COURSE TITLE: Introduction to Community Organization, Management and

Policy/Evaluation Practice
COURSE NUMBER: 560 (Section 5), Tuesdays 2:00 – 5:00
CREDIT HOURS: 3
PREREQUISITES: None
Foundation macro methods; Required for all students
LOCATION: SSWB #1804 (then B-770)
SEMESTER: Fall 2011
FACULTY: Trina R. Shanks, Ph.D.
CONTACT INFO: Office: 3726 SSW (734) 764-7411 [email protected]
OFFICE HOURS: Mondays 4:15-5:30
Other times by appointment

Course Description
This course is a foundation offering in the macro practice concentrations of community
organization, management, and policy/evaluation. It covers basic content in these areas of
social work method and prepares students for more advanced courses in their concentration.
This course 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 you 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, that is, multicultural community
organizing, culturally sensitive management practices, culturally sensitive analyses of policy
proposals, and culturally sensitive research practices. Your field experience and future
methods courses will build upon the knowledge and skills presented in this course.

Course Content
Students learn beginning macro practice competencies in the areas of community
organization, management, and policy analysis/advocacy. You learn to understand a variety
of roles (i.e., community organizer, human services manager, and policy advocate) and the
skills attached to them. Our course will also provide you with the opportunity to integrate
learning from relevant HBSE, policy, and research courses designed to be taken
concurrently or in the previous semester.

During this course, we will focus on:

1. understanding the context of macro practice;
2. identifying problems at the community and organizational levels and developing
interventions;
3. organizing and building relationships within communities and organizations; and
4. organization-based and community-based planning, program development, and policy-
making.

This course will provide a common framework for learning, which sets the stage for more
detailed development of skill sets. Readings will be related to theories, concepts, and

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practice skills involving assessment and intervention at the mezzo-macro level and in
working effectively with organizations and communities. Some class time will be devoted to a
discussion of issues raised by your experiences in the field and other human services
settings, which will be explored in the context of the theories, concepts, and skills covered by
the readings, lectures, and learning activities. These include various community assessment
and problem solving models, reflective practice, interpersonal skills in macro policy research,
and the analysis of organizations and communities.

Course Objectives:
On completion of this course, you will be able to:

1. 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. Identify community organization, management, and policy-planning strategies, as well as

empirically supported practices for dealing with contemporary social work and social welfare
problems;

3. Demonstrate beginning level community organization, management, and policy/evaluation

competencies in identifying the major internal and external environmental factors that affect
the selection of those strategies;

4. 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
other disadvantaged/discriminated against populations;

5. Demonstrate the ability to utilize selected assessment tools for addressing practice issues
(e.g., flow-charts, force field analysis, nominal group technique, task analysis, community
profiling, asset mapping, community needs and strengths assessment, US Census data
analysis, ethical decision-making models, policy analysis frameworks);

6. Specify/identify those situations in which social workers are likely to be central to and
have leverage over major social welfare concerns; and,

7. Identify salient connections between macro practice/interpersonal practice and national

/international practices.

Course Design
While using the lecture/discussion mode as the primary pedagogical strategy, class sessions
will also include in-class presentations, skill-building activities and exercises, speakers, and
videos.

Relationship Of This Course To Four Curricular Themes

• Multiculturalism and Social Diversity are 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 the client system, the worker (i.e., the
community organizer, manager, and policy analyst/advocate), as well as the
organizational, community, and policy contexts.
• 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

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exploitation. Techniques of both transactional and transformational change are

considered.
• 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, political science, and
community theories will be important bases for class analyses.
• 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).

Relationship of the Course to Social Work Ethics and Values

Our 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. Our 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.

Intensive Focus on Privilege, Oppression, Diversity and Social Justice (PODS)

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, learn to recognize and reduce mechanisms that support oppression and injustice,
work toward social justice processes, apply intersectionality and intercultural frameworks as
well as strengthen critical consciousness, self knowledge, and self awareness to facilitate
PODS

Accommodations
If you have a disability or condition that may interfere with your participation in this course,
please schedule a private appointment with me as soon as possible to discuss
accommodations for your specific needs. This information will be kept strictly confidential.
For more information and resources, please contact the Services for Students with Disability
office at 734-763-3000 in room G-664 Haven Hall.

