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  • Q&A with University of Nigeria, Nsukka Vice Chancellor Charles Igwe
    During a recent visit to Michigan State University with a delegation from University of Nigeria, Nsukka, Vice Chancellor Prof. Charles Igwe sat down with AAP communications intern Jayden Hewitt to discuss the history between the two institutions, building international partnerships, and connecting with Nigerian students in East Lansing.The following conversation has been lightly edited for clarity.   Jayden: Firstly, welcome to MSU! How has your experience been at Michigan State so far? Prof Igwe: It's been very exciting to be here. And it's a visit I have looked forward to making for some years now (to) get into MSU. The mother of (the) University of Nigeria. Yes, MSU is the mother of the University of Nigeria, the inception of that university (happening) in 1960. Yeah, so I feel very excited to be at Michigan State University.Jayden: What has inspired the University of Nigeria Nsukka to join the Alliance of African Partnership consortium? Prof. Igwe: Well, like I said earlier about MSU, as a university midwife to University of Nigeria, and looking at the programs of AAP gives us the inspiration that we're going to, you know, make things happen through our collaboration with AAP. And it did, because I still remember with nostalgia, that during COVID, I had a conference with some members of AAP, and we discussed this issue, because the university was totally closed down during COVID. And it was during one of our conferences that we devised this idea of having what I call what, you know, the blended teaching that we can do some work from home and combine it with physical teaching, (during) the COVID pandemic of those days, and, and we thank God that really ended. Yeah, but we (got some) ideas through that collaboration by adopting blended teaching.Jayden: In terms of challenges, what do you perceive as the biggest hurdles in international collaborations like this, and how do you propose to overcome them? Prof. Igwe: Of course, we had to cover some of (the) lost ground. Because it would have been a total system failure, if we had not adopted that kind of blended teaching and tried to do most of the work from home, and teaching. Even meetings. I still remember the first council board meeting we had, you know, some people coming from some 100 kilometers away. We were able to stay meeting, some people were staying on record, but limited, say 1000 kilometers away.Jayden: Building bridges between institutions is crucial for the development of global education. What specific outcomes are you hoping to achieve from this visit to MSU, and in the partnership as a whole? Prof Igwe: Yeah, our own idea, then was to learn new ideas, (and learn) how to interact with colleagues in different areas of endeavor. Learn new things, you know, exchange ideas, and creativity (with) our students.Jayden: Networking and partnerships can significantly benefit students and faculty. Can you discuss any planned initiatives or programs that will directly impact the student bodies at both UNN and MSU? Prof. Igwe: You can see a number of our post-grad graduates and postgraduate students are here. When interacting with some of our postgraduate students who are now, you know, students of this university, at MSU. And of course, from the experience, they said, everything is going fine. And that it was a worthwhile stay at Nsukka. And somebody told us there, while we were interacting, that it was a goal for (an) MSU student who was coming to do some months in Africa. And that was how we got to that. He virtually collected his application, physically from UNN to MSU. Yeah, so it’s (a) worthwhile collaboration and networking (opportunity).Jayden: You mentioned meeting some students here at MSU. What was that like to see them here? Prof. Igwe: Fantastic! Because I keep telling them that internet tribalism is a universal business. You don't complain that you don't know this, just because in some parts of the world, having an opportunity to study at MSU exposes our students to (some of the best) international practices.Jayden: The AAP consortium is known for its emphasis on collaborative research. Are there any particular areas of research where you see potential for joint projects between UNN and MSU through AAP? Prof. Igwe: Yes, I see future collaboration in the areas of agriculture, which MSU is known for, the land grant system, which UNN really copied. Because we are also the first university in Sub Saharan Africa, to adopt the land grant system. And we also think about other areas like agribusiness, like in medicine, medical sciences. I can see one of my faculties in nursing, taking a degree program in nursing here. So these are the areas even in industrial packaging, understand that MSU is fantastic in industrial packaging. And in sports I went to your (MSU’s) sports facilities the other day, and I said, ‘oh wow’, no wonder in the early stages of University of Nigeria, why we’re all collecting all the medals in track and field events. Yeah. MSU’s known for sports. So there are so many, so many things to learn from MSU!Jayden: Looking towards the future, how do you envision the relationship between UNN and MSU and other consortium members evolving over the next five or so years within the AAP framework? Prof. Igwe: I see an expanded relationship. And there's a relationship that we get, you know, so expanded (and) involved in a number of programs, academic programs. And