COURSE OUTLINE

SCHOOL OF SOCIAL AND COMMUNITY SERVICES

COMMUNITY WORKER PROGRAM

COURSE NAME: Community Development: Programs & Funding
COURSE CODE: CWRK 2043
CREDIT HOURS: 42
PREREQUISITES: None

PLAR ELIGIBLE: YES (X) NO ( )

EFFECTIVE DATE: September 2022
PROFESSOR: Rusa Jeremic rjeremic@georgebrown.ca
William Payne: William.Payne@georgebrown.ca

OFFICE: 452E/Available Online

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain
historical copies of Course Outlines. We urge you to retain this Course Outline for your
future reference.

EQUITY STATEMENT: George Brown College values the talents and contributions of its
learners, staff and community partners and seeks to create a welcoming environment where
equity, diversity and safety of all groups are fundamental. Language or activities which are
inconsistent with this philosophy violate the College policy on the Prevention of
Discrimination and Harassment and will not be tolerated. The commitment and cooperation
of all learners and staff are required to maintain this environment. Information and
assistance are available through your Chair, Student Affairs, the Student Association or the
Human Rights Advisor.

George Brown College is dedicated to providing equal access to learners with disabilities. If
you require academic accommodations visit the Disability Services Office or the Deaf and
Hard of Hearing Services Office on your campus.

STUDENT RESPONSIBILITIES: Learners should obtain a copy of the Student Handbook

and refer to it for additional information regarding the grading system, withdrawals,
exemptions, class assignments, missed tests and exams, supplemental privileges, and academic
dishonesty. Students are required to apply themselves diligently to the course of study, and to
prepare class and homework assignments as given. Past learner performance shows a strong
relationship between regular attendance and success.
PROFESSIONAL CONDUCT IN THE COMMUNITY WORKER PROGRAM:

The Community Worker Program is committed to the values of adult education and cooperative
learning and requires engaged, respectful and ethical behaviour in the field and in the classroom.
Together with professors, learners are responsible for creating and maintaining a healthy learning
environment. To facilitate the teaching and learning processes, learners are required to treat their
time in the program as preparation for the community work sector, wherein they will demonstrate
the ability to both work with others in a collegial manner and work independently in meeting all
program requirements. Learners must abide by College policy, codes of ethics and standards, with
particular attention to respect for diversity, equity, and inclusion.

Learners must abide by the GBC "Student Code of Conduct & Discipline Policy", see link for policy
near the bottom of: http://www.georgebrown.ca/policies/

COURSE DESCRIPTION:

At the local level, community-based organizations and non-profit agencies take a lead role in
promoting community development, social change, sustainable development, and fulfilling community
needs. This course offers learners an opportunity to develop a deeper understanding of how these
organizations and agencies operate, their governance structures, legal frameworks and common social
justice-based approaches to program development. Learners will have the opportunity to study methods
of Indigenous and Participatory-Action Research (PAR) research models, needs assessment best
practices, asset-based community development (ABCD), the Theory of Change Logic Model, and basic
steps to program planning through a Community Empowerment lens. In conjunction with their Field
Practicum, learners will develop community development and engagement projects based on non-profit
sector standards and common practices in community-based project design.

