THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
SOWO 875
Community: Theory & Practice
FALL SEMESTER 2011
CREDITS:
INSTRUCTOR:
3 credit hours
MARIE WEIL
School of Social Work
Office: Tate-Turner-Kuralt Building
Phone: 919-962-6455
Email: moweil@email.unc.edu
OFFICE HOURS:
Monday 5:00-6:30
Tuesday 11:45-12:45
Other times by appointment
COURSE DESCRIPTION: Engages students in examining theory, methods, and strategies for
community practice within complex political and economic environments, emphasizing values
and intervention methods.
COURSE OBJECTIVES:
Upon completion of the course students will be able to demonstrate:
1. Knowledge of and ability to demonstrate facilitation and leadership skills in community
development, organizing, and planning settings;
2. Ability to analyze group dynamics in a task group setting;
3. Ability to discuss and apply knowledge about cultural competence in analysis of
organizations and practice situations in multicultural communities. Ability to apply a
framework for learning about specific community cultures;
4. Ability to analyze emerging issues in political/economic environments that affect
opportunities and access for low-wealth populations and community practice settings;
5. Knowledge of and ability to analyze and apply community and practice theories in
course discussions and assignments; Ability to theorize and compare utility of theories
in diverse practice situations in class presentations and papers;
6. Knowledge of and ability to employ conceptual frameworks and practice approaches
used in the class in analyzing community strategies and decision-making processes;
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7. Ability to articulate, critique and apply social work values, ethics, and professional
principles for community practice; Use of values and ethics for decision-making in
settings where different values and interests are in competition and where there are
significant power differentials;
8. Ability to explain and appreciate the competing demands that multiple stakeholders
place on community-based organizations, and the multiple expectations and demands
placed on community practitioners;
9. Ability to integrate theory, knowledge, research findings, and skills to demonstrate
advanced practice competencies such as: building a diverse and culturally competent
community organization; coordinating the work of diverse groups in communities; and
building a shared culture in an organization or community group that appreciates the
strengths of oppressed populations;
10. Knowledge of current trends, issues, and studies that shape and influence organizing,
planning, and development processes in community-based organizations and
communities in relation to students’ special interest projects; and
11. Ability to demonstrate and teach selected knowledge, skills and competencies for
community practice in class presentations.
EXPANDED DESCRIPTION:
This course builds on learning from the MSW foundation year, particularly from SOWO 570
“Social Work Practice with Organizations and Communities” and provides grounding for
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:
Gamble D. & Weil, M. (2010). Community practice skills: Local to global perspectives. New
York: Columbia University Press.
Weil, M., Gamble, D.N., & MacGuire, E. Community practice skills workbook: Local to global
perspectives. New York: Columbia University Press.
Bens, I. (2005). Advanced facilitation strategies: Tools & techniques to master difficult
situations. San Francisco: Jossey Bass.
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Selected Readings from: Weil, M. (2005). The handbook of community practice. Thousand
Oaks, CA: Sage. (Available on-line through Davis Library.)
Selected Readings from: Weil, M. (forthcoming). The handbook of community practice, Second
Edition. Thousand Oaks, CA: Sage. Will be made available by the instructor.
Selected Readings from:
Iglehart, A.P. & Becerra, R.M. (2010). Social services and the ethnic community: History and
Analysis, Second Edition. Long Grove, IL: Waveland Press.
RECOMMENDED TEXTS/READINGS:
Brueggemann, W. (2006). The practice of macro social work, third edition. Belmont CA:
Thomson—Brooks/Cole.
Chambers, R. (2002). Participatory workshops: A sourcebook of 21 sets of ideas and activities.
London: Routledge
Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum.
Ohmer, M. L. & DeMasi, K. (2008). Consensus organizing: A community development workbook.
Thousand Oaks, CA: Sage.
Sen, Amartya. (1999). Development as Freedom. New York: Anchor.
Sen, Amartya. (2009). The Idea of Justice. Cambridge: Harvard University Press.
