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CHECKLIST OF INITIAL PAGES

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List CRCD Program NSF 94-171, EEC as NSF Organizational Unit

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Today's Electrical and Biomedical Engineering majors enter a profession in which much of their design, development, and research work is centered on computer processing of medical data, and the use of global high-speed networks for data transmission and remote collaboration with clinical colleagues. The practice of medical diagnosis, therapy, research, and design, using telecommunication links in all their various forms -- from telephones and fax machines to the vast resources of the world-wide web -- has become known as "telemedicine." In this work we use the term "cybermedicine" to connote biomedical interactions via the "high-end" links afforded by emerging global and regional digital networks and the ever-increasing power of digital computers and instrumentation.

This project is based on the need to train Biomedical Signal Processing (BMSP) Engineers, and the clinicians with whom they interact, to collaborate and function effectively in this emerging world of "cybermedicine." Few, if any, universities have established programs to meet this critical need. Yet, the development of such an engineering program offers an excellent opportunity for innovations in education, including extensive interdisciplinary interaction, keen industrial interest, and integration of many levels of research into the undergraduate curriculum. At the same time, such a program offers opportunities for students to explore the vast resources of the world-wide web, and to learn to collaborate and communicate effectively with interdisciplinary colleagues in "virtual labs."

The present project involves such a BMSP program in which BMSP students interact over "cyber-links" with like "colleagues" in Speech and Language Pathology, to solve design problems, and to do research on speech-related medical problems. The interactions occur across disciplines at all academic levels -- from undergraduates to doctoral students. Within disciplines, processes are established through which research at the advanced level and the professional wisdom of industrial oversight, have impacts on learning at the fundamental levels. The proposed program will serve as a model for BMSP education using other medical specialties, and also as a "laboratory" for studying interdisciplinary telecollaboration.

Some Terminology

The term \textit{telemedicine}, or \textit{telehealth} as it is increasingly becoming known, is generally defined by telecommunications experts to mean the practice of medicine in any of its various forms, using a telecommunications link. The "link" may be as relatively primitive as an ordinary telephone, or as sophisticated as a modern high-speed computing network. We have deliberately used the \textit{cybermedicine} in the title of this project to connote biomedical interactions via the "high-end" links afforded by emerging global and regional digital networks and the ever-increasing power of digital computers and instrumentation. In this discussion, however, we will frequently revert to the conventional term "telemedicine" with this qualifier in place.

Another critical term in this work is \textit{biomedical signal processing} (BMSP). Throughout this proposal the term is used to refer to signal processing (SP) work conducted by engineers with an array of backgrounds ranging from: the traditional \textit{Electrical} Engineering (EE) major with a rigorous background in SP (but little knowledge of general physiology), to the \textit{Biomedical} Engineering (BME) major whose training might be much less intense in the SP field because of broader expertise in an array of engineering and medical disciplines. The project described herein accommodates the spectrum of BMSP activities along this continuum. In fact, the teaming of various interests and specialties is deemed an asset to the students' experience.

Project Overview

This project involves an intricate network of interactions among faculty, engineers from industry, practicing medical professionals, graduate students, undergraduate (UG) students, courses, laboratories, and advanced and instructional research projects. An overview of these relationships is found in Fig. \ref{figBLKDIAG}. The large rectangular boxes represent sets of courses -- one in SP engineering, the other in speech science (or ASC, the Michigan State University code for the Department of Audiology and Speech Science). Single solid lines between courses internal to the larger boxes represent corequisite relationships; if an arrow appears, the connection indicates a prerequisite structure. Double lines in the course boxes, and anywhere else in the picture, represent interactions among \textit{people}. The two larger "rounded" boxes below the course boxes are sets of \textit{Research and Teaching Assistants} (RTAs) in the respective disciplines. The triple line connections between the RTAs and between the courses represent computer network links that will be used to simulate real-world telemedicine links in this project. The two smaller rectangular boxes at the top and bottom of the diagram (positioned in both places to prevent confusing connections) contain the faculty from EE or Biomedical Engineering (BME), ASC, and Telecommunications (TC). The oval shapes represent the collection of industrial and medical professionals known as the \textit{Industrial Participation Board} (IPB) in this work. Finally, the odd shaped set at the bottom of the diagram represents the team of people charged with evaluating the methods and outcomes of this project -- an RTA from the TC Department, the TC faculty, and a professional external evaluator. This chart and the little chart of acronyms on p. \pageref{pgTOC} may prove valuable as we navigate through the details of the project.

Training of Underrepresented American Engineers

This project retains our commitment to the training of American minority and women engineers. The mechanism for furthering this commitment come in the form of a new opportunity in MSU's EE Dept. Under the leadership of Prof. Percy Pierre (see letter in Appendix II), the EE department has recently been awarded a Sloan Foundation grant to support the Sloan Signal Processing, Communications, Computers, and Control Center (SPC$^3$) whose goal is to implement an innovative program for recruiting, training, and graduating underrepresented doctoral students. Interactions between the SPC$^3$ initiatives and the proposed CRCD work are described in this proposal.

Significance and Impact of Technological Area

This program is broadly based on the integration of contemporary and emerging technologies in SP with the medical sciences, with a particular emphasis and interest in training the future BMSP engineer to interact effectively with medical professionals through emerging communications technologies. The proposed research and curriculum developments will focus on clinical treatment of speech disabilities and related engineering problems. The curriculum model will be readily generalized to include similar interactions between, for example, problems in nuclear medicine and image processing research, areas representing two other collaborating MSU groups

This project will contribute to U.S. technical and economic competitiveness

in several critical ways:

1. By providing a solid base of UG BMSP students who are capable of exploiting the resources of the information superhighway, who are familiar with \textit{interdisciplinary} distance teaming arrangements, and whose training has been motivated by one important application area, speech processing;
2. By providing a solid base of graduate SP specialists, likewise conversant with telemedicine and distance teaming, to supply research and development needs in important BMSP applications, as well as speech processing applications both commercial and medical;
3. By joining forces with MSU's Sloan SPC$^3$ center increasing the number of minority and women Ph.D. professionals in these important fields;
4. By training graduate Speech-Language Pathology students who are able to exploit telemedicine facilities, familiar with interdisciplinary teaming, and trained in computing and quantitative concepts and instrumentation;
5. By providing the flexible, interdisciplinary opportunity for the graduate speech science student to pursue engineering and technology aspects in clinical speech applications.

Inherently, this project will address the more general, and very compelling, national need to train advanced engineers in the broader field of SP with applications to speech processing, and computer networks. The contact and interaction of medical practitioners with technology and with the engineers who research and develop that technology has become frequent and vital. The Communications Act of 1995 (H.R. 1555) takes strongly into account the future role of the nation's communication infrastructure in medical services and research (e.g., \cite{wyna 95}). The number of demonstration projects, centers, and federal and private initiatives devoted to telemedicine projects is likewise impressive and growing. In January of this year, the Telehealth Standards Working Group reported on these accelerating developments, stating that \cite{citTWG 98}"the pace of this development is so fast that the term `state of the art' may have lost its meaning."

Moreover, it is to more efficient, lower-cost technology, and more efficient delivery systems employing computer networks that we must turn to provide modern health care to rural areas and to the exploding populations of the developing world. This will require future clinicians who are well-versed in the technological aspects of their professions, and future engineers who are familiar with the clinical problems. In short, BMSP engineers must be conversant in clinical matters, and the clinicians will need to be facile with technology and computer networks. Both groups will need to be able to interact effectively in "cyberspace." We assert that this area of the "information revolution" represents a "hole" in our curriculum and research training of future technologists. The justification for this statement is given in the following subsection.

Comparisons with Existing Work at MSU and Elsewhere

A review of the existing CRCD projects\footnote{Information available from the NSF Engineering Education and Centers Division.} located efforts at the New York Center for BME \cite{cowi 97} and at Texas A&M University\footnote{No published reports could be located for the latter.} containing BMSP components. While each represents interesting work, neither involves work with telemedicine. Further, many CRCD programs share variations on innovative techniques for curriculum and teaching. The present project will likewise employ some of these recurrent measures, e.g., design labs. We intend to design WWW-based learning modules similar to those developed by \"{U}nl\"{u} \cite{unlu 97} in his CRCD program, for example. However, the concentrations on interactions between starkly different disciplines, and on implementing these connections over network links, are unique among the CRCD projects.