The Community-Based Project Design course is designed to meet the Ministry of Colleges, and
Universities’ requirements for completion of the Community Worker Program and the requirements
for registration in the Ontario College of Social Workers and Social Service Workers. The
program’s foundation in anti-oppressive and social-justice practices, as well as community
organizing and development, trains students in individual, family, and group intervention skills,
which promote individual and community self-determination and empowerment.
Land & Treaty Acknowledgement
We acknowledge this sacred land on which George Brown College operates. It has been a site of
We acknowledge
human activity thatsince
we aretimeonimmemorial.
the Indigenous This traditional territoryofofthe
land is the territory many nations including
Huron-Wendat,
the Mississaugas of the Credit River,
Mississaugas, the Anishnabeg,
Anishinaabe and thethe Chippewa, the Haudenosaunee and
Haudenosaunee.
The territory is the subject of the Dishthe With One Spoon
Wendat Wampum Belt Covenant, an agreement
peoples.
Thisbetween theisHaudenosaunee
territory the subject of the Confederacy
Dish Withand Onethe Confederacy
Spoon WampumofBelt the Anishinabek
Covenant. The andDish
Allied
with
Nations
One Spoonto peaceably care
is a treaty for andthe
between share the resources
Anishinaabe around theand
Mississaugas Great Lakes. Subsequent
Haudenosaunee that peoples
bound
have been invited into this themtreaty in thethe
to share spirit of peace,
territory andfriendship,
protect the and respect to peacefully share
land.
Subsequent Indigenous Nations andandcare for the Europeans
peoples, land and resources.
and all newcomers, have been invited
into this treaty in the spirit of peace, friendship and respect tocame
We also acknowledge all Treaty peoples - including those who here asshare
peacefully settlers
and- as migrants
care for the
either in this generation orresources
in generations past - and those
around the Great Lakes. who came here involuntarily,
particularly
Today, forcibly
Toronto dis-planted
is still home to manyAfricans, brought
diverse Firsthere as a result
Nations, Inuit of
and theMétis
Transatlantic Slaveacross
peoples from Trade
Turtle Island. We recognize that we areand Slavery.
all treaty people accountable to the Dish with One
As settlers or the dis-planted, we benefit from the colonization and genocide of the Indigenous
Spoon Two Row Wampum Belt, Treaty 13 and the Williams Treaty.
peoples of this land. In order to engage in resistance and solidarity against the past and present
We are grateful to have the opportunity to gather and work in community on this land. We
injustices inflicted on the Indigenous peoples of this land, it is imperative we constantly engage in
commit to working in solidarity with Indigenous Peoples of this land towards true
acts of awareness and decolonization.
COURSE NAME: Community Development
We are grateful to have the opportunityreconciliation
Programsand&
to gather right
and relations.
Funding
work in community on this land. PAGE: 2
We commit
COURSE CODE: CWRK 2043
to working in solidarity with Indigenous Peoples of this land towards true reconciliation and right
relations.
ESSENTIAL EMPLOYABILITY SKILLS:
As mandated by the Ministry of Colleges, and Universities essential employability skills (EES) will
be addressed throughout all programs of study. Students will have the opportunity to learn (L)
specific skills, to practice (P) these skills, and/or be evaluated (E) on the EES outcomes in a
variety of courses. The EES include communication, numeracy, critical thinking & problem solving,
information management, interpersonal and personal skills. The faculty for this course has indicated
which of the EES are either Learned (L), Practiced (P) or Evaluated (E) in this course:

Skill L P E Skill L P E
1. communicate clearly, concisely and 7. locate, select, organize and
correctly in the written, spoken and X X X document information using X X X
visual form that fulfills the purpose appropriate technology and
and meets the needs of the audience information sources
2. respond to written, spoken or visual 8. show respect for the diverse
messages in a manner that ensures X opinions, values, belief X
effective communication systems, and contributions
of others
3. execute mathematical operations 9. interact with others in groups
accurately X X X or teams in ways that X X X
contribute to effective
working relationships and
the achievement of goals
4. apply a systematic approach to 10. manage the use of time and
solve problems X other resources to complete X
projects
5. use a variety of thinking skills to 11. take responsibility for one’s
anticipate and solve problems X own actions, decisions and X
consequences
6. analyze, evaluate, and apply
relevant information from a variety X X X
of sources

COURSE OUTCOMES:
Upon successful completion of this course the learners will have reliably demonstrated the ability to:
1. Examine different types of organizational and governance structures (charitable/non-profit, for-
profit) and understand their legal frameworks.
2. Compare and contrast asset-based & needs assessment models of community development and
engagement.
3. Differentiate among common community development models and community-based research
methods including mutual aid frameworks, Indigenous research methodologies, participatory
action-research, and environmental sustainability inclusion methods, adopting an empowerment
approach to challenge systemic injustices such as anti-Black and/or anti-Indigenous systemic
racism.
4. Introduction to key elements of program proposals including Agency Description, EDI (Equity,
Diversity & Inclusion), and Budgets.
5. Develop proficiency in the theory-of-change logic model approach to programming including
the key concepts and components of a standard funding proposal
6. Create a community-based program funding proposal based on agency interest or fieldwork
placement.

COURSE NAME: Community Development Programs & Funding PAGE: 3

COURSE CODE: CWRK 2043
DELIVERY METHODS / LEARNING ACTIVITIES:
Delivery methods include lectures, discussions, & small/large group experiential learning activities,
readings, and other materials. Students will be encouraged to share their experiences in the field.