Toseland, R.W. & Rivas, R. (2008). An introduction to group work practice, sixth edition. Upper
Saddle River, NJ: Pearson-Allyn & Bacon.
Other required readings are available on the course’s Sakai 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.
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) double spacing and any format the student
desires for presenting bulleted and numbered lists, tables, charts and other in-text exhibits that
result in a professional and attractive presentation style as expected by human service
organizations.
Information concerning APA style and writing resources are listed below:
American Psychological Association. (2009). Publication manual of the American
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Psychological Association, 6th Edition. Washington, D.C.: American Psychological
Association.
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http://www.apastyle.org/elecref.html (APA Style for material in electronic formats)
http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about
documentation using APA style)
http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of Style which
was originally published in 1918)
http://www.fas.harvard.edu/~wricntr/resources.html (The Writing Center, links to on-line
reference material and many other useful sites for authors)
http://www.unc.edu/depts/wcweb/ (The UNC writing center—on-line and tutorial help at
Phillips Annex 962-7710)
GRADING SYSTEM:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). The numerical values of these grades are:
H: 94-100
P: 80-93
L: 70-79
F: 69 and lower
A grade of P is considered entirely satisfactory graduate work. The grade of Honors (“H”) —
which only a limited number of students attain -- signifies that the work is clearly excellent in all
respects.
GRADING GUIDES:
Grading guides for 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. Papers not submitted on time will have points deducted for lateness. In the event of an
emergency, contact the instructor to work out a plan for delivery of the assignment.
A grade of Incomplete is given only in exceptional and rare circumstances that warrant it, e.g.
family crisis, serious illness. It is the student’s responsibility to request and explain the reasons
for an Incomplete. The instructor has no responsibility to give 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
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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. This work was created for this course and has not been submitted previously
or concurrently for another course.” If you are interested in developing a larger project that
relates to more than one course, you must discuss it initially with both instructors. 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 on or before the
first day of class.
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
Use of all electronic devices is prohibited without permission of the instructor. Please set your
cell phones to vibrate. Use of laptops is permitted as a tool for small group activities and in-class
assignments or as an approved accommodation for students with disabilities (see above).
OTHER POLICIES/GENERAL INFORMATION:
For all class papers, including reflection papers, submit two copies to the instructor (one 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:
Two major assignments are required for the course. All students will complete the first
assignment during the first half of the semester: Community Practice Models: Poster Sessions.
For your final major paper and class presentation, you may select either A or B:
Final Assignment Option A. Skills Presentation and Final Paper, or
Final Assignment Option B. Teaching Your Special Interest Topic and Final Paper
All papers should be presented in accordance with APA style. The percentage of final
grade is indicated with the following descriptions:
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Brief homework assignments and in-class work with groups are frequently used in the class to
provide opportunities for specialized work and application of group process and facilitation
skills. These brief assignments along with your contribution to the class will be counted as part
of your course grade for Participation
15%
Assignment One: Community Practice Models Poster Sessions
35%
The first major assignment involves selection of a community practice model of interest to you.
You may choose one of the Weil/Gamble models, or one of the Rothman combined models
(diagram to be provided). Select two examples of the model you have chosen to focus on in your
poster presentation and discussion paper. If you are more interested in global work, compare two
international examples. If you are more interested in transnational issues, select one domestic
(your home country) and one international example in your selected model. If your home country
is not the U.S.A., you may use an example from the U.S. as your international example. Should
you want to focus on two different models, speak with the instructor to plan an alternative
assignment.
One example may be taken from your own previous experience if applicable; the other, or both,
examples may be drawn from current literature, from web-based research, or from interviews
with a current practitioner and your own observation. When you have decided on the examples
you will use, please e-mail that information to the instructor.
The examples will be presented in brief poster sessions (the posters will also be displayed
on the 5th floor of the School). A brief handout should be prepared for class members that
presents the essential components of the selected model and the ways in which the two examples
illustrate the model—including similarities and differences.
