Psychology 317/318
American Culture 309.001

Overview of our course:

There are two components to this course: one is experientially based and the other is theory based. These two dimensions will be synthesized in the seminar discussions, readings, and assignments. This will require the ability to learn from experience as well as in class activities. The reward of integrating theory and practice is well worth the effort.

This seminar component of the course covers research methodologies useful in conducting research on, with and for communities. These include community needs assessment, analysis of census and other statistical information on communities, evaluation of programs offered by community organizations, and surveys of community residents. Through readings, lectures, and discussion, our class will consider what is involved in each of these methods and when each is appropriate for studies of communities.

The lab component of the course involves one visit per week to an African American, Arab American or Latino community in Detroit. We will work with community-based organizations on projects to improve the well being of children and families. Projects involve such activities as tutoring, developing outreach activities, or working in community education projects. This type of direct experience provides for a better understanding of course concepts, more in-depth learning, and a location to participate in a community research project.

The course will initially focus on ways in which we understand research and community structures. The second part of the course will focus on methods for conducting research in communities in ways that will benefit community members.
Throughout the course we integrate theoretical abstractions with specific issues in Detroit communities. Class exercises and written work will be a vehicle for integrating the theory of community research with its operationalization in community settings. Results of our work together will be shared with the community-based organizations and the university community through a poster session, written reports, and oral presentations.

Objectives
Through a variety of activities in the course students will:

Understand how community based organizations in multiethnic communities operate and how they can use research to implement and evaluate social change programs at the organizational and community level;

Understand different theoretical perspectives used to explain approaches to community research;

Look at current research and mass media information on existing methodologies and literature on the subject;

Learn to recognize, synthesize, and apply various theoretical perspectives to your own experience.

Recognize the importance of theory, research and personal observations in research.

Course Requirements
Readings

Books:

Fetterman, D., Kaftarian, S & Wandersman, A. (1996). Empowerment Evaluation: Knowledge and Tools for Self-Assessment and Accountability. Thousand Oaks, CA: Sage Publications.

Reader: A reader of articles is available for xeroxing at Excel on S. University.

Web Resource: Some of our readings will be from the Community ToolBox
and Principles For Promoting Social Change

All readings will be on reserve at the Undergraduate Library.

Community Participation
An important aspect of this class will be community participation. All students will be engaged in activities with families and communities in a public school or afterschool program in Detroit. Groups of 4-5 students will begin their weekly participation by the third week of class and will continue until the final week of classes. Training sessions for these programs will be scheduled with the Site Supervisors in the third and fourth weeks of classes. Transportation will be provided and coordinated by the Psychology Undergraduate Office. Use of university cars is contingent on following the transportation procedures.

Written Assignments
I. Journals: This journal should be a synthesis and integration of the readings, field experiences, and class activities. Students should write their reactions and thoughts regarding the course components at least once each week. Journals will be graded according to the degree that readings are integrated and students identify their own ideas and reactions to the course content. Journals will be due weekly starting week two of the semester.

II. Paper: Students will form small groups to conduct community research on the status of youth in Southwest Detroit. Data collected by the class will be used by the MexUSCan project, that is analyzing the impact of the North American Free Trade Agreement (NAFTA) on youth in Detroit, Toronto, and Monterey, MX. The working team and data collected will reflect the organization in which you are doing your internship. The Paper will be submitted in two parts:

Part 1: Data Collection Plan: In this section identify use the resources that we will cover from the Community Tool Box, Chapter 2: Assessing Community Needs and Resources (http://ctb.Isi.ukans.edu/tools/c2/) to create a data collection and analysis plan. This paper is due March 8.

Part 2: Data Analysis: In this paper you implement the plan outlined in Part One. This paper should have the format of a research report with the following sections: introduction, methodology, results, discussion and implications. This paper is due April 17.

Part 3: Program Report and Assessment: In order to provide continuity from one semester to another, each student group will write a brief summary and analysis of the activity they were involved in with their organization. This report should be written in a format so that students in subsequent semesters will know what your. group did, what worked, and what you recommend that they do. In writing this report, think about what kind of information your group would have wanted for working with the community this year. This paper will be shared with students next semester. This Paper is due April 17.

All papers should be typed and written in APA style. Each paper should be between 6 to 9 pages in length, double-spaced. Students will receive a group grade unless other arrangements are made.

Poster Session: A poster session and brunch will be held on the last day of class. All students are required to participate. Community partners and departmental administrators will be invited. Member of the MexUSCan research team will also be invited. Groups can prepare a poster, video or power point presentation to communicate the results reported in their second paper.

Grading
A 100 point system is used. Assignments can receive the following number of points:

Program Report – 15
Paper – 40
Journal – 25
Class Participation – 20

Psychology 318: Community Participation: The grade for Psychology 318 will be determined by the quantity and quality of community participation. Each student will begin the class with 100 points for class participation. Points will be deducted from this total if you have any unexcused absences from the internship, do not follow vehicle procedures, or if you experience any unresolved problems at the site. Your section leader will be tracking your performance at the site through your journals, class discussions, and other means when necessary.

At the end of the term, the sum of the numerical grades earned for each class will translated into letter grades using the following formula:
A+ 97-100 A 94-96 A- 91-93
B+87-90 B84-86 B-81-83
C+77-80 C74-76 C-70-73
D<69 (no credit)

Grades in the B range reflect satisfactory completion of course requirements (competent performance). C grades reflect less than satisfactory work. A D indicates deficient performance. A grades are given for exceptional individual performance. Assignments turned in on time can be revised if students desire.

Course Topics

Week 1:

January 4, 2000: Introduction to class and basic concepts

Week 2:

January 9: Introduction to Community Internships

Butcher, D. (1999). Enhancing social skills through school social work interventions during recess. Social Work in Education, 21 (4). 249 – 262.

