Pedro Pires Institute for Cape Verdean Studies

Mark Costa Reflects on Travel Course to Cabo Verde

EOSULLIVAN@bridgew.edu — Thu, 30 May 2024 20:53:13 +0000

Mark Costa Reflects on Travel Course to Cabo Verde EOSULLIVAN@bri… Thu, 05/30/2024 - 16:53

Mark Costa, ’24, is third generation Cape Verdean and has never had occasion to visit the island nation.

June 10, 2023

Karen Booth

Mark Costa, ’24, is third generation Cape Verdean and has never had occasion to visit the island nation. So, it is not surprising that in January 2024, when Dr. Hayes-Bohanan led a travel course to Cabo Verde, he seized the opportunity to join. It was not only a chance to acquaint himself with the land of his heritage, but also to learn more about environmental geography and sustainability as Hayes-Bohanan employed coffee growing as one way to learn about the environment.

When asked his biggest takeaway from his experience, Mark said, “Fogo is such a small island, and the environment varies – the soil, the weather, the vegetation, everything. One of the key factors driven home to us was how many circumstances must go right for coffee to grow there in the first place. If any one of these factors were to change even a little bit, the impact on coffee would be disastrous.”

Mark’s first experience upon landing in Cabo Verde was being whisked to the Cabo Verdean Parliament in the capital city of Praia. Members of Parliament talk with the students about climate change and its impact. “This was very informative and a huge opportunity for us. Parliamentarians took the time to talk with us, ask questions,” he said, sharing key things about Cabo Verde.

When asked to describe the travel course, he said, “I would describe it as one of the most informative trips I’ve ever been on. It opened my eyes in a lot of ways as to how I, as a geography major, must think spatially. With the scale of the island, everything changes.” With those changes comes a shift in perspective and a need for creative solutions to existing challenges. The land mass is small; resources, limited; weather unpredictable. All these factors, he said, must be taken into consideration.

As a third-generation Cape Verdean who has heard stories about the islands all his life, Mark found his visit to Cabo Verde enlightening. “Although I’d never been to Cape Verde, there were aspects of the trip that felt familiar to me,” he said, clearly appreciative of all he saw and learned.

A 2024 graduate, Mark Costa is beginning his professional journey and is looking into land surveying as a strong career option.

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[Dr. Hayes-Bohanan’s travel course] opened my eyes in a lot of ways as to how I, as a geography major, must think spatially.”

Mark Costa '24

Major: Geography

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Pedro Pires Institute for Cape Verdean Studies

Benvinda Cardoso Butler: From Cabo Verde to Dorchester, U.S.A.

EOSULLIVAN@bridgew.edu — Thu, 30 May 2024 20:42:05 +0000

Benvinda Cardoso Butler: From Cabo Verde to Dorchester, U.S.A. EOSULLIVAN@bri… Thu, 05/30/2024 - 16:42

Benvinda Cardoso Butler was born in Cabo Verde and raised on the island of Santiago until age 14 when her family emigrated to the United States and settled in Dorchester.

May 27, 2023

Karen Booth

Benvinda Cardoso Butler was born in Cabo Verde and raised on the island of Santiago until age 14 when her family emigrated to the United States and settled in Dorchester. In 2006, when she had the opportunity to join �¼��ϲʿ��’s Sustainability Tour to Cabo Verde, she didn’t hesitate.

Butler saw joining the tour both as a “personal opportunity to return home” and an unexpected educational journey. Neither disappointed. Of the tour, she said, “I would give it a 10 out of 10, because it incorporated the cultural aspect of the islands with sustainability.

“As far as my personal journey back home is concerned, it was rewarding and nostalgic. When I landed, I immediately felt the serene, relaxed environment where time slowed down, allowing me to truly savor a world of tranquility, the natural beauty of my home island, the traditional foods, and the close-knit community that felt like family.”

