CDC-RFA-OE17-1701 Amend 1.pdf

Image Description: Centers for Disease Control

Centers for Disease Control

Center for Surveillance, Epidemiology and Laboratory Services

CDC's Collaboration with Academia to Strengthen Public Health Workforce Capacity

CDC-RFA-OE17-1701

Application Due Date: 03/31/2017

CDC's Collaboration with Academia to Strengthen Public Health Workforce Capacity

TABLE OF CONTENTS

Part I. Overview Information Federal Agency NameA.

Funding Opportunity TitleB.

Announcement TypeC.

Agency Funding Opportunity NumberD.

Catalog of Federal Domestic Assistance (CFDA) NumberE.

Dates F.

Executive Summary G.

Part II. Full Text Funding Opportunity Description A.

Award Information B.

Eligibility Information C.

Application and Submission Information D.

Review and Selection Process E.

Award Administration Information F.

Agency Contacts G.

Other Information H.

Glossary I.

Part I. Overview Information Applicants must go to the synopsis page of this announcement at www.grants.gov and click on the "Send Me Change Notifications Emails" link to ensure they receive notifications of any changes to CDC-RFA-OE17-1701. Applicants also must provide an e-mail address to www.grants.gov to receive notifications of changes.

A. Federal Agency Name:

Centers for Disease Control and Prevention (CDC) / Agency for Toxic Substances and Disease Registry

(ATSDR)

B. Funding Opportunity Title:

CDC's Collaboration with Academia to Strengthen Public Health Workforce Capacity C. Announcement Type: New - Type 1 This announcement is only for non-research activities supported by CDC. If research is proposed, the application will not be considered. For this purpose, research is defined at https://www.gpo.gov/fdsys/pkg /CFR-2007-title42-vol1/pdf/CFR-2007-title42-vol1-sec52-2.pdf. Guidance on how CDC interprets the definition of research in the context of public health can be found at http://www.cdc.gov/od/science/integrity /docs/cdc-policy-distinguishing-public-health-research-nonresearch.pdf.

Note: This is not a solicitation for applications.

Amendment I: FOA amended to update the following sections as indicated by red text.

To ensure any accrediting bodies are not inadvertently omitted from FOA, specific accreditation titles were removed. The amendment will allow any and all organizations that represent qualified accredited institutions to apply for FOA.

The following language was removed:

Council on Education for Public Health (CEPH) Liaison Committee on Medical Education (LCME) Committee on Collegiate Nursing Education (CCNE) Accreditation Council for Graduate Medical Education (ACGME)

The above accredited bodies was removed from the following sections of FOA:

2. CDC Project Description

iii. Strategies and Activities

Part B - - Workforce Improvement Projects (WIPS) Part C -- Public Health Fellowship Programiv Funding Strategy

ii. Applicants Evaluation and Performance Measurement Plan

c. Organizational Capacity of Awardees to Implement Approach

Section C. Eligibility Information

2. Additional Information on Eligibility

D. Agency Funding Opportunity Number:

E. Catalog of Federal Domestic Assistance (CFDA) Number:

93.967 https://foa.grantsolutions.gov/www.grants.gov https://foa.grantsolutions.gov/www.grants.gov https://www.gpo.gov/fdsys/pkg/CFR-2007-title42-vol1/pdf/CFR-2007-title42-vol1-sec52-2.pdf https://www.gpo.gov/fdsys/pkg/CFR-2007-title42-vol1/pdf/CFR-2007-title42-vol1-sec52-2.pdf http://www.cdc.gov/od/science/integrity/docs/cdc-policy-distinguishing-public-health-research-nonresearch.pdf http://www.cdc.gov/od/science/integrity/docs/cdc-policy-distinguishing-public-health-research-nonresearch.pdf

F. Dates:

1. Due Date for Letter of Intent (LOI): N/A

2. Due Date for Applications: 03/31/2017, 11:59 p.m. U.S. Eastern Standard Time, at www.grants.gov.

3. Date for Informational Conference Call:

An informational conference call will be held on February 21, 2017, 2:00-3:00pm EST for applicants interested in applying for this funding opportunity. Call-in number: 1-888-455-9734 (toll free) Participants Passcode: 8632216. Call minutes will be posted on the APIH website (http://www.cdc.gov /ophss/csels/dsepd/academic-partnerships/index.html by February 23, 2017.

G. Executive Summary:

1. Summary Paragraph:

This Funding Opportunity Announcement (FOA) seeks to catalyze innovative efforts to provide public health professionals, students, and faculty with the competencies and knowledge to reduce the leading causes of death and illness and build workforce capacity to transform the health system and improve population health.