A paper providing a comparison of the two examples, how they illustrate the model, and what
benefits work with this model provides to members of communities or organizations completes
the assignment. The paper should present the central issues and concepts related to the model and
provide an analysis of the selected examples. It should also describe the major roles that the
practitioners should adopt in the two examples, differentially discuss the skills a facilitator needs
to work in this practice area, and provide examples of how skills or roles might be applied
somewhat differentially in relation to the specific context of the examples and the culture and
interests of community members. The handout should be used as a training tool and handed out
to class members on the day of your presentation. At the beginning of the following class, turn in
your paper for Assignment One which should include a brief reflection statement on your
thoughts about the presentation. (paper length 8-10 pages)
35%
FINAL ASSIGNMENT:
Select EITHER Option A. or Option B.
50%
Final Assignment Option A: Skills Presentation/Training and Paper
Students will select a particular skill or set of skills and facilitate a group exercise and
presentation to illustrate and teach the skill(s) to class members. Areas may include skills related
to any of the roles and skills covered in the CPS text, for example: grassroots group
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development, community-based planning, community development, program design,
community strengths/needs assessments; conflict resolution, group or inter-group
facilitation, interagency collaboration, coalition building or political advocacy (or other
skill areas following approval from the instructor). The skills presentation, training
handouts, and a major paper (13 pages maximum) will complete the assignment.
The paper should include the following components:
(a) a description and analysis of the skill area;
(b) discussion of related theory;
(c) discussion and analysis of the contexts, practice settings and practice models in which the
skill or skill set is of major importance;
(d) presentation and rationale for appropriate learning methods;
(e) recommendations on how to teach/train for this skill area; and
(f) a reflective summary appraisal of the experience of teaching the skill(s) to the class.
These Presentations will be built into the regular class schedule of the semester. The
Skills Presentation as well as the Paper will be counted in the Final Assignment grade. Efforts
will be made to schedule these presentations to accompany relevant class readings.
Final Assignment Option B: Special Interest Topic:
Analysis Paper and Teaching Presentation
This final paper option will focus on a topic of particular interest to the student and will include
the following components:
(a) an analysis of theory that guides practice in the chosen topic area;
(b) research related to the particular topic illustrating its value in community practice or
presentation of research-grounded or evidence-based practice examples would be relevant. If
there is no sound research base for the topic, discuss why the approach is considered useful and
describe what kind of research is needed to evaluate the effectiveness of the approach(es)
discussed;
(c) an analysis of the major practice roles required for effective practice in the topic area, and the
basic practice methods applied in the approach or model(s);
(d) an analysis of the skills needed for effective performance in required roles and practice
method;
(e) an appraisal of why this topic area is of particular importance for current and emerging
community practice; and
(f) a discussion of how you plan to use the knowledge and skills discussed in your own career
(17-20 pages maximum).
Topics related to social and economic development, community and social planning, sustainable
development, program development, interventions with refugees or immigrant groups,
consultation for multicultural or inter-group community work or coalitions; empowerment
strategies, program evaluation or community assessments, grassroots program development and
management, collaboration, coalitions or other areas of community practice are appropriate
topics. Alternate foci might be a leadership development curriculum with an analysis of the
process and intended outcomes. This assignment is more like a “traditional” academic paper.
While it presents analysis and discussion of skills; it does not require actual teaching of the
skills. Videos or other media presentations might be included with the presentation. These
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Presentations will be scheduled during the last two to three class sessions.
COURSE EXPECTATIONS AND GRADING POLICY:
As an advanced graduate seminar, this course has high expectations for reading, analyzing, and
critiquing professional literature; engaging in class discussions and creative problem solving;
participating in experiential exercises, analyzing case studies and practice experiences; leading
assigned discussions and presenting your own work for collegial discussion. Students are
expected to turn in all assignments on time. Should you experience a major health or family
problem, contact the instructor immediately to develop a completion plan. Credit will be
deducted for late papers.
If it is necessary for you to miss class due to illness, family emergency or professional
responsibilities, call and email the instructor as soon as possible to make arrangements to
complete make-up assignments.