Course Materials

Required Text:
Netting, Kettner, McMurty & Thomas (2012). Social Work Macro Practice (5th Edition). Upper
Saddle River, NJ: Pearson Education, Inc.

Recommended Text:
Coley, SM & Scheinberg, CA (2008). Proposal Writing: Effective Grantsmanship-3rd edition.
Thousand Oaks, CA: Sage Publications

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In addition, our class will have a CTools website where other required articles and reading
materials as well as lecture notes/slides will be posted. Login to the CTools portal at:
https:ctools.umich.edu to find the course materials.

Assignments & Grading

There are three (3) major graded assignments for this course as well as an expectation of
regular attendance and class participation that contributes to a learning environment. These
items are summarized below with their relative weight. Details follow the course outline.

Assignment Due Dates Weight

• Advocacy Assignment 10/11 25%
• Community Project 9/27 & 11/15 30%
• Concept/Pre- Proposal Paper 12/13 30%
• Attendance & Participation Ongoing 15%
(including reflection papers
and skill building presentation)

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

A+ 98-100 B+ 87-89 C+ 77-79 D <69 (no credit)

A 94-97 B 84-86 C 74-76
A- 90–93 B- 80-83 C- 70-73

PLEASE NOTE:

• Incompletes are not granted unless it can be demonstrated that it would be unfair to
hold the student to the normal limits of the course. The student must formally
request in writing an incomplete with the instructor prior to the final week of class.

• All assignments are to be completed by the date due. Exceptions will be granted
with the permission of the instructor in advance of the due date for the assignment.
Assignments submitted late without such permission will be downgraded 5% points
each day the assignment is turned in past the due date, including week-ends.

• Students are to use APA “citation format” for each of the assignments. Each
assignment needs to include appropriate attribution of authorship for paraphrases or
ideas acquired from another source or appropriate citations, including page numbers,
for direct quotes. Please review the Student Guide section on “Ethical Conduct in the
University Environment.” This section specifically addresses plagiarism and the
possible consequences for engaging in this behavior. The University of Michigan
Library system has an on-line resource that can assist you in preparing proper
citations for assignments using APA format. Go to:
(http://www.lib.mich.edu/ug/research/citation guide/AP5thed/pdf )

• No other aspects of the APA style guide will be used. Instead, students are expected
to prepare all assignments as “professional reports,” i.e., single-spaced, plenty of
white space, generous use of headings & sub-headings, underlining, italics, bold,
etc.

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Course Outline and Readings

Session Topic

Session 1. Introduction: The History and Components of Macro Practice

9/6 -- The values, history and components of macro practice
-- The challenges of macro practice in a multicultural society

ABC Video: Working Poor

Readings (Please read before class):

Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 1 “An Introduction to Macro Practice in Social Work,” (pp. 1-31).

Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 2 “The Historical Roots of Macro Practice,” (pp. 32-71).
.
Rubin & Rubin ( 2001), Community Organizing and Development, Chapter 3
“A Thumbnail Sketch of the History of Community Organizing,” (pp. 52-73).

Session 2. Advocacy as a Form of Social Action

9/13 -- Models of advocacy
-- Policy advocacy
Reflection Essay One due

Video: Stand Up, Speak Out

Readings:
Hoefer, R. (2009). Policy Practice and Advocacy, in The Handbook of Social
Policy, 2nd Edition. James Midgley and Michelle Livermore (Editors). Los
Angeles: Sage Publications.

Lens, V. (2004). Principled negotiation: A new tool for case advocacy, Social
Work 49(3), 506-513.

McNutt, John (2012). The Lobbying Strategy Handbook, Chapter 11 “Fighting

for Justice in Cyberspace” (pp. 251-268).

Session 3. Models of Community Organization Practice and Their Implications

9/20 Understanding Communities: Their Problems & Their Populations
-- Defining the community
-- Constructing a community profile: Frameworks for community analysis
-- Different conceptualizations of community and their implications
-- Typologies of community organization
-- Empowerment theory and community organization practice
-- Multiculturalism and community organization practice

Readings:
Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 3 “Understanding Community and Organizational Problems,” (pp. 72-
102).

Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 4 “Understanding Populations,” (pp. 103-129).

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Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 5 “Understanding Communities,” (pp. 130-166).

Gutierrez, L. and Lewis, E. (1998). A feminist perspective on organizing with

women of color, in F. Rivera and J. Erlich, eds., Community organizing in a
diverse society, 3rd ed. (pp.97-116), Needham Heights, MA: Allyn and Bacon.

