Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Four sections of senior Honors Human Anatomy and Physiology
(A&P) students are representative of sixty-five nations. These
classes participated in a yearlong investigation pursuant of
innovative learning, and grading modalities to introduce a 21st
century curriculum for A&P to become a College Board
Advanced Placement (AP) course. All enrollees began the year
by taking a self-assessment based on Howard Gardner’s
Multiple Intelligences. This data was evaluated for the design of
learning approaches identifying student uniqueness that could
better implement the Next Generation Science Standards
(NGSS), and present State of Tennessee Human Anatomy and
Physiology Learning Standards laying the groundwork to write
the AP curriculum. Component curriculum rubrics were used,
and modified to enable students to self-evaluate their
performance in certain areas. Students participated in teams
represented as Center for Disease Control and Prevention (CDC)
‘Intern Teams’ investigating various diseases. The students,
also, researched health equity, and disparity issues from
variables based on survey questions they designed that could
affect the health care treatment of patients suffering from their
investigated disease. They then proposed a 2016 CDC
Educational Campaign revamping public health education for
the disease, including brochure, and public service
announcement (PSA).
