THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
LOCATION AND TIME:
CREDITS:
INSTRUCTOR:
OFFICE HOURS:
SOWO 875 – Section 1 (Fall 2012)
Community: Theory & Practice
Mondays from 2:00 pm – 4:50 pm; Room 226
3 credit hours
Lisa de Saxe Zerden, MSW, PhD
School of Social Work
Office: 425 Tate-Turner-Kuralt Building
Phone: 919-962-6430
Email: lzerden@email.unc.edu
By appointment; Students are always welcome to stop in
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 decisionmaking 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
SoWo570: Social Work Practice with Organizations and Communities and provides
grounding for electives offered by the Community Management and Policy Practice
(CMPP) 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 CMPP students, concentration courses are also often taken by
students completing advanced degrees in Public Health, Public Administration, among
other dual-degrees.
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:
Weil, M., Gamble, D.N., & MaGuire, E. (2010). Community practice skills workbook: Local to
global perspectives. New York: Columbia University Press.
This book will be referred to as CPS-Workbook throughout syllabus
SOWO 875 Syllabus Fall 2012 – Zerden
2
Gamble, D.N., & Weil, M. (2010). Community practice skills (CPS): local to global
perspectives. New York: Columbia University Press.
This book will be referred to as CPS throughout syllabus
Weil, M. (2012- in press). The handbook of community practice (2nd Ed.). Thousand Oaks,
CA: Sage.
*This book is not yet ready for purchase so select chapters will be posted on Sakai in proof format. It will be
referred to as HCP throughout syllabus
SELECTED TEXTS/READINGS:
Bens, I. (2005). Advanced facilitation strategies: Tools & techniques to master difficult
situations. San Francisco: Jossey Bass.
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:
Brueggemann, W. (2006). The practice of macro social work, 3rd edition. Belmont CA:
Thomson—Brooks/Cole.
Freire, P. (1993). Pedagogy of the oppressed. New York: NY: Continuum
Delgado, M. (2000). Community social work practice in an urban context: The potential of a
capacity enhancement perspective. New York: Oxford University Press.
Hardcastle, D.A. (2012). Community practice: Theories and skills for social workers. New York,
NY: Oxford.
Ohmer, M. L. & DeMasi, K. (2008). Consensus organizing: A community development
workbook. Thousand Oaks, CA: Sage.
Sen, A. (2009). The Idea of Justice. Cambridge: Harvard University Press.
Staples, L. (2004). Roots to power: a manual for grassroots organizing, 2nd edition.
Westport, CT: Prager.
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 Sakai in folders for each class session, or on
Web sites discussed in class. 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 who can provide excellent writing support. 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 unless otherwise explained.
Information concerning APA style and writing resources are listed below:
SOWO 875 Syllabus Fall 2012 – Zerden
3
American Psychological Association. (2009). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: American Psychological
Association.
 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)
TEACHING METHODS:
This advanced seminar will employ both cognitive and experiential learning approaches.
Students will be expected to facilitate discussions on application of theories to
community practice and to theorize about practice situations. Students will engage in a
variety of experiential exercises, lead exercises in areas of particular interest, and make
professional level presentations. Brief lectures and work in small groups will be employed
in the class as well as general class discussion.
Students are expected to work together to build a positive, learning-focused culture in the
class and to model the collaborative, analytic, and mutual planning approaches that are
critical for community practice. Students will be expected to employ professional ethics
and values and to actively practice facilitation and problem-solving skills. Students are
expected to treat the class as a professional venue in which all participants are committed
to learning and practice that can strengthen communities and organizations, and enact
values promoting social justice and human rights—especially for vulnerable populations
and those that historically and/or currently experience exclusion, discrimination, or
oppression.
Students are expected to actively participate, drawing from readings, assignments,
internships, and your previous or current work and/or volunteer experience. The
instructor will be available during office hours or by appointment, telephone and e-mail
to address questions that arise. The development of a supportive learning environment,
reflecting the values and ethics of the social work profession, is essential for this class.
Since the majority of work for most community practitioners involves working with task
groups, the class will provide an opportunity for testing, modeling, and expanding skills
in this area.
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 points; P= 8093 points; L= 70-79 points; you will receive an F if you 69 or fewer points.
SOWO 875 Syllabus Fall 2012 – Zerden
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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 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 due at 2pm on Monday and 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:
“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.”
