Graduate Course Proposal Form Submission Detail - SPA7346
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Approved, Permanent Archive
Submission Type: New
Course Change Information (for course changes only):
Comments: Recd in GS 10/14; to GC for review 11/2/09; Approved by GC 11/16/09; to SCNS liaison 11/29/09; SCNS approved 12/9/09, effective 1/2010 - CHANGED number from 7345 to 7346; posted in Banner 12/11/09
- Department and Contact Information
Tracking Number Date & Time Submitted 2166 2009-07-31 Department College Budget Account Number Communication Sciences and Disorders BC 1219000 00 Contact Person Phone Gail Donaldson 9744630 firstname.lastname@example.org
- Course Information
Prefix Number Full Title SPA 7346 Cochlear Implants Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Cochlear Implants Course Online? Percentage Online C - Face-to-face (0% online) 100
SPA 5303 Auditory Anatomy & Physiology, SPA 5120 Psychoacoustics, SPA 5506 Clinical Lab I, Permission of Instructor
Introduction to cochlear implants (CIs) and their use as a treatment for severe-to-profound hearing loss in adults and children. Not restricted to majors or repeatable for credit.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Clinical audiologists must have the necessary expertise to manage patients with cochlear implants. This information is not provided by any other course in the current Doctor of Audiology (AuD) curriculum.
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This is a required course in the AuD curriculum. Students in other programs who are interested in the technology of cochlear implants, deafness, auditory neurophysiology, digital signal processing, psychophysics and/or speech perception may be interested in the course.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes. Approximately 4 times.
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
The instructor must have a PhD in a hearing related field and clinical experience with cochlear implants.
- Other Course Information
(1) The student will understand the fundamental principles of electrical stimulation as related to sound perception through a cochlear implant (CI).
(2) The student will have a working knowledge of the hardware components and sound processing strategies used in contemporary CIs.
(3) The student will understand the factors that must be considered in selecting a hearing-imparied child or adult for cochlear implantation.
(4) The student will have a working knowledge of the clinical procedures that are relevant to treatment of adults and children with CIs.
(5) The student will gain experience in reading and interpreting contemporary literature related to CIs.
B. Learning Outcomes
This course is desgined to provide a knowlege and skills acquisition (KASA) experience for students who are preparing to apply for the Certificate of Clinical Competence (CCC) in Audiology from the American Speech-Language-Hearing Association (ASHA).
C. Major Topics
Topics include the history of CIs, effects of deafness on the peripheral and central auditory system, hardware components of CIs, principles of electrical stimulation of the auditory nerve, neurophysiology of electrical auditory stimulation, speech processing strategies used in CIs, psychophysics and speech perception with CIs, selection criteria for adult and pediatric CI candidates, surgical procedures, clinical and educational issues for adult and pediatric CI candidates, bilateral CIs and other new technology, and auditory brainstem/midbrain implants.
Zeng, F-G. (ed). Cochlear Implants: Auditory Prostheses and Electric Hearing. Springer Handbook of Auditory Research v.20 (R.R. Fay and A. N. Popper, series editors). Springer-Verlag, NY (2004).