even, for instance, I came here with the person that is in charge of day to day running of our accounting system, I want her to learn from MSU experience. So I see our future relationship (as one) that will incorporate all fields of endeavor.Jayden: Sustainable development goals are increasingly becoming a focus for educational institutions worldwide. How do UNN, MSU and other members, through the consortium, plan to address these goals? Prof. Igwe: Yeah of course, the sustainable development of what is really known, that world transformed from Millennium development, to sustainable development and global sustainable development goals, is becoming a very common thing. Because we're looking at, you know, the areas of climate change initiative, and all the rest of them, a number of if we mentioned agriculture, we'll find out that even agriculture has been affected by the climate change, for myself to adopt new ideas, and, you know, then some other areas. I mean, some other ways of mitigating climate change, so that they will be able to increase, increase yield, and cut down on agricultural losses. Jayden: Partnerships often hinge on shared goals and values. In what ways do UNN and MSU's visions for the future align, especially in the context of the AAP consortium? Prof. Igwe: We're going to learn a lot from MSU, because I think they are already very deep into the story of sustainable development goals, especially in the areas of natural resources development.Jayden: What are some things that you feel, from your experience that you're going to bring from UNN, not only to the partnership here at MSU, but the consortium as a whole? Prof. Igwe: We have most of our areas that are quite underdeveloped. And we have a lot to learn from our petroleum industry, from our engineering, and from geology and from agriculture in Sub Saharan Africa, you know, it needs to be studied. Absolutely. So it needs studied and know different ways of trying to improve yield, increase yield, which is going to be of benefit to mankind.Jayden: What are some goals that you all at UNN have? And what are some things that you can bring over to MSU? Prof. Igwe: In Nigeria, it makes it possible for us, you know, our population, our population is mainly almost 70% of our population is made up of youth. And these youths can contribute a lot. Both economic and educational development. So we have humans, and we have natural resources. And we have ideas, especially in the area of natural resources.
    By: Justin Rabineau
    Friday, Apr 5, 2024

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  • "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
    Thursday, Apr 4, 2024
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  • 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
    Thursday, Apr 4, 2024
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  • 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
    Thursday, Apr 4, 2024
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  • "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
    Thursday, Apr 4, 2024
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  • AFRICA GPS Africa’s Global Partnership Scholars Program
     AFRICA GPS  Africa’s Global Partnership Scholars Program In an era where complex global challenges demand collective action, the need for international collaboration and knowledge sharing has never been more critical. Recognizing this, the Alliance for African Partnership, in partnership with the African Studies Center and the Tanzania Partnership Program, is introducing Africa’s Global Partnership Scholars Program (Africa GPS) in support of Michigan State University’s (MSU’s) global mission. Africa GPS is a cohort based, mentored program, designed for early- to mid-career faculty at MSU to create and deepen new scholarly partnerships with collaborators and peer institutions in Africa. The objectives of Africa GPS are to: Foster the development of a group of faculty members dedicated to establishing and enhancing international research connections, collaborating on solutions with African partners, and adopting a global perspective in their scholarly work. Support MSU’s 2030 strategic plan goal of discovery, creativity and innovation for excellence and global impact. Connect MSU faculty with potential collaborators and mentors in Africa, expand the scholars' international networks, and offer support for establishing long-lasting collaborations. Heighten global awareness and research dialogue. Elevate the status of MSU’s global mission. Capitalize on opportunities to leverage external resources and form partnerships. ELIGIBILITY FOR APPLICATION Tenure-stream or fixed term faculty at Michigan State University who are beyond the first year ofappointment or completing the first year of appointment at the time of application, and without prior scholarly experience in Africa are eligible to apply for Africa GPS.  