Ramapo College of New Jersey
School of Social Science and Human Services
Course Information
SWRK 327 B : Theory and Practice of Social Work III: Macro Practice- 8 Credits
Prerequisites: SWRK 325 & 326.
Fall 2013
Monday and Thursday, 11:30 AM- 1:00 PM, Rooms B223 and D215
Office hours: Monday and Thursday, 3:40 PM to 4:40 PM– Room G229
Instructor Information
Professor Seon Mi Kim
G-229, (201) 684-7649; skim14@ramapo.edu
Professor Cort Engelken
G-224, (201) 684-9953; cengelke@ramapo.edu
College Web Address: www.ramapo.edu
College Closing Information- (201) 236-2902
COURSE DESCRIPTION
This is the third practice course in the social work professional foundation sequence. This course
will focus on the dimensions of macro social work practice. Macro practice encompasses agency
administration, program planning, policy analysis, community organization, community
development, and focuses on planned change in organizations and communities. Case histories of
community organization efforts and community organization methods will be analyzed for the
purpose of integrating theoretical and practice material with actual cases. In addition students will
be involved in a community-planning project which incorporates various aspects of agency
administration and planning. Students enrolled in the course will be placed in a two-day-a-week
field practicum in a macro social work setting where they are expected to gain a working knowledge
of community organization/macro practice methods. This course reinforces the foundation of the
college's General Education program and the core of the School of Social Science and Human
Services. Prerequisites: Theory and Practice of Social Work I & II.
COURSE OBJECTIVES/ MEASURABLE STUDENT LEARNING OUTCOMES
At the completion of the course students are expected to:
1. Demonstrate an understanding of the ecological systems framework and the problem-solving
model in its application to macro practice. (EPAS 2.1.1a, 2.1.3a-d, 2.1.4a, 2.1.5d)
2. Demonstrate an understanding of community typologies and community change. (EPAS
2.1.7a, 2.1.9a)
3. Demonstrate knowledge of the history of community organization practice in the United
States. (EPAS 2.1.1g)
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4. Demonstrate an understanding of the power structures within the arenas of workplace,
community, and government. (EPAS 2.1.5a, 2.1.8a-b, 2.1.10a)
5. Demonstrate knowledge of community organization methods and macro practice skills in
conjunction with the problem solving model. (EPAS 2.1.8a-b, 2.1.10a-m)
6. Demonstrate an understanding of social work ethics and values with macro practice.
(EPAS 2.1.2a-d)
7. Demonstrate an ability to apply community organization skills in diverse social, cultural, and
political settings. (EPAS 2.1.4a-d, 2.1.10a, 2.1.10g)
8. Demonstrate an ability to advocate for social change and social justice on behalf of oppressed
groups and populations at risk. (EPAS 1.1, 4.1-4.4, 10.1, 10.5-10.10)
9. Demonstrate an understanding of how macro practice can address problems in the physical
environment that impact negatively on individuals and the community. (EPAS 2.1.5a-d,
2.1.10a)
10. Demonstrate the skills of program planning and grant writing. (EPAS 2.1.6a-b,
2.1.10a,d,e,f,g,h,i,j,m)
11. Demonstrate the ability to advocate for changes in organizations and social agencies when
necessary. (EPAS 2,1,1a, 2.1.9a-b, 2.1.10a)
12. Demonstrate an understanding of how electoral politics and the legislative process are used
in macro practice. (EPAS 2.1.8a-b, 2.1.10a)
13. Demonstrate an understanding of social work research in macro practice to inform skills in
the areas of program planning, program evaluation, and grant writing. (EPAS 2.1.3a-b,
2.1.6a-b)
14. Demonstrate effective verbal, written and computer communication skills. (EPAS 2.1.3c-d)
15. Demonstrate critical thinking. (EPAS 2.1.3a-b)
16. Demonstrate an understanding of the importance of social justice as evidenced through
participation in activities that promote social justice locally, nationally, or globally. This
objective furthers the experiential pillar of Ramapo College's mission (EPAS 2.1.5a-d).
