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SOCIAL WORK MACRO THEORY AND PRACTICE
SW 4020 (3 credit hours)
Location:
_______________, (SW4020-902, CRN #20421)
Day and Time: Tuesday, 8:30 am 11:15 am
Instructor:
Susan Titus, MSW
Contact:
[email protected] (preferred contact)
Phone:
313-259-1135 (home phone)
Office Hours: By appointment

COURSE DESCRIPTION
Emphasizes knowledge, theory and practice related to service delivery and change within organizations,
neighborhoods, and communities.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.1 Identify as a professional social worker and conduct oneself accordingly
Practice Behaviors:
Advocate for the client access to the services of social work; practice Personal reflection and selfcorrection to assure continual professional development; attend to professional roles and boundaries;
demonstrate professional demeanor in behavior, appearance and communication; engage in Career
long learning; use supervision and consultation

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2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based
knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and
evaluation; demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, communities, and colleagues

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2.1.5 Advance human rights and social and economic justice
Practice Behaviors:

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Advocate for human rights and social justice; Engage in practice that advance social and
economic justice

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2.1.6 Engage in research- informed practice and practice informed research
Practice Behaviors:
Use research evidence to inform practice; Use practice to inform scientific inquiry

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2.1.9 Respond to contexts that shape practice
Practice Behaviors:
Continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; Provide
leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social service

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2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups, organizations and
communities
Practice Behaviors:
(a) Engagement: Substantively and affectively prepare for action with individuals, families, groups,
organizations and communities; use empathy and other interpersonal skills; Develop a mutually
agreed-on focus of work and desired outcomes
(b) Assessment: Collect, organize, and interpret client data; assess client strengths and limitations;
develop mutually agreed-on intervention goals and objectives ; select appropriate intervention
strategies
(c) Intervention: Initiate actions to achieve organizational goals; implement prevention interventions
that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for
clients; facilitate transitions and endings
(d) Evaluation: Critically analyze, monitor, and evaluate interventions

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11 Analyze the impact of the urban context on a range of client systems, including practice
implications
Practice Behaviors:

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Examine the distinct characteristics of the urban context and apply the analysis to social work
practice
TEXTS AND REQUIRED MATERIAL
Netting, E., Kettner, P. Kettner, P., McMurtry S & Thomas, M. (2012). Social Work Macro Practice (5th
ed.) Allyn/Bacon
A Community Builders Toolkit posted online
NASW Code of Ethics
Additional articles or reading materials may be handed out in class or posted online.

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PERFORMANCE CRITERIA:
Students are to demonstrate comprehension of the course content and acquisition of knowledge and skill
through a variety of assignments. Students are expected to develop competence in oral and written
communication skills. Papers which do not adhere to the college-level standards for scholarly writing will
be marked down. Students are also expected to use APA style of referencing including: organization in
the presentation of ideas; correct use of grammar, punctuation, spelling, capitalization, heading,
subheadings, quotations, and; avoid bias in language.
Attendance & Participation: Students are expected to attend and participate in all classes Attendance is
responsibility of all students. One absence will be allowed without penalty. One point will be deducted
from the final points for the second and third absence. For the fourth and subsequent absences, three
points will be deducted for each absence. Please use allowed absences and low point absences wisely
since there will be no exceptions to this policy. Please notify the instructor in advance of any absences by
email.

!It is the students responsibility to attend on time, and if late, to notify the instructor to assure that your

attendance has been noted. 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, 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. Class will begin at the set time for the class.

While weather and traffic may create problems, one lateness will be allowed without penalty; the
second and third lateness will result in a deduction of point; any additional lateness will result
in a deduction of 1 point from the final 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 project group discussions and make
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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
you agree or disagree 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.

