It seems that a majority of higher education faculty are focused on limiting the power of AI through efforts to detect “cheaters” who may employ the abilities of AI to do homework, write essays, and perform other functions related to course assignments. These energy-consuming efforts are misguided in that AI should be regarded the way we consider the computer systems that power commercial airlines or that guide starships to the heavens. Would we tell an airline pilot of a Boeing 747 or other aircraft that he cannot use the onboard automatic control systems to fly? Or will astronauts somehow do the thousands, if not millions, of mathematical calculations needed to fly a rocket into space in their heads without relying upon computers or NASA control?

AI-Enabled Proposal

With this argument in mind, my goal for this potable water proposition is to embark on a project to design a strategy for implementing potable water solutions for needy pueblos in a small country like Ecuador, with an applied anthropology university class that actively harnesses the power of AI. Leveraging AI can offer primary research tasks, insightful data analysis, pattern recognition, and simulation capabilities to support the project.

1. Course Framework Development

Objective Setting: Define clear objectives for the course, including the expected outcomes, such as developing a viable water purification strategy tailored to Ecuador’s specific challenges.

Curriculum Design: Incorporate modules on water resources management, public health, environmental science, and technology applications in water treatment. Plan to include case studies and AI tools for data analysis and problem-solving.

Use of ChatGPT4: Students will employ AI for all stages of this project to perform preliminary and advanced research. They will work collaboratively in assigned teams and share their findings with the class as they progress through each phase.

2. Introduction to the Challenge

Background Information: Provide students with background information on Ecuador’s geography, climate, current water supply systems, common waterborne diseases, and socioeconomic factors affecting water access. In Ecuador, the risk of encountering major infectious diseases, particularly food or waterborne diseases such as bacterial diarrhea, hepatitis A, and typhoid fever, is high. These diseases are a significant concern in areas with inadequate access to clean water and sanitation.

Problem Statement: Clearly articulate the problem statement, emphasizing the need for potable water and the challenges posed by parasites and other contaminants. For detailed information and statistics, please refer to the source directly at IndexMundi’s Ecuador Major infectious diseases — Demographics page.

3. Research and Analysis

Data Collection: Guide students in gathering data on water quality, existing infrastructure, population distribution, and health statistics related to waterborne diseases in Ecuador. We will use AI for this task.

AI and Data Analysis Tools: Introduce AI tools and software for analyzing water quality data, predicting contamination hotspots, and modeling the impact of various water treatment solutions.

4. Design Thinking Workshops

Ideation Sessions: Organize workshops where students can brainstorm and propose innovative solutions for water purification, storage, and distribution.

Design Prototyping: Use AI to simulate the effectiveness of proposed solutions, considering factors like cost, scalability, environmental impact, and cultural acceptance.

5. Stakeholder Engagement

Identify Stakeholders: Teach students to identify and engage with key stakeholders, including local communities, government agencies, NGOs, and industry experts.

Collaborative Projects: Encourage students to collaborate on projects with local stakeholders in Ecuador, possibly through virtual exchanges, to ground their strategies in real-world contexts

6. Organizational Structure

Working Teams: In our potable water project proposal, we’ll draw inspiration from the organizational structures of Facebook and Apple to optimize team efficiency and innovation. The class will be divided into five teams, each specializing in distinct phases like data collection, community water kiosks, United Nations contacts, and NGO contacts.

Corporate Emulation: This functional division mirrors Apple’s focus on deep expertise, while a matrix-style collaboration, like Facebook’s approach, will facilitate cross-team communication and adaptability. This structure aims to leverage individual strengths and foster a cohesive, innovative solution to water access challenges.

7. Solution Development and Presentation

Solution Refinement: Guide students through refining their proposals based on feedback from stakeholders and AI simulations.

Final Presentations: Have students present their comprehensive water solution strategies to a panel that includes other academic professionals, and possibly external experts or stakeholders.

8. Feedback and Iteration

Constructive Feedback: Provide detailed feedback on the viability, innovation, and feasibility of the proposed solutions.

Iteration: Encourage students to iterate on their designs based on feedback, emphasizing the iterative nature of design and problem-solving.

9. Reflection and Documentation

Course Reflection: Facilitate a reflection session where students discuss what they learned, challenges faced, and how the project has impacted their understanding of water issues.

Documentation: Encourage students to document their research, design process, proposed solutions, and reflections in a comprehensive report or portfolio.

This project-based approach, combined with AI tools and engagement with real-world challenges, can provide students with a rich learning experience that emphasizes critical thinking, innovation, and practical problem-solving skills in addressing global water issues.

The United Nations

Engaging with the United Nations (UN) and its specialized agencies can be a strategic move for my project, providing access to expertise, resources, and international networks crucial for addressing global water challenges. The UN has several bodies focused on water issues, sustainable development, and health, which could offer support in various forms.

