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The Student Leader's Guide to a Successful Campus Chapter!

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people will come after me and i want them to live better

Macro Social Work Student Network

School Organizing Program

The Student Leader's Guide

by
Andrew Calderaro Master in Social Work, candidate 14 (CUNY) Hunter College Silberman School of Social Work

Reviewed and edited by

Students:
Patricia Bamwine, MSW Doctoral candidate University of Pittsburgh School of Social Work Jessica Hudon Master in Social Work, candidate 14 Boston University School of Social Work Nora Moran Master in Social Work, candidate 14 (CUNY) Hunter College Silberman School of Social Work Andrew C. Schoeneman, MIIM Doctoral Candidate Adjunct Instructor Virginia Commonwealth University School of Social Work Rebecca Stoll Master in Social Work, candidate 14 Michigan State University School of Social Work Jorge Vargas Master in Social Work, candidate 14 Rhode Island College School of Social Work

Michael Walters Master in Social Work, candidate 14 (SUNY) Stony Brook University School of Social Welfare

Faculty:
Kristin M. Ferguson-Colvin, Ph.D. Associate Professor (CUNY) Hunter College Silberman School of Social Work Mark Homan, MSW Chairperson Association for Community Organization and Social Administration (ACOSA) Terry Mizrahi, Ph.D. Professor (CUNY) Hunter College Silberman School of Social Work Naomi Silverstone, Ph.D. Professor University of Utah College of Social Work

Table of Contents
Welcome..3 Mission & A History of Growth..........................4-5 Cultivating Success..6 Table 1.7 Organizing Principles Primer..8-12 Agenda Planning.13 Establishing a Campus Chapter & Stepping Stone Goals..14-16 Potential Composite Goals..16 Needs Assessment Survey.17 School/Community Event18-20 Frequently Asked Question................................21-22 Contact/Sources .23

Dear Campus Leader, I went into social work because I wanted to be like Jane Addams. But I found myself in the world of Mary Richmond, Dr. Jack Rothman wrote from Los Angeles. There were different approaches in the field and my choice was vastly outnumbered. And, truth to tell, not well appreciated. In the 2012 Rothman Report, he found that by the mid-1990s, only 2.9 to 4.5% of social work graduate students were community or planning practice majors. This marginalized subfield in social work saw that only two percent of time each week is dedicated to community organizing and policy/legislative development (Rothman, 2013). Rothman, along with Meyer Schwartz, developed at the University of Pittsburgh in the early 1960s the first contemporary two-year concentration in community organization ("NASW social work," 2013). Roughly a half-century later Dr. Rothman, a professor emeritus at UCLA, conducted the research for and wrote the 2012 Report to illustrate the imbalance between micro and macro social work education. What is to be done if social work is systematically marginalizing those it is supposed to be training? MSWSNs June 14th event, Macro in a Micro World, produced a clear answer: Macro students must organize and advocate for better macro education. This means we must take our community organizing skills and employ them for an urgent brand of advocacy scholastic organizing. This is where you come in. As a Campus Leader, whether BSW, MSW, or PhD. student, you can organize for change in your curriculum and in your schools culture towards macro practice. This is why MSWSN is developing leaders at social work schools across the country. The potential for change exists among many talented, impassioned students. Indeed, this is why you are reading this. Use this Guide as you develop a chapter on your campus. Along with your organizing skills and knowledge, you will be well on your way. In solidarity,

Macro Social Work Student Network

The Macro Social Work Student Network (MSWSN) began at the Silberman School of Social Work at CUNY-Hunter College in the Fall of 2011. Students of the Community Organizing, Planning, and Development (COP&D) method began a project in class titled the National Community Organizing Networking Project. The initial focus was to connect to other macro-focused students at the University of Connecticuts and University of Pittsburghs schools of social work through a videoconference. Facilitated by professors of this triumvirate, participants realized that this was just the beginning of what could be a profound and progressive dialogue. The Silberman students initiated a coalition and developed a trial web site to provide greater organization and collaboration. During the Spring 2012 semester, students from the COP&D I course expanded the network beyond the Original Three to develop more of a national scope. During the fall 2012 semester, COP&D II students continued this growth. Allison Weingarten, Silberman 13, attended the Council on Social Work Educations (CSWE) Annual Program Meeting. Through promotion of the project to other attendees, Ms. Weingarten corralled contacts from numerous schools, which led to greater usage of social media outreach.