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 directly with the instructor.
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
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.
SOWO 875 Syllabus Fall 2012 – Zerden
5
OTHER POLICIES/GENERAL INFORMATION:
For all class papers, please submit a hard copy at the start of class when the assignment is
due. If you will be late or know you need to miss a class on the date something is due, an
email will be accepted granted it comes in on time, by the start of class.
COURSE ASSIGNMENTS:
Students will be evaluated based on the following assignments:
Class Attendance and Participation
Assignment 2: Movie or Guest Speaker Critical Reflection
Assignment 3: Reading Summary and Discussion Questions
Assignment 4: Midterm Poster and paper
Assignment 5: Final Project (paper 20% & presentation 20%)
Total:
10%
10%
10%
30%
40%
100%
1. Class Attendance (10 points): 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. Your
attendance and engagement is essential to learning. You will lose attendance
points for missing class and by not participating during sessions.
2. Movie or Guest Speaker Critical Reflection (10 points): In this course we will
view several videos and invite guest speakers (TBD) related to community practice
that will cover different styles of leadership, mobilization, and success/challenges
of specific case examples historically and presently. Students will pick one video
(i.e, The Interrupters; The rebirth of Dudley Square; Saul Alinsky Biography piece;
A walk to beautiful, and others TBD), or one speaker to write a 3-5 page critical
reflection due by week 12. The below prompts are suggestive points to consider
addressing in your critical review to frame your paper:
a.
General thoughts and areas of learning or challenges addressed?
b.
Who are the community leaders? How have they been successful
given social, historical, political/economic context of their work?
c.
What are the unique strengths/challenges within this community?
d.
Who are the various stakeholders and what is their point of view?
e.
Are there parallel or differing comparisons to be made from other
examples discussed thus far in class?
f.
What are the values in conflict expressed in the film or by the guest
and how are these overcome or managed?
You are encouraged to recommend other related video content that your professor
can share with the class. Also, there will be 2 sessions when your professor will be
at professional conferences. It is suggested you use class time to watch one of these
films and ensure you are getting the content despite not meeting as a traditional
class.
SOWO 875 Syllabus Fall 2012 – Zerden
6
3. Reading Summary and Discussion Questions (10 points): Early in the
semester (~ class 2), small groups will be formed to facilitate a class “kick off” for 15
to 20 minutes at the beginning of class. The intent of the kickoffs is to have
students present what they think is important/valuable in the readings and to
stimulate group discussion. Reading summaries 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. Present what you think was most important in any format that you
choose to stimulate discussion.
c. Groups are not necessarily responsible for covering all of the readings in
depth but rather offering an overview of main concepts.
d. Groups are responsible for submitting written questions to instructor 24
hours in advance.
4. Midterm Poster and Paper (30 points): The midterm assignment involves the
selection of a community practice model of interest to you and preparation of two
products: (1) a poster; (2) a 4-6 page analytic and reflective paper (due the
following week).
For this assignment, students may choose one of the Weil/Gamble models or
another model you wish to explore (please see your instructor before choosing a
new model). Students will select two examples of the model as the focus of the
paper and presentation:
a. You can pick two models seen in the U.S.A
b. If you are more interested in practice in the U.S. and transnational
issues, select one domestic (your home country) and one international
example in your selected model.
c. If you are more interested in global work, you may compare two
international examples. If your home country is not the U.S.A., you may
use an example from the U.S. as your international example.
d. Should you want to focus on two different models, speak with the
instructor to plan an alternative presentation format. 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.
In class we will discuss the models and your plan for this assignment by week 4.
The poster presentation will be ~ 10-15minutes long (depending on class size)
during week 7. The posters will also be displayed in a class exhibit on the 5th floor
of the School to educate other students about community practice. For the brief
paper related to this poster, students will write a 4-6 page paper that documents
the examination above in APA format. The paper can be turned in a week after the
SOWO 875 Syllabus Fall 2012 – Zerden
7
poster presentation during week 8.The presentation and poster will inform the
paper and vice versa. This assignment will be worth 30% of your grade and is due
week 7 (poster), week 8 (paper).
5. Final Project: There are 2 options for the final assignment, explained below:
Choice A Overview:
Teaching and Facilitating Skills Presentation and
Final Paper (Due Date between Week 6-14)
Choice A will include 3 main components:
1.) Skills training (~20minutes)
2.) Training Handouts during training (1-2 page)
3.) Group Paper (8-10 pages)
Individually, or in small groups (~3 people), students
will select a particular skill or set of skills and facilitate a
group exercise and teach the skill(s) to class members.
