Tag: Gary Swick

Annie Glidden Heritage Garden continues to bloom outside CoE

Gary Swick

Gary Swick

Gary Swick views gardening as fundamental to the future.

“We live in a society that thinks that food comes from a drive-up window or, at best, a refrigerator,” says Swick, an adjunct instructor of Foundations of Education in the NIU Department of Leadership, Educational Psychology and Foundations.

“I think that people growing their own food, or being involved in growing food, is really going to be a key thing for us in getting our culture back,” he adds. “Part of that is connecting to the natural environment, and we can’t really expect people to protect something they don’t care about.”

As a longtime educator, Swick knows that the most effective way to change a culture’s deeply ingrained mindset is through young children who are still learning about their world.

Planting those seeds is the mission of the Annie Glidden Heritage Garden, a plot of four raised beds tilled two years ago near the Barsema Alumni and Visitors Center.

Swick assigns his College of Education students to create and plan lessons in math, science, social studies and language arts based on the garden.

They realize through that process that gardens are powerful teaching tools as well as valuable resources for schools, he says, and become more likely to carry that back-to-the-earth philosophy into their eventual classrooms.

He credits NIU’s Communiversity Gardens as his inspiration. “I was in the right place at the right time. I am one of the faculty co-advisers, with Melissa Burlingame,” Swick says.

Dan Kenney, a key player in the Communiversity Gardens initiative, later helped Swick to construct the Annie Glidden Heritage Garden. “I told Dan that I wanted this teaching garden, and he made it happen. We wrote a dean’s grant, and I received it,” he says.

annie-glidden-1“I got it in my mind that gardening is a skill that every teacher from Northern Illinois University should walk away with if they’re not afraid to put their hands in the soil,” adds Swick, a retired environmental sciences teacher from Dundee-Crown High School.

“You can experience the magic of a child planting a seed, and being able to see that something they can eat comes from it later.”

Connecting that sense of awe and wonder to academics can bear great fruit, he says.

If students are excited over the miracle of seeds turning into plants, he says, imagine the poetry they might write! Imagine their curiosity to know where vegetables came from, how people used those crops over the centuries and their cultural significance to their countries of origin!

Lessons aren’t restricted to vegetable gardens, he adds, mentioning flower gardens and even rock gardens.

“This is really limitless,” he says. “The only limit is people’s imaginations.”

Equally limitless are the possibilities for society if today’s children embrace gardening in a way that matches Swick’s vision.

First, he says, naturally grown foods promote good nutrition, improve health and challenge business.

“You can grow food for way cheaper than you can buy it,” he says. “I’m a believer that consumers control the marketplace. That’s how capitalism works. If people understand their food better, if we start rejecting certain kinds of food, if we can start liking the crunch of carrots and celery instead of potato chips – then the food companies are not going to make it.”

annie-glidden-2Second, he foresees greater civility among humanity.

“Our human culture is not on a sustainable path. We’ve got all of this violence and squabbling. But everybody eats. Everybody has to have food,” he says.

“If you look at a supermarket, people are independent. They’re rushing through, loading up carts, not interacting, being controlled by the marketing on the packages,” he says.

“At a farmers market,” he adds, “it’s a community experience. Conversations take place. Relationships are developed. People are willing to pay more money for something than they would in the supermarket because they know who’s producing it, they know what they’re getting and, in some cases, they can have some control over it.”

Next on Swick’s wish list is a pair of aeroponic gardens, indoor tower-shaped gardens that spray water onto the roots rather than immersing the roots.

He wrote a dean’s grant to obtain one model for the classroom and another for the Learning Center in Gabel Hall; the towers demonstrate the ability of year-round, indoor food production.

Meanwhile, he’s already doing his part to put gardens into tiny hands. First-graders from NIU’s Campus Child Care are watering and weeding the Annie Glidden Heritage Garden while their college-age counterparts are home for the summer.



Project SLIDE couples lessons in biodiversity with preparation for teaching diverse learners

project-slide-2A chance to explore and learn in a natural, outdoor setting is uncommon for most fifth-graders at Golfview Elementary School in Carpentersville.

But students and faculty from the NIU College of Education provided just that this spring.

“I can safely say that it was an experience the fifth-graders will never forget,” says Gary Swick, an adjunct instructor of Foundations of Education in the NIU Department of Leadership, Educational Psychology and Foundations.

“For a lot of these kids, they’ve never been on a trail in a forest preserve, just walking from one place to another in the woods,” he adds. “It was highly sensory and stimulating for them.”

Part of the NIU’s Project SLIDE (Science Literacy in Diverse Education), the day of field activities April 21 at Schweitzer Woods Forest Preserve in West Dundee provided hands-on learning in environmental science and biodiversity.

