1

UNIVERSITY OF NEW HAMPSHIRE

SCHOOL OF HEALTH AND HUMAN SERVICES

DEPARTMENT OF SOCIAL WORK/MSW PROGRAM

(E-TERM 4 SPRING 2019)

SW 931 ADVANCED GENERALIST PRACTICE IV (SECTION 01 ONLINE)

Course Syllabus

Jerry D. Marx, Ph.D. Class Time: Online

Office: 243 Pettee Hall Location: Your home or office.

Cell Phone#: available upon e-mail request Office Hours: M-TH, 9-7 p.m. by e-mail.

FAX: (603) 862-4374 E-mail: jerry.marx@unh.edu

Course Description

This macro social work course utilizes foundation year curriculum content to provide an

advanced examination of social work practice in larger systems. Students will develop

knowledge, values, and skills in areas of community and administrative practice with an

underlying theme of human rights and social-economic-environmental justice. Specific topics

include community analysis, community capital, needs assessment, empowerment and the use of

power, sustainable communities, evaluation of program and community interventions,

organizational development, fundraising, and use of social media in nonprofit management.

Strategies of cultivation, mobilization and sustaining resources that empower underserved

constituent groups will be studied. Course content will be rooted in both historical and current

contexts in providing administrative and technological tools to undertake change efforts across

organizational and community systems. Class sessions and assignments will provide

opportunities to learn skills in community and administrative practice through a variety of

teaching methods and tools including book chapters, case studies, journal articles, news articles,

documentary films, PowerPoint presentations, and class discussion. The student is expected to be

active in the learning process and come to class prepared to engage in meaningful discussions of

the material.

SOCIAL WORK COMPETENCIES*

1 – Demonstrate ethical and professional behavior

2 – Engage diversity and difference in practice

3 – Advance human rights and social, economic, and environmental justice

4 – Engage in practice-informed research and research-informed practice

5 – Engage in policy practice

6 –Engage with individuals, families, groups, organizations, and communities

7– Assess individuals, families, groups, organizations, and communities

8 –Intervene with individuals, families, groups, organizations, and communities

9 –Evaluate practice with individuals, families, groups, organizations, and communities

2

*These competencies are detailed in the CSWE 2015 Educational Policy and

Accreditation Standards.

Students demonstrate mastery of competencies by achieving the following course

objectives:

Knowledge Objectives:

1. knowledge of theories and concepts related to human diversity, human rights, and social-

economic-environmental justice in social work interventions with organizations and

communities, paying particular attention to empowerment of social work client

populations including women, racial and ethnic minorities (Competency 3, 6, 7, 8)

2. knowledge of theories and conceptual models related to social work research, social

welfare policy, human behavior and the social environment and its application to social

work practice with larger systems (Competency 4-8)

3. knowledge of theories, concepts, and models involving organizations and communities,

appropriate community intervention strategies, and the role of the social worker as

community organizer and administrator (Competency 6-9)

4. knowledge of political, economic, and social trends and their impact on organizations,

communities, and the larger social environment (Competency 3, 4, 7)

Value Objectives:

1. sensitivity and responsiveness to the values and ethical dilemmas of purposive social

change efforts (Competency 1-3)

2. awareness of task group processes and self-awareness of one's values, role and

functioning as a social worker in relation to other professional disciplines in small groups

(Competency 1-3)

Skill Objectives:

1. the ability to apply knowledge of self and of group process effectively in order to engage

task groups as vehicles for intervention (Competency 1, 2, 6-9)

2. competence in selection of appropriate intervention strategies for diverse organizational

and community change efforts (Competency 1-3, 6-9)

3. ability to perform the research, assessment, planning and evaluation tasks associated with

the selected intervention strategy. (Competency 4, 6-9)

4. effective oral and written communication skills (Competency 1)

Required Readings

Students are required to read selected chapters in the following macro practice texts:

3

Homan, M. (2016). Promoting community change: Making it happen in the real world,

6th. Ed. Boston: Cengage.

Kanter, B. & Fine, A.H. (2010) The networked nonprofit: Connecting with social media to drive

change. San Francisco, CA: Jossey-Bass.

Karsh, E. & Fox, A.S. (2014) The only grant-writing book you’ll ever need, 4th ed. New York:

Basic Books.

Roseland, M. (2012). Toward sustainable communities. Gabriola Island, Canada: New Society.

Additional required readings are listed in the “Course Schedule” of this syllabus. These readings

can be accessed on the Canvas course site in the Modules (under Required Readings & Media).

