Transcript Mollie Mulvanity, MPH Deputy Director Council on Education for Public Health Council on Education for Public Health (CEPH)  an independent 501 (c) 3

Mollie Mulvanity, MPH
Deputy Director
Council on Education for Public Health
Council on Education for Public
Health (CEPH)
 an independent 501 (c) 3 agency
 “recognized accreditor” by the US Department of
Education
 accredits schools of public health and public health
programs offered in settings other than schools of public
health.
 to date, public health programs have only been eligible if
they offer an MPH (or equivalent master’s degree)
 may also offer undergraduate or doctoral, but not mandatory
CEPH Background
 Established in 1974 jointly by APHA & ASPH
 Private, non-profit corporation
 10-member Board of Directors
 6 staff members
 More than 140 trained site visitors (academic and practitioners
combined)
 Recognized by the US Department of Education
 Mission: “CEPH assures quality in public health education and
training to achieve excellence in practice, research and service, through
collaboration with organizational and community partners.”
 We are responsive to and balance the needs of academia and practice.
CEPH: Vital Statistics
 Accredit 50 Schools of
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Public Health
Accredit 92 Public Health
Programs
Accredit 142 total units
32 schools and programs
currently applicants
22 schools and 8 programs
include at least one UG PH
degree in unit of
accreditation
 Accredit in 45 states plus
DC & PR
 Accredit in 4 countries
outside US (Canada,
Mexico, Lebanon,
Grenada)
 Public health is growing –
adding about 5-10 new
schools/programs annually
Where we have been…
2003
• SOPHE/AAHE Accreditation Task Force Request
• Council agreed to address this in evolving criteria revision
2005
• Criteria revision allowing PHP to include UG in accreditation
unit
• Developed TA paper on including UG in self-study
2007
• Developing system of UGCHE accreditation goal in 20072012 Strategic Plan
• USDE included UG PHP in CEPH scope of recognition
Recommendations of the Task
Force
 That accreditation be the quality assurance
mechanism for health education professional
preparation institutions and should replace existing
approval processes in an orderly transition.
 That CEPH is the preferred accrediting entity to
provide a single coordinated accreditation mechanism
for community/public health education programs and
the undergraduate and graduate levels.
How does this relate to SABPAC?
 Task force’s recommendation has always been that
accreditation (CEPH) should replace approval
(SABPAC).
 SABPAC has indicated intent to “sunset” when
accreditation of UG CHE programs is available.
Where we have been…
2008
2009
2010
• Another request by SOPHE/AAHE Accreditation Task
Force
• Questions arose about getting ahead of the field
• CEPH solicited organizational comments on concept –
content, process, value/importance, feasibility and
unintended consequences
• Council considered organizational comments and decided
to move forward with further exploration.
Organizational Comments
 Of 35 organizations – 11 responded (5 CHE and 6
general public health)
 Generally supportive, but with overwhelming theme:
 Look broadly at undergraduate education in public
health instead of focusing in one specialty area
 Unintended consequence identified was that of NOT
pursuing it – could it fracture the field?
 Based on results, Council decided to explore further…
After the comment period…
February
• CEPH assembles group of thought leaders to discuss quality assurance in
baccalaureate public health.
2011
June
2011
• The Council discusses recommendations from thought leaders meeting and
decides to move ahead with accreditation of standalone baccalaureate public
health programs.
• The Council adopts revised accreditation criteria for public health schools
and programs that includes criteria for baccalaureate degrees.
Consensus Statements
Given the rapid growth in UG PH in all types of higher
education institutions, accreditation might be necessary
to assure quality in baccalaureate-level PH majors.
2. Development of an accreditation system is an iterative,
collaborative process that must involve key stakeholder
groups.
3. Principles of quality should apply to all baccalaureatelevel public health majors, whether in SPH, affiliated
with graduate PHP, or in colleges or universities without
graduate PH training.
1.
Moving statements to action...
October
2011
• The Council forms three workgroups to advise on substantive issues related
to future accreditation criteria for baccalaureate programs in public health:
• Faculty Qualifications
• Program Evaluation & Student Learning Outcomes
• Leadership, Management and Governance
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June 2012
The Council discusses recommendations from the three workgroups and
develops criteria for accreditation of standalone baccalaureate public health
programs.
What is in the draft criteria?