1. Class Attendance and Participation: It is expected that students will be active members
of the class. Even though absences may be unavoidable (illness, family commitments,
work-related activities, etc.), they prevent students from participating in the learning
process. Therefore, the following grading rubric will be used for class participation:
15 pts:
No classes missed, active participation.
13 pts:
One class missed, active participation.
12 pts:
One class missed, inconsistent participation
10 pts:
Two classes missed, active participation.
8 pts:
Two classes missed, inconsistent participation.
Under 5 pts:
Three or more classes missed, disengagement from class.
Participation will be judged by the quality and degree to which students participate in
class discussions, exercises, role plays and other learning activities.
CLASS SCHEDULE AND READING ASSIGNMENTS
Class 1
Introduction
August 29th
Objectives
 Review syllabus and class norms.
 Understand the contexts of community practice.
 Examine and analyze models of community practice
Exercises: Selected from Community practice skills workbook, Chapter 1.
Readings for Class 1:
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Gamble & Weil, (2010) Community practice skills: Local to global perspectives (CPS),
Chapter 1. Communities and Community Practice in Local to Global Contexts.
Weil, Gamble & MacGuire, (2010) Community practice skills workbook, Chapter 1.
Weil, (2005) The handbook of community practice (HCP). Chapter 1. Introduction:
Contexts and Challenges for 21st Century Communities.
NO CLASS SEPTEMBER 5TH—LABOR DAY HOLIDAY
Labor Day Reading:
Brueggemann, W.G. (2006). “Social Problems: The Challenge of Macro Social
Work,” Chapter 2 in The practice of macro social work, pp. 24-55. (Sakai)
Determine your assignment selections and prepare a paragraph statement describing your
major interests and focus in the assignments. Be prepared to discuss your choices in class 2.
Class 2
Theoretical Models of Community Practice
Theories of Community & Theories for Community Practice
September 12th
Objectives
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Identify social problems and their solutions using a variety of theoretical models for
community practice.
Explore issues related to social justice, human rights, and personal and professional
values
Establish a framework for understanding different models of community practice.
Exercises: CPS Workbook Chapters 2 & 4 and Bens Exercise
Readings:
Gamble & Weil, (2010). Conceptual Frameworks and Models for Community Practice,
Chapter 2 in CPS.
Chaskin, R. (forthcoming). Theories of Community, Chapter 5 in HCP2. (Sakai)
Gamble & Weil, (2010). Theories and Perspectives for Community Practice, Chapter 4,
CPS
Class 3
Community Organization Practice: Neighborhood & Community
Organizing & Values for Community Practice
September 19th
Objectives
 Review models of community practice and assess their appropriateness in a variety of
settings.
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Analyze values and ethics for community practice as they relate to models of practice
Understand the essential issues involved in both conflict and consensus approaches to
community practice and decisions regarding using, educational, collaborative, consensus
building, and social advocacy strategies.
Exercises/Activities: CPS Workbook Chapters 3 &5, and Bens Chapter 3
Readings
Ohmer, M. & Brooks, F. (forthcoming), The Practice of Community Organizing:
Comparing and Contrasting Conflict and Consensus Approaches, Chapter 11
in HCP2. (Sakai)
Bens, I. (2005). Conflict Management Strategies, Chapter 3 in AFS.
Gamble & Weil, (2010). Evolution of Values, Concepts, and Community Practice
Approaches, Chapter 3 CPS.
Select one reading among these three:
Reisch, M. (2005). Radical Community Organizing, Chapter 15 in HCP. (on line)
Carlton LaNey, I., Burwell, Y., and White, C. (forthcoming). Rural Community Practice:
Organizing, Planning, and Development, Chapter 21 in HCP2. (Sakai)
Gamble & Weil, (2010). Neighborhood and Community Organizing, Chapter 5 in CPS.
Class 4
Engaging Communities; Organizing Functional Communities; Approaches
for Increasing Participation and Promoting Diversity & Social Justice
September 26th
Objectives
 Explore concepts of popular education, the work of the Highlander Center, and their role
in citizen empowerment.