Required film: Dark Days, (Palm Pictures, 2000).

Note: Students are expected to obtain and watch films at their convenience. Films can generally

be obtained at PBS, Amazon, Barnes & Noble, Netflix, iTunes, or local libraries.

Recommended Readings

Alinsky, Saul D., (1971). Rules for radicals: A pragmatic primer for realistic radicals. New

York: Random House.

Caro, R. A. (1975). The power broker: Robert Moses and the fall of New York. New York:

Vintage.

Collins, G. (2009) When everything changed: The amazing journey of American

women from 1960 to the present. New York: Little, Brown, and Company

Fauri, D. P., Wernet, S.P. & Netting, F. E. (2008). Cases in macro social work practice, 3rd Ed.

(Boston: Pearson).

Flint, A. (2009). Wrestling with Moses…: New York: Random House.

Gladwell, M. (2013). David and Goliath. New York: Little, Brown and Co.

Gladwell, M. (2002). The tipping point: How little things can make a big difference. New York:

Little, Brown and Co.

4

Gladwell, M. (2008). The outliers: The story of success. New York: Little, Brown and Co.

Glaeser, E. (2011). Triumph of the city. New York: Penguin.

Green, P.G. & Haines, A. (2008). Asset building and community development, 2nd. Thousand

Oaks: Sage.

Jacobs, J. (1961) The death and life of great American cities. New York: Random House.

Katz, B. & Bradley, J. (2013). The metropolitan revolution. Washington D.C.: Brookings

Institution Press

Kush, C. (2004). The one-hour activist. The 15 most powerful actions you can take to fight for

the issues and candidates you care about. San Francisco: Jossey Bass.

Medoff, P. & Sklar, H. (1994) Streets of hope: The fall and rise of an urban neighborhood.

Boston: South End Press.

Netting, F.E., Kettner, P.M., & McMurtry, S.L. (2008). Social work macro practice, 4th ed.

Boston: Pearson/Allyn & Bacon.

Ohmer, M. & DeMasi, K. (2009). Consensus organizing: A community development workbook.

Thousand Oaks, CA: Sage.

Owen, D. (2009). Green Metropolis: Why living smaller, Living closer, and driving less are

The keys to sustainability. New York: Penguin Books.

Putnam, R.D. (2000). Bowling alone: The collapse and revival of American community.

New York: Simon and Schuster

Pyles, L. (2009). Progressive community organizing: A critical approach for a globalizing

world. New York: Routledge.

Remnick, D. (2010). The bridge: The life and rise of Barak Obama. New York: Knopf.

Roberts-DeGennaro, M. & Fogel, S. (2011). Using evidence to inform practice for community

and organizational change. Chicago: Lyceum Books.

Shaw, R. (2001). The activist’s handbook: A primer. Berkeley, CA: Univ. of California Press.

Shipler, D.K. (2005). The working poor: Invisible in America. New York: Vintage/Random

House.

Speck, J. (2012). Walkable city. New York: North Point Press.

5

Staples, L. (2004) Roots to power: A manual for grassroots organizing, 2nd ed. Westport, CT:

Praeger.

Course assignments

Grading

20% - Assignment #1: Online Class Discussion

20%- Assignment #2: Reflections papers on assigned readings

25% - Assignment #3: Mini-papers (sections of Term-Paper)

35% - Assignment #4: Final Term Paper: Community Analysis

Grading Rubric for Written Paper Assignments:

Grade GPA

A

94-100 points

4.00 Near perfect understanding and performance in all content areas.

Excellence of written communication in terms of addressing

assignment expectations; conceptual clarity; grammar; use of

examples and documentation from required course materials

(readings, lectures, film, etc.); and overall organization,

documentation, and presentation of writing.

A-

90-93 points

3.67 Approaches excellence in understanding and performance.

B+

87-89 points

3.33 Demonstrates sound general understanding and performance. Lacks

the precision associated with excellence, but is somewhat above the

average expected of graduate students in this content area.

B

84-86 points

3.00 Competent work. Has adequate understanding and performance

expected of graduate students in this content area.

B-

80-83 points

2.67 Approaches competence but has minor deficits in general

understanding and performance in some areas. Performance is

slightly below “average” expectations at the graduate level.

C+

77-79 points

2.33 Problematic understanding and performance for graduate education.

While the student is not without knowledge in this content area,

he/she lacks sufficient range of knowledge in this content area to

6

enable him/her to use the information with an appropriate level of

understanding.