The FOA consists of three components (Parts A, B and C). Part A provides funding for core curricular enhancements at educational institutions. Part B supports applicants to promote and manage Workforce Improvement Projects (WIPs). Part C supports the coordination and management of fellowships.

a. Eligible Applicants: Open Competition

b. FOA Type: Cooperative Agreement

c. Approximate Number of Awards: 4

d. Total Project Period Funding: $1,250,000 This amount is an estimate for Part A, includes both direct and indirect costs, and is subject to availability of funds. Applicants are required to apply for Parts they wish to be considered.

e. Average One Year Award Amount: $250,000 This amount is an estimate for Part A and base funding for Parts B and C. It includes both direct and indirect costs and is subject to the availability of funds. Applicants are required to apply for Parts they wish to be considered.

Base funds are used to support cross cutting initiatives and to provide leadership, management support and governance for the entirety of the cooperative agreement. Cross cutting management initiatives include cooperative agreement planning, monitoring and evaluation, ensuring a strong governance for the public health workforce. Cross cutting programs include PART A - Core Curricular Enhancements, PART B - Workforce Improvement Projects (WIPs), and PART C - Public Health Fellowships. It also supports communications (print, electronic and on social media), program evaluation and public policy. These flexible funds allow us to moderate the funding variances each year placed on us by CIOs, and provide a generally consistent level of effort to support the overall CoAg and its initiatives.

The project period length for Year 1 is 10 1/2 months with an award date of 08/15/2017. The project period length for Years 2 through 5 is 12 months each year with an award date of 07/01.

f. Total Project Period Length: 5

g. Estimated Award Date: 08/15/2017

h. Cost Sharing and / or Matching Requirements:

N http://www.grants.gov http://www.cdc.gov/ophss/csels/dsepd/academic-partnerships/index.html http://www.cdc.gov/ophss/csels/dsepd/academic-partnerships/index.html http://www.cdc.gov/ophss/csels/dsepd/academic-partnerships/index.html

Part II. Full Text A. Funding Opportunity Description

1. Background

a. Overview The intent of this Funding Opportunity Announcement (FOA) is to support national organizations that represent accredited, domestic schools and programs of public health, accredited medical colleges, academic medical centers/health systems, and accredited baccalaureate and graduate schools of nursing (and other allied health professionals) to integrate public and population health concepts, approaches and frameworks.

The overarching goal is to enhance the preparation of medical, nursing, and public health professionals to equip them with the skills, knowledge, and demonstrated behavior needed for effective practice.

In recent years, several commentaries, position papers, and policy briefs have highlighted the need for transformation and expansion of the priorities, scope, and interaction of health departments and clinical care delivery systems to improve population health. [1][2][3][4] Furthermore, the 2003 IOM report highlighted the need to create a workforce that is relevant, “Who Will Keep the Public Healthy? Educating Health Professionals in the 21st Century,” acknowledged “…the need for an effective public health system is as urgent as it has ever been (and) an effective public health system requires well-educated public health professionals.” The report includes recommendations that schools of public health should influence the incorporation of an ecological view of public health, as well as a population focus, into all health professional education and practice and calls for the integration of a more accurate and ecologically oriented view of health into primary, secondary, and postsecondary education.

An increasingly integrated health system requires health professionals who are prepared to practice and deliver clinical and public health services across boundaries for the betterment of the public. This necessitates enhancements in professional development including the training and education of future health professionals and faculty. To manage the health of populations, health professionals’ basic knowledge and exposures need to be applied, diffuse, interprofessional, and transdisciplinary.

This FOA seeks to catalyze innovative efforts to provide health professional students and faculty with the competencies and experience to reduce the leading causes of death and illness and improve the health of populations through the development of a well-trained health workforce equipped with the knowledge, skills, and abilities to address issues of public health significance.

[1] Galea S, Annas GJ. Aspirations and Strategies for Public Health. JAMA. 2016;315(7):655-656.

doi:10.1001/jama.2016.0198

[2] Resolve/Public Health Leadership Forum. The High Achieving Governmental Health Department in 2020 as the Community Chief Health Strategist. 2014;http://www.resolv.org/ site-healthleadershipforum/files /2014/05/The-High-Achieving -Governmental-Health-Department -as-the-Chief-Health-Strategist-by-2020 -Final1.pdf

[3] Washington AE, Coye MJ, Boulware LE. Academic Health Systems’ Third CurvePopulation Health Improvement. JAMA. 2016;315(5):459-460. doi:10.1001/jama.2015.18550

[4] Auerbach J. The 3 Buckets of Prevention. Journal of Public Health Management & Practice.

