KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name SW 7703 / Social Work
Department
Social Work and Human Services
Degree Title (if applicable) Master of Social Work (MSW)
Proposed Effective Date August, 2012
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. ___xx_simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
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Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog
Course Prefix and Number SW 7703
Course Title Social Work Practice II
Class Hours_3_____Laboratory Hours_0_____Credit Hours_3______
Prerequisites SW 7701
Description:
This second practice course in the foundation year emphasizes the on-going phase of work
with individuals, families, and groups. Students develop their skills in purposeful
intervention and further their ability to analyze their own practice methods, with
particular attention to cultural and gender differences. The course focuses on generalist
social work with families and small groups. It incorporates content on care coordination
(case management) and participation in teams in relation to direct practice. Specifically,
the course emphasizes assessment and intervention with clients/client systems inclusive of
their risk, protective factors and strengths in the context of the supports and demands of
their environment.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number _________________________
Course Title ____ _______________
Class Hours___Laboratory Hours__Credit Hours___
Prerequisite
Description
This is the second of two foundation practice courses that focus on both the mezzo and
macro levels of practice. The course provides a beginning generalist practice perspective
reflecting the history, knowledge, values, ethics, and skills utilized in small group settings.
Emphasis will also be made to impart a generalist practice perspective on planned change
in organizations and communities.
III.
Justification:
Course description has been modified to keep it succinct on the website
and insure its compliance with the course description in the syllabus
2
VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course changes have been approved by the Office of the President.
DISCIPLINE
Social Work
COURSE NUMBER
SW 7703
COURSE TITLE FOR LABEL
Social Work Practice II
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
3-0-3
Approval, Effective Term
Fall, 2012
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are
required as prerequisites
N/A
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
3
Current Syllabus
4
MASTER OF SOCIAL WORK PROGRAM
SW 7703: Social Work Practice II
Instructor
Carol S Collard, PhD, LMSW
Meeting Time
Thursdays, 6:30-9:15p
Semester Credits
3 Credit Hours
Email Address
ccollard@kennesaw.edu
Phone Number
678‐797‐2448
Office
Prillaman Hall, Room #3327
Office Hours
Mondays 12:30-3:30pm & 4:45-5:45pm; Wednesdays
12:00-2:00pm; Thursdays 3:30-6:30pm
Course Overview
Demonstrating social work values and ethics, this course is designed to provide students
with theory and practice skills to engage in macro-level social work practice. The course
content includes, but is not limited to such social work skills and processes as leadership,
facilitation, education, empowerment, disclosure, interdependence, and separation. The
course is designed to include various experiences allowing students to develop a generalist
practice perspective on planned change in organizations and communities.
Discussions will include an assessment of current interventions and practice models used
on prevailing social issues, as well as various theoretical perspectives for change. A
problem-solving approach will be utilized to assist students in becoming more comfortable
in the role as a group facilitator with attention to diversity of group members relative to
age, gender, race, ethnicity, class, sexual orientation, religion and geography. Small groups
are often found to be the catalyst or medium for change in communities and organizations.
5
Course Objectives
This is the second of two practice courses which focuses on the mezzo and macro-levels of
practice. The course provides a beginning generalist perspective reflecting the history,
knowledge, values, ethics, and skills utilized in small group settings. It provides application
of the generalist practice with small groups in diverse settings, allowing students to
demonstrate proficiency in small groups based on knowledge of systems theory behaviors.
The design of this course (including the course text, and class exercises) should ensure that
students will be able to:
Knowledge objectives:
1. Comprehend the sequential stages of group process for tasks groups.
2. Comprehend from a generalist practice perspective the functions and skills of a
facilitator.
3. Comprehend the multi-cultural perspective of group process; demonstrate the
knowledge that membership in a minority group may put one at risk
4. Understand the role and purpose of macro practice
5. Understand organizational and community theory
Value Objectives:
1. Engage in social work practice from a strengths perspective
2. Value the dignity and worth of all people
3. Demonstrate one’s commitment to diversity and the promotion of social justice
Skills objectives:
1. Demonstrate comprehension of the early development of group work.
2. Analyze how group dynamics are useful when problem-solving with small groups
within families, communities and organizations.
