SW365:
Prerequisites
Meeting Times, Location, & Course Delivery Details
Contact Information
Upon successful completion of this course…
1. The student will be able to recognize systemic problems.
2. The student will be able to examine challenges to promoting change.
3. The student will be able to demonstrate making an impact on community change.
4. The student will be able to discuss different theories to apply to community change.
5. The student will be able to discuss the importance of diversity.
6. The student will be able to identify community strengths.
7. The student will be able to create an action plan.
Required Readings
All required readings will be posted on Blackboard. There is no textbook for this course.
Course Web Page
All course materials, including the syllabus, major assignments, supplemental readings, course activities, in-class assignment details, and important announcements, will be available on the course's Blackboard site.
Instructor Information
Laura Mishne Heller holds a B.A. in Criminology and Criminal Justice Studies, and Sociology from The Ohio State University, along with a Master of Social Service (equivalent to a Master of Social Work) and a Master of Law and Social Policy from Bryn Mawr College. She is currently finalizing her Ph.D. in Criminal Justice, with research focused on understanding health literacy among incarcerated populations. Her broader research interests include epidemiological criminology, health policy, community-based research, street participatory action research, penal abolition, and experiential learning through community engagement and service-learning in higher education.
With eight years of experience in higher education, Laura has taught at institutions such as the University of North Dakota, Ohio University, and the University of Dayton. She is a certified instructor in the Inside-Out Prison Exchange Program and is deeply committed to experiential learning initiatives.
Beyond her academic career, Laura is a fitness trainer in the greater Cincinnati area and enjoys an active lifestyle. She resides in the greater Cincinnati area with her husband, Ben, and their two children, Josh and Annie.
Course Description
SW 365: Macro Practice: Promoting Policy and Community Change focuses on the role of social workers in fostering systemic change at the policy, organizational, and community levels. The course introduces students to foundational theories, skills, and strategies for macro-level social work practice, emphasizing advocacy, coalition-building, policy analysis, and program development. Students will explore how social workers influence social systems to promote equity, justice, and inclusion while learning to engage communities in meaningful change. Key topics include stakeholder engagement, legislative processes, grassroots organizing, and evaluation of macro-level interventions. Through experiential learning and case studies, students will develop practical tools to advocate for policies and programs that address social and economic disparities.
CSWE Core Competencies Addressed in SW 365
This course aligns with the following CSWE (Council on Social Work Education) competencies for social work education:
Competency 1: Demonstrate Ethical and Professional Behavior
- Students will apply ethical principles and professional standards to macro-level practice, including advocacy and policy change, ensuring integrity and professionalism in their work.
- Students will learn to recognize the impact of diversity, equity, and inclusion on policy and community work and integrate culturally competent approaches in advocacy and community engagement.
- The course emphasizes strategies to address systemic injustice and oppression, advocating for equitable policies and practices that uphold human rights.
- Students will gain skills in analyzing, advocating for, and influencing social policies that impact marginalized populations and underserved communities.
- Through experiential learning, students will practice engaging stakeholders, building coalitions, and collaborating with diverse groups to foster systemic change.
- Students will learn to assess the needs of communities and organizations to design interventions that address identified challenges.
- The course focuses on implementing strategies such as community organizing, policy advocacy, and program development to achieve community and policy-level change.
Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice
Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice
Competency 5: Engage in Policy Practice
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
Course Objectives
- Understand the role of macro practice in social work by articulating the principles, theories, and scope of macro social work practice, including its relationship to micro and mezzo practices.
- Analyze social policies and their impact on communities by critically evaluating the development, implementation, and outcomes of social policies and their effects on marginalized and underserved populations.
- Demonstrate advocacy skills for policy change by developing and implementing advocacy strategies to influence policies and promote social justice at the local, state, and federal levels.
- Engage in community assessment and development by conducting comprehensive assessments of community needs and strengths using participatory and culturally sensitive approaches.
- Apply community organizing and coalition-building techniques through grassroots organizing, stakeholder engagement, and coalition-building to foster systemic change.
- Promote social, economic, and environmental justice by advocating for systemic changes that address inequities and injustices within social, economic, and environmental contexts.
