It is the end of June 2011 and I am about to start my ten-day journey through the South East of China with the Global Young Leaders Conference. This is my third trip with the program, having traveled to Washington, D.C. in sixth grade and Boston in seventh. After fourteen hours of flying, and plenty of wondering about what lessons China will reveal to me, I arrive in Beijing along with the other conference participants from the U.S. My first two journeys were worthwhile experiences, but arriving in China, I realize why this journey is unique. It isn’t a phenomenal opportunity simply because I am able to be in China, although many of the landmarks we visited did spark my interest in environmental engineering; it is the fact that I have the chance to discuss specific political, social, and environmental issues on an international level. Suddenly these issues are not distant, obscure news stories, but reality. I am no longer an observer looking in on the problems; I am part of the story.

   Altogether, the student members of the conference represent sixty different countries. Everyone in attendance has experience with the program, so the atmosphere is not one of competition but productive collaboration. I can put my whole self into the experience without fear of judgment. We spend the majority of our time in group discussions theoretically solving the major water shortage that exists in Southern China. In the afternoons we visit many famous landmarks, such as the Forbidden City, the Olympic Park, and the Great Wall, which are all absolutely incredible from an engineering standpoint. The Olympic Park specifically interested me because of the strenuous environmental conditions under which it was built and how that affected the design process. Gaining first hand experience of these amazing feats of engineering is enjoyable, but none of these would have been possible without effective combination of all the talent and drive of those involved in building them.

   Overcoming challenges through successful cooperation with my fellow participants is similar to the problem solving skills required of engineers. It is from this aspect of my trip that I expect to gain the most value. As the discussions progress, I notice significant insight from other students’ perspectives that contribute to solutions for the water shortage. Zed, a student from Jordan, has a rain collection system installed on his house to maintain a steady supply of water. Another student named Juan shares that in Venezuela, water is more expensive than gasoline. These varying aspects of the others’ lives influence their opinions; however, their ideas are not competing with my own, but rather are tools to expand and better our solution. My approach to the problem involves installing a water management system that enables farmers in the North of China to conserve resources, but I suggest that a system such as Zed’s family uses should be applied in the South. Participating in the process of finding a comprehensive solution inspired my interest in an engineering major, which will demand problem-solving, communication, and negotiation abilities. Working well with the other people in my group brought us to a much stronger solution and reaching that solution was rewarding in itself, but the real gain came from navigating our differences to find a genuine connection. As my trip came to a conclusion, I had a revelation: this is exactly what my life at college will be like. Discovering the benefits of my interaction with others who share the same educational goals and aspirations will be my new medium for learning. This journey in particular challenged me to further develop my skill for effective collaboration. As I move on into college, I know I will find new opportunities to apply my skills.