Bruce Mitchell

Education: B.A. in Philosophy and Religion (Eckerd College), Ph.D. in Geography and Environmental Science and Policy (University of South Florida)

Describe your job/position and some of the primary tasks and duties for which you’re responsible.
We’re a Washington, D.C. based nonprofit organization engaged in advocacy, research, and policy analysis centered on the Community Reinvestment Act of 1977. NCRC looks at investment activity within US cities, particularly mortgage and small business lending, and access to financial services. We’re very interested in the issue of equity and wealth building for low and moderate income Americans, so we focus on evaluating how banks are providing financial access for individuals in cities and rural areas. Our work is not enforcement, but we point-out where banks can do better in their performance and make recommendations to improve policy decisions and regulation.

Where do you draw your data from, and how do you use the data in your work?
We primarily use publically available datasets. For instance, to look at mortgage activity, we use data gathered as part of the Home Mortgage Disclosure Act (HMDA). Additionally, under the Community Reinvestment Act, banks are obligated to report data regarding their small business lending, so we use both of these datasets to study lending activity. Data on bank branch locations and deposits are available from the FDIC. We also use U.S. Census data quite a bit to define low to moderate income areas and determine where minority communities are located and what sort of financial access and access to capital these groups have. We’ve also done some interesting studies using historic sources, like the HOLC residential security maps, commonly referred to as “redlining maps” which identified lending risk by neighborhood using theories from Homer Hoyt and the Chicago School of urban geography. We looked at the HOLC classifications of neighborhoods done in the 1930’s to compare the demographics and economic status of the neighborhoods today. It is startling how little demographic and economic change there has been in these neighborhoods. Eighty years later and they are still mostly minority and low income. Also, we are releasing a report on gentrification and displacement and their impact on capital flow and neighborhood change.

How do you perceive the value and importance of geographic knowledge to perform the work that you just described?
A geographer brings a distinct perspective to this work. Our work at NCRC engages with the problems of urban geography, looking at neighborhood change, and how this corresponds with the spatial flow of capital within cities. We also examine capital access at different scales, from census tracts up to metro areas and states. A multi-scalar understanding of geography is critical to what we do. We use spatial statistics and spatial analysis to examine bank branch access and proximity to various communities. An economist might approach these issues in a non-spatial way and fail to see the relationship of neighborhood demographics on issues like proximity and financial access for communities. Much of our work involves mapping. Maps provides an immediate spatial awareness to people, helping them understand how lending and investment patterns differ between communities. When you combine maps with visualizations of statistical and other quantitative analysis, it is a very powerful way of providing information to advocates and policymakers.

Can you reflect and maybe give an example or two of some impacts that this work has had in the community?
What we’re engaged in is very close to critical cartography. We’re looking at inequitable access to capital, and using maps and data to encourage banks to meet their obligation to do a better job in underserved communities. This results in what are called “community benefit agreements”, involving community groups, banks, and federal agencies. The Community Reinvestment Act impacts banks when they are trying to achieve a merger and there’s a problem with their performance in low to moderate income and underserved communities. Often we are able to look at their performance and encourage increased commitments to lending and community development efforts. Some of these community benefit agreements amount to billions of dollars in commitments by banks. We’ve had a number of community benefit agreements in the past two years which have substantially increased the amount of investment in underserved communities by banks.

We also work on grants. For instance, working with the U.S. Dept. of the Treasury to assess the impact of their Bank Enterprise Award (BEA) program. Under a W.K. Kellogg Foundation grant, we’re currently looking at discrimination in small business lending. This involves rigorous testing of banks using prospective customers of different race and gender profiles to assess how customer service interactions take place. It’s a very innovative area of market research with civil rights implications. Our goal in all of these activities is to increase equity in financial access for all Americans.

How does your work connect to your aspirations, both as a private citizen and as a professional in your field? 
I enjoy both the quantitative work and the mapping work that we do. Additionally, seeing how issues in geography, that might seem theoretical, profoundly impact our communities. Redlining and the HOLC maps which arose partly out of early theories of urban geography like filtering and invasion/succession for instance. Today it is interesting to see how urban planning theories, like Richard Florida’s “creative class” are playing out through processes like neighborhood gentrification. It’s very rewarding to engage in policy issues that directly affect economic equity throughout the United States, and to be in a position that in a small way promotes greater equity for all Americans.

