Course Syllabus

Course Information
Hearing Conservation
AUD 7v82.021
Summer 2006

Professor Contact Information

Richard W. Danielson, Ph.D. CCC/A
Office hours: by appointment
Phone: 281-770-8138
Email: dick.danielson@utdallas.edu

Course Pre-requisites, Co-requisites, and/or Other Restrictions

1) Intro to Speech and Hearing Sciences (or similar course)

Course Description
This course will be a combination of independent learning experiences, group meetings via
UTD’s blackboard, and didactic instruction. This course is not only intended to help you answer
questions about "how much noise is too much?", but (more importantly) to also prepare you
for broad clinical and administrative responsibilities in your Au.D. career.

Student Learning Objectives

1. Recognize leadership roles of Audiologists in hearing loss prevention, including patient

education in clinical services, delivery of hearing loss prevention services, and consultant
roles in review of “problem audiograms”. (Std IV: B17, C2, C3, C6, E14)
2. Describe audiometric, anatomical and nonauditory effects of noise (including continuous,
intermittent and impulse) on humans (Std IV: B4, D7, D12)
3. Recognize leading candidates for pharmacological prevention of (and rescue from) noise-
induced hearing loss (Std IV: B10, C2, C3, C6)
4. Identify elements of Hearing Conservation Programs (HCP) and describe differences
between regulatory compliance and Best Practices in HCP management. (Std IV: B20, C6)
5. Recognize risks of nonoccupational noise exposure (e.g., from personal listening devices,
home shop and tool use, and weapons shooting). (Std IV: C3, C6)
6. Recognize key noise exposure metrics; relate noise dose, time-weighted averages, noise
levels, and duration of exposure and noise annoyance criteria. (Std IV: B13, B14, C6)
7. Identify when noise control measures should be employed in a HLP program (Std IV: C6)
8. Compare advantages and disadvantages of hearing protective devices found on the market
and describe methods for selecting types (using attenuation, lab and real-life rating methods,
selection, and regulatory requirements). (Std IV: C2, E7, E8)
9. Describe an audiologist’s role as the professional supervisor of audiometric monitoring in
HLP, including certification/supervision of support personnel. (Std IV: B3)

Course Syllabus Page 1

10. Recognize “problem audiograms” and make appropriate medicolegal recommendations re:
database management, reporting threshold shift data, OSHA recordability, determining work-
relatedness, report writing, and expert testimony. (Std IV: D12, D13)
11. Describe audiometric recordkeeping tools and requirements, including techniques available
for analyzing the effectiveness of HLP programs. (Std IV: D2)
12. Identify resources available to meet requirements for training and education about the effects
of noise on hearing. (Std IV: C6)
13. Recognize an audiologist’s professional responsibilities in preserving integrity and ethical
principles when delivering hearing loss prevention services. (Std IV: B1)

Required Textbooks and Materials

Primary Text:
1. Berger EH, Royster LH, Driscoll DP, Royster JD, Layne M (2003). The Noise Manual, Fifth
Edition, American Industrial Hygiene Association.

Other Required Readings:

