Bachelor’s degreesCurriculum, admissions, successes & challenges

August 9, 2019

All participants will be muted. So if you have a question, enter it here! CEPH staff will

read questions to panelists at the end of the presentation!

Continuing education

Up to 1.0 CPH recertification credit may be earned at this event

Availability of slides & recording

Today’s presenters...

University of Kentucky

University of Missouri

Western CT State University

Clemson University

Curricular Scaffolding and

Public Health Degree Programs

Sarah Cprek, MPH

University of Kentucky Overview• College of Public Health

• Bachelor of Public Health

• MPH concentrations: Environmental Health; Epidemiology; Health, Behavior; Health Policy & Analytics

• Masters of Health Administration

• Doctoral Degrees: Public Health (DrPH*), Gerontology (PhD) and Epidemiology & Biostatistics (PhD)

• 424 students: 239 Undergraduate, 123 Master, 62 Doctoral

• 54 Full-time faculty, 10 Part-time faculty; 5 Adjunct faculty

• Lexington, Kentucky

• Land-grant institution, Research institution

*Not currently admitting students

Bachelor of Public Health Degree• Selective admission program

• GPA requirement• Annual admission process

• Bachelor of Public Health Course Scaffolding• Pre-BPH Coursework• BPH Core Coursework• BPH Senior Series

Bachelor of Public Health Degree

• Pre-BPH Coursework:• CPH 201: Intro to Public Health• GRN 250: Aging in Today’s World• BST 230: Statistical Thinking in Public Health• Introductory biology course• Introduction math course• Medical terminology

Bachelor of Public Health Degree• BPH Core Coursework:

• CPH 310: Disease Detectives; Epidemiology in Action• CPH 320: Foundations of Environmental Health• CPH 330: Health Analytics I• CPH 350: Introduction to Health Care Organization and

Policy*• CPH 440: Foundations of Health Behavior

*requires economics prerequisite

Bachelor of Public Health Degree

• BPH Senior Series• CPH 476G: A Sick World: Global Public Health• CPH 472: Public Health Professions and Practice• CPH 470: Public Health Capstone

Curricular Scaffolding Across Programs

• Course level• Instructor review• Department review

• Program level • Program Committees• Program Directors

UK College of Public HealthEducational Philosophy

Learn

Apply

Discover

In or Master programs, health champions APPLY evidence-based strategies to population heath problems and health inequalities for successful change

In or Bachelor of Public Health program, health champions LEARN how to support and advocate for population health change

In or Doctoral programs, health champions DISCOVER new knowledge to build evidence-based strategies for improving population health and addressing health inequalities

Final Thoughts

• Challenge: How much overlap is too much?

• Success: Scaffolding helps both students and faculty.

• Tip: Students are you best resource to identify where too much overlap exists. Ask for their feedback!

Questions?

Sarah.Cprek@uky.edu

University of MissouriBachelor of Public Health

Presented by Michelle Teti, Program Director, tetim@health.Missouri.edu

Program Summary

University of Missouri School of Health Professions Department of Public Health (new as of July 1!)

Master of Public Health Emphasis Areas

Health Promotion and Policy

Veterinary Public Health

Graduate Certificate Areas Public Health

Global Public Health

Epidemiology

300 Students full and part-time students Age Demographic varies

1 full-time director, program manager, 12 adjunct faculty, 15 core faculty, 2 affiliate faculty

Program Summary

BHS in Public Health Recently moved from the Department of Health Sciences to the Department

of Public Health as of July 1, 2019

Currently no concentrations offered in undergraduate program (certificates being considered for focus areas!)

Approximately 40 full-time students Age Demographic 20 to 22

1 full-time director and faculty, program manager, 2 part-time faculty, other shared faculty

1st graduating class was 2019

Going into our 3rd year!

BPH Application Process

Professional Program within the School of Health Professions Students cannot just declare the major and must meet the enrollment requirements in

addition to applying

Admission to the BHS in Public Health program requires: Successful completion of 60 hours (junior standing)

Most students apply the spring semester of their sophomore year

Minimum of 2.75 GPA in first 60 hours Grade of B- or better in H_SCI 3300 Public Health Principles, Practice, & Education Grade of C or better in Statistics 1200 Completed application packet Two recommendations (names and contact only) Commitment to the program’s mission and core values

1-2 page double spaced statement that asks what the student hopes to gain from getting a public health degree and their commitment to the program’s core values.