Based on your prior educational experiences, when did you discover geography? Can you think of a specific moment that changed your perspective about different issues, civic responsibilities, and the potential of geography to be of value in society?
The initial “hook” into geography for me was cartography. I was interested in the revolution in cartographic science that was taking place with applications like ArcGIS, enabling more people to engage in mapmaking. Beyond that, the theoretical aspects of geography matched well with my previous education in philosophy and the social sciences. Unifying the quantitative aspects of spatial analysis with my social sciences orientation has been rewarding and interesting. Outside of my job, I have done research and publications on environmental justice issues with Jayajit Chakraborty. I’ve looked at areas where there is inequitable exposure to urban heat, which I describe as an issue of thermal inequity within US cities, and also cities around the world, like in India. I use spatial statistics to determine whether there is a relationship between socially vulnerable communities and greater exposure to the urban heat island effect and climate change.

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Hope Morgan

Education: Bachelor’s in Geography, Concentration in Earth Science (University of North Carolina at Greensboro), Certifications: GISP, Certified Floodplain Manager (CFM), Professional Land Surveyor (PLS) in North Carolina

Describe your job/position and some of the primary tasks and duties for which you’re responsible in this position.
I have an extremely interesting job. I’ve been here for eleven years and it has morphed quite extensively. When I began I was the GIS manager and I managed all geospatial information that came into our office for either emergency response, floodplain mapping, or other applications through risk management. I am now the IT manager and GIS and IT work closely together, so my responsibilities include all applications including data with spatial association used inside of the risk management office. One of the biggest projects that I worked on was managing the collection of LiDAR data for the entire state of North Carolina, working with many federal, state, and local agencies, specifically the Department of Transportation. Hopefully by the end of this year we’ll have an entire surface to use for the state. Another was statewide collection of orthophotography in 2010 for the entire state.

Could you talk a little more about how those resources are being applied for risk management in the state? It sounds like a fascinating position that you’re in that’s gone through a lot of changes.
In this field, we are constantly changing, constantly working to keep up with new technologies. We are working on a new project where they are processing 30 points per meter LiDAR, which is a massive amount of data. It requires updated software that can maintain and visualize that information so the public can use all of the information that we’ve gathered. The public in North Carolina has worked hard to make sure that they can utilize all of this information. It’s amazing to watch as people use the data for new and different things.

What substantive geographic knowledge is important and useful to know in your position? For example, this includes knowledge and understanding of geographic terminology and substantive concepts (e.g., alluvial plain, metropolitan area, ethnic group, tertiary economy, coniferous forest, geologic fault, etc.).
I’m North Carolina-centric because I was born and raised here and I work for the state, so most of my working knowledge base of geography is based on North Carolina. With the LiDAR dataset, I’m working with many groups: forestry, Department of Transportation, commerce, property mappers that are creating plans at the local level. It helps to be able to understand the terminology that goes with each one of these groups. As we work through the different geography requirements for each one of these projects and processes, knowing the terminology is very important. The more you know, the easier it is to have a conversation. When I talk to students, I tell them, you don’t have to know everything, you’re going to learn a lot as you go, but you need that baseline of understanding so that when people start throwing terms at you, you  understand what direction to go in and what research you need to do. One of the big projects we do is the flood plain mapping program, so I work with engineers quite often. I have learned more about hydrography, hydrology, water surface elevation, and other things that are relevant to this specific type of program. I use geography terms on a daily basis, often times without realizing I’m doing it.

When you started out in your job, coming out of your degree program, did you find that there were areas where you felt a little underprepared or needed additional training? Did you ever think “I wish I had more of that when I was a sophomore, or a junior, or a senior, in college,” or did you feel comfortable just learning as you went?
I wish I would have paid a little more attention as a student. In school, it’s difficult because you’re in the middle of these classes, you’re tired, and you’re trying to get all of this stuff done. It’s important to try to stay focused and listen to what’s going on because every single thing that you do in school and every single class you take has some piece of information that you probably need to take with you.

