Broadening Student Enrollment in the STEM Field with an Asynchronous Online Histology Course K20 Summit Talk, Tampa Florida, March 24, 2017

Robert W. Ogilvie, PhD (Presenter) Professor Emeritus, Medical University of South Carolina

Visiting Professor, University of South Carolina &

Roger H. Sawyer, PhD Professor, Biological Sciences,

Executive Associate Dean, College of Arts and Sciences, University of South Carolina

Slide 1

Broadening Student Enrollment in the STEM

Field with an Asynchronous Online

Histology Course

Robert W. Ogilvie, PhD*1Professor Emeritus, Medical University of South Carolina &

Visiting Professor, University of South Carolina

Roger H. Sawyer, PhD1Professor, Biological Sciences, Executive Associate Dean, College of Arts and Sciences , University of South Carolina

*Presenting

College of Arts & Sciences

This talk will share our experience over many semesters and how we find that our online histology course has broadened the outreach of the course in the Science, Technology, Engineering and Math field. The outreach has been seen throughout the state of South Carolina and to Under-Represented Minorities. This course is offered through the Department of Biological Sciences at the University of South Carolina at the 500 level for Junior, Senior college and graduate students. The course teaches the microanatomy and function of cells tissues and organs of the human body. The traditional name for a course teaching this content is Histology. A more description phrase for the name of the course is “The Microscopic Architecture and Function of the Human Body.”

Slide 2

Course Instructors

Roger H. Sawyer, PhDCourse Professor of Record

Weier Bao, MD Teaching Assistant

Robert W. Ogilvie, Ph.D.Course Development and Director

College of Arts and Sciences

I am the presenter of this talk and am the course developer and director. I bring to the course over 40 years of teaching and research as a basic scientist and educator in three medical schools. I have taught a medical histology course all during those 40 years and am an early adopter of online testing and virtual microscopy. Dr. Sawyer is a professor Biology at the University of South Carolina. His responsibilities include being Executive Associate Dean, College of Arts and Sciences. Dr. Sawyer taught this same discipline of histology to undergraduates at the university for over 30 years in face-to-face lectures and physical laboratories when students used microscopes and specimens on glass slides to learn. Dr. Bao has a medical degree from China. He has just completed all of the requirements for the doctoral degree during which time he studied under Dr. Sawyers mentoring and guidance.

Slide 3

If so,

Are you looking for a histology course……

…..that does not require class attendance…

…..or the use of a microscope?

Course Commercial

College of Arts and Sciences

This is a 6 minute video that succinctly illustrates and describes the essence of this online histology course. Anyone can access this video at this URL: https://breeze.sc.edu/p7roeei321c/ The video requires an updated Flash Player.

Slide 4

Certification of the Histology Online Course

Underwent a Quality Matters External Review by faculty at three institutions21 essential standards metScored 97 out of 99 possible pointsQuality Matters Certified Course, January 2016

First online course at any institution in South Carolina to become a Quality Matters Certified Course.

College of Arts and Sciences

Quality Matters (QM), http://www.qualitymatters.org , is a faculty-centered, peer review process that is designed to certify the quality of online courses and online components. 900 current subscribers, including four-year colleges and universities technical and community colleges. QM began during years 2003 – 2006 with funding by a US Department of Education FIPSE Grant (Fund for the Improvement of Postsecondary Education) awarded to MarylandOnline, Inc. (A consortium of community colleges in Maryland). Quality Matters is self-supporting by subscriptions and fees for course reviews since 2006. To learn about Quality Matters standards visit this URL: https://www.qualitymatters.org/qa-resources/rubric-standards. To view the Quality Matters Rubric retrieve a PDF of at this URL: https://www.tamut.edu/Training/Quality_Matters/QM_Standards_2011-2013.pdf

Slide 5

Histology: Study of TissuesHistasthai = tissue and Logos = studyMicroscopic Architecture & Function

• Students learn a new language– The alphabet = components of a cell– Words = over 200 different types of cells– Grammar = construct of 4 basic tissues– Syntax = architecture and function of organs

• Analogous to learning a campus• Campus is the body

– Buildings are organs– Construct of buildings

• Compartments of structure and function• Structure = walls, desks, chairs• Function = people; staff, students and faculty

Collegeof

Artsand

Sciences

Histology is a discipline that requires learning structure, size, shape, relationships and function. It is very much similar to architecture. Each architectural creation has structure that is designed often for a specific function and / or a presentation of effect for attention and beauty. There are over 200 different cell types that are created by a process of differentiation as the human embryo progresses through the fetal stage to the new born baby. The cells secrete products that either nourish and influence other parts of the body or provide a structural framework to hold cells that perform a multitude of functions. The 4 basic tissues, epithelium, connective tissue, muscle, and nerve are organized in various ways and proportions to form the organs of the body. Many terms need to be learned resulting in the language of histology.

