Transcript Slide 1

SABPAC 101
For Faculty & Practitioners
Ellen Capwell, PhD, CHES
Otterbein College, Co-Chair SABPAC
Jim McKenzie, PhD, MPH, CHES
Ball State University, Co-Chair SABPAC
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Training Objectives
Describe the role of SABPAC, as part of the profession-wide movement,
in assuring the quality of baccalaureate professional preparation
programs in health education, including the committee’s purpose,
composition, organization, and accountability.
Cite the major categories of SABPAC criteria used in determining the
quality of an undergraduate community health education program.
Explain the major steps in the SABPAC approval process including selfstudy preparation by the institution, external site team review,
preparation of the site team report, and final SABPAC decision.
Describe the duties and responsibilities of a SABPAC site team chair
and site team reviewers, including expected professional and ethical
conduct.
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Today’s Topics
What is SABPAC?
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Why and how to seek SABPAC approval?
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Purpose, Background
Procedures for seeking approval / Self Study
process
Site Visit Team Reviewer Training
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Purpose, benefits, expectations
SABPAC “Criteria & Guidelines”
Site visit responsibilities
Recording and reporting
Exercises
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WHAT IS SABPAC?
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A conjoint committee of SOPHE and AAHE
SOPHE/AAHE Baccalaureate Program
Approval Committee
SOPHE/AAHE appoint co-chairs and
members
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Purpose* of SABPAC
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“To develop an approval process for credentialing
undergraduate programs that prepare professional health
education specialists;
To implement this process through utilizing information
resulting from Program Self Study and external Site Team
program review, and
To recommend a program approval status based on
established criteria.”
*SOPHE – AAHE Baccalaureate Program Approval Committee Operating Code
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SABPAC Members
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Ellen Capwell, Co-Chair,
Otterbein University
Carol Cox, Co-Chair, Truman State
University
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Carl Hanson, Brigham Young
University
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Lydia Burak, Bridgewater College
Sue Baldwin, State Univ. CollegeBuffalo
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Eva Doyle, Baylor University
Dianne Kerr, Kent State
Univeersity
Tyler Watson, Brigham Young
University – Idaho
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Mark Kittleson, New Mexico State
University
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Deborah Givray, University of
Northern Colorado
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However, SABPAC needs many more
volunteers ( a BIGGER team) than just
those on the committee to run smoothly!
More requests for approval are expected
as programs gear up for a transition to
accreditation
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Quality Assurance for Health Education
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SABPAC is part of quality assurance initiative
Selection and Retention of students into preparation
programs
Ethics
Credentialing – process whereby an individual or
program meets specified standards established by the
credentialing body and is recognized for doing so
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SABPAC History*
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Two conferences in 1948 examined undergraduate professional
preparation
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Several early initiatives by SOPHE
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1979 SOPHE “Criteria & Guidelines”
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1984 AAHE-SOPHE Joint Committee on Professional Preparation
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1987 SABPAC born
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Chairs – Carl. Peter, Steve Stewart, and Mary Hawkins
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1st program approved – East Carolina University
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SABPAC in Transition
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Health Education Accreditation Task Force
Recommendations
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Accreditation as preferred quality assurance mechanism
Unified system w/ 2 parallel, coordinated mechanisms for
community and for school health education
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NCATE and CEPH preferred accrediting organizations
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Build on existing accrediting mechanisms (SABPAC)
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Eventually only students graduating from accredited program will
be eligible to sit for the CHES exam
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Accreditation Update
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CEPH moving forward with accreditation of
stand-alone UG preparation programs
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Developed separate criterion for baccalaureate
degrees in pubic health
Requires courses covering 5 PH core areas (12 hrs)
including one course in epidemiology
Capstone must apply PH principles outside classroom
Anticipated timeline
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Possibly 3 years
Health Education competencies for Health Education
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Why Seek SABPAC Approval?
