Mollie Mulvanity, MPHDeputy 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 BackgroundEstablished in 1974 jointly by APHA & ASPHPrivate, non-profit corporation10-member Board of Directors6 staff membersMore than 140 trained site visitors (academic and
practitioners combined)Recognized by the US Department of EducationMission: “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 StatisticsAccredit 50 Schools of
Public HealthAccredit 92 Public
Health ProgramsAccredit 142 total units32 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
Recommendations of the Task ForceThat 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.
Organizational CommentsOf 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…
Consensus Statements1. 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 baccalaureate-level public health majors, whether in SPH, affiliated with graduate PHP, or in colleges or universities without graduate PH training.
What is in the draft criteria?Seven criteria
Leadership, management & governanceResourcesFaculty qualificationsProgram effectivenessCurriculumAdvisingDiversity
Curriculum
Curricular standards based on Critical Component Elements project (CCE)
Critical Component ElementsDeveloped in response to demand from the
fieldMost 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 sectionsBackground domain
contentSkills
Public health domainCumulative experience & field exposureCross-cutting areas
BackgroundContent
life/bio/health sciences social/behavioral sciencesbasic statisticshumanities and fine arts
Skillscommunication information literacy, analysis, synthesis
Public healthhistory, philosophy, core values, concepts and functionsdata collection, use and analysisconcepts of population health, and basic approaches and
interventions that identify and address populations’ health-related needs
science of human health and disease, including health promotionsocioeconomic, behavioral, biological, environmental and other
factors that impact human health and contribute to health disparitiesproject implementation, including planning, assessment and
evaluationUS health system as well as the differences in systems in other
countries legal, ethical, economic and regulatory dimensions of health carebasic 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 ProgramsCurriculum 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…
January 2013 Focus Groups2 Focus Groups15 Participants
Representing schools from Maine to Florida, New Jersey to Minnesota
5 Community Health Programs1 historically Black universityPrograms housed in departments and
interdisciplinary programs that draw across schools/colleges
80-1500 students
Public Comment PeriodFebruary 27-Today, April 26, 2013Criteria and comment form made available on CEPH
website150+ 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 Received45 comments as of April 22, 2013Comments received from a wide range of
constituents including:Standalone Baccalaureate Programs (including
Community Health Programs)Accredited Schools and ProgramsFocus Group ParticipantsSite VisitorsAssociation of Schools of Public Health
Breakdown of Comments ReceivedIn 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 ResourcesCEPH Website: www.ceph.orgAbout CEPH: http://ceph.org/about/#Baccalaureate Level:
http://ceph.org/constituents/programs-baccalaureate-level/
CEPH Staff: http://ceph.org/about/staff/