Here’s an essay on the subject of the humanities — their current state in our culture, and their value to us as a subject of study and means of understanding the world — by one of my favorite essayists, Veryln Klinkenborg. Published on 22 June 2013 (my birthday), it’s a thoughtful reflection on the perceived decline of the humanities in our technology- and consumption-obsessed society, and why good writing and clear thinking still matter greatly.
Klinkenborg, who for a long time wrote weekly op-ed pieces for the New York Times entitled “The Rural Life” — short little impressionistic essays, the form and style of which I greatly admire — inspired some thoughtful letters in response to his June 22nd essay. As someone who has long taught a general education undergraduate seminar in the humanities to adult students at Roosevelt University, I recognize the value infusing all subjects of study — from business to science to hospitality management — with the insights, skills, and analysis nurtured within the humanities, broadly conceived.
Turning the soil in the Farm’s west planting beds, 24 April 2013
Many of the writing and research assignments I give my students at RU are fairly straightforward and prescriptive. I give them a lot of concrete guidelines and freedom to choose a topic; they crank out the work; and then I grade it and give it back with feedback. That’s how it works for the most part in academia.
This spring semester, in addition to their weekly work on the farm watering plants, building compost bins, turning over soil, constructing greenhouse grow tables, etc., my 15 undergrad students were tasked with a collaborative “Action Research” project, in which they’d work in pairs or trios to develop real-world projects meant to extend and enhance the mission and work of this extraordinary half-acre urban farm.
Having never led quite such a research project before, I wasn’t exactly sure how to instruct them in this process — consequently, I just didn’t have the procedure or the finished project all scripted out like I usually do. Instead, I offered some rough guidelines (see project guidelines here [pdf]), moral and logistical support (likewise provided by the farm’s director, Natasha Holbert), and a lot of room for creativity.
Boy, did I learn something. Give motivated, smart, and engaged students a chance to do creative applied research for a place that they respect and appreciate, and they are capable of doing terrific work. (Note to self: do this again.) Here’s what they came up with. All of these Action Research Projects are designed to be implemented, expanded, and/or revised by the Farm staff and workers — and some may be taken up and extended by future SUST 350 students here at Roosevelt.
Our last workday, 1 May 2013, at the farm. Pictured here are RU students, CLUF staff, and Growing Power / Chicago Lights “Youth Corps” interns.
Community Empowerment and Youth Enrichment (CEYE) Program
Allison Breeding, Scott Rogers, and Troy Withers
The CEYE Program is comprised of three branches—Community Service, Food Access and Engagement, and Roosevelt Credit—which collectively aim to benefit the lives and futures of Chicago Lights Urban Farm (CLUF) volunteers, at-risk urban youths, and Cabrini seniors. CEYE seeks to take teens out of a path of trouble and into a path of service, volunteerism, and eventually college and career. The program also seeks to empower and assist local seniors by improving their food access and strengthening their community connections. (CEYE Proposal pdf)
Community Gardeners’ Guide
Jordan Ewbank, Kristen Johnson, and Ana Molledo
A practical how-to resource for people wishing to start their own community garden, based on the knowledge and practices of the CLUF community garden, established in 2002. Discusses land preparation, garden organization and design, raised beds vs. in-ground gardening, soil quality, compost, and what kinds of vegetables to grow. (Gardeners’ Guide pdf)
Troy and his son, working together on our 24 April 2013 workday
Farm Education Lessons and Activities
Bob Basile, Christian Cameron, and Molly Connor
Educational lessons and activities for K through Grade 6 students on composting, planting, and nutrition meant to be used at the CLUF to connect urban farm education with sustainability. May be expanded by future students for 7-12 grade levels on these and additional topics. (Farm Curriculum pdf)
Knowing Your Neighborhood: Community Assets Brochure and Map
Mike Miller and Ken Schmidt
Brochure (pdf)and interactive Google map designed to highlight resources and assets with a one-mile radius of the Chicago Lights Urban Farm.