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Faculty gain better understanding of own program
Identify strengths and weaknesses of curriculum as
compared to responsibilities and competencies
Opportunity for outsiders to review and make
suggestions for improvements
Approval of program by outside group
Program to be in better position when transition is made
to accreditation
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Changes Included in 2011 Updated
SABPAC Manual
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Based on 2010 Job Analysis
Criteria consolidated and clarified
Similar format to CEPH standards
Specific procedures for initial application
and renewal
Updated and new forms included
Addendum included as updates are made
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How to Seek SABPAC Approval
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Application
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Self Study
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Site Visit
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Approval Designation
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Application
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Obtain Manual and discuss with faculty
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Eligibility
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Institution must have regional accreditation
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Institution must not discriminate
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Prepared to conduct a self-study
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Program must meet the following criteria:
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Baccalaureate major that prepares for CHES exam
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320 hour field experience w/ qualified health professional
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At least 2 full-time faculty members eligible for CHES
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Apply for program review
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Submit $1,000 fee if application accepted
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Self-Study
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Address “Criteria & Guidelines” – 9 months to complete
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Get organized; various models
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Coordinator, final responsibility
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Let others on campus know
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Assemble draft self-study document; detail
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Faculty review draft; determine needs
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Set due dates for drafts and faculty reviews; repeat until
document is complete
Send self-study document to SABPAC and SVR Team
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Site Visit
Host program coordinates logistics of 3-day site visit
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Host program makes travel/meals and accommodations
for team; team should incur no expenses for visit
Provide fully equipped work space for team
Provide resource room for documents to support self
study
Any materials referenced by the self-study, not included
in the appendices, and any other information that
provides evidence of compliance with the approved
criteria
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Approval Designation
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Following report of Site Visit Review Team and
decision by SABPAC, Institution is notified of
designation:
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Approval – 5 years
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Provisional Approval – 1 year
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Denial of Approval
Appeals – 3 different SABPAC members
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Site Visit Team Reviewer Training
Purpose
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Ensure that reviewers are knowledgeable about SABPAC
approval criteria and guidelines, policies, and procedures
Provide consistency in interpretation and application of
criteria – reliability
Maintain and enhance quality of approval process –
improved site reviewer performance
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Site Visit Team Reviewer Training
Benefits of Serving
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Play a role in the quality assurance of health education
programs
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Perform professional service
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Generate new ideas and insights for your own program
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Work and network with health education practitioners
and academics
Category II CHES/MCHES continuing education contact
hours
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Qualifications
Site Visit Team Reviewers
3 members: 1 practitioner; 1 faculty member from baccalaureate Health
Education program; 1 w/ curriculum development at baccalaureate level
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Chair: significant SABPAC experience
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2 members must be CHES
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SOPHE or AAHE membership (national or state)
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No conflict of interest
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Available to serve on Site Visit Review (SVR) Team and actively participate
for entire 3-day visit
Desirable: Known & respected by peers; respected personal & fair judgment;
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SABPAC “Criteria and Guidelines”
Reviewers will assess the degree to which
program effectively meets criteria specified in the
manual:
SABPAC Manual: Criteria,
Process and Procedures for
Quality Assurance in
Community Health
Education, 2007
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Criteria and Guidelines for
Baccalaureate Programs
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1.0 Program History, Mission
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2.0 Program Goals and Educational Objectives
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3.0 Program Organization and Administration
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Criteria and Guidelines for
Baccalaureate Programs
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4.0 Physical Facilities (Adequacy for program)
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5.0 Qualifications and Number of Faculty
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6.0 Interrelationships internally and externally
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Criteria and Guidelines for
Baccalaureate Programs
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7.0 Financing: Budget and Resources
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8.0 Admission & Retention Requirements
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Criteria and Guidelines for
Baccalaureate Programs
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9.0 Community Health Education Curriculum
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General Education courses
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Core Health Education Preparation courses
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25 Semester or 37 Quarter hours address Health Education
Areas of Responsibilities
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Health Topics and Issues
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Internship/field Experience
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320 hours supervised by health educator
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Criteria and Guidelines for
Baccalaureate Programs
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10.0 Continuing Education
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11.0 Scholarly Activity
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12.0 Service: Institution, Community,
Profession
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Criteria and Guidelines for
Baccalaureate Programs
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13.0 Student Services
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14.0 Evaluation of the Program
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Purpose - Site Visit by Review Team
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Verify and clarify information provided in self-study
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Obtain information not included in self-study
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Clarify discrepancies between information in self study
and that obtained during site visit
Interact with faculty and representatives of the program
under review
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Site Visit by Review Team
Responsibilities
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Chair – point person; organization, arrangements and
communication
All - Complete reviews of self study documents in timely manner;
take notes and generate questions; communicate with other SVR
team members
All – participate in entire visit; ask questions and document
responses during visit
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All - Write preliminary and final report
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All – recommend action; participate in approval designation
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Site Visit by Review Team
Expectations
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Give full and objective attention to work of review during entire visit.
