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COURSE TITLE: Introduction to Community Organization, Management, & Policy Practice COURSE NUMBER: 560 Section 001, Class #18212 TIME & PLACE Winter, 2011 Wednesdays: 2-5, 2816 SSWB CREDIT HOURS: 3 PREREQUISITES: None LOCATION: Foundation macro methods; required for all MSW students INSTRUCTOR: Diane Kaplan Vinokur, PhD, LMSW, Associate Professor CONTACT DETAILS: Office: 3794 SSWB E-mail: [email protected] Office phone: (734) 647-2553 OFFICE HOUR: Mondays, 1:30 pm-3:30pm, or by appointment1

1. COURSE DESCRIPTION

This course is a generalist social work foundation offering in the Macro Practice Concentrations (Community Organization, Management, and Policy/Evaluation). It covers basic content in these areas of social work method and prepares students to take the more advanced courses in their concentration. It is partly survey in nature, touching on a range of methodologies and emphases, and providing an appreciation of the historical and contemporary importance of these methods in social work. In addition, it deals with the process of professionalization and introduces students to a

range of practice tools. Issues of diverse dimensions [e.g. ability, age, class, color, culture, ethnicity, family structure, gender (including gender identity and gender

expression), marital status, national origin, race, religion or spirituality, sex, and sexual orientation] will be emphasized throughout, with special focus on culturally sensitive practice - i.e., multicultural community organizing, culturally sensitive management

practices, culturally sensitive analyses of policy proposals and their impact, and culturally sensitive research practices. Students' field experience and future methods

courses will build upon the knowledge and skills presented in this course.

1 Please e-mail me three different times when you could meet, and we can usually find a mutually convenient time, Monday-Friday, 9am-5pm.

Social Work 560 (D. K. Vinokur, Winter, 2011) page 2

TABLE OF CONTENTS

1. COURSE DESCRIPTION ............................................................................................................................. 1

2. COURSE CONTENT ..................................................................................................................................... 3

3. COURSE OBJECTIVES ................................................................................................................................. 3

Additional Comments on the viewpoint of this instructor: ................................................. 4

4. COURSE DESIGN ................................................................................................................................... 5

5. RELATIONSHIP OF THIS COURSE TO THE SSW’S FOUR CURRICULAR THEMES ............ 5

6. RELATIONSHIP OF THE COURSE TO SOCIAL WORK ETHICS AND VALUES ..................... 6

7. INTENSIVE FOCUS ON PODS - PRIVILEGE, OPPRESSION, DIVERSITY & SOCIAL JUSTICE ............................................................................................................................................................... 6

8. A NOTE ABOUT THE INSTRUCTOR................................................................................................ 7

9. LEARNING PHILOSOPHY AND ENVIRONMENT ......................................................................... 7

Creating a Positive Learning Environment .................................................................................. 8

Individual Learning Objectives ........................................................................................................... 8

Working in small groups ......................................................................................................................... 9

10. COURSE SEQUENCE ............................................................................................................................. 9

11. COURSE MATERIALS .......................................................................................................................... 9

12. ASSIGNMENTS .................................................................................................................................... 10

13. GRADING .............................................................................................................................................. 13

14. GRADING PHILOSOPHY ................................................................................................................... 14

15. INSTRUCTOR’S EXPECTATIONS FOR ALL WRITTEN ASSIGNMENTS ............................... 14

16. HOUSEKEEPING ................................................................................................................................. 16

17. STUDENTS’ NEEDS ............................................................................................................................ 16

18. CLASS SESSIONS, LEARNING OBJECTIVES, CLASS ACTIVITIES, & READINGS ............... 18

18. SW560-001 CLASS CALENDAR – WINTER 2011 ...................................................................... 26


2. COURSE CONTENT

Students learn beginning macro practice skills, including skills sets in the areas of community organization, management, and policy analysis. They learn to understand a variety of roles and skills attached to them - i.e., community organizer, manager, or policy analyst/advocate. The course will also provide students with the opportunity to integrate learning from relevant HBSE, policy, and research courses, designed to be taken concurrently.

During this course, students focus on: (1) Understanding the context of macro practice;

(2) Identifying problems at the community and organizational level;

(3) Organizing and building relationships within communities and organizations; and

(4) Organization-based and community-based policy making, planning, and program development.

This course will provide a common framework for learning, which sets the stage for more detailed development of skills sets. Readings will be related to theories, concepts, and practice skills involving assessments and interventions at the mezzo-macro level and in working effectively with communities and organizations. Some class time will be devoted to a discussion of issues raised by students' experiences in the field, in the context of the theories, concepts, and skills covered by the readings, lectures, and exercises. These include various community assessment and problem solving models, reflective practice, interpersonal skills in macro policy research, and the analysis of organizational culture.

3. COURSE OBJECTIVES

On completion of this course, students, using a generalist social work practice framework, will be able to demonstrate beginning level competencies in the following ways:

1. CONTEXT OF MACRO PRACTICE: Describe the historical, social, political and economic forces that have shaped and continue to shape macro practice in social work, with special attention to community organization, management, policy, and research;

2. MACRO PRACTICE STRATEGIES: Identify community organization, management, policy-planning strategies, and empirically supported practices for dealing with contemporary social work and social welfare problems;

3. SELECTION OF MACRO PRACTICES: Demonstrate beginning level community organization, management, and policy/ evaluation skills in identifying the major internal and external environmental factors that affect the selection of those strategies;


What is Macro Social Work Practice?

…Efforts within and outside organizational, community, and policy arenas intended to sustain, change, and advocate for quality of life.

~F. E. Netting (2005). …………………………………………………

These efforts are “in concert with vulnerable and underserved populations [since] macro practice skills are necessary to confront

inequalities”

~ Netting, Kettner, & McMurtry (2004.)