2016;22(3):215-218. doi: 00.1097/PHH.0000000000000381

b. Statutory Authorities Section 317(k)(2) of the PHS Act (42 U.S.C. Section 247b(k)(2)) file://cdc.gov/private/M118/fqc2/OSELS/ACADEMIC%20PARTNER%20CA/FOA/CoAg%20Draft_10_2016.docx file://cdc.gov/private/M118/fqc2/OSELS/ACADEMIC%20PARTNER%20CA/FOA/CoAg%20Draft_10_2016.docx http://www.resolv.org/site-healthleadershipforum/files/2014/05/The-High-Achieving-Governmental-Health-Department-as-the-Chief-Health-Strategist-by-2020-Final1.pdf http://www.resolv.org/site-healthleadershipforum/files/2014/05/The-High-Achieving-Governmental-Health-Department-as-the-Chief-Health-Strategist-by-2020-Final1.pdf http://www.resolv.org/site-healthleadershipforum/files/2014/05/The-High-Achieving-Governmental-Health-Department-as-the-Chief-Health-Strategist-by-2020-Final1.pdf file://cdc.gov/private/M118/fqc2/OSELS/ACADEMIC%20PARTNER%20CA/FOA/CoAg%20Draft_10_2016.docx file://cdc.gov/private/M118/fqc2/OSELS/ACADEMIC%20PARTNER%20CA/FOA/CoAg%20Draft_10_2016.docx

c. Healthy People 2020 This FOA supports and builds the Public Health Infrastructure as defined in Healthy People 2020. The activities supported by this funding opportunity seek to develop a capable and qualified workforce able to effectively assess and respond to public health needs: https://www.healthypeople.gov/2020/topics-objectives /topic/public-health-infrastructure.

d. Other National Public Health Priorities and Strategies This FOA supports the following national public health priorities and strategies:

National Public Health Workforce Strategic Roadmap- https://www.cdc.gov/ophss/csels/ dsepd/strategic -workforce-activities/ ph-healthcare-collaboration.html

National Prevention Strategy- http://www.surgeongeneral.gov/ priorities/prevention/strategy/

National Partnership for Action- http://minorityhealth.hhs.gov/npa/

The Guide to Community Preventive Services- https://www.thecommunityguide.org/

e. Relevant Work This FOA builds on CDC programmatic activities within Academic Partnerships to Improve Health (https ://www.cdc.gov/ ophss/csels/ dsepd/academic-partnerships/index.html). Academic Partnerships to Improve Health (APIH) focuses on improving the health of individuals and communities through alliances among academic associations and CDC. APIH drives improvement of health outcomes by:

Working within the educational systems for public health, medical, and nursing students to enhance teaching of population health concepts

1.

Aligning academic approaches (curricula, teaching materials, or methods) and field experiences with ground-level public health priorities and practice needs

2.

Fostering interprofessional collaboration and learning in health professional education3.

Strengthening academia's linkages to public health practice4.

Providing opportunities for hands-on experience for students working with communities and public health partners

5.

2. CDC Project Description

a. Approach

Bold indicates project period outcome.

Image Description: CDC%2DRFA%2DOE17%2D1701%201%2D11%2D17.PNG

i. Purpose An increasingly integrated health system requires health professionals who are prepared to practice, deliver, and integrate clinical and/or public health services across boundaries for the betterment of the public's health.This necessitates enhancements in the training and education of future health professionals and the faculty who are educating and training these students. This FOA seeks to catalyze efforts to equip health professional students and faculty to reduce the leading causes of death and improve the health of populations through the development of a well-trained health workforce.

ii. Outcomes The principal outcomes of the strategies and activities under the cooperative agreement are https://www.healthypeople.gov/2020/topics-objectives/topic/public-health-infrastructure https://www.healthypeople.gov/2020/topics-objectives/topic/public-health-infrastructure https://www.cdc.gov/ophss/csels/dsepd/strategic-workforce-activities/ph-healthcare-collaboration.html https://www.cdc.gov/ophss/csels/dsepd/strategic-workforce-activities/ph-healthcare-collaboration.html http://www.surgeongeneral.gov/priorities/prevention/strategy/ http://minorityhealth.hhs.gov/npa/ https://www.thecommunityguide.org/ https://www.cdc.gov/ophss/csels/dsepd/academic-partnerships/index.html https://www.cdc.gov/ophss/csels/dsepd/academic-partnerships/index.html

The principal outcomes of the strategies and activities under the cooperative agreement are

Increase in the number of schools and programs with institutional policies that support and promote learning across disciplines

1.

Improved integration of population health concepts into medical, nursing, and public health education and training

2.

Improved practicality and alignment of community and public health priorities within public health curricula

3.

Multi-disciplinary teams of faculty and students increase work within communities to address public health issues

4.

Fellows gain applied knowledge in governmental public health and population health5.

iii. Strategies and Activities There are three strategic directions that applicants can propose under Part A. These include: (1) promoting the establishment of institutional policies and systems that support population health education; (2) promoting educational enhancements that include transdisciplinary and interprofessional population health training; and (3) promoting applied team-based public health practice experiences in community-settings that address the leading causes of death and illness. Part B, funds applicants to promote and manage Workforce Improvement Projects (WIPs). WIPs will be funded by CDC and other federal agency programs and will contribute to overall workforce development through the engagement of students and/or faculty on specific projects. Part C, also funded by CDC programs, supports the coordination and management of fellowships.