Benvinda graduated from �¼��ϲʿ�� with a degree in Social Work in 2008 and earned her MBA with a concentration in healthcare management at Cambridge College in 2016. Today, she is the Community Outreach Manager at Peabody Resident Services Inc. (PRSI). Her responsibilities include managing all PRSI’s homecare program referrals along with coordinating outreach events with PRSI’s contracted health plans.

“A big part of the Cape Verdean culture is family and community,” said Benvinda who, not surprisingly, chose not only a career path that embraces these values, but also a university that lives those same values.

When Benvinda reflected on her Bridgewater experience, she said she found a “home away from home.” She found family and the fellowship of a caring community that reflects the familial culture found in Cabo Verde, similar to what she found in the Dorchester and Brockton diaspora. Graduating from Bridgewater, however, did not end her relationship with the university community. “I actually never left,” she said.

After graduating, Benvinda became a member of the Afro-Am Alumni Association. She served as vice president from 2014 to 2016, and was elected president in 2018, serving two terms. Currently, she is a member of the Bridgewater Alumni Association’s Board of Directors.

In her “spare” time, she volunteers with the several of the university events, on and off campus: Dress a Girl Around the World, �¼��ϲʿ�� Bear Essentials Clothing Drive, Kente Cloth, MLK Day events, and service projects sponsored by the Martin Richard Institute for Social Justice.

“Bridgewater has opened doors for me,” she said. “Had I not attended �¼��ϲʿ��, I don’t know what my future would look like.

“And today, I still have the continuum of support from folks on campus; they are my extended family.”

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�¼��ϲʿ�� has shaped the woman I am today.”

Benvinda Cardoso Butler '08

Major: Social Work

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Donzilia Soares' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again

EOSULLIVAN@bridgew.edu — Sat, 27 May 2023 18:17:15 +0000

Donzilia Soares' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again EOSULLIVAN@bri… Sat, 05/27/2023 - 14:17

Donzilia Soares knew from a very early age she wanted to teach – not only as a fulfilling profession for herself, but also to give back to her country.

May 27, 2023

Karen Booth

Donzilia Soares grew up on the island of Santo Antao, Cabo Verde. The island is approximately 27-miles long and 15-miles wide and is described as having “stunning mountainous regions, beautiful vistas, and many hiking trails.” How Soares got from Santo Antao to Bridgewater is a story of focus and determination.

Soares knew from a very early age she wanted to teach – not only as a fulfilling profession for herself, but also to give back to her country. Her biggest challenge: extreme shyness. Undeterred, she pursued her goal with steadfast resolve.

Fast forward.

After earning her bachelor’s degree from Uni-CV in 2011, she set her sights on obtaining a master’s degree, which would allow her to teach at the university level. When she learned about the opportunity to study at Bridgewater, she applied and was accepted. Tamping down her shyness, she ramped up her courage, set out for America, and hasn’t looked back.

At the risk of oversimplifying her many-sided journey, Soares earned two degrees at Bridgewater – a master’s degree in pre-K-12 education in 2014, and a second degree in Professional Leadership. Upon her return to Cabo Verde, she secured a position teaching English to pre-service students Uni-CV.

How did Soares’ �¼��ϲʿ�� experience influence her?

Soares described her Bridgewater experience as “enlightening, eye-opening, and exciting.

“What really impressed me at Bridgewater was the way my professors taught,” she said. “The way classes were organized. The way my professors interacted with me. And the freedom I had to interact with them. They were all super supportive and available.”

Soares credits Bridgewater with not only teaching methodology, but also with modeling the importance of creating relationships with students.

“Bridgewater helped me to negotiate with my students. To understand they also have a voice,” she said. “At Bridgewater, I learned my responsibility as a teacher is to learn different things about my students and try to meet the needs of each.

“Bridgewater has had a lasting effect on me and is a huge part of the professional I am today and what I do. I am very grateful.”

What was Soares’ professional trajectory post �¼��ϲʿ��?

