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DEPARTMENT OF SPEECH & HEARING SCIENCES
SPHS 3312 HEARING ANATOMY, PHYSIOLOGY, AND DISORDERS
FALL 2016
Instructor:
E-Mail:
Ashley Flagge
[email protected]
Office Hours: By email anytime
Hi students! I am very happy to have you in this class! This course is an introductory course in speech and hearing
sciences of the anatomy and physiology of the peripheral auditory mechanism, the auditory nerve and central auditory
pathways, and the pathophysiology of the ear.
This syllabus is intended to aid you in navigation of this course and you should seek it as a first resource when you have
questions regarding the course, its contents, requirements, and assignments (content, grading, and due dates). I will
absolutely be available for questions as well, but please consider this your initial source of information.
Much of the information in this course will be new to you, but my hope is that you will learn to use this information as
informed and prepared future audiologists and speech-language pathologists. I encourage very active participation and
questioning. No question is stupid. How will you learn if you don’t try it yourself and ask questions?
This course is full of new information, but we will work together to help you make this information of life-long use.
Welcome to Hearing Anatomy, Physiology, and Disorders. Remember that I am here to help you succeed in this class.
My desire is to see you successful in your work. Let’s work together to make this an exciting discovery class, to truly see
what the ear is all about.
– Dr. Flagge
CATALOG DESCRIPTION
The anatomy and physiology of the peripheral auditory mechanism. Also included are pathologies, which affect the
various anatomic structures.
ASHA STANDARDS MET BY THIS COURSE:
This class will fulfill, in whole or in part, the following certification standards as required by the American SpeechLanguage-Hearing Association (ASHA): Audiology Standards IV-A & C (A1, A2, A3, A8, A10, C2, & C4) and SpeechPathology Standards IV-A & B.
PREREQUISITES:
Hearing Anatomy is a core curriculum class for Audiology and Speech Pathology majors. This course is a prerequisite
for Introduction to Audiology and must be completed with a grade of “C” or better for the student to enroll in that
course.
REQUIRED TEXT: Seikel, J.A., 2010. Anatomy & Physiology for Speech, Language, and Hearing, 5th Ed., Delmar Cengage
Learning.
Recommended References: Musiek, Frank E., Baran, Jane A., 2007. The Auditory System, Boston, MA, Pearson Educ., Inc.
and Martin, Frederick N., & Clark, John G. 2011. Introduction to Audiology, 11th Edition. Boston, Allyn and Bacon.
Additional Readings as assigned: There may be additional readings assigned throughout the course of the semester that
will help clarify information covered in class. Should additional readings be assigned, they will either be provided or be
placed on Blackboard and instructions given to the class on how to access them.
Dockens Syllabus
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STUDENT LEARNING OUTCOMES:
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Students will recall the order of development of embryology of the auditory and vestibular system.
Students will be able to identify, recall and describe parts of the anatomy of the ear, both auditory and
vestibular in nature, by location and individual structure.
Students will be able to describe the function (physiology) of individual structures of the ear.
Students will integrate physiology of individual structures of the ear to be able to effectively describe the
physiology of grouped sections of the ear (outer, middle, inner, retrocochlear).
Students will be able to appropriately explain the process of audition from beginning (sound creation and
entrance to outer ear) to end (brain level sound processing) in fine detail.
Students will have a basic knowledge of the pathophysiology (disorders) of the ear, and will be able to describe
disorders by the anatomical structures affected, location in the ear, and disease process.
COURSE WORKLOAD and GRADING:
Assignment
Focused Listing/Labeling Assignment
(4)
A & P Memory Matrix (4)
Pathophysiology Memory Matrix (4)
Minute Papers (4)
Exams (3)
Points per assignment
Total points possible
5
20
5
5
25, 40 ,75, 100
100
TOTAL PTS. POSSIBLE
20
20
240
300
600
Dockens Syllabus
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Lamar University is committed to maintaining an atmosphere of intellectual integrity and academic honesty. Students
are expected to neither knowingly give nor receive inappropriate assistance in academic work. FAILURE TO ADHERE TO
THIS POLICY WILL RESULT IN A GRADE OF F FOR THE CLASS
COURSE GRADING SCALE
90 – 100 %
80 – 89 %
70 – 79%
60 – 69%
< 60%
A
B
C
D
F
540 – 600 points
480 – 539 points
420 – 479 points
350 – 419 points
000 – 349 points
Extra Credit: There may be periodic opportunities throughout the semester to earn extra credit. Sometimes it may
come as an added question on the end of an exam, sometimes it may be an opportunity to act as a “patient” for
graduate student clinicians, sometimes it may come in another form. I will let you know when opportunities arise.
