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Youth Empowerment

  • AGRI-FOOD SYSTEMS
    +6
    African Futures Cohort 5 Arrives at MSU
    Alliance for African Partnership (AAP), a consortium of ten leading African universities, Michigan State University (MSU), and a network of African research institutes, is excited to welcome the fifth cohort of the African Futures Research Leadership Program to MSU for the in-person portion of the program. Each early career scholar is paired with a faculty mentor from MSU and their home institution for one year of virtual and in-person collaboration to strengthen research skills, innovations in teaching, writing of scholarly and/or policy publications, dissemination of research results and grant proposals.   A consortium-wide initiative, the African Futures program is designed to strengthen the capacity of a cadre of African researchers to return to their home institutions and become scientific leaders in their community, establish long-term partnerships with MSU faculty, co-create innovative solutions to Africa’s challenges, and in turn become trainers of the next generation of researchers. African Futures Cohort 5: Alfdaniels Mabingo Performing Arts and Film Makerere University Home Mentor - Sylvia Antonia Nakimera Nannyonga-Tamusuza, Dept of Performing Arts and FilmMSU Mentor – Philip Effiong, Dept of English, Theater Studies & Humanities & Gianina Strother, Dept of African American and African Studies  Gladys Gakenia Njoroge Pharmacy Practice and Public Health United States International University – Africa Home Mentor - Calvin A. Omolo, Dept of Pharmacy Practice and Public HealthMSU Mentor - Yuehua Cui, Dept of Statistics and Probability  Seynabou Sene Plant Biology University Cheikh Anna Diop Home Mentor - Abdala Gamby Diedhiou, Dept of Plan BiologyMSU Mentor - Lisa Tiemann, Dept of Plant, Soil, and Microbial Sciences  Portia T. Loeto Educational Foundations (Gender Studies Section) University of Botswana Home Mentor - Godi Mookode, Dept of SociologyMSU Mentor - Soma Chauduri, Dept of Sociology  Betina Lukwambe Aquaculture Technology University of Dar es Salaam Home Mentor – Samwel Mchele Limbu, Dept of AquacultureMSU Mentor - Abigail Bennett, Dept of Fisheries and Wildlife & Maria Claudia Lopez, Dept of Community Sustainability  Assilah Agigi Business Management University of PretoriaHome Mentor - Alex Antonites, Dept of Business Management MSU Mentor - Sriram Narayanan, Dept of Supply Chain Management  Miriam Nthenya Kyule Agricultural Education and Extension Egerton University Home Mentor - Miriam Karwitha Charimbu, Dept of Crops, Horticulture and Soils MSU Mentor - Susan Wyche, Dept of Media and Information Studies  Asha Nalunga Agribusiness and Natural Resource Economics Makerere University Home Mentor - Bernard Bashaasha, Dept of Agribusiness and Natural Resource Economics MSU Mentor - Saweda Liverpool-Tasie, Dept of Agricultural, Food, and Resource Economics   Ezinne Ezepue (participating virtually)Theatre & Film Studies University of Nigeria, Nsukka Home Mentor - Chinenye Amonyeze, Dept of Theatre & Film StudiesMSU Mentor - Jeff Wray, Dept of English “We were extremely impressed with the quality and diversity of applications we received for this cohort of the African Futures program. We are excited to build on the successes of past cohorts and continue to evolve this program as we support the next generation of African research leaders,” said Jose Jackson-Malete, co-director of the Alliance for African Partnership.  Differing from previous cohorts, Cohort 5 is piloting a hybrid model of the African Futures program. The scholars began their work in February 2025 virtually, then will spend the fall semester at Michigan State University working closely with their MSU mentor. They will then complete the rest of their year back at their home institution, culminating in a research showcase in February 2026 to share the research they’ve done. Partnerships between mentors and mentees are expected to continue beyond the end of the program and lead to sustainable collaboration and future funding opportunities.  For more information, visit the Alliance for African Partnership website  
    By: Justin Rabineau
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  • AGRI-FOOD SYSTEMS
    +6
    African Futures Cohort 5 Arrives at MSU
    Alliance for African Partnership (AAP), a consortium of ten leading African universities, Michigan State University (MSU), and a network of African research institutes, is excited to welcome the fifth cohort of the African Futures Research Leadership Program to MSU for the in-person portion of the program. Each early career scholar is paired with a faculty mentor from MSU and their home institution for one year of virtual and in-person collaboration to strengthen research skills, innovations in teaching, writing of scholarly and/or policy publications, dissemination of research results and grant proposals.   A consortium-wide initiative, the African Futures program is designed to strengthen the capacity of a cadre of African researchers to return to their home institutions and become scientific leaders in their community, establish long-term partnerships with MSU faculty, co-create innovative solutions to Africa’s challenges, and in turn become trainers of the next generation of researchers. African Futures Cohort 5: Alfdaniels Mabingo Performing Arts and Film Makerere University Home Mentor - Sylvia Antonia Nakimera Nannyonga-Tamusuza, Dept of Performing Arts and FilmMSU Mentor – Philip Effiong, Dept of English, Theater Studies & Humanities & Gianina Strother, Dept of African American and African Studies  Gladys Gakenia Njoroge Pharmacy Practice and Public Health United States International University – Africa Home Mentor - Calvin A. Omolo, Dept of Pharmacy Practice and Public HealthMSU Mentor - Yuehua Cui, Dept of Statistics and Probability  Seynabou Sene Plant Biology University Cheikh Anna Diop Home Mentor - Abdala Gamby Diedhiou, Dept of Plan BiologyMSU Mentor - Lisa