- Develop professional and ethical macro practice skills by demonstrating professionalism and ethical decision-making in macro practice settings, including navigating complex systems and power dynamics.
Course Schedule
**Note: This schedule is subject to change with or without advanced notice by the professor**
| Week | Date | Topics, Readings, Assignments, Deadlines | Activities/ Assignments |
| 1 | 1/13 1/15 1/17 | Syllabus Overview Introduction to the course Course expectations Introduction to Macro Practice in Social Work:
| Review syllabus.
Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s).
Icebreaker (why macro practice matters) Reflection on personal values related to social justice. |
| 2 | 1/20 1/22 1/24 | NO CLASS ON MONDAY (1/20) – MLK DAY Systems Thinking and Frameworks for Change:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Systems mapping exercise: Identify factors contributing to a social issue (e.g., homelessness, healthcare disparities). Case scenario: Analyze a community challenge using systems theory. |
| 3 | 1/27 1/29 1/31 | Policy Analysis and Legislative Advocacy:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Explore a real-world social policy and its impacts. Draft an advocacy letter to a legislator about a current policy issue. |
| 4 | 2/3 2/5 2/7 | Policy Analysis and Legislative Advocacy:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Practice writing a policy brief with peer feedback. Analyze a local or state policy and present findings. Documentary Reflection - Due |
| 5 | 2/10 2/12 2/14 | Community Assessment and Stakeholder Engagement:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Community asset mapping activity. Plan a hypothetical community needs assessment, including data collection methods. |
| 6 | 2/17 2/19 2/21 | Cultural Competency in Macro Practice:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Role-play: Navigating cultural barriers in stakeholder engagement. Write a reflection on the importance of cultural humility in macro practice. |
| 7 | 2/24 2/26 2/28 | Grassroots Organizing:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Analyze a successful grassroots campaign (e.g., Civil Rights Movement, environmental justice movements). Create a plan for a grassroots initiative on a selected social issue. |
| 8 | 3/3 3/5 3/7 | Grassroots Organizing:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Develop key messages for a grassroots campaign. Class activity: Simulate a community meeting to address a social issue. |
| 9 | 3/10 3/12 3/14 | SPRING BREAK – NO CLASSES | |
| 10 | 3/17 3/19 3/21 | Program Development and Design:
Introduction of Final Project | Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Workshop: Develop logic models for proposed programs. Submit a preliminary program proposal. |
| 11 | 3/24 3/26 3/28 | Program Evaluation and Sustainability:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Practice designing evaluation metrics. Continue building a program proposal with an evaluation plan. Time to work on Final Project |
| 12 | 3/31 4/2 4/4 | Social, Economic, and Environmental Justice:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Case study: Analyze the impact of environmental injustices (e.g., Flint water crisis). Write a policy memo on a justice-related issue. |
| 13 | 4/7 4/9 4/11 | Organizational Change and Leadership in Macro Practice:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Leadership styles assessment. Develop a plan for leading change in a hypothetical organization. Time to work on Final Project |
| 14 | 4/14 4/16 4/18 | GOOD FRIDAY (4/18) – NO CLASS
Ethical Challenges in Macro Practice:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Small group discussions on ethical case scenarios. Write a reflection on an ethical dilemma in macro practice. |
| 15 | 4/21 4/23 4/25 | Special Topics: Public Health and Social Work
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Small group discussions and case scenarios. Write an op-ed about a public health issue that deserves community attention. Time to work on Final Project
|
| 16 | 4/28 4/30 5/2 | Course Wrap-Up and Reflection:
| Review course materials and readings for the week (on Blackboard), complete associated reading assignment(s). Class discussion: What’s next in macro practice? Final reflections on course learnings. Submit a reflective piece on macro practice and its application to future work.
Time to work on final project |
| 17 | 5/5 5/7 FINALS | FINALS WEEK |
Course Requirements
Your grade in this course will depend on the following:
1. (150 points) Class Discussion and Participation: Students will be expected to attend class and actively participate in class via asking questions, engaging in group discussions, and participating in scenarios.
2. (100 points) Weekly/Course Assignments: Each class period will have a participatory modality and/or a reflective or writing assignment. It is your responsibility to submit each activity by the deadline, all of which will be listed on Blackboard.
