LIGN 113 - Hearing Science and Hearing Disorders

Will Styler - Spring 2020

Do not print the syllabus! The information will change regularly, and it will be kept up to date here!

Course Information

Teaching Team

Dr. Will Styler - Instructor

Yaqian Huang - Graduate Instructional Assistant

Course Resources

Course Materials

Course Textbook: Audiology: Science to Practice by Steven Kramer and David K. Brown (Third Edition, ISBN-13: 978-1944883355)

This textbook is required, available both through the bookstore and through a variety of online sources. Please do not buy digital content ‘bundles’, workbooks, or any such other upsells, we will be using only the textbook itself, and only reading from it.

Course Schedule

Although all due-dates are fixed (barring extensive notice), the exact topic schedule is tentative and will be updated throughout the course. Please check this page regularly. To see the notes (what’s being annotated) for each video, click the video name below. Videos themselves are available through the Canvas ‘Media Gallery’, or on the YouTube Link on Canvas.

For each week, you’ll be expected to do the reading and watch the required videos before Friday’s Session. You’ll also have a brief quiz on Gradescope every week due immediately before Friday’s class session, to help check your knowledge and ensure that you to watch the videos and do the readings on time.

Week Videos Session Topic Readings Due Sunday 11:59pm
1 Course Introduction, Intro to Hearing Introduction and Orientation Discussion 1
2 Outer Ear Anatomy, Middle Ear Anatomy Outer and Middle Ear Anatomy Ch. 4 -
3 Cochlear Anatomy, Organ of Corti Anatomy Cochlear Anatomy - Assignment 1
4 Fundamentals of Sound, Complex Waves, Phase, and Filtering, Amplitude and Decibels, Optional: Sound, Spectra and Spectrograms and What does speech sound like? Sound Basics pp. 19-50 Assignment 2
5 Physiology of the Outer and Middle Ear, Physiology of the Cochlea Outer and Middle Ear Physiology Ch. 5 Discussion 2
6 Physiology of the Inner Hair Cells, Auditory Nerve Coding Cochlear Physiology - Discussion 3
7 Masking, Pitch and Loudness, Localization Hearing Behavior Ch. 16, pp. 50-55 Assignment 3
8 Audiological Testing, Audiometry Guest Talk: Carol Mackersie, Dir. of SDSU Audiology Prgm. Ch. 2, Ch. 6, Ch. 7 Discussion 4
9 Surgical Treatment of Hearing Loss Hearing Loss and Hearing Disorders Ch. 12 Discussion 5
10 Hearing Aids, Cochlear Implants Hearing Tech, and Course Wrap-up pp. 319-338, Ch. 15 Discussion 6
Finals Outro No Class Session - Assignment 4 Due June 10th at 2:30pm

Student Resources for Support, Learning, and Interaction

Please see my complete listing of student resources for information on student support (e.g. counseling, crisis centers, resource centers), resources for learning (libraries, writing help, and more), resources for engaging with faculty (e.g. Coffee with a Prof, Letters of recommendation), and technical resources.

Course Description and Learning Outcomes

Course Description

This is an introductory course focused on the hearing component of speech, speech perception, and language disorders, this course gives students an introduction to the anatomy and function of human hearing, the principles and practice of audiology, and to modern methods of addressing hearing loss in patients like hearing aids and cochlear implants.

How to succeed in this course

This course is pretty straightforward, but remember that you need to be proactive in your learning. Successful students…

Finally, remember that this course is a collaborative process, and we all share a goal. You want to learn the material and earn a good grade, and we want you to learn the material and earn a good grade. If you put in the effort, attend the class, and complete the assignments, we hope that earning a great grade will be easy for you, and know that if you’re working hard and still struggling, the instructional team is here to be a resource for you in office hours and on Canvas.

Assessing Learning

Your final grade is based on the below formula, and will be automatically calculated in Canvas:

Item % of Final Grade
Assignments 40%
Class Participation 20%
Content Quizzes 20%
Graded Discussions 20%

The grading scale used for this course is the UCSD standard scale, where A+ is 97% or more, A is 96.99% to 93%, A- is 92.99 to 90%, B+ is 89.99 to 87%, and so forth. Plus and Minus grades are not assigned below “C”, and no grade changes will be considered from A to A+.


