The University of North Carolina at Chapel Hill
School of Social Work
Course No:
Course Title:
Instructor:
Office Hours:
SOWO 570 Section 004: Tuesdays, 9:00 – 11:50am
Section 959: Fridays, 9:00 – 11:50am
Social Work Practice with Organizations & Communities, Fall 2011
Josh Hinson, MSW, LCSW, LCAS
School of Social Work, Room 563-D
Office: 919.962.6434
QHinson@email.unc.edu
Tuesdays 1–2pm, other times by appointment
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)
American Psychological Association. (2009). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: American Psychological Association.
Additional required readings are listed below and available either on the class Sakai site (referred to as
“S”) 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 Sakai, at https://sakai.unc.edu/portal
TEACHING METHODS
My goal is to make course content as practical as is possible in a classroom setting. We will use case
examples, field visits, 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 Sakai in the
“Resources” folder):
Requirement
Class participation & attendance
Community assessment exercise
Logic model & theory of change assignment
Organizational assessment and change exercise
Student Task Group Facilitation Demonstration
Optional: Book Review
Due Date
Ongoing
Class #4
Class #8
Class #11
Class #14
Friday, 12/9
Points
15
20
20
20
20
5
Class Participation & Attendance (15 points)
It is expected that students will be active members of the class. Therefore, participation will be judged
by attendance and the degree to which students are prepared for class and participate in class
discussions, exercises, role plays and other learning activities. Full credit will only be awarded to
students who arrive to all class sessions on time, stay for the entire duration of the class, and
demonstrate that they have completed assigned tasks.
SOWO 570 Syllabus Fall 2011 – Hinson
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Community Assessment Exercise (20 points; Proposal due at the beginning of class #2, final draft due at
the beginning of class #4)
Students will select a social problem for which they will conduct an abbreviated community assessment,
such as the need for coordinated mental health and substance abuse services for homeless adults with
children. 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. 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
data collected from surveys, focus groups or interviews) and involve various stakeholders, and briefly
discuss the implications of their findings. Students will briefly share their findings in class on the due
date. Detailed instructions and a grading guide are available on Sakai in the Resources folder.
Logic Model & Theory of Change Assignment (20 points; Due at the beginning of class #8)
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 the social problem assessed in the Community
Assessment Exercise. 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 five scholarly sources to demonstrate the ability to use the best available evidence
to support ideas for a program or intervention. Students will present their projects in class on the due
date, using appropriate visual aids and presentation style. Detailed instructions and a grading guide are
available on Sakai in the Resources folder.
Organizational Assessment & Change Exercise (20 points; Due at the beginning of class #11)
Students will complete an assessment of an agency or organization that seeks to address the social
problem assessed in the Community Assessment Exercise, including organizational characteristics,
mission, desired outcomes, target populations, programs and services, degree to which it is communitybased, organizational culture, degree of diversity, decision-making processes, power and other
attributes. Students will share their findings 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 Sakai in the Resources folder.
Student Task Group Facilitation Demonstration (20 points; To be conducted in class #14)
In small teams, students will demonstrate task group facilitation skills by leading a simulated community
change initiative meeting with the intention of persuading stakeholders to adopt the community or
organizational change proposed in the Logic Model and Theory of Change Assignment and/or
Organizational Assessment and Change Exercise. Students will write a brief paper to justify their decision
to select the target audience for change. 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
Sakai in the Resources folder.
Optional: Book Review (5 points; Due electronically on Friday, December 9)
Students who receive full credit on all of the above assignments will receive a final grade of 95. A grade
of passing (P) is considered entirely satisfactory. The grade of honors (H) — which only a limited number
of students attain – signifies that the student has completed work in addition to the basic requirements
above, and that all work is clearly excellent in all respects. The optional book review assignment will give
students an additional opportunity to earn the grade of Honors. A list of approved books and a grading
guide are is available on Sakai in the Resources Folder.
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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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
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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 Sakai. 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
SOWO 570 Syllabus Fall 2011 – Hinson
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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 one day late.
A grade of Incomplete is given only in exceptional and rare circumstances, 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 RESUBMITTING WORK:
Students have the option of resubmitting one assignment during the course of the semester. Students
who wish to resubmit work must discuss this with the instructor, and they must turn in revised work
within one week of receiving the original graded assignment. The highest grade possible on a
resubmitted assignment is 80 out of 100 points.
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 (including self-plagiarism, or
submitting work that has been previously submitted in another course) 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 as a tool for small group activities and in-class assignments or as an approved accommodation
for students with disabilities (sees above).
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Class Schedule & Reading Assignments
Class 1
Introduction
Friday, 8/26
Tuesday, 8/30
Objectives
1. Course overview, syllabus review, class norms.
2. Discussion of macro social work practice models, principles and roles.
Class 2
Understanding Communities
Friday, 9/2
Tuesday, 9/6
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). Theoretical frameworks for community change, pp. 34-69). (S)
Mancini, J.A. & Bowen, G.L. (2009). Community resilience: A social organization theory of action and
change. (S)
Class 3
Community Assessment
Friday, 9/9
Tuesday, 9/13
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. Understand the needs and assets of diverse groups of people.
Readings
Mohr, B.J. & Watkins, J.M. (2002). The essentials of appreciative inquiry: A roadmap for creating positive
futures. (S)
The Community Tool Box. (2011). Chapter 3: Assessing community needs and resources. (S)
Read the following sections:
Section 2: Understanding and describing the community.
Section 3: Conducting public forums and listening sessions.