In the decade from 1985-95, "interactive classrooms" and regional "distance learning" arrangements began to extend the university beyond campus boundaries. Since the mid-1990s, however, the Internet and the WWW have become the catalysts for explosive innovation in education and research, used as means of cooperation in courses across universities, and even as "levelers" of research and curriculum resources across universities.\footnote{For example, and the NSF supports an extensive on-line database for SP at Rice University \cite{john-sham 93}. }

Since the emergence of the WWW, ground-breaking cross-university learning experiences, "virtual laboratories," and inter-company collaborative engineering projects have exploited this powerful resource to foreshadow the new ways in which we will study and work in the future of global networks. Note, for example the progression of innovation and complexity represented in the papers \cite{ette-etal 95,cutk-etal 96,stei-etal 97}, published in 1995, 96, and 97, respectively. The last represents work at MSU by Prof. Whitten and colleagues in the College of Engineering are studying the pedagogical and technical factors surrounding engineering design projects jointly-conducted by students in Singapore, Germany, and the U.S. Joint WWW-based ventures between companies and industry are being promoted by the NSF's "GOALI" Program, two projects of which are currently underway at MSU. Intra-company distributed-site collaboration is taking place on a large scale using "intranets" at companies such as Sun MicroSystems \cite{lans 98}.

Related research in progress in the \textbf{Dept. of Telecommunications} on uses of modern communications networks for collaborative engineering design is described above. The TC Department has excellent courses in place to support this project.

Need and Rationale for Innovation

There are many "structural" innovations encouraged by the CRCD program that address new ways of \textit{delivering} knowledge. These deal principally with changing the roles of \textit{people} in the process and the means by which they interact. They also prescribe the relaxation of traditional boundaries -- between faculty and students, between disciplines, and even between institutions \cite{NSF98-38}. We presume the very existence of this CRCD program -- a deliberate systematic response to national need -- to be sufficient rationale for implementing structural changes. We focus in this section on the rationale for a "thematic" focus on BMSP as a framework for effecting structural change.

In light of all the innovation and activity described above, it is reasonable to question whether more needs to be done in the "network-based education" arena. The answers are several. First, the focus of existing studies has been on groups of students who, though separated by time and distance, have similar training and disciplinary specialties. This is clearly not the case in the proposed work, and the difference is profound. In the words of J.M. Smith, M.D., Ph.D. (BME) of Washington University \cite{smit 98}, "A naturally productive synergy might be expected when members of the [engineering and medicine] professions are brought together over a problem; however, the relationship can be challenging for a variety of reasons, including training, nomenclature, and culture. \ldots If men \ldots are from Mars and women are from Venus, engineers and [medical professionals] may not even share the same time-space continuum."

Note that Smith speaks here of \textit{trained professionals}. Can the interface of these professionals in cyberspace be made more "seamless" and productive by appropriate experience at the college level? One hypothesis of this work, of course, is that the answer is yes. Surprisingly, however, a search of the WWW-sites of the 20 top-ranked BME programs in the U.S. (according to the latest \textit{U.S. News and World Report} survey) revealed no explicit mention of training programs designed to systematically train BMSP students to "cyber-team" with students in clinical sciences for design / research projects.\footnote{Mentioned were such innovations as intra-lab teaming, guest lectures, and visits to laboratories, rehabilitation clinics, and local companies.} Further, according to recently published summaries of the NIH-funded telemedicine projects initiated in 1996, none explicitly involves \textit{technical} education.

This project, therefore, will be the first to study interdisciplinary telemedicine project teaming in BMSP in an effort to improve the preparation of these specialists for professional practice. At the same time, the significant structural changes in the delivery system will be at play, and the study will produce results that may have much broader implications for engineering (and medical) education. The evaluation of the project will attempt to assess both the structural and BMSP-specific merits of the innovations (see "Evaluation," p. \pageref{pgEVAL}).

Precisely \textit{how} these interdisciplinary specialists will interact in an educational co-experience, and the \textit{factors} that promote efficacious interaction, are not well understood. There are few coherent attempts to evaluate the technology impacts in telemedicine interactions.\footnote{For example, of the 19 NIH-sponsored telemedicine projects discussed above, only one (Northwestern Memorial Hospital) focuses on the information technology and its effects on the performance of the clinicians.} Structured analysis of BMSP telemedicine interactions will lead to better designs and interactions in professional practice where precise and efficient cooperation is often critical. A second major component of this research, therefore, will be a study of the telemedicine-specific factors that affect engineering-clinical network-based practice.

Focus Areas

The NSF-sponsored years of the study will focus on two speech-related medical problems that are sufficiently broad to permit flexibility and creativity. They also involve meaningful, realistic telemedicine interactions which do not require expensive facilities, and which are educational and tractably researched. The first is the area of \textit{(microprocessor-based) augmentative / alternative communication} (AAC) \textit{systems}, the design of communication aids for persons with moderate to severe articulatory disabilities.

The second is the development of speech training aids for persons with articulatory dysfunction which is subject to therapeutic improvement. Deller and Jones have individually established records in the areas represented by these projects, and have an emerging record of interaction in the AAC area (see below). As discussed above, Whitten has a well-established record of expertise in the evaluation of network-based interactions.

Roles of Research / Teaching Assistants (RTAs)

Five "Level II"\footnote{"Level II" is MSU's designation for graduate students who have completed at least one year of M.S. training.} will be hired for the project, two assigned to Deller, two to Jones, and one to Whitten. The engineering students will be conducting thesis work under Deller involving dysarthric speech analysis and modeling (one student) and speech recognition for AAC systems (one student), the two applied areas represented in the proposed curriculum. Similarly, the speech science students will be conducting thesis work under Jones involving the two applied areas. The interdisciplinary pairs of students will be required to involve a network teaming component to their dissertation work. These interactions will be used to generate "subproblems" and ideas for the UG lab developments in the second and third years. The telecommunications RTA under Whitten will conduct an evaluation of the various aspects of the network interaction, both research and teaching, as a thesis investigation. RTAs will be required to give periodic briefings to appropriate classes/labs on their related research and to serve as mentors to one or more teams. At least Deller and Jones will serve on all RTAs dissertation committees for students involved in the project, with Whitten participating on committees where appropriate.

Dale Grover represents a critical component of the "research readiness" of the team to undertake this CRCD. Mr. Grover is the owner of Red Cedar Electronics of Lansing, Michigan, a small engineering firm whose principal products are AAC aids for persons with disabilities. In this capacity, he will serve on the IPB. Further, Grover has recently returned to MSU as an NSF Doctoral Fellow, and will serve in the dual role of IPB member and (by his own election) RTA in the study. Deller has recently completed the co-authoring of a textbook on the subject of SP using the microcontroller \cite{grov-dell 98} with Grover. As an ambitious M.S. thesis project, Grover has agreed to participate in this CRCD study in the development of a set of course notes (ultimately a textbook) and WWW-based learning modules in support of the curriculum developments described below. Accordingly, he represents a unique conjunction of industrial knowledge, interest in curriculum and teaching, and integrated research.

Integrative Research Activities in the Speech Processing Laboratory

The SPL will serve as the research site for the Engineering RTA dissertation work related to this project. RTAs will become engaged in one of a number of relevant research efforts in progress, or define a new project within the broad areas related to the curriculum developments.

Deller developed and regularly teaches the graduate course in speech processing (EE 966) which is based on his textbook^,, and which serves an allied curriculum function in the project (see "Curriculum," p. \pageref{pgCURRIC}). In EE 966, Deller supervises term research projects on various aspects of speech analysis and recognition. Example projects from most recent offering (Fall Semester, 1997) include subjects that can be inferred from some selected reports^,,,.

Integrative Research Activities in the Speech Science Acoustics Laboratory (SSAL)

The SSAL will serve as the research site for the Speech-Language Pathology RTA dissertation work related to this project. RTAs will become engaged in one of a number of relevant research efforts in progress, or define a new project within the broad areas related to the curriculum developments.

