Teaching Advocacy to First-Year College Students: Lessons Learned

Learn how a university's 'Introduction to Public Health' course incorporated basic advocacy skills training into learning activities for first-year undergraduates, most of whom were 'first-gen', undeclared majors, or majoring in computer science, biology, and other non-health areas of study.

By the end of this webinar, participants will be able to:

1. Identify teaching strategies that help undergraduate college learners understand policies, procedures and laws pertaining to advocacy for health promotion.
2. Describe ways that undergraduate college learners can gain practice using a mix of communication technologies and methods to advocate for policy, system, or environmental change.

HESPA III Competencies included: 

6.2.7 |Entry| Identify organizational policies and procedures and federal, state, and local laws that pertain to the advocacy efforts. 

6.3.2 |Entry| Initiate policy, system, or environmental change by using traditional, social, and emerging technologies and methods. 

Sponsored by the Society for Public Health Education (SOPHE), a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) and/or Master Certified Health Education Specialists (MCHES®) to receive up to 1.0 total Category I contact education contact hours. Maximum advanced-level continuing education contact hours available for this session is 0. Provider ID #98029 and Activity ID DL0126044.