DPH 820 Module 1 Advocacy Roles in Public Health Example

Reviewed by Douglas Renshaw, MBA Aspen University Updated September 2026

This DPH 820 Module 1 sample paper analyzes the roles public health professionals play as advocates, using a composite city of 310,000 weighing an end to flavored tobacco sales. Public Health Policy and Advocacy, a course in Aspen University's Doctor of Public Health program, asks how people in public health can move policy through advocacy. The paper starts from a local youth survey showing 18% past-month e-cigarette use and national data that about 81% of young tobacco users began with a flavored product. It applies a three-stage model of advocacy, tables six roles from researcher to watchdog with their limits, separates education from lobbying for government staff, weighs ethical duties to retailers and closes with the author's own planned role.

CourseDPH 820 Public Health Policy and Advocacy
ModuleModule 1
Paper typeDoctoral analysis of advocacy roles
LengthAbout 1,163 words, 7 pages
FormatAPA 7 student paper
SchoolAspen University
ProgramDoctor of Public Health
UpdatedSeptember 2026

Free sample paper for DPH 820 Module 1

1

Many Hands, One Ordinance: The Roles Public Health Professionals Play in Advocacy

Student Name

Doctor of Public Health Program, Aspen University

DPH 820: Public Health Policy and Advocacy

Instructor Name

Month Day, Year

What this page is doingThe title signals that advocacy is shared work divided among roles. APA 7 student title page.
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Many Hands, One Ordinance: The Roles Public Health Professionals Play in Advocacy

Public health professionals are trained to measure problems, yet many problems persist until someone argues for a change in policy. Advocacy is that argument made in public, with evidence, allies and a clear request. This paper examines the roles public health workers take as advocates, using a composite city of 310,000 whose health department and partners are considering a campaign to end the sale of flavored tobacco products, including menthol cigarettes and flavored e-cigarettes.

The Problem Behind the Campaign

In the city's most recent youth survey, 18% of high school students reported using e-cigarettes in the past month, and nearly all of them used flavored products. National data point the same way: among US youth aged 12 to 17 who had ever used tobacco, about 81% reported that their first product was flavored (Ambrose et al., 2015). Flavors make first use easier, and nicotine does the rest.

What this page is doingOpening with local numbers and a national benchmark shows the grader why advocacy, not only education, is needed.
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What Advocacy Means Here

Christoffel (2000) describes public health advocacy as moving through three stages: gathering information about a problem, developing a strategy for change and taking action to secure it. Each stage calls on different skills. Epidemiologists dominate the first, planners and coalition leaders the second, and communicators and community members the third. No single professional can cover all three alone.

Roles Across the Campaign

The table maps the main advocacy roles to the campaign and to the limits each role carries.

RoleWhat it involves in the campaignLimits or cautions
Researcher and informerAnalyzing youth survey data and retail density; preparing briefsMust present findings accurately, including uncertainty
EducatorExplaining flavor effects to parents, schools and cliniciansEducation alone rarely changes retail practice
ConvenerBringing youth groups, clinicians and faith leaders togetherMust share control with community partners
Media advocateFraming the issue for reporters and social mediaMessages must stay truthful and nonstigmatizing
Policy advocateMeeting council members; drafting ordinance languageGovernment staff may not lobby with public funds
WatchdogMonitoring compliance after adoptionNeeds data access and enforcement partners

Researcher and Informer

The health department's epidemiologists will map tobacco retailers by neighborhood, summarize youth use trends and review studies of flavor restrictions elsewhere. Their credibility depends on neutrality in method even when the conclusion supports a policy. Briefs will state what the evidence shows and what it does not, including evidence that some youth substitute other products after partial restrictions (Courtemanche et al., 2017).