Slide 6

Kidney Histology ExampleOur students learn the unique cells, tissues and how they are organized to form organs

Histology is the study of cells, tissues and organs at detail only visible by using a microscope. The student of histology learns to recognize up to 200 different cell types, the tissues created by cells and their products, and the required patterns that cells and tissues make to form the organs of the body. In other words it is learning structure detail and patterns while also learning to associate functions and learn relationships. This illustration uses the kidney to display a microscopic view of a cross-section of the organ on the right. In the background you see different densities and colors. These reflect the organized pattern of the mixture of cell types and tissues to form the kidney. There are over 1 million units in the kidney. They are called nephrons. Each nephron has a beginning in a ball or tuft of capillaries where the first step in filtration of waste products of the body occurs. The inset is an enlargement of one other these tufts known as glomeruli. There the arrowhead points to a very thin membrane made up of a flattened portion of cell that forms the filtration barrier, filter paper if you will. The bar is 25 microns long which is about 0.01 of an inch, depending on the projected magnification of the image. The inset is magnified approximately 900 times. The round red structures are red blood cells that are 7.5 micrometers in diameter, about 0.001 inch.

Slide 7

Past

Present

Future**and the future is now………….

The Evolution of aicroscopic Anatomy

Simple LensCompoundMicroscopeElectronMicroscope

Digital AgeVirtual SlidesComputer

World Wide WebWireless

1990

2000

College of Arts and Sciences

The teaching of histology with the microscope and glass slides can never be totally substituted. This photo depicts the ideal “independent” study and learning environment. Yet, certain aspects of progress provided by technology, as many are experiencing today, adds elements of collaborative and community in teaching and learning. Now, we stand on the brink of the future where the teacher can create resources that students can access and learn with anywhere and anytime. In fact, in the year 2017 we are experiencing the future.

Slide 8

Today’s Students with Cell Phones, iPads or Laptops

Study Areas

Dorm Rooms

Library

Lunch Area

On a Blanket

On a Park Bench

College of Arts and Sciences

Our students can be anywhere that they have access to a good lab top or desktop computer and access to the Internet with a download speed of at least 5 mbps. Smart phones, tablets or other abbreviated computer devices cannot be used to work effectively in the course. A full lab top or desktop is required to work in the course. We provide this requirement to the students: Technology requirements

• Intel-based minimum dual core (ideal 4 core) PC (Windows 7 or later, 32 bit, 64 bit) or Mac Computer (Mac OSX 10.6 or later), not a mini, netbook, tablet, mobile phone or iPad.

o 4GB RAM minimum and 500 Mb of free hard disc space

• Up-to-date versions of Adobe Flash and Java installed on your computer

• Internet connection using DSL or Cable with minimum 5 Mbps download and 1 Mbps upload

o Test your speed at: both https://fast.com & http://www.speedtest.net/

• Up to date versions of Mozilla Firefox, Internet Explorer, Google Chrome and Safari (Necessary due to constant changing of java security by browsers).

• Setting up access to two virtual microscopy programs o WebMic, an Internet accessible program

containing the lab specimens will require set up in Java to allow exception for the WebMic web site to be loaded.

Biolucida Viewer, a light weight client side viewer for virtual slides, will need to be installed and set up to view supplemental lab specimens and to access specimens during exams.

