FUTURE DIRECTIONS FOR
QUALITY ASSURANCE OF PROFESSIONAL
PREPARATION IN HEALTH EDUCATION
A Report of a Joint Invitational Meeting
Sponsored by the
Society for Public Health Education
and the
American Association for Health Education
January 15-16, 2000
Dulles Hyatt Hotel
Dulles, VA
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FUTURE DIRECTIONS FOR QUALITY ASSURANCE
OF PROFESSIONAL PREPARATION IN HEALTH EDUCATION
SOPHE/AAHE Task Force for Meeting Planning
AAHE Representatives
David Birch, PhD, CHES
Indiana University
Dee Wengert, PhD, CHES
Towson University
Becky Smith, PhD, CHES, CAE
AAHE Executive Director
SOPHE Representatives
William C. Livingood, Jr, PhD, CHES
East Stroudsburg University
Elaine M. Vitello, PhD, CHES
Southern Illinois University
Elaine Auld, MPH, CHES
SOPHE Executive Director
Joint Appointment
Mary Hawkins, MSPH, CHES
North Carolina Central University
Chair, SABPAC
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Future Directions for Quality Assurance
of Professional Preparation in Health Education
TABLE OF CONTENTS
I.
4
Executive Summary………………………………………………………………….Page
II.
Introduction………………………………………………………………………….Page 5
A.
Organization of the Joint Invitational Meeting…………………………..…..Page
B.
Meeting Objectives…………………………………………………………..Page
C.
Key Meeting Questions……………………………………………………...Page 7
6
6
III.
Successes and Challenges to Quality Assurance
in Professional Preparation in Health Education………………………………….…Page 9
IV.
Alternative Approaches to Quality Assurance
in Professional Preparation…………………………………………………………Page 12
V.
Recommendations for Improving Quality Assurance
in Professional Preparation…………………………………………………………Page 17
VI.
Conclusions………………………………………………………………………...Page 19
Appendices
 Appendix A: A Brief Overview of the Chronology of Events of Quality Assurance
Efforts for Professional Preparation in Health Education

Appendix B: List of Meeting Participants
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
Appendix C: Meeting Agenda
FUTURE DIRECTIONS FOR QUALITY ASSURANCE
OF PROFESSIONAL PREPARATION IN HEALTH EDUCATION
I.
EXECUTIVE SUMMARY
The profession of health education has made significant progress over the last several decades in
establishing systems to help assure the quality of its professional preparation and practice. Credentialing
systems have been established at the individual level, and program accreditation and review mechanisms
are available for baccalaureate and some graduate professional preparation programs in health education.
Yet as recent evidence indicates, existing quality assurance systems in health education lack
coordination, are underutilized, and are undervalued by some both within and outside of the profession.
It also has been questioned whether existing accreditation approaches are appropriate for all types of
graduate professional preparation programs in health education. Nonetheless, environmental indicators
suggest that health education must strengthen its current quality assurance systems to ensure a viable,
competitive future.
To begin exploring this challenge, the American Association for Health Education (AAHE) and
the Society for Public Health Education (SOPHE) co-sponsored an invitational meeting on January 1516, 2000 in Dulles, Virginia. Participants included 24 professionals who were broadly representative of
health education professional preparation programs or related stakeholders. The objectives of the one
and one-half day meeting were to: 1) review current mechanisms of quality assurance in professional
preparation of undergraduate and graduate health education programs; 2) analyze and discuss current
environmental trends in health care, higher education, health education, and other areas that may impact
future quality assurance efforts in professional preparation; 3) examine accreditation mechanisms
employed by other professions outside health education, including the benefits and challenges of each
approach; and 4) consider future program accreditation options to promote the quality of health education
professional preparation.
