THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
CREDITS:
INSTRUCTOR:
OFFICE HOURS:
SOWO 875 – Section 1
Community: Theory & Practice
Fall 2010
Mondays 2 - 4:50 pm
3 credit hours
Josh Hinson
School of Social Work
Office: 563D Tate-Turner-Kuralt Building
Phone: 919-962-6434
Email: QHinson@email.unc.edu
Tuesdays 1:00-2:00pm
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;
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
electives offered by the Management and Community Practice Concentration. The Concentration
is designed to prepare graduates for leadership in community practice and management and
provides requisite courses for the Certificate in International Development and the Certificate in
Nonprofit Management. In addition to full time MCP students, Concentration Courses are also
often taken by students completing advanced degrees in Public Health, Public Administration,
City and Regional Planning, and Education.
The 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:
(Texts are available in the Health Sciences Bookstore.)
Brueggemann, W. (2006). The practice of macro social work, third edition. Belmont CA:
Thomson—Brooks/Cole. (An on-line Workbook is available with your Access Card
available from the Health Science’s Bookstore)
Ohmer, M. L. & DeMasi, K. (2008). Consensus organizing: A community development workbook.
Thousand Oaks, CA: Sage.
Weil, M. (2005). The handbook of community practice. Thousand Oaks, CA: Sage. (Available
electronically through UNC Libraries at
http://asp6new.alexanderstreet.com.libproxy.lib.unc.edu/psyc/psyc.object.details.aspx?
dorpID=1000283336)
Other required readings are available on the course’s Blackboard Site in folders for each class
session, or on Web sites discussed in class. As noted below students are expected to select and
use relevant literature and research from professional journals in major assignments.
SOWO 875 Syllabus Fall 2010 – Hinson
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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.
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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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.
SOWO 875 Syllabus Fall 2010 – Hinson
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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.
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.
POLICY 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 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 to be
marked and graded (hard copy), and one for the instructor’s records (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 skill-teaching and reports)
Assignment 1: Group Dynamics Paper
SOWO 875 Syllabus Fall 2010 – Hinson
10%
30%
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Assignment 2: Small Group Teaching Exercise
Assignment 3: Final Project (Justice United)
20%
40%
1. Group Dynamics Analysis: A brief paper assessing group dynamics, process, and goal
attainment in a task group—applying theory and observational techniques.
Due at the beginning of class on 10/4 (Class #5)
30%
2. Small Group Skill Teaching Exercise: Small groups will be formed to facilitate a skillteaching/coaching for 15 to 20 minutes at the beginning of a single class. The intent of
the skill-teaching/coaching is to have students present what they think was
important/valuable in the week’s readings, and to select a specific skill from the readings
that they will train the class to use. Skill-teaching/coaching should follow these
guidelines:
a. Discuss what group members felt were the most important ideas, theories,
principles, concepts and/or practice skills from the readings for that week as
applied to field, work or volunteer experience (past or present).
b. You are responsible for covering all of the readings and summarizing the central
themes for the week. You may choose, however, to focus on one or more of the
readings that you find particularly important.
c. Each group will choose a particular community practice skill from the week’s
readings and will teach/coach that skill to class members. Each small group will
collaborate on planning, illustrating, modeling and teaching the skill. Each small
group will prepare a handout for class members that summarizes the week’s
readings. The handout should also illustrate and discuss teaching tips for their
skill area along with references and relevant materials that describe/illustrate the
skill and its applications. Following presentations, each student will prepare a
brief Reflection Paper analyzing her/his own participation in the
teaching/coaching experience.