3. Analyze and identify the human rights and social justice dimensions of mezzo and
macro practice.
4. Engage in assessment, planning and intervention with families, communities and
organizations.
5. Demonstrate skills in group leadership, planning, assessment, intervention and
evaluation.
Required Text
Netting, F., Kettner, P. and McMurty, S. (2008). Social work macro practice, 4th Ed. Boston:
Pearson.
6
Recommended Text
Rivera, F. G. and Erlich, J. L. (1998). Community organizing in a diverse society, 3rd Ed.
Boston: Allyn and Bacon.
The instructor may also distribute or assign additional readings to enhance class discussion.
COURSE METHODS
The major class method will be lecture/discussion. Outside speakers, group exercises, and
videotapes may be used to supplement class materials. Students will be expected to have
read materials before each class meeting and be prepared to discuss reading assignments.
Students will not be able to participate in experiential exercises and class discussions
unless they are present in class. Therefore, class attendance and participation is
imperative.
COURSE EXPECTATIONS
Attendance Policy‐ Students are expected to attend each and every class and to arrive on
time. Roll will be taken regularly. Students are allowed to miss two classes without penalty.
After one absence, you will lose 1 point of your attendance/participation grade for each
additional day missed (up to 10 points maximum). Students do not need to notify the
professor regarding the reason for their absence(s). Be aware that tardiness will also affect
your final grade. Please turn off all cell phones and pagers during class.
Make-up Policy‐ Make‐up exams, as a rule, will not be permitted. Only in extraordinary
circumstances this may be considered. The professor reserves the right to determine the
format of any make‐up exam.
Incomplete Policy‐ Only emergency situations that prohibit a student from completing the
course will warrant a grade of “I”. Therefore, it will not be given automatically.
A s s i g n m e n t s P o l i c y ‐ All assignments will need to be uploaded on GeorgiaVIEW or
turned in by the start of class on the scheduled due date. Late assignments (after class
starts) will be penalized as follows: 1 day (‐10%), 2‐4 days (‐20%), 5‐7 days (‐30%), 7+
days not accepted.
All papers must be completed per APA 6th edition guidelines (see www.apastyle.org). That
includes, but is not limited to, using double‐spacing, as well as standard fonts (Times New
Roman 12) and margins (1 inch on all sides). Page number requirements do not include the
cover page, reference pages or appendices. For all assignments: References counted as
7
‘required’ include ONLY peer reviewed journal articles or book chapters published from a
scholarly press (such as Columbia University Press, Free Press, Allyn& Bacon, etc. [ask if
you are not sure]). Other references may be utilized; however, they do not count as a
required reference.
COMMUNICATION WITH STUDENTS ‐ All communications will be sent ONLY to your KSU
e-mail address. I will send all enrolled students occasional e‐mail updates or post
announcements on course‐related information (e.g., course Web site updates and additions,
last minute class cancellations, etc.) to their KSU email address. I also strongly encourage
students to use e‐mail as an immediate way of communicating with me. I will return
emails, typically within 24 hours from when they were received.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
Course Requirements
Class Attendance & Participation - Students are required to attend classes as scheduled and
be on time. Students are expected to participate positively in the learning process. Such
participation includes: full and active participation in all class activities, asking questions,
active listening, seeking out and valuing the opinion of others, and showing respect for
peers and the instructor. Failure to participate positively may affect this portion of the
student’s grade. Attendance is key to your class participation grade. Students attending
classes will be eligible for class participation points according to the following schedule:
Missing two or fewer classes:
10 pts.
Missing three classes:
8 pts.
Missing four classes:
6 pts.
Missing five classes:
4 pts.
Missing six classes:
2 pts.
Missing seven classes:
1 pt.
Missing eight classes or more classes:
0 pts.