NIU students first interacted with the Golfview fifth-graders April 7, when they presented five classroom lessons on those topics.

“Gary and I shared some students in their second professional semester – the diversity block, which involves courses about working with diverse learners,” says Dianne Zalesky, an instructor in the Department of Curriculum and Instruction. “In talking to Portia Downey, we heard about Educate Local, and how we could get our students out into a different community with diverse learners.”

project-slide-4Educate Local provides teacher licensure candidates the opportunity to gain experience and develop their perspective of education through volunteering, observing and participating in various campus, community, and educational settings.

Hispanic children make up nearly 96 percent of Golfview’s enrollment, offering a fertile training ground for students in Zalesky’s “ESL Methods and Materials” course.

Curriculum came from Project Learning Tree, a program of the American Forest Foundation that “uses trees and forests as windows on the world” to grow students’ understanding of the environment and actions they can take to conserve it.

“Their motto is, ‘It’s not teaching them what to think; it’s teaching them how to think.’ It’s critical thinking on environmental issues,” Swick says. “My students are certified Project Learning Tree instructors.”

Swick’s students, enrolled in his “Using the Community as a Resource” course, chose the lessons from Project Learning Tree’s book of “outdoor education recipes.” Five teams of Huskies deployed throughout five Golfview classrooms to present. Some taught two lessons, he says, while others tackled five.

“What really impressed me is how well they operated as a team,” Swick says. “It was almost like an internal combustion engine, where you have different pistons firing but they’re all driving the same thing forward. It was rarely one of them standing-and-delivering with the other four watching.”

Zalesky made sure her students practiced differentiation of their lessons to meet the needs of different learners.

project-slide-5“My students learned as much as the fifth-graders did,” Zalesky says. “The more experience you have working with students and applying theory to practice, the better – and that was invaluable. Delivering lessons is not just giving information. It’s interacting with the students. It’s grouping them. It’s classroom management.”

Language-related lessons including writing about shared experiences, she adds, which led to students on both sides of the teaching-learning spectrum creating a book of memories of their time together.

NIU’s students have gained priceless knowledge, Swick agrees.

First, he says, their toolkits now include the planning and delivery of curriculum. Second, he adds, they learned to adjust on the fly and to make improvements from one class to the next.

Their biggest realization, however, might lie in the confirmation of their abilities.

“It was a really great experience for them to be responsible for something this big – so many lessons, which is out of their comfort zone – and being able to adapt things while they’re doing it,” he says.

“Even though it was highly stressful, they thought it went really well, and they knew that if they could pull that off, they could do almost anything,” he adds. “They did a great job.”

project-slide-3



Project Slide

Students in their second professional semester (diversity block) will have the opportunity to collaborate with 5th grade students and STEM teachers from Golfview Elementary School in CUSD 300, Carpentersville, Illinois, for two days. This collaboration will provide science literacy hands-on experiences in a diverse environment related to the school curriculum and NIU course assignments.

Golfview Elementary School located at 124 Golfview Lane, Carpentersville, IL, 60110, houses PK through grade 5 students. There are approximately 750 students: 95.5% Hispanic, 1.6% White, 1.3% African-American, and 94.1% of the students receive free or discounted lunch.  All Golfview fifth grade classrooms (120 students) and NIU students (30) enrolled in Dianne Zalesky‘s ESL Methods and Materials course and Gary Swick’s Community as a Resource course will work in small groups throughout the project.

Students would be involved in two visits set for April 7 and April 21. On their first visit, the NIU students will teach lessons related to biodiversity at the Golfview Elementary School site.  On the second visit, students will meet at Schweitzer Environmental Center. The projects will be finalized and left on display for parents and community members to view.

CUSD 300 and Friends of the Fox River entered into a lease agreement with Kane County to operate an environmental center located in Schweitzer Woods Forest Preserve.  Some features of the center are:

  • easily accessible by students to return with their families
  • has the capacity for hosting meetings, classes, and projects
  • features all 3 main habitat types for study on 160 acre property
  • has Kane County Forest Preserve District as a supporter and partner
  • has a variety of educational resources on-site
  • has a strong educational foundation through affiliation with Friends of the Fox
  • is supported through Project Learning Tree activities, curriculum, and professional development

The Golfview Elementary School principal, Lindsay Sharp, is enthusiastic about the possibilities this initial partnership with NIU students can provide.  In addition, this collaboration between NIU students and Golfview Elementary students supports the COE mission as an added value experience by providing teacher candidates the opportunity to plan, teach, and facilitate researched-based lessons, engage in student-centered learning activities, and collaborate in a diverse community.