Faculty Profile

Sharon Miller

Sharon Miller

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

    

Education

PhD, University of Minnesota, 2015.
Major: Speech-Language-Hearing Sciences
Dissertation Title: Neural correlates of phonetic learning in adult listeners with cochlear implants
MA, University of Minnesota, 2005.
Major: Audiology
Dissertation Title: Assessment of different explanations of the fundamental frequency's contribution to speech intelligibility in noise
BS, Northwestern University, 2003.
Major: Communication Sciences and Disorders

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 6690.001, Hearing Aids I, Spring 2021 SPOT
ASLP 3040.900, Introduction to Audiology, Spring 2021 Syllabus SPOT
ASLP 6990.001, Research Project, Spring 2021
HLSR 6950.032, Doctoral Dissertation, Fall 2020
ASLP 6770.001, Electrophysiologic Assessment, Fall 2020 Syllabus SPOT
ASLP 6695.001, Hearing Aids II: Strategies for Selecting and Fitting Hearing Aids, Fall 2020 Syllabus SPOT
ASLP 6690.001, Hearing Aids I, Spring 2020 Syllabus
ASLP 6990.001, Research Project, Spring 2020
ASLP 5900.711, Special Problems, Spring 2020
ASLP 6770.001, Electrophysiologic Assessment, Fall 2019 SPOT
ASLP 6695.001, Hearing Aids II: Strategies for Selecting and Fitting Hearing Aids, Fall 2019 SPOT
ASLP 5900.003, Special Problems, Fall 2019
ASLP 6690.001, Hearing Aids I, Spring 2019 SPOT
ASLP 4951.702, Honors College Capstone Thesis, Spring 2019
ASLP 6990.001, Research Project, Spring 2019
ASLP 3030.002, Speech and Hearing Sciences, Spring 2019 Syllabus SPOT
ASLP 6770.001, Electrophysiologic Assessment, Fall 2018 SPOT
ASLP 6695.001, Hearing Aids II: Strategies for Selecting and Fitting Hearing Aids, Fall 2018 SPOT
ASLP 3996.003, Honors College Mentored Research Experience, Fall 2018
ASLP 6780.003, Electrophysiologic Assessment II, Spring 2018 SPOT
ASLP 3030.002, Speech and Hearing Sciences, Spring 2018 Syllabus SPOT
ASLP 6695.001, Hearing Aids II: Strategies for Selecting and Fitting Hearing Aids, Fall 2017 SPOT
ASLP 3030.003, Speech and Hearing Sciences, Fall 2017 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
Miller, S., Graham, J., Schafer, E. C. (2021). Auditory Sensory Gating of Speech and Nonspeech Stimuli. Journal of Speech Language and Hearing Research. 64, 1404-1412.
Dunn, C., Miller, S., Schafer, E. C., Silva, C., Gifford, R., Grisel, J. (2020). Benefits of a Hearing Registry: Cochlear Implant Candidacy in Quiet versus Noise in 1611 Patients. American Journal of Audiology. 29(4), 851-861.
Miller, S., Anderson, C., Manning, J., Schafer, E. C. (2020). Insurance payer status predicts post-operative speech outcomes in adult cochlear implant recipients. Journal of the American Academy of Audiology. 31(9), 666-673.
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.
Miller, S., Zhang, Y. (2020). Neural coding of syllable-final fricatives with and without hearing aid amplification. Journal of the American Academy of Audiology. 31(08), 566-577.
Miller, S., Wathen, K., Cash, E., Pitts, T., Cornell, L. (2018). Auditory sensory gating predicts acceptable noise level. Hearing Research. 359, 76-84. http://www.sciencedirect.com/science/article/pii/S0378595517302307
Miller, S., Zhang, Y., Nelson, P. (2016). Neural Correlates of Phonetic Learning in Postlingually Deafened Cochlear Implant Listeners.. Other. 37(5), 514-28.
Miller, S., Zhang, Y., Nelson, P. B. (2016). Efficacy of Multiple-Talker Phonetic Identification Training in Postlingually Deafened Cochlear Implant Listeners.. Journal of Speech Language and Hearing Research. 59(1), 90-8.
Miller, S., Zhang, Y. (2014). Validation of the cochlear implant artifact correction tool for auditory electrophysiology. Neuroscience Letters. 577(Supplement C), 51 - 55. http://www.sciencedirect.com/science/article/pii/S0304394014004790
Miller, S., Zhang, Y. (2014). Neural coding of phonemic fricative contrast with and without hearing aid.. Other. 35(4), e122-33.
Zhang, Y., Koerner, T., Miller, S., Grice-Patil, Z., Svec, A., Akbari, D., Tusler, L., Carney, E. (2011). Neural coding of formant-exaggerated speech in the infant brain. Other. 14(3), 566–581. Blackwell Publishing Ltd. http://dx.doi.org/10.1111/j.1467-7687.2010.01004.x
Rao, A., Zhang, Y., Miller, S. (2010). Selective listening of concurrent auditory stimuli: An event-related potential study. Hearing Research. 268(1), 123 - 132. http://www.sciencedirect.com/science/article/pii/S0378595510002789
Miller, S., Schlauch, R. S., Watson, P. J. (2010). The effects of fundamental frequency contour manipulations on speech intelligibility in background noise.. The Journal of the Acoustical Society of America. 128(1), 435-43.
Magazine/Trade Publication
Miller, S., Grisel, J., Schafer, E. C. (2020). The Auditory Implant Initiative. Audiology Today. 31, 30-38. American Academy of Audiology.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Miller, S., "New Investigator Grant," Sponsored by American Academy of Audiology, National, $10000 Funded. (2020 – Present).
Miller, S. (Principal), Anderson, C., "The Role of Attention in Processing Speech in Noise in Children and Young Adults with Autism," Sponsored by Organization for Autism Research, National, $1000 Funded. (August 2020).
,
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
CLOSE