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

Students are required to purchase Tinglin, W. & Joyette, D. (2020) Community Engagement in a
Changing Social Landscape. FriesenPress. PDF available for purchase for $8.99 here:
https://books.friesenpress.com/store/title/119734000118511232/Winston-Tinglin-and-Donna-
Joyette-Community-Engagement-in-a-Changing-Social-Landscape

All other readings will be available either via link or Blackboard. It is the learner’s responsibility to
ensure that all required readings are completed before class. Additional readings not in the Course
Outline may be assigned. Learners are expected to regularly check website and social media
produced by placement organizations. Learners should keep up with current community issues and
events by reading community-based newspapers and/or accessing tv, radio or online news.

ASSIGNMENT POLICY:
All assignment instructions and due dates are listed on the following page. Unless negotiated with
professor in advance, no course work will be accepted past the due date. Learners are expected to:
§ familiarize themselves with course outcomes, due dates, assignments and late policies;
§ submit work at the beginning of class on the due date;
§ Written assignments must be submitted in APA format. Please see APA 7th edition at
https://apastyle.apa.org
§ keep a copy of all submitted work, in case work is lost/misplaced;
§ recognize that late assignments will be penalized 5% per day including weekends;

TESTING POLICY:
Test date is listed below. It is the responsibility of students to:
§ ensure that they understand the evaluation system and important dates;
§ follow all instructions on test before submitting;
§ if a student is absent for medical reasons, they must contact the professor before the test;
§ ensure that all assignments are submitted on the due date unless prior arrangements have
been negotiated with the professor
§ engage in academic honesty

LEARNER SUPPORT SERVICES:

As a college student, you may experience a range of personal, physical and/or mental health issues
that could result in significant barriers to achieving your personal and academic goals.
George Brown College offers a range of services and programs. We encourage you to seek out these
resources early and often. More information found here:
https://www.georgebrown.ca/current_students/student_services/

It is common for college students to feel distressed at times and to need more immediate support
(i.e. related to challenges with relationships, domestic violence, stress, mental health, and more).

To receive support, we encourage you to contact Counselling & Student Wellbeing, a free and
confidential on-campus service: https://www.georgebrown.ca/current-students/counselling/.
For off-campus and after-hours support, immediate help (24/7) is available through Good2Talk, a
post-secondary student helpline at 1-866-925-5454.
COURSE NAME: Community Development Programs & Funding PAGE: 4
COURSE CODE: CWRK 2043
 EVALUATION SYSTEM:
Assessment Description: Outcomes EES Week % of Final:
Individual 1. Project Proposal Part I: 3,6 1,6,7 5 10%
Project Design Responding to Communities:
Project Idea, Need & Agency
Partner

2. Project Proposal Part II: Building

2,3,5,6 1,3,6,7 9 15%
the Blocks:
Needs Assessment, Community
Capacity, & Project Description
Synopsis: (Objective, Goals,
Methods & Activities)

3. Funder Identification 1,2,5 2,6,7 12 10%

4. Project Proposal Part III: Final 1,2,3,4,5,6 1,3, 6,7 14 25%

Submission: all of the above (with
feedback) & Program Plan, EDI,
Budget, Logic Model, Outcomes &
Success Indicators

5. 2.5-minute Project Pitch 1,2,3,6 1,3 14 10%

Mid-Term Case- In-Class & On BB 1,2,3,5 1,2,5,6,7 7 15%

Study Analysis
Introduction
Video - Successful completion 4,5,6 1,3,7 2 5%
Professionalism Presence, preparation, engagement 1-6 1,6,9 Weekly 10%
Online Module “Designing Program Plan” Module & Week
Completion completion (2%) 10
Total: 100%

