ADA Compliance and Teaching Linguistics Online: Best practices and resources Shelby Miller, University of North Texas at Dallasshelby.miller@untdallas.edu Faculty may be required to make their courses ADA accessible, yet only 8.8% have reported receiving formal ADA training for developing their online courses. Through the exploration of an undergraduate linguistics course (LING 2050), this presentation introducesContinue reading “POSTER A4”
Author Archives: Scholarly Teaching in Linguistics
POSTER C7
Teaching Teachers Phonetics: The design and implementation of an asynchronous online English phonetics course Steven H. Weinberger, George Mason UniversityHussain Almalki, George Mason UniversityLarisa Olesova, George Mason University Stand-alone phonetics courses are atypical in most applied linguistics teacher-training programs. We argue that theoretical phonetic instruction, especially the description and analysis of foreign-accented speech serves asContinue reading “POSTER C7”
POSTER C5
Teaching Grammaticality with Online Tools Beth Rapp Young, University of Central Floridabyoung@ucf.edu This presentation describes an introductory assignment for an online upper-division grammar class that helps students overcome preconceived notions about grammaticality. In anonymous end-of-semester surveys, students often choose this as “the discussion assignment that taught me the most.” Watch this 1-minute video Learn moreContinue reading “POSTER C5”
POSTER C4
Fostering Learner Investment Through Objectives-based Evaluation and Structured Independent Research Projects Julia Nee, University of California, BerkeleyEmily Remirez, University of California, Berkeleyjnee@berkeley.edu and eremirez@berkeley.edu How can we create the learner investment required for difficult, reflexive discussions about linguistic justice? To help students reflect on their own positionality within systems of oppression, we fostered student-instructor relationshipsContinue reading “POSTER C4”
POSTER B5
Journaling About Progress and Errors Dawn Nordquist, University of New Mexiconordquis@unm.edu A journaling assignment was developed as a low-stakes, “writing to learn” instructional tool for engaging students with content, normalizing mistakes, and creating and maintaining an instructor-student connection during remotely scheduled online instruction. Anecdotal data on the success of the assignment will be included andContinue reading “POSTER B5”
POSTER A5
Contract grading in Introductory Linguistics: Creating motivated self-learners Cornelia Paraskevas, Western Oregon Universityparaskc@wou.edu Contract grading that sets both qualitative and quantitative criteria and provides opportunities for ‘forgiveness’ (through tokens permitting late submission) and for self-learning (through learning logs) creates a learning environment that engenders student agency and self-learning. This learner-centered approach can create self-directed learnersContinue reading “POSTER A5”
POSTER B6
Making Online Group Work Appealing Through Wikipedia Editing Laurel Stvan, University of Texas at Arlingtonstvan@uta.edu While students report disliking most required group work, WikiEdu’s editing dashboard shows each student’s contribution, allowing individual grading; visible improvements of the shared page being edited enable presentations showing before and after stages; as new editors, students appreciated discovering researchContinue reading “POSTER B6”
POSTER C2
Active Learning in Asynchronous Introductory Linguistics: Successes and challenges Ann Bunger, Indiana University I designed an online syntax module for my large Introductory Linguistics course to scaffold student progress. Effects were mixed vs. a face-to-face semester: more students received individualized feedback, but attrition from the unit was higher and mean scores on the homework wereContinue reading “POSTER C2”
POSTER C6
Ten Trees a Day: How Gwilym the Trilingual Buffalo and Insights from Learning Science Can Improve Syntax Skills Lynn Santelmann, Portland State Universitysantelmannl@pdx.edu Syntax students need practice drawing trees. Here, I describe a formative exercise where students draw and correct 10 trees after each class. This exercise uses distributed, interleaved practice to build skills thatContinue reading “POSTER C6”
POSTER B1
Podcasting in a Pandemic for Teaching, Outreach, and Justice Catherine Anderson, McMaster University Bronwyn Bjorkman, Queen’s UniversityFélix Desmeules-Trudel, University of TorontoJulie Doner, University of TorontoMeg Grant, Simon Fraser UniversityDaniel Currie Hall, St. Mary’s UniversityTimothy Mills, University of AlbertaNathan Sanders, University of TorontoAi Taniguchi, University of Toronto We created Word to the Whys, a companion podcastContinue reading “POSTER B1”
Scholarly Teaching in Linguistics 