From Mara to Mara (2)

My days are filled with poignant moments. Family meals, neighborhood walks, daily rituals cast in heightened relief, with contrasts and nuances amplified in detail and significance. My conversations with Stephen are no different. Yesterday morning he called while I was shopping, and I let the phone ring as he tried again and again to reach me, so sure that I would eventually pick up. I had been among the first in line at the grocery store, determined to stock my pantry with ample food and resources for the coming weeks. I had donned gloves and a mask hand-sewn by my daughter Natalie from Tanzanian fabrics brought back from my numerous trips. I had given her a stack of beautiful batik cloth of vibrant colors and patterns, in hopes of lightening this somber project.  

I eventually connected with Stephen and we began with news of the Virus. He had completed the initial field research in an island community in Rorya, a nearby district. He mentioned that in visiting a health clinic, they were entirely unaware of Corona and had virtually no hand washing or preventative measures in place. He planned to return with his soap making project, beginning to train local community members to produce this precious resource.

Our conversation quickly turned to the success of his research. The community had embraced his work with great enthusiasm and gratitude and the leaders were eager to connect and discuss possibilities for future collaboration. The initial work was complete, and I felt a tremendous sense of relief that we had found a way to make it happen. With the spread of the Virus and the move to online instruction, virtually every project has come to a halt, a state of suspended animation as we await the dreaded apex and begin the envision the other side. How fortunate that the fundraiser was successful and I was able to send over $450 to support the initial work. Although I had targeted the mapping project as the focus of the Happy Hour and GoFundMe campaign, it was all related and my friends and colleagues were happy to offer their support. Thankfully, Stephen understood the preciousness of the gift, and was determined to use the funds strategically in recognition of their significance.

It is this recognition that lingers in my mind as I type these reflections. Stephen understands the preciousness of our gifts. He also understands the spirit of collaboration that drives my continued efforts. He said that while grants and sponsors offer valuable resources, they bring frustration and complexity. Instead, it is better to build from within, laying the foundation through an understanding of needs and strengths, and building growth through trust and relationships, moving forward and expanding through collaboration and synergies. Although Stephen did not use these words, he did convey their essence, an exquisite recognition of a truth that has given me strength, and continues to drive all that I do and know.

Stephen ended the conversation with his hopes that HRCO will become an organization known globally for its work and partnerships, a model for what is possible for communities and people around the world.    

Virtual Study Abroad to Tanzania

Since 2009, we have been taking members of the UB and Buffalo communities to Tanzania to explore women’s empowerment and social innovation in the Mara Region, engaging with partners through collaborative projects.

This fall, we are excited to offer our first Virtual Study Abroad trip, transporting students to this remarkable part of the world and introducing them to the places and people with whom we have been working over the past ten years. The course will follow the same study abroad itinerary and will feature: Dar es Salaam, Mwanza, Musoma, Tarime, Serengeti, Ngorongoro Crater, Moshi/Arusha, Zanzibar.

In addition to active participation in class “trips” and “meetings,” students will work on mentored group projects through the ELN Project Portal, collaborating with featured Tanzanian partners to support community development initiatives, earning digital badges along the way.

Fall 2020 – PSY499
Tuesdays and Thursdays, 9 – 10:20 a.m.
24 Capen

Space is limited. Contact Dr. Huber to get added to the class.

From Mara to Mara (1)

We are in the middle of a pandemic. Like everyone around me, I have gone virtually nowhere in the last few weeks. An occasional walk or quick errand in the car. No need for coordinated outfits or dressing up. And yet, this morning, I organized my closet, initiating the great migration of my spring and summer wardrobe and putting my heavy winter things into storage. For me, this is yearly therapy. Despite the usual disappointments of spring in Buffalo, NY, and the looming frost that mocks my impatience, I boldly prepare with color and vibrancy. Of course, this spring I need it more than ever.

