World’s Most Influential Social Scientists of 2023 | Impaakt Magazine

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September ISSUE: 1

World’s Most

Influential of 2023

The Data Philanthropist Empowering Change through Analytics & Information

Jacob Harold, Co-founder & EVP, Candid

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ccording to Collins, “A social scientist is a person who studies or teaches social science.”

Well, absolutely! But this brings us to the very generic question of what is 'social science?' And I remember a statement from the Times stating, “Traditionally, social scientists have measured equality by looking at trends in gross domestic product.” So, the traditional branches of social sciences had always been branched out from Darwin's theory of 'the survival of the fittest' evolving into Karl Marx and Engels talking about competition between a working class and a bourgeoisie class.

These branches then further branched out into the study of human thoughts and behaviour and molecular, organic and societal evolution. It then further got infused with natural sciences where medical experts and social scientists viewed infant mortality as the measure of a community's wellbeing.

This interdisciplinary and cross-disciplinary nature of scientific inquiry into human behaviour and social and environmental factors affecting it made many of the natural sciences interested in some aspects of social science methodology.

Then emerged disciplines like-- social studies of medicine, biocultural anthropology, neuropsychology.

Tracking this classical evolution of social science, we at IMPAAKT were wondering “Has the nature of Social Science evolved in the technological age.”

Shrutika Khedekar

And in hunt for the answer, we met brilliant minds like Jacob Harold. Upon first encountering his book, "The Toolbox: Strategies for Crafting Social Impact," I was

impressed with his extensive discussion of nine tools which aimed at fostering positive change in the world.

While reading the book and about Jacob; we discovered his work around data and information for the non-profits.

And that's an evolutionary progress in the field of social science.

Though research studies, surveys and mass data have always been the foundation of a better world, integrating them with information technology has been one-of-a-kind initiative. Like Jacob, we came across different Social Scientist like Robert Kozma who's speaks about design as an element for making the world a better place.

Michael Carter graces this edition with his thoughts on infusing HUMAN EXPERIENCE in the education process which has been the most unaddressed challenge. Additonally one of the eminent personalities, Christine O'Connell talks about how flexing our empathy muscle is the key to making science accessible and relatable.

In my opinion, the nature of Social Science has indeed evolved in the technological age, as evidenced by these visionary thinkers who are pushing boundaries, embracing technology, and prioritizing human experience and empathy in their pursuit of positive social change. Their contributions mark a pivotal moment in the ongoing transformation of the field, proving that Social Science is adapting and thriving in the modern world.

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Christine O'Connell The Leading Voice of Empathy in STEM

Michael Carter Reinventing Education Pedagogy with Digital Role-playing Simulation

Misker Kassahun Bridging Hope and Healthcare

CXO

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Robert Kozma The Innovator Who Designs a Better World

Applying a Sociological Lens for a Gender Inclusive Pedagogical Approach in Education

Cover Stor y

10 The Data Philanthropist Empowering Change through Analytics & Information

Thinking 2024, we at IMPAAKT, are experiencing a TECHNOLOGY PARADOX!

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023, flourished with skyrocke ng growth in technology and businesses but also witnessed global uncertain es and geostrategic risks, affec ng livelihood of not only one but mul ple communi es. Technology, meant to be a solu on to humans, is crea ng a crisis for those who need it the most. Moving beyond digital divide, AI buzz has also expanded into the technology divide, with no solu on to the problem.

Surely Ar ficial Intelligence and associated developments is for everyone but is it accessible to those who really need it the most? And, those who wish to be the solu on to the problem, how do they step ahead?

Such ques ons triggered us to explore the stories that navigate for a be er tomorrow and help us inspire leaders to deploy resources for a progressive 2024.

Enclosed in our success stories, you will experience social Change through data, technology, pedagogy, health, and science communica on. Adding a cherry on the cake, our special guest - Sneha Kadyan expresses her opinion with a gender lens connec ng all the dots of social change.

My hear est gra tude to all the pioneers of Social Change - Jacob Harold (his must read – Toolkit for Social Change) Chris ne O'Connell, Michael Carter, Misker Kassahun, Sneha Kadyan for contribu ng to our most awaited issue, “World's Most Influen al Social Scien sts of 2023.”

With this launch, we at IMPAAKT, hope to serve you the roadmap for a be er 2024!

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Bhushan Bhad

Christine O'Connell

Executive Director Riley's Way Foundation

Christine O'Connell is a driven, passionate and creative leader with 20+ years of experience providing strategic direction and growing non-profit and academic organizations, research initiatives, and environmental and community campaigns.

Jacob Harold

Co-founder & EVP of Candid

Jacob is a social change strategist, executive & author of The Toolbox: Strategies for Crafting Social Impact. He is the co-founder of Candid & former CEO of GuideStar

Michael Carter

Director of Text Genome

Michael's life mission is to design and structure education curricula along with simulation devices and technology for the dynamic learning of students.

Misker Kassahun

Co-founder and Executive Director of GIV Society Ethiopia

Misker's mission is to foster a “culture of volunteerism” while making a substantial impact in addressing societal challenges.

Robert Kozma

Emeritus Principal Scientist, SRI International

Robert is an author, researcher, and consultant with over 40 years of experience in technology, education, and social development.

Sneha Kadyan

Doctoral Researcher (ABD), Colorado State University

With a career spanning 11 years, Sneha has made significant contribution to gender studies, trade and development and environmental sociology.

World's Most Influential Social Scientists of 2023

The Data Philanthropist Empowering Change through Analytics & Information

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ata is extremely powerful. So much so that it can solve today's most pressing social issues, such as global health and climate change. And in today's dynamic world of data philanthropy, one person who went big on data to drive change is Jacob Harold.

With a career marked by a deep commitment to making the world a better place through data-driven insights, the Cofounder & EVP of Candid stands as a testament to the transformative potential of information in the nonprofit sector.

As an advocate for transparency, efficiency, and data-driven decision-making, Jacob's exemplifies his dedication to creating a more informed and interconnected world. His visionary outlook and commitment to bridging gaps in the trillion-dollar social change economy have made him a driving force behind Candid's mission.

In the following interview, we had the privilege of diving into the insights and experiences that shaped Jacob's career.

From his upbringing on a North Carolina corn farm to his pivotal role in the Overhead Myth campaign, Jacob had a rollercoaster ride. From his academic pursuits at prestigious institutions to his reflections on the intersection of philanthropy and global challenges, Jacob's journey is a remarkable testament to the power of information and data as a force for good.

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Jacob Harold, Co-founder & EVP,

Photos by: Beowulf Sheehan

Candid

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Below are the interview highlights: Can you share a bit about your upbringing on a corn farm in rural North Carolina and how it shaped your values and perspective on social change?

When I was two years old my parents rented an old house on a 90 acre corn farm. In the eight years we lived there, I had almost absolute freedom: I would explore the fields, the forests, the old barns, the streams. Most of the time, my only company was our big red dog Jesse. That freedom cultivated a sense of agency. I learned that even though we don't fully understand the world, we can at least explore it. And through it all, it was clear to me that the world had value and we had a responsibility for it.

You've had a diverse career path, from working on a farm to being part of the nonprofit sector and beyond. How have these experiences contributed to your approach as a social change strategist?