The SSAL is headed by Co-PI Rebecca S. Jones who has been actively engaged in speech science and AAC research, with particular interest in applications of BMSP to individuals with neurogenic speech disorders. Examples of ongoing research in the SSAL that will play a direct role in the CRCD developments include: Relationship of speech and phonetic intelligibility patterns of individuals with neurogenic speech disorders and the recognition accuracy patterns of speech recognition technology \cite{jone-beuk 98}; Speech recognition technology as a practice partner for dysarthric individuals with traumatic brain injury \cite{jone-beuk 97}; Using computer-based speech recognition as an articulatory training tool for persons with severe dysarthria \cite{jone 95,jone-beuk 96}; Topic prediction for efficient speech production in AAC devices (with J. Deller and InvoTek, Inc.) \cite{jako 97}; Rate enhancement for alternative computer access through word prediction, rate acceleration keyboards, and speech recognition \cite{jone-beuk 92,math-etal 93,math-etal 90}; Comparison of keystroke savings strategies for individuals using AAC systems \cite{jone-etal 93}; Vocabulary by topic analysis in the speech of elderly persons \cite{stua-etal 92}; and Vocabulary selection for AAC systems \cite{beuk-etal 89}.

Jones also regularly teaches the graduate course in motor speech disorders which is being enhanced and integrated into the proposed curricula (called ASC 8XX below). This course requires students to complete projects on various aspects of neurogenic speech disorders and AAC. Example projects from Fall, 1997 are described in these term reports: \cite{bere-nort 97, pete-etal 97,glat-paas 97,powe 97}.

The SSAL is also actively pursuing relevant research in collaboration with industry. The lab contributed to the NIH-SBIR proposal with InvoTek \cite{jako 97} discussed above.

Integrative Research in Telecommunications

Year 1 (AY 98) Course Development

The scheduling of course offerings is deliberately synchronized to optimize certain integrative activities as well as flexibilities for future enhancements. In "steady state" this schedule will be adhered to rigorously. However, Year 1 (AY 98) of the project will involve an exceptional schedule. Fall Semester, 1998 will see both BME/EE 4XX and ASC 8XX offered as 3-hour courses without labs. This period will be used to develop innovative teaching materials (used concurrently in the courses), to enhance laboratory facilities, and to develop evaluation material and baseline data. The enrolled students will be given appropriate opportunities to assist in these tasks where instructive. In Spring Semester, 1999, ASC 8YY and 8YY-L, as well as BME/EE 4YY-L will be offered, and the project topics will be tailored to the backgrounds of the students. This plan will allow EE students to use the EE 466 -- BME 4YY-L combination as a capstone design course.

Except for the Year 1 considerations above, all courses will be offered annually during the CRCD project and thereafter. Innovative curriculum changes will be executed to replace ongoing "lecture" classes. WWW-based modules will be developed to promote independent access to curriculum/research materials and to allow more class time for discussion, elaboration, case studies, and seminars." The primary instructor will be responsible for the majority of class periods. In addition, six classes will be devoted to multidisciplinary case studies and six classes to network-based research. The remaining five hours will be used for review, discussion, problem discussions, and examinations.

A two-hour graduate "lecture" course [call it \textbf{ASC 8XX}] entitled Motor Speech Disorders will be offered in the ASC Dept. (Course Box 4) will be instituted, with ASC 8XX as a co-requisite.

The theme of the lab projects will be Speech Training Systems in the Fall Semester and AAC Systems in the Spring (discussed below). Laboratory projects will be conducted by Internet-connected engineering-clinician interactions. After the foundational skills have been established, teams of BME/EE students and ASC students will be asked to "role play," as medical speech professionals and SP engineers. The problem and data selected will be carefully chosen to limit the scope of the project (e.g., vowel production). The speech science students will be required to conceptualize the device and describe the problem to the engineering team, along with pertinent clinical assessment of the client. All such communications will be done electronically and documented for research (both student and faculty) purposes, for self-assessment, and for later report writing. The engineering teams will respond to the initial communication from the clinic with requests for clarification of the task, then, after deciding upon a design concept, requests for appropriate data. These interactions will continue \textit{ad lib}, until a satisfactory prototype device has been achieved for the patient. The clinic will then begin a testing phase, with Prof. Jones and her RTAs playing the client roles. These tests will, in turn, suggest further refinements of the technology for the engineering team. The interaction will continue until a satisfactory design is achieved.

The faculty, RTAs, and industrial mentors will serve as an expert resource, suggesting further experiments or alternative approaches (particularly as they might stimulate further interaction with the multidisciplinary team members). The faculty will also monitor the communications between the team members to teach skills essential for multidisciplinary communication. The professors will only "step in" to change the course of the developments when they are clearly misguided. Likewise, the RTAs involved in the project will give briefings on their related research to the lab students, suggesting new possibilities and solutions. The RTAs will be asked to focus on the research methodologies and to describe both the successes and failures.

Throughout the design project, students will be encouraged to make extensive use of the resources provided by the WWW. Posting of questions and dialog to the course WWW site will be encouraged, and a reward system administered for creative postings of general utility to the general goals of the "clinic" or "company." At the end of the semester, all teams will electronically submit reports describing the final design and its tested operation.

Team members will also participate in a "Multidisciplinary BMSP Research Symposium" (an extension of a "poster session event held by ASC) at MSU. Team members will present their prototypic designs and discuss the benefits of new, state-of- the-art research advances in emerging signal processing technology as it relates to their recent educational and research experience in the areas of engineering and speech science. In their presentations, students may use innovative means of providing visual aids (e.g., interactive websites, poster presentations). In the \textit{spring} semester, selected Fall semester teams will also participate in a coast-to-coast interactive video conference received by 600 sites to report the results of each year's experience. This annual seminar, broadcast via the NTU satellite will discuss the teaching and learning experiences of the faculty and students during the AY including the professional evaluation of the project.

Spring Semester. EE and BME students who took EE 466 or BME/EE 4XX and BME/EE 4XX-L and ASC students who took ASC 8XX and ASC 8XX-L in the Fall will now take TC 462: Collaborative Technology. Electrical Engineering SP and BME students will enroll in BME/EE 4YY, a second two-hour project lab in engineering, and ASC students will enroll in ASC 8YY and ASC 8YY-L, a second two-hour project lab in speech science (Course Box 4). A \textit{new} two-hour entry-level graduate "lecture" course [call it \textbf{ASC 8YY}], "Clinical Instrumentation and Computation for Speech-Language Pathologists," will be offered in ASC. This course is designed to provide the multidisciplinary foundations of basic instrument design and operation, the proper use of measurement devices, and potential data generation sources. A \textit{new} two-hour lab [\textbf{ASC 8YY-L}] for project implementation (Course Box 5) will be instituted, with ASC 8YY as a co-requisite.

The general operation of the parallel labs and teaming arrangements will be similar to that described in the Fall semester. This time Prof. Jones will present clients with severely dysarthric speech who could benefit from a speech recognition software, (run on a desktop or laptop computer for the purposes of the project) that can be used, for example, to voice-dial a telephone, or to voice-control a wheelchair. The engineering students, again in "role playing" mode, will be responsible for the design and testing of the software, while the speech science students will assess the client with regard to speech abilities, communication needs, and motor abilities.

"Institutionalizing" the Curriculum Innovations

There is strong support for this program in evidence in the endorsements from the MSU officials (Appendix II). Information Technology and Biotechnology are two of the designated "research thrusts" in MSU's College of Engineering, and this program is clearly in line with each.

The College of Communication Arts and Sciences, which includes both the ACS and TC Departments, has indicated a particular interest in pursuing the following: to move aggressively on the development of an executive education program on new technology, to expand course offerings which include use of the Internet, to improve the quality of its undergraduate and graduate curriculum, and to increase strategic interaction and collaboration with other colleges (e.g., College of Engineering) across the university.

Further, the project is also supportive of MSU's land-grant philosophy which encourages "outreach" components in research and teaching .