Soares returned to Cabo Verde with her master’s in Pre-K – 12 and a second master’s in professional leadership, both from Bridgewater. She quickly secured a position teaching English to pre-service students at Uni-CV.

“Today, I teach a writing class for English majors, and a writing class in English for specific purposes,” she said, meaning, for example, teaching English for psychology or medical students.

“I have the best job in the world,” she said. “I do something I enjoy and have the possibility to do something positive for the people I teach.”

Director of the Dana Mohler-Faria English Language Institute, Uni-CV

After several years teaching, Soares’ professional trajectory propelled her into the position of director of the Dana Mohler-Faria English Language Institute at Uni-CV. She continues to teach part time.

The main goal of the Dana Mohler-Faria English Language Institute "is to promote the English language through a number of activities including, among other things, book clubs, social media, and organized workshops."

Professor of English, English Language Learning School (ELL), Cabo Verde

Soares also teaches at the English Language Learning (ELL) School, founded by her colleague Professor Zita Mendes G'13. “Our goal is to offer the best service we can and to continue to contribute for the best of our country,” said Soares.

At the ELL school, unlike other schools which cater only to adult learners, students as young as four-years old also attend classes.

Candidate for her Ph. D

In her “spare time,” Soares pursued her Ph.D in teaching language. Her thesis project involved developing a professional development model for teachers already in the classroom.

“My question was, ‘How can we offer professional development for in-service teachers?’ Because, basically, teachers graduate, and they start teaching,” said Soares. “We do not have a framework for professional development.

“So, I looked for effective teaching practices and worked with English teachers in the community. My Ph.D focused on creating a professional development model designed not only to help teachers to continuously improve, but also that could be applied across the country.

“We are well on the way to doing our best to help with the development of our country through language.”

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I have the best job in the world...I do something I enjoy and have the possibility to do something positive for the people I teach.”

Donzilia Soares G'14

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Pedro Pires Institute for Cape Verdean Studies

Paulo Borges' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again

EOSULLIVAN@bridgew.edu — Thu, 18 May 2023 18:49:33 +0000

Paulo Borges' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again EOSULLIVAN@bri… Thu, 05/18/2023 - 14:49

Paulo Borges defied all odds. The poverty he experienced as a child motivated him to rise above it and rise above it, he did.

May 18, 2023

Karen Booth

Borges grew up in a small town on the island of Santiago, the largest island on Cabo Verde. Known for its mountains, harbors and perfect weather, it’s a beautiful island, but its people are poor. The result: little to no opportunities to pursue higher education or professional development.

He, however, managed to complete elementary and secondary school in his hometown. His journey from his 1998 high school graduation to English professor at Uni-CV was a circuitous one: several years teaching English at the high school level, several more studying and working in the tourism industry.

By way of circuitous journeys, while at Uni-CV he learned of the opportunity to study for a semester at Bridgewater. He applied, was accepted, earned transfer credits, and returned home energized, his future a little clearer. He made his way back to Uni-CV, which is where he earned his bachelor’s in English.

This renewed energy and clearer purpose led him to return to Bridgewater where he earned his Master of Arts in Teaching English in 2013. This degree opened the door to teaching at Uni-CV, which he viewed as an exciting opportunity to help his country move forward. Visit “Insights” where Borges shares his passion for the Homeland.

How did Borges’ �¼��ϲʿ�� experience influence him?

Thinking back to his Bridgewater experience, Borges pointed to Bridgewater President Fred Clark’s influence on his leadership style. “President Clark did one little thing that changed the way we [the CV students at �¼��ϲʿ��] see the world. He served us,” said Borges. “How can a president serve us, the students? We were all stunned by that, and it taught me one big lesson: the bigger you are, the more you must serve.

“Everything I do today, I describe as serving people.”

When asked about his overall �¼��ϲʿ�� experience, Borges was clear. “Creativity,” he said. “I came back to Cabo Verde and started replicating what is done at Bridgewater.”

