| Audiology | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | ODY007 | ||||
| Course Name: | Acoustic Features in Educational Environments | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. AHMET CEYLAN | ||||
| Course Lecturer(s): | |||||
| Course Assistants: |
| Course Objectives: | In this course, it is aimed to emphasize the importance of classroom acoustics and to define the duties of the audiologist in the arrangements that can be made in the educational environments of individuals with hearing loss. |
| Course Content: | This course; Introduction to Classroom Acoustics, Examining the Concepts of Signal-Noise Ratio and Reverberation Time, , Relation of Sound Reflection, Hearing Loss and Understanding Speech, Problems Caused by Bad Class Acoustics, Improving Classroom Acoustics, Importance of Classroom Acoustics for Hearing Impaired Children, Precautions to be Taken in Classrooms of Hearing Impaired Children , The Role of the Audiologist in Improving Classroom Acoustics. |
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The students who have succeeded in this course;
1) Student; Knows the concepts of classroom acoustics, reverberation, signal-to-noise ratio 2) Knows the negative effects of bad classroom acoustics and can take measures to improve these negative effects. 3) Knows the features that the educational environment of hearing-impaired individuals should have. 4) Knows their duties and responsibilities in improving classroom acoustics. |
| Week | Subject | Related Preparation |
| 1) | Introduction to Classroom Acoustics | |
| 2) | Analysis of Reverberation Time, Signal-Noise Ratio Concepts | |
| 3) | The Relationship between Sound Reflection, Hearing Loss and Speech Comprehension | |
| 4) | Problems Caused by Bad Classroom Acoustics | |
| 5) | Improving Classroom Acoustics | |
| 6) | The Importance of Classroom Acoustics for Hearing Impaired Children | |
| 7) | The Importance of Classroom Acoustics for Hearing Impaired Children | |
| 8) | Midterm Exam | |
| 9) | Precautions to be Taken in Classrooms of Hearing Impaired Children | |
| 10) | Precautions to be Taken in Classrooms of Hearing Impaired Children | |
| 11) | Precautions to be Taken in Classrooms of Hearing Impaired Children | |
| 12) | The Role of the Audiologist in Improving Classroom Acoustics | |
| 13) | The Role of the Audiologist in Improving Classroom Acoustics | |
| 14) | The Role of the Audiologist in Improving Classroom Acoustics | |
| 15) | Final Exam | |
| 16) | Final Exam |
| Course Notes / Textbooks: | Handbook of Clinical Audiology "7th ed.". Eds.: Katz J, Chasin M, English K, Hood LJ, Tillery KL. Wolters Kluwer Health. Chapter 37. |
| References: | Öğretim elemanının ders sunumları |
| Course Learning Outcomes | 1 |
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| Program Outcomes | ||||||||||
| 1) They have basic and up-to-date information in the field of audiology, lecture notes, necessary tools and materials for practice, multimedia educational tools and advanced institutional and applied knowledge supported by other resources. | 2 | 2 | 2 | 2 | ||||||
| 2) Uses the information learned in audiology education for the improvement of hearing, speech and balance system health on an individual and social scale, and for the prevention and, if necessary, treatment of problems that may arise in these areas. | 3 | 3 | 3 | 3 | ||||||
| 3) Accesses, evaluates, interprets, and shares when necessary, current and non-dogmatic proven information in the field of hearing, balance and speech disorders. | 2 | 3 | 3 | 3 | ||||||
| 4) It organizes, implements, trains and monitors disease and individual diagnosis, testing, treatment and rehabilitation programs, taking into account age, gender, socio-cultural, economic, disease and health conditions. | 1 | 3 | 2 | 3 | ||||||
| 5) With her knowledge in the field of audiology, they can independently put forward a scientific-scale study and acts as a team member in high harmony with other professional groups working in this field. | 2 | 2 | 2 | 2 | ||||||
| 6) Acts in accordance with the legislation and professional ethical rules regarding its duties, rights and responsibilities in the practices in which it is assigned or responsible for the field of audiology. | 2 | 3 | ||||||||
| 7) It detects hearing, balance and speech disorders, albeit partially, at individual and social level, and creates solutions by considering professional, moral and ethical values. | 1 | 2 | 2 | 3 | ||||||
| 8) Uses computer programs specific to the professional field, related technology and educational tools. | 2 | |||||||||
| 9) Takes responsibility, individually and as a team member, to solve complex problems in or out of the field during practice or professional life. | 2 | 3 | ||||||||
| 10) They actively participates in in-house, national and international trainings after graduation. | ||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | They have basic and up-to-date information in the field of audiology, lecture notes, necessary tools and materials for practice, multimedia educational tools and advanced institutional and applied knowledge supported by other resources. | 2 |
| 2) | Uses the information learned in audiology education for the improvement of hearing, speech and balance system health on an individual and social scale, and for the prevention and, if necessary, treatment of problems that may arise in these areas. | 3 |
| 3) | Accesses, evaluates, interprets, and shares when necessary, current and non-dogmatic proven information in the field of hearing, balance and speech disorders. | 3 |
| 4) | It organizes, implements, trains and monitors disease and individual diagnosis, testing, treatment and rehabilitation programs, taking into account age, gender, socio-cultural, economic, disease and health conditions. | 2 |
| 5) | With her knowledge in the field of audiology, they can independently put forward a scientific-scale study and acts as a team member in high harmony with other professional groups working in this field. | 1 |
| 6) | Acts in accordance with the legislation and professional ethical rules regarding its duties, rights and responsibilities in the practices in which it is assigned or responsible for the field of audiology. | 2 |
| 7) | It detects hearing, balance and speech disorders, albeit partially, at individual and social level, and creates solutions by considering professional, moral and ethical values. | 2 |
| 8) | Uses computer programs specific to the professional field, related technology and educational tools. | 2 |
| 9) | Takes responsibility, individually and as a team member, to solve complex problems in or out of the field during practice or professional life. | 2 |
| 10) | They actively participates in in-house, national and international trainings after graduation. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 13 | 26 |
| Study Hours Out of Class | 12 | 36 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 66 | |