17. See Fieldwork Evaluation for expected field competencies and practice behaviors.
ELECTRONIC FORMS OF COMMUNICATION
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In accordance with College policy we will use your Ramapo College email address to communicate
with you about all course-related matters. In addition you may receive email through Luminus, and
through receiving emails, accessing course information, and group work on Moodle.
COURSE REQUIREMENTS, GRADING, & ATTENDANCE POLICY
The expected educational outcomes for this course will be measured through two exams and three
assignments (See below for the weight of each assignment and the competencies each will
measure). Copies of each assignment are attached to this syllabus. Papers are to be written in APA
style. Fieldwork will be graded on a Pass/Fail basis. Exceptional and/or inadequate fieldwork
will be determined by the course instructor and may result in an incremental difference (positive
or negative) to the student's final grade. Students are expected to come to class prepared to discuss
the reading assignments. Students are expected to complete all class and fieldwork assignments in a
timely manner. In no case will a student receive a passing grade if there are outstanding
incomplete assignments.
The following are the assignments for this course and further elaboration of them appear at
the end of this syllabus.
Exams
There will be two in-class exams based on course readings, lectures, and class discussions. These
exams will constitute 25 % of your final grade.
1st exam: September 30th at 11:30 AM.
2nd exam: December 16th at 11:30 AM.
Assignment #1 Community Needs Assessment will require students to write an analysis of a case
study that addresses a series of questions related to course readings and class discussions. The
assignment is due on October 28th (Monday). This will constitute 30% of your final grade. This
assignment will measure your competence in understanding the ecological systems framework and
community typologies, community power structures, community organizational methods, macro
practice with culturally diverse populations, social work values and ethics, writing skills, and critical
thinking.
Assignment #2 Grant Writing Project will require students to write a grant proposal that is due on
December 9th (Monday). This will constitute 35% of your final grade. This “signature”
assignment will measure your understanding of the problem solving model, needs assessment skills,
advocacy on behalf of an oppressed group or population-at-risk, program planning, program
evaluation, the application of social work research in macro practice, and skills in writing and
critical thinking.
Assignment #3Curriculum Enhancement Component (CEC): Ramapo College Social Work
Program Commitment to Social Justice
Ramapo College requires each course include a minimum of five (5) hours of unmonitored,
relevant, and appropriate experience outside of the classroom. All Ramapo College Social
Work courses require that satisfaction of the 5 hour CEC be focused on efforts towards social
justice. As stated in the NASW Code of Ethics, social workers should pursue social change,
particularly with and on behalf of vulnerable and oppressed individuals and groups of people.
These activities should promote sensitivity to and knowledge about oppression and cultural and
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ethnic diversity. Social workers should strive to ensure access to needed information, services,
and resources; equality of opportunity; and meaningful participation in decision making for all
people. For this particular course, the professors will make available to students appropriate
opportunities throughout the semester. Ramapo College Social Work students will catalog their
Social Justice CEC participation as directed by the faculty. Students are required to submit a
CEC application form and a video file showing their CEC activities to skim14@ramapo.edu by
December 12th (Thursday). This will constitute 10% of your final grade.
Class Assignments
% of grade
Due Date
Exam 1 & 2
Course Objective/ Practice
Behaviors
1,2,4,5,7-9,12,14 &15
25%
Assignment #1
Assignment #2
Assignment #3- CEC
Field Evaluation
1, 6-11, 13-15
1-9, 12, 14-15
2, 6-8, 14-16
1-44 Evaluation III
30%
35%
10%
Pass-Fail
1st: Sept 30th
2nd: Dec 16th
October 28th
December 9th
December 12th
December 9th
OVERALL COURSE PERFORMANCE EVALUATION
Assignment grades will be posted and available on Compass. The following scale will be used
to evaluate student performance in the course.