REQUIRED APPLICATION MATERIALS As part of the application process, the applicant must submit the following materials: Completed application cover page (see end of document) including the signatures of an academic supervisor or unit leader. A 4-page max curriculum vitae. A one-page statement from the nominee that describes her/his reasons for applying, potential research focus, and if known, the AAP consortium institution and African country of interest for the collaboration. As part of the program, AAP can help identify the country, mentor and/or the collaboration partner based on the applicant’s interests. A letter expressing strong support from the Chair/School Director/Department Head or the Dean. The letter should affirm: The candidate’s international interest, experience, and/or research The candidate’s strengths as a researcher within the context of unit expectations The candidate’s proposed project will advance the mission and goals of the academic unit, be supported by the unit, and benefit international partners. A commitment from the applicant’s unit/college to provide a 20% match. FUNDING To facilitate the participation of faculty members selected as Africa GPS Fellows, AAP will provide support for the following: Up to $10,000 in support of international travel and scholarly collaborations with a researcher and/or mentor at an AAP Consortium member institution. The $10,000 may be used to support the MSU faculty members’ individual travel, collaborative research activities or to bring an African partner to MSU.  Connection with potential collaborators, mentors, and institutions in Africa. Structured workshops on establishing and navigating international partnerships. Financial Guidelines: The financial support must be expended during the first year of the program.  A 20% match from the applicant’s unit, department or college will be required. PROGRAM EXPECTATIONS Africa GPS participants are expected to develop a sustainable collaboration with peer researchers at an AAP consortium institution. As a result, within two years of being selected for the program, the scholar must submit evidence of:  A collaborative research paper coauthored with their African collaborator to be submitted for publication.  A concept note of a proposal to a funding agency to sustain the partnership with the African collaborator.   Progress reports every six months to AAP documenting how the collaboration is progressing and any challenges that may have arisen. Attend MSU’s Africa@MSU faculty welcome event in Fall and Spring semesters of 2024 and 2025. SELECTION CRITERIA FOR GLOBAL RESEARCH FELLOWS The criteria below will be utilized to evaluate candidates for their selection to the Africa GPS program: Eligibility Criteria: Applicants must demonstrate they are either tenure-track or fixed-term faculty members who have completed their first year of appointment or are in the process of completing it at the time they apply. Commitment Level: Applicants need to show a readiness to dedicate the necessary time to maximize the benefits of the Fellowship year, along with a proven scholarly potential that supports such a commitment. Research Interest: There should be clear evidence of the candidate's enthusiasm for international research and the personal and professional growth opportunities offered by Africa GPS. Unit Support: Candidates must have strong support from relevant departmental or school and college administrators, indicated by enthusiastic recommendations. Alignment of Interests: The applicant’s international research interests should align with the Africa GPS’s mission to foster excellence in international research. SELECTION OF FELLOWS Application materials will be reviewed by a selection committee within ISP. Scholars will be announced by early June 2024. Funds must be transferred to selected scholars by June 30, 2024. SUBMITTING APPLICATION MATERIALS Candidates must submit complete application packets by 5 p.m. ET on Friday, May 10, 2024. Applications must be submitted electronically via the application portal. Applications without all the required supporting materials will not be considered.  If you have any questions, please contact Mr. Justin Rabineau at: rabinea1@msu.edu
    By: Jayden Hewitt
    Wednesday, Mar 27, 2024

  • Partnerships for Innovative Research in Africa (PIRA) Strategic Funding
    Partnerships for Innovative Research in Africa 2024 Call for ProposalsInfo session and Q&A slides The Alliance for African Partnership (AAP), a consortium of ten leading African universities, a distinguished research network for African research institute, and Michigan State University, is inviting proposals for its Partnerships for Innovative Research in Africa (PIRA) strategic funding program. As a consortium-wide initiative, PIRA is a tiered funding opportunity designed to cultivate and support multidirectional, collaborative research partnerships at any stage of their development, whether they are initiatives to explore and create new relationships or scale existing ones. One of the unique aspects to these grants is the expectation that organizations will establish and develop fair and equitable partnerships from conception to closeout of the project, involving local stakeholders throughout the project, respecting their knowledge and expertise, and taking an adaptive approach that is responsive to the local context. Proposals should outline processes to establish such partnerships. Fair and equitable partnerships must also be established among members of the consortium if multiple organizations are working on the implementation of the project. Proposed partnership activities may entail cooperative research, capacity building initiatives, outreach and/or other activities that align with AAP’s pillars of building bridges, transforming institutions, and transforming lives. Proposals must address at least one of AAP’s priority areas: agri-food systems; water, energy and  environment; culture and society; youth empowerment; education; health and nutrition; and, science, technology, and innovation. Proposals are encouraged from diverse disciplinary perspectives. Submitted