Paper No. 2
Presentation Time: 9:15 AM
GEOLOGISTS VS. THE WILD: A TRUE STORY OF CONDUCTING UNDERGRADUATE AND GRADUATE RESEARCH IN THE OKAVANGO DELTA, BOTSWANA
PAIZIS, Nicole1, LEPERA, Alan
2, STARGEL, Dustin
3, GUDERIAN, Emily
1, MPHINYANE, Thato
4, KGAODI, Oratile
4, JESHANGO, Taboka
4, BATLHOMAMISI, Bagomotsi David
4, ATEKWANA, Eliot
5 and MOLWALEFHE, Loago N.
4, (1)Boone Pickens School of Geology, Oklahoma State University, 105 Noble Research Center, Stillwater, OK 74078-3031, (2)Department of Earth and Environmental Science, Rutgers University, 101 Warren Street Smith Hall, Room 136 Newark, NJ 07102, Newark, NJ 07102, (3)Geology Program, Indiana State University, Science Rm 159, Terre Haute, IN 47809, (4)Department of Geology, University of Botswana, Private Bag UB00704, Gaborone, Botswana, (5)Boone Pickens School of Geology, Oklahoma State University, 105 Noble Research Center, Stillwater, OK 74078, nicole.paizis@okstate.edu
Today’s geoscientists are addressed with issues of a global nature, because of this, it is important that U.S. students not only graduate with the skills to become successful scientists, but have exposure to international cultures. We have completed our second field season conducting research on carbon cycling in the Okavango Delta. The Okavango River Delta located in northwestern Botswana is an ideal location to preform international research, because it is virtually in a natural state, untouched by many modern practices. We are collaborating with colleagues from the University of Botswana (UB), Indiana State University, Rutgers University, and the Okavango Research Institute (ORI). The U.S. students were expected to not only participate fully in the research but were partnered with UB students for the full six weeks. Our two goals for the project were to (1) to conduct top-quality research with undergraduate and graduate students on the carbon balance in the Okavango River and the role that vegetation has on the water chemistry and (2) the students to the joys and challenges of conducting research with international colleagues. In this sense, the students gained a strong appreciation for the similarities and differences in the attitudes between the two cultures, learning more each day that there are no longer apparent boundaries separating the world.
Our achieved success in our international education goals was due to the willingness of the UB students to share their lives with the U.S. students, taking them to everyday places such as, the UB dorms, local shops, Sunday soccer, and errands around town. In return, the U.S. students shared the active role in training the UB students in the field methods and equipment used as well as working together to accomplish research objectives. When the introduction to international life is early it makes any homesickness or frustration minimal, especially for the parts of U.S. daily life that are taken for granted. Ultimately, a successful international research experience starts early with students who not only have the drive to be productive scientists, but who are willing to embrace a new culture with open minds.