GRADING SYSTEM: The passing grade for this course is: D / 50%
A+ 90-100 4.0 B+ 77-79 3.3 C+ 67-69 2.3 D+ 57-59 1.3 Below 50 F 0.0
A 86-89 4.0 B 73-76 3.0 C 63-66 2.0 D 50-56 1.0
A- 80-85 3.7 B- 70-72 2.7 C- 60-62 1.7
Grading is based on GBC college-wide grading standards as follows:
A- to A+: Consistently exceeds course requirements; shows evidence of being well organized; shows original
and creative thinking and a superior grasp of subject matter.
B- to B+: Shows consistent performance and evidence of being well organized; shows elements of original
and creative thinking; has a strong grasp of subject matter.
C- to C+: Applies the subject matter appropriately; comprehends the subject matter.
D+ to D: Adequately applies and communicates knowledge of the subject matter
F: Fails to apply and communicate an understanding of the subject matter
Excerpt from the College Policy on Academic Dishonesty:
The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner inappropriately negotiated
or falsified assignment, test, essay, project, or any evaluated material will be a grade of zero on that material.
To view George Brown College policies please go to www.georgebrown.ca/policies
Academic Appeals Policy
All students have the right to appeal academic issues. Please review the Academic Appeals Policy at
www.georgebrown.ca/policies

COURSE NAME: Community Development Programs & Funding PAGE: 5

COURSE CODE: CWRK 2043
 TOPICAL OUTLINE
WEEK TOPIC OUTCOME CONTECT/ACTIVITIES READING
Introduction: Course review & Context Tinglin, W. & Joyette, D. (2020) Community
Week Community 1 Engagement. CHAPTER 1
1 Development & Differences between
Project Design community development Baines, D et al. Not profiting from precarity: The
Zoom and community organizing work of nonprofit service delivery p 74-93.
Developing your
Project: What are Professionalism Guideline Inflation driving up demand & costs while creating
Community Issues? Intro Exercise - (5%) desperation
Building the Parada, H. et al. (2011). Chapter 1: Introduction to
Week Groundwork I: 1,3 Different approaches to Understanding Change, in Promoting Community
2 Community community work yield Change: Making It Happen in the Real World.
responses to different results Toronto: Neilson Press, pp. 3-24 and 68-85.
F-2-F Development,
Sustainability & Community work & Tinglin, W. & Joyette, D. (2020) Community
Engagement. professional practice Engagement. CHAPTER 2

Sustainable Exploring different Kivel, P. Social service or social change? The

Community types/purpose of Revolution will not be funded. p129-149.
Development key organizations: .
characteristics Golger, A. (2017). The Connected Community
Understanding anti- Approach: A Theoretical Framework. 3 C’s..
Best practices oppressive approaches in
(AOP, Social Justice community work Peck, S. et al. (n.d.) 12 features of sustainable
& Human Rights) community development
Lakey, G. Grassroots & Nonprofit Leadership p.
Week Building the Organizational vision, 64-79.
3 Groundwork II: 1 mission, and values
Ferronato, S. The Fundamentals of Effective Board
Zoom Governance Different models and their Involvement. Big Brothers & Sisters, pp.20-34 and
approaches and implications 38-45 and 50-52 and 54-55 and 69-74 and 76-77
models, board
structures, legal Difference between Iler, B. (2018). Charities now free to engage in non-
frameworks and NonProfits, Charities & partisan political activities.
financial Social Enterprises Industry Canada (2016). Creating a Not-for-Profit.
accountability
Legal requirements for Pereira, R. (2021). Unfunded: Black Communities
How Organizations not-for-profit and overlooked by Canadian philanthropy.
get started charitable status
Ali, S. Lack of Diversity on Boards rooted in
Systemic racism in Board responsibilities; Privilege. Rabble.ca
philanthropy Multiple Stakeholders
What is a Needs Heaven, C. Developing a Plan for identifying local
Week Project Design: Assessment? needs and resources, in The Community Toolbox.
4 Starting with 2, 3 § Identifying
Assessment I: community assets and United Way Toronto. Program Design &
F-2-F resources Development Resources, pp. 11-12.
Needs Assessments § Documentation of
community needs and Shepard, B. Community projects as social activism:
assets From direct action to direct services. P. 24-32.
§ Attaching money to
projects Chapter 10. Needs Assessment. Program
Evaluation for Social Workers.