C/F Credit/Fail

IC Incomplete 0.00 Student did not complete work.

Note: The latest edition of the American Psychological Association Publication Manual should

be used as a guide for formal academic papers.

Canvas Online Class Discussion Grading Rubric:

Problematic Competent Excellent

Promptness and

frequency

Does not post;

seldom posts.

All postings are done

within specified time

period.

Postings are consistently

completed and done at

times that allow for

replies from others.

Grammar Grammar is

poor.

Grammar is generally

sound in postings.

Proper grammar is

consistently applied.

Relevance Postings have

no relevance

on the topic or

assignment.

All postings are

pertinent to topic and

assignment.

Postings are consistently

connected to the topic

and assignment and

reflect excellence in

understanding and

preparation.

Expression &

Organization of

Ideas

Ideas and/ or

opinions are

not organized.

Some postings convey

clear ideas and opinions.

Other postings are

lacking in organization

or original expression.

Contributions are clearly

articulated; reflect

understanding of topic,

substantive insights and

persuasive logic.

Building

Community

Does not

participate in

learning

community.

Regularly demonstrates

initiative in adding to

the dialogue and

creating community.

Demonstrates consistent

initiative in building

community through

discussion. Demonstrates

‘listening’ to peers and

elevates the overall

quality of the discussion.

7

Etiquette

• Divergent opinions. Academic debate and differences are embraced in higher education and

the forums in this course. Be mindful and respectful of how you articulate a difference or

divergent opinion.

• ‘I agree’ statements. Unsubstantiated ‘I agree’ posts will not count to final participation grade

without articulated rationale to support opinion.

• Off-topic postings. Discussions occasional veer off-topic. This is normal. These posts will

not count and students are asked to stay on-topic.

• Long responses. Grades will be influenced by an ability to demonstrate an understanding of

the topic or question and on one’s ability to be concise.

The U.N.H. grading system is as follows:

A = 4.0

A- = 3.67

B+ = 3.33

B = 3.00

B- = 2.67

C+ = 2.33

C = 2.00

C- = 1.67

D+ = 1.33

D = 1.00

D- = 0.67

F = 0.00

Graduate credit is normally granted only on courses completed with a grade of B- or higher.

Late papers will be penalized a full letter grade (for example, from an A to a B). Incompletes

will be granted only for personal emergencies and must be completed before the end of the

registration period of the subsequent semester.

PLEASE NOTE:

If you have special learning needs or requirements, please meet with me to arrange appropriate

accommodation as early as possible in the semester.

8

Policy on Academic Integrity:

Each student is expected to follow the guidelines for academic integrity based on the University

of New Hampshire’s policies on Students’ Rights, Rules & Responsibilities. These policies can

be found at the following link:

http://www.unh.edu/student/rights/

Detailed Description of Assignments

Students will achieve course objectives through satisfactory completion of the following:

Assignment #1: Online Class Discussion

To receive full credit you must write a response to the assignments listed in the Course

Schedule (see “Assignments” in Course Schedule) and respond to at least one other student with

appropriate comments. Intolerance, rudeness, offensive language and comments are NOT

tolerated. Any student who participates in such language may receive a failing grade and may be

subject to further sanctions. (For further information, see Canvas Discussion Grading Rubric in

this syllabus)

Assignment #2: Reflection Papers (Quizzes) on Required Readings

There will be regular quizzes in the form of reflection papers on required readings done prior to

each class session. Some of these papers will just be posted to Canvas Discussion and graded as

such. Others will be submitted to the instructor.

Assignment #3: Mini-Papers

There will be three mini-papers (2-6 pages, typed, double-spaced; plus, reference list for

each paper). These papers are actually sections of the final community analysis term paper and

allow the instructor to provide feedback to students that can be then integrated into the final term

paper. These papers will provide a description of the selected community and community

problem (Mini-Paper #1), description and analysis of internal community resources (Mini-Paper

#2), and a description and analysis of external resources (Mini-Paper #3). As stated, the fourth

paper (Final Term Paper) will integrate the three previous papers, providing a comprehensive

community analysis that addresses the selected social problem. (See Mini-Paper Outlines in

back of syllabus)

9

Assignment #4: Final Term Paper: Community Analysis

Students are required to research, write and present a community analysis of a specific local

community in relation to an identified social problem (e.g., homelessness, inadequate

transportation for seniors, etc). The analysis must include a description of the purpose of the

community analysis in relation to the identified problem, community characteristics, internal and

external community resources, and potential strategies for addressing the problem. The written

paper/report must be 15-20 pages, typed and double-spaced (plus an Appendix with Reference

List and any other relevant information). See outline for community analysis in syllabus. Sample

final term papers available on Canvas course site.