There will four large homework assignments which will be assigned this quarter. Homeworks will be submitted through Gradescope, and you’ll turn them before Midnight on the designated day(s). These will be designed to test your understanding of the concepts and materials given you, and to go beyond just reciting facts.

Content Quizzes

Every week, you’ll have a small content quiz, administered through Gradescope, due at the start of Friday’s class. These are open book and open note, and are simply designed to make sure that you’re doing the reading and watching the course videos.

We will automatically drop your lowest quiz grade, so no late or make-up quizzes will be allowed.

Graded Canvas Discussion Posts

The very best way to learn about language is to work with actual linguistic concepts. To this end, you’ll have a number of graded discussions in addition to your homeworks. To complete these, you’ll need to do two things:

For information on how this portion of the class will be graded, see our discussion post rubric. This gives you an opportunity to collaborate in a more direct way with these problems, and gives us a way to see your familiarity with the data in closer-to-real-time.

We will automatically drop your lowest discussion grade, no late or make-up discussions will be allowed.

Class Participation

This class features mandatory class sessions. The purpose of these sessions is to learn about, work with and reinforce concepts and processes described in the readings. As such, the key to success is active participation. As such, you will be awarded a single point of participation grade each day you are present and participating in section. You can miss one day of class without it affecting your grade, but after that, each day of missed participation will start to injure your participation grade. To make sure you’re given full points, you would be wise to…

If you are sick, you may watch the session video on your own, summarize what was done in writing, within one week of the session’s completion, and submit that to your TA by email for full session credit.

Extra Credit

For this class, you can earn half a percentage point (0.5%) added to your final grade by evisiting one of Will’s Zoffice hours sometime before week 7. This can be to get a course content question answered or to discuss a homework, or simply to introduce yourself, discuss some element of your linguistic interests or scholarly future. To claim this extra credit, you must submit the canvas “Extra Credit” quiz within 24 hours of your evisit.

Course Policies

Class Session Recording

During this quarter, synchronous class sessions will be recorded for asynchronous use by other students. By entering these Zoom sessions, you’re consenting to this recording.

Spring 2020 Strangeness

Typically, all courses taken for credit toward our majors and minors in Linguistics must be taken for a letter grade with the exception of LIGN 199. In compliance with this campuswide announcement, the Linguistics Department is amending that policy for Spring 2020 courses: all Spring 2020 courses can be taken for P/NP or S/U and still count toward our majors and minors. Students will be able to change their grading option for a course through the end of Week 10. Please note that courses taken for P/NP in Spring 2020 will not count towards the 25% cap on courses taken for P/NP for the Bachelor’s degree, and that courses taken for P/NP are not included in calculations of GPA. In addition, the deadline to add a course is extended to the end of Week 3, and the deadline to drop, without a W, is extended to the end of Week 5. The deadline for undergraduate students to drop a course, with a W, is extended to the end of Week 7. Undergraduate students may petition to drop a class or withdraw from the University after the end of Week 7 and by the end of Week 10 for emergency reasons. These petitions are decided by the college provost.

Asking Questions and Office Hours

You are highly encouraged to come in to Zoom-based office hours to ask content questions, ask for clarifications about assignments, to ask for more information on a subject that interests you, or to get help on homeworks. Helping you learn this material is quite literally our job, so having students in office hours is no inconvenience.

Do not email us course content or homework questions! If you have a question about course material, post it on Canvas, such that everybody can benefit from the answers (because chances are, they’re struggling in the same places). Adminstrative questions (or questions you’d like to discuss in private) should still be sent to the instructor via email.

Re-grading policy

If you feel that a grade has been assigned in error you should submit a regrade request via Gradescope, or in an e-mail to the Instructor ( ccing your TAs.

This means that you’ll want to look over every assignment as soon as it’s given back, so that any possible errors can be addressed, and so that you’ll learn from any mistakes.

Academic Integrity

Although you’re welcome to form study groups to discuss questions and help each other out with understanding the material, you should be the only person working on your copy of your assignment, and every answer should reflect your own learning and work. Please, don’t be a cheater, for your sake and ours, and refer to the UCSD policy below for more information.

Respectful Discussion Policy

Examining language and languages inevitably leads to discussions of gender, race, sexual orientation, religion, politics, nationality, etc. Opinions are welcome, but all students must be mindful and respectful of others in the class. Speak with others using respectful and kind language, just as you’d like them to do with you, and focus your discussion on the ideas, rather than individuals. Finally, remember that as we discuss and evaluate our conversations, the focus will be on the impact on an individual or group, not the intention or motivation of the actor.