PART A–Core Curricular Enhancements

Strategic Direction A1– Promote the establishment of institutional policies and systems that support population health education

Vision-setting and university-wide tactics, actions, and policies that promote a culture of broad based learning are needed to train the emerging health workforce. Clinicians are expected to improve individual health outcomes as well as the health outcomes of populations under their care. Changes have occurred in curricula to teach principles important in delivering patient-centered care. Population-centered health care calls for a similar level of innovation in health professionals’ curriculum. This requires education and training in non-traditional areas and disciplines. For population-centered educational enhancements to be brought to scale and sustained, leadership buy-in and support and incorporation into national educational standards and requirements are critical. Applicant organizations will need to engage with university leadership, including board of directors, and the relevant accrediting bodies to facilitate the integration of population health principles and concepts into accreditation requirements for schools of medicine, nursing, and public health in the United States. As early adopter institutions adapt their curricula to the changing contexts within which health professionals are required to practice, accrediting bodies should also be informed about trends in health professional education and changing practice requirements and contexts, to ensure that health professional education is of high quality, relevant, and preparing graduates for effective practice.

Activities supported under this strategic direction include three activities among others.

Engaging with accrediting bodies annually to discuss advancements in training and practice, share relevant education and practice data, and develop a shared agenda for the integration of population health principles and concepts into accreditation requirements.

1.

Convening regional or national meetings with university presidents, chancellors, academic deans, and faculty to discuss effective models of transdisciplinary population-centered learning and establish and implement a strategic agenda for their university to support or advance integrated learning. Progress

2.

achieved during the meetings should be continued through follow-up with participating schools and universities and technical assistance and implementation guidance should be provided.

Convening regional or national meetings to establish, strengthen, and build diverse non-traditional academic-practice partnerships (e.g., partnerships between schools of nursing and medicine with health departments, partnerships with schools and programs of public health with academic medical centers) to provide students a variety of rotational opportunities and other opportunities for transdisciplinary applied learning.

3.

Strategic Direction A2– Promote educational enhancements that include transdisciplinary and interprofessional population health training

The integration of non-traditional subjects important in improving health is essential in training the future health workforce. As the nation increasingly focuses on population health and health care reform, public health departments and clinical health systems will grow more dependent on one another. Public health students are no longer being employed solely in traditional public health settings. Public health graduates are working for health systems and applying their skills and knowledge in that setting and an increasing number of health professionals are employed or otherwise engaged in both clinical and non-clinical settings or full-time in non-clinical roles with high potential to make large-scale impact. Transdisciplinary skills and knowledge are even more essential now to adequately prepare health professionals to practice in diverse settings and roles. Innovative academic practices that support transdisciplinary learning and allow students to seamlessly enroll in electives across schools within a given university or across universities should be explored and pursued. Other organizations that represent relevant schools and disciplines such as social work, law, architecture, engineering, business, and public policy, should be engaged to facilitate national large scale adoption and promote health in all policies within other disciplines.

Some 60% of an individual’s health status is felt to be attributable to social determinants such as socioeconomic factors, physical environment, and behaviors. [1] Therefore, courses such as human ecology (i.e., covers the relationships between humans and their natural, social, and built environments) is foundational for effectively examining and addressing health. Social determinants of health should be a principal framework by which clinicians and public health professionals approach their understanding of illness and health and approach management of a patient or a population to achieve health. However, the challenges in implementing interventions from a social determinants of health perspective have proven formidable. Therefore, applicants are encouraged to apply novel theory and innovation to accelerate progress.

Public health and other health professionals should have an understanding of health informatics and the value and use of data from varied sources such as electronic health records, traditional public health surveillance systems, social media and internet data, healthcare cost and utilization data, and community surveys in assessing and managing the health of populations. Related topics in fields such as information technology and computer science, as well as topics in meaningful use, big data, analytics, data visualization, and systems interoperability underpin understanding. Subject matters that are integral in the curriculum in schools of business management such as economics, advocacy, persuasion and negotiation, change management and leadership can equip health professionals with the skills needed to optimize their individual performance as well as that of the health system. Public health students as well as medical and nursing students (and other allied health professionals) should possess an understanding of and be exposed to the health system (e.g., health care delivery, social service delivery, payors, purchasers, public health), and its relevance to the health status of the communities in their catchment areas. Two activities among others are supported under this strategic direction.

Convening meetings with university officials in constituent schools to identify and reach consensus about the subjects needed in the curriculum to increase health professionals knowledge of the social determinants of health and its influence on health. The consensus document developed from these meetings should guide curriculum recommendations disseminated nationally.

1.

Convening meetings with at least one other national association representing an academic discipline2.

Convening meetings with at least one other national association representing an academic discipline important in improving health to accelerate and support transdisciplinary learning and a health in all policies approach to education. Awardees may establish and evaluate transdisciplinary learning cohorts, approaches, and methods and use the data to develop and disseminate guidelines, guidance documents, and curriculum best practices.

2.

