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CEPH Baccalaureate Accreditation

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Presentation on theme: "CEPH Baccalaureate Accreditation"— Presentation transcript:

1 CEPH Baccalaureate Accreditation
Mollie Mulvanity, MPH Deputy Director Council on Education for Public Health

2 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

3 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.

4 CEPH: Vital Statistics
Accredit 50 Schools of 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

5 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 Strategic Plan USDE included UG PHP in CEPH scope of recognition

6 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.

7 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.

8 Where we have been… 2008 Another request by SOPHE/AAHE Accreditation Task Force 2009 Questions arose about getting ahead of the field CEPH solicited organizational comments on concept – content, process, value/importance, feasibility and unintended consequences 2010 Council considered organizational comments and decided to move forward with further exploration.

9 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…

10 After the comment period…
February 2011 CEPH assembles group of thought leaders to discuss quality assurance in baccalaureate public health. June 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.

11 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. Development of an accreditation system is an iterative, collaborative process that must involve key stakeholder groups. 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.

12 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 June 2012 The Council discusses recommendations from the three workgroups and develops criteria for accreditation of standalone baccalaureate public health programs.

13 What is in the draft criteria?
Seven criteria Leadership, management & governance Resources Faculty qualifications Program effectiveness Curriculum Advising Diversity

14 Curriculum Curricular standards based on Critical Component Elements project (CCE)

15 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

16 CCE specifics: 4 sections
Background domain content Skills Public health domain Cumulative experience & field exposure Cross-cutting areas

17 Background Content Skills life/bio/health sciences
social/behavioral sciences basic statistics humanities and fine arts Skills communication information literacy, analysis, synthesis

18 Public health history, philosophy, core values, concepts and functions
data collection, use and analysis concepts of population health, and basic approaches and interventions 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

19 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

20 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

21 And, most recently… Winter 2013
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. The Council released the draft criteria for accreditation for public comment.

22 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 students

23 Public Comment Period February 27-Today, April 26, 2013
Criteria and comment form made available on CEPH website 150+ people received the initial 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.

24 Breakdown of Comments Received
45 comments as of April 22, 2013 Comments received from a wide range of constituents including: Standalone Baccalaureate Programs (including Community Health Programs) Accredited Schools and Programs Focus Group Participants Site Visitors Association of Schools of Public Health

25 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

26 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!

27 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 list to receive notice about developments in undergraduate public health education from CEPH, your name, institution and address to Nicole Williams Questions?

28 CEPH Resources CEPH Website:
About CEPH: Baccalaureate Level: CEPH Staff:

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