Photo by Doug Levere
When I consider the promise of project-based collaboration, I get very excited. I have already seen its benefits for traditional college students. Challenged assumptions, deepened learning and clarified career goals, accompanied by fascinating cultural interactions and stories to share. It is not at all surprising that students are seeking more of these experiences- opportunities to get close to people, places and problems, to innovate and add value in meaningful and compelling ways. Figuring out how to offer such experiences at scale represents a fundamental challenge for Higher Education but also a pathway toward continued viability and relevance.
While I am completely convinced of the value of this new paradigm, and immersed in creating such a model at the University at Buffalo, I cannot help reflecting on its promise for those on the periphery of the privilege ecosystem. In the new frontier of innovation and design thinking, the most exciting projects are those associated with the most compelling needs, challenges and communities. These types of high-impact challenges allow students to develop critical skills and competencies while showcasing their work and abilities for multiple audiences. But at the very heart of this paradigm is the idea that those who are closest to challenges are best positioned to address them, possessing the necessary credibility, inside knowledge, and social capital to engineer nuanced solutions. When we look around our own communities, opportunities for innovation are literally everywhere, but especially within the neighborhoods and populations that are closest to the challenges, and farthest from the resources and structures that control them. Clearly, these are the most compelling challenges and represent exciting projects for students of all ages.
But once we recognize the value for our own students, aren’t we compelled to go even farther, to play out the innovation paradigm to its most powerful implications? If it is true that solutions should be “owned” by those closest to their associated problems and most poised to address them, then the youth should be our focus. More specifically, the youth who are stuck in the complex layers of inequities and obstacles associated with their poverty; perhaps not all youth- but certainly those who are motivated to lead positive change through building capacity. Because these youth are far from the levers of privilege, they would need considerable help and support to be able to initiate and steward collaborative innovation. But luckily, cities like Buffalo have an abundance of institutions, systems, leaders and networks poised to offer resources, facilitation and expertise. This is most certainly the case for Higher Education. And since the very future of our colleges and universities will rely heavily on our ability to provide meaningful collaborative experiences to our students- we should be more than eager to rise to the opportunity.
Through my global engagement work, I have already seen community development through this flipped lens. When we take students to rural Tanzania, we visit “social innovators”, who are our partners, working within the most challenged communities and regions, and with the most marginalized populations. Invariably, these community leaders are from the very same communities and contexts that they work to serve, possessing the commitment, relationships, and experiences that position them to make meaningful change. In fact, we have found that these are the best partners, really the only partners who can make a lasting impact within the most challenged communities. Of course, these innovators are in need of collaboration since they lack systems-level knowledge, access to models and research, and critical resources of many kinds. Because of these limitations, they often see grant funding and donations as the only pathway to development, viewing potential partners as benefactors and themselves as fundamentally deficient or lacking. However, in the new paradigm of project-based collaboration, these partners have so much to offer. Our students, looking for real-world projects and platforms for developing and showcasing their skill sets, rightly view our partners as community leaders, mentors, and above all collaborators. Through equitable engagement, they work on producing research, marketing materials, grant applications, and exploring viable models and techniques that can be tested and built upon. Our students also come to understand the benefits and resources that their own privilege affords, and how by working together, they can contribute to change while not attempting to impose assumptions or models on communities and cultures that are not theirs.
Clearly, the worlds of innovation, design thinking, and project-based learning are not going away. In fact, as we come to understand their benefits we will continue to deepen our investment while searching for models that are scalable and sustainable by design. This will force us (eventually) to see our most challenged communities and those who are poised to support and uplift them as leaders and innovators, who are worthy of our collective support and collaboration. We all stand to benefit from this new educational frontier, and there is simply no time to waste.
(photos by Doug Levere)
As we deepen our commitment to high-impact experiential learning and collaborative innovation, we recognize that everyone has something of value to contribute. We find that the closer we get to places, people and problems, the more we can leverage our talents, resources and connections. This is the promise of high-impact experiential learning that we look forward to actualizing in the coming year.
This July, as we travel to Tanzania to celebrate 10 years of engagement, friendship and discovery, I am excited to bring a select group of non-students to join our study abroad cohort, ready to contribute their talents, resources and ideas to help expand our reach and broaden our impacts.
