A brick making press changed everything. It was the perfect solution to a problem still ill-defined. Bricks create value. You can sell them, use them, transform them into functional things and structures. And the press allows you to make bricks, using local soil and labor. Only a little cement must be added, a material that is readily available. Think of the potential. Latrines, water collection systems and wells, safe houses, the community can literally build its own capacity. One brick-making press, and then perhaps another. Who would have thought it could be so simple.
Of course nothing is simple in Mara, or any other region facing so many challenges. I remember the first time I visited Stephen at Hope Revival, his NGO in Musoma. He was showing us his greenhouse and vegetables, planted in neat rows. He showed us his chicks that would be given to women to sell for their eggs. I tried to see it all through his eyes, it was clear he was proud. But at the time it seemed so futile. Drip irrigation, he had said of the rusty hose with holes poked through it, not gushing water but barely dripping against dusty earth. And the chicks had almost perished. He had called me frantically via Messenger- there was no money for food or vaccinations. I had pulled together a make-shift fundraiser, inviting my daughter’s friends to “save the chicks”, bringing small donations in exchange for decorating cookies (eggs and chicks no less) and a used book swap. The chicks had survived, and here we were celebrating Stephen’s accomplishments.
Since that trip, there has been much to celebrate. So much, in fact, that I am losing my clarity. Trips are blending together, students and their projects. And while Stephen is still proud, his efforts have become much more ambitious. I couldn’t stifle a giggle when he recently shared plans to start a Center for Experiential Learning, housed at HRCO. It would show case the various projects involving our students and collaboration. Demonstration projects including the eco-flush latrine being designed by engineering students, along with solar electrification, reusable sanitary pads, batik, bicycles, and even a WiFi café that a student is working on. People could come and see, and engage, bringing back ideas and designs to their own villages throughout Mara and beyond. I giggled not because the vision seemed comical or even overly ambitious. On the contrary- it seemed so natural, the obvious next step in an extraordinary series of projects and stories. Stephen is leveraging his relationship with me, with the students and our university . He understands the power of the model. He is on his way.
Since 2009, I have been visiting Mara Tanzania, bringing groups of students, faculty and community members toward the goal of building collaboration around women’s empowerment and community development. Admittedly, my vision for collaboration has been ambitious from the start- far different from the types of sponsor or funder relationships that are so common in this part of the world. Instead, my version of collaboration has always focused on the idea of adding value to existing or emerging initiatives through the sharing of knowledge, ideas, or engagement, essentially doing what we do best as a University community, but doing it with our partners in Tanzania, both in person and remotely.
I have come to recognize that this notion of collaboration is ambitious even within our own community, let alone one so far away with regard to distance, culture, and history. Not surprisingly, this concept of collaboration has yet to be fully embraced or understood by most of our Tanzanian friends and partners. Although we made significant early contributions to the school project in Rorya, the initiative that first introduced me to Mara and brought me to Tanzania, the needed fundraising far exceeded the limits of our engagement model, causing us to step aside and continue our search for more collaborative projects. With persistence and the help of Dr. Dan Nyaronga, a Buffalo professor who happens to be from the Mara Region, we eventually made progress, establishing relationships with organizations and leaders through a yearly study-abroad course, laying the foundation for collaborative projects that continue to grow and evolve today.
Through an ongoing relationship with Buhare Community Development Training Institute (BCDTI), in Musoma, we were first introduced to an organization that has evolved into Hope Revival Children’s Organization (HRCO), led by Executive Director Stephen Marwa, who has become our main partner and liaison for the region. Stephen has proven to be an outstanding collaborator in the most ambitious sense, and has embraced every resource, connection and opportunity that we have shared, transforming ideas into projects and initiatives, demonstrating amazing leadership and serving as a mentor and inspiration for us all. When our students and community members shared ideas for projects, including a reusable sanitary pad sewing initiative, and a bicycle lab for girls who lack access to school, Stephen quickly brought these projects to life, galvanizing community support and engaging local women and youth, cultivating new leaders and building capacity from within. And even beyond the Musoma community, Stephen has been nurturing connections with our collaborators in Tarime, through the Mogabiri Farm Extension Center (MFEC), expanding his network and building synergies for greater impacts and outcomes.
Meanwhile, back in Buffalo, we have been making significant progress as well, trying to actualize the promise of collaboration within our own university community. For me, my Tanzania efforts have served as a laboratory of sorts- allowing me to test what is possible and then reflect on implications and innovations. Like Mara Tanzania, there are so many communities and potential partners eager to collaborate, building on ideas and support to leverage internal assets and opportunities for growth. But how to connect students in ways that are meaningful and appropriate, how to add value without overextending our reach? Over the past year, we have built a new infrastructure to support the type of collaboration we have been seeking. In fall 2019, we launched the ELN Project Portal http://www.buffalo.edu/eln/students/project-portal.html– a web-based interface for connecting students with mentored projects of all types and focus, both local and global, including Tanzania projects featuring our partners. To guide students through their engagement, helping them get the most from their project experiences, we created a series of digital badges that follow our PEARL framework (prepare; engage and add value; reflect; leverage), guiding them through the process of engagement while helping them weave connections with academic and professional goals. And at the heart of this exciting model are the experiences afforded through engagement with partners like Stephen, MFEC, and our collaborators across the Mara Region.