3. (25 points) Documentary Reflection: You are responsible for submitting a reflection on the documentary, A Place at the Table. We will watch this in class, and you will turn in the associated reflection assignment by the end of week 4.
4. (25 points) Op-ed: To help build your advocacy toolkit, you will be asked to write an op-ed on a selected public health topic. This will be due week 15.
5. (100 points) Individual Project: Students will be tasked with creating change at the macro-level. The class will need to connect course content to this project. Detailed instructions will be made available on Blackboard after spring break.
Grading Policy
Refer to the Course Requirements section for more detail on grading breakdown.
| Course Requirement Points | Possible Points |
| Attendance and Participation | 150 |
| Weekly/Course Assignments (10 x 10 pts each) | 100 |
| Documentary Assignment/Reflection (week 4) | 25 |
| Op-Ed Piece (week 15) | 25 |
| Group Project | 100 |
| TOTAL | 400 points |
This is the grading scale used within this course:
| Grading Scale | |
| A | 93.00 – 100% |
| A- | 90.00 – 92.99% |
| B+ | 88.00 – 89.99% |
| B | 83.00 – 87.99% |
| B- | 80.00 – 82.99% |
| C+ | 78.00 – 79.99% |
| C | 73.00 – 77.99% |
| C- | 70.00 – 72.99% |
| D+ | 68.00 – 69.99% |
| D | 60.00 – 67.99% |
| F | 59.99% – 0% |
Instructor Course Policies
This course will meet in person three days per week (Mondays, Wednesdays, and Fridays). Attendance is required. However, if you are aware that you will be missing class or if something happens outside of your control, please let me know of your absence as soon as possible. If you miss too many classes (5+), you will need to meet with me as your grade will likely decrease by one letter grade (e.g. from an A to a B; B to a C; C to a D; D to an F)
Course Policies
Classroom Technology Policy
Students are welcomed and encouraged to bring laptops/tablets/iPads to class to access PowerPoint lectures and take notes as needed. Please make sure your cell phone is on silent during class and that you refrain from texting and scrolling social media.
Communication Expectations and Procedures
Office hours will be held on:
- Monday – Thursday from 11:30AM – 1:00PM;
- Or by appointment.
If these times do not work for you, or you are unable to make it to office hours, please contact me ahead of time so we can schedule a time for us to meet (either in-person or virtually). You may also contact me by phone or email. I will respond to your email within 24 hours of receipt of the notification. If the 24 hours occurs during a weekend, holiday, or University break, I will respond the next business day.
Remember, the syllabus and our course Blackboard page are your roadmaps. Please refer to these resources first prior to reaching out. All due dates are listed on the course website (Blackboard). It is your responsibility to pay attention to these due dates.
Feedback & Turnaround Time
I am committed to returning all assignments and exams in a timely manner. My average turnaround time for grading completed assignments is one week. If there is any further delay with grading, all students will be informed.
Makeup/Late Work Policy
All students are welcome to access a one-time 48-hour extension (except for your final presentation). Please reach out to me to the arrange this. However, if there is supporting documentation requiring the student to have more time, this will be honored.
University Values, Resources, and Policies
Wilmington College Core Values
The core values of Wilmington College—integrity, community, diversity, excellence, peace and social justice, respect for all persons, and service—align closely with the guiding principles of social work. Both emphasize the importance of ethical behavior, the dignity and worth of every individual, inclusivity, and a commitment to fostering equitable and just communities. Social work’s core values, including service, social justice, the importance of human relationships, and integrity, mirror Wilmington’s mission to create a collaborative, respectful, and purpose-driven environment.
This shared foundation encourages students to act ethically, value diversity, and strive for excellence in their education and practice. By integrating these principles into learning, students are equipped to advocate for social justice, respect human dignity, and actively engage in service to improve the well-being of individuals and communities. Wilmington’s values provide a strong framework for developing the skills and ethical grounding needed for impactful social work practice.
Wilmington College Diversity Statement
Wilmington College is committed to fostering a diverse and inclusive campus culture that supports learning and prepares students to work, live, and serve in a multicultural world. Rooted in the College’s Quaker values of social justice and respect for all persons, diversity at Wilmington encompasses racial and ethnic background, religion, gender, sexual orientation, age, disability, and economic class.