Note on Student Feedback: The instructor strives to read, evaluate, and return all written papers

within 1-3 days of submission by student. In addition, the instructor typically responds to student

correspondence by e-mail within 24 hours.

Need Technical Assistance?

You can speak to a technical assistance person at 603-862-4242 Monday-Friday, 7:30 a.m.-5

p.m. In addition, students may fill out an online question form at

https://itsupport.unh.edu/onlinelearning/. Responses to online questions are provided within one

business day.

Course Schedule

Weekly Module 1: Community and Administrative Practice (starts March 18th)

Lesson module 1: Healthy Communities: Personal and Societal Accountability

Setting a context and framework for the course, exploring concepts of macro practice,

comparisons to other levels of social work practice.

Required Readings:

Shipler, The working poor, Introduction and Chapters 1 (on Canvas course site)

Recommended Readings:

Glaeser, Triumph of the city, Chapter 3

Canvas Assignment: Describe what you learned about the impact of communities (i.e., the

environment) on poverty (as discussed in the required readings in Shipler). Summarize your

answer in a paragraph and submit to instructor using Canvas Assignments by 11pm on

Thursday March 21st).

10

Note: Please select a community of interest to you for final paper and e-mail instructor of

your selection. The community should not be one used in the sample papers provided. Due

March 21 by 11 p.m.

Lesson module 2: Practice Context

Major theories and theoretical frameworks (systems theory, biopsychosocial model, ecosystems

perspective, person-in-environment, social capital theory, social exchange theory); Major

concepts (community, community organization, social action, social capital, social-economic-

environmental justice). The community as client. Micro-Mezzo-Macro commonalities. Career

paths in community organization, social administration and policy practice. Empowerment as a

fundamental principle and objective of community building and intervention. Healthy,

sustainable communities. Voluntary association: the role and a brief history of community

organization in social work. Approaches to community organizing. Economic, political, and

social trends impacting communities.

Module Learning Objectives: At the conclusion of this module, the student should be able:

1. To describe major theories and concepts in community and administrative practice.

2. To provide a brief history of community organization in social work.

3. To apply systems theory, the ecosystems perspective, and the "person-in-environment"

construct to community and administrative practice.

4. To evaluate the "health" of a given community.

Required Readings:

Homan, Chapter 2

Gladwell, The outliers, Chapter 2 (on Canvas)

Recommended Readings:

Roseland, Chapters 1 and 2.

Speck, pp. 6-33.

Canvas Discussion Assignment: Describe how the “10,000-hour rule” (as discussed in Chapter

2 of “The Outliers”) applies to community organization in social work. Summarize your answer

in a paragraph and post to Canvas Discussion; after reply to at least one of the other student

posts. Due [March 24th] by 11 pm. [Discussion opens at 6am on March 23, closes at 11pm on

March 24th.]

11

Weekly Module 2: Process and Roles in Community Practice (starts March 25th)

Lesson module 3: Key Concepts and Principles

Strategic principles of community organizing. Similarities to social work at the micro and mezzo

levels. Community organizing verses community outreach. Process of consensus organizing:

community analysis, building relationships, win-win projects, forming core groups, developing

strategies, internal and external resource partners, sustainable neighborhoods.

Module Learning Objectives: At the end of this module, the student should be able:

1. To describe several "strategic principles" of community organizing.

2. To compare and contrast "community outreach" and "community organizing."

3. To understand the interconnectedness of systems in the process of community organizing

4. To evaluate the similarities and differences of social work with communities verses other

client systems.

Required Readings:

Gladwell, The tipping point, Chapter 4 (on Canvas)

Recommended Readings.

Roseland, Chapter 15

Owen, Green Metropolis, Chapter 1

Canvas Discussion Assignment: Although many feel police departments have misused this

theory, explain how the “Broken Window Theory” as illustrated in the case of Bernie Goetz and

N.Y.C. crime (Chapter 4 of “The Tipping Point”) can be positively applied to community

practice in social work. Summarize your answer in a paragraph and post to Canvas Discussion;

after reply to at least one of the other student posts. Due [March 28th] by 11 pm. [Discussion

opens at 6am March 27th, closes at 11pm March 28th.]

