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The report compiles data from LSA directory, membership database profiles, and member-provided institution updates, then analyzes trends across employment outcomes, faculty composition, degree production, student enrollment, financial support, ethnicity and citizenship, graduate teaching, and program specializations. 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The data found in this edition were compiled by Liz Shar and Jim Bauman, with assistance from Robert Townsend at the American Academy of Arts & Sciences and Dan Foley at the National Science Foundation. 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  \na. LSA Directory 5  \nb. LSA Membership Database 6  \nc. Government-Sponsored Surveys 6  \nd. Professional Societies 6  \nIV. Employment 7  \na. Job Types 9  \nb. Job Type by Gender 10  \nV. Salaries 11  \nVI. Degree Production in Linguistics 12  \na. Number of Degrees Awarded by Gender 15  \nVII. Student Enrollment and Financial Support 15  \nVIII. Ethnicity and Citizenship 16  \nIX. Graduate Student Teaching 17  \nX. Program Specializations 17  \nXI. Appendix 19  \na. North American Institutions Providing Any Data on Students or Faculty in 2015 (n=110) 19  \nIntroduction  \nFor many years, the Linguistic Society of America (LSA) has maintained a Directory of Linguistics Departments and 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 of the 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. 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, most do choose to provide professional and/or scholarly affiliations. Charts summarizing statistically relevant data fr","cbCaijFt65GBiWr6","https://ap.wps.com/l/cbCaijFt65GBiWr6","pdf",1424814,"English","# Introduction\n## Overview of Trends in Linguistics\n## Data Sources","[{\"question\":\"What sources of data are used in the annual report?\",\"answer\":\"The report compiles information from the LSA Directory, the LSA membership database profiles, and multiple federal surveys including NSF initiatives (Survey of Earned Doctorates and Survey of Doctoral Recipients), plus annual education surveys from the Department of Education. It also includes select data from a Humanities Departmental Survey conducted by the American Academy of Arts \\u0026 Sciences.\"},{\"question\":\"What does the report say about common career outcomes for linguistics PhDs?\",\"answer\":\"It states that the most common career outcome for linguistics PhDs is a position in higher education, while noting that many linguists also pursue careers in industry and K-14 education after obtaining their doctorates.\"},{\"question\":\"How does the report describe trends in faculty composition and gender?\",\"answer\":\"Within higher education, it reports that most faculty are full professors but that non-professorial roles are growing, especially for women. It also notes that women are nearly on parity with men for tenure-track jobs, though they are still below men in the number of full professor positions.\"}]","The State of Linguistics in Higher Education - Annual Report 2015 - Third Edition | PDF",1792051412]