Ohmer, M.L. & DeMasi, K. (2009). Consensus Organizing: A Community

Development Workbook. Ch. 6 “Understanding Communities: Their History
and Current Conditions.” Thousand Oaks, CA: Sage Publications.

Session 4. Assessing Community Needs and Strengths

9/27 --Conducting a community needs assessment
--Asset mapping: Identifying community strengths
-- Coalitions, collaboratives, networks
Library Session
Pre-profile Reflection Due

Readings:
Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 6 “Assessing Communities,” (pp. 167-207).

Delgado, M. (1998). Murals in Latino communities: Social indicators of

community strengths. Social Work 43(4), 346-356.

Kretzmann, J., & McKnight, J. (1996). Assets-based community development.

National Civic Review 85(1), 23-29.

Nystrom, N., & Jones, T. (2003). Community building with aging and old
lesbians. American Journal of Community Psychology 31(3/4), 293-300.

Session 5. Organizing and Mobilizing Communities

10/4 -- Roles of the organizer
-- Group skills in community work
-- Selecting appropriate strategies and tactics
-- Social capital and community mobilization
Video: Holding Ground

Readings:
Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 9 “Building Support for the Proposed Change,” (pp.303-132).

Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 10 “Selecting Appropriate Strategies and Tactics,” (pp. 333-362).

Fabricant, M. and Fisher, R. (2002). Agency based community building in low

income neighborhoods: A praxis framework, Journal of Community Practice
10 (2), 1-22.

Hollingsworth, L.D., Allen-Meares, P., Shanks, T.R., & Gant, L.M. (2009).
Using the Miracle Question in Community Engagement and Planning
(Research Note) Families in Society, 90(3), p.332-335

Staples, L.H. (2000). Insider/outsider upsides and downsides. Social Work

with Groups 23(2), 19-35.

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Session 6. Understanding Community-Based Organizations

10/11 -- The structure, mission & goals of nonprofit community-based organizations
-- Management theories
-- Decisionmaking, power, authority, and politics of nonprofit organizations

Advocacy Assignment Due

Readings:
Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 7 “Understanding Organizations,” (pp.208-252).

Brody, R. Effectively managing human service organizations “Leading the

Organization”(Chapter 1, pp. 3-19).

Austin, M. (2002). Managing out: The community practice dimensions of

effective agency management, Journal of Community Practice 10 (4), 33-48.

Bradach, J. (2003). Going to scale: The challenge of replicating social

programs. Stanford Social Innovation Review, 19-25.

Sutton, R. (2003). Sparking nonprofit innovation: Weird management ideas

that work, Stanford Social Innovation Review, 42-49.

10/18 Fall Break

Session 7. Human Resources Management: Managing Staff in Organizations

10/25 Inter-Organizational Practice
Visioning and Strategic Planning in Community-Based Organizations
--Personnel Policies/Supervisory Roles and Functions
--Staff Development
--Assessing Organizations
-- Issues of power
-- Inter-organizational practice in multicultural communities

Video: Running Good Meetings

Readings:
Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 8 “Assessing Human Service Organizations,” (pp.253-332).

Harvey, C. (1998). Defining excellence in human service organizations.

Administration in social work. Social Work, 22(1), 33-45.

Brody, R. Effectively managing human service organizations “Strategic

Planning” (Chapter 2, pp. 20-38).

Session 8. Ethical and Legal Issues in Macro Practice

11/1 --The meaning of ethics and ethical analysis in macro practice
-- Ethical issues in macro practice
-- Legal foundations of community-based nonprofit organizations

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Readings:
Alinsky, S. (1972). Of means and ends, in Rules for radicals (pp. 24 – 47).
New York: Vintage Books.

Hardina, D. (2004). Guidelines for ethical practice in community organization,

Social Work 49 (4), 595-604.

Hoefer, R. (2006). Social justice and advocacy practice. In Advocacy

practice for social justice. Chicago, IL: Lyceum Books.

National Association of Social Workers, (1996/2008). Code of Ethics, revised,

Washington, D.C.: Author. http://www.socialworkers.org/pubs/code/code.asp

Session 9 Community Observation Day

11/8

Session 10. Community Presentation

11/15 Community Profile Due

Session 11. Program Development, Implementation, Monitoring, and Evaluation

11/22 -- Linking programs to organizational mission and goals: Models & stages
-- Translating goals into objectives: Promoting community participation
-- Evaluating program outcomes
-- Managing information

Readings:
Netting, Kettner, McMurty, & Thomas (2012), Social Work Macro Practice,
Chapter 11 “Planning, Implementing, Monitoring, and Evaluating the
Intervention,” (pp.363-395).