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GRADING AND ASSIGNMENTS

Assignment

Points

Percen
Course Competency
t

Organizational analysis

125

42

Community Analysis

133

45

2.1.1, 2.1.3(a, b, c),

2.1.11

2.1.5a,b

Part 1: Understanding the Community

Part 2: Assessment & Intervention in a Community Problem

2.1.6a, b 2.1.9b, 2.1.10a

2.1.11

Tests/Quizzes/Reflections

15

5 2.1.3

Presentation: Community Assessment plan

25

8 2.1.10-c

TOTAL

298

100

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Benchmark Assignment

Community Analysis Paper Part 2

Students will conduct a community analysis which includes assessments of a community problem and
intervention plan. Students will also administer a survey to at least 20 community members and will
analyze and discuss interventions and action plans to address problems
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-

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Assignment Policies:
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Assignment Due Dates/Late Papers. Papers must be posted online by 11:59 pm on the due date. Any
required attachments should be posted at the same time the paper is posted or, may be handed in at the
beginning of class on the date due. 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 by email which may
(or will) prevent compliance with assignment due date, or class attendance.

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In-class Quizzes/Reflections. Quizzes or reflective writing prompts will be administered in class and are
designed to take no more than 15-30 minutes to complete. At the end of the allotted time they will be
collected. There is no make-up for this in-class work. You must be in class on the day they are
administered to receive credit. The quizzes and writings are not announced ahead of time and may be
administered at any point during the semester.

The quizzes or reflective writings will be based on the readings due that day, or on concepts and other
material discussed that day or previously. Formal references/APA format will not be required for these
assignments as the emphasis here is communicating your own critical reflections and thoughts.

The reflective writing or quiz will be graded based on how well the student demonstrates critical and
reflective thinking in addressing the questions, and how effectively course content is connected to their
answers.
ORGANIZATION OF THE COURSE
This course focuses on social work theory and methods relevant for social work practice with
organizations and communities (macro systems). It builds upon the knowledge, skills and values learned
in prior courses and within the course focuses on content relevant to the context in which macro practice
occurs, i.e. neighborhoods and communities, organization, and the legislative arena. 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 those 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

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All students are expected to submit their own original work. The presentation of anothers words 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.

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Wayne State University defines plagiarism as taking and using anothers words or ideas as ones own. The
Code of Conduct further explains:

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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

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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

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Academic Integrity Policy for all papers:

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1. You must cite sources from the Internet or any other form of electronic media used in your
work. Any paper or other materials suspected of plagiarism will receive "O".
2. 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/
3. WIKIPEDIA 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/

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COURSE LEARNING UNITS

Unit

Content

Assignment

Module 1: Role of Social Work Macro Practice; Understanding Populations and Problems

II

Introduction to the course and each other. Review

syllabus.

Homework: Begin the journal

about your experiences and your
client's experiences in your
placement agency, as well as
your questions and conclusions.
See pp. 17-26 in the text for
examples. You will need this for
the organizational analysis.

Development of the Profession:

Introduction to Macro Practice and Historical Roots of
Macro Practice
Understanding trends and context
Video: Richard Wilkinson Wealth Gap

Text: Preface, Chapters 1 & 2

Text: Chapters 3 & 4

III

A Community Builders Toolkit;

Frameworks for Understanding Problems &
posted on BB
Populations
Appreciating a long-term, systemic approach to
Homework for Session IV:
change
Bring Organizational Chart and
Video: Holding Ground
most recent complete Annual
Report from your placement

Module 2: Understanding and Assessing Organizations

IV

Frameworks for Understanding Organizations

Text: Chapter 7
Text: Chapter 8

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Frameworks for Assessing Organizations
SWOT Analysis Worksheet

Module 3: Understanding and Assessing Communities

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Homework for Session VI:

Complete SWOT Analysis with
your field supervisor's input and
bring it to class. Outline on BB.

VI

Frameworks for Understanding Communities

Interview & Survey Workshop
Video: Deforce
2/19 & 21

Frameworks for Assessing Communities

Video: Toni Griffin & Teddy Cruz
Community Report Card and Approaches to
2/26 & 28
Change Worksheet
VII

Text: Chapter 5
Homework for Session VII:
Construct draft of interview &
survey questions and consent
form.

