Last updated: January 3, 2022
Visits scheduled between January 6-March 1, 2022 will be conducted in a fully online format. CEPH will make a final decision about future spring 2022 site visits based on COVID conditions in the weeks leading up to the visits. As conditions allow, we expect to proceed with in-person site visits.
Please review the CEPH Virtual site visit policy for additional information on virtual site visits.
Please review the CEPH Return to on-campus visits policy for additional information on on-campus visits.
Agenda templates for virtual site visits (January - February 2022):
Agenda templates for on-campus site visits (March - June 2022):
If you have any questions about your upcoming accreditation review, contact CEPH staff at [email protected].
On March 17, 2020, the United States Department of Education issued guidance allowing recognized agencies to proceed with virtual site visits, on a temporary basis, on the condition that they are followed, within a reasonable time frame, by an in-person visit to campus. Due to the necessity for continuing quality assurance activities during the period of restrictions on travel and gatherings associated with COVID-19, CEPH began conducting virtual site visits in June 2020. See CEPH’s Virtual Site Visit Policy and Disclosure Statement – COVID-19, revised October 22, 2020.
In April 2021, CEPH staff began conducting in-person visits with units that hosted virtual site visits, and CEPH staff will continue conducting in-person visits to accompany virtual site visits as needed, and as conditions are safe to do so. Click here for more information on follow-up visits.
If you have any questions about your follow-up visit, contact [email protected].
What is CEPH guidance on proceeding with MPH practice experiences given disruptions to universities and workplaces?
Maximum flexibility and creative solutions should be applied to students whose experiences are impacted by the current crisis.
When feasible, we encourage you to do everything possible to support completion of the experience(s) that your school or program has developed, but we understand that there is still great uncertainly and distance-based work is likely to continue for an extended period of time. It may be necessary to consider your students on a case-by-case basis; while many practice sites will not be able to accommodate students, some are eager for assistance. We encourage you to try to identify replacement sites, activities, and/or products whenever possible. This effort may require reaching out to faculty members’ contacts in the community, asking students to think about relationships they already have, and considering experiences completed in students’ existing workplaces. You should also consider the purpose of the APE and/or ILE in your curriculum: how can you verify that students have sufficient experiences to ensure that they are practice ready at graduation?
For students who require a modified experience after consideration of the factors above, CEPH supports a modification of program policies to allow completion of products under the supervision of a faculty member rather than a community preceptor.
CEPH also supports applied practice experiences that provide capacity to the public health community that is managing and responding to the COVID-19 crisis. Units should assume a flexible approach that facilitates these experiences while preserving the spirit of the requirements outlined in the Accreditation Criteria.
The following examples are for illustration only:
Example 1: MPH students are conducting remote case investigations and contact tracing for the department of health. To successfully complete the APE requirement on the basis of this experience, a student could create the following types of products under a faculty member's supervision:
CEPH understands the need for confidentiality and anonymizing of experiences. While a pure reflection on the experience would not typically be an appropriate work product, the work products may summarize, build upon, memorialize, analyze, or extend the work performed with a public health agency. Training or outreach materials do not need to be deployed if this is not practical, but the experience should provide students with the opportunity to document concrete instances of skill application, and faculty must have evidence of skill application available to assess. These capacity-building experiences do not negate the requirement of two products that extend beyond reflections, journals, or self-assessments.
Example 2: A student planned to develop and deploy a survey for a practice site, and it is no longer possible to work with this agency. To successfully complete the experience, the student could create the following types of products under a faculty member’s supervision:
Example 3: A student was preparing to perform a needs assessment on a local community and can no longer leave home. To successfully complete the experience, the student could create the following types of products under a faculty member’s supervision:
We encourage schools and programs to be as flexible as possible and to work with all students to ensure that they can graduate in a timely fashion despite disruptions. In all cases, flexibility may include the following:
What is CEPH guidance on proceeding with bachelor’s level cumulative/experiential activities given disruptions to universities and workplaces?
This situation will likely require an individualized approach for each program, student and/or practice partner. CEPH continues to believe in the value of completing cumulative/experiential activities, and while we understand that most internship experiences cannot continue as originally planned, at this time, there is not a waiver of the expectations related to this criterion.
It is important to note that students at the bachelor’s level (in an SPH, PHP, or SBP) are not required to complete an internship in order to satisfy the cumulative/experiential activities criterion. Other options noted in the criterion include portfolio projects, research papers, and honors theses. CEPH supports flexible approaches at this time and you may temporarily modify your policies to accommodate current circumstances.
What should we do if a component of our required curriculum, e.g., service learning or assessment activity for a specific competency, is no longer feasible?
CEPH supports maximum flexibility to develop appropriate alternative assessments for students who are enrolled in the course or experience during the period of time impacted by COVID-19. We expect that you will act in good faith when modifying expectations.
If we need to modify curricular requirements (e.g., assessments, mode of delivery) to accommodate current circumstances, are we required to submit a substantive change notice?
No, a substantive change notice is not required unless the modification is a permanent change. CEPH does not intend to approve individual plans to alter assessments during the period of time impacted by COVID-19. A temporary change to distance-based delivery due to current circumstances does NOT require notification to CEPH.
Do we need to notify CEPH if we change from letter grading to pass/fail?
No, a substantive change notice is not required for this type of change.
Do we need to notify CEPH if we waive the GRE because applicants are unable to take the test or remove the GRE requirement altogether?
No, a substantive change notice is not required for this type of change.
If you have a question about a specific case, please contact [email protected].