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Community Colleges and Public Health Making the Connections

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Community Colleges and Public Health Making the Connections UNDER EMBARGO UNTIL JANUARY 11, 2011, 0:01 GMT Community Colleges and Public Health Making the Connections Brenda A. Kirkwood, MPH, Richard K. Riegelman, MD, PhD Abstract: Community colleges, in collaboration with public health agencies, can advance public health education by reaching a diverse student body, integrating public health into general education, and providing specialized associate degrees that serve workforce needs. Career ladders that include transferability of coursework to 4-year institutions and continuing education, including certifıcate programs, are key to success of these efforts. Community, or 2-year, colleges are well positioned to connect components of the Healthy People Curriculum Task Force’s Education for Health frame- work by providing general education core courses in public health, epidemiology, and global health compatible with the educated citizen and public health movement. To serve specifıc workforce needs, associate degree programs are proposed, including environmental health, public health prepared- ness, public health informatics, and pre-health education. A generalist option designed for transfer to public health and related majors at 4-year institutions is also recommended. (Am J Prev Med 2011;40(2):220–225) © 2011 American Journal of Preventive Medicine ealthy People 2020 includes a new regular objec- grating public health into undergraduate education is tive to increase the proportion of 2-year colleges rapidly developing. This expanding interest was reflected Hoffering public health or related associate de- in The Chronicle of Higher Education, which identifıed grees and/or certifıcate programs. The collection of base- public health as one of the fıve most rapidly growing line data for the objective, made possible with funding undergraduate majors.1 Most of the observed growth has through the Association of Schools of Public Health (AS- occurred in 4-year institutions whereas 2-year institu- PH)–CDC cooperative agreement in partnership with tions have been, up until this point, an untapped audi- the American Association of Community Colleges, sug- ence. As the fıeld continues to evolve, though, this may be gests that fewer than 2% of community colleges offered about to change. public health or related associate degrees in the 2009– The Education for Health framework, proposed by the 2010 academic year. Enrolling 44% of all undergraduates Healthy People Curriculum Task Force, highlights the and training the majority of healthcare workers, includ- need for the integration of education on all levels, bring- ing nearly 60% of new nurses, community colleges have ing together the areas of health literacy, undergraduate the potential to substantially contribute to strengthening public health, and evidence-based practice. Even though the public health workforce. Collaboration with public health agencies will be essential if the proposed vision for the Education for Health framework and Healthy People public health in community colleges is to be realized. 2020 distinguish separate objectives for 4-year and 2-year institutions, an overall aim of the framework is to connect Education for Health and the educational offerings among institutions and to facil- Community Colleges itate movement from education to the workforce and from the workforce back to education. The development An evolution is taking place in public health education. and implementation of a coherent process is central to the Graduate students are no longer the exclusive audience success of the Education for Health framework. Commu- for public health studies as the movement toward inte- nity colleges are integral to this process, making the con- nections between K–12 education and 4-year institu- From the Department of Prevention and Community Health (Kirkwood); tions, providing access to higher education to all who seek the Department of Epidemiology and Biostatistics (Riegelman), The George Washington University School of Public Health and Health Ser- it, regardless of economic or educational backgrounds. vices, Washington, DC These publicly funded 2-year institutions place an em- Address correspondence to: Brenda A. Kirkwood, MPH, Department of Prevention and Community Health, The George Washington University phasis on serving the community by offering an afford- School of Public Health and Health Services, 2175 K Street, Suite 700, able and accessible education, often to those who may not Washington DC 20037. E-mail: [email protected]. 0749-3797/$17.00 otherwise pursue higher education. This article will look doi: 10.1016/j.amepre.2010.10.021 at potential roles of 2-year, or community, colleges in 220 Am J Prev Med 2011;40(2):220–225 © 2011 American Journal of Preventive Medicine • Published by Elsevier Inc. Kirkwood and Riegelman / Am J Prev Med 2011;40(2):220–225 221 connecting with 4-year colleges and the public health ing the components of the Education for Health workforce to help address public health workforce needs. framework. The roles of community colleges are complex and growing due, in part, to the diverse needs of the popula- Potential Roles of Community Colleges in tion they serve. One audience community colleges serve Education for Health is recent high school graduates who utilize community Community colleges can play two key roles in implementing colleges as a step on the way to a 4-year degree. Other the Education for Health framework. They can provide gen- students seek associate degrees intended to prepare them eral education core courses compatible with the educated for entry-level jobs. In addition, many individuals of all citizen and public health movement, which sets out to pro- ages and backgrounds now return to community colleges after, or while, working to pursue continuing education, mote the integration of public health perspectives in a com- to enhance skills or explore career changes, often in the prehensive liberal education framework. They also can pro- form of certifıcate programs. vide public health workforce–related associate degrees and Community colleges have become a major component certifıcate programs to prepare students for public health of the educational process, which cannot be ignored. As careers that include career ladders. indicated in Table 1, community college students consti- Core public health courses offered at 2-year institu- tute 44% of all undergraduates today, and approximately tions as part of general education should be interchange- half of all bachelor’s degree recipients have attended a able with those offered at 4-year institutions. This is crit- community college at some point in their education. ical to the ability to transfer courses to 4-year institutions Among the 1177 community colleges recognized by and to satisfy general education requirements. For exam- the American Association of Community Colleges in ple, core curriculum such as Public Health 101, Epidemi- academic year 2009–2010, 11.7 million students were ology 101, and Global Health 101 are increasingly rele- enrolled. Community college students are highly repre- vant to all college students as they read the newspaper, sentative of the American population, including under- search the web, and are exposed to the multitude of public represented minorities, who constitute ϳ36% of the health issues faced by their generation from AIDS, to the 3 community college student population. Community col- impacts of aging, to the costs of health care. All these leges have a strong tradition of preparing the healthcare issues could be integrated successfully into a community workforce, with nearly 60% of all nurses and the majority college degree or certifıcate program. of healthcare workers being educated in community col- Community colleges, however, have an additional role to leges.2 A recognition and understanding of the important play in meeting the needs of the public health workforce. In contributions that community colleges already have December 2008, the Association of Schools of Public Health made in healthcare workforce development can shed (ASPH) produced a report estimating the number of local, light on their potential to assist with strengthening the state, and federal governmental public health workers public health workforce. Defıning the roles that commu- needed by 2020 at 250,000. These workers are needed to nity colleges can and should play in the fıeld of public replace governmental worker retirements and return the health is key to developing a coherent approach for link- public health worker-to-population ratio to its 1980 level of Table 1. Data on community colleges Percentage Percentage of all bachelor’s of all U.S. degree recipients who Percentage of Percentage of Institutions Students undergraduates attended a community community college health workers (n) enrolled (n) (%) college (%) student enrollees (%) (%) 1177 11.7 million 44 ϳ50 Minorities 36a Allied health 63 workers Black 13 Nurses 59 Hispanic 16 Asian/Pacific 7 Islander Native 1 American Source: American Association of Community Colleges, 20092 aPercentages do not add to total because of rounding. February 2011 222 Kirkwood and Riegelman / Am J Prev Med 2011;40(2):220–225 220 public health workers for every 100,000 U.S. residents.4 Connecting Community Colleges and It is not yet clear how many of the needed 250,000 public Public Health health workers can and should be educated at community colleges. Active involvement of the public health practice As efforts begin to address the Healthy People 2020 ob- community will be needed
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