Please do not ask me about extra credit, I will let you know throughout the semester when you will have the opportunity
to earn extra credit.
NO MAKEUP ASSIGNMENTS/EXAMINATIONS WILL BE ALLOWED WITHOUT PRIOR APPROVAL AND PROPER
DOCUMENTATION. Please observe the times and due dates set for assignments/examinations in the course schedule.
Note also that 50% of your grade comes from the assignments. Since this is an online class, I obviously will not be taking
attendance. However, you are responsible for the information in the lectures and for completing each assignment
within the specified time. If you know you will not be present during the allotted time for an assignment or exam, you
must notify me well in advance to request a makeup. Makeups will be allowed at the instructor’s discretion. Every effort
will be made to return your exams/assignments in a timely manner.
Students with Disabilities:
Lamar University is committed to providing equitable access to learning opportunities for all students. The Disability
Resource Center (DRC) is located in the Communications building room 105. Office staff collaborates with students who
have disabilities to provide and/or arrange reasonable accommodations. STUDENTS: If you have, or think you may have,
a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact the DRC at
409-880-8347 or [email protected] to arrange a confidential appointment with the Director of the DRC to explore possible
options regarding equitable access and reasonable accommodations. If you are registered with DRC and have a current
letter requesting reasonable accommodations, we encourage you to contact your instructor early in the semester to
review how the accommodations will be applied in the course. *Note: In order to be certain of the integrity of
accommodations requested, only with written documentation will an accommodation be made.
FORMATIVE and SUMMATIVE ASSESSMENTS with rubrics:
(4) FOCUSED LISTING – 5 points each: During anatomy lectures, at fairly regular intervals, you will be asked to
spontaneously recall and list 5 new anatomical structures discussed the previous week with a description of the
structure. See example response below:
1. Tympanic Membrane – ear drum, a 3 layered curved membrane at the boundary of the outer and middle ears
2. Malleus – first and largest of the ossicles; shaped like a hammer; embedded in the TM
3. Incus – middle ossicle, connecting malleus and stapes; shaped like an anvil
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4. Stapes – smallest bone in the body, connects the middle ear and the inner ear; sits in the oval window; shaped
like a stirrup
5. Oval Window – membrane at the boundary of the middle ear and inner ear
Rubric for Focused Listing
CRITERIA
No Answer
Incomplete
Complete
Total
Answers are not
Answers are
comprehensive or
comprehensive,
Did not answer
completely stated.
accurate, and
Content (3)
question (0)
Some key points are
complete. Key ideas
addressed, but not
are clearly stated and
fully. (1-2)
described. (3)
Organization
(2)
(Answers are
organized and
coherent)
Did not answer
question (0)
Poor organization,
development, or
unprofessional
grammar/spelling.
Difficult to
comprehend. (1)
Good organization,
coherent, and easy to
comprehend. (2)
Total
(5 possible)
LABELING: Periodically throughout anatomy lectures, I may give you a diagram and ask you to label parts we have
discussed. This will take the place of your focused listing for this section, but will be worth the same amount of points.
Each correctly labeled item will be worth one point, unless otherwise specified.
(4) ANATOMY/PHYSIOLOGY MEMORY MATRIX – 5 points each:
During physiology lectures, at fairly regular intervals, you will be asked to complete a memory matrix regarding the
location of ear structures and their function. These will be good practice for your exams. This should not be copied
and pasted from your notes, as this may result in a point deduction. Answers should be written in your own words.