The program will be further "institutionalized" in by several measures: (1) regular offerings of the prescribed curriculum, (2) designation of the course sequence as a "certificate program" in the Engineering college, (3) requiring the curriculum as part of the BME option in the, (4) designating the lab sequence as a "capstone design" course in EE, (5) at the EE graduate level, coordinating efforts with the new Sloan SPC$^3$ Center, (6) efforts to establish MSU as a center Internet-based AAC software development, (7) Inclusion of other SP-related medical specialties (radiology and image processing is planned) in the course / research structure, (8) making ASC 8XX / 8XX-L a required course the graduate program, (9) designation of ASC 8YY / 8YY-L as a course which allows graduate students to meet the elective credit hour requirements, (10) efforts to establish MSU as a Speech Science Evaluation Center for individuals who benefit from speech recognition technology, (11) continuation of curriculum and research interaction between BME, ASC, and TC to promote the development and implementation of "virtual hospitals" and "virtual clinics", (12) continuation of curriculum and research interaction between BME, ASC, and TC to promote innovative training of future BMEs speech pathologists with an emphasis on applications of emerging technology into clinical practice.

Student Knowledge and Competencies

As a result of this program, the UG engineering students and graduate speech science students will have gained the following general and specific skills and competencies: (1) Ability to interact (remotely) with multidisciplinary colleagues in determining appropriate measurements and techniques for design of engineering systems and software. This includes competency in cross-disciplinary, network-based, communication and writing to explore and document results, including an understanding of \textit{inter}disciplinary communications. Also, communication and writing skills for effective \textit{intra}disciplinary interaction; (2) Critical analysis of a (BMSP) design problem, and understanding of research methodology (especially including WWW-based research) to find solutions to the problem; (3) Experience in presenting results in public fora (poster symposium and satellite video conferences); (4, Engineers) Background in modern SP, and specific applications skills in applying those concepts to speech analysis and recognition; (5, Engineers ) Basic understanding of communications networks and coding of voice, data, and image signals; (6) Extensive exposure to the workings of the industrial and clinical world in their chosen field through direct and indirect industrial mentoring, seminars, evaluations of their work by IPB members, and work with real data; as well as potential collaborative research and paper-writing, internships, and other opportunities that may arise; (7) Further exposure to research methodology and results from advanced research through extensive contact with the RTAs in the project. This includes an exposure to the graduate-school experience and an opportunity to contrast it with work in the industrial / clinical setting.

As a result of this program, the RTAs will have gained the following general and specific skills and competencies: (1) Similar skills to Item 1 above, with enhanced focus on research; (2) Formal and informal teaching skills as a result of interaction with curricula; (3, Engineers) Rigorous background in modern SP, and specific skills in applying those concepts to advanced research in speech analysis and recognition. (4, Speech-Lang. Path.) An understanding of quantitative and computational methods.

The \textit{Industrial Participation Board} (IPB) will take a very active role in this program. The planned activities for the IPB are enumerated below. We anticipate that other opportunities and ideas for interaction will arise as the study progresses. \textit{The table entitled "Industrial Participation Board" in the "LIST OF ACADEMIC AND INDUSTRIAL PARTICIPANTS" section to follow indicates which of these activities are indicated in the various members' letters of commitment. } Most of the members expressed an interest in becoming more involved with the project after they had the opportunity to learn more about it. We have encouraged current members to suggest new ideas for participation, and will continually seek out new members to serve on the IPB as the scope of the program broadens.

Activities of the IPB will include: (1) Participating in an IPB Seminar Series featuring discussions and case studies of industrial and clinical BMSP problems; Planned: At least two formal seminars per semester; (2) Participating in end-of-year satellite video conferences; (3) Providing qualitative evaluation of the methods, materials, outcomes, of the curriculum and research with respect to its relevance to professional practice; (4) Evaluating and critiquing student work -- proposals, project methods, reports, presentations; (5) Serving as an industrial mentor to project teams, including one or more of the following: "chat room" discussions, email contacts, desktop video conferences, and laboratory / classroom visits and meetings; (6) Suggesting BMSP problems to study / providing data; (7) Participating in the development of courses and course material; (8) Hosting "plant" trips, site visits, clinical observation opportunities; (9) Assisting in recruitment of RTAs for the program, particularly candidates for Sloan SPC$^3$ Fellowships (underrepresented doctoral candidates); (10) Arranging industrial internships and practical training opportunities when then arise; (11) Serving on thesis committees for the RTAs involved in the study; (12) Co-authoring research papers where appropriate; (13) Conceptualizing and planning integration of industrial or clinical research with CRCD developments in future years.

Evaluation

Multiple evaluation prototypes will be used to assess the progress of this project. The information obtained through this evaluation process will serve to clarify goals and objectives, and provide important information on which components are effective, which components are not effective, and to determine the potential causes of these outcomes.

Implementation Evaluation will be performed to assess whether the project is being conducted as planned. This evaluation will take place at specific intervals throughout the developmental life of the project. Implementation Evaluation will investigate (1) whether or not the project was indeed comprehensive in its coverage of integrating education and research for multidisciplinary interactions and advancement in emerging technology areas; (2) whether its focus spanned participation of underrepresented groups; and (3) whether its focus spanned innovative education and research training of students through upper undergraduate and graduate levels. Specific questions have been formulated to address these issues.

Progress Evaluation will be conducted to assess progress in meeting the project's goals. Specifically, the evaluators and investigators will collect information to learn whether or not the benchmarks of student progress were attained and to point out unexpected developments. This information will be used to measure interim outcomes and to make required changes in the proposed innovative curriculum/research activities and implementation strategies. As recommended by \cite{stev 99} examples of Progress Evaluation questions will include: Are the EE/BME and ASC students moving toward the anticipated curricula/research goals of the project? Are the RTAs and faculty moving toward the anticipated curriculum development and research goals of the project? Which of the activities and strategies (e.g., application seminars, discussions with IPB members, course notes, WWW learning modules, multidisciplinary network interactions) are aiding the students to move toward the goals? What changes are necessary to promote progress towards the anticipated goals and objectives of the project?

A Summative Evaluation will be conducted to assess the project's success and impact on the overarching goals. Specifically, information will be collected to assess the project's processes and outcomes, including whether the curricula/research activities and strategies were successful in helping the project and/or students reach their goals. Significant changes resulting from unanticipated outcomes will also be evaluated. As recommended by \cite{stev 99} examples of Summative Evaluation questions will include:

Was the project successful in promoting multidisciplinary speech processing interactions that integrate new, state-of-the-art research advances in emerging technology areas? What were the projects strengths and weaknesses? To what extent did the project or program meet the overall goals (e.g., to maintain its commitment to recruiting the targeted underrepresented populations, to improve students' skills related to integration of research and education interests, to promote students' abilities to disseminate results in public fora, to increase the students' exposure to the professional and industrial world in their chosen field?) Did the participants benefit from the project? In what ways? What components were the most effective (e.g., synchronous strategies, asynchronous strategies, doctoral student mentoring, faculty interaction)?

The evaluation process will include a variety of assessment approaches to assess both context and outcomes. The research approach combines both qualitative and quantitative methods. We propose to use methods involving observation and in-depth interviewing of team members to explore cultural influences on group process and the use of collaborative technology tools. Quantitative indices of communication patterns, collaborative tool use, and performance will also be examined. Evaluations of group performance will be conducted at specific points in each semester. A midterm progress report will be evaluated by the supervising faculty, selected members of the IPB, RTAs, and the students. The final project will be evaluated as well, with a score based upon a set of pre- defined engineering criteria.

The evaluation instruments for this project will be designed by an external consulting firm specializing in policy and program evaluation. We are presently close to an agreement with the Institute for Human Services Research (IHSR) of Health Management Associates, Lansing, Michigan. Mary Hogan, Ph.D.,R.N. is a Senior Analyst for the IHSR who will oversee the work if the firm is selected. Dr. Hogan, a former Professor of Nursing, has experience and a keen interest in the development of innovative delivery systems for medical education, and she will oversee the contracted work. In consultation with the faculty, Dr. Hogan and her staff will create evaluation surveys to assess the processes and their outcomes, using WWW-based survey methods wherever possible. The results will be entered into a database, and the consultants will train the TC RTA in the use of the database software. Rebecca Jones (Co-PI) and James Gallagher, who have experience in data collection and analysis techniques, will assist the RTA in conducting interviews, in performing observations, and in analyzing the data.

