Bortolin, Kathleen

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    SoTL: The party that no one really wants to go to
    (Universities Canada, 2018-11-29) Bortolin, Kathleen
    I sometimes imagine the scholarship of teaching and learning, or SoTL, as a party. And if it were a party, it’d be a good one: a little bit quirky and on the fringes (yes, still), held in a warehouse somewhere down by the docks. Most need an invitation and good directions to get there, but once they find it they’re rewarded, and so are their guests. I’ve worked at the teaching and learning centre at a teaching-focused university for five years now, and interest in SoTL has been sluggish. That’s not to say it isn’t being done here – it is, by a relatively small group of faculty members engaged in this type of research. Those party-goers don’t need our help; they got to the party by themselves – or perhaps they’re throwing their own parties. But beyond that small group of people, few are knocking on our SoTL door. Why not?
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    Faculty developers as allies (not experts) in supporting Indigenous perspectives
    (Universities Canada, 2018-01-30) Bortolin, Kathleen
    Situated 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?
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    Serving ourselves: How the discourse on community engagement privileges the university over the community
    (Michigan Publishing, 2011) Bortolin, Kathleen
    Using methods of discourse analysis, I analyzed examples of the word “community” from 25 of the most recent articles in the Michigan Journal of Community Service Learning. This analysis uncovered a variety of ways in which the university appears to be privileged over the community in the discourse of higher education community-based engagement. This paper discusses four themes emerging from the analysis that represent this privileging: community as a means by which the university enhances its academic work; community as a recipient of influence by the university; community as a place which the university makes better; and community as a factor in the financial interest of the university. By identifying these subtle yet troubling themes, I aim to inspire more community-focused research as well as to encourage scholars to reflect critically on how their discourses shape an evolving understanding of community-engaged practice.
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    Blending our practice: Using online and face-to-face methods to sustain community among faculty in an extended length professional development program [post-print]
    (Taylor & Francis Group, 2016) Paskevicius, Michael; Bortolin, Kathleen
    This paper outlines the design and implementation of a nine-month faculty development program delivered using a combination of face-to-face and online methods. Participants from a range of disciplines met at regular intervals throughout the year. Between the face-to-face meetings, participants engaged in online activities such as discussions, collaborative writing and peer review activities. Using the theoretical framework of a community of inquiry (Garrison, 2011), data were analyzed both quantitatively and qualitatively. Participant feedback on the program offers some insight into how faculty developers can plan extended length professional development programs offered in a blended format.