This process is intended for college students but can be adapted for students of all levels. Please share any questions or feedback. I would love to hear from students applying this process to their own search for summer opportunities. Parents, please share as it is more difficult than ever for students to find opportunities. They need our collective support.
Can student projects really make a difference?
With the sudden move to online instruction and disruption to internships and other high-impact experiences, we have been testing the potential of virtual projects; both for the students and the organizations with whom they collaborate. Many of these projects have involved global partners, small and medium-sized NGOs working with vulnerable communities to build capacity and support basic needs. For students, the opportunity to work closely with global organizations represents an educational high point in the midst of disappointment and uncertainty. And for the NGOs, the opportunity to connect and innovate in the face of dwindling resources offers new opportunities. The following are examples of projects completed by undergraduate students at the University at Buffalo during summer 2020. It should be noted that projects are co-curricular with no additional cost or credit requirements, and culminate in the earning of a Global Collaboration digital badge.
Reusable Sanitary Pad Project
When a UB student participating in a study abroad trip to Tanzania in 2017 first introduced the idea of a reusable sanitary pad sewing project to our partner in Tanzania, she never imagined that today, 3 years later, a second pad project would be gaining momentum, and that she would once again be the project’s lead catalyst and supporter. This time, on break from medical school, and waiting out the pandemic that had disrupted her summer plans, Danielle Nerber worked with a group of UB undergrads to lead another GoFundMe campaign and support the start-up of a new project in a nearby village under the continued leadership of Hope Revival Children’s Organization (HRCO). Starting with community surveys, clarifying the challenges women and girls face when managing menstruation, and galvanizing community interest in the sewing initiative, we had no doubt that the campaign would be successful. Within a few short weeks, the necessary funds were raised, materials gathered, and an initial training recently completed (see featured video). The momentum for this project continues to build with new opportunities and ideas for engagement evolving weekly. With its implications for health and wellness, education, and economic empowerment, this project resonates with diverse student interests, and provides opportunities to build on a strong foundation of collaboration and trust.
We have all grown accustomed to accessing turn-by-turn directions on our mobile devices, gaining instant access to wayfinding and details about virtually any place or region. Yet in many rural communities in countries throughout Africa, including Tanzania, a lack of mapping makes the most simple navigation nearly impossible for those outside the community and region. This reality poses additional challenges for organizations focusing on community development. This summer, a group of UB undergraduates completed initial mapping work, focusing on the village of Raranya, which will host a pilot initiative focusing on water and sanitation, being led by Friendly Water for the World and Hope Revival Children’s Organization. With initial trainings planned for fall 2020, the students worked from satellite images, marking structures and enhancing current available maps. As a next step, HRCO (our Tanzanian partner) will take the maps into the field and begin adding water points, community resources, tarmac roads, and other important infrastructure to support upcoming activities. Once these structures are added by hand, our students will capture and code the additions within the official maps, benefitting the ongoing project and building capacity for future opportunities and needs.
Storytelling through Video Creation
PriHEMAC, an NGO based in Oyo State, Nigeria cultivates elderly friendliness by building capacity with local organizations and churches. Although our students were immediately drawn to PriHEMAC’s mission, they found little in the way of imagery,, stories, or media on their website. Through Zoom-based meetings with the organization’s leadership, a UB undergraduate, James Lockamyeir, proposed a narrative video to share the story of PriHEMAC and build support with various community sectors and stakeholders. The fact that James had never attempted to make a video did not intimidate him. He rose to the challenge, working closely with our PriHEMAC liaison, Gideon Adeniyi, utilizing existing footage and pictures while directing new interviews and testimonials. The video is both compelling and powerful and in a few short months has inspired new projects and ideas for building external support and engagement. The student is now sharing his experiences with other students who are eager to contribute to global NGOs through the creation of digital media and storytelling.
