Community Psychology (PSY 270)
Course Syllabus
Summer 2010- 2nd Session (7/6-8/18)
Course Location: Erickson 228
Monday, Tuesday, & Wednesday
8:00am-9:50am
Instructor
Christina A. Campbell
Office
Psychology Bldg 236
Office Hours
Mondays 10:30am – 11:30am or by Appointment
E-mail
campb547@msu.edu
*Note. Don’t hesitate to email me if you have questions. Please type PSY 270 before all subject headings to
make your emails stand out as a priority. Please allow anywhere from 24 to 48 hours for a response. Be
polite and respectful when you send emails to me and/or your classmates.
EXTRA! EXTRA! READ ALL ABOUT IT!!!!!!!
What factors were involved in this young girl’s death? And who is responsible (e.g. parents/guardians, school, the 6-year boy
who was the “gunman”)?
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On the surface, you may think there is an easy solution to this social dilemma. However, as you learn how to critically analyze social
issues from an ecological perspective you will be able to recognize that these stories, among others, are full of complexities. This is
because this event is embedded and shaped by various environmental factors that provide more depth concerning how to think about
the social problem at hand. By understanding context you will be able to recognize potential solutions and what it takes to implement
social change around issues such as these.
In this course you will learn how to:
1)
2)
3)
Define and Critically Analyze Social Problems
Identify Solutions for Social Problems Using an Ecological Perspective
Reflect on Social Issues and our Mental Processes for examining Social Change
Instructor Biography
I am Christina Campbell, a doctoral student in Community Psychology here at Michigan State University. My current research interest
involves answering two basic questions, “what works” and “what doesn’t work” when trying to meet the needs of at-risk youth. In order to
answer these questions, I decided to explore Community Psychology because of its rigorous discipline, its focus on community-based
interventions, and its emphasis on the importance of “research and action”. Due to my belief that juvenile delinquency is a human
problem and must be solved through alternative innovative approaches, this field provided me with the paradigm that not only takes into
account the individual juvenile offender but also how the environment impacts individual behaviors.
When I am not conducting research or in a classroom, I appreciate spending time with family and friends and traveling to different places
within and outside of the United States. I also enjoy participating in various sports (e.g. swimming, triathlons, boxing) and/or engaging in
artsy activities (e.g. painting, drawing, scrapbooking, creative writing).
Why take a course in Community Psychology?
We are affected by various social problems every day. Some of these problems include poverty, discrimination, inadequate access to
health care, and crime. As you pursue your careers, it is important that you are able to address some of your assumptions and begin to
evaluate how your assumptions and belief systems shape the way you understand social problems and the way you think about potential
solutions for such problems. This course is designed for you to learn, discuss, and reflect on issues relating to human welfare, while
examining how community and theory based research has attempted to address social injustices.
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Course Design
Here is a snap shot of the topics we will explore and questions to think about…
Week 1: Community Psychology- How
Week 7: Community
has my environment shaped my identity,
my experiences, and my community?
Psychology TodayWhat current programs and
policies are addressing social
issues? How do these current
social problems and efforts
impact me?
Week 2: Community Psychology
Cont.- How do the values of the
field broaden my understanding of
communities?
Week 6: Programming
Prevention and InterventionHow should I think about
prevention and intervention
efforts when addressing
social problems?
Week 3: Community
Research- What are my
philosophies and
approaches to
understanding my
experiences, the
experiences of others, and
social issues?
Week 4: Understanding Communities
Week 5: Social Change/Systems Change-
and Social Problems- What power
structures and privileges have shaped
my experiences and the experiences of
What are the various elements of social
change/system change I must consider when
identifying potential solutions to social
problems?
others? How might these structures
impact my understanding of social
problems?
There will be:
1.
2.
3.
4.
5.
6.
Assigned readings you will complete before class
Lectures that will explore topics listed on syllabus
Demonstrations in the form of sharing examples, storytelling, and or film
Class activities and discussions on the topics being explored
A diversity experience that will require you to go out into the community and experience a culture different from your own
Quizzes and Exams
Course Text
Dalton, J., Elias, M., & Wandersman, A. (2006). Community Psychology: Linking Individuals and Communities 2nd ed. Belmont, CA:
Thomson & Wadsworth.
Reading Description: This text will help you understand key topics of community psychology like designing, implementing and evaluating
community based programs designed to address social issues. Each chapter will expand the way you define and think about
social problems and explore potential strategies used to address social problems.
*A copy of the textbook has been placed on reserve in the library.
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Supplemental Readings
We will have a few supplemental readings in this class. I will provide you with a copy of readings listed below.
Supplemental Reading #1: Senge, Peter M, Kleiner Art, Roberts Charlotte, Ross Charlotte, & Smith, Bryan. 1994. The Fifth Discipline
Fieldbook, New York: Doubleday, 237-246.
Reading Description: This reading will help guide our discussion on reflection. It will also introduce you to a tool called the Ladder of
Inference. This tool is used by action researchers to challenge beliefs and assumptions. We will have an opportunity to refer
back to and use tool throughout the course.
Supplemental Reading #2: Cancian, Francesca M. and Armstead, Cathleen. 2000. Participatory Research. In: Encyclopedia of
Sociology, 2nd Edition, Gacl Press, 2038-2044.
Reading Description: This reading will provide you with a more in depth description of participatory action research and share some
ways in which it differs from traditional research.
Course Readings

