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C C++ Java Python Processing编程在线培训 程序编写 软件开发 视频讲解
Syllabus ONLINE HISTOLOGY COURSE: BIOL530 BREAST DUCTS MESENCHYMAL TISSUE INTESTINAL VILLI GALLBLADDER LINING SALIVARY GLAND DUCT TRACHEA LINING SALIVARY GLAND MUSCULAR ARTERY OVARIAN FOLLICLE This course teaches the microscopic structure and correlated function of cells, tissues and organs. The nine selected images above are samples of microscopic architecture the student will learn along with associated functions. 2 Table of Contents Course Description, Agreements and Special Circumstance Policy Page 3 Course Staff Page 4 What is the nature of this course, its uniqueness and concepts? Page 5 What are the general learning outcomes for this course? Page 6 What textbook is required for this course? Page 7 What materials are provided? Page 7 What are the lectures like? Page 7 What are the lab exercises like? Page 8 What are the quizzes and exams like? Page 8 How are grades determined for undergraduate and graduate students? Page 10 How much time will I need to invest in the course? Page 10 How will I learn the material in this course? Page 11 What do previous students say about this course? Page 12 What does the Honor Code state about Academic Responsibility at USC? Page 16 3 Course Description, Faculty – Student Agreement and Policy on Special Circumstances Course Description: This is a human histology course that will guide the student through learning the microscopic architecture and function of the cells, tissues and organs that make up the body. All lectures, labs, quizzes and exams are on-line. There are no face-to-face meetings. There are 32 lectures, 17 labs, 5 module quizzes, a cumulative midterm and a final comprehensive exam. The successful student will be computer literate, Internet literate, self-motivated and disciplined. This 4 credit hour course will require a minimum of 12 hours of focused time each week (a minimum of 24 hours / week during Summer Term). It is different from a face-face traditional course in that there is flexibility as to when lectures and the lab assignments are completed. All of the course content is organized and delivered in five modules. The course is both synchronous (5 graded module quizzes) and asynchronous (freedom as to when you complete lecture viewing and lab assignments within each module period). Follow this link, https://breeze.sc.edu/p4nb6axh1ik/ to watch a 6 minute video that will illustrate and explain the essence of this course. See the bottom of page 10 for more details about the investment of time needed for this course. Facuty-Student Agreement When registering for this course you agree to: • not procrastinate in completing assignments. • to use computer that has at least 1 GB of RAM (not a mini or netbook or Ipad). • have a fast (DSL or Cable) Internet connection. • have the most up-to-date version of Java. • view lectures, take lecture quizzes and complete laboratory exercises using the study guide questions as assigned each week. • utilize the five ‘end of module’ quizzes offered to learn the material. • post questions about course content through the Discussion Board on Blackboard; not by email. • email your instructor only for private questions that are personal regarding your progress in the course. Your instructors are your facilitators. They are committed to: • provide the resources for learning histology such as lectures, lab exercises and practice questions. • provide graded quizzes to help you stay up to date. • respond to questions posted on the course website discussion board in a timely manner. • respond to email concerning personal matters in a timely manner. • administer challenging but fair examinations. Policy on Special Circumstances: If you have special circumstances (illness, death in the family, etc.) that will prevent you from meeting an assignment deadline, you must contact us at biolj530@gmail.com, ASAP. Also, in case of an urgent matter, Dr. Ogilvie is available by phone at (843) 693-1065. Be aware that proper documentation is required to verify your excuse. IF YOU DO NOT CONTACT US BEFORE THE DEADLINE OF A MODULE QUIZ, MIDTERM OR FINAL EXAM, YOU WILL NOT BE ABLE TO MAKE UP THE QUIZ OR EXAM RESULTING IN ZERO POINTS. EXCEPTIONS WILL ONLY BE GRANTED IF YOU CAN PROVE BY DOCUMENTATION THAT YOU WERE UNABLE TO KNOW AHEAD OF TIME THAT YOU WERE NOT GOING TO MAKE THE DEADLINE. It is your responsibility to communicate with us if you are having any problems which might prevent your completing a quiz, an exam or assignment on time. 4 Course Staff Robert W. Ogilvie, Ph.D. Dr. Ogilvie is a retired Professor of Cell Biology and Anatomy and holds the rank of Professor Emeritus at the Medical University of South Carolina. He is also a member of the faculty as a Visiting Professor in the Department of Biological Sciences at the University of South Carolina. His career as a medical scientist and educator spans over 40 years during which he conducted funded research and was the course director for medical histology, embryology and cell biology in three medical schools. Dr. Ogilvie is an Instructor, the Course Director and the narrator of the lectures for this course. Roger H. Sawyer, Ph.D. Dr. Sawyer is a Carolina Trustee Professor and a Fellow of the AAAS. He is member of the faculty in the Department of Biological Sciences. Administratively, he is the Executive Dean and Senior Associate Dean of