Meeting participants brainstormed recommendations for SOPHE and AAHE to consider in
strengthening quality assurance for health education. Consensus was reached that a coordinated
accreditation system is needed at the undergraduate and graduate levels that builds on the strengths of
current quality assurance systems. This goal should be reached by the establishment of a SOPHE/AAHE
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task force that is charged to: 1) gather background information and refine plans for a comprehensive,
coordinated quality assurance system that meets commonly accepted standards of accreditation; 2)
develop processes for ensuring profession-wide involvement in the discussion and design of such a
system to foster its adoption and utilization.
II.
INTRODUCTION
During the last 30 years, the health education profession has made significant strides in
establishing credentialing systems to help assure the quality of its training programs and individual
practitioners (see Appendix A). In the 1970s, the Council on Education for Public Health (CEPH) began
to accredit graduate professional education in public health, including the core discipline of public health
education. Later that decade, CEPH also began accrediting community health/preventive medicine
programs and community health education programs outside of schools of public health. In the mid1980s, the Society for Public Health Education (SOPHE) and the American Association for Health
Education (AAHE) formed the SOPHE/AAHE Baccalaureate Program Approval Committee (SABPAC)
to provide a mechanism of quality assurance review for undergraduate programs in community health
education. In 1992, AAHE was asked by the National Council of Accreditation of Teacher Education
(NCATE) to conduct portfolio reviews for professional preparation programs in school health education.
In the late 1980s, the National Commission for Health Education Credentialing began certifying
individual health education specialists based on profession-wide competencies for entry-level health
educators.
AAHE and SOPHE are proud to have participated in the establishment of these initiatives to
strengthen the health education profession. Both organizations are committed to quality assurance as part
of their organizational missions and their current strategic plans. Thus, the presidents and executive
directors of AAHE and SOPHE met in Fall 1998 to discuss various environmental trends affecting future
quality assurance efforts by the profession, including the recommendations in two reports:
*
“Health Education in the 21st Century: Setting the Stage” - This document summarizes a
1995 invitational meeting sponsored by the National Coalition of Health Education
Organizations and the National Commission for Health Education Credentialing to identify
actions internal and external to the profession that are needed to move the profession forward
into the new millenium.
*
“Health Education in the 21st Century: A White Paper” - This report, prepared for the
Health Resources and Services Administration in 1998, examined graduate-level health
education training needs in the new millennium.
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Both of these documents identified the need for a more comprehensive, systematic approach in
health education to assuring the quality of training provided at the undergraduate and graduate levels.
Subsequently, AAHE and SOPHE agreed to fund a joint meeting to fully explore the issues related to
quality assurance in professional preparation.
A.
Organization of the Joint Invitational Meeting
In early Summer 1999, SOPHE and AAHE presidents appointed a task force to organize an
invitational meeting to explore future directions for quality assurance in professional preparation in
health education. The task force was comprised of three representatives from each organization and the
chair of SABPAC. The group met for six months via conference calls to plan the invitational meeting
agenda, recommend and develop background reading materials, identify meeting speakers, and develop
the list of meeting participants. They invited 24 professionals representing a broad range of professional
preparation programs, varying in terms of:







Size of student enrollment in program - small, medium, large programs,
Health education degrees granted - baccalaureate, master’s, doctorate,
Current accreditation status - SABPAC, CEPH, NCATE (both programs accredited and not
accredited),
Institutional status - public vs. private,
Research vs. practice-oriented institution,
Institutional hierarchy of program - aligned with allied health vs. school of education, and
Geographic location.
In addition, representatives from non-academic institutions who could inform the discussions
were invited: AAHE/NCATE, CEPH, the National Commission for Health Education Credentialing, and
HRSA’s Bureau of Health Professions.
To help prepare for the meeting, a background kit of information was prepared and disseminated
to all participants providing relevant information on current accrediting mechanisms as well as other
relevant reports, articles and web-based information.
B.