…………………………………………………… “…helping people solve social problems and make social change at

the community, organizational, societal, and global levels” ~ Brueggemann (2006).

4. ETHICS FOR MACRO PRACTICE: Apply NASW's Code of Ethics and other professional codes to the selection of action strategies, and in particular to those situations which affect women, people of color, and disadvantaged/discriminated against populations;

5. MACRO PRACTICE TOOLS: Demonstrate the ability to utilize selected assessment tools for designing practice relevant issues (e.g., human resource assessment, flow-charts, force field analysis, nominal group technique, task analysis, community profiling, asset mapping, community needs and strengths assessment, Census data analysis, and utilizing frameworks of ethical and policy analysis);

6. SOCIAL WORKER MACRO PRACTICE ROLES: Specify/identify those situations in which social workers are likely to be central to and have leverage over major social welfare concerns;

7. PRACTICE INTEGRATION & BREADTH: identify salient connections between Macro Practice/IP Practice and National/International practices.

ADDITIONAL COMMENTS ON THE VIEWPOINT OF THIS INSTRUCTOR:

Some recent definitions of macro social work practice are found in this textbox.2

.

2 Sources: Netting, F. E. (2005). The future of macro social work. Advances in Social Work, 6(1), p. 51; Netting, F. E., Kettner, P., & McMurtry, L. (2004). Social work: Macro practice, (3rd Edition). Boston: Allyn & Bacon, p. 10. Brueggemann, W. G. (2006). The practice of macro social work (3rd Ed.). Stamford, CT: Brooks/Cole, p. 7.


My particular point of departure for this course is: macro social work practice is an integral part of the competencies that all professional social workers are expected to use to address social problems, social exclusion, and social injustice. Just as the goal of social work inter-personal practice with distressed individuals, families and groups is to enhance the healthy articulation between clients and their social environments, so too is the ultimate goal of macro practice.

However, the emphasis in macro practice is on improving or enhancing the larger social environment in which people are located, rather than on changing or enhancing the attitudes, behaviors, or personal adjustment of a particular individual, family, or small group. For example, with regard to the social problem of child abuse--interpersonal practitioners will work directly with caregivers who are (or at-risk for) abusing their children. They seek to help their clients to change their child care behavior. In comparison, macro practitioners may work with a community to establish and manage a crisis nursery that community members can use when they need immediate child care support, or they may advocate for a child abuse prevention programs and policies, and thus diminish potential abuse.

Thus, macro social work practice improves the quality of life for many people at a time, and promotes needed social change at the community, organizational, societal, and international levels. Moreover, current approaches to macro practice emphasize that social workers act in concert with those who are harmed or weakened by social problems, seek to actualize their clients’ empowerment, and that they approach and perform their professional roles with an attitude of cultural humility.

In sum, all social workers, regardless of their particular title or role, must use macro methods and perspectives in their practice and careers. For an interpersonal practitioner to understand their clients, they must also understand the organizational, community and policy environments which influence their clients. Indeed, many social workers practicing interpersonally with clients also undertake specific macro roles to help alleviate relevant social problems. Such roles include: public policy advocate, agency board or committee member, political office-holder, philanthropist, social entrepreneur, citizen representative, fundraiser, lay leader, public protester, manager, organizer, and social planner.

4. COURSE DESIGN

Our class sessions include lectures, small and large group discussions, in-class presentations, skill-building activities, films, and outside speakers.

5. RELATIONSHIP OF THIS COURSE TO THE SSW’S FOUR CURRICULAR THEMES

1. Multiculturalism and Social Diversity is addressed through the use of readings, examples, cases, and role plays, and the development of intervention tools that explore multi-cultural and diversity issues from at least five perspectives: the


worker (i.e., the community organizer, manager, and policy analyst/advocate her/himself), the organization or program, and the community or client system.

2. Social Justice and Social Change are addressed through the use of readings, examples, cases, and role plays, and the development of intervention tools that enable workers to secure better representation of underrepresented community members and points of view in the community, agency, and polity, and to address, through the attainment of program goals, issues of historic exclusion and exploitation. Techniques of both transactional and transformational change are considered.

3. Behavioral and Social Sciences Research is addressed through the use of readings, examples, cases, and role plays, and the development of intervention tools that explore the perspectives of social and behavioral science theory on the community, the organization, and the polity. Organizational theories, political science theories, and theories of community will be important bases for class analyses.

4. Promotion, Prevention, Treatment, and Rehabilitation are addressed through the use of readings, examples, cases, and role plays, and the development of intervention tools that explore special attention to the benefits of prevention and early intervention (promotion and prevention), risks attendant to the use of various methods (treatment), and the need for longer term connection and follow-up (rehabilitation).

6. RELATIONSHIP OF THE COURSE TO SOCIAL WORK ETHICS AND VALUES

This course will address ethical and value issues related to working with, and in, organizations, communities, societies, as well as in conducting policy-focused research in these domains. For example, as employees of organizations, members of communities, and citizens of states, social workers must work to ensure equal treatment for all community members, while at the same time expressing preferential programmatic attention to the most disadvantaged within those systems. This course will also focus on social workers’ responsibility as professionals to promote general welfare by working toward the elimination of discrimination, expanding choices for all persons, encouraging respect for diversity, advocating for progressive changes in social policies, and encouraging informed participation by the public.