I should admit we don't work the farm!

We just rented an old rickety farmhouse. A few times a year giant machines would come to plant or harvest the corn. We witnessed the work of agriculture, but we couldn't claim to contribute to it. But just seeing it was important; it was a chance to feel a connection to the systems that make our world work. So many of the other experiences I've had have just opened the aperture of my understanding—whether studying in India and China, working with leaders across philanthropy, or exploring the wilds of North America.

All of it has taught me the value and complexity of the world. My work in the nonprofit sector is, then, just a vehicle to try and do something useful to serve that world. www.impaakt.co

Nonprofits are simply not big enough to execute the solutions: to build clean energy infrastructure, transform agriculture, or oversee the revitalization of the world's forests.

Your tenure as President & CEO of GuideStar and Co-founder of Candid spanned almost a decade.

Can you highlight some of the most significant achievements during this period?

Our world runs on information. I saw (as did others) that the information infrastructure of the social sector was underdeveloped. We didn't have a shared platform that could tell the full story of what nonprofits were doing in the world. GuideStar had solved part of the problem—basic annual regulatory information—and I saw an opportunity to build on that platform with a richer, more multidimensional view of nonprofits.

And I think we made immense progress. More than 200,000 US-based nonprofits have shared additional information through the GuideStar platform. That information is connected to many of the largest commercial technology and finance

platforms. We built a supply chain of nonprofit information. It was clear, though, that we needed more—we needed to link that nonprofit data with information about grants, social issues, and practice. And that's what led to GuideStar's merger with Foundation Center to form Candid. There's a lot more still to be done, but I think the field has made immense progress in building the infrastructure it needs.

The Overhead Myth campaign aimed to shift focus from nonprofits' financial ratios to programmatic results. How did this campaign impact the perception of nonprofit organizations and their effectiveness?

People often develop frameworks for decision-making based on what information is available. In the US nonprofit sector, this became a problem. The only available information was financial data. Donors (and others) came to believe that 12

The good news is that we have an abundance of strategies to draw from—from storytelling to mathematical modeling to design thinking to community organizing. financial ratios were a good proxy for organizational effectiveness. This led to all sorts of pernicious effects, as nonprofit leaders spent more time trying to minimize overhead than they did trying to maximize impact.

At GuideStar, we recognized we had a responsibility to confront this problem.

We recruited two other platforms (which were in some ways our competitors!) Charity Navigator and the BBB Wise Giving Alliance, to join us in a campaign. And we yelled from the rooftops that the overhead didn't tell the full story of social change.

Then we paired our communications campaign with a major new effort to collect information from nonprofits about the actual work they were doing in communities. www.impaakt.co

You've been involved in various philanthropic initiatives and climate change campaigns. How do you see the intersection of philanthropy and addressing global challenges like climate change?

Philanthropy is big, but it's a lot smaller than government and business.

We have to be clear-eyed about the role that philanthropy can play in a problem like climate change. Nonprofits are simply not big enough to execute the solutions: to build clean energy infrastructure, transform agriculture, or oversee the revitalization of the world's forests.

What we can do is highlight the pathways that will get us there. We can do the research to describe the situation, analyze the forces at play, and articulate a better future.

Sometimes, we have to push for what we see is right. Other times we need to lead by example: create the new enterprise or craft the new system.

The broader nonprofit sector brings two advantages. First, our primary orientation is toward building a better world. We're focused on doing good—and that focus creates strategic clarity. Second, we have greater flexibility to explore those pathways.

We don't face discipline from investors (like business) or voters (like government). That flexibility brings freedom, but it also has a dark side: we have to choose to listen and learn. The best organizations proactively engage

with stakeholders. That's not just an ethical imperative, it can make our work better.

Could you share some thoughts on effective strategies for philanthropic organizations and individuals to make a meaningful impact on complex social and environmental issues?

There's a letter in this question that is particularly important. That's the letter 's'—strategies plural not strategy singular. The world is simple to complex for any one approach. Social change leaders need to have access to a range of different approaches and ways of understanding how change happens.

The good news is that we have an abundance of strategies to draw from—from storytelling to mathematical modeling to design thinking to community organizing.

Your educational journey includes degrees from Duke University and Stanford Graduate School of Business, along with additional training from various institutions.

How has your academic background influenced your career and encouraged you in your seminal work—The Toolbox?

Social change strategy should be like a liberal arts education. We want to draw from a range of different traditions. I was lucky in college to put together a curriculum that was a mixture across disciplines, from math to history, from 13

How do we find an anchor in times of rapid change? To me, the simple answer is values. It is our moral frameworks that provide us an anchor in times of change.

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literature to economics. Then, in business school, I saw that the best business leaders pull together a range of different ways of thinking about leadership. They had a mixture of the quantitative and the qualitative, the personal and the structural, the lute and the sextant.

Different academic disciplines operate best at different scales. Quantum physics looks at the very small, while cosmology considers the entire universe. Psychology looks at the behavior of individuals, economics looks at human interactions at scale.

In the same way, the frameworks we bring to social change strategy need to match the scale at which we are operating. We might use an insight from behavioral science to help guide the behavior of individuals, whereas we may want to apply the frameworks of complexity science to understand the interactions that drive a broader system.

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Your essays have been used as course materials at prestigious universities around the world. How does it feel to know that your work is shaping the education of future social change leaders?

It's a great honor to think about students at major universities like Stanford, Oxford, or Tsinghua reading my essays. But I'm almost more gratified to know that students at community colleges have been assigned my work. The elite universities do set the tone for so much of modern life. But leaders exist throughout society; and it's a privilege to help craft their understanding of social change.

What message would you like to convey to aspiring social scientists and change-makers who are passionate about creating a better world?

At the heart of that contract are four values: love, truth, wonder, and justice. It is love that makes us value the people around us.

The world is changing so fast that our frameworks sometimes feel out of date. Our ways of understanding need to shift as the very nature of society changes. For this reason, the intersection between ideas and practice is even more important than has been in the past. The insights of social science are themselves a driver of how we think about social change. Scholarship continues to have a critical role in helping us understand the changing world.

All of us who care about a better world can live an interplay between ideas and action. We might as well be honest about it.

How do we find an anchor in times of rapid change? To me, the simple answer is values. It is our moral frameworks that provide us an anchor in times of change.

Is there a particular motto or guiding principle that has consistently driven your work throughout your career?

My wife and I wrote up a marriage contract before our wedding. In it, we highlighted a set of principles that we wanted to build our family upon. At the heart of that contract are four values: love, truth, wonder, and justice. It is love that makes us value the people around us. It is respect for truth that drives us to be honest. It is wonder that inspires our curiosity and creativity. And it is our desire to build justice that leads us to act. www.impaakt.co

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THE LEADING VOICE OF EMPATHY IN STEM

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he wonders of science often get lost in a maze of jargon and incomprehensible language, hence; bridging the gap between scientists and society is a must. Some individuals take this rare path and treat it not just as a choice but as a necessity. One such change maker is who fervently believes that, "Science without communication is like a book without readers.”

