WINTER 2016

SOCIAL WORK MACRO THEORY AND PRACTICE

SW 4020 (3 credit hours)
Day/Time/Location:

Wednesday (Section 902 - CRN 40201) 8:30 am 11:15 am

Saturday (Section )
8:30 am 11:15 am
Instructor:
Susan Titus, MSW
Contact:
Preferred: susan.titus@Wayne.edu or home phone: 313-259-1135
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
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
2.1.5 Advance human rights and social and economic justice
Practice Behaviors:
Advocate for human rights and social justice; Engage in practice that advance social and
economic justice
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

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
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
11 Analyze the impact of the urban context on a range of client systems, including practice
implications
Practice Behaviors:
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
Additional articles or reading materials may be handed out in class or posted online.
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 utilize 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
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

Part 1: Understanding the Community (40 pts)

Part 2: Assessment & Intervention in a Community Problem (93 pts)
Presentation on Readings
Presentation: Community Assessment plan
Three quizzes at 5 points each
TOTAL
Benchmark Assignment

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

Community Analysis Paper Part 2

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/

COURSE LEARNING UNITS

Note: Syllabus may be modified by instructor based on the needs of the class.
Unit
Content
Assignment
Module 1: Role of Social Work Macro Practice; Understanding Populations and Problems
Homework: Begin the journal
about your experiences, as well
as your thoughts and feelings
I
about the experiences, in your
Introduction to the course and each other. Review
field work setting. Include your
1/13 &
syllabus.
questions and conclusions,
1/16
especially about the impact on
clients . See pp. 17-26 in the text
for examples. You will need this
for your Organizational analysis.
Development of the Profession:
II
Introduction to Macro Practice and Historical Roots of
Read before class: Preface,
Macro Practice
1/20 &
Chapters 1 & 2
Understanding trends and context
1/ 23
Video: Wealth Gap
Read before class:
Chapters 3 & 4
Frameworks for Understanding Problems &
III
Populations
1/27 &
1/30

Appreciating a long-term, systemic approach

to change
Conducting a SWOT Analysis

Homework: Bring to Class

Next Week: Agency's
Organizational Chart, Budget,
and Annual Report

Module 2: Understanding and Assessing Organizations

IV
2/3 &2/6
V

Frameworks for Understanding Organizations

Workshop: Understanding nonprofit
Budgets and using Guidestar.org

Read before class: Chapter 7

Quiz 1 will be posted,
Due on line before 2/7 or 2/10

Frameworks for Assessing Organizations

Video: Holding Ground

Read before class: Chapter 8

2/10 &
2/13
Module 3: Understanding and Assessing Communities
Read before class: Chapter 5
VI
2/17 &
2/20
VII

Frameworks for Understanding Communities

Video: From the Bottom Up

Frameworks for Assessing Communities

Due by midnight the day

before class (2/16 or 2/19):
ORGANIZATIONAL
ANALYSIS: post on with
attachments
Read before class: Chapter 6

2/24 &
2/27

Video: Toni Griffin & Teddy Cruz

Using the Community Report Card
Discussion of Interviews & Surveys

Module 4: Developing Change Strategies and Planning for Action

Community Context
Building Support for the Proposed Change
VIII
Video: Dave Eggers
3/2 & 3/5
Discussion Needs/Asset Maps and
Approaches to Change Worksheet
IX
Proposals for Community Change
3/9 &
Discussion: Logic Models
3/12
Module 5: Implementing Change and Evaluating Results
3/13- 3/20
NO CLASS SPRING BREAK!
Community Context and Organizational Behavior
X
Selecting Appropriate Strategies and Tactics
Video: Gary Slutkin
3/23 &
3/26
Theory of Change
Rational Planning & Prescriptive Approaches to
Change
XI
Planning, Implementing, Monitoring and Evaluating
The Community Intervention
3/30 &
Presentation skills workshop
4/2
XII
4/6 & 4/9
XIII
4/13 &
4/16

XIV
4/20 &
4/23

Student Presentations: Community Needs

Assessment & Intervention Plan
Note: Bring paper copy of power point for instructor
(outline format 3 slides to a page)
Student Presentations: Community Needs
Assessment & Intervention Plan
Note: Bring paper copy of power point for instructor
(outline format 3 slides to a page)
Student Presentations: Community Needs
Assessment & Intervention Plan
Note: Bring paper copy of PowerPoint for instructor
(outline format 3 slides to a page)
Students will complete SETS

Homework: Bring to Class

Next Week: Draft interview and
survey questions, and consent
form
Quiz 2 will be posted. Due
online before midnight on 2/28
and 3/2
Read before class: Chapter 9
Homework: Bring to class
Next Week: Draft Needs/Asset
Maps and Approaches to Change
Worksheet
Read before class: Chapter 10
Homework: Bring to next
class: Draft Logic Model

Read before class: Chapter 11

Due: COMMUNITY
ASSESSMENT PART 1: post
on Blackboard by midnight, with
attachments

