Marvin Creamer

Marvin Creamer, a geographer and skilled sailor who completed a two-year circumnavigation of the globe in 1984, without any instruments at all, died on August 12, 2020 in Raleigh, North Carolina, after a brief illness. He was 104 years old.

Creamer, born in 1916 in Salem County, New Jersey, was a graduate of Glassboro State College, now known as Rowan University. He stayed on as a professor, establishing the Geography Department as its first chair in 1970 and received numerous honors up until his retirement in 1977. He was awarded an honorary doctorate degree in the humanities in 1980. Creamer also had graduate degrees in education and geography from the University of Pennsylvania and the University of Wisconsin.

An avid traveler by both land or sea, Creamer was best known for his extraordinary sailing feet aboard the 26-foot Globerstar, a voyage that he completed when he was nearly 70 years old. His life and adventure were covered by the New York Times, The Economist, and perhaps most importantly, Cruising World.

He was married to Blanche Layton Creamer in 1946 (deceased 2005) and is survived by his sister Evelyn Creamer Daniels; children Andra Creamer Hohler James (David), Lynn Creamer Borstelmann (Tim), and Kurt Creamer (Melissa); grandchildren and step-grandchildren Peggy James, Star Schreier Nixon (Matt), Evan Schreier, Vaughn Creamer, John Borstelmann, Kathryn Jeffery, Maggie Creamer, and Daniel Borstelmann; great-grandchildren Charlotte Nixon and Logan Nixon. He is survived also by his wife of 10 years, Elaine Gillam Creamer.

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GeoMentor Spotlight

Lauren Sinclair – Middle School Teacher, Oregon

August 7, 2020

Position: Middle School GIS Teacher! It’s my dream job!

What was your favorite class in K-12? I loved it all. I think that’s why I’m a teacher. But in undergrad my favorite classes were all geography… so I asked my favorite geography professor for advice on learning more. Because of his awesome advice I tried my first GIS and ended up at PSU studying geomorphology and GIS for my master’s.

How did you first learn about and/or use GIS? My first GIS experience is freeze-framed in my memory, which is exactly why I love recreating that magical experience for my students every semester. It was an exploration of the Ring of Fire on an early version of ArcMap in 2005 or so… what I remember most was following the directions and turning on the volcanoes layer, the earthquakes layer, and then the plate boundaries layer… and I felt like I had discovered plate tectonics myself! My immediate thought was “kids have got to try this!”

Name one thing you love about GIS and/or geography: GIS has evolved to be more intuitive and user friendly every year. It’s already at a point where my 6th-8th graders learn how to use ArcGISOnline independently over the course of about 30 hours in one semester… and some of my 8th graders are honestly better at spatial analysis than I am by the end of the semester. That’s powerful. That tells me that we need to give youth more opportunities to use this technology earlier… we shouldn’t wait until an undergraduate program to introduce people to GIS!

Why did you want to volunteer as a GeoMentor? I guess I see myself as a GeoMentor advocate. When I started turning the technology class at my middle school into a GIS class, I had no idea what to do, so I reached out to the GeoMentor network and connected to some of my PSU professors. They got me from crawling to running in no time! I’ve since invited dozens of GIS professionals to my classroom and encouraged them to become GeoMentors. It’s important for my students to meet GIS professionals in person and see the huge range of applications for the technology. They’ve met people from Esri, MapBox, Quantum Spatial, Extensis, Portland State University, Portland Community College, and more! There are so many more classrooms out there that will never experience GIS without the encouragement and support of a GeoMentor, which is why I’m always encouraging GIS professionals to visit a classroom!

If someone asked you why they should learn about GIS and/or geography, how would you respond in one sentence? The kids in school right now are the meme generation; they communicate visually. That means they’re primed to communicate with GIS! I want the world to catch on to this perfect match and put GIS in as many classrooms as possible.