Rainwater Harvesting Plan
Michael Magdongon and Lore Mmutle
A concrete proposal for the installation of a rainwater harvesting system on one of the Farm’s hoop houses. Would provide a sustainable supply of water to decrease dependence upon usage of the street hydrant on Chicago Ave., now the Farm’s main water source. Projected return on investment within one year.
(Rainwater Proposal pdf)
Self-Guided Tour and Farm Map
Bryan McAlister and Lauren Winkler
This beautifully designed one-page, double-sided guided tour information sheet and map is ideal for first-time visitors to the Farm who would like a brief and fun introduction to all of the spaces and growing areas within its half-acre footprint. Includes information of selected vegetables and several recipes for cooking them.
(Guided Tour and Map Brochure pdf)
The great poet and critic T. S. Eliot once wrote “April is the cruelest month.” I’m unsure what he had in mind exactly. But it quite possibly could have been an elementary school science fair.
As a professional educator, former biology major, and avowed science geek, I admit the following with considerable guilt and associated feelings of hypocrisy: I am so, so glad that my daughter’s science fair project is done.
Jr. Scientist Lily gathers survey information from a human subject for her study, “Are you Left- or Right-Handed?”
Moreover, I fervently hope that no other take-home project of similar magnitude is on the horizon for either of our kids the remainder of the school year. Because if there is, either my wife or I — or possibly even both of us — surely will perish from educational anxiety and physical exhaustion.
(Yes, I’m sure there are many parents out there who cook delicious and healthy meals five nights a week, maintain their homes in a clean and well-decorated state, get to sleep by 10pm each night, and have diligent children who complete their science fair projects during daylight hours on a single weekend. I’m also certain that I truly despise such people.)
Displaying the poster at Eisenhower Academy
These science fair undertakings aren’t for academic wimps. At Eisenhower Academy here in Joliet, each kid must research a topic, write a formal paper, design an experiment, assemble materials for their procedure, collect and analyze data, and present their results on a colorful three-panel poster complete with typed text, pictures, data tables, graphs, and a bibliography. Oh, yes — and give an oral report, too.
That’s a lot of work for ten-year-olds, most of whom would rather be climbing a tree or yelling loudly during their precious after-school time, instead of toiling in the service of science.
We adults are in on the fun, too, for there is no way most kids can pull off such an involved and complex research project on their own. Consequently, parental help is guided and encouraged by Eisenhower’s teachers, who helpfully provide research guides, assignment checklists, grading rubrics, sample data graphs — even a required parent-student orientation session two months before the final project is due.
Testing the eye for “sidedness” in a human subject (Youth Category)
This means that parents have to navigate the tricky line between not providing enough help and doing too much of the project ourselves. Somewhere between these two extremes is a demilitarized zone of Appropriate Parental Assistance — and trying to stay in that zone without going crazy may well be one of the key science fair learning outcomes for each family.
So am I sorry that my older daughter had to do a science project this year here in Joliet’s District 86?
Hmm. No, I guess I’m not, when you really get down to it. Despite all the work involved and all the stress it can create, the project is a good thing on the whole.
Which ear does a subject cup when listening to low sounds?
I know this because of what my daughter said to me over breakfast the day before her poster was due. We had been working late the night before, importing our data tables and graphs from an Excel spreadsheet into a Word document for final printing (yes, fifth graders do such things these days), and as she ate her food before catching the bus, I asked her if she felt the science fair project was worthwhile.
“Oh, sure!” she enthused, between giant mouthfuls of noisy cereal. “My topic is awesome. And we learn how to design an experiment, and collect data, and make cool graphs. You know, Dad, the jobs of the future will be STEM-related, so the more science we get early on, the better.”
My jaw fell open and I spilled coffee on my shoe. She’s invoking STEM education and career development in breakfast conversation now? (That’s Science, Technology, Engineering, and Math for those unfamiliar with the acronym.)
