The Influence of Public Health Faculty on College and University Plans During the COVID-19 Pandemic

The purpose of this study was to explore whether the institutional presence of public health expertise within colleges and universities was associated with operational plans for the fall semester of 2020. Using cross-sectional data collected by the College Crisis Initiative of Davidson College, six levels of instructional modalities (ranked from least to most restrictive) were compared between Council on Education of Public Health (CEPH)-accredited and non-CEPH-accredited 4-year institutions. Institutions with CEPH-accredited schools and programs were more likely to select some restrictive teaching modalities: 63.8% more likely to use hybrid/hyflex or more restrictive and 66.9% more likely to be primarily online (with some in person) or more restrictive. However, having CEPH-accredited programs did not push institutions to the most restrictive modalities. COVID-19 cases in county, enrollment, and political affiliation of the state governor were also found to be associated with instructional modality selection. While any ecological study has certain limitations, this study suggests that college and university fall plans may have been influenced by the presence of CEPH-accredited schools and programs of public health, and/or the input of their faculty. The influence of relevant faculty expertise on institutional decision-making can help inform college and university responses to future crises.

Project Management Training in Schools and Programs of Public Health in the United States

Background. Little is known about the use of project management in public health research and practice in the U.S. Research from other countries supports the use of project management (PM) principles to successfully manage public health programs and research, prevent delays, and reduce costs. However, knowledge of PM training in public health schools and programs is limited. This study sought to (1) determine the extent to which PM training is offered to public health students in schools and programs in the U.S. accredited by the Council on Education for Public Health (CEPH), (2) examine why project management courses are not offered, and (3) identify the challenges faced in offering PM courses. Methods. In May 2019, an online survey was distributed to 178 CEPH-accredited schools and programs in public health in the U.S. Thirty-seven percent of schools/programs completed the survey. Results. About 75% of CEPH-accredited schools and programs that responded do not offer PM training. However, respondents deemed PM skills and training critical for the success of students. Primary challenges included lack of qualified instructors, course cost, lack of school/program interest, perceived lack of student interest, and unfamiliarity of the benefits of PM to public health. Discussion. Opportunities abound for administrators to familiarize themselves with the evidence that PM training helps prepare students for the public health workforce. Identifying qualified faculty and funding to support curriculum development, the implementation of PM competencies by CEPH, and additional research are needed to encourage the adoption of PM in schools/programs of public health.

Investigation of Instructors' Views on the Accreditation Process of Schools of Foreign Languages

The main purpose of this study is to determine the views of instructors who work at accredited schools of foreign languages about the accreditation process that they have been through. This study follows the qualitative case study research design. The participants were 31 English instructors working at 12 different foreign language schools in Turkey. A set of semi-structured interview questions created by the researchers were used as the data collection tool. The collected data were then subjected to content analysis. It was found that documentation was the most problematic area for the institutions during the accreditation process, so it was the most labor-intensive area for the instructors. Also, it was found that there were significant improvements in the learning and teaching process at these institutions, which resulted in a higher quality of instruction. In addition, it was observed that the accreditation process triggers creation of a culture of quality and continuous development among the instructors. It can be recommended that all teaching staff should be well informed about the accreditation purpose and process, ensuring staff readiness. Furthermore, the burden of work involved in accreditation should be shared by all the staff, with a well-planned and balanced division of labor among them.

Engaging in Anti-Oppressive Public Health Teaching: Challenges and Recommendations