Hasenfeld, Y. (2001). Program development, in J. Rothman, et al, eds.,

Strategies of community intervention, 6th ed. (pp. 456-477), Itasca, IL: F.E.
Peacock.

Kellogg Foundation (2004). Using Logic Models to Bring Together Planning,

Evaluation, and Action: Logic Model Development Guide. Battle Creek, MI:
Kellogg Foundation.

Queralt, M., & Witte, A.D. (1998). A map for you? Geographic information
systems in the social services. Social Work 43(5), 455-469.

Session 12. Resource Development & Management in Community-Based

11/29 Organizations
-- Proposal writing
-- Strategies for resource development
-- Managing budgets

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Readings:
Coley, SM & Scheinberg, CA (2008). Proposal Writing: Effective
Grantsmanship-3rd edition. Thousand Oaks, CA: Sage Publications

Foundation Center (2007). Proposal Writing Short Course.

http://foundationcenter.org/getstarted/tutorials/shortcourse/index.html

Session 13. Social Policy and Community Practice

12/6 --Policy development & implementation at the community level
-- Analyzing the community impact of social policies

Video: CFED SEED video

Readings:
McCue, B. (2012). The Lobbying Strategy Handbook, Chapter 10 “The 10
Steps Strike Again! Breaking the Tire Cycle” (pp. 223-250).

Chambers, D. (2005). An overview of a style of policy analysis: A

value-critical approach, in Social policy and social programs, 4th ed. (pp.
49-61), Boston: Allyn and Bacon.

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

Sherraden, M., Slosar, B., & Sherraden, M. (2002). Innovation in social

policy: Collaborative policy advocacy, Social Work, 47(3), 209-221.

Session 14. The Future of Macro Practice

12/13 --Course Summary and Issues for the Future

Concept/Pre-Proposal Assignment Due

Reflective Essay 2 due via email by midnight

Readings:
Burghardt (2011), Macro Practice in Social Work for the 21st Century,
Chapter 11 “Summing Up, Moving Forward” (pp. 303-321).

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Descriptions of Assignments for SW 560

1. Skill Building Session (Team Project)

In self-selected groups, you will develop and deliver a 20 minute skill building presentation
to your colleagues and systematically obtain their feedback and evaluate the session’s
effectiveness. Specifically, you are expected to
• in consultation with the instructor and classmates, select a macro skill
• develop presentation objectives
• create and implement a presentation to achieve your objectives
• draft and implement a feedback/evaluation tool, and
• provide an evaluation report.

Remember, you only have 20 minutes. Be realistic in your objectives and activities.

Step 1: Develop Team and Identify Topics of Interest

Each team should identify two skills of interest and identify your first choice as option #1. I
will review these choices, select which ones to cover in class, and generate a schedule. The
goal is to cover every practice area and spread presentations throughout the semester.

Step 2: Research the Skill

Consult various sources to develop an understanding of the skill. Keep a list of sources you
use and acknowledge them in the session. Based on your appraisal of these sources, move
to step 3.

Step 3: Develop presentation plan

Based on what you have read and understand about the skill, decide what objectives you
have for the presentation. Then, deicide how to use the allotted time to achieve your
objectives. What messages do you want to deliver? How will you engage participants? How
will you use your time in the presentation (e.g. introductions—2 minutes).

Step 4: Development Evaluation plan/tool

How will you know if you helped enhance participants’ skills and knowledge? How could
your presentation have been improved? Develop a short tool to evaluate your presentation
and obtain participant feedback.

Step 5: Evaluation report

Generate a 1-2 page summary written as though you were submitting to an organization that
hired you to create and lead the presentation. The summary should include an overview of
the presentation, a summary of evaluation results, and your recommendations for future
presentations on the topic (2 pages maximum double-spaced). This is due the Monday
following your presentation.

Work to submit to the instructor the day of your presentation

Please give these materials to me before the presentation
• Presentation Plan
• Copy of feedback/evaluation tool
• Copy of learning aids (Power point, handouts, etc.)
NOTE: Feel free to email me handouts the day before class (or Tuesday
before 9am) and I will make copies for class.