Hayes, E. & Cuban, S. (1997). Border pedagogy: A critical framework for service learninLy. Michigan Journal of Communi1y Service Learning, 4. 72 – 80.

Reardon, K. (1998). Participatory action research as service learning. In R. Rhoads & J. Howard (Eds). Academic Service Learning: A Pedagogy of Action and Reflection.

Pp. 57 – 64. San Francisco, CA; Jossey-Bass.

Yates, M. & Youniss, J. (1998). Community service and political identity development in adolescence. Journal of Social Issues, 54 (30). 495 – 512.

January 11: Discussion and Orientation

Week 3:

January 16: Entering and Engaging with diverse communities

Naples, N. (1996). A Feminist Revisiting of the Insider/Outsider Debate: The

“Outsider Phenomenon” in Rural Iowa. Qualitative-Social ; 19, 1, spring, 83-106.

Community Toolbox (httD:Hctb.Isi.ukans.edu): part H, Chapter 27: Cultural Competence in a Multicultural World, Sectons 1-5, 8.

Wilkerson, 1991 “How Milwaukee Boomed But Left Its Blacks Behind.” New
York Times pp A1, A16
D, Wessel. 1994. Strong Bones Brings Jobs to Cedar Rapids, But Many Pay Poorly. Wall Street Journal. (June 6) pp A1, A14
R. Lotchin. 1988. The Metropolitan Military Complex in Comparative Perspective: San Francisco, Los Angeles, and San Diego, 1919-1941. In The Making of Urban America.

January 18: Discussion

Week 4:

January 23: Definitions of Community: Sociological and Psychological

Saleebey, D. (1997). “Constructing the Community: The Emergent Uses of Social Constructionism in Economically Distressed Communities.” in C. Franklin & P. Nurius (Eds). Constuctivism in Practice: Methods and Challenges. Milwaukee, WI:

Families International.
Faires, N. (1996) “What is a Community? Taking Documentary Photographs of Urban Americans into the Middle School Classroom” OAH Magazine of History. Summer: 73-77.

Glynn, TJ. (1986) “Neighborhood and Sense of Community.” Journal of Community Psychology. 14(4):341-352.

January 25: Discussion

Week 5:

January 30: Research issues and methods

Burgess, L. (1990). A Block Association President’s Perspective on Citizen Participation and Research. American Journal of Community Psychology. 18(l):159-161.

Delgado-Gaitan, C. (1993). Researching change and changing the researcher. Harvard Educational Review, 63(4). 389-411.

Hatch, J., Moss, N., Saran, A., Presley-Cantrell, L., Mallory, C. (1993). Community Research: Partnership in Black Communities. American Journal of Preventive Medicine. 9 supp.(6):27-31.

Kaye, G. (1990). A Community Organizer’s Perspective on Citizen Participation
Research and the Researcher-Practitioner Partnership. American Journal of Community Psychology. 18(l):151-157

Nyden, P. and Wievel, W. (1992). Collaborative Research: Harnessing the Tensions

Between Researcher and Practitioner. The American Sociologist. Winter:43-55.

Schulz, A.J., Israel, B.A., Becker, A.B., Hollis, R.M. 1997. It’s a 24-Hour Thing… a Living-for-Each-Other Concept: Identity, Networks, and Community in an Urban Village Health Worker Project.” Health Education and Behavior 24(4):465-480.

February 1: Discussion

Week 6:

February 6: Perspectives on Identifying Community Assets and need

Community Toolbox: Chapter I Part B: Section 2:

Understanding and Describing the Community;: Section 8: Identifying community assets and resources.

Marti-Costa, S. & Serrano-Garcia, 1. (1994). Needs Assessment and Community Development: An Ideological Perspective. In J. Rothman, et al (Eds). Strategies of Community Intervention. Itasca, IL: F.E. Peacock.

February 8: Discussion

Week 7:

February 13: Quantitative methods for assessing communities

Community Toolbox: Chapter 3, Part B: Section 7: Conducting Needs Assessment Surveys, Section 10: Conducting Concerns Surveys; Section 11: Determining Service Utilization, 13: Conducting Surveys

February 15: Discussion

Week 8:

February 20: Qualitative methods for assessing communities

Community Toolbox: Chapter 3, Part B: Section 3: Conducting Public Forms and Listening Sessions; Section 6: Conducting Focus Groups; Section 12: Conducting Interviews, Section 5: Analyzing Community Problems

February 22: Discussion

Week 9:

March 6: Empowerment Evaluation and other Participatory approaches

Group One Journals due Fetterman, Chapters 1-3

March 8: Discussion

Week 10:

March 13: Empowerment Evaluation with Community based Organizations

Fetterman, Chapters 4-7

March 15: Discussion

Week 11:

March 20: Issues in Empowerment Evaluation

Fetterman: Chapters 8-11

March 22: Discussion

Week 12:

March 27: Creating Community Change through Community-Based Research.

Fetterman, Chapters 12-15

March 29: Discussion

Week 13: 

April 3: Advocacy Methods

Principles For Promoting Social Change — htjp:Hsj2ssi.org/pj2sc.html

Cart, C.U. (1997). Online Computer Networks: Potential and challenges for community organizing and community building now and in the future. In M. Minkler (Ed). Community Organizing and Communi1y Building for Health. New Brunswick, NJ: Rutgers University Press.

Wallack, L. (1997). Media advocacy: A strategy for empowering people and communities. In A Minkler (Ed). Community Organizing and Community Building for Health. New Brunswick, NJ: Rutgers University Press.

April 5: Discussion

Week 14:

April 10: Work on Papers and Presentations

April 12: Class Presentations and Brunch

April 17: All papers and Journals Due