Tiemann, Dept of Plant, Soil, and Microbial Sciences  Portia T. Loeto Educational Foundations (Gender Studies Section) University of Botswana Home Mentor - Godi Mookode, Dept of SociologyMSU Mentor - Soma Chauduri, Dept of Sociology  Betina Lukwambe Aquaculture Technology University of Dar es Salaam Home Mentor – Samwel Mchele Limbu, Dept of AquacultureMSU Mentor - Abigail Bennett, Dept of Fisheries and Wildlife & Maria Claudia Lopez, Dept of Community Sustainability  Assilah Agigi Business Management University of PretoriaHome Mentor - Alex Antonites, Dept of Business Management MSU Mentor - Sriram Narayanan, Dept of Supply Chain Management  Miriam Nthenya Kyule Agricultural Education and Extension Egerton University Home Mentor - Miriam Karwitha Charimbu, Dept of Crops, Horticulture and Soils MSU Mentor - Susan Wyche, Dept of Media and Information Studies  Asha Nalunga Agribusiness and Natural Resource Economics Makerere University Home Mentor - Bernard Bashaasha, Dept of Agribusiness and Natural Resource Economics MSU Mentor - Saweda Liverpool-Tasie, Dept of Agricultural, Food, and Resource Economics   Ezinne Ezepue (participating virtually)Theatre & Film Studies University of Nigeria, Nsukka Home Mentor - Chinenye Amonyeze, Dept of Theatre & Film StudiesMSU Mentor - Jeff Wray, Dept of English “We were extremely impressed with the quality and diversity of applications we received for this cohort of the African Futures program. We are excited to build on the successes of past cohorts and continue to evolve this program as we support the next generation of African research leaders,” said Jose Jackson-Malete, co-director of the Alliance for African Partnership.  Differing from previous cohorts, Cohort 5 is piloting a hybrid model of the African Futures program. The scholars began their work in February 2025 virtually, then will spend the fall semester at Michigan State University working closely with their MSU mentor. They will then complete the rest of their year back at their home institution, culminating in a research showcase in February 2026 to share the research they’ve done. Partnerships between mentors and mentees are expected to continue beyond the end of the program and lead to sustainable collaboration and future funding opportunities.  For more information, visit the Alliance for African Partnership website   Read more
    By: Justin Rabineau
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  • YOUTH EMPOWERMENT
    +1
    Co-Creating Feasible and Sustainable Play-based Learning: A 2024 PIRA Award Winning Initiative
    Every year, the Alliance for African Partnership (AAP) runs an initiative known as the Partnerships for Innovative Research in Africa (PIRA). It is an opportunity for researchers to earn the funding needed to carry out collaborative, supportive and multidirectional projects which are aimed towards improving Africa. The research ideas put forward by each PIRA awardee have shown the potential to change the future of Africa for the better.   The project created by Dr. Bethany Wilinski of Michigan State University (MSU) and Dr. Subilaga M Kejo of the University of Dar es Salaam (UDSM) is no exception. Collaborating, they are researching “Co-Creating Feasible and Sustainable Play-based Learning Approaches in Tanzania”. Based on a decade of collaboration in research into teaching in Tanzania, they have understood that play based teaching is essential for development of the global youth. It allows children to exercise skills across all academic areas, while developing them within authentic contexts, which in turn develops an enthusiasm for young students to continue learning more advanced subjects.   Play based learning has been acknowledged on a global scale, especially so once the United Nations Convention on the Rights of the Child recognized that this approach to learning will support countries’ progress toward achieving Sustainable Development Goal (SDG) 4: quality education for all. Be that as it may, while on paper it has proven to be the superior teaching model, some countries have been unable to put this into practice, such as Tanzania. Cultural differences, time and staff restraints, and even ignorance to it’s benefits, have stopped this learning style from being used in Tanzanian classrooms.  That is why the aim of Dr. Bethany Wisinki and Dr. Subilaga M Kejo’s project is to “transform pre-primary teaching and learning in Tanzania by supporting teachers’ ability to use play-based approaches effectively.” Their project consists of a three-phase plan:  1: Building a community of practice (CoP) using pre-primary teachers of UDSM’s demonstration schools, university faculty, teacher development experts and more to create a shared understanding of play based learning.  2: Together they will experiment, test and develop a professional development (PD) program about play-based for Tanzanian pre-primary teachers.  3: Pilot the PD with pre-primary teachers in Dar es Salaam and Musoma  As of this article, the team have made promising headway into phase one of their project. 7 modules have been developed, and the teachers of the CoP have already completed 6. The feedback has been positive, with the teachers stating that “they find the training to be beneficial especially because of the modality where they have opportunity to read, practice, reflect and discuss about their experiences which has enhanced their understanding…Generally, the teachers see the benefits of play and seem more motivated and confident to use play-based learning approach.”   There are already plans in place to move phase two of the project on schedule, and both Dr. Bethany Wisinki and Dr. Subilaga M Kejo feels that their work will leave a positive impact on Tanzania’s teaching methods and youth moving forward.   Upon the project’s completion, they plan to use their findings “to inform the development of a research-practice partnership with the Tanzania Institute of Education focused on improving the quality of preservice preparation for pre-primary teachers.”   
