HMSV 3300: Community-Based Development
 Spring 2009 Course Syllabus                     

   Course Description  |   Instructor Information  |  Required Materials/Texts  | Content  | Class Meetings  | Graded Assignments |  Grading Scale  |     Mid-Term Progress Report  |  Objectives/Outcomes  |  Course Policies 
 
Course Description

HMSV 3300: Community-Based Development   (CRN 23973)
Study of factors influencing the socioeconomic and interpersonal health of neighborhoods and larger communities. Using a case studies approach, topics include group/organizational initiatives, internal versus external change agents, leadership issues, and advocacy. 3 semester credit hours (3-0-3). 
[Prerequisite: HSMV 3010.]
 
Instructor
  Dr. Sandra M. (Sandy) Harrison
Office: Arts & Sciences Bldg, 214 A
E-mail: sharrison@clayton.edu
Phone: 678/466-4804
Personal website: http://a-s.clayton.edu/harrison
Office hours: http://a-s.clayton.edu/harrison/schedule.htm
 
Required Text
  Green, G.P., & Haines, A. (2008). Asset building and community development (2nd ed.). Thousand Oaks, CA: Sage.
 
Required Computer and Computer Skills


Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program.  Students will sign a statement attesting to such access.  For further information on CSU's official Notebook Computer Policy, see http://itpchoice.clayton.edu/policy.htm.

Students in HMSV 3300 will need the following computer skills:

  • facility with the Windows operating system
  • facility with Microsoft Word
  • facility with Microsoft PowerPoint
  • ability to send and receive e-mail using Outlook/Outlook Express and WebCT mail, including sending and retrieving e-mail attachments
  • facility with Web browsers
  • ability to download streaming audio files in .rm and .mp3 formats
  • facility with WebCT quiz formats and discussion boards

 
Content
  • History of community development in the US
  • The role of assets in community-based development
  • The community development process.
  • The role of community-based organizations.
  • Human capital and workforce development.
  • Social capital: Trust, norms, and networks
  • Physical capital: Housing
  • Financial capital: Community credit institutions
  • Environmental capital: Controlling land development
  • Political capital: Organizing for power
  • Cultural capital
  • Community sustainability
     
Class Meetings/Schedule

The class meets in UC-311 from 11:00 am -11:50 am every Monday and Wednesday and four Fridays (Jan 30, Feb 27, Apr 10, May 1) during the semester. Assigned activities in the Clayton County community will take the place of class meetings on the remaining Fridays.
 

Wk

Dates

Topics/Assignments

1

Jan 12-17
Course orientation
 Ch. 2: The history of community development in America

2

Jan 19-24

Mon, Jan 19: MLK Holiday (no classes)
Ch. 1: The role of assets

3

Jan 26-31

Ch. 3: The community development process
Test 1 (Friday, Jan. 30)

4

Feb 2-7

Ch. 4: The role of community development organizations

5

 Feb 9-14 Ch. 5: Human capital and workforce development
Guest speaker: Dorothy Herzberg, Career Resource Center (Wed, 2/11)

6

Feb 16-21 Ch. 6: Social capital

7

Feb 23-28

Chs. 5-6 applied
Test 2 (Friday, Feb. 27)

8

Mar 2-7

Asset Map Assignments/Interviews
 Midterm: Mar. 6 (last day to drop without penalty)
  Mar 9-14 Spring Break

9

Mar 16-21

Ch. 7: Physical capital

10

Mar 23-28

Ch. 8: Financial capital
Guest speaker: Kim Hopper, SunTrust Bank

11

Mar 30-Apr 4

Ch. 9: Environmental capital

12

Apr 6-11

Chs. 7-9 applied
Test 3 (Friday, Apr 10)

13

Apr 13-18

Ch. 10: Political capital

14

Apr 20-25

Ch. 11: Cultural capital
Guest speaker: Debbie Anglin, Director, Hearts to Nourish Hope

15

Apr 27-May 2

Chs. 10-11 applied
 Ch. 12: Community sustainability
 Test 4 (Friday, May 1)

16

May 4
May 5-11

Mon. class Asset Map
Final Exam: Wednesday, May 6, 10:15 am
 
Graded Assignments
  Web research 30 pts possible
  Library research 20 pts possible
  Guest speaker quizzes (3 @10 pts) 30 pts possible
  Interview 50 pts possible
  Tests (4 @ 50 pts each) 200 pts possible
  Asset map 100 pts possible
 

Total possible points     


430 pts possible
  Optional:
 Community Leadership Forums
(3 @ 3 pts each)		  
   9 pts possible
 
Grade Scale (based on total points earned)


387-430 pts = A
344-386 pts = B
301-343 pts = C
258-300 pts = D
below 258 pts = F

Midterm Progress Grade.   The course grade posted in the DUCK just before midterm (Mar. 6) will be based on the number of points earned by midterm divided by the total points possible at midterm. Midterm grades are for information only and do not impact a student's GPA. They do, however, provide feedback about whether or not a student needs to increase his/her effort or drop the course.
 
Course Policies
General Policy Students must abide by policies in the Clayton State University Student Handbook and the Basic Undergraduate Student Responsibilities guidelines.

University Attendance
Policy
Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi.  Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students' ability to remain enrolled in their courses. The University reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades. 
 