Quiz 3 will be posted, Due

online by midnight 4/10 and
4/13
Due by midnight THE DAY
BEFORE CLASS: Community
Assessment Part 2: post on
Blackboard, with attachments

DETAILED INSTRUCTIONS FOR COURSE ASSIGNMENTS

A. QUIZZES:
There will be three quizzes, each worth five points which will cove issues discussed in class and in the
readings. They will be multiple choice and short answer.
B. Organizational Analysis
This paper should be 10-12 pages in length, not including reference page(s) and attachments. It should be
typed, double spaced, 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. The paper
must include ten in-text citations from at least five different sources (professional journals,
organizational documents, 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.
Note: Be sure to be specific in your comments and observations, and use outside scholarly research,
concepts and theories from the textbook, as well as specific examples to support your discussion.
1. Organization and Services: Name and describe the work of the organization. Specify the type
of organization (public, nonprofit, for profit), the work you are directly involved with and what
your role is.
2. Mission and Goals: What is the stated mission of the organization? What are the official goals
of the organization and how were they determined? How well do you think the organization is
achieving its goals? Do you think goal displacement has occurred? If so, why do you think this
happened? If not, what organizational factors do you think prevented goal displacement? What
are the organizational influences you see that affect organizational functioning as a whole and
its ability (or not) to follow its mission and deliver services to its target populations?
3. Organizational Structure and Staffing: Using theory, research and specific examples to help
you interpret the data you have collected, discuss the following questions:
a. How does your organizations staffing structure influence the distribution of power and
control in the organization?
b. Discuss the lines of authority and approaches of management, with a theoretical
analysis, used in your agency and how management approaches affect the functioning
and interactions of employees with each other and with clients, with specific examples.
c. Discuss the extent of diversity at different levels (executive, management, front line
staff, etc.) within the organization. In your discussion, consider the following:

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.

PART 1. UNDERSTANDING YOUR COMMUNITY

Quantitative Research: 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 and another point in time that
represents the present or very recent past (1-3 years ago). To cover an adequate period of time, your
research should go back at least 15 years.
U.S. Census Bureau data: Census data are available online and in the documents section of the library,
and you will need to access both the 1990 and 2010 census databases. While the 2010 data will be in
electronic form, the 1990 data may only be accessible by going to the library and pulling the paper
records. The social work or reference librarian should be able to help you with this.
Other sources of community data: Many towns and cities also have local government websites that
provide key demographic information and statistics, both past and present. If your community has a
Chamber of Commerce you might contact them or check their website for up-to-date information.
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? 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:

Community Analysis- Part 1

Community Analysis Part 1 40 points

Attribute/
Excellent =40
Criteria
Comparative analysis then and
now is rich and inclusive
Two distinct time periods were
compared at least 20 years apart
At least 3 lay leaders interviewed
At least 20 community members
Part 1:
surveyed
Then &
Community clearly defined
Now
Census and/or other data used
effectively
____/20
Community functioning described in
adequate detail for both time periods,
using concepts from text and results
from interviews and surveys
Analysis of changes in community are
detailed and insightful and includes
interactions among different community
groups & with other communities
Theory and models are correctly
Part 1:
identified and discussed. There
Theoretic
is a clear demonstration of
al
critical thinking
Perspecti
Part 1 analysis includes detailed and
ve
insightful discussion of community
from specific theoretical perspective
____/10
Part 1 analysis includes detailed and
insightful personal reflection
Paper Structure
Part 1:
Paper is coherent, organized, &
Organiza
the logic is easy to follow.

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

Paper flows in a fairly logical

manner.

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

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
Paper is poorly organized and
difficult to read.

tion/
Clarity
____/10

All required attachments are

included
All required elements of analysis are
thoroughly and adequately addressed
Paper utilizes outside resources
appropriately and follows APA
format
Paper uses subheadings
Writing is clear and concise, with no
spelling, grammatical errors or typos
Language is clear and terminology is
defined
Introduction and conclusion are
included and used appropriately

Most attachments are included

Most required elements of analysis
are addressed, but more depth or
detail is needed
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
Introduction and conclusion are
included, but incomplete or used
inappropriately

Few required attachments included

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
Introduction and conclusion are
either missing or incomplete

Part 2. Community Assessment and Intervention Plan:

Part 2 of the paper will be completed in a team, and uses the results of interviews and surveys
plus additional research to help you understand the 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 and Part 2 will be graded separately, and each
paper has required attachments.
Organizing and Writing Part 2: Part 2 of the paper should include subheadings, page numbers,
an introduction and conclusion, and follow the outline below. As with Part 1, any research, facts
or data used to describe or explain your points should be properly sourced and referenced.
Note: As you construct your assessment analysis and intervention plan, you are expected to use
and discuss the analytical tools provided in class as well as concepts discussed during class. In
addition, you should include your own research into scholarly articles, concepts and theories
(including those in the textbook) to add depth and insight to your discussion.
Qualitative Research: In addition to the census data and other research you will do in the library,
you will also 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 fully understand your community, clearly identify a problem, and offer a
solution and plan of action. Therefore, as part of your community assessment, you are expected to
conduct:
Key Informant Interviews: Identify and interview at least three leaders (who are not elected
officials) in the community to determine what their experience has been in the community and
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 where the community has been and what is going on in the community now in
terms of its strengths and needs.
Note: The key informant interviews are intended to be more in-depth than a simple survey. It
should be more of a conversation, using a few prepared, open-ended questions to encourage
descriptive answers, with probing follow-up questions as appropriate.