    By: Baboki Gaolaolwe-Major
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  • YOUTH EMPOWERMENT
    +1
    Co-Creating Feasible and Sustainable Play-based Learning: A 2024 PIRA Award Winning Initiative
    Every year, the Alliance for African Partnership (AAP) runs an initiative known as the Partnerships for Innovative Research in Africa (PIRA). It is an opportunity for researchers to earn the funding needed to carry out collaborative, supportive and multidirectional projects which are aimed towards improving Africa. The research ideas put forward by each PIRA awardee have shown the potential to change the future of Africa for the better.   The project created by Dr. Bethany Wilinski of Michigan State University (MSU) and Dr. Subilaga M Kejo of the University of Dar es Salaam (UDSM) is no exception. Collaborating, they are researching “Co-Creating Feasible and Sustainable Play-based Learning Approaches in Tanzania”. Based on a decade of collaboration in research into teaching in Tanzania, they have understood that play based teaching is essential for development of the global youth. It allows children to exercise skills across all academic areas, while developing them within authentic contexts, which in turn develops an enthusiasm for young students to continue learning more advanced subjects.   Play based learning has been acknowledged on a global scale, especially so once the United Nations Convention on the Rights of the Child recognized that this approach to learning will support countries’ progress toward achieving Sustainable Development Goal (SDG) 4: quality education for all. Be that as it may, while on paper it has proven to be the superior teaching model, some countries have been unable to put this into practice, such as Tanzania. Cultural differences, time and staff restraints, and even ignorance to it’s benefits, have stopped this learning style from being used in Tanzanian classrooms.  That is why the aim of Dr. Bethany Wisinki and Dr. Subilaga M Kejo’s project is to “transform pre-primary teaching and learning in Tanzania by supporting teachers’ ability to use play-based approaches effectively.” Their project consists of a three-phase plan:  1: Building a community of practice (CoP) using pre-primary teachers of UDSM’s demonstration schools, university faculty, teacher development experts and more to create a shared understanding of play based learning.  2: Together they will experiment, test and develop a professional development (PD) program about play-based for Tanzanian pre-primary teachers.  3: Pilot the PD with pre-primary teachers in Dar es Salaam and Musoma  As of this article, the team have made promising headway into phase one of their project. 7 modules have been developed, and the teachers of the CoP have already completed 6. The feedback has been positive, with the teachers stating that “they find the training to be beneficial especially because of the modality where they have opportunity to read, practice, reflect and discuss about their experiences which has enhanced their understanding…Generally, the teachers see the benefits of play and seem more motivated and confident to use play-based learning approach.”   There are already plans in place to move phase two of the project on schedule, and both Dr. Bethany Wisinki and Dr. Subilaga M Kejo feels that their work will leave a positive impact on Tanzania’s teaching methods and youth moving forward.   Upon the project’s completion, they plan to use their findings “to inform the development of a research-practice partnership with the Tanzania Institute of Education focused on improving the quality of preservice preparation for pre-primary teachers.”    Read more
    By: Baboki Gaolaolwe-Major
    post image
  • YOUTH EMPOWERMENT
    +1
    The Business of Water: A COIL Project By AAP
    Collaborative Online International Learning (COIL) is a method of education which fosters intercultural learning and development through shared values, presented perspectives, and mutual understanding despite geographical and cultural barriers. It connects students and professors in different countries for collaborative projects and discussions carried out virtually as part of their coursework. As an educational innovation, it  reflects the values and goals of the Alliance for African Partnership (AAP) to foster mutually beneficial programs which catalyze lasting partnerships among our consortium members, which is why AAP launched the COIL Faculty Fellows Program-Africa in 2023. Since 2023, AAP along with Michigan State University’s (MSU) Global Youth Advancement Network have supported 14 teams of faculty to design and implement COIL projects.  The highly successful“The Business of Water” COIL project implemented by faculty from MSU and the University of Nigeria Nsukka is a great example of the type of impact COIL can have on both faculty members and students  The project comprised 30 students from UNN and MSU, and led by Antoinette Tessmer OF THE Broad College of Business (Finance Dept.), Michigan State University and Nkadi Onyegegbu, Faculty of Education (Science Education Dept.), University of Nigeria Nsukka (Nigeria). It’s aim was to teach students the factors and events that control “The Business of Water” both in their universities and in their communities. UNN and MSU students communicated through online methods such as Zoom or WhatsApp, and they collected data through site visits and interviews among other methods.   Over the course of six weeks, the students learned the intricacies of specific water-based businesses, such as the drinking water industry and the water recycling industry, using the Environmental Social Governance (ESD) framework to structure their research and to later propose a call to action based upon their findings.   By the end of the COIL project, the students and facilitators had engaged and collaborated to such a degree that contacts, bonds and partnerships were formed, breaking through the cultural and international barriers. When giving their experiences on the project, some students wrote the following:  “At the end of the day, we pushed others in new ways of understanding and collaboration that will impact us after we graduate”  “This was my first experience collaborating with international students overseas and I can gladly say that COIL was the online tool that made it possible”  “This experience has highlighted mutual respect and honesty, allowing us to work together on relevant and environmentally sustainable solutions...I feel more equipped to contribute to global discussions”  “These problems also taught me how to communicate with people from different cultures and helped grow my interpersonal skills”  By the metric of engaging students in the “Business of Water” as well as forming intercultural bonds, the AAP has deemed this COIL project another success, among many, and is excited to champion more COIL projects to come. 
