www.impaakt.

co

September
ISSUE: 1

World’s Most Jacob Harold,

Influential
Co-founder & EVP,
Candid

of 2023

The Data Philanthropist

Empowering Change
through Analytics &
Information
 A
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.
 18 24 32
Christine O'Connell Michael Carter Misker Kassahun
The Leading Voice Reinventing Education Bridging Hope
of Empathy in Pedagogy with and Healthcare
STEM Digital Role-playing
Simulation

CXO

36 28
Robert Kozma Applying a Sociological
The Innovator Lens for a Gender
Who Designs a Inclusive Pedagogical
Better World 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!

2 023, 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!

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

Jacob is a social change strategist, executive &

Co-founder & author of The Toolbox: Strategies for Crafting Social
Jacob Harold EVP of Candid Impact. He is the co-founder of Candid & former
CEO of GuideStar

Michael's life mission is to design and structure

Director of education curricula along with simulation devices and
Michael Carter Text Genome technology for the dynamic learning of students.

Co-founder and Misker's mission is to foster a “culture of volunteerism”

Misker Kassahun Executive Director while making a substantial impact in addressing societal
of GIV Society Ethiopia challenges.

Emeritus Principal Robert is an author, researcher, and consultant with over

Robert Kozma Scientist, 40 years of experience in technology, education, and
SRI International social development.

Doctoral With a career spanning 11 years, Sneha has made

Sneha Kadyan Researcher (ABD), significant contribution to gender studies, trade and
Colorado State University development and environmental sociology.
World's Most Influential Social Scientists of 2023

The Data Philanthropist

Empowering Change
through Analytics &
Information

D 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 Co-
founder & 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.

www.impaakt.co 10
 Jacob Harold,
Co-founder & EVP,
Candid

Photos by: Beowulf Sheehan

www.impaakt.co 11
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.
www.impaakt.co
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.
14
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
At the heart of that
of future social change leaders?
contract are four
It's a great honor to think about students at major
universities like Stanford, Oxford, or Tsinghua reading values: love, truth,
wonder, and justice. It
my essays. But I'm almost more gratified to know that
students at community colleges have been assigned my

is love that makes us

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. value the people
What message would you like to convey to aspiring around us.
social scientists and change-makers who are
passionate about creating a better world?

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 15
 THE LEADING VOICE OF EMPATHY IN STEM
T 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 gender-
based 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.
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 event: teachers, local policy makers,
weakness; it's a potent force for
positive change. "Being a kind leader,"
she asserts, "means building
community wherever you go and
making room at the table."
Below are the interview highlights:
Can you share a bit about your
background and how your journey
in the field of science communication
and leadership began?
Right out of college, I worked on a
climate change campaign around the
2000 US Presidential Primary
Elections. I remember being at a
Townhall meeting in New Hampshire
with the late Senator John McCain
speaking; he was running for the
Republican nomination. We asked
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
there “wasn't enough scientific
evidence to show it was happening.” I tackle some of the big issues we were
was shocked.
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
community members, and students.
At one of his last big appearances at
Dartmouth College, McCain brought
one of our organizers up on stage and
said: I see you at every event this is
clearly an issue young people care
about, so I promise when I get back to
the Senate, I'm going to hold a hearing
on Climate Change.
And, he kept his word. Not only did he
hold Senate hearings on climate
change but went on to sponsor
bipartisan legislation on climate
change (which, unfortunately, didn't
pass). This experience showed me the
power of communication and the
power of organizing. You can have all
the science in the world on your side,
but you also need people. You need
people to care about and understand
science and communication were to
facing as a society.
18
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. Christine O'Connell,
Executive Director,
I volunteered to be in the pilot group of Riley's Way Foundation
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 Tens of thousands of STEM
improvisation exercises that focused on
empathy and making a genuine professionals have been transformed
connection with the person to whom
you were speaking. Teaching by these techniques and science
communication was the missing piece
in STEM.

Your work at the Alan Alda Center of many STEM programs.

