Hazard Mitigation of Civil Infrastructure
The UT Arlington - Spain IRES Site on Hazard Mitigation for Civil Infrastructure, funded by the National Science Foundation (NSF), is bringing together 18 civil engineering and civil engineering-bound undergraduate students (six per year for three years) from several community colleges and universities. Students are recruited from the University of Texas at Arlington (UTA), Tarrant County College (TCC), Richland College, Eastfield College, Prairie View A&M University (PVAMU), Lone Star College and Paul Quinn College.
The common theme of the IRES site is "Hazard Mitigation of Civil Infrastructure", for natural, man-made and accidental events. The student summer research projects will be held in 2016 at the Polytechnic University of Valencia (PUV), located in Valencia, Spain. Six well-planned research projects within the IRES focus area have been identified at PUV. The projects will be sub-sets of larger projects that are ongoing in various laboratories at PUV with participation from research teams. These PUV projects have good correlation with the UTA Disaster Mitigation Group, a multi-disciplinary effort of faculty members and public/private sectors. The Group researchers are 23 faculty members who have generated about $7 million in hazard-related research funding and about 150 publications. The IRES effort is headed by Dr. Nur Yazdani (PI, UTA Civil Engineering) and Dr. Lisa K. Thompson (Co-PI, PVAMU Education). While Dr. Yazdani will be heading the project and oversee the administration and student research effort overseas, Dr. Thompson will primarily lead the significant assessment activities of the project.
The projects for the proposed IRES site are designed to introduce students to engineering research in a global context. Involvement in hands-on research experiences at a foreign world-class facility and expert foreign mentorship are expected to enhance their awareness of the international facets of the engineering profession, improve recruitment in engineering of students from the above-mentioned institutions (especially from under-represented backgrounds), retention of current engineering students, and motivate them towards graduate studies. The future of engineering (and the world economy, in general) is being framed by global forces which transcend national boundaries, such as the impacts of globalization, rapid technology advances, climate change and hazardous extreme events (Bourn and Neal 2008). The world is rapidly transitioning from one of nationally differentiated organizations and cultural identities to one increasingly characterized by transnational institutions and multicultural communities (Shouwen 2008). A national summit meeting on the Globalization of Engineering Education, held in Newport, Rhode Island in 2008, emphasized the importance of engineering education in the U.S.A., how it is falling behind in relation to those in other developed countries, and the need for globalization (Grandin and Hirleman 2009). The need for cultivating learning environments in order to stimulate student learning in undergraduate engineering programs is well established (Gardner 1999, Johnson and Johnson 1994; Lowman 1995; Timpson and Bendel-Simso 1996, Timpson 1999), as is the need to increase the number of students selecting engineering fields (Briller et al 2004, Freeman 2001, Veenstra et al 2009). The proposed IRES Site will allow the IRES students hands-on experience in hazard mitigation research and applications in an international setting, thereby aiding in producing globally aware engineers. The IRES project will be beneficial in attracting U.S. citizens and permanent residents to engineering careers and graduate studies; the latter is populated mostly by international students in the U.S.A. The national attrition rate after four years of undergraduate study is around 40%, which can be reduced through undergraduate research experience (Zydney et al 2002, a, b).