    By: Baboki Gaolaolwe-Major
    post image
  • YOUTH EMPOWERMENT
    +1
    The Business of Water: A COIL Project By AAP
    Collaborative Online International Learning (COIL) is a method of education which fosters intercultural learning and development through shared values, presented perspectives, and mutual understanding despite geographical and cultural barriers. It connects students and professors in different countries for collaborative projects and discussions carried out virtually as part of their coursework. As an educational innovation, it  reflects the values and goals of the Alliance for African Partnership (AAP) to foster mutually beneficial programs which catalyze lasting partnerships among our consortium members, which is why AAP launched the COIL Faculty Fellows Program-Africa in 2023. Since 2023, AAP along with Michigan State University’s (MSU) Global Youth Advancement Network have supported 14 teams of faculty to design and implement COIL projects.  The highly successful“The Business of Water” COIL project implemented by faculty from MSU and the University of Nigeria Nsukka is a great example of the type of impact COIL can have on both faculty members and students  The project comprised 30 students from UNN and MSU, and led by Antoinette Tessmer OF THE Broad College of Business (Finance Dept.), Michigan State University and Nkadi Onyegegbu, Faculty of Education (Science Education Dept.), University of Nigeria Nsukka (Nigeria). It’s aim was to teach students the factors and events that control “The Business of Water” both in their universities and in their communities. UNN and MSU students communicated through online methods such as Zoom or WhatsApp, and they collected data through site visits and interviews among other methods.   Over the course of six weeks, the students learned the intricacies of specific water-based businesses, such as the drinking water industry and the water recycling industry, using the Environmental Social Governance (ESD) framework to structure their research and to later propose a call to action based upon their findings.   By the end of the COIL project, the students and facilitators had engaged and collaborated to such a degree that contacts, bonds and partnerships were formed, breaking through the cultural and international barriers. When giving their experiences on the project, some students wrote the following:  “At the end of the day, we pushed others in new ways of understanding and collaboration that will impact us after we graduate”  “This was my first experience collaborating with international students overseas and I can gladly say that COIL was the online tool that made it possible”  “This experience has highlighted mutual respect and honesty, allowing us to work together on relevant and environmentally sustainable solutions...I feel more equipped to contribute to global discussions”  “These problems also taught me how to communicate with people from different cultures and helped grow my interpersonal skills”  By the metric of engaging students in the “Business of Water” as well as forming intercultural bonds, the AAP has deemed this COIL project another success, among many, and is excited to champion more COIL projects to come.  Read more
    By: Baboki Gaolaolwe-Major
    post image
  • AGRI-FOOD SYSTEMS
    +6
    AAP announces 8 new PIRA partnership awards
    Alliance for African Partnership (AAP), a consortium of ten leading African universities, Michigan State University (MSU), and a network of African research institutes, is excited to announce the recipients of the 2024 Partnerships for Innovative Research in Africa (PIRA) seed funding. Each team is composed of at least one lead from an AAP African member institution and one MSU lead. Some teams also include additional partners from NGOs and/or other universities from outside of AAP’s consortium. A consortium-wide initiative, PIRA grants are a tiered funding opportunity designed to cultivate and support multidirectional and transregional research partnerships at any stage of their development, whether it be initiatives to explore and create new relationships or scale existing ones. The total amount of PIRA grants awarded in 2024 is over $500,000.  Awarded projects cover diverse disciplinary perspectives and span AAP’s seven priority areas:   Agri-food systems  Water, Energy and Environment  Culture and Society  Youth Empowerment  Education  Health and Nutrition  Science, Technology and Innovation All projects will integrate gender, equityand and inclusion issues in all stages of the project. This year’s winning projects include: Towards the Implementation of Smart Villages in the Rural Communities of Taraba State in Nigeria  Research leads: Shanelle N. Foster (MSU), Chidimma Frances Igboeli (University of Nigeria, Nsukka), Mbika Mutega (University of Johannesburg), Sari Stark (University of Lapland) Institutional partners: Michigan State University (College of Engineering), University of Nigeria, Nsukka, University of Johannesburg and University of Lapland Funding tier: Scaling grant (up to $100,000) Green Technology Extraction and Characterization of Bioactive Components from Edible Fruits of Vitex donania and Uvaria chamae Research leads: Leslie D. Bourquin (MSU), Insa Seck (UCAD) Institutional partners: Michigan State University (College of Agriculture & Natural Resources), Universite Cheikh Anta Diop Funding tier: Planning grant (up to $50,000) Qi Hua Fan of MSU (left) and Tabitha Amollo of Egerton University (right) working in their solar cell lab. Develop a Partnership for Renewable Energy Research and Education Research leads: Qi Hua Fan (MSU), Tabitha Amollo (Egerton) Institutional partners: Michigan State University (College of Engineering), Egerton University Funding tier: Scaling grant (up to $100,000) Bridging the Gap: Strengthening Research, Management and Community Alliances in South Africa’s Largest Coastal Marine Protected Area Research leads: Amber K. Peters (MSU), Els Vermeulen (UP), Grant Smith (Sharklife) Institutional partners: Michigan State University (College of Agriculture and Natural Resources), University of Pretoria, Sharklife Conservation Group Funding tier: Planning grant (up to $50,000) Changing Public Attitudes and Behaviors of Buying Counterfeits through Evidence-Based Education and Awareness-Raising Campaigns in Kenya Research leads: Saleem Alhabash (MSU), Maureen Kangu (USIU), Robi Koki Ochieng (USIU), John