The College aims to create a supportive environment that values differences, recruits and retains a diverse community, and integrates diverse perspectives into its curriculum and activities. These efforts enrich educational experiences, challenge stereotypes, and prepare students to thrive in a pluralistic society, promoting personal growth, mutual respect, and teamwork.
Accessibility and Disability Services
Wilmington College complies with the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act to ensure equal access for students with disabilities. Students seeking accommodations should contact the Director of Accessibility and Disability Services at 937-481-2444 or accessibility@wilmington.edu.
To receive accommodations, students must register with Accessibility and Disability Services by applying for Services and providing current documentation of their disability. Accommodations, such as testing adjustments, alternate formats, and note-taking assistance, are determined collaboratively through an interactive process that considers individual needs and course requirements.
All inquiries and records are confidential. For more details, refer to the Accessibility and Disability Services Handbook on the college website.
Discrimination and Harassment Policy
Wilmington College prohibits discrimination and harassment based on race, color, religion, age, gender, sexual orientation, disability, national origin, veteran/military status, or any other status protected by law. Discrimination includes unfair treatment based on prejudice, while harassment includes unwelcome verbal, physical, or visual conduct that creates an intimidating, hostile, or offensive environment.
The College is committed to maintaining a safe and respectful environment for all. Discriminatory or harassing behavior, as well as retaliation against individuals who file complaints or participate in investigations, is strictly prohibited. For the full policy or to report concerns, refer to the College Handbook or contact the appropriate College office.
Sex Discrimination and Sexual Harassment Policy
Wilmington College is committed to creating an environment free from discrimination and harassment based on sex, gender identity, gender expression, or sexual orientation, consistent with Title IX. The College prohibits all forms of sexual harassment, including sexual assault, dating violence, domestic violence, and stalking. Reports of sexual harassment can be made to the Title IX Coordinator at (937) 481-2208 or via email at nathan.flack@wilmington.edu.
The College promptly investigates all reports and provides supportive measures, such as academic adjustments, housing changes, or no-contact orders. A formal complaint initiates the grievance process, which ensures fairness to all parties. Retaliation for reporting or participating in investigations is strictly prohibited.
For additional resources or guidance, contact the Title IX Office or visit the Title IX page at www.wilmington.edu/current-students/title-ix. Confidential resources include the Counseling Center at (937) 481-2272 and Campus Safety at (937) 382-0100.
Student Code of Conduct
Wilmington College prohibits acts of dishonesty, disruption of College activities, gambling for material gain, and any behavior that threatens the safety or well-being of the community. Prohibited conduct includes but is not limited to: providing false information; forgery; theft; property damage; physical or verbal abuse; possession of weapons or dangerous items; unauthorized use of College property; failure to comply with College officials; and violations of federal, state, or local laws.
Students are expected to uphold integrity, respect others, and comply with all College policies. Violations may result in disciplinary action, including removal or expulsion. For the full Student Code of Conduct, refer to the College Handbook or contact the appropriate College office.
Academic Honesty
I encourage you to talk with each other about the readings and ideas brought up in class. But in all assignments to be graded as individual work you are expected to do your own written work. In the case of group work, all members of a group will be held responsible for the content of work turned in to satisfy group assignments. The instructor will keep a healthy eye out for possible plagiarism when reading your work.
Here is some advice to help you avoid plagiarizing:
It is best to express the ideas you use in your own words. In the case of both individual and group work, words or ideas that come from someplace or someone else must be cited: “A good rule of thumb is this: Whenever you consciously borrow any important element from someone else, any sentence, any colorful phrase or original term, any plan or idea—say so, either in a footnote, bibliography, or parenthesis” (from “Academic Honesty in the Writing of Essays and Other Papers,” Carleton College, 1990).
For specific University policies concerning academic honesty, see the University’s Academic Honor Code in the Academic Catalog.