See below for example:
ANATOMY
Tympanic Membrane
ANATOMICAL LOCATION
Example answer: Located at the
boundary between the outer ear
and middle ear just prior to the
ossicular chain
Malleus
Stapes
Student answer
Student answer
Rubric for A&P Memory Matrix
CRITERIA
No Answer
Description of
Function (3)
Did not answer
question (0)
Incomplete
Description of
function only
provided for 1-2 of
the structures. OR
FUNCTION
Example answer: Vibration; curved
membrane buckling effect and area
ratio effect increasing the sound
transfer from TM to the oval
window
Student answer
Student answer
Complete
Description of
function provided for
all 3 structures.
Answers are
Total
Dockens Syllabus
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Anatomical
Location
Provided (2)
Did not answer
question (0)
Descriptions
provided for all 3
structures, but are
not comprehensive
or completely
stated. Some key
points are
addressed, but not
fully. (1-2)
comprehensive,
accurate, and
complete. Key ideas
are clearly stated and
described. (3)
Anatomical location
provided for 1-2 of
the structures (1)
Anatomical location
provided for all
structures (2)
Total
(5 possible)
(4) MINUTE PAPER – 240 points: During physiology lectures, information regarding structure function will be grouped by
sections of the ear (outer ear, middle ear, inner ear, auditory nerve and central auditory nervous system). Students will
be asked at the start of a new section (i.e., completing outer ear physiology, moving to middle ear physiology) to write a
“minute paper” on the function of the portion(s) of the ear already discussed in class. Time for this paper will expand
from 15 minutes to 60 minutes as more information is covered so that each paper is growing in content:
 outer ear: 15 minutes/25 points
 outer ear + middle ear: 25 minutes/40 points
 outer ear + middle ear + inner ear + auditory nerve: 40 minutes/75 points
 outer ear + middle ear + inner ear + auditory nerve + central auditory nervous system: 60 minutes/100 points.
These will be timed on Blackboard, so you should be prepared to write, as you may not have time to review your notes.
You will be asked to complete these assignments on a blank sheet of paper without any cues. For example, a 15-minute
paper on the outer ear might look like the following:
“Sound enters the auricle in the form of waves of compressed and rarefacted air molecules, and travels down the
external auditory canal. The canal is S-shaped and resonates the vibrating air best at frequencies in the speech range.
This S-shape not only contributes to better resonance, but also, along with hair growth, cerumen, and epithelial
migration, aids the ear canal in protection from foreign objects and elimination of waste. At the end of the canal is the
tympanic membrane, which vibrates on impact of the air molecules, causing it to vibrate and send mechanical
information to the middle ear. Due to the tympanic membrane’s curved shaped and connections at the annulus and
umbo, a buckling effect creates greater mechanical force on the ossicles beyond the TM. Also, it’s greater surface area
in comparison to the oval window in the middle ear space increases pressure on the oval window helping to match the
impedance created by changing mediums of sound (air to mechanics to fluid, etc)…”
Once the next section of the ear is discussed, the paper should grow in content to contain something similar to the
previous, as well as the new information covered, until at the end of the semester, the paper becomes a full description
Dockens Syllabus
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of how the hearing process works from sound entering the outer ear to brain level processing. NOTE: The points per
assignment grow throughout the semester (see points above).
Minute paper rubric
CONTENT
Content was clear
Most content was
 Content was
(50%)
but (ONE OF THE
clear but (two of the
clear
FOLLOWING):
following):
 Relevant facts
 Some relevant facts  Some relevant facts
included;
were missing
were missing
irrelevant facts
left out
 Irrelevant facts were  Irrelevant facts were
included
included
 Content was
unified
 Information was
poorly summarized
 Good
summarization
of information
(45-50%)
(35-40%)
(40-45%)
ORGANIZATION  Organization
ONE OF THE
TWO OF THE
(20%)
FOLLOWING:
FOLLOWING:
was clear
 There were clear  Some topic sentences  Some topic sentences
& transitions were
& transitions were
topic sentences
missing
missing
and transitions
 Some information
 Information was  Some information
was not logically
was not logically
presented in a
presented
presented
logical manner
(10-15%)
(5-10%)
(15-20%)
WRITING
ONE OF THE
ONE OF THE
 Tone was
STYLE, USE, &
FOLLOWING:
FOLLOWING:
professional
MECHANICS
 Vocabulary and  Syntax or vocabulary  Syntax or vocabulary
(10%)
was over-complex,
is FREQUENTLY oversyntax are
awkward,
or
jargoncomplex, awkward,
mature
filled, reducing clarity
or jargon-filled,
 Writing style
greatly reducing
 Words are
contributes to
clarity
sometimes used
the clarity of the
incorrectly, are
 Words are
answer
missing, or are
FREQUENTLY used
 Answer is free of
redundant
incorrectly, are
spelling,
missing, or are
 Minimal spelling,
grammar, and
redundant
punctuation,
or
punctuation
grammar errors.
