Abstract
This special issue contains peer-reviewed papers presented during an organized session on scholarly teaching at the 2021 LSA Annual Meeting. The session was organized by an NSF-sponsored Faculty Learning Community that was formed in 2019 to build capacity among a cohort of linguists to advocate for scholarly teaching and the scholarship of teaching learning (SoTL).
Highlights
Over the past two decades, interest in pedagogy in our field has increased at the individual and disciplinary level
Kazuko Hiramatsu & Michal Temkin Martinez*. This special issue of Proceedings of the Linguistic Society of America (PLSA) contains peerreviewed papers presented during an organized session on scholarly teaching at the 2021 LSA Annual Meeting
The session was organized by an NSF-sponsored Faculty Learning Community that was formed in 2019 to build capacity among a cohort of linguists to advocate for scholarly teaching and the scholarship of teaching learning (SoTL)
Summary
Over the past two decades, interest in pedagogy in our field has increased at the individual and disciplinary level. This special issue of Proceedings of the Linguistic Society of America (PLSA) contains peerreviewed papers presented during an organized session on scholarly teaching at the 2021 LSA Annual Meeting.
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