DukeEngage-Kenya (WISER) Overview
While working for two months in rural Kenya, students will assist WISER to create environments that produce exceptional young women that can drive change in their communities. WISER accomplishes this by a range of interventions that include health, education, and leadership development. Community partner interactions will include adolescent girls enrolled in the WISER secondary school, primary school communities, women’s community development groups, youth church groups, community members accessing WISER’s clean water system, and NGO staff. Opportunities for students may include expanding a sexual and reproductive health training program; working with youth STEM entrepreneurs; improving English essay writing skills; developing multimedia projects with youth to showcase their challenges and strengths; and researching the impact of clean water on health. Students will gain an in-depth understanding of global health challenges in a rural and underserved community.
Dr. Broverman has worked in Kenya for 17 years since she collaborated with Egerton University to develop the first HIV/AIDS course for incoming students. This led to a research interest in the role gender played in creating the elevated HIV infection rate in girls in East Africa and how educational systems could be used as powerful intervention points to reduce risk. To develop and assess interventions, Dr. Broverman started the NGO WISER in Kenya and WISER International in the US. Together these organizations have created a highly successful model for reducing HIV risk in girls and producing high achieving leaders from a poor, traditionally low-performing community.
Student Learning Objectives/Outcomes
After being immersed in Muhuru Bay working at WISER, students will:
- Understand the complexity of social determinants that reduce health outcomes;
Improve their skills in cross-cultural communication and learn the importance of culturally anchoring interventions;
- Learn to recognize the strengths that local communities bring to understanding and addressing their own challenges; and
- Understand how gender impacts HIV risk.
- The WISER School Community: working with the faculty, staff, and students to support and develop education, technology, and health initiatives. Specific projects could include expanding a sexual and reproductive health program and assessing its impact on the community. Also measuring mental health issues between girls at WISER and girls at other schools.
- The wider Muhuru Bay community: working with primary school students and teachers to improve education for both boys and girls before critical national exams in English. Students can also work with local community based organizations and women’s groups that need assistance in grant writing, program development, and HIV education.
- Literacy Projects: using photography, writing, video, and art to increase English skills in adolescents and help them explain the complexities of their lives to others.
- Community health project on the impact of a new clean water system serving 15,000 people.
Language Requirements: None
Course Requirements: Specific courses are not required; however, students taking courses relevant to HIV/AIDS, global health, women’s issues, engineering, entrepreneurship, English, or international development might be given priority.
Other Skills: Students involved in research will be given pre-departure training. Documentary and writing skills welcomed.
- Ability to manage stress in novel environments and with little personal space. Students will be living communally in a bunkhouse and have limited opportunities to be alone. Introverts welcomed!
- Ability to see situations from different perspectives, even ones you disagree with. To be curious and open without judgement.
- Ability to work in a community in which the male-female dynamic can be very different from in the U.S.
- Strong problem-solving skills and flexibility. Being able to reach a goal even when the path keeps changing.
- Self-reliance and self-confidence. Understands and meets their own physical and emotional needs with an age-appropriate mixture of optimism and realism.
AIDS and Other Emerging Diseases, Global Health 101, Global Health Ethics, Global Mental Health, Development and Africa, Medical Anthropology, Global Health Focus Program, Women’s Studies, BME 290 Women’s Health and Technologies, Computer Science, Global Reproductive Health.
Description of Community: Students will live in Muhuru Bay, Kenya, a rural village of about 25,000 spread out over a peninsula in Lake Victoria. The community is predominantly fishermen and subsistence farmers with some small business people. Most of the community lacks electricity, clean water, or access to sanitation and has the highest HIV, malaria, and infant mortality rates in Kenya. There are very few cars and most people travel by foot. The community is deeply supportive of WISER and very welcoming to guests. The climate is warm, about 85-90F during the day, and going down to 70F at night. WISER is five minutes from Lake Victoria and has beautiful views of the surrounding land and sunsets.
Housing and Meals: All students will live together on the six-acre gated WISER campus overlooking Lake Victoria. Electricity can be unreliable, but there should be several hours a day with access. If there are long-term power outages, students may not have access to hot showers and may have to use heated buckets of water as most traditional Kenyans do. Housing on campus will be bunk beds in a common mixed-gender dormitory. Local women can be hired to do laundry if you do not wish to wash your own clothes.