 Seven criteria
 Leadership, management & governance
 Resources
 Faculty qualifications
 Program effectiveness
 Curriculum
 Advising
 Diversity
Curriculum
Curricular standards based on Critical Component
Elements project (CCE)
Critical Component Elements
 Developed in response to demand from the field
 Most undergraduate programs in public health are NOT
in colleges or universities with public health schools or
programs
 Designed to speak to the “what,” not the “how” nor the
“why”
 Intended for programs in the liberal arts as well as
those designed as pre-professional
CCE specifics: 4 sections
 Background domain
 content
 Skills
 Public health domain
 Cumulative experience & field exposure
 Cross-cutting areas
Background
 Content
 life/bio/health sciences
 social/behavioral sciences
 basic statistics
 humanities and fine arts
 Skills
 communication
 information literacy, analysis, synthesis
Public health
 history, philosophy, core values, concepts and functions
 data collection, use and analysis
 concepts of population health, and basic approaches and interventions
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that identify and address populations’ health-related needs
science of human health and disease, including health promotion
socioeconomic, behavioral, biological, environmental and other factors
that impact human health and contribute to health disparities
project implementation, including planning, assessment and
evaluation
US health system as well as the differences in systems in other
countries
legal, ethical, economic and regulatory dimensions of health care
basic public health-specific communication
Remaining parts...
 Culminating Experience and Field Exposure
 Internship not required, but internship can fulfill these
requirements
 Cross-Cutting Areas
 Advocacy, community dynamics, critical thinking, cultural contexts,
ethical decision making, independent work and a personal work
ethic, networking, organizational dynamics professionalism,
research methods, systems thinking, teamwork and leadership
Health Education Programs
 Curriculum criterion also addresses programs training
students for CHES/other credentials
 These programs must also use the NCHEC (or other
credential’s) competencies to develop their criteria
 NCHEC competencies are very compatible with
Critical Component Elements!
 CEPH currently piloting a mapping activity with two health
education programs
 UNC Wilmington and University of Alabama at
Tuscaloosa
And, most recently…
• CEPH formed two focus groups to review draft criteria for accreditation of
standalone baccalaureate public health programs.
• CEPH integrated the feedback from these focus groups into the criteria.
Winter 2013 • The Council released the draft criteria for accreditation for public comment.
January 2013 Focus Groups
 2 Focus Groups
 15 Participants
 Representing schools from Maine to Florida, New Jersey
to Minnesota
 5 Community Health Programs
 1 historically Black university
 Programs housed in departments and interdisciplinary
programs that draw across schools/colleges
 80-1500 students
Public Comment Period
 February 27-Today, April 26, 2013
 Criteria and comment form made available on CEPH
website
 150+ people received the initial email blast including:
 CEPH Accredited Schools and Programs
 CEPH Site Visitors
 Standalone Baccalaureate Programs
 Focus Groups
 Thought Leaders
 ASPH
 CEPH will consider all comments submitted during this
comment period at its June 2013 meeting.
Breakdown of Comments
Received
 45 comments as of April 22, 2013
 Comments received from a wide range of constituents
including:
 Standalone Baccalaureate Programs (including
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Community Health Programs)
Accredited Schools and Programs
Focus Group Participants
Site Visitors
Association of Schools of Public Health
Breakdown of Comments
Received
 In general, the comments were very positive
 Focus Group members commented that they could see
the results of their conversations in the released draft
 Many comments were points of clarification, which will
be addressed more extensively in upcoming TA
materials
 Comments often noted questions about how an
individual program would fit these standards
What’s next?
 At its June 2013 meeting, the Council will either adopt
the criteria, after incorporating revisions that arise
from the public comments or will produce a second
draft of criteria for public comment.
 CEPH will share the results of its June 2013
deliberations no later than July 8. Watch our website!
We need your involvement!
 Opportunities to give input and get involved –
presentations at professional meetings, written
comment periods, town hall meetings, etc.
 If you would like to be included in an email list to
receive notice about developments in undergraduate
public health education from CEPH, email your name,
institution and email address to Nicole Williams
[email protected]
 Questions?
CEPH Resources
 CEPH Website: www.ceph.org
 About CEPH: http://ceph.org/about/#
 Baccalaureate Level:
http://ceph.org/constituents/programs-baccalaureatelevel/
 CEPH Staff: http://ceph.org/about/staff/