1 / 28

CEPH Baccalaureate Accreditation

CEPH Baccalaureate Accreditation. 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

diallo
Download Presentation

CEPH Baccalaureate Accreditation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

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…

  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…

  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…

  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...

  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 • 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…

  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 • 80-1500 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 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.

  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 email list to receive notice about developments in undergraduate public health education from CEPH, email your name, institution and email address to Nicole Williams nwilliams@ceph.org • Questions?

  28. CEPH Resources • CEPH Website: www.ceph.org • About CEPH: http://ceph.org/about/# • Baccalaureate Level: http://ceph.org/constituents/programs-baccalaureate-level/ • CEPH Staff: http://ceph.org/about/staff/

More Related