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Instructor: R.BongVergaraE-Mail: rbvergar@usc.edu CourseDay: ThursdaysCellphone: 714-914-0305(textmefirst) CourseTime: 1-4pmOffice: Rm116 Course

Location:OCACRmE

OfficeHours:

Thurs12-1&4-5;pleasemakeanappointment

SocialWork639:PolicyAdvocacy&SocialChange

3Units

I.COURSEPREREQUISITES:SOWK535

II.CATALOGUEDESCRIPTION:Analysisofhowsocialwelfarepoliciesaffectthewell-beingofpeopleandthetoolsthatcanbeusedtoadvocateforsocialchange.

III.COURSEDESCRIPTION:

Thecourseisdesignedto:a)provideaconceptualframeworkforadvancedsocialworkmacropractitionerswhomayneedtoformulate,implementand/orevaluatepoliciesatlocal,stateandfederallevels;b)deepenyourunderstandingofadvocacytools,processes,andmodelsandc)helpyoutoimaginehowtoutilizepolicyadvocacyinyourownsocialworkpractice.Itfocusesonsocialpolicy,thepoliticsofreform,andideasonhowtobuildanadvocacypracticeinasystematicandpurposefulwaytobetterservetheneedsofvulnerablepopulationslivingintheUnitedStates.Thecourseincludesfourmodulesaddressingrelatedaspectsofsocialpolicy:1)ThePolicyParadoxfocusesonpoliticaldecisionmakingandthestruggleovervaluesandideas;2)PolicyAnalysis:ToolsforBuildingEvidenceBasedSocialPolicyfocusesonthepolicyanalysiscontextandhowtoconductapolicyanalysis;3)CommunityDevelopment,Engagement,&Empowermentprovidesexamplesofthecomplexrolethatrace,class,power,andresourcesplayintheredevelopmentofcommunities;and4)Advocacy&Influencefocusesonhowsocialmediacandrivesocialchangeandserveasatoolforpolicyadvocacyandawaytobuildanadvocacypractice.

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V.COURSEFORMAT/INSTRUCTIONALMETHODSTheroleoftheinstructorinthiscourseisvaried,includinglecturer,facilitator,consultantandresourceperson.Modesofinstructionwillincludelecture,in-classdiscussions,videopresentations,andstudentpresentations.Individualandgroupin-classactivitieswillbeusedtoprovidevariouswaysoflearningtherelevantframeworks,tools,andconcepts.ThisclasswillalsobeenhancedusingBlackboard:https://blackboard.usc.edu

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IV.COURSEOBJECTIVES:Number CourseObjectives

1 Presentthepolicylandscapeandtheimpactofsocial,political,economic,andglobalforcesonsocialpolicyandpractice.

2 Examineapproachestopolicyanalysisandframeworksfordevelopingapolicyadvocacypractice.

3 Analyzepolicypoliticsandtheparadoxesinherentinachievingequity,efficiency,liberty,andsecurity.

4 Learnthedifferencesinthepolicydecisionsmadebyelectedofficials,publicsectormanagers,andpublicandprivateadvocacygroups.

5 Provideanunderstandingofmethodsandtoolstoexplorepersonalvaluesusedinpolicypoliticsaswellasformulating,implementingandevaluatingpolicyadvocacycampaigns.

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VI.STUDENTLEARNINGOUTCOMES

Studentlearningforthiscourserelatesto3ofthefollowing10socialworkcorecompetencies:

SocialWorkCoreCompetencies SOWK639 CourseObjective

1 EthicalandProfessionalBehavior

2 EngageDiversityandDifferenceinPractice

3 AdvanceHumanRightsandSocial,Economic&EnvironmentalJustice * 5

4 EngageinResearch-informedPractice

5 EngageinPolicyPractice * 2,3,4,&5

6 EngagewithIndividuals,Families,Groups,Organizations&Communities * 4

7 AssessIndividuals,Families,Groups,Organizations&Communities * 1,2&3

8 IntervenewithIndividuals,Families,Groups,OrganizationsandCommunities

9 EvaluatePracticewithIndividuals,Families,groups,OrganizationsandCommunities

*Highlightedinthiscourse

Thefollowingtablesummarizestheabove-highlightedCSWEcompetencies,therelatedstudentlearningoutcomes,andthemethodofassessmentforthosecompetenciesuponwhichthiscoursefocuses:

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DemonstrateEthicalandProfessionalBehaviorSocialworkersunderstandthevaluebaseoftheprofessionanditsethicalstandards,aswellasrelevantlawsandregulationsthatmayimpactpracticeatthemicro,mezzo,andmacrolevels.Socialworkersunderstandframeworksofethicaldecision-makingandhowtoapplyprinciplesofcriticalthinkingtothoseframeworksinpractice,research,andpolicyarenas.Socialworkersrecognizepersonalvaluesandthedistinctionbetweenpersonalandprofessionalvalues.Theyalsounderstandhowtheirpersonalexperiencesandaffectivereactionsinfluencetheirprofessionaljudgmentandbehavior.Socialworkersunderstandtheprofession’shistory,itsmission,andtherolesandresponsibilitiesoftheprofession.SocialWorkersalsounderstandtheroleofotherprofessionswhenengagedininterprofessionalteams.Socialworkersrecognizetheimportanceoflife-longlearningandarecommittedtocontinuallyupdatingtheirskillstoensuretheyarerelevantandeffective.Socialworkersalsounderstandemergingformsoftechnologyandtheethicaluseoftechnologyinsocialworkpractice.

makeethicaldecisionsbyapplyingthestandardsoftheNASWCodeofEthics,relevantlawsandregulations,modelsforethicaldecision-making,ethicalconductofresearch,andadditionalcodesofethicsasappropriatetocontext.

usereflectionandselfregulationtomanagepersonalvaluesandmaintainprofessionalisminpracticesituations

demonstrateprofessionaldemeanorinbehavior;appearance;andoral,written,andelectroniccommunication

usetechnologyethicallyandappropriatelytofacilitatepracticeoutcomes

usesupervisionandconsultationtoguideprofessionaljudgmentandbehavior.

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EngageDiversityandDifferenceinPracticeSocialworkersunderstandhowdiversitycharacterizesandshapesthehumanexperiencegenerally,andindividual’sformationofidentity.Aspectsofdiversityincludeage,color,culture,ethnicity,genderidentity,maritalstatusreligionandmanyotherqualities.Weunderstandthatasaconsequenceofdifference,aperson’slifeexperiencesmayincludemarginalizationorprivilege.Inprofessionalpractice,asocialworker:

appliesandcommunicatesunderstandingoftheimportanceofdiversityanddifferenceinshapinglifeexperiencesinpracticeatthemicro,mezzoandmacrolevels;

presentthemselvesaslearnersandengagesclientsandconstituenciesasexpertsoftheirownexperiences;and

appliesself-awarenessandself-regulationtomanagetheinfluenceofpersonalbiasesandvaluesinworkingwithdiverseclientsandconstituencies.

AdvanceHumanRightsandSocial,EconomicandEnvironmentalJusticeSocialworkersunderstandthateverypersonhasfundamentalrightssuchasfreedom,safety,privacy,anadequatestandardofliving,healthcareandeducation.Professionalsocialworkers:

applytheirunderstandingofsocial,economicandenvironmentaljusticetoadvocateforhumanrightsattheindividualandsystemlevel;and

Assignment1

engageinpracticesthatadvancesocial,economicandenvironmentaljustice.

EngageinPractice-informedResearchandResearch-informedPracticeSocialworkersunderstandresearch,thescienceofsocialwork,andtheimportanceofevaluationinpractice.Weunderstandthatevidenceinformspractice,canbederivedfrommultiplewaysofknowing,andappreciatetheprocessfortranslatingresearcheffectively.Professionalsocialworkers:

usepracticeexperienceandtheorytoinformscientificinquiryandresearch;

applycriticalthinkingtoengageinanalysisofquantitativeandqualitativeresearchmethodsandresearchfindings;and

useandtranslateresearchevidencetoinformandimprovepractice,policyandservicedelivery.

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EngageinPolicyPracticeSocialworkersunderstandthathumanrightsandsocialjusticeareimpactedbypolicyanditsimplementation,atthefederal,state,localandagencylevels.Weunderstandourroleinpolicydevelopmentandimplementation,andseektoactivelyengageinpolicypracticetoeffectchangewithinthesettingswherewework.Professionalsocialworkers:

identifysocialpolicyatthelocal,stateandfederallevelthatimpactswell-being,servicedeliveryandaccesstosocialservices;

Assignments2&3

assesshowsocialwelfareandeconomicpoliciesimpactthedeliveryofandaccesstosocialservices;and

applycriticalthinkingtoanalyze,formulateandadvocateforpoliciesthatadvancehumanrightsandsocial,economicandenvironmentaljustice.

EngagewithIndividuals,Families,Groups,OrganizationsandCommunitiesSocialworkersengage:weengageandbuildrelationshipswithclients,peersandourotherconstituencies,andweunderstandthatengagementisanongoingandinteractiveprocess.Wealsounderstandhowourpersonalexperiencesmayimpactourabilitiesandeffectivenessinengagement.Professionalsocialworkers:

applyknowledgeofhumanbehaviorandthesocialenvironment,person-in-environmentandothermultidisciplinarytheoreticalframeworkstoengagewithclientsandconstituencies;and

useempathy,reflectionandinterpersonalskillstoeffectivelyengagediverseclientsandconstituencies.

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AssessIndividuals,Families,Groups,OrganizationsandCommunitiesSocialworkersappreciatethatassessmentisacomponentofsuccessfulprofessionalpractice.Weunderstandtheoriesofhumanbehaviorandsocialenvironments,andcriticallyevaluatethisknowledgetoeffectivelyapplyourpracticewithdiverseclientsandconstituencies,includingindividuals,families,groups,organizationsandcommunities.Wevaluetheimportanceofinter-professionalcollaborationinthisprocess.Socialworkers:

collectandorganizedata,andapplycriticalthinkingtointerpretinformationfromclientsandconstituencies;

applyknowledgeofhumanbehaviorandthesocialenvironment,person-in-environmentandothermultidisciplinarytheoreticalframeworksintheanalysisofassessmentdatafromclientsandconstituencies;

developmutuallyagreed-oninterventiongoalsandobjectivesbasedonthecriticalassessmentofstrengths,needsandchallengeswithinclientsandconstituencies;andselectappropriateinterventionstrategiesbasedontheassessment,researchknowledge,andvaluesandpreferencesofclientsandconstituencies.

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IntervenewithIndividuals,Families,Groups,OrganizationsandCommunitiesSocialworkersknowthatinterventionisanongoingcomponentofpracticewithourclientsandconstituencies,andweareknowledgeableaboutevidence-basedinterventionsthatcreateeffectiveimpactsthereupon.Wealsorecognizethatinter-professionalteamworkcanhelpcreatebeneficialoutcomes.Socialworkers:

criticallychooseandimplementinterventionstoachievepracticegoalsandenhancecapacitiesofclientsandconstituencies;

applyknowledgeofhumanbehaviorandthesocialenvironment,person-in-environmentandothermultidisciplinarytheoreticalframeworksininterventionswithclientsandconstituencies;useinter-professionalcollaborationasappropriatetoachievebeneficialpracticeoutcomes;negotiate,mediateandadvocatewithandonbehalfofdiverseclientsandconstituencies;andfacilitateeffectivetransitionsandendingsthatadvancemutuallyagreed-ongoals.

