The African-American community has played a historically significant role in the advancement of Arizona and our region. The future success of our state relies on our ability to strengthen our communities and empower them to meet and exceed their vast potential. This project between the community and the University was undertaken to help advance a better understanding of the changing dynamics of Arizona’s African-American population and the critical issues that require our collective attention in terms of education, health care, the economy, culture and leadership.

Interview with Mr. Arnott Duncan, owner of Duncan Family Farms, Inc.

Arnott Duncan is the owner of Duncan Family Farms. Farming runs in Arnott’s veins. He is a third generation farmer who has developed a deep connect to his local economy. However, interacting with Arizona food systems is not his only goal. Arnott also is actively engaged with educating the community about local produce. His farm provided U-Pick opportunities to the local community to provide people with in engaging experience toward food. The many years Arnott spent in the food industry has taught him that food, family, and community change the way we think but what we choose to do with that makes the difference in how we shape the world.

Current educational systems are trying to transform their practices with those that align with critical thinking skills, collaboration amongst students and allowing students to feel motivated and engaged in learning. Within a special education classroom at a Title I high school located in South Tempe, Arizona, a design was innovated in order to attempt to enhance this learning environment to foster students’ ability to build intrinsic motivation and engaged within their classroom through collaboration and the autonomy supported by the teacher and this innovation. Throughout this paper, you will be able to see the contextual analysis, theoretical inspirations, design constructs and analysis of the implementation within two separate class periods.

This paper is the culmination of a fifteen-week design study in partnership with a high school teacher to utilize design thinking in a classroom context. A procedure for guiding the educator through the design process was developed and implemented to gain understandings into whether incorporating design thinking in a classroom context would enhance educators problem-solving abilities and empower them to effectively tackle complex problems. The findings suggest that design thinking is a powerful tool for educator’s and can have a positive impact on their classroom environment, though continued support is key. The paper begins with a situation analysis report to discuss the mission of the partner organization, as well as goals and expectations of the study. It continues with the theoretical inspiration statement which articulates the theoretical underpinnings of the study. Then, the design statement and prototype describe the outline of the procedures developed to guide the collaborating teacher through the design process. The paper concludes with the design enactment report which includes a narrative of the process and details the findings.

Joan McGregor is a professor of philosophy in the School of Historical, Philosophical, and Religious Studies at ASU as well as an adjunct professor in the Sandra Day O’Connor College of Law. Approaching the issue of food sustainability through ethics, Joan offers a unique perspective on the idea of food systems. She believes by looking at the ethics of food systems people move beyond seeing sustainability as a scientific problem and address the problem as a manageable part of their everyday lives. In the development of Dinner 2040 with her team Joan sought to make the food systems about the people directly affected by the food crisis. Though she believes there is no overnight solution, she does believe that the forum that Dinner 2040 provides begins the process of thinking about local solutions.