![]() ![]() To close down, and I am just very proud of our faculty, our students, and our clients This kind of ingenuity also enabledįischer to continue welcoming clients to the clinic where speech-language pathologyĪnd audiology majors obtain practical experience. The students could view the videos on digitalĭevices at their leisure and check their responses. With the phonetically correct pronunciations on the back. Was to put a list of 20 words in a different universal alphabet on a sheet of paper This was a way to avoid multiple students sharing audiometers.Īnother technique Fischer used to help maintain pandemic protocols in phonetics classes Which are machines used to measure hearing ability, while the other worked on a differentĪssignment, and vice versa. One lab’s students would use audiometers, Her fall 2020 and spring 2021 lab classes in half. What could have been a setback for students in the Speech-Language Pathology and Audiology program turned into an opportunity for improving the curriculum. “We areĬOVID-19 protocol no obstacle for Speech-Language-Hearing clinic They didn’t miss a beat and quickly adjusted to a new normal,” said Smith. “We learned that our students are amazing! Services are still offered online, and they have a blueprint on how to communicateĪnd safely function during any future crisis. Students and providing clinical services to the public during a time of many uncertainties.Ĭollectively the MTSU team felt they learned the value of patience and positivityĪnd how creative they could be utilizing technology without compromising the compassionateĪnd cutting-edge services that are the hallmarks of the clinic. All three agreed “teamwork”Īnd “communication” were the keys to their success with teaching classes, encouraging The pandemic shut down MTSU in March 2020, few people understood how vital communication was during the crisis more than Kathryn Blankenship, Karen Davis and Elizabeth Smith. ![]() With daily communication challenges from stuttering to hearing loss and more. Students in the Speech-Language Pathology and Audiology program prepare to help people The course highlights theories of description and assessment, and linguistic approaches to intervention.Small program is a communication giant during pandemic LING 430 PHONETIC AND PHONOLOGICAL DISORDERS COLANNAĪn introduction to major disorders of linguistic speech sounds, both phonetic (articulatory) and phonological (cognitive) in nature. For English majors and minors, this is designated as a linguistics course. This course will also involve research design and the writing of research papers. ![]() Using the facilities of the CSI Speech Laboratory, students will learn to analyze speech acoustically and physiologically. This course is a prerequisite for all upper-level courses related to speech sounds, including courses related to speech-language pathology.Īn introduction to the experimental methods used to study speech production and perception. ![]() Students will learn how to use the International Phonetic Alphabet and how to produce nearly all of the basic sounds used in all of the world's languages. This course is an introduction to the linguistic subfield of phonetics-the study of how speech sounds are articulated, transcribed, and represented in the mind/brain. Students may also have the opportunity to explore applications of linguistic theory to questions about language change (historical linguistics), first language acquisition (how children learn language), second language learning (how adults learn a second language), sign languages, language and the brain (psycholinguistics and neurolinguistics), and computational linguistics. We will cover the basic areas of linguistic grammar: phonetics, phonology, morphology and syntax. This course is an introduction to the scientific study of human language, a prerequisite for further study in linguistics/speech-language pathology. LING 301 INTRODUCTION TO LINGUISTICS POPESCU ![]()
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