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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 1 STUDENT LEARNING OUTCOMES: 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 2 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 Dockens Syllabus 3 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 4 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 5 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 6 (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 Dockens Syllabus 7 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 8 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 9 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