The Mekong River, well known for its aquatic biodiversity, is important to the social, physical, and economic health of millions living in China, Myanmar, Laos, Thailand, Cambodia, and Vietnam. This paper explores the social and environmental impacts of several Mekong basin hydropower dams and groupings of dams and the geographies of their impacts. Specifically, we examined the 3S (Sesan, Sekong Srepok) river system in northeastern Cambodia, the Central Highlands of Vietnam, and southern Laos; the Khone Falls area in southern Laos; the lower Mun River Basin in northeastern Thailand; and the upper Mekong River in Yunnan Province, China, northeastern Myanmar, northern Laos, and northern Thailand. Evidence shows that these dams and groupings of dams are affecting fish migrations, river hydrology, and sediment transfers. Such changes are negatively impacting riparian communities up to 1000 km away. Because many communities depend on the river and its resources for their food and livelihood, changes to the river have impacted, and will continue to negatively impact, food and economic security. While social and environmental impact assessments have been carried out for these projects, greater consideration of the scale and cumulative impacts of dams is necessary.

Collaborative and community-based research (CCBR) is well defined and discussed in the literature; however, there are few discussions about graduate students doing CCBR with Indigenous communities. This project report features insights from nine graduate students attending six universities in Canada, the United States, and Brazil. These students are a part of a multi-year research partnership grant involving fishing communities from three major watersheds, the Mackenzie River Basin, the Amazon River Basin, and the lower Mekong River Basin. Each student engaged in collaborative research around the themes of Indigenous fishing livelihoods and the role of local and traditional knowledge in river basin governance. This project report presents reflections of graduate students on developing relationships and enacting CCBR during the following three stages of research with Indigenous communities: research project design, research project implementation, and post-project engagement. Best practices have been developed from graduate student reflections on issues, challenges, and needs of graduate students doing CCBR. The findings suggest that a diversity of factors contribute to effective CCBR. This includes the needs and interests of the community partner, the quality of supervisor support, the skillset of the student, their disciplinary background, and their capacity to work in complex sociopolitical contexts.