Graduate Studies in the College of Arts & Sciences. Dr. Sawyer has taught Introductory Biology (BIOL 101 & 102), Anatomy & Physiology (BIOL 242), Developmental Biology (BIOL 505) and Pro-seminars in the Honors College. However, his favorite class is Histology (BIOL 530). Dr. Sawyer is an Instructor and the Professor of Record for this course. Weier Bao, M.Sc, B.M. Weier Bao is a PhD student under Professor Roger Sawyer's guidance and he has more than 6 years TA experience in chemistry and biology areas. Weier's educational background is multidisciplinary. He obtained his Bachelor of Medicine, B.M. (equivalent to a USA MD degree) from Dalian Medical University in China and a Master’s degree in organic chemistry from Kansas State University. Dr. Weier’s current research is utilizing bioinformatics to discover, analyze and characterize new β-keratin genes in non-avian reptiles, especially in snakes and turtles. 5 What is the nature of this course, its uniqueness and concepts I will learn? The course name, Histology, means the study of tissue. The term is derived from two Greek words, histasthai = tissue and logos = study. A French verb, tisser = to weave, may also have contributed to the creation of the term Histology in the 19th century. Another way of describing this course is “A Study of the Microscopic Architecture and Function of the Human Body”. Learning histology is similar to learning a new language. In this course, you will learn • components of a cell, analogous to learning an alphabet. • cell types, analogous to learning words and their meaning. • basic tissues of the body that are constructed with cells and their products, analogous to how to construct a sentence using new words / terms. • architecture and function of the organs of the body, analogous to syntax - creating a paragraph to communicate a thought. You will learn the size, shape and staining characteristics of cells, tissues, organs and organ systems. By the end of this course, you should be able to use all of the terms related to these structures to ‘speak the language of histology’ as you distinguish one tissue from another, one organ from another and associate the correct functions when presented with a static image or a virtual slide specimen. Below is a list of basic concepts of histology. Throughout the course, you should make an effort to associate the microscopic details you learn with these basic concepts. 1. The specimens that are routinely studied in the discipline of histology are thin slices of organs. You are being given 2D information at one instance in time (the time when the material was fixed). You will need to create 3D images in your mind from 2D information provided by the images taken from slides. 2. The human body is organized in a hierarchical manner with different levels of organization ranging from macromolecules to organs to organ systems. 3. The basic unit of organization is the cell with more than 200 distinct cell types making up the structure of the human body. Differentiation is the process whereby cells of the embryo become specialized (differentiated) into the more than 200 cell types. 4. Homeostasis is maintained by a balance between cell proliferation and destruction. For the most part, (exceptions being the brain and heart), the populations of cells of the body are constantly being renewed. 5. The body structure is built with four basic tissues – epithelium, connective tissue, nerve and muscle. Tissues are aggregates of cells organized to perform one or more functions. A single tissue can contain multiple cell types. 6. All organs are made up of the four basic tissues. It is the unique way in which the tissues are organized that makes the structure and function of one organ different from another. 7. All body organs, with a few exceptions, can be grouped into hollow or solid organs. 8. The body has internal and external surfaces that establish boundaries. These boundaries form compartments to separate functional activities. 9. Humans are organisms whose cells require a constant source of nutrients and a means to remove waste products of metabolism. The cardiovascular and lymphatic systems provide these functions (in collaboration with the other systems of the body such as pulmonary, GI, urinary and digestive). 10. Coordination of body functions is carried out by the endocrine system and the nervous system. The nervous system is hard wired while the endocrine system utilizes the circulatory system to act more like an antenna sending out a wireless signal that can be received only by cells possessing the proper receptors. 6 What are the General Learning Outcomes for this course? A. SKILLS YOU WILL ACQUIRE IN THIS COURSE 1. Effective use of Internet Browsers and keeping this updated. 2. Navigation and effective use of the virtual microscope, WebMic. 3. Navigation and effective use of Virtual Slides within Biolucida Viewer. 4. Keeping Adobe Flash up-to-date to view narrated lectures. 5. Uninstalling and Installing of Java programs. 6. Learning or refining the skill of time management. B. PREPARATION OF TISSUES FOR MICROSCOPY 1. List the steps involved in preparing tissue for microscopy. 2. Define an artifact and list at least four that may occur in the tissue preparation process. 