Redefining Africa and academic assessments at Columbia College in Missouri

While teaching African History to continuing education adults at Columbia College in Missouri, I encountered a group of African American students who, despite being well into their careers and lives, were all seeking their bachelor’s degrees to advance their dreams. Surprisingly, many didn’t know much about Africa. So, what did their goals have to do with African history?

When preparing the syllabus, I aimed to explore why Africa's wealth has evaded African control for decades. Through this lens, we drew comparisons to American movements for liberation, showing that the struggle for human dignity is universal and shared.

I ran into challenges when students found it difficult to complete the extended readings. They were too busy to handle the full load. To adapt, I optimized the curriculum to focus on in-class content, excerpts, and mini-documentaries. This shift helped them engage more with the topics. Centering discussions in class also proved essential for keeping participation alive, though I still noticed low homework completion rates.

After consulting with the dean, I introduced a major shift in the mid-term project and assessment. Students were tasked with creating real-life business projects related to Africa, allowing them to bring their dreams to life in real time. This approach ignited their engagement. Suddenly, they were pitching and launching businesses and passion projects with enthusiasm.

For the final presentations, students were asked to act out key moments in African history. This became the highlight of the course. It not only deepened their understanding of history but also sparked personal connections between their work and Africa’s influence on global movements, making this course one of the most impactful I’ve designed.

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