Receive on average 20 applications each application period Publicize through University Events, Career Fairs, Social Media, School Website Most students hear about us through their advisor and or our school’s recruiter

Mission and Values

The mission of the Bachelor of Health Science in Public Health is to teach students to advance public health knowledge, promote healthy behaviors and environments, address and eliminate health disparities, and prevent disease. We value: Health as a right, and strive to reduce or eliminate inequity and injustice that

affects the health and dignity of all people; Diversity as a strength in our education, research, and work as the right thing

to do and the best strategy to engage and help the communities we care about;

Interdisciplinary collaboration as the key to creatively solving today’s challenging health issues;

Critical thinking to forge new solutions.

Degree Components

Two year program 60 credit hours of general education

Includes prerequisites of Statistics 1200 and HLTH_SCI 3300 Public Health Principles, Practice, & Education

60 credit hours of public health courses 33 hours of core coursework (examples on next slide) 12 hours of Required Diversity Credit (supports mission and values of the program)

Anthro 4412 Gender, Language, and Communication

Black Studies 2200 Social Inequalities

Peace Studies 1052 Global Warming, Climate Change, Catastrophic Destabilization

15 hours of elective credit Introduction to Public Health and Emergency Preparedness

Public Health and Environmental Justice

Chronic Disease and Public Health Approaches

Qualitative Approaches to Understanding Public Health Problems

Capstone Digital Storytelling

Emerging issues in public health

Core Course Schedule Example

Year 3 Fall Year 3 SpringSocial and Behavioral Health Theory & Practice (3 credits)Health Care in the U.S. (3 credits)Introduction to Epidemiology (3 credits)

Introduction to Research Process (3 credits)Global Health (3 credits)Health Promotion Planning (3 credits)

Year 4 Fall Year 4 SpringPrinciples of Environmental Health (3 credits)Health Care Management (3 credits)Ethics in Public Health (3 credits)

Public Health Capstone (3 credits)

Where are our first Grads?

First Graduating Class was May 2019!

Our Grads are:

Working

Community Engagement Coordinator for Harvesters Community Food Network, Kansas City Area

Working for Cerner Health

Recruiter for a Missions Org.

Working in community health, St. Louis Area

Going to School

At least 1 in Med School

Graduate School for Health Administration

Peace Corps

Maternal and Child Health Promoter in Zambia

5 were CHES certified (Spring 2019)

Summary

Challenge: Recruitment amid changes at University

Success: Amazing students who are great ambassadors for our program

Tip: Collaborate – with community stakeholders, departments, students to promote and improve the program!

Robyn A. Housemann, PhD, MPHEmily C. Stevens, PhD

WCSU Overview

• Standalone Baccalaureate program • BS Health Promotion Studies, 4 options• Student enrollment – 209 FTE Fall 2018• 8 Full-time faculty, 4 Part-time faculty• Danbury, CT• Interesting fact – Service learning spans

4 semesters and allows students working in small groups to create a program from start to finish

BS Health Promotion Studies

• Bachelor’s of Science in HPS, 4 options• Allied Health Professions Community Health• Holistic and Integrative Health Wellness Management

• 57 Major Credit Hours (proposed change to 60)• Core Requirements, 18 Credit Hours (proposed change to 21)• Non-HPX courses (health psychology, anatomy and physiology)• Option Requirements, 15 Credit Hours• Capstone Experience, 13 Credit Hours

• 450 hour field-based internship with senior seminar

• 63 credits outside of major – cognates, general education, free electives

• Overall GPA ≥ 2.5

Agenda

• Beginning at the end: Current HPS Curriculum Overview

• How did we get here?• Rationale for change• Curriculum development process (2007 to present)• Process for alignment with CHES competencies • CHES competency alignment, Then and Now• Experiential service learning flow chart

• What did we learn?