1. Class Attendance & Participation
10 pts.
2. Policy Shapes Practice Paper
10 pts.
3. Program Development Paper
30 pts.
4. Community Assessment Group Presentation
50 pts.
100 pts.
8
GRADING SCALE
There are possible 100 points to be earned in this class. Grades will depend on the
cumulative number of earned points and will be interpreted as follows:
90-100 = A; 80-89 = B; 70-79 = C; 65-69 = D; Below 65 = F
ADDITIONAL INFORMATION
Students are expected to read the assigned chapters prior to class. Class participants will
determine special readings in addition to the required text.
There will be a ten percent (10%) grade penalty for a late assignment. An assignment is
considered late at the end of the class period in which it was due. In addition, no
assignment will be accepted after one week (7 days) except in cases of documented serious
emergencies. NO EXCEPTIONS
An INCOMPLETE grade in a course is given only in cases of extreme emergencies and at the
discretion of the professor. A request for an INCOMPLETE must be written and include the
reason for the request as well as a timetable for completion of all assignments. All work
must be submitted by the end of the next semester (or within 1 year if not enrolled) or the
grade of “I” will be changed to an “F”.
Use of your laptop in class is permitted exclusively for note taking. Students observed to be
surfing the internet or otherwise inappropriately using their computer during class time
will be asked to turn it off, or if necessary, leave the class.
Every KSU student is responsible for upholding the provisions of the STUDENT CODE OF
CONDUCT, as published in the Undergraduate Catalog. Section II of the Student Code of
Conduct addresses the University’s policy on academic honesty, including provisions
regarding: a) plagiarism and cheating; b) unauthorized access to University materials; c)
misrepresentation/falsification of University records or academic work; d) malicious
removal, retention, or destruction of library materials; e) malicious/intentional misuse of
computer facilities and/or services; and f) misuse of student identification cards. Incidents
of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an “informal” resolution by a faculty
member, resulting in a grade adjustment, or a formal hearing procedure, which may subject
a student to the code of Conduct’s minimum one-semester suspension requirement.
Any student with a documented disability needing academic adjustments is required to
notify the professor as early as possible each semester. Verification from KSU’s Disabled
Student Support Services is required.
Course Assignments
9
Policy Shapes Practice paper
Students write a short paper reflecting upon how levels of social policy (federal, state, and
agency) shape their interventions with clients (both individual and community). Discuss
the social worker’s role as advocate and change agent. Paper should be 5-7 pages long
written in APA style with a minimum of five peer-reviewed references. Assignment due on
March 15th.
Community Assessment and Intervention Group Presentation
To begin your understanding of your community, gather statistics and data to describe
your community (for example: How many persons live in the city and/or in the town? What
are their cultural/racial characteristics? What are their incomes, ages, political affiliations,
etc.?) Census data are available in the documents section of the library. If your community
of origin has a Chamber of Commerce you might write them for up-to-date information.
Please draw from class readings, lectures, discussions, and from library sources that will
help you analyze your community.
The presentation should follow this outline:
Component#1
1. Describe your community (industrial, residential, service, commercial etc.) using the
concepts discussed in class discussions and readings. How has it changed in the last
twenty years?
2. Analyze the implications of the changes in your community. Give special attention to
how these changes may have impacted diverse populations and populations at-risk.
3. Assess the current nature of interactions among different cultural (ex: racial and
economic) population groups. How are these interactions impacting the
community’s relationships with other communities?
4. Describe the community from both a systems and ecological perspective. Identify a
problem that your community is currently experiencing.
Component #2
1. Describe the problem that your community is currently experiencing. Discuss the
probable etiology of the problem and substantiate your position with scholarly
literature.
2. Discuss the elements and characteristics of the community that make it vulnerable
to this problem. Discuss the strengths of the community that give the community
resilience and the potential for overcoming the problem.
10
3. Identify major institutions – schools, factories, churches, attraction sites. How are
these institutions contributing to or inhibiting the community’s ability to address
the problem?
