Transcript Document

How to Use SBP Curricular Criteria
for public health bachelor’s degrees
in PHP and SPH Reviews
March 2015 • Arlington, VA
SPH/PHP Criterion 1.1
Mission
• Present single mission & goals that encompass all
degrees in the unit of accreditation
• Objectives/indicators for different degrees may be
different.
• Clearly indicate which faculty, students, etc. (eg, All faculty?
Graduate faculty only?) are being measured in each
indicator/measurable objective.
SPH/PHP Criterion 1.2
Evaluation
• Narrative and data must correspond to 1.1 and
should follow the same approach for addressing
the full unit of accreditation.
SPH/PHP Criteria 1.3-2.1
• Evaluation, Institutional Environment, Organization
and Administration, Governance, Fiscal Resources,
Faculty and Other Resources, Diversity, Degree
Offerings
• Response must address the unit of accreditation as a whole.
SPH/PHP Criteria 2.2-2.5
• Program Length, Public Health Core Knowledge,
Practical Skills, Culminating Experience
• Not applicable to baccalaureate degrees.
• Applies to MPH and EPD only (2.2)
• Discuss graduate degrees only (2.3-2.5)
SPH/PHP Criterion 2.6
Required Competencies
• Include baccalaureate degrees.
• Responses for baccalaureate degrees should relate
to learning objectives, as defined in SBP 5.2.
• Learning objectives should be similar, if not identical, to those
provided to your regional accreditor.
SBP Criterion 5.2
Program Effectiveness
• The program defines expected student learning
outcomes that align with the program’s defined
mission and the institution’s regional accreditation
standards and guide curriculum design and
implementation as well as student assessment.
SPH/PHP Criterion 2.7
Assessment Procedures
• Present information on baccalaureate degrees in
documentation requests b, c and d only.
• b (identification of outcome measures and presentation of
data)
• c (explanation of methods for data collection)
• Note that d (certification of professional competence) is only
applicable to bachelor’s degree programs that aim to prepare
students for a specific credential, eg CHES.
• All other documentation requests pertain to
graduate degrees only.
SPH Criterion 2.8
Other Graduate Professional
Degrees
• Not applicable to baccalaureate degrees.
SPH Criterion 2.9/PHP Criterion 2.8
Bachelor’s Degrees in Public
Health
• Substitute SBP 4.0 for this criterion.
• Use SBP Data Templates K – O.
SBP Criterion 4.1
Background Domains
• Overall undergraduate curriculum introduces
• The foundations of scientific knowledge, including biological
and life sciences and the concepts of health and disease.
• The foundations of social and behavioral sciences.
• Basic statistics
• The humanities/fine arts
SBP 4.1
Template K
• General Education, Liberal Learning, Essential
Knowledge and Skills, etc.
DOMAINS
Science: Introduction to the foundations of
scientific knowledge, including the biological and
life sciences and the concepts of health and
disease
Social and Behavioral Sciences: Introduction to
the foundations of social and behavioral sciences
Math/Quantitative Reasoning: Introduction to
basic statistics
Humanities/Fine Arts: Introduction to the
humanities/fine arts
Courses and other learning experiences through which students are
introduced to the domains specified
SBP Criterion 4.2
Public Health Domains
• Requirements for the public health major or concentration
addresses the:
• History and philosophy of public health
• Basic concepts, methods and tools of public health data collection, use,
analysis and evidence-based approaches in PH practice
• Concepts of population health and corresponding processes, approaches
and interventions
• Underlying science of human health and disease including health
promotion and protection across the life course
• Socioeconomic, behavioral, biological, environmental and other factors
impacting human health and contributing to health disparities
• Project implementation: planning, assessment, evaluation
• Fundamental concepts and features of the US health system and
differences in systems in other countries
• Basic legal, ethical, economic, regulatory and governmental
concepts of health care and public health policy
• Basic concepts of public health-specific communication
SBP 4.2
Template L
• Provide curriculum for EVERY track, concentration,
area of emphasis, etc.