When I opened my summer totes, I was overcome with emotion. I realized that for the past 10+ years this ritual transcends seasonal anticipation. As I looked at the clothing before me- the dresses, skirts and colorful cloths- memories of Tanzania washed over me, the trips themselves but also their preparation, selecting items that would be good for travel- the long plane rides, the dusty roads, and bumpy safaris. I chose long skirts for the villages and special dresses for our dinners by the sea. These experiences- complete my with thoughts, conversations, and moments- had permeated the clothing and continue to emanate now, as I sit here typing on my bed, staring at my open wardrobe, feeling blessed beyond words.

It is true that my May trip has been postponed for how long, I cannot know. But rather than sadness, I feel an overwhelming sense of gratitude, thankful for my relationships and my ability to live vicariously through the movement and growth that continue. Ironically, while I was sorting through my summer clothing, I received a call from Stephen Marwa, who was checking in from Tanzania. Although we had been maintaining weekly conversations, we had fallen off, due to the virus. I have to admit that I was hesitant to answer Stephen’s call, unsure I could hold my usual energy and attention. I am so thankful I answered.

We talked briefly about the Corona outbreak, exchanging updates and news. But the conversation quickly moved to the week ahead. On Monday, they will begin the community survey work, using the instrument that we helped create through collaboration. Although we intended to send funds associated with our students’ project, everything had come to a halt. Luckily, I was able to organize an informal fundraiser that went forward even in the face of social distancing. Through the generosity of colleagues and friends, and the power of GoFundMe, I was able to send $450, which in Tanzania still goes far. Stephen assured me that he would use these precious funds wisely, since there is no way of knowing when external funding will resume. We agreed that the work must continue, and the need for nimbleness, leadership and tenacity are greater than ever. Stephen shared that the heavy rains have washed out many roads, making his initial plans to focus on Musoma Rural untenable. Instead, he will conduct the survey on an island in Rorya, traveling by boat, joined by students from Buhare Community Development Training Institute who are eager to be involved. Any remaining funds will be used to start the mapping work.

I asked him about soap making, which is growing in popularity as communities worry about Corona and learn of the importance of hand washing. We spoke briefly of other projects, emphasizing the importance of a new website that will be designed by a UB student, showcasing ongoing initiatives and building capacity for collaboration and support. I mentioned that I would come as soon as I could, but that was a given and didn’t need to be said. Stephen mentioned his appreciation, but only quickly, since it was also understood. We are well beyond these formalities and both recognize that our journeys are forever interconnected.

How ironic that things are moving more quickly in Tanzania than here in New York. It’s as if we are in a state of suspended animation. Perhaps right now, I need Mara Tanzania more than they need me. But I am grateful that I can come along, sharing their growth and movement, brought to me through Stephen’s voice, social media posts, and my beautiful summer clothes.

I hope to share these updates with you, whoever and wherever you are. I have a feeling that I am not the only one in need of movement, connectivity and relevance. In reality, we are not so far away, and we are all in this together.

Telling Compelling Stories about Ourselves and Our Achievements

We could all use some practice talking about our strengths and achievements. Here is a video workshop that is part of our ELN digital badge series). It’s great for students and professionals- we have students submit video profiles sharing their own stories about internships, study abroad, service or other types of experiential learning. I would love to hear your stories about all the great things you’ve done and hope to do in the future…

Digital Badge Systems and why we Need Them

I am getting an increasing number of calls about digital badges. Colleges and universities, K-12, adult education, and community programs all wanting to explore the promise of this new pedagogical tool.

The interest is exciting and I am always happy to discuss the potential of digital badges. I see them as a powerful design tool- allowing us to clarify our missions and visions, supporting our students in leveraging our resources in working toward their highest potential. I must be compelling in my enthusiasm, or maybe the promise of badges speaks for itself, because by the end of the conversation or presentation, the leaders are usually ready to sign-up for a system of their own, wanting to discuss next steps and a quick path to implementation. This is the point that gets a little awkward as I explain that there is no one to sign up with- certainly not me, and no template or program to follow or purchase.

