while the Accrediting Commission on Education for Health Services Administration (ACEHSA) accredits programs in health administration. CHEs offer degrees solely in health education; whereas CHPMs may offer a variety of concentrations, and presently tend to be heavily weighted toward epidemiology, health administration, environmental health, maternal and child health, and general public health.

In the 1970s, some of these programs sought an umbrella under which they could loosely federate for purposes not dissimilar to the role played by the Association of Schools of Public Health for schools. Because many of these early programs were housed in medical school departments of preventive medicine, it was not surprising that they sought a home base through the Association of Teachers of Preventive Medicine (ATPM) rather than create their own organizational structure. Thus, within ATPM, the Council of Graduate Programs in Public Health and Preventive Medicine, as it is now known, came into being.

In 1999, ATPM’s Council, with collaboration from CEPH, surveyed the CHE, CHPM, and other M.P.H. programs to collect data on students, graduates, faculty, areas of concentration, etc., based on the 1998–1999 academic year. Results of the survey indicated that there were 75 programs in existence at the time, although others were in some phase of planning a program. The breakdown of the 75 programs surveyed indicated their accreditation status as:

Accredited

38

Pre-accredited

4

Application for accreditation

9

Not accredited

24

Some of the respondent characteristics and findings indicated that about two-thirds of the students were attending part-time. The programs are generating about one in every eight M.P.H. degrees, are practice oriented, and tend to be located in states lacking schools of public health (although the Tufts University program co-habits in the Boston area with schools of public health at Harvard and Boston Universities). For some programs this is a transition phase to becoming a school but a significant number, especially CHEs, will remain programs.

According to Bialek and Bialek (1999), during the 1990s significant changes were made in some public health education programs, including increased emphasis on cross-disciplinary education and use of problem-solving and case-based approaches to learning. These programs are contributing significantly to the formal graduate-degree-granting educational process for leadership in the future public health workforce and for continuing education opportunities in the existing workforce at all levels. When this reality is combined with the potential for housing educational pro-



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