7. INTENSIVE FOCUS ON PODS - PRIVILEGE, OPPRESSION, DIVERSITY & SOCIAL JUSTICE

Our course integrates PODS content and skills with a special emphasis on the identification of theories, practice and/or policies that promote social justice, illuminate injustices, and are consistent with scientific and professional knowledge. Through the use of a variety of instructional methods, this course will support students [in] developing a vision of social justice, learning to recognize and reduce mechanisms that


Empowerment in the classroom occurs by each classroom actor--

Respecting one another

Validating one another’s experiences and insights

Drawing on her/his own strengths and those of others

Responsibly sharing her/his power

Working collaboratively

Taking responsibility for her/his own learning

support oppression and injustice, working toward social justice processes, applying intersectionality and intercultural frameworks, as well as strengthening critical consciousness, self knowledge, and self awareness to facilitate PODS learning.

8. A NOTE ABOUT THE INSTRUCTOR

Diane Kaplan Vinokur (publishing as Diane Vinokur-Kaplan) has been teaching macro practice at The University of Michigan since 1990. She is co-founder and past Faculty Director of the U-M Nonprofit & Public Management Center. Also, she is active in research on sustainability and improvement of the work environments of nonprofit organizations, especially through co-location. She is a founding member of the Nonprofit Centers Network, which nationally provides technical assistance to nonprofit co-located “under one roof”. She is known for making terrible puns and has a dry sense of humor. In her spare time, she enjoys doing yoga and trying to learn Zumba exercises.

9. LEARNING PHILOSOPHY AND ENVIRONMENT

Teaching and learning in this course will be guided by the principles of adult learning3

Each individual brings different strengths, knowledge, and various levels of understanding of macro practice to this class. Therefore, we can all benefit if we think of the class as a collaborative effort, and the classroom as a space in which our learning can be enhanced by the contributions of others.

and empowerment. These frameworks approach all participants in an educational endeavor as active, self-directed learners. A core concept of these approaches is valuing your experiences and your potential for sharing these perspectives to deepen individual and group learning. So, you are encouraged to share your insights with the class throughout the semester. At the same time, we should all

try to maintain a reflexive stance, carefully considering your thoughts and those of others.

In sum, we are all potential teachers and learners. Therefore, it is hoped

3 An adult learning approach (andragogy) typically includes an appreciation that (1) adults are autonomous, goal- and relevancy- oriented, practical, and self-directed, (2) adults have past life experience and knowledge that can connect to current learning; and (3) adults must be treated with respect. (See Malcolm Knowles’ classic book, The Adult Learner: A Neglected Species (Third Edition). Houston, TX: Gulf Publishing Company, 1984).


that collaborative learning will occur between students, as well as between students and instructor. Indeed, the firstclass assignment, the community profile, is designed to provide an additional opportunity to reflect on collaborative effort done by student teams.

CREATING A POSITIVE LEARNING ENVIRONMENT

Everyone involved in this class should try to foster an environment in which all participants are comfortable enough to willingly express their opinions and perspectives during class discussion, including critical analyses. At times, this engagement can involve some risk, but it is hoped that you will feel comfortable enough to share your views and queries in order to promote your learning and that of your colleagues.

To encourage this environment, we are all reminded of our professional responsibility to treat one another with respect. If the classroom is to be a space for learning, it cannot reinforce systems of bias and domination, nor can it be restrained by political correctness. As course instructor, I will strive to develop a respectful course environment. You too can contribute to this ethos by extending to your colleagues the same respect and sensitivity you desire for yourself.

Questioning one another is a part of a positive and productive learning process. Such questioning should be done in a collegial, civil, and professional manner, which involves listening to, recognizing, and trying to respect others’ views, even if we do not agree with the perspectives being advanced. At times, it may be necessary to challenge the ideas someone presents, but it is important to do so in a manner that calls into question the ideas outlined, not the person who presents them.

INDIVIDUAL LEARNING OBJECTIVES

Each person comes to this course with different ideas, experiences, and competencies related to macro practice. Additionally, each of you likely has your own interests regarding macro practice, which you could develop in this foundation course and in subsequent advanced macro practice courses. Given this background, you are encouraged to create at least one individualized learning objective for our course. If you are currently in a field placement, you may wish to consider developing an objective related to your field-based learning goals.

For instance, if you are interested in identifying the needs of a particular population, you may want to develop a specific learning objective related to conducting a community needs assessment with that population. The possibilities are endless—just be sure you select an objective that you can achieve.


WORKING IN SMALL GROUPS

The Mini-Proposal and the Community Profile Assignment require working together in a small task group. For this assignment, your group’s membership will be self-selected; however, you are strongly encouraged to work with others in the class whom you do not know yet. Depending on class size, the groups will range from two to three students for the Mini-Proposal, and three to five students per group for the community profile. Groups will begin to be formed in Sessions 2 and 5 respectively.

Also, throughout the term, small groups will be created for various in-class learning activities to learn or practice course content. In these groups, you will work with colleagues to discuss assigned readings or to complete assigned activities related to course content.

10. COURSE SEQUENCE

Sessions Topic

1-3 Introduction to Macro Practice and its Context

4-5 What is Community & Community Organization?

6-7 What is Human Services Organizations & Organizational Practice?

8-12 Developing, Implementing & Evaluating Organizational & Community Change

13-14 What is Social Policy Advocacy?

15 Summary & Review of Macro Practice & Social Work Practice

11. COURSE MATERIALS

Our course will use two textbooks, in addition to a series of other required readings.

One Required text: (Make sure you obtain the correct edition)

a. Netting, F. E., Kettner, Peter M., and McMurtry, Steven L. Social Work: Macro Practice. (Fourth Edition). Boston: Pearson/Allen & Bacon. (2008). ~$85 new. Also available used online and locally.


This book is available for purchase at Ulrich’s (across the street from SSWB, accessible to those with limited mobility), and Michigan Union Bookstore (accessible, handicap permit parking very near by). It is also on reserve at the library.

