Convening of Care

Culture of Care

Elevate the Discipline

AAG Action on Climate Change

Locational Information and the Public Interest

Ethics and AAG

Bridging the Digital Divide

Glowing lines radiating upward from city skyline symbolizing network concept

Tomorrow’s Geographers Need the Best Tools Now

The Bridging the Digital Divide (BDD) program was created in mid-2020 by the American Association of Geographers, to quickly address the technology needs of geography students at minority-serving institutions, as COVID-19 disrupted their learning environments. In 2020, BDD provided $238,000 in equipment and software assistance to faculty and students at 23 institutions, including 8 Tribal Colleges and Universities (TCUs), 14 Historically Black Colleges and Universities (HBCUs), and 1 predominantly Black institution.

Mark Barnes, Associate Professor, Department of History, Geography, and Museum Studies, Morgan State University“Now, because of AAG’s Bridging the Digital Divide Initiative, impacts of the global pandemic may better be met by our department in the months and even years to come….The gesture truly creates a win-win situation for Morgan State University, other HBCUs, and other minority-serving institutions invested in making geography an indispensable component of our liberal arts endeavors.”

— Mark Barnes, Associate Professor, Department of History, Geography, and Museum Studies, Morgan State University

 

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The COVID-19 crisis aggravated a longstanding problem for students of color, for whom access to technology is a career-threatening challenge. In partnership with Esri, AAG is continuing the BDD program to close this critical access gap for geography students who are Black, Indigenous, and People of Color (BIPOC). Help us create a future in which the next generation of geographers is more representative of the places and people where geography’s most crucial work is located.

Learning environment bar chart

 

GIS Projects bar chart

 

An AAG survey of student members this year showed how COVID-19 has affected their learning environment and access to technology. Students of color have experienced these effects even more acutely, due to inequities that existed before COVID-19.

 

BDD’s first round of equipment grants in 2020 helped students in more than 95 geography courses gain access to laptops, internet connections, software, and other equipment, while also enabling a few faculty to offer socially distanced classroom and fieldwork experiences through the use of advanced technologies such as virtual reality (VR) headsets and action cameras.

 

Your Support Makes All the Difference

As AAG prepares for the second phase of this program, we are seeking out additional institutional partners to continue to grow the initiative. We also rely on the support of our 12,000 members worldwide—geography instructors, faculty, students, and professional geographers in the public and private sectors—to help us secure greater access to the critical tools of learning for the next generation of BIPOC geographers. Even if you can only give a small amount, your support helps us demonstrate our members’ commitment to this initiative, which is vital to attract greater support from partners.

Mandy Guinn, Environmental Science Chair, United Tribes Technical CollegeMinority-serving institutions, including TCUs, are up against some of the biggest challenges we have ever faced. Although food security, financial stability, and academic preparedness are issues that the TCUs have always faced, COVID-19 has exacerbated those issues and also created additional concerns of isolation and lack of connectivity. With $10,000 from the Bridging the Digital Divide fund, we purchased laptops, webcams, wifi, Microsoft Office, and ArcGIS licenses. With additional funding, we could purchase more …”

— Mandy Guinn, Environmental Science Chair, United Tribes Technical College

 

As campuses enter into a new era of belt-tightening, we can anticipate the effects of the COVID-19 pandemic to hamper many students’ access to technology—adding to decades-long racial disparities. We count on our members and partners to help us realize the vision for a level playing field for young geographers of colors, enabling them to access the tools they need to succeed.

BDD is part of AAG’s Rapid Response to COVID-19 which is dedicating nearly $1 million in Council-designated funding from AAG’s reserves to help support and stabilize the geography discipline during the COVID-19 crisis, while also addressing long-standing systemic issues and inequities that have been exacerbated by the pandemic. Equitable access to equipment and connections is but one such issue, yet it is one that we know can be remedied immediately with resources.

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Encoding Geography

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An AAG initiative to increase diversity and computational literacy among all geographers to strengthen our discipline for the future.

Goals of the initiative

Under the Encoding Geography initiative, the American Association of Geographers (AAG) will lead long-term and synergistic efforts to equip all geographers with a sufficient level of literacy in computational thinking and, in doing so, aim for a more diverse participation in our discipline. These efforts will ensure that current and future generations of geographers remain at the forefront of discovery, exploration and understanding of the Earth within an era that is undeniably technological and in which we are interconnected as much through computer code as in other ways.

How will this initiative benefit all geographers?

