Presentation on theme: "CEPH Baccalaureate Accreditation"— Presentation transcript:
1 CEPH Baccalaureate Accreditation Mollie Mulvanity, MPHDeputy DirectorCouncil 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 Educationaccredits 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 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.
4 CEPH: Vital Statistics Accredit 50 Schools of Public HealthAccredit 92 Public Health ProgramsAccredit 142 total units32 schools and programs currently applicants22 schools and 8 programs include at least one UG PH degree in unit of accreditationAccredit in 45 states plus DC & PRAccredit 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 revision2005Criteria revision allowing PHP to include UG in accreditation unitDeveloped TA paper on including UG in self-study2007Developing system of UGCHE accreditation goal in Strategic PlanUSDE 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…2008Another request by SOPHE/AAHE Accreditation Task Force2009Questions arose about getting ahead of the fieldCEPH solicited organizational comments on concept – content, process, value/importance, feasibility and unintended consequences2010Council 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 areaUnintended 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… February2011CEPH assembles group of thought leaders to discuss quality assurance in baccalaureate public health.JuneThe 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 StatementsGiven 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... October2011The Council forms three workgroups to advise on substantive issues related to future accreditation criteria for baccalaureate programs in public health:Faculty QualificationsProgram Evaluation & Student Learning OutcomesLeadership, Management and GovernanceJune 2012The 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 criteriaLeadership, management & governanceResourcesFaculty qualificationsProgram effectivenessCurriculumAdvisingDiversity
14 CurriculumCurricular standards based on Critical Component Elements project (CCE)
15 Critical Component Elements Developed in response to demand from the fieldMost undergraduate programs in public health are NOT in colleges or universities with public health schools or programsDesigned 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 domaincontentSkillsPublic health domainCumulative experience & field exposureCross-cutting areas
17 Background Content Skills life/bio/health sciences social/behavioral sciencesbasic statisticshumanities and fine artsSkillscommunicationinformation literacy, analysis, synthesis
18 Public health history, philosophy, core values, concepts and functions data collection, use and analysisconcepts of population health, and basic approaches and interventions that identify and address populations’ health-related needsscience 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 countrieslegal, ethical, economic and regulatory dimensions of health carebasic public health-specific communication
19 Remaining parts... Culminating Experience and Field Exposure Internship not required, but internship can fulfill these requirementsCross-Cutting AreasAdvocacy, 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 credentialsThese programs must also use the NCHEC (or other credential’s) competencies to develop their criteriaNCHEC competencies are very compatible with Critical Component Elements!CEPH currently piloting a mapping activity with two health education programsUNC 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 Minnesota5 Community Health Programs1 historically Black universityPrograms housed in departments and interdisciplinary programs that draw across schools/collegesstudents
23 Public Comment Period February 27-Today, April 26, 2013 Criteria and comment form made available on CEPH website150+ people received the initial blast including:CEPH Accredited Schools and ProgramsCEPH Site VisitorsStandalone Baccalaureate ProgramsFocus GroupsThought LeadersASPHCEPH 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, 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
25 Breakdown of Comments Received In general, the comments were very positiveFocus Group members commented that they could see the results of their conversations in the released draftMany comments were points of clarification, which will be addressed more extensively in upcoming TA materialsComments 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 WilliamsQuestions?
28 CEPH Resources CEPH Website: www.ceph.org About CEPH:Baccalaureate Level:CEPH Staff: