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Attendance & Participation: Students are expected to attend and participate in all classes. Attendance is
the responsibility of every student. Students are responsible for obtaining copies of handouts and notes
from their peers for classes they do not attend. If there is a barrier that is preventing regular attendance,
attendance on time, class participation, or group participation, tell the professor and your teammates as
soon as it is evident. If you are not in class you cannot participate, so missing classes or being habitually
late will affect the attendance/participation grade. Lateness is considered arriving 10 minutes after the
class is scheduled to begin, leaving class early or returning from break late.
Active participation is expected and will enhance class and group discussions and make possible the
exploration and exchange of ideas that are critical in this course. Participation includes all forms of
verbal and non-verbal behavior, such as being attentive when others are talking, asking questions,
contributing your thoughts to the discussion and sharing reasons why one agrees or disagrees with
different ideas, offering new and different perspectives that are relevant to the discussion, and practicing
supportive and active listening.
Note: I do not expect all students to agree with the different perspectives that will be presented by the
student and instructor. In fact, effective social work practice and advocacy depend on the ability to
understand and explore viewpoints that are different than your own on a given social, practice, or policy
issue. Therefore, if you find yourself disagreeing with what is being said, I expect you to raise your
concern, ask questions, and offer different ideas to advance the discussion.
GRADING AND ASSIGNMENTS
Assignment
Points
Organizational Analysis
Community Analysis
125
133
Percen
t
42
45
10
15
15
298
3
5
5
100
Course Competency
2.1.1, 2.1.3(a,b,c), 2.1.11
2.1.5a,b
2.1.6a, b 2.1.9b, 2.1.10a
2.1.11
2.1.3
2.1.10-c
Students will conduct a community analysis which includes assessments of a community, identification of
a problem and development of an intervention plan. Students will also identify and interview key
informants in the community in order to create a questionnaire and administer the survey to at least 20
community members and will analyze the results. In addition the student will discuss interventions and
action plans to address the identified community problem.
Grading Policy:
Students may pass the course with a grade of D but must maintain a C average during the junior and
senior year. (See Undergraduate Bulletin, Wayne State University http://www.bulletins.wayne.edu/ubkoutput/index.html)
Grade distribution:
100-95 A
94.9-90 A-
89.9-87 B+
86.9-83 B
82.9-80 B-
79.9-77 C+
79.9-77 C+
76.9-73 C
72.9-70 C-
69.9-67 D+
66.9-63 D
62.9-60 D-
Assignment Policies:
Assignment Due Dates/Late Papers. Papers must be posted online by 11:59 pm on the due date, unless
otherwise specified. Any required attachments should be scanned (if needed) and posted at the same time
the paper is posted. Late papers will automatically lose 5 points, and at instructors discretion, may lose
up to 5 additional points for each calendar day they are late. Please notify the instructor in advance of the
due date if you expect your paper to be late. It is perfectly acceptable to turn papers in early. The
instructor should be notified of unavoidable issues in advance which may (or will) prevent compliance
with assignment due date, or class attendance.
ORGANIZATION OF THE COURSE
This course focuses on social work theory and methods relevant for social work practice with macro
systems. It builds upon the knowledge, skills and values learned in prior courses. The course focuses on
content relevant to the context in which macro practice occurs, i.e. neighborhoods and communities, and
organizations. Students develop an understanding of the reciprocal relationships people have with the
larger social systems in which they live and how social systems of varying size can promote or deter
human functioning. Students learn and practice skills in assessing and intervening (e.g., building power
and human resources, planning, managing resources, marketing, developing organizations, taking action
and evaluating change) in large systems, especially for those people who have been oppressed, to promote
social and economic justice.
The format will be varied and will include the use of lectures, discussion, problem-solving exercises and
films or videos. Interactive discussions with an experiential basis will be encouraged.
ROLE OF THE STUDENT AND INSTRUCTOR
See University Statement of Obligation of Students and Faculty Members of the teaching - learning
process http://www.bulletins.wayne.edu/fib/fib2d.html
PLAGIARISM/ACADEMIC HONESTY
All students are expected to submit their own original work. The presentation of anothers words or
thoughts as your own without giving credit to the source is regarded as plagiarism. Plagiarism is the
same as lying and stealing. Any work that is submitted in this class and found to contain portions that
are plagiarized will receive a ZERO.