Where we are now:The HPS Core Courses

• The “Core” Courses• HPX 103: Introduction to Health Promotion Practice (added during CEPH self-study)

• HPX 200: Introduction to Community Health Assessment

• HPX 270: Health Education Theory and Application

• HPX 370: Health Promotion Program Design and Implementation

• HPX 371: Health Communication Methods and Strategies

• HPX 470: Health Promotion Program Implementation and Evaluation

• HPX 202: Epidemiology of Disease (proposed for all options, currently required for CH and AH options)

• The Capstone (all major courses must be completed prior to internship)• HPX 490/HPX 491: HPS Practicum and Senior Seminar

Option Required Courses Electives Notes

Allied Health Professions

HPX 202 Epidemiology of Disease proposed move to core and replace with Exercise Physiology

CHE 110/CHE 111 General Chemistry I&II Can adjust this curriculum for students seeking PA, DC, MS in Nutrition, NDBIO 103/(104) General Biology I(&II

depends on grad school requirements)PHY 120 General Physics I (PHY 103 or placement test)

Community Health

HPX 202 Epidemiology 3 content course electives

proposed move to core and replace with HPX 301 Health Promotion Policy, Advocacy, and Partnerships)

HPX 353 Global and Environmental Health

Holistic and Integrative

Health

HPX240 Principles of Holistic/Integrative Health

1 content course electives

HPX241 Mind/Body InterventionsHPX242 Cross Cultural Health & HealingHPX343 Food, Herbs, Supplements and Other Natural Products

Wellness Management

(proposed name change "Fitness and

Wellness)

HPX 203 Introduction to Human NutritionHPX 254 Fitness Seminar and LabHPX 255 Group Fitness Instruction or HPX 313 Principles of Personal Training

HPX 380 Worksite Healthproposed to remove as requirement and replace with Principles of Wellness Coaching

HPX 281 Principles of Wellnessproposed to remove as requirement since content moved to HPX 100 and allow 1 elective in the option

• After 1st Year of teaching I identified:• No continuity or flow in courses• Service learning component was not integrated with course work• Several 1-credit courses with duplication across the courses• Content was outdated and not consistent with CHES

• Goals:• Minimize course content redundancy where appropriate• Simplify the curriculum (in terms of number of 1 credit courses and lack of

consistency)• Prepare for SABPAC* credentialing (this was 2007, CEPH was not

accrediting BS programs)

* SOPHE (Society for Public Health Education)/ AAHE (American Association for Health Education) Baccalaureate Program Approval Committee

• 2007 Summer Curriculum Development Funds Request HPX Housemann final.pdf• Review all courses to consolidate 1 credit courses• Review programs in other institutions (specifically SABPAC-credentialed) • Map curriculum to CHES competencies

• Academic Year 2007-2008• Submit final report with proposed curricular changes – August 2007• Propose changes via the WCSU governance and modify proposal as required

• BS Health Promotion Studies Proposal for Curriculum Changes updated 1 14 08.pdf• Approved to begin new curriculum Fall 2008

• October 2015 – Present• Added 2 new options – Allied Health and Holistic & Integrative Health• Self-study identified areas for improvement - slight restructuring of core and new

content courses

• Began with 2006 competencies until 2007 were released• Mapped out a plan to include CHES competencies• Core

• Designed the core of the program with a focus was on the process of health promotion program planning and aligned with the PRECEDE-PROCEED Model

• Used an experiential learning approach to embed service learning in the core to allow students to practice what they learn as they learn it

• Other courses in the HPS curriculum which provide content information• Service Learning Approach

• Provide students an opportunity to create a program from start to finish and experience a real-life application of the material they learn in the classroom

• Need of the local community is met by creating a program that can get adopted by the organization in which it was established or by other local organizations

• Re-assessed with most recent competencies during the CEPH Self-Study to cover all undergraduate level competencies

Course Descriptions and CHES Area (2005 competencies)Course

Number Course Description CHES Area

HPX 200

Introduction to Community Health and Organizations. This course focuses on understanding the community and health issues at a community level. Students learn skills such as coalition building, assessment, group facilitation, and data collection. Fieldwork in this course includes assessing needs and identifying resources while involving the community in the process. Students conduct interviews, surveys, focus groups and observations and present the results.

Area IArea IIArea V

HPX 270

Health Education Theory and Application. This course focuses on Behavioral Science theories from an ecological perspective and the planning of Health Promotion programs based on the needs identified in HPX 200. The fieldwork/application focus is on planning a program that is theory based and that addresses identified needs. Students conduct a theory-based literature review of health promotion programs that target the behavior and health issue identified in HPX 200. Data are used to guide the program planning process. Students begin to create the plan for the program which is implemented in HPX 370 using a participatory approach.

Area IIArea V

HPX 370

Health Promotion Program Design and Implementation. Students design the program planned in HPX 270. The course focuses on strategies and methods of implementation. They conduct a second literature review identifying evidence-based strategies. Students use communication and marketing strategies from HPX 371 for dissemination. The use of process evaluation methods are introduced for program refinement. They also create a budget for delivering their program. The students end this semester by preparing an IRB request and submitting it to the WCSU IRB for approval.