4. Who is most affected by the problem? Provide demographic information regarding
the population e.g. race, gender, age, socio economic status.
5. Identify and interview at least two community leaders in the community to
determine if they are in agreement with your assessment of the problem. Discuss
their perceptions of the problem.
6. Select one possible action and develop a plan for action. Discuss community factors
that would support this action plan. Discuss community factors that would
discourage this action plan.
7. Discuss your plan for evaluating the effectiveness of the change effort.
Each presentation should last approximately 30-45 minutes. A copy of handouts or other
visual aids must be made available to the instructor. Aside from content indicated above,
your grade will be evaluated based on use of peer-reviewed sources, documented in APA
writing format on your handouts and/or power point; evidence of group cohesion and
preparedness as reflected in a professional presentation process, organized, meaningful &
useful handouts, and conduct. Five points of your total grade will be derived from a
self/group assessment.
Program Development Paper
Each student will prepare a proposal for a new program at the agency where you are
placed. The program you recommend should fill a need currently existing at the agency; it
should be consistent with the mission of the agency and the needs of its clients. Also
include a proposed process for evaluation of the program. If new funding is necessary,
prepare a budget and discuss how you would propose to obtain funding. Proposal should
not exceed 15 pages, typed doubled-spaced in APA style. This paper is due Thursday, April
26th.
11
Course Schedule
Instructor reserves the right to make changes in the schedule. Student will be notified of
any changes to the schedule.
Date
1/12
1/19
1/26
2/2
Topic
Introductions,
Syllabus,
Course Overview
Overview of Macro
Practice
Understanding
Problems
and
Populations
Communities
as
Arenas of Change
Community
development
social capital
2/16
Power, politics and
change
Video presentation
Chapter
concepts
review
Spring Break
Understanding
Organizations
Frameworks
for
Organizational
Assessment
Creating
and
Evaluating Change
In- group study
Group Presentations
Group Presentations
Group Presentations
Group Presentations
3/8
3/15
3/22
3/29
4/5
4/12
4/19
4/26
5/10
Netting,
Kettner &
McMurtry,
Chapters 1-2
Netting et al, Chapters 3-4
Netting et al, Chapters 5-6
Rivera, Chapters 12 and 13
De Filippis, J. (2001). The Myth of
and
Social Capital in Community
Development. Housing Policy
Debate, 12(4), 781-801.
Green, G. P., & Haines, A. (2002). Asset
Building
and
Community
Development. Thousand Oaks:
Sage Publications. Chapter 6, pp.
101-112.
2/9
2/23
3/1
Readings/Assignments
12
Class handouts
In class activity
NO CLASSES
Netting et al, Chapters 7
Policy shapes Practice Paper due
Netting et al, Chapters 8
Netting et al, Chapters 10-11
In-class activity
Program Development paper due
BIBLIOGRAPHY
Birnbaum, M. & Chicchetti, A. (2002). The power of purposeful sessional endings on both
the group and practitioner. Social Work with Groups, 25(4), 3-19.
Bowen, M. (1978 Classic). Family therapy in clinical practice. New York: Jason Aronson.
Boyd-Franklin, N. (2003). Black families in therapy: Understanding the African American
experience. 2nd edition. New York: The Guilford Press.
Carich, M. and Spilman, K. (2004). Basic principles of intervention. Family Journal:
Counseling and therapy for couples and families, 12(4), 405-410.
Carter, B. and McGoldrick, M. (2005). Expanded family life cycle, The individual, family and
social perspectives. Boston: Allyn and Bacon.
Collins, D., Jordan, C. and Coleman, H. (2007). An introduction to family social work. 2nd
edition. United States: Brooks/Cole.
Corey, M. & Corey, G. (2002). Groups; Process and practice (6th ed.).Pacific Grove, CA:
Brooks/Cole
DeGenova, M. K. and Rice, F. P. (2005). Intimate relationships, marriages, and families. 6th
edition. Boston: McGraw -Hill.
