October 23 Blog Post

Teammates: Rozhin and Brianna

1. If you are the Chief of Police for Afghanistan, what solution would you develop to pay the cops that are actually working, reduce corruption, and boost their morale

If our team were acting as the Chief of Police for Afghanistan, we would ensure that systems were set in place in order to help address the issue of corruption and boost morale. To begin with, we would ensure that additional administrators are hired in order to manually regulate the payroll system, this way we can help prevent Ghost policemen. These administrators must not only hold themselves accountable but also hold their coworkers accountable for any acts of corruption. Yet, in understanding that the corruption present in Afghanistan is hierarchical, we must have a leverage point in order to prevent corruption at the administrative level. In this scenario, our leverage point would be increasing the countrywide literacy rate. By increasing the literacy rate we can:

• Increase education and knowledge among the general public
• Allow more Afghani citizens to be involved in their local services
• Increase voter turnout and accountability

These effects experienced by increasing the literacy rate will all directly impact levels of corruption and the likelihood for corrupt officials to stay in power. Additionally, we can also implement activities within the bureaucracy in order to build deeper relationships, increase teamwork, and boost morale.

 

A second solution is to create an anti-corruption agency (ACA) that works independently from the police. The ACA will be held to an international standard of monitoring corruption; its workers will have to go through an arduous screening process before employment to ensure they are noncorrupt. One way to accomplish this is to ask employees to report their official tax and financial records each year. It is important that there is a single ACA, however. In countries where there are multiple ACAs – like Iraq – certain areas are overlooked. Additionally, multiple ACAs compete for the same financial resources so it would deter it from its true mission – to limit corruption.

 

2. If you are the entrepreneur, what multi-final solution will you develop so that you succeed, your venture succeeds (takes water hyacinth off the lake), and the people living along the lakeshore also walk away happy. Please be specific on how your solution might function and precisely whom you would work with. For example, refrain from including vague stakeholders like entire communities.

 

One of our solutions will be hiring interested community members who want to work on removing the hyacinth from the lake and getting paid for it. This can especially work well with the fishermen or other community members who have boats so that they can remove the moss from different areas of the lake. This will work by her giving a portion of her profits in the shape of wages for the workers. It is important to have community members involved in the venture so that they don’t feel as if they are being excluded. Although this will likely result in having to let go of her current employees, it is more cost-effective and a good way to take advantage of the community members’ navigation knowledge of the lake since they know it best and they may know which area of the lake the hyacinths are most densely populated.

 

Another one of our solutions is for her to give a portion of her profits back to the community through charitable donations such as removing wastes and donating to their environmentally focused organizations. This will show community members that she is not just there for profits. Additionally, the community will be more willing to help her advance the venture forward if they notice she invests in the local community.  

 

In addition, another solution could be educating the community about the great advantage that she is adding to their environment by removing their water hyacinth infestation from their lake and improving their community’s fishermen’s access and ability to work on the lake without any charge to the community itself.

Describe at least 5 partnerships with individuals and/or organizations that have been formed to support your project and that impact the success or failure of your venture. 

 

Partnerships	Impact
Sierra Leone Autistic Society	-We have access to work with the children with autism in SL.  -We have access to their resources for training materials (pictures/videos).  -They will be a contact/resource for families with children with autism, or for those that are showing signs of autism.
World Hope International	-World Hope International will help with travel in SL. -World Hope International will be interpreters if there are language barriers.  -World Hope International will be able to locate and refer us to families, schools, and children.  -Will provide us with internet, communication, accommodations.
University of Makeni	-We have access to their resources when we hold training in SL (healthcare workers, school teachers, community health workers).   -We are able to collaborate with professors to hold trainings for the college students.
GSIF/Khanjan at Lehigh University	-We have access to other teams’ connections and resources -We have access to Khanjan’s contacts and the relationships that he has built. -Provides opportunities to receive free advice and critiques
INSAR research group	Dr. Morin and Alyssa have been attending a new subgroup through INSAR that completes some type of educational research in any part of Africa. This group meets on a bi-monthly basis and follows a goal of collaboration which helps positively impact our venture as we are using this research group to: (1) ask for research advice to avoid common pitfalls and mistakes, (2) prep our materials for culturally appropriateness and (3) learn from others about funding opportunities.