Website: FAIS ArcGIS Online homepage

Twitter: @MrsSinclairMaps

Woody Gagliano

Sherwood M. “Woody” Gagliano, a geologist, geographer and archaeologist who documented Louisiana’s rapidly eroding coastline in the 1970s in a process that alerted the state to the problem, died on July 17, 2020 at the age of 84.

“History has shown that one person can make a difference, and that certainly applies to Woody Gagliano,” said Bren Haase, executive director of the Louisiana Coastal Protection and Restoration Authority. “Louisiana owes him a great debt for not only sounding the alarm in our coastal crisis, but for never giving up when few would listen.” Gagliano advocated tirelessly for a state comprehensive coastal protection program.

Dr. Gagliano;s work marked a turning point in coastal science and in the state’s decision to meet the challenge of coastal erosion at scale. “His vision allowed Louisiana to be years or decades ahead of where we would have been without Woody Gagliano,” said U.S. Rep. Garret Graves, R-Baton Rouge, and former chairman of the CPRA board. “He will be missed, but thank God we can stand upon his shoulders.”

Gagliano received his bachelor’s degree in geography and master’s degree and Ph.D in physical geography from Louisiana State University. He also served a stint in the U.S. Army.

In 1967, Gagliano founded Coastal Environments Inc., the Baton Rouge-based archaeological and applied sciences firm, while still working as a researcher studying river delta processes for the LSU Coastal Studies Institute.

Beginning in 1969, Gagliano was instrumental in documenting and designing solutions for Louisiana’s coastal erosion–a problem unrecognized by state officials before 1970, on the basis of Gagliano’s work. Don Boesch, former director of the University of Maryland Center for Environmental Studies and the Louisiana Universities Marine Consortium, told a local paper that the work was forward-thinking: “Fifty years later, we are still trying to execute his exact concept.” Boesch said. Gagliano assisted state officials in developing Coast 2050 in 1998, the first comprehensive effort to outline steps towards restoring or saving coastal wetlands, and in the aftermath of Hurricane Katrina, the state’s creation of its first formal Coastal Master Plan in 2007.

Gagliano also produced groundbreaking research showing how some wetland loss was caused by slipping blocks of coastal soil along fault lines, and how the faulting could threaten levees, navigation routes, and coastal restoration projects. He and his company also developed new ways to create artificial oyster reefs – called Reef Blk – to assist in coastal restoration efforts.

Gagliano was the founding president of the Louisiana Archaeological Society and vice president of the Intracoastal Seaway Association. The Coalition to Restore Coastal Louisiana honored him with its Coastal Stewardship Award in 1996 and its Lifetime Achievement Award in 2012. He is survived by his wife, Betty Ann (Huxen) Gagliano, son Mark Huxen Gagliano, daughter-in-law Kristie Gagliano, and granddaughter Marguerite Lucy Gagliano.

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Leonard Kouba

Geographer Leonard Kouba died on July 15, 2020. A longtime professor at Northern Illinois University until 1993, he was 82.

Kouba, who specialized in African geography, was an avid traveler, fisherman, and big-game hunter. He visited approximately 120 countries in his lifetime. He was a past recipient of NIU’s Excellence in Undergraduate Teaching Award. He established the Leonard J. Kouba Geography Graduate Student Fund to provide scholarships and other resources for graduate students in his home department at NIU.

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Yasuyuki (Yas) Motoyama

Education: Ph.D. in City and Regional Planning (University of California, Berkeley), Master of Public Administration (Cornell University), B.A. (University of Wisconsin-Madison)

Describe your job. What are some of the most important tasks or duties for which you are responsible?
As a background, the Kauffman Foundation was a philanthropic entity to promote entrepreneurship. I summarize my tasks into three categories: The first is research. Kauffman Foundation was one of the few foundations with internal research functions. Second, it was engagement with policymakers and practitioners. There was a philosophy that we had to make an impact on society by using our research products, which meant we had to engage with people who were on the front line of making and promoting entrepreneurship. I gave a number of presentations and consultation to policymakers and entrepreneurship support organizations. Third, it was grant management. As a foundation, we provided grants, and I was primarily in charge of research grants to academic institutions.