Area IIArea IIIArea V

HPX 371

Health Communication Methods and Strategies. This course provides strategies that community and school health educators can use for communicating and disseminating health promotion messages and materials and for marketing their programs. The course is a combination of a review of concepts and theories, learning new strategies and methods, and application. These experiences are synthesized to enable students to communicate health messages and promote programs and services to individuals, groups (health care practitioners, legislators, business owners etc.), and communities. Students learn the strategies necessary for marketing programs and communicating health-related information.

Area IIArea VII

HPX 470

Health Promotion Program Evaluation. Students continue the work from HPX 370 and 371. The students begin by conducting a pretest of their potential participants in order to evaluate program impact and they market the program. They implement four interventions and conduct a post test. The course work introduces the students to the fundamentals of program evaluation. This course focuses on evaluation methodology with practical applications and illustrations. Topics in the course include but are not limited to: the link between program planning and program evaluation; evaluation research designs and their limitations; integrating process and outcome approaches; methods of data collection and related measurement reliability and validity; and utilization of evaluation results.

Area IIArea IVArea VI

Course Descriptions (2017 curriculum) and CHES Competencies (2015 Competencies)Course

NumberCourse Description CHES Area

HPX 103

Introduction to Health Promotion and Practice. This course focuses public health, health promotion, community health, and health issues at the community level. Students will study the historical evolution of health promotion, as well as the role of policy, advocacy, and diversity in health promotion studies. The course will expose students to the structure and function ofthe US healthcare system and its impact on community health.

All are introduced, 7.4

HPX 200

Introduction to Community Health Assessment. This course focuses on the process of conducting a comprehensive needs assessment in community health. Students will learn skills in primary and secondary data collection, information literacy in health promotion, community needs assessment, community asset mapping, and group facilitation. Fieldwork in this course includes assessing needs and involving the community in the process.

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1,

5.2, 5.3, 6.1

HPX 270

Health Education Theory and Application. This course focuses on Behavioral Science theories from an ecological perspective and the planning of health promotion programs based on the needs identified in HPX 200. The fieldwork/application focus will be on planning a program that is theory-based and that addresses identified needs. Data will be used to guide the program planning process and will involve working with the “community” to plan the program. The Health Promotion Studies students will create the plan for the program, which will be implemented in HPX 370 using a participatory approach.

1.4, 1.5, 1.6, 1.7,

2.1, 2.2, 2.3, 2.4

HPX 370

Health Promotion Program Planning and Introduction to Evaluation. Students will plan and design the health promotion program that was initiated in HPX 270. The course will introduce students to the use of evaluation in health promotion. Students will design a health program evaluation and attain approval from the Institutional Review Board for program evaluation and implementation. The use of process evaluation methods will be introduced for program refinement.

2.1, 2.3, 2.4, 2.5, 3.1, 3.2, 4.1, 4.2, 4.3, 5.2, 5.3, 5.4,

5.5

HPX 371

Health Communication Methods and Materials. This course provides strategies that community and school health educators can use for communicating and disseminating health promotion messages and materials, and for marketing health promotion programs. The course is a combination of a review of concepts and theories, learning new strategies and methods, and application. These experiences will be synthesized to enable students to communicate health messages and promote programs and services to individuals, groups (health care practitioners, legislators, business owners etc.), and communities.Students will learn the strategies necessary for marketing programs and communicating health-related information.

2.4, 3.1, 5.2, 7.1, 7.2

HPX 470

Health Promotion Program Implementation and Evaluation Methods. This course focuses on strategies for program implementation, as well as evaluation methodology with practical applications and illustrations. Students will implement andevaluate the health program developed in HPX 370. Topics in the course include but are not limited to: strategies for programimplementation, the link between program planning and evaluation; evaluation research designs; internal and external validity in evaluation; measurement reliability and validity; reporting evaluation results; and the construction of the evaluation report.