The course readings will serve as a course guide and prepare you for class discussions.

Tests will cover both readings and in-class information.

Complete readings before class.

As just noted, I will provide you with two supplemental readings.

We will also be utilizing the MSU Tools Engagement Modules for this class. You can access these modules 1, 2, and 5 at
http://outreach.msu.edu/TOOLS/Default.aspx. Refer to quizzes for additional information about these readings.

This is a short course (7 weeks), so please stay on schedule with course readings.

I will assume that you have completed all readings prior to each class meeting.
Course Overview
Class Notes
Class notes will be useful in guiding you concerning what to focus on exams. I will have a hard copy of class notes for all students who
attend class. You are to fill in sections of each set of notes during the class lecture. I will not have an electronic copy available of course
notes. I will have the most current notes relevant to that day’s class lecture/discussion with me. If you are unable to attend class, please
see classmates for notes. Since there is no computer/laptop use in class, it is my hope that the course notes will assist you with keeping
up with the class lectures.
Course Load
This 3 unit course is based on the amount of information that would be covered in a 15 week course, even though we will be covering
that in half the weeks. I respectfully recommend that you spend 3 hours of study per credit hour in this course. This means that I
recommend that you spend anywhere from 9 hours on reading, writing, and other activities outside of class. I recommend that you
complete readings in advance for the entire week so that you are able to complete assignments on time and be prepared for class
discussions.
Earning an “A”
If you desire an “A” in the class you should attend all class sessions, review assigned reading before class, participate in class activities,
and take good/complete notes. Learn key concepts highlighted in lectures and text. Focus on big concepts and terminology. Don’t
hesitate to meet with me after class or during office hours if you have any questions or concerns. Bring your questions to the in-class
exam review sessions as specified on the course schedule. These in-class review sessions will be towards the end of class on the day
4
before each exam. Consider using your classmates as study partners; exchange contact information with classmates and review lecture
material together especially if you miss a class.
Grade Clarification
If you have any concerns about grades feel free to come to office to discuss within five weekdays of receiving the grade. If you have any
concerns about your grades at any time it is important to meet with me as soon as possible so that we can discuss strategies that may
enhance your performance.
Late Assignments
Since this is a short course please note that there is very little time to make up assignments. Please pay special attention to due dates
for assignments. Some assignments are due the next day of class. Each day an assignment is late there will be a one point deduction
from the total possible points you can earn on assignment. . After two days beyond the due date and time I will not accept assignments
unless there is a university approved absence or you have made special arrangements prior to the date the assignment is due. If you are
absent the day an assignment is due and you do not have a university approved absence, I will count that assignment as late. All
In-class group assignments must be turned in the same day they are assigned. There will be no make-up in-class group assignments
available. Please do not send electronic assignments. Hand in hard copies during class time or they will be considered late, unless you
have made special arrangements with me to submit otherwise.
Make-up Exam
Make-up exams will only be given under university approved circumstances (e.g. serious illness, serious illness of family member, death
of family member, the observance of religious holidays, and other sanctioned university event). More information regarding this policy
can be found on msu.edu under the Office of the Ombudsman. Documentation of the emergency must be required. You will have seven
days/ one week after a scheduled exam to complete a make-up exam. Please contact me via email immediately if you qualify for a
make-up exam option or if you are experiencing one of the specified emergencies.
Academic Honesty
“Article 2.3.3 of the Academic Freedom Report states that "The student shares with the faculty the responsibility for maintaining the
integrity of scholarship, grades, and professional standards." In addition, the Department of Psychology adheres to the policies on
academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on
Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide
and/or the MSU Web site: www.msu.edu.) Therefore, unless authorized by your instructor, you are expected to complete all course
assignments, including homework, lab work, quizzes, tests and exams, without assistance from any source or person. You are expected
to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the
requirements for this course. Also, you are not authorized to use the www.allmsu.com Web site to complete any course work in (insert
course number here). Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the
assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your course work. (See also
http://www.msu.edu/unit/ombud/dishonestyFAQ.html )”
Accommodations for Students with Disabilities
“Resource Center for Persons with Disabilities (RCPD): Michigan State University is committed to providing equal opportunity for
participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by
contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the web at rcpd.msu.edu. Once your eligibility for
an accommodation has been determined, you will be issued a verified individual services accommodation ("RISA") form. Please present
this form to me at the start of the term and/or two weeks prior to the accommodation date (test, project, etc.). Requests received after
this date will be honored whenever possible.
Disruptive Behavior
“Article 2.3.5 of the Academic Freedom Report (AFR) for students at Michigan State University states: "The student's behavior in the
classroom shall be conducive to the teaching and learning process for all concerned." Article 2.3.10 of the AFR states that "The student
has a right to scholarly relationships with faculty based on mutual trust and civility." General Student Regulation 5.02 states: "No student
shall . . . interfere with the functions and services of the University (for example, but not limited to, classes . . .) such that the function or
service is obstructed or disrupted. Students whose conduct adversely affects the learning environment in this classroom may be subject
to disciplinary action through the Student Faculty Judiciary process.”
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Class Policy
Let’s limit distractions to increase learning 
 Food. This is an early 8am class. You are welcomed to bring food or drinks to class as long as it is not a distraction. Please be
sure to clean up your area once class is dismissed.

