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Developing International Education and Research Partnerships

Developing International Education and Research Partnerships. Jim Nelson, PhD, Brigham Young University Joshua B. Draper, Graduate Student, Brigham Young University. Engineer of 21 st Century. Technically Competent Globally Aware Culturally Sensitive Teamwork Leadership.

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Developing International Education and Research Partnerships

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  1. Developing International Education and Research Partnerships Jim Nelson, PhD, Brigham Young University Joshua B. Draper, Graduate Student, Brigham Young University

  2. Engineer of 21st Century • Technically Competent • Globally Aware • Culturally Sensitive • Teamwork • Leadership

  3. Responsibilities as Educators? • Maintain Technical Excellence • Collaborative Learning • Alliances with Industry • Distance/Remote Learning • Study Abroad Experiences

  4. Study Abroad Programs • Benefits • Can be technically enlarging • View of the world (global picture) • Language • Culture • Students like it • Others

  5. Study Abroad Programs • Challenges • Cost • Length of Stay • Language • Mentoring – faculty involvement • Research • Families

  6. Mexico Engineering Program • Involves graduate and undergraduate students • BYU teams of 3-4 organized • Paired with similar teams from Mexico • Assigned to a real application of water resources modeling • Determined by the Mexico students • Facilitated by WMS software and graduate research projects • Semester Class • Two months of electronic communications • 10 day site visit • Development of final reports

  7. Program – Winter 2007 • 4 graduate students • 13 undergraduates • 6 team projects • 2 different universities in Mexico • ITESO – Guadalajara • Universidad Autonoma de Zacatecas

  8. Syllabus • Team • Project Scope of Work • Weekly Status Memos • Final Report • Final Presentation • Poster • Critique and Review • Logistics Help • Individual • Reading • Introduction Biography • Research Journal • Participation Hours • Team Participation • Final Reflections Paper

  9. Team Projects • Introductions of international teams • Email correspondence • Establish project objectives • Define scope of work • Exchange digital information • Progress reports • 10 Day visit in March • Resolve problems (actually become aware) • Site visits • Finalize work • Make presentations • Cultural exchange – making friends

  10. El Cajon Watershed • Developed a spatially distributed hydrologic model • Varying land use and soil conditions • Varying precipitation • Used the model to demonstrate long term simulations • Developed tutorials to teach proper application • Gridded models • Long term simulations • Parameter optimization

  11. El Cajon Lake • Lake recently constructed for power generation • Highly contaminated water • Initiated a water quality model for reservoir management

  12. Zona Poniente Watershed • Three watersheds experiencing rapid urban development • Model the runoff change between present and future conditions • Found a 13% increase downstream from the watersheds

  13. Guadalupe Watershed • Small Basin areas of 2km^2 • Rapid urbanization in the area has increased the impermeable ground cover and channelized flow • Peak runoff not significantly affected, but there is already inadequate detention storage during rainy periods • Suggested using an existing but out of commission reservoir for detention

  14. Rio Blanco • River contaminated with wastewater • Determined point source locations • Developed a database of pollutants • Initiated a model to understand the extent of the problem • Investigated further applications of modeling and information that needs to be collected

  15. 5 m 1 m 1 m Trancoso Floodplain Modeling • Small town with flooding issues • Built right on the main drainage path • Developed a hydrologic model to simulate the runoff in the watershed. • Modeled the flood channel with HEC-RAS. • Designed a trapezoidal channel capable of carrying 25 year storm flows.

  16. Student Perspectives • One of if not THE highlight of my academic experience • Project affects real people • Applies what I have learned in class to understand a complex problem • Operate in a team environment • Forge and strengthen friendships with classmates • Experience first-hand cross-cultural/lingual collaborations • Better appreciation of Mexican culture • Appreciation of environmental attitudes and trends in politics • Gain confidence in my ability to see a project through • Use my technical knowledge to serve others

  17. Program Strengths • Develops multiple Engineer of the 21st Century skills • Tied to research program • Cost effective • Does not require a long resident time • Student involvement in teaching • Satisfying teamwork experiences

  18. Questions • Website • http://www.et.byu.edu/groups/cemexico

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