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Work to submit to the instructor the Monday after your presentation (by email)
• Evaluation report

2. Advocacy Assignment (Individual Project)

There are two options for the Advocacy Practice Assignment: Speak Out or Coalition
Assignment

Option A: Advocacy Practice Assignment: Speak Out

In our Hoefer reading, advocacy practice is defined as when a “social worker takes action
in a systematic and purposeful way to defend, represent, or otherwise advance the cause
of one or more clients at the individual, group, organizational, or community level, in order
to promote social justice.” Using this assignment to operationalize our School’s
emphasis on Privilege, Oppression, Diversity and Social Justice (PODS), you are
expected to speak on behalf of a client or a cause in a public forum in order to influence
decisions regarding your group or cause. The main purpose of this assignment is to
introduce you to the process of policy advocacy; how actively you pursue it is up to you.

Step 1: Select an issue

Select an issue or cause of interest to you that is connected to a particular marginalized
group or social justice issue. It can be an issue related to a policy you have studied in
your social welfare policy course. Or, if you are currently in a field placement, you may
want to focus on an issue affecting your agency or its service users. However, if you are
planning to undertake an agency-related project, please discuss this with me in terms of
agency support and approval. You may also want to consult with your field instructor.

Step 2: Research the issues

Research the topic from its historical perspective to the current situation to provide
background information and develop a position. This may include a review of policy
discussions, relevant reports, or social work literature. It may also be helpful to interview
someone knowledgeable about the subject. You will be asked to provide a bibliography of
all the sources reviewed. Based upon your review of the literature and the facts of the
case, write an outline of the remarks you will use to guide your oral presentation or
advocacy.

Step 3: Write your statement

Select the proper forum for your advocacy effort. This could include a letter to the editor,
a Youtube video, or a speak out script from a forum that may consist of any public
hearing, legislative committee, or special commission that is authorized to deal with your
issue such as county board of commissioners, the regents of a university or community
college, school board trustees, the planning commission of a unit of government, or the
board of directors of a human service organization. Whether it is a written document
submitted for review or a script that you read from in a video or at a forum, please turn in
the statement.

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Step 4: Reflect on the process

In the effort to be reflective practitioners, you are expected to write a two-page, double-
spaced reflection paper which addresses the following:

• Summarize how you developed your project, specifically why you chose the
particular issue you did and the rationale for how you framed it.
• In terms of your project, what do you see as its strengths and the areas for
improvement? While it is appropriate to focus on the product developed,
emphasis should be given to the process you used to develop your op-ed or
prepared testimony.
• Reflect on the potential impact of your advocacy effort of behalf of your client
group or cause. How might you integrate advocacy into your future social work
practice?

Option B: Coalition Assignment

Step 1: Identify a local organization

Identify a local organization, coalition or collaboration (public or private) that is working for
change on an issue that you have interest in.

Step 2: Gather information on the organization

Attend a meeting of this group, interview someone in a leadership role and review written
materials that the organization, coalition or collaboration has available and use
newspapers as resources to understand the current context.

Step 3: Write a Statement

Prepare a written 3 to 5 page (double-spaced) overview to analyze the group’s effort and
your opinion of its effectiveness. In this overview, define the issue, describe the
organization, coalition or collaboration and who is involved in the effort, identify the goals
and strategies that the group is using to advocate for change, and identify what would be
considered a success or failure for this group. End with a short paragraph summarizing
your opinion of the group’s effectiveness. In an Appendix, include a summary of the
meeting you attended and of the key informant interview.

Step 4: Reflect on the process

You are expected to write a two-page, double-spaced reflection paper which addresses
the following:

• Summarize how you developed your project, specifically why you chose the
particular organization you did and what you learned from the process.
• In terms of your organization, coalition, or collaboration, what do you see as
its strengths and the areas it stands in need of improvement?
• Reflect on the potential impact of this organization’s advocacy effort of behalf
of your client group or cause. How might you integrate advocacy into your
future social work practice?