Lesson module 4: The Role of the Community Organizer

Characteristics, attitudes, and competencies of social workers doing community organization.

Organizing roles in a community-based agency context. Organizing/Administrative tools.

Asset-based community development. Conducting a community analysis. Community needs

maps; community asset maps.

Module Learning Objectives: At the conclusion of this module, the student should be able:

1. To describe the key responsibilities and necessary skills of the social worker as

community organizer.

2. To compare and contrast "community needs assessment" and "community analysis."

3. To create a "community asset map."

12

Required Readings:

Homan, Chapters 4

Remnick, The Bridge, Chapter 4, pp. 125-143, 160-181. (on Canvas course site)

Recommended Readings:

Roseland, Chapters 16

Karsh & Fox, Lesson 11

Staples, Chapter 2

Canvas Discussion Assignment: Describe and evaluate Barack Obama’s experience working in

the neighborhoods of Chicago (Chapter 4 of “The Bridge”) in terms of the role of a community

organizer. Summarize your answer in a paragraph and post to Canvas Discussion; after reply to

at least one of the other student posts. Due [March 31] by 11 pm. [Discussion opens at 6am on

March 30th, closes at 11pm on March 31st.]

Weekly Module 3: Getting to Know the Community (starts April 1st)

Lesson module 5: Community Analysis: Understanding Communities

Gathering information about the community. Basic characteristics: historical, cultural, physical,

environmental, economic, political, social, and spiritual. Walking surveys. Windshield surveys.

Census data. Use of the Internet and networking.

Module Learning Objectives: At the end of this module, the student should be able:

1. To describe the basic characteristics of a given community.

2. To understand the importance of a community's historical, cultural, physical,

environmental, economic, political, social, and spiritual conditions.

3. To evaluate the health of a given community in terms of these multiple conditions.

4. To compare and contrast different communities in terms of these multiple conditions.

Required Readings:

Homan, Chapter 5.

Recommended Readings:

Jacobs, “The Death and Life…,” Introduction, pp. 1-16

Roseland, Chapter 9

Karsh & Fox, Lesson 8

Florida, “The rise of the creative class…,” Chapter 12 and 13.

Staples, Chapter 3.

13

No Canvas Discussion Assignment

Mini-Paper #1: Please submit Mini-Paper #1 in a Word document to instructor using

“Assignment” in Canvas. Due [April 7th] by 11 pm.

There will be three mini-papers (2-6 pages, typed, double-spaced; plus, reference list for each

paper). These papers are actually sections of the final community analysis term paper and allow

the instructor to provide feedback to students that can be then integrated into the final term

paper. This paper, (Mini-Paper #1), will provide a description of the selected community and

community problem. See outline below for Mini-Paper #1.

Mini-Paper #1 Outline

1. Purpose and goals of the community analysis (Describe with statistics the community problem

addressed in analysis)

2. Methodology (describe data collection methods used: Internet sites, interviews, surveys, historical

records)

3. Description and overall observations about the targeted neighborhood or city

- Location and physical description

- Summary of demographic information and changes over time

- History and culture

Weekly Module 4: Internal Community Resources (starts April 8th)

Lesson module 6: Internal Community Analysis

Identifying internal community assets and resources: homeowners, renters, faith-based

organizations, business owners, social services, neighborhood organizations. Identifying self-

interest. Engaging and developing community leaders. Strategic questions for analysis of

internal community resources.

Module Learning Objectives: At the conclusion of this module, the student should be able:

1. To identify the internal resources (also called “assets”) of a community.

2. To understand the importance in promoting community change of identifying the self-

interests of each resource group.

3. To evaluate each internal resource group in terms of their respective self-interest.

4. To compare and contrast the self-interests of each internal resource group in order to

identify and build mutual interests.

14

Required Readings:

Roseland, 1 (pp. 12-19), 4 (pp. 64-74), 10

Recommended Readings:

Homan, Chapter 11

Roseland, Chapter 12

Karsh & Fox, Lesson 11

Staples, Chapter 3.

No Canvas Discussion Assignment

Mini-Paper #2: Please submit Mini-Paper #2 in a Word document to instructor using

“Assignment” in Canvas. Due [April 14th] by 11 pm.

