Uses of the pitch-scaled harmonic filter in speech processing

The pitch-scaled harmonic filter (PSHF) is a technique for decomposing speech signals into their periodic and aperiodic constituents, during periods of phonation. In this paper, the use of the PSHF for speech analysis and processing tasks is described. The periodic component can be used as an estimate of the part attributable to voicing, and the aperiodic component can act as an estimate of that attributable to turbulence noise, i.e., from fricative, aspiration and plosive sources. Here we present the algorithm for separating the periodic and aperiodic components from the pitch-scaled Fourier transform of a short section of speech, and show how to derive signals suitable for time-series analysis and for spectral analysis. These components can then be processed in a manner appropriate to their source type, for instance, extracting zeros as well as poles from the aperiodic spectral envelope. A summary of tests on synthetic speech-like signals demonstrates the robustness of the PSHF's performance to perturbations from additive noise, jitter and shimmer. Examples are given of speech analysed in various ways: power spectrum, short-time power and short-time harmonics-to-noise ratio, linear prediction and mel-frequency cepstral coefficients. Besides being valuable for speech production and perception studies, the latter two analyses show potential for incorporation into speech coding and speech recognition systems. Further uses of the PSHF are revealing normally-obscured acoustic features, exploring interactions of turbulence-noise sources with voicing, and pre-processing speech to enhance subsequent operations

Platelet-collagen adhesion: evidence for participation of antigenically distinct entities.

Univalent antibody fragments prepared from a rabbit antiserum raised against whole human platelets completely inhibited adhesion of platelets to immobilized trimeric collagen in a defined, Mg2+-dependent, adhesion assay. An octylglucoside extract of whole platelets completely neutralized this antibody, and all neutralizing activity bound to immobilized wheat germ agglutinin. Further fractionation on concanavalin A gave rise to subfractions that each neutralized only partially at saturation, when tested against antibody concentrations that inhibit 50% of platelet-collagen adhesion. When tested against higher antibody concentrations that completely inhibited adhesion, each subfraction had no detectable neutralizing effect, although the combined subfractions neutralized completely. This and other evidence suggests that more than one platelet entity participates in platelet-collagen adhesion. Although distinct, they appear to play interdependent roles in a single adhesion process

A Journey Toward Mastery Teaching: STEM Faculty Engagement in a Year-Long Faculty Learning Community

As part of an institutional focus on STEM student success, a group of STEM faculty participated in a year-long faculty learning community (FLC) to explore and adopt research-based best practice in their teaching. The authors assessed the effectiveness of the FLC in influencing faculty perceptions about teaching and increasing their use of best teaching practices. Their research design used pre- and post-analysis of participants\u27 teaching logs, classroom observations, and a survey instrument that probed attitudes toward teaching and learning. Data analysis shows that the sustained support provided by the FLC increased faculty knowledge of best teaching practices and catalyzed faculty to try new pedagogical and assessment approaches. However, over the year of the FLC experience, only small shifts were observed in faculty perceptions and practice, as measured by a survey and a descriptive observation protocol, respectively. Results suggest the experience primarily supported modest faculty exploration of new strategies

Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice

Process Oriented Guided Inquiry (POGIL) uses cooperative learning activities to teach content and to actively engage students in inquiry, analytical thinking, and teamwork. It has been used extensively in Chemistry education, but its use is not well documented in other areas. This is a summary of the initial implementation of POGIL in a university biomechanics course and includes the benefits, challenges, and recommendations for teachers interested in using this effective instructional strategy

Coherent Calculus Course Design: Creating Faculty Buy-In for Student Success

This paper recounts the process used and results achieved as first-semester Calculus at Boise State University was transformed over a period of approximately 16 months from a collection of independent, uncoordinated, personalized sections, into a single coherent multi-section course. During the process of this transformation, section size and the instructor pool remained relatively constant; however, profound changes were made across all sections in terms of pedagogy, homework, timing of course content, grade computation and exam content. The motivation for focusing on Calculus I arose from a five-year National Science Foundation Science Talent Expansion Program grant that was awarded in 2010 to a multi-disciplinary team that spanned engineering, mathematics and science. A major grant objective was to raise first-semester, full-time retention of students in STEM majors. The projects supported several yearlong faculty learning communities (FLCs) of about 10 instructors each. With significant involvement from mathematics faculty, the first two FLCs prepared the ground for pedagogical reform of calculus. In 2013-14, a final FLC was created with the express purpose of implementing consistent, student-learning focused strategies across several section of calculus. The specific approach used to design a coherent calculus course was tied to a decision made by the FLC to use identical homework assignments, with common due dates and times. The FLC structure facilitated buy-in and rapid communication and feedback between instructors, who as they came to agreement on the exact homework exercises, also came to agreement on learning goals and content for each individual lesson. Although there was no explicit attempt to have all instructors adopt the same pedagogy or classroom practices, because FLC discussions frequently turned to pedagogy, all members of the FLC chose to adopt a similar pedagogical approach which included devoting class time to solving problems, working in small groups, facilitated by the lead instructor and a learning assistant. In subsequent semesters, all calculus instructors have opted in to the common, coherent approach to the course (except for those teaching online or honors sections). Pass and withdrawal rates pre and post implementation reveal an increase in pass rate of 13.4% and a drop in withdrawal rate of 3.9% as a result of the project. Results from anonymous faculty surveys show that faculty in the project changed their teaching practices in Calculus, that they observed positive effects of this in their classrooms, that they took advantage of the FLC to learn from their colleagues and that their experiences with Calculus will have spillover impacts in their other classes. Results from student surveys show, among other things, that students were aware of the pedagogical difference in terms of their classroom experience, with some expressing discomfort in terms of working in groups to solve problems in class and not receiving a traditional lecture experience and others reporting group work as a valuable aspect