proposals must include principal investigators from both MSU and at least one African AAP member university. The project implementation timeframe will be 18 months. FUNDING TIERS The tiered funding structure is designed to support partnerships at different stages of maturity to create and strengthen relationships among institutions and act as a catalyst for research teams in securing external funding that will allow for long-term engagement. Applicants should submit proposals for the funding tier that best fits the level of engagement established among the PIs on the research team. However, AAP management reserves the right to relegate proposals to a different tier if deemed more appropriate during review. To ensure broad impact, more awards will be given at the planning grant level than the scaling grant level. Proposed activities for each tier may include, but are not limited to: Planning Grants (up to $50,000), inception and early-stage partnership research activities, travel support for co-developing joint proposals (in accordance with all MSU travel guidelines), short-term capacity building trainings, network development, research symposia, or other activities that align with AAP’s priority themes and strategic objectives. Scaling Grants (up to $100,000), continuation of ongoing partnerships that have the potential to significantly scale their research, capacity building, or outreach activities, broader institutional linkages, or other activities that align with AAP’s priority themes and strategic objectives.  ELIGIBILITY The lead investigators for proposals must come from MSU and AAP African member universities. Proposals may also include partners from other institutions globally. Teams are encouraged to include partners from the private sector, governments, civil society organizations, and pan-African/global institutions. Individuals who were PIs or co-PIs on grants from the previous round of PIRA grants or AAP’s strategic partnership grants are not eligible to lead proposals under this call but may participate as team members. MSU ISP staff are not eligible to lead proposals. GUIDELINES FOR APPLICANTS All submissions must have a cover sheet and proposal narrative that includes the information listed below, a budget and budget narrative using the provided template, and letters of support. Please submit all application material via the application portal by Wednesday, August 14 at 11:59 PM EST. Application with the project's title as well as names, institutional affiliations, titles of all principal investigators, and a brief (about 100 words) project summary A proposal narrative, not to exceed 5,000 words with one appendix for references cited, that includes: A description of the partnership, containing: Capacity statements from each partner institution that outlines their respective strengths in relation to their proposed roles and responsibilities in the partnership A brief description of the past or ongoing partnership, if applicable The rationale for partnership and evidence that it will create or cultivate equitable, sustainable, and mutually beneficial partnerships A problem statement that identifies the shared challenges to be addressed by the program activities, the theory of change, their relevance to AAP’s themes and pillars Clearly defined objectives of the proposed partnership A description of program activities as well as a logical framework that connects the proposed activities with their intended outputs, outcomes, and programmatic objectives A timeline of activities A monitoring, evaluating, and learning plan that outlines proposed indicators and collection methods Identification of potential sources of additional funding that the partnership will pursue during the program’s period of performance A line-item budget and budget narrative using the template provided. Templates and more information on budgetary considerations are below in BUDGET. A letter of support from each partner’s department, institution, or organization; and A CV or resume of each principal investigator (1-page max). A letter of support for each PI from their dean or head of department that signifies buy-in from each partner at the institutional level. Please use the provided template SELECTION CRITERIA Program goals should align with at least one of AAP’s pillars: Building bridges: Bringing people and organizations together to work toward common goals. Illustrative activities under this objective include: sponsoring thematic symposia or workshops that bring people together across sectors and disciplines or travel for preparation of proposals for larger grant applications. This also includes network development, communications among research groups or networks (e.g. digital innovations and digital forums), dissemination of knowledge through online journals and/or sharing of best practices among partners Transforming institutions: Promoting sustainable and effective partnerships among institutions, enhancing resources, and increasing institutional capacity. Illustrative activities under this objective include: institutional capacity development at universities, NGOs, or in the public sector such as building financial management capacity, improving teaching and learning at universities, and/or increasing proposal development skills, among others. Transforming lives: Supporting research with real-world impact that improves African lives and livelihoods. Illustrative activities under this objective include: putting research into action through evidence-based outreach and engagement, conducting early-stage research that has obvious potential to impact lives and livelihoods, improving dissemination of research outputs to practitioners and policy-makers, and/or designing innovative research-into-practice methodologies.  