EvaluatePracticewithIndividuals,Families,Groups,OrganizationsandCommunitiesSocialworkersrecognizetheimportanceofevaluatingprocessesandoutcomestoadvancepractice,policyandservicedeliveryeffectiveness;andunderstandqualitativeandquantitativemethodsforsuchevaluation.Professionalsocialworkers:

selectanduseappropriatemethodsforevaluationofoutcomes;

applyknowledgeofhumanbehaviorandthesocialenvironment,person-in-environmentandothermultidisciplinarytheoreticalframeworksintheevaluationofoutcomes;

criticallyanalyze,monitorandevaluateinterventionandprogramprocessesandoutcomes;and

applyevaluationfindingstoimprovepracticeeffectivenessatthemicro,mezzoandmacrolevels.

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VII.COURSEASSIGNMENTS,DUEDATES,&GRADING

Assignment DueDate %ofFinalGrade

Assignment#1:SocialIssueReport Week4 25%

Assignment#2:PolicyBrief Week8 30%

Assignment#3:PolicyAdvocacyCampaign&TeamPresentationWeeks14&15

35%

Classparticipation Ongoing 10%

ClassParticipation(10%ofCourseGrade)-Regularclassparticipationinclassdiscussionsandthecompletionofweeklysummaryassignmentsandexercises.WeeklySummary:Theinstructorwillassign3-4readingstoeachstudent,whowillpreparea1-pagecontentsummary(includingcitation,overview,keyideas/quotes,questions,andrelevance)tobepresentedinclass.

Exercises:Therewillbeexercisesforstudentstocompleteforhomeworkand/orin-classdiscussions.

Assignment1:SocialIssueReport.Studentswillbeaskedto:1)aformgroupof2-3individuals,2)selectasocialissueofinterestorchooseatopicbasedonalistprovidedbythecourseinstructor,and3)preparean8to10-pagesocialissuereportthatcontainsanoverviewofthesocialissue,currenttrends,advocates,andimplicationsforsocialworkers.Due:Week4.Thisassignmentrelatestostudentlearningoutcomes3&8.

Assignment2:PolicyAnalysis&Brief.BuildingonAssignment1,eachstudentwillwritea5-pagepolicybrief.Herearethestepstotakeinordertocompletethisassignment:

Ø Selectapendinglegislationorexistingpolicytotrack,support,oppose,oramend.

Ø Seekthepositionsofkeystakeholdersontheissueanddeterminewhichgroupsand/orindividuals(e.g.,statelegislators,professionalgroups,advocacygroups,victims)support,oppose,orareneutralontheissue.Definetheirrationale;includeevidencetheybelievesupportstheirposition.

Ø Attendaleast1meetingofelectedpublicpolicymakers(suchasaCountyBoardofSupervisors,aBoardofEducation,orCityCouncil).Inaddition,attendatleast1meetingofanadvocacygroupofNON-ELECTEDmembers,employeesand/orvolunteers,whoaretryingtoinfluenceelectedofficials(e.g.,Greenpeace,SierraClub,AmnestyInternational,DisabilityRightsCalifornia,AARP,etc.inyourareaofinterest);

Ø AnalyzethepolicyusingoneoftheframeworksinUnits5&6;and

Ø Designanddistribute/postinformationalhandout(i.e.,policybrief).Useinfographics.

Due:Week8.Thisassignmentrelatestostudentlearningoutcome3&8.

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Assignment3:PolicyAdvocacyCampaign&TeamPresentation.BuildingonAssignments1&2,thisassignmentisdesignedtoaddressaspecificpolicyissueviadirectactionusingemergingtechnologies.ThegroupsformedtocompleteAssignment#1(TheSocialIssueReport)willbeaskedtoproduceapolicyadvocacycampaignusingsocialmediaand/oremergingtechnologies(i.e.,informationtechnology,wirelessdatacommunication)toinfluenceopinionandtheformationofpublicpolicy,aswellas,raiseawarenessoftheissueanddirectlyengagepolicyinfluencers(i.e.,policymakers,professionalorganizations,lobbyists,bloggers,onlineorganizers)ormobilizegrassrootsaction.The15to20-minutepresentationrequirementsare:

Ø Provideanoverviewofthesocialissueandtherelatedpolicy;Ø Identifyyourtargetpolicymakingaudience(whoareyoutryingtoinfluence?);Ø Identifyyourtargetactivistaudience(whoareyoumobilizingtotakeaction?);Ø Providedetailsonwhatyouareaskingyouractiviststodoandexactlyhowyouwillgetthemtodoit(how

willyoupitchthesocialactionagendatoactivists?whatactionsdoyouwantthemtotake?);Ø Createandpresentamock-upofawebsite,textforemailmessages,#hashtag,blog,tweets&Facebook

posts.AYouTubevideocanalsobepartoftheadvocacycampaign;Ø Identifyyourmetricsforsuccess(whatwillyoumeasure?whatdoessuccesslooklike?);andØ Includeabudgetandtimelineforlaunchingandimplementingtheadvocacycampaign.

Due:Weeks14or15

Readings

Weeklyreadingassignmentsarerequired.Readingslaythefoundationfortheclassdiscussionsandprepareyoutocompleteassignments#1-3.Articlesfromjournals,books,websites,andPDFdocuments(online)providetechnicalandconceptualinformationonpolicyadvocacyandpractice,aswellasexamplesofeffectiveadvocacytoolsandcampaigns.Studentsareencouragedtoresearchadditionalrelevantmaterials.