Text: Chapter 6

Module 4: Developing Change Strategies and Planning for Action

VIII

Community Context and Organizational Behavior

Building Support for the Proposed Change
Video: Dave Eggers
Action Roadmap Worksheet

Text: Chapter 9
Organizational Analysis Due:
post on Blackboard before
midnight on the class day.
Homework for Session IX:
Fill out action roadmap
worksheet for your community
challenge
Text: Chapter 10

IX

Community Context and Organizational Behavior

Selecting Appropriate Strategies and Tactics
Video: Gary Slutkin
Theory of Change & Logic Model Workshop

Homework for Session XI:

Draft Logic Model addressing
community problem you
identified. Information on Logic
Models are posted on BB.

Module 5: Implementing Change and Evaluating Results

XI

XII

Spring Break

RELAX AND TAKE A

BREATH

Rational Planning & Prescriptive Approaches to

Change
Planning, Implementing, Monitoring and Evaluating
The Community Intervention
Presentation skills workshop
Student consults (need to sign up before class)

Text: Chapter 11

Putting it all together: Racial Disproportionality Case

Study
Video: Bryan Stephenson

Community Assessment Part 1

Due: post on Blackboard by
midnight

Putting it all together: What does Community Change

Look Like?
Video: We Are Not Ghosts
Video: Gaining Ground

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XIII

Presentations of the Community Needs Assessment &

Intervention Plan

Community Assessment Part 2

Due: post on Blackboard by
midnight

XIV

Presentations continue; SET Evaluations and Wrap-up

The Syllabus may be revised by the instructor to meet class needs.

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DETAILED INSTRUCTIONS FOR COURSE ASSIGNMENTS
A. Organizational Analysis
This paper should be 10-12 pages in length. It should be typed, double space, with standard margins and
approximately 250 words per page. Use subheadings to separate the different sections of the analysis, and
include an introduction and conclusion; an executive summary is not necessary. The paper must include
ten citations from at least five different sources (professional journals, interviews, textbook). You must
follow APA guidelines for citations and references.
Select a human service organization to analyze. You should in most situations choose your field agency.
If you choose a different organization please discuss it with the instructor. Be sure to be specific in your
comments and observations, and use examples to support your comments.
1.

Organization and Services: Name and describe the work of the organization. Specify the type
of agency (public, nonprofit, for profit).

2.

Mission and Goals: What is the stated mission of the organization? What are the official and
operative goals of the organization and how were they determined? How does the organization
address its multiple goals? Has goal displacement occurred in the organization? If so, describe
what influences impacted the displacement and if not, what influences prevented goal
displacement? How do these influences affect the organization as a whole and service delivery
to its target populations?

3.

Organizational Structure and Staffing: Attach an organizational chart to your paper that
shows the relationships among staff and programs. Using theoretical concepts from the
textbook and other scholarly sources, address the following:
a.

How does your organizations structure influence the distribution of power and control
in the organization?

b.

Discuss the lines of authority and approaches of management used in your agency and
how management approaches effect the functioning of employees and clients.

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c.

4.

Discuss the extent of diversity at different levels within the organization. What
positions are held by women, people of color, gay and lesbian persons or persons with
disabilities? Discuss special issues that persons in the minority may face in the
organization.

Internal and External Environment: Relationship with Community: Attach a SWOT

analysis and describe the relationships between the organizations internal environment and the
shifting macro environment in which it operates, using the SWOT framework of internal
strengths/weaknesses and external opportunities/threats. Using theoretical concepts from the
textbook and other scholarly sources, address the following:

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a.

How does the organization achieve legitimization in its external environment?

b.

Where do its clients come from?

c.

What is the organizations relationship with other organizations in its environment?

d.

How is the agency funded?

5.

Theoretical construct of organization: Based on what you have learned about your
organization through the above descriptions and analysis, identify an organizational theory(ies)
that best describes the organization in terms of its overall functioning, management structure,
decision-making practices, and organizational culture. Explain why you choose this theory and
how does the theory help an outsider understand the agency?

6.

Recommendation: Using the information you gained through the SWOT analysis, your
journal and other sources about the major strengths and weakness of your agency/organization,
what specific problems have you identified, and what recommendations would you make to
increase effectiveness and decrease those problems? Assess how realistic your
recommendations are considering the internal and external environment of the organization.
What organizational resistance to change might get in the way, and how would you propose to
deal with this resistance?

7.