As the Associate Director of the Alan Alda Center for Communicating Science, Christine championed the idea that science and empathy are inseparable. Her innovative programs, combining improvisation, storytelling, and scientific communication, have revolutionized how scientists connect with the public and policymakers alike.

“Empathy," she stresses, "is the key to making science accessible and relatable. It may be challenging, but we all need to flex our empathy muscles Christine O'Connell."

In her relentless efforts to promote women in STEM and leadership roles, Christine has fearlessly confronted gender bias and stereotypes. Her groundbreaking research on genderbased communication biases and her advocacy for inclusivity in academia have left a lasting impact and fostered a strong sense of community among www.impaakt.co

women in the scientific world.

The scientific evidence has been there for decades that humans were responsible for driving climate change, and as a (naïve) budding scientist, I couldn't believe a politician didn't know this. We organized as many voices as we could to show up at every event: teachers, local policy makers, community members, and students.

Today, as the Executive Director of the Riley's Way Foundation, Christine continues her mission to empower the next generation of compassionate leaders. She firmly believes that kindness isn't a sign of weakness; it's a potent force for positive change. "Being a kind leader," she asserts, "means building At one of his last big appearances at community wherever you go and Dartmouth College, McCain brought making room at the table." one of our organizers up on stage and said: I see you at every event this is clearly an issue young people care Below are the interview highlights: about, so I promise when I get back to the Senate, I'm going to hold a hearing Can you share a bit about your on Climate Change. background and how your journey in the field of science communication And, he kept his word. Not only did he and leadership began? hold Senate hearings on climate change but went on to sponsor Right out of college, I worked on a bipartisan legislation on climate climate change campaign around the change (which, unfortunately, didn't 2000 US Presidential Primary pass). This experience showed me the Elections. I remember being at a power of communication and the Townhall meeting in New Hampshire power of organizing. You can have all with the late Senator John McCain the science in the world on your side, speaking; he was running for the but you also need people. You need Republican nomination. We asked people to care about and understand what his plan was to address global warming. I was shocked when I heard why it's important. That was the him say that his understanding was that moment I realized how important science and communication were to there “wasn't enough scientific evidence to show it was happening.” I tackle some of the big issues we were facing as a society. was shocked.

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What inspired you to transition from being a marine and environmental scientist to becoming a passionate advocate for science communication and women in STEM? Throughout my career I connected science, society and policy. One of the reasons I went back to get my PhD was to give myself a strong scientific foundation on which to advocate for sound environmental and social policies. My experience in academia cemented my passion in both of these areas. While I was getting my PhD and as a professor in academia, I experienced and witnessed plenty of gender bias, and went on to focus much of my research in the area of gender-based communication stereotypes and experiences.

I also saw how siloed scientists were in academia, and how communication with policy members, the public, or even each other wasn't valued or invested in, and in some cases, looked down upon. Then, I met the actor, Alan Alda, who had this idea to teach scientists theatre improvisation techniques to make them better at communicating their science.

Your work at the Alan Alda Center for Communicating Science has focused on empathetic communication. Could you elaborate on how empathy enhances science www.impaakt.co

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Tens of thousands of STEM professionals have been transformed by these techniques and science

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I volunteered to be in the pilot group of scientists, we called ourselves the Bunsen Burners. It was transformative.

We were all so much more clear, vivid and engaging in how we spoke about our science after doing some basic improvisation exercises that focused on empathy and making a genuine connection with the person to whom you were speaking. Teaching communication was the missing piece in STEM.

Christine O'Connell, Executive Director, Riley's Way Foundation

communication is now an integral part of many STEM programs.

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To solve some of society's biggest problems we have to learn to work together and listen to

communication and fosters connection?

Empathy is about making a genuine connection and trying to understand their point of view: where they are coming from? why do they care? they are their values or fears? It doesn't mean you have to agree with them, but it does mean you have to be open to listen. Communication training helps you be present in the moment, and not get lost in your head about what you're going to say next. That's what empathy is all about, and it can be hard.

Similar to going to the gym, we all need to exercise our empathy muscles.

Because when you make that genuine connection and someone feels like you're really listening to them, they feel connected to you. Building genuine connections is the basis for a better understanding of each other and making progress on issues that matter to all of us. www.impaakt.co

What prompted you to develop innovative programs and curriculum that blend improvisation and storytelling with science communication? How have these techniques transformed the way of communication?

When we developed the Alda Center we combined the fields of theater, science and journalism. The curriculum was based on the principles of improvisation, which helped us to be present and make a genuine connection to our audience. We also worked with journalists who were skilled storytellers and knew how to get at what mattered to their audience.

We looked at the science of communication and techniques like storytelling, using emotion, being visual and distilling your message. We blended this multidisciplinary curriculum focused on empathy, connection, and saying things in a

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each other more.

clear, vivid, and memorable way. Tens of thousands of STEM professionals have been transformed by these techniques and science communication is now an integral part of many STEM programs.

How did you lead the growth and development of some of the Alda Center's most notable programs?

What challenges did you face and how did you overcome during this process?

One of the programs I was most excited was the workshop program; we led hundreds of workshops at universities and institutions all over the world for STEM professionals. I could directly see the transformation in the scientists we worked with. One by one we were making a difference helping scientists communicate more effectively, and also changing the way people valued communication in STEM fields.

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World's Most Influential Social Scientists of 2023

The biggest challenge we faced in the early days was getting people to care.

We had multiple students hide that they were taking our classes from their research advisors. Their supervisor thought it was a waste of time to be outside of the lab. I remember one professor coming to us and saying that he initially thought our science communication courses were a waste of time, but now he was seeing the students in his lab (who took them) winning awards at conferences, writing better papers, and becoming better scientists.

We should take their lead and put more funding behind efforts and groups that make a tangible impact. Efforts that get (and keep!) more scientists who identify as women and other underrepresented identities into leadership positions and positions of influence. Simple things we can do to help combat gender bias in STEM culture is bystander training, training hiring committees in unconscious bias, having childcare access at scientific conferences, fixing the pay gap and holding leaders accountable for real institutional change.

He said their weekly lab meetings were better because people were able to understand each other, ask great questions, and collaborate on ideas. It was not easy at first, but we started to change the culture of science. After a few years of doing this, we saw science communication programs pop up all over the country, and now, science communication is seen as an important part of the education of scientists. I'd like to think that I helped play a small part in shifting the needle to change things.

Could you share examples of initiatives or experiences where you've seen the impact of your efforts to promote women in STEM and leadership?

You've been a strong advocate for advancing women in STEM and leadership roles. What strategies do you believe are essential for creating a more inclusive and diverse environment in these fields?

Organizations have to do a better at job creating considering effective diversity, equity and inclusion (DEI) efforts and programs. Many DEI efforts become a checkbox or a report that sits on a shelf; they don't make a difference in the day-to-day or change the culture.

There are groups out there doing incredible work on this topic, like 500 Women Scientists, who not only create platforms to amplify the voices of marginalized voices in STEM, but also hold us accountable. www.impaakt.co

I started doing research into communication and gender bias in STEM because of what I was seeing at science communication workshops. On multiple occasions, I had female identifying scientists come up to me and say that the techniques we suggested, such as using emotion, were not something they could do - it would be held against them. There is a double standard for women and I heard it over and over and over again (and experienced it myself).

