Annual Meeting 2024: Expectations and Anticipation

Person holding their hands in the shape of a heart with sunlight in background

By Risha RaQuelle

Photo of Risha Berry

As I reflect on AAG’s work from last year’s annual meeting to this year’s, one word of many come to mind: Transition.

We, members, leaders, and staff of AAG, are living and enduring many transitions, both globally and locally. Yet these transitions require us to continue momentum: Momentum in our reflection and commitment to our core value systems and in our collective call to action through our research, teaching, and service.

It is hard enough to effect transition in the institutions, systems, and ethical frameworks in which we operate. Added to this are the personal and professional transitions always churning in our own lives, sometimes all at once. It can be hard to see a clear dividing line for some, as for example the campuses and organizations where we work experience challenges and shocks to their traditional ways of doing business, challenges in which we too can be caught up.

None of our efforts are possible without you. We are grateful for your partnership.

 

Opportunities to Get Involved

The annual meeting offered us numerous opportunities to elevate our  voices, particularly within the framework of research and scholarship. A throughline is the set of opportunities to partner with AAG in research and to elevate a care ethic in research, particularly at institutions that sometimes have challenges to their ability to compete with larger R1 institutions. Here are just a few possibilities for you to get more involved in effecting this kind of change in our discipline:

  • Request for Partnerships (RFP). We hosted a session and a set of workshops to acquaint participants in the new AAG Request for Partnerships initiative, as a direct result of our commitment to care in the academy and our collective community at the AAG. The first formal RFP is active through August 5, and focused on targeted mentoring networks. Learn more and apply.
  • Convening of Care. Culminating in a forum of 30 participants in September, the Convening aims to shift the presumptive practices of the research enterprise toward policies and systems informed by an ethos of care. Although the first open round for participation closed May 1, we continue to seek applicants representing specific cohorts of experience among researchers. Find out more.

One of the most valuable discussions that grew from our sessions were the observations of participants who pointed out gaps in our proposed approach, which does not explicitly acknowledge how often a precipitating event creates the need to consider and enact a care ethic. Care is an act of benevolence, but more than that, it is an act of concern that stems from a root cause that has revealed an uncaring environment. As participants observed, a precipitating event is often the catalyst toward creating a caring environment. These are what I call critical incidents. These critical incidents are lived experiences that scholars and professionals experience as they navigate access to organizational or institutional resources.  In our discussions at AAG 2024, this was illuminated by participants who shared their lived experiences during the session, including experiences they have had at the AAG.

Our Core Value of and Ethos of Care

This discussion of care, what it means and how best to bring it to the foreground,  brings us back to our association, our membership, our community of values in geography, the value of membership, convening, and collective action. Beyond the career advancement, networking, and ability to stay apprised of development in the field, being part of AAG offers the possibility–the beauty—of making an impact in the work we each do.

In the wake of an amazing meeting, meeting new people and current colleagues both virtually and in person, I ask that you continue to reach out.  Continue to show up. Continue to respond to the calls to actions.

Specifically, we will seek new members for the JEDI Committee and its seven TLC-GRAM subcommittees. Find out more about what we are doing, what we aim to do, and how your vision can be integrated into that work.

Our commitment is to be intentional about identifying timelines for engagement and involvement.  By this meaning, when we ask for your service, we will set deadlines for completion of that service and apply our own principles of care to the whole person you bring to the work.  We understand that all of us are being pulled in many fruitful and challenging directions.  We strive to respect your time with respect to these efforts.

With many thanks and inspiration, as I close out this column and continue to issue the call to action and collaboration.

The AAG Culture of Care column is an outreach initiative by the AAG JEDI Committee. Don’t forget to sign up for JEDI Office Hours. The current theme of Office Hours is An Ethos of Care in the Research Enterprise.