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
2 Exams (22% each); 44%
1 Presentation of article; 13%
14-15 Article summaries; 13%
11 Quizzes; 5%
1 Final exam; 25%
G. Assignments, Exams and Tests
WK 1; History of CIs; Hardware components of CIs [reading: Wilson (2004), pp. 14-25], Deafness-related changes in the auditory system, Protective effects of chronic electrical stimulation * WK 2; Quiz 1; Electrical stimuli, Neural responses to electrical stimuli, Spatial patterns of neural excitation * WK 3; Quiz 2; Psychophysics of electrical stimulation. Intensity coding: threshold, MAL, DR, loudness, intensity discrimination, Temporal coding: temporal resolution and rate pitch, Spatial selectivity and channel interaction * WK 4. Quiz 3, Speech processing strategies [reading: Wilson (2004), pp. 26-40] * WK 5; Exam 1 (1 hour); Surgical procedures & medical issues [reading: Tucci & Niparko (2000), pp. 189-221; webcast viewing assignment: http://www.or-live.com/tgh/1849/ * WK 6; Quiz 4; Overview of mapping, Amplitude mapping, including use of ECAP, EABR and ESRT, Frequency mapping *
WK 7; Quiz 5; Amplitude mapping and effects of stimulation rate: Dawson et al. (2007) Clinical evaluation of expanded input dynamic range in Nucleus cochlear implants. Ear Hear. 28: 163-76. Potts et al. (2007) Relation between neural response telemetry thresholds, T- and C-levels and loudness judgments in 12 adult Nucleus 24 cochlear implant recipients. Ear Hear. 28: 495-511. Plant et al. (2007) Clinical evaluation of higher stimulation rates in the Nucleus Research Platform 8 system. Ear Hear. 28:381-393. * WK 8; Quiz 6; Frequency mapping: Fourakis et al. (2007) Effect of frequency boundary assignment on speech recognition with the Nucleus 24 ACE speech coding strategy. J. Am. Acad. Audiol. 18: 700-717. Goupell et al. (2008) Effects of upper-frequency boundary and spectral warping on speech intelligibility in electrical stimulation. J. Acoust. Soc. Am. 123:2295-2309
Svirsky et al. (2004) Long term adaptation to a modified frequency map. Acta Otolaryngol. 124: 381-6. * WK 9; Quiz 7; Evaluation and selection criteria: Adults Timeline for implantation, Cost and insurance reimbursement Evaluation and selection criteria: Children Sample cases * WK 10; Quiz 8; Spectral resolution and number-of-channels research, Spectral coding: Henry and Turner (2003) The resolution of complex spectral patterns by cochlear implant and normal-hearing listeners. J. Acoust. Soc. Am. 113: 2861-2873; Berenstein et al. (2008) Current steering and current focusing in cochlear implants: Comparison of monopolar, tripolar and virtual channel electrode configurations. Ear Hear. 29: 250-260. Temporal coding and combined acoustic-electric hearing: Xu and Pfingst (2005) Relative contributions of spectral and temporal cues for phoneme recognition. J. Acoust. Soc. Am. 117: 3255-3267. * WK 11; Exam 2 (1 hour: * WK 12; Quiz 9; Temporal coding and combined acoustic-electric hearing (cont’d):
Kong et al. (2005) Speech and melody recognition in binaurally-combined acoustic and electric hearing. J. Acoust. Soc. Am. 117: 1351-1361. Kiefer et al. (2005) Combined electric and acoustic stimulation of the auditory system: Results of a clinical study. Audiology and Neurotology 10: 134-44. Music perception * WK 13; Quiz 10; Outcomes in children: Sharma et al. (2005) The influence of a sensitive period on central auditory development in children with unilateral and bilateral cochlear implants. Hear. Res. 203: 134-143; Nicholas and Geers (2006) Effects of early auditory experience on the spoken language of deaf children at 3 years of age. Ear Hear. 27:286-298
Holt and Svirsky (2008) An exploratory look at pediatric cochlear implantation: Is earliest always best? Ear Hear. 29: 492-511. * WK 14; Quiz 11; Bilateral implants, Auditory brainstem implants, auditory midbrain implants *
WK 15; FINAL EXAM
H. Attendance Policy
Attendance in class is required. At the discretion of the Instructor, students may be excused from class in the event of a medical or family emergency. However, the student is expected to notify the Instructor of his/her absence prior to the missed class or as soon as possible if prior notification is not possible, and must provide documentation of the emergency. Attendance at professional conferences and other professional activities does not constitute an excused absence, however, the instructor MAY allow a maximum of one such absence per student during the course of the semester. Students requesting to be excused from one class for purposes of attending a professional conference or related professional activity must seek approval for that absence no later than the second class meeting. Students will receive no credit for quizzes, exams or presentations missed due to an unexcused absence. *
Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the Instructor, in writing, by the second class meeting.
I. Policy on Make-up Work
Students will receive no credit for quizzes, exams or presentations missed due to an unexcused absence. *
The USF policy on Academic Integrity and Academic Dishonesty will be followed in this course. This policy may found at: http://www.ugs.usf.edu/catalogs/0405/adadap.htm. *
Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty and will result in an automatic grade of “F” for the course. *
Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. In the School of Communication Sciences and Disorders, we value academic honesty and good conduct in the classroom and as such, we strongly adhere to university guidelines with regard to departure from these conventions. Punishment for academic dishonesty may include a zero grade on the specific assignment, and can result in failing the class altogether. *
•Procedures for Alleged Academic Dishonesty or Disruption:
•Student Academic Grievance Procedures -- http://www.ugs.usf.edu/catalogs/0608/arcsagp.htm
J. Program This Course Supports
- Course Concurrence Information