3. Define a dye and a stain and differentiate between them. 4. Name and give results for at least six staining procedures used in histology 5. Define and describe the immunocytochemical reaction. C. MICROSCOPES AND MICROSCOPY 1. Differentiate between a basic light microscope, a transmission electron microscope and a scanning electron microscope and the images produced by each. 2. Define the terms resolution, contrast and magnification. 3. Define resolution, know the formula for calculating it and use the formula to calculate resolution. 4. Know the resolution achievable by a light microscope, a transmission electron microscope and a scanning electron microscope. D. CELL 1. STRUCTURE Define organelles and inclusions 2. List cell organelles and give the function for each. 3. List cell inclusions and give the reason for each. 4. Identify the following cell types when presented to you in a diagram / drawing or tissue specimen: protein synthesizing cell, steroid synthesizing cell, cells designed to absorb / transport ions & water back into the body, cell designed with an amplified surface area, cell for transmitting impulses and a cell designed to contract. E. TISSUE STRUCTURE 1. Define the term tissue as it relates to histology. 2. Identify the four basic tissues and give their primary function. 3. Identify the subcomponents of each of the four basic tissues and give one location in the body. 4. Identify the specialized tissues; give their primary function and their location in the body. 5. Recognize pathology of tissue; i.e. when a tissue does not exhibit a normal pattern. F. ORGAN STRUCTURE 1. Define the term organ as it relates to histology. 2. Understand the difference between parenchyma and stroma in organ structure. 3. Understand and differentiate between solid and hollow organs. 4. Name, describe, compare and contrast the 4 layer and 3 layer hollow organs. 5. Name, describe, compare and contrast the solid organs with and without a cortex & medulla. 6. For each organ of the body presented in this course, describe its general organization at a survey or low magnification, indicate what part of the organ is parenchyma and what part is stroma. 7. For each organ of the body, list the function or functions that it performs and the cell or cells that perform that function. 8. Name the systems of the body and list the organs that belong to each system. 9. Identify organs, specific regions in organs, and specific cell types within organs when presented with a histological specimen. 7 What textbook is required for this course? The only text required is the WebMic Study Guide: Learning Histology Step by Step, 6th Edition, by Robert W. Ogilvie, MUSC Press, 2014. You may purchase it online or in person at the USC Columbia Campus Russell House Bookstore. In the Charleston area, it may be purchased at Matthews (MUSC) Medical Bookstore, 158 Ashley Avenue by phone, 843-792-1900, or by emailing Jodi at bookstor@musc.edu. What materials are provided? 1. Narrated, illustrated, interactive lectures delivered via Blackboard. 2. PDF file of each lecture that contains the slides with narration text of the recorded lecture. 3. WebMic program available via Blackboard. 4. A collection of unknown specimens in the form of virtual slides used in the Module Quizzes, Midterm and Final Exams to evaluate application of histology knowledge and skills learned in the lectures and labs using WebMic and the WebMic Study Guide. What are the lectures like? Each lecture tells a story and serves to provide a framework and provide correct pronunciation of terms. Each lecture includes the following components. • A list of relevant resources. • The vocabulary of terms relevant to the lecture topic. • The learning outcomes for the lecture topic. • The body of the lecture content in a series of animated and narrated slides. • Practice questions at the end of each lecture that are interactive for evaluating your understanding of the lecture. The lectures will present the course content along the following themes. • The lectures begin with a historical background of histology and the methods used to prepare tissues for microscopy. • Basic light and electron microscopes will be described together with methods of microscopy. • Basic cell structure is presented followed by how cells organize themselves into tissues. Organ concepts are presented to show how tissues form organs. A scheme is presented for how to differentiate between tissues using logical algorithms. • Schemes and rationales for dividing organs into two groups, hollow organs and solid organs, are presented. • Lectures 16 – 32 will present the detailed microscopic structure of each organ of the human body, emphasizing the supporting role of stroma and the functional role of the parenchyma. • As the course builds, and each organ is presented, the tissues of the body are constantly being revisited to see how the special cell types belonging to each tissue perform their unique function in a given organ. 