Meeting Objectives
Twenty-five participants attended the meeting on January 15-16, 2000, at the Hyatt Dulles
Regency, Dulles, Virginia, which was facilitated by Dr. Loren Bensley, professor emeritus at Central
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Michigan University (see Appendix B, Meeting Participants). The objectives of the one and one-half day
meeting were to:

To review current mechanisms of quality assurance in professional preparation of undergraduate and
graduate health education programs, including their mission, organization/structure, criteria, and the
number of programs seeking accreditation/approval in recent years;

To analyze and discuss current environmental trends in health care, higher education, health
education, and other areas that may impact future quality assurance efforts in professional
preparation;

To examine accreditation mechanisms employed by other professions outside of health education,
including the benefits and challenges of each approach; and

To consider future options in program accreditation to promote the quality of health education
professional preparation.
A copy of the complete meeting agenda is included in Appendix C. Following introductory
remarks by SOPHE President Kathleen Roe and AAHE President-Elect David Birch, Dr. Elaine Vitello
reviewed highlights of health education efforts in quality assurance during the last 40 years (see
Appendix A, A Brief Overview of the Chronology of Events of Quality Assurance Efforts for
Professional Preparation in Health Education). Dr. Karen Kirchenstein, Director of the Accreditation
and Eligibility Determination Division of the U.S. Department of Education (DOE), then presented an
overview of the requirements for being recognized as an accrediting agency by DOE.
To stimulate creative thinking about other types of quality assurance efforts, Dr. Jeptha Dalston,
President and CEO of the Accrediting Commission on Education for Health Services Administration
(ACEHSA), and Dr. Paula Turocy, member of the Joint Review Committee on Educational Programs in
Athletic Training, discussed their professions’ approaches to quality assurance. The speakers addressed
the following types of issues:

Types of credentialing/accreditation used, cycle, costs

Formation and structure of their independent accrediting bodies

Impact of accreditation system on the related professions

Organizational/resource requirements

Environmental scan in terms of future issues/challenges
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C.
Key Meeting Questions
Participants were organized into small working groups throughout the meeting to address the
following questions and/or tasks:
1. What has happened (or currently exists) in health education that has helped support quality assurance
in professional preparation?
2. What is lacking in regard to quality assurance in professional preparation in health education? List
possible reasons for each deficit identified.
3. What approaches to quality assurance in professional preparation discussed by the speakers show
promise for health education, and why?
4. What directions, if any, in quality assurance for professional preparation might be inappropriate for
health education, and why?
5. Are there other approaches to quality assurance in professional preparation that should be considered
for health education, but have not yet been discussed during this meeting? If so, name and describe
why they might be good to consider.
6. What, if any, special challenges must be considered that are unique to quality assurance in
professional preparation for health education?
7. Develop a list of recommendations for AAHE/SOPHE to consider as they determine their options for
support of quality assurance in professional preparation in health education.
This report summarizes the meeting discussion in each of the above areas and highlights the
group’s recommendations for further discussion and deliberation by the AAHE and SOPHE governing
boards.
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III.
SUCCESSES AND CHALLENGES TO QUALITY ASSURANCE IN PROFESSIONAL
PREPARATION IN HEALTH EDUCATION
Meeting participants were randomly assigned to one of four work groups for analysis, discussion
and brainstorming of responses to various questions on current and future systems for quality assurance
in health education. Each group’s discussions were recorded on newsprint and reported back to the
entire group. Following are participants’ unedited responses to the questions, which address quality
assurance accomplishments in health education to date and future challenges to strengthening such
approaches.
Question I: What has happened (or currently exists) in health education that has helped support
quality assurance in professional preparation?