In terms of how you’re working with technologies, in connection with some of those substantive areas of geography that you’ve been leaning on in your position, can you talk a little about how these connect or fit together? What are some applications that are being used now for risk management in the state and how is that department working with these technologies?
On the emergency management side, we try to forecast what is going to happen during major events. We look at everything from hurricanes to nuclear boundaries to tornado paths to winter storms, and the biggest thing we are looking for is what’s in the way. If there is a flood, we look at who and how much is going to be in the way and what kind of damage is it going to cause. With storm surge, we try to figure out if the storm is going to cause some impact to the structure of the coast, such as erosion. In North Carolina, we are often looking at the Outer Banks and how they are impacted by storm surge. If the storm is going to run into structures, we look at water surface elevation and compare that to the building footprints to see how the water will impact the structures. That’s an example of how we use these technologies daily. We’re walking it all the way through a process from the physical to the impact to the dollar damage, and then we consider the people and the community to see how they can recover from this incident.

How would you describe the impacts of your work in this area of risk management on the state and in communities? Can you cite any specific examples in terms of positive impacts?
Emergency management is built out of responders, so it is a group of people focused on solving problems like rescuing and helping people recover. Many people in emergency management are not used to using datasets to make decisions. We have worked very closely with our team members to answer questions ahead of events, planning makes it easier for them to respond to incidents that are occurring. After planning we automate as much as possible so that the answers the teams need automatically show up in our systems.  Hurricane Matthew in 2016 was a good example. A large part of Hurricane Matthew was rain, and it rained a massive amount over a large portion of North Carolina. What we were able to do was use database decision making to respond to flooded areas. Our engineers could tell us when the water was going to arrive based on gages, so we knew where to send our limited resources as well as responders. I’m really proud of those first responders for working with us and taking on this new technology.

What is it about geography that inspires you and connects with your aspirations, both as a private citizen and as a professional in your field?
In college, I wasn’t really sure what I wanted to do or where I wanted to go. I ended up looking at the courses I had taken and realizing that geography was where I had spent most of my time. I got my first job at a photogrammetry company after visiting it during one of my college classes. So my career began in photogrammetry and remote sensing, where I was working with orthophotography and planimetric collection. I am a spatial person, so I understand through visualization and pictures, and this work just really clicked for me. I guess that job was sort of my first a-ha moment that basically led me to this very hopeful path, where I try to have a lot of impact.

As I moved to state government, I have been so lucky to work with different groups of people that are doing amazing work in the state. We have a vast amount of work that’s being done with different imagery at the local level, day-to-day. And then on the emergency management side, with the ability to help during an event, we know that this information saves lives by helping us move people out of the way. We have been able to evacuate hospitals and jails and move towns that basically were going to be underwater, and we got those people out ahead of time.  I am very lucky to be a part of that and do something that’s really helping North Carolina.

The other thing that is a big piece of what I want to do is make everybody’s job easier. I feel like this data and this understanding of how this information is built really does make things more efficient and makes decisions easier.

Is there anything else you’d like to share, in terms of general advice?
My advice is to use the data that is provided by others. I really push to use the data that is available, for universities to take this data research and learn from it. They should learn how it works and make it do new and better things because it is a base set of information that can change how people think. Wherever you are, you can use the data that is available and learn how that data can make a change in how people see the world.

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Lawrence Estaville

It is with a heavy heart that I write to inform each of you that Dr. Lawrence Estaville, founding member of the Ethnic Geography Specialty Group, had died.

Lawrence served in the academy as a professor, scholar, and administrator for more than 40 years with positions in Wisconsin, California, South Carolina, and Texas. During his career, Lawrence was a prolific scholar, steadfast mentor and educator, and an effective administrator. While in no way inclusive, I would like to highlight some of Lawrence’s many accomplishments during his unparalleled career and life. Lawrence led the establishment of three PhD programs at Texas State University and aided in the founding of the James and Marilyn Lovell Center for Environmental Geography and Hazards Research and the Gilbert M. Grosvenor Center for Geographic Education. He published 10 books (with an additional co-authored monograph forthcoming), 36 peer-reviewed articles, 19 peer-reviewed book chapters, and presented 92 conference papers. An effective fundraiser, Lawrence raised over $6-million in grants and raised funds to support graduate students and conferences. He worked closely with the Race, Ethnicity, and Place Conferences and with the conference creator and his dear friend Dr. John Frazier.

