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 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 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 ( )

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. DOMAINSCourses and other learning experiences through which students are introduced to the domains specified 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

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. PUBLIC HEALTH DOMAINSCourse Name and Number Ex. PH 103, Epidemio logy Ex. PH 105, Health Policy 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 C I Public Health Philosophy I Core PH Values I C Core PH Concepts I IC Global Functions of Public Health Societal Functions of Public Health Key I - Introduced C - Covered

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 Skills Courses and other learning experiences through which students demonstrate the following skills. Methods by which these skills are assessed. 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

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 Programs encourage exposure to local-level public health professionals and/or agencies that engage in public health practice. SBP Criterion 4.4 Cumulative and Experiential Activities portfolio projects research papers honors theses

SBP 4.4 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. A capstone to the education experience Template N

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 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

SBP 4.5 Template O Exposure can take place in any combination of learning experiences and co-curricular activities ConceptManner in which the curriculum and co-curricular experiences expose students to the concepts 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

SPH Criterion 2.10 Other Bachelor’s Degrees Use criterion as written

SPH Criteria PHP Criteria Academic Degrees, Doctoral Degrees Not applicable to baccalaureate degrees.

SPH Criterion 2.13 PHP Criterion 2.11 Joint Degrees Include 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 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. ( )

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