Exploring Best Failures

Because failure can be so painful and emotionally triggering, we distance ourselves at all cost, finding ways to deflect, blame, or avoid. But in doing so, we miss out on one of the most powerful catalysts for professional and personal growth.

To be clear, not all failures are best failures. Most are uninteresting, simply not getting what we want, or thought we wanted. But some failures are more complex and meaningful. They involve acting on some core intention, the essence of what we believe or are trying to offer, and then hitting a proverbial wall- running into someone or something we didn’t expect or see coming. Best failures are painful in a special way. Their impact stays with us, altering our behavior and how we see the world. Best failures matter. They are inherently powerful and beckon us to examine them more closely.

In a 2013 post, I mused that just once, I would like to go to a conference that focused on best failures rather than best practices. I was tired of pretending that we had it all figured out, holding up programs as examples of excellence and superiority, with participants taking notes and hoping to replicate results. I knew then, and still know, that focusing on successes can only get us so far. Instead, if we are able to explore our most powerful failures, we can reap the many benefits, identifying structural errors and false assumptions that can release us from stagnation and stuckness, and lead us to growth and expansion.

So why are there no best failures conferences or symposia? Because failure is closely associated with feelings of shame and embarrassment, and getting too close can result in negative emotions and discomfort. But what if we could get some emotional distance and create space for holding up our best failures as opportunities for growth, learning, and innovation. Not just any failures, mind you, but the really powerful ones, the ones that will lead to new opportunities and expansion, the type of growth that we all need and crave.

Here is a process for tapping into the power of best failures. I suggest that you do this together with a friend or mentor, someone who can challenge and guide you, and perhaps share in the process along the way.

  • Identify best failures.

Remember that best failures are not about simple rejection or not getting what you want. They are symbolic stories, representing grand attempts to engage your mission or core contributions, going for it, throwing your heart and soul into something of importance, only to hit a wall. Best failures leave you reeling, profoundly disappointed, and in some way changed by the experience. Because so few failures are best failures, you will need some time to sort through your collection and identify those worthy of further exploration. Imagine yourself sorting through your closet, briefly examining each garment, deciding which to keep and which to give away. As you bring potential candidates into consideration, ask yourself whether it is a symbolic and important failure with lessons to reveal. If not, acknowledge its lack of significance, and decide to simply let it go.

  • Imagine if.

Once you have identified a best failure to work with, allow yourself to indulge in the exercise of rewriting histroy. How do you wish others had behaved differently, what ending would you have preferred? Acknowledge that this is the fantasy portion of your work; the place where most of us like to go, and stay. Take a moment to appreciate how it feels to go there, wishing and rewriting, yearning for someone to have done something differently. Now reflect on what you have learned or gained from this activity, and whether it is worthwhile to continue to focus on what could have been. Once you conclude that it is neither a good investment nor a path forward, note that it is clearly time to move on.

  • Alternate paths.

Now, hold up that same best failure and allow yourself to revisit your own behaviors leading up to the unwanted outcome. If you were to go back in time, knowing what you know now, how might you have done things differently and why? Without getting emotional, revisit the chain of events going back as far as you can, noting the various details and nuances to be modified, edited, or slightly tweaked, with each change leading to a different result or response. Acknowledge these variations as choices, and note your power in determining possible outcomes, even without altering another’s actions.  Reflect on this idea of power.  Synthesize what you have learned or discovered, and practice giving it voice- actually talking about it or describing it to someone you respect or care about. Feel your space expand.

  • Apply your insights.

Now apply these lessons to where you are now and consider how you might use them within your current or evolving context. Think of these insights as gifts that you are giving yourself, not from a place of blame or humiliation, but instead from a higher state of empowerment and growth- the version of you that lies ahead. What opportunities can you identify for putting these lessons and ideas into practice? How will you recognize their effectiveness? Take some time to imagine what it will feel like when you are honoring, or have honored these gifts. How might you expect others to respond?  What do you need to nurture or protect this best version of yourself? Feel this commitment take root.

