here - Linguistic Society of America

PanelSaturday, 5 JanuaryI outline the benefits of the coordination of research questions with disciplines, including education and the speech and hearingsciences, which have established pathways for recruiting underrepresented students so that research pipelines and cohortrelationships can be forged across disciplines and universities. Finally, I discuss the merits, for both students and faculty, ofaligning with research organizations, such as the Ford Foundation, that support underrepresented students and their mentors.Poster/roundtable Abstracts:Kristin Denham (Western Washington University)Anne Lobeck (Western Washington University)The changing focus of teaching and doing linguisticsWith linguistics becoming ever more interdisciplinary, linguists often find themselves in departments (Composition, English,Languages) with colleagues and students unfamiliar with the field. We invite participants to explore the benefits, goals andchallenges of teaching linguistics to non-majors, and how (and whether) these differ from those for teaching Linguistics majors.How does teaching non-majors enrich our own scholarship, teaching, and service? In our case, we have developed a linguisticscurriculum for English majors, including a minor in English Language and Linguistics. Our courses form part of the university’sinterdisciplinary Linguistics Program curriculum, and we have both Linguistics majors and English majors in our classes. Thisexperience has led us to become deeply involved in linguistics and K-12 education, a field that enriches the profession andbridges the gap between majors and non-majors, changing in significant and valuable ways what it means to “do” linguistics.Adam Hesterberg (Princeton University)Lori Levin (Carnegie Mellon University)Patrick Littell (University of British Columbia)James Pustejovsky (Brandeis University)Dragomir Radev (University of Michigan)The North American Computational Linguistics OlympiadThe North American Computational Linguistics Olympiad (NACLO, is a contest for high school students in which they learnabout linguistics, languages, and computation by solving puzzles. The contest requires no prior knowledge. Each puzzle is selfcontainedand leads the student to a discovery about some aspect of the language in question (phonology, morphosyntax,historical change, etc.) or a computational technique used for language technologies. The purpose of NACLO is to introducestudents to linguistics, languages, and computation before college thereby increasing the number of students who study linguisticsand language technologies in college. NACLO was awarded the LSA Linguistics, Language, and the Public award in 2011.Through this poster introduction, we hope to increase the number of universities that host NACLO and the number of linguistswho participate in the program committee and other NACLO activities.Michal Temkin Martínez (Boise State University)Tory Deltoro (Boise State University)Andrew Hayes (Boise State University)Kelli Jones (Boise State University)Jessica Milanez (Boise State University)Ivana Müllner (Boise State University)Dustin Svoboda Boise State University)Danielle Yarbrough (Boise State University)Technology in the linguistics classroom: instructor and student perspectivesThis poster will highlight best practices for incorporating technology into the linguistics classroom. From facilitating real-timefeedback in large lecture-style introductory classes to the use of mobile technology and document sharing in field methodscourses, this presentation will highlight the benefits and downfalls of the incorporation of technology into undergraduate courses.It will also demonstrate the importance of using technology as a tool to better meet and assess learning objectives. Both instructorand student perspectives will be outlined and discussed.105