Strategic Direction A3– Promote applied team-based public health practice experiences in community settings that address the leading causes of death and illness

Field-based applied learning in the form of externships, clerkships, and practicums are critical in students integrating knowledge and sustaining effective practices important in improving health outcomes in individuals and populations. Although these experiences occur and are required, host sites are often limited and there is limited engagement of other disciplines. The IOM report recommended that there be a substantial expansion of supervised practice opportunities and sites (e.g., community-based public health programs, delivery systems, and health agencies). Institutions should implement and expand team-based applied service learning models to address the leading causes of death or high-burden conditions and apply community-based, clinical, or systems level interventions identified in public health strategies such as CDC’s 6|18, HI-5 (or other related initiatives), and REACH initiatives and programs; State Innovation Models Initiative: Model Design projects; Medicare and Medicaid Quality Initiatives; The Guide to Community Preventive Services; and the National Prevention Strategy. Some evidence is emerging that these team-based applied service learning models are effective in enlightening learners to public health issues and improving health outcomes in individuals and populations.

Problem-based learning should be supported as a core pedagogy throughout the educational experience and not just limited to clinical interactions but should encompass the range of contexts within which individuals function, including the community. Such learning should occur with learners from varied disciplines and provide opportunities for them to engage in critical assessment of the factors that influence health and work with others to devise comprehensive solutions. Learning teams should engage principal stakeholders to effectively address the valid evidence-based risk factors and support sustainability of efforts. Partners may include city and local health departments, NGOs, businesses, community-based coalitions, faith communities, health systems, and state and local governments. Learning teams should also include non-clinical academic partners that play an important role in addressing the public health issue. This type of model may require expanded academic-practice partnerships to make the educational experience more applicable and effective and these linkages should be implemented early in the educational experience within and external to the classroom. For these opportunities to occur on a broad scale, high level partnerships between academia and practice need to be facilitated and can range from joint appointments of academic faculty to official institutional contracts and MOU’s between health professional schools, local and state departments of health, community-based organizations, academic health centers and health systems.

Strategic partnerships with organizations such as NACCHO, ASTHO, and the Council of Teaching Hospitals can help to provide support to health departments and teaching hospitals, bridge learning between the classroom and the practice setting, and build the competence of learners to address the health needs of populations.

Activities supported under this strategic direction include but are not limited to

Assisting with establishing or supporting interprofessional clerkships, sub-internships and other learning opportunities in communities experiencing significant health disparities. These interprofessional clerkships will allow students to work closely with other professionals critical to improving community health outcomes.

1.

Awarding grants to schools to implement field experiences in communities.2.

Awarding student grants to complete practicums in non-traditional public health and population settings.

3.

PART B- Workforce Improvement Projects (WIPs)

This component provides funding derived from CDC Centers, Institutes, and Offices (CIOs) and programs and other federal agencies for specific Workforce Improvement Projects (WIPs) focused on improving the health of populations while engaging the workforce in various areas of public health practice. Each specific WIP is intended to contribute to the overall purpose of this FOA. WIPs are to be directed to qualified accredited schools or programs of public health, accredited medical colleges, accredited baccalaureate and higher colleges of nursing as appropriate to the topic area and expertise required.

Alternatively, depending on the unique specifications of the individual projects, specific WIPs may also be suitable as “in-house” projects conducted either solely by the applicant organization or in partnership with other institutions or organizations. Awardees will promote opportunities for WIPs among constituent academic institutions; coordinate the process to identify appropriate academic institutions to compete for WIPs, in a manner consistent with federal guidelines; and provide comprehensive and coordinated management of WIPs to include maintenance of an electronic application and tracking functionality, and documentation with performance-based reporting to CDC.

This component also provides funding for the sponsorship of journal supplements by CDC programs to disseminate best practices and build the scientific and programmatic evidence-base. It also provides funding for visiting faculty appointments that sponsor faculty to work at CDC for a specified period of time in order to advance their skills and knowledge in a particular area.

PART C- Public Health Fellowships Program

This component provides funding derived from CDC CIOs and programs to support the applicant’s management of domestic fellowships for students or recent graduates of accredited schools or programs of public health, accredited medical colleges, accredited residency programs, or accredited baccalaureate and higher degree colleges of nursing. Fellowships and other similar experience-based placements are vital to CDC’s strategic interests to ensure students and emerging health professionals receive adequate hands-on experience in public health practice at CDC’s domestic locations and at state, tribal, local, and territorial health departments, and community-based settings. For the purposes of this FOA, fellowships are for recent graduates (within 5 years of graduation) and residents in accredited residency programs.

The intent of this component is for the applicant to function as a national coordinator among their constituent academic institutions for fellowship programs and provide a coordinated national approach. The goal is to provide timely recruitment and placement of qualified and properly trained students and emerging health professionals matched to CDC requirements and expectations for fellows. In addition, applicants will demonstrate successful administration of their specific programs, adherence to annual budget requirements, submission of annual reports, and achievement of stated objectives. A comprehensive evaluation plan based upon stated objectives which incorporates a quality improvement process is a requirement of this component.

Those applicants considering applying for Part C (fellowships) should include plans for transitioning existing fellows and related fellowship management activities into their program. Similarly, applicants for Part C should include a brief statement on how they plan to prepare for transitioning programs and fellows at the end of the five-year cooperative agreement.