Attach the following as appendices to the paper: You may refer to these documents in your
paper.
a) Your Journal, assigned in the first class session. You may want to quote from your
journal, either the work that you completed or the conclusions that you have reached about this
issues that face the clients.
b) The SWOT Analysis
c) The Organizational Chart: if the agency does not provide one, then create one. If you
are in a very large agency, the chart should include the overall organization, with a chart of the
specific unit where you are located. Indicate the gender of persons on the chart, and note those
persons who have disabilities.

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Rubric
Attribute/
Criteria

Organizational Analysis 125 points available

Excellent = 125

Competent = 100

Developing = 80

Demonstrates exemplary
understanding of organization
& how it operates:
Programs and services
described in detail
Agencys ability to meet
its mission & goals,
Organization
including goal
Description
displacement thoroughly
discussed
____/25
Organizational structure,
diversity and lines of
authority are discussed
in theoretical context
Organizational chart
attached

Demonstrates competent level

of understanding of
organization & how it
operates:
Programs and services
described
Mission & goals,
including goal
displacement discussed
Organizational structure,
diversity and lines of
authority are discussed
but theoretical context
unclear or absent
Organizational chart
missing or not well
developed

Demonstrates developing level of

understanding of organization &
how it operates:
Programs and services
mentioned briefly or not at all
Mission & goals mentioned,
but little or no discussion of
how well the organization is
meeting goals
Organizational structure,
diversity and lines of
authority are not discussed
within a theoretical context
Organizational chart missing

There is a clear connection of

theory and perspective in
analysis of internal and
external environment of
organization.
Completed SWOT
analysis attached and
includes input from
agency leader
Detailed analysis of
organizations internal
strengths/weaknesses,
Detailed analysis of
organizations external
opportunities/threats,
including relationship
with community, target
population & other
organizations
Clear rationale for
identification of
organizational theory
that aids understanding
of agencys overall
structure and
functioning

There is some connection of

theory and perspective in
analysis of internal and
external environment of
organization.
SWOT analysis attached
but incomplete or does
not include input from
agency leader
Some organizational
strengths & weaknesses
are described
Some external
opportunities/threats are
mentioned, but may not
include relationship with
community, target
population or other
organizations
Rationale for
identification of
organizational theory
that aids understanding
of agencys overall
structure and
functioning is unclear or
not described

There is little or no connection of

theory to the analysis of internal
and external environment of
organization.
SWOT analysis missing or
incomplete
Organizational strengths &
weaknesses are not described
External opportunities/threats
are not discussed in any
meaningful way
No identification of
organizational theory to aid
understanding of agencys
overall structure and
functioning, or rationale for
choosing theory is unclear or
not described

Analytical &
Theoretical
Perspective

____/35

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Recommend
ation &
Conclusion

____/45

Identified problem is
supported by the research and
information gathered during
the project and described in
the analysis
Recommendation for
resolving problem is
clear and realistic
Rationale for
recommendation and
discussion of its
feasibility is thoroughly
explained, including
strategies for
overcoming resistance
to change
Conclusion to paper is
concise and an
insightful summary of
the analysis

Identified problem is not well

supported by the research and
information gathered during
the project
Recommendation for
resolving problem is
vague or unclear
Rationale for
recommendation and
discussion of its
feasibility and
overcoming resistance is
vague or unclear
Conclusion to paper is
either too concise or
does not provide a
meaningful summary of
the analysis

No problem is identified or it is not

supported by the research and
information gathered
Recommendation for
resolving problem is missing
Rationale for
recommendation and
discussion of its feasibility
and overcoming resistance is
missing
Conclusion to paper missing
or does not provide a
meaningful summary of the
analysis

Paper is generally well

written and organized in a
coherent and logical way.
There is generally
continuity from one
section to the next but
overall flow could be
improved.
There are some spelling
or grammatical errors
and occasional awkward
wording or sentence
structure.
References are not
sourced properly or do
not meet assignment
requirements
APA format is followed
for most part
Use of subheadings and
paragraphs could be
improved