Role delineation including CHES and the Framework  competencies (good basis for accreditation);
competency-based standards (entry- and advanced levels); early move to performance-based standards;
credentialing public health practitioners; CHES established, CE opportunities
Widely accepted professional journals, science-based literature; emergence of a science base; increase in
stronger science/theory and analytical skills; strong philosophical foundation responsive to community
needs
Collaboration between and among health education organizations (broad buy-in); more unified
voice/closer collaboration
Success of leading profession organizations to attract grant funds on key issues; support by Federal
agencies and private foundations that have supported quality assurance activities; coordinated,
comprehensive school health programs (CDC DASH); emphasis on health behavior (Surgeon General,
CDC, Healthy People 2010)
Health Education Practice Act in Arkansas; state adoption of national health education standards/testing
Standard Occupational Classification designation of health educator by the Department of Labor
Key positions held by heath educators in policy positions of tremendous influence (prominence,
initiatives, “health education way of doing business”, disseminated broadly)
Advocates (individuals, associations) that have kept quality assurance as a priority; continuing education
provided by associations; profession has accepted credentialing
SABPAC, AAHE/NCATE, CEPH, NCHEC; increased interest in accreditation and competency-based
accreditation; NCATE 2000 -teacher preparation
Documented benefits - not only anecdotal; Interest in outcomes, quality, best practice
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Timingtrack record that our graduates produce; contemporary, marketable skills; accountability
(trainees); expansion in job market
Vibrant senior class - Historical links, role models, generous with time and effort
Unafraid to tackle the macro issues, social context; technology - old and new (Double-edged sword)
Heath education programs housed in schools/colleges where accreditation is the norm
Good basic overview
Graduate-level preparation
Changes in health care delivery (who, what quality assurances)
More media interest in health
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Question 2: What is lacking in regard to quality assurance in professional preparation in health
education? List possible reason(s) for each deficit identified.
Inability of profession to regulate programs, practitioners; lack of enforcement of CHES exam
procedures, standards (inadequate professional preparation to sit for exam); inability to distinguish who
are health educators, CHES exam procedures; student eligibility for CHES exam
Not widespread acceptance of accreditation by health education programs; buy-in lacking from hundreds
of programs re. accrediting process; lack of linkage between accreditation - certification; mechanisms not
fully used; selling certification/quality assurance to school health; acceptance by field of value of quality
assurance
Still not an unified profession; diffusion of health education profession; lack of consensus regarding
entry level; definitive, clarity of “health education” and other professional terminology
Problems with current quality assurance systems, i.e., fear of quality assurance among faculty and
programs; labor intensive and costly for programs to do
Lack of obvious “carrot” - access to $$; federal agencies requiring programs to be accredited as a
condition of funding; Why? - Lack of resources
Continuity for marketing and awareness of options - one central entity to have oversight as coordinator;
Fragmentation of efforts by profession (e.g., SABPAC, NCATE); confusion - 3 differing organizations
do a piece of quality assurance
Marketing/value of program approval process by professional organizations; lack of support of
professional organizations
Failed to engage broad communities in our profession, e.g., diversity, demographic changes
Employer recognition; not necessary for employment
Community college linkages, programs, professional structures
Career path: role at different levels not clearly articulated
No licensure for health education across the board
Unbalanced approach to health (emphasis on physical); still too rooted in medical model
Desire to keep professional preparation programs inclusive (small programs, HPER)
NCATE approval of institutions with combined health/physical education programs (based on health
education only)
Splinter groups with no health education expertise proclaiming health education responsibilities
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IV.
ALTERNATIVE APPROACHES TO QUALITY ASSURANCE IN PROFESSIONAL
PREPARATION
As a background for discussions on potential future accreditation approaches, presentations were
made on those accreditation systems used by the American Commission on Education for Health
Services Administration/Association of University Programs of Health Administration and the Joint
Review Committee on Educational Approaches in Athletic Training. Following the presentations, the
small groups convened to address aspects of these approaches that may be most promising for health
education. Following are participants’ unedited responses.
Question 3: What approaches to quality assurance in professional preparation discussed by the
speakers show promise for health education and why?