Introduction. Public health students are not systematically trained how positionality and power impact public health practice. A grounding in anti-oppression equips practitioners with tools to recognize the impact of present and historical contexts, foster critical self-reflection, and address systems of oppression. The goal of this study was to gather evidence of how anti-oppression is incorporated in public health teaching. Method. Purposive sampling was used to identify public health faculty who engage in anti-oppressive practice across accredited schools of public health espousing an explicit commitment to social justice. Semistructured in-depth interviews were conducted between January and April 2020 via Zoom; analyses were informed by constructivist grounded theory. Results. Twenty-six faculty from eight schools of public health and one school of medicine participated. Participants highlighted challenges in and techniques on how to engage in anti-oppressive teaching. Three overarching methods for incorporating anti-oppressive principles in pedagogy were identified: facilitating critical consciousness, creating equitable and mindful classrooms, and discussing historical context and systems of oppression, alongside discussing challenges associated with using an anti-oppressive lens in teaching. Conclusions. Anti-oppression is an explicit framework that can be incorporated in training future public health practitioners to work toward dismantling systems of oppression through addressing issues of power and privilege. Findings from this study indicate that faculty are interested in and engage in anti-oppressive teaching but lack consistent training and institutional support. This study offers tools that faculty can employ in the classroom toward practicing anti-oppressive public health pedagogy.

What Does It Mean to Be a Clinical Track Faculty Member in Public Health? A Survey of Clinical Track Faculty Across the United States

Objectives The clinical professor track has expanded and reflects a trend toward hiring non–tenure-track faculty in public health; however, little is known about this track. We documented characteristics of clinical faculty at US schools of public health. Methods We surveyed clinical faculty at Council on Education for Public Health–accredited schools of public health in the United States in 2019, identified via each school’s website. We invited faculty (n = 264) who had the word clinical in their title (ie, apparently eligible faculty), had a working email address, and were not authors of this article to provide information about their rank, degree credentials, expectations for teaching, service, research and practice, and promotion criteria at their institution. In addition, we used open-ended responses to explain and contextualize quantitative data. Results Of 264 apparently eligible faculty surveyed, 88 (33.3%) responded. We included 81 eligible clinical faculty in our final sample, of whom 46 (56.8%) were assistant professors and 72 (88.9%) had a terminal degree; 57 of 80 (71.3%) had an initial contract of ≤2 years or no contract. Most clinical faculty listed service (96.2%), teaching (95.0%), and student advising/mentoring (86.3%) as duties; fewer clinical faculty reported research (55.0%), practice (33.8%), or clinic (7.5%) duties. Only 37.1% of respondents agreed or strongly agreed that promotion policies for clinical track faculty were clear. Conclusions If most clinical faculty are at the lowest academic rank, with short contracts and unclear expectations, it will be difficult for clinical faculty to advance and challenging for schools of public health to benefit from this track. Clear institutional expectations for scope of work and promotion may enhance the contribution of clinical faculty to schools of public health and help define this track.

The Influence of Public Health Faculty on College and University Plans during the COVID-19 Pandemic

The purpose of this study was to determine whether the institutional presence of public health faculty within colleges and universities influenced operational plans for the fall semester of 2020. Using cross-sectional data collected by the College Crisis Initiative of Davidson College, six levels of instructional modalities (ranked from least to most restrictive) were compared between Council on Education of Public Health (CEPH)-accredited and non-CEPH-accredited 4-year institutions. Institutions with CEPH-accredited schools and programs were more likely to select some restrictive teaching modalities: 63.8% more likely to use hybrid/hyflex or more restrictive and 66.9% more likely to be primarily online (with some in person) or more restrictive. However, having CEPH-accredited programs did not push institutions to the most restrictive modalities. COVID-19 cases in county, enrollment, and political affiliation of the state governor were also found to influence instructional modality selection. While any ecological study has certain limitations, this study demonstrates that college and university fall plans appear to have been influenced by the presence of CEPH-accredited schools and programs of public health, and/or the input of their faculty. The influence of relevant faculty expertise on institutional decision-making can help inform college and university responses to future crises.