To broaden the diversity of geographers and to equip them with computational skills is to safeguard our discipline’s continued contributions to the national innovative ecosystem. While it may be true that not everyone needs to know how to write extensive code, geographers who understand what code can do will be able to build connections to other disciplines such as computer science and engineering and lead the way in idea creation and implementation.  This initiative seeks to increase the vibrancy of geography in the following four ways.

First, geographers will gain productivity in the rapidly growing geospatial technology industry. Jobs in this industry increasingly require basic computer programming skills including the automation of GIS tasks, the extraction of qualitative spatial data from social media, the development and management of real-time geodatabases, the manipulation and analysis of spatial big data and, the development, design and management of web-based GIS and geo-visualizations. A 2017 global impact study on geospatial services estimates that this industry creates approximately 4 million direct jobs and generates 400 billion U.S. dollars globally in revenue per year (AlphaBeta, 2017).

Second, geographers will be better prepared for graduate school and/or academic careers. In academia, researchers are increasingly using computational skills for data analysis, modeling and/or to develop research-specific applications and software (Merali, 2010). Consequently, computational thinking is becoming necessary as a preparation for graduate school not only because students will have to write code, but also because they will have to understand code.

Third, geographers will be better equipped to develop a commercial and social entrepreneurial mindset. Geographers already possess an interdisciplinary skillset that gives them great potential to lead organizations and/or scientific research in developing innovative geographic analytical technologies for global challenges such as climate change and international migration crises. Computational thinking will foster their entrepreneurial mindset by understanding the capabilities (and limitations) of computer science to implement their innovative geo-ideas and visualizations through code and further disseminate them through the web.

Fourth, geographers that are more diverse and inclusive will boost the advancement of geographic knowledge and innovation of geospatial data and technologies. Given the evidence that the underrepresentation of women and minorities in geography translate into the workforce (Mazur & Albrecht, 2016) and limits our advancement of geographic and scientific knowledge (Stephens, 2013), broadening their participation will leverage currently untapped potential for innovation in terms of talent and labor force.

How will this initiative benefit society at large?

The social and environmental challenges we are facing are complex and interrelated and addressing them will require continued innovation within our discipline to further advance geographic knowledge. Geographers’ expertise is necessary, particularly their expertise in geographic information, training in spatial thinking and knowledge of the unique challenges associated with spatial data. This expertise is crucial in the analysis of new sources of qualitative and quantitative spatial data, such as those from social media and from high precision remote sensing. Associated with these new sources of data is the automation of tasks and geospatial analyses, which have triggered an increase in the demand for graduates with training in both geographic information and computer programming, but they are hard to find. As a consequence, employers across the public and private sectors face the dilemma to either hire a geographer with limited or no computational skills, or a computer science graduate with limited or no expertise in geographic information or training in spatial thinking. Courses that involve computational thinking are only beginning to appear in geography curricula, yet much is unknown about the effectiveness of these courses in preparing students for the rapidly evolving job market or for the social and environmental challenges we are facing. Additionally, much is unknown about the diversity of students in these more technical computational courses and their motivations to enroll in them. There is however, evidence of an overall underrepresentation of women and minorities in geography education. While this initiative is in the early stages of development, a long term goal is to foster coding knowledge and comprehension not just in geography at large, but also to work towards greater inclusion in geography courses and careers as well as a more diverse discipline.

Get with the Program(ing)!

At the AAG 2018 Annual Meeting there were a series of workshops held throughout the week. The AAG is committed to ensure that new generations of geographers are equipped with the new skills required in order to be productive in our economy well into the future. This AAG initiative included involvement from faculty, students and employers.

This was part of a series of workshops related to the AAG’s Coding Initiative. The challenges associated with Big Data and the ubiquity of spatial data have triggered an increase in the demand for graduates with both spatial thinking and computer programming skills. Because few geography graduates receive training in computer programming, many employers in the geospatial technology industry face a dilemma: either hire a geographer with limited or no programming skills, or a computer science graduate with limited or no training in geography, spatial thinking, and GIS.

For more information or to get involved, contact Coline Dony

In this workshop, we provided faculty with resources to help them include small GIS and/or coding activities to their courses even if they do not have a GIS focus. The resources and software platforms that were suggested were primarily free and open-source. This was followed by a guided discussion with the audience on the new skillset geography graduates require.

Faculty from across the geography spectrum – from those teaching human and social geography to those teaching physical geography and Earth Sciences – were invited to attend this workshop.