What will you gain from the trip? In addition to experiencing the unparalleled beauty of Tanzania and the hospitality of its people, you will engage with our students, joining all aspects of the program and customizing your own goals and projects based on your unique background, areas of expertise and networks.
The course focuses broadly on women’s empowerment and social innovation, with many themes and topics to be explored, including but not limited to: girls’ education, water and sustainability, economic development, global health, social entrepreneurship, technology, STEM education, and leadership. Our partners include non-profits, higher education, faith-based, schools and other communities and organizations eager to expand our collaboration toward mutual goals and interests.
You can learn more about the trip and our broader Tanzania project by reading our eBook, “On Tanzania Time” available as an open-source free PDF http://hdl.handle.net/10477/78315
If you are interested in learning more, please email me at firstname.lastname@example.org I would love to discuss your interests!
Registration is now open for our 2019 Study Abroad trip to Tanzania. begin registration
Through this unique high-impact experiential learning course, participants will engage with our community partners cultivated through 10 years of engagement, friendship and collaboration. Students will participate in activities designed to foster critical reflection and transformative learning around topics related to girls’ empowerment, community development and collaborative innovation.
Although the course is designed for students, a few spots will be reserved for non-students who will share their expertise, resources and ideas through customized experiential learning projects.
Trip highlights will include:
- 2-week trip will begin and end in Dar Es Salaam, the cosmopolitan port city with cultural tours and visits to Bagamoyo
- After flying to Mwanza , we will drive along Lake Victoria to the Mara Region for 4 days of learning and engagement with our community partners
- A 3-day guided safari through the Serengeti Game Preserve, Ngorongoro Crater and Lake Manyara Region, before driving to Arusha
- Return visit to Dar Es Salaam with day trip to nearby island before flying home to work on final projects
I’m so excited to share our new book, “On Tanzania Time: Celebrating 10 Years of Friendship, Engagement and Discovery in the Mara Region”
This book is as personal as it gets. It shares the early stages of our partnership when I first met members of the Immaculate Heart Sisters of Africa who were studying in Buffalo, and led my first trip to the Mara Region of Tanzania in 2009. But it also details the fascinating evolution of our engagement as we expanded our focus and eventually connected with diverse partners who share their stories and visions in their own words. Also featured are some of our outstanding UB students who have allowed their time in Tanzania to permeate their lives and career goals, and recollections and context from my dear friend and colleague Dan Nyaronga who happens to be from the very region, and town.
How do these stories, impacts and visions all connect? Please consider reading about our journey and allow yourself to imagine all that is possible when we come together toward ideas and goals that are larger than our own.
It is important to note that we are making this book available in a free PDF format which is accessible, downloadable, printable, and shareable from any computer or digital device around the world.
I hope you will all find inspiration as I continue to be inspired every day by our partners and friends who are committed to changing the lives of women and girls in the Mara Region.
On Monday October 1st we will welcome partners from Ghana, Jamaica, Tanzania and Zimbabwe for our inaugural week of sharing, capacity building and networking toward the goal of creating new collaborations, projects and experiential learning offerings.
What will come from this exciting week of presentations, studio sessions and innovation modules? Our website is ready to receive idea submissions which will be synthesized and shared at our closing reception on Friday, October 5th at 4:30 pm in Silverman Library.
To expand the scope of possibilities, we are introducing a suite of learning platforms, resources, and opportunities that enhance students’ global collaboration experiences, through integrating them within their UB coursework while developing compelling narratives that will support their learning and professional goals, AND maximizing their impact within the communities they touch.
These evolving resources are now offered through our Global Partner Studio (GPS) and include:
- COIL (Collaborative Online International Learning)- we invite faculty to add collaborative course content to an existing course or engage in the development of new offerings. Through collaborative course modules and exercises, students can develop cultural competences, communication and teamwork skills while completing core courses and projects.
- Short-term study abroad. Together with our colleagues in International Education, we invite faculty to leverage their global relationships through the development of innovative high-impact study abroad trips during summer or winter session. Interested in reaching more students? consider integrating VR (virtual reality) or AR (augmented reality) in your next global adventure
- Global Collaboration Digital Badge. Once students have completed a global collaboration project, we invite them to enhance their experience through guided reflection and integration exercises, towards the goal of developing compelling narratives that connect with their experiences with academic and career goals.