Paper is poorly organized or

difficult to read because it lacks
clarity or conciseness
Paper is neither coherent or
logical, and lacks continuity
from one section to the next
Technical terms are poorly
defined or not defined at all
Numerous spelling or
grammatical errors and
awkward wording or sentence
structure.
References are not sourced or
do not meet assignment
requirements
APA format is not followed
No subheadings

Paper Structure
Paper is extremely well
written and organized in a
coherent and logical way.
The flow of the analysis
makes sense and there is
continuity from one
section to the next.
There are no spelling or
grammatical errors and
Organization
terminology is clearly
/
defined.
Clarity
References are used
appropriately and
____/20
include at least 10 intext citations from at
least 5 different sources
APA format is followed
Subheadings and
paragraphs are used
appropriately

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B. Community Analysis
Overview: The purpose of this assignment is to develop your understanding of a community and its
cultural diversity so you might better plan and develop interventions to address issues and problems
facing the community. The assignment focuses 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 you grew up in. Part 2 of the paper
expands the research you conducted in Part 1 to include interviews and surveys plus some additional
research that will help you understand your community at a deeper level and guide you towards an
appropriate community intervention that will positively impact a social problem currently experienced by
that community. Part 1 will be handed in as a draft for feedback from the instructor. After incorporating
the feedback into the next draft, Part 1 will be combined with Part 2 and handed in as one complete
document, together with all required attachments.
Format and Length: Parts 1 and 2 of this paper should be approximately 10-12 pages each, not including
any attachments or 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, the paper will be
graded based on the quality and detail of your analysis and your ability to think critically, to conduct
appropriate research into your subject matter, and to present a well-written, thoughtful, cohesive
document. It should be typed, double spaced, 11 or 12 point font with standard 1 margins and
approximately 250 words per page. Use subheadings to separate the different sections of the analysis,
number the pages, and include an introduction and conclusion.
References: The completed paper must include at least ten 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. If you have questions, check with the instructor.
Part 1. Understanding your community
To begin your understanding of your community, gather statistics and data that describe your community
at two different points in time so that you have a basis for comparison. You should pick a 1-2 year period
that represents the more distant past (for example, when you were a child or teenager) and another point
in time that represents the present or very recent past (1-3 years ago). The data and statistics you gather
should cover the following information, which will provide the basis for your then and now
comparison and also inform your analysis in Part 2 of the assignment.
When you are finished with this initial round of research and information gathering, you should be able to
answer the following questions for each of the two time periods you are examining:

How many persons live in the city and/or in the town?

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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?

What is the primary industry (i.e. types of employment opportunities for residents) that supports
the economy of your community?

Census data are available online and in the documents section of the library. Many towns and cities also
have websites that provide key demographic information and statistics, both past and present. If your
community has a Chamber of Commerce you might write them or check their website for up-to-date
information.
You should draw from class readings, lectures, discussions, and also research additional library sources
that will help you understand and analyze your community. When describing facts or making assertions
about your community, be clear about where this information came from. Is it based on your own
personal observations and speculation (i.e. what you think is going on)? Interviews or discussions with
friends, relatives, neighbors, etc. (what others think is going on)? Or is it based on actual data from
reliable sources (what others have researched and investigated independently)? Use references and APA
citations where needed to clarify sources you are relying on for your information.
Note: Attach the Community Report Card to Part 1 of your paper, which grades your community
(now) on its level of functioning. Feel free to incorporate your interpretations of the report card grades
into your analysis.
The paper should follow this outline, and any facts or data used to describe or explain your points should
be properly sourced and referenced.
1.

Community Description Then and Now: Using the data and information gathered
about your community, paint a picture of your community as it was when you were growing
up, 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?

2.

Community Functioning Then and Now: Using concepts and theories from the
textbook, compare and contrast your communitys overall functioning then and now,
particularly in terms of: 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 when you were young
and how have circumstances changed over time in terms of the communitys ability to
function and meet the needs of its members?

3.

Analysis of Changes: What are the implications of the changes in your community in terms
of how they have impacted diverse and vulnerable populations at risk? What examples can
you describe that illustrate this impact?

4.