 

 

 

 

Please identify partnerships at the individual, team, and Lehigh / GSIF level.

 

Partnerships at the Individual level

• Dr. Kristi Morin
• Alyssa
• Kathleen
• Emily
• Grace
• Ted
• Lindsey
• Kelsey

 

Partnerships at the Team level

• Diagnosing Autism in SL research group
• Qualitative Expert: Suzanne Kucharczyk
• Khanjan Mehta
• Lehigh University

 

Partnerships at the GSIF level

• University of Makeni
• World Hope International
• Sierra Leone Autistic Society
• INSAR research group

 

 

Partnerships	What constituted the partnership?	How did the partner help you? How did you help them?	Was this a symbiotic relationship? Why or why not?	What would help strengthen this partnership and make it more equitable?
Sierra Leone Autistic Society	Relatively infrequent conversations on objectives of partnership on both sides (how we could help one another) and the steps needed to accomplish that.	They are helping us refine our screener to be as culturally relevant. We helped them by obtaining donations of Augmentative Alternative Communication materials and devices as well as our knowledge on Evidence Based Practices for children with ASD.	Yes it is. Both sides are contributing a common goal which is essentially the betterment of livelihoods for those with ASD. See previous box for specifics.	More communication would allow us to collaborate more. Since the development of our screener relies on extensive cultural knowledge, a quicker back and forth dialogue would enrich the partnership even more. We could then use our formed screener and dissemination plan to help them access more resources.
World Hope International	World Hope International is partnering with our venture as a joint collaboration similar to how WHI partners with other GSIF teams. They will provide transportation and interpreters on the ground as well as connections to further the venture that we are unable to make quickly as our relationships are not developed in Sierra Leone.	We plan to work heavily with World Hope during fieldwork and this team has not completed any field work for this venture yet. Thus far, they have provided us with countless connections to other community organizations and families and we have provided them with expertise in the area of autism.	In the future yes. We have committed to a symbiotic partnership but have not completed field work where this relationship will be tested. Currently, our relationship is symbiotic in a more abstract way as we work from a distance with WHI.	More open and frequent communication to maintain the relationship and develop it further
University of Makeni	The University of Makeni is partnering with us in order to help develop trainings and curriculum which will be used to help bring about awareness of disabilities within different settings.	This partner will help us advance our venture, as we will be able to collaborate with professors and students to develop our training. We will be able to help them out by bringing our expertise and research abilities to help further education on the topic.	Yes, because we are both collaborating to improve education for disabilities present within Sierra Leone.	More frequent communication would strengthen this partnership as well as developing a curriculum sharing method to best disseminate Western evidence-based practices to special educators in training in Sierra Leone.
GSIF and Khanjan at Lehigh University	GSIF provides us with the skills needed in order to advance our venture in the most efficient and ethical way. Khanjan also connects us with contacts on the ground. We provide projects of substance for advancing Lehigh’s name	This partner will provide credibility and opportunities for connections to advance our venture. We are able to work with other teams with goals in the same region as us. We help them by helping other teams in the program and advancing the program’s overall goal for creative inquiry.	Our relationship with this partner is symbiotic because both sides benefit. Our team gains access to the connections with GSIF and the other teams within GSIF gain access to us. We use the credibility of the program while also improving its credibility.	More frequent communication with other teams in order to determine mutual goals.
INSAR research group	This research group is based on members of INSAR, a leading international research organization focused on Autism Spectrum Disorders that identified the need for collaboration of efforts of researchers who complete work in Africa.	This research group has only met once thus far since inception, therefore no specific takeaways are available yet.	Yes, the research group was created as a collaborative space to learn from one another and share expertise	More meetings to develop personal relationships with the other researchers

 

October 2, 2020

List ten specific ways in which your teaming approach has changed/evolved since you started, teamwork skills you have developed, and lessons you have learned.