Under Part C awardees will be expected to do the following:

Assess core fellowship competencies on an annual basis relevant to the respective constituency of the applicant and update fellowship competencies as needed;

In collaboration with CDC and other awardees, annually describe and implement an instructional plan for fellowships, including learning objectives, proposed training methods, and approaches for assessing learning outcomes or performance improvement as well as incorporating evaluation feedback to improve future trainings;

Promote, with constituent academic institutions, fellowship placement opportunities located at CDC’s domestic offices, at state, tribal, local, and territorial health departments, or in other community-based settings;

Manage the competitive selection of candidates and coordinate efforts to identify, recruit, and match

Manage the competitive selection of candidates and coordinate efforts to identify, recruit, and match qualified and properly trained candidates with fellowship placements;

Provide comprehensive administrative support to fellows, including payroll, travel, insurance, and other necessary administrative functions;

Design and implement a comprehensive fellowship orientation that specifies expectations, familiarizes trainees with foundational needs, and meets all applicable requirements;

Identify and promote appropriate training opportunities for professional development in the area of population health and other relevant topic areas;

Provide and manage an electronic data system reporting fellowship project goals and objectives, project plans and descriptions, and project outcomes; and Develop a program plan and annual report submitted annually to CDC that includes the following:

Recruiting, advertising and marketing the fellowship programs;

Guidelines and support mechanisms for trainees and supervisors and mentors in the field and CDC headquarters;

Screening and selection process that ensures high-quality trainees; matching trainees with mentors;

Orientation to the program, its requirements, and information about fellows’ specific assignments;

Monitoring and evaluation of trainees’ progress;

Monitoring trainees’ accounting (stipend, travel, allowance), and Resolving unexpected problems.

Develop a transition plan that identifies an alternative recruitment process in the event fellows leave the program early;

Develop plans for transitioning existing fellows and related fellowship management activities into their program, if applicable;

Prepare for transitioning their program and fellows at the end of the 5-year cooperative agreement;

Develop and implement a rigorous evaluation and quality improvement plan based upon stated objectives and activities contained in Part C of this FOA.

Under Part C, CDC/CSELS will be expected to do the following:

Provide direction in general program execution and evaluation;

Promote and identify opportunities for fellowships across the agency, in state, tribal, local and territorial health departments and other community-based settings;

Serve as primary conduit between awardees and fellowship sponsoring CIO or program or other host site for project administration and all funding matters;

Serve as a conduit and provide technical support when there are field placements to connect grantees to other organizations placing fellows in the field, e.g., fellows placed through other cooperative agreements or CDC mechanism, to facilitate collaborations on teams;

Monitor awardees management processes for fellowship, reviewing reports, suggesting program improvements, and coordinating with CIOs; and Provide intramural technical support and guidance to CDC’s sponsoring programs.

CSELS and CIOs will also

Collaborate with awardees to identify and develop high quality fellowship placement opportunities in CDC’s domestic offices, at state, tribal, local, and territorial health departments, or in other community-based settings;

Provide mentoring and relevant, hands-on training to fellows who work within CDC’s domestic offices, at state, tribal, local, and territorial health departments, or in other community-based settings under CDC CIO or program direction;

Collaborate with awardees in developing guidance and technical assistance related to program planning, implementation, progress and evaluation, quality improvement, and dissemination of planning, implementation, progress and evaluation, quality improvement, and dissemination of successful strategies, products, tools and lesson learned; and Review awardees evaluation plans, outcome measures and other data to determine program success, areas for improvement, and suggested changes to program design and implementation.

[1] Kaiser Family Foundation Issue Brief. November 2015. Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity. http://kff.org/disparities-policy/ issue-brief/beyond-health-care-the-role-of-social-determinants-in-promoting-health-and-health-equity/

1. Collaborations

a. With other CDC programs and CDC-funded organizations:

Awardees are expected to collaborate with CDC CIOs and programs to assist with implementing the fellowship program and Workforce Improvement Projects (WIPs). Sponsoring CDC CIOs will work closely with awardees to provide technical assistance in the execution of WIP projects and provide mentorship and support to fellows. Fellowship placements in CIO funded programs within state and local health departments will be coordinated through the CIO in collaboration with the awardee. Awardees will collaborate with CSELS prior to inception and throughout the development of related surveys and need assessments.

b. With organizations not funded by CDC:

Awardees are expected to collaborate with their member institutions, and other academic associations that represent industries, schools, and programs critical in impacting health, credentialing organizations, and organizations that represent local or tribal health departments and health systems. Applicants are required to provide letters of support where applicable. Awardees will identify opportunities to advance the goals of the cooperative agreement at relevant meetings and their conferences. Awardees will collaborate with CSELS in identifying opportunities for CDC and CSELS conference and meeting participation in advance of planning commencement.