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Work to submit to instructor-Submit as one document via C-Tools Assignment Box

on October 11th.
• Op-Ed piece, written testimony (Option 1), 3-5 page Written Summary statement
(Option 2)
• Bibliography and list of interviews conducted
• Reflection paper

3. Community Profile (Team Project)

Working collaboratively in self-selected groups (4 to 5 students), you will develop a profile of

a selected community within Michigan. Your profile will be created using a combination of
observational and quantitative data. The profile will consist of a small booklet, which for the
purposes of this assignment you are developing for distribution to a group of concerned
citizens and public officials. You will develop a 15 minute presentation to be delivered in
class. You will assume that the class is a group of concerned citizens and officials interested
in understanding your chosen community.

The assignment has several purposes:

• To learn the skills necessary for understanding and analyzing a community;
• To gain experience in reflective practice at the community level;
• To learn and practice skills important to working in a team; and
• To learn how to present your analysis in a professional manner.

There are two important dates regarding this assignment:

• Pre-profile reflection (prepared as a group) Due via e-mail by September
27th.
• Community profile, including a summary of observational data, team minutes,
and group evaluation (prepared individually). Due in class November 15th.

Step 1: Develop Teams

You will be given time to form self-selected teams in the second class session. It is
important to assign roles (i.e. facilitator, note taker, reporter, time keeper, process evaluator,
etc.—these roles can rotate so that everyone can experience multiple roles), identify ground
rules, and develop an evaluation process for your team to identify strengths and areas for
improvement. It is recommended to include an informal evaluation process at each meeting
(e.g. at the end of the meeting ask people to share what they liked about the meeting and
one thing they thought could be improved). It is required to evaluate your group process at
the end of the project.

Effective task groups keep minutes in order to promote accountability, the achievement of
results, and transparency in decision making. Therefore, your groups are expected to keep
minutes of your meetings. Minutes should be at least one page in length for each meeting.

In the beginning of the term, some class time will be allocated to enable your team to get
established. A check-in process will occur periodically until the assignment is completed.

Step 2: Select community and complete pre-profile reflection

Each team will select a community to assess—this includes both needs and assets (also
commonly called strengths). The community you choose can be geographic or population
based. The selected community should be one that is considered underserved or

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disenfranchised. If you select a population-based community, you should plan to observe

and assess them within a geographic context. Please consider selecting a community that is
easy to observe and assess. You should consider elements such as geographic proximity,
access to the community and available information about the community.

Examples of communities that have been assessed in past 560 classes include
homelessness in Washtenaw County, aging in Wayne County, Brightmoor community in
Detroit, mentally ill adults in Detroit, City of Howell in Livingston County, children with
learning disabilities in the Ann Arbor community, and the Enterprise Community in Lake
County.

Work to submit to instructor—Due in class September 27th.

After you have selected your community, in the spirit of reflective practice, as a group write a
two-page, double-spaced paper addressing the following points:
• What community and why
• What are some of the things you might examine (both through observation
and quantitatively)
• What do you expect to find and why
• What comparisons do you expect to make and why
Also feel free to list any questions or concerns you would like to consult with me about.

Please ensure that each team member’s name is listed on the top of the page. Bullet points
or short paragraphs are fine. The use of headings is encouraged. References are not
necessary, but you are expected to integrate ideas from the course.

Step 3: Develop the community profile

Once you determine your focus, you will research the community using both observation and
quantitative data.

Observation. Your small group will conduct an observational study of your selected
community. If you chose a target population, visit a location where the population is likely to
be found. Your group observation can be supplemented with key informant interviews or
document analysis, which although not required, might provide important insights. Interviews
can be held with community or organizational leaders, but not members of vulnerable
populations. Please consult with me in selecting key informants. As a team, you will find a
mutually convenient time to observe the community. However, we are not having class on
November 8th, so I encourage you to use that day to conduct your observation and schedule
any other conversations.

Your group will also learn about the community by looking up official statistical data collected
about that community. In contrast, the observational data will provide a different perspective
on your particular neighborhood. When your group begins to observe the neighborhood, you
might walk; stand on a corner or drive by slowly through the neighborhood using a windshield
survey. Use all your senses to begin to understand the neighborhood. You are permitted to
take photographs, but make sure any people captured are not identifiable. It is best to take
photographs that do not contain people. Record your observations as soon as possible—
perhaps even using a tape recorder. In your observations, note the following dimensions:

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1. What is the name of the community/neighborhood? What are the main geographic
boundaries and natural barriers? Is the neighborhood geographically isolated or
cut off from surrounding neighborhoods?
2. Is there evidence of what people do for a living? What kinds of commercial
enterprises do you see? Do you see evidence of unemployment? What type of
transportation is available?
3. What kinds of people (social class, race, ethnicity, and age) are observed? How
do people react to you? Are there many religious buildings? What types of parks,
recreational areas or cultural resources are present? What are the housing
conditions like? Are there distinct sub-communities within the larger community?
What do people do who live here? Where are the schools, the primary stores,
bars, community centers? Are they accessible?
4. What is the condition of the roads, sidewalks, garbage collection, and other
components of the community infrastructure?
5. What kinds of schools are located in the community? What is their condition? Is
there a local library?
6. What kinds of voluntary agencies/social services are located in the community?

