project Demonstration site (chiweshe)
Stockton University recently signed a memorandum of understanding (MOU) with Bindura University in Zimbabwe. That MOU allows us to work with at least two Nonprofits in Zimbabwean rural areas, including the area where I have my residence. Several SUST faculty and staff (including Drs. Hossay, Chirenje and Caitlin Clarke) are involved in all or aspects of these projects. Below are excerpts from the proposal we wrote to get a SUST demonstration center started at this site.
Excerpts from our proposal |
The intent of this undertaking is to further develop a relationship between Stockton University, Bindura University (BU) in Zimbabwe, and Zimbabwe Community Trust (ZCT) in order to create overseas learning and engagement opportunities in Africa for Stockton students with an interest in sustainable development, environmental issues, or global affairs and development. This partnership will be codified with a Memorandum of Agreement and an accompanying curricular plan that will allow for cooperative research, internships, and special projects to be undertaken by Stockton faculty and students in the Mashonaland Central province of northern Zimbabwe in collaboration with BU and ZCT. This site will add to two other such sites in Brazil and Peru, to offer students a selection of opportunities for overseas projects and internships. While particularly focused on the needs of students studying International Sustainable Development; these opportunities will be available to all Stockton students.
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benefits to stockton students |
This project is based in a pedagogy of engagement and a deep approach to learning. Such an approach entails teaching that is not simply satisfied with the accumulation of information or even a memorization of concepts or analytical techniques; instead, we wish to foster a richer qualitative understanding in our students while catalyzing a connection with student interests, or more boldly put, fostering a genuine excitement and passion in our students for the topic and the
meaning of their education. There is clear evidence that this sort of deep and engaged approach leads to better learning outcomes; and such an approach is vital to the fostering of a richer global perspective. The need for an engaged education and a global perspective is particularly acute for students interested in sustainability, international development, global environmental issues, and related fields. Certainly the inherently global nature of challenges such as climate change, global pollution, and resource depletion makes the shared nature of our collective fate clear. And, the multiple ways such environmental challenges are entwined with, and defined by, a global context of inequality, underdevelopment, and insecurity make the need for such global experiences that much more apparent. Indeed, it is undeniably true that we have reached a collective crossroad. The threat of climate change, natural resource deterioration, global inequality, insecurity and related threats challenges us to identify sustainable alternatives to our current path. Charting such a path will require a new generation of professionals who have the ability to combine a rigorous scientific understanding with a strong familiarity with the real world application of applied technology, economic, political and cultural pressures, and a first hand understanding of how these challenges manifest ‘on-the-ground’. Hence, the intent of this project is to create and enhance opportunities for engaged experiential learning overseas for Stockton students. This particular project is part of a broader effort to define multiple overseas engagement sites that will allow Stockton students to more easily and safely incorporate an international engagement experience into their college curriculum. These sites will be available to all Stockton students, but will be particularly useful to students in the sustainability and environmental fields with an interest in international sustainable development. And, participation in one of these site projects will be incorporated into a new minor in sustainability with a focus on international sustainable development. The curriculum for this new minor is pedagogically innovative, incorporating four key educational characteristics that are too often lacking in a science curriculum: |
Experiential learning – Compelling evidence indicates that students learn best when they are physically engaged beyond classroom discussion. Working on a meaningful project that is designed to address a pressing social need certainly fits this aim.
Applied technology – The use of technology in an applied setting allows students to develop a more complete understanding of the utility, importance, and limits of technology and equipment, while also developing greater expertise with the instruments used and a greater understanding of the science and technology being applied. The strongest need of the ZCT is in the application of basic technology to address social and environmental challenges in rural African communities; and it is likely that most of the students taking part in subsequent work with ZCT will have projects focused on applied technology.
Problem-based learning – Considerable pedagogical research support the use of problem-based learning in the sciences as being more likely to develop critical analytical skills and a better understanding of core concepts and principles. Students in Zimbabwe will be challenged to solve problems daily; indeed, the very definition of their project will be based in an existing problem that needs resolution.
