Call for papers
Innovative Capstones in the Health Curriculum

to be considered for publication in Academic Exchange Quarterly print edition:
Spring,   Summer,   Fall,   or   Winter  
See Submission & Publication Timeline.   ( early, regular, short )
Note, early submission includes consideration for co-publication in AEQ Open-Access- outlets (see bottom of this page).

Please observe Six simple submission steps
Steve Pec   Editor of Academic Exchange Quarterly
This section of Academic Exchange Quarterly will focus on the education and training for the health professions. Capstone courses are evident throughout our educational spectrum where they may serve as final opportunities to demonstrate competence or prepare students for their next educational or career step.
  • Capstone courses exist in secondary, associate, baccalaureate and post-baccalaureate education.
  • The types of capstones vary tremendously and include: field placements, internships, multiple projects, major projects, interdisciplinary courses, team practicum, sequenced rotations and residencies.
  • Especially in health curriculums, capstones may be mandated by regulatory or credentialing agencies, while other programs of study are open to a more innovative interpretation.
  • Capstones in the health curriculum would include instruction in any of the following disciplines/related topics of study: school health, health science, general health, sport health, health education, physical education and health, public health, clinical health profession education (dental, medical) and allied health professions.
Manuscripts are sought that deal with topics such as, (but not limited to) those raised by the following questions:
  1. Given the rapid advancements in both science and educational technology, how have capstone courses changed?
  2. What unique and creative instructional methods, programs or curriculum are being used to further the value of a capstone?
  3. Have recent changes in scope, length, requirements, settings, and mentors/supervisorsí roles provided a better experience for students?
  4. Do current capstone courses reflect technology changes (e-portfolio, youtube videos, virtual world learning, etc.)
  5. How do capstones provide opportunities for students to integrate cultural sensitivity as they interact with a community?
  6. Have better methods for placement, monitoring student productivity and accountability emerged? Do these include assessment of all stakeholders as well as supervisor and mentor feedback? Are reflection components integrated within the course?
  7. How can faculty assess the long-term impact of successful capstone courses? Does competency attainment predict successful transitions into the professional world? What evaluation techniques are particularly valuable for students, faculty and community partners?

Who May Submit:
Faculty, administrators, librarians and graduate students.   Please identify your submission with keyword: HEALTH-8

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