8 What are the lab exercises like? You will use the WebMic Study Guide that you purchased to facilitate your study of the specimens accessible in WebMic. • Each laboratory unit begins with a brief description of the tissue or organ to be studied followed by learning outcomes. Each specimen is introduced by showing the 5x reference image in the Study Guide so you will be certain you have found the correct specimen. • The tables with each specimen provide the following information columns showing o the magnifications available to view in WebMic o a list of structures labeled at each magnification (bolded structures have descriptive text in WebMic). • Questions are posed in each unit to assess the level of comprehension of the images studied. The questions are repeated with answers at the end of each unit. • Study the virtual slide specimens in the Biolucida Lab Specimens Collections to practice applying what you learned in the lectures and the WebMic specimens. What are the quizzes and exams like? All quizzes and exams are online. All questions in the quizzes and exams will be presented one at a time with the opportunity to revisit any question and change answers until the quiz or exam is submitted . In addition to the information below about the quizzes and exams, read carefully the information on the course web site that can be found by clicking on the Quizzes and Exams Course Menu Link. 1. Syllabus, Course Schedule & Resources Quiz: 25 points (only one attempt) 2. End of Lecture Quizzes: Total for all quizzes is 50 points. Unlimited attempts to answer each question correctly are allowed. After each quiz is completed with all answers entered correctly a green checkmark will appear by that lecture in My Grades indicating that you received credit. Points will be added at the end of the course calculated by percent of completed quizzes times 50 points. 3. MODULE Quizzes: 275 points out of 1,000 • All of the Module Quizzes are accessed via Blackboard and are available at least one week before each module closes. • You have one attempt to take each module quiz. You can review each question to see the answer that you chose and whether it is correct. If your answer is incorrect, the correct answer will not be provided. You should consult the course materials to learn that concept. If you need assistance post your query on the discussion board under the correct module quiz forum. • Each module quiz has two parts. o Part A: 30-40 questions testing your ability to recall lecture and lab content involving the identification of, cells, tissues, organs and their components. Most of the specimens presented in part A will be from WebMic but up to 25% of these will be from other sources. The formats for lecture topic questions will include multiple-choice, matching and ordering. For the identification of lab specimens, the format will be fill-in-the blank (type in answers). o Part B: 20 – 30 questions testing your skill in applying this knowledge to a new situation – a virtual slide unknown specimen that you would not have seen prior to the exam. In answering these questions, you will be able to navigate the virtual slides by panning and zooming. For this part of each module quiz the format will be fill-in-the blank (type in answer). 9 Five Module Quizzes: Listed by topic and breakdown of Parts A & B Module 1 Quiz: Intro., Methods, Microscopy, Cell, Epithelium, Connective & Adipose Tissues • Part A: Lecture Topics & WebMic Specimens (30 points) • Part B: Virtual Slide Specimens (25 points) Module 2 Quiz: Cartilage, Bone, Bone Formation, Muscle, Nerve, Blood and Bone Marrow • Part A: Lecture Topics & WebMic Specimens (30 points) • Part B: Virtual Slide Specimens (25 points) Module 3 Quiz: Lymphoid Organs, Integument, Cardiovascular Organs • Part A: Lecture Topics & WebMic Specimens (30 points) • Part B: Virtual Slide Specimens (25 points) Module 4 Quiz: Respiratory Organs, Urinary Organs, GI Tract & Accessory Glands • Part A: Lecture Topics & WebMic Specimens (30 points) • Part B: Virtual Slide Specimens (25 points) Module 5 Quiz: Endocrine Organs, Male & Female Reproductive Organs, Eye & Ear • Part A: Lecture Topics & WebMic Specimens (30 points) • Part B: Virtual Slide Specimens (25 points) 3. Cumulative Midterm (300 points): One attempt with only the score provided as feedback immediately upon submission. A review of the most missed questions will be provide for the entire class after the midterm closes. The midterm exam will include all content related to Modules 1, 2 and 3. As in the Module quizzes, there will be two parts: • Part A: Lecture Topics & WebMic Specimens • Part B: Virtual Slide Specimens 4. Final Comprehensive Exams (350 points): One attempt with only the score provided as feedback immediately upon submission. The final exam will include all content presented in the course with emphasis on the content presented in Module 4 and 5. The final exam is administered in three parts: • Part A: Lecture Topics • Part B: Static images (75% from WebMic and 25% from other sources) • Part C: Virtual Slide Specimens that can be panned and zoomed. A comprehensive word / term list is provided that can be consulted during any quiz or exam for the type-in answer format questions. You can find and download the PDF document containing this list of course words / terms from the course webs site via the course site menu “Quizzes and Exams”. We do not guarantee that every histology term in the course is included but most are. Type in answers must be spelled correctly. After each quiz or exam is closed, we look at the distribution of typed in answers to see if any additional acceptable answers were submitted. If so, we add answers when appropriate and then re-grade the quiz or exam for everyone. 