Specific Outcomes (Deliverables) and Dissemination

Clearly identifiable outcomes from this curriculum-research effort include: (1) Revised and expanded curricula in UG BMSP at a major public university. The courses and integrated research are designed to train future BMSP engineers at all levels for careers involving telemedical interactions. The courses will further support the broader areas of general SP and its application to speech processing, will be readily generalizable to include other BMSP applications, and will serve as a model for similar developments at other institutions. These engineering areas are of critical competitive importance to the U.S. economy and technical infrastructure; (2) Revised curricula in the speech sciences program at a major public university that provide foundations of technologies of critical importance to clinical telemedicine practice; (3) In particular: Two new project labs in BME/EE, two new project labs in ASC, enrichment of two existing EE courses (one grad, one UG) by flexibly associating them with the labs; renovation of one UG BME course and merger with the design labs, renovation of one ASC grad course and merger with the project labs, one new grad ASC course connected to the design labs. A precedent-setting collaboration in cross-college course offerings at MSU; (4) WWW-based learning modules for innovative independent study of the basic principles of BMSP and clinical instrumentation; (5) Evaluated experience with Internet-based, interdisciplinary teaming interaction among "classroom" students, research students (grad), and faculty through formal project and thesis research settings. Evaluated pedagogical methods from the surrounding courses; (6) Initial manuscripts for two textbooks based on the project: One on BMSP, the other on clinical instrumentation and SP technology for the speech sciences; (7) Concept development and (Goal) demonstration in collaboration with the Rehabilitation Institute of Michigan, for establishing MSU as a center for "telemedicine" based design, testing, and delivery of AAC software; (8) (Goal) Four Ph.D. dissertations (two EE, one ASC, one TC), and two M.S. dissertations (EE, ASC), resulting from cognate research conducted by the RTAs. Minimally one of the EE Ph.D. dissertations will be written by a Sloan SPC³ Fellow (underrepresented American engineers); (9) Reports, journal papers, conference papers, traditionally published and WWW-disseminated, describing research and curriculum developments.

Specific methods for dissemination of project information (methods, results, evaluation) include: (1) Textbooks resulting from the project (described above); (2) Postings on the WWW (described above); (3) Second and third-year annual NTU coast-to-coast video seminars (described above); (4) Annual Multidisciplinary BMSP Symposia at MSU's College of Communications Arts; (5) Presentations at, and proceedings of, respected conferences; and through various respected journals.

\setcounter{page}{1}

\bc{\s{LIST OF ACADEMIC AND INDUSTRIAL PARTICIPANTS}}\ec

%\rule{6.6in}{.01in}\ec

\bigskip

\btbl[h]

\centering\begin{footnotesize}

\begin{tabular}{|ll|} \hline

\multicolumn{2}{|c|}{\Large\textbf{ACADEMIC PARTICIPANTS}} \hline\hline

John R. Deller, Jr., PD/Co-PI & Dept. of Electrical Engineering, \ 2120 EB

Professor of Electrical Engineering &East Lansing, MI 48824-1226

Michigan State University &Voice: (517) 353-8840\ \ \ Fax: (517) 353-1980

& deller@egr.msu.edu\ \ \ www.egr.msu.edu/ deller

&

Rebecca S. Jones, Co-PI & Dept. of Audiology & Speech Science, 378 COM ARTS

Asst. Professor of Audiology & Speech Science &East Lansing, MI 48824

Michigan State University &Voice: (517) 353-3394\ \ \ Fax: (517) 353-3176

& jonesre@pilot.msu.edu\ \ \

&

Charles Whitten, Faculty & Dept. of Telecommunications, \ 409 COM ARTS

Professor of Telecommunications &East Lansing, MI 48824

Michigan State University &Voice: (517) 355-4451\ \ \ Fax: (517) 355-1292

& steinfie@pilot.msu.edu\ \ \

& www.telecommunication.msu.edu/faculty/Whitten/ \hline

\end{tabular}\end{footnotesize}

\etbl

\btbl[h]

\centering\begin{footnotesize}

\begin{tabular}{|lll|} \hline

\multicolumn{3}{|c|}{\rule{0cm}{1.5cm}\bf{INDUSTRIAL PARTICIPATION BOARD (IPB) }} \multicolumn{3}{|c|}{\bf{(Postal addresses on corresponding Letters of Support) }} \hline

\multicolumn{1}{|c|}{\rule{0cm}{.75cm}IPB MEMBER & FIRM}&\multicolumn{1}{|c|}{CONTACT INFORMATION}&\multicolumn{1}{|c|}{ACTIVITIES} \hline\hline

&&

Peyton H. Bland, Ph.D. & Voice: (734) 647-0849& Seminar series

Research Investigator, Imaging Lab & Fax: (734) 764-8541 &Evaluator (materials, student work)

Department of Radiology &Eml: bland@umich.edu& Planning imaging component

University of Michigan Medical Center &&

&&

Robert W. Bossemeyer, Jr., Ph.D. & Voice: (708) 248-5427& Seminar series

Sr. Member, Technical Staff & Fax: (708) 248-3946 &Evaluator (materials, student work)

Ameritech, Inc. &Eml: & Thesis committees

& bossemeyer@ameritech.com & Internships

&&

Steve Dimino, M.S. & Voice: (414) 355-5000 & Seminar series

Research Engineer & Fax: (414) 357-5947& Evaluator (materials, student work)

Marquette Medical Electronics & Eml: dimino@mei.com & Formulate problems, provide data

&& Arranging internships

&&

Dale Grover, B.S.E.E. &Voice: (517) 374-7966 & Formulate problems, provide data

President & Fax: (517) 374-9676& Develop course & lab materials

Red Cedar Electronics & Eml: dgrover@redcedar.com& Mentoring lab groups

%

%NSF Doctoral Fellow&

%Department of Electrical Engineering

%Michigan State University

&&

Thomas Jakobs, M.S. &Voice: (501) 632-4166 & Seminar series

President & Fax: (510) 632-4166&Evaluator (materials, student work)

InvoTek, Inc. & Eml:tjakobs@iso.net& Mentoring lab groups

&&

Samir Kapoor, Ph.D. &Voice: (219) 258-6400 & Seminar series

Research Engineer & Fax: (219) 258-6446& Evaluator (materials, student work)

Tellabs, Inc. & Eml: skapoor@trc.tellabs.com& Arranging internships

&& Thesis committees

&&

Michael L. Kimbarow, Ph.D. &Voice (313) 745-1203&Seminar series

Mgr., Speech-Lang. Pathology & Fax: (313) 745-1203 &Evaluator (materials, student work)

Rehabilitation Institute of Michigan & Eml: mlk22@aol.com&Clinical site visits

Detroit Medical Center& & Thesis committees

&&

James D. Mosko, Ph.D. & Voice: (850) 438-8733& Will consider any task

President & Fax: (850) 438-8733 &

CanChel Enterprises & Eml: jdmosko@bellsouth.net&

Adjunct Professor of Electrical Enginnering&&

Michigan State University&&

&&

David J. Nowak, M.S. & Voice: & Evaluator (materials, student work)

GE Medical Systems, Retired & & Planning imaging component

& Eml: dnowak@execpc.com& Seminar series

&& \hline

\end{tabular}\end{footnotesize}

\etbl

\newpage

\scen{Participating Industrial Firms and Contacts}

\newpage

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\bc{\s{BUDGET}}\ec

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\bigskip

\scen{Cost Sharing}

The following university cost-sharing arrangements and industrial contributions will support this project:

\bigskip

\ben

\item \textbf{ Michigan State University } is committed to a 25\% institutional cost share on this project if it is funded.

\item We have discussed with the \textbf{Institute for Human Services Research}, a division of Health Management Associates of Lansing, Michigan, the possibility of a discounted consulting rate for survey instrument design and related services. Pending certain approvals from management, two Senior Analysts have agreed to a 50\% discount on services valued at \$24,000. (See email correspondence from Mary Hogan, Ph.D.)

\item Various IPB Members have indicated a willingness to peruse interships, training grants, or clinical internships for students involved in the program. They have also made invaluable commitments of time in support of this program.

