Abstract
Discussions of education in acoustics have traditionally focused on content issues such as “demonstration experiments, laboratory exercises, interpretation of basic concepts in acoustics, homework problems, possible exam questions, and tutorial papers” as noted in the announcement for a JASA special issue on education in 2010. However, well-constructed content does not always translate to actual learning. Furthermore, a common sentiment among new and established teachers is that much time and effort end up being spent on classroom management rather than teaching the content. How do students learn best? How do teachers help students understand the nature and progress of their learning? This paper reports a longitudinal study on teaching speech science to undergraduate students majoring in communication sciences and disorders. The course was taught by the author 19 times in a span of 10 years to 994 students at a public university. The relationships between how grades were determined, the actual final grade...
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