How to begin? I try to explain that the badge or micro-credential part of the system is actually the easiest. There are online platforms that walk you through the creation of badge icons, which are simply interactive digital files. You brand badges with your organization’s name and information, the respective title of the skill or competence, and the specific expectations and evidence associated with the skill. On the administrative side, the platform allows you to issue or award the badge, sending the file to the student once you approve their evidence.

But the rest is up to you/us- what do we hope the students will do with the opportunities provided, how will they translate these into success or readiness, and how will they communicate their skills and competencies to the world and to the audiences that matter most? These clarifications and the associated mapping work will frame the next stage of our collective evolution, and digital badges already provide the necessary design tools.

With a little time the “how” to build and support badging systems will become less mysterious. As organizations begin to play with these platforms, we will begin to see the possibilities. And as employers begin to endorse certain badges, or emphasize specific skills or competencies or types of evidence, the market will begin to shift in response. Soon, apps and start-ups (or perhaps Amazon?)  will market badges directly to students, allowing them to sample from both formal and informal educational programs and experiences, weaving preparation with projects, accomplishments and endorsements into compelling digital narratives and portfolios of evidence.

In this way, education will eventually flip. But in reality, students are already the designers, with a bounty of resources and opportunities at their disposal. As the keepers or deliverers of these resources, we should embrace opportunities to help our students translate our affordances into success and further opportunity. Yes, in activating the potential of digital badges we will, ourselves, have to stretch and grow, building capacity to connect our own resources with changing opportunities and expectations. How ironic that in figuring out how to create digital badge systems for our students, we would benefit from working toward digital badges of our own.

A Gift for the New Year: Helping your Student Navigate Higher Education

New Years can be a time of great excitement and anticipation but also one of angst and concern. Over this break, I have talked with many parents who are anxious about their children’s journeys at college, or their upcoming transitions into Higher Education. The conversations have reminded me of the countless discussions I’ve had with UB students over the years, trying to put them at ease while helping them clarify their goals and choices. For whatever reason, this type of mentoring seems particularly needed at this time, so I will attempt to offer some general insights and guidance in hopes that it will find and resonate with whomever is in need.

College is not an end in itself but a portal to opportunities and experiences

With so much emphasis placed on getting into the “best” schools, it is no wonder that students feel extreme pressure and also fear and anxiety. Through my experiences with my own children’s high school guidance process, there has been little discussion of how to prepare students to be successful once in college, or more importantly, how to access the resources and opportunities to best support their happiness, mental health and achievement. While gaining admittance to many colleges and universities can be challenging and certainly worthy of focus and celebration, it is by no means the end, but only a beginning. The notion of leveraging the opportunities and experiences that a particular college or university affords, calls for a different type of support, guidance and empowerment. Since many students select colleges and universities from a distance, that is, not necessarily going deep into respective offerings and opportunities, they must orient themselves while at the same time completing demanding coursework and requirements. Moreover, the process of exploration can take time as students begin to discover what they like versus what they thought they liked or wanted to pursue. If parents can see this exploration as an integral part of the college experience, rather than a failing of the student or the institution, students can embrace the journey more fully and often towards better outcomes.

Curiosity and excitement rather than fear

Intentions matter when it comes to education. Students who approach their experiences through the lenses of positivity and confidence fare better across a number of measures. They also show more resilience, persevering over time and experiencing more satisfaction in their accomplishments. In order to reap these benefits, however, confidence must come from a place of authentic interest, vision or a sense of purpose or belief in what is possible or important. The source must be deeper and stronger than simply wanting to achieve, perform, or make one’s parents happy or proud. It needs to be strong enough to guide students through failures, crises and other bumps in the road that invariably creep up during college.  When students are caught up in fear, I try to help them “flip it”, to set some goals that connect with their curiosity and excitement. Helping students see the value of these intentions early on (in fact, as early as possible) will help them develop an internal “sensor” and an ability to make good decisions when they find themselves off course or in a state of dissonance (when their feelings or outcomes conflict with their expectations or plans).