Slide 9

Medical University of South Carolina

USC Students inAlaska & Africa

MS and Certificate Programs

Masters Program in Bioengineering Sciencesat SCSU

Cardiovascular Technology Certificateat USC

Certificate Program in Biomedical Sciencesat MUSC

Professional Masters Program in Biotechnology at USC

College of Arts and Sciences

Broadening Student Enrollment in the STEa Cieldwith an Asynchronous Online Histology Course

(Certified by vuality aatters)

Institutions, Programs & aajors:

Knowledge of histology is relevant to many undergraduate and graduate programs. For example, physicians, dentists, nurses, physical therapists, bioengineers, anthropologists and archeologists. Histology is basic to all of the health sciences professions. However, until the online histology course was offered the only students who enrolled were pre-meds and pre-dents. The enrollment has expanded across the campus with a number of different majors represented as you can see by the list. In addition we have students enrolling at the satellite campuses of the university, even special students enrolling at non-USC campuses like Claflin and South Carolina State University; even at the Medical University of South Carolina. Over five summers students in a special one year certificate program enrolled from the Medical University of South Carolina. These students were accepted in the program to improve their chances of getting into medical school on a second try. Our course has increased the number of students in STEM and has at least 20% of our enrollment in each semester are Underserved Minority students, most of whom are African American.

Slide 10

Demographics Over Three Semesters

College of Arts and Sciences

Spring 2016 Summer 2016 Call 2016Total # Students 83 54 71Total # Cemales 50 27 48Total # aales 33 27 23Total # A/A aales 5 1 3Total # A/A Cemales 13 5 15Total # Hispanic aales 0 3 3Total # of Hispanic Cemales 6 0 2Total URa Enrollment 24 9 23

29% URa* 17% URa* 32% URa*22% AA** 11% AA** 25% AA**

Cor 2016-2017, the total number of undergraduates at USC Columbia is 25,108 and the total number of URa* is 3472/25108 = 14%.The total number of AA** is 2285/25108 = 9%

Our online course is attracting over 20% AA** students into a STEa course.

*URM – Under-Represented Minorities**AA – African American

The enrollment at the University of South Carolina (25,108 during the 2016-1017 academic year) includes 14% underrepresented minorities and 9% African American. The percentage of these is greater in our course as shown for Spring, Summer and Fall of 2016; from 17 – 29% URM and from 11 – 25% African American. The online course has made it possible for more students who are disadvantaged to enroll.

Slide 11

Our Spring 2017 course has attracted over 70% females and 24% AF/AM. It attracts over 30% URM.

Slide 12

Among the various majors and students on different tracks that enroll, the degreed program, Cardiovascular Technology, now requires that its students take the online histology course.

Slide 13

EXPANDED COURSE ENROLLMENT

Semester Year Semester Enrollment Draduate Students aUSC students*1 2011 Spring 121 72 2011 Call 53 53 2012 Spring 1584 2012 Summer* 55 85 2012 Call 160 36 2013 Spring 185 27 2013 Summer* 57 2 88 2013 Call 152 49 2014 Spring 175 6

10 2014 Summer* 41 4 1011 2014 Call 115 112 2015 Spring 168 713 2015 Summer* 34 1 1614 2015 Call 6015 2016 Spring 6416 2016 Summer* 48 3 2017 2016 Call 65 218 2017 Spring 75 2

Total Enrollment includesDraduate and aUSC students

1786 49 62

*students enrolled in a one year non-thesis masters program designed to increase acceptance in medical or dental school.

College of Arts and Sciences

2010 Caculty Senate Approved Course to be Offered Cully Online

For 30 years the histology was taught on campus with student attending a lecture and lab in a physical location. The students were required to view specimens mounted on glass slides using a microscope to study and learn structure. The enrollment was limited to 45 students due to the limited number of microscopes and sets of glass slides with specimens. After the approval of the online course by the Faculty Senate it was implemented for the first time Spring Semester 2011 with triple the enrollment. As can be seen the enrollment numbers vary, but most always above 45. We have also as of this Spring served students at the Medical University of South Carolina who enroll in a one year non-thesis master’s program designed to help them be successful in getting into medical or dental school on a second try. This program has more than a 98% success of students getting into a professional school after completing the program. The online histology course was specifically requested and is the first course the students take in the program. The course is taught by contract between MUSC and the University of South Carolina.

Slide 14

Histology Course Design• Collaborative

– Discussion Corums & Email

• Synchronous– Cive aodule Quizzes– aidterm & Cinal Exams

• Self Paced Asynchronous– Lectures & Labs within modules– Choice when to take module quizzes

College of Arts and Sciences

The course includes a collaborative mode by using discussion forums and email, synchronous mode by imposing deadlines for the quizzes and exams. The course is self-paced in that 2 – 3 weeks are allowed for each module with the opportunity to complete the lecture and labs for each module, and to take the module quizzes anytime within each module period.