I was giving a workshop once at a certain Ivy League university and a very well-known male scientist came up to me afterward and said “when you first got up there to talk I thought to myself who is this little girl and what is she going to teach us, but then, by the end of your talk, you had us eating out of your hand.” What he thought was a huge compliment, left me feeling stunned. I realized afterwards that I felt this from audiences many times as I got up to talk; this guy just had the nerve to say it.

I decided to explore this more with my colleague Dr. Merryn Mckinnon and have conversations with women in science about bias. One of the biggest impacts from the research we did around communication gender bias and stereotypes, were the conversations we started. Our focus groups opened up a safe space for women to talk about their experiences with bias, many for the first time. It made a difference and created lasting community.

As the Executive Director of Riley's Way Foundation, you invest in the next generation of kind leaders. How do you define "kind leadership," and why is it important in today's world?

Being a kind leader is essential in today's world, and we need more of them. To solve some of society's biggest problems we have to learn to work together and listen to each other more. That is why our work at Riley's Way is so important - we provide seed funding for social impact projects, leadership development and a peercommunity of practice to the young leaders we work with. Being a kind leader not only makes you a better boss and a happier person, but it makes for more creative teams, happier employees, innovation, and a better, kinder world.

That is something we should all be striving for. Being a kind leader means building community wherever you go and practicing empathy every day, even when you disagree. It is ok to disagree, as long as you hear and listen (really listen) to the concerns of those around you, and then communicate your point of view. Kind leadership is being inclusive and building others up and making room at the table. I always ask myself, “Whose voice should be here that isn't?”

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Being a kind leader also means taking care of yourself and doing the work to make yourself whole.

Could you highlight some of the notable achievements and projects supported by Riley's Way Foundation that embody the values of kindness, empathy, and connection?

There's so many incredible projects and individuals we've supported; it's been the highlight of my career to see our Fellows grow into strong, thoughtful, and inspiring leaders. Our Call For Kindness Fellows tackle critical topics like food insecurity, societal injustice, and the mental health crisis facing our young people. We brought hundreds of young leaders together at our Leadership Retreats to inspire social change and build community.

We created a Youth Advisory Board that advises us on all aspects of the programs and strategy, now we as an organization are living by our own values.

A project that sticks out to me (and there's been many), is one of the first Call For Kindness projects that we funded called Purple America. It was about bringing highschoolers together from “red states” and “blue states” to talk about policy issues, but starting from a place of real connection and empathy.

Another young person, Dylan from Computers4People (& RW Youth Advisory Board Member) collected, refurbished, and donated 1400 computers to low-income individuals to promote access to opportunity.

Sriya, from Girls Who STEAM in NJ is working to empower girls to pursue science careers and has held over 70+ events impacting more than 4,000 students. www.impaakt.co

Anya and Kat, founders of the Colorization Collective in Seattle, have connected over 260 teen artists of color from 16 states and 4 countries with resources, opportunities and mentors who look like them, with the goal of promoting diversity in the art world.

Grayson, 22), created T.R.A.N.S. (Togetherness + Really Awesome NonNormative Support) in AZ which is a support group for Trans and Nonbinary people pursuing STEM careers.

What advice do you have for young individuals who aspire to become effective changemakers and leaders in their respective fields?

Build a strong community and you will always have them to lean on. Also, if you have an idea to make your community, school or the world better, just go out there and do it. You'll never learn and grow if you don't try. Even if it doesn't work, you'll learn something and be more prepared next time. I have grown the most as a leader out of my perceived (at the time) failures and disappointments.

Looking ahead, what are your aspirations for the future of science communication, leadership development, and promoting kindness among young leaders?

My aspiration is this: more kind leaders out there making a difference.

At Riley's Way Foundation, I will continue to support these emerging leaders in STEM, business, arts, education, policy and communities, all who have kindness at their core.

The past few years have challenged us as a society and individuals: a global pandemic, a deep political divide, economic and environmental unrest, and historic attacks on human rights, our democracy, and women's health and reproductive rights. Sometimes, I am scared too. Yet as we (continue to) pass through this time, I have been so inspired by the young people I get the privilege of working with, who remind me daily that fear need not paralyze; it can catalyze: it urges us forward to look outward, to find hope in our communities, to inspire collective action to make things better.

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Reinventing Education Pedagogy with Digital Role-playing Simulation

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ducation, always under the microscopic scrutiny of change makers, has been witnessing sea of challenges. Starting from accessibility, technology infrastructure to innovation in pedagogy; challenges have been omnipresent.

Amongst many challenges, infusing HUMAN EXPERIENCE in the education process has been the most unaddressed one. And to solve the crisis, Michael Carter, Director of Text Genome who also worked with most prestigious institutions like Apple, Stanford University and The William and Flora Hewlett Foundation made his life mission to design and structure education curriculum along with simulation devices and technology for the dynamic learning of students.

Moving towards his vision of “education for all,” Michael had been working tirelessly, since 1970; earning more than 43 experiences and contributing to millions through education courses. He has many feathers to his cap. Starting from an academician to developing digital role-playing simulations to tailoring solutions to problems like illiteracy

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World's Most Influential Social Scientists of 2023

and innumeracy, Michael Carter has changed the way the worlds looks at education.

Michael Carter's profound contributions to innovation and social change in education have left an indelible mark on the landscape of learning and technology. With a career spanning several decades, he has consistently demonstrated a visionary approach to education, leveraging emerging technologies and pioneering methodologies to enhance the educational experience for learners across the globe.

We, at IMPAAKT, engaged with Michael to learn how experience can play a massive role in education.

Lets dive into his story!

How did it START? Michael's journey commenced in Paris, where he delved into the complexities of human experience, a foundation that would later inform his educational philosophy. His early career as a history professor at Dartmouth College witnessed the genesis of his innovative spirit. Here, he began developing digital role-playing simulations for his students, a harbinger of his commitment to hands-on, immersive learning experiences.

In 1980, Michael's return to Stanford University marked a pivotal moment in his career. His collaboration with faculty colleagues to harness emerging technologies for innovative instruction showcased his ability to foresee the transformative potential of these tools.

His advisory role to luminaries such as

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Steve Jobs at Apple and his instrumental support for Doug Engelbart's Bootstrap Institute underscore his knack for identifying and nurturing groundbreaking ideas.

Carter's dedication to lifelong learning and his ability to bridge generations through education became evident.

How Michael Integrated Technology into Classroom?

Michael's impact extends beyond traditional academia. He played a pivotal role in founding the field of Open Education Resources (OER) with the William and Flora Hewlett Foundation. His collaboration with the John D. and Catherine T. MacArthur Foundation catalyzed advancements in digital media and learning.

As the Director of Education Research in the Advanced Technology Group at Apple, Michael oversaw global research initiatives and spearheaded diverse projects aimed at incorporating computing and multimedia technology into educational settings. His visionary leadership paved the way for the integration of technology into classrooms, revolutionizing the way students learn.

