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When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Service Learning in Undergraduate Audiology Education.

Lata A Krishnan, K Andrew R Richards, Mary Bajek

    American Journal of Audiology
    |December 10, 2015
    PubMed
    Summary

    This study integrated a service learning project into an undergraduate audiology course. While students provided positive feedback on hearing assessments and protection counseling, quantitative measures showed no significant attitude changes.

    Area of Science:

    • Audiology Education
    • Service Learning in Higher Education
    • Speech and Hearing Sciences

    Background:

    • Undergraduate audiology curricula traditionally focus on theoretical knowledge and in-class skill practice.
    • Integrating practical, community-engaged experiences can enhance student learning and civic development.
    • Service learning offers a pedagogical approach to bridge academic learning with real-world application.

    Purpose of the Study:

    • To incorporate a service learning project into an undergraduate audiology course.
    • To evaluate the impact of this service learning project on student learning outcomes.
    • To assess the effectiveness of service learning in enhancing academic and civic engagement.

    Main Methods:

    • Partnered audiology students with a university band learning community.

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  • Trained audiology students in hearing assessment and counseling on hearing protection.
  • Audiology students provided hearing assessments and counseling to band members.
  • Collected qualitative data through pre- and post-course reflections.
  • Administered the Community Service Attitudes Scale (CSAS) pre- and post-course.

    • Main Results:

    • Students reported overwhelmingly positive experiences and learning in their final reflection papers.
    • Qualitative data indicated enhanced understanding of audiology procedures and the importance of hearing protection.
    • No statistically significant changes were observed in the quantitative Community Service Attitudes Scale (CSAS) scores.

    Conclusions:

    • Service learning projects can effectively enhance academic learning in undergraduate audiology.
    • Community-engaged projects foster civic learning and provide valuable experiences for students.
    • The integration of service learning benefits both students and the community they serve.