Toronto Foundation. (Nov 2021) Toronto Fall Out

Report - Toronto Vital Signs 2021

COURSE NAME: Community Development Programs & Funding PAGE: 6

COURSE CODE: CWRK 2043
 How to approach Participatory Action Community-Based PAR pp. 3-14
Week community research 4, 5 Research: Best Practices
5 Shepard, B et al. Research as action, p. 48-57.
Research Methods Why Evidence-Based &
Zoom & Analysis: Inclusion Models Principles for Research with Jane & Finch
“Theorizing Community
together” Handouts Principles for
Community Development: Ryder, C. Indigenous research methodology
Indigenous Methods
Participatory Action Assignment #1: (10%) Wilson, S. What is Indigenous Research
Research, Evidence DUE BEFORE CLASS Methodology?
Project Design: Identify Community Tinglin & Joyette. Community Engagement
Starting with Assets as a methodology CHAPTER 3
Assessment II: 2, 3 for Program Design to
Week address needs & gaps What is Asset-Based Community Development?
6 Asset-Based
Community Role of Stakeholders & The new paradigm for Effective Community Impact
F-2-F Development Social Capital
(ABCD) From what’s wrong to what’s strong
Week On-line timed individual
7 On-Line Case-Study analysis
Analysis Expected to review all readings, class notes and
Zoom Mid-Term case-Study handouts from Week 1-6
Done in real time (15%)
Week 8 INTERSESSION
Best Practices in Program planning stages, Access Alliance, p. 33.
Week Program Planning 3,5 workplans, scaffolding
9 activities Tinglin and Joyette, Chapter 7, pp. 88-99
How to develop a
F-2-F BUDGET Project Proposal Part 2 POW Program Template
Assignment: DUE (15%)
BEFORE CLASS
Overview of outcomes- Kellogg Foundation. (2004). Chapter 1 in Logic
Week ONLINE MODULE based program planning Model Development Guide, pp. 1-14 & pp. 27-34.
10 4,5
Approaches to Definition and purpose of Cox, P. Splash & Ripple: Using Outcomes to
Zoom Project and the logic model & essential Design & Guide Community Work, pp.8-15.
Program planning: elements
Introduction to United Way Toronto. Program Design &
Theory-of-Change Development Resources, pp. 19-23.
Logic Model Project Lesson Completion (2%)
Design Chapter 8. Theory of Change and Logic Model.
Program Evaluation for Social Workers.

Recap of Logic Model Cox, P. et al. Splash and Ripple: Using Outcomes
Week DO NOT MISS components to Design and Guide Community Work. pp.18-21.
11 CLASS 4,5
Assignment Expectations United Way Toronto. Evaluation Resources, p.3-20.
F-2-F Budget & Logic
Model recap Adding Success Indicators ONN. The state of evaluation: Measurement and
evaluation practices in Ontario’s nonprofit sector.
Measuring Success: Time for consultation & INTRO & Overview p. 1-3.
Outcomes & feedback on Project
Building Evaluation Design Access Alliance. p. 239, p.
Frameworks

COURSE NAME: Community Development Programs & Funding PAGE: 7

COURSE CODE: CWRK 2043
 Online module on how to Guilloud, S. et al. (2007). Fundraising in not a dirty
Week IN- CLASS research funders using word. The Revolution will not be funded beyond the
12 ASSIGNMENT 1,2,3,5 GrantConnect Database non-profit industrial complex. p. 107-111.

Zoom Class Assignment United Way Toronto and York Region. Program
Researching DUE same day (10%) Design & Development Resources, pp. 17-18.
Funding Agencies
Access Alliance. Indicators for Promoting
Week Equity, Diversity, 1,5 Exploring different Equitable Collaboration, p. 30 and p. 52.
13 and Inclusion (EDI) approaches to program
for Program planning Access Alliance. How to promote equitable
F-2-F Planning collaboration, p. 42 – 46

MacNevin, W. How anti-Black Racism

underdeveloped Jane and Finch

Tompkin, A. How white people conquered the

nonprofit industry
Week Pitch It: Selling 4 Final Project Design Due
14 your Project Idea (25%)

F-2-F 2.5-minute Pitch

Presentation (10%)
Week Closing Reflections: 4 Tinglin, W. & Joyette, D. (2020) Community
15 Taking your Project Engagement. CHAPTER 10
to the next level 2.5-minute Pitch
F-2-F Presentation (10%) Moving Projects forward: suggestions & support
Please note: this schedule may change as resources and circumstances require.
For information on withdrawing from this course without academic penalty, please refer to the College Academic
Calendar: http://www.georgebrown.ca/Admin/Registr/PSCal.aspx

COURSE NAME: Community Development Programs & Funding PAGE: 8

COURSE CODE: CWRK 2043