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Related Concept Videos

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Auscultation is a crucial component of the physical assessment of the respiratory tract. It offers valuable insights into airflow through the bronchial tree and potential lung obstructions. This process involves careful listening to breath, voice, and adventitious sounds, which can reveal a wealth of information about a patient's respiratory health.
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The human larynx, often referred to as the voice box, is an intricate organ located in the neck. It serves as a pathway for air to enter the lungs during respiration and is an essential component of voice production.
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Respiratory Depth
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Updated: Oct 8, 2025

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Learning Acoustic Assessment of Voice: An Action Research-Based SoTL Project.

Patrick R Walden1

  • 1Department of Communication Sciences & Disorders, St. John's University, Queens, New York.

Journal of Voice : Official Journal of the Voice Foundation
|January 2, 2022
PubMed
Summary

This study improved voice acoustics instruction for speech-language pathology students using student feedback. Teaching methods enhanced learning and application of voice acoustics in understanding human voice.

Keywords:
Acoustic assessment of voiceAction researchHigher educationScholarship of Teaching and Learning (SoTL)Voice changeVoice disorders

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Area of Science:

  • Speech-language pathology
  • Voice science
  • Educational research

Background:

  • Effective teaching of voice acoustics is crucial for graduate speech-language pathology students.
  • Current instructional methods may not fully meet student needs for understanding voice disorders.
  • Integrating student-informed approaches can enhance learning outcomes.

Purpose of the Study:

  • To develop and integrate effective, student-informed teaching methods for voice acoustics instruction.
  • To enhance the understanding and application of voice acoustics in a graduate voice disorders course.
  • To provide a baseline format for instructors to tailor acoustics instruction.

Main Methods:

  • Action research and scholarship of teaching and learning methodologies were employed.
  • An online focus group gathered student input on content and delivery of voice acoustics.
  • A blended learning approach (face-to-face, technology-assisted, practice-based) was implemented.
  • Student learning was assessed via an open-ended application question and a summative assessment.

Main Results:

  • Significant positive changes in student learning were observed from pre- to post-course on application measures.
  • The summative assessment showed the majority of students scored between 90%-100%.
  • Student-informed methods positively impacted the application of voice acoustics knowledge.

Conclusions:

  • Student-informed teaching methods are effective for voice acoustics instruction in speech-language pathology programs.
  • A blended learning approach enhances student recall and application of voice acoustics principles.
  • The study provides a flexible framework for optimizing voice acoustics education.