The value of negative evidence (when we are able to access it)

From the standpoint of helping us clarify our academic and professional goals, negative evidence is even more powerful than our successes. By negative evidence I mean “when things do not result in the positive outcomes we desire or expect”- I hesitate to use the word “failures” which is the obvious way to think about negative evidence. The notion of failure is so charged, especially in education, that we literally shut down when we feel ourselves in its gravitational pull. Instead, think of negative evidence as disconfirming input. If you try one method of studying and you get a poor grade, then your grade suggests that your method of studying is not effective- at least for that particular course or professor. If you get poor grades across a category of courses, then the pattern of performance may suggest certain weaknesses or challenges or perhaps a lack of fit. The point is that our methods and approaches to interacting with our world aren’t always successful or adequate, especially as the context and expectations around us change. Often we need to modify our approaches, and the more information we get, the better we can adjust and adapt. But the beauty of college is that we can pursue areas of study and work that align with our core interests and strengths. So while students will and should experience challenges that stretch and develop their capacities and toolkits, sometimes patterns of negative evidence suggest problems with “fit” and can provide opportunities for students to pivot and explore other pathways that may be better suited. I find the biggest challenge in helping students access the insights offered by negative evidence is their fear of parents’ judgment, disappointment, or insistence that they pursue a given major or complete their studies on time.

Everything is connected but it can be tricky to see the patterns

Students often find me when they have switched majors multiple times, either formally or in their heads. They share a sense of frustration and even desperation as they try to settle on a major, reporting that they have “tried” a number of options, but can’t seem to settle on the right one. As I listen to them list their pivots, I often hear embarrassment and shame, a sense that they have somehow failed and wasted precious time pursuing the “wrong” pathway. In these situations, my work involves disabusing them of this notion of failure and instead encouraging them to see their various efforts as valuable data points. The notion of trying something is exactly what we want students to do in college. In essence, we want them to become researchers on themselves- trying something based on hypotheses or expectations, and then they see how it goes- reflecting on the results and learning from outcomes, they can make modifications and adjustments toward some increasingly clarified goal or endpoint. The great news is that there are so many different career paths and professional pathways- more than students, and certainly parents, even know. And the fact that new fields of study and innovation are emerging all the time means that professional and academic opportunities are much more abundant than we are led to believe. If students are able to see patterns with regard to their interests (and their boundaries), they can find areas of study and work that align closely with their strengths and passions, setting them up for exciting and fulfilling careers and the ability to flex and pivot as the landscape continues to evolve and change.

You as a mentor

Ideally, the relationship between parent and child evolves as the they get ready to start college or university. As my own children get older, I think of myself more as a mentor, recognizing that their choices are largely their own, and that the best I can do is to help them navigate options and experiences, learning as they go towards finding their place in the world and hopefully living fulfilling and productive lives. Being a mentor is not always easy or natural for everyone, but it is a journey worth taking. Here are some points of conversation or exploration that I utilize in my own interactions with students – and even adults who are contemplating professional growth or change.

Start from what you love

I begin my conversations by asking students when they are their happiest, what activities they most enjoy, what they are really good at, or other types of questions that seek to clarify a point of positivity, excitement or joy. Unfortunately, it can be difficult for some students (and adults) to get there. Sometimes we need to look for “clues”, asking what their parents, siblings, friends or childhood teachers would say about their strengths or talents. However you get there, this place of positivity can be “mined” for valuable details about the why’s and how’s and what’s- why do you love to ………….., how does it make you feel, what is it about that activity or topic that makes you feel that way…..   these insights can be pivotal in developing a sensitivity to “fit” with regard to careers,  academic pathways, and learning experiences that might be worth exploring.   

