Thank you Natasha Clark for sharing your memories from our 2017 trip- and Happy Birthday! I’m excited for our upcoming 10 Year Anniversary trip this July. What will we see? What amazing connections will we make? Every trip is an adventure and anything is possible through high-impact experiential learning.
Tomorrow in Musoma, Tanzania (a rural area near the border of Kenya, along the shores of Lake Victoria), 16 girls will be receiving bicycles of their very own. The bikes will allow them to continue their schooling, providing a safe alternative to walking the many miles between the nearest school and their villages. For these orphans and vulnerable girls, bicycles will offer hope and a pathway toward growth and empowerment. The value of these gifts cannot be overstated.
So how did these beautiful, shiny new bikes find their way to Hope Revival Children’s Organization, ready to change the lives of girls who will receive them? This story involves the virtual meeting of two of my favorite people- Stephen Marwa and my father, Rich Goodman.
Those of you who follow my work, and blog, already know Stephen. I have extolled his virtues through numerous posts and also in our eBook . Since first connecting with Stephen via email in 2016, I have found him to be an outstanding partner, mentoring our students, leading collaborative initiatives, while expertly building his capacity (and the capacity of his team and organization) to steward positive community change. When our student, Danielle, became interested in a model for reusable sanitary pads, he jumped on the idea and quickly initiated the project, creating a new social enterprise that is gaining attention both within and outside of the country. From the very beginning, Stephen was ready to embrace new engagement ideas and collaborators.
Enter my father and his life-long love for bicycles. Most of my childhood memories feature my Dad engaging with bikes- fixing them, building them, or helping others learn to do so, either in his workroom, or through various community efforts, fundraisers, and collaborative initiatives. More than a hobby, he used bicycles as a vehicle for supporting learning, independence, health, and community responsibility. His organizations- first Wheel People and then Spoke Folk have done amazing things for Dunkirk, NY and the surrounding community, working with the disabled, vulnerable populations and most recently partnering with Meals on Wheels as featured in this video. Over the years I had hoped to connect my father’s social entrepreneurship projects with my evolving efforts in Tanzania, but finding the right partner has been a challenge. You see, my father’s ethical standards and expectations for collaboration are quite high, to say the least. He insists on doing things the right way, with a sense of integrity and commitment that can be daunting to some. But not to Stephen.
Upon connecting these two innovators, the impacts were catalytic. Stephen embraced the bike idea immediately, identifying a nearby bike store and getting a plan in place. The beneficiaries were identified, and he worked with his team to ensure sufficient capacity for maintaining the bikes and supporting the investment. Within three days of wiring the initial donation from THE SPOKE FOLK/WHEEL PEOPLE COMMUNITY BICYCLE PROJECT (now an independent community initiative), I received pictures of the purchased bicycles and news that they will be distributed tomorrow.
I cannot wait to see what comes of this initiative. It appears that Stephen and my father are already discussing future plans for a bike repair center and workshop. Clearly the programmatic possibilities are infinite. But beyond this, their collaboration makes me realize the importance of readiness. My father has been ready for a long time, waiting for the right opportunity and partner to activate his considerable talents and resources. And Stephen’s readiness has been building; a readiness to embrace opportunities that align with his community’s needs, building his amazing HRCO team and organization, and his relationships with area leaders and their communities. His capacity building has extended to his mastery of technology, grant writing and a reputation quickly built on integrity, transparency and follow-through.
What can happen when we connect people who are truly ready; when we incubate partnership spaces that are built on trust, respect and a mutual commitment to growth and empowerment? I feel truly blessed to be engaged in this work and poised to behold and nurture its impacts.
Photo by Doug Levere
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.
(photos by Doug Levere)
As we deepen our commitment to high-impact experiential learning and collaborative innovation, we recognize that everyone has something of value to contribute. We find that the closer we get to places, people and problems, the more we can leverage our talents, resources and connections. This is the promise of high-impact experiential learning that we look forward to actualizing in the coming year.
This July, as we travel to Tanzania to celebrate 10 years of engagement, friendship and discovery, I am excited to bring a select group of non-students to join our study abroad cohort, ready to contribute their talents, resources and ideas to help expand our reach and broaden our impacts.
What will you gain from the trip? In addition to experiencing the unparalleled beauty of Tanzania and the hospitality of its people, you will engage with our students, joining all aspects of the program and customizing your own goals and projects based on your unique background, areas of expertise and networks.
The course focuses broadly on women’s empowerment and social innovation, with many themes and topics to be explored, including but not limited to: girls’ education, water and sustainability, economic development, global health, social entrepreneurship, technology, STEM education, and leadership. Our partners include non-profits, higher education, faith-based, schools and other communities and organizations eager to expand our collaboration toward mutual goals and interests.