Section 4: Collecting information about the problem.
Section 5: Analyzing community problems.
Small groups will be assigned one of the following. Be prepared to discuss with other groups:
Magaña, S. & Ybarra, M. (2010). Family and community as strengths in the Latino community. (S)
Manning, M.C. (2001). Culturally competent assessments of African American communities and
organizations. (S)
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Class 4
Community Change Strategies
Friday, 9/16
***Community Assessment Exercise Due***
Tuesday, 9/20
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 (It’s not as bad as it looks… these readings will go fast!)
Gamble, D. & Weil, M. (2010). Table 2.1 Eight models of community practice with twenty-first century
contexts & Table 2.2 Primary and related roles for social workers/community practice workers in
the eight models). (S)
Gladwell, M. (2006). Million-dollar Murray: Why problems like homelessness may be easier to solve than
to manage. (S)
Johnson Butterfield, A.K., Chisanga, B. (2008). Community development. In T. Mizrahi and L.E. Davis
(Eds.) Encyclopedia of Social Work (20th Edition). (e-reference edition). (UL) (Click “Browse” and
enter “Community Development”)
Lopez, M.E. (2003). Transforming schools through community organizing: A research review. (S)
National Technical Assistance and Evaluation Center for Systems of Care. (2008). A closer look:
Interagency collaboration. (S)
Sherraden, M.S. (2008). Community economic development. In T. Mizrahi and L.E. Davis (Eds.)
Encyclopedia of Social Work (20th Edition). (e-reference edition). (UL) (Click “Browse” and enter
“Community Economic Development”)
Class 5
Field visit: Communities and Organizations of Siler City, NC
Friday, 9/23
Both sections, Noon-5pm
Before the class visit to Siler City, skim over the community assessments below and complete the
worksheet on Sakai.
 2004 Siler City Action-Oriented Community Diagnosis (S)
 2010 Chatham County Community Health Assessment (S)
 2010 Chatham County Community Health Disparities Report (S)
Class 6
Planning for Community & Organizational Change: Using Logic Models
Tuesday, 9/27
Friday, 9/30
Objectives
1. Articulate outcome objectives – quality of life improvements for a target population – related to
a program or intervention.
2. Draft a logic model to identify the inputs, activities, outputs, and outcomes of a program or
intervention that address the identified problem(s).
Readings
W.K. Kellogg Foundation. (2004). Logic model development guide. (Read Chapters 1-3, pp. 1-34). (S)
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Class 7
Planning for Community & Organizational Change: Theories of Change
Tuesday, 10/4
Friday, 10/7
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.
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. (S)
Bushe, G.R. (2001). Five theories of change embedded in appreciative inquiry. (S)
Class 8
Engagement & Facilitation Skills, Part 1
Tuesday, 10/11 ***Logic Model & Theory of Change Assignment Due ***
Friday, 10/14
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
Hardcastle, D. A. & Powers, P. R. (2004). Using the advocacy spectrum. (S)
Homan, M.S. (2011). People – the most valuable resource. (S)
Nelson, G. (2000). Designing self-governance dialogues. (S)
Class 9
Engagement & Facilitation Skills, Part 2
Tuesday, 10/18
Friday, 10/28
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
Hardcastle, D. A. & Powers, P. R. (2004). Using work groups: Committees, teams, and boards. (S)
Abramson, J.E., & Bronstein, L.R. (2004). Group process dynamics and skills in interdisciplinary
teamwork. (S)
Bushe, G.R. (1998). Appreciative inquiry in teams. (S)
Skim additional resources on running effective meetings. (S)
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Class 10
Understanding Human Service Organizations
Tuesday, 10/25
Friday, 11/4
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 11
Organizational Culture & Performance in Human Service Organizations
Tuesday, 11/1 *** Organizational Assessment & Change Exercise Due ***
Friday, 11/11
Objectives
1. Understand the respective roles of the Board of Directors and CEO of human service
organizations.
2. Understand how organizational culture can affect service delivery and outcomes for client
populations
3. Explain how power is exercised within organizations and how it can be shared with clients and
residents to improve service delivery
4. Explain ways in which organizations can be more responsive and accountable to the participants
and communities they serve.
Readings
GF
Chapter 4: Who has the power? Roles in human service organizations
Hemmelgarn, A.L., Glisson, C. & James, L.R. (2010). Organizational culture and climate: Implications for
services and intervention research. (S)
Class 12
Cultural Competency & Anti-Oppression in Organizations
Tuesday, 11/8
Friday, 11/18
(First half of class)
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. (S)
James, J., Green, D., Rodriguez, C. & Fong, R. (2008). Addressing disproportionality through undoing
racism, leadership development, and community engagement. (S)
Messinger, L. (2004) Out in the field: Gay and lesbian social work students’ experiences in field
placement. (S)
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Class 13
Seeking Change within Human Service Organizations
Tuesday, 11/15
Friday, 11/18
(Second half of class)
Objectives
1. Describe strategies for coping effectively as an employee with changes that human service
organizations experience.
2. 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 11: Coping with change
Chapter 12: Lending a helping hand: Making your organization better
Whitney, D., & Cooperrider, D. L. (2000). The appreciative inquiry summit: An emerging methodology for
whole system positive change. (S)
Cooperrider, D.L. (1996). Resources for getting appreciative inquiry started: An example OD proposal. (S)
Class 14
Student Task Group Facilitation Sessions
Tuesday, 11/29
Course Review & Evaluation
Friday, 12/2
Readings – None assigned.
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