\een

\newpage

\bc{\LARGE\bf SUMMARY-SUMMARY BUDGET PAGE--- FORM 1030}\ec

\tasc{Budget pages typed by DER.}

\newpage

\bc{\LARGE\bf THREE MSU BUDGET PAGES -- FORM 1030}\ec

\newpage

\bc\s{Budget Justification}\ec

\noindent\textbf{Cost-Sharing.} {\bf Cost-sharing statements appear on the first page of the Budget section. }

Cost-Sharing. Cost-sharing statements appear on the first page of the

Budget section.

\noindent\textbf{Faculty salaries.} One month summer salary is requested for each of the three project years for the Co-PIs Deller and Jones. This time will be used for curriculum revisions, laboratory development, supervising the RTAs' research, evaluating results, and for writing. The Co-PIs respective departments will (as part of cost sharing) contribute 20\% AY release time to permit continuity of these faculty activities.

One-half month Summer salary is requested for Faculty Associate Whitten in each year. This time will be used principally to supervise the TC RTA in the evaluation and assessment studies.

Fringe benefit and salary increase factors appear on the budget sheets.

\noindent\textbf{Research / Teaching Assistants.} Support is requested for one 50\%-time, doctoral level, and one 25\%-time, advanced M.S., RTA for each of the Co-PIs for each of the three AYs. It is envisioned that the M.S. students will conduct research in the area speech analysis (clinical for the ASC student, technical for the EE) for some aspect of neurogenic disorders. This student will participate more heavily in the Fall course offerings which are centered on this theme, because the (engineering) background required is not as extensive. He/she will assist with numerous aspects of the CRCD developments as noted in the text. Similarly, the Ph.D. students will conduct more advanced work in the recognition / AAC field, and be more heavily involved in the research components of the program.

The RTA assigned to Whitten will be principally responsible for the evaluation processes, both the studies of pedagogical effectiveness and the more specific research evaluations into the telemedicine interactions among the interdisciplinary project teams. The latter will be the subject of the RTA's doctoral thesis work. A 50\%-time position is requested for this RTA.

RTA fringe benefits and yearly increases are enumerated on the budget sheets.

\noindent\textbf{Equipment.} We propose to develop two small dedicated labs, one in each building (ASC Dept. & EE Dept.) to support the interactive project labs BME/EE 4XX -- ASC 8XX and BME/EE 4YY -- ASC 8YY, each containing two modest PC-based workstations equipped with desktop video-conferencing, audio, and fax hardware, and with 10/100 Ethernet connections to the MSU campus network for data transfer, email, conferencing, etc. These stations will run under the Windows NT operating system and be licensed for use of productivity software like word processors and spreadsheets. The four project lab machines (two in each department) will be identical. Additionally, another identical pair of machines will be purchased to be positioned, one each, in the Co-PIs' labs (SPL & SSAL) for RTA research and faculty use in curriculum and research developments. These machines will run Windows NT Server to support the general operations of the project. It is estimated that suitable machines and software can be purchased for an average of \$3,000 per PC. To allow for funds to purchase software and audio recording equipment for the SSAL (used in ASC 8YY & 8YY-L), \$12.5K is requested for equipment. This total is matched by MSU as part of the cost sharing commitment.

\noindent\textbf{Materials and Supplies.} Funds are requested for general supplies and services costs -- paper, office supplies, telephone charges, computer supplies, Xerox copying, etc.

\noindent\textbf{Travel.} As required by the program NSF, travel expenses to Washington, D.C. to

participate in an annual, two-day Grantees Conference for the Combined

Research-Curriculum Development Program. Travel expenses are also

requested in each year to attend high-quality conferences to present the

results of this project.

\noindent\textbf{Consultants.} \$12K is requested to employ the Institute for Human Services Research (IHSR), a division of firm Health Management Associates of Lansing, Michigan, to assist in the design of (WWW-based) survey instruments, databases, and for training the researchers (principally the TC RTA) in the use of the materials and software. The company estimates 30 hours will be required for the design of the first survey and database, and 20 hours for each subsequent instrument. We budget for five surveys and allow for 10 additional hours per survey for follow-up revisions, assistance with data analysis, WWW-site management related to the data. The IHSR consulting fee is \$150 / hr. for the Senior Analyst who will manage the work. The total fee is \$24K, and the company is willing to provide a 50\% discount to the project in the interest of supporting education.

\newpage

\setlength{\parindent}{0in}

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\bc{\s{BIOGRAPHICAL SKETCHES}}\ec

%\negvs

%\rule{6.6in}{.01in}\ec

\bigskip

\scen{Rebecca Jones (Co-PI)}

Rebecca S. Jones (Co-PI)

Department of Audiology & Speech Sciences

Michigan State University

East Lansing, MI 48824-1212

Voice: (517) 353-3394 Fax: (517) 432-3270

Email: jonesre@pilot.msu.edu WWW: http//:www.msu.edu/ jonesre

Education

Ph.D., 1998 The University of Nebraska-Lincoln

M.S., 1991 The University of Nebraska-Lincoln

B.S. in Ed., 1980 Illinois State University, Normal

Academic Experience

1998-Present Assistant Professor of Audiology and Speech Sciences, Michigan State U.

1996-1998 Instructor of Audiology and Speech Sciences, Michigan State U.

1991-1996 Graduate Teaching/Research Assistant - Department of Communication

Disorders, University of Nebraska-Lincoln

1993-1994 Director of Augmentative Communication Program and Speech-Language

Pathologist, Madonna Rehabilitation Hospital, Lincoln, Nebraska

1990-1991 Graduate Clinical Assistant - Meyer Rehabilitation Institute, University of

Nebraska Medical Center, Omaha, Nebraska

1988-1990 Graduate Research Assistant - Department of Communication Disorders,

University of Nebraska-Lincoln

1987-1988 Assistive Technology Specialist, Don Johnston Developmental Equipment,

Wauconda, Illinois

1980-1987 Special Education Teacher, Peoria Public Schools, Peoria, Illinois

Research Concentrations

Speech sciences - Evaluation and intervention for persons with severe speech disorders:

Models of speech production; regulation of speech aerodynamics; speech analysis and

synthesis; speech recognition by computer; clinical instrumentation for the study of

speech acoustics, speech physiology, and speech perception.

Biomedical signal processing - Assistive technologies for persons with neurological

impairments: Augmentative and alternative communication (AAC) systems and articulatory

training systems for individuals with severe motor speech disorders; alternative computer

access through speech recognition for individuals with severe motor impairments.

Selected Professional Activities & Distinctions

Certificate of Clinical Competence in Speech-Language Pathology, American Speech-

Language-Hearing Association, 1992-Present.

Assistant to Editor, The Journal of Augmentative and Augmentative Communication, 1995-

1996.

Review Panel Member, The Seventh Biennial Conference of the International Society for

Augmentative and Alternative Communication, 1996.

U.S. Department of Education Leadership Training Fellowship, University of Nebraska-

Lincoln, 1994-1996.

University of Nebraska-Lincoln Foundation Research Grant, 1993-1994

U.S. Department of Education Leadership Training Fellowship, University of Nebraska-

Lincoln, 1991-1993.

United States Society for Augmentative and Alternative Communication, 1987-Present.

International Society for Augmentative and Alternative Communication, 1985-Present.

George R. Golianis Memorial Award for Outstanding Special Education Teacher, Peoria Public

Schools, Peoria, Illinois, 1985-1986.

Illinois Teaching Certificates in Special Education and Elementary Education, 1980-Present.

Ten Relevant Publications and Presentations

Beukelman, D. R., Jones, R. S., & Rowan, M. (1989). Frequency of word usage by nondisabled

peers in integrated preschool classrooms. Augmentative and Alternative

Communication, 5, 243-248.

Beukelman, D. R., McGinnis, J. S., Jones, R. S., & Trevor, K. (1989). Vocabulary selection for

augmentative and alternative communication. ASHA, 31, 144.

Beukelman, D. R., Mirenda, P., Cumley, G., & Jones, R. (1992). Persons with primary speech,

language, and motor impairments. In D. R. Beukelman, & P. Mirenda, (Eds.),

Augmentative and Alternative Communication: Management of Severe Communication

Disorders in Children and Adults (pp. 229-251). Baltimore: Paul H. Brookes.

Jones, R. S., & Beukelman, D. R. (1998). Speech recognition technology as a practice

partner for dysarthric individuals with traumatic brain injury. Paper presented at the

the ninth biennial meeting of the Conference on Motor Speech, Tucson, AZ.