He cited �¼��ϲʿ��’s Academic Achievement Center as a positive program to replicate and said that, while Uni-CV didn’t get to the point of creating a center, the principles of support were evident.

His creativity manifested itself in the projects he initiated. “I introduced the American Corner at Uni-CV and helped coordinate a Bridgewater student exchange program. Borges cites one exchange when 10 Uni-CV students traveled to Bridgewater for a two-week workshop. “When students come back from Bridgewater,” he said, “they are not the same as when they left. Bridgewater has a tremendous impact.”

According to the American Corner website, “The U.S. has launched 245 American Corners in approximately 60 countries. American Corners serve as regional resource centers for information and programs highlighting American culture, history, current events, and government."

Bridgewater’s impact is evident in the ways in which Bridgewater experiences are “helping to turn Cabo Verde into a more competitive country,” he said. “The English language is an instrument of knowledge. The students who took part in that program are now participating in English in international conferences and workshops."

As for himself, he said, “Bridgewater changed me as a person. Bridgewater made me more confident. I learned how to put into practice what I learned.

“I learned how to deal with different kinds of people. More diverse people from different backgrounds from different countries. I feel who I am today, and my discoveries, my Bridgewater experience fulfilled all my needs.

“I am Cape Verdean, but I have a big piece of Bridgewater in me.”

What was Borges’ professional trajectory post �¼��ϲʿ��?

Professor Borges earned his bachelor’s in English from the University of Cabo Verde (Uni-CV) and, in 2013, his Master of Arts in Teaching English from �¼��ϲʿ�� (�¼��ϲʿ��).

Professor of English at Uni-CV Paulo Borges wasted no time when he returned to Cabo Verde after earning his master’s degree at Bridgewater. He quickly secured a position teaching English as a Second Language at Uni-CV.

Borges established the English Language Institute at Uni-CV and was its first director. In 2015, the Institute was renamed the Dr. Dana Mohler-Faria English Language Institute in honor of the former president of �¼��ϲʿ�� who has been pivotal in establishing and growing the Bridgewater-Cabo Verde relationship over the past 20 years.

The main goal of the Dana Mohler-Faria English Language Institute is to promote the English language through a number of activities including, among other things, book clubs, social media, and organized workshops.

Borges stepped down from the directorship of the English Language Institute in 2022 when he accepted the position of coordinator of American Corner, a job that demands much time and creativity. He continues to teach at Uni-CV.

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Bridgewater changed me as a person. Bridgewater made me more confident. I learned how to put into practice what I learned.”

Paulo Borges G'13

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Pedro Pires Institute for Cape Verdean Studies

Erico Fortes' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again

EOSULLIVAN@bridgew.edu — Thu, 11 May 2023 21:12:55 +0000

Erico Fortes' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again EOSULLIVAN@bri… Thu, 05/11/2023 - 17:12

Erico Fortes knew from an early age that electronics was his future. Not that he knew how. He just knew.

May 11, 2023

Karen Booth

And he knew education was key. However, the journey from early schooling to university could be challenging in Cabo Verde. Fortes welcomed the challenge and embraced his opportunities. He believed if he worked hard, he would succeed. So, he worked hard. And excelled.

The short story is that after completing his early education, Fortes chose to attend technical school, graduating with a degree in electricity and electronics in 2007. In 2008, he enrolled in the University of Cabo Verde (Uni-CV), majored in engineering and computer science, and graduated in 2013. He applied for and was accepted into the master’s program at Bridgewater, graduating with his master’s in computer science in 2016.

While on paper his journey appears straightforward, his success required tenacity and demonstrates that goals can be reached no matter the challenges.

Fortes credits Uni-CV with giving him the foundation in electronics that prepared him for his advanced studies at Bridgewater.

He credits Bridgewater with many life-changing things, top among them validating his lifelong interest in drones. At �¼��ϲʿ��, with the help of his professor, he built his own drone and turned it into his thesis project.