Slide 15

Course Content & Logistics• Course is organized in five modules

– 32 lectures and 17 labs.• Module duration varies from 2 – 3 weeks. • Suggested time investment per week is

provided.• Time investment to view/study all lectures

and labs for each module is provided.

College of Arts and Sciences

There are 32 lectures and 17 labs in the course. The time frame for each module is provided to the student with the last day and time to take each module quiz. We also provide to the student the class days / hours for each module as provided for the traditional classes by the University Registrar. Then, we share with the student the time it would take to go through all the lectures and labs for each module one time.

Slide 16

Course Resources: Virtual LabsWebaic

Virtual Slides

College of Arts and Sciences

The virtual labs depend upon three resources; WebMic, a web accessible virtual microscope containing static photomicrographs, a printed lab manual (purchased by the student) to guide the student’s use of WebMic, and an extensive collection of virtual slides used primarily to provide practicing application of lab and lecture learning and a higher level of testing with unknown, not previously studied specimens.

Slide 17

WebMic is a web accessible virtual microscope containing more than 150 specimens. Students can call for structures to be labeled and quiz their knowledge with two forms of self-assessment.

Slide 18

Webaic Specimen Dimensions1.7 Mb 960 x 640 Pixels (10 in. x 6 in.) equivalent to a smart phone photo

In contrast a virtual slide specimen is many D.s and 60,000 x 60,000 pixels (52 ft. x 52 ft.

College of Arts and Sciences

The WebMic specimens are snapshots taken through a microscope. The various magnifications are arranged to demonstrate the histology. The size of each snapshot is small, around 1.7 mb that is comparable to photos taken with iPhones and Android phones. We also expose students to specimens that are more representative of the specimens on glass slides as viewed through a microscope. These are known as virtual or whole slide digital images whose memory size is many GB and whose physical dimensions can be on the order of 2,400 square feet.

Slide 19

College of Arts and Sciences

A study guide to facilitate the student’s use of WebMic is the lab manual for this course. The Study Guide is used while interacting with WebMic over the Internet. The study guide includes questions in the body of each unit with answers provided at the end of each unit.

Slide 20

Virtual Slides

•Students can pan around and zoom in and out as if they were using a microscope.

•A collection of Virtual Slides provides the student practice in applying the knowledge and skill gained from the virtual lectures and labs to a new situation –the identification of structure in specimens that resemble real specimens.

•Virtual Slides are presented in quizzes and exams as unknowns to assess applying knowledge to a new situation.

Specimen15mm x 15 mm

A virtual slide specimen created by digitizing the entire specimen with a high power microscope objective lens will produce a result image of 60,000 x 60,000 pixels. This is equivalent to 2,500 square feet (a comfortable home) The file size can be up to 10 GB

College of Arts and Sciences

Virtual (whole) slides are digital replications of microscopic specimens. They can be viewed over the Internet in a manner similar to using a microscope. Students can pan and zoom in these specimens to experience close to ‘real’ microscopy using a microscope. Our virtual slides are organized into a lab set of annotated slides for each module. Students study these specimens after going through the lectures and WebMic Lab specimens. We test the students with both static images from WebMic and Virtual Slides, many of which are unknowns to assess the student’s ability to transfer knowledge and skill gained from lecture and labs to successful interaction with an unknown specimen. We use a commercial server software, Biolucida Cloud software (MBFbioscience), to archive and deliver the virtual slides.