Held Wednesday, April 11, 2018 from 10 to 11:40 AM

In this workshop, we provided data on jobs for geographers and trends regarding needs for programming skills. This was followed by a guided discussion with the audience on the new skillset geography graduates require. We ended the workshop by sharing resources employers can use to train their geographers with necessary computer programming skills.

Any employers – from big corporations to small associations – who hire geographers are invited to attend this workshop.

Wednesday, April 11, 2018 from 1:20 to 3:00 PM

In this workshop, we provided a summary of the benefits of learning computer programming for your job prospects, geography projects, and/or research and graduate school. This was followed by a guided discussion with the audience on barriers and challenges to learning computer programming. We ended the workshop by sharing resources you can use as a geographer to learn computer programming.

Students from across the geography spectrum – from those interested in Human and Social Geography to those interested in Physical Geography and Earth Sciences – are invited to attend this workshop.

Held Wednesday, April 11, 2018 from 3:20 – 5:00 PM

In this workshop, we will present information about the gender gap in geography and GIS and a summary of the benefits of learning computer programming for your job prospects, projects and/or research in Physical Geography and Earth Sciences. This will be followed by a guided discussion with the audience on barriers and challenges to learning computer programming. We will end the workshop by sharing resources you can use as a geographer to learn computer programming.

Students interested in Physical Geography and Earth Sciences are invited to attend this workshop. Women and minorities are especially encouraged to attend.

Held Thursday, April 12, 2018 from 3:20 – 5:00 PM

In this workshop, we presented information about the gender gap in geography and GIS and a summary of the benefits of learning computer programming for your job prospects, projects and/or research in Social and/or Human Geography. This was followed by a guided discussion with the audience on barriers and challenges to learning computer programming. We ended the workshop by sharing resources you can use as a geographer to learn computer programming.

Students interested in Social and/or Human Geography are invited to attend this workshop. Women and minorities are especially encouraged to attend.

Held Friday, April 13, 2018 from 3:20 – 5:00 PM

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Geography and Human Rights

AAAS textual graphic containing many human rights terms

Geography intersects with human rights in various ways. As a a truly interdisciplinary field, geographers seek meaningful ways to act on these concerns and values in their personal and professional lives. For example, geospatial technology has been a useful tool in mapping evidence of human rights abuses, while geographic perspectives can influence media coverage of human rights issues around the world. The AAG supports members on human rights topics in the following ways:

Human Rights at the AAG Annual Meeting

Human rights is often featured as a theme at the AAG annual meetings.

  • The 2017 annual meeting in Boston featured a theme on Mainstreaming Human Rights in Geography and the AAG with more than 50 sessions and 250 presentations at the intersection of human rights and geography. Speakers from leading human rights groups, academia, government, and international organizations addressed human rights challenges around the world. These included: Noam Chomsky; James Hansen, climate change policy advocate; Rush Holt, CEO of AAAS; Terry Rockefeller, Amnesty International USA and Audrey Kobayashi.
  • At the 2012 meeting in New York, Social Justice, Media, and Human Rights was a featured theme with more than 20 sessions. One special panel session included prominent speakers Nicholas Kristof, New York Times columnist; Salil Shetty, Secretary General of Amnesty International; and Ivan Simonovic, Assistant Secretary-General for Human Rights at the Office of the U.N. High Commissioner for Human Rights. Watch the video
  • The 2009 Meeting in Las Vegas featured a special track of sessions on Human Rights and Geographic Research. See a video of one of the sessions

Resources

A compilation of over 700 publications that apply geographic perspectives, tools and technologies to analyze human rights issues. Author abstracts and links to the full text have been included where available

Browse the PDF

Provides a guide to the literature on the relationships between science, engineering and human rights. The following citations are grouped under a variety of headings that encompass disciplinary fields of science and engineering and topics where science, technology and human rights intersect.

View the Bibliography

Links to human rights reference resources, organizations and advocacy groups, research centers and academic programs:

Human rights reference resources

Human rights organizations and advocacy groups

Human rights research centers and academic programs


Past Human Rights Initiatives

Over recent years, the AAG has been involved in various initiatives to engage geography and science with human rights.

The AAG was a founding member of this network, hosted by the AAAS, which encourages the application of scientific methods, tools, and technologies in human rights work. Since its launch in 2009, the Coalition has served as a catalyst for the increased involvement of scientific and engineering associations and their members in human rights-related activities.