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Community College Geography and Geographers: An Opportunity for Elevating the Discipline

Apples lined up on a flat surface; Credit: Isabella Fischer, Unsplash

By Mike DeVivo
Grand Rapids Community College

Mike DeVivoOften underemphasized in higher education is the important role played by community colleges, which continue to be responsible for the education of 38% of all American undergraduates enrolled in public colleges and universities. Although David Kaplan’s presidential address and the AAG strategic plan have accentuated their importance, two-year institutions largely remain an untapped resource for our discipline. Enlisting community college faculty as fellow partisans engaged in the fight to keep geography as an imperative discipline on the higher education landscape has merit, for enrollment declines have occurred across the U.S. and geography programs remain at risk of termination; in many regional institutions, which nationwide have seen a 4% drop in enrollment during the past decade, this is a critical issue. Moreover, community colleges do much in contributing to the mission of advancing justice, equity, diversity, and inclusion.

The demographic attributes of community college students contrast sharply with those in traditional institutions of higher learning; 30% are first generation, 16% are single parents, 5% are veterans, and 21% have disabilities. In terms of undergraduate underrepresented populations overall, community colleges enroll 52% of Native Americans, 48% of Hispanics, 39% of Blacks, and 34% of Asian Pacific Islanders. For a majority of community college students, working one or two jobs while pursuing studies is a way of life.

Community college transfer students make up 20% of the overall undergraduate enrollment in public four-year institutions; in California, it is 25%, and in Florida, it is 33%. Once community college students have transferred to four-year institutions, their retention rate of 81% is higher than that of other transfer students, as well as those who began as freshmen; 68% of associate degree recipients are awarded bachelor’s degrees within four years of entering their selected transfer institution.

Although the average student in a two-year institution is 28 years of age, community colleges are also responsible for the education of many high school students; 34% of secondary school students complete college courses prior to their high school graduation. The number taking geography courses at community colleges is not small, and their interest in pursuing geography as a major at four-year institutions is growing. Certainly, their exposure to the discipline contributes to an expansion of geography majors in transfer institutions, as does the exposure of our field to the non-traditional students making up the lion’s share of enrollment in community colleges.

Non-traditional students are increasing in importance as traditionally aged college students are declining. The National Center for Education Statistics has forecasted a 2.1% decrease in high school student enrollment between 2020 and 2030; further declines are likely in the following decade. Geography programs in both two-year and four-year institutions stand to benefit much from establishing close partnerships, which is likely to increase undergraduate enrollments in each; but it is more than just a numbers game. Expanding the presence of geography enhances opportunities to diversify the discipline, demonstrate its value to society, and educate knowledgeable public citizens. As the onus of responsibility in building these relationships must be placed equally upon the shoulders of the faculty at both two-year and four-year institutions, discussed below are some prudent considerations.

General Education and Transfer. Geography can play an important part in the general education curricula of the institutions in which the discipline persists, for unlike most disciplines, geography courses can be listed among those meeting Social Sciences, Natural Sciences, and Diversity requirements. Moreover, general education course enrollments often validate the presence of geography programs and provide opportunities for attracting majors. Expanding the number of general education geography courses at four-year institutions increases the discipline’s exposure, and developing corresponding courses at two-year institutions does the same. Ensuring their transferability is imperative.

Distance Education. Enhancing distance education at both community colleges and their corresponding transfer institutions is a must; creation of online, hybrid, and short-term residency courses can accommodate student needs. More than 40% of community college students complete most of their coursework online, and for some it is a necessity; 12% do not have the means to commute to the classroom and 9% must care for a family member. As bachelor’s degree distance education programs in geography are limited, developing affordable options to meet the needs of community college transfer students brings considerable benefit to the discipline.