Other required readings (articles, chapters) are available via the course’s ctools site.

12. ASSIGNMENTS

Detailed descriptions of each assignment will be distributed well before they are due. All assignments must be completed before the beginning of class on the day they are due, and handed in as instructed in class.

Consult with me regarding your assignments. I will gladly answer questions & concerns.

Summary of Class Assignments:

NOTE: Explicit, complete descriptions and instructions of the assignments will be distributed and discussed well before they are due.

#1. The Community Profile (30% total – Credit/No credit for location and presumptions about the community you have chosen +20% written report +10% presentation), (Done in teams)

-- assists you to learn to assess a community, including its strengths and challenges, and to professionally present their findings to an audience both verbally and in concise, attractive written report format.

Just as interpersonal practitioners make full assessments of their clients, so too do macro practitioners—in this case, with a community as client. Here, a team of students (3-5 members) choose a community to which they can travel and interview professionals regarding the community and a social problem facing that area. They also gather additional relevant information from various electronic and other resources, including the U.S. Census. They produce a concise, attractive report that could be considered by a community forum (e.g., city council committee, agency board or other decision-making group) in their deliberations.

Initially, student teams submit an “initial choice” of community paper in which they identify and choose a community and a problem therein. Then, they work together to collect data and interviews to prepare and present their class presentation and their written report. Thereafter, each teammate individually also submits a personal reflection paper on their team experience.


#2. The Mini-Proposal (30%), (Done in pairs or trio)

--helps students learn and practice how to develop a program proposal for outside funding.

It involves a small group of students preparing a proposal for funding of a human service program by a real foundation.

#3. The Policy Advocacy Project (15%), (Done individually)

--requires students to find their voice and express themselves concisely in influencing a public audience regarding a particular policy.

Students either (1) write an op-ed piece for a newspaper or website that makes a case regarding a policy area you care about and recommends a policy development, change or implementation; or (2) prepare written testimony that would be presented to a legislative or advisory body regarding a policy development, change, or implementation.

#4. Class participation (10%)

--includes active engagement with and contributions to class discussions across the term. Your active participation helps you and others’ learning. It is expected that you will rely on your past education and experience and share them in class. It is also expected that you have read the assigned readings for each week and are prepared to discuss them.

Here are some questions to consider for each reading to help you prepare for each class session:

• What are the central points of the reading? What is your assessment of these in terms of macro practice?

• What points, if any, do you like, agree with, or find helpful in terms of understanding issues related to macro practice? Why?

• What points, if any, do you dislike, disagree with or find unhelpful in terms of understanding issues related to macro practice? Why?

• Based on your personal experiences and other readings (academic and non-academic), what other perspectives are there to the subject?

• What are the connections with and/or implications for diversity and social justice practice?

#5. Presentation of a skill-building mini-training session to the class (15%).

--allows students to lead the class in learning about a particular macro skill. Further instructions will be distributed in class.


#6. Beginning of term Learning Reflection Paper(credit/no credit)

--helps students integrate their upcoming learning with their personal and professional goals, and to assess their strengths and challenges regarding the course.

Instructions: Each of these learning reflection assignments consists of a 2-4 page reflection paper, typed, double-spaced,12-pt font, written in APA style, and proofread before submission. Copy and paste the following questions into a file and write your answers below each one

Describe and discuss your thoughts about this course and how it relates to your personal and professional goals. .

A. Describe your personal and professional goals. What do you hope to be doing 6 years from now?

B. How will the MSW degree and this course in particular assist you in meeting your goals?

C. Discuss your own strengths and limitations with regard to participating in this course.

D. Describe the things you hope to learn in the course.

#7. Middle of term Reflection Paper (credit/no credit)

--allows students to reflect on their personal and professional goals and their learning so far in the course.

Same instructions as #6. Discuss the following questions:

A. How have your personal and professional goals been supported or changed?

B. How have your views of the course, in relation to your goals, been supported or changed?

C. What challenges you have experienced in this course and how you have dealt with them?

D. What you believe you have learned in class so far? (Include mention of readings you found interesting).

#8. End of term Reflection Paper (credit/no credit)

--allows students to evaluate their learning this semester, and to integrate it with their personal and professional goals.

Same instructions as #6.

Write a brief summary and analysis of the activities you have been involved with in the class and at your internship site.


Discuss the following:

A. What do you think you have learned in this course and other courses this semester?

(Mention any readings in this course that you found particularly interesting or helpful).

B. What frustrated you the most about this course and/or others, and what efforts have you made to address these frustrations?

C. How has this experience this term affected your ideas about social work practice?

D. How have you shifted your goals or expectations?

Allocation of Points or Credit for Each Assignment

The Community Profile Assignment and the Mini-Proposal require working together in a small task group. For this assignment, your group’s membership will be self-selected; however, you are strongly encouraged to work with others in the class whom you do not know yet. Depending on class size, the groups will range from two to three students for the Mini-Proposal, and three to five students per group for the community profile. Groups will begin to be formed in Sessions 2 and 5 respectively.

13. GRADING

Grades are earned by successfully completing the work on the assignments and by attending and participating in each class. A 100 point system is used. At the end of the term, the numerical grades earned for each written assignment and class participation will be translated into letter grades according to the following scale:


A+ 98-100 B+ 87-89

A 93-97 B 83-86

A- 90-92 B- 80-82, etc.

Grading Criteria

"A" grades are given for exceptional individual performance and mastery of the material. The use of "A+", "A", and "A-" distinguish the degree of superiority and [“A” is typically the highest grade given, since A+ is given only for extraordinary work—dkv]. "B" grades are given to students who demonstrate mastery of the material. "B+" is used for students who perform just above the mastery level but not in an exceptional manner. "B-" is used for students just below the mastery level. "C" grades are given when mastery of the material is minimal (from: http://ssw.umich.edu/ studentGuide/2007/page.html?id=3.02).