Special accommodations Policy

All requests for special accomodations must be brought to the instructor in the first two weeks of class, ideally sooner. This includes things like religious holidays, university-sponsored events, athletic schedules, conflicts with exam dates, and disability services notes. Because running a big course is quite complex, if I don’t find out about it in the first two weeks, I may not be able to help.

Other Course Policies


Thank you very much to Steve Kramer, for the materials upon which some elements of the structure of this class are based. We also respectfully acknowledge that we live, learn, and work on the land of the Kumeyaay/Kumiai nation. Whose land are you on?

UCSD Academic Policies


Students requesting accommodations for this course due to a disability must provide a current Authorization for Accommodation (AFA) letter issued by the Office for Students with Disabilities (OSD) which is located in University Center 202 behind Center Hall. Students are required to present their AFA letters to Faculty (please make arrangements to contact me privately) and to the OSD Liaison in the department in advance so that accommodations may be arranged.

Contact the OSD for further information - | 858.534.4382

Academic Integrity

Each student in this course is expected to abide by the UC San Diego Policy on Integrity of Scholarship and to excel with integrity. Any work submitted by a student in this course for academic credit will be the student’s own work.

Academic dishonesty (actions like cheating, plagiarism, aid of academic dishonesty, fabrication, lying, blackmail, bribery, and threatening behavior) will generally result in poor recall and learning of the material, and aren’t acceptable at UCSD. In cases of academic dishonesty, possible in-class academic sanctions can include anything from a zero on the assignment/test/project in question, to a blanket lowering of your final grade by X%, to an assigned and non-negotiable grade of “F” in the course. These sanctions are assigned at the sole discretion of the instructor, and as every case is unique, additional sanctions not listed above may apply. But again, remember that doing the assignments honestly is a part of the learning process, and failure to do so will hurt you more than anybody else.

Classroom Behavior Policy

UCSD Student Conduct Code

UCSD Principles of Community

Religious Accomodation

It is the policy of the university to make reasonable efforts to accommodate students having bona fide religious conflicts with scheduled examinations by providing alternative times or methods to take such examinations. If a student anticipates that a scheduled examination will occur at a time at which his or her religious beliefs prohibit participation in the examination, the student must submit to the instructor a statement describing the nature of the religious conflict and specifying the days and times of conflict.

For final examinations, the statement must be submitted no later than the end of the second week of instruction of the quarter. For all other examinations, the statement must be submitted to the instructor as soon as possible after a particular examination date is scheduled.

If a conflict with the student’s religious beliefs does exist, the instructor will attempt to provide an alternative, equitable examination that does not create undue hardship for the instructor or for the other students in the class.

Discrimination and Harrassment

The University of California, in accordance with applicable federal and state laws and university policies, does not discriminate on the basis of race, color, national origin, religion, sex, gender, gender identity, gender expression, pregnancy (including pregnancy, childbirth, and medical conditions related to pregnancy or childbirth), physical or mental disability, medical condition, genetic information, ancestry, marital status, age, sexual orientation, citizenship, or service in the uniformed services (including membership, application for membership, performance of service, application for service, or obligation for service in the uniformed services). The university also prohibits harassment based on these protected categories, including sexual harassment, as well as sexual assault, domestic violence, dating violence, and stalking. The nondiscrimination policy covers admission, access, and treatment in university programs and activities.

If students have questions about student-related nondiscrimination policies or concerns about possible discrimination or harassment, they should contact the Office for the Prevention of Harassment & Discrimination (OPHD) at (858) 534- 8298,, or

Campus policies provide for a prompt and effective response to student complaints. This response may include alternative resolution procedures or formal investigation. Students will be informed about complaint resolution options.

A student who chooses not to report may still contact CARE at the Sexual Assault Resource Center for more information, emotional support, individual and group counseling, and/or assistance with obtaining a medical exam. For off-campus support services, a student may contact the Center for Community Solutions. Other confidential resources on campus include Counseling and Psychological Services, Office of the Ombuds, and Student Health Services.

CARE at the Sexual Assault Resource Center - 858.534.5793 or Counseling and Psychological Services (CAPS) - 858.534.3755