Proposed Overall Guiding Principles: Sustain diversity (size, nature, scope & location of program)
while assuring quality of preparation for practice; promote and preserve recognition of a generic set of
core competencies: take measured steps rather than giant leaps; promote unity
Promising Approaches
We (health education) have defined competencies – unique from our colleagues in other disciplines
Support for “candidacy institutions,” learning curve en route; incentives for “candidate guides”;
consulting teams to assist programs seeking improvement through professional organizations
Competency updates more often, less cumbersome; review of role delineation and standards - every 5-7
years; routinely review and schedule a review of the competencies - ongoing
Possibility of tiered system (approval vs. accreditation); unique accrediting of graduate programs (tiers);
distinction of undergraduate vs. graduate
Involvement of employer sponsors (i.e., managed care); use of corporate sponsors for marketing; get
employers involved in the quality assurance discussion
Continuous collaboration between academic & practitioners; sensitive to balance between practitioners
and academics
Graduate from accredited school to sit for exam; any potential practitioner goes through an accredited
program before sitting for an exam; link accreditation to supervised field experience, examination to
certification – 3-legged stool of education, examination, field experience
Health education (professional organizations, institutions, NCHEC, etc) strongly advocate for
accreditation (e.g., only list accredited/approved health education programs)
Advocate importance of CHES faculty member or graduate from accredited program; develop standard
requiring credentialed, or training in health education to be faculty member
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Appreciation of CEPH process; reinforce the value of SABPAC
Opportunity to share info with other accrediting agencies
Standards, competency-based
State licensure linked to accreditation
Better distinction between CHES and social worker
Stop whining and take a stance on what we need to do
Conceptually broader benefits with an already established accrediting entity
Documenting outcomes of accreditation
Marketing accredited programs to the public (e.g., US News & World Report)
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Question 4: What, if any, special challenges must be considered that are unique to quality assurance
in professional preparation for health education?
Clarify professional identity as it related to accrediting umbrellas; what to do with current
accreditation/approval systems – disassemble, modify or start over?
Resources and costs; costs
Lack of support across profession for accreditation
Resistance from administrators
Lack of incentive for selection of health education accreditation
Multiple constituencies for accreditation
Large number of programs – small programs: faculty
NCATE accreditation of health education
Expand flexibility in conducting self-study visits, teleconferencing, expanded time - number of site
visitors
Continuity/technical assistance for accreditation
Develop a system that will work for all health education practice settings
Other groups “encroaching” on health education – blessing and curse
No mechanism exists for accreditation for same programs at the graduate level
Lack of core database; what is the true total number of programs?
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Question 5: What directions, if any, in quality assurance for professional preparation might be
inappropriate for health education, and why?
Going under an umbrella organization that has non-baccalaureate (certificate) programs included;
affiliation with allied health; go with AAHEP
A simple entity to proceed without profession-wide consensus; moving forward without broader input of
those gathered at this meeting
Annual reports
Eliminate or weaken the appeal process
Eliminate onsite visits and move to online process and videoconference only
Set bar too high, too fast
Grandfathering everyone in
Create standards that exclude or discourage joint institution consortia
Regress to baccalaureate degree as primary accredited degree program
Lose affiliation with umbrella accreditations in education and public health
Having different agencies accredit undergraduate and graduate
All volunteer review and absence of paid staff
Do nothing
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Question 6: Are there other approaches to quality assurance in professional preparation that should
be considered for health education, but have not yet been discussed during this meeting? If so, name
and describe why they might be good to consider.
Concurrent reviews (program approval and accreditation)
Wise and strategic integration of new technologies
“Accreditation” for graduate programs only; “approval” at undergraduate
Only approved program graduates can sit for the CHES exam
Tiers of accreditation
Examine the approach that environmental health and dietetics use for program accreditation
Registry?
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V.
RECOMMENDATIONS FOR IMPROVING QUALITY ASSURANCE IN
PROFESSIONAL PREPARATION
The last half-day of the meeting was devoted to the development of recommendations by the
meeting participants for improving quality assurance in professional preparation in health education.