What attracted you to this career path?
A unique combination of the three functions describe above: research, engagement in policy and practice, and grant making to academic institutions. A possibility of making a real impact on society.

How has your education/background in geography prepared you for this position?
Traditionally, entrepreneurship was studied by business and economics disciplines, which only perceived entrepreneurship as an individual or corporate phenomenon. Lately, people have been finding that entrepreneurship is actually a local phenomenon as every entrepreneur is supported by entrepreneurship organizations, mentors, peer entrepreneurs, etc. in a regional context. In other words, a geographic or spatial perspective was important, and geography-trained researchers were needed.

What geographic skills and information do you use most often in your work? What general skills and information do you use most often?
I used some GIS-related skills, but perhaps the most important one was knowledge of various kinds of data related to entrepreneurship and its geographic context. For example, it’s important to know not only the availability of self-employment data in the Census or American Community Survey, but also the geographic scale that you can analyze. Then, the Business Dynamics Statistics by the Census Bureau provides different entrepreneurship data with a different geographic scale.

Are there any skills or information you need for your work that you did not obtain through your academic training? If so, how/where did you obtain them?
Most academics are theory and publication oriented, and I find that geographers are more so than other disciplines, such as city planning and business administration. When it comes to the question about how we can apply that knowledge to policymakers, I was finding that my graduate school prepared me little. By interacting with mayors, governors, as well as intergovernmental organizations, such as Council of State Governments and National League of Cities, I had to learn how policymakers think and what kind of information can benefit them or lead them to action.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for?
Yes, I was involved in the recruitment process for entry and midlevel positions. I think what we looked for were three traits essential for general social science researchers: The first one is curiosity. What kind of problem or question do you have? What are your methods for analyzing tentative answers? The second is flexibility. Unlike the academic world where there are standard research products and protocols, foundation research can evolve into different dimensions, so every researcher needs to identify different needs and audience for every research project. The third is interpersonal skills. Most of the work including research and engagement was team work, so you need to be able to communicate effectively with people of different backgrounds.

What advice would you give to someone interested in a job like yours?
Most foundations do not have a standard recruitment process or publicized job market, so you need to think outside the box and be creative. Many foundations may not post job openings, but hire in a highly opportunistic way when they see a good candidate. So do your homework by researching every foundation and every foundation officer that you can relate to. If you see a potential fit, approach it proactively, and you should usually contact the director level people.

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?
The job market for foundations is not large. However, it is one of the few places that do not experience a major decline during an economic crisis, thanks to large endowments by founders. So while it may not be big or growing, it is a relatively stable market.

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Brian Robson

Brian Robson–a geographer who helped to develop the British Index of Multiple Deprivatio and changed the way British governments dealt with socio-economic decline in towns, cities and regions–died on July 2, 2020 at the age of 81.

Robson’s research and design of the index provided an integrated, extensive and fine-grained understanding of poverty and financial mechanisms for relieving it in Great Britain, crafted around an area-based regeneration approach that Brian focused on the needs of towns and small cities, not only large urban areas. In the words of colleague Noel Castree, writing in The Guardian, Robson’s approach also “promoted a multi-agency approach, supporting integrated regeneration that was more attuned to local circumstances.”

Robson was born in Rothbury in Northumberland and attended Cambridge University, graduating in 1961. He completed a full-time PhD in urban social geography at Cambridge in 1964. In 1969 he published Urban Analysis, followed by Urban Social Areas in 1975. These two books led to his work on government policy.

