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Organizing for Public Health With the Six Steps to Effective Advocacy: Turning Public Will Into Public Policy


Summer term
Health Behavior and Society
3 credits
Academic Year:
2021 - 2022
Instruction Method:
Auditors Allowed:
Yes, with instructor consent
Undergrads Allowed:
Grading Restriction:
Letter Grade or Pass/Fail
Course Instructor:
  • Ayelet Hines
Ayelet Hines

Introduction to Online Learning is required prior to participating in any of the School's Internet-based courses.


Legislative advocacy is a critical tool for advancing public health. A policy proposal may be well researched and desired by the public, but stall when opposed by highly financed special interest groups. Tired of beating your head against the wall trying to make people well in a broken system? Take this course and learn how to change the system.

Provides students with the tools needed to establish a state advocacy campaign that can help translate research and public health knowledge into public programs and policies. Learns the basics of public health organizing and advocacy, as well as develop the communication skills needed to inform policymaking and directly participate in the legislative process. Follows the framework of the Six Steps to Effective Advocacy, enabling students to make meaningful change in state legislatures and effectively engage in public health advocacy.

Learning Objectives:

Upon successfully completing this course, students will be able to:

  1. Critically evaluate community organizing as a behavioral intervention to support public health policy change
  2. Describe the purpose and methods of campaign planning and execution
  3. Identify key lessons to be learned from campaigns in other arenas
  4. Recognize that real improvements in people’s lives have been achieved by citizens like them running hard-hitting campaigns
  5. Select the most appropriate campaign approaches for particular situations
  6. Develop a basic campaign plan to address a real-world problem
Methods of Assessment:

This course is evaluated as follows:

  • 30% Participation
  • 20% Assignments
  • 25% Final Project
  • 10% Discussion Board
  • 15% Peer-feedback

Instructor Consent:

No consent required

Special Comments:

Co-instructor faculty appointment pending for Ayelet Hines