A Qualitative Evaluation of Community Colleges as a Pathway to the Certified in Disease Intervention Credential

Community colleges can offer short-term training due to their flexible scheduling, affordable tuition, and capacity to integrate certification opportunities within programs tailored to regional workforce needs. We identified existing assets and readiness to develop a Certified in Disease Intervention credential at community colleges to expand the disease intervention (DI) workforce.

From fall 2024 through spring 2025, 2 community colleges in the western United States participated in mapping a DI professional job task analysis (JTA) using course syllabi (n = 12) and assignments to identify curricular gaps. DI employer listening sessions (n = 13) provided additional input on job skills. We conducted listening sessions with 4 college faculty, 3 staff, and 14 students to evaluate the feasibility of DI training and identify student support strategies. The research team evaluated educational frameworks to develop an approach for community colleges to assess readiness for implementing DI professional training.

Community college courses mapped to the JTA more commonly for knowledge (range, 21.3%-72.3%) than for skills (range, 0%-66.0%). Feasibility to implement DI training at the community college level was viewed favorably by employers, faculty, staff, and students. Students identified needs for additional social supports, particularly for students from underrepresented populations. Steps for community colleges interested in providing curriculum to support DI certification included (1) mapping existing or proposed curriculum, (2) identifying curricular gaps and building opportunities for demonstrating JTA skills, and (3) evaluating the feasibility of adding new programming.

DI professional training can likely be implemented successfully at community colleges. With modest adjustments to current courses, community colleges can document competencies that may enhance preparation for national DI certification.