14. GRADING PHILOSOPHY

To develop your competencies as a social worker, feedback is vital. My tendency therefore is to provide significant comments highlighting both strengths and areas for improvement (we all have them!). I invite you to reflect on my feedback and, if you wish, to meet with me to discuss any of my remarks.

Working together, I want each of you to learn as much as possible and to be successful in the course. This goal requires that you accept responsibility for your learning and performance and that I support you in your development. As a student, you hold certain expectations for your performance and grades

Rewrites: If a student performs poorly on an assignment (i.e., B- or lower), she/he will be invited to meet with me to discuss the assignment, and the student may be offered the option to rewrite it or part thereof. This arrangement is to allow students who did not perform at the expected graduate level an opportunity to gain the required mastery. If the rewrite is acceptable, then the student can earn up to a grade of B, which is the expected passing grade for graduate work.

15. INSTRUCTOR’S EXPECTATIONS FOR ALL WRITTEN ASSIGNMENTS

Submit Community Profile folder in class, when you present to the class. All other written assignments are due at the beginning of class in hard copy. (To encourage ecological concern, I will accept two-sided printing if the text is clearly readable on both side).

Submission Instructions

http://ssw.umich.edu/%20studentGuide/2007/page.html?id=3.02�

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NOTE:

Please submit all written assignments in hard copy and firmly clipped or stapled into the designated container in class.

Requests for extensions will be considered for a valid reason (e.g. funerals, illness). These are to be made at least 48 hours in advance of the assignment due date, if at all possible. A rationale for the request is to be provided.

Extensions

Work that is late (i.e., an extension was not negotiated in advance) will have 5% (from 100%) deducted for each day the assignment is past the due date, including weekends.

Late Assignments

Students should not request incomplete grades unless they face very serious circumstances, since an incomplete can imperil their academic standing at the School of Social Work. A grade of incomplete will not be granted unless it can be demonstrated that it would be unfair to hold you accountable to the normal expectations of the course. If a grade of incomplete is to be requested, you must do so prior to the final week of classes.

Incomplete Grades

Written assignments will be evaluated on both content and style. You should demonstrate your ability to apply and integrate course material and to communicate using a professional style. Professional communication is coherent, concise, and comprehensive, and includes correct spelling, grammar, punctuation, sentence construction, paragraph construction and referencing). In particular, you are strongly urged to proofread your papers, and not just rely on spell-checking.

General Evaluation Guidelines

Assignments are to be typed, double-spaced with one-inch margins, using an

easy-to-read font (e.g., Times New Roman, Cambria) and in 12 pt font. The only exception is the community profile, which should be single-spaced and with ample white space, as described in the assignment.

All assignments must include a list of the references at the end (not included in the page limits). When using others’ work or ideas, it is mandatory to cite the original source (including websites) in the text itself. When directly quoting others’ work, the work must appear with quotation marks, along with citation information.

Social work publications generally follow the referencing format specified by the American Psychological Association (APA), therefore you are expected to follow this referencing style (see the Publication Manual of the American Psychological Association


(5th Ed.)). The library also offers an online resource for your use (see http://www.lib.mich.edu/ug/research/citation guide/AP5thed/pdf).

Examples: The assigned readings for this course are listed in APA format. Beyond the use of APA’s referencing style, no other aspect of the APA style

guide’s formatting need be used. However, it is highly recommended that you use formatting that is helpful to the reader (e.g., headings and sub-headings) to organize your work.

It is the student’s responsibility to be familiar with and abide by the School of Social Work’s standards regarding intellectual honesty and plagiarism. Look for the current standards in the MSW Student Handbook

Intellectual Honesty and Plagiarism

http://www.ssw.umich.edu/studentGuide/2009/studentGuide2009.pdf Students who previously or currently are taking SW663 or another course on grant

getting must contact the instructor regarding Assignment 2, the Mini-proposal.

16. HOUSEKEEPING

As members of the University community, there are several ways we can help each other:

1. Maintaining the facilities. Please leave the classrooms and washrooms as clean as or cleaner than you found them. Pick up and neatly dispose of any litter you have created. Please try to recycle whenever possible.

2. We must leave the classrooms in the arrangement in which they were found. Please help by moving chairs and tables back to their original positions.

17. STUDENTS’ NEEDS

Avoiding Distractions/Electronic Devices We all need to concentrate during class. In order to not distract or disturb your

fellow students and the instructor, please turn off cell phones, pagers, and other electronics during class. If you must be on call for an emergency; please let others know that you are only available for emergencies that no one else can handle and set your device to vibrate only. Laptops can be used in class for note taking purposes only. Also, students are expected to be in class and not leaving to answer phone calls.

Any occurrence of misuse of electronic devices (i.e. texting, messaging, web surfing) will result in a 1 point reduction in class participation.

http://www.ssw.umich.edu/studentGuide/2009/studentGuide2009.pdf�


Breaks

We will usually have two breaks. Please respect the time limits so that we can cover the necessary materials.

Religious Observances

Please notify me if your religious observances conflict with class attendance or due dates for assignments so we can make appropriate arrangements. Accommodations for Special Needs Please inform me of any special needs, including visible or invisible disabilities, so we can work together to ensure that your educational needs are met in a timely manner. Many aspects of this course, the assignments, the in-class activities, and teaching methods can be modified to facilitate your participation and progress throughout the semester. I will make every effort to use the resources available to us, such as the services for Students with Disabilities, the Adaptive Technology Computing Site, and the like. If you disclose your disability, I will (to the extent permitted by law) treat that information as private and confidential. For more information and resources, please contact the Services for Students with Disabilities office at G664 Haven Hall, (734) 763-3000.

