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dc.contributor.authorBortolin, Kathleen
dc.date.accessioned2018-02-28T19:45:12Z
dc.date.available2018-02-28T19:45:12Z
dc.date.issued2018-01-30
dc.identifier.citationBortolin, K. (2018). Faculty developers as allies (not experts) in supporting Indigenous perspectives. University Affairs. Retrieved from: https://www.universityaffairs.ca/opinion/in-my-opinion/faculty-developers-allies-not-experts-supporting-indigenous-perspectives/en
dc.identifier.otherDOI: 10.25316/IR-468
dc.identifier.urihttp://hdl.handle.net/10613/5522
dc.identifier.urihttp://dx.doi.org/10.25316/IR-468
dc.description.abstractSituated in teaching and learning centres, faculty developers are well-positioned to be allies in the face of faculty uncertainty. Here and now, teaching and learning centres are being called to go beyond drawing rubrics and flipping lectures. We now have faculty asking us questions like, “How do I incorporate an Indigenous perspective into my computer studies course?” and “How do I bring Indigenous content into my Geology program?” How should we respond?en
dc.format.extent4 pg.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherUniversities Canadaen
dc.subject.lcshUniversities and colleges--Canadaen
dc.subject.lcshProfessional learning communitiesen
dc.subject.lcshReconciliationen
dc.titleFaculty developers as allies (not experts) in supporting Indigenous perspectivesen
dc.typeArticleen
dc.description.noteThis article was originally published as: Bortolin, K. (2018). Faculty developers as allies (not experts) in supporting Indigenous perspectives. University Affairs. Retrieved from: https://www.universityaffairs.ca/opinion/in-my-opinion/faculty-developers-allies-not-experts-supporting-indigenous-perspectives/en
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/5522/Bortolin.UA.pdf?sequence=3en
dc.identifier.doi10.25316/IR-468


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