“Besides,” she continued after noticing my stunned silence, “doing the experiment is super fun!” (Munch, munch, munch.) “Hey, these Atomic Crunchers are good. Can we get a bigger box next week?”
After that job you did on your science fair project, kid? You bet.
This is an expanded version of my monthly op-ed column for the Joliet Herald-News that will appear later this month.
Last Saturday, Feb. 23, my SUST 220 Water students (both past and present) joined me at a wonderful annual event here in the Windy City: the Chicago River Student Congress, convened by the environmental conservation organization Friends of the Chicago River. This 2013 celebration of river conservation and environmental education was held at Marie Curie Metro High School on Chicago’s SW Side, and featured yours truly as the “special guest speaker,” a designation that made me proud and humble at the same time, for I still consider myself a student of rather than an expert about the Chicago River.
The Chicago River: Transformed, Exploited, and Abused — but Still Alive
Chicago River Student Congress Special Guest Presentation (pdf version)
SUST majors Ron Taylor, Angi Cornelius, and Ken Schmidt at the 2013 Congress
Last year, I co-presented a workshop session on Water and Sustainability with then-SUST major (and now alum) Amanda Zeigler (BPS ’12); you can view a pdf of our slideshow from that 2012 workshop. This successful experience led me to recruit three students from my Fall 2012 Water class at Roosevelt to be fellow participants in this year’s Congress. The fact that my Fall and Spring Water classes this academic year are partnering with Friends of the Chicago River on a “Blueways to Green” environmental education grant made that prospect irresistible.
Former canoeing partners and classmates, Ron Taylor and Ken Schmidt — whose collective nickname “Ebony and Ivory” demonstrates the awesome power of the river to bring together people of all races, creeds, and colors — agreed to co-present a workshop with me entitled “Sustainability and the Chicago River: from Urbanization to Pollution to Restoration,” which we did twice during the course of the Congress (here’s the pdf of our slideshow (8MB file). Ron and Ken skillfully shifted back and forth in their presentation, and were able to elicit lots of dialogue from their audience member, mainly students from CPS high schools who have done environmental conservation and/or science projects on the river.
Meanwhile, roaming the halls of the Congress was fellow SUST major Angi Cornelius, another student from my Fall 2012 Water class, who indulged her theatrical side by dressing up as one of six “Super Villians” who represented ecological/social threats to the biodiversity and water quality of urban rivers. Angi’s character was “Z. Mussel” (the zebra mussel, naturally), an invasive bivalve species that she refashioned into the persona of a Russian femme fatale. Along with her fellow Villians, Angi worked the crowd throughout the morning by engaging students in small group conversations about the impact of invasive species on rivers, streams, and the Great Lakes ecosystem.
Students from my current section of SUST 220 Water met at the Congress for our 4th week of class and our 2nd field session of the semester. The Congress is a unique learning opportunity, as it features a wide variety of speakers and workshops — some by high school teachers and students; some by college profs and students; and a few by conservationists, environmental professionals, etc. — that provide attendees with science-based knowledge about the river’s history, ecology, present status, and future prospects.
Hiking the trail at Portage Woods; Joliet and Marquette were here about 340 years ago
Following the Congress and a quick sack lunch at the high school, during which we bade farewell to Ron, Ken, and Angi, my 220 scholars and I carpooled to a nearby Cook County Forest Preserve location that has profound historical and geographic significance to the city of Chicago, the Chicago and Des Plaines Rivers, and two of the great North American watersheds (those of the Great Lakes and the Mississippi River). This is the Chicago Portage National Historic Site at 4800 S. Harlem Ave. in Lyons, one of only two National Historic Sites in the entire State of Illinois.
