SPHS Workshop for Instructors, 2004

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

 

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,

 

GOTO APPLICATION FORM for 2004 Workshop
(This is not a web-based form. It should be printed out and sent in.)
Applications Deadline: March 20, 2004.

Schedule for 2001 Workshop


Short description of course

With support of an NSF grant to Indiana University to substantially revise undergraduate teaching of mathematics, David Eddins (Audiology), Diane Kewley-Port (Speech Sciences) and Paul Kehle (Mathematics Education) designed a course to be taught in speech and hearing departments. It has been taught four times, and was taught Fall, 2000, at Buffalo by Eddins (CDS282) and Kewley-Port at IU (S319/S519). It is taught with interactive courseware that has been developed for eventual publication as a CD. The course primarily consists of five projects on the topics of: sound generation, vowel synthesis, hearing aids, clinical decision making and voice disorders. Each has a project, frequently done with the aid of advanced work with Excel. Problem sets to review and develop math concepts accompany each project. Projects can be taught as stand-alone modules within other courses. The Table of Contents is shown below.

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