Teaching and Mentoring. Not only is interactive engagement expected, but teaching and mentoring are also attributes that enhance learning, such as empathy, understanding, and compassion. Likely, most college students are characterized by three or more adverse childhood experiences, which can markedly affect academic performance. Faculty are tasked with adopting some level of flexibility while also maintaining academic rigor. By establishing mutually respectful academic relationships, geography faculty in community colleges can assist promising students to gain awareness of the opportunities the discipline has to offer, which should not only include entry-level employment prospects, but also graduate school assistantships and fellowships. Of course, collaboration with transfer institutions does much to facilitate success.

GTU & VGSP. As one of the few honor societies endorsed by the Association of College Honor Societies that charters chapters in community colleges, Gamma Theta Upsilon’s presence can play a role in elevating the status of geography. A GTU chapter not only enhances the visibility of the discipline, it provides students a forum in which they can plan conference presentations, raise funds for travel, and make contributions to the local community, such as spearheading food drives for children in poverty, and engaging in service in other ways. Moreover, the Visiting Geographical Scientist Program, administered by the AAG and funded by GTU, provides an opportunity for faculty and students in two-year and four-year institutions to collaborate in co-hosting visiting speakers. These kinds of partnerships can be effective in recruitment of majors and showcasing geography to administrative leaders and members of the public. As two-year institutions tend to have close ties to local communities, community college geographers can play an important role in facilitating the town and gown relationships with geography faculty in local four-year institutions.

Academic Conferences. Annual meetings of the AAG in addition to those of its regional divisions, and state geographical societies (e.g., California Geographical Society) provide opportunities for faculty and students from academic institutions of all types to confer, present their research, and engage in the relationship-building that contributes to the success of academic geography.

Indeed, the AAG plays a critical role here, for among other things, elevating the discipline tasks the organization’s leadership to elevate the status of regional division annual meetings. Moreover, the organization must demonstrate both vitality and value to all academic geographers, many of whom have been on the hinterlands of American higher education for years. Urgent action is needed to address some of the 21st century changes in higher education that can adversely impact academic geography and the “health” of departments.” Developing community college-university alliances will not resolve all—or even most—issues facing geography programs; but these kinds of partnerships carry the potential to do a lot in the shaping of healthy departments.


References

American Association of Geographers. 2023. AAG Strategic Plan: 2023-2025. Washington, DC: American Association of Geographers.

American Association of Geographers. 2022. The State of Geography. Washington, DC: American Association of Geographers.

American Association of Community Colleges. 2023. Fast Facts 2023.

Brenan, M. 2023. Americans’ Confidence in Higher Education Down Sharply. Gallup (11 July).

Fry, R & Cilluffo, A. 2019. A Rising Share of undergraduates are from Poor Families, Especially at Less Selective Colleges. Pew Research Center (May).

Gardner, L. 2023. Regional Public Colleges are Affordable—but is that enough to draw students? The Chronicle of Higher Education: 28 July.

Kaplan, D. 2023. Who Are We? Redefining the Academic Community. Annals of the American Association of Geographers 113 (8): 2003-2012.

National Center for Education Statistics. 2024. Digest of Education Statistics, 2022. Washington, DC: US Department of Education.

Velasco, T. et al. 2024a. Tracking Transfer: Community College Effectiveness in Broadening Bachelor’s Degree Attainment. New York: Community College Research Center.

Velasco, T. et al. 2024b. Tracking Transfer: Four-Year Institutional Effectiveness in Broadening Bachelor’s Degree Attainment. New York: Community College Research Center.

The Healthy Departments Committee provides engaged guidance and action that enhances the future health and excellence of academic geography departments across the country. Take advantage of our resources and get your voice heard.