Demaria, R., Weeks, G. and Hof, L. (1999). Focuses genograms, intergenerational
assessment of individuals, couples, and families. Philadelphia, PA: Brunner/Mazel.
Devore, W. & Schlesinger, E. (1999). Ethnic sensitive social work practice (5th ed.). Boston:
Allyn & bacon.
Doherty, W. (2003). A wake up call: Comment on “Lived religion and family therapy.”
Family Process, 42(1), 181-183.
Elizur, Y., and Ziv, M. (2001). Family support and acceptance, gay male identity formation,
and psychological adjustment: A path model. Family Process, 40(2), 125-144.
Fatout, M. & Rose, S. (1995). Task groups in the social services. Thousand Oak, CA: Sage.
Frame, M. (2001). The spiritual genogram in training and supervision. Family Journal:
Counseling and therapy for couples and families, 8(1), 72–74.
Golden, L. (1999). Therapeutic stories with an ethnic flavor, Family Journal: Counseling
and therapy for couples and families, 7(4), 406–407.
13
Hill, J., Safier, F. and Sargent, J. (2003). The ecology of attachment in the family. Family
Process, 42(2), 205-221.
Hopps, J. & Pinderhughs, E.(1999). Group work with overwhelmed clients. New York:
Free Press.
Keller, T. and Dansereau, F. (1995). Leadership and empowerment; A social exchange
perspective. Human Relations, 48(20, 127-146.
Janzen, C., Harris, O., Jordan, C. and Franklin, C. (2006) Family treatment: Evidence-based
practice with populations at risk. 4th edition. United States: Brooks/Cole.
Jencius, M. and Duba, J. (2002). Creating a multicultural family practice. Family Journal:
Counseling and therapy for couples and families, 11(2), 216–223.
McGrath, J., Arrow, H., & Berdahl, J. (2000). The study of groups: past, present and future.
Personality and Social Psychology Review, 4(1), 95-105.
Mayes, L. C. and Truman, S. D. (2002). Substance abuse and parenting. In M. H. Bornstein
(Ed.), Handbook of parenting: Vol. 4. Social conditions and applied parenting (2nd
ed., pp. 329-359), Mahwah, NJ: Erlbaum.
Minuchin, S. (1974). Families and family therapy. Cambridge, MA: Harvard University
Nichols, M. and Schwartz, R. (1995). Family therapy: Concepts and methods. Boston:
Allyn and Bacon.
Ragg, D. (2006). Building family practice skills: Methods, strategies, and tools. United
States: Brooks/Cole.
Hersen, A. Kazdin, and A. Bellack (Eds.), Handbook of clinical psychology (pp. 627-642).
New York: Pergamon Press.
Rubin, H. & Rubin, I. (2001). Community o4rganizing and development (3rd ed.). New
York: Macmillan
Satir, V. ( 1964 classic). Conjoint family therapy. Palo Alto, CA: Science and Behavior Book.
Silver, W. and Bufiano, K. (1996). The impact of group efficacy and group goals on group
task performance. Small Group Research, 27(3), 345-472.
Hhomlison, B. (2007). Family assessment handbook: An introduction and practical guide
to family assessment. 2nd edition. United States: Brooks/Cole.
Walsh, F. (1999). Spiritual resources in family therapy. New York: Guilford Press.
14
Woodman, W. and Passmore, W. (1990). Research on organizational change and
development. Greenwich, CT: JAI Press.
15
Revised Syllabus
16
MASTER OF SOCIAL WORK PROGRAM
SW 7703:Social Work Practice II
Instructor
Carol S Collard, PhD, LMSW
Meeting Time
Thursdays, 6:30-9:15p
Semester Credits
3 Credit Hours
Email Address
ccollard@kennesaw.edu
Phone Number
678‐797‐2448
Office
Prillaman Hall, Room #3327
Office Hours
Mondays 12:30-3:30pm & 4:45-5:45pm; Wednesdays
12:00-2:00pm; Thursdays 3:30-6:30pm
Course Description
This is the second of two foundation practice courses that focus on both the mezzo
and macro levels of practice. The course provides a beginning generalist practice
perspective reflecting the history, knowledge, values, ethics, and skills utilized in
small group settings. Emphasis will also be made to impart a generalist practice
perspective on planned change in organizations and communities.