 Assess the strengths and weaknesses of community practice approaches in including
diverse populations, supporting human rights, addressing a variety of interests, and
confronting social injustice.
Guest Speaker:
Activities/Exercises: CPS Workbook Chapter 6; and
Chambers, R. (2002). Participatory workshops: A sourcebook of 21
sets of ideas and activities.
Readings
Reisch, M., Ife, J. & Weil, M. (forthcoming). Social Justice, Human Rights, Values and
Community Practice, Chapter 3, HCP2. (Sakai)
Castelloe & Gamble, (2005). Participatory Methods in Community Practice, Chapter 13 in HCP.
Iglehart & Becerra, (l995) Social Services & the Ethnic Community,
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Chapter 7. Service Delivery to Diverse Communities: Agency-Focused Obstacles
and Pathways; pp. 205-239. (Sakai)
Gamble & Weil, (2010). Organizing Functional Communities, Chapter 6 in CPS.
Recommended:
Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum.—Select sections of this
volume or the newer Pedagogy of Hope.
Class 5
Engaging Diverse Populations—Practice in Multicultural Communities and
Building Culturally Competent Services
October 3rd
Objectives
 Understand principles for building culturally competent organizations.
 Understand principles of building culturally competent services.
 Present strategies for promoting multicultural communication and collaboration
Exercises: Bens—The Five Rules of Facilitation, pp. 41-43
Case Study Discussion: Small groups will provide case studies/exercises for facilitation
practice.
Readings:
St. Onge, P. (forthcoming). Cultural Competency: Organizations and Diverse
Populations, Chapter 19 in HCP2. (Sakai)
Gutierrez, L, Lewis, E. Dessel, A. & Spencer, M. (forthcoming). Principles, Skills,
and Practice Strategies for Promoting Multicultural Communication and
Collaboration, Chapter 20 in HCP2. (Sakai) (Or 2005 version).
Castelloe, P., Watson, T., & White, C. (2002). Participatory change: An integrative
approach to community practice. Journal of Community Practice, 10(4), 731. (Sakai)
Select Either:
Iglehart, A. P. & Becerra, R. M. (2010). Social Services and the Ethnic Community:
Chapter 8. Service Delivery to Diverse Populations: Interorganizational Pathways,
pp. 241-270. (Sakai) or
Sen, R. (forthcoming). New Theory for New Constituencies: Contemporary Organizing
in Communities of Color, Chapter 12 in HCP2. (Sakai)
Recommended Readings:
Hyde, (2005). Feminist Community Practice, Chapter 19 in HCP. (on line).
Cnaan, et al. (2005). Rise Up and Build the Cities: Faith-Based Community Organizing,
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Chapter. 20 in HCP. (on line)
Class 6
Task Groups in Communities: Context, Theorizing and Problem Solving
October 10th
Objectives
 Review types of task groups and differential group dynamics and processes.
 Compare roles and responsibilities in leadership and facilitation in different types of task
groups.
 Explore theories of group work and their relevance to task groups.
 Apply problem-solving models to community task groups.
Group Facilitation Activity: Cardstorming
Discussion of Current Work with Task Groups—practice and facilitation or leadership issues
Readings
Toseland, R.W. & Rivas, R.F. (2011). An Introduction to Group Work
Practice Seventh Edition. Chapters 11 and 12 on Work with Task Groups.
New York: Allyn & Bacon. (Sakai)
Bens, (2005). The Complexities of Decision Making, Chapter 2 in AFS.
Class 7
Facilitation & Leadership
October 17th
Objectives
 Review dimensions of group dynamics and distinctions between the roles of facilitator
and formal leader.
 Describe how the skills needed for successful performance of these two roles are similar
and different.
 Understand power as it relates to forms of leadership and how power issues play out in
different models of community practice.
Guest Speaker:
Case Study: Small groups will provide case studies based on reading or experience.
Readings
Bens, (2005). Advanced (Facilitation) Strategies Overview, Chapter 1 in AFS, and
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Chapter 5. Essential Processes for Facilitators.
