St. Bonaventure University

Faculty


Swarts, Gabriel

Gabriel Swarts

ACADEMIC DEPARTMENT
Adolescence Education
ACADEMIC SCHOOL
School of Education

TITLES/RESPONSIBILITIES
Assistant Professor, Adolescence Education
Program chair/director, undergraduate & graduate
Adolescence Education programs
CONTACT
Office phone: (716) 375-2395
Send an Email
OFFICE
B52 Plassmann Hall
COURSES TAUGHT
  • EDUC 208. Designing and Delivering Instruction
  • EDUC 500/CE500. Research Methods in the Education Profession
  • EDUC 510/CE511. Advanced Human Growth and Development
ACADEMIC DEGREES
  • Ph.D., Kent State University, 2017
  • M.A. in history, Kent State University
  • B.A. in integrated social studies, Baldwin-Wallace University
OTHER EDUCATION
PROFESSIONAL BACKGROUND
  • Secondary teacher for 10 years
  • Assistant professor of curriculum & instruction at the University of Wyoming for two years
ACCOMPLISHMENTS
Refereed Articles
  • G. P. (in press, expected Dec. 2019) I am a citizen of the digital world: How information and communication technologies have altered humanity and created new spaces for global citizenship education. Research in Social Sciences and Technology. 4(2).
  • Swarts, G. P. (under review) Becoming “servants:” Troubling privilege, identity, and community in a high school service-learning program. Journal of Experiential Education. (H-Index: 19)
  • Swarts, G. P. (under review) My Fellow Citizen, the Robot: New Ideas for 21st Century Social Studies Concepts and Skills in the Information Age. Social Education. (H-Index: 8)
  • Swarts, G. P. (2019) The School of “Onlife:” How technology and educational data will force us to rethink teaching and learning. Teacher’s College Record. Retrieved from http://www.tcrecord.org/Content.asp?ContentID=22648 (H-Index: 38)
  • Swarts, G. P. (2018) Mindful “servants:” Reflective practices in a high school service-learning classroom. Journal of Education and Practice. 9(36), 88-99. (H-Index: 17)
  • Swarts, G. P. (2014). Global Exposure: Using photography, art, and imagination to connect students and their local communities to the world. The Ohio Social Studies Review. 51(1), 44-51.
Book Chapters
  • Watts, R., Swarts, G. P., Rush, L., & Brock, C. (In Press) “A Public University’s Balancing Act: Institutional Possibilities, Pedagogical Advancement, Individual Benefit, and State Economic Development” in Peterson & Peterson (Eds.) Hope in Higher Education. New York, NY: Palgrave MacMillan.
  • Swarts, G. P. (In Press) “Revisiting a Spiritual Democracy: Searching for Whitman’s Democratic Vistas” in Peterson, A., Stahl, G., Soong, H. (Eds.) The Palgrave Handbook of Citizenship and Education. New York, NY: Springer.
  • Swarts, G. P. (2018) “Home” in Helmsing, M., Krutka, D., & Whitlock, A. (Eds.) Keywords in Social Studies (pp. 79-90). Bern, CH: Peter Lang.
  • Swarts, G. P. (2016) Were you afraid of the bomb?”: Constructing family narratives of lived Cold War experiences. In Dowdy, J. & Gao, Y. (eds.) Pump it up: Literacy activities for the classroom (pp. 75-81). Rotterdam, NLD: Sense Publishers.
  • Swarts, G. P. (2014) Creating shared narratives: Using language, conflict, and choice to breakdown cross-cultural barriers. In Dowdy, J., & Cushner, K. (eds.) Reading between the lines: Activities for developing social awareness literacy (pp. 74-79). Lanham: MD: Rowman & Littlefield Press.
Refereed Presentations
  • Swarts, G. P. (2019). 01000011 01101001 01110100 01101001 01111010 01100101 01101110(Citizen). CUFA Presentation, accepted, to be delivered Nov. 20, 2019. Austin, TX.
  • Swarts, G. P. (2019). A Curriculum of Machines: Key questions for curriculum studies in the information age. AAACS. April 3-5, 2019. Toronto, Canada.
  • Swarts, G. P. (2019). Big data and accountability: Lessons from government data collection trends and the implications for teaching, learning, and the accountability movement. AAACS. April 3-5, 2019. Toronto, Canada.
  • Harshman, J., Kenyon, E., & Swarts, G. P. (2017).  Problematizing Rural Implications of Global Citizenship Education. CUFA Roundtable. Nov. 17, 2017. San Francisco, CA.
  • Swarts, G. P. (2017). Community and identity formation in a high school service-learning classroom. AESA Presentation, delivered Nov. 4, 2017. Pittsburgh, PA.
  • Swarts, G. P. (2016). Citizen-Servants: Student conceptualizations of citizenship and civic identity in a high school service-learning program. CUFA Presentation, delivered Dec. 1, 2016. Washington, D.C.
  • Harshman, J., Kenyon, E., & Swarts, G. P. (2016).  Problematizing Global Citizenship Education. CUFA Roundtable. Dec. 2, 2016. Washington, D.C.
  • Swarts, G. P. (2015). Teaching for global awareness, as praxis. International Conference on Poverty, Globalization, and Schooling: A Holistic Approach. Feb. 26-28, 2015. Orlando, FL.
  • Swarts, G. P. (2015). A critical inquiry into Western control and dominance of discourse in global education. CUFA Graduate Forum, Nov. 28, 2015. New Orleans, LA.
  • Swarts, G. P. (2015). Both Sides of the Wall: Parent interviews and Cold War lived experience. NCSS Poster Session, Nov. 30, 2015. New Orleans, LA.
  • Swarts, G. P. (2014). Why are we learning this? Connecting historic case studies and primary sources with modern conflicts, global issues, and current events. NCSS Poster Session, Nov. 22, 2014. St. Louis, MO.
TEACHING PHILOSOPHY
Through 10 years of public school teaching in two Northeast Ohio districts and three years of methods instruction at the university level (Kent State University and the University of Wyoming), I have developed a teaching philosophy couched in technological change and adaptation within democratic society with social justice aims.

My teaching and learning have been greatly impacted by developing my own teaching rationale for my work; specifically, that teaching and learning are personal, moral, political, and context specific and as educators we have a responsibility to educate for social justice within an increasingly interconnected, globalized, democratic society.

My theoretical background in critical studies, intercultural education, and democratic educational philosophies enables direct connections to my research in artificial intelligence and technology in education, service-learning programs, action research, and curriculum theory within the structure of this teaching rationale. 
CURRENT RESEARCH INTERESTS/PROJECTS
Artificial Intelligence in education, technology in education, service-learning, democratic teaching and learning, identity construction and technology.
PERSONAL INTERESTS/COMMUNITY INVOLVEMENT
Music-making and producing, audio recording; running and biking; photography
LINKS