Illness & Contagious Disease If you have come down with a contagious disease that is easily spread in a classroom (e.g., flu), please let me know and do NOT come to class. Stay home and get well, and help prevent the rest of us from catching it. Your class participation will not be penalized for missing class for this reason. Health and Wellness Services Health and wellness encompasses situations or circumstances that may impede your success within the program. The Office of Student Services offers health and wellness services that are directed to the MSW student body. Feel free to contact Health and Wellness Advocates Lauren Davis ([email protected]) or Nyshourn Price-Reed ([email protected]); 734-936-0961, regarding any health, mental health or wellness issue. This could include need for advocacy and referral to University or community resources, financial resources or counseling. Also contact Health and Wellness using [email protected]. The MSW student Guide to Health and Wellness can be found at http://www.ssw.umich.edu/current/Health_Wellness_Guide.pdf. Dependent Care Resources For students with child- or parenting/elder-care responsibilities, feel free to consult the Students with Children website (http://www.studentswithchildren.umich.edu). This site is dedicated to the needs of students at UM who juggle parenting/elder care, study, and work. Resources include child care, financial assistance, social support, housing, and health care information. The website was created by the former Committee on Student Parent Issues (COSPI). For additional information on work/life support please also visit the Work/Life Resource Center site (http://www.hr.umich.edu/worklife/) and the U-M Child Care gateway (http://www.hr.umich.edu/childcare/).

http://www.ssw.umich.edu/current/Health_Wellness_Guide.pdf�

http://www.hr.umich.edu/childcare/�


18. CLASS SESSIONS, LEARNING OBJECTIVES, CLASS ACTIVITIES, & READINGS

Session 1: Jan. 5, 2011– Introduction to Macro Practice // Creating a Positive Learning Culture Learning Objectives • To understand the requirements of the course outline, including the course

objectives, content, readings, and assignments, by reviewing and discussing it. • To become familiar with what is meant by macro practice. • To begin to get to know one another. • To establish a positive learning-teaching classroom environment through

establishing a class vision, mission, and values.

Class Activities: 1. Fill out pre-assessment questionnaires & student information sheets 2. Introduction to Macro Practice 3. Class Introductions/ Name tags 4. Review of Course Syllabus Review Syllabus and bring any questions to class next

week. 5. An example of macro social work: “Beans in Colorado” Video News story 6. Class Mission Statement (Forms distributed in class)

Readings (in class handouts)

1. National Association of Social Workers (1996). Code of Ethics (revised edition). http://www.socialworkers.org/pubs/code/code.asp Preamble, Ethical Principles

2. International Federation of Social Workers (IFSW) Code of Ethics

Session 2: January 12 The History of Macro Practice

Bring Beginning of Term Reflection Paper to class today

Learning Objectives • To become familiar with the history of macro practice and its significance to social

work • To become familiar with social work ethics in macro practice • To study and analyze the need for change (Definition of Social Problems (Taber);

Class Activities

• Choose a skill building topic to present;.

http://www.socialworkers.org/pubs/code/code.asp�


• Explanation of Skill Building Class Participation Assignment & Assignment 1, Community Profile. Choose community profile groups

Question to keep in mind: How are today’s social problems and macro social workers’ roles the same or different from the beginnings of social work?

• Film: The Women of Hull House • Review of ethical dilemmas in Netting (Look over questions on pp. 32-33). Required Readings 1. Netting, F. E., Kettner, P. M., & McMurtry, S. L. (2008). Social work macro practice.

(4th edition). Boston: Allyn & Bacon: a. Ch. 1-- An introduction to macro practice in social work (pp. 1-34)—also

look over and think about the questions on pp. 32-33. b. Ch. 2 - The historical roots of macro practice (pp. 36-76).

2. Carlton-LaNey, I. (1999). African-American social work pioneers' response to need. Social Work, 44(4), 311.

3. Kivel, P. (2007). Social service or social change? Pp. 129-149 in Incite! Women of color against violence. The revolution will not be funded: Beyond the non-profit industrial complex. Cambridge, MA: South End Press.

4. Fernandez, L. M. (1997). Running an effective task group: The five C’s. The New Social Worker, 4(1), 14-15.

5. Vinokur-Kaplan, D. & Miller, P. (2004). The collaborative practice of workplace teams. In Michael J. Austin, M. & Karen M. Hopkins (Eds.), Supervision as collaboration in the human services: Building a learning culture (pp. 59-70). Thousand Oaks, CA: Sage Publications. (Be ready to answer the questions at the end of the chapter)

Readings of Interest 1. Fisher, R. (2005). History, context, and emerging issues for community practice. Ch 2

(pp. 34-58). In M. Weil, (Ed.), (2005). The handbook of community practice. Thousand Oaks, CA: Sage Publications.

2. Reisch, M. (2009). General themes in the evolution of human services administration. In R. Patti (Ed.) The handbook of human services management (2nd Edition, Ch. 2, pp. 29-51). Thousand Oaks, CA: Sage Publications.


Session 3: January 19

The Context of Macro Practice;

Group Pre-Profile Paper Due Today

Learning Objectives

• To demonstrate familiarity with the core contexts of macro practice, and the task environment and larger context in which macro practice is performed.

• To demonstrate familiarity with the various areas of macro practice: community organizing, policy analysis/advocacy, and management of human service organizations.

• To demonstrate familiarity with the significance of these areas to social work’s mission and our work with individuals, families, and groups.