2. Target Populations The activities outlined in the FOA will benefit current and recent graduates of health professional schools and programs and the communities where they engage in service-learning projects. Specific community-based service learning projects should address the leading causes of death and illness within the population and address health disparties, where applicable.

a. Inclusion Funded programs should consider including people with disabilities in all aspects of the program (e.g., advisory boards, planning committees, project staff, consultants, etc.). Where appropriate, applicants are encouraged to also include: tribal organizations; rural populations; non-English speaking populations;

lesbian, gay, bisexual, and transgender populations; and people with limited health literacy. For additional information about disability inclusion, go to: http://www.cdc.gov/ncbddd/disabilityandhealth/disability-inclu sion.html.

iv. Funding Strategy Applications must contain a workplan and budget for each program component (Part A, B, and C) the applicant wishes to be considered. The applicant is required to undertake an evidence-based approach in their proposed programs in response to CDC’s funding strategy that will be essential for rationalizing, prioritizing, and directing base funding to support those activities that are also in alignment with CDC’s mission. In responding to this FOA, the applicant should consider the first year funding for 10 ½ months and 12 months thereafter.

file://cdc.gov/private/M118/fqc2/OSELS/ACADEMIC%20PARTNER%20CA/FOA/CoAg%20Draft_10_2016.docx http://www.cdc.gov/ncbddd/disabilityandhealth/disability-inclusion.html http://www.cdc.gov/ncbddd/disabilityandhealth/disability-inclusion.html

b. Evaluation and Performance Measurement

i. CDC Evaluation and Performance Measurement Strategy CDC will use the below measures to track implementation of awardee strategies and activities.

Indicators for Part A. Core Curricular Enhancements are

Number of institutions where curricula were changed to include interprofessional training Number of institutions where curricula were changed to inlcude field experiences Number of students affected by changes in curricula Curriculum changes made to include interprofessional education Curriculum changes made to include field experience Curriculum changes made to include population health concepts Number of agendas established and implemented Number of and quality of relationships with accrediting bodies Evidence of learning opportunities in communities facing signficant health disparities Number of grants awarded

Indicators for Part B. Workforce Improvement Projects (WIPs) are

Number and type of projects with respect to improvements in public health practice Evidence that project meets funding CIO goals

Indicators for Part C. Public Health Fellowships are

Types of hands-on training in which fellows participated Assessments by fellows of training Tracking mechanism to follow graduates over time Assessments of fellows' learning

Performance measures will be used to track and report on the progress and success of FOA activities and build an evidence-base regarding engaging students and learners to address the health needs of populations.

The data collected in a given year will be used to inform future program activities and approaches.

ii. Applicant Evaluation and Performance Measurement Plan Applicants must provide an evaluation and performance measurement plan that demonstrates how the awardee will fulfill the requirements described in the CDC Evaluation and Performance Measurement and Project Description sections of this FOA. At a minimum, the plan must describe:

How applicant will collect the performance measures, respond to the evaluation questions, and use evaluation findings for continuous program quality improvement.

How key program partners will participate in the evaluation and performance measurement planning processes.

Available data sources, feasibility of collecting appropriate evaluation and performance data, and other relevant data information (e.g., performance measures proposed by the applicant).

Where the applicant chooses to, or is expected to, take on specific evaluation studies, they should be directed to:

Describe the type of evaluations (i.e., process, outcome, or both).

Describe key evaluation questions to be addressed by these evaluations.

Describe other information (e.g., measures, data sources).

Awardees will be required to submit a more detailed Evaluation and Performance Measurement plan within the first 6 months of award, as described in the Reporting Section of this FOA.

Applicants must provide an evaluation and performance measurement plan that demonstrates how the awardee will fulfill the requirements described in the CDC Evaluation and Performance Measurement and Project Description sections of this FOA. At a minimum, the plan must describe

How applicant will collect the performance measures, respond to the evaluation questions, and use evaluation findings for continuous program quality improvement.

1.

How key program partners will participate in the evaluation and performance measurement planning processes.

2.

Available data sources, feasibility of collecting appropriate evaluation and performance data, and other relevant data information (e.g., performance measures proposed by the applicant).

3.

Where the applicant chooses to, or is expected to, take on specific evaluation studies, they should be directed to

Describe the type of evaluations (i.e., process, outcome, or both). Describe key evaluation questions to be addressed by these evaluations. Describe other information (e.g., measures, data sources).

1.

