2021 Organized Session

Organized Session on Scholarly Teaching in the Age of Covid-19 and Beyond

Saturday, January 9th, 2021
Annual Meeting of the Linguistic Society of America

Session Overview

The shift to remote learning in early 2020 during the COVID-19 pandemic has provided an opportunity for many instructors to rethink their approach to teaching and to consider student learning beyond content delivery. This global moment has highlighted the need for increased awareness and understanding of evidence-based approaches to pedagogy at many of our academic institutions and across the field of linguistics. 

Instructors who are engaged in scholarly teaching take an informed and reflective approach to improving their teaching practices with the goal of enhancing student learning. Some of this work has been shared publicly through presentations and publications in the scholarship of teaching and learning (SoTL). The goal of this session is to share and reflect on strategies used by linguists during the shift to remote teaching/learning, as informed by best practices, in addition to discussing the effect of the shift on teaching and learning in the field of linguistics.

POSTER (Presentation Opportunity for Scholarly Teaching, Education and Research) Panel

The second portion of our organized session consisted of three 30-minute panels by linguists from around the world about their experiences with scholarly teaching. Each of the presenters has prepared a page with materials for their presentation, but only shared a one-minute video during the actual session. We highly encourage you to check out the pages linked below ahead of the annual meeting so that you may familiarize yourself with the material prior to the session.

POSTER Session A: Course Design

  1. Using a Class Wiki to Facilitate Community and Linguistic Inclusivity (Bjorndahl)
  2. Offline vs. Online Modalities in Extracurricular Programming (Lucovich)
  3. Diversifying the Field: Activities to make linguistics more relevant (Mantenuto)
  4. ADA Compliance and Teaching Linguistics Online: Best practices and resources (Miller)
  5. Contract grading in Introductory Linguistics: Creating motivated self-learners (Paraskevas)
  6. Course Design Principles for a More Diverse Professoriate (Truong)
  7. Rethinking Extra Credit: How gamification can reduce grade inflation and strengthen soft skills (Welch)

POSTER Session B: Learning Activities

  1. Podcasting in a Pandemic for Teaching, Outreach, and Justice (Anderson, Bjorkman, Desmeules-Trudel, Doner, Currie Hall, Mills, Sanders, Taniguchi)
  2. Interactive Activities for Asynchronous Introduction to Linguistics (Curtis)
  3. Team Based Learning and English Grammar: Building community and lowering affect (Launspach)
  4. Replacing Traditional Sections With Teams-based Groupwork: Remote learning and beyond (Lee)
  5. Journaling About Progress and Errors (Nordquist)
  6. Making Online Group Work Appealing Through Wikipedia Editing (Stvan)
  7. The impact of Metacognition in Linguistics Courses (Vallejos & Rodríguez-González)

POSTER Session C: Teaching a Specific Topic in Linguistics

  1. From “Hello World!” to Fourier Transforms: Teaching linguistics undergraduates to code in ten weeks or less (Blaylock)
  2. Active Learning in Asynchronous Introductory Linguistics: Successes and challenges (Bunger)
  3. All in With Google Slides: Virtual engagement and formative assessment in introductory sign language linguistics (Geer)
  4. Fostering Learner Investment Through Objectives-based Evaluation and Structured Independent Research Projects (Nee & Remirez)
  5. Teaching Grammaticality with Online Tools (Rapp Young)
  6. Ten Trees a Day: How Gwilym the Trilingual Buffalo and Insights from Learning Science Can Improve Syntax Skills (Santelmann)
  7. Teaching Teachers Phonetics: The design and implementation of an asynchronous online English phonetics course (Weinberger, Almalki & Olesova)

Supplemental Materials

You can download our PDF abstract or DOCX abstract here.

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