Brueggemann, (2006). Leadership: The Hallmark of Macro Social Work,
Chapter 4. The practice of macro social work. (Sakai)
Toseland, R.W., Jones, L.V., & Gellis, Z.D. (2004). Chapter 1: Group dynamics. In C.D.
Garvin, L.M. Gutiérrez , & M.J. Galinsky (Eds.), Handbook of social work with
groups (pp.13-31). New York, NY: Guilford Press. (Sakai)
Selected Readings:
Schulz, A.J., Israel, B.A., & Lantz, P. (2004). Chapter 18: Assessing and strengthening
characteristics of effective groups in community-based participatory research
partnerships.
Finn, J.L., Jacobson, M., Campana, J.D. (2004). Chapter 19: Participatory research,
popular education, and popular theater.
Staples, L.H. (2004). Chapter 20: Social action groups.
Abramson, J.S. & Bronstein, L.R. (2004). Chapter 22: Group process dynamics and skills
in interdisciplinary teamwork.
Ephross, P.H., & Vassil, T.V. (2004). Chapter 23: Group work with working groups.
Class 8
Community-Based Organizations, Collaboratives & Coalitions
October 24th
Objectives
 Explore the roles of social organizations in communities.
 Analyze interorganizational relationships.
 Understand the purposes and operations of different types of coalitions and
collaborations.
 Examine administrative/management roles in community practice.
 How do human service organizations engage in community building?
Activity: Comparison of experiences and observations of positive and problematic
interorganizational communication. What components/traits are needed for successful
work in coalitions or collaborative projects?
CPS Workbook Chapter 10 and Bens, Chapter 4.Consulting Strategies for Facilitators.
Readings:
Samples M. & Austin, M., (forthcoming). The Role of Human Service Nonprofits in
Community Building, Chapter 33, in HCP2. (Sakai)
Gamble & Weil, (2010). Building Effective Coalitions, Chapter 10 in CPS.
Mizrahi, T. Rosenthal, B., & Ivery, J. (forthcoming). Coalitions, Collaborations and
Partnerships: Interorganizational Approaches to Social Change, Chapter 19 in
HCP2. (Sakai)
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Bens, (2005). Chapter 4. Consulting Strategies for Facilitators.
Buffum, W.E. (2005). Revisiting Community-based Administration, Program
Management and Monitoring, Chapter 31 in HCP (on-line)
Class 9
Inclusive Program Development & Community Liaison
October 31st
Objectives
 Analyze strategies to insure that program development is inclusive of stakeholders—
especially those who will be participants or members of groups to be served.
 Explore the role of nonprofit, public, and for-profit organizations in meeting community
needs and achieving change.
 Weigh the pros and cons of developing new programs and organizations vs. forming
alliances and coalitions with existing ones.
 Identify traits necessary for successful interorganizational working relationships.
Activity: Incorporation vs. collaboration; CPS Workbook Chapter 8.
Readings
Gamble & Weil, (2010). Inclusive Program Development, Chapter 8 in CPS
Netting, E. & O’Connor, M.K. (forthcoming). Program Planning and Implementation:
Designing Responses to Address Community Needs, Chapter 34 in HCP2.
Lauffer, A. (forthcoming) Fundraising and Community Organizing: A Stakeholder
Model, Chapter 35 in HCP2. (or 2005 version, on line)
Pennell, Noponen & Weil, (2005). Empowerment Research, Chapter 34 in HCP (on line)
Recommended Reading:
Bailey & Koney (2000). Developing alliances, and consortia, networks and joint
ventures, in Strategic alliances among health and human service organizationsFrom affiliations to consolidations.
Class 10
Social Planning and Communities
November 7th
Objectives
 Compare and contrast social welfare planning, social agency planning, neighborhood
planning, and larger scale planning.
 Explore challenges for implementing and evaluating the community planning process.
 Discuss social work roles in planning.
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Guest Speaker:
Activity: Social planning and fundraising; CPS Workbook Chapter 9.
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. (Sakai)
Gamble & Weil, (2010), Communities and Social Planning, Chapter 9 in CPS.
