Raising Our Voices

ABSTRACT

Field placements rarely offer student opportunities to learn and practice large scalesocial change interventions. This article describes a classroom assignment, the Advocacy Project, which allows students to gain practical skills in large system change. Data collected through a survey instrument mailed to undergraduate and graduate students (n = 48) who had completed the Advocacy Project sometime between 1985 and 1992 demonstrate the effectiveness of this exercise in increasing respondents' overall attention to macro practice tasks after graduation. As a result of the Advocacy Project, respondents reported: a new identification for successful problem resolution; feelings of increased confidence and personal empowerment; and a new awareness of the value of collective action by small groups.