Presentation dates to be determined in class #1
20%
3. Final Project: Work groups will form to participate in Justice United research action
teams. Work groups will collaborate with Justice United organizers to identify key issues
in their current community organizing strategies. Groups will then research academic
literature, attend community meetings, interview stakeholders, and compile a written
report of findings to present to Justice United members. The written report should
include:
a. Connection between the work group’s issue(s) and the overall organizing strategy
of Justice United
b. Power analysis related to the issue
c. Recommended best practices for proposed actions
d. Infrastructure and budget for proposed actions
e. Where applicable, a formal proposal to local government or other stakeholders
Due dates for the written report and formal presentation will be
determined according to Justice United’s community schedule
40%
SOWO 875 Syllabus Fall 2010 – Hinson
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CLASS SCHEDULE AND READING ASSIGNMENTS
Class 1
Introduction
8/30
Objectives
• Review syllabus and class norms.
• Understand empowerment models and community organizing approaches.
• Introduce class project with Justice United.
Group Facilitation Activity: Cardstorming
Film: The Democratic Promise: Saul Alinsky and His Legacy
Readings
Ohmer & DeMasi, Consensus organizing: A community development workbook.
Chapter 1. “Approaches to community organization and their relationship to
consensus organizing.”
Weil, The handbook of community practice. Chapter 1. “Introduction: Contexts and
challenges for 21st Century Communities.”
Skim: Brueggemann, The practice of macro social work, Preface and Chapter 1.
“Overview of the practice of macro social work.”
*** NO CLASS ON MONDAY, September 6, 2010 – LABOR DAY HOLIDAY***
Class 2
Theoretical Models and Group Work
9/13
Objectives
• Identify social problems and their solutions using a variety of theoretical models.
• Review types of task groups and the social worker’s role in each.
• Explore theories of group work and their relevance to task groups.
Guest Speakers: Members of Justice United
Readings
Brueggemann, Chapter 2. “Social Problems: The Challenge of Macro Social Work.”
Skim: Weil & Gamble, HCP, Chapter 6. “Evolution, Models and the Context of Community
Practice.”
These materials will be placed on the course’s Blackboard site (BB):
Toseland, R.W. & Rivas, R. (2008). An introduction to group work practice, sixth
edition. Upper Saddle River, NJ: Pearson-Allyn & Bacon
Skim: Material on Task Groups:
Pages 13-44 of Chapter 1. “Introduction” (info on Task Groups)(BB);
Pages 53-63. “Knowledge and Influential Theories: Task Groups.”(BB)
Chapter 3. “Understanding Group Dynamics.”(BB)
SOWO 875 Syllabus Fall 2010 – Hinson
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Class 3
Task Groups in Communities: Context, Theorizing and Problem Solving
9/20
Objectives
• Use models of problem solving to identify social problems and assess strategies for
change.
• Apply problem-solving models to community task groups.
Group Facilitation Activity: The Check-In
Readings
Brueggemann, Chapter 3. Rational Problem Solving and Social Thinking.
Ohmer & DeMasi, Chapter 2. “How the Economic, Political, and Social
Context Influences Low-Income Communities and Community Organizing.”
Skim: Toseland & Rivas, Chapter 11. “Task Groups: Foundation Methods.”(BB)
Optional: Reed, Chapter 4 HCP. Theorizing in Community Practice: Essential Tools for
Building Community, Promoting Social Justice and Implementing Social Change.
Class 4
Facilitation and Leadership
9/27
Objectives
• Review dimensions of group dynamics and tasks of the group leader.
• Understand power as it relates to forms of leadership and models of organizing.
Activity: Group #1 – Small Group Teaching
Group Facilitation Activity: Feeling Power and Powerlessness
Readings
Brueggemann, Chapter 4. “Leadership, The Hallmark of Macro Social Work.”
Ohmer & DeMasi, Chapter 3. “Strategic Principles of Consensus Organizing.”
Toseland & Rivas:
Optional:
Chapter 4. “Leadership.”(BB)
Optional:
Chapter 12. “Task Groups: Specialized Methods.”(BB)
Class 5
Engaging Diverse Populations—Practice in Multicultural Communities and
10/4
Building Culturally Competent Services
ASSIGNMENT #1 DUE: GROUP DYAMICS ANALYSIS
Objectives
• Understand practice models of organizing in diverse communities.
• Apply principles of consensus organizing and transformational leadership to work in
multicultural settings.