Wayne State University defines plagiarism as taking and using anothers words or ideas as ones own. The
Code of Conduct further explains:
Plagiarism may also take a variety of forms that are indicative of different levels of
culpability.
Using quotes or phrases from a source without citing or crediting the source.
Students may do this by cutting and pasting material from web sites.
Paraphrasing or summarizing the work of another without citing or crediting the
source.
Directly copying the work of another without citing or crediting the source.
Purchasing or copying papers produced by others.
http://clas.wayne.edu/Multimedia/CRJ/files/CheatingWebverisonupdatedMay2009b.pdf
For further information and guidance for avoiding academic misconduct, see brochure on academic
integrity prepared for students and faculty at: http://clas.wayne.edu/Multimedia/CRJ/files/Faculty
%20%26%20Student%20Resources.pdf
Academic Integrity Policy for all papers:
1. You must cite sources from the Internet or any other form of electronic media used in
your work.
2. Any paper that is plagiarized will result in an F for the class and a referral to the
University for further Disciplinary Action.
3. APA FORMAT: All papers written in the School of Social Work require APA format. You
may purchase the Publication Manual of the American Psychological Association (6th
edition), or you may visit the website listed below:
http://owl.english.purdue.edu/owl/resource/560/01/
4. WIKIPEDIA (or other similar reference sites) WILL NOT BE ACCEPTED AS A
RELIABLE SOURCE
WSU STUDENT RESOURCES
Students with disabilities: http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct: http://doso.wayne.edu/assets/codeofconduct.pdf.
Counseling and Psychological Services (CAPS) at Wayne State: http://www.caps.wayne.edu/
2/10 &
2/13
Module 3: Understanding and Assessing Communities
Read before class: Chapter 5
VI
2/17 &
2/20
VII
2/24 &
2/27
XIV
4/20 &
4/23
Due: COMMUNITY
ASSESSMENT PART 1: post
on Blackboard by midnight, with
attachments
i. What positions are held by women, people of color, gay and lesbian persons or
persons with obvious disabilities? Discuss special issues or challenges that
staff persons in the minority may face in the organization.
ii. Compare the diversity of staff with the diversity of the population the
organization serves. Discuss the fit between these two groups and what that
means in terms of social work practice and cultural competence of staff at the
organization.
Note: Attach an organizational chart to your paper that shows the relationships
among staff and programs. If your organization does not provide you with an official
chart, you will need to construct one based on your understanding of your organization as
a whole and the department or program you work in. Your supervisor may be able to help
you with this.
4. Internal and External Environment: Relationship with Community: Discuss the results of
your SWOT analysis and what you learned about the relationships between the organizations
internal environment and the shifting external macro environment in which it operates.
Specifically, discuss the organizations internal strengths/weaknesses and external
opportunities/threats, using theoretical concepts from the textbook and other scholarly sources
to support your interpretation of the SWOT results. Using concepts from the textbook, be sure
to address the following:
a. How does the organization achieve legitimization in its external environment?
b. Where do its clients come from? (i.e. how do clients find the agency, or get referred?)
c. What is the organizations relationship with other organizations in its environment and
how do those relationships aid or hinder the work of your organization?
Note: Attach your completed SWOT analysis to your paper and be sure to specify who
assisted you in completing it.
5. Theoretical construct of organization: Based on what you have learned about your
organization through the above descriptions and analysis, which organizational theory from the
textbook best describes the organization in terms of its overall functioning, discuss
management structure, decision-making practices, and organizational culture? Why did you
choose this theory and how does the theory help an outsider to understand your agency better?
6. Recommendation: Using the information you gained through the SWOT analysis, interviews
with staff, your observations, and other sources about the major strengths and weakness of your
agency/organization, what specific problem(s) have you identified that interfere with the
organizations ability to meet its mission and goals effectively?