Course Attendance Policy In this course students who are on time to every class and have no unexcused absences will earn 10 pts extra credit toward their grade in the course.  Each tardy deducts 1 pt from the total possible; each absence deducts 2 pts from the total. 

Students who miss six classes before midterm will be dropped from the course.
 
Children Children, even those who are quiet and well behaved, are not allowed in class because they are distractions. Plus it's unfair to other parents who went to the trouble to get childcare. Students bringing children to any test or other assessment will lose 10 pts from their grade on that evaluation.
 
Deadlines Deadlines are designed to pace you in the course, keeping you from waiting until the last minute to do the readings and research exercises. Completing assignments by their deadlines demonstrates responsibility and self-discipline, important characteristics of a professional in the field of human services.

In particular, self-grading assignments cannot be attempted after the deadline has past, and the points for missed research tasks are forfeited. All other class assignments (including tests) have 25% point penalties for those who do not complete them on time.

Do NOT wait until the last minute to do an assignment on your computer. The gremlins who inhabit computer systems note your stress level and delight in making your machine lock up, crash, or unable to access the Internet just before an assignment is due. Having technical problems at the last minute does not excuse you from a deadline when the assignment has been available for several days.

Do an assignment on the FIRST day it is available, and you will be able to comfortably cope with server problems, computer viruses, and other inevitable technical glitches. Planning for the unexpected is an essential skill of human service professionals.
 
Electronic Devices All cell phones, pagers, and other electronic devices should be off during class. If you expect an urgent call, please turn your device to vibrate mode and sit close to the door. Any communication device going off during any assessment, even in silent mode, will result in the bearer losing 5 points on that assessment.
 
Academic Dishonesty Students are expected to take all tests and quizzes without assistance. Cheating on any assignment, quiz, or other evaluation method will result in a zero for the assignment. All instances of academic dishonesty will be reported to the Office of Student Life, Judicial Affairs.  Judicial procedures are described at http://adminservices.clayton.edu/judicial
 
Make-up Tests One (and only one) make-up test may be taken on the day of final exams, immediately after you have taken the final for this course. Make-ups are not given at any other time.

Beware of missing a test when it is originally scheduled, since the lapse of time between learning the material and taking a make-up is almost certain to have a negative effect on your recall of the material. Make-ups may also include questions not on the original test. Remember that your grade on a make-up test is docked 25%, since you had more time to study for it than did the rest of the class.
 
Disruption of the Learning Environment Research has shown that social skills are more important to life success than is academic intelligence. Because argumentativeness, combativeness, and an attitude of entitlement are increasing problems in American culture, your college experience is a good opportunity to practice and expand your ability to communicate respect and courtesy. The old saying "You'll catch more flies with honey than with vinegar" is still true.

In team projects and interacting with the professor, courtesy and an open mind are valuable assets. Don't toss them aside in an attempt to prove yourself right. You gain respect by being respectful of others.

Behavior which disrupts the teaching-learning process during class activities will not be tolerated. While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, and/or threatening behavior.  A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class.  A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal.  If found in violation, a student may be administratively withdrawn and may receive a grade of WF. 

For more detail about the University's guidelines for acceptable classroom behavior, see http://a-s.clayton.edu/DisruptiveClassroomBehavior.htm
 
Psychology & Human Services Program Goals/Learning Outcomes
 
1. To understand and apply the major concepts, findings, and theoretical perspectives in human services.

2. To critically evaluate human service practices and apply methodologies used in human services.

3. To communicate effectively and professionally both orally and in writing.

4. To demonstrate an understanding of the roles, responsibilities, and career opportunities for those with psychology and human service-related degrees.

5. To understand and apply the ethical standards set forth by the American Psychological Association.
 
Course Goals/Outcomes
  The effective practice of human services requires that practitioners develop in three dimensions, informally known as "ASK"--attitudes, skills, and knowledge.
 
Attitudes
  • Students will acquire deeper appreciation for their own power to effect community change.
  • Students will learn to focus more on assets than on liabilities when addressing community problems.
  • Students will develop increased appreciation of how partnerships are essential for community development.
  • Students will develop more confidence interacting with community leaders.
Vocationally Useful Skills
  • Students will use the library's on-campus and online holdings to learn more about community development.
  • Students will locate and explore various Internet-based resources relevant to community development issues.
  • Students will identify and interview a person relevant to community development in Clayton County Georgia.
  • Students will understand the value of GIS in community development.
Knowledge
  • Students will be able to understand communities in terms of different types of capital.
  • Students will be able to differentiate one type of capital from another.
  • Students will be able to evaluate the impact of local resources on local communities.
  • Students will be able to identify national, regional, and local organizations and agencies relevant to community development initiatives.

 
Correlation to Program Outcomes & Educational Standards
 

The content and methods used in this course comply with the learning outcomes established by the Department of Psychology (http://a-s.clayton.edu/psychology/outcomes.htm) and the Department of Social Sciences.

The content of this course syllabus also correlates to education standards established by national and state education governing agencies, accrediting agencies and learned society/ professional education associations.  Please refer to the course correlation matrices located at the following web site: http://a-s.clayton.edu/teachered/Standards%20and%20Outcomes.htm
 
Special Accommodations
  Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center, Room 255, 678/466-5445, disabilityservices@clayton.edu

Last updated December 18, 2008

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