays, multimedia, problem-solving exercises and discuss students’ field placement and
prior professional experiences. Students’ active participation is critical.
CLASS ASSIGNMENTS
Student performance will be evaluated based on the following assignments, which are briefly described
below (full, detailed assignment instructions and grading guides are available on Blackboard in the
“Assignments” folder):
Requirement
Class participation & attendance
Community assessment exercise
Logic model & theory of change assignment
Organizational assessment and change exercise
Student Task Group Facilitation Demonstration
Due Date
Ongoing
10/4
10/25
11/8
11/29 or 12/6
Points
15
20
25
20
20
Class Participation & Attendance (15 points)
It is expected that students will be active members of the class. Therefore, the following grading rubric
will be used for class participation.
15 pts:
14 pts:
13 pts:
12 pts:
11 pts:
Under 11 pts:
No classes missed, active participation.
One class missed, active participation.
One class missed, inconsistent participation
Two classes missed, active participation.
Two classes missed, inconsistent participation.
Three or more classes missed, disengagement from class.
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Participation will be judged by the degree to which students participate in class discussions, exercises,
role plays and other learning activities.
Community Assessment Exercise (20 points; Due 10/4/2010)
Students will be assigned a case scenario concerning a problem for which they will conduct an
abbreviated community assessment. Students will demonstrate the ability to access and use online
secondary data (data that has already been collected) sources and conduct one key informant interview
to assess the problem and identify community assets. In addition, students will identify community
assets relevant to a subsequent change effort to address the community problem, describe what they
would do to collect additional primary data (new data, such as from surveys, focus groups or interviews)
and involve various stakeholders and briefly discuss the implications of their findings. If students wish,
they can use a scenario from their field placement or recent social work-related work or volunteer
experience to complete this assignment, but permission from the instructor is required. Detailed
instructions and a grading guide are available on Blackboard in the Assignments folder.
Logic Model & Theory of Change Assignment (25 points; Due 10/25/2010)
Students will create a logic model that depicts the major components of a new program or intervention
(not an existing one) that they think is needed to address a community problem. The problem can be
the one that they assessed in the Community Assessment Exercise or it can be a different one. Students
will also develop a theory of change that explains the assumptions underlying the logic model,
particularly why they think the selected activities and/or services of the program or intervention will
result in the desired outcomes. The theory of change must be supported with no fewer than 5 scholarly
sources to demonstrate the ability to use the best available evidence to support ideas for a program or
intervention. Lastly, students will describe the role a social worker would take in planning and
implementing the new program or intervention. Detailed instructions and a grading guide are available
on Blackboard in the Assignments folder.
Organizational Assessment & Change Exercise (20 points; Due 11/8/2010)
Students will complete an assessment of their field placement agencies, including organizational
characteristics, mission, desired outcomes, target populations, programs and services, degree to which
it is community-based, organizational culture, degree of diversity, decision-making processes, power
and other attributes. Students will share their findings in small groups in class on the due date. In
addition, students will identify and briefly explain one opportunity for an organizational improvement
initiative to improve outcomes for participants. Detailed instructions and a grading guide are available
on Blackboard in the Assignments folder.
Student Task Group Facilitation Demonstration (20 points; Due 11/29 or 12/6/2010)
In small teams, students will demonstrate task group facilitation skills by leading a simulated community
change initiative meeting using an assigned case scenario. Students will demonstrate the ability to plan
and lead a meeting, including the development and explanation of clear objectives, facilitation of
inclusive participation and discussion and evaluation. Detailed instructions and a grading guide are
available on Blackboard in the Assignments folder.
EXPECTATIONS FOR WRITTEN ASSIGNMENTS
Students are expected to use good academic English; grades will be lowered for poor grammar, syntax,
or spelling. Those who have difficulty 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.
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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) single spacing and any format the student desires for presenting bulleted
and numbered lists, tables, charts and other in-text objects that results in a professional and attractive
presentation expected by human service organizations.
Information concerning APA style and writing resources are listed below:
American Psychological Association. (2009). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: American Psychological Association.

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
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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. 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 all written work can be found on Blackboard. These guides identify grading criteria
for each assignment, including the relative weight of each criterion. Therefore, students are advised to
closely follow the guides, as they constitute the Instructor’s expectations and evaluation methodology
for these 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. The
grade for late papers will be reduced 10% per day, including weekends. Therefore, a paper that would
merit a grade of 100 on Friday will receive a grade of 70 if submitted on Monday. Similarly, a paper due
at 2pm on Monday handed in at 3pm will be considered 1 day late.
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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 an 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.
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 that,
“I have not given or received unauthorized aid in preparing this written work.” 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 (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.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
Use of all electronic devices is prohibited. Please set your cell phones to vibrate. Use of laptops is
permitted only as a tool for small group activities and in-class assignments or as an approved
accommodation for students with disabilities (see above).