Educator and Convener

Education builds understanding among parents, teachers and clinicians, but it seldom changes what stores sell. The convener role goes further by bringing together people with a stake in the outcome, especially young people and residents of neighborhoods where menthol marketing has been heaviest. Conveners who hand real decisions to partners gain trust that lasts beyond one campaign. Education also prepares the ground for policy by making the problem familiar before the ask arrives.

Media Advocate

News coverage shapes what council members believe their constituents want. Media advocates frame flavored tobacco as an industry practice aimed at young people rather than a matter of individual choice. They prepare spokespeople, offer local data to reporters and respond quickly when opponents frame the ordinance as government overreach.

Policy Advocate

Policy advocates meet decision makers, draft language and track votes. Here the line between roles matters. Health department employees may provide evidence and technical assistance when a council member asks, but lobbying for a specific vote on public time can breach rules on the use of public funds. Nonprofit partners, youth coalitions and private citizens carry the direct asks.

Education Versus Lobbying

Educating the public about the harms of flavored tobacco is advocacy but not lobbying. Urging a council member to vote yes on a named ordinance is lobbying. Charitable nonprofits may lobby within limits, and many choose to report their lobbying expenses under an expenditure test that gives clearer boundaries. Knowing which activity is which protects both partners and the campaign.

Watchdog After Adoption

Advocacy does not end with a vote. Once an ordinance passes, someone must check whether stores comply, whether enforcement is fair and whether youth use falls. In New York City, compliance checks and youth survey data were used to evaluate the city's flavored tobacco sales restriction, which was associated with lower odds of youth ever trying flavored products (Farley & Johns, 2017).

Ethical Duties

Advocates owe the public accurate evidence, fair treatment of opponents and attention to who bears the costs of policy. A flavor ban affects small retailers, some of them immigrant-owned, and enforcement must not fall on young people or target particular neighborhoods. Enforcement against retailers rather than purchasers, and support for store owners during transition, reflect these duties.

Leadership Across Roles

A campaign with many roles needs coordination. The health officer sets the evidence agenda, a coalition coordinator aligns partners and youth leaders speak from experience. Shared goals, clear agreements about who speaks for whom and regular check-ins keep the roles from colliding, especially when news coverage intensifies near a vote.

Lessons From Elsewhere

Evaluations of flavor restrictions show both promise and gaps. A national restriction on flavored cigarettes reduced adolescent smoking but left menthol and other products available, and some youth shifted to those products (Courtemanche et al., 2017). That finding argues for a comprehensive ordinance that includes menthol and all product types.

My Planned Role

As a doctoral student placed with the health department, my role will be researcher and informer: preparing a local evidence brief, a retailer map and a plan to evaluate the ordinance if adopted. I will support coalition partners with data on request while leaving direct lobbying to them, and I will document the campaign for my doctoral project.

Youth as Advocates

Young people are not only the population the ordinance protects; they are also some of its most effective advocates. Students who describe how classmates started with mango or mint pods speak with an authority adults lack. The health department's role is to prepare them with accurate facts, protect them from harassment online and make sure they are not used as props.

Measuring the Advocate's Contribution

Because advocacy outcomes depend on many actors, the value of any one role is hard to isolate. Tracking intermediate products, such as briefs delivered, partners convened, stories placed and questions answered for council staff, gives each role a record of what it contributed even before the vote.

Skills the Roles Require

The roles call for different skills: data analysis and plain writing for informers, facilitation for conveners, message discipline for media work and relationship building for policy advocates. Doctoral training covers the first well but the others less so, which is why partnering with experienced organizers matters.

Conclusion

Advocacy for the flavored tobacco ordinance draws on several roles: researcher, educator, convener, media advocate, policy advocate and watchdog. Each carries responsibilities and limits, especially for government employees. Understanding the roles lets public health professionals contribute their strengths while respecting the rules and the communities they serve.