This increased communication led to an in-person event among New York City social work schools and the fledgling organization took on the moniker of National Network of Macro Practice Social Work Students. What started as coursework for Silberman macro students now had potential for great expansion. COP&D I students seized upon this opportunity under Dr. Terry Mizrahi, former president of the NASW, during the Spring 2012 semester. Nine students impressively chose the Network over other compelling social work campaign options. Now known as the Macro Social Work Student Network, these students used their collective skillset, diligence, and relationship with the Association for Community Organizing and Social Administration (ACOSA) to organize a furtherreaching event. The result was the June 14th, 2013 event Macro in a Micro World! What the 2012 Rothman Report Means for Social Change Hopefulness. Co-sponsored by the University of Connecticut School of Social Work; the University at Albany School of Social Welfare; the Silberman School of Social Work; ACOSA; and, MSWSN, the event brought in roughly 50 students from schools such as Indiana, Virginia Commonwealth, Rutgers, Pittsburgh, Columbia, and so forth! The event featured Dr. Loretta Pyles of Albany and Dr. Scott Harding of Connecticut, who spoke about the Report and what this meant for the budding practitioners in attendance. After a question-and -answer session, students shared meaningful, important ideas through open space exercises. The day was capped off with a happy hour and networking! Whats next for MSWSN? You are! On the heels of years of development and a stellar summer event, MSWSN is prepared to expand into campus chapters. As part of the Rothman Report illustrated, the future of macro education is in the hands of the students. As we learn to advocate for and empower others we must advocate for what we need and deserve in our own schools. Thus, the future of MSWSN and macro education is as bright as we make it.

The beauty of the School Organizing Program is that we are not just charging toward better macro education and greater awareness but setting out to do actual organizing, thereby enhancing our skills! Some of us have pre-social work school experience yet others are newer to the field. Either way, we all need to have our organizing skills in order. The following organizing principles primer comes from from seasoned organization and is for our edification and clarification. Of course, we are all organizing in different schools and these principles will apply within various scholastic cultures. We cannot control all variables; but, we can be proficient in the skills necessary for strong , healthy organizing. Do this work, maintain humility, humor, and perseverance and see where your work can take macro social work, MSWSN, and you!

Development of macro practice tracks in social work schools without them; increased macro course offerings; greater hiring of macro professors; a cultural shift that is more inclusive of macro practice

Academic curricula; administrative and student culture

Macro methods are not offered within social work programs; sufficient macro courses arent part of the curricula; schools ignore macro social work as an essential method in the field

Macro social work students; macro professors; administrators

Campus Leader; Chapter members; Involved professors

Source: Community Practice Interventions. (2008). The Encyclopedia of Social Work, 20th Edition. T. Mizrahi & L.E. Davis, Eds. Vol. 4. NY: Oxford University and NASW Press.

Organizing Principles Primer

1. Planning is integral. In a civilian community, for example, you would have a lot more data collection and analysis and larger timelines. Our school communities are literally and figuratively shrunken. But, we still assess values, power, and resources when outlining our work. Values addresses why a problem exists (why is macro largely ignored? Who is responsible?). Power means that somebody or a body of people wields the means to fix your identified problem. Resources are the creation of or deployment of assets that help us achieve our product. 2. Needs and asset assessments are core component s to any organizing effort. Having a sense of something wrong is much different from being able to show something is wrong. Equally as important is knowing where your strengths in both groups and individuals lie, so that you can take on your goals and challenges aware of your strengths. See Supplementary Docs. 3. As you develop your chapter, assume nobody knows the problems facing macro practice. In fact, reading through the Rothman Report and reading through this Guide may be edifying for you! If you, as a Campus Leader, are learning then how can you expect others to know? This applies both to the critical actors and the facilitating actors (see 5.Power). Is your

administration aware that theyre shortchanging macro practice? Have they been operating in a clinical haze?