Community Member Interactions: Analyze the current nature of interactions among

!16

different sub-group populations (racial, economic, religious, age, etc.) in the community and
how that has changed from your earlier point in time. How are these current interactions
impacting the communitys relationships with other nearby neighborhoods and communities?
5.

6.

Community Perspectives: Using specific examples to illustrate how theoretical concepts

can enhance understanding of communities, describe your community from one of the
following theoretical perspectives:
a.

Systems theory: If you use this theory, discuss how this theory applies to 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 use this theory, discuss how this theory
applies to your community in terms of interactions of residents and utilization of
space, specifically 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 use this theory, discuss how this theory applies to
your community in terms of interactions, values and ideologies, collective identity
and the ties that bind members of the community, and processes for addressing
needs.

d.

Power, Politics & Change Theories: If you use these theories, discuss how they
apply to your community in terms of power and dependency, conflict between the
haves and have-nots, and mobilization of resources to meet needs.

Individual Reflection: Consider how the community (its location, demographics, events,
changes) have contributed to who you are, including your ethnic or cultural identity as well
as your personal values and ethics.

Part 2. Community Assessment and Intervention Plan:

To complete Part 2 of your Community Assessment Project, you will first need to get out and talk to
people about their experiences and perceptions of your community. Only after you have gathered some
qualitative data from interviews and surveys will you be in a position to clearly identify a problem and
offer a solution and plan of action. As part of your community assessment, you need to:

Key Informant Interviews: Identify and interview at least three leaders in the community to
determine what they see as the primary problems facing the community. Community leaders
come in all shapes and sizes and it will be up to you to decide who to talk to and who has the
most knowledge about what is going on in the community and what it needs. Try to avoid elected
officials and focus instead on experienced and knowledgeable residents, which may include
neighborhood leaders, clergy or others. Discuss their perceptions of the problem. (information on
key informant interviews is posted on BB)

Surveys: Incorporating information you learned from the key informant interviews, develop a
survey tool to assess how community members view the community and administer the survey
to at least 20 members of the community. What do these members see as the primary problems

!17

facing the community? Do they agree on their perceptions of the problem?

o

Prior to administration of the instrument, you must develop a brief consent form to
provide to those answering the survey. Provide both to the instructor for approval.

Try to select a cross section of people from diverse backgrounds (such as, for instance:
income level, family composition, employment, age, race, religion, ethnicity, etc).

Using the information gleaned from the surveys and interviews, as well as your own perceptions based on
your independent research into your community, describe the results of your community assessment,
covering the following points:
1.

Interview and Survey 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? What trends and patterns emerged in the information you learned from
this process and how did that change your perceptions of your community? If you were to do
this again, what might you do differently the next time?
Note: Attach a copy of your consent form, key informant interview questions, and the
survey questions to your paper. Create a brief chart or table summarizing your survey
results and attach that as well. These should all be attached as appendices, but referred
to in the paper.

2.

Community Problem: Describe a particular social problem that your community is currently
experiencing and that you want to try to impact. Using data, scholarly sources and your own
research as evidence to support your analysis, discuss the probable etiology of the problem;
your opinion, but supported by literature and factual information.

!
3. Community Assets and Barriers: Discuss the elements and characteristics of the community
that make it vulnerable to this problem and create barriers to improvement. 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 selfhelp associations, etc. How are these institutions or systems contributing to or inhibiting the
communitys ability to address the problem you identified? Discuss the strengths of the
community that give it resilience and the potential for overcoming the problem.
Note: Design and attach an asset map of your community to your paper as an
appendice.
4. Population Affected by Problem: Building on the information provided in Part 1, provide
more focused demographic information regarding the population most affected by the problem
you have identified e.g. race, gender, age, socio economic status.
Note: Complete and attach the Worksheet for Community Assessment as an appendice.

!18

5Options for Change: Building on what you learned during your research and in the survey
responses from community members, discuss three possible actions that could be taken to address
the problem. Briefly discuss the pros and cons of each in terms of cost, feasibility, resources
needed, etc.
Note: Complete and attach the Approaches to Change Worksheet as an appendice.
6. Solution Proposal: Select one possible action that you think would positively impact your
problem, and develop a plan for action. Discuss community factors that would support this action
plan. Discuss community factors that would discourage this action plan.
7.