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Reflections on the Honolulu Meeting

Aerial view of Honolulu highlighted by a rainbow. Photo by Hendrik Cornelissen for Unsplash
Aerial view of Honolulu highlighted by a rainbow. Photo by Hendrik Cornelissen, Unsplash

Photo of Rebecca Lave

The annual meeting in Honolulu last month debuted a new conference model for AAG, one strongly engaged with local history and current struggles, centering the knowledge, aspirations, and agency of our hosts. The nearly 3,800 geographers who gathered in person and the more than 1,000 who joined us online did all the normal annual meeting things: presenting our research, honoring one another’s accomplishments, competing in the GeoBowl, and catching up with colleagues. But we did so while embracing our kuleana as guests in Kanaka Māoli territory, building reciprocal relations by listening with care, participating in land engagements and workshops, and giving our labor and money via the Pledge to our Keiki. The result was an annual meeting deeply grounded in place, a celebration of both the long tradition of place-based “muddy boots” geography and the lived experiences and scholarship of our hosts.

A New Model: Place-based Annual Meetings

The journey to this new reciprocal, place-based model for AAG annual meetings began with a wave of critique from geographers on four continents who expressed substantive concerns about violating Kanaka Māoli sovereignty by holding the annual meeting on O‘ahu. AAG responded by reaching out to Hawaiian geographers for guidance, and adopting the actions they recommended, including hiring an Indigenous Hawaiian local events coordinator, Neil Hannahs; developing a series of freely available webinars and resources that showcased Kanaka Māoli history, culture, and knowledge as well as the military and settler colonial actions that have reshaped the islands over the last two centuries; and giving free admission to 65 Indigenous students from across the Pacific Basin.

One of the most powerful parts of the new approach to the annual meetings for me was the featured sessions highlighting Kanaka Māoli scholars and leaders. Explorer, Pwo navigator, and cultural revivalist Nainoa Thompson, this year’s Honorary Geographer, offered both a powerful history of the collective work to recover traditional Hawaiian navigation practices. Thompson also offered the most inspiring description of geography and the work geographers can do in the world that I have ever heard.

“Geographers today in the 21st century clearly understand the importance of the earth. They are navigators for tomorrow who are able to view the world not just from its physical and ecological space but also from humanity’s relationship to it. They look at the whole earth and all of humanity and that relationship so that they can help us make better choices to create a sail plan that will take us to a future that is good enough for our keiki.”

Thanks to the hybrid format of the meeting, this session was both live-streamed and recorded.  If you missed it, I strongly encourage you to watch the recording.

I am delighted by the many geographers who have shared their gratitude for the new approach to the annual meeting.

The intellectual and emotional resonance of the Honolulu meeting was the labor of many hands.  The 2022 annual meeting of the New Zealand Geographical Society in Christchurch was a crucial inspiration, demonstrating the power of a more bi-cultural academic practice. Another crucial component was AAG’s willingness to change its approach to annual meetings: departing from long-established practices to create a new template for the conference was a huge commitment. The local organizing committee members (Reece Jones, Neil Hannahs, Aurora Kagawa-Viviani, Kathryn Besio, Kamakanaokealoha Aquino, Abigail Hawkins, Kevin Woods, Serge Marek, Orhon Myadar, Borjana Lubura-Winchester, Subhashni Raj, Drew Kapp, Sa’iliemanu Lilomaiava-Doktor, Lisa Shirota, Christopher Knudson, and Barbara Quimby), too, had the hard work of inventing new practices and deepened engagements. Many specialty groups ensured the reciprocal spirit extended throughout the meeting by choosing speakers from Pacific Basin groups, and dozens of session organizers embraced the conference themes of Reciprocal Scholarship/ʻAʻohe pau ka ‘ike i ka hālau hoʻokahi; Colonialism and Resources/He aliʻi ka ‘āina, he kauwā ke kānaka; and Recovery and Restoration/Mōhala i ka wai ka maka o ka pua.

Most importantly, Kanaka Māoli leaders and scholars were willing to engage with us, to take our good faith efforts seriously and respond in kind.