“In Cabo Verde we have deforestation, soil erosion, and lack of water,” said Fortes. “We came up with this idea of using drones for agriculture and reforestation purposes.” However, he said, “I didn’t want just to finish my project, I wanted to develop something that would help my country.”

When Fortes returned to Cabo Verde, he not only secured a teaching position at Uni-CV, he also founded PrimeBotics, a company producing custom made drones “for agriculture and reforestation purposes.”

How did his �¼��ϲʿ�� experience influence Erico?

Fortes described his Bridgewater experience in three words: “Life changing; opportunity, and passion; Bridgewater had a really great impact on my life.”

He said that faculty support was exceptional at Bridgewater. So, when Fortes became frustrated with his thesis drone project and was ready to give up, a heartfelt conversation with his professor “recharged my batteries,” he said. “I was enthusiastic for my project again; I didn’t give up.

“Going to Bridgewater was one of the best things that happened in my life, personally and professionally. When I talk about Bridgewater, I don’t just talk about formal education. I talk about the way of life, the opportunities, the possibilities to be a better student.

“My colleagues and I would say, ‘At Bridgewater, you don’t succeed if you don’t want to succeed.’ We were there. We were given this opportunity. Bridgewater has all the resources. You have all the help that you need to be successful.”

While at Bridgewater, Fortes worked in the Pedro Pires Institute for Cape Verdean Studies (PPICVS). “I learned more about Cape Verdean culture in my few months there than my entire life in Cabo Verde,” he said. “This work that the Institute is doing is very important.”

Bottom line, said Fortes, “You know when you feel so powerful in a good way that ‘Yes, I’m in the right place. I have all these opportunities. I will grab them; I want to do something great.”

What was Erico’s professional trajectory post �¼��ϲʿ��?

Professor of Computer Science, Uni-CV
Fortes’ first career move when he returned to Cabo Verde was to secure a professorship at Uni-CV, teaching computer science.

Scientific Director at the House of Science
Three years later, he was appointed scientific director at the House of Science.

President of the House of Science
Two years after that, he was promoted to president of the House of Science.

The House of Science

The House of Science is a bridge between the university and Cabo Verdean Educational Society. Students come to Uni-CV and participate in activities related to biology, physics, chemistry, geology, and technology. In one year, said Fortes, more than 11,000 students participated in the program.

Founder, PrimeBotics
Then there is Fortes’ founding of PrimeBotics – a direct result of his years at Bridgewater – the project he never gave up on. PrimeBotics produces custom made drones “for agriculture and reforestation purposes.” Visit “Alumni Entrepreneurs” to learn how PrimeBotics aids farming in Cabo Verde.

Additionally, and because of the university’s lack of resources in terms of producing materials for schools, Fortes is training teachers to use 3D printing technology to generate those materials. He is also teaching a group of teachers about the fundamentals of robotics so they can develop simple programs and small robots for educational purposes.

Through it all, Erico continues teaching.

Recognition

In 2021, Professor Enrico Pinheiro Fortes was nominated as one of the 100 Most Influential Black Personalities in Lusophony.

I didn’t want just to finish my project, I wanted to develop something that would help my country.”

Erico Fortes G'16

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Pedro Pires Institute for Cape Verdean Studies

Enduring Partnership

BBENSON@bridgew.edu — Fri, 30 Dec 2022 19:59:23 +0000

Enduring Partnership BBENSON@bridgew.edu Fri, 12/30/2022 - 14:59

Alumna's English language school impresses �¼��ϲʿ�� delegation visiting Cabo Verde

January 5, 2023

Brian Benson, G'23

When Zita Vieira Mendes, G’13, began teaching young Cabo Verdeans the English language seven years ago, she served 15 students. Today, the organization she started is working with about 400 youngsters.

Mendes provides English instruction that is unavailable in the African nation’s public and private schools, and she credits her graduate studies in education at �¼��ϲʿ�� with inspiring her to act.