Activity: Group #2 – Small Group Teaching
Group Facilitation Activity: Community Power Analysis
SOWO 875 Syllabus Fall 2010 – Hinson
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Readings
Brueggemann, Chapter 5. “Community.”
Bankhead and Erlich, HCP, Chapter 3. “Diverse Populations and Community Practice.”
Skim: Toseland and Rivas, Chapter 5. “Leadership and Diversity.”(BB)
Optional: Gutierrez, et al. HCP, Chapter 18. “Multicultural Community Practice Strategies and
Intergroup Empowerment.”
Class 6
Community Organization Practice
10/11
Objectives
• Review models of community organizing and assess their appropriateness in a variety of
settings.
Activity: Group #3 – Small Group Teaching
Readings
Brueggemann, Chapter 8. “The Practice of Community Organization.”
Ohmer & DeMasi:
Chapter 4. “The Process of Consensus Organizing.”
Chapter 5. “The Role of the Consensus Organizer.”
Optional: Rubin & Rubin, HCP, Chapter 9. “The Practice of Community Organizing.”
Class 7
Organizations and Community Analysis
10/18
Objectives
• Explore the roles of social organizations in communities.
• Develop skills in community analysis.
Activity: Group #4 – Small Group Teaching
Readings
Skim: Brueggemann, Chapter 9. “Social Organizations.”
Ohmer & DeMasi:
“Introduction to Section III”
Chapter 6. “Step One in Community Analysis: Understanding Communities—
Their History and Current Conditions.”
Chapter 7. “Step Two in the Community Analysis: Understanding and Engaging
Individuals from Internal Community Resources.”
Chapter 8. “Step Three in the Community Analysis: Understanding and engaging
Individuals from External Community Resources.”
“Section III. Wrap-up: Tying It All Together.”
Optional: Buffum, HCP, Chapter 31. “Revisiting Community-Based Administration, Program
Management, and Monitoring.”
Class 8
Organizing Approaches for Increasing Participation and Promoting
10/25
Diversity and Social Justice in Organizations and Communities
Objectives
• Explore concepts of popular education and their role in citizen empowerment.
SOWO 875 Syllabus Fall 2010 – Hinson
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•
Assess the strengths and weaknesses of community practice approaches in including
diverse populations, addressing a variety of interests, and confronting social injustice.
Activity: Group #5 – Small Group Teaching
Case Study: 25 years after Bhopal
Readings
Ohmer & DeMasi:
Chapter 9. “Building Personal Relationships by Identifying and Harnessing
Mutual Self Interest.”
Chapter 10. “Power Matters.”
Castelloe & Gamble, HCP, Chapter 13. “Participatory Methods in Community Practice:
Popular Education and Participatory Rural Appraisal.”
Optional: Burghardt and Fabricant, HCP, Chapter 10. “Which Side Are You On? Social Work,
Community Organizing, and the Labor Movement.”
Optional: Reisch, HCP, Chapter 15. “Radical Community Organizing.”
Optional: Hyde, HCP, Chapter 19. “Feminist Community Practice.”
Optional: Cnaan, et al. HCP, Chapter. 20. “Rise Up and Build the Cities: Faith-Based
Community Organizing.”
Class 9
Program Development, Collaboration and Coalitions
11/1
Objectives
• Explore the role of nonprofit 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: Group #6 – Small Group Teaching
Activity: Incorporation vs. collaboration
Readings
Ohmer & DeMasi, Chapter 12. “Applying Consensus Organizing to Other Fields.”
Roberts-DeGennaro and Mizrahi, HCP, Chapter 16. “Coalitions.”
Morrison, HCP, Chapter 21. “Service Coordination: Practical Concerns for Community
Practitioners.”
Optional: Mulroy, et al., HCP, Chapter 25. “Community Building and Family-Centered Service
Collaboratives.”
Optional: Lauffer, HCP, Chapter 32. “Fundraising, Programming, and Community Organizing:
Working with Donors, Investors, Collaborators, and Purchasers.”