Akoten (Anti-Counterfeit Authority) Institutional partners: Michigan State University (College of Communication Arts & Sciences), United States International University-Africa, Anti-Counterfeit Authority Funding tier: Planning grant (up to $50,000) Leveraging Tourism and Hospitality Ecosystems to Expand Youth Entrepreneurship and Empowerment in Botswana Research leads:  Karthik Namasivayam (MSU), Mokgogi Lenao (UB) Institutional partners: Michigan State University (Broad College of Business), University of Botswana Funding tier: Planning grant (up to $50,000) Children attending Pre-school in Tanzania benefit from the research project of Bethany Wilinski of MSU and Subilaga M Kejo of University of Dar es Salaam. Tucheze Pamoja: Co-Creating Feasible and Sustainable Play-based Learning Approaches in Tanzania  Research leads: Bethany Wilinski (MSU), Subilaga M Kejo (UDSM) Institutional partners: Michigan State University (College of Education), University of Dar es Salaam Funding tier: Scaling grant (up to $100,000) Promoting Science Communication and Engagement through Training and Digital Media Platforms Research leads: Susan McFarlane-Alvarez (MSU), Dikabo Mogopodi (UB) Institutional partners: Michigan State University (College of Communication Arts and Sciences), University of Botswana Funding tier: Planning grant (up to $50,000) “We were extremely impressed with the quality and diversity of proposals we received for this cycle of the PIRA program. The projects that were awarded all embody AAP’s commitment to innovation, equitable partnership, and our shared vision of transforming lives in Africa and beyond,” said Amy Jamison, co-director of the Alliance for African Partnership. A unique aspect of PIRA grants is the expectation that institutions will establish and develop equitable partnerships from conception to close out of their respective projects. These equitable partnerships will be among the research team members themselves and include relevant local stakeholders. Teams will involve these local stakeholders as appropriate throughout the project, respecting their knowledge and expertise, and taking an adaptive approach that is responsive to the local context.  We invite you to join our virtual PIRA launch and showcase event at 8 a.m., Tuesday, Feb. 25 when all of our awardees will be discussing their projects. You can register for the event on Zoom.For more information, visit the Alliance for African Partnership website.
    By: Justin Rabineau
    post image
  • AGRI-FOOD SYSTEMS
    +6
    AAP announces 8 new PIRA partnership awards
    Alliance for African Partnership (AAP), a consortium of ten leading African universities, Michigan State University (MSU), and a network of African research institutes, is excited to announce the recipients of the 2024 Partnerships for Innovative Research in Africa (PIRA) seed funding. Each team is composed of at least one lead from an AAP African member institution and one MSU lead. Some teams also include additional partners from NGOs and/or other universities from outside of AAP’s consortium. A consortium-wide initiative, PIRA grants are a tiered funding opportunity designed to cultivate and support multidirectional and transregional research partnerships at any stage of their development, whether it be initiatives to explore and create new relationships or scale existing ones. The total amount of PIRA grants awarded in 2024 is over $500,000.  Awarded projects cover diverse disciplinary perspectives and span AAP’s seven priority areas:   Agri-food systems  Water, Energy and Environment  Culture and Society  Youth Empowerment  Education  Health and Nutrition  Science, Technology and Innovation All projects will integrate gender, equityand and inclusion issues in all stages of the project. This year’s winning projects include: Towards the Implementation of Smart Villages in the Rural Communities of Taraba State in Nigeria  Research leads: Shanelle N. Foster (MSU), Chidimma Frances Igboeli (University of Nigeria, Nsukka), Mbika Mutega (University of Johannesburg), Sari Stark (University of Lapland) Institutional partners: Michigan State University (College of Engineering), University of Nigeria, Nsukka, University of Johannesburg and University of Lapland Funding tier: Scaling grant (up to $100,000) Green Technology Extraction and Characterization of Bioactive Components from Edible Fruits of Vitex donania and Uvaria chamae Research leads: Leslie D. Bourquin (MSU), Insa Seck (UCAD) Institutional partners: Michigan State University (College of Agriculture & Natural Resources), Universite Cheikh Anta Diop Funding tier: Planning grant (up to $50,000) Qi Hua Fan of MSU (left) and Tabitha Amollo of Egerton University (right) working in their solar cell lab. Develop a Partnership for Renewable Energy Research and Education Research leads: Qi Hua Fan (MSU), Tabitha Amollo (Egerton) Institutional partners: Michigan State University (College of Engineering), Egerton University Funding tier: Scaling grant (up to $100,000) Bridging the Gap: Strengthening Research, Management and Community Alliances in South Africa’s Largest Coastal Marine Protected Area Research leads: Amber K. Peters (MSU), Els Vermeulen (UP), Grant Smith (Sharklife) Institutional partners: Michigan State University (College of Agriculture and Natural Resources), University of Pretoria, Sharklife Conservation Group Funding tier: Planning grant (up to $50,000) Changing Public Attitudes and Behaviors of Buying Counterfeits through Evidence-Based Education and Awareness-Raising Campaigns in Kenya Research leads: Saleem Alhabash (MSU), Maureen Kangu (USIU), Robi Koki Ochieng (USIU), John Akoten (Anti-Counterfeit Authority) Institutional partners: Michigan State University (College of Communication Arts & Sciences), United States International University-Africa, Anti-Counterfeit Authority Funding tier: Planning grant (up to $50,000) Leveraging Tourism and Hospitality Ecosystems to Expand Youth Entrepreneurship and Empowerment in Botswana Research leads:  Karthik Namasivayam (MSU), Mokgogi Lenao (UB) Institutional partners: Michigan State University (Broad College of Business), University of Botswana Funding tier: Planning grant (up to $50,000) Children attending Pre-school in Tanzania benefit from the research project of Bethany Wilinski of MSU and Subilaga M Kejo of University of Dar es Salaam. Tucheze Pamoja: Co-Creating Feasible and Sustainable Play-based