Lap tops. No Laptops during class. I have provided copies of notes for your easy recording and that you are able to efficiently
record all lecture material. For students with special needs, please provide a written document specifying your need for lap
tops. These students will be allowed to use lap tops during class.

Newspapers and Leisure Reading Material. No newspapers or leisure reading material. Please come to class ready to engage
in activities and/or discussions. We will provide a short break during class session that you can use to read non-course related
materials.
Student Evaluation and Assignments
Attendance and Class Participation
While class attendance is not required, you will encounter graded class participation events on randomly selected days. You will not be
able to make up participation points if you are not present. Class participation events will be worth 2 points each. The maximum amount
of class participation points you can receive is 14 points, 2 points for each of the 7 randomly selected class sessions. On the days you
can earn participation points, I will state specific expectations and guidelines for your to earn points. If you complete the task required in
its entirety as specified by the instructions on that specific day, you will earn 2 points. If you are absent and or do not complete the task
in its entirety you will receive 0 points. There are no make-up participation points available.
Randomly Selected Day/Date
In- Class Activity
Possible
Points
1
2
2
2
3
2
4
2
5
2
6
2
7
2
Your
Points
Graded In-Class Group Assignments
There will be 3 graded In-Class Group Assignments. Each of these assignments is worth 5 points. The first In-Class Group Assignment
will be on July 7th, second on August 10th, and the third on August 17th. No make-up will be available for In-Class Group Assignments.
Graded In-Class Group Assignments will be based on all or nothing scale. I will provide you with instructions the day the assignment is
given. You must complete the task in its entirety as a group in order to get full credit. You will not have an opportunity to re-do any
assignments.
In-Class Group Assignment
Date
Possible Points
#1 Situating Yourself in an Ecological Model
7/7
5
#2 Lost Children of Rockdale Prevention Debate
8/10
5
#3 Psychology Today: Article Review
8/17
5
6
Your Points
Quizzes
You will have 3 take home quizzes that you will complete based on the tools of engagement modules. You can access these modules at
http://outreach.msu.edu/TOOLS/Default.aspx. You can also get to this site by going to msu.edu and typing “tools of engagement” in the
search box on the front page. All modules can be found under the Curriculum tab. Please read, review, and complete quiz for Module 1:
MSU the Land Grant Mission before class on 7/19, Modules 2: Power and Privilege before class on 7/21, and Module 5: Capacity
Building before class on 8/16. Bring hard copy of quiz on specified dates. Each quiz involves answering 5 to 6 multiple choice questions
that are worth 1 point each. Below you will find a description and objectives of module.
Module 1
Title
MSU Land Grant Mission
Description
This module is the foundation for the rest of the modules. It will give you a context for university-community
engagement by describing MSU's history and mission as a land-grant institution. This module will challenge you
to accept the responsibility of engaging with community partners, and describes a process of how you may
become engaged. It also presents examples of community engagement projects. This module will provide us with
an introduction to our lecture on participatory action research and service learning and provide a foundation for
the film we will view on student engagement called entitled the “Rural Studio”. This will also give those who will
be participating in the Extra Credit service engagement activity with the necessary information about the role of
MSU in the community.
You will learn...



