Jon Christopher Kerr and Dr. Richard A. Heckmann, Zoology
The purpose of this project was to provide a comprehensive and accurate text for the study of histology–the microscopic study of cells and tissues. In order to facilitate this study, appropriate text corresponding to over 400 histological images was prepared. This manual explains the images, defines and describes the histological and physiological significance of the tissues, and provides an avenue to better understanding of the functions and mechanisms of the human body. Accompanying this manual is a computer-generated program incorporating histological slides, explanatory notes, mock quizzes, tests and a review section. To further augment the learning process, mock quizzes (in book form) and review material (in the form of Kodachrome media for use in slide projectors) were also developed. Through application of these several media, histology students will receive a more complete and thorough understanding of histology.
The project, therefore, comprised four major areas: 1) a manual similar in scope and form to a thesis describing the images contained on a CD; 2) a presentation program on a CD holding over 1000 histological images; 3) ten three-ring binders containing mock quizzes for review and skill-testing; 4) a collection of Kodachrome slides for review and identification. The text is a well-structured, organized manual integrating the basic principles of histology. In later editions, it is anticipated that illustrations and photographs with explanations will be integrated with the text. In addition to the manual, 10 three-ring binders consisting of 10-20 images each were created for review purposes. These binders are in answer to a long-entrenched problem encountered by students: there simply hasn’t been enough material (images and slides) to compare, contrast and learn from. Students will use these quizzes and binders to monitor their level of understanding of the material. Kodachrome quizzes with information paralleling class objectives have also been created. These quizzes and other related material are available to students at all times, thus facilitating the learning process. Currently, three of the four projects have been completed, all that remains is the completion of the computer program. Accompanying these different learning material is the computer program recorded on a CD. Students will be able to use this histology program simultaneously with the manual for optimum learning. Presently, there have been over 400 man hours devoted to this CD, with individuals from the Center for Instructional Design and the zoology department assisting in the creation of the program. It is anticipated that this program will be fully-functional in under four months.
As I first began working on this project, my scope was simple: to revise, edit and improve upon the existing histology manual. My purpose was to collect information and present it in a manner more easily accessible to the histology student. However, as I continued my work, I found the real need of elementary histology students was not in the manual itself, but in the lack of review and preparatory material. Having prepared learning material previously, I immediately saw the correlation and at once set about getting a program with review and test-like material underway.
This compilation of the several projects mentioned above is, ultimately, the answer to the need expressed by histology students to have more material. It was not my purpose to discover new cellular activity or to report on any new findings, nor is it my desire to expand the frontier of histological knowledge. My purpose in writing this manual and compiling these learning tools was to provide the histology student with a general, elementary histology manual which is accurate, expansive in scope, and yet easy to use. In this way, the science of histology will be accessible to the university student while not providing extraneous and complicating information. It is my hope that the students’ understanding and love of histology will benefit from this project.
In completing this project, I express my gratitude to the following: Dr. Richard Heckmann for the use of his facilities and for his invaluable support; Dr. Terry Conger and Nathan Bay; Dr. Joe Peabody and Rob Allen and their staff from the Center for Instructional Design at BYU; Seth Jones and Michael Allen; Ryan Isom, Neal Jones, Noelle Wilhelmsen, Dustin Rubink, Oliver Berrett, Michael Jacobson, Barry Webber, Brad Strong, Greg Spears and Shannon Callens. This project truly has been a team effort, and I appreciate all that has been contributed by these individuals.