Successful Nodes and Ongoing Climate Challenges

Carbon emissions from annual meetings remain a major challenge for AAG and learned societies more generally. I am delighted to report that we expanded to 11 nodes this year. A big shout out to the awesome folks at South Australia, Binghamton University and Southern Tier New York, California State University at Fullerton, George Washington University, Penn State, Rutgers, University of Colorado-Boulder, University of North Carolina-Chapel Hill, Toronto, Western Washington University’s Salish Sea Region, and University of Wisconsin-Milwaukee, who together hosted several hundred participants, and provided a robust, far less carbon-intensive approach.

Expanding nodes and other less carbonintensive meeting practices will be crucial for addressing the carbon impact of future AAG meetings, but it will not be easy. At present, AAG depends on in-person annual meetings for nearly 50% of its revenue.  That means that a virtual conference, or even a distributed hub and node model, would have a financial impact so substantial as to jeopardize the future of the organization.

AAG is in the process of changing its financial model to reduce the impact of the annual meeting, but finding a way to meet our commitment to carbon neutrality by 2045 while maintaining the fiscal health of the organization is a major challenge. AAG’s Climate Action Task Force will be working with AAG staff in hopes of developing a financially feasible, less carbon-intensive model for our annual meetings.

Onward to Detroit!

Engaging with place at annual meetings is an inspiring new model for AAG, but it will take time and effort from all of us to keep it going. AAG staff and incoming AAG President Patricia Ehrkamp have already begun planning for the 2025 meeting. As we did in Honolulu, we can support a reciprocal, place-based annual meeting by embracing our responsibility as guests in Detroit, building relations by listening with care, participating in land engagements and workshops, and giving back with our labor and money.

More specifically, I encourage you to start thinking about Detroit-focused speakers for your specialty group’s annual lectures, and to engage conference themes in the sessions you plan. Watch for opportunities to educate yourself about Detroit: its history and current struggles, and the local knowledge, aspirations, and agency of our hosts. And come to the annual meeting in 2025 with a spirit of curiosity, engagement, and reciprocity. I look forward to seeing you there!


Please note: The ideas expressed in the AAG President’s column are not necessarily the views of the AAG as a whole. This column is traditionally a space in which the president may talk about their views or focus during their tenure as president of AAG, or spotlight their areas of professional work. Please feel free to email the president directly at rlave [at] indiana [at] edu to enable a constructive discussion.

 

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AAG Welcomes Convening of Care Graduate Fellow

Shaun Johnson close-up photoAAG is proud to welcome a graduate fellow who will be assisting in the planning and implementation of the Convening of Care, taking place in Washington, D.C., September 19-20, 2024. We would like to extend a warm welcome to Shaun Johnson.

Shaun Johnson (he/him) is a Ph.D. Student in Geography at the University of Kansas studying under Dr. Barney Warf. He earned his B.S. in Geography and Political Science from Illinois State University and his M.A. in Geography from the University of Kansas. His professional interests include electoral and political geographies and the study of digital networks of care. Outside of academic pursuits, Shaun is interested in board games, reading, and the outdoors.

Shaun will be joining the team for the Convening of Care as a Graduate Fellow to assist in planning pre-and-post-convening activities, designing and delivering training modules, communicating with participants and stakeholders, and coordinating publications.

Learn more about the Convening of Care

This award is based upon work supported by the National Science Foundation under Award No. 2324401 and Award No. 2324402. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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AAG 2024 Annual Meeting PDF Program

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Letter to Indiana Governor on Freedom of Inquiry

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Call for Participation for the Convening of Care in Washington, DC

Person holding their hands in the shape of a heart with sunlight in background

By Risha RaQuelle

Photo of Risha Berry

I’m excited to share with you the Call for Participation for the upcoming Convening of Care, scheduled to take place in Washington, DC, September 19-20, 2024. Funded by the National Science Foundation and in partnership with the University of Colorado Colorado Springs (UCCS) and the National Organization of Research Development Professionals (NORDP), the convening will bring together 30 participants from three different, key perspectives within the research enterprise: funding officers at colleges and universities, department chairs, and early-career geographers.

