Browsing by Author "Hey, Christina K. Mae"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Learning Experiences for empowerment, resilience, and engagement
    Cotrupi, Catherine; Davis, Jessica; Case, Mary (Virginia Tech, 2017-11-28)
    Presentation addresses the intentional and evolving work of VT Engage, Virginia Tech’s service learning and civic engagement center. Utilizing a discussion regarding the differences between “traditional” service learning and “critical” service learning, attendees are encouraged to consider the goals and outcomes associated with direct community engagement through the curriculum. An exploration of the importance of community-identified need, authentic community partnership, the awareness of self and civic identity, resources for responsible action grounded in scholarship and opportunities for collaboration will be presented as a springboard for further discussion on pedagogies that advance the human condition.
  • Thumbnail Image
    Native voices: Native peoples' concepts of health and illness - Panel discussion
    Bowers, J. Michael; Copeland, Nicholas M.; Ferguson, Victoria; Hester, Rebecca; Hey, Christina K. Mae; Cook, Samuel R.; Pannabecker, Virginia; Trinkle, David B. (Virginia Tech. University Libraries, 2016-09-20)
    This panel discussion was a joint effort between University Libraries, Virginia Tech Carilion School of Medicine, and American Indian Studies. Virginia Pannabecker, Health, Life Science, and Scholarly Communications Librarian; David Trinkle, Associate Dean for Community and Culture, Virginia Tech Carilion School of Medicine; and Sam Cook, Director, American Indian Studies at Virginia Tech led the planning effort. Panelist Victoria Ferguson (not featured in the video recording) provided an introduction and led a discussion at the Virginia Tech Carilion School of Medicine event location in Roanoke.
    The panel was part of a series of events complementing the display of the exhibit Native Voices: Native Peoples' Concepts of Health and Illness (https://www.nlm.nih.gov/nativevoices/) at Newman Library from September 16th to October 25th, 2016. The exhibit was developed and produced by the U.S. National Library of Medicine (NLM). The American Library Association (ALA) Public Programs Office, in partnership with NLM, toured the exhibition to America’s libraries. It was brought to Virginia Tech by University Libraries; Virginia Tech Carilion School of Medicine; American Indian Studies; Human Nutrition, Foods, and Exercise; Division of Student Affairs: Intercultural Engagement Center; and the Moss Arts Center.
    The exhibit examined concepts of health and medicine among contemporary American Indian, Alaska native, and Native Hawai'ian people. The traveling exhibition, produced by the National Library of Medicine, featured interviews and works from native people living on reservations, in tribal villages, and in cities. Topics included: Native views of land, food, community, earth/nature, and spirituality as they relate to Native Health; the relationship between traditional healing and Western medicine in native communities; economic and cultural issues that affect the health of Native communities; efforts by Native communities to improve health conditions; and the role of Native Americans in military service and healing support for returning Natives veterans.
  • Thumbnail Image
    Situating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-relevant Science Education for Human Empowerment and Environmental Sustainability
    Hey, Christina K. Mae (Virginia Tech, 2017-05-02)
    Learning to value ourselves as uniquely endowed, understanding our irreplaceable fit into the social and environmental fabric, and becoming active agents woven into our communities will maximize our capacity for progressive change through empowerment. There are effective practices in orchestrating learning environments for empowerment that have ancient and proven roots but have become marginalized in contemporary education. These ways focus on fostering the development of unique gifts and group cohesion, as opposed the fostering of independence and competition, the latter being two ideologies not found in Nature when it is in balance and harmony. This reversal in paradigm will reclaim our ability to critically problem-solve and evoke transformative action by increasing the diversity of perspectives and talents focused on an endeavor. Central to this research is an exploration of the strategization involved in supporting cultural, cognitive, and creative capital—the gifts endowed to humankind that enable our co-evolution with this specific regions of this planet. This research explores methods not only of maintaining the integrity of Indigenous voice through the process of research and reporting but also of using science as a tool for building community through a sense of critical Indigenous identity. It is my hope that the data contained in this research will serve as a relevant, without being transferable, model of progressive educational approaches to ameliorate science education on a local, national, and global scale.