Morgan C. Benton

Reconciling the Divide: Common Processes in Science and Arts Education

Many see the sciences and arts as two distinct fields – one objective the other subjective; however, we see the two having more in common than different. These commonalities formed the basis for a STEAM framework, which examines the intersections of five processes: noticing, wondering, visualizing, exploring, and communicating. This framed a professional development workshop on STEAM for elementary teachers. Here we define and explore these processes through both science and art perspectives, and share examples of how each of these processes were integrated to support learning. We believe that STEAM provides a well-rounded experience, allowing learners to make connections with both their minds and bodies, which ultimately enhances their learning experience. Author/Artist Bio Lori Fulton is an Assistant Professor of science education in the Institute for Teacher Education at the University of Hawai‘i at Mānoa. Her research focuses on the oral and written discourse of science at the elementary level. She teaches Elementary Science Methods and Planning and Instruction: STEM. Jamie Simpson-Steele is an Assistant Professor of arts education in the Institute for Teacher Education at the University of Hawai‘i at Mānoa. Her research interests address issues of social justice, performances of culture, arts integration, and performance as research methodology. She integrates the arts throughout her coursework in teacher preparation.

A Path for Exploring the Agile Organizing Framework in Technology Education

When the Agile Organizing Framework (AOF) is examined through the lens of the social constructivist pedagogy, principles and practices that define an agile learning environment emerge. This paper presents a translation of the AOF to fit the context of instruction in higher education based on the social constructivist perspective, and is not limited to software engineering education. Additional research is needed to observe, test and validate each of the agile enablers and inhibitors in the classroom, and to determine which principles and practices best contribute to the achievement of learning objectives. Furthermore, we hypothesize that integrating elements of the agile learning environment into agile software development methodologies could enhance a teams ability to successfully synchronize exploitation (the continuous improvement of existing products and practices) with exploration (the identification and implementation of breakthrough innovations).

Designing Personal Sustainability into Organizational Culture: The Case of Burning Man

Efforts to improve the efficiency and effectiveness of organizations has been ongoing for over a century, starting with the “scientific management” approach of Frederick Taylor and the “functions and principles” approach of Henri Fayol that gained popularity in the first two decades of the 1900s. More recently, the notion of sustainability—that is, the efficient use of energy and resources at both the personal and organizational levels—has been recognized as a contributor to developing competitive advantage. Personal sustainability contributes to organizational sustainability by raising awareness about sustainability at the organizational level, promoting engagement among members of an organization, and ensuring that individuals have the energy and resources to contribute to the overall mission of the organization. For this interplay to occur though, sustainability must be part of the organization’s core values. In this case study, we examine the culture of the annual Burning Man event in the Black Rock Desert of northwestern Nevada and explore how personal sustainability impacts the success of the event, while helping to create a strong cultural identity among participants known as “Burners.”