Michael's journey did not stop at Apple. He ventured into startups, designing games that empowered prereaders and middle schoolers to enhance their storytelling abilities and grasp complex subjects like mathematics and science. His commitment to making education accessible and engaging was further demonstrated in his role as VP Education for a startup that collaborated with leading business schools to offer executive education in areas like sales, leadership, and service management.

Tailored Solutions, Outstanding Results In 2001, Michael assumed the role of Chief Learning Officer for a consortium of prestigious universities, where he created courses tailored for alumni, from recent graduates to veterans of World War II. Michael

IMPACT through Digital Media

Michael's designs of modern online courses, educational games, and science lesson plans have empowered learners globally, making education more accessible and engaging.

Summing Up Michael Carter's contributions to innovation and social change in education represent a remarkable journey marked by visionary thinking, technology integration, and a steadfast commitment to making learning accessible and transformative. His work continues to shape the future of education, ensuring that learners of all backgrounds can access quality education and adapt to the everevolving demands of the digital age.

Michael Carter stands as an exemplar of how passion, innovation, and dedication can drive positive change in education and, by extension, society at large.

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• Early Years in Paris: Studied human experience with Claude LeviStrauss, Jacques Lacan, and Michel Foucault in Paris.

• Early '70s: Initiated his teaching career as a professor of early modern European history at Dartmouth College and developed digital role-playing simulations for his students.

• 1980: Returned to Stanford University. Assisted the faculty to utilize emerging technology for innovative instructional applications. He also advised Steve Jobs at Apple and NeXT and found a location on campus for Doug Engelbart's Bootstrap Institute.

A Quick Wrap

• 1989: Started as Director of Education Research in the Advanced Technology Group at Apple.

• 2000s: After leaving Apple, worked at a series of startups where he designed and produced educational games for pre-readers and middle schoolers in subjects like mathematics and science.

• VP Education for a Startup: Developed a platform and produced courses with professors from leading business schools to help executives in corporations like Intel and GE study sales, leadership, service management, and negotiations.

• 2001: Scaled up as the Chief Learning Officer for a consortium of Oxford, Princeton, Stanford, and Yale universities. He produced courses for their alumni, ranging from new graduates to veterans of World War II. • 2002: He began working with foundations to create and scale new fields of research and practice. With the William and Flora Hewlett Foundation, he helped found the field of Open Education Resources. Later, with the John D. and Catherine T. MacArthur Foundation, he studied, edited, and published the first efforts in the field of digital media and learning.

• Continued Work in Education: Michael Carter continued his work in education by designing modern online courses, developing games for various educational purposes, and curating science lesson plans for Lifeliqe.com. He also contributed significantly to vocabulary activities for ReadWorks.org and Gates Ventures OER courses.

• Problem Solving and Scaling Solutions: Over the years, he gained expertise in tailoring solutions to problems like illiteracy and innumeracy and finding partners to scale those solutions.

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I

nclusive pedagogy, as an institutional strategy endeavors to establish an educational setting that fosters a sense of belonging, appreciation, and integration for all students. It recognizes the sociocultural nature of gender, which influences individuals' self-perception and their perception of others. Sociological application over this issue can meaningfully engage us in comprehending how to effectively understand and work with such a framework.

Leveraging Sociological Imagination to Understand the Gendering of Our World.

“Neither the life of an individual nor the history of a society can be understood without understanding both”- C. Wright Mills.

Gender, being a key component of one's identity, exerts a substantial influence on the educational sphere and can profoundly alter the experiences of students. Understanding individual experiences of gender, we can transform our institutions to be inclusive and open to students of all identities.

By leveraging our sociological imagination, we can position ourselves to examine our social world by observing the patterns and structures that work to create gender-based challenges for students. As these

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Co-founder and Executive Director patterns become clearer, we can frame of a collaborative approach in our world better through a education facilitates the creation of a formalization that is grounded in social learning environment that is both justice. enriching and inclusive.

In essence, sociological imagination helps us uncover the strange in the familiar and the general in the particular, lifting off the veneer to reveal the extraordinary patterns in ordinary experiences of individuals and so enabling us to reconceptualize our vision and scripts for our society.

In this regard, institutions should be equipped to understand the multifaceted nature of gender identities and manifestations, acknowledging that not all students identify strictly within the male or female binary.

Creating a gender-inclusive learning environment necessitates educators to embrace instructional approaches that interrogate binary conceptions and cultivate a secure space that promotes and honors self-expression.

Embracing such transformations and tackling gender-based barriers head on requires a stronger role not just by educators, but by our institutions that can formally address the issue of gender within the very core design of the institutions we operate with.

In acknowledging the influence of gender norms or unequal treatment, inclusive pedagogy actively promotes equitable participation, so that students of all genders are afforded equal opportunity to engage and mutually benefit from their interactions. The use

Inclusive education can help engage in deliberate introspection of prejudices and stereotypes, so assuring the provision of impartial criticism and avoidance of favoring of discriminatory practices. Educators can effectively contribute towards gender equality and exert a substantial influence on the educational experiences of their students by exemplifying inclusive behavior and actively addressing both explicit and implicit biases.

Pit Stop: Identifying the Challenges in the Classroom Microaggressions in the Classroom Microaggressions is an umbrella term for a variety of subtle types of prejudice that projects biased or discriminatory attitude towards others.

It can be of three types” microassault, microinsult and microinvalidation.

Microassault implies when someone purposefully acts in a discriminating manner, being explicit and conscious of it. Demeaning or objectifying female students, passing homophobic or transphobic comments, or mocking or belittling student's religious beliefs are ways that express microassaults in the classroom.

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World's Most Influential Social Scientists of 2023

Microinsult implies making judgements about someone's talents based on their gender or race are examples of subtle, frequently unintentional behavior or remarks that denigrate or diminish a person's identity. Telling someone you are “too intelligent” for a girl, for example may be one way to categorize this statement as a microinsult.

Microinvalidations refer to behavior that can lead to a hostile or unwelcoming learning environment by making students feel invisible, unheard, or undervalued. In the context of the classroom, a microinvalidation can be seen when an educator may ignore or dismiss a student's idea due to their identity or background.

Minimizing or rejecting discriminatory experiences of students by claiming that a student is exaggerating their sentiments or experiences when they talk about prejudice might invalidate their thoughts and feelings. If educators frequently use terminology or references that

Sneha Kadyan is a distinguished social scientist known for her pioneering work in the field of sociology. With a career spanning 11 years, she has made significant contribution to gender studies, trade and development and environmental sociology.

Presently, she is a Lecturer of Sociology and Assistant Dean of the Mentoring Programme at Jindal Global Business School at O.P Jindal Global University in Haryana, India. She is a PhD Candidate of Sociology and a researcher with Centre for Fair and Alternative at Colorado State University, United States. Her professional training includes inclusive pedagogical course design, creating inclusive student assignments as well as certificates in building student motivation and critical engagement in first four weeks of academic session. In addition, she is trained in online course format and delivery.

Throughout her career, Sneha has been a mentor and advisor to countless students, many of whom have gone on to make significant contribution to the field themselves. Her dedication to teaching and research has earned her admiration and respect of both her peers and students. www.impaakt.co

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exclusively relate to a particular group, it may make other students feel left out or ignored.

Let us look at some of the ways through which educators can foster more positive and inclusive environment for students.