If you would like to attend, take a look at our Call and start your application.

The convening will lay the groundwork for alternative standards in the research enterprise — defined as the systems and activities that lead to funding and research — by asking participants to reconsider their work through an “ethos of care” framework. Based on work by Principal Investigator Emily Skop of UCCS has led, an ethos of care seeks to enhance practices and processes within the research enterprise and enable collaborators to confront and address the accepted norms of power and bias, and to “resolve to disrupt and transform those norms in a mutually beneficial, evolving and inspiring manner.”

We are especially eager to see participants from Emerging Research Institutions (ERIs), Minority Serving Institutions (MSIs), and community colleges, who are often under-resourced yet most qualified to address the much-needed change to align institutional research activities with the goals of belonging, access, justice, equity, diversity, and inclusion (BAJEDI).

Questions? You can sign up for Friday Office Hours to meet with me as one of the two Principal Investigators.

This award is based upon work supported by the National Science Foundation under Award No. 2324401 and Award No. 2324402. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

The AAG Culture of Care column is an outreach initiative by the AAG JEDI Committee. Don’t forget to sign up for JEDI Office Hours. The current theme of Office Hours is An Ethos of Care in the Research Enterprise.

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At AAG 2024, a Timely Conversation on Reciprocal Scholarship

Melanie Malone works with young people from the community. Photo credit: Urban@UW
Dr. Melanie Malone (center) sampling soils and garden produce with young people from the community and with University of Washington students. Photo credit: Urban@UW

Photo of Rebecca Lave

One of my favorite parts of serving as AAG President is the opportunity to showcase the work of scholars I admire, so I am REALLY looking forward to the Presidential Plenary on April 17. The Plenary will spotlight reciprocal scholarship through the work of Núbia Beray Armond, Aurora Kagawa-Viviani, and Melanie Malone, three early-career scholars whose community-engaged research embraces both physical systems and structural injustice. Reciprocal scholarship is one of the three major themes of this year’s meeting, which feels especially appropriate given that we have spent the year listening, discussing, and acting on ways to create a meaningful and reciprocal presence in Honolulu during the annual meeting.

Reciprocal scholarship differs from conventional modes of scholarship that rely on extractive “helicopter science” to go into the field, obtain data and draw conclusions, and benefit through publishing without taking the time to form relationships or give back to a community. By contrast, reciprocal scholarship emphasizes the importance of building substantive relationships, ensuring mutual benefits from research, and honoring communities’ right to self-determination. How might that manifest? Without anticipating the April 17 conversation too much, I want to call out a few points from my previous article on this topic:

  • honoring communities’ right to refuse that they or their biophysical environment be studied (Liboiron 2021);
  • developing questions, conducting research and analyzing results cooperatively with communities (Lane et al. 2011, Breitbart 2016); and
  • protecting communities’ right to control what happens to data produced about them (Williamson et al. 2023).

There are reciprocal approaches across all geographic fields, from physical geography to GIS to human/environment and human geography. While community-engaged scholarship is more commonly associated with the latter areas, physical geography is especially fertile ground (pun intended!) for the discussion of reciprocity, as the three scholars on the Presidential Plenary can attest, since land is itself a site of both brutal extractions and reciprocal possibilities

Beray Armond, Kagawa-Viviani, and Malone practice reciprocity in their physical geography research, using engaged approaches to make important, localized, and community-based progress on climate change, water quality, and soil health:

Núbia Beray Armond is an assistant professor in the Department of Geography at Indiana University Bloomington. Beray Armond’s urban climatology research analyzes indoor and outdoor temperatures in relation to race, gender, and legacies of colonialism, collaborating with local communities to identify and address climate injustices.

Aurora Kagawa-Viviani is an assistant professor at the Water Resources Research Center and Department of Geography and Environment at the University of Hawaiʻi at Mānoa, and a current volunteer member of the Hawaiʻi Commission on Water Resource Management. Her background in Indigenous STEM program development inspired her to integrate her research, service, and teaching to respond to community needs while improving understanding of the interrelations of water, ecosystems, and human systems.

