The US-Brazil Higher Education Consortia Program CAPES/FIPSE

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1 The US-Brazil Higher Education Consortia Program CAPES/FIPSE As Inter-relações entre Ambiente, Desenvolvimento Econômico e Qualidade de Vida: Uma Visão Interdisciplinar para a Graduação e Pós-graduação The Environment, Economic Development and Quality of Life Nexus: An Interdisciplinary Approach to Undergraduate Education Consórcio sobre Estudos Ambientais: Pesquisa e Extensão para Melhoria nas Decisões Ambientais no Âmbito Comunitário Improvement of Environmental Decision-Making at the Community Level São Paulo, SP - 5 Dezembro 2006

2 Alexandre Rivas, Ph.D. Universidade Federal do Amazonas Whashington and Lee University James R. Kahn, Ph.D. Whashington and Lee University Universidade Federal do Amazonas Carlos E. Rezende, D. Sc. Universidade Estadual do Norte Fluminense Whashington and Lee University Dina Franceschi, Ph.D. Fairfield University

3 Participating Universities Universidade Federal do Amazonas (Brasil lead) Universidade Estadual do Norte Fluminense Washington and Lee University (US lead) Fairfield University

4 FIPSE/CAPES Project Consortium approved in the first round and started in 2001 for a 4-year period: Estimated funding for both sides (Brazil and US): US$ 600 k. Consortium extension approved in the second round and started in 2004 for a 2-year period: Estimated funding for both sides (Brazil and US): US$ 240 k.

5 Strategic Goals of the Consortium Develop a permanent, formal relationship among the participating universities. Exchange the maximum number of students and faculty Develop new curricula Integrate experiential learning and project based research into the curriculum Develop a common curriculum in Environmental Studies Develop a joint certificate program

6 Exchange Data (Through July 2006) UFAM to WLU (7 undergrad, 4 grad) UFAM to Fairfield (2 undergrad, 1 grad) UENF to WLU (4 undergrad, 1 grad) UENF to Fairfield (4 undergrad, 2 grad) WLU to UFAM (6 undergrad) WLU to UENF (6 undergrad) Fairfield to UFAM (3 undergrad) Fairfield to UENF (6 undergrad)

7 Numbers participating in exchange (through July 2006) Brazilian undergraduate students: 13 American undergraduate students: 21 Brazilian graduate students: 6 Brazilian professors: 12 American professors: 20

8 Courses typically taken at UFAM Environmental Management Forestry Science (through INPA) Economic formation of Amazonas Independent study/research Other courses also available in biology, geology, anthropology and economics

9 Courses typically taken at UENF Field research techniques Urban environmental history Coastal ecology Environmental geography Independent study/research Other courses available with approval in geography, biology, geology, history and sociology

10 Courses typically taken by Brazilian students at W&L Environmental Studies Introduction to environmental studies Capstone Special topics in environmental ethics Global Environmental Governance (joint with Law School) Biology Conservation Biology Ecology Economics Development economics Environmental Economics Politics Environmental Policy International development Geology: Global Climate change Oceanography

11 Research Projects Two large funded projects form the basis of the collaborative research: 1 Potential for the restoration of the Rio Paraiba do Sul - UENF 2 Strategic Socioenvironmental Intelligence to Support the Petroleum Industry in the Amazon (PIATAM) - UFAM

12 Examples of research projects - US Kelly Hishta Geology/ENV GIS analysis of impact of global climate change on Ribeirinho villages, has become her senior thesis Sponsor: Petrobras/PIATAM Tyler Van Leeuwan Economics/ENV Potential of biodiesel crops in degraded rainforest areas Sponsors: UFAM and INPA Meredith Donegan English/ENV Development of a management plan for a biodiversity reserve, creation of brochures outlining management plan IBAMA (Brazilian EPA) Leigh Otey Politics/ENV Community interactions with mangrove forests Sponsor-UENF

13 Examples of research projects - Brazil Renata Mourão Economics Environmental and Economic Aspects of Oil Spills Doney Victor Fisheries Fisheries Management in Rio Negro Raniere Garcez Fisheries Development of bioindicators Wagner Santos Social Sciences Water issues in the Amazon

14 In short, a very valuable program that accomplishes many of our strategic initiatives and goals for student development: International education and cultural immersion Language development Interdisciplinary work Team work Mentored research An experience that changes their overall perspectives and approach to life in a very positive way

15 Where do we go from here? Funding of exchange programs: - Internal funding - External funding FIPSE/CAPES II - Joint Degree Programs Research grants Program development funding from foundation Government projects Alumni giving Petrobras Center for Excellence in Amazonian environment

16 Our Consortium role in Petrobras Excellence Center in the Amazon (CEAP)

17 What s CEAP Amazônia? ÓRGÃOS DE GOVERNO Núcleos Formadores ENTIDADES EXTERIOR ENTIDADES NACIONAIS Parcerias Estratégicas Projetos Estruturantes para o conjunto Projetos Estruturantes cada Núcleo Formador CENTROS DE PESQUISAS UNIVERSIDADES Grupo Gestor só parceiros internos

18 MME MD MMA MCT MDS MDIC ANA ANP IBAMA CENSI- PAM IPAAM ORGÃOS AMBIENTAIS ESTADUAIS E MUNICIPAIS NuTROP NuPLEX UNESCO FBDS RTS SEBRAE WLU OTCA JAXA ATECH FUCAPI NetAM UFAM UFRAM INPA Projetos Estruturantes para o conjunto EMBRAPA UEA IEC Projetos Estruturantes cada Núcleo Formador UFPA GOELDI IEPA UFMA USP COPPE INPE CENPRA UEMA

19 CEAP Vision World leadership on integration, production and knowledge diffusion about the environment and sustainable development in the Amazon, as well as other rainforests throughout the world.

20 CEAP Structuring Projects PIATAM III PIATAM MAR I REMAN SÓCIO- AMBIENTAL BANCO PIATAM/SIPAM Knowledge Management CORREDORES ECOL. LBA PIATAM OESTE REDE CTPETRO AMAZÔNIA COGNITUS II REFLORESTAMENTO LABCOG FIPSE/CAPES Consortia IRIS

21 Conclusion Our projects were constructed with very ambitious objectives and we have been very successful in meeting these objectives. It has generated important impacts including the development of research, exchange of large numbers of students and professors and curriculum development. The funding from FIPSE and CAPES have allowed us to create a permanent relationship among the universities.