• To identify several major contemporary issues and trends that reinforce the need for macro interventions, including issues and trends seen in clinical practice (e. g., managed care, globalization).

Class Activities • Task Environment Exercise • Discussion of readings

Required Readings 1. Netting et al., Ch 3, Understanding Community and Organizational Problems, 77-106. 2. Netting et al., Ch 4, Understanding Populations, pp. 107-126. 3. Dominelli, L. (2010). Globalization, contemporary challenges and social work

practice. International Social Work, 53(5) 599–612. 4. Johnson, A. G. (2006). Privilege, oppression, and difference. In Privilege, power, and

difference (2nd ed) (pp. 12-40). Boston: McGraw Hill.

Session 4: January 26

What is a community?

In this class we will begin a three-session examination of community organizing work. We will first talk about approaches and models for community work and their critiques. We will also continue to explore core concepts and key issues for community practice.

• To articulate the general process or stages of community organization, from engagement to termination.

• To review and critique various models of community organization and the position of the “community organizer” in each.

• To be conversant in the dynamics of working with various types of communities


Required Readings 1. Netting et al., Ch 5, Understanding Communities, pp.128-166 2. Checkoway, B. (2009). Community change for diverse democracy. Community

Development Journal, 44(1), 5-21.

Class Activity Film: The Forgotten Americans Session 5: February 2 Assessing Communities

In this class we will focus on a key element of community practice–-assessing and understanding a community. We will examine different tools to assess communities such as SWOT, windshield surveys, and focus specifically on Kretzmann and McKnight’s ABCD (asset-based community development) model. Learning Objective

• To perform fundamental components of a community assessment Class Activities:

SPECIAL Library Lecture in SSW Computer Lab Finding Data on Communities (American Fact Finder, U.S. Census, etc.) for part of session. Time TBA.

Choose mini-proposal groups.

Required Readings

1. Netting et al., Ch 6, “Assessing Communities” 167 -210 2. ABCD - Asset-Building Community Development Approach:

McKnight, J. & Kretzmann, J. P. (2005). Mapping community capacity. In M. Minkler (Ed.), Community organizing and community building for health (pp. 158-173). New Brunswick, NJ: Rutgers University Press.

3. Public Art as Community Strength: Delgado, M. & Barton, K. (1998). Murals in Latino communities: Social indicators of community strengths. Social Work, 43(4), 346-356.

4. Oher, M. L., & DeMasi, K. (2009). Step one in the community analysis: Understanding communities – Their history and current conditions. In, Consensus organizing: A community development workbook. A comprehensive guide to designing, implementing, and evaluating community change initiatives (pp. 139-160). Thousand Oaks, CA: Sage. Read only pp. 139-149.

Reading of Interest 1. Molloy, J. K. (2007). Photovoice as a tool for social justice workers. Journal of

Progressive Human Services, 18(2), 39-55.


Session 6: February 9

Mobilizing & Organizing a Community

Midterm Reflection due

Today’s class will focus on skills and strategies for working in and with communities. We will explore the history of working in community and focus on various approaches to community work. We will also discuss power, privilege, ethics, and dilemmas in organizing work. Learning Objectives • To apply ways to engage community members in the change process. • To evaluate organizers’ insider and outsider roles in community work

Required Readings 1. Arizmendi, L. G., & Ortiz, L. (2004). Neighborhood and community organizing in

colonias: A case study in the development and use of promotoras. Journal of Community Practice, 12(1/2), 23-35.

2. Staples, L. H. (2000). Insider/outsider upsides and downsides. Social Work with Groups, 23(2) 19-35.

3. Gutiérrez, L. M., & Lewis, E. A. (2005). Education, participation and capacity building in community organizing with women of color. In M. Minkler (Ed.), Community organizing and community building for health (pp. 240-254). New Brunswick, NJ: Rutgers University Press.

4. Hollingsworth, et al. (2009). Using the miracle question in community engagement and planning. Families in Society, 3(3), 332-335.

5. Hardina, D. (2004). Guidelines for ethical practice in community organization. Social Work, 49(4), 595-604.

Class Activity Film: Holding Ground: The Rebirth of Dudley Street Session 7: February 16

Understanding Organizations

Required Readings: 1. Netting et al., Ch 7, Understanding Organizations, 211-257. 2. Chow, J. C-C. & Austin, M. (2008). The culturally responsive social service agency:

The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39-64.


3. Briggs, H. E. & McBeath, B. (2009). Evidence-based management: Origins, challenges, and implications for social service administration. Administration in Social Work, 33, 242-261.

Class Activity: Film: Raising More Money Session 8: February 23

Assessing Organizations

Community Profile Report & Presentation Due

We start a new unit to look at organizations, especially human service organizations, and how

they function and can be influenced. Class Objective:

• To demonstrate familiarity with modern approaches to understand and assess (human service) organizations.

Required Reading 1. Netting et al., Ch. 8, Assessing Human Service Organizations, 258-306. 2. Organizational Assessment:

http://www.managementhelp.org/org_eval/uw_plng.htm (Free Management Library) Edited by Carter McNamara, MBA, PhD

Session 9: SPRING BREAK

“Don’t forget to smell the roses” Session 10: March 9

Methods for Organizational and Community Change I: Building Support & Selecting Strategies & Tactics

Course Objectives Sessions 10-12: • To consider different approaches and helpful tools for changing macro systems,

namely, organizations and communities.

Required Reading 1. Netting et al., Ch. 9. Building Support for the Proposed Change, 307-337 2. Netting et al, Ch. 10. Selecting Appropriate Strategies and Tactics.

