November 2017 | Volume 5 | Article 286 1 CURRICULUM, INSTRUCTION, AND PEDAGOGY published: 01 November 2017 doi: 10.3389/fpubh.2017.00286 Frontiers in Public Health | www.frontiersin.org Edited by: Rosemary M. Caron, University of New Hampshire, United States Reviewed by: Darcell P. Scharff, Saint Louis University College for Public Health and Social Justice, United States Preeti Negandhi, Indian Institute of Public Health Delhi, India *Correspondence: Donna J. Petersen dpeters@health.usf.edu Specialty section: This article was submitted to Public Health Education and Promotion, a section of the journal Frontiers in Public Health Received: 26 June 2017 Accepted: 12 October 2017 Published: 01 November 2017 Citation: Corvin JA, DeBate R, Wolfe- Quintero K and Petersen DJ (2017) Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Two: Translation of MPH Core Competencies into an Integrated Theory-Based Core Curriculum. Front. Public Health 5:286. doi: 10.3389/fpubh.2017.00286 Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Two: Translation of MPH Core Competencies into an Integrated Theory-Based Core Curriculum Jaime A. Corvin 1 , Rita DeBate 2 , Kate Wolfe-Quintero 1 and Donna J. Petersen 3 * 1 Department of Global Health, College of Public Health, University of South Florida, Tampa, FL, United States, 2 Department of Health Policy and Management, College of Public Health, University of South Florida, Tampa, FL, United States, 3 USF Health, College of Public Health, University of South Florida, Tampa, FL, United States In the twenty-first century, the dynamics of health and health care are changing, necessi- tating a commitment to revising traditional public health curricula to better meet present day challenges. This article describes how the College of Public Health at the University of South Florida utilized the Intervention Mapping framework to translate revised core competencies into an integrated, theory-driven core curriculum to meet the training needs of the twenty-first century public health scholar and practitioner. This process resulted in the development of four sequenced courses: History and Systems of Public Health and Population Assessment I delivered in the first semester and Population Assessment II and Translation to Practice delivered in the second semester. While the transformation process, moving from traditional public health core content to an integrated and innovative curriculum, is a challenging and daunting task, Intervention Mapping provides the ideal framework for guiding this process. Intervention mapping walks the curriculum developers from the broad goals and objectives to the finite details of a lesson plan. Throughout this process, critical lessons were learned, including the importance of being open to new ideologies and frameworks and the critical need to involve key-stakeholders in every step of the decision-making process to ensure the sustainability of the resulting integrated and theory-based curriculum. Ultimately, as a stronger curriculum emerged, the developers and instructors themselves were changed, fostering a stronger public health workforce from within. Keywords: public health, MPH foundational core, competencies, experiential learning, pedagogy. is article is Part 2 of a series of 3 articles published in Frontiers of Public Health. Other articles include: Part 1: Application of the Intervention Mapping Framework to Develop an Integrated Twenty- first Century Core Curriculum: Mobilizing the Community to Revise the MPH Core Competencies (1).