IRES US-Tanzania: Developing Global Engineers and Scientists through Collaborative Technology Innovation for Public Health Improvements in Tanzania

密歇根理工大学的Kurtis Paterson教授将带领来自密歇根理工大学的12名工程研究生参加一个国际学生研究经验项目，与来自坦桑尼亚达累斯萨拉姆大学的12名工程学生一起，通过开发或整合可持续和适当的技术，对与饮用水供应、卫生、室内空气污染和疟疾有关的关键坦桑尼亚公共卫生问题进行研究。虽然每年将有8名新大学生参加，但这个项目的独特之处在于，所有三年？与会者将被联系起来，为这些问题提出可行的解决办法。第一年将专注于概念发展，第二年专注于设计，第三年专注于实施和评估。在一年的12个月里？美国的研究小组将通过校内准备、为期十周的坦桑尼亚实地考察和研究成果的传播，获得广泛的国际发展研究经验。这个项目为美国工程和科学专业的学生提供了一个接触和理解发展中国家面临的问题的重要机会。只有这样，设计师才能在现有资源、文化规范和技术适宜性的约束下，通过创新，开发出有效的技术来解决这些问题。很明显，传统的课堂教育不足以为这类工作做好准备。学生必须亲身体验这些国家的社区和常驻工程师所面临的挑战。最后，虽然学生对国际项目的兴趣很高，但研究生很少有机会融入他们的研究训练和专业发展。这个项目有可能产生许多积极的影响。合作社区将直接受益于学生团队的研究成果。这些社区的公共卫生改善可能会对教育、经济和福祉产生深远的影响。大学生参与者将学习另一种文化，为社区和文学做出有意义的贡献，并在专业和个人方面得到成长。中学的参与者可能会更好地理解技术教育和高等教育的价值。最后，大学、和平之家和社区之间的互动可以为未来的教育、研究和服务机会奠定基础，造福所有人。该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。

Professor Kurtis Paterson of Michigan Tech University will lead twelve engineering graduate students from Michigan Tech in an International Research Experiences for Students project, with twelve engineering students from the University of Dar es Salaam in Tanzania, to conduct research on critical Tanzanian public health issues connected to potable water supplies, sanitation, indoor air pollution, and malaria via the development or integration of sustainable and appropriate technologies. While eight new university students will participate each year, this program is unique in that all three years? participants will be linked to produce workable solutions to these problems. The first year will focus on concept development, the second year on design, the third year on implementation and assessment. Over the course of twelve months, each year?s teams will gain a breadth of international development research experience with on-campus preparation, ten weeks of Tanzanian fieldwork, and dissemination of findings.This project provides an important opportunity for American engineering and science students to be exposed to and understand the problems facing the developing world. Only then can designers develop effective technologies to solve these problems through innovation within the constraints of available resources, cultural norms, and technological appropriateness. It is clear that conventional classroom education is insufficient preparation for this type of work. Students must experience first-hand the challenges to the communities, and the resident engineers, of such nations. Lastly, while student interest in international programs is high, there are few meaningful opportunities for graduate students to weave into their research training and professional development. This program has the potential for many positive impacts. The partnering communities will benefit directly from the research developed by the student teams. Public health improvements in these communities could have far-reaching ripples through education, economics, and well-being. The university student participants will learn about another culture, make meaningful contributions to the community and the literature, and grow professionally and personally. The secondary school participants may better understand the value of a technical education, and higher education. Lastly, the interaction between the universities, Peace House, and the community could lay the groundwork for future education, research, and service opportunities benefiting all.This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).