# Strategies and distinguishing characteristics of faculty change agents teaching public health: a study on innovative teaching in higher education

## TL;DR

This study explores how public health educators use innovative teaching strategies to drive change in higher education and prepare students for evolving public health challenges.

## Contribution

The study identifies distinguishing characteristics and strategies of public health faculty change agents aligned with two key educational frameworks.

## Key findings

- Awardees adopted transformative teaching approaches and viewed teaching as a vocational calling.
- They implemented 50 strategies aligned with FTF 2030 and 18 with TAE, emphasizing student-centered learning and community engagement.
- Barriers included undervaluing teaching and overreliance on student evaluations, while facilitators included supportive leadership.

## Abstract

This study investigates the strategies and distinguishing characteristics of 12 Association of Schools and Programs of Public Health (ASPPH) Early Career Teaching Excellence Award winners, analyzing their alignment with ASPPH’s Framing the Future 2030 (FTF 2030) and the Robert Wood Johnson Foundation’s Transforming Academia for Equity (TAE) rubric. Both frameworks call for inclusive excellence, transformative teaching, and strong community partnerships to prepare a public health workforce equipped to meet evolving challenges. The study situates these educators as change agents operating within a shifting higher education and public health landscape marked by a lack of support and incentives for teaching within a challenging public health climate. Qualitative, exploratory methods engaged awardees through one in-person focus group and multiple individual virtual interviews. These conversations explored strategies aligned with both the FTF 2030 and TAE frameworks. The researchers analyzed the data using a modified grounded theory approach and mapped findings to both frameworks, validating themes through member-checking with participating coauthors. Three cross-cutting findings emerged as distinguishing characteristics of the awardees: (1) adoption of transformative teaching approaches; (2) teaching as a vocational calling; and (3) advancing change beyond the classroom. Quantitative findings showed that awardees implemented 50 strategies aligned with FTF 2030 categories of practice and 18 with TAE categories of impact, emphasizing student-centered learning, institutional change, and community-engaged practice. Facilitators included supportive leadership and teaching-focused learning communities. Barriers included undervaluing teaching relative to research and the overreliance on student evaluations. Results highlight how these exemplary educators deploy a variety of innovative strategies and practices to prepare students for the workforce, foster belonging, and drive institutional change to promote teaching excellence. Their work underscores the importance of empathy, humility, and resilience as core professional competencies. Sustaining and scaling such innovation requires institutionalized support and resources that recognize teaching as central to academic public health’s mission. In times of disruption, these transformative educators serve as inspiration to their peers and enhance their institutions’ reputation for teaching excellence, thus increasing prospective students’ interest as well as better preparing graduates for professional practice in protecting the public’s health during the current and future challenging times.