Evaluation: Discuss a plan for evaluating the change effort. How would you know if you
have been successful? What criteria would you measure and what outcomes would you be
looking for?
Note: Complete and attach a Logic Model demonstrating how your proposed solution
would be implemented and evaluated. This is an appendice.

Criteria for Grading Community Assessment and Intervention Plan

____ The paper usess adequate sources of information and identifies the perspective and
limitations of data used.
____ The paper contains all of the requisite elements of the assignment presenting the
information gathered clearly and with appropriate emphasis, delineating findings and your
observations.
____ The paper provides an accurate, comprehensive picture of the community, its historical and
contemporary context and its current strengths and challenges.
____ The paper addresses a problem facing the community and recommends thoughtful, wellsupported strategies to address it.
____ The paper is well written, demonstrating basic master of sentence structure, with no
grammatical spelling or typing errors.
____ The paper incorporates concepts from course readings in its description and analyses and
cites sources appropriately.
____The paper uses the materials developed and provided in the appendices, referring to and
discussing the material appropriately.

!
!

!19

Rubric: Community Analysis- Community Assessment and Intervention Parts 1 & 2

available
Attribute/
Criteria

Part 1: Then
& Now

!
!

____/20

Theoretical
Perspective

____/30

133 points

Excellent =133

Competent = 108

Developing =83

Comparative analysis then and

now is rich and inclusive
Two distinct time periods
were compared
Community clearly defined
Census and/or other data used
effectively to establish
demographics and statistics
Community functioning
described in adequate detail
for both time periods, using
concepts from text
Analysis of changes in
community are detailed and
insightful and includes
interactions among
community members & with
other communities

Comparative analysis then and

now is unclear or vague
Difficult at times to tell what
two distinct time periods were
compared
Community not clearly
defined
Some census and/or other
data used to establish
demographics and statistics
Community functioning
described for both time
periods, but not clearly related
to text concepts
Changes in community are
discussed, but analysis could
be more detailed or clearer

Comparative analysis then and

now is missing or incoherent
Two distinct time periods
were not compared
Community not defined
Census and/or other data not
effectively used to establish
demographics and statistics
Community functioning not
well described for either time
period, or not connected to
text concepts
Changes in community are
discussed, but analysis could
be more detailed or clearer

Theory and models are

correctly identified and
discussed. There is a clear
demonstration of critical
thinking
Part 1 analysis includes
detailed and insightful
discussion of community
from specific theoretical
perspective
Part 1 analysis includes
detailed and insightful
personal reflection
Part 2 analysis utilizes
theory, data and research
appropriately to support
analysis of problem,
etiology, and potential
solutions

Theory and models are

identified and discussed. Some
critical thinking skills are
apparent.
Part 1 analysis includes
some discussion of
community from specific
theoretical perspective
Part 1 analysis includes
personal reflection
Part 2 analysis utilizes
some theory, data and
research to support
conclusions and
recommendations

Theory and models are not

properly identified and
discussed. Critical thinking
skills are not apparent.
Part 1 analysis includes
little or no discussion of
community from specific
theoretical perspective
Part 1 analysis includes
minimal or no personal
reflection
Part 2 analysis utilizes
little or no theory, data
and research to support
conclusions and
recommendations

!20

Part 2:
Research &
Problem
Analysis

____/25

Intervention
Plan

____/35

Student clearly demonstrates

the understanding of the
purpose and process of research
and connecting theory to
practice
At least 3 lay leaders
interviewed
At least 20 community
members surveyed
Results of research used
to assess community
problem and formulate
solution
Assets and barriers
thoroughly discussed and
analyzed
Community problem and
population affected by it
are clearly described

Student demonstrates the

understanding of the purpose
and process of research and
connecting theory to practice
Fewer than 3 lay leaders
interviewed
Fewer than 20 community
members surveyed
Unclear how results of
research were used to
assess community
problem and formulate
solution
Some assets and barriers
discussed and analyzed
Community problem and
impact on population is
unclear