What specific recommendation for change would you make that you believe would increase the
organizations effectiveness and decrease the problem you identified? Assess how realistic your
recommendations are considering the internal and external environment of the organization.
What organizational resistance to change might prevent change from happening, and how
would you propose to deal with this resistance?
NOTE: Attach the Journal that you have been keeping about what has been going on during
your work at the placement. You can refer to the journal in your discussion about the problems
and/or your recommendations.
Please note that you should refer to the attachments in the narrative of your paper .
C. Community Analysis Parts 1 and 2
OVERVIEW AND GENERAL INFORMATION:
The purpose of these assignments is to develop your understanding of two communities (one where you
have lived or grown up and a second community) and their cultural diversity so you might better plan and
develop interventions to address issues and problems facing the communities. The assignments focus on
the community in which you grew up or another community of which you were a member. If you lived in
a number of places during your younger years, select the one with which you are most familiar. If you are
uncertain regarding which community to select, please consult the instructor.
Part 1 of the paper is your comparative analysis of the community where you grew up.
Format and Length: Parts 1 and 2 will likely be approximately 10-12 pages each, not including any
attachments or the reference page. Keep in mind that this information is provided for guideline purposes
only, and that content is more important than the number of pages. In other words, I will be grading the
paper based on the quality and detail of your analysis and your ability to think critically, conduct
appropriate research into your subject matter, and present a well-written, thoughtful, cohesive document.
Each part should be typed, double spaced, 11 or 12 point font with standard 1 margins and
approximately 250 words per page.
Note: Use subheadings to separate the different sections of the analysis. Be sure to number the pages,
and include an introduction and conclusion for both Parts 1 and 2.
References: Each paper must include at least ten in-text citations from at least five different sources
(professional journals, interviews, textbook). You must follow APA guidelines for citations and
references.
Note: Community can be defined in terms of an actual city or town, such as Detroit or Dearborn, or in
terms of neighborhood boundaries or zip codes, or in other geographic terms or boundaries that you may
choose. How you define the community you plan to examine will determine how you go about your
research into its characteristics and demographics.
How many persons live in the city and/or in the town? What are their cultural/racial
characteristics? What are their incomes, ages, political affiliations, etc.
What is the crime rate, unemployment rate, high school graduation rate, highest educational
achievement rate, etc.?
What is the primary industry (i.e. types of employment opportunities for residents) that supports
the economy of your community?
Analysis, professional interpretations, and using citations: You should draw from class readings,
lectures, discussions, and also research additional library sources that will help you understand, interpret,
and analyze your community demographics and characteristics. When describing facts or making
assertions about your community, be clear about where this information came from. For example, is your
information/conclusion based on a) your own personal observations and speculation (i.e. what you think
is going on)? b) interviews or discussions with friends, relatives, neighbors, etc. (what others think is
going on)? Or c) actual data from reliable sources (what others have researched and investigated
independently)? Use in-text citations as needed and appropriate to support factual assertions.
There is a big difference between opinion/assumptions and facts/data. Use references and APA citations
where needed to clarify sources you are relying on for your factual information that is supported by
evidence or data.
Organizing and Writing Part 1: The paper should include subheadings, page numbers, introduction and
conclusion, and follow the outline below. Any facts or data used to describe or explain your points should
be properly sourced and referenced. As you construct your analysis, be sure to utilize concepts discussed
in class, scholarly articles, or concepts from the textbook to add depth, theory, and insight to your
discussion.
1. Community Then and Now: Utilizing the data and information gathered about your
community, paint a picture of your community as it was twenty years ago, and compare it
with the community as it is now. What were some of the noteworthy differences you
discovered in your research, and what is the significance of those differences in terms of your
understanding of that community as a social worker?