A+ = 97-100
A = 94-96
A- = 90-93
B+ = 87-89
B = 84-86
B- = 80-83
C+ = 77-79
C = 74-76
C- = 70-73
D+ = 66-69
D = 60-65
F = 59 or less
A: Represents excellent work. The student demonstrates exceptional mastery of course material
and meets or exceeds expectations.
B: Represents good/very good work. The student demonstrates competency and consistently
meets course expectations.
C: Represents average work. The student demonstrates satisfactory understanding of the course
material and meets most course expectations at an acceptable level.
D: Represents passing work. The student demonstrates minimal skills in meeting the course
expectations considered necessary to pass the course. Course expectations are not met at an
acceptable level and/or are inconsistent.
F: Represents failure. The student has demonstrated inadequate knowledge and/or has performed
inadequately.
SOCIAL WORK PROGRAM ATTENDANCE
Three unexcused absences are permitted. More than three unexcused absences will result in a final
grade reduction of one increment (ex: from A to A-) for each extra-unexcused absence. If you miss
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class, you are required to email or leave a voice mail message for the professor prior to class,
whenever possible, but not later than the same day. Punctuality is required. Lateness is a factor in
your class participation grade. Absences will be excused at the discretion of the professor.
No text messaging or instant messaging in class. Phones should be off during class. If an
important call is expected during class time, advise professor before class begins and answer call
in hall. Laptops are for note taking only.
ACADEMIC INTEGRITY
“Students are expected to read and understand Ramapo College’s academic integrity policy, which
can be found in the Ramapo College Catalog. Members of the Ramapo College community are
expected to be honest and forthright in their academic endeavors. Students who violate this policy
will be referred to the Office of Provost.”
Students are expected to maintain a high level of academic integrity. Cheating, plagiarism, or
fabrication of research will yield a grade of “F” and disciplinary action as determined by the Office
of Provost in consultation with the faculty.
STUDENTS WITH DISABILITIES
If any student needs course adaptation or accommodations because of a documented disability,
please make an appointment with your instructors during his/her office hours.
RECOMMENDED TEXTS
Fauri, D., Wernert, S.P., & Netting, F.E. (2008). Cases in macro social work practice.
Boston: Allyn and Bacon.
Netting, F.E., Kettner, P. M. & McMurtry, S. (1998). Social work macro practice.
New York: Longman.
REQUIRED AND RECOMMENDED ARTICLES and BOOK CHAPTERS
Abell, M. (2004) The Guatemalan stove project. In Fauri, Wernet and Netting, Cases in macro
social work practice. Boston: Allyn and Bacon.
Ahrens, L. (1990, May-June). Battered women's refuges: Feminists cooperative vs. social
service institutions. Radical America, 14 (3).
Barry, J. and Williams, B. Toxic Legacy. Retrieved from: www.toxiclegacy.com
Berger, R. M., & Kelly, J. J. (1993). Social work in the ecological crisis. Social Work, 38 (5).
Big Online USA; Writing Resources - Guide to Proposal Writing
http://www.bigdatabase.com/index.html
Brooks, F. (2005) Resolving the dilemma between organizing and services: Los Angeles
ACORN’s welfare advocacy. Social Work, 50 (3).
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Fisher, R. (1984). Chaps 4-5 in Let the people decide . Boston: Twayne.
Fisher, R. (2003). Book Review of M. Warren’s Dry bones rattling: Community building to
revitalize American democracy. Princeton, N.J.: Princeton University Press. In the
Journal of Community Practice, 11 (4).
Fisher, R. & Karger, H. (1997). Chap.6 Macro Practice: Putting social change and public life
back into social work practice. From Social work and community in a private world.
New York: Longman.
Fisher, R., & Kling, J. (1995). Community organization and new social movement theory.
Journal of Progressive Human Services, 5 (2).