Robson was a lecturer in geography at Aberystwyth University, leaving in 1967 to become a Harkness Fellow at the University of Chicago, working with planner Jack Meltzer at the interdisciplinary Center for Urban Studies. He returned to Cambridge in 1968 as a lecturer in human geography, staying for a decade until taking a post at Manchester University in 1977, where he established the Centre for Urban Policy Studies (CUPS) in 1983. His 1988 book Those Inner Cities identified the failings of British urban policy and shaped the design of the Single Regeneration Budget.

Robson’s career was built on a strong commitment to equality of opportunity. The Royal Geographical Society awarded him its Founders medal in 2000; he was honored with the Order of British Empire in 2010. He is survived by his wife, Glenna Ransom (nee Conway), and Glenna’s two sons from a previous marriage, Mark and Peter.

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Dwight Brown

Dwight Brown, retired professor of geography and former geography department chair at the University of Minnesota, died on June 19, 2020 of natural causes. He was 83.

Brown’s expertise during his career of more than fifty years spanned geographic information and analysis, physical geography, and cartography, with specific interest and expertise in biogeography, environmental systems, grasslands, global change, resource use, and landscape evolution. He initiated the first GIS course at UM.

For most of his career, Brown focused on the biogeography of the Midcontinent Plains. He was also a farmer, as well as director of the Water Resources Research Center at UM, and an associate fellow of the Center for Great Plains Study at the University of Nebraska.. His publications and accomplishments include the 1996 AAG publication, Living in the Biosphere: Production, Pattern, Population and Diversity; the 2003 publication and CD Biogeography of the Global Garden; and Embedded Scales in Biogeography (Blackwell Press, 2004).

As reported in the Minneapolis Star-Tribune, Brown was an engaging and imaginative instructor, who encouraged questions from his students and never stopped learning, himself. “He loved learning and had a sense of curiosity and it was the driving factor in his career,” said his daughter Cindy Brown Polson.

“He always questioned and probed for deeper understanding,” recalled his colleague Richard Skaggs. “Dwight believed strongly in the value and importance of education and inspired the same qualities in his children and his many students.”

Brown was born to Dallas and Verna Brown on Aug. 15, 1936, in Aledo, Ill. He grew up in Galva, Ill. He earned his bachelor’s degree in geography from Western Illinois University and his master’s degree and Ph.D. in geography from the University of Kansas. In addition to his daughter Cindy, Brown is survived by daughter Lori Casey, son Kyle, eight grandchildren, and three great-grandchildren. He was predeceased by his wife of 61 years, Helen Brown, who died in 2018.

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Richard Quodomine

Education: M.A. in Geography (SUNY Buffalo), B.A. in Geography (SUNY Buffalo)

Describe your job. What are some of the most important tasks or duties for which you are responsible?
My job literally varies day to day, which suits my personality and abilities. One day, I may be generating specialty maps and reports covering public investment. The next day, I may be managing an RFI for specialty geospatial analysis tools. A third day, I may be working on 5G rollout plans or helping with COVID-19 response. With over 3,000 assets and 900 buildings owned by the city that may need a special map or analysis for any number of government agencies, political institutions or other members of the public.

What attracted you to this career path?
I’ve always said that a geographer needs to first love mapping something. It could be trains, or environmental facts, or firefighting. If you have a passion for a subject and a passion for mapping it, then you can be a geographer. I love transportation – buses, trains, etc. – so I would look at maps of transportation all day. When I learned I could turn that love into a career, I majored in it, graduated in it, and spent the majority of my career in it.

How has your education/background in geography prepared you for this position?
Certainly having multiple degrees in geography helps. But degrees are just paper unless you find an application that you want to do in life. And you then should seek every reasonable opportunity to bring geographic perspectives to whatever work you have. Resiliency and ability to solve problems are very important early on, and even after you’re more secure in your career path, they’re handy. Finally, clear and cogent communication, both spoken and written, are a must. You don’t need to be a native English speaker, but being clear with your language is important. Practice with friends and colleagues to become more skilled at presenting, writing and business communication. I was involved in student politics at university – talk about how to deal with people who don’t like you and learning how to communicate!

