Advocacy 101: A Scaffolded Model Practice for Teaching Professional Advocacy
Abstract:
Through a scaffolded approach, students learn about professional advocacy as a section of the transition to professional practice course. The students begin with an overview of challenges associated with transition to practice, professional communication and license and practice acts. Students then review policies and developing policies. In addition to transition to practice issues, students learn about knowing their value, in which they review value model resources and watch webinars related to value models. Students then learn about various forms of professional advocacy through a multi-modal approach (e.g., readings, NATA advocacy center, NATA legislative alert center, webinars and podcasts). Once students learn the basics, guest speakers attend class to discuss professional advocacy. The university legislative liaison provides an overview of how to advocate to legislators, including how to communicate and develop relationships. Members of the North Carolina Athletic Trainers’ Association Public Relations Committee also provide examples of how they have advocated for the profession across the state at the secondary school level (e.g., North Carolina Board of Education) and to legislators. This section culminates with an advocacy project. This project is introduced early in the semester to allow students to get ideas from the guest speakers related to their topic. Students are free to select any cause if it relates to professional advocacy. Students select an audience related to their cause (e.g., school board, policymakers, legislative policymakers, general public). Based on the cause and audience, students will create a deliverable (e.g., presentation to policymakers, letter to legislators, infographic). The deliverable includes information about the cause with supporting data, clearly articulated cause, stance and call to action.
Learning Objectives:
- Describe a scaffolded approach to teach professional advocacy.
- Implement an advocacy project to prepare students to advocate for the profession.
Track: Pedagogy
Format: Model Practice
This Session is Not Eligible for CEUs.
Ashley Thrasher, EdD, LAT, ATC, CSCS
Western Carolina University
Ashley Thrasher is an Associate Professor and Athletic Training Program Director at Western Carolina University. Ashley's clinical specialties are therapeutic interventions, shoulder, hip, biomechanics, and emergency care. Her research interests are in professional socialization, transition to practice, and therapeutic interventions. She serves on the NATA Executive Council for Education, MAATA Research and Grants Committee, NCATA Professional Development Committee, ATEJ Associate Editor, and CAATE Peer Reviewer.