What it means for MSU to be an engaged institution with a land-grant history
The responsibility that the land-grant mission places on faculty and students to engage with community
partners
How engagement enhances the undergraduate academic experience
Module 2
Title
Power and Privilege
Description
For historical and contextual reasons, people differ in their levels of power, privilege, and control. These
differences influence perceptions of what is right and wrong, the expected roles individuals have in society, and
how people communicate with others. Understanding and being sensitive to differences allow people to
communicate and work more effectively with each other. This module will provide us with an introduction of ideas
and concepts that we will experience in our simulation “Star Power”. It will also be our first introduction to ideas
about oppression and diversity.
 How people differ in their levels of power and privilege
 How being sensitive to these differences allows people to communicate and work more effectively with
each other
You will learn…
Module 5
Title
Capacity Building
Description
Capacity building is a process that strengthens the abilities of people to take collective action towards creating
healthy communities, vital economies, and social well-being. Capacities may be built at the individual, team,
organization, community, or society level. Capacity building approaches to community work, regardless of field or
discipline, need to be context-sensitive, dynamic, and on-going. This module will introduce these ideas of
capacity building so that will can explore potential strategies and program development efforts for social change.
 How to define capacity and capacity building
 The difference between capacity building and problem-focused approaches to community work
 The five levels of capacity building and seven types of community assets
 The nature of capacity building (e.g. its importance of being context specific, dynamic, and on-going
capacity building)
You will learn…
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Modules
Topic
Date Take home
Quiz will be
Distributed
Assessment Due Date
(Bring Completed Quiz to
Class)
Possible
Points
Module 1
MSU Tools of
Engagement: MSU
Land Grant Mission
7/13
7/19
6
Module 2
Community Based
Engagement Power
and Privilege
7/20
7/21
5
Module 5
Capacity Building
8/11
8/16
6
Your
Points
Exams
There will be two multiple choice exams. The class session before each exam will involve an in-class review session, which will involve
us reviewing some of the key concepts and ideas that will help you prepare for exam. This will also be a good time to get additional
questions answered regarding things you may be unclear about. Please be sure to get your questions answered before exam day.
Exam I will be on Monday August 2nd. Exam II will be Wednesday August 18th. There will not be a cumulative exam. Exam I will cover
weeks 1-4 (Chapters 1-7) and Exam II will cover weeks 5-7 (Chapters 7-14).
Each exam will have 40 multiple choice questions (worth 1 point each) and 2 short answer/essay questions (worth 5 points each).
Questions will ask you to define and identity key concepts and examples discussed in class. Short answer/essay questions will require
you to reflect on and critically define and analyze a social issue. You will be asked to address a social issue and relate it to a specific a
concept discussed in class.
You can receive a total of 50 points on each exam. Make-up exams will only be granted, if there is a university approved excuse. Please
see make-up exam policy for details.
Exam
Exam I
Exam II
Exam In-Class
Review Session
August 2nd
July 28
August
Exam Date
17th
August
Possible Points
Your Points
50
18th
50
Film Thought Papers
Films are essential to perform well in class. These films will not only reflect some exam questions but will allow you to complete your
thought papers. You will be responsible for writing a thought paper on any three of the six films shown in class. These thought papers
are due the day following the film viewing. If you do not like the grade you receive on your reflection, you are free to use the feedback
and complete a thought paper on an additional film, as long as the paper is submitted on the correct due date listed below. Since this is
the short course, consider completing 1 to 2 reflections by week 3. If you complete more than 3 film reflections the highest 3 scores will
be factored into your final grade. You can earn a total of 30 points on film thought papers. Please note that if you miss a film you are
responsible for locating and viewing film on your own time. Be careful, these films may be difficult to locate.
All film thought papers should be 1 page in length. All reflections and papers should be typed, double-spaced and in a 12 point font with
one-inch margins in Times New Roman or Arial. Despite the fact that these papers are designed to reflect on your thinking process, they
must refer to concrete topics, questions, observations and or examples discussed in class, observed in film, or specified in text. The goal
is for you to develop an informed opinion based on facts and evidence, not solely based on opinions or personal biases. Please proof
read and spell check your work. Take advantage of the MSU writing center for additional assistance. Please stick with the instructions
and outlines I have provided. Refer to grading rubric for additional evaluation details.
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Please use this outline for your thought paper. You should have the following three headings on your paper: Film Overview; Exploring
Concepts; and Reflection.
I.
Film Overview
a. Briefly Describe Film
b. Briefly Discuss your general thoughts
II. Exploring Concepts
a. Write about one concept that we discussed in class that was observed in film. Feel free to use one of the concepts
listed on the Film Guide under “Look for the Following Terms and Concepts”
b. Discuss how the film enhanced your understanding of this concept
III. Reflection
a. Answer at least 1 question listed in the film guide under “Answer the Following Questions”
b.
Film
Number
Use examples from film to expound on your response
Film Name
Topics
Film Viewing
Due Date
Possible
Points
1
Born into Brothels
Global Context of
Community Psychology
July 13th
July 14th
10
2
The Rural Studio
Participatory Action
Research and Service
Learning
July 19th
July 20th
10
3
Surviving the Good Times
Understanding and
Defining Communities
August 2nd
July 29th
10
4
School of Assassins
Community Organizing
August 4th
August 9th
10
August 10th
10
18th
10
5
6
The Lost Children of Rockdale
Invisible Children
Prevention
The Future of Community
Psychology
August
9th
August
17th
August
My Points
Earned
Grading Rubric: The following rubric will be used to evaluate your papers.
Film Thought Paper Rubric
Format
( 2 pts)


