Research & Advocacy

usfsm PAInT

PAInT Advisory Board and USFM PAInT Supporters “The heART of PAInT”

Great leadership usually starts with a willing heart, a positive attitude, and a desire to make a difference.”
— Mac Anderson

The goals of the Florida Center for PAInT are to:

  1. Conduct basic and applied research on policies and practices related to arts integrated teaching.
  2. Partner with interested Florida College System institutions and private educational institutions to conduct arts integrated educational research.
  3. Seek out agreements to provide technical assistance and support, upon request, to the Florida Department of Education, Florida school districts, private schools, charter schools, and educator preparation programs in the implementation of evidence-based arts integrated instruction, assessments, programs, and professional development.
  4. Collaborate with interested arts organizations and Florida school districts in the development of frameworks for arts integrated courses for use in schools.
  5. Collaborate with interested arts organizations and Florida school districts in the development of frameworks for professional development activities, using multiple delivery methods for arts integrated teaching in different content areas.
  6. Disseminate information about outcome-based practices related to arts integrated instruction, assessment, curricula, and programs.
  7. Position Florida as a national leader in arts integrated teaching and research.
  8. Examine arts integrated teaching Science, Technology, Engineering, and Math (STEM) educational courses.
  9. Create sustainable professional development opportunities
  10. Plan and convene workshops, community conversations, webinars, etc.
  11. Create and disseminate research journal/repository

Hearts and Minds Without Fear: Unmasking the Sacred in Teacher Preparation is the first book of its kind that focuses on the critical urgency of integrating creativity, mindfulness, and compassion in which social and ecological justice are forefronted in teacher preparation. This is especially significant at a time of cultural turmoil, educational reform, and inequities in public education. The book serves as a vehicle to unmask fear within current educational ethical deficiencies and revitalize hope for community members, teacher educators, pre-service, in-service teachers, and families in school communities. The recipients of these strategies are explicitly presented in order to build understanding of a compassionate paradigm shift in schools that envisions possibility and social imagination on behalf of our children in schools and our communities. The authors unabashedly place the arts and aesthetics at the core of the educational paradigm solution. The book lives its own message. Within each seed chapter, the authors practice authentically what they preach, offering a refreshing perspective to bring our schools back to life and instill hope in children’s and educators’ hearts and minds.