Learn More

On January 14, 2009, over 50 scientific associations came together to launch the Science and Human Rights Coalition in a three-day series of workshops, presentations, and strategic meetings in Washington, DC. The Coalition draws upon its broad network to seeks to protect and advance the welfare of scientists whose human rights are threatened, science ethics and human rights, service to the scientific community, service to the human rights community, and education and information resources. As one of the founding members of the Coalition, the AAG contributed greatly to the formation of the Coalition during the months preceding its formal launch, and AAG representatives participated throughout the event.

The AAG supported this AAAS project to develop applications and information resources for the non-governmental human rights community. Since 2006, the project has brought high-resolution satellite imagery, GPS units, and geographic analysis and methods into wider use by human rights organizations and sought a more integrated approach to monitoring, documenting, and preventing human rights abuses. For example, geographic tools were used to monitor attacks on civilians in Darfur.

View the Eyes on Darfur Website

With funding from the MacArthur Foundation, the AAG developed an inventory of geographic research and scholarship relating to human rights including bibliographic, informational, and research resources. Many of these resources can be found on this page. One particular goal was to identify research substantive enough to be used as evidence or in support of expert testimony in international tribunals investigating human rights abuses.

NGOs, Research Centers, and Other Institutions

Geography & Human Rights Organizations

The following organizations use geographic methods of analyis or apply a geographic perspective to address human rights issues.

Geography & Human Rights Research Centers

The following academic centers focus on human rights issues from a scholarly perspective. Their research–often drawing upon geographic methods or technologies–plays an important role in human rights discourse.

Geography & Human Rights Scientific Associations

The following scientific associations are members of the AAAS Science and Human Rights Coalition.

News

  • AAAS SHRC Meeting featured in news article — The January 23, 2012 Science and Human Rights Coalition Meeting was the topic of an article in “Chemical & Engineering News” (February 14, 2012) Read More
  • Social Justice, Media, and Human Rights Track at 2012 AAG Annual Meeting— Two days of sessions, along with appearances by Mary Robinson, Nicholas Kristof, Salil Shetty, and Ivan Simonovic took place at the AAG’s annual meeting in New York. (February 10, 2012) Read More
  • AAAS Science and Human Rights Report — The January 2012 issue of the AAAS Science and Human Rights Report (February 1, 2012) Read More
  • Supreme Court Rules on GPS Tracking Case— GPS technology and privacy rights are considered in a recent Supreme Court case. (January 31, 2012) Read More
  • AAAS Documents Villagization in Ethiopia — Satellite imagery is used to confirm reports on the ground. (January 31, 2012) Read More
  • Geographers Address Ethics of GIS&T — Dawn Wright wrote about ethical scenarios discussed at a workshop, which was part of the two-year project “Graduate Ethics Seminars for Future Geospatial Technology Professionals,” funded by the NSF Ethics Education in Science and Engineering program. Read More

Useful links

  • AAG Ethics, Justice, and Human Rights Specialty Group — This group encourages inclusive and informed discussion throughout the discipline on normative concerns including applied, theoretical, and professional. In equal measure and in combination, to sustain an interest in, and teaching/research on, human rights issues at all scales of analysis, in all parts of the world.
  • YouTube Human Rights Channel  — A partnership between Witness, a human rights advocacy group, and Storyful, a web video producer, brings verified human rights videos from citizens and activists around the world.
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Addressing Locally-tailored Information Infrastructure & Geoscience Needs for Enhancing Diversity (ALIGNED)

Addressing Locally-tailored Information Infrastructure & Geoscience Needs for Enhancing Diversity (ALIGNED) logo

The pipeline principle—that is, building relationships among educational institutions serving students at different stages from grade school, middle school, secondary, community colleges, undergraduate to graduate levels—is fairly well understood as a framework for recruitment efforts in higher education. However, it is often overlooked how such pipelines are spatial in nature, and how characteristics of place impact recruitment outcomes and retention rates. Where universities are, where prospective students are coming from or might come from, and the dynamic of these origins and destinations matter a great deal. It is also important to recognize the varied starting points for many departments: a small liberal arts school in the rural Midwest has different realities to contend with concerning recruitment and retention than an urban commuter school on the east coast. With this in mind, the Addressing Locally-tailored Information Infrastructure & Geoscience Needs for Enhancing Diversity (ALIGNED) project is consolidating the set of resources and studies developed over the past several years by the AAG to design a toolkit that supported departments in their efforts to enhance diversity.


 

More About ALIGNED

Where do we look to attract a more diverse group of students to our program? And what do we do once we find them? These are common questions asked at the departmental level, the reproductive core of our discipline and the place where students enter and engage with universities through their majors.