Submitted proposals will be evaluated according to the following criteria: Evidence of a collaborative and equitable partnership that strengthens personal, professional, and/or institutional networks in a mutually beneficial and sustainable way. Other AAP principles that need to be demonstrated in the proposal and later in the implementation are mutual trust and respect, sustainability, innovativeness, co-creation, accountability, transparency, flexibility as well as multi-disciplinarity and trans-disciplinarity. Alignment of proposed activities and program goal(s) to AAP’s 3 strategic objectives and 7 priority areas. Potential for program deliverables to significantly contribute to their respective academic, technical, or technological fields. Potential to create innovative models of community engagement and development that positively impact people’s lives. Potential for principal investigators to attract and or leverage additional external funding to sustain program’s impact. A thorough monitoring, evaluating, and learning plan that links program activities to their intended outputs and outcomes and includes a clear description of the MEL tools that will be used, what indicators will be measured, and a timeline for evaluation and reporting. Gender equality, equity and inclusion are core values of AAP and are thus central to this call. All projects funded must demonstrate how they follow principles of gender and inclusion and should explain how applicants will integrate gender, equity, and inclusion issues in all stages of the project, including rationale, design, intended results, data collection, analysis, interpretation, and knowledge mobilization processes. BUDGET PIRA BUDGET TEMPLATE [.XLSX] Using the template provided, applicants must submit a line-item budget and budget narrative for the life of the program that details each institution’s requested budget as well as an overall budget summary. Suggested line items are provided as guidelines but are not comprehensive or required. Proposed budgets should be co-created by the partnership teams and reflect an equitable distribution of funds, with each institution completing a separate tab within the budget template to show the anticipated disbursement of resources and cost sharing broken down by yearly expenditures. The budget narrative should clearly explain how the line items are calculated and for what purpose they will be used in achieving the program’s objectives. Please note that the MSU PI and their home department will be responsible for the financial administration of the award. As such, it is required that the MSU PI involve their department’s fiscal officer in the development of the proposed budget to ensure all financial guidelines and reporting requirements are met. Please submit budgets as an Excel file or similar formatted version that allows the reviewers to view the formulas used in the calculations. Communications and Engagement10% of the total requested funds must be earmarked for communication and engagement efforts. For example, if a team is requesting a scaling grant for $100,000, at least $10,000 of that must be budgeted for communication and engagement efforts, such as developing creative projects that translate the research, engagement workshops and developing and utilizing dissemination tools such as video production, creation of digital resources, community engagement activities, etc. Cost Share 10% of the total requested funds must be matched with contributions (monetary and/or in-kind) from all partners. The Co-PIs’ colleges, faculties. and/or departments will be expected to contribute to the costs of the proposed activities to ensure that the commitment to long-term partnering is shared by these units.  Ineligible Expenses While funding may be used for a variety of activities, the following expenses are not eligible to be covered with the PIRA grants: Regular salary of MSU faculty (summer salary is allowable) Indirect costs (IDC) Equipment exceeding $5,000 Construction-related costs  Total project salary & fringe cannot exceed 30% of total combined project budget. SELECTION PROCESS Proposals will initially be reviewed by the AAP management team according to the guidelines and criteria above. Short-listed applications will be assessed by external peer reviewers for quality of technical content. Final selections will be made by the AAP management team in consultation with its internal partners and consortium members. SUBMISSION AND AWARD TIMELINE APPLICATION PORTAL Full proposal packages are due on Wednesday, August 14 at 11:59 PM EST and awards will be announced by early October. AAP management will work with awardees to finalize the plan and budget by November 20, 2024. Programs may begin according to their timeline but not before a final work plan and budget has been approved by AAP management. Programs must begin no later than January 22, 2025 and all program activities must be completed within 18 months of the start date. Progress will be due to AAP management at regular intervals throughout implementation. In addition, AAP will be conducting intermittent surveys of the awardees to evaluate the PIRA grant-making process and how successfully it embodies the AAP’s values of equity, transparency, and accountability.