Fostering Inclusivity in the Classroom: Some Strategies Creating a Community of Learners Developing a community where students feel accepted, connected, and valued by others is vital for inclusivity.

A stronger sense of belonging among students can help experience higher levels of happiness and can lead to increased motivation, engagement, and participation in learning.

Action Tips: Get to know your students. Learn their names and have formal procedures in place to be aware of any accommodations necessary or required for a fruitful learning experience.

Pedagogy as an Effective Tool for Inclusivity Pedagogy can be a potent way of fostering inclusivity in academia.

Educators should work towards creating a positive learning environment for students that is welcoming, respectful, and accessible to all students.

Action Tips: Include learning material that incorporates diverse perspectives, alternative formats, and different types of assessments. Include a combination of lectures, group work, hands on activities, closed caption and transcripts for videos, and experiential learning components. Strive to assess learning through multiple ways of demonstrating performance. Have diverse and inclusive course objectives and learning outcomes.

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Students as Participants in their Own Learning

and constructively to all forms of microaggressions.

Encourage open and respectful dialogue in the classroom. Ensure there is voice and representation of all the groups. Encourage learning that is centered on student inputs for course design and delivery.

At the Crossroad of Gender and Culture: Concluding Thoughts on Intersectionality

Action Tips: Co-create class norms with students for the academic session.

Structure regular feedback from students about teaching and learning in your classroom. Allow opportunities for group and teamwork including peer feedback.

Inclusive Mentorship Mentoring in education can foster diversity and inclusion by providing ways to connect with students beyond academic assistance. It can lead to holistic development of students as faculty-student interactions can help break down barriers and create more equitable opportunities for all.

Action Tips: Help build custom programs of faculty and students to support students from underrepresented backgrounds including but not limited to gender, race, ethnicity, sexual orientation as well as disability. Provide training to mentors to aid them in recognizing their own implicit biases and develop strategies to overcome them.

Be Ready to Learn and Unlearn Be open to continuous growth and improvement. Have an open mindset and continuously assess and refine your teaching practices to align it with student needs.

Action Tips: Stay current with best practices through professional development opportunities and workshops. Recognize your own implicit biases and be ready to unlearn and work through them. React swiftly

It is imperative to recognize that gender identities are not independent of other aspects of our identity, including but not limited to caste, race, ethnicity, socioeconomic class, region, and sexual orientation. Kinberle Crenshaw's 1980s work highlights the need to go beyond a singular focus on gender alone and acknowledge that actual discrimination is a combination of other social issues emanating for example from discrimination owing out of gender and race, being born a black and female.

An intersection of race, gender and sexuality will further create unique challenges and obstacles. People experience multiple forms of oppression simultaneously and we need to analyze and study them as they impact and act together. Taken to the classroom setting, validation of such diverse experiences and viewpoints helps in cultivating a positive impact on students' self-esteem and develop a sense of community and belongingness among individuals from varied backgrounds.

Through the act of questioning and confronting gender stereotypes, advocating for a curriculum that encompasses all genders, and actively addressing the dynamics inside the classroom, educators can strive to assure that the experiences of each student are duly acknowledged, esteemed, and treated with reverence.

Inclusive educators play a crucial role in molding the educational achievements of students and, consequently, contribute to the cultivation of a more inclusive and equitable society.

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Dr. Misker Kassahun, Co-founder and Executive Director

BRIDGING HOPE AND HEALTHCARE www.impaakt.co

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World's Most Influential Social Scientists of 2023

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n a world where materialistic pursuits often take center stage, the real strength is to choose a path less travelled. The one where joy is derived from nurturing the growth of others. Trailblazing such path in healthcare space, Dr. Misker Kassahun has been inspiring millions!

With a white coat donned for healing and a heart dedicated to service, Dr. Misker embodies the profound meaning and value of leading a purposeful life. This commitment to service has manifested through her exceptional work as the Co-founder and Executive Director of GIV Society Ethiopia.

At the helm of GIV Society Ethiopia, Dr. Kassahun's empathy for her community shines bright, illustrating the genuine concept of "empowering society with healthcare." Her mission is clear: to foster a “culture of volunteerism” while making a substantial impact in addressing societal challenges.

One of GIV Society Ethiopia's flagship projects is a monthly free medical service campaign, orchestrated under Dr. Kassahun's visionary leadership.

Despite facing the constraints of limited resources, particularly in terms of financing and human capital, the organization continues to provide vital medical services to hundreds of community members in Addis Ababa, free of charge.

Misker Kassahun's story is not just about leading a nonprofit; it's about leading with compassion, purpose, and a commitment to making the world a better place.

We at IMPAAKT, were honoured to interview Dr. Kassahun. Delve deeper into her remarkable journey and explore the profound impact she's creating through GIV Society Ethiopia.

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Dr. Kassahun, can you share a bit about your background and what inspired you to pursue a medical career and a career in modeling?

I am trained as a medical doctor and graduated from St. Paul's Hospital Millenium Medical College in 2020. I then co-founded and ran a local nonprofit organization called GIV Society Ethiopia, besides the multiple full-time and part-time engagements I had. I am pursuing my master's in public health at Johns Hopkins University, Bloomberg School of Public Health in Baltimore, USA. My modeling career started unexpectedly during my third year of medical school. I had an opportunity to compete for a title called Miss Supranational Ethiopia 2016 and to represent my country in Poland among 80 other countries. After that, I represented Ethiopia in major international pageants: Miss Universe Ethiopia 2017 1st runner up, Miss Africa Beauty Queen 2017, and Miss University Africa 2017. I was inspired to pursue a medical career and modeling due to my belief that human beings can excel in multiple sectors and my desire to inspire youth to lead a holistic life.

Your journey is marked by excellence in both academics and extracurricular activities. How do you believe such a balanced approach can impact the youth's development? What advice would you give to young individuals who aspire to excel in multiple fields, just as you have?

Youth can learn a lot about themselves and better understand the world when they are engaged in academics and extracurricular activities. Contrary to popular belief that extracurricular activities make you weak in academics, substantial research proves that it makes you perform better. A balanced

approach is marked by improved social skills, deeper self-understanding, strong networking skills, and long-term desirability in the career market.

I advise youth to always be curious and ready to learn. One of the benefits of being young, among many others, is the desire for change, learning, and understanding of our environment, concepts, and people. I urge young people to use this desire and curiosity to engage in multiple fields. That is one of the ways they will become a better professional, community member, and citizen.

Please tell us about the inception of GIV Society Ethiopia and its mission to address social challenges through volunteerism.

GIV Society Ethiopia was born out of me and my co-founder's aim to give back to our community in our capacity.

We both have been active leaders and volunteers since medical school. When we got the opportunity and support to start a local nonprofit organization, we did not hesitate. Community involvement is essential to bring lasting social impact, especially in countries like Ethiopia, where there are multiple pressing challenges to the well-being and prosperity of the population. Our mission is simple: We provide essential healthcare services and promote volunteerism to build access for underserved communities. We have successfully upgraded our philosophy that social impact or giving back can be done after one has enough money, is high up on the corporate ladder, or is influential. We have been teaching and effectively showing that impact can be in giving services, sharing skills, using professional networks, and so much more. Due to this, in the past nearly 3 years, we have had the pleasure of working with close to 1,000 volunteers to provide free medical service to more than 4,000 underserved communities in Addis Ababa.