Despite growing national support for broadening participation in higher education, increasing university-level commitment to pursue goals of inclusion at their institutions, and widespread agreement with the goal of enhancing diversity within departments, undergraduate and graduate advisors can often find themselves at a loss for where and how to engage potential students from traditionally underrepresented populations.

To launch a process of collecting our current disciplinary insight to directly support the way departments address diversity in geography, the AAG received funding from the National Science Foundation’s Opportunities for Enhancing Diversity in the Geosciences Program for the ALIGNED project.

The three-year pilot study sought to align the needs of university departments and underrepresented students by drawing upon the intellectual wealth of the discipline to inform and transform ways in which departments envision and realize their own goals to enhance diversity. NSF reviewers called the effort “an innovative and potentially transformative project with substantial merit, a refreshingly creative approach to understanding how we might improve recruitment and retention of underrepresented students in the geoscience-related fields.”

The toolkit, which is no longer available due to obsolete technology, included, among other items, linkages to an expanded AAG Diversity Clearinghouse, an annotated bibliography highlighting cutting-edge research by geographers and related scholars that offer understanding about how spatial dynamics and place-based realities relate to efforts to attract and keep underrepresented students; careers information resources that promote broader inclusion; and outcomes from the AAG’s recent research on graduate education conducted through the EDGE project. It also featured a mechanism to query spatial data and georeferenced information that can help departments identify their recruitment catchment areas, design diversity goals in relation to characteristics of communities of potential underrepresented students, and elaborate appropriate plans for how to best engage prospective young geographers.

ALIGNED also expanded the opportunities for underrepresented students in geography to participate in professional networking through organizing special activities at the AAG Annual Conferences and through providing supplemental support for attending the conference to students with disabilities, community college students, and AAG Diversity Ambassadors. It supported more participation in the Visiting Geographical Scientist Program for faculty to visit Historically Black Colleges & Universities, Hispanic-Serving Institutions, and Tribal Colleges & Universities. To evaluate the toolkit design, the AAG worked closely with an institutionally-diverse, geographically-distributed set of ten pilot hybrid geography/geosciences departments and reached out to synergistic programs and resources from the National Association of Colleges and Employers, American Association of Persons with Disabilities, American Association of Community Colleges, White House Commission on Historically Black Colleges and Universities, Hispanic Association of Colleges & Universities, and American Indian Higher Education Consortium, among other organizations.

This project highlighted the unique advantages of our discipline for underrepresented students, including the high growth of jobs in GIS and geospatial technology fields, multiple exit pathways into employment, the opportunity to make a difference, interesting research subjects such as environmental justice, and many other benefits of careers in geography. Resources were collected and developed to support departmental recruitment efforts. For example, the AAG’s ALIGNED-sponsored “Geography in Focus” photo competition reflected that the integrative subject matter of geography that spans human and physical sciences is harnessed to encourage students to see the relevance of all geoscience fields and draw them into disciplines and to colleges and universities that they may have not otherwise considered.

Geography departments that have stand-alone or integral diversity plans in place at the department level to recruit and retain under-represented minorities (URM) have an average graduate student population of 20.0% URM, while departments without plans only average 8.1 percent. (22.8% is the average for all STEM fields nationally.)

AAG’s initiatives, particularly the ALIGNED Project funded by the US National Science Foundation, have focused on supporting departments to develop realistic, place-based, geographically-aware plans at this level. These have proven valuable to pilot departments, and the handful of early adopters have seen female student participation rise 6% and URM participation rise nearly 15% from 2005 to 2010. (Data is not available for 2009-2012 for all pilot departments.) The increase reflects greater representation of all non-white groups except for Native American and Other. At the same time, total numbers of undergraduates enrolled in these departments grew by 16.2% so absolute growth in individual students was documented. Over the same time period, the AAG Departmental Data Survey reveals a drop in undergraduate URM across the responding set of departments from 14.4 to 12.7 % but a slight rise in graduate URM rates from 12.4 to 15.6 %. (Note this is not a census but a sample, and response rates doubled from 2005 to 2010.)

While it was too early to evaluate data on URM representation that result from the implementation activities of these plans at the time this project launched, the evaluation of the ALIGNED toolkit as a means toward progress on diversity measures revealed that this resource met every participating departments’ expectations to provide new insights for their plans, and even exceeded the expectations of half of the users. When asked about the project’s impact for inspiring action, respondents noted that “It was compelling … It moved us from a general sense of the situation to concrete data” but “Much more than data, it allows you to link potential actions with data.” Departments identified tangible uses from strategic planning to increase diversity, lobbying their university for diversity initiatives, educating faculty on diversity, tracking diversity trends in the institution and comparing them to others, grant writing for garnering support for diversity initiatives, SACS reports, and more.


