Smith Family Hall, Room 2388
Public lecture format including the Heritage Campus Community and interested community members.
Sponsored by the Center for Intercultural Learning and Teaching (CILT)
Wednesday, September 24, 2014 | 12:00 - 1:00 p.m.
Ricardo Valdez and Dr. Joy Howard, Affiliated Faculty Members, CILT
“Flipping the script: Undergraduate Student Voices Through Art Media”
Joy Howard and Ricardo Valdez, joined by Heritage student-artists will discuss Flip the Script, a study designed to document and analyze what happens when students, faculty, and staff explore relationships, connections, and purposes within the educational experiences of First Generation College Students (FGCS) in a Hispanic and Native American serving institution. Joy and Ricardo will discuss action steps taken as an in/direct result of the project and the connections of this project to a larger national discussion about collaborative research design.
Thursday, October 30, 2014 | 12:00 - 1:00 p.m.|
Dr. Blake Slonecker, Instructor, Department of Humanities
“We are Marshall Bloom: Sexuality, Suicide, and the Collective Memory of the Sixties”
This lecture will examine the collective memory of Liberation News Service co‐founder Marshall Bloom. A minor yet influential figure in the constellation of American New Leftists, Bloom played active roles in the civil rights, antiwar, and student movements, the underground media, and the communal counterculture. In the 40 years since Bloom’s 1969 suicide, commentators have attached a medley of meanings to his life and death, casting him as a misguided counterculture narcissist, a Movement martyr, a closeted homosexual, and a revolutionary organic farmer. This essay explores these representations of Bloom to illustrate how they constitute a collective memory that is as variable as Bloom and the Sixties were complex.
Wednesday, November 19, 2014 | 12:00 - 1:00 p.m.
Maxine Janis, President’s Liaison for Native American Affairs
“Culturally Conscious Dialogue: Cultural Attunement Through Critical Consciousness”
The core of cultural attunement is to remain mindful to the space of “critical consciousness,” a term used by Freire (1970). Critical consciousness is defined as the act of having a heightened awareness of thought that focuses on achieving an in-depth understanding of the world. Such consciousness allows for the examination of perception to expose social and political contradictions. The diversity dilemma becomes superficially enhanced, holding us back and affecting our ability to let our self-identity have the freedom to embrace diversity and health care practices.
Wednesday, February 18, 2015 | 12:00 - 1:00 p.m.
Dr. Cheryl Young, STEM Grant Activity Coordinator | “National Initiatives to Increase Academic Performance in Science, Technology, Engineering and Mathematics”
It has been 15 years since the last national effort in science education reform. Advances in science as well as the way we teach and learn have changed. This presentation focusses on national initiatives in science education which are vital to face the global challenges of the 21st Century and beyond. As stated by President Barak Obama, "the nation that out-educates us today -- will out-compete us tomorrow."
Tuesday, March 11, 2015 | 12:00 - 1:00 p.m.
Professor Greg Hinze, Instructor, Department of Humanities
“American Martyr: The Life, Death, and Myth of George Armstrong Custer”
Like everything else about George Armstrong Custer, his death and subsequent martyrdom was shrouded in controversy and contradictions. Played out on a grand stage, his crushing defeat would launch one of the greatest myths in U.S. history. History Professor Greg Hinze will examine both the reality and the myth of George Custer, and argue why the Battle of the Little Bighorn may have been the most significant in U.S. History.
Wednesday, April 8, 2015 | 12:00 - 1:00 p.m.
Darryl Parks, Assistant Professor, Library
“Language and Library Anxiety”
This study investigates the connection between English as a Second Language and the phenomenon of library anxiety. Through surveys that focused on using an academic library, we measure the differing experiences of native English speakers and speakers who learned English as an additional language. The results are discussed and implications for academic librarians who work with ELL populations considered.
Contact: Mary James - (509) 865-8564 - email@example.com