If the Metropolitan Water Reclamation District’s Stickney wastewater treatment plant just to the east is a supreme example of how we use technology and the built environment to control water as a resource (and deal with the problem of wastewater), the Chicago Portage is polar opposite kind of experience. Here we see the landscape much as it appeared to the 17th century explorers Louis Joliet and Pierre Marquette, when they crossed Mud Lake (now occupied by the Stickney WTP) between the Des Plaines and Chicago Rivers, thus staking out a trade route between the Great Lakes and the Gulf of Mexico.
Picking up trash from the shoreline of the Chicago River’s South Turning Basin, at the mouth of Bubbly Creek
Our last stop of the day was further east on Interstate 55, where we exited north on Ashland Avenue and stopped at Canal Origins Park. This riverside parkland (and fishing spot) provides impressive views of the present-day juncture of the Chicago River’s South Branch and Bubbly Creek, and commemorates the origin of the historic I&M Canal, which was constructed from 1836 to 1848 and fulfilled Joliet’s dream of connecting the Great Lakes with the Mississippi River system. Here, then, is a superb spot to talk about the history, ecology, and geography of the creeks and rivers which run through the city, as well as the industrial and wastewater treatment processes that have polluted these waters over the years.
At Canal Origins, we engaged in some good old-fashioned service learning, Roosevelt-style, by donning work gloves and picking up any litter/recyclables we came across. A recent blanket of snow concealed most of the litter in the upper part of the park, along the busy street. But down at the river line at the South Turning basin, where Bubbly Creek enters into the South Branch, lots of garbage and urban detritus presented itself for our labors.
Conor and Chris drag a heavy tire up the steep slope from the river’s shoreline
My students hurled themselves into this effort with purpose and enthusiasm, not the least impressive for coming at the end of a rather long day to that point. All manner of intriguing (and sometime revolting) artifacts were retrieved, from beer cans to paper cups to plastic bags to old clothes and towels to large pieces of ships’ rope to automobile tires to tampons to (most bizarre) fur-covered rat traps with wheels.
After heroically hauling a heavy, ice-filled tire out of the river and up a steep slope, using one of the old ships’ ropes as a winch line, Conor and Chris suggested that the SUST program at RU should adopt the Canal Origins Shoreline as a parkland, and clean up litter there on a regular basis.
Doesn’t sound like a bad idea to me.
The day’s most bizarre find: a furry rat trap, on wheels? We’re not sure.
I received this notice via email from the Friends of Volo Bog environmental stewardship organization. A nice scholarship opportunity for continuing SUST majors looking to supplement their finances for 2013-14.
The Friends of Volo Bog is offering an Entering College scholarship and a Continuing College scholarship for $1,000 each to outstanding students interested in pursuing an environmental career.
To be eligible for the Entering College scholarship the applicant must reside in Lake, McHenry, Kane, Cook, DuPage, Kendall, or Will County, attend a high school in one of these counties, have a minimum B average for the first three years, and plan to attend an accredited college or university. The applicant should be planning to enter a career directly related to preserving the natural environment.
To be eligible for the Continuing College scholarship the applicant must be currently enrolled in an accredited college or university pursing a degree directly related to preserving the natural environment, have a permanent residence in Lake, McHenry, Kane, Cook, DuPage, Kendall, or Will County, have graduated from a high school from one of these counties with a minimum B average, and currently hold a minimum B average in their college studies.
The Friends of Volo Bog is a not-for-profit 501(c)(3) organization, dedicated to promoting citizen awareness of the local natural heritage of Volo Bog State Natural Area, portions of which are dedicated state nature preserves, and to preserving the same through special events, educational and training programs, acquisitions of properties for such purposes and taking whatever steps deemed necessary to insure the continued care and preservation of Volo Bog State Natural Area as a natural site.
Hey, RU students! Want to improve your research skills in order to find great sources for your academic work, whether in print or online? If so, your timing’s perfect, since my colleague Katy Hite, instructional librarian at RU, is running some great student workshops next week. Here’s the skinny:
Photo from Slickguns.com (“Best deals on guns and ammo posted by users”)
The trouble is, this Wild West-inspired idea isn’t very creative or original. And it’s bound to be expensive, what with paying for the security guards’ salaries, insurance, training, equipment, medical treatment (after in-school gun battles gone awry), and the occasional funeral.