Real-World Industry Collaboration within a Mechatronics Class

This paper describes the implementation and assessment of an innovative senior/graduate level mechatronics (robotics) module that integrated structured and unstructured learning experiences, in collaboration with an industry partner. With real-world constraints and expectations, students designed and delivered a product as the final project. In fall 2007, the corporate partner provided state-of-the-art, programmable robotic kits with a user-friendly programming environment. The assigned project was to design a biomedical robot to work in a hospital intensive care unit (ICU) to perform tasks such as transporting supplies or delivering paperwork. Students with diverse skills and majors were grouped in ten teams, two to three students each. Student learning activities included designing a robot from a box of FisherTechnik materials, without the aid of instruction manuals; writing program code using the PCS environment; and integrating hardware and software. After four weeks of building, training, and testing, each team’s robot was unique. In the final competition, each robot was assigned to a particular room in the ICU to perform a specific task. Overall, the results indicated that the students gained hands-on experience with the state-of-art technology and effectively applied the conceptual course content to a real application

Creating a STEM Identity: Investment with Return

Establishing a strong STEM (science, technology, engineering and mathematics) identity at Boise State University, a metropolitan campus with approximately 3,655 undergraduate STEM students and a total undergraduate enrollment of approximately 19,042 (16,136 FTE) has been an important step toward creating a climate conducive to facilitating fundamental change. Examples of such change include building collaborations among faculty within and across departments, establishing the identity of students as part of a community beyond their chosen major, improving the efficiency and effectiveness of university systems, and perhaps most importantly, developing a framework to think deliberately about ways to effect change. This paper is focused on describing and categorizing the development of a STEM “identity” over the past decade within a metropolitan campus that does not have an overall STEM central mission. The College of Engineering (CoE), established in 1997 as a result of a regional demand for engineering and computer science graduates, began focusing heavily on student success initiatives in 2004 with support from the Engineering Schools of the West Initiative, through the William and Flora Hewlett Foundation. This first wave of initiatives was critically assessed, and engineering student success became a focal point for the CoE. Internal research conducted under this grant exposed numerous roadblocks that impeded students\u27 academic success. In 2010, another large grant, funded through the National Science Foundation Science Talent Expansion Program (STEP), was awarded to increase the numbers of students graduating with STEM degrees. This grant engaged an interdisciplinary, cross-college team of STEM educators passionate about continuous improvement and pedagogical reform. Six months after the STEP grant launch, a second grant was awarded, a NSF Innovation through Institutional Integration (I^3) grant. All activities associated with these grants were deliberately categorized as “STEM” activities, in order to benefit all STEM students and faculty. This had the added benefit of unifying the STEM community and helping launch a sense of common purpose among STEM faculty and staff. We discuss a framework and present supporting cases to show how developing a STEM identity has been a critical step towards cross-curricular integration and improvements in pedagogical development, structures, policies and a sense of STEM community

Applying the CACAO Change Model to Promote Systemic Transformation in STEM

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills while problem-solving in class. Even though educational research, especially research that is targeted at STEM disciplines, demonstrates what most effectively engages students and supports their learning, many of today\u27s classrooms look much like they did a century ago, with a professor delivering a primarily one-way lecture and students passively sitting in seats bolted to the floor. At this juncture in history, colleges and universities face a public call to engage a more diverse representation of students in effective learning, persistence, and degree attainment, and to do so economically and efficiently. It is essential that institutions draw upon methods demonstrated to effectively increase student learning and success. Educational researchers have thoroughly explored the basic science in this area, and a body of literature documents effective evidence-based instructional practices, hereafter referred to as EBIPs

The Benefits of Supplementing the Eighth Grade American History Curriculum with Historical and Realistic Fiction Novels

As the textbook remains the driving force of instructional methodology in the secondary history curriculum, student enthusiasm and achievement in the discipline continue to decline. Textbooks, which fail to tell the complete story of the American experience, are not just shortchanging history, they are ill-suited to the developmental requirements of the adolescent learner. Through personal classroom experience, literature review, and a one-year site-based study, the evidence compiled in this study endorses the integration of social studies trade books, in particular historical and realistic fiction novels, as a prescription for diminishing, if not turning around, the discouraging trend in middle school social studies