Above all, Lawrence would tell you that his passion was teaching. He taught nearly 40 courses during his career and was a steadfast advocate for students. Diversity of students and ideas was a cornerstone of his teaching. Lawrence’s love of cinema led him to include assignments involving important films in several of his undergraduate courses. He was often recognized as a favorite professor by both undergraduate and graduate students. He advised three doctoral students and several masters students to the successful completion of their degrees. As one of those doctoral students, I will share that Lawrence’s mentorship did not end at the culmination of my graduate degree but rather turned into a life-long duty for him.

Lawrence was an award-winning professor with recognition at the highest level. I highlight a few here. Lawrence was a recipient of the Distinguished Teaching Award in 1985 and the Distinguished Mentor Award in 2012 from the National Council for Geographic Education. He was honored in 2011 with the Outstanding Scholarship and Service Award from the Business Geography Specialty Group – a group that he led in establishing. From our Ethnic Geography Specialty Group, Lawrence was the recipient of the Distinguished Scholar Award in 2015 and the Distinguished Ethnic Geographer Career Award in 2010. He received the Enhancing Diversity Award from the American Association of Geographers in 2016. Most recently, on November 16, 2018, Lawrence was the recipient of the highest faculty honor and title bestowed by the Texas State University System – Regents’ Professor.

I will add that one of the things that Lawrence was most proud of, especially toward the end of his career, was his service to the National Marrow Donor Program and his establishment (with Yvonne Ybarra and Angelika Wahl) of the Texas State Cancer Advocacy Movement for Colleges and Outreach (CAMCO). The efforts of this state-wide alliance resulted in tens of thousands of student marrow donors and, most importantly, the saving of over 50 lives through marrow matches – including several children. He shared privately with me years ago, after his successful fight with leukemia, that he felt that he just had to do something if he “beat this thing,” especially after seeing what he saw at M.D. Anderson. He did.

These few paragraphs only scratch the surface of Lawrence Estaville’s vast career accomplishments. Lawrence was very private about his valiant fights with cancer.

On Wednesday, December 5, 2018, Lawrence was honored with a Texas State University presidential reception for his Regents’ Professor distinction in San Marcos, Texas. Although he was a little thinner and in a wheel chair, Lawrence was vibrant and excited to speak to all who came to congratulate him. His contagious, deep laughter could be heard throughout the room as he reminisced and joked with friends and colleagues. I remember that he displayed his Regents’ Professor medallion proudly over his suit jacket adjusting it for pictures. He would later tell me that he was so very thankful for the experience and for all his friends near and far. He said that the award was “the cherry on top” of what he said was a great life and career.

I visited him again a few days later in his home. Lawrence, in characteristic fashion, wanted to talk more about me, my family, and our friends than himself. Always the hosts, the Estaville’s had refreshments out for me. When I commented on not needing to have refreshments out he said, “Oh Edris, that is my beautiful wife Sandra who put those out.” I said, “You are one lucky man.” He replied, “You’re telling me.”  Lawrence’s deepest love and admiration for his wife, Sandra, remains an example to us all.

A professor and educator until the end, Lawrence was afraid that he would not be able to complete his Ethnic Geography course this semester and see his students’ presentations. Angelika Wahl, his dear friend and colleague from the department at Texas State suggested that he could Skype-in to see and grade the final presentations which excited Lawrence greatly. With the assistance of Yongmei Lu, TX State Geography Department Chair and cherished friend, Lawrence was able to finish his course this semester – a duty he would tell me that he felt he owed his students… to finish what he started. He was very thankful for that.

In one of our conversations, Lawrence did lament that there would be many that he would not be able to say goodbye to personally and he hoped that everyone understood. I, of course, reassured him that all would. He shared with me that he felt that he had lived a wonderful life and was thankful for every moment of it.

Lieutenant Colonel (Ret.), professor, scholar, mentor, colleague, and friend Dr. Lawrence Estaville passed away on the morning of December 20, 2018 with his loving wife Sandra by his side. He was 74 years old. Lawrence is survived by his wife Sandra and his daughter Deborah. He is survived by dozens of colleagues and friends who he collaborated with over his long career. Finally, Dr. Lawrence Estaville is survived by thousands of students who are better for their time spent with him – in the classroom and beyond.

