I recently worked with a group of Engineering students designing an eco-flush latrine for a community in rural Tanzania through a yearlong intramural project. Through background readings and Zoom conversations, they learned about health and education problems associated with poor sanitation. Namely, due to lack of functioning latrines in schools and homes, and waste run-off associated with climate change, flooding and reliance on pit latrines, community health issues were rampant. They also learned about the potential of a newly procured technology that uses local soil to produce interlocking bricks. The students were challenged to design a sanitation system that could convert human waste to usable fertilizer, while controlling odor and leveraging the new brickmaking technology.
This was undoubtedly a big project, and not surprisingly, the students seemed a little overwhelmed at first. To establish context, they met virtually with Stephen Marwa, our Tanzanian partner and a US-based nonprofit with experience in interlocking brick construction and eco-latrines. While the students worked to scope the challenge and design elements, they also grappled with the limitations of working remotely during the evolving pandemic. As their mentor, I too struggled, wanting to give them enough structure while allowing for ownership of the project and acknowledgement of the inherent ambiguity. Despite the early challenges, the dynamics shifted mid-year and the team found its groove. They settled on an EcoSan model and began mobilizing their efforts to develop necessary skills and expertise, consulting with partners to refine their evolving vision.
Just a week ago, I participated in the team’s final presentation and was amazed at how far they had come. Their design was compelling and their logic sound, but their confidence is what impressed me the most. They spoke with the authority of lived experience, sharing insights and responding to questions with ease. They talked about the implementation of the design with certainty. Not only were they sure it would be built, but many committed to supporting its construction, working collaboratively to see the project through. They recognized that funds would need to be raised, but were undaunted and motivated by the possibilities.
The significance of this project is palpable, and I have begun to recognize its common pattern. Following the completion of this project (and others), students will continue to build on their experiences in support of academic and professional goals. Through letters of recommendation, I will reflect on their commitment, ability to grapple with complexity, cultural competency, problem solving and communication skills. Our students will continue to thrive and grow in exciting ways. And our partners will also leverage their engagement, building on projects toward additional opportunities and new ideas to be activated through collaboration.
This is the potential of high-impact project-based learning. And when I reflect on my own work and the evolution of our Project Portal and digital badge system, I am inspired by all that is possible. It is through harvesting and supporting collaborative projects, and working directly with NGOs and their leaders, that together we can steward the SDGs and prepare students to find their place in the world.
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.
Our partners in Mara Tanzania now have a brick making machine and it is more exciting than I could have ever imagined. Stephen Marwa, Executive Director of Hope Revival Children’s Organization, is training local young men and women to make bricks from local soil. They will sell the bricks to raise funds, eventually supporting local water and sanitation projects throughout the region. In time, they will become a center for design and construction expertise, focusing on latrines and water systems in villages throughout rural Tanzania.
Our students have contributed to efforts in Tanzania and other partnering countries through our Global NGO projects. They connect with partners via Zoom, contextualizing their understanding of the UN Sustainable Development Goals, and making meaningful contributions through their projects.
But their efforts are largely conceptual. Our students can only imagine what it is like to operate a brick making press or create a water catchment system in a Tanzanian village. If we want to truly leverage our global relationships and achieve more equitable collaborations, we should give our students access to the same technologies and resources as our partners.
Imagine a Makerspace that includes an interlocking brick making machine, materials for creating renewable energy and water purification system, and collaborating virtually with partners working within communities to make sustainable change. Through innovating and experimenting together, collaboratively, we can maximize our impacts- for our students, partners, and the broader world.
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.
This summer is testing many things, including the potential of virtual projects.
It is clear that we need curricular versatility more than ever. The idea of leveraging resources and investments in ways that accommodate learners’ individual interests and expectations, as well as institutional goals, is becoming an urgent priority. And although technology provides exciting tools and capacities, we are still constrained by the rigidity of traditional academic courses. Finding models that are nimble, impactful and scalable represents an opportunity for innovation and continued viability.
