Lilian Akello, a recent graduate in agribusiness management from Makerere University, is visiting Iowa State as a short-term scholar from March 24, 2026- April 30, 2026. Her journey with the program began during a 10-week service-learning experience at the ISU–Uganda Program’s Mpirigiti Rural Training Center in Kamuli—an opportunity she describes as transformative.
Why was participating in the service-learning program in Kamuli important to you?
Participation was deeply meaningful because it transformed my academic training into tangible community impact. Working alongside farmers and students in schools allowed me to apply agricultural theory to real-world livelihoods. A great realization for me was the power of being a "low-key role model" to children. By leading the beekeeping and gardening projects, we didn't just grow crops; we shifted the students' perceptions of agriculture from a labor-intensive chore to a viable, professional path to success. Growing up in rural Eastern Uganda, where Agriculture is central to daily life, this experience gave me a sense of purpose, turning my education into a lifelong commitment to service.
How long is the service-learning program for Makerere students?
The service-learning program for Makerere students typically runs for 10 weeks during the field attachment period. This period allows students to engage deeply with communities, implement graded projects, especially the Agricultural and Rural Innovation program, and the Agribusiness management program students carry out a firm management case study in this period. Students also reflect on learning through continuous interaction, fieldwork, report writing, and filling in the field attachment logbooks
What are some of the projects you worked on as part of the service-learning program?
During my participation in the service-learning program, I engaged in several projects aimed at fostering community resilience, beginning with school gardening initiatives and sustainable agriculture. In these projects, I helped establish vegetable gardens that served as both a source of improved nutrition and a practical learning environment for children/students.
My involvement in the beekeeping program was a defining part of my journey. While I started as a service learner in 2024, my passion for apiculture led me to take on the responsibility of leading the 2025 Beekeeping Binational Team. During this time, we focused on "climate-smart" innovation by inventing and testing new hive designs suited for long-term sustainability. We introduced iron-sheet hives for enhanced durability and grass-thatched hives, which utilized local materials to provide superior natural insulation for the colonies. To ensure the health of the bees and the quality of the honey, we also spearheaded the planting of diverse forage types like Calliandra and chia seeds, creating a more stable ecosystem for the hives to thrive.
As the leader of the Beekeeping team, I worked with the rest of the team to revitalize the beekeeping club’s leadership structure to improve student participation.
All the successes we registered were a collaborative effort working closely with the Program Officers to align our goals with the broader program mission, and we received invaluable guidance from the faculty, who provided the academic and technical support needed to bridge the gap between classroom theories and field success.
How was your experience working in a bi-national team comprising ISU students and Makerere students?
Working in a bi-national team was a dynamic and enriching experience. It created a space where different perspectives, skills, and ideas could come together to solve real problems. Collaboration required openness, adaptability, and strong communication, but it also led to more creative and effective solutions. By merging different cultural perspectives and skill sets, we were able to arrive at more creative and resilient solutions than any of us could have found alone.
Highlight a few of the cross-cultural learnings from working in a bi-national team (for both you and ISU students).
One key cross-cultural learning for me was understanding different approaches to problem-solving. ISU students often brought structured planning insights while we contributed local knowledge and contextual understanding, especially in drawing recommendations for farmers in the field by reflecting together on whether our recommendations would actually work before putting them out there. This balance made our work more grounded and effective.
For ISU students, I believe one major learning was gaining firsthand insight into the realities of smallholder farming systems, understanding resource constraints, cultural dynamics, and the resilience of local communities. It challenged assumptions and deepened appreciation for context-driven solutions. Overall, we all learned the importance of listening, respect, and flexibility when working across cultures.
What impact did the service-learning program have on you personally, professionally, and academically?
Personally, the program strengthened my confidence and sense of responsibility towards community development, something I never cared about as much. It taught me empathy and the value of service, especially through community field visits, when I interacted with genuinely grateful farmers.
Professionally, it improved my teamwork, communication, and problem-solving skills in real-world settings. It also clarified my interest in working at the intersection of agriculture and community development.
Academically, it helped me connect theory to practice, making my studies more meaningful and relevant. It reinforced the importance of experiential learning in building strong agricultural professionals.
What are you hoping to learn or discover during your time as a short-term scholar at Iowa State?
During my time at Iowa State University, I hope to deepen my understanding of how advanced agricultural systems operate, especially in areas such as farm management, agribusiness development and innovations, and value addition. I am particularly interested in learning how institutions integrate research, teaching, and community outreach to create sustainable agricultural solutions.
I also hope to learn, relate, and discover innovative approaches that can be adapted to improve agricultural systems in developing countries like Uganda
How will this experience at Iowa State will help you with your future goals?
This experience is a key steppingstone towards my future goals of contributing to sustainable agriculture and community-based development. It is equipping me with not only practical skills, but global exposure, and a broader perspective on agricultural systems.
The knowledge and networks I am building here will enable me to think about and implement better solutions, support farmers more effectively, and contribute to building resilient agricultural value chains. Ultimately, this experience is shaping me into a more informed, confident, and impactful professional ready to drive change in agriculture.