Engagement – throughout higher education, the need for greater engagement has been recognized. This is no where more true than in science education, where commonly engagement may be more challenging to define, but none the less enriching to student learning or rewarding to general student civic and intellectual development.
Thus, in summary, this project will help establish a site in Africa that will be one of three to four sites around the globe available to Stockton students for overseas engagement projects or internships. These projects will be available to all Stockton students, and required of students in the new minor in international sustainable development.
Applied technology – The use of technology in an applied setting allows students to develop a more complete understanding of the utility, importance, and limits of technology and equipment, while also developing greater expertise with the instruments used and a greater understanding of the science and technology being applied. The strongest need of the ZCT is in the application of basic technology to address social and environmental challenges in rural African communities; and it is likely that most of the students taking part in subsequent work with ZCT will have projects focused on applied technology.
Problem-based learning – Considerable pedagogical research support the use of problem-based learning in the sciences as being more likely to develop critical analytical skills and a better understanding of core concepts and principles. Students in Zimbabwe will be challenged to solve problems daily; indeed, the very definition of their project will be based in an existing problem that needs resolution.
Engagement – throughout higher education, the need for greater engagement has been recognized. This is no where more true than in science education, where commonly engagement may be more challenging to define, but none the less enriching to student learning or rewarding to general student civic and intellectual development.
Thus, in summary, this project will help establish a site in Africa that will be one of three to four sites around the globe available to Stockton students for overseas engagement projects or internships. These projects will be available to all Stockton students, and required of students in the new minor in international sustainable development.
Benefits of working with the zimbabwe community trust (ZTC)
The ZCT will allow an exciting partnership with Bindura University to help define and develop applied technology projects meant to meet challenges in rural African communities and to demonstrate these projects through the development of a Community Training and Demonstration (CTD) project. This CTD projects would provide community-based education that would inform and empower local leaders throughout the region in sustainable practices from food production to alternative energy. Initial items to be demonstrated at this site include:
1. Sustainable chicken rearing
2. Effective, clean cooking technologies
3. Simple, cheap housing units that reduce exposure to indoor air pollutants
4. Sustainable agricultural practices that improve productivity
5. Aquaculture.
6. Intense farming practices for high value cash crops for communities devastated by climate change
7. Solar and other alternative energy technology adaptation for the home and other areas.
1. Sustainable chicken rearing
2. Effective, clean cooking technologies
3. Simple, cheap housing units that reduce exposure to indoor air pollutants
4. Sustainable agricultural practices that improve productivity
5. Aquaculture.
6. Intense farming practices for high value cash crops for communities devastated by climate change
7. Solar and other alternative energy technology adaptation for the home and other areas.
benefits for Zimbabwean communities
1. The demonstration center we are developing is free of charge for members of the local and surrounding communities. Anyone can arrange a full tour of the facility so they can replicate what we are doing there. Full day workshops and training sessions will also be offered in the future.
2. Starting in 2018, our objective is to identify community members who have an interesting project that leads to self sufficiency. We will help them develop a business plan, help them obtain loans for their projects, and then move on to yet another site. Students from Bindura (Zimbabwe) and Stockton (USA) Universities will be involved in working with these entrepreneurs. If we are able to get funding for this we would like to have our own revolving fund (no more than $10,000) that we would use to loan to such projects at no interest.
3. The Zimbabwe book project will provide books, lab and other equipment to local schools and organizations that could benefit from having libraries and related books. To date, we have provided more than 40,000 books, computers and lab equipment to needy communities.
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2. Starting in 2018, our objective is to identify community members who have an interesting project that leads to self sufficiency. We will help them develop a business plan, help them obtain loans for their projects, and then move on to yet another site. Students from Bindura (Zimbabwe) and Stockton (USA) Universities will be involved in working with these entrepreneurs. If we are able to get funding for this we would like to have our own revolving fund (no more than $10,000) that we would use to loan to such projects at no interest.
3. The Zimbabwe book project will provide books, lab and other equipment to local schools and organizations that could benefit from having libraries and related books. To date, we have provided more than 40,000 books, computers and lab equipment to needy communities.
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