It is an annual event on quantixed to post the papers I have selected for MD997 Frontier Techniques and Research Skills in Biomedicine. Previous selections are grouped here. The deal is that each student picks a paper from the list and then uses it to write a “grant application” for a research project. They also present the paper to the class and finally we do a grant panel where projects are scored!

Our lab is growing! In our Three Questions series, we’re profiling each of our members and the amazing work they’re doing. Today, we’re highlighting Michelle La, a master’s student studying the subculture of sneaker enthusiasts at Simon Fraser University (SFU) and a research assistant at the ScholCommLab.

This is written for instructors in the Department of Public Management and Policy at the Andrew Young School of Policy Studies at Georgia State University, but it’s hopefully widely applicable too. With more than 100 universities moving their teaching online (including Emory just last night), it’s looking more and more inevitable that GSU will make a similar switch any time now.

Language change has been the focus of my research for over twenty years now, so when I taught second semester linguistics at Saint John’s University, I was very much looking forward to teaching a unit focused on change.  I had been working to replace constructed examples with real data, so I took a tip from my natural language processing colleague Dr. Wei Xu and turned to SparkNotes.

Teaching collaborative software development In the University of British Columbia’s Master of Data Science program one of the courses we teach is called Collaborative Software Development, DSCI 524. In this course we focus on teaching how to exploit practices from collaborative software development techniques in data scientific workflows.

Language is not just spoken and written, and even though I’ve been working mostly on spoken languages for the past fifteen years, my understanding of language has been tremendously deepened by my study of sign languages. At the beginning of the semester I always asked my students what languages they had studied and what aspects of language they wanted to know more about, and they were always very interested in sign language.

In September I wrote about how I used accent tag videos to teach phonetic transcription in my online linguistics classes. Since I could not be there in person, the videos provided a stable reference that we could all refer to from our computers around the country.

I am now running a new module for masters students, MD997. The aim is to introduce the class to a range of advanced research methods and to get them to think about how to formulate their own research question(s). The module is built around a paper which is allocated in the first session. I had to come up with a list of methods-type papers, which I am posting below. There are 16 students and I picked 23 papers.

When I was teaching introductory linguistics, I had a problem with the phonetic transcription exercises in the textbooks I was using: they asked students to transcribe “the pronunciation” of individual words – implying that there is a single correct pronunciation with a single correct transcription.

Last January I wrote that the purpose of phonetic transcription is to talk about differences in pronunciation. Last December I introduced accent tags, a fascinating genre of self-produced YouTube videos of crowdsourced dialectology and a great source of data about language variation. I put these together when I was teaching a unit on language variation for the second-semester Survey of Linguistics course at Saint John’s University.