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

systems that seem to be missing in your community.

How are these institutions or systems (or lack thereof) 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 a Needs Map and an Assets Map of your community to
your paper.
3. Population Affected by Problem: Provide information regarding the specific population
most affected by the problem you have identified e.g. race, gender, age, socio economic
status, etc. Why is this population more vulnerable than others in the community, and how
exactly are they affected by the problem?
4. Options for Change: Building on what you learned during your research and in the key
informant and survey responses, identify and discuss three possible actions that could be
taken to address the problem. Analyze the pros and cons of each option in terms of cost,
feasibility, advantages/disadvantages, resources needed, etc.
Note: Complete and attach the Approaches to Change Worksheet the worksheet
should reflect and clearly identify the 3 options you are considering
5. Solution Proposal: Select one possible action that you think would positively impact the
problem you have identified, and develop a detailed plan for making it happen. If you were to
actually pursue this option in the community, what would the steps be, what resources would
you need, how long would it take, etc.? Explain why you chose this option. Discuss factors in
the community that would support this action plan, as well as the community factors that
would discourage or inhibit this action plan from succeeding. How would you overcome the
barriers?
Note: Complete and attach a Logic Model demonstrating how your proposed
solution would be implemented and evaluated.
7. Evaluation: Discuss how you would evaluate the success of the change effort you chose.
How would you know if you have been successful? What criteria would you measure and
what outcomes would you be looking for?

Rubric:

Community Analysis- Community Assessment and Intervention Part 2

Community Analysis Part 2 93 points

Attribute/
Criteria

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

Student demonstrates some

understanding of the purpose
and process of research,
conducting a community
assessment, and connecting
theory to practice
Unclear how results of research were
used to assess community problem
and identify possible causes and
solutions
Some community assets and barriers
discussed but not analyzed in depth
Community problem and impact on
population is unclear
Theoretical models are
identified. Some critical thinking
skills are apparent.
Part 2 analysis includes some
discussion of community from
specific theoretical perspective
Part 2 analysis includes some
professional interpretation or insight
Part 2 analysis utilizes some theory,
data and research to support
conclusions and recommendations

Student does not seem to

understand the purpose and
process of research and
connecting theory to practice
Results of research were not used to
assess community problem and
formulate solution
Community assets and barriers not
discussed or analyzed in any
meaningful way
Discussion of community problem
and impact on population is missing

Student has demonstrated the

relationship between person and
the environment
3 possible community interventions

Student has not demonstrated

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

Theory and models are not

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

____/35

3 possible community interventions

are clearly described
1 intervention is thoroughly
discussed, with rationale and 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

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 is coherently organized,

the logic is easy to follow.
All required tools completed and
attached
All required elements of analysis are
thoroughly and adequately addressed
Paper utilizes outside resources
appropriately and follows APA
format
Paper uses subheadings
Writing is clear and concise, with no
spelling or grammatical errors or
typos
Language is clear and terminology is
defined
Paper includes appropriate
introduction and conclusion

Paper flows in a fairly logical

manner.
Most required 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
Introduction and conclusion are
incomplete or inappropriately used

Paper is poorly organized and

difficult to read.
Few required 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
Introduction or conclusion is
missing entirely

Paper Structure

Part 2:
Organiza
tion/
Clarity
____/13

Presentation of Community Assessment and Intervention Plan

15 points
Students will share their findings to the class in the form of a presentation. The
presentation should be no longer than 20 minutes, including time for questions and answers
from the rest of the class. Make sure that all of the team members participate in the
presentation. You are required to use a PowerPoint format for your presentation but it should
be brief and no more than 5-10 slides. 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;
b) Description of your survey and interview methods and summary of findings;
c) Description of the 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 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.)

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

Information presented in a logical

manner (verbal organization)
All required elements included

Audible in all parts of the classroom

for most part
Some reading from a script or some
nervousness apparent
Questions from class are handled in
professional and informative manner
for most part
PowerPoint is used effectively for the
most part; could be improved in
some places
All tem members are not
meaningfully involved in the
presentation
Information not presented in a logical
manner (verbal organization)
Some required elements missing

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

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

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

Information presented in a
disorganized or unprepared manner
Required elements missing or
incomplete

Conclusions and recommendations

are appropriate and relevant based on
student research

Conclusions and recommendations

are appropriate and relevant

are unclear or not presented

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