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Class Schedule & Reading Assignments
Class 1 - 8/30
Introduction
Objectives
1. Course overview, syllabus review, class norms.
2. Discussion of macro social work practice models, principles and roles.
*** NO CLASS ON MONDAY, September 6, 2010 – LABOR DAY HOLIDAY***
Class 2 - 9/13
Understanding Communities
Objectives
1. Understand key characteristics and functions of communities, including different types of
capital.
2. Describe key concepts and ideas related to how communities change.
Readings
Homan, M.S. (2011). Promoting community change: Making it happen in the real world. (Read Chapter
2: Theoretical frameworks for community change, pp. 34-69). (BB)
Mancini, J.A. & Bowen, G.L. (2009). Community resilience: A social organization theory of action and
change. In J.A. Mancini & K.A. Roberto (Eds.), Pathways of human development: Explorations of
change, (pp. 245-265). Lanham, MD: Lexington Books. (BB)
Class 3 - 9/20
Assessing Community Problems & Strengths
Objectives
1. Describe the purpose of and methods for conducting community needs assessments.
2. Explain ways in which assessments can include the participation of residents and other
stakeholders.
3. Describe ways to assess community assets such as civic groups and informal networks to avoid
making the “institutional assumption”.
Readings
Learning Point Associates. (n.d.) Chapter 2: Conducting a community assessment. Putting the pieces
together: Comprehensive school-linked strategies for children and families. Retrieved July 14,
2010 from http://www.ncrel.org/sdrs/areas/issues/envrnmnt/css/ppt/chap2.htm
McKnight, J. (2003). Regenerating community: The recovery of a space for citizens. Retrieved August 6,
2007, from Northwestern University, School of Education and Social Policy, Asset Based
Community Development Institute Web site:
http://www.northwestern.edu/ipr/publications/papers/2003/mcklecture.pdf
Magaña, S. & Ybarra, M. (2010). Family and community as strengths in the Latino community. In R.
Furman & N. Negi (Eds.), Social work practice with Latinos: Key issues and emerging themes.
Chicago: Lyceum. (BB)
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Manning, M.C. (2001). Culturally competent assessments of African American communities and
organizations. In R. Fong & S. Furuto (Eds.), Culturally competent practice: Skills, interventions
and evaluations. Boston: Allyn & Bacon. (BB)
Class 4 - 9/27
Solving Community Problems: Different Strategies
Objectives
1. Understand and compare and contrast different strategies for addressing community problems.
2. Explain when collaborative efforts involving multiple organizations are needed rather than the
efforts of a single organization.
3. Describe the different professional roles social workers adopt in community change efforts.
Readings
Bayne-Smith, M., Mizrahi, T. & Garcia, M. (2008). Interdisciplinary community collaboration:
Perspectives of community practitioners on successful strategies. Journal of Community
Practice, 16(3), 249-269. (BB)
Johnson Butterfield, A.K., Chisanga, B. (2008). Community development. In T. Mizrahi and L.E. Davis
(Eds.) Encyclopedia of Social Work (20th Edition). Washington, DC: . National Association of Social
Workers. (e-reference edition). (UL) (Click “Browse” and enter “Community Development”)
Lopez, M.E. (2003). Transforming schools through community organizing: A research review. Harvard
Family Research Project, Harvard Graduate School of Education, Cambridge, MA. (BB)
Sherraden, M.S. (2008). Community economic development. In T. Mizrahi and L.E. Davis (Eds.)
Encyclopedia of Social Work (20th Edition). Washington, DC: . National Association of Social
Workers. (e-reference edition). (UL) (Click “Browse” and enter “Community Economic
Development”)
Class 5 - 10/4
Solving Community Problems: Using Logic Models & Theories of Change, Part 1
***Community Assessment Exercise Due***
Objectives
1. Articulate outcome objectives – quality of life improvements for a target population – related to
a program or intervention.
2. Relate outcome objectives to evidence concerning the identified problem, including assessment
findings.
3. Draft a logic model to identify the key elements of a program or intervention to guide planning,
implementation and evaluation.
Readings
W.K. Kellogg Foundation. (2004). Logic model development guide. (Read Chapters 1-3, pp. 1-34). Battle
Creek, MI. (BB)
Class 6 - 10/11
Solving Community Problems: Using Logic Models & Theories of Change, Part 2
Objectives
1. Articulate a theory of change for a program or intervention – a coherent, evidence-based
explanation of how program or intervention activities will result in desired outcomes.
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2. Understand how to use the best available evidence to support your theory of change.
Readings
ActKnowledge and the Aspen Institute Roundtable on Community Change. (2003). Guided example:
Project Superwomen. (BB)
Class 7 - 10/18
Solving Community Problems: Engagement & Facilitation Skills, Part 1
Objectives
1. Describe key interpersonal skills needed to engage and work effectively with diverse client and
resident populations to solve community problems.
