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The data found in this edition were compiled by James Heckathorn and Lauren Friedman, with assistance from Dan Foley at the National Science Foundation, Robert Townsend at the American Academy of Arts & Sciences, and Michal Temkin Martinez, Chair of the LSA Committee on Linguistics in Higher Education. The LSA also wishes to thank the scores of Linguistics Departments and Programs that updated information for their respective institutions, and the thousands of LSA members who have provided complete information via their membership profile.  \nTable of Contents  \nI. Introduction 4  \nII. Overview of Trends in Linguistics 5  \nIII. Data Sources 5  \nIV. Employment 6  \na. Job Types 8  \nb. Job Type by Gender 9  \nV. Salaries 10  \nVI. Degree Production in Linguistics 11  \na. Degrees Awarded by Highest Degree Offered 12  \nb. Number of Degrees Awarded by Gender 13  \nVII. Student Enrollment and Financial Support 13  \nVII. Ethnicity and Citizenship 14  \nIX. Graduate Student Teaching 15  \nX. Program Specializations 15  \nXI. Appendix 17  \na. Item 1: North American Institutions Providing 17  \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 has 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 of these 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 the first survey is not included in this report because the first HDS is outdated. The 2012-13 HDS was published in 2014 and select pieces of data covering the field of linguistics in higher education appear in this report.  \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, mos","cbCainomqPXZCSTp","https://ap.wps.com/l/cbCainomqPXZCSTp","pdf",946810,17,"English","# Table of Contents\n## 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## Ethnicity and Citizenship\n## Graduate Student Teaching\n## Program Specializations\n## Appendix","[{\"question\":\"What is the main purpose of the Linguistic Society of America’s annual report?\",\"answer\":\"It documents and analyzes the state of linguistics in higher education using data from relevant sources, including directory information and national surveys, with an aim to track trends over time.\"},{\"question\":\"Which types of data sources are used in the report?\",\"answer\":\"The report draws on data from federal surveys such as the Survey of Earned Doctorates and the Survey of Doctoral Recipients, an annual Department of Education survey, and select results from a Humanities Departmental Survey.\"},{\"question\":\"What career outcomes and faculty trends does the report highlight?\",\"answer\":\"It notes that many linguistics PhDs take positions in higher education, while a significant number pursue industry or K-14 roles. It also summarizes trends in faculty roles and gender representation across professorial and tenure-track categories.\"}]","The State of Linguistics in Higher Education - Annual Report 2014 - Second Edition | PDF",1792051408,43]