Student does not seem to

understand the purpose and
process of research and
connecting theory to practice
Fewer than 2 lay leaders
interviewed
Fewer than 15
community members
surveyed
Results of research were
not used to assess
community problem and
formulate solution
Assets and barriers not
discussed or analyzed
Discussion of community
problem and impact on
population is missing

Student has clearly

demonstrated the relationship
between person and the
environment
3 possible community
interventions are clearly
described
1 intervention is
thoroughly discussed,
with a plan for action and
implementation
Community factors that
would support or inhibit
the plan are clearly laid
out and analyzed
Plan for evaluating
community intervention is
detailed and clear

Student has demonstrated the

relationship between person
and the environment
3 possible community
interventions 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

Student has not demonstrated

the relationship between
person and the environment
3 community
interventions are not
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

!21

Paper is coherently organized,

the logic is easy to follow.
All required assessment
tools completed and
attached
All required elements of
analysis are thoroughly
and adequately addressed
Paper utilizes outside
resources appropriately
Organization/
and follows APA format
Clarity
Paper is coherent,
organized well, logical, &
____/23
uses subheadings
Writing is clear and
concise, with no spelling
or grammatical errors or
typos
Language is clear and
terminology is defined

Paper flows in a fairly logical

manner.
Most required assessment
tools completed and
attached
Most required elements of
analysis are thoroughly
and adequately addressed
Some errors apparent in
using outside resources
and following APA format
Paper is reasonably
coherent, but may have
awkward or unclear
passages, or no
subheadings
Writing could be more
concise, or there are some
spelling or grammatical
errors or typos
Language could be clearer
or some terminology not
defined

Paper is poorly organized and

difficult to read.
Few required assessment
tools completed or
attached
Key required elements of
analysis are missing or
incomplete
Serious errors in using
outside resources and
following APA format
Paper is not coherent, and
has numerous awkward
or unclear passages
Numerous spelling or
grammatical errors or
typos
Language unclear or
terminology not defined

!
3.

Presentation Community: Assessment and Intervention Plan

20 points

Students will share their findings to the class in the form of a presentation. The presentation
should be no longer than 10 minutes, including time for questions and answers from the rest of
the class. You may use a powerpoint format for your presentation but it is not required. The
presentation should include the following components:
a)

Brief description of the community you chose, why you chose it, and a summary of your
initial comparative analysis (Part 1 of your paper);

b) Description of your survey and interview methods and summary of your findings;
c)

Description of your community problem that you identified and who is most affected by
it, and the communitys assets and barriers that are impacting the ability to resolve or
improve the problem

d) Solution options you considered and rationale for selecting the one you are
recommending
e)

Summary of your proposed intervention plan and how it would be evaluated.

Note: The use of charts or graphs to illustrate your points is encouraged (asset map, logic model, chart of
survey responses, etc.)

!22

Presentation Rubric
Attribute/
Criteria

Excellent =20

Presentatio
n Skills

____/5

Presentatio
n Content

____/6

Knowledge
& Insight

____/9

Competent = 15

Audible in all parts of the

classroom
Not reading from a script;
appears relaxed in front
of group
Handles questions from
class in professional and
informative manner

Presents information in a
logical manner (verbal
organization)
All required elements
included

Demonstrates 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
Conclusions and
recommendations are
appropriate and relevant
based on students
research

Developing =10

Audible in all parts of the

classroom for most part
Some reading from a
script or some
nervousness apparent
Handles questions from
class in professional and
informative manner for
most part

Information not presented

in a logical manner
(verbal organization)
Some required elements
missing

Demonstrates basic
knowledge and
understanding of
community
Information presented for
the most part is
informative, clear, and
accurate
Analysis is insightful and
demonstrates some
critical and reflective
thinking
Conclusions and
recommendations are
appropriate and relevant

!
!

!23

Not audible in all parts of

the classroom
Reading totally from a
script or nervousness
detracting from
presentation
Difficulty handling
questions from class
Information presented in
a disorganized or
unprepared manner
Required elements
missing or incomplete
Does not demonstrate in
depth knowledge and
understanding of the
community
Information presented is
not informative, clear, or
accurate
Analysis does not
demonstrate much
critical or reflective
thinking
Conclusions and
recommendations are
unclear or not presented

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