Note: Sometimes it is useful to construct a comparison chart right in the paper to illustrate the
statistical differences in the two time periods you are analyzing. Microsoft Word makes this
easy to do, and this allows you to refer to the chart when discussing the information and
changes in the two time periods. Using the Insert/Table function, it could look something like
this (this is for illustration only; you can set up the demographic/statistical categories you
need):
Community of ________
1990
2010
Total Population
Crime Rate
% graduated from high school
2. Community Functioning Then and Now: Using concepts from the textbook and
information from your surveys and interviews, compare and contrast your communitys
overall functioning then and now. Include a short paragraph specifically addressing each
of the following community functions (see pages 135-138 in textbook): a) production,
distribution and consumption; b) socialization; c) social control; d) social participation; e)
mutual support; f) defense; and g) communication. How well did the community perform
these functions for its members in the earlier years and how have circumstances changed over
time in terms of the communitys ability to accomplish these functions now?
3. Analysis of Changes: How would you describe and interpret the changes your community
has experienced during the time you studied? Which populations are most vulnerable in your
community and how have the changes you describe impacted them? What examples can you
describe that illustrate this impact? How did your interviews and surveys aid your
understanding of the changes?
4. Community Perspectives: Describe your community from one of the following theoretical
perspectives (you will need to refer to concepts discussed in the textbook section that
explains the theory you choose as it relates to understanding and assessing communities). Use
specific examples from your own observations or from your interviews and surveys to
illustrate how theoretical concepts can enhance understanding of communities.
a. Systems theory: If you apply this theory, use systems theory terminology and
concepts to discuss your community in terms of community functioning, change and
transition, approach to conflict, and power and control.
b. Human or Population Ecology Theory: If you apply this theory, use ecology theory
terminology and concepts to discuss your community in terms of interactions of
residents and utilization of space, specifically addressing the processes of
competition vs. cooperation, centralization vs. decentralization, concentration vs.
dispersion, segregation vs. integration, and succession vs. status quo.
c. Human Behavior Theory: If you apply this theory, use human behavior theory
terminology and concepts to discuss your community in terms of interactions, values
and ideologies, collective identity, the ties that bind members of the community, and
processes for addressing needs.
d. Power, Politics & Change Theories: If you apply these theories, use the terminology
and concepts of power, politics and change to discuss your community in terms of
power and dependency, conflict between the haves and have-nots, and
mobilization of resources to meet needs.
5. Individual Reflection: Consider how the community (its location, demographics, events,
changes) has contributed to who you are, including your ethnic or cultural identity as well as
your personal values and ethics.
Rubric:
Competent = 32
Comparative analysis then and
now is unclear or vague
Difficult at times to tell what two
distinct time periods were compared
Surveys or interviews were incomplete
or not a sufficient cross section of
community
Community not clearly defined
Some census and/or other data used to
establish demographics and statistics
Community functioning described for
both time periods, but incomplete or not
clearly related to text concepts or
interviews/surveys
Changes in community are discussed,
but analysis could be more detailed or
insightful
Theory and models are identified
and discussed. Some critical
thinking skills are apparent.
Part 1 analysis includes discussion of
specific theoretical perspective but
contains insufficient depth or insight
Part 1 analysis includes personal
reflection
Developing =25
Comparative analysis then and
now is missing or incoherent
Two distinct time periods were not
compared
Surveys and interviews were poorly
conceived and executed
Community not defined
Census and/or other data not
effectively used
Community functioning not well
described, or not connected to text
concepts or interviews/surveys
Changes in community are discussed,
but analysis is more descriptive than
interpretive
tion/
Clarity
____/10
Note: The interviews should be conducted prior to the surveys. What you learn from the
interviews will inform how you put the survey questions together.
Surveys: Incorporating the information you learned from the key informant interviews, develop a
simple survey tool to assess how community members view the community. You are expected to
administer the survey to at least 20 members of the community.
Note: We will be discussing your consent form, proposed survey questions, and your plan for
obtaining a sufficient cross section of people (such as income level, family composition,
employment, age, race, religion, ethnicity, etc.) in class.
Note: In designing your surveys, you should strive for no more than 20-25 questions. Typically,
you will include a few demographic items so you can have a meaningful profile of your survey
cohort. The questions should solicit either yes/no responses, or offer multiple choice answers,
with an option to add more information if appropriate.