Key
I - Introduced
C - Covered
PUBLIC HEALTH DOMAINS
Course Name and Number
Ex. PH
103,
Epidemio
logy
Ex. PH
105,
Health
Policy
C
I
I
I
I
C
IC
Overview of Public Health: Address the history and
philosophy of public health as well as its core
values, concepts, and functions across the globe
and in society
Public Health History
Public Health Philosophy
Core PH Values
Core PH Concepts
Global Functions of Public
Health
Societal Functions of
Public Health
SBP Criterion 4.3
Public Health Skills
• Students must demonstrate the
• Ability to communicate public health information, in both oral
and written forms and through a variety of media, to diverse
audiences
• The ability to locate, use, evaluate and synthesize public
health information
SBP 4.3
Template M
• Specific to public health information literacy and
communication
Courses and other learning
experiences through which students
demonstrate the following skills.
Skills
Public Health Communication: Students should be
able to communicate public health information, in
both oral and written forms and through a variety of
media, to diverse audiences
Oral communication
Written communication
Communicate with
diverse audiences
Communicate through
variety of media
Information Literacy: Students should be able to
locate, use, evaluate, and synthesize information
Locate information
Use information
Evaluate information
Synthesize information
Methods by which these skills are
assessed.
SBP Criterion 4.4
Cumulative and Experiential
Activities
Students have opportunities to integrate, synthesize and
apply knowledge through cumulative and experiential
activities.
All students complete a cumulative, integrative and
scholarly or applied experience or inquiry project that
serves as a capstone to the education experience. These
experiences may include, but are not limited to,
• internships
• service-learning projects
• senior seminars
• portfolio projects
• research papers
• honors theses
Programs encourage exposure to local-level public health
professionals and/or agencies that engage in public
health practice.
SBP 4.4
Template N
• A capstone to the education experience
• Template N
Cumulative and Experiential
Activity (internships, research
papers, service-learning projects,
etc.)
Narrative describing how activity provides students the opportunity to integrate,
synthesize and apply knowledge.
SBP Criterion 4.5
Cross-curricular Concepts
Overall curriculum exposes students to the following
concepts necessary for success in the workplace, further
education and life-long learning through any
combination of learning and co-curricular experiences.
• Advocacy for protection and
promotion of the public’s health
at all levels of society
• Independent work and a
personal work ethic
• Community dynamics
• Organizational dynamics
• Critical thinking and creativity
• Professionalism
• Cultural contexts in which public
health professionals work
• Research methods
• Ethical decision making as
related to self and society
• Networking
• Systems thinking
• Teamwork and
leadership
SBP 4.5
Template O
• Exposure can take place in any combination of
learning experiences and co-curricular activities
Concept
Advocacy for protection and promotion of the
public’s health at all levels of society
Community dynamics
Critical thinking and creativity
Cultural contexts in which public health
professionals work
Ethical decision making as related to self and society
Independent work and a personal work ethic
Networking
Organizational dynamics
Professionalism
Research methods
Systems thinking
Teamwork and leadership
Manner in which the curriculum and co-curricular experiences expose students to the concepts
SPH Criterion 2.10
Other Bachelor’s Degrees
• Use criterion as written
SPH Criteria 2.11-2.12
PHP Criteria 2.9-2.10
• Academic Degrees, Doctoral Degrees
• Not applicable to baccalaureate degrees.
SPH Criterion 2.13
PHP Criterion 2.11
Joint Degrees
• Include 3 + 2 or other bachelor’s/master’s
combined degree programs.
• Do not include double majors at the baccalaureate
level.
SPH Criterion 2.14
PHP Criterion 2.12
Distance Education or Executive
Degree Programs
• Response must address any bachelor’s degree
programs that are offered fully online, if applicable.
SPH/PHP Criterion 3.1
Research
• Response must address the unit of accreditation
as a whole.
• Include relevant information on undergraduate faculty.
• Include student research if research is a component of your
bachelor’s degree program.
SPH/PHP Criterion 3.2
Service
• Response must address the unit of accreditation
as a whole.
• Include relevant information on undergraduate
faculty.
• Include student service if service is a component
of your bachelor’s degree program.
SPH/PHP Criterion 3.3
Workforce Development
• Response addresses accreditation unit as a whole.
• Include faculty/programs related to bachelor’s
degree as applicable.
SPH/PHP Criteria 4.1-4.4
Faculty, Staff and Students
• Faculty Qualifications, Faculty Policies and
Procedures, Student Recruitment and Admissions,
Advising and Career Counseling
• Response must address the unit of accreditation as a whole.
• Include faculty associated with bachelor’s degree. (4.1)
• Response must address all degree programs in the unit of
accreditation. (4.2-4.4)
Questions?
Or visit our website at www.ceph.org