- GPS Journal. Our new open-source journal hosted by the UB Libraries provides students with a platform for sharing research, insights and innovations. And to ensure active collaboration with partners and integration with coursework, student authors are required to provide testimonials from partners and subject librarians.
- Mentored Independent Study A great way to prepare for or enhance a global collaboration experience is to delve into related research and frame specific interests within broader questions and challenges. We invite students to engage in a semester long independent study in partnership with their respective department/program of study and ELN staff.
Global collaboration represents an exciting new frontier for high-impact experiential learning. I hope you will follow our work and consider joining us for our inaugural GPS Institute! – Mara
Research universities are often viewed as engines for economic development, touting impacts related to start-ups, tech transfer and regional labor markets. This identity, when viewed within the knowledge economy paradigm, positions universities and colleges as critical assets and catalysts for regional growth and vibrancy.
But similar expectations could hold within the space of global development. Clearly, universities and colleges offer resources and expertise that map to virtually every area of community need and challenge. Our institutions and faculty boast relationships with organizations and regions literally all around the world. And perhaps most importantly, our students are increasingly demanding high-touch learning experiences that connect them with real-world challenges, helping them to develop skills and competencies that are prized and rewarded by employers and gate keepers.
And our global partners are equally poised to engage. Even in the most underdeveloped countries and regions, colleges and universities sit ready to actualize their latent potential, holding riches in the form of technology and expertise, and connecting with community partners and leaders who share similar goals and commitments. And almost universally, these institutions are viewed as capacity builders within their larger systems, and are held responsible for developing the infrastructure and expertise needed to address the pervasive economic and social challenges that undermine long-term success and prosperity.
So what stops us from tapping into the potential of global engagement with both sides so ready and willing? As someone who has studied and tinkered in this domain for almost 15 years, I can assure you that the challenges are more complex than we might think. In addition to a growing aversion to anything deemed outside one’s core mission or strategic priorities, the very engagement models that we continue to pursue are structurally limited in their ability to catalyze impacts of the magnitude or nature that we so desperately need.
You see, higher education approaches partnerships in a way that is highly localized and self-directed. As we pursue specific grants or cultivate courses or target initiatives, we have well-defined goals and objectives that serve as the drivers of our engagement. Because our aims are inherently localized and specific, their reach, by design, is inherently limited. That is, even if our efforts are wildly successful, because of their localized focus and points of connection to the surrounding communities, they are restricted in their ability to catalyze broad and lasting impacts. And this localization in turn makes them inherently fragile and vulnerable, and highly dependent on the specific players and context that supports and nourishes them.
With that said, this doesn’t have to be the case. In fact, global partnerships (or really any partnerships) can be designed to be highly sustainable and expansive in their impacts. In fact, we can transform partnerships- perhaps not all, but surely the particularly strong and robust ones- to serve as catalysts for community development and impacts. We simply need to create models that have these features structurally integrated- think of them as parameters and inputs that are designed into their very architecture. And of course we need to nurture and support them, building out networks and related expertise- just as we do for any area of focus that is deemed both important and complex.
This notion of catalytic global engagement is what drives my own work and lays the foundation of our new Global Partner Studio initiative that I look forward to introducing in the months ahead. I can’t tell you how excited I am to share this work and invite your collective participation in its continued build-out. I believe that it is truly a focus worthy of our best investment and innovation. And I can’t wait to see what we accomplish as we create engagement systems that are inherently generative and catalytic, by design.
As I prepare for my upcoming trip to Tanzania I am overcome with a palpable sense of readiness- the knowledge that this trip will usher in a new and more impactful stage of engagement. One that is worthy of our collective hope, inspiration and commitment.
The fact that it has taken nearly 10 years of travel and engagement to finally reach this point strikes me as somehow important and worthy of unpacking.
What do I mean by being ready? It’s as if the conditions for engagement have finally reached some magical threshold or tipping point, setting our partnership into motion. Like a fan whirring into action, I can feel the speed of collaboration accelerating, the ambient space expanding, and interest and possibilities literally swirling around us.
Why has it taken so long? While our collective readiness is a catalyst, it is itself predicated on smaller currents, each complex and fragile, inherently necessary yet insufficient on their own.