Explore emerging fields and innovations to see what inspires you

You would be amazed at how many students say they want to be engineers, doctors, lawyers (or virtually any other career) and yet show little or no interest in related stories, topics or articles. To be blunt, you cannot really fake interest- even if your parents expect you to. I find that many students, and adults, aren’t really curious about anything- or rather, haven’t discovered areas of curiosity, often because they are so busy meeting the expectations of their daily lives. With the demands of coursework, jobs and related commitments and social engagements, it is easy to become detached from curiosity and inspiration. Taking time to scan magazines, news sites or blogs is a great way to discover or rediscover your interests, a step that is critical to finding greater fulfillment and inspiration.

Examine your own experiences through this aspirational lens

Once your student gets excited about some field or area of innovation, help them examine their own experiences through that lens, identifying any accomplishments, skills or experiences that are at all related. Students (and adults) often miss authentic experiences that may not be tied to formalized jobs or programs. In the world of experiential learning, authenticity is the gold standard. So even hardships, struggles or negative evidence can be transformed into assets and resources related to academic or professional opportunities. Having a strong foundation on which to build is the best place from which to approach growth and opportunity.

What are the key gaps between your current capacity and where you’d like to be?

Once you have a point of inspiration that connects with your curiosity, passions or sense of purpose, and you can see your core capacities and resources on which you can build, now you can identify gaps and areas for cultivation and growth. Notice that approaching our “deficits” in this way is neither threatening nor demeaning. It is simply recognizing a pathway toward a goal or vision that is inherently meaningful AND possible to achieve. This approach is more likely to encourage risk taking, resilience, and grit while supporting mental health and general wellbeing than the alternative approaches often embraced.

Now look at the systems you have access to

Once you have a general sense of directionality and areas for growth, it is time to revisit the systems you have access to- including college or university. I often say that my own university – and really all US colleges and universities- are like grand buffets, with an amazing array of opportunities, programs and resources all waiting for students to activate. Of course, each college and university has a unique assortment of resources, both in terms of formalized programming and unique culture and setting, with people, places and experiences that can be accessed and leveraged. When we lack a clear sense of purpose or inspiration, we often fail to recognize the full array of opportunities that are available and instead see only the negative, pulling us into “the weeds” and undermining our success, fulfillment or growth.

Developing powerful narratives

Realizing that this post is already way too long, I will end with the importance of developing powerful narratives. Stories are undeniably powerful- both the stories we tell those around us, but also the stories that play out in our heads as we go through life. One of the most exciting things about college is the opportunity to develop powerful and resonant narratives about ourselves that emerge as we meet diverse people and ideas, challenge our core assumptions and beliefs, and explore and test different career options and ways of life. As we gain insights about ourselves and our place in the world, we can practice talking about who were are and hope to become. Sharing this evolution of ourselves with families, parents and friends, can be exciting when others recognize the vulnerability that comes along and respond with care and support. I can tell you that colleges and universities are full of faculty and staff, like myself, who are ready and eager to help your child navigate this process and leverage the buffet of resources and opportunities that we provide. When I contemplate the future of Higher Education, I am unsure whether our institutions in their current states of abundance will be able to continue to thrive. But I do know that they are a gift to our children, our communities and our world, offering riches beyond what most of our students and parents recognize or understand. In addition to helping our children gain access to Higher Education, we need to help them leverage and navigate the opportunities and resources within. I hope these insights and suggestions are helpful.

A New Version of the Higher Education Game

Dr. Nyaronga (Empire State College) engaging with student in Tanzania (his home country)

Can you feel disruption happening?  I can. Higher Education is changing from within, and it is only the beginning.

In the new version of the game, degrees and credentials are still essential, but no longer sufficient.  Experiences and contributions are the new differentiators, with employers expecting to know and see what candidates have done- what they can and will do, if hired.

Some are already playing the new version of the game, leveraging projects to open doors and access opportunities. They know that projects are undeniably powerful. At their best, they can activate ideas, theories and competencies, allowing students to reflect and demonstrate impact through compelling media and testimonials. Imagine students not just saying they are interested in a profession, but instead demonstrating their commitment, their journey to develop their knowledge and skills, their promise viewed through tangible contributions and products.