Congratulations for your courage and commitment. In honor and recognition of the work you have done, and will continue to do, imagine receiving an invitation to serve as the keynote speaker for our very own Best Failures Symposium. Don’t get nervous, you have plenty of time to prepare your remarks, and the audience will be filled with only those who are committed to growth and learning. As you reflect on what you will share with fellow participants, allow yourself to put your insights into practice, making the most of the decisions you have as you live your life and do your work. Note how your choices affect you and others around you, and your ability to see and actualize opportunities for movement and growth. How has your story changed and how will it continue to evolve? Know that as you live boldly, you will have even more best failures to share.  These are the evidence of our courage and the keys to continued growth.

Self-directed Summer Projects, a Step-by-Step Process

As we immerse ourselves in virtual end-of-year celebrations, finding creative ways to honor our students’ accomplishments and achievements, summer looms large with its uncertainty. With plans for internships, travel, or other structured experiences canceled, and employment unlikely, many are hoping to find meaningful options without the benefit of formal structure or support.

As I promote the value of mentored projects, the appeal is undeniable. The idea of students exploring topics or fields of interest, leveraging online resources, and exploring their own communities and networks leaves many asking where to sign up. But with colleges and universities consumed with COVID-19 related planning, few are offering facilitated support, especially for independent projects or internships. At the UB Experiential Learning Network, we focus entirely on connecting students with meaningful mentored projects, cultivating an ever-expanding portfolio of offerings, while also supporting independent projects developed entirely by students. Regardless of the specific nature of the project, we move students through the various stages of engagement, helping them earn digital badges along the way and encouraging them to take their experiences even further toward deeper impacts.

While our Project Portal is available only to UB students, I am happy to share our model and strategies for transforming summer (or fall) into meaningful projects for all students, regardless of age or background. The most exciting part of this approach is the fact that compelling projects do not require money or privileged access to networks or contacts, but instead depend entirely on students’ willingness to fully commit to Preparation, Engagement and Adding value, Reflection and Leveraging their experiences toward broader impacts. We call this process PEARL and we encourage all students to enjoy its benefits.

But before getting started with a project, and the PEARL framework, students must negotiate two critical tasks that will set them up for success.

  • Design your project

Your project should be inherently meaningful, to you and some external audience that you deem important. In deciding what to work on, focus on the outcome, making sure it is important and worthy of your time and effort, while also aligning with your interests and goals. A good project should stretch you, driving you to seek out new experiences and opportunities that you would not normally pursue, and engage with people, ideas, places and/or organizations in ways that will challenge your understanding and perspective. Your project should fit the parameters of your specific circumstances- namely, do you have a month or an entire semester or year to work on your project? Many students are opting for a Gap Year during the duration of online instruction. Your project can be as ambitious and multi-faceted as you choose to make it, but the initial design should reflect your constraints and expectations from the very beginning. I invite you to browse our available projects to get a sense of scope and framing. Note that most projects are designed to take about a semester, although some can be extended further. I offer some additional suggestions for summer projects at the end of this post, in hopes of getting you started thinking about possible ways to frame your ideas and interests. Remember that in order to sustain your efforts and attention, especially without the threat of grades or assignments, your project needs to be bold and interesting- so allow yourself to get personal and dream big.

  • Find a mentor

Mentors can dramatically affect the impact of a project. Often, colleges and universities pair students with faculty mentors who invite them into their laboratories and research programs, offering support in navigating choices and opportunities. You can enjoy the benefits of a mentor even without a formal placement or affiliation. Simply invite someone whose opinion you respect, someone who has something to offer in relation to your project. Let them know what you are asking- essentially for them to provide guidance, feedback and recommendations along the way, and ultimately vet your final product, providing an endorsement if they are so inclined. Note that you can have multiple mentors, and should seek out individuals who can help you deepen your understanding and leverage your time and efforts. Having mentors can help you follow through with your commitments, not wanting to disappoint them or waste their time. You might identify mentors in your own networks or extended families, but do not be afraid to approach someone in the community or broader field, especially if you have a compelling project and story to draw them in.