Learning Approaches in Tanzania  Research leads: Bethany Wilinski (MSU), Subilaga M Kejo (UDSM) Institutional partners: Michigan State University (College of Education), University of Dar es Salaam Funding tier: Scaling grant (up to $100,000) Promoting Science Communication and Engagement through Training and Digital Media Platforms Research leads: Susan McFarlane-Alvarez (MSU), Dikabo Mogopodi (UB) Institutional partners: Michigan State University (College of Communication Arts and Sciences), University of Botswana Funding tier: Planning grant (up to $50,000) “We were extremely impressed with the quality and diversity of proposals we received for this cycle of the PIRA program. The projects that were awarded all embody AAP’s commitment to innovation, equitable partnership, and our shared vision of transforming lives in Africa and beyond,” said Amy Jamison, co-director of the Alliance for African Partnership. A unique aspect of PIRA grants is the expectation that institutions will establish and develop equitable partnerships from conception to close out of their respective projects. These equitable partnerships will be among the research team members themselves and include relevant local stakeholders. Teams will involve these local stakeholders as appropriate throughout the project, respecting their knowledge and expertise, and taking an adaptive approach that is responsive to the local context.  We invite you to join our virtual PIRA launch and showcase event at 8 a.m., Tuesday, Feb. 25 when all of our awardees will be discussing their projects. You can register for the event on Zoom.For more information, visit the Alliance for African Partnership website. Read more
    By: Justin Rabineau
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  • AGRI-FOOD SYSTEMS
    +2
    Transformative Opportunities with the AAP Professional Fellowship Program (PFP)
    Transformative Opportunities with the AAP Professional Fellowship Program (PFP)  In May-June 2024, AAP hosted 11 African fellows from Rwanda, South Africa, Zambia, and Zimbabwe at Michigan State University (MSU) as part of the US Department of State-funded Professional Fellows Program. The Advancing Young Women Agribusiness Entrepreneurs and Innovators is administered by MSU in partnership with the University of Rwanda, the University of Pretoria (South Africa), the University of Zambia, and Chinhoyi University of Technology (Zimbabwe). The goal of the program is to build Fellows’ capacity and skills in agro-entrepreneurship and agri-food system innovation and advance their ability to support women’s economic empowerment.   One of the standout features of our PFP is the professional affiliations. Throughout the program, fellows are paired with organizations and mentors that align with their projects, fostering long-term partnerships and impactful collaborations. This unique aspect ensures that fellows not only gain valuable insights but also build enduring professional networks. For example, Vimbai Kaitano, a Zimbabwean farmer and owner of Carol’s Seedlings and Vegetables, was hosted by Bridget Kavanaugh of Happy Goat Lucky Ewe Fiber Farm. While their farms focus on very different commodities, the two farmers and business owners, shared lessons on farm management, value addition, and marketing their small businesses. Robert Rwigema from Rwanda and Precious Nemutenzi from Zimbabwe were hosted by Peter Lemmer and Elana Fata from Greenstone Farm Credit Services. Greenstone arranged a robust experience that allowed these two agribusiness professionals to learn in detail about its farm credit financial services and to connect with many of its client farmers.  Our PFP is packed with exciting activities, including dinners, delicious food, and networking opportunities. Fellows have the chance to connect, with host families and organizations, and with MSU researchers and students, creating a vibrant and supportive community. These events are perfect for cultural exchange and building lasting relationships. We believe in continuous learning and development. This cohort of fellows was hosted by several local volunteer families for dinners in their homes. They also attended a Broadway musical at MSU’s Wharton Center for the Performing Arts, went to a Lansing Lugnuts baseball game, and had a bowling night with members of MSU’s African Graduate Student Association.  The PFP offers an array of seminars and workshops designed to contribute significantly to our fellows' professional and personal growth. These sessions cover various topics, providing fellows with the skills and knowledge they need to excel. Dr. Wynne Wright, co-director of MSU’s PFP program, delivered workshops on understanding gender dynamics in agri-food systems. Professor Brian Petland from MSU’s Eli Broad College of Business delivered an interactive session on approaches to project management. Raymond Musiima, a PFP alum from 2019 and a current MSU MBA student, provided insights on building and maintaining professional networks. Melissa Staub from MSU’s College of Arts and Letters led a series of workshops on personal development and leadership.  Our program also includes exciting site visits and field trips. These immersive experiences allow fellows to gain practical insights and hands-on learning in various fields. By exploring different environments and contexts, fellows enhance their understanding and apply their skills in real-world settings. Fellows from this cohort visited Detroit where they met up with W.E. DaCruz, Co-Founder of the Mushroom Angel company which uses mushrooms to produce vegan burgers. They also traveled to Super Bloom Hydroponic Farm in Grand Rapids, Michigan where they learned about hydroponic farming. PFP Co-Director, Dr. Wynne Wright hosted the fellows on her lavender farm, Sixteen Sprigs.   As we conclude another successful year of the AAP Professional Fellowship Program, we are excited to announce our plans for an outbound trip to visit fellows in their home countries in early October. This will provide an excellent opportunity to further strengthen our international collaborations and witness firsthand the impactful work our fellows are doing in their communities. Additionally, we eagerly look forward to hosting the next cohort of fellows in 2025, continuing our commitment to empowering young women in agribusiness and fostering transformative opportunities in agro-entrepreneurship and agri-food system innovation.     