Classgradeswillbebasedonthefollowinggradingscale:

ClassGrades FinalGrade

3.85–4.00 A 93–100 A Thestudent’sworkdemonstratesaverygoodmasteryofcontent(tothehighestdegree)thatalsoshowsthatthestudenthasundertakenacomplextask,hasappliedverystrongcriticalthinkingskillstotheassignment,and/orhasdemonstratedcreativityinherorhisapproachtotheassignment.

3.60–3.84 A- 90–92 A- Thestudent’sworkdemonstratesaverygoodmasteryofcontent,showsthatthestudenthasundertakenacomplextask,hasappliedstrongcriticalthinkingskillstotheassignment,and/orhasdemonstratedcreativityinherorhisapproachtotheassignment

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ClassGrades FinalGrade

3.25–3.59 B+ 87–89 B+ Thestudent’sworkdemonstratesagoodmasteryofcontent,hasappliedamoderatelevelofcriticalthinking,andamore-than-competentunderstandingofthematerialbeingtestedorrequiredintheassignment.

2.90–3.24 B 83–86 B Thestudent’sworkmeetsthebasicrequirementsoftheassignment,hasappliedminimalcriticalthinking,evidencesthatthestudenthasdoneadequateworkontheassignment,andmeetsbasiccourseexpectations.

2.60–2.89 B- 80–82 B- Thestudent’sworkmeetsthebasicrequirementsoftheassignment,hasappliedlittletonocriticalthinking,evidencesthatthestudenthasdoneadequateworkontheassignmentandmeetsbasiccourseexpectations.

2.25–2.59 C+ 77–79 C+ GradesofaC+areappliedtoastudent’sworkthatreflectsaminimalgraspoftheassignments,poororganizationofideasand/orseveralsignificantareasrequiringimprovement.

1.90–2.24 C 73–76 C GradesofaC-areappliedtoastudent’sworkthatreflectsaverylimitedgraspoftheassignments,poororganizationofideasand/orseveralsignificantareasrequiringimprovement.

70–72 C- GradesofaC-toanFwillbeappliedtoastudent’sworktodenoteafailuretomeetminimumstandards,reflectingseriousdeficienciesinallaspectsofastudent'sperformanceontheassignment.

VIII.REQUIREDANDSUPPLEMENTARYINSTRUCTIONALMATERIALS&RESOURCES

RequiredTextbooksMcNutt,J.G.&Hoefer,R.(2016).SocialWelfarePolicy:RespondingtoaChangingWorld.LyceumBooks,

Inc.Chicago,IL.ISBN:9781933478753Stone,D.(2011).PolicyParadox:TheArtofPoliticalDecisionMaking.(3rded.).NewYork:Norton.ISBN:

9780393912722Note:AdditionalreadingsidentifiedforindividualclasssessionswillbeavailabletodownloadonARES.StudentsmayaccessARESathttp://usc.ares.atlas-sys.com.Readingsforthisclassarelistedunderthecourseleadinstructor’sname:ReneeSmith-Maddox

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CourseOverview

Unit Topics Assignments

MODULE1:ThePolicyParadox

1 ThePolicyParadox:Policy,PoliticsandReformSocialWelfarePolicy

CourseoverviewandreviewofsyllabusWhatisSocialWelfarePolicy?SocialWork,SocietalFunctions,andInstitutions

2 ThePolicyParadox:Policy,PoliticsandReformInteractionsbetweenrational/empiricalanalysesandpoliticalcontextsEvidence-basedpracticesandgoalsinpolicyandpolitics

3 PoliticsandRationalityInteractionsbetweenrational/empiricalanalysesandpoliticalcontextsEvidence-basedpracticesandgoalsinpolicyandpolitics

4 PoliticsinAmericaPoliticaldecision-making

ASSIGN1DUE

MODULE2:PolicyAnalysis,Systems,andResults

5 ApproachestoPolicyAnalysis–Part1Policyformulation,implementationandevaluationSocialwelfarepolicyanalysis

6 ApproachestoPolicyAnalysis–Part2Policyformulation,implementationandevaluationSocialwelfarepolicyanalysisEvidence-BasedSocialPolicy

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MODULE3:CommunityDevelopment,Engagement,&Empowerment

7 CommunityDevelopment&Housing

CommunityDevelopmentHousinginAmericaNeighborhoodRestabilization

8 CommunityEmpowermentandTransformationPoverty&InequalityEmpowermentandorganizingNeighborhoodsandcommunitybuilding

ASSIGN2DUE

9 RaceandPlace-BasedInitiatives

RacePlace-basedinitiativesBuildingcoalitions

MODULE4:PolicyAdvocacy&Influence

10 Advocacy,Lobbying&SocialChangeWhatisadvocacy?DigitalAdvocacyLobbyingTactics

11 DigitalAdvocacyandSocialMovementsRulesofsocialmediaengagementDigitalnetwork

12 OnBecominganEffectivePolicyAdvocate:HowtoDesignanAdvocacyCampaign

ThepracticeofnonprofitadvocacyDefiningissues,goals,&objectivesDeterminingappropriatetargets&audienceDevelopingStrategies:DifferentPathstoInfluenceSelectingAppropriateAdvocacyTools

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13 AssessingAdvocacyActivities&SocialChangeMeasuringSuccessEvaluatingAdvocacy&SocialChange

14&15PolicyAdvocacyCampaignsforSocialChange:TeamPresentationsASSIGN3DUE

COURSEEVALUATIONASSIGNMENT3DUE

CourseSchedule―DetailedDescriptionModule1:ThePolicyParadox

Unit1: ThePolicyParadox:Policy,PoliticsandReform Topics

Courseoverviewandreviewofsyllabus WhatisSocialWelfarePolicy? SocialWork,SocietalFunctions,andInstitutions

ThisUnitrelatestocourseobjectives1,2and3.