Class 10
11/8
Objectives
Social Planning and Communities
SOWO 875 Syllabus Fall 2010 – Hinson
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•
•
Compare and contrast social welfare planning, social agency planning, and neighborhood
planning.
Explore challenges for implementing and evaluating the community planning process.
Activity: Group #7 – Small Group Teaching
Guest Speaker: Dr. William M. Rohe, Director of the Center for Urban and Regional Studies at
UNC-CH
Activity: Social planning and fundraising
Readings
Rohe, W.M. (2009). From local to global: One hundred years of neighborhood planning.
Journal of the American Planning Association, (75)2, 209-230. (BB)
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=102&sid=3f8ef
a37-113d-4b9d-b711-40d36662a9ed%40sessionmgr111
Brueggemann, Chapter 6. “The Practice of Community Planning.”
Ohmer & DeMasi, Chapter 11. “Seeding Civic Participation through Youth Organizing.”
Optional: Weil, HCP, Chapter 11. “Social Planning With Communities.”
Optional: Brilliant, HCP, Chapter 12. “From Community Planning to Changing Communities:
Fundraising and Fund Allocation for Human Services.”
Class 11
Community Development
11/15
Objectives
• Review theories of development and their compatibility with models of empowerment
and community organizing.
• Explore the role of community development corporations.
Activity: Group #8 – Small Group Teaching
Guest Speaker: Colin Austin, JD – Program Director, MDC
Film: The Quiet Revolution: Bangladesh (Grameen Bank)
Readings
MDC, Inc. (2001). “The building blocks of community development.” (BB)
http://www.mdcinc.org/docs/building_blocks.pdf
Brueggemann, Chapter 7. “The Practice of Community Development.”
Midgley & Livermore, HCP, Chapter 7. “Development Theory and Community
Practice.”
Optional: Gamble & Hoff, HCP, Chapter 8. “Sustainable Community Development.”
Optional: Rubin & Sherraden, HCP, Chapter 26. “Community Economic and Social
Development.”
Class 12
11/22
Research & Evaluation
SOWO 875 Syllabus Fall 2010 – Hinson
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Objectives
• Explore community-based research methods.
• Develop skills in evaluating community change efforts.
Activity: Group #9 – Small Group Teaching
Readings
Ohmer & DeMasi:
Chapter 13. “Designing an Evaluation of a Consensus Organizing Intervention.”
Chapter 14. “Evaluating Consensus Organizing as a Community-Level
Intervention.”
Pennell, Noponen, and Weil, HCP, Chapter 34: “Empowerment Research.”
Optional: Chow and Crowe, HCP, Chapter 33. “Community-Based Research and Methods in
Community Practice.”
Class 13
Policy Advocacy and Social Movements
11/29
Objectives
• Compare existing and alternative models for making policy.
• Apply models of modern and postmodern social action to organizing approaches studied
so far.
• Explore appropriate applications for social, legislative and political action.
Activity: Collaborative meeting for work groups to discuss findings, coordinate final product
and presentation.
Readings
Brueggemann:
Chapter 13. “The Practice of Social Work Policy Advocacy.”
Chapter 14. “The Practice of Social Work with Social Movements.”
Mondros, HCP, Chapter 14. “Political, Social, and Legislative Action.”
Optional: Padilla & Sherraden, HCP, Chapter 5. “Communities and Social Policy Issues:
Poverty, Economic Inclusion, and Asset Building.”
Optional: Jansson, HCP, Chapter 17. “Four Models of Policy Practice: Local, State, and National
Arenas.”
Class 14 Global Issues
12/6
Objectives
• Explore challenges of global change and indicators of social development.
Activity: Final presentations
Readings
Brueggemann, Chapter 15. “The Practice of Social Work at the Global Level.”
Reisch, HCP, Chapter 29. “Community Practice Challenges in the Global Economy.”
Optional: Estes, HCP, Chapter 28. “Global Change and Indicators of Social Development.”
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