Adera T, Gullickson GM, Helfer T, Wang L and Gardner JW (1995) Should the audiometric database analysis method (draft
ANSI S12.12-1991) for evaluating the effectiveness of hearing conservation programs be accepted as a US national standard?
JAAA 6(4):302-310
American Academy of Audiology (2003), Position Statement on Preventing Noise-Induced Occupational Hearing Loss
American College of Occupational and Environmental Medicine (2002) Evidence Based Statements, Noise-induced Hearing
Loss, found online at ACOEM website http://www.acoem.org/guidelines/article.asp?ID=53
American Speech-Language-Hearing Association (2004) The Audiologist’s role in occupational Hearing conservation and
hearing
loss prevention programs. Technical Report. ASHA Supplement 24.
Clark, William W. (1991, July). Noise exposure from leisure activities: A review. Journal of the Acoustical Society of
America, vol. 90 (1), 175-181.
Dobie, Robert (2005). Audiometric Threshold Shift Definitions: Simulations and Suggestions,
Ear and Hearing, Vol 26 (1), Feb 2005, pp 62-77.
Earshen, John J. (1999, September). Understanding noise exposure measurements. The Hearing Review, vol. 6 (9), 37, 38, 40.
Fechter LD. Promotion of noise-induced hearing loss by chemical contaminants. J Toxicol Environ Health A.
2004 Apr 23-May 28;67(8-10):727-40. Review.
Fligor BJ, Cox LC. Output levels of commercially available portable compact disc players and the potential risk to hearing.
Ear Hear. 2004 Dec;25(6):513-27.
Hawkins J and Schacht J (2005) Sketches of otohistory part 10: Noise-induced hearing loss.
Audiology and Neurto-otology 10(6):305-309.
Helfer TM, Shields AR, Gates KE. Outcomes analysis for hearing conservation programs. Am J Audiol. 2000 Dec;9(2):75-83.
Henderson D, Bielefeld EC, Harris KC, Hu BH (2006) The Role of Oxidative Stress in Noise-Induced Hearing Loss.
Ear and Hearing 27(1):1-19.
Ising H, Kruppa B. Health effects caused by noise: evidence in the literature from the Past 25 years. Noise Health. 2004 Jan-
Mar;6(22):5-13. Review.
Jayne Thomas. (2001). Legal remedies for hearing loss. In Robert A. Dobie (Ed.). Medical-Legal Evaluation of
Hearing Loss (2nd ed). (pp. 235-258). New York: Thomson Learning (Delmar Learning).
Kopke R, Bielefeld E, Liu J, Zheng J, Jackson R, Henderson D, Coleman JK. (2005) Prevention of impulse noise-induced
hearing loss with antioxidants. Acta Otolaryngol. Mar;125(3):235-43.
Lipscomb, David M. (1999, September). Allocation among causes of hearing loss: The concept, its pros and cons.
The Hearing Review, vol. 6 (9), 48, 61-64
Lusk, Sally L., Kerr, Madeline J., Ronis, David L., and Eakin, Brenda L. (1999, March/April). Applying the health promotion
model to development of a worksite intervention. American Journal of Health Promotion, vol. 13 (4), 219-227.

Course Syllabus Page 2

 Lynch ED, Kil J. Compounds for the prevention and treatment of noise-induced hearing loss. Drug Discov Today.
2005 Oct 1;10(19):1291-8.
Macrae JH. Prediction of deterioration in hearing due to hearing aid use. J Speech Hear Res. 1991 Jun;34(3):661-70.
NIOSH (1998) Criteria for a Recommended Standard: Occupational Noise Exposure - Revised Criteria 1998. Cincinnati, OH:
(print it from http://www.cdc.gov/niosh/98-126.html ... read first sections)
NIOSH (1998) Criteria for a Recommended Standard: Occupational Noise Exposure Revised Criteria 1998. Cincinnati, OH:
(available on http://www.cdc.gov/niosh/98-126.html)
Seixas NS, Sheppard L, Neitzel R. Comparison of task-based estimates with full-shift measurements of noise exposure. AIHA
J (Fairfax, Va). 2003 Nov-Dec;64(6):823-9.
Sriwattanatamma P, Breysse P. Comparison of NIOSH noise criteria and OSHA hearing conservation criteria.
Am J Ind Med. 2000 Apr;37(4):334-8.
Stansfeld SA, Matheson MP. Noise pollution: non-auditory effects on health. Br Med Bull. 2003;68:243-57
Starck J, Toppila E, Pyykko I (2003) Impulse noise and risk criteria. Noise Health. 2003 Jul-Sep;5(20):63-73.
Stepkin, Richard (2005) A Little Occupational Audiology for the Clinical Audiologist ASHA Leader found at
http://www.asha.org/about/publications/leader-onlinearchives/2005/050614/050614d.html
Tufts JB and Frank T (2003), Speech Production in Noise With and Without Hearing Protection, JASA 114(2):1069-80
Verbsky B (2004) Hearing Aids + Earmuffs: Counter-Intuitive Hearing Conservation, CAOHC Update 16(2)
http://www.caohc.org/updatearticles/summer2004/earmuffs.html