“I came back eager to do more and do better,” said Mendes, who attended Bridgewater on a scholarship that is a result of the longstanding partnership between �¼��ϲʿ�� and her undergraduate institution, the University of Cabo Verde. “I can never pay that back, but somehow I will pay it forward.”

People on the 10-island archipelago predominately speak Portuguese and Cabo Verdean Creole. But English is essential to the country’s development.

On a recent trip to Cabo Verde, �¼��ϲʿ�� administrators toured her organization, which is called ELL CV and located in the capital of Praia. Legislative, municipal, and business officials from Massachusetts communities with large Cabo Verdean populations joined the trip, which celebrated 20 years of collaboration between Bridgewater and Cabo Verde.

The local delegation met with Cabo Verdean President José Maria Pereira Neves, who came to �¼��ϲʿ�� in September. The tour also included a visit to the University of Cabo Verde, which �¼��ϲʿ�� helped establish in 2006. The U.S. contingent also explored an agriculture system that uses minimal water and soil.

“At the heart of the partnership really is our students and our graduates,” said President Frederick W. Clark, Jr., ’83, noting about 200 people from Cabo Verde have earned degrees or completed leadership development at �¼��ϲʿ��. “We have alumni in Cabo Verde making an incredible difference for the country.”

Mendes is one shining example of the impact Bridgewater graduates are having, Clark said.

In addition to working with children, ELL CV offers translation services and programming for adults. Mendes, who also teaches at the University of Cabo Verde and is working on earning a PhD in English education, developed a curriculum that other schools are using to offer English instruction to young students.

“English is becoming more and more important,” said Angelo Barbosa, director of �¼��ϲʿ��’s Pedro Pires Institute for Cabo Verdean Studies. “It’s creating new opportunities to bring about investment and connections to the world.”

Mendes praised Bridgewater professors for providing strategies to teach beyond the grammar and mechanics of a language and help students practice their skills orally.

Those multilingual skills were on full display when the �¼��ϲʿ�� delegation conversed in English with ELL CV children.

“They were asking hard questions and (students) were able to answer in the proper manner,” Mendes said. “That was the most special moment.”

Do you have a �¼��ϲʿ�� story you'd like to share? Email stories@bridgew.edu.

At the heart of the partnership really is our students and our graduates. We have alumni in Cabo Verde making an incredible difference for the country.

�¼��ϲʿ�� President Frederick W. Clark, Jr., ’83

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Pedro Pires Institute for Cape Verdean Studies

Pedro Pires Institute for Cape Verdean Studies

Mark Costa Reflects on Travel Course to Cabo Verde

Benvinda Cardoso Butler: From Cabo Verde to Dorchester, U.S.A.

Donzilia Soares' Journey: Cabo Verde to �¼������ϲʿ��� and Home Again

How did Soares’ �¼������ϲʿ��� experience influence her?

What was Soares’ professional trajectory post �¼������ϲʿ���?

Paulo Borges' Journey: Cabo Verde to �¼������ϲʿ��� and Home Again

How did Borges’ �¼������ϲʿ��� experience influence him?

What was Borges’ professional trajectory post �¼������ϲʿ���?

Erico Fortes' Journey: Cabo Verde to �¼������ϲʿ��� and Home Again

How did his �¼������ϲʿ��� experience influence Erico?

What was Erico’s professional trajectory post �¼������ϲʿ���?

The House of Science

Enduring Partnership

Donzilia Soares' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again

How did Soares’ �¼��ϲʿ�� experience influence her?

What was Soares’ professional trajectory post �¼��ϲʿ��?

Paulo Borges' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again

How did Borges’ �¼��ϲʿ�� experience influence him?

What was Borges’ professional trajectory post �¼��ϲʿ��?

Erico Fortes' Journey: Cabo Verde to �¼��ϲʿ�� and Home Again

How did his �¼��ϲʿ�� experience influence Erico?

What was Erico’s professional trajectory post �¼��ϲʿ��?