3.3, 3.4, 4.4, 4.5, 4.6, 4.7, 5.2, 5.3

BS Health Promotion Studies Service Learning 6 9 14. pdf

• Course Content • Intro to CH Concepts • Identify Needs and

Assets • Stakeholder

input • Target

population input • Deliverables

• develop and conduct interview protocol, focus group protocol, and surveys

• summary of interview and focus group

• charts/ tables/ graphs of survey results

• table of identified needs and assets

• Statement and Analysis of the problem (identification of health issue and behavior)

• group timeline

• Course Content • Intro to behavioral

science theories • Application of 4

theories • theory-based

review of peer-reviewed journal articles

• Deliverables • Health status

objective and behavioral objectives

• literature review synthesis

• selection of theoretical constructs necessary to change behavior

• draft program ideas

• updated group timeline

• Course Content • evidence-based

review of peer-reviewed journal articles

• program design • identify program

content • research methods/

evaluation design • process (formative)

evaluation

• Course Content • Marketing and

communication concepts

• process (formative) evaluation

• Identify methods to effectively communicate content and market programs

• Course Content • impact and

outcome evaluation • Implementation

• Deliverables • formative

evaluation results • four programs

implemented • pre/post test

results comparison • process evaluation

results • final portfolio • final timeline • actual costs

• Group Deliverables • project brand identity (logo and

tagline/slogan) • literature review synthesis • pretest survey • IRB protocol • updated group timeline

• Intervention Deliverables (X4) • marketing plan and materials included in

timeline • lesson plans for four intervention

• educational objectives, content, process and time

• Communications for planning and logistics • ancillary communication materials for all four

programs • intervention timeline • budget

• Challenge – rapid growth, finding sites for service learning, miscommunication with external sites, students working in groups

• Success – rapid growth, CEPH accreditation, comments from interns and graduates (you were right … I did need to … create SMART program objectives … use excel … create communication materials)

• Tip – ensure that all faculty understand the program requirements, constantly monitor courses for continuous improvement, pay attention to student and internship preceptor feedback, monitor Bureau of Labor Statistics for future employment needs and opportunities

• Standalone Baccalaureate Program• 400 Bachelors in Science “Health Science” Majors

• ~20% in Health Promotion & Behavior concentration• ~15% in Health Services Administration concentration• Majority of students are Pre-Professional Health Studies

• Faculty also serve 100 undergraduates enrolled in dual degree in Language & International Health – take all of the core courses

• 17 full-time faculty associated with undergraduate teaching• Clemson, SC – Upstate SC (foothills and lakes)• A nationally ranked research-intensive university that has

managed to remain a student-centered community. Students are engaged, spirited, highly competitive, and –according to one guidebook – the nation’s happiest!

The Department of Public Health Sciences offers a 24 credit common core of public health classes across its three concentrations:

• Intro to Public Health

• Overview of Health Care Systems

• Human Health & Disease

• Determinants of Health Behavior

• Epidemiology

• Research Methods

• Internship Prep Seminar

• Internship – requires 180 contact hours

B.S. in Health Science

• Requires additional HLTH courses (yellow highlights) and courses from outside the dept. (Blue highlights)*

• Courses within this concentration area allow a student to qualify for the Certified Health Education Specialist (CHES) exam

Health Promotion & Behavior

Concentration

* Guided requirements include languages and several other approved non-dept. courses allowing students flexibility & ability to earn minors

• Enables students to develop skills and competencies in health administration/management

• A minor in business administration is a required component of the concentration (refer to green highlights)

Health Services Administration Concentration

• Designed for students who plan to attend graduate or professional school in one of several clinical health professions, such as medicine, physical therapy, dentistry, occupational therapy, or physicians assistant, and need space in their curriculum for graduate program prerequisite coursework

Pre-Professional Health Studies Concentration

• Very popular major (>1,000 applications for ~90 freshman positions) - How do we accommodate administration’s desires for larger enrollment but maintain quality instruction?

Program Challenges

(1)Internship supervisors rate our interns as exceptionally well prepared and highly professional

(2)Very high rate of placement of graduates into graduate and professional school (~50%) or employment (~49%) one year after graduation* Maintain an alumni database!

Program Successes

• Schedule faculty learning groups and retreats to engage new and continuing faculty with the philosophy behind undergraduate curriculum

• Be sure that CEPH criteria competencies are indicated as Learning Outcomes on course syllabi (monitor what really needs to be taught, where, within the HLTH coursework)

Our Advice & Suggestions

Questions or Comments?

Thank you, presenters!

Housekeeping

Upcoming trainings

Webinar: Data & Evaluation September 262-3:30pm ET

Webinar: Annual Reporting October 22-3pm ET

CEPH Accreditation & Education Forum

November 2Philadelphia, PA

https://ceph.org/about/dates-to-remember/

Attendee questions?