Assignments & Academic Calendar

Unit 1 - Hearing Loss Prevention and Review of Acoustics

Due May 22 at 7:00am
-Berger, Chapters 1 and 2
-American Academy of Audiology (2003), Position Statement on Preventing Noise-Induced
Occupational Hearing Loss
-American Speech-Language-Hearing Association (2004), The Audiologist’s role in occupational
Hearing conservation and hearing loss prevention programs.
Unit 2 - Anatomical and Audiometric Effects of Noise
Due May 29 at 7:00pm
-Berger, Chapters 4 and 5
-Hawkins and Schacht, (2005)
-Henderson Bielefeld and Harris et al, (2006)
-Stansfeld and Matheson, (2003)
Unit 3 - Susceptibility to NIHL
Due June 5 at 7:00am
-Fechter, (2004)
-Lynch and Kil, (2005)
-Kopke, Bielefeld, and Liu et al, (2005)
-Perez, Freeman, and Sohmer, (2004)

Unit - 4 Noise Measurement and Controls

Due June 12 at 7:00am
-Berger, Chapters 7 and 8
-Earshen (1999)
-Seixas, Sheppard, and Neitzel, (2003)
Unit 5 - Noise Exposure Standards and Damage Risk

Course Syllabus Page 3

Due June 19 at 7:00am
-Berger Text, Chapters 6 and 16
-NIOSH (1998) Criteria for a Recommended Standard: Occupational Noise
-Starck, Toppila, and Pyykko, (2003)
Unit 6 - Non-Occupational and Community Noise
Due June 26 at 7:00am
-Berger, Chapter 15
-Clark, (1991)
-Fligor and Cox, (2004)
-Ising and Kruppa, (2004)
-Macrae, (1991)
Unit 7 - Hearing Conservation Regulations
Due July 3 at 7:00am
-Berger Text, Chapter 16, Appendix 1
-NIOSH (1998) Criteria for a Recommended Standard: Occupational Noise Exposure
-Sriwattanatamma and Breysse, (2000)
Unit 8 - Hearing Protective Devices (HPDs)
Due July 10 at 7:00am
-Berger, Chapter 10
-Franks, Murphy, and Johnson et al, (2000)
-Tufts and Frank, (2003)
-Verbsky, (2004)
Unit 9 - Audiometric Monitoring
Due July 17 at 7:00am
-Berger, Chapter 16, Appendix IV
-Dobie, (2005)
-Stepkin (2005)
-American College of Occupational and Environmental Medicine, (2002)
Unit 10 - Medical-Legal Aspects of NIHL
Due July 24 at 7:00am
-Berger, Chapters 17, 18
-Jayne, (2001)
-Lipscomb, (1999)
Unit 11 - Employee Training and Motivation & Hearing Conservation Program
Management
Due July 31 at 7:00am
-Berger, Chapter 12
-Lusk, Kerr, and Ronis et al, (1999)
-Adera, Gullickson, and Helfer et al, (1991)
-Helfer, Shields, and Gates, (2000)
Other Dates
-Laboratory Component: Bruton Lecture at Callier Center, Saturday July 8 (9:00-4:30)
-Review of Bruton Lecture, Due July 15
-Case Review, Due July 29
-Final Exam, July 31

Grading Policy

Course Syllabus Page 4

The maximum total point score is 100% or 210 points.
Total points scores above 90% are generally A's, above 80% are generally B's, and above
70% C's.
Requirements for an A:
Demonstrate outstanding performance in the class and 90% of total points in the class.
Requirements for a B:
Demonstrate above average performance in the class and Demonstrate outstanding
performance in the class and 80% of total points in the class.