The presentation should:
(a) Introduce the exercise;
(b) Set the stage and explain ground rules
(c) Implement and facilitate the exercise;
(d) De-brief; and
(e) Highlight learning points (give handout)
Areas may include any of the roles and skills covered in
the CPS text, for example: grassroots group development,
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 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 in which the skill is of major
importance;
(d) Rationale for when skill is appropriate
(e) Recommendations on how to tech/train for this
skill area; and
(f) As a conclusion, a reflective summary of the
experience of teaching the skill(s) to the class is
required. The paper portion of the assignment is
due one week after the teaching/learning
session is conducted.
Presentations will be built into the class schedule.
Groups will suggest possible dates that they would like
to present (that hopefully relate to readings when
possible).
SOWO 875 Syllabus Fall 2012 – Zerden
Choice B Overview
Special Interest Topic Presentation and Final Paper—
with Handout of Teaching Points (Due Week 12-14)
Choice B will include 2 main components:
1.) Topic paper (14-16 pages)
2.) Handout of teaching points/objectives
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 CP or presentation of research-grounded or
evidence-based practice examples. 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 and skills
required for effective practice in the topic area, and the
basic practice methods applied in the approach or
model(s);
(d) An appraisal of why this topic area is of particular
importance for current and emerging CP; and
(e) A discussion of how to use the knowledge and skills and
how it will inform your future work.
Topics related to social and economic development;
community planning; sustainable development; program
development; interventions with particular
groups/communities; consultation for multicultural or
inter-group community work; coalition building;
empowerment strategies; grassroots development and
management; collaboration; organizing, or other areas of
CP are appropriate topics.
Videos and/or other media may be included briefly within
the presentation (~10-15 min) which will be during weeks
12-14, and are done individually. This assignment is more
like a “traditional” academic paper (15-17 pages max). While
it presents analysis and discussion of skills; it does not
require actual teaching of the skill(s).
8
CLASS SCHEDULE AND READING ASSIGNMENTS
DATE
8/27
(wk 1)
OBJECTIVES
 Review syllabus
and class norms
 Overview of CP
 Contexts of CP in
social work
READINGS AND IN-CLASS EXERCISES
DUE
Weil, M. (2012). Introduction: Contexts and
challenges for 21st Century Communities. In M. Weil
(Ed.), HCP (Chapter 1). Thousand Oaks, CA: Sage.
Gamble, D.N., & Weil, M. (2010). CPS: Communities and CP
in local to global contexts (Chapter 1).
In Class:
CPS-Workbook: Chapter 1
9/3
No Class-- Labor
Day
“What does labor want? We want more schoolhouses, less jails; more books
and less arsenals. More learning and less vice; more leisure and less greed;
more justice and less revenge; in fact, more of the opportunities to cultivate
our better natures”- Samuel Gompers
9/10
(wk 2)
 Historical context
of CP in social
work
 Challenges of
macro social work:
past and present
Haynes, K. (1998). The one hundred-year debate: Social
reform versus individual treatment. Social Work, 43(6),
501-509.
Bruegemann, W.G. (2012-in press). History and context for
CP in North America. In M. Weil (Ed.), HCP (Chapter
2). Thousand Oaks, CA: Sage.
Recommended:
Hardcastle, D.A (2011). The concept of communities in social
work practice (Chapter 4). In Community Practice:
Theories and skills for social workers (3rd edition). New
York: Oxford University Press.
In Class:
Film: The Democratic Promise: Saul Alinsky and His Legacy
9/17
(wk 3)
9/24
(wk 4)
 Identify social
problems and
solutions using
theoretical models
for CP
 Issues related to
social justice,
human rights,
personal and
professional values
 Establish
framework for
understanding
models of CP
Gamble, D.N., & Weil, M. (2010). CPS: Conceptual
frameworks and models for CP (Chapter 2).
Gamble, D.N., & Weil, M. (2010). CPS: Theories and
perspectives for CP. (Chapter 4).
Chaskins, R. (2012-in press). Theories of Community. In M.
Weil (Ed.), HCP (Chapter 5). Thousand Oaks, CA: Sage.