Given the nature of the task force, meeting participants specifically were asked to identify
recommendations that the AAHE and SOPHE boards should consider in addressing this area. Following
are their responses to the following charge:
Question 7: Please develop a list of recommendations or action steps for AAHE/SOPHE to consider as
they determine their options for support of quality assurance in professional preparation in health
education.
Convene a joint task force under the jurisdiction of SOPHE/AAHE to:
 Articulate with CEPH, NCATE, SABPAC to achieve common timelines for self-study, site visits,
terms of accreditation/approval
 Form a task force of health education credentialing bodies (SOPHE, AAHE, NCATE, SABPAC,
CEPH, NCHEC, etc) to operationalize recommendations over 5-year horizon
 Coordinated/concurrent site visits by CEPH and SABPAC – (separate decisions)
 Better communication, more linkages/awareness between AAHE/NCATE, SABPAC, CEPH review
of health education programs
 SOPHE/AAHE investigate SABPAC accreditation related to other accrediting bodies
 AAHE/SOPHE should communicate the results of this meeting to SABPAC.
 AAHE/SOPHE should establish a Join Task Force on Quality Assurance in Professional Preparation
for Health Education based on the outcomes of this meeting and charged to:
 Review alternative approaches cited at this meeting, needed resources, and strengths and
weaknesses of other mechanisms for accreditation (e.g., CEPH)
 Ensure the profession/stakeholders are engaged in these discussions/quality assurance
processes
 Develop a proposed accreditation plan based on this meeting
 Convene a conference for the profession apart from the usual meetings to discuss quality
assurance (e.g., Dallas II)
 Explore the use of levels/tiers of accreditation
Those graduating form an accredited program will be automatically eligible to take CHES exam
 CHES exam eligibility
 Tie eligibility for CHES exam to undergraduate accreditation
 Work with NCHEC to determine impact of shifting accreditation practice on certification (i.e., that
all those who sit for exam must be from accredited program
 Automatic approval to sit for CHES exam if graduate from approved/accredited program
 If meet minimum health education program requirements for CHES but not from accredited program,
rigorous review before eligible to sit for CHES exam
 AAHE/SOPHE should begin to talk to NCHEC about willingness/timeline for CHES exam eligibility
to be restricted to those from accredited programs
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AAHE/SOPHE communicate with the profession that a dialogue about quality assurance in health
education has been initiated in accordance with the 21st century recommendations; develop a process for
dialogue with the professional preparation programs and practitioners (e.g., convene conference, special
meeting)
Identify resources
Work with NCHEC to develop documentation of advanced practice
Be involved in the emerging public health competencies so that they include the work of the health
education profession
Tiers only should refer to graduate/undergraduate
Professional organizations should not appear to give tacit approval to non-accredited/approved programs
(e.g., AAHE list of health education programs) -- Lists or directories should only list
accredited/approved health education programs
Professional organizations agree to support accreditation - should lobby/influence university
administrators about the value of accreditation (aggressively advocate)
AAHE, SOPHE, in collaboration with CNHEO should conceptualize credentialing as including 3
essential components: 1) education (accredited/approved programs), 2) supervised practice experiences;
and 3) CHES examination
Professional organizations agree/support CHES (i.e., advocate importance of CHES faculty/minimum
standards, % of faculty must be…)
AAHE/SOPHE advocate for AAHE/NCATE standards as minimum standards for state certification (any
K-12 health education teachers
AAHE/SOPHE support practitioner requirements similar to Arkansas
AAHE/SOPHE involve practitioners in planning/recommendations
AAHE/SOPHE should begin to talk to and make contact with federal agencies and private sector about
using accredited program as a criterion for funding awards.
DO SOMETHING
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VI.
CONCLUSION
AAHE and SOPHE convened a one and one-half day invitational meeting on January 15-16,
2000 in Dulles, Virginia to address future directions for quality assurance of professional preparation in
health education. The meeting was characterized by a high-level of interest and energy on the part of 24
participants, who concluded that now is the time to strengthen quality assurance mechanisms for
undergraduate- and graduate-level health education. The group concluded that although the health
education profession has made remarkable strides in many areas, it lacks a comprehensive, coordinated
approach for ensuring that its graduates are adequately prepared to meet current and future workforce
challenges. Meeting participants acknowledged that historic barriers to making these improvements
exist, but recent trends portend the need for timely action to ensure a viable, competitive future for health
education.