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What motivated you to Co-found GIV Society, and how has your leadership contributed to the organization's success?

I have been passionate about community impact, fundraising, charity work, and helping others since a young age. I started developing my skills by doing small fundraising events, from primary school to organizing events in my medical school. I was motivated to Co-found GIV Society Ethiopia due to my desire to contribute to the healthcare system and civic responsibility. Under my leadership, I have taken the organization from its infancy to its current status. GIV Society Ethiopia has become a well-known brand among young healthcare professionals.

It is well-recognized by the government and other organizations for its broad volunteer involvement. My leadership has also contributed to providing comprehensive service to the community services, which goes www.impaakt.co

beyond numbers and is heavily interested or focused on bringing tangible improved health outcomes.

Under my leadership, I also supported the launch of the mental health department, which has been doing well by providing mental health awareness advocacy work, facilitating psychological assessment in our medical outreach events, and providing free virtual psychiatric consultations for health professionals.

Can you share a particularly impactful story or project undertaken by the GIV Society that stands out to you?

I have many stories that I keep going back to when I need to remind myself the work we do is essential when challenges arise. One was during a project we jointly conducted with Eneho Fikir Social and Humanitarian Organization in a public primary school. The project aimed to give comprehensive health care to selected

students and parents who didn't have access to affordable and quality health care due to low socio-economic status.

During one of the campaigns, we provided pediatric heart disease screening, with one of our volunteers being a pediatric cardiologist and generously coming with his portable echo. He was able to pick a lifethreatening but majorly asymptomatic heart disease. We then connected her with a tertiary hospital and got her free open-heart surgery. If not for our volunteer and campaign, this kid would have had a difficult childhood and possible complications leading to death. I also have many stories of us picking emergency cases such as hypertensive crises and diabetic ketoacidosis in unsuspecting patients and rushing them to our partner tertiary hospitals where they could get lifesaving stabilization.

How does the GIV Society contribute to empowering young volunteers and positively impacting communities?

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Our most significant contributions come from curating medical outreach projects and events where we allow young and seasoned health professionals to volunteer.

During our day-long monthly outreach events, we bring in different health professionals, from medical students up to sub-specialist doctors, to give their medical services, network with each other, and interact with our team.

These young volunteers are also given a chance to provide health education to the patients, join our team to serve in different positions in our organizations to plan these medical outreaches, and many more. We provide a platform for professionals and volunteers to make a tangible impact.

Pursuing diverse passions often comes with its own set of challenges.

What were some of the challenges you faced while simultaneously pursuing a medical career, administering GIV Society, Ethiopia, and modeling?

Engaging in many different activities is challenging, but naturally, I love challenges, which drive me to growth.

Some of the challenges I faced at the early face of pursuing medical school and modeling were time management and explaining to some of my teachers why I was pursuing multiple paths. My school community supported my modeling journey during medical school.

However, I still had to explain to some of my teachers and professors how they could be done successfully. I faced some hardship from people who wanted to put women in one box and who wanted me to choose between academics and art. But I challenged them and proved it is worth pursuing both.

In your role as a co-founder and executive director, what were the major obstacles you encountered www.impaakt.co

while establishing and growing the GIV Society? How did you overcome them?

The central struggle I initially had was a need for more adequate skills. Even though I was incredibly passionate about what we did in GIV Society Ethiopia, I was fresh out of medical school when I registered officially and got to work. Most team members were medical doctors who needed formal managerial training, which challenged us. I had to learn many new skills, such as financial management, nonprofit management, fundraising, project management, and public relations. Like many nonprofit organizations, the other major obstacle is raising adequate funding to carry out all the projects and programs we planned for. Even though we had big plans and vision, we were significantly constricted (still are) by the financial aspect.

Your commitment to mental health advocacy is evident! How did you become passionate about this cause, and what steps are you taking to bridge the gap in mental health awareness within the Ethiopian community?

I have always been curious about how the human mind works. I was fascinated with the intricacies of human behavior, psychological wellbeing, and mental illnesses. My passion became even more vital during medical school when I struggled with depression and anxiety. I saw the stigma and isolation firsthand, which made me become an advocate and contribute to better mental health care services in my community.

My steps include using social media to advocate mental health and well-being, establishing the mental health department in GIV Society Ethiopia, and recently actively contributing to a project titled "Mental Health for Health Professionals." I have been very vocal

about my personal struggles. I use my social media to write about mental health and use public speaking opportunities to start conversations regarding mental well-being.

With the Mental Health for Health Professionals project, which is very close to our heart, we have utilized social media and mass media to discuss the rising physician Suicide and mental health issues in Ethiopia. We have also provided many health professionals with free psychiatric evaluations thanks to our gracious partners like the WeCare Digital Healthcare Platform.

Looking ahead, what are your aspirations for the future, both in terms of your medical career, where you are also pursuing your master's from Johns Hopkins Bloomberg School of Public Health and your involvement with GIV Society?

My short-term plan is to become a better public health expert and get a global perspective on the healthcare system. I am committed to learning and improving myself during my stay at Johns Hopkins University, where I am already getting opportunities to learn from distinguished professors and students worldwide. I plan to learn best practices for improved healthcare services, providing equitable services, and approaches to better implementation of public health.

With this knowledge and experience, I plan to return to Ethiopia and work towards a better healthcare system.

Regarding GIV, even though I am away from Ethiopia, I still actively support the team back home. I plan to primarily help with fundraising and grants, considering I am in the DMV area, where a larger Ethiopian community resides.

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The Innovator Who Designs a Better World

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rom space-age-inspired design in the 1950s and 60s to AI-led design in contemporary times, creativity has always intersected with the desire to build a better world. In such a tossing and turning age of innovation, innovators have always sought to use their creativity to solve problems and improve people's lives.

One such innovator is Robert Kozma, Ph.D. An embodiment of visionary thinking and impactful action, Kozma has not only etched his name in the annals of success but has also left an indelible mark on the principles that guide transformative design.

Kozma, a dedicated social scientist, has devoted his life to the pursuit of a harmonious coexistence between innovation and ethics, reminding us that success is not merely defined by personal accomplishments, but by the impact one leaves on the lives they touch and the world they shape.

profound. Raising five boisterous boys, of whom he was the eldest, she sowed the seeds of responsibility, compassion, and the importance of unity.

Back then in the 1950s and 60s, two distinct pillars dominated Kozma's interests: automobiles and the sprawling expanse of the space program. It was amidst these influences that he discovered a canvas for curiosity, painting a future where technology could be harnessed to sculpt a superior existence. Kozma states, “Early on, I was caught up in the enthusiasm for emerging technologies and the prospect that they would create a better future.”

Kozma's hands, ever eager, found solace in automotive design. He asserts, “I played with automotive design, making clay models of sports car bodies, much as designers did at the time. In high school, I won first place in an aeronautical engineering competition at the University of Detroit with the design of a lunar space suit.”

Let us delve into the remarkable chapters of Robert Kozma's life – a life intricately woven with the threads of empathy, ingenuity, and the unwavering commitment to make the world a better place.