 Frequent spelling,
errors
Does not distract
punctuation, or
significantly from the
grammar errors.
answer
Distracts from the
answer
Content was not clear
OR (THREE OR MORE
OF THE FOLLOWING):
 Some relevant facts
were missing
 Irrelevant facts were
included
 Information was
poorly summarized
(0-35%)




ANY OF THE
FOLLOWING:
Organization was
confusing and lacking
focus
Topic sentences and
transitions are not
clear or are missing
(0-5%)
Writing style makes it
difficult to read,
follow, and
understand the
answer
Frequent errors in
writing mechanics
that significantly
reduce clarity of the
overall paper are
present
Dockens Syllabus
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(25-30%)
(20-25%)
(15-20%)
(0-15%)
(4) PATHOPHYSIOLOGY MEMORY MATRIX – 5 points each: During pathophysiology lectures, at fairly regular intervals,
you will be asked to complete a memory matrix regarding ear disorders, the corresponding anatomical structures
involved, and a brief description. See below for example and rubric:
DISORDER
Sensorineural hearing loss
ANATOMY INVOLVED
Example answer: Damage to the
inner ear and/or hearing nerve
Meniere’s Disease
Autoimmune Inner Ear Disorder
Student answer
Student answer
Rubric for Patho Memory Matrix
CRITERIA
No Answer
Description of
Disorder (3)
Did not answer
question (0)
Anatomical
Location
Provided (2)
Did not answer
question (0)
Incomplete
Descriptions only
provided for 1-2 of
the disorders. OR
Descriptions
provided for all 3
disorders, but are
not comprehensive
or completely
stated. Some key
points are
addressed, but not
fully. (1-2)
Anatomical location
provided for 1-2 of
the structures (1)
DESCRIPTION
Example answer: Loss of both
acuity and sensitivity of hearing due
to damage or dysfunction of inner
ear structures and/or the auditory
nerve. Most typical complaints
involve, “I can hear, but I don’t
understand”. Can be congenital,
but has multiple acquired causes,
including age.
Student answer
Student answer
Complete
Total
Descriptions provided
for all 3 disorders.
Answers are
comprehensive,
accurate, and
complete. Key ideas
are clearly stated and
described. (3)
Anatomical location
provided for all
structures (2)
Total
(5 possible)
Examinations – 100 points each, totaling 300 points: There will be three examinations throughout the semester with
the third being the final examination. There is, however, no comprehensive examination. Exams will cover the following
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material: Exam 1: Anatomy OE, ME, IE, AN, CANS; Exam 2: Physiology of OE, ME, IE, AN, CANS; Exam 3: Disorders of the
Ear. Multiple question formats will be used (e.g., labeling, multiple choice, fill-in-the-blank, short answer, true/false,
essay/discussion). Rubric for essay/discussion question answers is found below.
Rubric for discussion questions on examinations.
Content --- 60%/Question
Question is addressed properly with relevant facts included.
Organization --- 15%/Question
Organization was clear and in logical order. Information wellintegrated.
Writing Style --- 15%/Question
Tone is professional & vocabulary/syntax are at expected maturity.
Writing Use/Mechanics --- 10%/Question
Proper grammar, spelling, and punctuation are utilized.
UNPLEASANTRIES
Policies and Rules
 To be fair to students who complete their work on time, late work will receive a penalty of 10% for each day
it is late.