10 How are grades determined for undergraduate & graduate students? Type of Assessment & Points Available Assignment of Final Grades Type of Assessment # Points Points Earned % of 1000 Points Letter Grade Syllabus, Schedule & Resources Quiz 1 25 895-1000 89.5-100 A Module Quizzes 5 275 845-894 84.5-89.4 B+ Midterm Exam 1 300 795-844 79.5-84.4 B Lecture Quizzes 32 50 745-794 74.5-79.4 C+ Final Exam 1 350 695-744 69.5-74.4 C Total (undergraduate) 1000 595-694 59.5-69.4 D Graduate Student Project 100 594 or less 59.4 or less F Total (graduate)* 1100* *The total possible points that a graduate student can earn in this course is 1100 points. The letter grade for graduate students will be determined using the percentage of 1100 points. Graduate students will be required to submit a paper for up to 100 points comparing the human histology & function of any 3 organs to the same organs in two other mammals such as rat, mouse, dog, cat etc. and a 3rd non-mammal organism; either an amphibian, reptile or bird. You are required to submit a one page outline of the paper by the deadline indicated on the course web site under Project. For more detail, consult the course web site under the menu item Graduate Student Project . How much time will I have to invest in this course? This table displays the minimum time you should plan to invest in this course. It does not include multiple viewing of lectures, lab assignments and reviewing for exams. Your instructors recommend investing no less than 12 hours each week in this course. How much more time each week that may be required will depend on each individual. Activity Minutes Hours Viewing 32 Lectures (ranging from 14 – 52 minutes) 900 15 Completing 18 Laboratory Assignments (~2 hours / lab) 2040 34 Taking 5 Module quizzes 600 10 Taking the Midterm and Final Exam 360 6 Total 3,900 65 Fall and Spring semesters are usually 15 weeks. Total time for watchng lectures, completing lab assignments, and taking quizzes / exams according to the table above is 65 hours. 65 hours divided by 15 weeks = 4.3 hours / week. This does not include study and preparation to really learn the content. Therefore, it is recommended that you set aside a minimum of 12 hours per week for this course. Summer term for this course is 8 weeks. There the time invested each week would be twice that for Fall and Spring Semesters. The actual time invested to be successful will vary with each individual. 11 How will I learn the material in this course? 1. During the first week of class make certain your technology is up to date, including downloading and installing Biolucida Viewer which is a critical component to take Part B (or, in the case of the final exam Part C) of the module quizzes, the midterm exam and the final exam. 2. During the first week, take the sample quizzes that will show you the format of Parts A and B of the module quizzes, midterm exam and final exam. Also take the syllabus quiz by the deadline. 3. View and listen to each lecture to hear the correct pronunciation of terms, to view animations, to follow the web links, and take the interactive quiz at the end to earn the points for each lecture. Best practice is to have a printed or electronic copy of the PDF of the slides and narrative text for each lecture to take notes as you view the lectures. 4. Complete each lab assignment in the WebMic program using the assigned unit in the WebMic study guide. Although lab is separate from lecture, be advised that both are needed to comprehend the total picture of a given topic. Do not think of lab and lecture as separate entities. When you have completed the relevant units in WebMic explore the virtual slide specimens in the Biolucida lab collections for each module to practice applying what you learn in WebMic to a new situation. 5. When taking any of the quizzes or exams, read the question carefully. A technique that works is to identify the subject, verb and any modifiers making certain you understand the question. An example of a common error in reading is to provide the name of a cell for an answer when the question may have asked to identify a structure, tissue, organ or a function. 6. Post on the Discussion Board in the course web site any question and keep up by read posts by other class members. The Discussion Board is highly structured and is for getting help with anything related to course content. Nothing is to be thought of as personal or private regarding course content and questions about questions on quizzes and exams. You need to be open to ask and to learn from other classmates posts. 7. Email your instructors immediately concerning anything personal that is interfering with your progress in the course. The course email address is: biolj530@gmail.com. You can send emails directly from the course web site to this address. All questions related to the course content should be posted under the appropriate topic on the Discussion Board, not by email. 12 What do past students say about this course? Below are responses given by former students in this course when they were asked to share what worked for them. The best way to succeed in this class is to remain diligent and thorough in your studies. Watching the lectures through once will not earn you an A. I take thorough notes through my first run-through of the lectures. I study these notes and run back through the lectures an additional time before each module quiz. I also like to spend at least a couple hours a week running through various Webmic specimens and the outside resources listed on the course website. The more specimens you can see the better. Another study technique that has been very helpful is running back through the laboratory material. This course is all about 'recognition in context', so