The group brainstormed a variety of recommendations that SOPHE and AAHE leaders should
consider improving current quality assurance systems. Although time precluded thorough debate and
discussion on all recommendations generated, participants reached consensus on the following global
recommendation:
A comprehensive, coordinated accreditation system for undergraduate and graduate health
education should be put into place, which builds on the strengths of current mechanisms. In
accomplishing this goal, there is a need to:
 Gather more in-depth background information and refine plans for strengthening and
expanding current approaches that meet commonly accepted standards of accreditation; and
 Ensure profession-wide involvement and input of all stakeholders in the accreditation
discussions, e.g., currently existing approval/accrediting bodies, professional organizations,
professional preparation program administrators, academicians, and practitioners from all
health education practice settings.
To provide leadership in accomplishing this goal, participants recommended that SOPHE and
AAHE establish a joint task force with an explicit charge, budget, reporting mechanisms, and timeline.
The task force also should receive the complete report of ideas and recommendations generated from this
meeting to inform their future thinking and directions.
This report will be presented to the AAHE Board at its annual meeting in March 2000 in Orlando
and to the SOPHE Board of Trustees at its Midyear Meeting in May 2000 in Denver.
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APPENDIX A
CHRONOLOGY OF EVENTS OF
QUALITY ASSURANCE EFFORTS FOR
PROFESSIONAL PREPARATION IN
HEALTH EDUCATION
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APPENDIX B
LIST OF MEETING PARTICIPANTS
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Future Directions for Quality Assurance of Professional Preparation in Health Education
January 15-16, 2000 * Dulles Hyatt Hotel
MEETING PARTICIPANTS
John P. Allegrante, PhD
Professor of Health Education
Teachers College, Columbia University
525 West 120th St, Box 114
New York, NY 10027
Elaine Auld, MPH, CHES
Executive Director
Society for Public Health Education
750 First St, NE, Suite 910
Washington, DC 20002-4242
Loren Bensley, PhD
Professor Emeritus
Department of Health Education
Central Michigan University
Mt. Pleasant, MI 48854
David Birch, PhD, CHES
President-Elect , American Association for Health Education
Associate Professor, Health Education
Indiana University
3200 Tapps Turn
Bloomington, IN 47401
Jeffrey E. Brandon, PhD, CHES
Associate Dean, Health Sciences
New Mexico State University
Box 30001/MSC 3446
Las Cruces, NM 88003
Clint E. Bruess, EdD, CHES
Dean, School of Education
University of Alabama at Birmingham
217 Education Building, 901 13th St S
Birmingham, AL 35294-1250
William B. Cissell, PhD, MSPH, CHES
Professor and Chair, Health Studies
Texas Woman's University
PO Box 425499
Denton, TX 76204-5499
Rebecca J. Donatelle, PhD, CHES
Oregon State University
2795 SW DeArmond
Corvallis, OR 97333
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Patricia Evans, MPH
Executive Director
Council on Education for Public Health
800 I St, NW
Washington, DC 20001
Deborah Fortune, PhD, CHES
Project Director, HIV/AIDS
American Association for Health Education
1900 Association Drive
Reston, VA 20191
Marianne Frauenknecht, PhD, CHES
Associate Professor
Western Michigan University
4024-6 SRC Dept HPER
Kalamazoo, MI 49008-3871
Audrey R. Gotsch, DrPH, CHES
Professor and Vice-Chair
UMDNJ/RWJ Medical School
170 Frelinghuysen Rd-EOHSI Rm 236
Piscataway, NJ 08854
Mary E. Hawkins, MSPH, MEd, CHES
Assistant Professor
North Carolina Central University
