2022 NOFO Resources

CDC-RFA-MN11-1101 The CDCs National Undergraduate Student Program: A Public Health Workplace Experience to Increase Student Interest in Public Health. Posted on Grants.gov on December 31, 2012.

CDC-RFA-MN17-1701 CDC Undergraduate Public Health Scholars Program (CUPS): A Public Health Experience to Expose Undergraduate and Graduate Students to Minority Health, Public Health and Health Professions. Posted on Grants.gov on April 18, 2017.

Bouye, K. E., McCleary, K.J., & Williams, K.B. (2016). Increasing diversity in the health professions: Reflections on student pipeline programs. Journal of Healthcare, Science and the Humanities, 6(1), 67-78
Ensuring diverse public health and health care workforces to provide services to diverse populations, in combination with other strategies, can increase access to and quality of healthcare for vulnerable populations and decrease health care disparities. One mechanism for achieving a diverse public health and health care workforce is to establish, promote, and conduct student training programs in public health. This paper highlights a session, “Public Health Professions Enhancement Programs,” that was held during the 2015 symposium titled “National Negro Health Week to National Minority Health Month: 100 Years of Moving Public Health Forward” in Atlanta, Georgia.

Cohen, J. J., Gabriel, B. A., & Terrell, C. (2002). The case for diversity in the health care workforce. Health Affairs, 21(5), 90-102
Increasing the racial and ethnic diversity of the health care workforce is essential for the adequate provision of culturally competent care to our nation’s burgeoning minority communities. A diverse health care workforce will help to expand health care access for the underserved, foster research in neglected areas of societal need, and enrich the pool of managers and policymakers to meet the needs of a diverse populace.

Coronado, F., Beck, A. J., Shah, G., Young, J. L., Sellers, K., & Leider, J. P. (2020). Understanding the dynamics of diversity in the public health workforce. Journal of Public Health Management and Practice: JPHMP, 26(4), 389
One of the pillars in eliminating disparities is increasing diversity in the health professions and in all areas of public health. The public health workforce faces several urgent priorities and developing an ethnically and racially diverse composition to meet the needs of an increasingly diverse nation is among the most challenging. Understanding, recognizing, and responding to the challenges associated with limited diversity in the workforce are vital for the organizational success and competitiveness of public health.

Sullivan, L. W. (2004). Missing persons: Minorities in the health professions, a report of the Sullivan Commission on Diversity in the Healthcare Workforce  Journal of Public Health Management and Practice: JPHMP, 26(4), 389
There is an imbalance in the makeup of the nation’s physicians, dentists, and nurses. This imbalance contributes to the gap in health status and the impaired access to health care experienced by a significant portion of our population. The Sullivan Commission on Diversity in the Healthcare Workforce finds that African Americans, Hispanics, American Indians, and certain segments of the nation’s Asian/Pacific Islander population are not present in significant numbers. Rather, they are missing! While some outstanding physicians, dentists, and nurses are minorities, access to a health professions career remains largely separate and unequal. This report, Missing Persons: Minorities in the Health Professions, examines the root causes of this challenge and provides detailed recommendations on how to increase the representation of minorities in the nation’s medical, dental, and nursing workforce.

Supplement Issue: Preparing the Future Public Health Workforce: Contributions of the CDC Undergraduate Public Health Scholars Program. December 2021. Pedagogy in Health Promotion, 7(1)
This special issue of Pedagogy in Health Promotion presents a collection of perspectives and articles that address the need to provide underrepresented minority undergraduates with research, practice, and leadership experience. Featured authors provide key insights into the importance of providing training through real-life experience for undergraduate students in public health and health care–related fields and understanding the importance of public health leadership in providing solutions for persistent and horrific health disparities and inequities, such as the ones that impacted people of color, exposed in the coronavirus pandemic with the ultimate goal of achieving health equity. Included articles focus on the CUPS program.

