Series Foreword

Academic public health has been growing substantially over the past two decades. There are increasingly more accredited schools and programs of public health, and more stand-alone baccalaureate programs. Teaching in academic public health similarly continues to grow at both the undergraduate and graduate levels, with more faculty engaged in public health education, research, and practice. Coincident with this growth in interest in the field, established graduate schools and programs of public health are redesigning curricula to meet the changing needs of incoming students and to ensure that graduates have the knowledge, skills, and attributes to meet the needs of a changing workforce. A cornerstone of these revised curricula, in line with evolving accreditation standards set by the Council on Education for Public Health, is integrating knowledge across disciplines to teach students that the foundations of public health do not exist in disciplinary silos but rather need to be addressed at the interstices of disciplines.