Engage with UN Initiatives

Water Action Decade 2018-2028: Align our project with the goals of this initiative, which aims to improve water management and access to clean water and sanitation worldwide.

Sustainable Development Goals (SDGs): Specifically, SDG 6 aims to ensure availability and sustainable management of water and sanitation for all. Tailoring our project to contribute towards achieving SDG 6 can make it more attractive for UN support.

Considerations

Long-term Commitment: Engaging with the UN and securing support can be a long-term process requiring persistence and flexibility.

Alignment with UN Goals: Clearly demonstrate how our project supports the UN’s broader objectives, particularly the SDGs.

Seeking UN support can significantly amplify the impact of our project, providing not just funding, but also invaluable expertise, legitimacy, and access to a global network dedicated to addressing water and sanitation challenges.

Other NGOs

There are several well-known and funded non-governmental organizations (NGOs) that focus on water issues, including access to potable water, sanitation, and hygiene (WASH), which might provide help and support for our project. Partnering with these NGOs can offer expertise, resources, and potentially funding to assist with our efforts in Ecuador.

Applied Anthropology and Leveraging AI

This brief synopsis of my full proposal aims to illustrate how higher education faculty might shift the focus from “catching cheaters” to harnessing the tremendous powers of generative AI to benefit our communities and our world. By employing the enthusiasm and creative intelligence of university students in tackling the problem of 1 in 4 people (2.2 billion) lacking safe access to water at home and 2 in 5 people (3.5 billion) lacking access to a safe toilet (water.org), I want to move the discussion of generative AI from despair and frustration, to one of hope and possibility.

References

Ackerman, P. J., Moore, T., & Brickles, T. A. (2016, June). Learning off the grid: Implementing engineering service projects in developing countries to achieve student, faculty, and community outcomes. Paper presented at 2016 ASEE International Forum, New Orleans, Louisiana. https://peer.asee.org/learning-off-the-grid-implementing-engineering-service-projects-in-developing-countries-to-achieve-student-faculty-and-community-outcomes

Doe, S. R. K. (2018). Sustainability of community water management in small towns of developing countries: Case studies from Ghana [Doctoral dissertation, Loughborough University]. Loughborough University Repository. https://repository.lboro.ac.uk/articles/thesis/Sustainability_of_community_water_management_in_small_towns_of_developing_countries_case_studies_from_Ghana/9454631

Freeman, S., Crocker, J.T., & Swan, C. (2007). The role of small scale international service projects in engineering education: The students’ perspective. Engineering Education, 24 June 2007.

Functionly Staff. (n.d.). Apple’s Organization Structure: How a Functionally Organized Company Became a Global Tech Leader. Retrieved March 29, 2024, from https://www.functionly.com/orginometry/apple-org-structure

Index Mundi. (2021). Ecuador Major infectious diseases. Retrieved March 30, 2024, from https://www.indexmundi.com/ecuador/major_infectious_diseases.html

Jade [@Jade2021]. (2024, March 30). Ecuadorian children being treated for waterborne diseases [Image]. NightCafé. https://creator.nightcafe.studio/creation/QCVnGIjQoSFdRpA1rnHW

Miller, J. (2021). Undergraduate student led research: An applied anthropology course as a community-based research firm. Teaching Anthropology, 10(3), 14-20. https://doi.org/10.22582/TA.V11I3.581

Organimi. (n.d.). Facebook’s Organizational Structure. Retrieved March 29, 2024, from https://www.organimi.com/organizational-structures/facebook/

Singer, M. (1994). Community-centered praxis: Toward an alternative non-dominative applied anthropology. Human Organization, 53(4), 336-344. https://doi.org/10.17730/HUMO.53.4.H798UV45433R1308Resource

Singer, M. (1994). Community-centered praxis: Toward an alternative non-dominative applied anthropology. Human Organization, 53(4), 336-344. https://doi.org/10.17730/HUMO.53.4.H798UV45433R1308Resource

Writing & Editing Services

Worrying over a paper? Stuck and not sure how to proceed with that writing assignment? Need help writing and editing a thesis, or crafting a proposal? Look no further! I have been helping students at all levels to write papers, edit manuscripts, and craft research and thesis proposals (Masters and Doctorate) for more than 20 years! Plus, I have the “hard knocks” experience to know the ins-and-outs of the process to help you navigate the often turbulent waters of higher education. Reach out and let me help you get that project done! Contact me at Apprentus!

Struggling With English?

Struggling with English? Want to improve your speaking, writing, reading, and or comprehension skills? I specialize in tutoring English to non-native speakers and have several years of experience with both private and university class levels. I hold a TESOL/TESL/TEFL 220-hour Teacher Training Certificate with a specializations in Teaching English to Young Learners, Teaching English Grammar, Teaching Business English, and Teaching IELTS and TOEFL Preparation from Oxford Seminars. You tell me what you want to focus on and we can take it from there! Contact me at Apprentus!

Please Consider a Contribution to Help Maintain this Site!