Meals will be provided by the WISER cafeteria. Protein is very rare in the local diet and most food is based on corn-meal, rice, and beans. Students can enrich their diet by buying protein, fruits, and vegetables in town and cooking for themselves in the visitor’s kitchen using a propane burner. It becomes fun to see what favorite foods one can assemble!
Health Note: Peanuts are a common ingredient in the local cuisine. Ready, nearby access to treatment for travelers experiencing a severe allergic reaction to this and other food(s) may be limited at this program site. Students who are considering application to DukeEngage-Kenya-WISER should review these facts with their families and medical providers before applying.
If you do not eat certain types of food for cultural, religious or personal reasons, please contact the DukeEngage office, firstname.lastname@example.org, to discuss whether or not your dietary needs can be reasonably accommodated at this program site.
Transportation: DukeEngage provides transportation to and from service placements and all scheduled program activities. Most transportation within Muhuru Bay will be by motorcycle taxi with vetted drivers. Transportation outside of Muhuru will be provided by a trusted company that has worked with WISER for ten years or by another chartered service approved by our community partner.
Communication: Students will be provided with a local cell phone for program-related and emergency communication. Wireless internet is available on campus.
Local Safety and Security; Cultural Norms, Mores and Practices: DukeEngage strongly advises all applicants to familiarize themselves with the challenges travelers commonly encounter at this program site in order to make an informed application decision. We recommend starting with these two resources:
- The International SOS (ISOS) portal for up-to-the-minute travel, health and security advice (Log in to the Duke ISOS portal with your Duke NetID)
- The Diversity, Identity and Global Travel section of the DukeEngage website
Opportunities for Reflection: Your site coordinator and fellow students will lead regular reflection sessions in which you’ll be expected to participate. We normally have one day a week when we all cook dinner together and reflect, as well as on Sunday nights we have a dessert party and check in with each other before the week starts. Reflection topics often include feeling too small to make a big change; trying to understand how the community views you; dealing with different value systems that don’t give the same status to women or children that you are used to; and how to handle your departure after making close relationships.
Other Opportunities: Despite this being a “group site,” you may not be involved in a group project. Most students spend the day apart involved with their projects and return to the WISER campus in the evening. Most projects end at 5pm and students find they enjoy interacting with community partners in the evening for dinner, playing sports, or just hanging out with the WISER girls studying or dancing. (See the music videos!) Muhuru Bay is very safe and students enjoy jogging or walking along Lake Victoria during the day, visiting local caves, or spending time in town to get a cold soda. Living quarters are tight, and finding personal space can be a challenge, but you can always go for a walk or drive. In the past on weekends, students have traveled to Kakamega Forest or Migori Town to have a weekend “away.” Other regions of Kenya may be explored to learn about conservation issues and land management. Open water swimming is not a sponsored activity in any DukeEngage program.
Videos about WISER:
- WISER overview: https://www.youtube.com/watch?v=Qs6T2I-5ipk
- Watch Dr. Broverman’s TEDx talk: https://www.youtube.com/watch?v=BLZ-8Kh6_n8
- A Noise of Hope: https://www.youtube.com/watch?v=i-1UWwqvwMI
Videos of and by WISER Girls:
- WISER girls Flash Mob, https://www.youtube.com/watch?v=BlDD-7aP068
A day in the life of a WISER Girl, https://www.youtube.com/watch?v=wnJvu724o_0
- Blog from former student, http://www.tiki-toki.com/timeline/entry/323990/My-DukeEngage-Experience/
- WISER Facebook page: https://www.facebook.com/WISERGirlsKenya/
- Half the Sky: turning oppression into opportunity for women worldwide
- It’s Our Turn to Eat: the story of a Kenyan Whistleblower. This book provides an in-depth introduction to the role of tribalism in Kenya and is valuable in understanding the dynamics of Kenyan relationships.
Education and vulnerability: the role of schools in protecting young women and girls from HIV in southern Africa. Jukes et al. AIDS 2008, 22(suppl 4) S41-S56