Font- (Times New Roman or Arial 12 point font) (1 point)
Page Set Up - 1-inch margins and Double spaced (1 point)
Completeness
(2 pts)


Addresses each section of the outline (e.g. film overview, exploring concepts, and reflection) (1 point)
Provides a complete response which addresses all components of reflection question (1 point)
Thoughts and

Defined the concept/key term you chose to write about correctly (1 point)
Reflection
(6 pts)



Provided an example of the key concept from film (1 point)
Provides at least one example or reference when answering the reflection question (2 point)
Provides excellent support overall for claims and does not rely solely on opinions to form (e.g. uses
references course lectures text, and or films) (2 point)
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Diversity Experience (1.5 to 2 hour minimum)
The Diversity Experience is divided up in two parts and will be assigned on July 12th and due on August 11th. The first part will involve an
observation/experience and the second will focus on your reflecting on your experiences using a tool known as the Ladder of Inference.
Please make a special note that instructions on how to use and understand the tool will be a part of the lecture on July 12th.
Part I: Observation/Experience
You are required to attend your choice of an event that you would not normally attend. This event should provide you with a new
experience in terms of exposure to beliefs or experiences that are different from your own. This difference can be based on age, culture,
social class, disability, gender, sexual orientation, political views, ethnicity, and race. However, the way you define diversity is up to you.
You will be required to attach an artifact of the event to the paper. This artifact may be an agenda, flyer, handout, brochure, envelope,
bulletin, and or anything that provides for some documentation that you were at the event.
Here are five tips to assist you during your experience:
1) Make an effort to learn and understanding the perspectives of the community being observed
2) Participate if you feel and/or see fit or feel comfortable,
3) You do not need to identify yourself in the setting, it is up to your discretion,
4) Be respectful and sensitive to the community at the event where you are conducting your observation
5) Don’t wait too long after your observation before your record your experience.
Examples of events you can attend: church services/religious meetings; concert; festival; community meetings.
If you have questions about events or about the assignment, don’t hesitate to contact me.
Part II: Reflection- The Ladder of Inference
The Ladder of Inference is a helpful tool used to make our assumptions visible and help identify our beliefs systems when limited data or
information is observed. The Ladder helps us recognize our mental pathways that often lead to misguided conclusions, which may later
lead to poorly informed actions.
This portion of the Diversity project requires you to use the Ladder of Inference on your diversity experience observation. You will walk
through each step of the Ladder of Inference recalling your observation, thought processes, and some conclusions you made during
your experience. To complete this paper, you will be required to walk through the seven steps of the Ladder of Inference as specified
below:
1. Observing Data
2. Selecting Data
3. Creating meanings
4. Assuming
5. Concluding
6. Believing
7. Acting
Each of these should represent the heading of each section of your paper. This paper should be 3-4 pages double spaced type written
in 12 point font Arial or Times New Roman and have a 1 inch margin all around.
I will hand out assignment details on July 12th.
Diversity Experience
Points
Artifact from Event
10
Ladder of Inference
15
Total Project
25
Your Points
10
Ladder of Inference Paper Rubric
Criteria
Description of Criteria
Detailed Description
of your Diversity
Experience
Observation

Used the Ladder to
Make Visible your
Thoughts and
Assumptions you
made during your
observation