RequiredReadingsMcNutt,J.G.&Hoefer,R.(2016).SocialWelfarePolicy:RespondingtoaChangingWorld.pp.1-34.Lyceum

Books,Inc.Chicago,IL.- Completeexercisesonpp.14&34

Stone,D.(2012).Introduction.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.1-15).

NewYork:W.W.Norton&Company.

Unit2: ThePolicyParadox:Policy,PoliticsandReform

Topics Interactionsbetweenrational/empiricalanalysesandpoliticalcontexts Evidence-basedpracticesandgoalsinpolicyandpolitics

ThisUnitrelatestocourseobjective1,2,and3.

RequiredReadingsStone,D.(2012).Themarketandthepolis.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,

pp.19-36).NewYork:W.W.Norton&Company.

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McNutt,J.G.&Hoefer,R.(2016).SocialWelfarePolicy:RespondingtoaChangingWorld.pp.35-65.LyceumBooks,Inc.Chicago,IL.

Completeexercisesonp.66

Unit3: PoliticsandRationality

Topics Interactionsbetweenrational/empiricalanalysesandpoliticalcontexts Evidence-basedpracticesandgoalsinpolicyandpolitics

ThisUnitrelatestocourseobjectives1and4.

RequiredReadingsStone,D.(2012).Equity.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.39-62).New

York:W.W.Norton&Company.

Stone,D.(2012).Efficiency.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.63-84).NewYork:W.W.Norton&Company.

Stone,D.(2012).Welfare.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.85-106).NewYork:W.W.Norton&Company.

Stone,D.(2012).Liberty.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.107-128).NewYork:W.W.Norton&Company.

Stone,D.(2012).Security.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.129-153).NewYork:W.W.Norton&Company

Unit4: PoliticsinAmerica

Topics Politicaldecision-making

ThisUnitrelatestocourseobjectives4and5.

Assignment#1:SocialIssueReportDue

View:VoteforMe

RequiredReadings

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Stone,D.(2012).Symbols.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.157-182).NewYork:W.W.Norton&Company.

Stone,D.(2012).Causes.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.206-228).NewYork:W.W.Norton&Company.

Stone,D.(2012).Interests.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.229-247).NewYork:W.W.Norton&Company.

Stone,D.(2012).Decisions.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.248-268).NewYork:W.W.Norton&Company.

Module2:PolicyAnalysis,Systems,andResults

Unit5: ApproachestoPolicyAnalysis–Part1 Topics

Policyformulation,implementationandevaluation Socialwelfarepolicyanalysis

ThisUnitrelatestocourseobjectives2,4,and5.

RequiredReadingsStone,D.(2012).Incentives.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.271-288).

NewYork:W.W.Norton&Company.

Stone,D.(2012).Rules.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.289-310).NewYork:W.W.Norton&Company.

Stone,D.(2012).Facts.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.311-330).NewYork:W.W.Norton&Company.

Stone,D.(2012).Rights.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.331-377).NewYork:W.W.Norton&Company

Stone,D.(2012).Powers.InPolicyparadox:Theartofpoliticaldecision-making(pp.354-377).NewYork:W.W.Norton&Company.

Stone,D.(2012).Conclusion:Politicalanalysisandpoliticalargument.InPolicyparadox:Theartofpoliticaldecision-making(3rdEd.,pp.379-385).NewYork:W.W.Norton&Company.

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Unit6: ApproachestoPolicyAnalysis–Part2 Topics

Policyformulation,implementationandevaluation Socialwelfarepolicyanalysis

ThisUnitrelatestocourseobjectives2,4and5.

RequiredReadingsMcNutt,J.G.&Hoefer,R.(2016).Policyanalysis:toolsforbuildingevidenced-basedsocialpolicy.InSocial

WelfarePolicy:RespondingtoaChangingWorld.pp.114-133.LyceumBooks,Inc.Chicago,IL.Completeexerciseonp.132RecommendedReading

Elmore,R.(1979-80).Backwardmapping:implementationresearchandpolicydecisions.Politicalsciencequarterly,64(4),pp.601-616.

Segal,E.,&Brzuzy,S.(1998).Socialwelfarepolicyanalysis.InSocialwelfarepolicy,programsandpractice(pp.59-74).Itasca,IL:PeacockPublishers.

Nakamura,R.,&Smallwood,F.(1980).Implementationandthepolicyprocess:Aconceptualoverview.InThepoliticsofpolicyimplementation(pp.21-28).NewYork:St.Martin’sPress.

Module3:CommunityDevelopment,Engagement,&Empowerment

Unit7: CommunityDevelopment&Housing

Topics CommunityDevelopment HousinginAmerica NeighborhoodStabilization

ThisUnitrelatestocourseobjective3and4.

Viewfilm:DudleyStreetNeighborhoodInitiative,HoldingGround

RequiredReadingsMcNutt,J.G.&Hoefer,R.(2016).HousingandCommunityDevelopment.InSocialWelfarePolicy:

RespondingtoaChangingWorld.pp.251-273.LyceumBooks,Inc.Chicago,IL.Completeexercisesonp.272

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Graves,E.M.(January2014).PolicyBrief:HowtheBostoncasecaninformaneighborhoodstabilizationpolicy.CommunityDevelopmentIssueBrief1.FederalReserveBankofBoston.

Unit8: CommunityEmpowermentandTransformation Topics

Poverty&inequality Empowermentandorganizing

ThisUnitrelatestocourseobjectives3,4and5.