Do the students know what they are missing? In the case of the
administration they may know about this problem but wont act until someone speaks up. This is an opportunity to work with them and allow them to save face. If they wont work with you then your work, regardless, cultivates the influence to make change! 4. Process and Product: Establishing anything on campus takes time, and our busy academic lives dont help propel these other interests. We must act under the assumption that there will always be a shortage of resources (time, people, etc.) to achieve everything we want to. Thus, we must focus on process and product:

Process: There must be enough dialogue or

filtering of ideas to determine agreed-upon and appropriate goals to which all involved persons can agree and feel a sense of buy-in.

Product: What are your chapter's goals?

What do you hope to achieve? Have a realistic timetable and efficient allocation of resources Be realistic about product Know the consensus product among your chapters members Assess skill sets who is best at what and wants to take on specific tasks? Allow for enough, or more than enough, time, and be aware of your process and how it relates to product. 5. Power is a major element in the work we do. You need to understand who or what has the decision-making capabilities to create your desired change. Lets focus on two types of power actors. Critical actors have the technical authority to make certain changes; facilitating actors can influence the critical actors due to their relationship to them. (contd)

Many times this can be muddied waters and a power analysis is needed to clear things up. In this case, we know that we the students are the facilitating actors and the administration within our schools and, beyond them, the Council on Social Work Education are the critical actors. In our case, knowing who controls the educational strings within our buildings is key. We must ask, Who can enact formally the change we demand? 6. Assume that opposition to change or your issue will exist. In the Rothman Report, one professor asserts, I dont fully understand the lack of support, even though I know the majority of the faculty is now narrowly clinical. A few powerful full-profs do not think a macro concentration helpsSome disapprove of macro as a remnant of the 60s. Others think only clinically-oriented intervention research is legitimate (Rothman, 2012). While such opposition can be daunting, dont lose heart! You will face detractors throughout your careers. In fact, the skilled organizer uses this opposition to determine who exactly her allies are and who her opponents are. And, when you face opposition it is best to be prepared with counter-arguments. What if someone questions the validity of macro practice? Can you speak to the social improvements made by macro work in your community, on a larger scale, or generally? 7. Criticism of problem solving is something we may very well face. Although social work is inherently inclusive, you may encounter those students and professors who are clinically-biased. You may have people who support you yet think youre fighting a losing battle, as it were. Whatever the nature of the environment your collective and you function in, you know what youre doing is right for macro practice; thus, you can transcend any detraction with this knowledge and with your preparation for success.

8. Last, we cannot undervalue the power of influence the face of power acquired by people when they do not have the authority to make decisions. Whatever school you attend, it is your school and your education (or, in the macro case, generally lack thereof). As a Campus Leader and as a chapter, how can you amass the right influence? And, always remember, fortune favors the bold. You we are the bold, those who refuse to let our desired educations go ignored and who insist on being progressive agents.
Source: Community Practice Interventions. (2008). The Encyclopedia of Social Work, 20th Edition. T. Mizrahi & L.E. Davis, Eds. Vol. 4. NY: Oxford University and NASW Press.

We macro social work students must advocate for our educations. We use learned principles, like the ones you just read, in other communities, but what about our own academic environments? Change is not going to happen overnight, but by owning our educations and implementing these principles and leadership skills then change can occur. For example, at the Boston University School of Social Work macro students won over faculty support for macro workshops to supplement our classroom education. Now, we choose the topics of macro workshops that are offered each semester to all of the MSW students. Small changes such as providing workshops in individual programs will lead to changes in the profession as whole.
- Jessica Hudon, BU SSW

When preparing for the year be sure that you know what youre doing and that you have a roadmap to track your progress (see Campus Leader Documents). Surprises arise but your chapter and you will be most able to deal with these because youre prepared.
What other students are like-minded? It doesnt take many people to get the ball rolling. What are the major problems facing macro social work at your school? What goals can/should your chapter realistically pursue? What resources do you have?

What are achievable goals for the Collective and its resources? What actions suit progress your goals? What are realistic timeframes for your goals? Whose skills fit best in specific areas?

Put your plan into action and progress towards those goals! How can you maintain accountability? A timesheet? Weekly meetings? Make sure you have oversight, especially because were all so busy!

 Establish the Chapter: All of your passions and skills cant be put to use unless you set up a collective first! See your Campus Leader docs for key questions to ask yourself.