Comments from pilot department reports on the qualitative nature of their progress:

“Participation in the AAG’s ALIGNED Program has been a critical component of our department’s success over the past in dealing with diversity and inclusion issues. We have been able to utilize the toolkit as well as other diversity materials, produced by the AAG, in drafting our Diversity Plan. We look forward to further collaboration with the AAG and hope that we can aid their work by serving as a pilot department in future grants.”

—University of Kansas


“The toolkit itself served as a catalyst for initiating a discussion regarding diversity within our department. It was through this discussion that these projects were borne. These activities have served as a catalyst for dialogue regarding diversity in our department. While the general sense in the department is that student diversity is not a problem – the tool revealed that our diversity numbers are lower than the university as a whole. Indeed, the most significant outcome to date is the consciousness-raising through participation. This perspective has tremendous potential as a tool for departments to enhance diversity recruitment and retention.”

—University of Texas at Austin


“The ALIGNED toolkit is a wonderful resource and very user friendly. It allows for the user to explore relevant information to target recruitment and open new opportunities to reach out to communities that would otherwise be “off the map.” The ability to merge data spatially – the AP data with the demographic data—in a user-friendly environment provides the basis for our approach. I do not think that we would have been able to identify the schools any other way. Houston ISD is one of the largest school districts in the country, and only a dataset and framework like the toolkit could provide the essential information to select schools to participate in the program.”

—Texas A&M University


“Although slow-going, I think we can point to some steps as a result of the ALIGNED project. Updating the strategic plan, the syllabus sharing session, creation of the common space, discussions on ways to integrate diversity into key classes all happened as a result of our participation in the project. I know my participation in the meetings has made me think about some additional readings to incorporate into classes.” 

—Illinois State University


“Thanks for letting us be part of the project I believe it improved our Department and forced us to think about issues that we would not have without the involvement.” 

—University of North Carolina, Wilmington


“It’s been a great boon to my department, primarily because it got us to start talking about diversity and also take some steps forward. We have a long way to go, but now that there is a large group of new, highly motivated junior faculty on board here, progress is finally being made…Thank you so much for giving me the opportunity to get involved and for helping my department get its act together on this!”

—University of Wisconsin, La Crosse

Principal Investigator

Dr. Patricia Solís, AAG Director of Outreach and Strategic Initiatives

CoPI

Dr. Inés Miyares (City University of New York)

Senior Personnel

Dawn Wright (Oregon State University);Chrys Rodrigue (California State University—Long Beach); Michael Solem (AAG)

The ALIGNED Board of Advisors

  • Greg Chu
  • Cynthia Berlin
  • Darryl Cohen, US Bureau of the Census
  • Leslie Duram
  • Ken Foote, University of Colorado and AAG President
  • Wendy Jepson
  • Al Kuslikis, American Indian Higher Education Consortium
  • Victoria Lawson, University of Washington
  • Lisa Marshall
  • David Padgett, University of Tennessee
  • Renee Pualani Louis, AAG Indigenous Peoples’ Specialty Group and IGU Indigenous Peoples’ Knowledges and Rights Commission
  • Alex Ramirez, Hispanic Association of Colleges & Universities
  • Rickie Sanders, Temple University
  • Rebecca Torres

Our advisors with expertise in geosciences, education, diversity, spatial analysis and other relevant fields contributed their extensive experience working with diversity enhancement on their campuses, including from community colleges to doctoral universities at a broad set of geographic locations across the country. The diverse team itself represents traditionally underrepresented groups, including women, ethnic minority, gay, and foreign-born researchers in recognition of the value of multiple perspectives to help mobilize and retool departments with better ways to learn where to find and how to connect with underrepresented groups, including how to convey the relevance of geography and geoscience careers.

AAG Staff

  • Jean McKendry
  • Joy Adams
  • Astrid Ng

Technical and Toolkit Mapping Work

Kevin Knapp, Tierra Plan LLC

Pilot Departments

  • Illinois State University
  • University of Missouri – Kansas City
  • University of North Carolina – Wilmington
  • University of Texas – Austin
  • Texas A&M University
  • University of Wisconsin – La Crosse
  • Southern Illinois University – Carbondale
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