Melanie Malone is an associate professor in the School of Interdisciplinary Arts & Sciences, UW Bothell. She does critical community-engaged research on soil contamination in BIPOC-led community gardens in the Seattle/Tacoma region, and is the lead principal investigator of an EPA STAR grant, “The Duwamish Valley Research Coordination Network: Building Capacity for Tribal, Community, and Agency Research in Urban Watersheds.”

Beyond the April plenary, the AAG Task Force on Public and Engaged Scholarship will continue to explore how to support reciprocal scholarship in geography. For information on the members of that Task Force and more information on the topic, see my article from 2023.

Join AAG President Dr. Rebecca Lave and her panelists on April 17 at 4:40 PM Hawaiian time at AAG 2024, featuring the insights of three powerhouse interdisciplinary scholars and advocates. The presentation will be livestreamed and recorded for all participants in AAG 2024.

Please note: The ideas expressed in the AAG President’s column are not necessarily the views of the AAG as a whole. This column is traditionally a space in which the president may talk about their views or focus during their tenure as president of AAG, or spotlight their areas of professional work. Please feel free to email the president directly at rlave [at] indiana [at] edu to enable a constructive discussion.

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Letter to National Science Foundation on DISES

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Positioning Your Academic Unit for Success: Advice from Senior Administrators

Apples lined up on a flat surface; Credit: Isabella Fischer, Unsplash

By Jon Harbor and Risa Palm

Risa Palm This column is the second in a series from the AAG Healthy Departments Committee that is focused on ways to ensure higher education futures include robust, healthy geography programs. In this column, Risa Palm and Jon Harbor, two geographers who have served as deans and provosts across several types of institutions of higher education, provide their perspectives on positioning an academic unit for success. In the previous column, David Kaplan set the scene with “Departments in Peril: How Can the Healthy Departments Committee Help?” He noted that “while the promise of geography is great and the demand for geography is clear, our overall institutional health is in jeopardy,” and provided a thoughtful review of recent and long-term trends, strategies, and actions.

It is essential for leaders of geography units (departments, schools, programs) to ensure that their senior administrators understand the significance of their unit’s contributions to achieving the overarching goals of the institution, including their key accomplishments, stable management, and performance on key metrics. This understanding and the data that support it are key to maintaining the investments that drive positive outcomes. In this column, we will suggest 10 strategies to position an academic unit for success.

1. Clearly Articulate Your Unit’s Mission and Vision

Ensure that your unit’s mission and vision are well defined and easily understandable by people outside of geography. Craft a clear and compelling narrative that communicates how your unit contributes to advancing the institution’s goals — and always be ready to give a well-practiced ‘elevator pitch’ version of this when a senior administrator asks about your unit.

2. Align with Institutional Priorities

Stay informed about your institution’s strategic priorities and initiatives and participate in the planning for setting those priorities, whenever possible. Regularly assess how your unit’s activities align with these priorities and be among the first to volunteer to engage in key new initiatives. Senior administrators are more likely to invest in areas that they know are delivering on the institution’s strategic goals and are leaders and early adopters in new initiatives. Stay particularly involved in any work to update core requirements, so that the department is positioned to maintain healthy undergraduate enrollments.

3. Communicate Achievements and Impacts

Regularly provide evidence of your unit’s achievements and the impact geography is having on students, the community, the institution’s priorities, alumni, and other key audiences. Share success stories, awards, breakthroughs, and noteworthy collaborations — this is not a time to be shy. The institution’s news and communications staff need good stories all the time: if you regularly reach out to them, they will start to seek out your unit for future highlights. Use unit newsletters and social media to showcase ongoing projects and accomplishments of students, faculty, staff, and alumni. Invite administrators to unit events and send them the unit newsletter and social media highlights. Keeping administrators informed fosters a sense of transparency and helps them understand the value geography brings to the institution.