Little did he know that these humble beginnings would bloom into a life dedicated to propelling the principles of design that now stand as guiding stars in his story.

Pivotal Moments of Childhood

Shifting Landscape

In the tapestry of Kozma's upbringing, his father emerged as a cornerstone, a resilient figure who had traversed the tumultuous landscapes of World War II in the Pacific. In those formative years, the narrative of ambition and education was interwoven into their daily lives. His father's unspoken aspiration was for him to exceed the limits he encountered was palpable, an unspoken pact that urged Kozma to grasp the opportunities his father didn't have.

While Kozma's mother's role as a nurturing homemaker might have been less conspicuous, her influence was no less

As Kozma stood on the precipice of his academic journey, the laurels of victory in the aeronautical engineering competition seemed to guide his path. He enrolled in the esteemed Aeronautical Engineering program at the University of Michigan, but the course of his destiny had taken an unexpected turn.

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The dreams of building airborne marvels began to lose its luster, and a quiet whisper of change beckoned him towards an unexplored horizon. In the backdrop of the Vietnam War, 36

World's Most Influential Social Scientists of 2023

the world itself seemed to metamorphose, inviting Kozma to dive into the currents of politics and a degree program in political science.

“Upon graduating with that degree and with my father's counsel to make the world a better place, I applied to a special program in Detroit that took BA generalists and turned them into teachers with a master's degree.”

This particular step helped Kozma shape the rest of his career!

Harmonizing Education and Design In 1970, as an elementary math teacher in a Detroit public school, Kozma found himself immersed in an experimental program that championed the advancement of underprivileged, primarily Black students. The program's call for innovation resonated deeply with his passion for design.

Kozma states, “I designed a system for my class that required each student to master the math skills identified in the curriculum.” Crafting a dynamic learning system within his classroom, Kozma joined an emerging new era of individualized education.

A Confluence of Technology and Pedagogy

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Robert Kozma, Ph.D.

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Having worked with cutting edge technology throughout my career, my focus changed from the technology to the people using it, to local user needs and the least expensive systems that could meet them.

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Simultaneously, the pursuit of knowledge continued to beckon, leading Kozma down the path of a PhD in education. His passion for technology intertwined with academic pursuits, and Kozma found himself specializing in instructional technology. The dichotomy of human learning and technological prowess became his canvas, as Kozma explored the interplay between the two realms.

In 1972, with a doctoral degree in hand, the doors of opportunity swung open wider than ever before.

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Awakening the Agents of Change: A Plea to Designers Kozma puts hope in young designers. He is afraid our current designers and design educators are fenced off in silos of expertise and specialization and captured by hollow values like “disruption” and “the-next-new-thing”. So, he uses the term “designer” broadly to mean not just graphic designers, product designers, and user experience designers, not just engineers and architects, but doctors, teachers, artists, community organizers and social change agents. Anyone who is taking the current situation and making it better. Kozma concludes, “They're all designers. And they carry with them my hope for the future of the human race and for designing a better world.”

Weaving Research and Instruction into a Unified Fabric Appointed as an assistant research scientist at the Center for Research on Learning and Teaching at the University of Michigan, Kozma's journey had come full circle. His alma mater embraced him once again.

Collaborating with a chemistry professor, Kozma's efforts converged on understanding how students engage with the complex world of chemistry.

The lines between researcher and educator blurred, as they designed advanced multimedia software that illuminated the pathways of learning.

As a professor at the University, he taught graduate courses in software design, instructional design, and instructional psychology.

In 1994, SRI, an R&D institute in Silicon Valley, appointed Kozma to head up a new research center they started called the Center for www.impaakt.co

Technology in Learning (CTL). While at CTL, Kozma deepened his research and development in the areas of chemistry software, doing research on the learning of chemistry and designing advanced multimedia chemistry systems for students while also publishing extensively in academic journals.

“I also expanded my research into other areas, directing a project on the international digital divide and another that involved researchers from 23 countries on how nations around the world were using technology to improve their education systems,” added Kozma.

Ventures into International Consulting As the calendar flipped to 2002, a new chapter beckoned, marked by the decision to step away from the familiar corridors of SRI. His foray into

international consulting was a testament to the bridges he had built during the global research endeavors. A landscape unfurled before him, one where countries, multinational organizations, and cutting-edge corporations were investing colossal resources in educational technology.

“I consulted in many countries, including Singapore, India, Chile, Egypt, Norway and Italy. I also worked with UNESCO on developing policy advice to client countries. And high-tech companies hired me to advise ministries of education on technology policy,” added Kozma.

Embracing the Call of the Underserved The digital tide that was reshaping educational landscapes seemed to be lapping unevenly across the shores of the world. It was 2005 when the pull of purpose took Kozma to Kenya, to a 38

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First, do no harm; reduce existing harm; increase happiness and well-being; advance knowledge and agency; promote equality; address injustice; and build supportive, compassionate relationships and communities.

A Step Towards Bridging the Digital Divide Village after village in Kenya, Uganda, and Tanzania revealed their stories, painting a picture of innovation grounded in local needs. The pundits' clamor for one laptop per child faded as Kozma's feet trod the soil of these communities. A different narrative emerged—one of 'one laptop per village where a community technology center could connect the entire village to the world's informational resources.

“This experience was a significant turning point in my technological thinking. Having worked with cutting edge technology throughout my career, my focus changed from the technology to the people using it, to local user needs and the least expensive systems that could meet them,” added Kozma.

The Curtain Falls on One Act, Awaiting the Next In the year 2014, at the age of 73, a chapter drew to a close as Kozma embraced retirement. The thought of www.impaakt.co

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rural village that would become a crucible of change. As he walked the paths of this village, his mission crystallized: how could basic technological resources be harnessed to uplift their educational prospects and local economy?

writing a book had lingered as an elusive aspiration, yet with retirement, it seemed akin to prolonging the tendrils of work. So instead, he picked up an old hobby—photography—and developed a specialization in fashion photography. But while he published in many online fashion magazines, including a dozen covers, Kozma came to realize that he was not making the world better in any meaningful way.

relationships and communities.

These principles, forged through the crucible of experiences, resonate as a moral foundation, a compass to navigate the intricate interplay of technology, design, and human welfare.

A Call to the Next Generational Design

“At the same time, the world was facing significant political, economic, health, and environmental problems.

And if anything, technology and design seemed to be contributing to these problems as much or more than addressing them. My father's sage advice returned to me, and I decided to write that book after all,” added Kozma.

Guiding Principles for a Better World

Within this realm of uncertainty, the power of design and technology remains potent, poised to shape the contours of our collective destiny.

Kozma believes, “My hope is that designers, especially young designers who have inherited the mess we've left, will use their creativity and idealism, their enthusiasm for design and technology and their knowledge and sense of moral purpose to redirect the ship of design and technology to make the world a better place.”

From this tapestry of reflection and research, Kozma distilled seven guiding principles that stand as beacons for designers seeking to create a more virtuous world: First, do no harm; reduce existing harm; increase happiness and well-being; advance knowledge and agency; promote equality; address injustice; and build supportive, compassionate 39