 Review models of
CP
Ohmer, M., & Brooks, F. (2012-in press). The practice of
community organizing: Comparing and contrasting
In Class:
CPS-Workbook: Chapter 2
SOWO 875 Syllabus Fall 2012 – Zerden
9
DATE
OBJECTIVES
READINGS AND IN-CLASS EXERCISES
DUE
 Analyze values and
ethics for CP as
they relate to
models of practice
 Understand
essential issues
involved in conflict
and consensus
approaches to CP
and decisions
regarding using
educational,
collaborative,
consensus building
and advocacy
strategies
conflict and consensus approaches. In M. Weil (Ed.),
HCP (Chapter 10). Thousand Oaks, CA: Sage.
Gamble, D.N., & Weil, M. (2010). CPS: Neighborhood and
community organizing. (Chapter 5).
Pick 1 of the following readings that most fits w/ interests:
Carlton-LaNey, I., Burwell, Y., & White, C. (2012-in press).
Rural community practice: organizing, planning and
development. In M. Weil (Ed.), HCP (Chapter 21).
Thousand Oaks, CA: Sage.
Bens, I. (2005). Conflict management strategies, Chapter 3
in Advanced Facilitation Strategies. San Francisco, CA:
Jossey-Bass.
Reisch, M.(2012-in press). Radical community organizing. In
M. Weil (Ed.), HCP (Chapter 16). Thousand Oaks, CA:
Sage.
By end of
class #4,
students
will
discuss
their
model of
practice
topic for
poster
with the
Professor
Recommended:
Gamble, D.N., & Weil, M. (2010). CPS: Evolution of values,
concepts and CP approaches. (Chapter 3).
In Class:
CPS-Workbook: Chapter 3 and Chapter 4
10/1 (wk  Explore role of
5)
popular education
and citizen
empowerment
 Assess strengths
and weaknesses of
CP approaches in
diverse
populations,
supporting human
rights, varied
interests, and
confronting social
justice
10/8
(wk 6)
 Understand
principles for
building culturally
competent
organizations.
 Understand
principles of
building culturally
competent
services.
 Present strategies
Reisch, M., Ife, J., & Weil, M. (2012-in press). Social justice,
human rights, values and CP. In M. Weil (Ed.), HCP
(Chapter 4). Thousand Oaks, CA: Sage.
Gamble, D. (2012-in press). Participatory methods in
community practice. In M. Weil (Ed.), HCP (Chapter
14). Thousand Oaks, CA: Sage.
Gamble, D.N., & Weil, M. (2010). CPS: Organizing functional
communities (Chapter 6).
In Class:
Kate Fellman, Durham People’s Alliance;
CPS-Workbook: Chapter 6
Castelloe, P., Watson, T., & White, C. (2002). Participatory
change: An integrative approach to community
practice. Journal of Community Practice, 10(4), 7-31.
St. Onge, P. (2012-in press). Cultural Competency:
Organizations and diverse populations. In M. Weil
(Ed.), HCP (Chapter 19). Thousand Oaks, CA: Sage.
Pick 1 of the following readings that most fits w/ interests:
Igelhart, A., & Baccera, R. (1995). Social Services and the
Ethnic Community (Chapter 7). Service delivery to
diverse communities: agency-focused obstacles and
pathways (pp.205-239).
SOWO 875 Syllabus Fall 2012 – Zerden
Make
decision
on final
project:
(Choose
option A
or B so
groups
can be
formed
and dates
10
DATE
OBJECTIVES
for promoting
multicultural
communication
and collaboration
READINGS AND IN-CLASS EXERCISES
Gutierrez, L, Lewis, E. Dessel, A. & Spencer, M. (2012-in
press). Principles, skills, and practice strategies for
promoting multicultural communication and
collaboration. In M. Weil (Ed.), HCP (Chapter 20).
Thousand Oaks, CA: Sage.
Sen, R. (2012-in press). New theory for new constituencies:
Contemporary organizing in communities of color.
In M. Weil (Ed.), HCP (Chapter 11). Thousand Oaks,
CA: Sage.
DUE
set)
In Class:
Bens Activity: The Five Rules of Facilitation, pp. 41-43.