You can learn more about the trip and our broader Tanzania project by reading our eBook, “On Tanzania Time” available as an open-source free PDF http://hdl.handle.net/10477/78315
If you are interested in learning more, please email me at firstname.lastname@example.org I would love to discuss your interests!
Registration is now open for our 2019 Study Abroad trip to Tanzania. begin registration
Through this unique high-impact experiential learning course, participants will engage with our community partners cultivated through 10 years of engagement, friendship and collaboration. Students will participate in activities designed to foster critical reflection and transformative learning around topics related to girls’ empowerment, community development and collaborative innovation.
Although the course is designed for students, a few spots will be reserved for non-students who will share their expertise, resources and ideas through customized experiential learning projects.
Trip highlights will include:
- 2-week trip will begin and end in Dar Es Salaam, the cosmopolitan port city with cultural tours and visits to Bagamoyo
- After flying to Mwanza , we will drive along Lake Victoria to the Mara Region for 4 days of learning and engagement with our community partners
- A 3-day guided safari through the Serengeti Game Preserve, Ngorongoro Crater and Lake Manyara Region, before driving to Arusha
- Return visit to Dar Es Salaam with day trip to nearby island before flying home to work on final projects
I’m so excited to share our new book, “On Tanzania Time: Celebrating 10 Years of Friendship, Engagement and Discovery in the Mara Region”
This book is as personal as it gets. It shares the early stages of our partnership when I first met members of the Immaculate Heart Sisters of Africa who were studying in Buffalo, and led my first trip to the Mara Region of Tanzania in 2009. But it also details the fascinating evolution of our engagement as we expanded our focus and eventually connected with diverse partners who share their stories and visions in their own words. Also featured are some of our outstanding UB students who have allowed their time in Tanzania to permeate their lives and career goals, and recollections and context from my dear friend and colleague Dan Nyaronga who happens to be from the very region, and town.
How do these stories, impacts and visions all connect? Please consider reading about our journey and allow yourself to imagine all that is possible when we come together toward ideas and goals that are larger than our own.
It is important to note that we are making this book available in a free PDF format which is accessible, downloadable, printable, and shareable from any computer or digital device around the world.
I hope you will all find inspiration as I continue to be inspired every day by our partners and friends who are committed to changing the lives of women and girls in the Mara Region.
On Monday October 1st we will welcome partners from Ghana, Jamaica, Tanzania and Zimbabwe for our inaugural week of sharing, capacity building and networking toward the goal of creating new collaborations, projects and experiential learning offerings.
What will come from this exciting week of presentations, studio sessions and innovation modules? Our website is ready to receive idea submissions which will be synthesized and shared at our closing reception on Friday, October 5th at 4:30 pm in Silverman Library.
To expand the scope of possibilities, we are introducing a suite of learning platforms, resources, and opportunities that enhance students’ global collaboration experiences, through integrating them within their UB coursework while developing compelling narratives that will support their learning and professional goals, AND maximizing their impact within the communities they touch.
These evolving resources are now offered through our Global Partner Studio (GPS) and include:
- COIL (Collaborative Online International Learning)- we invite faculty to add collaborative course content to an existing course or engage in the development of new offerings. Through collaborative course modules and exercises, students can develop cultural competences, communication and teamwork skills while completing core courses and projects.
- Short-term study abroad. Together with our colleagues in International Education, we invite faculty to leverage their global relationships through the development of innovative high-impact study abroad trips during summer or winter session. Interested in reaching more students? consider integrating VR (virtual reality) or AR (augmented reality) in your next global adventure
- Global Collaboration Digital Badge. Once students have completed a global collaboration project, we invite them to enhance their experience through guided reflection and integration exercises, towards the goal of developing compelling narratives that connect with their experiences with academic and career goals.
- GPS Journal. Our new open-source journal hosted by the UB Libraries provides students with a platform for sharing research, insights and innovations. And to ensure active collaboration with partners and integration with coursework, student authors are required to provide testimonials from partners and subject librarians.
- Mentored Independent Study A great way to prepare for or enhance a global collaboration experience is to delve into related research and frame specific interests within broader questions and challenges. We invite students to engage in a semester long independent study in partnership with their respective department/program of study and ELN staff.
Global collaboration represents an exciting new frontier for high-impact experiential learning. I hope you will follow our work and consider joining us for our inaugural GPS Institute! – Mara
Hello Everyone. I know it’s been a while since I last posted, but I’ve been hard at work on some very exciting initiatives. And I think it’s finally time to share a sneak preview of what’s in store. Many of these programs and resources will be open to broad participation so I look forward to engaging in the weeks and months ahead, and would love to hear from you if these ideas resonate with your own work or interests. In addition to following my blog, be sure to visit our Experiential Learning Network (my center at UB) webpage and join our Student or Faculty/Staff Listserv to get monthly updates about related activities and events.