    By: Baboki Gaolaolwe-Major
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  • AGRI-FOOD SYSTEMS
    +2
    Transformative Opportunities with the AAP Professional Fellowship Program (PFP)
    Transformative Opportunities with the AAP Professional Fellowship Program (PFP)  In May-June 2024, AAP hosted 11 African fellows from Rwanda, South Africa, Zambia, and Zimbabwe at Michigan State University (MSU) as part of the US Department of State-funded Professional Fellows Program. The Advancing Young Women Agribusiness Entrepreneurs and Innovators is administered by MSU in partnership with the University of Rwanda, the University of Pretoria (South Africa), the University of Zambia, and Chinhoyi University of Technology (Zimbabwe). The goal of the program is to build Fellows’ capacity and skills in agro-entrepreneurship and agri-food system innovation and advance their ability to support women’s economic empowerment.   One of the standout features of our PFP is the professional affiliations. Throughout the program, fellows are paired with organizations and mentors that align with their projects, fostering long-term partnerships and impactful collaborations. This unique aspect ensures that fellows not only gain valuable insights but also build enduring professional networks. For example, Vimbai Kaitano, a Zimbabwean farmer and owner of Carol’s Seedlings and Vegetables, was hosted by Bridget Kavanaugh of Happy Goat Lucky Ewe Fiber Farm. While their farms focus on very different commodities, the two farmers and business owners, shared lessons on farm management, value addition, and marketing their small businesses. Robert Rwigema from Rwanda and Precious Nemutenzi from Zimbabwe were hosted by Peter Lemmer and Elana Fata from Greenstone Farm Credit Services. Greenstone arranged a robust experience that allowed these two agribusiness professionals to learn in detail about its farm credit financial services and to connect with many of its client farmers.  Our PFP is packed with exciting activities, including dinners, delicious food, and networking opportunities. Fellows have the chance to connect, with host families and organizations, and with MSU researchers and students, creating a vibrant and supportive community. These events are perfect for cultural exchange and building lasting relationships. We believe in continuous learning and development. This cohort of fellows was hosted by several local volunteer families for dinners in their homes. They also attended a Broadway musical at MSU’s Wharton Center for the Performing Arts, went to a Lansing Lugnuts baseball game, and had a bowling night with members of MSU’s African Graduate Student Association.  The PFP offers an array of seminars and workshops designed to contribute significantly to our fellows' professional and personal growth. These sessions cover various topics, providing fellows with the skills and knowledge they need to excel. Dr. Wynne Wright, co-director of MSU’s PFP program, delivered workshops on understanding gender dynamics in agri-food systems. Professor Brian Petland from MSU’s Eli Broad College of Business delivered an interactive session on approaches to project management. Raymond Musiima, a PFP alum from 2019 and a current MSU MBA student, provided insights on building and maintaining professional networks. Melissa Staub from MSU’s College of Arts and Letters led a series of workshops on personal development and leadership.  Our program also includes exciting site visits and field trips. These immersive experiences allow fellows to gain practical insights and hands-on learning in various fields. By exploring different environments and contexts, fellows enhance their understanding and apply their skills in real-world settings. Fellows from this cohort visited Detroit where they met up with W.E. DaCruz, Co-Founder of the Mushroom Angel company which uses mushrooms to produce vegan burgers. They also traveled to Super Bloom Hydroponic Farm in Grand Rapids, Michigan where they learned about hydroponic farming. PFP Co-Director, Dr. Wynne Wright hosted the fellows on her lavender farm, Sixteen Sprigs.   As we conclude another successful year of the AAP Professional Fellowship Program, we are excited to announce our plans for an outbound trip to visit fellows in their home countries in early October. This will provide an excellent opportunity to further strengthen our international collaborations and witness firsthand the impactful work our fellows are doing in their communities. Additionally, we eagerly look forward to hosting the next cohort of fellows in 2025, continuing our commitment to empowering young women in agribusiness and fostering transformative opportunities in agro-entrepreneurship and agri-food system innovation.      Read more
    By: Baboki Gaolaolwe-Major
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  • YOUTH EMPOWERMENT
    +1
    "I think we're all teachers even though we're students": Examining Youth Perspectives of Peer Suppor
    Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth co-researcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers’ college readiness and access. Taken together these findings provide new insights into possibilities for building from students’ interactions with peers across contexts of curriculum, teaching, and research in urban schools.
    By: Joanne E. Marciano
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  • YOUTH EMPOWERMENT
    +1
    "I think we're all teachers even though we're students": Examining Youth Perspectives of Peer Suppor
    Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth co-researcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers’ college readiness and access. Taken together these findings provide new insights into possibilities for building from students’ interactions with peers across contexts of curriculum, teaching, and research in urban schools. Read more
    By: Joanne E. Marciano
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  • YOUTH EMPOWERMENT
    +1
    Generating New Narratives: Examining Youths' Multiliteracies in Youth Participatory Action Research
    This paper examines the multiliteracies practices (New London Group, 1996) of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices (New London Group, 1996) and culturally sustaining pedagogies (Paris & Alim, 2014) enacted across contexts of YPAR (Fine & Torre, 2004). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices (Lankshear & Knobel, 2008) supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining (Paris & Alim, 2014) learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities.