I am reminded of this fragility as I reflect on my own work at the University at Buffalo. Only now, after 15 years of stewarding strategic engagement, am I confident that we are poised to actualize our potential. With the embrace of high-impact experiential learning, the creation of the Experiential Learning Network (ELN) and our new Global Partner Studio (GPS), we can now support and leverage engagement toward greater impacts, sharing stories and building further capacity through our new journal, digital badge and curricular tools.
When I reflect on the readiness of our Tanzanian partners, the growth is undeniable. Community leaders who have embraced the gifts of communication and technology are emerging as liaisons and change agents, boldly seeking additional resources and support; higher education institutions are open to partnering and sharing course content, travel experiences and technology-supported resources.
But none of this would be possible without the students and faculty who are seeking more meaningful levels of connectivity- activating their learning, teaching and research in ways that will take us farther and deeper into communities, complexities and the promise of collaboration.
When I think of the perseverance that it’s taken to get to us to this point of readiness, it’s not surprising that we have been tempted to withdraw or retreat along the way. As human processors we are terrible at discerning progress until we pass through some undeniably tangible milestone or indicator of success. In fact it is often just before we reach that turning point that our frustration and fear pull us into the weeds and out of the game.
As I think about my upcoming trip it is clear that many pieces are now firmly in place. Our partners are busy leading and communicating, our institutions are ready to leverage the benefits of our engagement, and students and faculty are eager to get involved. Even my own family members are contributing and connecting as the boundaries and barriers continue to melt away.
Maybe this notion of readiness represents an exciting new frontier. Once we have interest and resources to share, the challenge is really one of activating potential, making sure that the structures, processes and people are in place to support, catalyze and harvest the fruits of our collaboration.
But if we are truly committed to the work, imagine all that is possible. Imagine what we will accomplish, together, when we are ready.
Hello Everyone. I know it’s been a while since I last posted, but I’ve been hard at work on some very exciting initiatives. And I think it’s finally time to share a sneak preview of what’s in store. Many of these programs and resources will be open to broad participation so I look forward to engaging in the weeks and months ahead, and would love to hear from you if these ideas resonate with your own work or interests. In addition to following my blog, be sure to visit our Experiential Learning Network (my center at UB) webpage and join our Student or Faculty/Staff Listserv to get monthly updates about related activities and events.
Global Partners Studio (GPS)
GPS is an evolving platform for cultivating deep and meaningful engagement with our international partners. Look for partner profiles and impact stories, but also opportunities to “harvest” student projects, COIL (collaborative online international learning) courses and travel-based engagement for faculty, students and community members. We will feature international partnerships that include both higher education and community-focused organizations to allow for deep and reciprocal impacts. With the Buffalo Tanzania Education Project (BTEP) as the foundation for GPS, we are excited to take our international partnerships further and deeper toward new possibilities for engagement and collaboration.
The week of October 1st we will welcome invited GPS liaisons to UB/Buffalo for a week of sharing, capacity building and engagement. Our guests will represent partnerships in Ghana, Tanzania, Zimbabwe, and Jamaica and will engage through presentations, studio sessions, and programs with our UB and Buffalo communities. With a focus on social innovation, global health, and community development, we will have many opportunities to explore synergies and shared interest. And we look forward to introducing our global friends to the many cultural, entrepreneurial and civic gems that Buffalo has to offer.
This fall we will be launching the Global Partners Studio (GPS) Journal that will be open to undergraduate and graduate students as well as our international partners. This open-source digital journal will be an accessible and dynamic place for sharing collaborative research and experiential learning projects, and connecting resources and opportunities. The journal will also be a repository for impact stories highlighting the points of connectivity and synergy that evolve from high-impact engagement. We will be open for submissions this fall with an anticipated spring release of our inaugural edition.
GPS Digital Badge (Micro-credential)
For those looking to build on recent collaborative experiences, we will be launching a new Global Collaboration digital badge (micro-credential) in the fall. Participants will be mentored through a series of reflective and integrative exercises, allowing them to gain deeper insights while developing compelling narratives to support their academic, career and/or civic-related goals.
10 Year Anniversary Community Trip and Book Release
Next year (July 2019) will mark the 10 Year Anniversary of my first trip to Tanzania, the genesis of our unique global engagement model. To honor and celebrate our extraordinary relationship with our partners in Tanzania, we will be hosting a community trip in collaboration with a local travel organization. We will also be releasing an updated version of our book detailing the evolution of our engagement over the past 10 years. Stay tuned for more on both of these exciting initiatives.