An Assessment of Pharmacy School Curricula in Florida and Inactivated Influenza Vaccine (IIV) Administration to Pregnant Women

Background: There is a high risk for morbidity and mortality in pregnant women associated with influenza virus illness. Vaccine uptake rates in pregnant women remain lower than the targeted Healthy People 2020 goals despite recommendations from the Centers for Disease Control (CDC). Few studies have examined the role of the pharmacist in providing immunization services to pregnant women, fewer still have directly examined the PharmD curricula and the perspectives of pharmacy students on how they perceive their role in providing influenza inactivated vaccine (IIV) to pregnant women. Objective: This study examined the PharmD curricula instruction with regard to immunizing pregnant women and how pharmacy students perceive it. Methods: Semi-structured, in-depth, in-person qualitative interviews were conducted with the six Academic Deans of the accredited schools of pharmacy in Florida, and three focus group sessions were held with third- and fourth-year pharmacy students (n = 18) in Florida. A thematic analysis was conducted. Results: Most academic deans reported providing instruction on immunization in schools with respect to vaccine administration in pregnant women and called for a need for all schools to make it compulsory to include pregnant-women-specific content. Pharmacy students reported a gap in knowledge of content related to administering the IIV in pregnant women, but feel that when presented with the opportunity, they will be willing to provide IIV to pregnant women. Conclusions: Pharmacists are in a good position to play a role in increasing IIV rates among pregnant women. Implications for practice include the need for incorporation of pregnancy-specific content to immunization curricula.

Reading Literacy, Mathematical Literacy, and Self-Confidence of Junior High School Students in Singkawang

Literacy skills are very important abilities for students and are being encouraged to do so as a necessary prerequisite for lifelong learning. Because literacy skills are abilities that can be used to empower and improve the quality of individuals, families, communities, and countries. This study aims to (1) describe students' reading literacy and mathematical literacy skills based on the level of self-confidence of students in schools accredited A and B, as well as male and female students; (2) to test the comparability of reading literacy, mathematical literacy, and self-confidence based on the level of school accreditation and gender. The research method used in this research is descriptive quantitative. The sample in this study was selected using cluster sampling. The sample consisted of two public schools accredited A and B, and two private schools accredited A and B. The instruments in this study were reading literacy questions, mathematical literacy questions, student self-confidence questionnaires, and interview guidelines. The conclusions in this research are: (1) the descriptions are: (a) For schools with A accreditation, only confident students can process gathering information, processing information, and communicating information on reading literacy, while for mathematical literacy students who are confident can carry out the process Devising Strategies for Solving Problems indicators. For schools with B accreditation, students who are confident, confident enough, and less confident have carried out all the reading literacy processes, but there are still some mistakes and not according to the concept, while for mathematical literacy, students who are confident and confident enough can carry out process indicator Devising Strategies for Solving Problems. (b) For male students and female students who are confident, confident enough, and less confident to carry out the process of gathering information, processing information, and communicating information on reading literacy but still make some mistakes and do not fit the concept. As for mathematical literacy, confident female students can carry out the Communication process and Devising Strategies for Solving Problems. (2) For the comparison test, namely: (a) There is no difference in reading literacy between students from A and B accredited schools; (b) There are differences in mathematical literacy between students from A and B accredited schools; (c) There are differences in reading literacy and mathematical literacy between male students and female students; (d) There is no level of student confidence based on school accreditation and gender.

Exploring The Differences And Similarities Between International Baccalaureate Education And Japanese High School Education

The number of International Baccalaureate (IB) students applying to Japanese Universities is on the rise. Okayama University is a Super Global National University (SGU) in Western Japan, which started IB admissions in 2012, and presently hosts 63 IB students including 11 graduates, in 11 faculties and 1 special program. Since the IB journey began in 2012, Okayama University has taken multiple approaches to become IB friendly. Through continuous follow up of enrolled IB students regarding academic and campus life, and regular feedback from faculty members regarding IB student performances and characteristics, Okayama University has discovered some basic differences between the educational approaches of IB accredited schools and Japanese High Schools (JHS). In order to further explore this observation, a two-phase research study was carried out. Between June 2018 and August 2019, the two surveys wer carried out. In Phase-1, University faculty, familiar with IB education, visited IB schools in Japan and JHS, to observe lessons and interview teachers about their respective methods of education. In phase-2, the same faculty members carried out an email survey followed by one-on-one interviews of 10 Super Global High Schools (SGH) teachers in Japan, regarding the similarities and differences in characteristics of their students, based on the Japanese version of the IB learner profile. This chapter reports and summarizes results of this two-phase study and perspectives gained from various first-hand observations.