Awardees will be required to submit a more detailed Evaluation and Performance Measurement plan within the first 6 months of award, as described in the Reporting Section of this FOA.

c. Organizational Capacity of Awardees to Implement the Approach The intent of this FOA is to fund four national organizations that represent domestic schools and programs for the education of public health professionals, physicians, and nurses so that students and emerging health professionals in these target groups will be better prepared to improve the public’s health. Applicants should represent groups and organizations that are

A national voice and representative organization for their respective accredited academic constituency member schools or programs;

Able to demonstrate evidence of existing and prior collaboration with all or the majority of accredited schools or programs of public health, accredited medical colleges; and accredited colleges of nursing at the baccalaureate or higher level;

National in scope in order to ensure the broadest coverage;

Engaged in established liaison relationships with related accreditation agency for their respective professional target audience;

A minimum of four years of experience implementing community-based activities to improve health;

A minimum of four years of experience convening deans or representative faculty of respective academic constituency schools;

A minimum of four years of experience with influencing curriculum standards or requirements of membership schools;

A minimum of four years of experience working collaboratively with other relevant organizations;

A minimum of four years of experience working across disciplines at the national, regional, state, and/or community level to improve health; and A minimum of four years of organizational and administrative capacity, skill, and expertise to perform the stated activities contained in the funding announcement.

d. Work Plan Applicants are required to complete a workplan using the following template.

Project Period Outcome:

[from Outcomes section and/or logic model]

Outcome Measure:

[from Evaluation and Performance Measurement section]

Strategies and Activities

Process Measure

[from Evaluation and Performance Measurement section]

Responsible Position / Party

Completion Date

1.

2.

3.

4.

5.

6.

e. CDC Monitoring and Accountability Approach Monitoring activities include routine and ongoing communication between CDC and awardees, site visits, and awardee reporting (including work plans, performance, and financial reporting). Consistent with applicable grants regulations and policies, CDC expects the following to be included in post-award monitoring for grants and cooperative agreements:

Tracking awardee progress in achieving the desired outcomes.

Ensuring the adequacy of awardee systems that underlie and generate data reports.

Creating an environment that fosters integrity in program performance and results.

Monitoring may also include the following activities:

Ensuring that work plans are feasible based on the budget and consistent with the intent of the award.

Ensuring that awardees are performing at a sufficient level to achieve outcomes within stated timeframes.

Working with awardees on adjusting the work plan based on achievement of outcomes, evaluation results and changing budgets.

Monitoring performance measures (both programmatic and financial) to assure satisfactory performance levels.

Other activities deemed necessary to monitor the award, if applicable.

These activities may include monitoring and reporting activities that assist grants management staff (e.g., grants management officers and specialists, and project officers) in the identification, notification, and management of high-risk grantees.

f. CDC Program Support to Awardees (THIS SECTION APPLIES ONLY TO COOPERATIVE

AGREEMENTS)

CDC will provide ongoing technical assistance and support in implementing programmatic activities.

CDC will provide ongoing technical assistance and support in implementing programmatic activities.

Awardees will support from CDC SME's as needed, assistance with developing evaluation plans, identifying appropriate data collection methods and other support to ensure successful program execution.

CDC will provide various platforms to support information sharing between awardees including, conference calls, webinars, working-groups, and in-person meetings.

B. Award Information

1. Funding Instrument Type: Cooperative Agreement CDC's substantial involvement in this program appears in the CDC Program

Support to Awardees Section.

2. Award Mechanism: U36

3. Fiscal Year: 2017

4. Approximate Total Fiscal Year Funding:

$250,000

5. Approximate Project Period Funding:

$1,250,000

This amount is subject to the availability of funds.

This amount is an estimate for Part A, includes both direct and indirect costs, and is subject to availability of funds. Applicants are required to apply for Parts they wish to be considered.

Estimated Total Funding: $1,250,000

6. Total Project Period Length:

5 year(s)

7. Expected Number of Awards:

8. Approximate Average Award:

$250,000 Per Budget Period

This amount is an estimate for Part A and base funding for Parts B and C. It includes both direct and indirect costs and is subject to the availability of funds. Applicants are required to apply for Parts they wish to be considered.

Base funds are used to support cross cutting initiatives and to provide leadership, management support and governance for the entirety of the cooperative agreement. Cross cutting management initiatives include cooperative agreement planning, monitoring and evaluation, ensuring a strong governance for the public health workforce. Cross cutting programs include PART A - Core Curricular Enhancements, PART B - Workforce Improvement Projects (WIPs), and PART C - Public Health Fellowships. It also supports communications (print, electronic and on social media), program evaluation and public policy. These flexible funds allow us to moderate the funding variances each year placed on us by CIOs, and provide a generally consistent level of effort to support the overall CoAg and its initiatives.

The project period length for Year 1 is 10 1/2 months with an award date of 08/15/2017. The project period length for Years 2 through 5 is 12 months each year with an award date of 07/01.

9. Award Ceiling: $1,000,000 Per Budget Period

This amount is subject to the availability of funds.

The total project period length for Year 1 is 10 1/2 months; with award date of 08/15/2017. For Year's

The total project period length for Year 1 is 10 1/2 months; with award date of 08/15/2017. For Year's 2-5, 12 months each; award date 07/01

10. Award Floor: $200,000 Per Budget Period

11. Estimated Award Date: 08/15/2017

12. Budget Period Length: 12 month(s)

Throughout the project period, CDC will continue the award based on the availability of funds, the evidence of satisfactory progress by the awardee (as documented in required reports), and the determination that continued funding is in the best interest of…