To reach the goals of the program, we do the following.
[1] Form groups of 2-3 students as soon as they arrive in Bolivia.
[2] As a group, students frame a question, develop competing hypotheses to address the question, and write an estimable model to test the hypotheses.
[3] We help students identify the methods to collect the data to estimate their model. Under our supervision, they learn about the principles behind the methods and pilot test the methods.
[4] The groups work together to develop a common set of instruments for use by all the groups to collect a common body of information.
[5] Using the same instruments, students collect information from all people in the two villages of the training program.
[6] They enter and clean the data in ACCESS and do the analysis using various software packages.
Hallmarks of the approach include:
(a) moving students gently through all stages of research, from design, to hypotheses formulation, to pilot testing methods, to data collection, data cleaning, data analysis, and ending with presentation of results,
(b) close, personal mentoring by faculty,
(c) teaching students to learn to work in groups as they pursue answers to questions of common interest,
(d) learning about the daily management of a panel study,
(e) intensive 7-day training without much down time, and
(f) learning to work in a foreign setting without being so overwhelmed by culture shock, heat, mosquitoes, and the endless details of daily living that students forget about the purpose of their study.
We next describe the training program in 2007, which we intend to replicate in 2008 with some changes. A typical day started with breakfast at about 6:30am. After preparing breakfast, we allocate the morning to discuss the theory or principles behind the question or methods that students would apply in the afternoon. After preparing and eating lunch (12-2pm), students with translators and faculty pilot test methods or collect data (2-5:30pm). We set aside 5:30-7:30pm to bathe in the river and cook dinner. After dinner, we hold seminars discussing what students had learned during the afternoon, pending questions, or topics in professional development. Some of the training also focused on logistical issues — how to cook with firewood, deal with translators, requests for medical assistance and other things from villagers, ethical issues in fieldwork, how to take care of equipment, how to reconcile family life with field work, and the like. The evening seminars usually end by 9-9:30pm. To accomplish the endless administrative details — cooking, washing, buying food, making sure meals were done on time — students and faculty are assigned tasks. Every Monday, during the evening seminars, we reserved time to receive feedback from students on any topic on their mind. Comments ranged widely from substantive issues, to logistical and personal issues. The sessions on Monday evenings are important to ensure that incipient problems do not get out of hand. As noted, training takes place every day during the week.