10/15
(wk 7)
10/22
(wk 8)
 Review types of
task groups and
differential group
dynamics and
processes
 Apply problemsolving models to
community task
groups and
facilitation
 Review dimensions
of group dynamics
and distinctions
between the roles
of facilitator and
formal leader
Toseland, R.W. & Rivas, R.F. (2011). An Introduction to Group
Work Practice Seventh Edition. Chapters 1 (overview
of groups) and 11 on Work with Task Groups. New
York: Allyn & Bacon.
Brueggemann, (2006). Leadership: The Hallmark of Macro
Social Work, Chapter 4. The practice of macro
social work. Belmont, CA: Thomson—Brooks/Cole.
Recommended:
Bens, (2005). The Complexities of Decision Making,
Chapters 1 & 5 in AFS.
Staples, L. (2006). Social action groups, In C.D. Garvin, L.M.
Gutierrez, & M.J. Galinsky (Eds). Handbook of Social
Work with Groups. New York: Guilford Press. pp.
344-359.
Bratiotis, C. (2011). The Hoarding Handbook. Working with
service delivery systems: Hoarding task force model
(Chapter 3). New York, NY: Oxford University Press.
In Class:
CPS-Workbook: Chapter 5 on “Cardstorming”
Guest Lecturer: Erica Snyder, Salvation Army, anti-human
trafficking
Present
Poster to
Class
(10-15 min)
exact time
TBD based
on class
size
 Continue
discussion on
participatory
methods in CP
 Community based
participatory
/action research
methods; compare
approaches to
evaluating
community change
efforts
 Assess how to
engage in CBPR,
Ohmer et al. (2012-in press). Community-based research:
rationale, methods, roles and considerations for
community practice. In M. Weil (Ed.), HCP (Chapter
38). Thousand Oaks, CA: Sage.
Buchanan, D.R., Miller, F.G., & Wallerstein, N. (2007).
Ethical issues in community-based participatory
research: Balancing rigorous research with
community participation in community intervention
studies. Progress in Community Health Partnerships:
Research, Education and Action, 1(2), 153-160.
Recommended:
Stoecker, R. (2012). Research methods for community change:
A project-based approach (Chapter 2). Los Angeles,
CA: Sage.
Paper
portion of
midterm
due
SOWO 875 Syllabus Fall 2012 – Zerden
**We may
need to
carry over
to next
week**
11
DATE
OBJECTIVES
CBAR, and
Empowerment
Research
10/29
(wk 9)
11/5
(wk 10)
READINGS AND IN-CLASS EXERCISES
DUE
In Class:
Case Examples CBPR/CBAR
Amanda Henley, Guest Lecture from GIS Librarian
 Analyze strategies
to ensure inclusive
program
development (i.e.,
all stakeholders—
including
participants or
those to be served)
 Weigh the pros
and cons of
developing new
programs and
organizations vs.
forming alliances
and coalitions with
existing ones.
 Identify traits for
successful interorganizational
working
relationships
Gamble & Weil, (2010). Inclusive Program Development,
Chapter 8 in CPS
Netting, E. & O’Connor, M.K. (2012-in press). Program
planning and implementation: Designing responses to
address community needs. In M. Weil (Ed.), HCP
(Chapter 36). Thousand Oaks, CA: Sage.
Lauffer, A. (2012-in press). Fundraising and community
practice: A stakeholder model. In M. Weil (Ed.), HCP
(Chapter 37). Thousand Oaks, CA: Sage.
 Understanding
importance of
CBOs and
collaborations
 Examine
administrative and
management roles
in CP
 Examine how to
engage community
building from
various
stakeholders
 Discuss experience
and observations of
positive and/or
problematic interorganizational
communication;
what makes for
(+/-) collaborative
Mizrahi, T. Rosenthal, B., & Ivery, J. (2012-in press).
Coalitions, collaborations and partnerships: Interorganizational approaches to social change. In M.
Weil (Ed.), HCP (Chapter 17). Thousand Oaks, CA:
Sage.
Gamble & Weil, (2010). CPS: Building effective coalitions
(Chapter 10).
Samples M. & Austin, M. (2012-in press). The role of human
service nonprofits in community building. In M. Weil
(Ed.), HCP (Chapter 32). Thousand Oaks, CA: Sage.
No inclass
session.
Professor
away at
APHA
(San
Francisco)
Recommended:
Read over CPS Workbook: (Chapter 10) Incorporation vs.
collaboration activity. (since we will not meet in
session, think about how this could work).
View “The Interrupters” at Media Resource Library on
campus. This is a powerful video, which will provide an
excellent description on community alliances and
coalition building.