 As said before, since this is an online class, I will not be taking attendance; however, it is expected that you keep
up with all class sessions and assignments as this is crucial to you learning the principles expected. It will be
quite difficult to do well in this course if you are not keeping up with the lectures and readings.
 Please be professional in your online interactions with your peers and your instructor. In your emails, please
identify yourself, your related course, and clearly state your question with the necessary detail. Do not forget
your course title or number as I have many students to remember! Please address me as Dr. Flagge or Professor
Flagge, not [blank] or “Hey” or “Yo”. I will do my best to respond to your emails as quickly as possible.
 Please follow directions when submitting assignments. Most often, this will be done through Blackboard,
and I will let you know either by announcement, through the lectures, or in the assignment directions how to
submit your assignments.
Academic Honesty: Plagiarism and Cheating
Students are specifically warned against all forms of cheating and plagiarism. The Lamar University Student Handbook
clearly reads: “Any student found guilty of academic dishonesty in any phase of academic work will be subjected to
disciplinary action. Punishable offenses include, but are not limited to, cheating on an examination or academic work
which is to be submitted, plagiarism, collusion, and the abuse of source materials.” One aspect of the Handbook’s
definition of cheating includes “purchasing or otherwise acquiring and submitting as one’s own work any research paper
or other writing assignment prepared by an individual or firm.” Plagiarism is defined as “the appropriation and the
unacknowledged incorporation of another’s work or ideas into one’s own and submitted for credit.” Faculty members at
Lamar University investigate all cases of suspected plagiarism. Any student who is found guilty of academic dishonesty in
this course may receive an “F” in the course, a zero or F on the assignments, and/or will be reported to the College Dean
and the Dean of Students.
Dockens Syllabus
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Lamar University is committed to maintaining an atmosphere of intellectual integrity and academic honesty. Students
are expected to neither knowingly give nor receive inappropriate assistance in academic work. FAILURE TO ADHERE TO
THIS POLICY CAN RESULT IN A GRADE OF F FOR THE CLASS.
NOTE: I do NOT tolerate cheating or plagiarism. I am patient, kind, and friendly if you ask me questions about
potential plagiarism (such as, “is this plagiarism?” or “how do I properly cite this?”). If you do not ask such questions
and are caught plagiarizing, I am not so patient, kind, and friendly. I consider cheating and plagiarism disrespectful to
the rest of the students who are working hard and taking the risk of turning in their own imperfect work.
Emergency Procedures
Many types of emergencies can occur on campus; instructions for severe weather or violence/active shooter, fire,
or chemical release can be found at:
http://www.lamar.edu/about-lu/administration/risk-management/index.html. Following are procedures for the
first two:
Severe Weather
 Follow the directions of the instructor or emergency personnel.
 Seek shelter in an interior room or hallway on the lowest floor, putting as many walls as possible between you
and the outside.
 If you are in a multi-story building, and you cannot get to the lowest floor, pick a hallway in the center of the
building.
 Stay in the center of the room, away from exterior walls, windows, and doors.
--- In the event of an announced campus closure in excess of four days due to a hurricane or other disaster,
students are expected to login to Lamar University’s website’s homepage (www.lamar.edu) for instructions
about continuing courses remotely.
Violence/Active Shooter (CADD)
 CALL - 8-3-1-1 from a campus phone (880-8311 from a cell phone). Note: Calling 9-1-1 from either a campus
phone or cell phone will contact Beaumont City Police Dispatch rather than University Police.
 AVOID - If possible, self-evacuate to a safe area outside the building. Follow directions of police officers.
 DENY - Barricade the door with desks, chairs, bookcases or any other items. Move to a place inside the room
where you are not visible. Turn off the lights and remain quiet. Remain there until told by police it is safe.
 DEFEND - Use chairs, desks, cell phones or whatever is immediately available to distract and/or defend
yourself and others from attack.