References

Ambrose, B. K., Day, H. R., Rostron, B., Conway, K. P., Borek, N., Hyland, A., & Villanti, A. C. (2015). Flavored tobacco product use among US youth aged 12-17 years, 2013-2014. JAMA, 314(17), 1871-1873. https://doi.org/10.1001/jama.2015.13802

Christoffel, K. K. (2000). Public health advocacy: Process and product. American Journal of Public Health, 90(5), 722-726. https://doi.org/10.2105/AJPH.90.5.722

Courtemanche, C. J., Palmer, M. K., & Pesko, M. F. (2017). Influence of the flavored cigarette ban on adolescent tobacco use. American Journal of Preventive Medicine, 52(5), e139-e146. https://doi.org/10.1016/j.amepre.2016.11.019

Farley, S. M., & Johns, M. (2017). New York City flavoured tobacco product sales ban evaluation. Tobacco Control, 26(1), 78-84. https://doi.org/10.1136/tobaccocontrol-2015-052418

What the DPH 820 Module 1 instructions ask for

Aspen describes DPH 820 as a study of the roles health advocates assume, and the first module's own wording is kept for students logged into the course, so this sample takes those roles as its subject. Role analysis papers generally want a real policy problem, a definition of advocacy, a description of each role and the rules that limit it. Pick one campaign and follow it through. Say who plays each role and what they produce. Be precise about what government employees may and may not do. Address ethics, especially who bears the costs of the policy. Finish by naming the role you will take and the skills you still need.

How this DPH 820 Module 1 example is built

The example opens with the problem behind the campaign and a three-stage model of advocacy, then presents a three-column table setting each role beside its work and its cautions. Separate headings follow for the researcher, the educator and convener, the media advocate and the policy advocate. The paper then draws the line between education and lobbying, describes the watchdog role after adoption and covers ethics, leadership across roles and lessons from other cities. Youth as advocates, measuring each role's contribution and the skills each role requires come next. A margin comment explains why local numbers open the paper. The author's planned role and a conclusion close it. Every table row reappears later as a heading, so readers can move between the overview and the detail.

DPH 820 Module 1 rubric: what earns full marks

Instructors grading role analyses look for accurate definitions, a realistic picture of who does what, correct treatment of rules on lobbying and attention to ethics. The paper cites a staged model of public health advocacy, national data on flavored first use, an evaluation of a big-city sales restriction and a study of youth substitution after a federal flavor rule, all in APA style. The table keeps roles and limits side by side. The distinction between technical assistance and asking for a vote is handled carefully, which graders notice. Ethical duties to small retailers show balance. The author's own role is modest and specific rather than heroic. Graders also check that claims about local data are labeled as composite where they are invented.

DPH 820 Module 1 help from the desk

Students often write about advocacy in general, with no campaign, no decision maker and no limits. Others assume a public employee can lobby freely. Choose a live issue in your own city or county. List the roles and match people to them. Check your employer's rules on political activity. Keep ethical costs in view. If you are unsure where education ends and lobbying begins, a tutor can walk through examples drawn from your campaign. Close with the one role you can fill well this year and the partner who will fill the role you cannot. Remember that a council member's aide is often the first reader of anything you send.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More DPH 820 and Doctor of Public Health sample papers

DPH 820 Module 1 questions, answered

What does DPH 820 Module 1 usually ask for?

Aspen's DPH 820 covers the roles health advocates assume and how public health workers take part in advocacy, so an analysis of advocacy roles is a typical first assignment. Follow your classroom prompt.

Can health department staff lobby?

They may provide evidence and technical assistance, but lobbying for a specific vote with public funds is generally restricted, so partners usually carry the direct asks.

What are the stages of public health advocacy?

One model describes gathering information, developing a strategy and taking action.

Where can I find a free DPH 820 Module 1 sample paper?

The full advocacy roles paper sits above, including a table that pairs six roles with their limits.

What roles do public health advocates play in DPH 820 Module 1?

Researcher and informer, educator, convener, media advocate, policy advocate and watchdog, each with its own responsibilities and limits.