4. Work on Key Metrics

Be fully aware of your unit’s performance on the key metrics that administrators track and use as data to drive decisions. And work to improve these metrics relative to other units on campus and national comparative data. If you are not sure what these metrics are, ask your dean and the institutional data office what is on the dashboards that are regularly viewed by senior administrators (see #5, for example). Be prepared to present performance data on key metrics as they compare to national benchmarks such as the Delaware Study of Instructional Costs and Productivity. If your performance is lagging on a key metric, develop and implement strategies to address this (if you’re not sure about strategies, reach out to peers and the AAG Healthy Departments Committee).

5. Grow Enrollment

Many institutions are heavily dependent on tuition income, so student credit hours per faculty member and numbers of majors are likely to be among your key metrics (#4). Be proactive in efforts to grow your enrollments in collaboration with your advising, admissions, and marketing units. For example, implement targeted marketing campaigns as well as activities in introductory courses that highlight the career opportunities geography offers. Explore partnerships with local government, businesses, and industries to create internship opportunities and showcase practical applications. Introduce flexible scheduling options, such as asynchronous online courses and summer and evening courses, to accommodate diverse student needs. Organize informative and engaging events, such as workshops, webinars, and unit tours, to provide high-school teachers, counselors, advisors, and prospective students with a firsthand experience of all that geography has to offer.

6. Engage Alumni

Build relationships with key alumni and donors, especially those who are active in college or university-level boards and so who can talk to senior administrators about the importance of geography. Establish and use an alumni board and work with the institution’s foundation to establish alumni engagement and fundraising priorities and processes for the unit. Invite senior administrators and alumni to an annual event that includes recognition of alumni and donors. Active alumni participation is an additional way to make geography more visible to senior administrators, provides role models for students, and diversifies your unit’s income sources.

7. Demonstrate Fiscal Responsibility

Senior administrators prioritize units that demonstrate fiscal responsibility and a clear return on the investment of institutional resources. Develop a transparent budget that clearly outlines how funds are used and how budgeting is focused on driving key metrics and outcomes. As a unit leader, you should be the expert on your unit’s budget. Be proactive in regularly reallocating funds to top priorities, and sunsetting work that is no longer as important. Demonstrating efficiency and accountability will enhance your unit’s credibility.

8. Be Professional About Workplace Conflicts

Strive to be well-managed and stable. Handle personnel matters within the unit and with the help of the professionals in human resources, rather than letting them spill over to the offices of the dean, provost, or president. AAG’s Healthy Departments Committee and programs can help with strategies and leadership development.

9. Foster Collaborations and Interdisciplinary Initiatives

Collaboration is often a priority for senior administrators, and geographers are very well positioned to work with colleagues from many disciplines. Actively seek opportunities to collaborate with other units, research centers, or industry and community partners. Highlight geographers’ abilities to develop and lead interdisciplinary collaborations so that you can position your unit as an invaluable resource for innovation and problem solving.

10. Engage with Senior Administrators

Establish and maintain open lines of communication with senior administrators. Attend relevant meetings and be an engaged and positive contributor, participate in strategic planning sessions, and actively seek other opportunities to engage with institutional leadership. If you believe some of the institution’s strategies and priorities are misguided then, as a unit leader, you should be an engaged, thoughtful, and constructive participant in your institution’s planning and leadership activities to drive future strategies and priorities.

Gaining continued support for your academic unit requires that you adopt a strategic and proactive approach. By aligning your activities with institutional priorities, and by effectively communicating your unit’s impact, performance on key metrics, and capabilities in fostering collaboration, you can position geography as essential to the overall success of the institution. When senior administrators understand the key role geography plays in achieving the institution’s goals, they are more likely to prioritize its continued success.

 

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