Slide 21

Slide 21: Important update about WebMic function and Internet Browsers: If you are relying on Mozilla Firefox to access and use WebMic over the Internet, do not allow Firefox to be updated to Version 52.0 because that version will block the loading of the Java Applet necessary to view and work in WebMic. You can control automatic updating of this browser by going to Options, then Advanced, then select Update and click in the box or circle to the left of "Check for updates, but let me choose whether to install them". If your Mozilla Firefox has already updated to version 52 you will need to remove it and install the version just before that, 51.0.1. Below are the installers of that version for PC and MAC users:

Firefox Setup 51.0.1.exe (Download this installer for a PC but make sure you remove version 52.0 first) Firefox 51.0.1.dmg (Download this installer for a MAC but make sure you remove version 52.0 first) These installers were retrieved by going to this web site: https://support.mozilla.org/t5/Install-and-Update/Install-an-older-version-of-Firefox/ta-p/1564 Then, scrolling and clicking on "Directory of other versions and languages". Then on that page is a long list of Directories that contain the versions in the various languages. The above installers were located in this link:

Slide 21: The URLs provided in the slide are YouTube video reviews of the course website, WebMic and our collection of Virtual Slides. Viewing these will provide good insight into these resources. In addition, below you can visit a copy of the course web site and access live WebMic via you browser. To access a copy of the course web site in Blackboard to review a sample of its organization use these credentials: URL: www.blackboard.sc.edu Username: bb-ecp-rev Password: GTaymOuse21

You will arrive at the course web site set up for external reviewers.

To access WebMic use these credentials: URL: http://webmic2.cas.sc.edu/webmic/WebMic/allgspez/WebMicGenOrg.html No user name or password is required. However, there are two issues that must be addressed before you can successfully access and peruse WebMic. First, whether you are a MAC or PC user, you will need to add this URL to the exception list in Java Security accessed via the Configure Java Console. Second, you must have Java installed and updated. After satisfying those two conditions you can use Internet Explorer with no problem. If you are a MAC user, you should use Mozilla, but no version later than 51.0.1. We have found that Safari Browser in a MAC may or may not work. These are the help instructions we provide our students:

https://ftp.mozilla.org/pub/firefox/releases/51.0.1/ Slide 21: For anyone in the class that is using Google Chrome on a PC, this information to download and install the IE extension still is valid. As of September 1, 2015 Google Chrome stopped allowing legacy Java Applets to run. However, if you are a PC User, an extension for Google Chrome is available that when installed will allow WebMic to open and run in Google Chrome as an emulation of Internet Explorer. Go to this web site to download and add the extension: http://www.ietab.net/ You can learn about IE Tab by accessing this Wikipedia: https://en.wikipedia.org/wiki/IE_Tab IE Tab is available for other browsers. A search on the Internet for IE Tab will yield those sites. So far, as of November, 2015, WebMic still is accessible and will run in the normal Mozilla, Internet Explorer and Safari (MAC) browsers. More help to resolve any problem with running WebMic by accessing course menu under Tech Troubleshooting. For anyone in the class using a MAC, there is an option to download an app from the Chrome Web Store. On this web page you will find an app named "Cloud Internet Explorer by IE-On-Chrome". It reportedly works on a MAC. I have not been able to test it but if someone does, then send an email to me your instructor letting me know if it works: https://chrome.google.com/webstore/search/ie%20tab?utm_source=chrome-ntp-icon

Slide 22

Assessment of Learning• Self Assessment in WebMic• Five Graded Practice Quizzes: Formative

Assessment• Five Module Quizzes: One attempt for each of two

parts • Part A: Lecture Topic and WebMic Specimen Questions• Part B: Virtual Slide Specimen Questions (Unknowns)

• Midterm and Final Exams– One attempt for each of three parts. Questions

administered all at once.• Part A: Lecture Topic Questions• Part B: WebMic Specimen Questions• Part C: Virtual Slide Specimen Questions (unknowns)

College of Arts and Sciences

Self-assessment is provided in WebMic and the Study Guide and several questions are presented at the end of each lecture in interactive format to aid the student in assessing understanding of the lecture. Graded practice quizzes are provided as formative assessment to engage the student in interacting with the lectures, virtual slides and various assigned exploration of Internet resources so that learning is guided and productive. Midterm and final exam are administered to evaluate understanding and retention of knowledge of basic architecture and function of tissues, organs and organ systems. Students can review module quizzes to see their correct answers and to ask for help for the ones they missed. All quizzes and exams are timed so that looking up answers is often counterproductive, although we encourage bringing notes to each quiz and exam with the expectation that higher organized notes aid learning and to be able to find answers within those notes is a good skill to be practiced. In addition, the question order and choice order in multiple choice and matching questions are delivered in random order each time a new instance of a quiz or exam is started.