Stepping Stone goals: These are the smaller-yet-necessary goals you achieve to make the chapter known throughout campus, to recruit chapter members, and to spread information about the importance of and problems facing macro practice. Composite goals: These are larger goals that require deeper planning. They are usually end-of-the-semester/ year events. They are called composite goals because they are the fruit of all the chapters labors during the semester and may require long-term planning and organizing. Of course, you can prepare for a composite goal while reaching your stepping stone goals.

Establishing a Chapter
Your first step in planning is going to be actually setting up a chapter! Depending on your schools policies you may or may not have to become an official campus club. There are certain benefits to becoming an official club i.e. financing, access to certain facilities, etc. Here are some questions to get this process started. Is it to our advantage to become an official club? How do I establish a chapter my school? What are the technical ins and outs and paperwork necessary to become a club? Who in student activities should I know? Youll need to know who the go to person/people are. Which professor(s) can I get to join me on this? Despite the overall troubling treatment of macro social work on campuses, there should be a few professors dedicated to macro. Find one or more macro-focused professors and set up a meeting to discuss how you can work together. His/her/their expertise will help guide you. It is also an important step to bring into the fold a potential critical actor. What is the club culture on my campus? Are there a lot of events to promote clubs? Is there a designated club time every week? Depending, youll need to figure out the best way to promote your MSWSN chapter.

Gaining interest when setting up a Chapter/Stepping Stone goals

Setting up a Collective and Stepping Stone goals so mirror each other that weve combined them. These tactics are essential to both and are enhanced by being done regularly i.e. weekly, bi-weekly, etc., to maintain continuity in your communications with fellow students. An important point is that you dont need to recruit an army; a few dedicated students can get the collective moving in the right direction. Tabling: Good ol fashioned tabling puts you in direct contact with fellow students. Set up in a campus-approved area with signage, literature, a clipboard, and a smile oh, and a table! Flyers: You know this deal - post those MSWSN flyers where fellow students will see them! Event presentation: Our schools provide an array of events to introduce clubs and alliances to the general student body. Make your MSWSN chapter part of that! Make announcements in class: Although class time is limited, any concerned professor should gladly let you make a two minute prepared announcement. Be sure to have flyers to distribute, otherwise you risk your message getting lost. White/chalk board messages: Figure out which classrooms (if theres a difference) hold the macro classes. Write, neatly, about the Network and the chapter, who youre looking for, and how to contact you. Then just let the foot traffic pass by!

 Sidewalk message: Remember when you wrote all over

the street with chalk as a kid? Well, its time to put that skill to use! As long as its cool with the campus, script a message on high traffic walkways.

E-blast: This is an efficient way to touch base with as many students as possible. See who in administration or student activities sends out the mass emails and if they can work with you to get a mass-message out! Maybe they can even blast a flashy flyer!

Social Media: Facebook, Twitter, Pinterest, Instragram, etc.: Let your classmates know through your schools social media sites or sites you develop.

Potential Composite Goals

Composite goals, going back to Table 1, focus either directly or indirectly on the systems targeted for change. Here are types of composite goals that are hypothetically within the realm of the chapters ability and further the desired outcome of the MSWSNs mission.

I. Student Needs Assessment Survey II. School Event a. For students/professors b. Community-oriented III. Free Choice! (Have something in mind thats
great for your school community?)

I. Student Needs Assessment Survey

Ultimately, your schools academic infrastructure is where your chapter can have the most impact. As the Rothman Report illustrates, macro social work education is largely downplayed, ignored, and non-existent. Of course, you should know how this is happening at your school. The best way to find this out is by conducting a student needs assessment survey. You want to be able to answer questions like, These problems are bad, but are they affecting us at our school? By doing a survey, youll be equipped to answer and for future action.

See your Supplementary Docs for the assessment survey and additional information.

II. School/Community Event

Another positive Composite Goal is holding an event in your school that addresses a macro issue. Perhaps you have done work in your community and it highlights effectiveness and need for macro work; you could hold an event that illustrates this work.

Here are some examples:

An introduction to macro social work, its paths, and its professional prospects MicMac: Connecting macro and micro social work A specific issue facing macro social work Work youve done on your own or for a class with the community and how it reflects macros usefulness i.e. educational outreach, fundraising, organizing community children for a specific goal, etc.