There will be three mini-papers (2-6 pages, typed, double-spaced; plus, reference list for each

paper). These papers are actually sections of the final community analysis term paper and allow

the instructor to provide feedback to students that can be then integrated into the final term

paper. This paper, (Mini-Paper #2), will provide a description and analysis of the internal

resources available in the selected community, specifically to address the identified community

problem. See outline for Mini-Paper #2 below.

Mini-Paper #2 Outline

Description and analysis of internal resources of neighborhood or city: residents’ strengths, interests and

ideas, and potential leaders

- Residents: homeowners and renters

- Faith-based institutions

- Business and property owners

- Social-service agencies

- Community organizations

- Large institutions located in the neighborhood

Weekly Module 5: External Community Resources (starts April 15th)

Lesson module 7: External Community Analysis

Identifying external community resources: government, media, financial institutions,

corporations, universities, charitable institutions. Identifying self-interest. Engaging members of

the external power structure. Strategic questions for external community analysis.

Module Learning Objectives: At the end of this module, the student should be able:

15

1. To identify the external resources available to a community.

2. To understand the importance in promoting community change of identifying the self-

interests of powerful stakeholders external to a given community.

3. To evaluate each external resource group in terms of their respective self-interest.

4. To compare and contrast the self-interests of each external resource group in order to

identify and build awareness of mutual interests.

Required Readings:

Homan, Chapter 9

Recommended Readings:

Homan, Chapter 10, 11

Collins, G. (2009), When everything changed, Chapter 6.

Karsh & Fox, Lesson 11

No Canvas Discussion Assignment

Mini-Paper #3: Please submit Mini-Paper #3 in a Word document to instructor using

“Assignment” in Canvas. Due [April 21st] by 11 pm.

There will be three mini-papers (2-6 pages, typed, double-spaced; plus, reference list for each

paper). These papers are sections of the final community analysis term paper and allow the

instructor to provide feedback to students that can be then integrated into the final term paper.

This paper, (Mini-Paper #3), will provide a description and analysis of the external resources

available to the selected community, specifically to address the identified community problem.

See outline for Mini-Paper #3 below.

Mini-Paper #3 Outline

Description and analysis of external resources: their interests, ideas and potential contributions to the

organizing effort

- Corporations (e.g., large national employers, the media, and financial institutions)

- Government representatives and agencies (state and federal)

- Philanthropic institutions (e.g., NH Charitable Foundation)

- Institutions not located in the neighborhood or city (e.g., regional cooperative)

Weekly Module 6: Community Intervention Strategy (starts April 22nd)

Lesson module 8: Community Organizing Strategies and Tactics

Building personal relationships. Identifying self-interest inside and outside the community.

Identifying mutual self-interest. Importance of social capital. Strategies for utilizing mutual

16

interests. Developing group and organizational partnerships based on mutual self-interest. Other

strategies and tactics: community education, confrontation, co-optation, lobbying.

Module Learning Objectives: At the end of this module, the student should be able:

1. To identify ways to build personal relationships in a community.

2. To understand the importance in promoting community change of identifying the mutual

interests among internal community leaders and powerful stakeholders external to a given

community.

3. To evaluate the best organizing strategy, given the identified community problem,

internal resources, external resources, and mutual interests.

4. To create and promote ways to facilitate collaboration and partnership among key

individuals, groups, and organizations to better address the community problem.

Required Readings:

Homan, Chapter 11 (only pp. 289-305; 314-320)

Gladwell, The tipping point, Chapter 2. (on Canvas course site)

Recommended Readings:

Homan, Chapter 12

Alinsky, S. Rules for Radicals, Tactics, (pp. 126-37, 148-55, 158-61).

Staples, Chapters 4, 5.

Canvas Discussion Assignment: Base on your reading of Chapter 2 in "The Tipping Point,"

what does Paul Revere teach us about community practice? How can "connectors," "mavens,"

and "salesmen" assist the social worker engaged in organizing a community around an identified

problem or issue? Describe a person who meets one of these three personality types in your life.

Summarize your answer in a paragraph and post to Canvas Discussion; after reply to at least one

of the other student posts. Due [April 25th] by 11 pm. [Discussion opens at 6am April 24th,

closes 11pm April 25th]

Lesson module 9: Power; Building Partnerships in Community & Administrative Practice

Different perspectives on power. Sources of power in large systems: organizations, communities,

and legislative settings. Ways to build power. Strategies and tactics to facilitate power. Forming

groups based on shared values and commitment. Developing power through community

contributions and achievement. Identifying and developing powerful allies, coalitions, and

partnerships. Gaining/encouraging constituent trust.