Once you have designed your project and secured a mentor, it is time to begin working through the PEARL framework. Take each step seriously and seek feedback and guidance along the way.

  • Prepare

This first step represents an important opportunity for growth and achievement, although few students take it seriously, instead choosing to jump right in. The truth is that we need to ready ourselves for high-impact experiences, establishing a base of context, skills and core understanding. Through my work at the University at Buffalo, I take students to a remote region of northern Tanzania, a place that is jarringly different from Buffalo, New York. Invariably, the students who get most from the trip have a base of knowledge and understanding on which to build. They are able to interpret specific experiences through historical and cultural lenses, building on their understanding to achieve deeper perspective. Similarly, students with basic laboratory skills are better able to immerse themselves in specialized research opportunities, approaching the work with some level of confidence and core competencies on which they can further build. In these ways, preparation sets students up for success and ensures that they will be ready for the opportunities they encounter. In the ELN, we approach preparation through three important steps. Each is necessary and inherently important- so allow yourself to dig in and fully commit to the process.

  • Set your intentions

Imagine yourself at the end of your project, discussing what you accomplished with someone whose opinion you value. When asked what you got from the experience, what will you say? Rather than leaving your learning to chance, it is helpful to set intentions from the very beginning, committing to certain outcomes that are especially important to employers and academic programs and institutions. Take a look at the Career Readiness Skills, which include learning outcomes that employers report lacking in most college graduates. If you are able to demonstrate strengths related to these outcomes, including skills such as collaboration, problem solving, communication, and cultural competence, you will be more compelling as a candidate. You might also review the AAC&U VALUE Rubrics that include outcomes that are of particular interest to academic institutions and liberal arts education. If you embark on your project ready to develop these competencies, you are more likely to find the experience meaningful in supporting your goals. In other words, you will get what you expect.

  • Establish general context

You may choose to do a project related to an area of expertise or instead something entirely new and unexplored. Regardless of your level of experience, it is important to frame your project in a general understanding of its relationship to a broader context. Students often skip this step as well, as they jump into internships, research or other types of experiential learning. In doing so, they fail to establish basic knowledge and skills, ultimately limiting their ability to explore or discuss their experience in compelling and powerful ways. If you are focusing your project on a particular industry or technology, you might begin by exploring the history of innovation, or related or competing discoveries in the field. Before beginning a project with a particular faculty mentor, you might research their body of work, gaining an understanding of their interests and priorities along with their educational and professional background. Spending time developing an understanding of context will help you in many ways, especially when you encounter challenges or disappointments. Rather than quitting a project when things fail to go as planned, you can gain the necessary perspective and identify ways to adapt or better understand the challenges. Before starting a project, allow yourself to get curious and explore the universe surrounding whatever topic you have chosen, noting any areas of interest or surprise that may lead to new insights or areas for further exploration. Here is a tip: If you are not interested in your topic enough to want to explore surrounding context, then you might need to find a different project. Let your curiosity be your guide.

  • Develop specialized skills and knowledge

In addition to general context, many projects call for specialized skills, knowledge or experiences necessary to fully engage and complete the related activities. Rather than be intimidated by learning more, accept the challenge and explore creative ways to obtain access to important opportunities and information. Remember that the internet provides an expansive universe of trainings, professional development, and competence building resources- many completely free and open-access. While official credentials and degrees are valuable, they are not always necessary, especially when projects speak for themselves once executed. You just might find it freeing and enjoyable to explore new skills and areas of development without the need to obtain certification or official endorsement.