Slide 23

What ourstudents

say

Collegeof

Artsand

Sciences

Slide 24

Senior nursing student taking course at remote campus

Thank you for your note and responding to my question. I am working on my time management. I really find Histology very intriguing and wish I had even MORE time to "play" around with the technology that you have developed for this class. It is informative, and I believe, much more thorough as a learning tool, then being in the lab. No apologies for my grades, it does not reflect your course, nor the desire to do well. I do not like taking an exam unless I have reviewed all the material. I am a single mom with 4 jobs. No excuses...just busy. Again, thank you so much for your time and thoughts. I WILL DO BETTER!!!

Student responds to second chance after missing deadline

I must admit I do miss emails often but I just learned a moment ago how to make my phone send a text message alert and preview of emails that I receive. It should make a huge difference. I cleared my work schedule today so I am working only minimum hours until finals so I won't go entire days without checking my email again. I also now have a complete calendar taped across my bedroom wall and reminders programmed into my pc. Again I could never thank you enough for your generosity.

Collegeof

Artsand

Sciences

No apologies for my grades, it does not reflect your course, nor the desire to do well. I do not like taking an exam unless I have reviewed all the material. I am a single mom with 4 jobs.

I could never thank you enough for giving me a second chance Dr Ogilvie. I cleared my work schedule today so I am working only minimum hours until finals so I won't go entire days without checking my email again. I also now have a complete calendar taped across my bedroom wall and reminders programmed into my pc.

These are two examples demonstrating how our course has made it possible for students who are working under unusual circumstances to take the course, and, how the interaction in the course has contributed to changes in behavior and student habits.

Slide 25

Student with color deficiency passes course with grade of B

I had some concerns about the Quizzes and Tests for this course. It just came to my mind that I may have some issues with answering the questions that relate to the stains on slides and differentiation between the colors on these slides we will view. I am red-green colorblind. I have Deuteranopiaspecifically in that I have troubles with my green cones in my eyes. This mostly affects my ability to discern different tones and shades of green from some reds and browns, but I also have issues with many purples and blues and being able to tell the differences in them. Is there anything that can hinder me taking this course because of my colorblindness? I know I can differentiate between a nucleus and the rest of the cell in a stain, but I am unsure if other issues could occur that would lead me to miss a question because I can't tell the differences in the color? If you could help me I would appreciate that greatly!

College of Arts and Sciences

Student was directed to Color Deficiency resource on the course web site.

Student was helped by our color deficiency resource on the course web site that includes an explanation and demonstration that while color is helpful in viewing histological specimens it is not essential. The most important aspect of learning histology it to resolve varying densities, shapes and sizes.

Slide 26

Summary• Virtual microscopy labs are a major contributor to the

success of the online course no longer needing a physical space or microscope

• The online histology course increased availability of a four-credit, upper division STEM course to:– traditional students– non-traditional students– underrepresented minorities

• Provides an upper level laboratory course for students at other institutions

• Accommodates older students, single parents and those with disabilities

The essential key to the success and even being able to offer the online histology course was the emergence of virtual microscopy where one can view enlarged specimens using a computer receiving the specimens over the Internet. Virtual slides have made the experience very close to the real thing, studying a specimen on a glass slide using a microscope. Subsequently we have found that the upper lever 4 hour credit course has increased exposure to STEM for traditional, non-traditional and underrepresented minority students. The online histology course enables us to reach students at other institutions. Finally, the course has accommodated older students, single parents, those with disabilities and those who have to work to pay for their tuition. Around 50% of our students are employed while a part-time and full-time student.

Slide 27

Dr. Sawyer taught this course face-to-face for over 30 years in a physical lecture and lab space when students used microscopes to study and learn structure with specimens on glass slides. Kathleen Clardy was my TA for five semesters. She is now working in the field of Forensic Pathology. Dr. Mathew Greenwold worked as a TA in the course with me during its transition from face-to-face to fully online. Dr. Weier Bao has been with me for many semesters as a TA. He has a medical degree from China and will be receiving his PhD Spring 2017 commencement at the University of South Carolina. Both Dr. Greenwold and Bao worked under the mentoring of Dr. Sawyer for their doctoral studies. Dr. Haynes has been of exceptional help in getting the course web site so that it is compatible with screen readers and her assistance in the process of preparing the course for external review by three external reviewers for Quality Matters most valuable.