Each member participates fully!
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Prompt for meetings; remain for entire visit
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Avoid socializing & personal relationships w/ program constituents
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Treat all materials used for site visit as confidential
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Speak with a common voice
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Avoid giving impression that a decision has been reached, offering
solutions to problems/concerns, or criticizing aspects of program
under review.
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Site Visit by Review Team
Itinerary – Day 1
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Morning and afternoon – travel to site
Late afternoon and evening – SVR Team executive
session:
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Get acquainted
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Review agenda
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Share impressions of self-study
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Discuss items that need clarification
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Discuss questions that need answers
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Identify documentation for the program
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Site Visit Review Team
Itinerary – Day 2
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Essential meetings
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department chair and/or program head
VPAA/Provost – institutional support
Dean – college support
faculty members – course content workload (teaching,
service, and scholarly activity)
Lunch w/ students – understanding of health education
course content, advising, decision making
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Site Visit Review Team
Itinerary – Day 2 (continued)
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Other Meetings
 Faculty members – if additional time needed
 Alumni – connections and perceptions of program
 Internship preceptors
 Support staff
Evening – SVR Team executive session and dinner
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Site Visit by Review Team
Itinerary – Day 3
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Preparing for The Exit Interview – Final Session
 Final interviews; re-interviews
 Review student work
 Executive session to prepare for exit interview
Reporting in Exit interview
 Brief summary of findings, criteria met or not met,
strengths and weaknesses, recommendations
Afternoon and evening – SVR Team travel home
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Suggested Interview Questions
Chair and/or Program Head
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How program fits within overall unit
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Adequacy of resources
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Department investment in program
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Faculty and student morale
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Administration’s stance toward the program
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Departmental decision-making
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Commitment to cultural/individual diversity
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Policies to promote professional/academic faculty
development
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Suggested Interview Questions
VPAA/Provost
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How the unit fits in institution’s master plan
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Adequacy of financial resources
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Unit’s contribution to university mission
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Planned changes, if any for the unit
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Suggested Interview Questions
College/School Dean
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Brief overview, current activities
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Strengths/weaknesses of the school or program
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Long range plans
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Faculty and student morale
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Clarification about unit’s mission/educational model
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Method of faculty decision making
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Method of delegation of responsibility
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Matters unique to the program
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Matters unique to his/her role
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Suggested Interview Questions
For Faculty Members
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Roles with respect to teaching & advising
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Committee participation- all levels
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Service and research productivity, including support
mechanisms
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Strengths and opportunities for the program
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View of administrative leadership and governance
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Opportunities to provide input into decision and policymaking
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Suggested Interview Questions
For Faculty Members - Continued
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Morale and satisfaction of faculty
Understanding adequacy of
appointment/promotion/tenure processes
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Questions, related to faculty vitae or course syllabi
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Adequacy of resources
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Opportunity for professional development (travel funds,
sabbaticals, etc)
Distribution of time – teaching, research, service
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Suggested Interview Questions
Students and Alumni
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Participation in evaluation processes
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Involvement in self-study process; opportunity to review
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Understanding program goals & learning objectives
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Quality of instruction
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Adequacy of advising and career counseling
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Access to faculty and staff
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Opportunities to participate in research, service activities
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Suggested Interview Questions
Students and Alumni – Continued
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Integration of knowledge and assessment techniques
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Strengths and weaknesses
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Familiarity with professional and ethical issues
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Preparation for entry into profession
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Opportunities for input into profession
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Opportunities for input into program decision/policy
making
What they would change about the program
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Suggested Interview Questions
Internship Preceptors
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Preparation for preceptor duties
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Qualifications of interns
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Interaction of the faculty & program with the local
community
Program’s enhancement of the quality of practice
Program’s contribution to continuing education
opportunities
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Suggested Interview Questions
Support Staff
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Resources to carry out duties
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Leadership of program head
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Program decision making
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Interactions with faculty and students
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Recording On-Site Interviews
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Site visit exhaustive; produces much data
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Take extensive notes
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Sign-in sheet for those with whom you meet
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Prepare written questions for reference, leave space for
answers
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Some Exercises
Application of Criteria and Guidelines