    By: Justin Rabineau
    Thursday, Apr 11, 2024
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  • Samuel Olakojo is a Professor of Plant Breeding and Applied Genetics, National President of Genetics Society of Nigeria, actively involved in Maize improvements for Nutritional quality, resistance to major pests and diseases and for adaptation to tropical ecology in the face of climate change and its attendant production stresses.
    By: Samuel Adelowo Olakojo
    Friday, Mar 15, 2024

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  • Call for Applications: Africa Fellows in Education Program
    Call for Applications: Africa Fellows in Education Program Deadline: Apr 01, 2024 Donor: PEP - Partnership for Economic Policy (PEP) Grant Size: Funding includes a $35K research (cash) grant. Other expenses, with a value of up to $25K, for mentorship, study visits, conference travel, and in-country workshops to share research findings and training will be covered directly by the Program. The Global Education Analytics Institute (GEAI), in collaboration with PEP, invites young African researchers, who are motivated to work on educational improvement and could benefit from additional support, to submit an expression of interest in the AFEP. For more information, visit https://lnkd.in/d29YWbZB
    By: Jayden Hewitt
    Friday, Mar 15, 2024
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  • Celebrating Women in Science: Dr. Tabitha Amollo's Journey Towards Solar Innovation
    As the world celebrates the International Day of Women and Girls in Science, it's essential to shine a spotlight on the remarkable achievements of women scientists like Dr. Tabitha A. Amollo, whose dedication and passion for physics and materials science are driving transformative advancements in solar energy.  Tabitha, with a Ph.D. in physics specializing in solid-state physics and materials sciences from the University of KwaZulu-Natal, stands at the forefront of research in materials and device engineering for solar energy conversion. Through the Alliance for African Partnership’s African Futures Mentorship Program, Tabitha has been selected to receive leadership mentorship program that is facilitated between Michigan State University (MSU) and her home institution, Egerton University.  This program enables upcoming and very talented scientists to receive career guidance by two mentors from MSU and the home university. Her current research at Michigan State University focuses on developing high-efficiency monolithic silicon-perovskite solar cells, a crucial step towards harnessing solar energy more effectively.  In an exclusive interview, Dr. Amollo shared insights into her groundbreaking research and her vision for the future of solar energy in Africa. "Solar energy is abundant in Africa," she remarked, expressing her dream of seeing every home on the continent electrified. Her work is not merely academic but holds the potential to revolutionize energy access for millions.  Despite facing challenges such as limited resources and infrastructure, Dr. Amollo remains undeterred in her pursuit of innovation. She emphasized the importance of optimizing thin film growth for solar cells, using techniques like ion beam-enhanced magnetron sputtering to achieve high-quality results even at low substrate temperatures.  Reflecting on her experiences, Dr. Amollo highlighted the contrasting environments for research and innovation between MSU and her native Kenya. "The business environment at MSU is very friendly," she noted, emphasizing the need for a supportive ecosystem to nurture scientific talent. Dr. Amollo's passion for advocacy extends beyond her research laboratory. She is committed to promoting hands-on learning experiences for students, advocating for increased access to research funding, and streamlining the innovation ecosystem in Africa. "In Africa, we do not lack innovative ideas; our main challenge is the fragmented or lack of a functioning ecosystem," she observed.  Looking ahead, Dr. Amollo envisions a future where African universities are equipped with state-of-the-art facilities, empowering the next generation of scientists to pursue their dreams fearlessly. "The opportunity is great; I can do so much," she remarked, acknowledging the constraints of time but remaining optimistic about the impact of her work.  As we celebrate the International Day of Women and Girls in Science, let us honour trailblazers like Dr. Tabitha A. Amollo, whose dedication and ingenuity are driving progress towards a more sustainable and equitable future for all.  Dr. Amollo's work serves as a beacon of inspiration, reminding us of the transformative power of women in science and the crucial role they play in shaping our world for the better. 
