New York University (NYU) recently held a course in Dar es Salaam, Tanzania, focusing on strategies to mitigate the impacts of climate change. The course, “A Systems Approach to Climate Change: Efficient Strategies for Local Mitigation,” was developed in collaboration with UNICEF and hosted by the Muhimbili University of Health and Allied Science (MUHAS). The aim was to design realistic and cost-effective programs that address health challenges caused by climate change and poverty.
Chris Dickey, a clinical associate professor at NYU School of Global Public Health, has taught similar courses worldwide for 11 years. He explained that locations and topics are determined by invitations from local or regional UNICEF offices. Previous courses have addressed vaccine hesitancy in the Middle East and mental health issues among Ukrainian refugees in Europe. More than 1,000 alumni are now working across over 100 countries.
The course typically includes government and NGO professionals working alongside NYU students. Together, they develop skills to interact with community members directly so that local priorities form the basis of strategies for improving health.
“In my mind, one of the reasons why public health programs fail so frequently is that we tend to have people in London and New York and Geneva come up with programs, and then impose them on a community,” said Dickey. “This course grew out of a desire to change that dynamic.”
When approached by the UNICEF Tanzania Country Office about building local capacity around climate change and public health, Dickey collaborated with two NYU colleagues: Carol Anne Spreen from Steinhardt School and Olajumoke Ayandele from the Center for Global Affairs at the School of Professional Studies.
The class included 29 NYU graduate students from various schools within NYU, junior faculty members from MUHAS, as well as professionals from UNICEF, NGOs, and government partners working in Dodoma and Zanzibar. The hybrid format started online before transitioning to an intensive week-long session in Tanzania.
In Dar es Salaam’s Ilala and Temeke Districts—impoverished areas with limited infrastructure—students spoke with residents about their experiences with climate change. They developed “systems maps” to visualize complex problems based on community input.
Residents identified waste management as a critical issue due to flooding caused by blocked drains leading to waterborne diseases. During their stay, teams created programs addressing waste management, food insecurity, clean drinking water among other issues complete with budgets timelines monitoring plans which were presented judges including senior officials UNICEF Tanzanian government final day course.
Two projects focused on waste management are set for implementation outside classroom setting winning project receiving seed funding improve collection prevent clogged drainage systems Temeke district ward another pilot program compost food scraps generate fertilizer animal feed funded grant Joel Holsinger member NYU School Global Public Health Dean’s Council who previously supported projects Malawi Ghana
Students noted practical nature course opportunity implement project work closely professionals affected communities reinforced insights gained traditional classroom settings
“This course is a wonderful example collaborative cross-disciplinary approaches addressing real-world problems like climate crisis,” said Spreen “Students not only learned about complex intersectional issues around addressing climate crisis but also how work collaborative teams local community representatives design realistic programs implementable initiatives potential help vulnerable groups”
“This wasn’t just class—it was portal into real-world complexity global development,” added Ayandele “Students moved beyond theory witness lived realities communities learned map not just problems interconnected systems people behind them These experiences don’t just teach—they transform”
