A workshop for instructors interested in teaching "Mathematics and Physcis for Speech and Hearing: A Problem Based Approach" will be offered June 5-6, 2004. It will be similar to a previous workshop held in 2001. The information below is about the previous 2001 workshop. If you are interested in receiving information about a 2004 workshop, please contact either : deddins@buffalo.edu or pkehle@indiana.edu

• Time: June 5-6, 2004
• Place: Indiana University
• Instructors: D. Eddins, D. Kewley-Port, P. Kehle
• More information or sign-up for SPHS Workshop: deddins@buffalo.edu, pkehle@indiana.edu

The sessions will include hands-on computer labs to help instructors master the technology and Excel skills incorporated in the course contained in the interactive, multimedia text,"Mathematics and Physcis for Speech and Hearing: A Problem Based Approach", Thomson/Delmar Learning, ISBN/ISSN 0-7668-6247-X . Instruction will take place in computer classrooms and informal work with the three instructors will be available throughout the workshop. This workshop will be sponsored by NSF. Small grants of $300 will be available to 23 participants (grants limited to two per university). Grants can be used to cover the cost of rooms reserved at the Indiana Memorial Union (about $100/night (some double available), the dinner Saturday night and help defray transportation costs. To be register,

We have attempted to meet several principles and goals to make this course important to SPHS curricula:

1. Many aspects of mathematics are essential to understanding the science taught in SPHS. While we cannot require or teach the numerous math courses that would be needed to master this math, it is possible to teach many underlying math concepts found in our courses.
2. Math is not a hurdle to get over and forget about. Math concepts are all around, on the job, in the media, even in leisure activities. We can teach a course in which math skills become comfortable, phobias are overcome, and students will take pride in being able to apply this knowledge to everyday life.
3. Math is learned by doing it. It will be more motivating if the application of math is clear and meaningful. Our approach is to interleave the teaching of fundamental math concepts with the associated fundamentals of speech and hearing in order to directly link the two. In addition, the evaluation of student understanding is by means of interactive projects, requiring both mathematical solutions and interpretations of basic or clinical problems in SPHS.

Please contact deddins@buffalo.edu or call 716 829-2797 Ext. 612 to sign up for the workshop.

Updated: 12/30/03

Table of Contents for:

Module 1: Simple Sounds, Decibels, & Trigonometric Functions

Readings

Section 1.1: Course overview Section 1.2: Equations, variables, functions, & graphs Section 1.3: Sound transmission & sinusoids Section 1.4: Measurement scales & decibels Section 1.5: Digital representation of sounds

Assignments

PS1.1: Variables, functions, & graphs PS1.2: Sine functions PS1.3: Decibels Project 1: Generate and play pure-tone signals

Module 2: Vowel Synthesis & Fourier Transforms

Readings

Section 2.1: Speech Production Section 2.2: Introduction to Fourier Transforms Section 2.3: Frequency Scales, Harmonics, & Music Synthesis Section 2.4: Fourier Analysis & Fast-Fourier Transforms Section 2.5: Vowel Synthesis

Assignments

PS2.1: Composition and Decomposition of Complex Waveforms PS2.2: Harmonics & Complex Sounds Project 2: Vowel Synthesis

Module 3: Audition, Amplification, & Linear Systems Analysis Readings Section 3.1: Introduction to Systems Section 3.2: Composition of Functions & Vectors Section 3.3: Resonance, Impedance, & Filtering Section 3.4: Overview of the Auditory System Section 3.5: Transfer Functions in the Auditory System Assignments PS3.1: Composition of Functions & Vectors for LTI Systems Theory PS3.2: Computer-Based Model of the Conductive Auditory System Project 3: A "Functional" Representation of Audition Module 4: Clinical Decision Making & Probability Theory Readings Section 4.1: Overview of Probability Theory in SPHS Section 4.2: Bernoulli Trials, Binomial Events, & Random Variables Section 4.3: Linking Probability Theory & Epidemiology Section 4.4: Predictions & Test Selection Section 4.5: Test Protocols & Cost-Benefit Analyses Assignments PS4.1: Probability, Decision Trees & Matrices PS4.2: Cost-Benefit Analysis of an Auditory Screening Protocol Project 4: Cost-Benefit Analysis & Testing Protocol Design Module 5: Voice Disorders & Signal Processing Readings Section 5.1: Anatomical & Physiological Aspects of Voice Section 5.2: Signals in Noise & the Harmonic-to-Noise Ratio Section 5.3: Perceptual & Acoustical Properties of Normal & Pathological Voices Assignments PS5.1: Arrays for Signal Processing Project 5: Voice Quality Analysis