being able to form a 'reflex' of sorts when looking at slides is incredibly advantageous. Overall, spending ample time each week on identifying slides, reviewing notes, and exploring resources accessible under the course heading, Outside Resources (e.g. Shotgun Histology on YouTube, Iowa Histology Atlas, etc.), will give a great foundation for quiz/test-taking. The major detriment in this course is procrastination -- you can't expect to do well if you cram. There is simply just too much material. I always printed out the notes before each lecture. That gave me the opportunity to highlight things I deemed important, add my own notes in the margins, and focus less on writing to keep up and more on actually listening. I also paused the lectures frequently to make sure I understood exactly what was on the slide. After I finished watching the lectures, which I usually did the first couple of days, I would study every day up until I took the quiz, focusing on one lecture each day. The Blue Histology website you suggested was also a fantastic asset. I used that studying for the final, and it made identifying unknown slides far easier. I always printed out the notes before each lecture. That gave me the opportunity to highlight things I deemed important, add my own notes in the margins, and focus less on writing to keep up and more on actually listening. I also paused the lectures frequently to make sure I understood exactly what was on the slide. After I finished watching the lectures, which I usually did the first couple of days, I would study every day up until I took the quiz, focusing on one lecture each day. The Blue Histology website you suggested was also a fantastic asset. I used that studying for the final, and it made identifying unknown slides far easier. I print out all of the lecture PDFs (which can be expensive, but no more than you would pay for a lab book for a regular course) and read through them first, highlighting and underlining terms or phrases that are the most important concepts on that slide. • After I've read through the slides, I listen to the narrated lecture, reading along and looking at the photos on the slides to make sure that I understand what each histological structure looks like in the context of a Webmic/virtual slide specimen. • When I work through the Webmic units, I also highlight the structures that are emphasized in each slide. I also keep a notebook where I write down characteristics of histological structures that may be tested on the quiz or midterm. (For example, even though the Webmic study guide does not specifically describe each specimen, I describe them myself. For hyaline cartilage, I wrote: "smooth, very basophilic/blue, see obvious spaces where chondrocytes are located within the cartilage. This makes it easier to make my own identification of a Webmic specimen when I am given one on a quiz, because I do not have to look back to the Webmic program to compare the test specimen to the one in the program - I already have my own descriptions/identifying features written down.). 13 • Before taking the quizzes, I review the highlighted portions of my notes and look through the webmic slides one more time with my own descriptions. I take the quiz while the information is "fresh". • The highlighting and separate descriptions of each Webmic specimen made it very easy to study and review Webmic identifications for the midterm. I reviewed both parts of all of the module quizzes in preparation for the midterm as well. • The quizzes at the end of the lecture are GREAT to help me assess whether I understand the material or not. I take the quizzes at the end of the narrated lectures as quizzes (without consulting my printed answers) to see if I have absorbed the material from my reading AND the lecture. This is a very good indicator. • Taking the practice quizzes found in each of the lecture folders is a great way to self-assess. The text feedback provided for each question is very helpful. The lectures, both the guided and pdf versions, are very well done. Not only are they clear, they do not carry the same rushed pacing that normal lectures carry with them. Also, they are CLEARLY separated by topics (whereas classroom lectures bleed into each other). The lectures are almost like pyramids, laying the base early on and building subsequent layers in an ever-tightening point. I really like the quiz and exam windows which allow us to take them at our leisure - it makes it easier for those of us with tighter schedules or those who prefer to work at home to get the work done. It also better mimics a working environment. The online microscope program is incredibly useful, both in simplicity and (with the labeling turned on) as an information/example source. The Webmic Study Guide that goes alongside it is a useful tool for working your way through the slide categories and introducing Histology to those unfamiliar with it. The instructors have been excellent, both in terms of their generosity of time and information and in their willingness to help us acquire and understand the information. They have designed an excellent course syllabus and have gathered the necessary tools to construct a veritable contender for one of the best biology courses available at USC. I think this course can serve as a format for future online biology courses. The instructors thoroughly relay the course content in the lectures and it helps to be able to review