Department of Health Education, PO Box 19738
Durham, NC 27707
Roberta Hollander, PhD, MPH
Howard University
3235 Patterson St, NW
Washington, DC 200151660
William C. Livingood, PhD, CHES
Professor, Health Education
East Stroudsburg University
8 Redwood Lane
East Stroudsburg, PA 18301
Kathleen Miner, PhD, MPH, CHES
Associate Dean
Emory University School of Public Health
1518 Clifton Road, Room 814
Atlanta, GA 30322
Henry Montes, MPH
Director, Division of Associated Dental & Public Health Professions
Health Resources & Services Administration
5600 Fishers Lane
Rockville, MD 20857
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Sheila Patterson, PhD, CHES
Chair, National Commission for Health Education Credentialing
Transfer Articulation Coordinator
West Chester University
2210 Ridge Rd
Elverson, PA 19520-8960
Kathleen Roe, DrPH, MPH
President, Society for Public Health Education
Professor, Community Health Education
Director, MPH Program
San Jose State University
3460 Sutcliffe Ct
Walnut Creek, CA 94598
Behjat A. Sharif, PhD, CHES
Associate Professor
California State University at Los Angeles
95 Briarglen
Irvine, CA 92614
Becky Smith, PhD, CHES, CAE
Executive Director
American Association for Health Education
1900 Association Drive
Reston, VA 20191
Stephen H. Stewart, DrPH, CHES
Department Head
James Madison University
Department of Health Sciences
Harrisonburg, VA 22807
Elaine M. Vitello, PhD, CHES
Dean, College of Applied Sciences & Arts
Southern Illinois University at Carbondale
101 Archelle Drive
Carbondale, IL 62901
Deitra E. Wengert, MEd, PhD, CHES
Professor, Health Education
Towson University
113 4th Ave, SE
Glen Burnie, MD 21061
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APPENDIX C
MEETING AGENDA
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Future Directions for Quality Assurance of Professional Preparation in Health Education
January 15-16, 2000 * Dulles Hyatt Hotel
AGENDA
January 15
8:30am
I.
Welcome/Introductions
Kathleen Roe/David Birch
8:45am
II.
Overview of Meeting

Meeting Background

Charge to Participants/Meeting Objectives

Introduction of Facilitator – Dr. Loren Bensley
David Birch/Kathleen Roe
9:00am
III.
Chronology of Events of Quality Assurance Efforts for
Professional Preparation in Health Education
Elaine Vitello
9:15am
IV.
Overview of Accreditation Requirements by
by the Dept of Education
Karen Kirchenstein
9:45am
Questions & Answers
10:15am
Break
All
10:30am
V.
Small Group Discussions on General Questions/Major
Issues of Quality Assurance in Professional Preparation
All
11:15am
VI.
Small Group Reports
All
11:45am
VII.
Morning Summary
Loren Bensley
12:00pm
Lunch
1:00pm
VIII.
Alternative Accreditation Approaches – Panel Discussion
 American Commission on Education for Health
Services Administration/Association of University
Programs of Health Administration
 Joint Review Committee on Education Programs in
Athletic Training
2:00pm
Questions & Answers
2:30pm
Break
Jeptha Dalston
Paula Turocy
2:45pm
IX.
Small Group Discussions on Approaches to Quality Assuranc
All
4:00pm
X.
Small Group Reports
All
4:45pm
XI.
Summary of Day One
Loren Bensley
Dinner on your own
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January 16
8:30am
I.
Review of Day One - Questions/Major Concerns
9:00am
II.
Small Group Discussions – Development of RecommendationsAll
10:00am
III.
Small Group Reports
10:30am
All
Break/Hotel Check-out
11:00am
IV.
Development of Consensus
12:15pm
V.
Summary of Meeting Accomplishments
12:30pm
VI.
Next Steps/Adjourn
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Loren Bensley/All
All
Loren Bensley
Kathleen Roe/David Birch
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