Jones, R. S., & Beukelman, D. R. (1997). Computer technology as a practice partner for

dysarthric individuals with brain injury. ASHA Leader, 2(15), 96.

Jones, R. S., & Beukelman, D. R. (1996). Speech recognition as a practice partner for severe

dysarthric individuals. ASHA Leader, 1(16), 84.

Jones, R. S., & Beukelman, D. R. (1995). Using computer speech recognition as a practice

partner for persons with severe motor speech disorders. Paper presented at the meeting

of the Doctoral Student Research Symposium, Purdue University, West Lafayette, IN.

Jones, R. S., & Beukelman, D. R. (1992). Rate enhancement for alternative computer access

through word prediction and speech recognition. Paper presented at the meeting of the

Nebraska Speech-Language-Hearing Association, Kearney, NE.

Mathy-Laikko, P., West, C., & Jones, R. (1993). Development and assessment of a rate

acceleration keyboard for direct-selection augmentative and alternative communication

users, Technology and Disability, 2(3), 57-67.

Stuart, S. L., Harrington, L. L., & Jones, R. S. (1992) Consideration of incorporating

storytelling narratives into AAC system design. ASHA, 34, 183.

Additional Co-Authors, Past 48 Months: D. R. Beukelman, J. P. Lasker, J. M. Sturm, L.

A. Wood

Advisor: David R. Beukelman (U. of Nebraska-Lincoln, 1998)

\newpage

\bc{\s{John R. Deller, Jr. (PD / Co-PI)}}\ec \label{bioDELLER}

% \bc\subsubsection*{Contact Information}\ec

{

\begin{tabbing}

Ph.D., 1979\ \ \ \ \ \ \ \ \ \ \ \ \ \=The University of Michigan, Ann Arbor \kill

\>Department of Electrical Engineering, \ 2120 EB

\> Michigan State University

\> East Lansing, MI 48824-1226

\>Voice: (517) 353-8840\ \ \ Fax: (517) 353-1980

\>Email: deller@egr.msu.edu\ \ \ WWW: www.egr.msu.edu/ deller

\et

}

\vspace*{-0.2in}

\bc\subsubsection*{Education}\ec

%\vspace*{-0.1in}

\begin{tabbing}

Ph.D., 1979\ \ \ \ \ \ \ \ \ \ \ \ \=The University of Michigan, Ann Arbor

\> N.I.H. Doctoral Trainee at the Kresge Hearing Research Institute

M.S. (E.C.E.), 1976 \> The University of Michigan, Ann Arbor

M.S. (Bio.E.), 1975 \>The University of Michigan, Ann Arbor

B.S. (E.E.), 1974, \> The Ohio State University, Columbus (\textit{Summa Cum Laude})

\end{tabbing}

\bc\subsubsection*{Academic Experience}\ec \begin{tabbing}

7/91-present:\ \ \ \=

Prof. of Electrical

Engineering, Michigan State U.

1/97 - 6/97:\> Visiting Prof. of Electrical Engineering, U. of Notre Dame

AY 1988-1991: \>Assoc. Prof. of Electrical

Engineering (Tenured), Michigan State U.

AY 1985-87: \> Assoc. Prof. of Electrical & Computer Engineering

(Tenured), Northeastern U., Boston

AY 1983-85: \> Assoc. Prof. of Electrical & Computer Engineering

(Tenured), Illinois Institute of Technology, Chicago

AY 1979-83: \> Asst. Prof. of Electrical Engineering, Illinois Institute of Technology, Chicago

AY 1974-79: \> Research Assistant - Kresge Hearing Research Institute, U. of Michigan

\> NIH Predoctoral Trainee 1974-77

\end{tabbing}

\bc\subsubsection*{Research Concentrations}\ec %\vspace*{-0.1in}

\textbf{System identification and statistical signal processing} - modeling, estimation, identification, detection; neural network learning algorithms. \ssk

\textbf{Speech processing} - speech analysis and recognition; identification algorithms; neural network models and graph-theoretic methods in speech recognition and signal decoding; speech compression and coding; language modeling and assessment.\ssk

\textbf{Biomedical signal processing} - Particular interest in technologies for persons with speech and sensory disabilities: AAC devices for rehabilitation/habilitation of persons with speech and profound motor disabilities; speech pathology diagnosis and assessment.

\bc\subsubsection*{Selected Professional Activities & Distinctions}\ec

IEEE Fellow, 1998. Citation: "For contributions to system identification and speech recognition."\ssk

IEEE Signal Processing Society Meritorious Service Award, 1997. Citation: "For contributions to signal processing education and publications."\ssk

1998 IEEE \textit{Signal Processing Magazine} Award for tutorial article entitled "Tom, Dick, and Mary discover the DFT," appearing April 1994.\ssk

Editor-in-Chief, \textit{IEEE Signal Processing Magazine}, 1990 - 92 and 1994-1996.\ssk

Associate Editor, \textit{IEEE Signal Processing Magazine}, 1993.\ssk

IEEE Signal Processing Society Publication Board, 1990-92, 1994-1996.\ssk

Chair, \textit{IEEE Signal Processing Magazine} Editorial Board, 1994 - 1996.\ssk

Ameritech Faculty Fellow, AYs 1991-92.\ssk

Eta Kappa Nu (Electrical Engineering Honor Society), Sigma Xi (Research Honor Society), Tau Beta Pi (Engineering Honor Society; Elected as Eminent Engineer, 1985).\ssk

NIH Doctoral Trainee, The University of Michigan, 1974-77.\ssk

\bc\subsubsection*{Ten Relevant Publications}

\ec %\vspace*{-0.1in}

J.R. Deller, Jr., J.G. Proakis (Northeastern University, Boston), and J.H.L.

Hansen (Duke University), {\em Discrete Time Processing of Speech Signals}, Prentice-Hall / MacMillan, 1993.

J.R. Deller, Jr. and R.K. Snider, "Reducing redundant computation in HMM evaluation," {\em IEEE Trans. on Audio and Speech Processing}, vol. 4, pp.

465-471,

Oct. 1993.

J.R. Deller, Jr., M.S. Liu, L.J. Ferrier, and P. Robichaud, "The Whitaker database of dysarthric (cerebral palsy) speech," {\em J. Acoustical Soc. of Amer.}, vol. 93, pp. 3516-3518, June 1993.

J.R. Deller, M. Nayeri, and S.F. Odeh, "Least square identification with error bounds for real-time signal processing and control,"

{\em Proceedings of the IEEE}, vol. 81, pp. 813-849, June 1993.

J.R. Deller, Jr., C.C. Chiu, and Y.P. Yang, "A decoding strategy using graph partitioning for continuous-speech recognition," {\em Proc. IEEE Int. Symposium on Circuits and Systems '94}, London, vol. 3, pp. 257-260 May / June 1994.

J.R. Deller, M. Nayeri, and M.S. Liu, "Unifying the landmark developments in optimal bounding ellipsoid identification," (by invitation), {\em Int. J. on Automatic Control and Signal Process.}, vol. 8, pp. 48-63, Jan.-Feb. 1994.

J.R. Deller, Jr., D. Hsu, and L.J. Ferrier, "On the use of hidden Markov modeling for recognition of cerebral palsy speech" invited paper in: \textit{Computer Methods and Programs in Biomedicine}, vol. 35, pp. 125-139, June 1991. \ssk

Bon-Kiem Sy and J.R. Deller, Jr., "An AI-based communication system for persons with motor and speech disabilities," \textit{IEEE Trans. Biomedical Engineering } (Special issue on applications of artificial intelligence in medicine), vol. 36, pp. 565-571, May 1989.

\ssk

J.R. Deller, Jr. and T.C. Luk, "Linear prediction analysis of speech based on set-membership theory," \textit{Computer Speech and Language}, vol. 3, pp. 301-327, Oct. 1989. \ssk

\medskip

\noindent\textbf{Additional Co-Authors, Past 48 Months:} C.-J. Kuo, Anil K. Jain, C.G. Venkatesh

%\bc\subsubsection*{Advisor and Advisees}\ec

\medskip

\noindent\textbf{Advisor:} David J. Anderson (U. of Michigan, 1979).