2. Articulate strategies and tactics for fostering collaboration with other organizations.
Readings
Homan, M.S. (2011). Promoting community change: Making it happen in the real world. (Read Chapter
8: People – the most valuable resource, pp. 206-231). (BB)
Nelson, G. (2000). Self-governance in communities and families. (Read Chapter 4: Designing selfgovernance dialogues, pp. 63-83. (BB)
Puig, M. (2001). Organizations and community intervention skills with Hispanic Americans. In R. Fong &
S. Furuto (Eds.), Culturally competent practice: Skills, interventions and evaluations. Boston:
Allyn & Bacon. (BB)
Class 8 - 10/25
Solving Community Problems: Engagement & Facilitation Skills, Part 2
***Logic Model & Theory of Change Assignment Due ***
Objectives
1. Understand how to facilitate a productive task group meeting.
2. Articulate strategies for improving participation, performance and accountability in task groups
and community coalitions.
3. Explain how to engage disadvantaged groups in self-advocacy in addition to offering direct
services.
Readings
Belkin-Martinez, D. (2010). “Solidaridad y justicia”: Latinas, community organizing, and empowerment.
In R. Furman & N. Negi (Eds.), Social work practice with Latinos: Key issues and emerging
themes. Chicago: Lyceum. (BB)
Carlson, M.S. (1998). A model for improving a group’s effectiveness. Popular Government, 63(4), 37-45.
Retrieved July 24, 2009 from
http://www.sog.unc.edu/pubs/electronicversions/pg/carlson2.htm
Speer, P.W. & Zippay, A. (2005). Participatory decision-making among community coalitions: An analysis
of task group meetings. Administration in Social Work, 29(3), 61-77. (BB)
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Class 9 - 11/1
Understanding Human Service Organizations
Objectives
1. Identify the key differences among nonprofit, for profit and public human service organizations.
2. Understand the professional roles that social workers play in different host settings.
3. Explain what it means for an organization to be considered “community-based” and how this
affects service delivery and participant outcomes.
Readings
GF
Chapter 1: Getting to know the human service organization
Chapter 2: Distinguishing features of organizations
Chapter 7: Social work practice in host settings
Class 10 - 11/8
Organizational Culture & Performance in Human Service Organizations
*** Organizational Assessment & Change Exercise Due ***
Objectives
1. Understand how organizational culture can affect service delivery and outcomes for client
populations
2. Explain how power is exercised within organizations and how it can be shared with clients and
residents to improve service delivery
3. Explain ways in which organizations can be more responsive and accountable to the participants
and communities they serve.
Readings
Hemmelgarn, A.L., Glisson, C. & James, L.R. (2010). Organizational culture and climate: Implications for
services and intervention research. In Y. Hasenfeld (Ed.), Human services as complex
organizations (2nd ed.). Thousand Oaks, CA: Sage. (BB)
Nelson, G., Salmon, M.P. & Howell, C. (2002). Assessing the human services culture: Open system
management volume 1. Chapel Hill: Jordan Institute for Families, UNC-Chapel Hill School of
Social Work. (BB)
Nelson, G. (2002). Shifting the organization’s culture – A self-assessment guide: Open system
management volume 4. Chapel Hill: Jordan Institute for Families, UNC-Chapel Hill School of
Social Work. (BB)
Class 11 - 11/15
Cultural Competency & Anti-Oppression in Organizations
Objectives
1. Explain how organizational culture can perpetuate discrimination and oppression and how this
affects service delivery and participant outcomes.
2. Describe steps organizations can take to become culturally competent, multicultural or antioppressive and understand the differences in these competencies.
Readings
Annie E. Casey Foundation. (n.d.). Race matters: Organizational self-assessment. Retrieved on July 15,
2010 from http://www.aecf.org/upload/publicationfiles/organization_self_assessment.pdf
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James, J., Green, D., Rodriguez, C. & Fong, R. (2008). Addressing disproportionality through undoing
racism, leadership development, and community engagement. Child Welfare, 87(2), 279-296.
(BB)
Messinger, L. (2004) Out in the field: Gay and lesbian social work students’ experiences in field
placement. Journal of Social Work Education, 40(2), 187-203. (UL)
Class 12 - 11/22
Seeking Change within Human Service Organizations
Objectives
1. Understand the respective roles of the Board of Directors and CEO of human service
organizations.
2. Describe strategies for coping effectively as an employee with changes that human service
organizations experience.
3. Explain ways in which social workers can exert leadership in human service organizations –
influencing others to improve organizational performance – regardless of their formal title.
Readings
GF
Chapter 4: Who has the power? Roles in human service organizations
Chapter 11: Coping with change
Chapter 12: Lending a helping hand: Making your organization better
Class 13 - 11/29
Student Task Group Facilitation Sessions
Readings – None assigned.
Class 14 - 12/6
Student Task Group Facilitation Sessions (cont’d)
Course Review & Evaluation
Readings – None assigned.
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