These are only three examples of the many global projects that continue to evolve and develop. As I look to the fall and more uncertainty related to COVID’s continued impact on education and experiential learning, it is clear that virtual projects are worthy of continued exploration and investment. In addition to resonating with student interest and sense of purpose, they also offer exciting benefits for NGO partners. Perhaps most exciting is the idea of generativity which featured so prominently in the initial design work for our Project Portal. The notion that students could continue to build on one another’s efforts, expanding and deepening impact and empowering NGOs to build on their own assets and growth. We have certainly seen the promise of this type of student engagement, and we look forward to deepening our investment in the coming year.
Through my work at the University at Buffalo, we are embracing digital badges in an exciting and innovative way. We are using them to guide students through mentored projects- helping them prepare, engage, reflect and leverage their experiences in support of their academic and professional goals. (visit site)
As I present on our new Project Portal, both inside and outside the University, audiences seem to get the importance of what we are doing. But as soon as I begin talking about digital badges, the “back end” of our model, I find their attention waning or their cynicism kicking in. Those who have heard of digital badges and micro-credentials immediately dismiss them as the newest trend, or a shallow repackaging of traditional curricula, or even a desperate attempt at sustained relevance. Yet despite these responses, I find my own enthusiasm heightening, and an eagerness to defend their promise, to map out potential designs and demonstrate their latent potential.
What are digital badges? Badging involves isolating specific competencies, dispositions, or skills that are valuable/valued and providing opportunities for students to “earn” them, working toward a threshold of mastery/attainment. The digital part of the name denotes their online format, and the issuance of a branded digital icon- or badge- once expectations are met. Students can display their badges on social media or their digital resume. And when a viewer clicks on a badge, they can review the evidence indicative of the achievement, usually a project or a tangible representation of that skill.
You can badge just about anything, including many important skills and competencies that remain elusive yet important. Professional development, capacity building, workforce readiness, character development, professionalism, integrity, mindfulness…. I could literally go on forever. Virtually anything that can be named, unpacked, and assessed, can be badged.
Even the process of growth can be badged, if we take the time to define and support it. This is exactly what we are doing with our new Project Portal. In an effort to help students get the most of their mentored projects, we are isolating various steps in the process of project-based collaboration, using our own PEARL framework to serve as a foundation (link to PEARL). In addition to helping the students get and give more to their projects, our digital badge sequence also allows us to assess their progress and share their products along the way. You see, from an assessment standpoint, being able to clarify what you mean and what you expect is critical to effectively assessing it. Without that clarity and definition, assessment is meaningless.
If you can use badges for almost anything, then why are they so exciting? Here are a few of my favorite features that make badging such a valuable design tool:
- By badging skills or dispositions, we can bring qualities that have been largely invisible or at least fuzzy into the light. Soft skills, social capital, workforce development, capacity building- these are all critical to growth and equity, but have remained difficult to formalize and access.
- Individual badges can be “stacked” or traded up for larger or higher level skills and competencies. Learners can begin with more basic understandings anwork toward more sophisticated applications. By stacking up badges toward “uber badges”, we can create ecosystems that are inherently generative and catalytic.
- Because badges are not tethered to credits and are presented through digital formats, we are not limited to traditional curricula or pedagogical design. We can leverage the flexibility and creativity of digital media, and allow students to demonstrate their learning and competencies through personalized platforms and projects.
From a design standpoint, digital badges provide a dynamic canvas for supporting growth, empowerment and innovation. They also allow us to release the restrictive constraints that have defined and limited formalized education. Whether within or outside traditional systems, we can empower learners to steward their own growth and development, earning badges that are inherently meaningful and valuable, while owning and demonstrating the associated evidence and impact. In a way, badges can flip the system, providing students with opportunities and structures to leverage the offerings and affordances that are all around them (us), building their own capacity toward more powerful constructs and competencies.
Although traditional planning exercises can be useful, they’re inherently limited and flat, and of little use as we try to navigate the challenges and changes that swirl around our work, lives, and efforts to add value. In this video I make the case for “modeling” as a dynamic and powerful tool to support all stages of creating movement, building capacity and getting unstuck.