123
come from all corners of the world and English is the common language for
communication. There are few opportunities for the Chinese students to use
English so often and intensively.
2. Exchange of learning styles : The learning style of APIEL is itself distinctive
and worth learning. For example, the professors give the fullest play to students’ initiatives. Discussion is one of most important learning tools in the
fi eldwork. The Chinese students can use these learning and communication
skills developed during fi eldwork in their future study and work. The effect is
especially clear when our students join the fi eldwork and training classes with
UT students.
From my point of view, the Oasis Unit has the following three features. They are
valuable experience and lessons. They are important for us to develop a new cooperation plan.
1. Before hand preparation and fi eld survey : It is better to see once than to hear a
hundred times. Even though the students obtained information about the research
area by reading papers and presentations before they visit the Heihe River basin,
this information is still abstract. It is very diffi cult for UT students to prepare
research topic and survey plan refl ecting real-world situation. In the fi rst 2 days of
the fi eldwork, students are guided to visit some places along the Heihe River, as
well as the local water authority and the irrigation channel system. In this way, they
can gain more information about this region, such as government policy, local
customs, and potential diffi culties with their upcoming work. After the 2-day visit,
students usually fi nd some problems with their original plan, and groups are
divided according to their interests. Professors give their advice when students
make their plans.
2. Data collection through experiments and interview survey : Usually, students
have 4 days to collect data and information to support their research. In this process, they need to communicate with local people, such as farmers, government
offi cials, scientists, and so on. Students from CAREERI play an important role
in this process because of language limitations.
3. Getting to a conclusion and giving suggestions to the local water authority :
Based on the collected data and information, students are asked to arrive at a
Table 8.1 Students and professors from CAREERI who have participated in the Oasis Unit
Year
Students
Teachers
2009
Song Yi, Tan Junlei, Wang Haibo, Yu Wenping
Prof. Li Xin, Prof. Ma Mingguo
2010
Song Yi, Tan Junlei, Wang Xufeng, Hu Wenbing,
Yu Wenping, Liu Chao, Fang Miao, Zheng
Zhong
Prof. Li Xin, Prof. Ma Mingguo,
Assoc. Prof. Qi Yuan, Assoc.
Prof. Ge Yingchun
2011
Wang Xufeng, Wang Haibo, Xu Fengying, Xie
Yanmei
Prof. Li Xin, Prof. Ma Mingguo
2012
Wang Xufeng, Jia Shuzheng, Xiao Lin, Wang
Hongshu
Prof. Li Xin, Prof. Ma Mingguo
8 Resonance in the Asian Program for Incubation of Environmental Leaders
come from all corners of the world and English is the common language for
communication. There are few opportunities for the Chinese students to use
English so often and intensively.
2. Exchange of learning styles : The learning style of APIEL is itself distinctive
and worth learning. For example, the professors give the fullest play to students’ initiatives. Discussion is one of most important learning tools in the
fi eldwork. The Chinese students can use these learning and communication
skills developed during fi eldwork in their future study and work. The effect is
especially clear when our students join the fi eldwork and training classes with
UT students.
From my point of view, the Oasis Unit has the following three features. They are
valuable experience and lessons. They are important for us to develop a new cooperation plan.
1. Before hand preparation and fi eld survey : It is better to see once than to hear a
hundred times. Even though the students obtained information about the research
area by reading papers and presentations before they visit the Heihe River basin,
this information is still abstract. It is very diffi cult for UT students to prepare
research topic and survey plan refl ecting real-world situation. In the fi rst 2 days of
the fi eldwork, students are guided to visit some places along the Heihe River, as
well as the local water authority and the irrigation channel system. In this way, they
can gain more information about this region, such as government policy, local
customs, and potential diffi culties with their upcoming work. After the 2-day visit,
students usually fi nd some problems with their original plan, and groups are
divided according to their interests. Professors give their advice when students
make their plans.
2. Data collection through experiments and interview survey : Usually, students
have 4 days to collect data and information to support their research. In this process, they need to communicate with local people, such as farmers, government
offi cials, scientists, and so on. Students from CAREERI play an important role
in this process because of language limitations.
3. Getting to a conclusion and giving suggestions to the local water authority :
Based on the collected data and information, students are asked to arrive at a
Table 8.1 Students and professors from CAREERI who have participated in the Oasis Unit
Year
Students
Teachers
2009
Song Yi, Tan Junlei, Wang Haibo, Yu Wenping
Prof. Li Xin, Prof. Ma Mingguo
2010
Song Yi, Tan Junlei, Wang Xufeng, Hu Wenbing,
Yu Wenping, Liu Chao, Fang Miao, Zheng
Zhong
Prof. Li Xin, Prof. Ma Mingguo,
Assoc. Prof. Qi Yuan, Assoc.
Prof. Ge Yingchun
2011
Wang Xufeng, Wang Haibo, Xu Fengying, Xie
Yanmei
Prof. Li Xin, Prof. Ma Mingguo
2012
Wang Xufeng, Jia Shuzheng, Xiao Lin, Wang
Hongshu
Prof. Li Xin, Prof. Ma Mingguo
8 Resonance in the Asian Program for Incubation of Environmental Leaders