2020 Census. As mandated by the U.S. Constitution Article I, Section 2, the U.S. census gets just one chance, every 10 years, to count every resident in the United States. The 2020 Census marked the 24th time that the country has counted its population; the first was in 1790. Each home received an invitation to respond to a short questionnaire—online, by phone, or by mail. This marked the first time that everyone could respond to the census online.

Executive Order 14035. This executive order seeks to create a federal government-wide initiative to promote diversity, equity, inclusion, and accessibility (DEIA). Please see:

• Executive Order on Diversity, Equity, Inclusion, and Accessibility in the Federal Workforce.
• Government-Wide Strategic Plan to Advice Diversity, Equity, Inclusion, and Accessibility in the Federal Workforce.

Executive Order 14031: Advancing Equity, Justice, and Opportunity for Asian Americans, Native Hawaiians, and Pacific Islanders – This executive order (issued in 2021) establishes a White House initiative on Asian Americans, Native Hawaiians, and Pacific Islanders, as well as a Presidential Advisory Commission, both of which aim to advance equity, justice, and opportunity among these groups.

Healthy People 2030. Healthy People 2030 (HP2030) sets data-driven national objectives to improve health and well-being over the next decade.

HP2030 Public Health Infrastructure (PHI) objectives. Public health infrastructure provides the necessary foundation for all public health services—from vaccinations to chronic disease prevention programs to emergency preparedness efforts. HP2030 focuses on creating a strong public health infrastructure. The Public Health Infrastructure objectives address high-performing health departments, workforce development and training, data and information systems, planning, and partnerships.

U.S. Department of Health and Human Services, Health Resources and Services Administration, National Center for Health Workforce Analysis. 2017. Sex, Race, and Ethnic Diversity of U.S, Health Occupations (2011-2015), Rockville, Maryland. Provides an update to Health Resources and Services Administration’s 2015 report on the distribution of sex, and race/ethnicity, among 30 health occupations in the U.S. using 2011-2015 American Community Survey  data. These health occupations are grouped into six categories according to the 2010 Standard Occupational Classification  system which is used by federal statistical agencies to classify workers into occupational categories for the purpose of data collection and analysis. The primary mission is to improve health and achieve health equity through access to quality services, a skilled health workforce and innovative programs. One key component is to strengthen the health workforce to meet the needs of an increasingly diverse U.S. population, and ensure the nation has a diverse health workforce.

Association of American Medical Colleges (AAMC) Provides detailed statistical information about race, ethnicity, and sex in medical education and the physician workforce in the United States.

Association of Schools and Programs of Public Health (ASPPH). (2011). Undergraduate Public Health Learning Outcomes Model. ASPPH developed a learning outcomes model designed to facilitate the introduction of public health for undergraduate students in two- and four-year colleges and universities. Model Version 1.0 represents public health knowledge, concepts and skills that can be integrated into curricular and co-curricular undergraduate educational opportunities to enable students to become more active participants in their own and their community’s health. Inspiration for the model came from the Institute of Medicine’s recommendation in 2003 for an educated citizenry, based on access to public health education by all undergraduates, and several key trends and issues in the field. The list is not comprehensive nor prescriptive, but illustrative of the myriad ways public health contributes to quality of life locally and globally.

Council on Linkages Between Academia and Public Health Practice. (2021). Core Competencies for Public Health Professionals The Core Competencies for Public Health Professionals (Core Competencies) are a consensus set of knowledge and skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. Developed by the Council on Linkages Between Academia and Public Health Practice (Council on Linkages), the Core Competencies reflect foundational or crosscutting knowledge and skills for professionals engaging in the practice, education, and research of public health. These competencies provide a framework for workforce development planning and action. The Core Competencies support workforce development within public health and can serve as a starting point for public health professionals and organizations working to better understand and meet workforce development needs, improve performance, prepare for accreditation, and enhance the health of the communities they serve. The Core Competencies can be used in assessing workforce knowledge and skills, identifying training needs, developing workforce development, and training plans, crafting job descriptions, and conducting performance evaluations. The Core Competencies have been integrated into curricula for education and training, provide a reference for developing public health courses, and serve as a base for sets of discipline-specific competencies.