Alternatively, we might consider other slaughter-reduction strategies that don’t involve turning our schools into quasi-military installations. Something like this one, which I just thought up. I call it A Kindergartner in Every Gun Shop.
One of the 51,438 gun retailers in the United States, as of December 2012. By comparison, there are 36,536 grocery stores in America. (Source: ABC News)
My plan’s a little different from the NRA’s approach in that its ultimate goal is fewer guns in circulation rather than more. Better yet, as a voluntary community service program staffed by five- and six-year-olds, it’s free.
Here’s how it would work. Every kindergarten class in America would be assigned to a gun shop, ammo dealer, firing range, or firearms expo somewhere in the community. Parents and teachers would develop a schedule for the students to monitor each gun-related location — with one kid at a time working a morning, afternoon, or evening shift — during business hours. Yes, each child would miss a little school every month, but the public-service experience would be mighty educational.
Customers would be required to do a fifteen-minute “kindergartner check” before buying guns or ammunition. This would involve looking into the eyes of the child, who then asks the adult a series of standard questions, such as “Do you know how many people in Illinois die each year from gun violence?” and “Do you really need yet another assault rifle for your collection?”
Assuming the customer still desired to make a purchase, the kindergartner would then run though some basic guidelines on gun safety, including “Don’t bring your gun to school and shoot at teachers”; “Never let your surly teenage son mess with your semi-automatic rifle after playing excessively violent video games“; and “Don’t point your pistol at your face to demonstrate the safety mechanism, because it might fail and you’ll blow your head off.”
Skeptics might quibble that elementary schoolchildren aren’t truly qualified to lecture adults on gun ownership and safety, since most of them are still learning their letters and numbers. (The kids, I mean.)
A gun show at Houston’s Convention Center
True, but kindergartners are really good at talking, not to mention the educational technique of “show and tell.” Some of them, particularly in crime-plagued cities like Chicago and Joliet, could offer real-life lessons in how their older relatives died in gun battles, or shot themselves accidentally, or got thrown in jail from blasting someone else. Such anecdotes can really liven up an otherwise dry lecture on firearm safety.
I see one drawback to my plan, though. Assume that the many thousands of gun dealers in our country are each open for 50-60 hours per week. Even with little Sally and Bobby pulling double shifts at their local bazooka retailer, those are a lot of business hours to cover.
I’m a little worried that at the rate that children are getting mowed down these days in our schools, we won’t have enough kindergartners to go around.
The recent Chicago Teacher’s Union strike has exposed a long list of contentious issues in our K-12 educational system. The most troubling of these is the glaring inequity among our region’s public schools.
Nowhere is this more evident that in Chicago’s District 299, where a small percentage of children enjoy a world-class education at one of the District’s vaunted selective enrollment schools, while most students languish in understaffed and overwhelmed neighborhood schools surrounded by violence and economic stagnation. It also applies to our state as a whole, which is ranked among the worst in the nation by the Education Law Center in their recent report cards on public school funding equity.
This long-entrenched divide between the educational haves and have-nots not only mirrors the gulf between rich and poor in American society, it also replicates and reinforces these socioeconomic inequities. You don’t need a PhD to know that students from disadvantaged schools are less likely to graduate, go to college, and get good jobs, and (not incidentally) stay out of prison.
The source of this inequity is equally obvious. Since local property taxes provide the lion’s share of funding for America’s school districts, the resources (and therefore the quality) of the schools are directly proportional to the wealth of their community.
Schools in big-money districts have all the bells and whistles: small class sizes, good facilities, broad offerings in languages and the fine arts, and gifted learning programs. Meanwhile, impoverished districts limp along with overcrowded classrooms, out-of-date technology, bare-bones curricula, and overstretched faculty. (The metal detectors are state-of-the-art, though.)
