Community Colleges and Public Health: Planning Templates
Community colleges responding to the League for Innovation’s Call for Planning to Develop Community College Courses or Programs in Public Health should use the appropriate template, below, to submit their plans. Template A is for planning a program in public health or health navigation, and Template B is for planning a course in public health or health navigation as part of an Allied Health, Nursing, First-Responder, or related program.
Plans are due October 31, 2017.
Submit plans and appendices as a single Word document attached to an email to Cynthia Wilson at wilson@league.org.
Template A: Plan for Developing a Program in Public Health or Health Navigation
Format
• Word document
• Ten (10) page maximum (does not include requested attachments)
• Times New Roman 12 font
• Single space, one inch margin on all sides
Use the following template, including numbering and bold subheadings, to describe your program plan.
1. Program(s) and Credential(s). For each program included in this plan, state the program name, credential(s) offered. Indicate the prototype curricular framework—“Public Health: Generalist and Specializations” or “Health Navigator”—upon which each program will be based. Details on each prototype curricular framework are available in the Community Colleges and Public Health Final Report at www.league.org/ccph.
2. Student Population. Indicate the student population(s) to be served by each planned program, e.g., students preparing for entry into the field; students who are currently employed in the field but lack Health Navigator or related public health credentials; students training in a related field such as nursing who seek additional credential. If more than one student population is to be served, briefly describe how you plan to meet the needs of students with diverse knowledge, experience, and goals.
3. Current Need. If the program is aimed at employment directly after graduation, describe the current need in your area for employees with the credentials your program will provide. If program is aimed at transfer, briefly describe the current availability of places for upper level undergraduate students in the program at likely transfer institutions, and the current need in your area for employees with baccalaureate credentials in the program area. Briefly describe how these needs were determined.
4. Projected Need. If the program is aimed at employment directly after graduation, describe the projected need, for the foreseeable future, for employees with the credentials your program will provide. If program is aimed at transfer, briefly describe (a) the projected availability of places, for the foreseeable future, for upper level undergraduate students in the program at likely transfer institutions, and (b) the projected need, for the foreseeable future, in your area for employees with baccalaureate credentials in the program. Briefly describe the process you used to make these projections.
5. College Experience/Capacity. Describe your college’s experience in the program area or in related areas, and address your college’s capacity to implement and sustain the program. Include your plans for attracting or developing qualified faculty to teach in the program.
6. Partnerships/Advisory Group. Describe how partners/advisory group members were involved in the planning process. Include the role of these groups in planning and in future implementation/sustainability of the program.
7. Articulation. List the names of baccalaureate-granting institutions, if any, with which your program plans to develop articulation agreements for students who wish to transfer upon completion of your program. Briefly describe existing relationships with each institution. Indicate the role, if any, these institutions have had in the planning process.
8. Curricular Overview. Provide a brief overview of the curriculum, including overarching program learning outcomes. Include a list of course titles, numbers, descriptions, and intended student learning outcomes as Appendix A.
9. Support Services. Describe any program-specific student support services you plan to provide.
10. Budget Plan/Enrollment Projections. Briefly describe your three-year budget plan, including enrollment projections. Attach an estimated three-year budget of costs and revenue as Appendix B.
11. Student Cost. What are the projected per-student costs to complete the program?
12. Implementation Plan. Provide a timeline for implementation of the program to include the date the first students will be accepted into the program and the anticipated date of the first graduating class.
13. Program Evaluation. Briefly describe your plans for evaluating the program’s effectiveness in preparing health navigators and/or public health generalists or specialists for transfer or for entry into the workforce.
Template B: Plan for Developing a Course in Health Foundations, Public Health, or Health Navigation for a Nursing, Allied Health, First-Responder, or Related Program
Format
• Word document
• Ten (10) page maximum (does not include requested attachments)
• Times New Roman 12 font
• Single space, one inch margin on all sides
Use the following template, including numbering and bold subheadings, to describe your course plan. If you submit more than one course, complete a separate template for each course.
1. Course Title and Credit. Provide the name of the course and its status as credit (include number of credits) or noncredit. Indicate the prototype curricular framework—“Public Health: Generalist and Specializations” or “Health Navigator”—upon which the course is based. Details on each prototype curricular framework are available in the Community Colleges and Public Health Final Report at www.league.org/ccph. Health Foundation courses are recommended: (a) Human Health/Personal Health and Wellness, including a population health and determinants of health focus; plus (b) Overview of Public Health; and (c) Health Communications, as indicated in Table 1 on page 4 of the Community Colleges and Public Health report. Model content outlines are provided on pages 16 and 17 of the report.
2. Program(s) and Student Population(s). Provide the name of the program or programs in which this course will be a requirement or an elective. Specify whether it will be a required or elective course, as well as its recommended place in the course sequence. Include the student population served by the program(s), e.g., students preparing for entry into the field; students who are currently employed in the field; students seeking an additional credential. If more than one student population is to be served, briefly describe how you plan to meet the needs of students with diverse knowledge, experience, and goals.
3. Rationale. Provide the rationale or need for including the course in the program. Include processes for developing the rationale, such as advisory committee recommendation, employer survey, student survey, etc.
4. Course Learning Outcomes. Provide the intended student learning outcomes for the course.
5. Assessment/Evaluation. Indicate the types of assessment and evaluation actitivies that will be required or recommended for use in the course.
6. Experiential Learning. Indicate the types of experiential learning, if any, to be included in the course.
7. Course Materials. Indicate text(s) and/or other materials required or recommended for use in the course.
8. Prerequisites. Provide the names of prerequisite courses, if applicable.
9. Support Services. Describe any course-specific student support services you plan to provide.
10. College Experience/Capacity. Describe your college’s experience in the course area or in related areas, and address your college’s capacity to implement and sustain the course. Include your plans for attracting or developing qualified faculty to teach the course.
11. Budget Plan/Enrollment Projections. Briefly describe your three-year budget plan, including enrollment projections for the course. Attach an estimated three-year budget of costs and revenue as Appendix B.
12. Student Cost. What are the projected per-student costs to complete the course?
13. Articulation. List the names of baccalaureate-granting institutions, if any, to which the course will transfer as a full-credit course in the major or minor field. Briefly describe existing relationships with each institution. Indicate the role, if any, these institutions have had in the course planning process.
