Will Styler - Spring 2021
Do not print the syllabus! The information will change regularly, and it will be kept up to date here!
Syllabus/Course Website: http://savethevowels.org/113/, Slides are linked below in the Course Schedule.
YouTube: For ease of access, captioning, and watchability, course videos will be posted after lectures on YouTube on my LIGN 113 Playlist.
Canvas: This course will be using Canvas for discussions, to post files, and to manage grades. The Course Finder page (https://coursefinder.ucsd.edu/) will display all of your TritonEd and Canvas courses.
Gradescope: We’ll be using Gradescope for quizzes and assignments this quarter. Once you’ve created an account using your @ucsd.edu email address, you’ll be able to see the course, as well as to upload your assignments. If you have any problems with this process, please alert your instructor.
Zoom: We’ll be using Zoom this quarter for all class sessions and office hours. Please follow Will’s Student Guidelines for Online Classes.
Discord: I’ve set up a Discord server for the class which is posted on Canvas. Joining this server is optional, and participation (or not) will have no effect on your course grade.
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. Any physical or electronic version of the book will suffice.
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. Click an individual class topic to see that day’s slides.
Weeks are listed by the Monday they start on. Although all due-dates are fixed (barring extensive notice), given everything, expect things to change some. Please check this page regularly. Click an individual day to see that day’s slides (broken links indicate that slides are not yet posted).
You must complete a quiz each Monday before class, covering material from the prior week. You can either attend the synchronous sessions or watch the lecture later, so long as you complete the quiz by the following Monday, both options are the same. All assignments are due on Sundays following the class session at 11:59pm (so Week 1’s ‘Due Sunday’ assignment is due January 10th at 11:59pm).
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.
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, advantages, and disadvantages of addressing hearing loss (such as hearing aids and cochlear implants) for those people who desire to take that path.
Prior students have reported that this course fulfills the requirements for San Diego State University’s SLHS 0305 (“Hearing Science”) course, and other students have seen similar success elsewhere. But naturally, please contact an academic advisor at your institution of choice to clarify what will count for what upon transferring.
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.
Your final grade is based on the below formula, and will be automatically calculated in Canvas:
| Item | % of Final Grade |
|---|---|
| Assignments | 40% |
| Content Quizzes | 30% |
| Graded Discussions | 30% |
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.
Without proof of good cause, late homework will be penalized at a rate of 40% per day late. Meaning that a homework due on Sunday, which would have recieved an 100%, would recieve a 60% submitted on Monday, a 20% submitted on Tuesday, and no submissions are allowed Wednesday.
All assignments are weighted equally and are equally important.
Gradescope Online Submission is a new feature, let me know if you have troubles.
Every week, you’ll have a small content quiz covering material from the prior week, administered through Gradescope, due Monday before class. These are open book and open note, and are simply designed to make sure that you’re doing the reading, attending sessions, and/or watching the course videos.
Because these are designed to test learning, rather than punish mistakes, quizzes will be worth 10 points, but graded out of five (so, getting a 7/10 will still give you full points towards your grade, but no extra credit). We will automatically drop your lowest quiz grade, so no late or make-up quizzes will be allowed.
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:
First, you’ll write a post responding to a question, post about this experience on Canvas in a designated discussion board. Once you’ve posted, you’ll be able to view your classmates answers and approaches, and then…
You’ll make two posts, responding to your classmates’ work, respectfully discussing the differences in your analyses, or reacting to their take on the process.
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.
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.
You can also earn an additional 0.5% added to your course grade as extra credit by being present and attentive (meaning camera on, interacting in chat and asking questions, not just logging into Zoom camera off and going back to bed) in at least one session per week. If you can’t attend synchronous sessions or prefer to be present-but-absent in course sessions, and would like to take this opportunity for EC, contact me prior to week 3 to arrange an alternative assignment.
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.
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.
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 (wstyler@ucsd.edu) ccing your TAs.
Your request must present evidence that there has been an error in grading, making reference to lecture, a textbook, or another source demonstrating the validity of your answer.
You must submit your request within seven days of that particular assignment being returned/released. All grades more than seven days old are final, erroneous or not.
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.
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. Use of online tools to ‘find the answers’ is generally easy to detect, and will result in penalties. Please, don’t be a cheater, for your sake and ours, and refer to the UCSD policy below for more information. Remember, you can always retake a failed class, but you can’t make an academic integrity violation disappear.
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.
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.
It’s better to ask permission than forgiveness! If something’s gone wrong (whether it be in class, recitation, or life in general), let me know (even if just in general terms) ASAP by email or in office hours. There are many exceptions that I’m willing to authorize ahead of time to a student who’s trying that I won’t offer after the fact. Don’t worry about documenting things immediately, we can always figure that out later.
Effort Matters! We will always go the extra mile to help students who are clearly putting in effort, even if they’re struggling, and we want students making the effort to succeed. But on the other side, cutting corners, ‘blowing off’ the class, or turning in low-effort work is disrespectful, and won’t help your cause. Put in the effort for us, and we’ll put in effort for you.
We will gladly honor your request to be addressed using your preferred name or gender pronoun in cases where it differs from that on the course roster. Please let us know quickly, remind us often, and accept our apologies if we forget.
If you’d ever like a letter of recommendation from me, make sure to interact, come to office hours, ask great questions, and make an impression. Even if you do great in the class, if I don’t know you, I’ll be a bad choice to write for you. More details at https://wstyler.ucsd.edu/recommendation/
Will will unabashedly use as many really awful puns as possible given the course content. If you have a pun allergy, run. Flee. Escape. There is still time! - What do you call an alligator in a vest? An investigator.
Information contained in the course syllabus, other than the grading policies, may be subject to change, as deemed appropriate by the instructor.
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?
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 - osd@ucsd.edu | 858.534.4382
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.
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.
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, ophd@ucsd.edu, or reportbias.ucsd.edu.
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 sarc@ucsd.edu Counseling and Psychological Services (CAPS) - 858.534.3755