Assignment#2:PolicyAnalysis&BriefDue

Viewfilm:BrooklynMatters

RequiredReadingsMcNutt,J.G.&Hoefer,R.(2016).Poverty,inequality,andincomemaintenancepolicy.InSocialWelfare

Policy:RespondingtoaChangingWorld.pp.160-181.LyceumBooks,Inc.Chicago,IL.

Completeexerciseonp.181Evidence-BasedPracticeforEffectiveCommunityCoalitions:Asummaryofcurrentresearch.(April

2006).CPRD.InstituteofGovernmentandPublicAffairs.UniversityofIllinois.Addpage#s

Unit9: RaceandPlace-BasedInitiatives Topics

Race Place-basedinitiatives Buildingcoalitions

ThisUnitrelatestocourseobjective3and4.

RequiredReadingsBell,J.&Lee,M.M.(2011)Whyplace&racematter:Impactinghealththroughafocusonrace&place.

PolicyLink.pp1-33

RecommendedReadings

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Bestpracticesinplace-basedinitiatives:Implicationsforevaluationofbeststart(November2011).PreparedforFirst5LAbyHarder&Company.Addpage#s

TheWhiteHouse(August11,2009).Developingeffectiveplace-basedpoliciesfortheFY2011Budget.M-

09-28Memorandumfortheheadsofexecutivedepartmentsandagencies

Module4:PolicyAdvocacy&InfluenceUnit10: Advocacy,Lobbying,&SocialChange

Topics Whatisadvocacy? DigitalAdvocacy LobbyingTactics

ThisUnitrelatestocourseobjectives3,4and5.

RequiredReadingsMcNutt,J.G.&Hoefer,R.(2016).AdvocacyintheInformationAgeWorldofSocialPolicy.InSocialWelfare

Policy:RespondingtoaChangingWorld.LyceumBooks,Inc.Chicago,IL,pp.134-153Completeexercisesonp.158Victor,J.N.(2007).DemonstratingHowLegislativeContextAffectsInterestGroups’LobbyingTactics.

AmericanPoliticsResearch,935,6,826-845

View:JackAbramoff:Thelobbyist'splaybook-60Minuteshttp://www.cbsnews.com/video/watch/?id=7387331nFromtheweb-basedresourcesbelow,exploreatleasttwowebsitesandreadatleastoneblog.Advocacy&Activisme.politics:http://epolitics.com/NetCentricAdvocacy:http://www.network-centricadvocacy.netNetSquared:http://www.netsquared.org/about#.VGwOwjTF9AANewOrganizingInstitute:http://www.neworganizing.comTacticalTechnologyCollective:http://www.tacticaltech.org/Wellstonaction:http://www.wellstone.org/

BlogsePolitics.www.epolitics.com

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Frogloop.www.frogloop.comtechPresident.www.techpresident.comMobileActive.http://www.youtube.com/user/MobileActiveOrg/aboutMobilizingYouth.blog.mobilevoter.orgDigiActive.https://twitter.com/DigiActiveDrDigipolhttp://drdigipol.tumblr.comDigitalPoliticshttp://bigthink.com/blogs/digital-politcsDigitalPoliticshttp://www.pewinternet.org/2013/02/20/digital-politics-pew-research-findings-on-technology-and-campaign-2012/

Unit11: DigitalAdvocacyandSocialMovements

Topics Rulesofsocialmediaengagement Digitalnetwork

ThisUnitrelatestocourseobjectives3,4and5.

ViewFilm:MaggieGrowlsExercise:Readanassignedcasestudyfromhttp://www.dragonflyeffect.com/blog/dragonfly-in-action/case-studies/andpresentyourperspectivesonhowsocialmediawasusedtodrivesocialchange.RequiredReadingDelany,Colin.2009.ePoltics.com.“LearningFromObama:LessonsforOnlineCommunicatorsin2009&

Beyond.”(http://www.epolitics.com/learning-from-obama/)

Google.2010.TheDigitalPlaybook:Canonlineadsmovepollnumbers?(http://bit.ly/onlineadsmovepolls)

Harbath,Katie.2010.TrendToWatchIn2012–TheRiseOfMobile.(http://bit.ly/harbath-mobile2012)

Koster,JoshandTylerDavis.2010.NanotargetedPressure.(http://bit.ly/koster-nanotargeting)Rosenblatt,Alan.2009.DimensionsofaDigitallynetworkedCampaign(parts1-4).

(http://bitly.com/nAg5o4)Rosenblatt,Alan.2010.RulesofSocialMediaEngagement.(http://bit.ly/rosenblatt-engage)

Schlough,Jon-David,JoshKoster,AndyBarr,andTylerDavis.2011.PersuasionPointsOnline:Helping

HarryReid,OneClickataTime.(http://bit.ly/koster-reid2010)

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Explore:DigitalAdvocacy:http://ctb.ku.edu/en/table-of-contents/advocacy/direct-action/electronic-advocacy/mainMovements:http://www.movements.orgListento:LeveragingTwitterforNonprofitInitiativeshttp://www.ssireview.org/podcasts/entry/leveraging_twitter_for_nonprofit_initiatives

Units12:OnBecominganEffectivePolicyAdvocate:HowtoDesignanAdvocacyCampaign

Topics Thepracticeofnonprofitadvocacy Definingissues,goals,&objectives Determiningappropriatetargets&audience DevelopingStrategies:DifferentPathstoInfluence

ý SelectingAppropriateAdvocacyToolsThisUnitrelatestoallcourseobjectives

Exercise:Readanassignedcasestudyfromhttp://www.dragonflyeffect.com/blog/dragonfly-in-action/case-studies/andpresentyourperspectivesonhowsocialmediawasusedtodrivesocialchange.