What geographic skills and information do you use most often in your work? What general skills and information do you use most often?
The first skill I use is the geographic organization of data. Almost all data in civil service has some kind of geographic component to it. That data should be clearly organized in a proper geodatabase and displayed in feature classes or tools that are accurate and timely. It doesn’t sound sexy, but good data, in my view, is so important. The second is the ability to be geographically holistic: public buildings are not separate from roadways are not separate from parks are not separate from public health! It is a mistake to not consider geographic interconnections and context.

Be good at evaluating geographic tools – whether you using them or buying them via a Request for Proposal (RFP) – your judgment and discretion in spending money gets you a good (or bad) reputation when looking at the bottom line. If you have not done this yet, look for a committee to join that purchases GIS application software, sit in, listen and learn.

Last but not least, always be learning new skills that are relevant and timely to your job. Find ways to solve problems and take on new tasks that are adjacent to your current ones. Willingness to expand yourself beyond just the job’s basic description gets you a reputation as a doer. Conversely, don’t take on too much – when you’re branching out, keep focused on the next achievable thing.

Are there any skills or information you need for your work that you did not obtain through your academic training? If so, how/where did you obtain them?
I barely had any GIS in college; my academic background is in economic and transportation geography. So, first, I had to be able to learn GIS for my Master’s degree, and then I had to apply it at work. I also learned Visual Basic and Python. But more importantly, I learned when to use my hard skills, and when to work with others’ skillsets. GIS is like having a bucket of awesome toys, but as you advance in your career, use only the toys you like the best, and pass the bucket to others – whether working with other colleagues and departments or hiring others with complementary skills. The project is important – and it’s more important that the project gets done than who used what tool to get the credit.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for?
I have been hiring for over a decade and currently supervise GIS staff. We have three possible positions, of which one is filled, and we hope to fill at least one more after the COVID-19 pandemic has passed. In addition to good knowledge of GIS, I look for adaptability, problem solving, and good interpersonal communication skills – make eye contact, be polite, and be clear and cogent. Also, be willing to learn – no one has all the skills a job might need, so it’s willingness to learn that shows me you want to be a productive employee.

What advice would you give to someone interested in a job like yours?
My job is mid-career, so it involves a little bit of experience in analysis and reporting, plus use of tools and other skills like managing a Request for Proposal (RFP) – being on a team that buys or hires is really important! Always be adaptable and look for opportunities to help a team shine. Accomplishment matters – carry a portfolio of accomplishments when you interview. Don’t just tell people on a resume, show them you deliver!

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?
The city has recently hired a number of public safety analysts with GIS backgrounds. While COVID-19 has slowed many hiring efforts, and will likely impact hiring in the near future, I see a long-term growth trend. GIS that focuses on redevelopment of urban spaces, asset management, public safety, water and sewer upgrades and climate change mitigation will all be in demand. Also, don’t be afraid to apply for government jobs that don’t have geography in the title but can use geographic skills. I broke into government as an economist, and eventually found my way up the GIS ranks. It’s all about solving a problem, and we’re always looking for problem solvers.

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GeoMentor Case Study

GIS Career Mentorship with High School Juniors in Virginia

June 9, 2020

Position: Middle School GIS Teacher! It’s my dream job!

Website: FAIS ArcGIS Online homepage

Twitter: @MrsSinclairMaps

Frank A. Friedman

Frank A. Friedman, a member of AAG since 1959, died at his home in Robesonia, Pennsylvania, on May 30, 2020. He was 81.

Friedman was a graduate of Liberty High School, in his hometown of Bethlehem, and earned his Bachelor of Science in Education from Kutztown State College in 1960. He earned a Master of Education in Geography from Penn State University in 1965, and a Master of Science from Drexel University in 1980. He was a longtime geography teacher in the Conrad Weiser School District in Pennsylvania. He is survived by his sister, Marie A. Friedman.

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