Points
PBL's (10 points per unit, 11 units) 110 52%
Final exam 50 24%
Discussion/Chat inputs (2 points per 20 10%
unit, 10 units)
Case Studies/Review 20 10%
Article Review 10 5%
TOTAL 210 100%

a) Problem Based Learning. Rather than focus only on memorization, our course will aim
primarily at building skills and resources that can be applied in an audiological practice
after this course is finished. Problem-based learning (PBL) is an instructional method that
will challenges you to seek solutions to real world problems. Your assignments will be
selected and designed problems that will require you to use critical knowledge, problem
solving proficiency, and self-directed learning strategies. Since real life is our target, these
assignments will ask you to resolve problems or meeting challenges that are encountered in
hearing loss prevention programs (industrial, educational, and clinical). Examples of PBLs
are: preparing an educational presentation, comparing hearing conservation standards,
analyzing a noise level survey, comparing hearing protectors, and summarizing research of
pharmacological prevention of hearing loss for non-scientists. Due each week by 7 am on
the Monday after our unit’s reading and discussion.
b) Final exam: The final will be a consist of 50 multiple-choice and short answer questions.
c) Case studies/Review:
1) (4 points) When we meet on July 8 at the Bruton Lecture, you will be given a worksheet that
asks for answers based on working labs, lectures, and activities from that day’s activities.
2) (16 points) During the final week (when there are no new readings), you will be given 5 cases
(audiometric data, medical history, noise exposure data, and/or hearing protector use data)
and asked to prepare reports of determination of work-relatedness, OSHA recordability,
and recommendations for the employees and supervisors. You may work with a partner on
this exercise.
d) Discussion/Chat inputs: Each week, we will hold active discussions on topics related to the
week. You are expected to participate with at least some regularity... You should write at
least 3 comments per week, written on at least two different days, which contribute to an
active discussion (e.g., saying “yeah, I agree” isn’t enough). You can present an issue
from the readings for discussion. Comments are due each week, by Monday morning.
e) Article Review. You will be given a chance to choose an article (published since 2003) on a
hearing loss prevention topic for review, and then submit a summary and critique of the
article. The review should be about 2 pages in length; details will be forthcoming.

Course Syllabus Page 5

Course & Instructor Policies
a) You will have two formal opportunities to evaluate this course; near the middle of the
semester and at the end. If you have concerns at other times, please write to me.
b) Extensions, make-up exams and incompletes will be given only in extenuating
circumstances. They require written verification of the circumstances and must be
requested in writing prior to the due dates.
c) If you require any modification to the class activities including lectures, discussions, exams,
and assignments in order to accommodate specific learning needs, please notify me by the
end of the first week of class in person or by email and provide documentation. I will be
happy to make whatever arrangements are needed to facilitate learning and participation in
the class.

ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed and

how knowledge and skill acquisition will be demonstrated:

ASHA Standard IV:

B1. Professional codes of ethics and credentialing

B2. Patient characteristics (e.g., age, demographics, cultural and linguistic diversity, medical history and
status, cognitive status, and physical and sensory abilities) and how they relate to clinical services

B3. Educational, vocational, and social and psychological effects of hearing impairment and their impact
on the development of a treatment program

B4. Anatomy and physiology, pathophysiology and embryology, and development of the auditory and
vestibular systems

B10. Effects of chemical agents on the auditory and vestibular systems.

B13. Physical characteristics and measurement of acoustic stimuli

B14. Physical characteristics and measurement of electric and other nonacoustic stimuli

B17. Health care and educational delivery systems

B20. Laws, regulations, policies, and management practices relevant to the profession of audiology

C2. Prevent the onset and minimize the development of communication disorders

C3. Identify individuals at risk for hearing impairment

C6. Administer conservation programs designed to reduce the effects of noise exposure and of agents that
are toxic to the auditory and vestibular systems

D2. Evaluate information from appropriate sources to facilitate assessment planning

D7. Perform audiologic assessment using physiologic, psychophysical and self-assessment measures

Course Syllabus Page 6

D12. Interpret results of the evaluation to establish type and severity of disorder

D13. Generate recommendations and referrals resulting from the evaluation process

E7. Perform hearing aid, assistive listening device, and sensory aid assessment

E8. Recommend, dispense, and service prosthetic and assistive devices

E14. Serve as an advocate for patients, families, and other appropriate individuals

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD publication, A to Z Guide, which is provided to all registered students each academic
year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and
in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating
Procedures. Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Email Use

Course Syllabus Page 7

 The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the

Course Syllabus Page 8

 Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address given below.
Additional information is available from the office of the school dean.
(http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm)

Course Syllabus Page 9

 These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 10