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diversity of experiences and thought, especially in how student interests may lie in acoustic categories other than simply architectural acoustics. Majors have included premed, architecture, interior design, environmental design, and architectural engineering, whereas minors have included history, literature, sociology, chemistry, geography, math- ematics, anthropology, computer science, foreign languages, business management, and construction management that make the pedagogical approach unique. This course has also led to several students enrolling in independent study courses for advanced content. The mix of interests has led to successful team projects, presentations across campus and at conferences, involvement in various aspects of the Acoustical Society of America, and Newman Fund medalists. The students experience acoustics through sound pres- sure level (SPL) and RTA measurements (Figure 4), local and regional field trips, and talking with design profes- sionals and consultants about real-world conditions. The lessons learned allow opportunities applicable to current academic and future professional projects. Historical accounts and lessons learned over time include Greek and Roman theaters, Chladni plates, Martinville’s 1860 phonautograph, Edison’s wax cylinders, Sabine’s vast con- tributions, the 1929 Noise Abatement Commission, and Robert Newman’s recorded lectures from 1970. We also review research and learn how good acoustic design improves student behavior because over 90% of classrooms exceed maximum background noise levels (Wang, 2013) and students miss up to 50% of what teachers say (Harmel, no date). When reading published resources, students also find relationships between the aural environment and personal productivity, retention, performance, and stress. In his book Daylighting, Archi- tecture and Health: Building Design Strategies, Boubekri (2008) associates poor acoustics with various other issues contributing to sick building syndrome. We dis- cuss various topics, including anechoic chambers and psychoacoustic research; acoustic marvels where spe- cific frequencies believed by biobehavioral scientists relate to mood, empathy, and social behavior; restaurant acoustics; mechanical noise; electronic architecture to create various acoustical environments; and techno- logical advances, including wireless charging where ultrasonic frequencies charge electronics. We carry a drum kit around to various places where students vol- unteer to activate the spaces and foster conversations about frequency interactions. We also talk about acoustical versions of standardized materials such as a perforated metal deck that allows some frequencies to be absorbed in the roof insulation. Studying spaces with resonant pockets, cavities, and slots allow students to connect patterns, rhythms, and cultural or religious meanings to acoustical results. Students love learning about odd or unusual ways in which people have gathered information, including the use of war tubas and sound mirrors during wartime conditions prior to radar. We study the history of microphones and loudspeak- ers, including how public opinion originally thwarted full-range loudspeakers due to what was believed to be unnecessaryfrequencies.Studentsarealsoreallysurprised to hear there are loudspeaker systems well in the multiple Figure 4. Examples of memorable learning moments. Left: students investigating the floor isolation of ETS-Lindgren's Cedar Park, Texas hemianechoic chamber. Right: students surprising a motorcyclist leaving a campus parking garage as they enthusiastically approach with handheld sound pressure level meters. Summer 2022 • Acoustics Today 29