or pause the actual lectures. In order to be successful in the histology class students take advantage of all of the resources provided. Always listen to the narrated lectures, and download the PDFs. I think it is good to put the PDFs, on a tablet or phone in order to review the notes during your free time when you may be away from the computer. The Webmic program and manual are really helpful to review often. Labelling where each specimen is in the book makes it easy to access the notes provided when studying and to find the right pages. Doing the label identification in WebMic helps with learning the features of different specimens and with retaining what is learned in the lectures. After taking a quiz it is good to review what you get right and wrong, it is beneficial to make sure you understand your errors and to be sure that the things questioned are understood later in the class. Always post on the highly organized Discussion Board under the appropriate forum any request for help in understanding content and getting the answers to quiz and 14 exam questions you do not understand. Using the amount of time provided for each module is best to give yourself time to understand and learn the information provided. With regard to how I went about using the course resources, I mainly used your lecture pdfs to study the lecture material since that allowed me to take the lecture where ever I went. For the last 3 modules where we studied mostly the organs, I made condensed versions of the lecture pdfs where I would list each structure in the organ and the corresponding histology and function (e.g. the deep cortex of lymph nodes - HEVs - low cuboidal epithelium) to help with the lecture and virtual slides quizzes. I think a former student who took the histology course and whose comments were included at the end of the syllabus suggested copying Webmic pictures into Microsoft Word and then labeling structures, so I did that as well. To get more practice for the virtual slides, I searched for other universities' online histology courses and some had slides with labels that I used to practice from. The site Blue Histology (University of Western Australia) actually has quizzes with slides, which I found useful. As far as what worked for me, I found out that if I treated the Histology course as any of the other "in person" courses I took, the better I learned the material. So I would watch the lectures, read the lectures, complete the "labs," and then take notes on the histology and function of the organs, when we were in those modules. The notes really helped me to organize what was important to identify the cells/organs. I would use the end of lecture questions and my own questions to test my knowledge of the material - this helped me learn the material better than just re-reading the lectures multiple times. I also searched the internet for images of cells/tissues to see more examples beyond Webmic. Sometimes this was useful, especially when the authors of the websites labeled their images. I thought the class was well organized. As far as approaching the class, I print out the lecture first and then read along as I view and listen to the lectures as well. This gives me time to pause and write down anything that I think stands out. I learn better with tables and flow charts so I tend to write those in as I'm listening to solidify the material better. For the WebMic material, I have started making outlines and tables to better organize the identifying information for each cell and tissue type. I tend to do all the units together because it makes it easier for me to notice the differences and the images kind of stick in my mind. I definitely look up information between quiz attempts, just to see why I could not definitively answer the question in the first place. Then I will come back and try again with a new attempt. For the Module Quizzes, I usually print off the PDFs for all of the lectures and study them as often as I have time. For me personally, the printed PDFs lectures are more readily available in my backpack than the online narrated lectures. However, I also sometimes enjoy the narrated lectures more because they are definitely more engaging. For me it is more a matter of me making myself put in the time to study for this class just as I would for any other class, even though it is online. I just look at the images in WebMic and then try and identify the pictures on my own. I sometimes look at the questions in the WebMic Study Guide after to solidify the material. I have also continued to make my own study guide of various pictures of the main structures to study. I put the images in either word or power point and label them. I download both the video lecture and the PDFs slides and have them in a split screen and read along with the narration while viewing the lecture. After finishing each slide, I pause the lecture and note down 15 important concepts and terminology from each lecture in a Word Document. In the WebMic Study guide I study the histological concepts of diagnosing a specific structure and also use Google image search to reference similar images for extra reinforcement. In preparing for each module quiz, I review my notes and the images on the slides for specific concepts and also sometimes have a small group study session with other students who are also in the class. I am in my senior year at USC and have never taken an online course before, so I