Prior to the onset of the Pandemic, we, the UB Experiential Learning Network (ELN), created a system to support and catalyze mentored student projects. Through our Project Portal, we design, promote and share projects of all types and focus, while also facilitating student engagement via our digital badge series that follows our PEARL process (prepare, engage and add value, reflect and leverage).
Although we continue to build our portfolio to include mentored research, creative activities, innovation and community engagement, we are finding global initiatives especially popular and versatile. Over the past 10+ years, I have cultivated engagement with partners in the Mara Region of Tanzania, developing collaborative projects that serve as the foundation for our expanding offerings. With the move to online instruction beginning in March, we predicted that once students finished the spring semester and confronted the uncertainties of summer, we would see increased interest in virtual projects, especially those with a global focus.
We are now approximately half way through the summer, and our approach is yielding exciting results. Of particular interest is the range of distinct applications that feature the same Tanzanian partners and engagement model. Namely, in all iterations, students work through our PEARL process, with identical assignments and reflection activities. Through the modularity of our projects, we are able to customize the delivery to meet specific goals and parameters, offering a uniquely versatile and scalable curricular approach. The three applications and their respective benefits are described below:
Self-Paced Co-curricular Projects
Students can enroll in projects, working individually or in groups. After completing indicated preparatory research and skill development, students work with their mentor to create a project plan, and implement activities in collaboration with global partners. Because the projects are co-curricular, students work at their own pace, and earn a Global Collaboration bade upon successful completion. Students can select from a portfolio of projects or craft a customized project based on their individual interests and skillsets. We also offer opportunities for students to explore the UN Sustainable Development Goals (SDGs), focusing on a particular SDG and contextualizing their research through engagement with our Tanzanian partners. See sample projects
Projects Embedded in a Virtual Study Abroad Course
In response to the cancellation of our yearly Tanzania study abroad trip, I will be offering a remote version of the course, visiting the same and connecting with our Tanzanian partners via remote collaborative projects. The course schedule integrates the ELN PEARL process and digital badges, engaging students with partners via teleconferencing and social media. While this virtual version is not intended to replace student travel, it serves as a more accessible and scalable option while complementing and leveraging in-person trips. By engaging students in high-impact projects throughout the semester, they will have the opportunity to apply conceptual learning while connecting their experiences with academic and professional goals. This model for virtual study abroad has generated significant interest as colleges and universities struggle to continue with traditional models and programs cnbc articlediverse education article
Framing Projects within SDG’s across SUNY system
With the sudden move to on-line instruction in spring 2020, and the resulting disruption to travel-based study abroad experiences, SUNY (State University of New York) leaders were seeking remote learning options for impacted students. Together with a group of SUNY colleagues, convened by SUNY COIL (Collaborative Online International Learning), we designed an innovative course sequence piloted this summer. The program engages students in:
Exploration of the UN Sustainable Development Goals (SDGs)
Focus on a specific SDG through a selected faculty lens (topical, geographic and/or cultural)
Participation in a storytelling module
Engagement in a mentored project with a featured global NGO
In this 6-week program, students work through curricular OER (open educational resource) content developed by SUNY faculty focused on specific SDG lenses and storytelling methodologies. They apply their learning through the PEARL process and group projects with global NGOs, including our Tanzanian partners. This model represents a systems-level approach to leveraging individual faculty expertise and global relationships through the creation of OER (open education resources), allowing the material to be repurposed beyond the life of the course, encouraging further innovation around the SDGs and global engagement.
These three variations demonstrate the curricular versatility of mentored projects, and the ability to maximize return on investment through ongoing engagement. It should be noted that in addition to our own investments in our Tanzania projects, our global partners are also leveraging their engagement to build further capacity for their work and communities. Engagement with our students has resulted in significant impacts and new opportunities for external collaboration. This adds an additional facet of versatility, positioning mentored projects as a vehicle for community development and empowerment.
Although we look forward to the return of face-to-face experiential learning activities in the near future, we strongly believe in the potential of virtual projects to catalyze meaningful impacts that are both versatile and scalable in design. It is through challenging ourselves to develop and test these models and their impacts with regard to our students, institutions, and global partners that we fully activate our collective potential.
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.
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.
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.
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.
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.