As we prepare for our students to return for the spring semester, I am excited to engage them in what I see as the 2nd phase of my Tanzania collaboration journey. It is clear that there is movement and momentum in Tanzania. Many of the projects that we have discussed over the years and have tried to nurture and support are now evolving and developing under the leadership of our partners. Now it is time for us to help document the growth, to help give it form, whether written or digital. We will follow the lead of our collaborators, working to add value and offer meaningful engagement. This was the vision for our collaboration, and it is truly an honor to be engaged in this important work.
For Spring 2020, our students will focus on the following projects in collaboration with Stephen Marwa (HRCO)
Water and sanitation: cultivating sustainability ecosystems in Mara Tanzania.
-partnership with Friendly Water for the World and Stephen Marwa
-piloting a new model for community engagement around sustainable technologies
Students will support initial feasibility study for pilot communities, working with Stephen and Friendly Water to document community assets and gain understanding of needs towards establishing a foundation for growth and the formation of a new model with deepened community engagement. Students will also document the stories and strategies associated with successful sustainability activities in the region toward sharing best practices and tools for success, while supporting GIS mapping and community geography work.
Tailoring, batik and reusable sanitary pads: community empowerment through social entrepreneurship
– Individual projects underway in Musoma and Tarime (MFEC)
– Exploring new markets, training programs and synergies
Students will document evolving projects in Musoma and Tarime, interviewing participating women and program leadership, and showcasing the products toward building capacity and sharing model with other interested communities.
Bicycle lab project
-Pilot project underway with bikes donated by Spoke Folk (Dunkirk, NY)
-Plans to expand program and start a community bike lab
Students will work to document the stories of the girls who have benefitted from the community bicycle project and how the bicycles have impacted their education and future opportunities. These efforts will help build resources and support for future iterations of the program.
We look forward to sharing our progress through student projects and posts. Please follow along and check out our portal for more exciting initiatives.
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.
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.
In a few weeks I will be returning to Tanzania with my dear friend and co-instructor, Dan Nyaronga, and a new group of students from the University at Buffalo. As always, we will be visiting with our various partners, exploring community initiatives and the complexities of women’s empowerment in this challenged but magnificent part of the world.
While our itinerary will be similar to past trips, this one will be different. I will be celebrating my 10-year anniversary, and (hopefully) ushering in a new phase of engagement.
When I remember the very beginning, the first time we visited in 2009, I am reminded of this video produced by Kevin Crosby, and the model we initially set out to create. Even then, we dreamed of collaboration built on shared understanding and respect, and a commitment to adding value and building capacity, leveraging our vast UB resources, while building synergies with community-based organizations within the Mara Region and beyond. We hoped to seed interdisciplinary efforts, working across silos to develop innovative solutions to improve the lives of women and their families, while stretching our models for university engagement and outreach.
As I reflect on our accomplishments, there is much to celebrate. Over the years we have helped to support the emergence of community leaders, the creation of new initiatives, and the early stages of collaboration among partners. But how to go even further; to transcend the expectations and constraints of traditional support and partnerships; to elevate the notions of collaboration and capacity building both within the community and our own institution?
This time I will bring the promise of an exciting new initiative that we are busy building- so busy that I have yet to write about or introduce it. We are creating a digital portal that will invite students to engage in collaborative projects, mentored by UB faculty and/or select alum and partners around the world- including (and especially) Tanzania. We will construct profiles introducing our partners and their work, inviting students to browse through pictures, videos and reports, learning about challenges and complexities, towards engaging in projects that will add value while helping to clarify and support their academic and professional goals.
For our partners I dream of expansion and empowerment, building their internal capacity around strengths and resources, leveraging engagement with UB and other partners around shared and synergistic goals. For our students I wish them the fulfillment that comes with the knowledge that they are making a meaningful difference and the sense of agency and infinite possibilities ahead.
For me, the portal offers a path to access and equity, allowing students to engage at their own pace and at no additional cost. The idea that anyone can activate their talents and interests, clarifying their sense of purpose, and making a difference in ways that will extend well beyond their own professional success.
This July we will be harvesting projects for our new portal, laying the foundation for future students to engage through collaborative projects. This idea of project harvesting is both compelling and profound. When we begin to see challenges and needs as invitations for projects and collaboration, opportunities will emerge all around us, and technology will be the transformative tool that allows us to build, catalyze and expand our impacts in ways that we cannot know.
As I return to Tanzania I cannot help wondering what lies ahead. And as I prepare to celebrate my 10 year anniversary, I can’t help feeling (hoping) that this is still the beginning.
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.