RequiredReading

Pierce,K.(2000).NonprofitPolicyAdvocacy:Part2,howtoadvocateeffectively.SeattleUniversity,1-15.CenterforNonprofitandSocialEnterpriseManagement.Seattle,WA

Sherraden,M.S.,Slosar,B.,&Sherraden,M.(2002).Innovationinsocialpolicy:Collaborativepolicyadvocacy.SocialWork,47,3,209-221.

Vaterlaus,J.M.,Patten,E.V.,Roche,C.,Young,J.A.(2015).#Gettinghealth:Theperceivedinfluenceofsocialmediaonyoungadultbehaviors.ComputersinHumanBehavior,45151-157

Young,J.(2013).Aconceptualunderstandingoforganizationalidentityinthesocialmediaenvironment.AdvancesinSocialWork,Vol.14,No2,518-530

Explore:https://www.councilofnonprofits.org/everyday-advocacy

Resourceguides:

RealCloutToolBox,FromthePublicPolicyInstitute,Boston,MA.Gototheresourcelibrary:http://realclout.org/.ANonprofitAdvocacyResourceGuide.http://snellingcenter.org/nonprofit-advocacy-resource-guide/

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Units13:AssessingAdvocacyActivities&SocialChange

TopicsMeasuringSuccessEvaluatingAdvocacy&SocialChange

Exercise:Readanassignedcasestudyfromhttp://www.dragonflyeffect.com/blog/dragonfly-in-action/case-studies/andpresentyourperspectivesonhowsocialmediawasusedtodrivesocialchange.

RequiredReading

HarvardFamilyResearchProject.(Spring2007).Advocacy&PolicyChange.Theevaluationexchange:Aperiodicalonemergingstrategiesinevaluation,vol.XIII,no.1,1-32.HarvardGraduateSchoolofEducation.Cambridge,MA.

View:WhyAreSocialCausesEasyToLaunchButHardToWin?http://www.npr.org/2015/04/24/401738765/why-are-social-causes-easy-to-launch-but-hard-to-win

Unit14&15: PolicyAdvocacyCampaignsforSocialChange:TeamPresentations

TheseUnitsrelatestoallcourseobjectives.

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UniversityPoliciesandGuidelines

I. ATTENDANCEPOLICY

Studentsareexpectedtoattendeveryclassandtoremaininclassforthedurationoftheunit.Failuretoattendclassorarrivinglatemayimpactyourabilitytoachievecourseobjectives,whichcouldaffectyourcoursegrade.Studentsareexpectedtonotifytheinstructorbyemailofanyanticipatedabsenceorreasonfortardiness.

UniversityofSouthernCaliforniapolicypermitsstudentstobeexcusedfromclassfortheobservanceofreligiousholydays.Thispolicyalsocoversscheduledfinalexaminationswhichconflictwithstudents’observanceofaholyday.Studentsmustmakearrangementsinadvancetocompleteclasswork,whichwillbemissed,ortorescheduleanexamination,duetoholydaysobservance.

PleaserefertoScampusandtotheUSCSchoolofSocialWorkStudentHandbookforadditionalinformationonattendancepolicies.

II. STATEMENTONACADEMICINTEGRITY

USCseekstomaintainanoptimallearningenvironment.Generalprinciplesofacademichonestyincludetheconceptofrespectfortheintellectualpropertyofothers,theexpectationthatindividualworkwillbesubmittedunlessotherwiseallowedbyaninstructor,andtheobligationsbothtoprotectone’sownacademicworkfrommisusebyothersaswellastoavoidusinganother’sworkasone’sown.Allstudentsareexpectedtounderstandandabidebytheseprinciples.SCampus,theStudentGuidebook,containstheStudentConductCodeinSection11.00,whiletherecommendedsanctionsarelocatedinAppendixA:http://www.usc.edu/dept/publications/SCAMPUS/gov/.StudentswillbereferredtotheOfficeofStudentJudicialAffairsandCommunityStandardsforfurtherreview,shouldtherebeanysuspicionofacademicdishonesty.TheReviewprocesscanbefoundat:http://www.usc.edu/student-affairs/SJACS/.

Additionally,itshouldbenotedthatviolationsofacademicintegrityarenotonlyviolationsofUSCprinciplesandpolicies,butalsoviolationsofthevaluesofthesocialworkprofession.

III. STATEMENTFORSTUDENTSWITHDISABILITIES

AnystudentrequestingacademicaccommodationsbasedonadisabilityisrequiredtoregisterwithDisabilityServicesandPrograms(DSP)eachsemester.AletterofverificationforapprovedaccommodationscanbeobtainedfromDSP.Pleasebesuretheletterisdeliveredtotheinstructorasearlyinthesemesteraspossible.DSPislocatedinSTU301andisopenfrom8:30a.m.to5:00p.m.,MondaythroughFriday.

Studentsfromallacademiccenters(includingtheVirtualAcademicCenter)maycontactEdRoth,DirectoroftheDSPofficeat213-740-0776orability@usc.edu.

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IV. EMERGENCYRESPONSEINFORMATION

Note:ThefollowingEmergencyResponseInformationpertainstostudentsoncampus,butpleasenoteitsimportanceshouldyoubeoncampusforatemporaryorextendedperiod.Whennotoncampus:Callthe911listinginyourlocalcommunityforanyemergency.

Toreceiveinformation,callthemainnumber(213)740-2711,press#2.“Forrecordedannouncements,events,emergencycommunicationsorcriticalincidentinformation.”

Toleaveamessage,call(213)740-8311 Foradditionaluniversityinformation,pleasecall(213)740-9233 Orvisituniversitywebsite:http://emergency.usc.eduIfitbecomesnecessarytoevacuatethebuilding,pleasegotothefollowinglocationscarefullyandusingstairwellsonly.Neveruseelevatorsinanemergencyevacuation.