Reflected on
Diversity Experience
and Observation




Possible Points
Provided details about the setting and a
description of the event in general (2.5 points)
Provided details about what you focused on
during the experience/observation (2.5 points)
5
Discussed assumptions you made during your
observation (2.5 points)
Provided conclusions and/or shared beliefs you
adopted during observation (2.5 points)
5
Explained how the process of working through
the ladder of inference led to your actions (2.5
points)
Explained how this reflection may affect what
data you select in the future when observing
this community (2.5 points)
5
Service Learning – Extra Credit Project (2 Hour Minimum)
You will be responsible for selecting one of the preselected community organization sites and participate in 2 hours of service. While you
are in the setting, you should be promoting some community change and or development within the community organization you are
serving. This may involve you working one on one with individuals, assisting with day to day organization operations, providing a service,
and or assisting with a project or event the organization is preparing for.
In order to get full credit for this experience, you must submit a service completion form and a thought paper. The service completion
form is a document I will provide for you which your supervisor from the agency who observed your 2 hours of service will sign.
Secondly, you must document your experience reflecting on the following questions. Papers should be 2-3 pages, 12 point font type
written, Arial or Times New Roman, and 1-inch all around. Please do not create your own outline; stick to answering the questions
below. Do not exceed 3 pages.
I.
II.
III.
IV.
V.
What community agency did you choose? Why?
Describe the organization. What does the agency do and what are the agency’s goals? (You can get this information from
organization staff, informal conversations with staff, and or library/internet search)
What did you expect from the organization?
What did you do while at the agency? What types of tasks or activities were you involved in?
Discuss your involvement as it relates to at least two concepts discussed in class or discussed in text and relate each concept
to concrete experiences you had during her service learning experience.
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*Special Note.

You will need a background check in order to participate in this extra credit project. I will have a MSU staff member come to
class on July 19th to conduct a background check on all students who are interested in extra credit project. For students who
are not present on July 19th, please arrange with Nicole Springer at spring57@vps.msu.edu to complete your background
check. For students who background checks are not cleared, please email me so that we can arrange an alternative extra credit
opportunity.

On July 19th, I will form a provisional sign up list I will submit to the agencies regarding your preferred time and day you hope to
volunteer. This will allow each agency to get an idea how many students they may be expecting from week to week. However, it
is still up to you to contact agency and make any arrangements needed to complete your service project. You should send the
site supervisors an email prior to volunteering to insure that you are able to successfully complete two hours of service. Please
be present on the day and time you commit to volunteering at agencies.

