Faculty Perspective: Mbaye Lo

Bass Connections Project Team: Learning from the Middle East: Tolerance and Suffering (2024-2025)

Mbaye Lo led a 2024-2025 Bass Connections team aiming to increase tolerance for opposing viewpoints and mitigate suffering by engaging students in civil discourse around humanitarian crises in the Middle East, with a particular focus on the ongoing Palestine-Israel conflict and the conflict in Sudan. The project was part of a special call for teams exploring topics related to geopolitical conflict and humanitarian crises in the Middle East and beyond. Lo shared his perspective and advice on team leadership with Leila Chelbi during an interview in Spring 2025.

Could you walk us through the evolution of your Bass Connections project? What was your initial vision, and how did it develop over time?

The formation of my Bass Connections project was driven by the ongoing need to foster meaningful dialogue among Duke students about the divisive topics in the Middle East, centering on the Israeli-Palestinian conflict and the often-absent discussion regarding the humanitarian crises in Sudan. Faculty members approach the topic from different angles, each offering what they consider an ideal solution to what they perceive as the root cause of the problem. Our focus was on students and how to help them understand political actions and conflict as manifestations of human decision-making.

In such cases, ethics become central. The goal of our project is to help students bridge the gap among themselves by encouraging a shared focus on the ethical dimensions of human conflict. In practice, my vision centered on encouraging student engagement through exploring the historical and ethical dimensions of suffering and tolerance, with a strong emphasis on student-led inquiry into the ethics of political action and the urgency of humanitarian responses to conflict.

I am a firm believer that our success as humans is not only measured by our ability to prevent conflicts, which is part of human nature, but also by our readiness to address them immediately. Over time, the project became student-centered as it evolved into focusing on real-time engagement with various pressing issues in the Middle East.

As students became more invested, the project transformed into an active space for civil discourse, where history, ethics and lived experiences intersected. This development reinforced my belief that addressing such conflicts should involve not only direct lecturing or theoretical discussions but also a deep connection to educating learners on the ethics of human decision-making in different contexts, allowing them to feel empathy for those who live through these conflicts.

I was very pleased with the outcome, which brought together students from diverse political and ideological backgrounds. It is beneficial for the University to offer a platform for discussing and showcasing competing viewpoints and diverse opinions.

What unexpected challenges or opportunities emerged during the project, and how did these shape the research outcomes and student learning?

Unexpected challenges emerged throughout the project, particularly in navigating the diverse perspectives and emotions surrounding the topics we addressed. The intensity of engagement and the deeply personal nature of some discussions required careful navigation and coordination to ensure that all voices were heard while maintaining a constructive environment.

When dealing with personal matters, as these conflicts are to many of our students, it's best to refrain from judgment unless you're in a court of law, since humans naturally understand right from wrong. In this context, and as an educator, I encourage students to consider all perspectives, grasp various rationales and make their own decisions. At the same time, these processes became opportunities for students to practice empathy, a skill that is crucial beyond the classroom setting.

However, a major challenge was balancing structured academic excellence between enrolled and non-enrolled students. In response, we adapted our approach by incorporating guest speakers, including both scholars and practitioners, real-time case studies and collaborations with organizations engaged in humanitarian work. These enriched the research dimension and expanded the students' learning beyond the classroom. Through these efforts, we maintained strict requirements for enrolled students while ensuring a level of inclusivity for non-enrolled students.

How has leading a Bass Connections team influenced your approach to mentorship and interdisciplinary collaboration?

Leading a Bass Connections team has reinforced the importance of creating an exploratory space where students from diverse political and academic backgrounds – ranging from history and political science to public policy and religious studies – can negotiate and contribute their perspectives. This diversity has strengthened the project, demonstrating that complex global issues require multifaceted approaches.

My role as a mentor in this process has shifted from providing direct answers to instead guiding students in formulating their own critical questions and fostering intellectual independence. I believe that questions are more important than answers; the former help us grow and expand our imagination for new alternatives and possibilities. At the same time, I have striven to ensure a collective commitment to the project's goals of welcoming diversity of opinion and increasing tolerance of the ‘other’.

I am a firm believer that our success as humans is not only measured by our ability to prevent conflicts, which is part of human nature, but also by our readiness to address them immediately. Over time, the project became student-centered as it evolved into focusing on real-time engagement with various pressing issues in the Middle East.

What specific moments or experiences from your Bass Connections project stand out as particularly meaningful for student growth or research breakthroughs?

Particularly meaningful moments include witnessing students develop a deeper sense of agency in their research while collaborating with peers who differ from them politically or ideologically. Observing them lead discussions, challenge assumptions and refine their proposals into substantive contributions to the broader discourse has been incredibly gratifying.

For three days, we hosted a group of three young students from Fez, Morocco. They engaged in a roundtable discussion with our students about their experiences studying abroad, the challenges of cross-cultural learning and ways to move beyond the current stalemate. It was rewarding to witness this discussion among the students.

Looking back, what advice would you give to faculty who are considering leading a Bass Connections team for the first time?

I would advise hiring a graduate project manager – it makes a significant difference. You will need to spend considerable time meeting with students informally in cafés or your office, as most non-enrollees seek informal training and transformative experiences through resourceful connections.

What makes this work successful is not generally measurable; it is the satisfaction of seeing the difference one makes at play. Therefore, if someone does not believe in the moral of a particular project, they should not engage in it. Encouraging students to challenge ideas, synthesize diverse perspectives and pursue inquiry beyond traditional disciplinary boundaries will lead to a richer and more transformative experience for both faculty and students alike.

How has your Bass Connections experience influenced your broader academic work and perspective on collaborative research?

I must admit that most of my personal research agenda was on hold during this time. But the experience has reinforced my belief in the need for a richer and more diverse public square at Duke. It has strengthened my commitment to encouraging students to engage with diverse viewpoints and to belong to groups outside their comfort zones.

The project has also informed my teaching in this area, as I plan to engage with incoming freshmen on the same topic through the Focus program this Fall. The interdisciplinary and student-driven approach of Bass Connections has not only enriched my understanding of these issues but has also deepened my conviction that meaningful scholarship must address ongoing changes on campus and among students.