Global Partners Studio (GPS)
GPS is an evolving platform for cultivating deep and meaningful engagement with our international partners. Look for partner profiles and impact stories, but also opportunities to “harvest” student projects, COIL (collaborative online international learning) courses and travel-based engagement for faculty, students and community members. We will feature international partnerships that include both higher education and community-focused organizations to allow for deep and reciprocal impacts. With the Buffalo Tanzania Education Project (BTEP) as the foundation for GPS, we are excited to take our international partnerships further and deeper toward new possibilities for engagement and collaboration.
The week of October 1st we will welcome invited GPS liaisons to UB/Buffalo for a week of sharing, capacity building and engagement. Our guests will represent partnerships in Ghana, Tanzania, Zimbabwe, and Jamaica and will engage through presentations, studio sessions, and programs with our UB and Buffalo communities. With a focus on social innovation, global health, and community development, we will have many opportunities to explore synergies and shared interest. And we look forward to introducing our global friends to the many cultural, entrepreneurial and civic gems that Buffalo has to offer.
This fall we will be launching the Global Partners Studio (GPS) Journal that will be open to undergraduate and graduate students as well as our international partners. This open-source digital journal will be an accessible and dynamic place for sharing collaborative research and experiential learning projects, and connecting resources and opportunities. The journal will also be a repository for impact stories highlighting the points of connectivity and synergy that evolve from high-impact engagement. We will be open for submissions this fall with an anticipated spring release of our inaugural edition.
GPS Digital Badge (Micro-credential)
For those looking to build on recent collaborative experiences, we will be launching a new Global Collaboration digital badge (micro-credential) in the fall. Participants will be mentored through a series of reflective and integrative exercises, allowing them to gain deeper insights while developing compelling narratives to support their academic, career and/or civic-related goals.
10 Year Anniversary Community Trip and Book Release
Next year (July 2019) will mark the 10 Year Anniversary of my first trip to Tanzania, the genesis of our unique global engagement model. To honor and celebrate our extraordinary relationship with our partners in Tanzania, we will be hosting a community trip in collaboration with a local travel organization. We will also be releasing an updated version of our book detailing the evolution of our engagement over the past 10 years. Stay tuned for more on both of these exciting initiatives.
As we near the 50% mark for our crowdfunding campaign, I’d like to introduce you to another amazing partner who continues to inspire and challenge our students.
This is Dr. Mwita Akiri, founding Bishop of the Anglican Diocese of Tarime, one of the smallest and quickly growing in Tanzania. Prior to this post, Bishop Akiri served as the National General Secretary of the Anglican Church of Tanzania for almost 10 years. He holds a PhD from Edinburgh University in Scotland and is also a Research Professor of African Church History and Missiology at Wycliffe College, University of Toronto.
To say that Bishop Akiri is charismatic, would be a huge understatement. When he speaks with our students, he captivates them (us) with his passion, sense of humor, and an eagerness to challenge their thinking through provocative questions and fascinating conversations and insights.
But even more captivating than his personality is his commitment to improving the lives of the young women and their families who live in the villages of Tarime. Through his visionary leadership, Bishop Akiri is bringing bold ideas and programs to this underdeveloped region where girls marry early and life is difficult and unrelenting. Through a burgeoning sewing project, he asks girls and their families to give him one year before entering into marriage, in order to learn valuable sewing skills and develop a means for self-sufficiency. When we visit Tarime, our students engage in conversations with the girls, even visiting their homes and learning about life in the villages, and the many complexities and surprises surrounding the practice of early marriage.
Although the Bishop is committed to expanding the sewing project to provide graduates with opportunities to earn their own sewing machines, he recognizes that education must go much farther in order to impact lasting change in Tarime. One of the highlights of our trip is visiting the Pre-Primary School sponsored by the Anglican Diocese, where local children come to learn under the direction of a very dedicated volunteer teacher. Although the school lacks many of the items- such as desks and books- that we consider essential to learning, students are eager to learn and represent the bright promise of the region.
But perhaps most inspiring of all is Bishop Akiri’s plans for a secondary school for girls in Tarime. Although education for girls is a priority across Tanzania, there are simply too few schools and resources, especially in rural areas like Tarime. But as the father of two girls of his own, who are both currently in college, Bishop Akiri knows the importance of educational opportunities and is committed to making his vision a reality.
Our students always hate leaving Tarime and Bishop Akiri. And it’s not surprising that Danielle, Lyndsey and Mathew are eager to return. Not only will they contribute to Bishop Akiri’s vision through engaging with educational and training programs, but they will also work to establish projects for future UB students and faculty to work on.
We are excited to see where this partnership will lead for the women and girls of Tarime, and our own UB students. Please help us spread the word and support this exciting initiative https://crowdfunding.buffalo.edu/project/8959