This is not right. It’s not acceptable for a kid’s educational future to be determined simply by where she was born. And it darn well needs to change.
That’s because the fates of our economy and educational system are inextricably linked. When the economy tanks, we unwisely respond by slashing public education funding — cutting programs, firing teachers, closing schools. State and federal support for K-12 education has steadily deteriorated. But this misguided strategy merely guarantees more economic problems down the line, as we end up with poorly-educated citizens who are not college-ready and cannot compete for good entry-level jobs, let alone start businesses and become “job creators” themselves.
Here’s an alternative plan. Let’s invest in two critical pillars of K-12 educational excellence that every high-achieving school district in America takes for granted: small class sizes and rich curricular offerings. We do it by (1) hiring tens of thousands of teachers for overpopulated schools, and (2) building additional classroom space where needed. This initiative would put people to work by creating superior learning environments for our kids.
Instead of just emphasizing crowd control in classrooms of 30 children (the standard class size in Joliet’s District 86), teachers could do meaningful work with groups of 18-22, thus giving kids exponentially more time and quality instruction. Every school, not just the richest 1%, would have foreign language from kindergarten onward, full-time art and music teachers, a school garden linked to the science and health curriculum, and gifted education for students who need greater challenge.
Let’s get our professional educators and our tradespeople back to work building a better, more equitable educational system. There is no more important investment in our future that we can make.
Last month I was invited to participate in a brainstorming session at the Peggy Notebaert Nature Museum in Chicago about kids and environmental science. The event brought together educators, environmental professionals of various stripes, and students to discuss how to make environmental science more accessible and relevant to minority boys and girls, particularly kids in the Chicago Public School system. The organization responsible for this effort is Project Exploration, a non-profit dedicated to increasing female and minority participation in science early on in the educational pipeline: specifically, in junior high and, to a lesser extent, high school.
Jameela Jafri was the dynamo behind this convening, at which I met many exciting and impressive people from all corners of Chicago. Check out her blog post about the event here, and visit to the Project Exploration website to learn more about the amazing stuff they do.
Last Wednesday, May 2nd, was a bittersweet day in my SUST 350 Service & Sustainability class at RU. Since March 21st we had convened every Wednesday afternoon at 3pm at the Chicago Lights Urban Farm in the Cabrini-Green neighborhood of Chicago. For our first hour we’d discuss the week’s readings and then have student-led “farm reports” on urban agricultural operations across the US. Then we’d put away our books and grab some tools to work from 4-5:30pm doing whatever farm chores needed doing that day. During this latter part of our class sessions, we labored side by side with several Growing Power staff and the neighborhood teens who work as Youth Corps job interns here during the school year and summer.
Front, L to R: Maria, Beeka, Allison, Natasha. 2nd row: Brian, Lauralyn, Mary, Alex, Eleanor, Josh, Steph,Toni. Back row: Terry, Joe, Sean, Steven, Conor, Martinez, Jonathan. Not pictured from RU: Keith and Mike (Photo by M. Bryson)
In the process we began to get the rudiments of a working knowledge of the half-acre urban farm here at the corner of Hudson Street and Chicago Avenue in this rapidly gentrifying neighborhood that is still home to many poor and working-class citizens, despite the demolition of most of the Cabrini-Green public housing in the area. (The original Cabrini rowhouses remain just to the north of the farm, though their fate is uncertain.) We learned how to turn over and then utilize compost; appreciated the basic mechanisms of vermicomposting (using worms to break down organic waste and produce nutrient-rich soil consisting of worm castings); mastered the art of handling a power drill; and depended upon the value of teamwork when it comes to weeding, hoeing, raking, shoveling and hauling wood chips, repairing compost bins, and picking up litter.
The Compost Crew (for that day, anyway) — L to R: Josh, Sean, Mike, and Joe (photo by A. Mayes)
The past couple of weeks, workers at the farm (including us) have been chipping away at a major construction project: a new hoop house to accompany the one now standing near the middle of the farm property.