After reading through these steps, it is probably not surprising that preparation can take a long time. But depending on your specific time allowance, you can adapt accordingly. Regardless of the scope of your project, however, preparation is a critical step that should be valued and taken seriously. Share your preparation with your mentor, perhaps synthesizing your work through a report or reflection paper. Take pride in what have already accomplished and get excited for the experiences and learning that lie ahead.

  • Engage and Add Value

This step represents the heart of your project- namely, the execution of a plan toward some outcome that is inherently meaningful. In the ELN, we group Engagement and Adding Value together because doing so makes your efforts more powerful. What will your final product look like and why will it matter?  Here are some general tips to consider as you engage.

  • Start with a project plan and share with you mentor before getting started. The plan should focus on the final product and work backwards, clarifying individual components and steps and setting goals and targets to keep you on track.
  • Identify the beneficiary of your project- even if it is theoretical. Namely, what populations or communities might, or should, be interested in the outcomes? If possible, think about ways to engage them through the process, inviting input while also establishing an audience with whom to share your final product
  • Identify any necessary costs or access critical to the success of the project. If obtaining these resources presents risk or uncertainty, you might need to adapt your plan to ensure viability for success. Many students begin projects that they are unable to complete due to funding issues or lack of access. Set your project up for success by thinking through these details in advance and modifying plans accordingly.
  • Seek frequent input from mentors and peers. Sometimes we get lost in our own work and fail to see alternate paths or possible solutions. It is also helpful to get reassurance and validation along the way.
  • Stay focused on the intended outcomes, resisting the urge to switch projects mid-course or take on something different that might seem more exciting or doable. The ability to persevere is an important skill to develop. But also allow yourself some flexibility to explore alternate paths or solutions as necessary.

When it comes to your final product, make it as impressive as possible and think about the various audiences with whom you will want to share your work. In the ELN, students earn digital badges upon completing their projects, and their work is embedded in the badge itself, serving as an ePortfolio of sorts. Regardless of how you display or share your work, the finished product should be polished and fully executed. Make sure you get the final approval from your mentor along with any endorsements or recommendations they can offer. Also ask if you can stay in touch, securing the benefits of continued communication and support.

  • Reflect

Reflection is just as important as the project itself. The idea of stepping away and thinking about what you have done and learned through various lenses will allow you to access new opportunities for growth and insight. In the ELN, we have a Reflection Badge that walks students through the stages of reflection. First, students revisit their learning intentions that were set during Preparation, noting any surprises, growth, or areas for further development. Next, they watch a video titled, “Telling Compelling Stories about your Experiences and Achievements” that shares a process for connecting projects with an audience of interest, perhaps a potential employer or graduate school. I encourage you to watch the video and reflect on your own experiences as they relate to your professional and academic goals.  After watching the video, students practice talking about their own experiences, recording videos of their own. Students report that this process is quite useful, especially the opportunity to see themselves talking, and making modifications to achieve some level of comfort and proficiency. As explained in the video, narratives can be quite powerful, including those we tell others, but even more importantly, the internal narratives that guide our efforts, especially in the face of adversity or challenge. I hope you will continue to reflect on your project long after it is completed, discovering new insights and opportunities to connect with audiences and experiences that will continue to help you grow and find success.

  • Leverage

We almost always fall short when it comes to leveraging our experiences toward deeper and broader impacts. While we invest heavily in activities that can differentiate us and support our goals, we are quick to move on to the next endeavor as soon as we complete the task at hand. But once you have invested in something important, why not continue to harvest the fruits of your labor? There are so many ways you can continue to build on your project to benefit your own professional growth, or further support your community partner. Where will your project lead you? Will you continue to explore a topic, clarify your career or academic pathways, or perhaps seek out additional opportunities to serve, learn, or contribute? So much of our success and fulfilment stems from the stories we tell about ourselves, and others. Allow your project to impact your story, providing insights, humility, and a sense of curiosity that will lead you in exciting and meaningful directions. Find inspiration in other students’ stories by visiting our stories page and think about adding your own.