Contract Cheating
Contract cheating occurs when a student pays someone (such as a person or company found online) to write essays or complete assignments for a class. This defeats the purpose of the course, and I encourage you to follow the academic honor code and seek to develop a personal sense of academic integrity which lays the foundation for an ethical life. Contract cheating is especially dangerous because of the risk of bribery and extortion (potentially for an entire life after college!). Students are often lured into contract cheating by signing up for online tutoring services. Wilmington College offers many resources to ensure your success. Please refer to the student handbook for a complete list of available resources.
Intellectual Property Statement
The materials shared with you during this course are authored and owned by the instructor, the social work area, the school and/or the book publisher. Copyright laws must be respected in using these materials. For example, unless authorized to do so, do not share course materials with anyone outside the course.
Dropping the Course
You are responsible for understanding the University’s policies and procedures regarding withdrawing from courses. You should also be aware of the current deadlines and penalties for dropping classes.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Academic Misconduct - Examples [10/24]
ACADEMIC CODE OF CONDUCT
This policy is directly related to the first Testimony, which is part of the Student Code of Conduct. “I will practice personal and academic integrity.” The initial responsibility for dealing with academic misconduct lies with the individual faculty member in whose classroom or course of study the offense occurs. The responsibility includes determination of the consequences for the offense. The goal is for faculty to confront cheating and plagiarism, to teach ethical behavior, and to provide an appropriate consequence based on the nature of the incident. Faculty are encouraged to explicitly address academic misconduct and its consequences in the course syllabus.
EXAMPLES OF ACADEMIC MISCONDUCT
A. Examination offenses include, but are not limited to, the following:
1.Taking unauthorized materials into or out of the examination room.
2.Leaving the examination room without authorization before completing an examination.
3.Talking in the examination room without authorization.
4.Discussing the examination outside the examination room during the course of the examination.
5.Attempting to observe the work of another student.
6.Taking an examination for another person or permitting someone else to do so.
7.Collaborating improperly by discussion, joint research, or joint effort in any way expressly prohibited by the instructor. This includes using a cell phone or other device to access information from another source or another student.
8.Improper knowledge of contents of an examination - No student shall knowingly acquire unauthorized knowledge of an examination or any part of an examination, or solicit, offer, or give information about any part of an examination.
B. Student work offenses include, but are not limited to, the following, which are expressly prohibited in the absence of prior written approval of the instructor or instructors involved:
1.Resubmission of work - Submitting work which has been previously submitted for credit.
2. Plagiarism - Submitting work done wholly or partly by another, including the unattributed copying of all or parts of a published work or internet document. Using generative Artificial Intelligence (AI) sources to produce work (when not expressly permitted) is also a form of plagiarism. Some instances of plagiarism are the result of ignorance rather than dishonesty. When plagiarism is encountered, the instructor should be sure that the student knows proper procedures for attributing content.
3.Prohibited sources - Consulting material or persons contrary to the directions of the instructor.
4.Improper collaboration - Engaging in any discussion, joint research, or joint effort of any kind expressly prohibited by the instructor.
5.Deception - Misrepresenting the authenticity of sources, citations, or principles in any written work.
6. Sharing work – Students who share their work with others are responsible for how that work is used. For example, if a student shares a paper with another student to help him or her understand an assignment, and that student submits the work as their own, the author of the paper shares responsibility for the plagiarism committed by the other student.
D. Other misconduct - Engaging in any other improper conduct as specified by the instructor.
E. Lying – deliberately providing false information relevant to academic matters, such as misrepresenting the inability to take an examination because of illness.
F. Disruptive or disrespectful classroom behavior – causing a disturbance in the classroom, interrupting instruction, speaking rudely or threatening students or faculty.
Class Attendance Policy |
ADA (Americans with Disabilities Act)
Students with Disabilities
In accordance with ADA (Americans with Disabilities Act Amendments Act of 2008 (ADA), Section 504 of the Rehabilitation Act of 1973), Wilmington College provides access through reasonable accommodations to students with documented physical and psychological disabilities.
Students who wish to access Services need to meet with the Director of Accessibility and Disability Services and provide verification of their disability. To register with Accessibility and Disability Services, students submit an Application for Services. In addition, the student must provide the Disability Verification form accompanied by current disability documentation from a licensed professional. For more information, contact the Director of Accessibility and Disability Services at accessibility@wilmington.edu or 937.481.2444, 114 Robinson Communcation Center.