1.  A) Teaming Approach: All of us had individual roles and areas of expertise B) How it has changed: We still have areas of expertise, but now we work more fluidly in the sense that we work outside of these roles as well C) Skills Developed: Allowed us to learn multiple skills outside of our comfort zone D) Lessons Learned: How to be flexible and adaptable
2.  A) Teaming Approach: We met once a week with our faculty advisor B) How it has changed: We still meet with our faculty advisor but now we also often meet just as a team throughout the week  C) Skills Developed: We learned how to be more independent in regards to managing our work on our own  D) Lessons Learned: How to be responsible and take more initiative
3.  A) Teaming Approach: We all met in person B) How it has changed: We are now meeting remotely only C) Skills Developed: I learned how to use zoom very quickly as a result D) Lessons Learned: We must be able to adapt to new circumstances and continue to work on our venture
4.  A) Teaming Approach: We were not communicating as frequently as we should have B) How it has changed: We have a group chat and often CC each other on emails C) Skills Developed: We developed our communication skills D) Lessons Learned: Communication is key
5.  A) Teaming Approach: Our faculty advisor led our team meetings B) How it has changed: Students now mainly lead the meetings C) Skills Developed: Flexibility and independence D) Lessons Learned: We work a lot better if we are primarily involved
6.  A) Teaming Approach: I was hesitant to involve myself in qualitative research B) How it has changed: My teammates helped teach me how to code and understand qualitative research C) Skills Developed: Professional skills D) Lessons Learned: It is important to learn new skills
7.  A) Teaming Approach: I was hesitant to ask my faculty advisor for help B) How it has changed: I have become more comfortable emailing her to ask questions C) Skills Developed: Personal skills D) Lessons Learned: It is better to ask for help than to not know what to do
8.  A) Teaming Approach: I was more focused on learning about the culture of Sierra Leone B) How it has changed: At this point in our venture, what will benefit our venture the most is continuing to conduct research, publish papers, and develop our screener. It was important for me to be able to help my team reach these goals C) Skills Developed: Versatility and flexibility D) Lessons Learned: It is important to be able to focus on the right goals
9.  A) Teaming Approach: We had contact with our partners on the ground in Sierra Leone B) How it has changed: COVID and remote working has made it hard to keep in touch C) Skills Developed: Adaptability and consideration D) Lessons Learned: The pandemic has made us realize how we must be ready to tackle new challenges
10.  A) Teaming Approach: We were mostly focused on our screener B) How it has changed: We realized that our venture needs work in other areas such as building connections and funding C) Skills Developed: Critical thinking D) Lessons Learned: Our venture does not end after we develop our screener, we must work to build relationships and receive funding in order to have a real impact.

Updated Collaboration Plan

What are my personal goals (small g) on this team? Pull those goals from the dreams on your individual profiles. Capture them by person in your collaborative plan. e.g., get an A, learn laser cutting, start something I can continue after the semester

My updated goals mainly revolve around being able to take the skills I have acquired over the course of this year, and develop them in order to better further our venture. For example, recently my team has been really focused on publishing papers in order to bring credibility to our venture. A personal goal I have is to continue working on coding and contributing to the development of these papers.

What is the Project GOAL (big G) we’re all committed to achieve together?

The project GOAL for our team is to develop a culturally appropriate, highly effective Autism diagnostic screener. Throughout this process we must also be committed to finding a way to disseminate the screener, bring awareness and education on the nature of Autism, as well as providing training for community health workers throughout Sierra Leone.

Establish Roles – How will you leverage the assets each member brings to the team? How will you leverage the experiences each member brings to the team? How will you ensure that the team’s work gets done on time and with high quality?

 

• Qualitative Expert (Emily):  Responsible for the study design & approach. For example, which approach (e.g., case study, ethnography, etc), what types of data should we collect, develop protocol, how to synthesize and write up the data, develop focus group and interview questions/format. Experience in working on psychological/sociological research–both quantitative and qualitative. Collaborating on the meta-synthesis.

• IRB Expert (Alyssa): Responsible for anything & everything related to the IRB. She is the  point of contact with the University, she will write, submit, revise, and resubmit IRB,  develop consents (verbal only), and work with the qualitative expert to create data collection forms, etc. Experience in working on psychological/sociological research–both quantitative and qualitative. Alyssa also leads the meta-synthesis that our team is collaboratively working on. 