“
communication is now an integral part

for Communicating Science has

focused on empathetic
communication. Could you elaborate
on how empathy enhances science

www.impaakt.co 19
 “To solve some of society's
biggest problems we
have to learn to work
together and listen to “
each other more.

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.
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
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.

www.impaakt.co 20

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.
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.
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.
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World's Most Influential Social Scientists of 2023
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.
Could you share examples of
initiatives or experiences where
you've seen the impact of your
efforts to promote women in STEM
and leadership?
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 peer-
community 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?”
21
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 Non-
Normative 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.
22
 Reinventing Education
Pedagogy with Digital
Role-playing Simulation

E 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

www.impaakt.co 24

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
www.impaakt.co
World's Most Influential Social Scientists of 2023
Steve Jobs at Apple and his
instrumental support for Doug
Engelbart's Bootstrap Institute
underscore his knack for identifying
and nurturing groundbreaking ideas.
How Michael Integrated Technology
into Classroom?
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 pre-
readers 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
Carter's dedication to lifelong learning
and his ability to bridge generations
through education became evident.
IMPACT through Digital Media
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.
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 ever-
evolving 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.
25
 • Early Years in Paris: Studied human experience with Claude Levi-
Strauss, 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.

• 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.
A Quick Wrap

• 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.

www.impaakt.co 26
 Co-founder and
Executive Director

I nclusive pedagogy, as an
institutional strategy endeavors to
establish an educational setting
that fosters a sense of belonging,
appreciation, and integration for all
patterns become clearer, we can frame
our world better through a
formalization that is grounded in social
justice.
of a collaborative approach in
education facilitates the creation of a
learning environment that is both
enriching and inclusive.

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
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 29
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.
www.impaakt.co
Students as Participants in their
Own Learning
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.
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
and constructively to all forms of
microaggressions.
At the Crossroad of Gender and
Culture: Concluding Thoughts on
Intersectionality
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.
30
 Dr. Misker Kassahun,
Co-founder and
Executive Director

BRIDGING HOPE AND HEALTHCARE

www.impaakt.co 32

I 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.
www.impaakt.co
World's Most Influential Social Scientists of 2023
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.
33
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
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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 life-
threatening 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 life-
saving stabilization.
How does the GIV Society contribute
to empowering young volunteers and
positively impacting communities?
34
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
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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 well-
being, 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.
35
The Innovator Who Designs a
Better World
F 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.
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.
Pivotal Moments of Childhood
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
www.impaakt.co
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.”
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.
Shifting Landscape
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.
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

Simultaneously, the pursuit of

Robert Kozma,
knowledge continued to beckon,
leading Kozma down the path of a PhD Ph.D.

“
in education. His passion for
technology intertwined with academic
pursuits, and Kozma found himself
specializing in instructional Having worked with cutting edge
technology. The dichotomy of human technology throughout my career, my
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
“
focus changed from the technology to
the people using it, to local user needs
and the least expensive systems that
open wider than ever before.
could meet them.

www.impaakt.co 37
 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
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

www.impaakt.co 38
“ 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.
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?
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
“
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 relationships and communities.
up an old hobby—photography—and These principles, forged through the
developed a specialization in fashion crucible of experiences, resonate as a
photography. But while he published in moral foundation, a compass to
many online fashion magazines, navigate the intricate interplay of
including a dozen covers, Kozma came technology, design, and human
to realize that he was not making the welfare.
world better in any meaningful way.
A Call to the Next Generational
Design
“At the same time, the world was
facing significant political, economic, Within this realm of uncertainty, the
health, and environmental problems. power of design and technology
And if anything, technology and design remains potent, poised to shape the
seemed to be contributing to these contours of our collective destiny.
problems as much or more than Kozma believes, “My hope is that
addressing them. My father's sage designers, especially young designers
advice returned to me, and I decided to who have inherited the mess we've left,
write that book after all,” added will use their creativity and idealism,
Kozma. their enthusiasm for design and
technology and their knowledge and
Guiding Principles for a Better sense of moral purpose to redirect the
World 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