New Frontiers in Public Health Study Highlights Faculty as Change Agents Advancing Public Health Education

Thanks to a unique partnership with The Robert Wood Johnson Foundation (RWJF), a new study, published in Frontiers in Public Health, titled "Strategies and Distinguishing Characteristics of Faculty Change Agents Teaching Public Health," offers insights into how innovative educators are transforming academic public health to meet today's challenges. The study, led by ASPPH and featuring Early Career Teaching Excellence Award recipients, examines how faculty are advancing teaching practices aligned with both Framing the Future 2030 (FTF 2030) and the Transforming Academia for Equity (TAE) initiative.

These initiatives emphasize inclusive excellence, transformative learning, and community engagement as essential to preparing the next generation of public health professionals. Findings highlight that these educators are not only adopting student-centered and community-engaged teaching approaches but are also driving change beyond the classroom by shaping curricula, influencing institutional policies, and fostering equity-focused learning environments. Across the study, faculty implemented dozens of strategies aligned with FTF 2030 priorities and TAE outcomes, demonstrating how these frameworks can be operationalized in practice.

The research also identifies three defining characteristics of these faculty change agents: adoption of transformative teaching approaches, teaching as a vocational calling; and advancing change beyond the classroom. These qualities underscore the critical role of educators in strengthening both academic public health and the workforce it prepares.

Importantly, the study reinforces that progress depends on sustained institutional support. While faculty innovation is strong, barriers such as limited recognition for teaching and resource constraints remain. Addressing these challenges will be key to scaling impact across schools and programs of public health.

As ASPPH continues to advance FTF 2030 and TAE, this study provides compelling evidence that faculty are central to driving transformation, bridging strategy and practice to build a more equitable, responsive, and future-ready public health education system.

Download and read the full study: Strategies and Distinguishing Characteristics of Faculty Change Agents Teaching Public Health.