I hope this process has been helpful with the design and navigation your own projects. I know the first step of “dreaming up” projects is difficult for most people. It happens to be my favorite part. Here is a short list of project ideas for you to consider and build upon. Remember, virtually anything can be a project- as long as it culminates in something meaningful. So be personal, creative and bold. Make your project count.

  1. Raise seed money for an identified cause through some fundraising activity and then invest in start-ups or organizations with related missions, or perhaps develop and pilot an initiative of your own
  2. Find an organization that you believe in and help promote their efforts or build capacity in some meaningful way
  3. Explore your community through a specific lens and create an app or interactive website to invite engagement from others
  4. Do a deep dive into your family history, interviewing different family members and chronicling important events, developing an interactive archive that future family members can enjoy and learn from
  5. Find an internet-based initiative that is seeking engagement such as open-source mapping, Wikipedia, or a global idea challenge and set some goal for participation or recognition
  6. Learn about the UN Sustainable Development Goals and embark on a challenge to change your own behavior or those of others in your community or spheres of influence in support of goals or targets.
  7. Choose a part of the country or world that you want to visit and plan your adventure. Allow yourself to explore the region and build your itinerary including travel details and budget- dream big or be realistic and frugal, use technology to transport yourself and make a travelogue to share your journey with others
  8. Explore the COVID-19 pandemic through a particular lens- education, health, economics, etc…- and identify organizations or models that will help us move forward, or alternately, models that are no longer relevant/effective. Focus your project on ways to innovate, better addressing the needs of communities or the allocation or management of resources.
  9. Dig into access and equity issues. Explore your community through a particular lens of challenge and access. Conduct research, interview those around you to understand specific challenges and inequities. Based on your research, identify solutions and engage others in your ideas and plans.
  10. Find a sense of purpose or passion. age in a structured journey to explore different career paths and areas of study and exploration. Allow yourself to get curious, to read, to talk to people, to immerse yourself in new ideas and sources of information. Learn about yourself and your history, and commit to setting some life intentions and goals that will set you on a path toward fulfillment and success.

Let these ideas inspire you to create your own projects, to leverage your unique resources and stories to achieve something important and resonant. Now, more than ever, the world needs doers, professionals who can add value, setting meaningful goals, and navigating challenges and uncertainties toward some meaningful outcome. Regardless of your circumstances or the evolving COVID landscape, know that you have what you need to keep moving forward. I implore you to be bold with your projects, to find mentors to support and encourage your work, and to leverage your investments toward bigger and far-reaching impacts. And most of all, have fun- there’s nothing more exciting than pursuing your dreams.

– Mara

Building a Growth Resume

One of the most important things I do is help students with their resumes. While I am not a career counselor, nor is resume development an explicit part of my job, I am in the business of experiential learning. And high impact experiences such as internships, research, and global engagement should -by definition- support students’ academic and professional goals and feature prominently in their resumes. However, I find that while students often do a good job conveying academic achievement, their resumes say little about who they are and what they have to offer in terms of skills, passion or sense of purpose, or why they are uniquely qualified for the opportunity.

How to strengthen a resume to make it more compelling? Begin with a list of categories of experiences that an ideal candidate would offer. Try the following to get you started: specialized coursework; career preparation; skill development; service or clinical work; mentored research; awards and recognition. Under each heading, list specific accomplishments and experiences, writing each in the most succinct and compelling way. Feel free to add additional categories as necessary, but make sure that they are important and aligned with both the position and your preparation. For example, you might add “publications and press” if your work has been featured or celebrated, but should not include “high school courses” even if it would add extensive entries. Each category should be individually necessary and collectively sufficient to fully convey your preparation and suitability for the position or opportunity.