Course Objectives
This is the second of two practice courses which focuses on the mezzo and macro-levels of
practice. The course provides a beginning generalist perspective reflecting the history,
knowledge, values, ethics, and skills utilized in small group settings. It provides application
of the generalist practice with small groups in diverse settings, allowing students to
demonstrate proficiency in small groups based on knowledge of systems theory behaviors.
17
The design of this course (including the course text, and class exercises) should ensure that
students will be able to:
Knowledge objectives:
6. Comprehend the sequential stages of group process for tasks groups.
7. Comprehend from a generalist practice perspective the functions and skills of a
facilitator.
8. Comprehend the multi-cultural perspective of group process; demonstrate the
knowledge that membership in a minority group may put one at risk
9. Understand the role and purpose of macro practice
10. Understand organizational and community theory
Value Objectives:
4. Engage in social work practice from a strengths perspective
5. Value the dignity and worth of all people
6. Demonstrate one’s commitment to diversity and the promotion of social justice
Skills objectives:
6. Demonstrate comprehension of the early development of group work.
7. Analyze how group dynamics are useful when problem-solving with small groups
within families, communities and organizations.
8. Analyze and identify the human rights and social justice dimensions of mezzo and
macro practice.
9. Engage in assessment, planning and intervention with families, communities and
organizations.
10. Demonstrate skills in group leadership, planning, assessment, intervention and
evaluation.
Required Text
Netting, F., Kettner, P. and McMurty, S. (2008). Social work macro practice, 4th Ed. Boston:
Pearson.
18
Recommended Text
Rivera, F. G. and Erlich, J. L. (1998). Community organizing in a diverse society, 3rd Ed.
Boston: Allyn and Bacon.
The instructor may also distribute or assign additional readings to enhance class discussion.
COURSE METHODS
The major class method will be lecture/discussion. Outside speakers, group exercises, and
videotapes may be used to supplement class materials. Students will be expected to have
read materials before each class meeting and be prepared to discuss reading assignments.
Students will not be able to participate in experiential exercises and class discussions
unless they are present in class. Therefore, class attendance and participation is
imperative.
COURSE EXPECTATIONS
Attendance Policy‐ Students are expected to attend each and every class and to arrive on
time. Roll will be taken regularly. Students are allowed to miss two classes without penalty.
After one absence, you will lose 1 point of your attendance/participation grade for each
additional day missed (up to 10 points maximum). Students do not need to notify the
professor regarding the reason for their absence(s). Be aware that tardiness will also affect
your final grade. Please turn off all cell phones and pagers during class.
Make-up Policy‐ Make‐up exams, as a rule, will not be permitted. Only in extraordinary
circumstances this may be considered. The professor reserves the right to determine the
format of any make‐up exam.
Incomplete Policy‐ Only emergency situations that prohibit a student from completing the
course will warrant a grade of “I”. Therefore, it will not be given automatically.
A s s i g n m e n t s P o l i c y ‐ All assignments will need to be uploaded on GeorgiaVIEW or
turned in by the start of class on the scheduled due date. Late assignments (after class
starts) will be penalized as follows: 1 day (‐10%), 2‐4 days (‐20%), 5‐7 days (‐30%), 7+
days not accepted.
All papers must be completed per APA 6th edition guidelines (see www.apastyle.org). That
includes, but is not limited to, using double‐spacing, as well as standard fonts (Times New
Roman 12) and margins (1 inch on all sides). Page number requirements do not include the
cover page, reference pages or appendices. For all assignments: References counted as
‘required’ include ONLY peer reviewed journal articles or book chapters published from a
scholarly press (such as Columbia University Press, Free Press, Allyn& Bacon, etc. [ask if
19
you are not sure]). Other references may be utilized; however, they do not count as a
required reference.
