Faculty Profile

Benjamin Kirby

Title
Assistant Professor
Department
Audiology and Speech-Language Pathology
College
College of Health and Public Service

    

Education

PhD, University of Iowa, 2014.
Major: Speech and Hearing Science
Degree Specialization: audiology
Dissertation Title: The impact of frequency compression on cortical evoked potentials and perception
AUD, University of Iowa, 2010.
Major: Audiology
Dissertation Title: Relationships between electrically-evoked potentials and loudness growth in bilateral cochlear implant users
BA, University of California, Santa Cruz, 2003.
Major: Linguistics

Current Scheduled Teaching*

No current or future courses scheduled.

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

ASLP 6680.001, Pediatric Audiology, Spring 2021 Syllabus SPOT
ASLP 6730.005, Seminar in Audiology, Spring 2021 Syllabus SPOT
ASLP 6660.002, Hearing Science, Fall 2020 Syllabus SPOT
ASLP 6730.005, Seminar in Audiology, Fall 2020 Syllabus SPOT
ASLP 6680.001, Pediatric Audiology, Spring 2020 Syllabus
ASLP 6730.005, Seminar in Audiology, Spring 2020 Syllabus
ASLP 6730.005, Seminar in Audiology, Fall 2019 Syllabus SPOT
ASLP 3030.003, Speech and Hearing Sciences, Fall 2019 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Journal Article
Brennan, M., Browning, J., Spratford, M., Kirby, B., McCreery, R. (2021). Influence of aided audibility on speech recognition performance with frequency composition for children and adults. International Journal of Audiology. International Journal of Audiology.
Schafer, E. C., Kirby, B., Miller, S. (2020). Remote-Microphone Technology for Children with Hearing Loss and Auditory Processing Issues. Seminars in Hearing. 41(4), 277-290.
Jorgensen, E. J., McCreery, R., Kirby, B., Brennan, M. (2020). Effect of level on spectral-ripple detection threshold for listeners with normal hearing and hearing loss. Journal of the Acoustical Society of America. 148(2), 908-917.
Kirby, B., Spratford, M., Klein, K., McCreery, R. W. (2019). Cognitive abilities contribute to spectro-temporal discrimination in children who are hard of hearing. Ear and Hearing. 40(3), 645-650. Ear and Hearing.
Klein, K. E., Walker, E. A., Kirby, B., McCreery, R. W. (2017). Vocabulary Facilitates Speech Perception in Children with Hearing Aids. Journal of Speech, Language, and Hearing Research.
Kirby, B., Kopun, J. G., Spratford, M., Mollak, C. M., Brennan, M., McCreery, R. W. (2017). Listener performance with a novel hearing aid frequency lowering technique. Journal of the American Academy of Audiology.
McCreery, R. W., Spratford, M., Kirby, B., Brennan, M. (2016). Individual differences in language and working memory affect children’s speech recognition in noise. International Journal of Audiology.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Kirby, B. J., "Impact of Psychophysical Paradigm on Spectral Ripple Discrimination in Children," Sponsored by Texas Speech-Language Hearing Foundation, Private, $1300 Funded. (February 21, 2020December 31, 2021).
Kirby, B., "Resilience to loss of auditory spectral detail in children," Sponsored by New Faculty Initiative Grant, College of Arts and Sciences, Other, $3500 Funded. (July 1, 2017June 2018).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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