\medskip

\noindent\textbf{Advisees: }

Tsung-Ming Lin, Gihan I. Mandour, Dale Joachim, Yong-Boem Lee, Ying-Ping Yang, Stephen Mueller,

Marcus Lorei, Y.-C. Kan, Chuang-Chien Chiu, Ming-Shou Liu, Shawn D. Hunt, Marwan M. Krunz,

Ross K. Snider, Souheil F. Odeh, Chung-Jung Kuo, Solomon Z. Lerner, Bon-Kiem Sy,

Dong Hsu, Gabriel P. Picach\'{e}, Tat-Chiu Luk, Katherine H. Lambert, Brahim Barrous,

Bruno P. Pencol\'{e}, Marc L. Feron, Zubeyde Gulboy, Jacques P. Laebens.

\newpage

\setlength{\parindent}{0.3in}

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\bc \s{CURRENT AND PENDING SUPPORT }\ec

\sbs{John R. Deller, Jr.}

\bi

\item National Institutes of Health (SBIR, Phase I), "Topic Identification for Augmentative Communication Systems," (with R. Jones of MSU's College of Communication Arts and Science, and T. Jakobs of InvoTek Corp., Alma, Arkansas), Phase I 6 mo., \$99,954, IN REVIEW.

\item

National Institutes of Health (SBIR, Phase I), "An Adaptive Alerting Device for Persons with Hearing Disabilities" (with Silent Call Corp. of Waterford, Michigan), \$84,249, Sep. 1997 -- May 1998. COMMITMENT: 10\% Summer, 1998.

\item National Science Foundation, "Multimedia Applications of Set-Membership Signal Processing" (leading effort, with R.D. Nowak of MSU; and Y.F. Huang and K.D. Sauer of U. Notre Dame), anticipated 3 yr. project with approx. \$250,000 budget. IN PREP.

\ei

\sbs{ Rebecca S. Jones}

\bi

\item National Institutes of Health (SBIR, Phase I), "Topic Identification for Augmentative Communication Systems," (with R. Jones of MSU's College of Communication Arts and Science, and T. Jakobs of InvoTek Corp., Alma, Arkansas), Phase I 6 mo., \$99,954, IN REVIEW.

\ei

\newpage

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\bc\s{FACILITIES, EQUIPMENT, AND OTHER RESOURCES } %\negvs

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\bi

\item The engineering and speech science research (Faculty / RTA) will be conducted collaboratively in the \textbf{Speech Processing Laboratory} (SPL), and the \textbf{Speech Science Acoustics Laboratory}. The activities in these labs have been described in the "Research" section of the "PROJECT DESCRIPTION."

\bi \item The SPL supports Windows operating systems environments some older generation Pentium and 486-class personal computers, including signal and audio processing hardware and software; as well as a Sun Sparc 10/30 running various Windows environments, and older Sun workstations running Unix and DOS. All SPL computing facilitates are networked to the college computing environment described below.

\item The SSAL is equipped with a Pentium 166MMX PC, a Kay Elemetrics speech analysis system, some older-generation MacIntosh PCs, and various clinical instruments for speech assessment. The Pentium PC is networked to the campus network via Ethernet.

\item Desk and laboratory space for the Co-PIs and the RTAs will be available for the duration of the project and these researchers will have full access to existing facilities.

\ei

The computing and related equipment to support the new instructional laboratories will be newly-purchased, symmetric configurations in dedicated spaces in the EE and ASC departments. Identical stations will also be placed in each of the research SPL and SSAL labs as limited-access facilities for curriculum development and advanced research by the faculty and RTAs. Details are found in the "Budget Justification."

The \textbf{Division of Engineering Computing Services} (DECS) at MSU supports

education and research activities through a variety of computer services,

provides consultation services to manufacturing firms, and participates in

collaborative national and international research projects. Computer resources

include numerous state-of-the-art Sun servers and large collections of general-purpose workstations

and graphics workstations. These facilities are

available to faculty offices, to student labs, and via Ethernet and remote

dial-in. Through its Ethernet network, the Division provides

access to national networks via the Internet and {WWW}. Profs. Jones and Whitten, and

IPB members requiring computing resources for the project may be issued guest accounts on the DECS college network.

\ei

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\appendix

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\bc\s{APPENDICES}\ec

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\bigskip

\scen{I. Letters of Institutional Commitment}

\newpage

\scen{II. Industrial Support Letters}\label{appLET}

\end{document}

\footnote{ SP-related industries generate on the order of \$32 billion in annual sales in the

U.S. alone, and \$100 billion worldwide \cite{smit-etal 92}. The number of new products

and services created by these industries, and the impact on the U.S. economy is enormous. A vast segment of SP technology is related to the burgeoning computer and computer network industries which accounts for nearly 6\% of the U.S. gross domestic product \cite{juli 97}. \textbf{Speech technology} represents a vital sector of

the commercial SP industry and the national communication and security interests. This application area is inseparable from the digital communications and network-based multi-media information revolutions occurring globally. As a consequence of the chosen BMSP application area, the students and researchers in this three year study will gain significant exposure to this technologically important area. Letters of endorsement from the 1995 CRCD application, from some of the nations largest companies to underline the strategic

importance of the speech processing to U.S. interests.

For example, "...Signal processing education is crucial for U.S.\ competitiveness in

such areas as voice and telecommunications, HDTV, and emerging information superhighway"

(Texas Instruments) \cite{visw 95}; and "The communications industry has thus become one of the largest industries in the U.S. with the U.S. as the world leader. \ldots [T]o

maintain this competitive edge we must train our EE students with a

broad knowledge of both SP and speech processing; any student

that is not so trained is at a distinct disadvantage" (Bellcore) \cite{kais 95}.

\textit{IEEE Spectrum}'s annual assessment of current technology for 1998 describes the state of \textbf{global communications networks} as "metamorphosing so rapidly as to defy comprehension" \cite{reiz 98}. Another feature the same set of articles assesses the enormous economic potential of the Internet, citing an investment firm which predicts that "the entire spectrum of Internet commerce markets [could reach] \ldots \$327 billion by 2001." \cite{lans 98}.

To advance the computer-network infrastructure and its effective utilization in the U.S., the NSF is sponsoring several large initiatives in the networking area. Among them are the \textit{Very-High-Speed Backbone Network System} (vNBS) initiated in 1995, the related High-Performance Connections program begun in 1996, and the academic consortium \textit{Internet 2}, whose first grants were announced in February. To promote the development of a faster Internet, President Clinton proposed the \textit{Next Generation Internet} (NGI) initiative in October, 1996, requesting an appropriation of \$100 million per year for three years.}

\btbl\centering

\begin{footnotesize}

\fbox{\begin{minipage}[t]{6.5in}

\bc\textbf{Course Box 4}\ec

\bc{\bf ALLIED COURSE -- EE 966: Discrete-Time Processing of Speech Signals

Fall Semester, 3-yr. cycle (twice during project period, see text) }\ec

\textbf{Instructors:} Deller (Primary), Jones (Case Studies), IPB Members (Seminars, Applications)\ssk

{\bf Students:} {Upper-level graduate students in SP area with interests in speech-processing research and development. Required course for Engineering RTAs in project. }\ssk

\textbf{ MSU Status:} EE 966 is an existing 3 cr. course.\ssk

\textbf{Course objective (w.r.t. project) and innovations.} Advanced training in modern speech analysis, recognition, coding, enhancement, and quality assessment. Critical research training for Engineering RTAs. \textbf{Innovations:} Availability of interdisciplinary and industrial lectures, seminars, and other interactions. All EE 966 students will be assigned to "mentor" one or more of the project groups in the 4XX-L, 4YY-L design labs, further integrating research with the UG curriculum.

\end{minipage}

}\end{footnotesize}

\etbl

For example,

the project (1) has the potential to produce important technology / results

for delivery of medical / clinical services to underserviced rural /

remote areas of U.S. and world, (2) will produce trained engineers and

clinicians with an understanding of such "outreach" services, (3) will

provide a springboard for establishing MSU as a center for development of

AAC software systems for clients in remote clinics, (4) will ideally

provide software recognition systems for volunteer subjects as a result of

the research efforts.