COMMUNICATION WITH STUDENTS ‐ All communications will be sent ONLY to your KSU
e-mail address. I will send all enrolled students occasional e‐mail updates or post
announcements on course‐related information (e.g., course Web site updates and additions,
last minute class cancellations, etc.) to their KSU email address. I also strongly encourage
students to use e‐mail as an immediate way of communicating with me. I will return
emails, typically within 24 hours from when they were received.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
Course Requirements
Class Attendance & Participation - Students are required to attend classes as scheduled and
be on time. Students are expected to participate positively in the learning process. Such
participation includes: full and active participation in all class activities, asking questions,
active listening, seeking out and valuing the opinion of others, and showing respect for
peers and the instructor. Failure to participate positively may affect this portion of the
student’s grade. Attendance is key to your class participation grade. Students attending
classes will be eligible for class participation points according to the following schedule:
Missing two or fewer classes:
10 pts.
Missing three classes:
8 pts.
Missing four classes:
6 pts.
Missing five classes:
4 pts.
Missing six classes:
2 pts.
Missing seven classes:
1 pt.
Missing eight classes or more classes:
0 pts.
1. Class Attendance & Participation
10 pts.
2. Policy Shapes Practice Paper
10 pts.
3. Program Development Paper
30 pts.
4. Community Assessment Group Presentation
50 pts.
100 pts.
20
GRADING SCALE
There are possible 100 points to be earned in this class. Grades will depend on the
cumulative number of earned points and will be interpreted as follows:
90-100 = A; 80-89 = B; 70-79 = C; 65-69 = D; Below 65 = F
ADDITIONAL INFORMATION
Students are expected to read the assigned chapters prior to class. Class participants will
determine special readings in addition to the required text.
There will be a ten percent (10%) grade penalty for a late assignment. An assignment is
considered late at the end of the class period in which it was due. In addition, no
assignment will be accepted after one week (7 days) except in cases of documented serious
emergencies. NO EXCEPTIONS
An INCOMPLETE grade in a course is given only in cases of extreme emergencies and at the
discretion of the professor. A request for an INCOMPLETE must be written and include the
reason for the request as well as a timetable for completion of all assignments. All work
must be submitted by the end of the next semester (or within 1 year if not enrolled) or the
grade of “I” will be changed to an “F”.
Use of your laptop in class is permitted exclusively for note taking. Students observed to be
surfing the internet or otherwise inappropriately using their computer during class time
will be asked to turn it off, or if necessary, leave the class.
Every KSU student is responsible for upholding the provisions of the STUDENT CODE OF
CONDUCT, as published in the Undergraduate Catalog. Section II of the Student Code of
Conduct addresses the University’s policy on academic honesty, including provisions
regarding: a) plagiarism and cheating; b) unauthorized access to University materials; c)
misrepresentation/falsification of University records or academic work; d) malicious
removal, retention, or destruction of library materials; e) malicious/intentional misuse of
computer facilities and/or services; and f) misuse of student identification cards. Incidents
of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an “informal” resolution by a faculty
member, resulting in a grade adjustment, or a formal hearing procedure, which may subject
a student to the code of Conduct’s minimum one-semester suspension requirement.
Any student with a documented disability needing academic adjustments is required to
notify the professor as early as possible each semester. Verification from KSU’s Disabled
Student Support Services is required.
Course Assignments
21
Policy Shapes Practice paper
Students write a short paper reflecting upon how levels of social policy (federal, state, and
agency) shape their interventions with clients (both individual and community). Discuss
the social worker’s role as advocate and change agent. Paper should be 5-7 pages long
written in APA style with a minimum of five peer-reviewed references. Assignment due on
March 15th.
Community Assessment and Intervention Group Presentation
To begin your understanding of your community, gather statistics and data to describe
your community (for example: How many persons live in the city and/or in the town? What
are their cultural/racial characteristics? What are their incomes, ages, political affiliations,
etc.?) Census data are available in the documents section of the library. If your community
of origin has a Chamber of Commerce you might write them for up-to-date information.