Module Learning Objectives: At the conclusion of this module, the student should be able:

17

1. To define what is meant by the term, "power," as it relates to community and

administrative practice.

2. To identify, compare, and contrast various sources of power, which can be used for

community change.

3. To evaluate the views of the famous organizer, Saul Alinsky, on "power" and its use in

community problem-solving.

4. To evaluate the best organizing strategy, given the identified community problem,

internal resources, external resources, and mutual interests.

5. To create and promote ways to empower key individuals, groups, and organizations to

better address community problems.

Required Readings:

Flint, A. (2009). Wrestling with Moses, Chapter 3. (On Canvas)

Recommended Readings:

Homan, Chapter 6

Staples, Chapters 4, 5

Canvas Discussion Assignment: How did the power strategies and tactics of Jane Jacobs and

other organizers in saving New York City’s Washington Park (Flint, Ch.3) utilize “community

analysis” information? Summarize your answer in a paragraph and post to Canvas Discussion;

after reply to at least one of the other student posts. Due [April 28th] by 11 pm. [Discussion

opens at 6am on April 27th, closes at 11pm on April 28th]

Weekly Module 7: Process and Roles in Administrative Practice (starts April 29th)

Lesson module 10: Using Social Media to Promote Social Change in Community and

Administrative Practice

Understanding social networks; social media tools and strategy; social networks and social

capital; creating a social culture; building relationships; working with crowds; measuring

engagement; organizational governance and fundraising with social media.

Module Learning Objectives: At the end of this module, the student should be able:

1. To understand the utility of social networks in community organizing.

2. To explain the relationship of social networks to social capital in community organizing.

3. To apply social networks in developing personal relationships in

community/administrative practice.

18

4. To apply and evaluate social networks in building community support and developing

resources to address community problems.

Required Readings:

Kanter & Fine, Chapters 3-6, 8-10 (These chapters are relatively quick reading!)

Canvas Assignment: Applying concepts from the chapters in the Kanter & Fine book on social

media, describe how you might use social media as part of your strategy in your community

analysis paper. Summarize your answer in a paragraph and submit to instructor using Canvas

Assignments by 11pm on May 2nd. No Canvas Discussion Assignment

Lesson module 11: Writing Grants & Organizational/Program Development Process

Organizational governance and the Board-Executive relationship; vision and mission statements;

program development, budget development; development process; “Pyramid of Giving;” case

statements, grants, and organizational financial statements.

Module Learning Objectives: At the conclusion of this module, the student should be able:

1. To understand the importance of organizational governance, vision/mission statements,

and the “development process” to resource development.

2. To recognize the utility of proposal writing and grants in generating resources in

community and administrative practice.

3. To explain how community organizing can strengthen funding proposals.

4. To identify the standard components of a typical grant.

5. To understand the mechanics of writing successful grant proposals.

6. To apply this knowledge of grant development to the strategy section (section #8) of their

community analysis.

Required Readings

Karsh & Fox, Lessons 6 - 11 (These lessons are also quick to read with many examples!)

Applying concepts from the required lessons in the Karsh & Fox book, think about how you

might use grant proposals as part of your strategy in your community analysis paper. Summarize

your answer in a paragraph and submit to instructor using Canvas Assignment. Due May 5th at

11 p.m. No Canvas Discussion Assignment

Weekly Module 8: Assessing Outcomes: Ethics and Evaluation (starts May 6th)

Lesson module 12: Evaluating Program and Community Level Interventions

19

Importance of evidence-based practice and program evaluation in community interventions.

Basic methods for evaluation of program/community interventions. Challenges in evaluating

community-wide interventions involving key community stakeholders. Logic models. Causation

and evaluation designs.

Module Learning Objectives: At the end of this module, the student should be able:

1. To understand the importance of evaluation in program/community level interventions.

2. To identify basic methods and steps in evaluation of program/community interventions.

3. To create logic models for use in evaluation of program/community interventions.

4. To develop relevant questions in evaluating program/community interventions.

5. To apply various evaluation designs in program/community interventions.

Required Readings:

None

Recommended Readings:

Babbie, E.R. (2015). The practice of social research, 13 ed. Independence, KY: Cengage

Learning.

Fogel & Moore, “Collaborations among diverse organizations: Building evidence…” (in

Roberts-DeGennaro & Fogel, 2011)

Roberts-DeGennaro, “Planned change efforts…” (in Roberts-DeGennaro & Fogel, 2011)

Required Film: Dark Days, Palm Pictures, 2000.