was really nervous about the first quiz in histology--I really didn't have much of an idea of what to expect, so I was probably a little obsessive with my studying. I first skimmed the PDFs for each lecture (just to get acquainted), and then listened to your lectures while adding my own notes on the PDFs (I printed each PDFs lecture out). I've been reviewing and trying to memorize the PDFs files pretty often over the past couple weeks. Overall, I think since this is my first online class I have just been a bit paranoid about time management. I have always had a planner, but I have a separate calendar for Histology that I write daily assignments in so that I can keep on track to be done with the material by the start date of a quiz. I think that has made a huge difference in my abilities in the class. I know my friend has taken multiple online courses, so she tends to bundle everything up right before the quizzes which works for her because she got similar scores as me on the last quizzes. That just would not work for me as well, so I have made a semester long calendar to keep on track and I think that has helped me out a lot thus far. WebMic along with using the WebMic Study Guide is effective and teaches you the various cells, tissues and organs look like. Repeated viewing of WebMic specimens helps in learning to distinguish between cells, tissues and organs. It is very helpful when quiz time comes because you are familiar with what each cell and region looks like. 16 What does the Honor Code state about Academic Responsibility at USC? Academic Responsibility - The Honor Code (Abbreviated Version) Student Affairs Policy STAFF 6.25 For full details see: http://www.sc.edu/policies/staf625.pdf It is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this Honor Code or who knowingly assists another to violate this Honor Code shall be subject to discipline. The Law School and Medical School have a long-standing history of high academic integrity standards grounded in the ethical obligations of their professions. As such, the Medical School and Law School may adopt procedural rules different from procedures set forth in this current code, but should still report any results to the Office of Academic Integrity. This Honor Code is intended to prohibit all forms of academic dishonesty and should be interpreted broadly to carry out that purpose. The following examples illustrate conduct that violates this Honor Code, but this list is not intended to be an exhaustive compilation of conduct prohibited by the Honor Code: 1. Giving or receiving unauthorized assistance, or attempting to give or receive such assistance, in connection with the performance of any academic work. 2. Unauthorized use of materials or information of any type or the unauthorized use of any electronic or mechanical device in connection with the completion of any academic work. 3. Access to the contents of any test or examination or the purchase, sale, or theft of any test or examination prior to its administration. 4. Use of another person’s work or ideas without proper acknowledgment of source. 5. Intentional misrepresentation by word or action of any situation of fact, or intentional omission of material fact, so as to mislead any person in connection with any academic work (including, without limitation, the scheduling, completion, performance, or submission of any such work). Offering or giving any favor or thing of value for the purpose of influencing improperly a grade or other evaluation of a student in an academic program. Conduct intended to interfere with an instructor’s ability to evaluate accurately a student’s competency or performance in an academic program. Whenever a student is uncertain as to whether conduct would violate this Honor Code, it is the responsibility of the student to seek clarification from the appropriate faculty member or instructor of record prior to engaging in such conduct. Options and Resolution Procedures for Allegations of Violations of the Honor Code The College Committee or the Dean is the final authority for the imposition of sanctions for violations of this Code. The following sanctions may be imposed upon a student found to have violated the Honor Code: 1. Expulsion from the University. 2. Suspension from the University for a period of no less than one semester. 3. Probation. A period of review and observation during which a student is under an official warning that subsequent violations of the Honor Code are likely to result in a more severe sanction including suspension or expulsion from the University. 4. A Letter of Warning (first offense only). A letter of warning indicates that any additional violations may result in immediate suspension from the University. 5. “X” on the transcript before a grade denoting an Honor Code Violation. 6. Academic Integrity Workshop. This sanction may be offered by the Office of Academic Integrity. It is a four-week workshop (meeting once per week) and may be offered twice per semester. The Office of Academic Integrity will notify the Deans and College Committees when such workshops will be available. 7. Research Project. This sanction typically should be assigned for the educational benefit of the student and should be related to academic integrity or ethics on the whole or in the discipline in which the offense occurred. They will be monitored by the Office of Academic Integrity. 8. A combination of the above sanctions.