At this point, step away from your list and reflect on the foundation you have built and have to offer. Please note that no matter where we are in our education or life’s journey, our resumes are never complete, but instead represent a place from which to grow. Take a moment to identify areas that are more fully developed. Perhaps you have focused heavily on coursework with extensive evidence of acceleration or mastery. Or, perhaps you have included “life experience” with unique and compelling circumstances that point to tenacity and perseverance in the face of challenge. In addition to areas of strength, however, it is critical to note categories that are particularly sparse, empty, or less compelling. But before deleting these categories, or throwing yourself into new activities or experiences, think about your emerging story, seeking sufficient clarity to guide you through the next phase of work.

What is your academic story and where is it leading you? Were you a student who came to college with a clear plan and the drive to pursue a specific career or academic pathway? More likely, you began with certain interests, talents and experiences that have led you to specific decisions and opportunities. The truth is that most of us meander and experiment, trying things, learning from our success and failures, meeting influential people along the way, making adjustments as we move toward further clarity and decision making. As you think about your own experiences, consider what you are striving for in developing your resume, consider where you have been but also where you are heading. What is the opportunity that you are seeking and why is it important to you? How are you preparing, and what do you (or will you) have to offer?

These two questions represent the soul of your resume.  How are you uniquely prepared for this opportunity, and what do you offer the organization, institution, or community?

As you begin to envision the answers to these questions, you will find yourself seeking activities and experiences that will help make your story- and resume- even more compelling. And as you internalize these stories, opportunities will begin to emerge- or more accurately, begin to reveal themselves- and this is the magical place where growth will find you.

Generativity, Antifragility, and Connectedness in a time of Distance and Isolation

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We are a month into the stay at home orders and I feel compelled to reflect on the status of our project model. How strange that the circumstances leading to widespread fear, sickness and isolation have also activated the potential of our model to be both generative and antifragile. Clearly it is delicate business focusing on the good and promising in the midst of a global pandemic, but it is also important to document what seems to be working as we will surely need powerful models to see us through.

Although our projects span diverse topics and activities, I will limit my reflections to our Tanzania partnership since we have over 10 years of experience on which to draw. With the development of ourProject Portal in 2018, we had- for the first time- a “place” to synthesize, showcase and nurture the various ideas, initiatives, and visions that were moving along at varying paces and awaiting support of any kind. I of course started with projects that were in some way already real; bicycles that had been donated in hopes of someday creating a community lab, women who were learning to sew and using their handiwork toward economic empowerment and self-sufficiency, a project in its nascent stages in need of a business plan, storytelling, or some other tangible resource. Once a few projects were up on the Portal, new ideas began to flow, needing only a description, a compelling photo, an invitation for students to engage through sample activities and contributions. New projects began to come quickly- a new website to showcase the various initiatives and invite travelers to come and see and engage; a water and sanitation project to support community research establishing needs and capacity, and a reusable sanitary pad project that had been started by a former student and was in temporary stall.

The design of our Portal requires a common project structure that insures consistency across project types yet allows for maximal flexibility. To be included, projects must be mentored, collaborative and result in some tangible product. These are the only constraints, allowing for virtually any type of engaged activity to qualify. Upon reflection, the very existence and design of the Portal itself began to catalyze new Tanzania projects, even before the stay at home orders were in place. Yet, at the same time, the ambient conditions surrounding student engagement were not yet fully conducive to activating the true potential of the platform. Namely, because our model, which was designed to be maximally accessible, invited students to engage outside their coursework through co-curricular digital badges, participation conflicted with other competing demands and coursework, which inevitably took  precedence over projects. Although we saw strong interest with many students initiating Tanzania projects, there was little follow-through and related impact. Yet, with everyone staying at home (however geographically defined), we began to see more engagement, including students who had started projects and wanted to re-engage, and new students searching for meaningful global opportunities. The remote and virtual aspects of our model invited broad and diverse engagement, and through this expansion of participation, we are beginning to see the benefits of our model through lenses of generativity and antifragility.