Foundation Center. (2005). Proposal writing short course. Retrieved from:
http://fdncenter.org/learn/shortcourse/prop1.html
Grossman, K. (1991, April). Environmental racism. Crisis.
Hardcastle, D., Wenocur,S., & Powers, P.R. (2011). Force Field Analysis in Community
practice: Theories and skills for social workers, 3rd Ed. N.Y.: Oxford University Press.
Heisey, I. (2004). Building Stronger Communities Through Mediation. Shelterforce,
July/August.
Homan, M.S. (2011). Promoting community change: Making it happen in the real world, 5th Ed.
Belmont, CA: Brooks/Cole
Hyde, C. (2004). The Women’s Co-op: The clash of two organizational cultures. In Fauri,
Wernet and Netting, Cases in macro social work practice. Boston: Allyn and Bacon.
Kahn, M. (1994). Organizing for structural reform: The case of the New Jersey Tenants
Organization. Journal of Community Practice, 1 (2).
Kahn, M. (2003). Book Review of P. Osterman’s Gathering power: The future of progressive
politics in America. Boston: Beacon Press. In the Journal of Community Practice, 11 (4).
Kaminstein, D. (1995). A resource mobilization analysis of a failed environmental protest.
Journal of Community Practice, 2 (2).
Kauffman, S.E. (1995). Conflict and conflict resolution in citizen participation programs: A case
study of the Lipari Landfill superfund site. Journal of Community Practice, 2 (2).
Klein, N. (2010). A hole in the world. The Nation, July 12, 2010, Retrieved from:
http://www.thenation.com/article/36608/hole-world
Meenaghan, T.M. and Gibbons, W.E. (2000). Chap.4. Working with communities. From
Generalist practice in larger settings. Chicago: Lyceum Books, Inc.
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Montague, P. (1998). Sustainable development. Rachel’s Environmental and Health News,
#624-627.
Moyers, B. (2004, May). Our story. The Progressive.
NASW. (1999, March). Environmental Policy Statement. NASW News.
Netting, F., Kettner, P., Mcmurtry, S., and Thomas, M., (2011). Social Work Macro Practice (5th
edition). Pearson.
O’Donnell, S.M. (2003). Book Review of M. Gecan’s Going public. Boston: Beacon Press. In
Journal of Community Practice, 11 (4).
Pincus, A. & Minahan, A. (1973). The four basic systems in social work practice. From Social
work practice: Model and method. Itasca, Illinois: F.E. Peacock.
Pitcoff, W. (1999). Sustaining community power: Interview with Greg Watson. Shelterforce,
Jan.-Feb. 1999.
Presthus, R. (1964). Community power structure. From Men at the top. New York: Oxford
University Press.
Robinson, B. and Hanna, M.G. (1994). Lessons for academics from grassroots community
organizing: A case study-the Industrial Areas Foundation. Journal of Community
Practice, 1 (4).
Scher, S. (2006). Grant writing manual. Ramapo College.
Staples, L. (1984). The 7 D’s of defense. From Roots to power: A manual for grassroots
organizing. New York: Praeger.
INTERNET RESOURCES
The Community Toolbox is an Internet-based support system for building healthier communities.
The Community Tool Box has over 200 sections of practical and detailed information about how
to do the work of community building, including strategic planning, advocacy, coalition
building, and many others.
http://ctb.ku.edu/en/tablecontents/index.aspx
Community How-to Guides. The 9 books in this tool kit include: Needs Assessment & Strategic
Planning; Evaluation; Prevention and education; Enforcement; Public Policy; Media Relations;
Self Sufficiency; and Resources.
