Education
FRAMING THE FUTURE
The FTF 2030 initiative convened three expert panels, each responsible for a specific report focusing on key areas for transforming education for public health by 2030.
Scholarship of Teaching and Learning
ASPPH is dedicated to the principle and practice of the Scholarship of Teaching and Learning (SoTL). As drawn from Mary Taylor Huber, Carnegie Foundation for the Advancement of Teaching (2013), SoTL is an inquiry-driven approach that views classrooms and all other learning spaces as sites for inquiry, innovation, and knowledge building. SoTL practitioners look carefully and critically at their students’ learning, and use the results to:
- Innovate and improve their teaching
- Document experiences to build the evidence base
- Publish to contribute to discipline-based education research and learning sciences.
From 2020-2022, four ASPPH Scholarship of Teaching and Learning (SoTL) Task Force working groups drove the creation of science-based products to advance important scholarly activity in member schools and programs. ASPPH continues to guide members on evidence-based methods to research, practice, document, and publish on teaching and learning.
Course and Teacher Evaluation
Comprehensive study and report on the methods, tools, and practices in student course and teacher evaluations, along with recommendations and areas for future research and faculty development.
Teaching Task Force
A call to action for evidence-based teaching and takeaways was published. This group published a call to action for evidence-based teaching and takeaways. This group published a call to
Institutional Programs, Practices, and Policies
A data report on the consumption and production of scholarly teaching and learning, concluding with recommendations for six sets of key public health actors to lead in the change, was produced.
Conceptual Framing
An original conceptual framework was published that offered critical considerations for implementing theory-informed steps to advance SoTL in academic public health along with key takeaways.
The Importance of Accreditation for Schools and Programs of Public Health
ASPPH members are accredited by the Council on Education for Public Health (CEPH) or accepted into CEPH’s accreditation pipeline. Accreditation is crucial for assuring excellence and it affords funding opportunities and other benefits for students and academic public health leaders.
Interprofessional Education Collaborative (IPEC)
Integrating Academic Public Health with Partner Professions for Collaborative Practice.
As a founding member, in 2009, of the lnterprofessional Education Collaborative (IPEC) and board leader, ASPPH partners with 22 national health professions associations that promote and encourage constituent efforts to advance interprofessional learning, which prepares future health professionals for improved population health outcomes.
IPEC hosts annual faculty development institutes, poster fairs, and bi-annual membership meetings.
ASPPH members were leaders in the working group that developed IPEC’s revised 2023 Core Competencies here
Competencies and Learning Outcomes
Undergraduate
Colleges and universities seeking to introduce public health content in two- and four-year undergraduate degree programs, regardless of students’ majors, now have a model for integrating knowledge and skills into curricula and co-curricular opportunities to enable students to become more “educated” active participants in their own and their community’s health.
Additionally, the Critical Component Elements report supplied the foundation for what became CEPH’s baccalaureate program criteria.
Masters
The graduate with a master’s-level education in public health from a CEPH-accredited institution is expected to demonstrate a firm grasp of core content as well as, in most cases, expertise in his or her area of specialization. The following resources, developed by ASPPH, are provided as possible benchmarks to consult in creating new programs or improving existing master’s-level curricula in CEPH-accredited institutions.
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