Public health learning - purposeful, progressive, global by design.

Abstract

Over the past decade, we have witnessed expansive growth in numbers and diversity of undergraduate public health programs. Majors, minors, and certificates are proliferating across all institutional types. While no complete census of programs exists, a number of studies have noted the growth (1, 2) [see also the special issue of Am J Prev Med (2008) 35(3), on undergraduate public health education]. The popular press has picked up the story (3). Community colleges are now developing programs (4). A key indicator: CEPH is now accrediting “standalone” baccalaureate programs. This growth phase builds on foundations laid earlier by a handful of schools, colleges, and programs, and the work of thought leaders such as Lilienfeld and Fraser (5). It was accelerated by the Institute of Medicine’s publication Who Will Keep the Public Healthy (2003), with its call for an educated citizenry: “all undergraduates should have access to education in public health” (144). Heeding that call, the Educated Citizen, and Public Health1 initiative has contributed in many ways to growth, in partnership with lead organizations – the Association for Prevention Teaching and Research (APTR), the Council of College of Arts and Sciences (CCAS), the Association of Schools and Programs of Public Health (ASPPH), and the Association of American Colleges and Universities (AAC&U). The recent merger of schools of public health and programs of public health, now joined in ASPPH, and growth in numbers of graduate programs overall may support further development of undergraduate public health programs.