• Assessment Expert (Kathleen): Responsible for main analyses on current Western assessments and screeners and will work with SPED & cultural experts to decide what questions/tasks our assessment should have, learn how to validate the assessment.Knowledge of available western screeners and experience using, scoring, and reporting these tools. Previous experience developing and validating a new measure. Psychometric expertise. Kathleen is also responsible for the psychometrics paper that our team has been working on. Collaborating on the meta-synthesis.

• SPED/ASD/Education/Healthcare Expert (Lindsey): Responsible for understandinding these facets in order to inform the team on how best to approach our goal. Will seek to answer questions like: how did we get from where we started in the US in terms of level of knowledge, awareness, and services, to where we are now? What can we do in SL to make progress in this area? What is the education structure of SL? What trainings do teachers need to be qualified to teach? What is the healthcare system like? Collaborating on the meta-synthesis.

• Cultural Expert (Grace): Responsible for thoroughly understanding the culture of Sierra Leone: its history, language, values, beliefs, geography, different districts, etc., the strengths and challenges of the people and country, and will report on current events weekly which are impacting and shaping the country. Collaborating on the meta-synthesis.

• Ted: Collaborating on the meta-synthesis.Providing collaborative help with Kathleen on the psychometric paper.

 

By assigning roles in this format, we can ensure that every facet of our broad and ambitious project goal is covered in depth so that we can gather data as comprehensively as possible–to form a firm foundation for our screener and education dissemination.

Establish Team Procedures Decision Making – What process shall we use: consensus, majority rules, deference to expert, default to the loudest, or? Effective Meetings – Focus on key, timely decisions together vs. status/update (offline); meeting roles: scribe, facilitator, time keeper Communication – FTF: frequency, time, location; type of technology: (Google docs, Hangout, etc.); expectations for responsiveness; ‘best time to work’ (AM, PM, weekends?)

• So far, we have not had an issue with disagreements and finding a consensus on important decisions. Thus, we will continue with our usual approach where someone proposes a question or suggestion on a problem and all are given a chance to input their own thoughts, stance, and comments so that we may discuss the most viable decision based on all the cards put forth on the table. If there is still a strong disagreement, we may consult our various experts (both team members and professional contacts) depending on the area of which the disagreement stands. We are currently meeting weekly with our teams on ZOOM to discuss the outcomes of screening abstracts for a publication. This is another example of how we work well together to resolve conflicts. If two team members disagree on an abstract or article, a professional discussion where we explain our reasoning is held. We have collaborative conversations and come to a final consensus. 
• Each week we set a goal as a team. We have individual responsibilities of managing our time wisely to ensure these goals are attained by our next team meeting. We follow a pretty explicit format set forth by team leaders on how to mark items as done, your status on screening through a color coded system and open communication throughout the process. We always have a due date to have work completed by 5PM the day before our weekly team meetings so that team leaders have time to review the work to give meaningful feedback at the meeting. 

Prior Plan If fieldwork were canceled, how would we advance the dream forward?

New Plan What we have accomplished and our focus

Work with our contacts in the Sierra Leone Autistic Society to have them review the questions we identified for our screener and talk through phrasing and cultural appropriateness. See if they would be willing to and able to have some families complete the screener so we can use some initial pilot data to further refine the screener We will be able to continue our work and submit at least one manuscript for publication regarding an older paper we are working on and one on the process of how we created a screener.  We would be able to continue refining our screener and focus group questions in order to make sure they are ready to be implemented for future fieldwork  Mountain Top/CEC .

Continued extensive research for the development of the screener Acquired donations for our stakeholder in Sierra Leone at the Sierra Leone Autistic Society  We have finished re-coding an older field work paper and are nearing publication  We are submitting this week the psychometric property paper We are working on the meta-synthesis  We had two presentations accepted to CEC 2021 Conference Continue refining screener, qualitative protocol, and IRB.  Kathleen and Alyssa have attended workshops hosted by AERA on qualitative research   Alyssa and Dr. Morin attended research meetings with other academics who work in Africa on disability research and are continuing on a bi-monthly basis