Last week we made major strides toward that goal, as we helped finish the wooden foundation/frame of the structure and secured it to the ground. Some of us put together lengths of strong but lightweight aluminum poles (itself a simple yet tricky process to get right without injuring a finger), then cut them to length.
Brian Ellis, one of Growing Power’s urban farmers and a super-cool guy. Stick with this man and you’ll learn stuff!Maria, Conor, and Lauralyn secure the two pieces of aluminium pipe for each of the hoops. This is tricky work getting those self-tapping metal screws into a rounded surface cleanly and securely! (photo by A. Mayes)L to R: Alex, Brian, Eleanor, Lauralyn, Monique, Mike (in background), Terry, Conor, and Steven. You can see here how the pole comes out bent from the jig. (Photo by A. Mayes)
Finally, in the waning minutes of our semester in the late afternoon, we bent two of the poles using a special wooden jig in a well-choreographed ballet of pushing and steadying, and then mounted one of the hoops at the west end of the house. A great cheer went up when this happened, and I felt it a fitting moment on which to conclude our semester: for even as we enjoyed this sense of accomplishment, we knew that the job was far from done. As we said our goodbyes and dispersed in separate directions back to school or home, our Growing Power Youth Corps compatriots at the farm began taking over right where we left off.
Looking west at the site of the new hoop house, as we set the first pole. This is a fitting coda for our semester, suggesting future journeys and work yet to be completed. There’s something wonderful about making an arch at an urban farm in the middle of Chicago — the great 19th century urban center of what was then called the West, according to environmental historian William Cronon in his 1991 book “Nature’s Metropolis.” (Photo by A. Mayes)
That’s yet another great thing about this service learning experience: it doesn’t end here, even though our spring semester is nearly over. The Chicago Lights Urban Farm welcomes volunteers every Saturday from 10am to 4pm, and I know many of us will return to this friendly and welcoming spot to do some more work with our new friends. As for me, I’m already looking forward to setting up v2 of this course next spring, for it’s the hope of the Sustainability Studies program at Roosevelt to cultivate a long-term relationship with the Chicago Lights and Iron Street urban farms here in the City of Big Shoulders — now one of the great urban agricultural frontiers of North America.
Special thanks go to many people, including:
Natasha Holbert, director of the Chicago Lights Urban Farm, who was instrumental in the planning for SUST 350, and who provided valuable insights and enthusiastic guidance to us every step of the way;
Lauralyn Clausen (Education and Curriculum Coordinator and Youth Corps Co-Instructor) Brian Ellis (Youth Corps Co-Instructor), Malcolm Evans (Farm Assistant), and Laurel Simms (Chicago Production/Marketing Manager and Farm Educator) — the Growing Power urban farmers in Chicago who led our daily work sessions, imparted their knowledge, and made us feel welcome from the get-go;
The Youth Corps job interns (Deja, Henry, Ivory, Jonathan, Kyra, Monique, Quentin, Rayshard, Rayshaun, Sam, and Toni) with whom we worked, joked, and took some cool field trips to Milwaukee and the Chicago River;
Amy, our phenomenal tour guide at Growing Power’s Milwaukee farm site;
Erika Allen, director of Growing Power’s Chicago operations across the city and National Outreach Manager, whose visionary leadership is helping make Chicago a greener and healthier city;
The faculty and staff of Roosevelt University’s Mansfield Institute, who supported this course will a Transformational Service Learning grant;
And last but not least, my students who were curious enough to sign up for the inaugural section of this class, who worked hard inside and outside of the classroom from Week one through fourteen, and who had no problem handling worms or getting dirty (in fact, I think they rather enjoyed it!)
Here’s to a splendid growing season this summer and a record-breaking harvest next fall!
For an up-close look at our last workday at the farm this spring, check out this online photo album of our last workday (pictures by SUST major Allison Mayes and yours truly).