Be mindful of strengths and assets in the neighborhood as well as its needs, problems, or
shortcomings.

Quantitative data. Your small group will use the American Community Survey produced by
the U.S. Census Bureau to identify relevant quantitative indicators of your selected
community. Your group will use quick tables, data profiles, multiyear profiles and narrative
profiles provided in the American Community Survey to describe the geographic area. Your
group will also develop your own custom tables. The community brief should include general
characteristics, social characteristics, and economic characteristics. In addition, to help the
reader/audience understand your community, you should include comparisons to other
communities. For example, if you are examining home ownership in Ann Arbor, you may
also want to compare this indicator in various sections of the city or compare to other cities,
the state of Michigan or the country as a whole.

We will have a hands-on workshop by an University librarian on how to use census

data and find relevant public data as part of the community assessment process.

You will prepare a small booklet (not more than 6 pages) that analyzes and synthesizes the
information you gathered during your observation and quantitatively.

The booklet profile should resemble a professional publication that an agency or group of
concerned citizens would produce to educate citizens and elected officials. Use charts,
graphs, other visuals, and text effectively to convey your points. The key messages of your
visuals should be explained in brief narrative form. Keep the lay-out visually appealing with
white space and reasonable font size and style. Try not to use too much text. Such
documents are commonly single spaced and written for clarity and simplicity.

In class, you will share your key findings with your colleagues. The presentation should be
done in Power Point or use some sort of visual display. You will have 15 minutes for the
presentation, including a brief question and answer period. The presentation should not
simply repeat what is in the booklet, but rather highlight important findings that build on
community strengths and address community needs.
Please bring six copies of your profile to circulate among the class.

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Step 4: Individual Reflection: After the presentation, each team member is to reflect on the
group process and what has been learned from this project, submitting a two-page reflection
to the instructor via e-mail. This can be sent along with an evaluation sheet that will be
provided in class.

Work to submit to instructor as a team—Due in class November 15.

Please give these things to me before your presentation.
• Community profile booklet
• Minutes from your group meetings
• Copy of your Power Point slides and other visual aids

4. Concept Paper/Mini-grant Proposal (Groups of Two or Individually)

This assignment involves the development of a concept or pre-proposal paper for a small
grant to support some program innovation/development to be submitted to a foundation or
funding organization. The assignment’s central goal is to learn skills associated with proposal
development. Thus, you will conceptualize and draft a mini-proposal (also known as a
concept paper), addressing all of the essential elements of a formal proposal. You can
choose a real foundation that provides grants in your area of interest or submit it to the Trina
R. Shanks Foundation.

You should write this grant as though you were a director or development officer of a
community-based agency. You should give your organization a name and provide a brief
description of the agency. If you are in a field placement, you may consider writing a
proposal for your agency. You may also consider using an agency that is connected to your
community profile or your advocacy issue, but this is not required. You may use a real
agency or create your own.

For this assignment, you can either work with a partner or individually.

Step 1: Choose Agency and prepare background information

Decide on your agency and prepare a short background statement (i.e. issues addressed,
population served, orientation of agency, scope of agency, accomplishments of agency).
This does not need to be extensive, but will help you with the development of your proposal.
If you are using an actual agency, you may want to examine the agency’s website for a
mission statement and agency description.

Step 2: Brainstorm project idea

Based on the agency, brainstorm a project that you could develop and for which you could
write a mini-proposal. You might start by focusing on a particular population served at your
agency, but you could also brainstorm a project that fills a current gap in services. For those
in field placements, you may want to address a program needed within your agency. In
brainstorming, you should consider the scope of the project. You may want to consider a
project that would be 1-2 years in length and have a budget of $100,000 or less.