Recommended:
Bens, (2005). Chapter 4. Consulting Strategies for
Facilitators.
In Class:
Guest Lecturer: Ben Filipo, South Durham Farmers Market
and Tonya Jisa, Benevolence Farm
SOWO 875 Syllabus Fall 2012 – Zerden
12
DATE
OBJECTIVES
READINGS AND IN-CLASS EXERCISES
DUE
Weil, M. (2012-in press). Community-based social planning.
In M. Weil (Ed.), HCP (Chapter 12). Thousand Oaks,
CA: Sage.
Sager, J.S., & Weil, M. (2012-in press) Larger scale social
planning: communities, nations, and regions. In M.
Weil (Ed.), HCP (Chapter 13). Thousand Oaks, CA:
Sage.
Rohe, W.M. (2009). From local to global: One hundred years
of neighborhood planning. Journal of the American
Planning Association, (75)2, 209-230.
No inclass
session.
Professor
away at
CSWE
(DC)
efforts?
11/12
(wk 11)
11/19
(wk 12)
11/26
(wk 13)
 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
Recommended:
Gamble & Weil, (2010). Communities and Social Planning,
Chapter 9 in CPS.
Review case studies from Chapter 12 in HCP text and think
about social works role in planning
View “The Interrupters” at Media Resource Library on
campus. This is a powerful video, which will provide an
excellent description on community alliances and
coalition building.
 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
 Explore role of
Comm. Dev. Corps.
Gamble, D. & Hoff, M.D. (2012-in press). Sustainable
development. In M. Weil (Ed.), HCP (Chapter 9).
Thousand Oaks, CA: Sage.
MDC, Inc. (2001). The building blocks of community
development. (Sakai)
Feehan, D.M., Feit, M.D., & Becker, C. (2012-in press).
Community economic and social development. In M.
Weil (Ed.), HCP (Chapter 23). Thousand Oaks, CA:
Sage.
 Discuss policy
models, process,
and goals of
models.
 Discuss and
provide examples
of political and
social action orgs.
Mondros, J. (2012). Political, social and legislative action. In
M. Weil (Ed.), HCP (Chapter 15). Thousand Oaks, CA:
Sage.
Jansson,B. et al. (2012-in press). Eight Models of Policy
Practice: Local, State, and National Arenas. In M. Weil
(Ed.), HCP (Chapter 18). Thousand Oaks, CA: Sage.
Gamble & Weil, (2010). Political and Social Action, Chapter
11 in CPS.
Movie or
guest
speaker
critical
reflection
due today
(can be
handed in
earlier )
Recommended:
Gamble, D. & Weil, M. (2010). Social, Economic and
Sustainable Development, Chapter 7 in CPS.
Killough, S.(2012-in press). Building local capacity for rural
development: Experiences from world neighbors. In M.
Weil (Ed.), HCP (Chapter 33). Thousand Oaks, CA:
Sage.
SOWO 875 Syllabus Fall 2012 – Zerden
13
DATE
12/3
(wk 14)
OBJECTIVES
READINGS AND IN-CLASS EXERCISES
and issues
 Explore
applications for
social, legislative &
political action.
Recommended:
Gamble & Weil, (2010) Movements for Progressive Change,
Chapter 12 in CPS.
 Explore challenges
of global change
and indicators of
social
development.
 Group
presentations
 Class wrap-up
Estes, R.J.(2012-in press). Global change and indicators of
social development. In M. Weil (Ed.), HCP (Chapter
28). Thousand Oaks, CA: Sage.
Alzate, M.M., Chowa, G., Andharia, J., & Weil, M. (2012-in
press). Women’s leadership in development, planning,
organizing and social change. In M. Weil (Ed.), HCP
(Chapter 31). Thousand Oaks, CA: Sage.
Reisch, (2012-in press). Community practice challenges in the
global economy. In M. Weil (Ed.), HCP (Chapter 3).
Thousand Oaks, CA: Sage.
Recommended:
Pawar, M. (2012-in press). International community practice:
Local to global issues and strategies. In M. Weil (Ed.),
HCP (Chapter 30). Thousand Oaks, CA: Sage.
DUE
In Class:
Guest Lecturer: Lobbyists and Political Advocacy
SOWO 875 Syllabus Fall 2012 – Zerden
Final
papers
due:
Option B
14