Acoustic principles of speech and hearing; analysis of the acoustic characteristics of speech and physiological correlates; speech perception.

For Whom Planned

This course is required for undergraduate majors in Communication Sciences and Disorders and for second-degree students who have not yet met this requirement for ASHA certification.

Student Learning Outcomes:
 

On completion of this course: 1. Students will demonstrate pre-class preparation on the day’s topic. 2. Students will apply knowledge of the acoustics of sound to manipulate acoustical software to answer laboratory questions. 3. Students will be able to apply knowledge of the acoustics of sound to create a musical instrument. 4. Use simple calculations to determine harmonics and signal-to-noise ratios. 5. Read a Fourier analysis of a complex sound. 6. Construct a hypothetical filter for a specific purpose. 7. Students will apply knowledge of logarithms and decibels to a visual analogy. 8. Describe how human speech physiology modifies vocal sound. 9. Students will record speech stimuli and identify characteristics of vowels and consonants on a spectrogram. 10. Students will perform a tympanogram and otoacoustic emissions, explaining the acoustic basis for these measurements. 11. Students will measure sound intensity levels with a sound level meter. 12. Discuss the strengths and weaknesses of the theories of speech perception. 13. Students will edit speech stimuli to discern the necessary elements for perception of vowels and consonants. 14. Students will perform just-noticeable-difference assessments in acoustic perception. 15. Explain why we have two ears. 16. Students will demonstrate the ability to use the concepts learned in class to answer exam questions. 17. Students will demonstrate the ability to work in a group.

Teaching Strategies CSD 307 will be taught in a Team Learning format. This format is different from traditional teaching in three important ways: 1) The Student Learning Outcomes are focused on the ability to use the concepts learned in class; 2) the teacher, instead of dispensing information, will design and manage the instructional process; and 3) the students, instead of being passive recipients of information, will need to be responsible for initial acquisition of course content and work collaboratively with other students to learn how to use the content. The class members will be placed in small groups, who will do in-class laboratory exercises together as well as take in-class quizzes together, called Student Readiness Assessments (SRA). Students will be expected to arrive in class on time, having read the appropriate material and ready to take a quiz individually, followed by taking the same quiz as a group, then discuss the quiz and pose questions on key concepts. Class notes will then be in question and answer format, which will make it easier to study for section exams. CSD 307 is a web-enhanced course, using Blackboard for announcements, email access and course information. Some reading material will be located on Blackboard, when it is not available in the texts. Groups will be set up on Blackboard for easy communication within your group.

Readings/Resources

Reading in assigned texts and articles on Blackboard.
Mullin, Gerace, Mestre, Velleman. (2003). Fundamentals of Sound with Applications to Speech & Hearing. Allyn & Bacon, Boston.
Ryalls, J. (1996). A Basic Introduction to Speech Perception. Singular Publishing Group, Inc., San Diego.

Class Expectations
 

1. Attend class regularly, for the whole class period, and participate as an active learner. 2. Express information, ideas, opinions, and arguments to the class for all to hear. 3. No side conversations and multi-tasking during class 4. Devote at least one hour (preferably more) outside of class for every hour in class (44 hours) to reading texts and other      materials on resource lists and syllabus. 5.  Share additional resources you may locate with all students and instructor in class.

Evaluation Methods & Assignment Guidelines

A.  Three 100-point tests will comprise 60% of the final grade. Exam format will be multiple choice, T&F. (SLO #4,5,6,7,9,12,15,16)

B. There will be 5 Student Readiness Assessment days during the semester. The purpose of these assessments is to allow each student and the groups to prepare themselves with a knowledge base to apply to the group laboratory exercises. Each student will take a quiz on the assigned reading material at the beginning of class. After turning in these quizzes, the groups will re-take the quiz as a group. On the first day of class we decided as a class on the relative weight given to each quiz: 10% for the individual quiz and 15% for the Team quiz. (SLO # 1) C. There will be 10 group activity days for laboratory exercises in applying the principles you have learned. Grades for performance and contributions to these and other group efforts will be given by your group peers through a peer-assessment process. A rubric will be provided. The weight given to this was decided upon during the first class: 10% for the team peer evaluation and 5% for the actual lab. (SLO #2-8, 17)

Academic Honor Code:  Each student is required to sign the Academic Integrity Policy on all major work submitted for the course.  Refer to the UNCG Undergraduate Bulletin.

UNCG Official Graduate Grading System
 
 

© UNCG, Last update:11/22/05