Please draw from class readings, lectures, discussions, and from library sources that will
help you analyze your community.
The presentation should follow this outline:
Component#1
5. Describe your community (industrial, residential, service, commercial etc.) using the
concepts discussed in class discussions and readings. How has it changed in the last
twenty years?
6. Analyze the implications of the changes in your community. Give special attention to
how these changes may have impacted diverse populations and populations at-risk.
7. Assess the current nature of interactions among different cultural (ex: racial and
economic) population groups. How are these interactions impacting the
community’s relationships with other communities?
8. Describe the community from both a systems and ecological perspective. Identify a
problem that your community is currently experiencing.
Component #2
8. Describe the problem that your community is currently experiencing. Discuss the
probable etiology of the problem and substantiate your position with scholarly
literature.
9. Discuss the elements and characteristics of the community that make it vulnerable
to this problem. Discuss the strengths of the community that give the community
resilience and the potential for overcoming the problem.
22
10. Identify major institutions – schools, factories, churches, attraction sites. How are
these institutions contributing to or inhibiting the community’s ability to address
the problem?
11. Who is most affected by the problem? Provide demographic information regarding
the population e.g. race, gender, age, socio economic status.
12. Identify and interview at least two community leaders in the community to
determine if they are in agreement with your assessment of the problem. Discuss
their perceptions of the problem.
13. Select one possible action and develop a plan for action. Discuss community factors
that would support this action plan. Discuss community factors that would
discourage this action plan.
14. Discuss your plan for evaluating the effectiveness of the change effort.
Each presentation should last approximately 30-45 minutes. A copy of handouts or other
visual aids must be made available to the instructor. Aside from content indicated above,
your grade will be evaluated based on use of peer-reviewed sources, documented in APA
writing format on your handouts and/or power point; evidence of group cohesion and
preparedness as reflected in a professional presentation process, organized, meaningful &
useful handouts, and conduct. Five points of your total grade will be derived from a
self/group assessment.
Program Development Paper
Each student will prepare a proposal for a new program at the agency where you are
placed. The program you recommend should fill a need currently existing at the agency; it
should be consistent with the mission of the agency and the needs of its clients. Also
include a proposed process for evaluation of the program. If new funding is necessary,
prepare a budget and discuss how you would propose to obtain funding. Proposal should
not exceed 15 pages, typed doubled-spaced in APA style. This paper is due Thursday, April
26th.
23
Course Schedule
Instructor reserves the right to make changes in the schedule. Student will be notified of
any changes to the schedule.
Date
1/12
1/19
1/26
2/2
Topic
Introductions,
Syllabus,
Course Overview
Overview of Macro
Practice
Understanding
Problems
and
Populations
Communities
as
Arenas of Change
Community
development
social capital
2/16
Power, politics and
change
Video presentation
Chapter
concepts
review
Spring Break
Understanding
Organizations
Frameworks
for
Organizational
Assessment
Creating
and
Evaluating Change
In- group study
Group Presentations
Group Presentations
Group Presentations
Group Presentations
3/8
3/15
3/22
3/29
4/5
4/12
4/19
4/26
5/10
Netting,
Kettner &
McMurtry,
Chapters 1-2
Netting et al, Chapters 3-4
Netting et al, Chapters 5-6
Rivera, Chapters 12 and 13
De Filippis, J. (2001). The Myth of
and
Social Capital in Community
Development. Housing Policy
Debate, 12(4), 781-801.
Green, G. P., & Haines, A. (2002). Asset
Building
and
Community
Development. Thousand Oaks:
Sage Publications. Chapter 6, pp.
101-112.
2/9
2/23
3/1
Readings/Assignments
24
Class handouts
In class activity
NO CLASSES
Netting et al, Chapters 7
Policy shapes Practice Paper due
Netting et al, Chapters 8
Netting et al, Chapters 10-11
In-class activity
Program Development paper due
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