Weil, (2005), Social Planning With Communities, Chapter 11 in HCP (on line).
Class 11
Community Social & Economic & Sustainable Development
November 14th
Objectives
 Review theories of development and their compatibility with models of empowerment
and community organizing.
 Compare salient development issues in low-income urban communities and rural
communities in relation to needs and directions for development.
 Explore the role of community development corporations.
 How would you conceptualize and explain the connections of social and economic
strategies to sustainable development?
Guest Speaker:
Readings
Gamble D. & Weil M. (2010). Social, Economic and Sustainable Development, Chapter
7 in CPS.
MDC, Inc. (2001). The building blocks of community development. (Sakai)
Midgley & Livermore, (2005) HCP, Chapter 7: Development Theory and Community
Practice.
Gamble & Hoff, (2005). Sustainable Community Development, Chapter 8. In HCP.
Rubin & Sherraden, (2005). Community Economic and Social Development, Chapter 26.
In HCP (on line): OR
Feehan, Feit & Becker, (forthcoming). Community Economic and Social Development.
Chapter 16 in HCP2. (Sakai)
Killough, Scott, (forthcoming). Building Local Capacity for Rural Development:
Experiences from World Neighbors, Chapter 33 in HCP2. (Sakai)
Class 12
Political & Social Action, Policy Advocacy, and Social Movements
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November 21st
Objectives
Revise
 Compare existing and alternative models for making policy.
 Apply models of modern and postmodern social action to mobilization and organizing.
 Explore appropriate applications for social, legislative and political action.
 What kind of political, social and/or policy have you been involved in? What types of
advocacy and advocacy issues are concerns for you?
Guest Speaker:
Readings
Mondros, J. (2005). Political, Social and Legislative Action. Chapter 14 in HCP (online).
Jansson, B. (2005). Four Models of Policy Practice: Local, State, and National Arenas,
Chapter 17 in HCP (on line).
Gamble & Weil, (2010). Political and Social Action, Chapter 11 in CPS.
Gamble & Weil, (2010) Movements for Progressive Change, Chapter 12 in CPS.
Class 13
Research, Evaluation & Use of Technology
November 28th
Objectives
 Explore community-based research methods.
 Compare approaches to evaluating community change efforts.
 What characteristics distinguish CBPR, CBAR, and Empowerment Research from
other evaluation methodologies and processes?
Final Presentations
Readings
Mary L. Ohmer, Joanne L. Sobek, Samantha N Teixeira, John M. Wallace and
Valerie B. Shapiro (forthcoming). Community-based Research: Rationale,
Methods, Roles and Considerations for Community Practice, Chapter 38 in
HCP2. (Sakai)
Schoech, R. (forthcoming). Community Practice in the Digital Age, Chapter 39 in HCP2.
Hillier, A. & Culhane, D. (forthcoming). GIS Applications and Administrative Data to
Support Community Change, Chapter 40 in HCP2. (Sakai)
Review: Pennell, J., Noponen, H., & Weil, M. (2005). Empowerment Research, Chapter
34 in HCP. (on line)
Ohmer, M.L., & Korr, W.S. (2006). The effectiveness of community practice
interventions: A review of the literature. Research on Social Work Practice,16(2):
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132-145.
Class 14
December 5th
Global Issues
Objectives
 Explore challenges of global change and indicators of social development.
Final Presentations
Case Study: Immigration, Refugees, and Transnationalism
Readings
Estes, (forthcoming), Global Change and Indicators of Social Development. Chapter
28, HCP2.(Sakai)
Reisch, (forthcoming), Community Practice Challenges in the Global Economy,
Chapter 3 in HCP2. (Sakai)
Pawar, M., (forthcoming) International Community Practice: Local to Global Issues and
Strategies, Chapter 30 in HCP2. (Sakai)
Alzate, M.M., Chowa, G., Andharia, J., and Weil, M. (forthcoming). Women’s
Leadership in Development, Planning, Organizing and Social Change, Chapter 31
in HCP2. (Sakai)
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