Based on the Lecture and PowerPoints, identify a strategy for assisting the "community"

depicted in the film, "Dark Days." What might be an appropriate evaluation design for the

intervention?

No Canvas Discussion or Paper Assignment Due

Lesson module 13: Ethical Issues in Community and Administrative Practice

NASW Code of Ethics. Social workers’ responsibility to help empower disenfranchised

constituent groups. Ethical challenges facing social workers in community and administrative

practice. The influence of power and context. Professionalism and the parameters of ethical

conduct.

Module Learning Objectives: At the conclusion of this module, the student should be able:

1. To identify several "means" to achieve the desired "ends" related to a community

problem.

2. To understand the influence of self-interest on the ethics involving "the means to an end."

20

3. To evaluate the ethics of "manipulation" in various "means-ends" alternatives.

4. To compare and contrast the ethics of various "means-ends" strategies in addressing an

identified community problem.

Required Readings:

Gladwell, Malcolm, David and Goliath, Chapter 6. (on Canvas)

NASW code of ethics

Recommended Readings:

Alinsky, S. (1971). Rules for Radicals. “Of means and ends,” (pp. 24-47).

Canvas Discussion Assignment: Evaluate the ethics of Dr. Martin Luther King’s organizing

strategy during the Civil Rights Movement as described in Chapter 6 in “David and Goliath.”

Compare and contrast the ethics of this strategy in relation to the NASW Code of Ethics.

Summarize your answer in a paragraph and post to Canvas Discussion; after reply to at least one

of the other student posts. Due [Wed. May 8th] by 11 pm. [Discussion opens at 6am on May

7th, closes at 11pm on May 8th]

Lesson module 14: Final Community Analysis Papers

This module concludes the course with completion of a Final Community Analysis Term Paper

and related presentation.

Module Learning Objectives: At the end of this module, the student should be able:

1. To analyze and integrate the multiple aspects of a community analysis.

2. To develop complex community intervention strategies involving program development,

social media, fundraising/grant proposals, ethical considerations, and appropriate

evaluation designs.

3. To effectively communicate the multiple aspects and rationale of the community analysis.

Final Assignment:

Students are required to research, write and present a community analysis of a specific local

community/neighborhood in a city or an entire city in relation to an identified social problem

(e.g., homelessness, inadequate transportation for seniors, etc.). The analysis must include a

description of the purpose of the community analysis in relation to the identified problem,

community/city characteristics, internal and external community resources, and potential

strategies for addressing the problem. The written paper/report must be 15-20 pages, typed and

double-spaced (plus an Appendix with Reference List and any other relevant information). See

outline for final community analysis paper below (i.e., next page). Sample final term papers

21

available on Canvas. Submit paper to Course Instructor using “Assignment” in Canvas;

Due by Thursday May 9th at 11 p.m.

22

Outline for Final Term Paper:

Community Analysis Report

1. Purpose and goals of the community analysis (Describe with statistics the community problem

addressed in analysis) Note that the “community” could be a neighborhood within a city or

an entire city.

2. Methodology (e.g., data collection through interviews, census data, historical records)

3. Description and overall observations about the targeted neighborhood or city

- Location and physical description

- Summary of demographic information and changes over time

- History and culture

4. Description and analysis of internal resources: residents’ strengths, interests and ideas, and

potential leaders

- Residents: homeowners and renters

- Faith-based institutions

- Business and property owners

- Social-service agencies

- Neighborhood organizations

- Large institutions located in the neighborhood

5. Description and analysis of external resources: their interests, ideas and potential contributions

to the organizing effort

- Corporations (e.g., large national employers, media, and financial institutions)

- Government representatives and agencies (state; federal)

- Philanthropic institutions (e.g. NH Charitable Foundation)

- Institutions not located in the neighborhood or city (e.g., regional cooperatives)

6. Description and analysis of the mutual interests of internal and external resources

- Mutual concerns, ideas, and solutions

- Potential contributions

- Potential partnerships and areas for collaboration

7. Potential red flags identified in the community analysis

8. Strategy for community development (i.e., addressing identified community problem) based

on findings from the community analysis

- Problem or need addressed

- Goals/Objectives of Intervention

- Means: coalition building; organization/program development; social media; advocacy

- Financial plan: projected funds needed; fundraising method

- Evaluation method

9. Appendices (Reference list; other relevant information)

23