Dockens Syllabus
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COURSE SCHEDULE
DAY
M
W
M
W
M
W
M
W
M
W
M
W
DATE
AUG
22
AUG
24
AUG
29
AUG
31
SEPT
5
SEPT
7
SEPT
12
SEPT
14
SEPT
19
SEPT
21
SEPT
26
SEPT
28
M
OCT 3
W
OCT 5
M
W
M
W
M
W
OCT
10
OCT
12
OCT
17
OCT
19
OCT
24
OCT
26
TOPIC(S)
ASSIGNMENTS
COURSE INTRODUCTION – ANATOMY OF THE OUTER EAR (OE)
ANATOMY OF THE MIDDLE EAR
FOCUSED LISTING 1
ANATOMY OF THE MIDDLE EAR
ANATOMY OF THE INNER EAR
FOCUSED LISTING 2
LABOR DAY HOLIDAY—NO CLASS
LABOR DAY
ANATOMY OF THE INNER EAR
ANATOMY OF THE AUDITORY NERVE/CANS—COCHLEAR NUCLEUS, SUPERIOR
OLIVARY COMPLEX, LATERAL LEMNISCUS, AND INFERIOR COLLICULUS
ANATOMY OF THE CANS—MEDIAL GENICULATE BODY, AUDITORY THALAMUS,
& AUDITORY CORTEX/SUBCORTEX
FOCUSED LISTING 3
ANATOMY OF THE CANS – CORPUS CALLOSUM
FOCUSED LISTING 4
EXAM ONE
EXAM ONE
PHYSIOLOGY OF THE OUTER EAR
PHYSIOLOGY OF THE MIDDLE EAR
PHYSIOLOGY OF THE MIDDLE EAR
PHYSIOLOGY OF THE INNER EAR
PHYSIOLOGY OF THE INNER EAR
Minute OE Paper
A&P Matrix 1
Minute OE to ME
A&P Matrix 2
PHYSIOLOGY OF THE INNER EAR
PHYSIOLOGY OF THE AUDITORY NERVE/CANS – COCHLEAR NUCLEUS
PHYSIOLOGY OF THE CANS – SUPERIOR OLIVARY COMPLEX, LATERAL
LEMNISCUS, AND INFERIOR COLLICULUS
PHYSIOLOGY OF THE CANS – MEDICAL GENICULATE BODY, AUDITORY
THALAMUS, & AUDITORY CORTEX/SUBCORTEX
PHYSIOLOGY OF THE CANS – CORPUS CALLOSUM
A&P Matrix 3
Minute OE to AN
A&P Matrix 4
Dockens Syllabus 10
M
OCT
31
PHYSIOLOGY OF HEARING SUMMARY
Minute paper OE to
Perception
W
NOV 2
EXAM TWO
EXAM TWO
M
NOV 7
DISORDERS/TREATMENT OF THE EAR
W
NOV 9
DISORDERS/TREATMENT OF THE EAR
M
W
M
W
M
W
M
NOV
14
NOV
16
NOV
21
NOV
23
NOV
28
NOV
30
DEC
5
DISORDERS/TREATMENT OF THE EAR
DISORDERS/TREATMENT OF THE EAR
Pathophysiology
Matrix 1
Pathophysiology
Matrix 2
Pathophysiology
Matrix 3
Thanksgiving Week – NO CLASS
THANKSGIVING
Thanksgiving Week-NO CLASS
THANKSGIVING
DISORDERS/TREATMENT OF THE EAR
DISORDERS/TREATMENT OF THE EAR
Pathophysiology
Matrix 4
Final Exam REVIEW
Exam 3 REVIEW
FINAL EXAMINATION (December 8-14 per University Schedule)
EXAM THREE
This schedule is tentative and subject to change. In order for the information presented to be best understood and
retained, I will be flexible to ensure that everyone in the class learns the material. This material is a crucial building block
to future courses you will take in this field. Examination dates will be adhered to as closely as possible. If a change in
examination date is likely, you will be notified with appropriate time for adjustments. Please note the due dates for
assignments, as you will not be able to access many of the assignments past the due date. I will try to give reminders
through Blackboard and in the lectures, but ultimately, it is your responsibility to keep up with assignment due dates. I
will notify you of any changes to this calendar.
Dockens Syllabus 11