CPH 705: Public Health Teaching and Training

Evidence of preparation for public health teaching, workforce training, learner-centered assessment, and multi-modal instructional design.

Course Overview

This course is designed to develop graduate students’ teaching skills and strategies necessary to meet the professional demands of conducting public health teaching and training. Major topics covered include adult learning theory, instructional design, needs analysis, training program evaluation, and creating teaching modules for in-person, synchronous, and asynchronous environments.

  • Applied Surveillance Teaching Artifact Structured instructional assets for surveillance teaching and practice Open project

Core Competencies Developed

Instructional Design & Adult Learning Theory

  • Application of adult learning principles to public health education
  • Development of evidence-based teaching strategies
  • Design of inclusive and accessible learning experiences
  • Adaptation of teaching methods for diverse learner backgrounds

Needs Assessment & Program Evaluation

  • Systematic approaches to identifying training needs
  • Data collection methods for educational program planning
  • Evaluation frameworks for measuring training effectiveness
  • Continuous improvement cycles for educational programs

Multi-Modal Teaching Development

  • Creation of in-person teaching modules and materials
  • Design of synchronous online learning experiences
  • Development of asynchronous educational content
  • Integration of technology in public health education

Key Projects & Assignments

Comprehensive Needs Assessment - Surveillance Training Program

Instructional Design Challenge: Develop a training program for public health professionals working with surveillance data, applying adult learning principles and systematic needs assessment approaches.

Target Audience Analysis

  • Graduate public health students with mixed methodological backgrounds
  • Oncology fellows transitioning to population health perspectives
  • Research professionals expanding into surveillance analytics
  • Public health practitioners requiring updated surveillance skills

Needs Assessment Methodology

Existing Data Sources

  • Analysis of public health curriculum gaps and competencies
  • Review of existing course evaluations and student feedback
  • Assessment of professional development needs in surveillance
  • Evaluation of related training program syllabi and outcomes

Primary Data Collection

  • Pre- and post-training competency assessments
  • Structured interviews with public health educators and practitioners
  • Focus groups with potential learners from diverse professional backgrounds
  • Direct observation of current training delivery challenges
  • Skill gap analysis across different learner subgroups

Instructional Design Framework

  • Application of adult learning theories (Andragogy, Transformative Learning)
  • Development of case-based learning scenarios using real surveillance data
  • Creation of progressive skill-building exercises
  • Design of multiple assessment modalities
  • Integration of Universal Design for Learning (UDL) principles

Evaluation Strategy

  • Kirkpatrick’s Four-Level Training Evaluation Model implementation
  • Mixed-methods analysis of learning outcomes
  • Longitudinal tracking of skill application in professional practice
  • Stakeholder satisfaction and program impact assessment

Backward Design Project - Public Health Teaching Portfolio

Learning Experience Design: Create a comprehensive teaching portfolio for a public health topic, applying backward design principles from learning outcomes through assessment to instructional activities.

Stage 1: Learning Outcomes Development

  • Define measurable learning objectives aligned with public health competencies
  • Establish clear criteria for successful knowledge and skill demonstration
  • Identify authentic assessment tasks relevant to public health practice
  • Map learning outcomes to professional standards and competencies

Stage 2: Assessment Evidence Design

  • Development of multiple assessment types (formative and summative)
  • Creation of authentic evaluation tools mirroring public health practice
  • Design of competency-based skill demonstrations
  • Implementation of peer and self-assessment mechanisms

Stage 3: Learning Activities Planning

  • Sequencing of instructional activities to build toward learning outcomes
  • Integration of active learning strategies and collaborative exercises
  • Application of technology-enhanced learning tools and platforms
  • Development of inclusive participation and engagement methods

Teaching Module Development - Multi-Platform Delivery

Multi-Modal Teaching Portfolio: Create adaptable teaching modules for delivery across in-person, synchronous online, and asynchronous formats.

Module Components

  • In-Person Session Designs: Interactive workshops, case discussions, hands-on exercises
  • Synchronous Online Formats: Virtual classroom activities, real-time collaboration, live demonstrations
  • Asynchronous Materials: Self-paced learning modules, discussion forums, recorded content
  • Assessment Adaptations: Flexible evaluation methods for different delivery modes

Applied Teaching Philosophy Integration

Evidence-Based Teaching Practices

  • Application of educational research to public health training contexts
  • Integration of best practices in health professions education
  • Development of culturally responsive teaching approaches
  • Implementation of trauma-informed educational practices

Technology Integration Strategies

  • Effective use of learning management systems and educational technology
  • Development of digital literacy components for public health learners
  • Creation of accessible online learning experiences
  • Evaluation of educational technology tools and platforms

Professional Development Planning

  • Creation of personal teaching philosophy statements
  • Development of teaching portfolio for academic and professional advancement
  • Design of continuous professional development plans for educators
  • Implementation of reflective teaching practices

Course Reflection

CPH 705 strengthened my ability to translate complex public health content into structured learning experiences. It also helped me connect my background in health data, surveillance, and clinical research coordination to future teaching and faculty-facing roles.