Educate

We offer resources to facilitate a far-reaching and forward-thinking education in public health.

We empower public health educators.

As public health education continues to evolve, ASPPH has developed guidelines and models, such as the ASPPH-led Framing the Future: The Second Hundred Years of Education for Public Health initiative, to support faculty and administrators at CEPH-accredited schools and programs in creating the most comprehensive and rigorous public health programs for their students.

We recognize their contributions.

Exceptional faculty are the drivers behind a strong and comprehensive public health education. At ASPPH, we recognize faculty whose contributions to teaching and research demonstrate the field’s commitment to advancing the world’s public health challenges.

We encourage lifelong learning.

A public health education continues well past the classroom and into professional experience. ASPPH has developed a series of continuing education programs and has designed the first credential for the public health workforce, Certified in Public Health (CPH), to guarantee that public health professionals at all stages meet the rigorous requirements of the field.

Framing the Future

The ASPPH Framing the Future initiative presents a new vision for education in public health for the 21st century.

ASPPH established the Framing the Future Task Force to better prepare graduates for success in a changing world and global marketplace. This comprehensive initiative to advance public health education was timed to coincide with the 100-year anniversary of the seminal Welch-Rose report of 1915.

VIEW THE FRAMEWORKS.

Faculty Resources

Educational Models and Reports

Educational models, such as core competencies and learning outcomes, serve as benchmarks for educators and administrators to consider the knowledge, skills, and attitudes recommended for: public health practitioners; students planning to continue advance learning in public health; and/or, a citizenry that is conversant in population health issues. These models also guide faculty in updating content and curricula as well as assist students preparing to meet employers’ expectations of emerging public health professionals upon graduation. This section also includes recommendations suggested by national consensus panels for education in public health at various points in the learning spectrum, largely for individuals educated in ASPPH-member institutions, but also for other learners in the higher education system and for those in the public health workforce.

UNDERGRADUATE

Schools and programs of public health are increasingly offering more opportunities for undergraduates to attain a foundational education in the field. Many students study public health as undergraduates in order to better prepare for more rigorous and focused graduate studies in the field, as a jumping off point for advanced training in fields such as medicine or public policy or to enter the workforce. ASPPH has developed the following materials to help:

Undergraduate Learning Outcomes Model

MASTER’S

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.

MPH Core Competency Model Master's Preparedness & Response Model Master's Global Health Model Cultural Competency Model Interprofessional Collaborative Practice Model Women’s Health Curriculum

DOCTORAL

The doctoral degree in public health represents the most advanced level of formal education attainable in the field. ASPPH developed a DrPH competency model in 2009 to guide students and educators on the core abilities recommended for doctoral-level education in public health.

DrPH Model

WORKFORCE

To meet the training and continuing education needs of the public health workforce, ASPPH developed workforce-level competencies, and the companion knowledge, skills and attitudes (KSAs) model, specifically in the area of public health preparedness and response. The competency model is a proposed national standard of behaviorally-based, observable skills for the workforce. The KSAs model provides a foundation for a national curriculum to develop core preparedness and response competencies required by public health professionals to address events within a community as well as a region of the nation.

Public Health Preparedness & Response Model

DEMONSTRATING EXCELLENCE REPORT SERIES

The Demonstrating Excellence series is written for faculty and administrators in schools of public health as well as communities and organizations that benefit from scholarly research, teaching, and service. The series is designed to help stakeholders in academic public health to understand developments in four major fields: Practice-Based Service, Practice-Based Research, Practice-Based Teaching, and Academic Public Health Practice. “Demonstrating Excellence in the Scholarship of Practice-Based Service for Public Health” provides guiding principles, examples, and policy recommendations to help meet the academic responsibilities and challenges of engaged scholarship. It focuses on faculty members as agents of public health scholarship and as primary actors within academia for translating knowledge into improvements in practice, policy, and ultimately the health of populations.

Demonstrating Excellence in Academic Public Health Practice Demonstrating Excellence in Practice-based Teaching for Public Health Demonstrating Excellence in Practice-based Research for Public Health Demonstrating Excellence in the Scholarship of Practice-Based Service for Public Health

Curricula

Public health curricula is the bedrock of a public health education. ASPPH has developed world-class curriculum models for the most comprehensive and current education in the field.

Milestones in Public Health Courses

The Milestones in Public Health serves as a user-friendly tool for teaching undergraduate, graduate public health, and medical and clinical education students about the major milestones in public health in the U.S. over the last century.  These milestones include, for example, immunizations, car safety, and environmental health.  Each module works together as part of an overall semester-long course and, in addition, is able to stand alone for inclusion in other courses and/or for use in both formal and/or informal teaching situations. Individuals may also use the course for self-guided learning about the public health milestones.

The Association of Schools and Programs of Public Health (ASPPH), with funding from Pfizer, awarded development of an introductory public health course titled, “Milestones in Public Health” to The George Washington University Milken Institute School of Public Health.  The GW University Milken Institute School of Public Health developed the course in collaboration with the GW School of Medicine and Health Sciences, the GW Graduate School of Education and Human Development, and the GW Center for Innovative Teaching and Learning.

To receive the course instructors’ guides, PowerPoint lectures, faculty-directed case studies, or student-directed problem-based learning cases, please contact Elizabeth (Liz) Weist at eweist@aspph.org.  Please see below for the Milestones in Public Health Book.

 

Ethics and Public Health: Model Curriculum

The concept for developing the Ethics and Public Health: Model Curriculum grew from a rising interest in the ethical, legal, and social aspects of public health policy and practice. The project was a collaborative effort between ASPPH, the Health Resources and Services Administration (HRSA), and The Hastings Center. With this interest came a demand for the teaching of ethics in schools and programs of public health and for the resource materials to support it. Ethics education is needed both in pre-professional degree and certificate programs, and in settings of continuing professional education. The Curriculum is intended as a resource to enhance and encourage thoughtful, well informed, and critical discussions of ethical issues in the field of public health.

The curriculum consists of self-contained units or modules, each written by a leading expert on the topic in question, and each containing resources for classroom use–an analysis of the ethical question, several case studies with commentary for discussion, resources for further study and research, and the like. Please see below for the Ethics and Public Health: Model Curriculum.

 

Milestones in Public Health Book (41 MB) Ethics Curriculum (2 MB)

Tools

Learning Taxonomy Levels Reference Guide

ASPPH developed the “Learning Taxonomy Levels for Developing Competencies and Learning Outcomes Reference Guide” to aid in creating outcomes-oriented curriculum and instruction. The guide will help faculty in selecting action verbs, instructional strategies, and evaluation methods based on the learning taxonomy levels for the cognitive and affective domains.

Learning Taxonomy Levels Reference Guide (69 kB)

Competency Modeling in Action

ASPPH designed this schematic to illustrate one method of developing competencies. The diagram, a resource for educators to develop education and training in public health, describes the key components of an outcome-oriented approach to teaching and learning.

Competency Modeling in Action (269 kB)

Competency-Based Education

ASPPH developed this diagram as a resource for educators in public health. The diagram illustrates how competency-based education uses a taxonomical approach to identify behaviors in three domains: Cognitive, Psychomotor, and Affective. The diagram can be used to guide planning on competency, learning outcomes, as well as knowledge, skills, and attitudes (KSA) development.

Competency-Based Education (204 kB)

10 Things to Know When Starting an Undergraduate Public Health Program

An ASPPH faculty member created this question checklist to help administrators and faculty think through the key issues in launching an undergraduate public health program.

10 Things to Know When Starting an Undergraduate Public Health Program (17 kB)