http://www.nhtsa.dot.gov/people/injury/alcohol/Community%20Guides%20HTML/Guides_inde
x.html
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Collaboration/Coalition Self-Assessment Tool from the guidebook "Strategic Partnerships: How
to Create and Maintain Inter-organizational Collaborations and Coalitions" by Beth Rosenthal
and Terry Mizrahi. http://www.acosa.org/assessment01.pdf
Complete Toolkit for Boards http://www.managementhelp.org/boards/boards.htm
Dudley Street Neighborhood Initiative www.dsni.org
Electronic Policy Institute
http://www.movingideas.org/
Environment and Social Work http://web.utk.edu/~merogge
Influencing State Policy
Influencing State Policy (ISP)
Information for Practice
http://www.nyu.edu/socialwork/ip/
Inter University Consortium for Social Development
New Social Worker Online
http://www.iucisd.org/
http://www.socialworker.com/home/index.php
PRAXIS provides access to a vast array of archival resources on international and comparative
social development. The intellectual commitment of PRAXIS is to the promotion of positive
social change through informed action.
http://caster.ssw.upenn.edu/~restes/praxis.html
Self-Help Resources for Community Groups, including Decision-making Toolkit, Force Field
Analysis, and a Step-by-Step Approach to Facilitating Groups
http://www.extension.iastate.edu/communities/tools.html
Social Activism http://www.eff.org/pub/Activism/
SWAN Social Work Access Network http://cosw.sc.edu/swan/
The Foundation Center www.fdncenter.org
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Macro Practice Bibliography
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Anderson, T. (1995). The movement and the sixties: Protest in America from
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Austin, M., & Lowe, J. I. (Eds.) (1994). Controversial issues in community
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Bellah, R.N., Sullivan, W. M., Swidler, A., & Tipton, S. M. (1985). Habits of the heart:
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_____. (1992). The good society. New York: Vintage.
Bender, T. (1978). Community and social change in America. Baltimore: Johns
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Berger, P. L., & Neuhaus, R. J. (1977). To empower people: The role of mediating
structures in public policy. Washington, D.C.: American Enterprise Institute.
Bethel, S. (1990). Making a difference: Twelve qualities that make you a leader.
New York: Putnam.
Betten, N., & Austin, M. (1990). The roots of community organizing, 1917-1939.
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Blau, P. (1964). Exchange and power in public life. New York: Wiley and Sons.
Blythe, R. (1969). Akenfield: Portrait of an English village. New York: Dell.
Bobo, K., Kendall, J., & Max, S. (2001). Organizing for social change: A manual for
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Boyte, H. (1980). The backyard revolution: Understanding the new citizen movement.
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_____. (1984). Community is possible: Repairing America’s roots. New York: Harper
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Boyte, H., Booth, H., & Max, S. (1986). Citizen action and the new populism.
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Philadelphia: Temple University Press.
Brager, G., Specht, H., & Torczyner, H. (1987). Community organizing. New York:
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Brill, H. (1971). Why organizers fail: The story of a rent strike. Berkeley, CA:
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Brody, R., & Nair, M. (1998). Macro practice: A generalist approach. Wheaton, IL:
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Brophy, P.C. and Shabecoff, A. (2001). A guide to careers in community development.
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Brown, M. (2006). Building powerful community organizations: A personal guide to creating
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Burghardt, S. (1982). The other side of organizing. Cambridge, MA: Schenkman.
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Cnaan, R., Boddie, S., McGrew, C., & Kang, J. (2006). The other Philadelphia story: How local
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Fisher, R. (1994). Let the people decide: Neighborhood organizing in America.
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Fisher, R., & Karger, H. J. (1997). Social work and community in a private world. New
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Grosser, C. (1973). New directions in community organization: From enabling to
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practice. Englewood Cliffs, NJ: Prentice-Hall.
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______. (1991). Organizing: A guide for grassroots leaders. Washington, DC: NASW.
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McFarland, A. S. (1984). Lobbying in the public interest. Chatham, NJ: Chatham
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Meehaghan, T.M. & Gibbons, W.E. (2000). Generalist practice in larger settings. Chicago:
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Minkler, M. and Wallerstein, N. (2003). Community-based participatory research for health.
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administration: Advances, trends, and emerging principles. Binghamton, NY: Haworth
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