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The report also consolidates information from multiple federal and related surveys, plus updates from the LSA online Directory, and highlights program specializations while noting limitations in available datasets for non-academic populations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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annual report on linguistics in higher education?","Question",{"text":63,"@type":64},"To document the state of linguistics in higher education by compiling data from multiple relevant sources and presenting trends across employment, salaries, degrees, and student enrollment.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which kinds of data sources does the report use?",{"text":68,"@type":64},"It uses information from the LSA online Directory of linguistics departments and programs, federal survey data such as the Survey of Earned Doctorates and the Survey of Doctoral Recipients, and other related survey efforts mentioned in the report.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the report describe trends in employment and undergraduate participation?",{"text":72,"@type":64},"It notes higher-education as the most common career outcome for linguistics PhDs, discusses shifts in faculty categories and tenure-track outcomes, and reports growth in undergraduate enrollment 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Friedman, LSA Intern Alyson Reed, LSA Executive Director  \nTable of Contents  \nI. Introduction 3  \nII. Overview of Trends in Linguistics 4  \nIII. Data Sources 4  \nIV. Employment 5  \na. Job Types 7  \nV. Salaries 9  \nVI. Degree Production in Linguistics 10  \na. Degrees Awarded by Highest Degree Offered 11  \nb. Number of Degrees Awarded by Gender 12  \nVII. Student Enrollment and Financial Support 12  \nVII. Ethnicity, Gender, and Citizenship 13  \nIX. Program Specializations 14  \nX. Appendix 16  \na. Item 1: North American Institutions Providing 16  \nAny Data on Students or Faculty  \nIntroduction  \nFor many years, the Linguistic Society of America (LSA) has maintained a Directory of Linguistics Departmentsand Programs, which included those academic institutions located in the United States and Canada. The print Directory was a well-regarded resource for tracking basic information like: language and sub-field specializations, student enrollment, number and type of degrees conferred, number and rank of faculty positions, and related demographic data for students and faculty. As the Directory evolved into an online resource, it became more difficult to produce an Annual Report with comprehensive information for all ofthe North American institutions because fewer departments and programs provided data to the LSA. A primary objective of the 2012 LSA website redesign was to develop a much more robust Directory of Linguistics Departments and Programs. This redesigned Directory would serve a number of potential audiences: prospective graduate students, prospective faculty, and administrators seeking benchmarking data. With this overhaul complete, the LSA then embarked on extensive outreach efforts to enlist the participation of “departmental contacts” in order to update the listings for individual institutions.  \nThe LSA has also monitored and/or participated in a number of national (U.S.) surveys that track the status of linguistics in higher education. The National Science Foundation (NSF) conducts and reports data from two relevant surveys: The Survey of Earned Doctorates (SED) and the Survey of Doctoral Recipients. The federal Department of Education conducts and reports data from an annual survey of 4,200 post-secondary institutions. The most recent available data from all three surveys are included in this report. In addition to these federal data initiatives, the American Academy of Arts & Sciences conducted a Humanities Departmental Survey (HDS), with financial and in-kind support from the LSA in 2007-8 and 2012-13. Data from those two surveys are not included in this report because the first HDS is outdated, and data from the second HDS has not yet been released. Once the 2012-13 HDS is made available, the LSA will provide direct web links to the data pertaining to the field of linguistics.  \nIn addition to the data collection and monitoring activities outlined above, the LSA also maintains a member database with individual profiles that include demographic information, professional affiliations, and linguistic sub-specialties. Although most LSA members do not choose to provide demographic information, most do choose to provide professional and/or scholarly affiliations. Charts summarizing statistically relevant data from the LSA membership profiles are included in this report.  \nThe long-term goal ofthe LSA is to produce an “Annual Report on the State of Linguistics in Higher Education”which will include data from all of the relevant sources mentioned above. These data will be compiled into longitudinal charts showing change over time in the academic linguistics community. The LSA welcomes the opportunity to report on trends affecting linguists beyond academia, to include those working in industry and government. Obtaining data for these populations is much more difficult, given the lack of systems in place for tracking these individua","cbCaivpFswj9nEEb","https://ap.wps.com/l/cbCaivpFswj9nEEb","pdf",713220,16,"English","# Introduction\n# Overview of Trends in Linguistics\n# Data Sources\n# Employment\n# Salaries\n# Degree Production in Linguistics\n# Student Enrollment and Financial Support\n# Student Demographics (Ethnicity, Gender, and Citizenship)\n# Program Specializations\n# Appendix","[{\"question\":\"What is the main purpose of the 2013 annual report on linguistics in higher education?\",\"answer\":\"To document the state of linguistics in higher education by compiling data from multiple relevant sources and presenting trends across employment, salaries, degrees, and student enrollment.\"},{\"question\":\"Which kinds of data sources does the report use?\",\"answer\":\"It uses information from the LSA online Directory of linguistics departments and programs, federal survey data such as the Survey of Earned Doctorates and the Survey of Doctoral Recipients, and other related survey efforts mentioned in the report.\"},{\"question\":\"How does the report describe trends in employment and undergraduate participation?\",\"answer\":\"It notes higher-education as the most common career outcome for linguistics PhDs, discusses shifts in faculty categories and tenure-track outcomes, and reports growth in undergraduate enrollment for BA degree pursuits.\"}]","The State of Linguistics in Higher Education - Annual Report 2013 | PDF",1792051404]