On July 19th, I will also provide you with a detailed grading rubric specifying grading criteria.
Agency
University Apartments
and Residents Life
Location and Contact Information
Site Supervisor
Christine Kostesich
kostesic@msu.edu
(The name listed
below reflects the
(Please note
only contact person
who can approve
and sign off on your
service completion
form)
days and times
desired by
agency are
subject to
change)
Christine Kostesich
(UARL) – Kids Corner
*No training or
orientation required
Boys and Girls Club
*No training or
orientation required
Allen Neighborhood
Center
*This location will
require an additional
training
session/orientation that
will not be factored into
your 2 hours of service
Days/Times of
Operation
MSU campus- Cherry Lane Community
Center Room CLCC 801
Projects
*Not Flexible
Involves participating
in hands on activities
Thursday Only
with youth from
various countries
10am-12pm
Patrice Patrick
Program Director
ppatrick@bgclansing.org
Patrice Patrick
*Flexible
4315 Pleasant Grove Road
Lansing, MI 48910
Phone: 517-394-0455
Fax: 517-394-5092
Monday- Friday
Heather Hymes
Volunteer/ Internship Coordinator
Assistant Market Manager
Involves assisting
staff members and or
working with youth
8am-5pm
who are from the
local community of
Lansing
*Somewhat
Flexible
Involves participating
in various projects
MondaysFridays:
10am12pm and
5pm-7pm
which include but are
not limited a local
farmers market, a
garden house project,
and a bread pantry
project
Heather Hymes
Allen Neighborhood Center
1619 E. Kalamazoo
Lansing, MI 48912
517-999-3919
heatherh@allenneighborhoodcenter.org
www.allenneighborhoodcenter.org
Saturdays and
Sundays: 10am2pm
12
Cumulative Point System/Evaluation
Possible Points
Class Participation (7)
14
Graded In-Class Group (3)
15
Film Reflections (3)
30
Quizzes (MSU Tools of
Engagement) (3)
17
Exam I
50
Exam II
50
Diversity Experience
25
Service Learning ExperienceExtra Credit
10
Total Points
201
Your Points
*The total does not include extra
credit point
Final Grades
Grade
Percentage
Point Range
4.0
90%
201-181
3.5
85%
180-171
3.0
80%
170-161
2.5
75%
160-151
2.0
70%
150-141
1.5
65%
140-131
1.0
60%
130-121
Below 1.0
55%
120-0
*Note. Final Grades Based on the Percentage Earned
13
Course Schedule:
The class schedule below is subject to change.
Week
Dates
Topic
Required Reading
Due
Course Overview
1
Class Assessment
What is Community
Psychology?
Tuesday 7/6
Community Psychology: A Shift in
Perspective
Supplemental Reading #1 Assigned
Community Psychology: Exploring the
Ecological Perspective?
Values of Community Psychology
Wednesday 7/7
Graded In-Class Group Assignment –
“Situating Yourself in an Ecological
Model” (5pts)
History of Community Psychology
Chapter 1
(pages 2-31)
Supplemental Reading
Chapter 2
(pages 34-55)
Supplemental Reading #2 Assigned
Reflection – Why is it Important?
Monday 7/12
2
What is Community
Psychology cont.?
Addressing Assumptions: Exploring
the Ladder of Inference
The Global Context of Community
Psychology
Tuesday 7/13
Supplemental Reading
2
Video: Born in Brothels
Chapter 2 cont.
(pages 55-64)
(83 minutes)
Wednesday
7/14
3
Monday 7/19
Community
Research
Tuesday 7/20
Philosophies of Community Research
Chapter 3
(pages 69-92)
Participatory Action Research
Supplemental Reading
On Participatory
Service Learning
Research
Video “The Rural Studio”
(56 minutes)
Tools of EngagementModule #1: MSU Land
Grant Mission
Methods: Qualitative, Quantitative
Chapter 4
14
Film 1: “Born in
Brothels” Thought
Paper
Module #1 Quiz: MSU
Land Grant Mission
Film 2: “The Rural
and Mixed Method Approaches to
Community Research
Chapter 7
(pages 214-224)
Power and Privilege
Wednesday
7/21
4
Understanding
Communities and
Social Problems
(pages 97-126)
Tools of Engagement –
Module #2: Community
Based EngagementPower and Privilege
Star Power Simulation
(1Hour and 50 minutes)
Monday 7/26
Oppression and Human Diversity
Chapter 7 Continued
(pages 203-213 and
225-235)
Tuesday 7/27
Understanding and Defining
Communities
Chapter 6
(pages 169-199)
Studio” Thought Paper
Module #2 Quiz:
Community Based
Engagement – Power
and Privilege
Understanding Individuals Within
Environments
Wednesday
7/28
Video “Surviving the Good Times”
(60 minutes)
Chapter 5
(pages 133-161)
EXAM I REVIEW
5
Social
Change/Systems
Film 3: “Surviving the
Good Times” Thought
Paper
Monday 8/2
EXAM I
Tuesday 8/3
Citizenship Participation and
Empowerment
Chapter 12
(pages 399-429)
Approaches to Social ChangeCommunity Organizing
Change
Wednesday 8/4
Video: “School of Assassins”
(60 minutes)
Chapter 13
(pages 433-464)
Community Coalitions
Prevention
Monday 8/9
Video: “The Lost Children of
Rockdale”
(90 minutes)
Chapter 9
Film 4: “School of
(pages 286-308)
Assassins” Thought
Paper
Chapter 10
(pages 316-354)
Prevention cont.
6
Graded In-Class Group Assignment –
Programming:
Prevention and
Intervention
Tuesday 8/10
Based on “The Lost Children of
Rockdale” (5pts)
Chapter 8
Film 5: “The Lost
Children of Rockdale”
Thought Paper
(pages 242-275)
Stress, Coping, and Social Support
Diversity Experience
Wednesday
8/11
Program Implementation &
Intervention
15
Chapter 11
(pages 383-395)
Program Evaluation and Program
Development – Policy Implications of
Community Research
Monday 8/16
Capacity Building
Program Development and Capacity
Building within Juvenile Justice
Research
Chapter 14
(pages 467-502)
Module #5 QuizCapacity Building
Tools of Engagement
Module # 5- Capacity
Building
Community Psychology Today
The Future of Community Psychology
7
Community
Psychology Today
Tuesday 8/17
Graded In-Class Group Assignment –
Community Psychology Today Article
Review (5 pts)
Chapter 15
(pages 505-519)
Video: “Invisible Children”
(52 minutes)
REVIEW FOR EXAM II
Film 6: “Invisible
Children”
Thought Paper
Wednesday
8/18
EXAM II
Final Opportunity to
Turn in Service
Learning ExperienceExtra Credit
16
Film Guide
Film Descriptions and Film Discussions
Below I have provided Terms/Concepts and Questions I want you to focus on while watching films. You will also be using one of the
questions listed under (“Answer the Following Questions”) to complete your film thought papers.