6. Interviews and Surveys:
a. Methodology: Describe the process you followed to gather the qualitative data that
helped inform your analysis. How did you decide who to interview? How did you go
about gathering the surveys? What barriers did you encounter and how did you
overcome them?
b. Results: What themes or patterns emerged from the information you gathered in this
process and how did that influence your assessment of your communitys needs? If
you were to do this again, what might you do differently the next time?
Note: Attach a blank copy of your consent form, interview questions, and survey
Also attach a brief chart or table summarizing your survey results.
7. Community Member Interactions: Describe and analyze the interactions among different
sub-group populations (racial, economic, religious, age, etc.) in your community and how
that has changed from your earlier point in time. How do these subgroup interactions within
the community impact the overall communitys relationships with other nearby
neighborhoods and communities?
Using information gathered during the surveys and interviews, as well as impressions you
developed based on your independent observations and research, describe your community
assessment and resulting intervention plan, covering the following points:
1. Community Problem: Supporting your analysis with the data and scholarly sources from
your own research, describe a particular social problem affecting a particular vulnerable
population that the community is currently experiencing and that you want to try to impact.
Discuss the probable etiology of the problem; your opinion, but backed with literature and
factual information.
2. Community Assets and Barriers: Supplemented by any additional research or information
you have, discuss and analyze the negative elements and characteristics of the community
that make it vulnerable to this problem and create potential barriers to improvement. Then
discuss and analyze the strengths and assets in the community that will aid it in tackling the
problem you identified.
Include in your discussion the results of your community Needs Map and Assets Map.
Incorporating concepts from the textbook about community empowerment, strengths and
resiliency, identify the major institutions and systems that impact and support your
community schools, factories, churches, public and private entities, health systems, natural
support networks, voluntary and self-help associations, etc. Identify the major institutions and
Rubric:
Part 2:
Research
&
Problem
Analysis
____/25
Part 2:
Theoretic
al
Perspecti
ve
____/20
Part 2:
Interventi
on Plan
Excellent = 93
Student clearly demonstrates a
thorough understanding of the
purpose and process of research,
conducting a community
assessment and connecting
theory to practice
Results of research used effectively
to assess community problem and
identify possible causes and
solutions
Community assets and barriers
thoroughly discussed and analyzed
Community problem and population
affected by it are clearly described
Theoretical models are correctly
identified and applied to
analysis. Critical thinking is
clear and insightful.
Part 2 analysis includes detailed and
insightful discussion of community
assessment from specific theoretical
perspective
Part 2 analysis includes insightful
professional interpretation
Part 2 analysis utilizes theory, data
and research appropriately to support
analysis of problem, etiology, and
potential solutions
Student has clearly
demonstrated the relationship
between person and the
environment
Competent = 74
Developing =58
____/35
are mentioned
1 intervention presented with plan for
action and implementation
Some community factors impacting
plan are mentioned but not described
in detail
Plan for evaluating community
intervention is unclear or not well
thought through
described
1 intervention is mentioned, but
plan for action and implementation
unclear or not discussed
Community factors that would
support or inhibit the plan are not
mentioned
Plan for evaluating community
intervention is missing or unclear
Paper Structure
Part 2:
Organiza
tion/
Clarity
____/13
Presentation Rubric
Attrib
ute/
Criter
ia
Presen
tation
Skills
____/5
Presen
tation
Conte
nt
____/6
Knowl
edge
&
Insigh
t
____/9
Excellent =20
Audible in all parts of the classroom
Not reading from a script; appears
relaxed in front of group
Questions from class are handled in
professional and informative manner
PowerPoint is used effectively to
support presentation
All members of the team participate
in the presentation.
Competent = 15
Developing =10
Not audible in all parts of the
classroom
Reading totally from a script or
nervousness detracting from
presentation
Difficulty handling questions from
class
PowerPoint is not used effectively;
too wordy, too long or exhibits other
problems all the way through
Demonstration of in depth
knowledge and understanding of the
community
Information presented is informative,
clear, and accurate
Analysis is insightful and
demonstrates high level of critical
and reflective thinking
Information presented in a
disorganized or unprepared manner
Required elements missing or
incomplete
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