    By: Jayden Hewitt
    Wednesday, Mar 13, 2024

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  • How Lemon and Cherry Kitchen Experiments Led to a Big Science Career
    In many families and communities, it’s not so common for children to turn their childhood playground interests into a career. Often, children follow the dreams and expectations of their parents who tend to push them toward a career based on what they know or traditional notions of what careers yield stability and success, such as a medical doctor, a nurse, a lawyer, or a police officer.    For Dr. Sharon Hooper, a distinguished Research Specialist at Michigan State University and a principal investigator of an AAP Partnerships for Innovative Research in Africa (PIRA) award, it's different. Sharon and her team from Jamaica and South Africa are making notable strides in the realm of food science and nutrition, and it all started from her mom’s kitchen in Jamaica.    Her journey into this field began in her childhood home, where she developed a fascination for food and its myriad tastes. “When I was young, I experimented a lot with food. My mom would send me to make fruit juices from scratch on Sundays as my contribution to the family meal; I would get to the kitchen, blend cherries, add lemon juice and watch the color change from light to deep red. I later learned that the acid from lemons affected the pH of the juice as well as the anthocyanin pigment of the cherries. This phenomenon really fascinated me and struck my curiosity, so I have always experimented a lot with food,” says Sharon. This early passion evolved into a profound interest in Food Science and Nutrition, shaping her career as a scientist. Now Sharon leads a global team that seeks to address health and nutrition by targeting the nutrient deficiencies of at-risk populations in South Africa, Jamaica and the U.S. through the formulation of innovative nutrient dense composite flours. This is a noble gesture that contributes to the ongoing global efforts of reducing high rates of malnutrition, especially among children.    Diet-related chronic non-communicable diseases such as diabetes and obesity have become a common phenomenon in developed countries and among urban populations in developing countries. Sharon and her team’s research project are unearthing innovations around common and recognizable food crops such as dry beans, maize, cassava, and vitamin A biofortified sweet potato (grown in South Africa, Jamaica, and the U.S.) and turning them into nutrient dense composite flours for improved (bioavailable) iron and vitamin A, and for protein quality.    Additionally, by focusing on ingredients derived from local raw materials, the team believes that an increase in market demand for alternative flours will ultimately benefit the lives and livelihoods of local farmers in import-dependent economies. “In each of our partner countries, there is limited availability of economical, nutrient-dense flours for (small-scale) food manufacturers. And the subsequent unavailability of affordable, nutrient-rich, convenient foods for low- and medium-income urban consumers may contribute to malnutrition,” she said. According to Sharon, it is therefore important to use sustainable and easily accessible (economically and physically) food crops, already in use by the target population.    Driven by her commitment to positively impact future generations, Sharon focuses on the vital task of educating people about the benefits of indigenous foods. Her project under the PIRA program targets the development of novel composite flours using cassava, a crop indigenous to both Africa and Jamaica. The project encompasses diverse culinary applications, with South Africa focusing on pap and porridge, Jamaica on instant porridge and bread, and the U.S. team exploring pancakes and pasta. Growing up in a Jamaican family and participating in the food preparation, “always brought joy” to Sharon’s heart.    Sharon believes deeply in the importance of continual learning and the adaptability of science. She emphasizes the dynamic nature of research and is quick to point out that excessive comfort in one's knowledge is a barrier to innovation and growth. Her approach reflects a deep understanding of the evolving nature of science and its potential to impact society.   Her work, therefore, is not just a scientific pursuit but a holistic endeavor to improve food security and nutrition while nurturing the next generation of scientists and entrepreneurs. Sharon’s story is a testament to the power of passion, education, and innovation in addressing some of the pressing issues in food science today. Most importantly, her story is a reminder of why we need to pay attention to what children really love and their unique talents. 
    By: Jayden Hewitt
    Wednesday, Mar 13, 2024

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