    By: Joanne E. Marciano
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  • YOUTH EMPOWERMENT
    +1
    Generating New Narratives: Examining Youths' Multiliteracies in Youth Participatory Action Research
    This paper examines the multiliteracies practices (New London Group, 1996) of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices (New London Group, 1996) and culturally sustaining pedagogies (Paris & Alim, 2014) enacted across contexts of YPAR (Fine & Torre, 2004). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices (Lankshear & Knobel, 2008) supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining (Paris & Alim, 2014) learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities. Read more
    By: Joanne E. Marciano
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  • YOUTH EMPOWERMENT
    +1
    Centering Community: Enacting Culturally Responsive-Sustaining YPAR During COVID-19
    Abstract Purpose – This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19. Design/methodology/approach – Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work. Findings – Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued. Originality/value – This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.
    By: Joanne E. Marciano
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  • YOUTH EMPOWERMENT
    +1
    Centering Community: Enacting Culturally Responsive-Sustaining YPAR During COVID-19
    Abstract Purpose – This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19. Design/methodology/approach – Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work. Findings – Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued. Originality/value – This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond. Read more
    By: Joanne E. Marciano
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  • YOUTH EMPOWERMENT
    +1
    "Our Voice and Dreams Matter": Supporting Youths' Racial Literacy
    This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessions of the literacy initiative held between June 2020 and June 2021. Specifically, we examine how youths designed, facilitated, and participated in critical arts-based literacy projects related to children’s and young adult literature they chose to read focused on racial justice. Findings contribute new insights into youths’ enactments of racial literacy, possibilities for art-making to support youths’ racial literacy, and the urgent need for literacy instruction responsive to youths’ voices and dreams, particularly during times of crisis.
    By: Joanne E. Marciano
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  • YOUTH EMPOWERMENT
    +1
    "Our Voice and Dreams Matter": Supporting Youths' Racial Literacy
    This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessions of the literacy initiative held between June 2020 and June 2021. Specifically, we examine how youths designed, facilitated, and participated in critical arts-based literacy projects related to children’s and young adult literature they chose to read focused on racial justice. Findings contribute new insights into youths’ enactments of racial literacy, possibilities for art-making to support youths’ racial literacy, and the urgent need for literacy instruction responsive to youths’ voices and dreams, particularly during times of crisis. Read more
    By: Joanne E. Marciano
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  • CULTURE AND SOCIETY
    +1
    Attached to the Soil
    Attached to the Soil was begun during my 7-month Fulbright Scholar service in South Africa in 2019, inspired by the aspirational metaphor that President Nelson Mandela shared in the first words of his 1994 Inaugural Address.  Collaborating with youth who proposed their own soil-related metaphors regarding their perception of realities in South Africa's past, present, or future, the stories of their fellow South Africans were told through portraiture and stories drawn from oral history interviews.  The 50 works have been exhibited in 6 university art galleries across South Africa, and hung for 8 months in the Nelson Mandela Foundation's Centre of Memory, Houghton, Johannesburg.  It is a model that I would like to extend not only in South Africa but in service to youth across Africa.
    By: Peter Glendinning
  • CULTURE AND SOCIETY
    +1
    Attached to the Soil
    Attached to the Soil was begun during my 7-month Fulbright Scholar service in South Africa in 2019, inspired by the aspirational metaphor that President Nelson Mandela shared in the first words of his 1994 Inaugural Address.  Collaborating with youth who proposed their own soil-related metaphors regarding their perception of realities in South Africa's past, present, or future, the stories of their fellow South Africans were told through portraiture and stories drawn from oral history interviews.  The 50 works have been exhibited in 6 university art galleries across South Africa, and hung for 8 months in the Nelson Mandela Foundation's Centre of Memory, Houghton, Johannesburg.  It is a model that I would like to extend not only in South Africa but in service to youth across Africa. Read more
    By: Peter Glendinning
  • YOUTH EMPOWERMENT

    AAP Public Dialogue Series - Youth Entrepreneuship: Universities and Youth in Conversation
    Recording of AAP Public Dialogue on November 30, 2022   African countries are experiencing exponential growth in the youth population. However, economies are not creating new wage-earning jobs fast enough to absorb the growing workforce. This, coupled with the seasonal nature of labor demand, leaves many skilled youths in a crisis. Fostering entrepreneurship has become a key pillar to expanding employment opportunities for youth since it creates employment prospects for young people, builds ingenuity and resilience, and builds their demographic dividend but is yet to be fully harnessed.   Co-hosted with Egerton University
    By: Justin Rabineau
  • YOUTH EMPOWERMENT

    AAP Public Dialogue Series - Youth Entrepreneuship: Universities and Youth in Conversation
    Recording of AAP Public Dialogue on November 30, 2022   African countries are experiencing exponential growth in the youth population. However, economies are not creating new wage-earning jobs fast enough to absorb the growing workforce. This, coupled with the seasonal nature of labor demand, leaves many skilled youths in a crisis. Fostering entrepreneurship has become a key pillar to expanding employment opportunities for youth since it creates employment prospects for young people, builds ingenuity and resilience, and builds their demographic dividend but is yet to be fully harnessed.   Co-hosted with Egerton University Read more
    By: Justin Rabineau
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