With regard to project-based collaboration, the notion of generativity speaks to the expansion and acceleration of projects as engagement deepens. We hypothesized that as utilization of the Portal increased, with the addition of new collaborative projects and associated impacts, the speed at which new projects were generated would increase, with new synergies and partnerships evolving, and new possibilities emerging. We have seen this generativity both within individual student engagement and over time as new students join existing projects and contribute new inputs and outputs. An example of within student generativity is the work of a student who was interested in capturing the stories of young women engaged in a new Batik dying project led by our partner, Hope Revival Children’s Organization (HRCO) in Musoma. Through communication with the project leader, Stephen Marwa, the student eventually obtained photos and hand-written profiles exploring the importance of the Batik project for the participating women along with their hopes for future entrepreneurial opportunities and the impact of the Corona Virus, which was just beginning to spread throughout the country. Although the resulting profiles represented the completion of the student’s project, she was eager to continue her engagement towards finding new ways to support the women’s efforts through further communication and engagement.

In addition to students’ leveraging their initial projects toward deeper impacts, we have also seen generativity build across student engagement. Through a Water and Sanitation Project, it became evident that students were especially interested in issues of sustainability and eager to engage in related initiatives. In working to identify a specific project that would be suitable for student engagement, we settled on a community-based survey that would establish needs, resources and infrastructure related to water and sanitation within target villages. A graduate student helped to develop the initial survey instrument in collaboration with our partners and compiled the results in a comprehensive report to be shared with possible funders and community stakeholders. This project is quickly growing, and generating new opportunities for students to explore specific areas of the survey, conducting their own research, suggesting innovative technologies and interventions, and working with village stakeholders to contextualize findings and identify new opportunities for collaboration.

In addition to evidence of generativity, we are also seeing our relationships strengthen, moving toward a state of antifragility; namely, outcomes improving and becoming stronger with engagement, even when (or especially when) interactions are uncomfortable or in some way dissonant. This point may seem esoteric to many, but I think it is inherently important to understand and follow. For many years, our Tanzania partnership felt fragile and even dangerous to pursue. I had begun efforts in support of a particular school project that was being led by a group of nuns. Because of our singular point of focus in terms of project goals and partners, and the singular definition of success for our endeavors, there were multiple threats and points of fragility along the way. At best, we could hope to add value toward the construction of the school, and found ourselves in a delicate space with little room for movement or alignment with our core mission. As we expanded our engagement, developing multiple relationships throughout the Mara Region, and further clarifying our engagement model, we opened up new possibilities for collaboration. With successful projects emerging and building momentum, and students benefiting in ways that supported their academic and professional goals, the space for new synergies and further collaboration began to expand. And through the utilization of technology-supported platforms and engagement tools, access began to grow exponentially, in turn fueling further synergies, projects, and opportunities.

After 10 years, I can assert that my partnerships and associated projects no longer feel fragile or dangerous. Instead, they beckon us to challenge their boundaries and assumptions, pushing on our collaboration toward growth and learning on all sides. To me, this is what antifragile looks and feels like, and I find myself inspired to push even further. In the last several weeks I have been asked by my partners for money to help them survive the COVID pandemic. While I have gotten used to such requests from my Tanzanian friends, this time I pushed back, suggesting that they utilize their existing resources to prepare and build internal capacity. I mentioned the importance of masks, and highlighted a mutual friend, UB librarian, Cindi Tysick, who has been designing and adapting masks to accommodate different needs and functionalities. Upon interest, I connected my friends with Cindi who quickly shared mask patterns and resources to help get them started. Within days, we received photos of early mask prototypes (including the featured photo), and are currently adding a “Masks for the World” project within our Portal, inviting students to work with Cindi, supporting related efforts among our global partners and new organizations that seek to get involved. I think this is a beautiful example of generativity and antifragility at work, and I can’t help thinking (hoping) that it is only the beginning.

 

 

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.