2009 Report

Introduction // Hangzhou // Beijing // Conclusion

Full Report:
2009_IRES_report (pdf - 1.52 MB)

Students

Jorge Carrillo
Andrew Juarez
Jacob Leung

Background

In the last few decades the Chinese people have embraced technology and modernized more quickly than some western countries have. As such, it is important for people of other countries learn how to engage and cooperate with their Chinese counterparts.

With the sponsorship of the National Science Foundation (NSF) and the guidance of professor Albert Wang of the University of California, Riverside (UCR) campus, the International Research Experience for Students (IRES) program is an annual program that focuses on recruiting students to take part in an international research opportunity in China (2009 was the second of the three years in which UCR has been selected to be in charge of). Each year four students are picked from a pool of applicants and given grants to defray costs of the program.

The connections forged in China by Professor Wang are the basis upon where the students go for the program. The opportunities provided by this program to the students involved include learning how Western and East Asian cultures differ on food, living arrangements, and values.

The students selected for the 2008 IRES program were: Margaret Ukwu, Mike Ballou, Israel Ramirez, and Robert Lu. For the 2009 IRES program the selected students were: Jorge Carrillo, Jacob Leung, and Andrew Juarez. The time frame spanned by the 2009 program in China was from June 22nd to July 31st, about six weeks. This year's program was held at Hangzhou Dianzi University (HDU) and Tsinghua University (TU). The students spent a time at each university that spanned roughly three weeks.

Program Goals

Teach students about proper research in the field of microelectronics.
Instill the appreciation of foreign cultures, both for U.S. and Chinese students.
Develop a better understanding of how to solve unexpected problems.
To create a productive environment for dealing with different methods of completing similar tasks.
The ability to take in such methods and apply them if they are more effective than methods taught in the students' native environments.
To create a once-in-a-lifetime opportunity for students to experience the culture of their peers by working along side them.
To build collaborative efforts with student peers in other countries.

Pre-Departure

Technical Orientation

Part of the IRES program takes place at the UCR main campus. This was a pre-departure training course that took place in Professor Wang's laboratory (Laboratory of Integrated Circuits and Systems [LICS]). In the lab we were taught how the instruments for examining microelectronic circuits were used and the vocabulary that went with them. Lin Lin, a graduate student for professor Wang, led most of our technical orientation sessions. The sessions also included some hands on training for use of the instruments. Using such instruments we were able to examine the properties of micro-scale electronic components.

Figure P1: Getting familiar with the equipment used in microelectronics research with Lin.

These orientation sessions were very informative and gave us an understanding of equipment and techniques otherwise not covered in our undergraduate classes. More importantly, we were equipped with prior knowledge of what to expect to be done in China at the host institutions.

Cultural Orientation

In addition to our technical orientation sessions, we were given a cultural orientation. Led by Jun Wang, the Bourns College of engineering professional development officer, a person who is very knowledgeable of East Asian modern cultural traditions and customs, the orientation session was very helpful and informative. From this orientation session we were able to learn some very basic, but commonly necessary Chinese words. In addition, we were given informational handouts on traveling outside the U.S. and what to look for in real Chinese money, as we were told that despite government efforts there is a counterfeit money problem in China.

Figure P2: Jorge, Jacob, and Andrew signing paperwork at a cultural orientation led by Mr. Wang

The handout given to us by Mr. Wang containing common Chinese phrases was of particular interest because it allowed us to further practice on our own. However, other useful skills would be hand gestures and pictures. Using these, we were able to point out what we would like to communicate should our verbal communication fail.

The orientation also covered important facets of Chinese culture that were significant to know about. Knowledge of such cultural norms was important because it allowed us to know beforehand what would be disrespectful to say or do. In addition, it was helpful in avoiding embarrassing cultural misunderstandings with people not well versed in the English language.

Introduction // Hangzhou // Beijing // Conclusion