Film #1 Born into Brothels-
Description: Follow photographer Zana Briski to India as she uses photovoice as a means to educate and empower children who live in
one of the most dangerous brothels in Calcutta, India known as the red light district.
o Look for the Following Terms/Concepts:

Macrosystems

Localities
o

Organizations

Microsystems

Photovoice

Advocacy

Social Justice/Distributive Justice
Answer the Following Questions:

How might a traditional psychologist address the social problems observed and how does this differ from
community psychology?

What ecological systems were addressed to meet the needs of the children who lived in the brothel? What





ecological systems do you think are most important to helping the children succeed? Why?
What does the role of advocacy play in the community psychology perspective? What do you think are the
qualities of a good advocate? What are some of the challenges an advocate may face?
How does photo voice attempt to address issues of human welfare? Given your personal interests, what
types of issues might you use photo voice to address? Why?
Does the photographer attempts to address the social problem from the “bottom –up” and/or “top-down”?
How would you address the social problems observed (“bottom-up” or “top down”)? Why?
How do the experiences of the children relate to what is happening in the United States?
Film #2 The Rural Studio-
Description: Explore how one professor takes learning outside of the classroom by uses his knowledge of architecture to rebuild and
address social dilemmas experiences by neglected rural communities using participatory approaches.
o Look for the Following Terms/Concepts:

Participation

Collaboration

Participatory Action Research

Service Learning
o

Reflection
Answer the Following Questions:

How might reflection enhance the professors understanding of the community being served?

What are the setbacks and benefits of participation and collaboration? (Focus on the students versus the
families being served)

How might service enhance learning in the classroom?

How is participatory action research different from traditional approaches to research? What problems do
participatory approaches attempt to solve?

What other social issues do you think could benefit from participatory approaches? Why? How might this
approach enhance the way this issue is currently being addressed.
17

Film #3 Surviving the Good Times-
Description: Watch how the Milwaukee goes from a great industry city; assembly lines provided an abundance of jobs where blue collar
jobs made a good life possible; to melting away melting away of 4,000 jobs in Milwaukee. Follow the Stanley and Newman family as they
both lose as they attempt to adjust to the new way of life.
o Look for the Following Terms/Concepts:

Adaptation

Social Climate Dimensions

Environmental Stressors
o Answer the Following Questions:

How is the social climate in Milwaukee? How might the social climate impact potential solutions to the social
problems observed in film?

What might action research look like in this neighborhood?



How might you promote neighborhood quality of life?
What might an alternative setting look like in the case of the Stanley and Newman family?
Film #4 School of Assassins-
Description: Examine the efforts of Congressmen Joe Kennedy, Joe Moakley, and John Lewis and others as they campaign to shut
down a school that are producing graduates who are violating the human rights of others.
o Look for the Following Terms/Concepts:

Consciousness Raising
o


Policy

Advocacy

Elements of Effective Community Change Initiatives
Answer the Following Questions:

What are some challenges in community organizing?

What were some of the strategies used to promote social change?

Did the community organizer focus on community betterment approaches from the top-down or bottom up?
Did you agree with this approach? What are the benefits and set backs of each approach?
Film #5 The Lost Children of Rockdale-
Description: Examine how an epidemic of syphilis spreads across a community of teenagers who are apart of the affluent suburban
county of Rockdale.
o Look for the Following Terms/Concepts:

Prevention

Developmental Rights

Microsystems- Level Prevention/Promotion: Home, School, Workplace
o Answer the Following Questions:





What is the lifestyle or socio-economic status of the teens in film and how did it impact the outbreak of
syphilis? How does social class impact our response and reaction to social issues?
What types of ecological factors impacted the outbreak of syphilis? Who and what factors are responsible?
How could the outbreak of syphilis have been prevented?
What were some other emerging issues that were being addressed based the implementation of prevention
efforts within the community?
Film #6 Invisible Children-
Description: Take a journey to Northern Uganda and learn of children who are abducted by rebels and forced to serve as child soldiers.
o Look for the Following Terms/Concepts:

Global Diversity

Broadening Concern of Social Justice

Citizen Participation

Program Development
18
o
Answer the Following Questions:

What is the social problem that is being address? How would you have turned your concern into a vision
and/or a project?

How is your local community impacted by societal issues that happen around world?


What existing societal values, strengths, or resources might contribute to the transforming society?
What is your vision of society and how do you think we should live? How might others be affected negatively
and or positively by your vision?
19