A good example is the event held by MSWSN on June 14th, 2013, Macro in a Micro World: What the 2012 Rothman Report Means for Social Change Hopefulness. The event took place in New York City at the Silberman School of Social Work at CUNYHunter College.

Although there was a lot of organizing done for the event, its premise was straight-forward. Dr. Loretta Pyles of the University at Albany and Dr. Scott Harding of the University of Connecticut spoke about the Rothman Report. Next, open space exercises allowed the roughly 50 students from over a dozen social work schools to have various dialogues about the Report and macro issues important to them. The day wrapped up with a reception that, of course, had some good food!

An event this simple can go a long way. In a post-event survey, 90% of the students rated the event as either very good or excellent. In open-ended responses they proclaimed:
The integration of education and actionbeing able to clarify the problem as a groupthen discuss solutions was helpful. I really enjoyed the open space exercise because it allowed the attendees to share ideas and thoughts. Seeing patterns across institutions is sobering, empowering, and motivating to start advocating more.

Ultimately, this event achieved multiple ends: Brought together like-minded macro students Showed students and professors alike that there is passion for macro progress Enlightened students to new ideas Created a greater sense of intra-state and intra-program macro solidarity By doing the same on your campus your chapter, wherever it may be, will empower and embolden the macro contingent everywhere.

ACOSA is the national body for macro social workers and students. You can contact the appropriate regional contact to work with ACOSA on an event in your school. Check out their web site to see who their regional reps are and how you can work together. ACOSA.org

General
Is MSWSN associated with any other organizations? Yes. MSWSN is associated with and works closely with the Association for Community Organization and Social Administration (ACOSA). You can learn more about ACOSA by visiting ACOSA.org. Where can I find the 2012 Rothman Report in its complete form? www.acosa.org/joomla/pdf/RothmanReportRevisedJune2013.pdf

Logistical
Do I have to start my chapter at the beginning of the academic year? No, you are able to start a chapter at any point and simply adjust your goals to the timeframe you give yourself. Do I have to register my Chapter an official student club? No, but if there are advantages to doing so then it would be wise to make it oficial.

Can I be a Campus Leader if Im entering my first year of a social work program? Yes! MSWSN wants Campus Leaders of all ages, experiences, and perspectives. Of course, the less experience you have the more you may want to lean on those with more insight i.e. professors, other students, etc. Does my chapter receive any funding from MSWSN? No. As a young organization and an even newer program, the School Organizing Program cannot provide funds for you chapter at this time. This doesnt mean that you can fundraise or embrace the challenge of pursuing your chapters goals with limited financial resources. This is a student network; should I pursue professor involvement? Yes! As we discussed earlier in the guide, you need to know who the critical actors in your school are. Such a person could very well be a macro professor who is fully supportive of your chapter!

Academic/Professional
Can I receive academic credit for my work with MSWSN? While MSWSN does not have any agreements with any social work schools to offer academic credit towards a degree, you are free to inquire within your school if your work as a Campus Leader can qualify for academic credit. Keep in mind, any school willing to work with you will have to provide complete oversight. Can I receive a letter of recommendation from MSWSN? Yes, students who exhibit dedication and competent work can receive letters of recommendation from MSWSN.

The best way to reach MSWSN with any questions, concerns, or suggestions is via e-mail at MSWSNetwork@Gmail.com.

Berkowitz, B., & Nagy, J. (2013 ). Conducting needs assessment surveys. Retrieved from http://ctb.ku.edu/en/tablecontents/sub_section_main_1042.aspx Rothman, J. (2013 ). Education for macro intervention: A survey of problems and prospects. Unpublished raw data, Association for Community Organizing and Social Administration.

Nasw social work pioneers. (2013). Retrieved from

http://www.naswfoundation.org/pioneers/r/JackRothman.htm

Mizrahi, T. (2009). Community organizing principles and practice guidelines. In A. R. Roberts (Ed.), Social Workers' Desk Reference (2 ed.). Oxford University Press.
Community Practice Interventions. (2008). The Encyclopedia of Social Work, 20th Edition. T. Mizrahi & L.E. Davis, Eds. Vol. 4. NY: Oxford University and NASW Press.