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3. Gladwell, Malcolm. (2010). Small change: Why the revolution will not be tweeted. The New Yorker, October 4, Annals of Innovation section. http://www.newyorker.com/reporting/2010/10/04/101004fa_fact_gladwell?printable=true#ixzz18sFNczFs

Session 11: March 16

Methods for Organizational and Community Change IIA: Planning, Implementing, Monitoring, and Evaluating the Intervention

Required Reading 1. Netting et al., Ch. 11. Planning, Implementing, Monitoring, and Evaluating the

Intervention, 368-404. 2. Andrews, Arlene Bowers et al. (2005). Building evaluation capacity in community-based

organizations. Journal of Community Practice, 13(4) 85-104.


Methods for Organizational and Community Change IIB:

Required Reading 1. Poertner, J. (2011). Empirically supported management behavior: Review of the research

literature on consumer outcomes. In M. Roberts-DeGennaro & S. J. Fogel (Eds.), Using evidence to inform practice for community and organizational change (pp. 15–34). Chicago: Lyceum Books, Inc.


What is Social Policy and Its Practice Perspectives?

Mini-Grant Proposal Due

We now start a unit on Social Policy and Advocacy, in which we’ll discuss lobbying, planning, and communication strategies to use in framing policy issues. Required Reading 1. Rocha, C. J. (2007). Ch. 1, Introduction to Community-Based Policy Practice. In

Essentials of Social Work Policy Practice. Hoboken, NJ: John Wiley & Sons, Inc., pp. 1-13.

2. Hoefer, R. (2009). Policy practice and advocacy. In J. Midgley & M. Livermore, (Eds.). The handbook of social policy (pp. 66-82). Thousand Oaks, CA: Sage Publications.

3. Community Tool Box. Preparing Guest Columns and Editorials http://ctb.ku.edu/en/tablecontents/sub_section_main_1064.aspx

4. Community Tool Box. Using Personal Testimony http://ctb.ku.edu/en/tablecontents/sub_section_main_1246.aspx

http://www.newyorker.com/reporting/2010/10/04/101004fa_fact_gladwell?printable=true#ixzz18sFNczFs�

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http://ctb.ku.edu/en/tablecontents/sub_section_main_1246.aspx�


Reading of Interest 1. Janssen, B. S., Dempsey, D., McCroskey, J., & Schneider, R. (2005). Four models of

policy practice: Local, state, and national arenas. In M. Weil, (Ed.), (2005). Handbook of community practice (pp. 319-328). Thousand Oaks, CA: Sage Publications.

2. Class Activity: Film: Stand Up! Speak Out!

Session 14: April 6

Social Policy Practice Methods: Advocating & Lobbying

Required Reading 1. Rocha, C. J. Ch. 2, Essentials of the Planning Process, pp. 14-26. 2. Woodford, M. R., Newman, P. A., Brotman, S. & Ryan, B. (2010). Northern

enlightenment: Legal recognition of same-sex marriage in Canada: Strengthening social work’s advocacy efforts. Journal of Gay & Lesbian Social Services, 22(1-2), 191-209. (download this article through Mirlyn – number of downloads is used in decisions on retention of journals by the library.

3. Gamson, W. (2000). Framing social policy. Nonprofit Quarterly 7(2), 40-42.

Class Activity: Film: James Thindwa News Story (Bill Moyer’s Journal) Session 15: April 13: Overview & Review

Advocacy Paper Due

Required Reading 1. Austin, M., Coombs, M. & Barr, B. (2006). Community-centered clinical practice: Is the

integration of micro and macro social work practice possible? Journal of Community Practice 13(4), 9-30.

2. Checkoway, B. (2007). Community change for diverse democracy. Community Development Journal, 44(1), 5-21.


……………………………………………………………………………………………………… 18. SW560-001 CLASS CALENDAR – WINTER 2011

Dates- Winter 2011

Section 1 - Se

ssio

n # Topic Film/Other

1/5 1 Introduction to SW560: What is SW560? What is Macro practice

Beginning to Create a Positive Teaching-Learning Environment class mission statement

Social Problem & Policy Issue Identification

“Bean Soup Program in Colorado”

1/12 2 The History of Macro Practice

Early-Term Learning Reflection Due

Select Community Profile Groups

Select Skill-Building groups

Women of Hull House Film

1/19 3 The Context of Macro Practice

Pre-Community Profile Paper due (C/NC)

1/26 4 Understanding Communities

++1. Skill- Building: Conducting key informant interviews to better understand a community

The Forgotten Americans (selections) Film

2/2 5 Assessing Communities Library Session

2/9 6 Mobilizing & Organizing a Community Midterm Learning Reflection Due

Holding Ground: Dudley Street Film

2/16 7 Understanding Organizations

++2. Skill-Building: Avoiding Burnout

Raising More Money

2/23 8 Assessing Organizations Community Profile and Presentation Due


3/2 9 Spring Break – enjoy!

3/9 10 CHANGING MACRO SYSTEMS: Methods for Organizational and Community Change I: Building support for the proposed change ++3. Skill-Building: Selecting and Hiring the Best Staff

3/16 11 Methods for Organizational and Community Change IIA: Implementing, Monitoring, and Evaluating the Intervention

3/23 12 Methods for Organizational and Community Change IIB: Implementing, Monitoring, and Evaluating the Intervention

++4. Skill-building: Creating Effective Coalitions

3/30 13 What is Social Policy and Its Practice Perspectives? ++5. Skill-building: Writing and presenting an advocacy brief (testimony) before an elected body

Stand Up! Speak Out!

4/6 14 Social Policy Practice Methods: Advocating & Lobbying

James Thindwa News story

4/13 15 Overview and Review Advocacy Editorials/Testimonies Due

4/18 End of term Learning Reflection Due by 4pm

File: Syllabus SW560-W11Vinokur-v14

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