StudentsmayalsosignupforaUSCTrojansAlertaccounttoreceivealertsandemergencynotificationsontheircellphone,pager,PDA,ore-mailaccount.Registerathttps://trojansalert.usc.edu.

UNIVERSITYPARKCAMPUS ACADEMICCENTERSCityCenter FrontofBuilding

(12th&Olive)OrangeCounty FacultyParkingLot

MRF LotB SanDiego BuildingParkingLotSWC LotB Skirball FrontofBuildingVKC McCarthyQuad WPH McCarthyQuad Donotre-enterthebuildinguntilgiventhe“allclear”byemergencypersonnel.

V. STATEMENTABOUTINCOMPLETES

TheGradeofIncomplete(IN)canbeassignedonlyifthereisworknotcompletedbecauseofadocumentedillnessorsomeotheremergencyoccurringafterthe12thweekofthesemester.StudentsmustNOTassumethattheinstructorwillagreetothegradeofIN.RemovalofthegradeofINmustbeinstitutedbythestudentandagreedtobetheinstructorandreportedontheofficial“IncompleteCompletionForm.”

VI. POLICYONLATEORMAKE-UPWORK

Papersaredueonthedayandtimespecified.Extensionswillbegrantedonlyforextenuatingcircumstances.Ifthepaperislatewithoutpermission,thegradewillbeaffected.

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VII. POLICYONCHANGESTOTHESYLLABUSAND/ORCOURSEREQUIREMENTS

Itmaybenecessarytomakesomeadjustmentsinthesyllabusduringthesemesterinordertorespondtounforeseenorextenuatingcircumstances.Adjustmentsthataremadewillbecommunicatedtostudentsbothverballyandinwriting.

VIII. CODEOFETHICSOFTHENATIONALASSOCIATIONOFSOCIALWORKERS(OPTIONAL)

Approvedbythe1996NASWDelegateAssemblyandrevisedbythe2008NASWDelegateAssembly[http://www.socialworkers.org/pubs/Code/code.asp]

PreambleTheprimarymissionofthesocialworkprofessionistoenhancehumanwellbeingandhelpmeetthebasichumanneedsofallpeople,withparticularattentiontotheneedsandempowermentofpeoplewhoarevulnerable,oppressed,andlivinginpoverty.Ahistoricanddefiningfeatureofsocialworkistheprofession’sfocusonindividualwellbeinginasocialcontextandthewellbeingofsociety.Fundamentaltosocialworkisattentiontotheenvironmentalforcesthatcreate,contributeto,andaddressproblemsinliving.

Socialworkerspromotesocialjusticeandsocialchangewithandonbehalfofclients.“Clients”isusedinclusivelytorefertoindividuals,families,groups,organizations,andcommunities.Socialworkersaresensitivetoculturalandethnicdiversityandstrivetoenddiscrimination,oppression,poverty,andotherformsofsocialinjustice.Theseactivitiesmaybeintheformofdirectpractice,communityorganizing,supervision,consultationadministration,advocacy,socialandpoliticalaction,policydevelopmentandimplementation,education,andresearchandevaluation.Socialworkersseektoenhancethecapacityofpeopletoaddresstheirownneeds.Socialworkersalsoseektopromotetheresponsivenessoforganizations,communities,andothersocialinstitutionstoindividuals’needsandsocialproblems.

Themissionofthesocialworkprofessionisrootedinasetofcorevalues.Thesecorevalues,embracedbysocialworkersthroughouttheprofession’shistory,arethefoundationofsocialwork’suniquepurposeandperspective:

§ Service§ Socialjustice§ Dignityandworthoftheperson§ Importanceofhumanrelationships§ Integrity§ Competence

Thisconstellationofcorevaluesreflectswhatisuniquetothesocialworkprofession.Corevalues,andtheprinciplesthatflowfromthem,mustbebalancedwithinthecontextandcomplexityofthehumanexperience.

IX. COMPLAINTS

Ifyouhaveacomplaintorconcernaboutthecourseortheinstructor,pleasediscussitfirstwiththeinstructor.Ifyoufeelyoucannotdiscussitwiththeinstructor,contactRenéeSmith-Maddox,ViceChair,CurriculumfortheDepartmentofCommunity,Organization,andBusinessInnovation(COBI)at

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smithmad@usc.edu.Ifyoudonotreceiveasatisfactoryresponseorsolution,contactyouradvisororDr.PaulMaiden,ViceDeanandProfessorofAcademicandStudentAffairs,atrmaiden@usc.edu.Or,ifyouareaVACstudent,contactJuneWiley,DirectoroftheVirtualAcademicCenter,at(213)821-0901orjune.wiley@usc.eduforfurtherguidance

X. TIPSFORMAXIMIZINGYOURLEARNINGEXPERIENCEINTHISCOURSE

ü Bemindfulofgettingpropernutrition,exercise,rest,andsleep!ü Cometoclass.ü Completerequiredreadingsandassignmentsbeforecomingtoclass.ü Beforecomingtoclass,reviewthematerialsfromthepreviousUnitandthecurrentUnit,andscan

thetopicstobecoveredinthenextUnit.ü Cometoclasspreparedtoaskanyquestionsyoumighthave.ü Participateinclassdiscussions.ü Afteryouleaveclass,reviewthematerialsassignedforthatUnitagain,alongwithyournotesfrom

thatUnit.ü Ifyoudon'tunderstandsomething,askquestions!Askquestionsinclass,duringofficehours,

and/orthroughemail!ü Keepupwiththeassignedreadings.

Don’tprocrastinateorpostponeworkingonassignments.