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Step 3: Prepare Concept paper/Mini-proposal

The paper may not exceed 5 pages. The concept/mini-proposal paper needs to contain the
following elements. Use points 2 to 8 as headings in your proposal. Follow the order as
specified below.

1. COVER LETTER: Include a cover letter (also called a transmittal letter) with the
proposal. This letter should highlight the main points of the concept paper and
indicate to the potential funding source why this project is important for them to fund
(does NOT count against the five page limit). You may want to explain why the
proposal may be of interest to the Foundation.

2. AGENCY DESCRIPTION: A brief description of the agency, including mission,

target population(s), and primary services. You can also include any key
collaborators or partners related to the proposed services as well as agency
personnel and strengths in relation to the project.

3. BACKGROUND/NEEDS STATEMENT: A brief description of the problem you

propose to address and why it is important (include relevant
literature/research/policies, document need for the intervention/project proposed)

4. GOALS & OBJECTIVES: State the project’s goals and major objective (link the
goals and the objectives to your description of the project)

5. PROJECT NARRATIVE: This is your implementation plan. Discuss principal

components of the project and its anticipated measurable outcomes (include
enough information for the potential funder to understand how their money will be
used to address the identified need and intended goals). This section can be
organized around key objectives (e.g. to achieve objective 1, we will establish…
For objective 2, we will…). Include a final, persuasive, summary paragraph to sell
the project.

6. BUDGET: Estimate project cost (how much money will you need to carry out the
project based upon its objectives).

7. BUDGET NARRATIVE: Provide a one-page single-spaced narrative of the budget.

Explain each budget line and how the item relates to the project. For positions, give
an overview of duties, required qualifications, hourly wage, number of hours and
weeks worked, and benefits rate. Provide a narrative for any in-kind contributions
included in the budget.

8. TIMELINE: Provide a specific timeline to give the funding source an idea of the
project steps and activities (use a Gantt chart). You can reference timeline in your
narrative and attach separately.

Submit to instructor-as one document via C-Tools assignment box December 13

• Cover letter
• Mini-proposal (includes timeline, budget, and budget narrative)

(Note: Late submissions will be accepted only in extraordinary circumstances.)

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5. Reflective Essays: Self-Assessment of Learning

This assignment consists of two 2-3 page essays written and turned in during the term. Essays should be
typed, double-spaced, 12-pt font, written in APA style, and proofread before submission. The essays will
not be graded for content, but each is worth 5 points and counts toward participation grade.

Essay one: Describe and discuss your thoughts about this course and how it relates to your personal and
professional goals. The discussion should include the following:

Describe your personal and professional goals. What do you hope to be doing 6 years from now?
How will the MSW degree and this course in particular assist you in meeting your goals?
Discuss your own strengths and limitations with regard to participating in this course.
Describe the things you hope to learn in the course.

Due: September 13 (please submit by e-mail or via CTools).

Essay two: Write a brief summary and analysis of the activities you have been involved with in the class
and at your internship site (if applicable). Discuss the following:

What do you think you have learned in this course that you can apply in social work practice behaviors?
(Mention any readings in this course that you found particularly interesting or helpful).
What specific knowledge and skills have you developed in this course that you can use in future practice?
How has this experience this term affected your ideas about social work practice?
How have you shifted your goals or expectations?

Due: December 13 (please submit by e-mail or via CTools).

Class Participation
Class participation is a professional responsibility and a critical element of this course. It is
important to be prepared to discuss assigned readings and to share experiential knowledge.
To maximize individual and group learning, participation is expected. Feel free to share
examples from our experiences (field and others) as well as to draw on current events and
literature related to course topics in order to promote all of our learning.

Class Attendance
School of Social Work policy is that students attend all of their classes. Excessive absences
may result in a reduction in grade and will be brought to the attention of the student and the
faculty advisor by the course instructor. If a student has more than 2 unexcused absences, it
will result in an automatic reduction in the participation grade. Given the nature of course
assignments, in-class skill building activities, and group projects, if a student fails to attend
most class sessions, the student may not be able to successfully complete assignments and
may be asked by the instructor to withdraw from the course.

However, if you have a contagious disease that can easily spread in the classroom (e.g. flu),
please let me know and do NOT come to class.

Religious Observances
Please notify me if religious observances conflict with class attendance or due dates for
assignments so we can make appropriate arrangements.

SW 560 (Shanks) Fall 2011