This is already happening with our top students- those competing for prestigious fellowships and scholarships. The narratives they weave for applications and interviews demonstrate they are already on their way to becoming change agents- they are safe and worthy investments, having leveraged the opportunities and resources afforded them- not just through their colleges and universities, but their unique lives, challenges, and personal stories.

Individualized experiences are clearly part of the answer. The good news (for us) is that we are still necessary. Universities and colleges offer treasures of expertise and knowledge but also the relationships and connections that undergird the best experiences and opportunities, those that support innovation and growth. The same faculty and staff who lead courses and programs can frame-out experiences that prepare students for emerging fields and systems in need of innovation and change. In addition to instruction, they can be facilitators, mentors and guides, opening up their own academic, professional, and even personal journeys for students to explore and leverage.

But how to actualize these latent resources in ways that elevate students’ access while supporting the continued viability of our educational institutions and systems? This question is quietly (in some cases silently) percolating within Higher Education, with implications that are profound and deeply threatening to the status quo.  

Clearly, the new version of the education game excites me. For it is no longer one of traditional prestige or privilege, but instead access and authenticity. It also deeply challenges our notions of leadership- calling on new skills and competencies that are largely yet to be developed or accepted. For in this new version of the game, leaders must re-imagine and re-engineer our systems, moving us from structural constraints and limitations to catalytic possibilities and growth.

As someone who has long worked to disrupt from within, I can feel the energy of this seismic shift. Students and employers are wanting more, and young faculty are neither afraid nor reluctant to meet the call. As we dip our feet into project-based collaboration, virtual exchange, and other pedagogical innovations that open up our university while connecting students with the world in personal and profound ways, we cannot help wanting and pursuing more.

Yes, the game is definitely changing, and many of us are beyond ready to play.

Traveling WAY beyond Global Learning

Photo by Doug Levere

With less than three months into our new Project Portal, I am excited on so many levels. Student interest is high and new projects are coming in from all directions. Our digital badges are yielding important data and the resulting stories are already compelling. While there is much to dig into and explore as we build out our new model over the coming months and years, there is one facet that begs immediate attention; global collaboration.

To say that there has been strong interest would be a gross understatement. Inquiries have been coming in almost daily. The students are from diverse backgrounds and areas of study- engineering, communication, public health, psychology, statistics, and computer science; students from the local community and others from countries and regions around the world. But perhaps even more remarkable than their diversity, is the consistent manner in which they are asking to join the projects; articulating a genuine and moving interest in making a difference through their engagement; a desire to give something back or make lives somehow better.

What projects are attracting such strong interest? For now, they are all associated with my Tanzania collaborations. They involve clean water and sanitation, women’s empowerment, early childhood education, and an emerging community bicycle laboratory. They feature long-term partners who are on the ground in Tanzania, extraordinary people who are committed to the work and eager to collaborate with our students, to engage their ideas, talents, and opportunities, and the resources that may follow.    

If you visit these project profiles, you will find articulated learning outcomes that are both familiar and highly regarded. You will see cultural competence, global learning, communication, problem solving and other ideas that represent important skills and competencies valued by 21st century employers and deemed important for a well-rounded liberal arts education. While undeniably important, let’s be clear that these learning outcomes are not what is speaking to our students. Instead, it is the chance to connect with real communities and people, to touch the world, to make a difference, to fulfill a sense of purpose and hope, and to experience the challenges and rewards of collaboration.

I have been experimenting with the complexities of collaboration for over 16 years, and acknowledge its ambitious and perhaps aspirant nature. Even within our own communities, it is difficult to navigate the implicit power imbalances and differences in culture and perceptions that undermine our attempts to collaborate.  But as we search for goals that will challenge and stretch us toward innovation and relevance, I believe that global collaboration is worthy of our pursuit. Put simply, it is inherently meaningful and resonant with the best that we have to offer.

As I look ahead to the future of experiential learning, I am both inspired by the adventures in collaboration that lie ahead and reassured by the knowledge that our students are profoundly ready.