69 and environmental control. The practitioners and academicians who participated in the St. Paul conference also recommended that the biological sciences and chemistry requirements be increased but suggested that physics be made optional. They also recom mended that core courses include epidemiology, biostatistics and health education. It was suggested that technical courses in sanitary science be reduced to offset the increases in chemistry and biology. A name change was also proposed at this conference. It was suggested that the curricula be called "environmental health" to reflect a broader perspective and new emphasis on environmental health practice which included solid waste control, accident prevention, the recreation environment, radiological health and occupational health and safety, in additon to the fundamental programs involving air, water, food and shelter. The last national conference sponsored by NAS which focused on the four year undergraduate curriculum in environmental health was held in April 1967. This meeting was also the first formal meeting of the National Accreditation Council for Undergraduate Curricula in Environmental Health (NACCEH). This Council was established by NAS to give direction and coordination to the burgeoning numbers of environmental health curricula. The curriculum guidelines developed by this accreditation council reflected the changes taking place in environmental health practice and technology. From these conferences came the curricula that exist today. The 16 curricula that existed in 1951 all had similar course/hour requirements in the natural, biological and social sciences and compared well with the recommenda tions of the Kellogg Conference, as revealed by Arthur Miller's (USPHS) 1953 study. The greatest variation among the curricula was in requirements for engineering sub jects. Five of the 16 offered no courses classified or defined as engineering; whereas, one required 26 semester hours. Not surprisingly, the curriculum that was highest in engineering requirements was the lowest in the biological science requirement and marginal in the medical science and health professions requirements. The curriculum with the highest number ofrequired hours in biological sciences was lowest in the medical science and health professions courses. The total number of students graduated from all these programs in the early 1950s averaged about 50 students per year. A similar study in 1959 by A. Harry Bliss and the University of California School of Public Health revealed that 21 institutions offered undergraduate curricula in sanitary science; however, five of those had never graduated any students. Between 1959 and 1965, nine of those 21 programs were discontinued by their universitites because of small enrollments. Students were not rushing to these programs. Professor Harold Adams at the University of Indiana conducted a survey in 1968 which revealed 14 institutions that offered environmental health curricula. Half of these were programs that had weathered the early enrollment problems; however, six had been established between 1964 and 1967. The total number of graduates annually from all of these programs was 150. A major change was taking place in the type of educational institutions that offered undergraduate curricula in environmental health. All schools of Public Health had discon tinued the program at the undergraduate level and by 1968 offered only graduate programs. Other major universities had also discontinued the program. After the formative years and subsequent shake out of marginal environmental health programs through the 1950s and into the 1960s, four factors had significant impact on the increasing number of undergraduate programs in environmental health. They .
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