Teach & Research

Content Areas:

• Science: Students should have an introduction to the foundations of scientific knowledge, including the biological and life sciences and the concepts of health and disease
• Social and Behavioral Sciences: Students should have an introduction to the foundations of social and behavioral sciences
• Math/Quantitative Reasoning: Students should have an introduction to basic statistics
• Humanities/Fine Arts: Students should have an introduction to the humanities/fine arts

Skill Areas:

• Communications: Students should be able to communicate, in both oral and written forms and through a variety of media, to diverse audiences
•  Information Literacy: Students should be able to locate, use, evaluate, and synthesize information

• Overview of Public Health: Students should have an introduction to the history and philosophy of public health as well as its core values, concepts, and functions across the globe and in society
• Role and Importance of Data in Public Health: Students should have an introduction to the basic concepts, methods, and tools of public health data collection, use, and analysis and why evidence-based approaches are an essential part of public health practice
• Identifying and Addressing Population Health Challenges: Students should have an introduction to the concepts of population health, and the basic processes, approaches, and interventions that identify and address the major health-related needs and concerns of populations
• Human Health: Students should have an introduction to the underlying science of human health and disease including opportunities for promoting and protecting health across the life course
• Determinants of Health: Students should have an introduction to the socio-economic, behavioral, biological, environmental, and other factors that impact human health and contribute to health disparities
• Project Implementation: Students should have an introduction to the fundamental concepts and features of project implementation, including planning, assessment, and evaluation
• Overview of the Health System: Students should have an introduction to the fundamental characteristics and organizational structures of the U.S. health system as well as to the differences in systems in other countries
• Health Policy, Law, Ethics, and Economics: Students should have an introduction to basic concepts of legal, ethical, economic, and regulatory dimensions of health care and public health policy, and the roles, influences, and responsibilities of the different agencies and branches of government
• Health Communication: Students should have an introduction to the basic concepts of public health-specific communication, including technical and professional writing and the use of mass media and electronic technology

Students should have opportunities to integrate, apply, and synthesize knowledge through cumulative and experiential activities that include:

• Cumulative Experience: Students should have a cumulative, integrative, and scholarly or applied experience or inquiry project that serves as a capstone to their educational experience
• Field Exposure: As an integral part of their education, students should be exposed to local level public health professionals and/or to agencies that engage in population health practice

Students should be exposed to concepts and experiences necessary for success in the workplace, further education, and life-long learning. These may include the following:

• Advocacy for protection and promotion of the public’s health at all levels of society
• Community dynamics
• Critical thinking and creativity
• Cultural contexts in which public health professionals work
• Ethical decision making as related to the self and society
• Independent work and a personal work ethic
• Networking
• Organizational dynamics
• Professionalism
• Research methods
• Systems thinking
• Teamwork and leadership

Throughout the curriculum, students should have a wide range of instructional methods and experiences that provide exposure to a solid foundation of the diverse nature of public health practice. In addition, students should receive career and graduate school advising.

Chair

• Dr. Randy Wykoff, Dean, East Tennessee State University College of Public Health

Members

• Dr. Susan Albertine, Vice President, Office of Engagement, Inclusion, and Success, AAC&U
• Dr. Lauren Arnold, Assistant Professor, Saint Louis University School of Public Health
• Dr. Jack Barnette, Associate Dean of Academic and Student Affairs, Colorado School of Public Health
• Dr. Sarah Bass, Associate Professor, Temple University College of Health Professions and Social Work
• Ms. Ruth Gaare Bernheim, associate professor and director of the MPH program and division of public health policy and practice, University of Virginia
• Mr. Terry Brandenburg, Director of Public and Community Health Education and Director of the Master Degree in Public Health, Medical College of Wisconsin
• Dr. Tara Crowell, Associate Professor of Public Health, The Richard Stockton College of New Jersey, The School of Health Sciences
• Dr. John Dreyzehner, Commissioner, Tennessee Department of Health
• Dean John Finnegan, University of Minnesota School of Public Health
• Dr. Deborah Flynn, Graduate Program Coordinator, Southern Connecticut State University
• Ms. Jeanette Jeffrey, Associate Professor, Howard Community College
• Ms. Laura Rasar King, Executive Director, Council on Education for Public Health
• Dr. Allen Meadors, Senior Fellow, American Association of State Colleges and Universities
• Dr. Clifford Mitchell, Assistant Director Environmental Health and Food Protection, Maryland Department of Health and Mental Hygiene
• Dr. Jeffrey Oxendine, Associate Dean for Public Health Practice, University of California Berkeley School of Public Health
• Dean Donna Petersen, University of South Florida College of Public Health
• Dr. Richard Riegelman, Professor and Founding Dean, The George Washington University School of Public Health and Health Services
• Ms. Anita Siegel, Director, Alameda County Public Health Department (retired)
• Dr. Henry Sondheimer, Senior Director Student Affairs and Student Programs, Association of American Colleges and Universities
• Dean Carleen Stoskopf, San Diego State University Graduate School of Public Health
• Dr. Caryl Waggett, Associate Professor, Allegheny College
• Dr. Terrie (Fox) Wetle, Professor of Medical Science and Associate Dean of Medicine for Public Health and Public Policy, Brown University
• Ms. Karen White, Director of the Division of Leadership and Practice, Centers for Disease Control and Prevention (retired)