Per Lawrence’s wishes, there will not be a funeral. The family has asked in lieu of flowers, to consider contributing to the many scholarships he supported/funded at Texas State (geography specific scholarship information: https://donate.txstate.edu/givingsearch) or to the Be the Match Foundation (https://bethematch.org/support-the-cause/donate-financially/). Those who wish may also consider donating to the EGSG’s newly established student travel fund in Lawrence’s memory (If you wish to donate to the EGSG student travel fund please contact me at [email protected]).

As we take the time to remember Lawrence in the next few months and at the AAG meeting in Washington D.C., I know that our friend and colleague wouldn’t want us to spend too long mourning him. Instead, I believe that Lawrence would want us to continue to educate and serve students and each other to the best of our ability. He did.

— Edris J. Montalvo Jr., Ph.D.

Associate Professor of Geography

Department of Social Sciences

Cameron University

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Amanda Sankey

Education: B.S. in Resource and Environmental Studies, Concentration in Geography (Texas State University, San Marcos), Minors in Communications and Geology (Texas State University, San Marcos)

Describe your job and the primary tasks and duties for which you’re responsible as an Environmental Consultant at Crouch Environmental Services, Inc.
Crouch Environmental is a small company of about 18 employees, divided into two departments: the Communications department and the Environmental department. I am responsible for managing projects relating to both teams.

In support of our Communications team, I help facilitate public meetings, deliver presentations, and produce high-quality materials featuring content that directly relates to environmental issues and events happening in the Gulf Coast region of Texas. This requires expertise in developing appropriate messaging tailored to audiences of varying backgrounds.

In support of our Environmental team, I secure different types of environmental permits so that my clients comply with the National Environmental Policy Act and other state and federal regulations. This requires a working knowledge and expertise across a wide range of environmental legislation. It also requires an understanding of hydric soils, native vegetation of the Texas gulf coastal plains, hydrological indicators, and understanding and abiding by U.S. Army Corps of Engineers policies and procedures.

What substantive geographic knowledge is important and useful to know in your position? For example, this includes knowledge and understanding of geographic terminology and substantive concepts (e.g., alluvial plain, metropolitan area, ethnic group, tertiary economy, coniferous forest, geologic fault, etc.)
When I started out doing fieldwork for the environmental team, I used geographic terminology when mapping rivers and streams and characterizing biological environments. In this work I regularly used technical terms and concepts such as bank width, bank steps, ordinary high water mark, sediment sorting, discerning forest communities (a successional community or a mature forest), identifying types of forests and herbaceous communities (such as deciduous or hardwood pine forests), identifying active margins and passive margins, measuring riparian buffers, and identifying contours and benchmarks.

As I have integrated into our communications team, I have found an understanding of public needs relating to environmental justice, metropolitan areas, and limited English proficiency (LEP) to be crucial in serving our clients, as we often explain geographic concepts relating to water quality, flooding, watersheds, and drainage basins to the general public.

What conceptual geographic knowledge is important and useful to know in your position? For example, this includes using “big ideas” in geography such as location, place, region, interconnection, spatial relationships, etc., to think about people, places, and environments, from the local to the global.
When operating under the Clean Water Act and the Rivers and Harbors Act, I rely heavily on my understanding of concepts relating to hydrologic flow in river basins. When I’m determining flow direction of waterways in my study area, I will often use clues in the landscape, including topographic gradients and dendritic drainage patterns in order to determine what is considered “upstream” and “downstream.” Signs of sediment or refuse collecting in the landscape can be really helpful when I am investigating a landscape.

Other spatial concepts I learned in environmental geography, such as eutrophication, help me figure out where certain wildlife species may be located. For example, if you have a lower dissolved oxygen content in certain areas, you are going to have different types of fish species present. Metrics like dissolved oxygen or presence of e. coli can also help identify potential contaminants present. These concepts are geographic in nature as they relate to the effect of drainage patterns in the landscape.

What procedural geographic knowledge is important and useful to know in your position? For example, this includes spatial analysis with a GIS or other geospatial technology, designing a geographic inquiry and research study, collecting spatial data in the field, etc.
When I was in school, I actually had no intention of learning ArcGIS; however, it was a requirement for my degree at Texas State. I think the fact that I had a basic GIS class may have been what ultimately secured my position at Crouch Environmental when I first started interviewing with them. When I applied for a position at Crouch, their GIS person had just left for another company, and they asked if I could learn this skill quickly to take his place. Without that class, I’m not sure if I would have been able to initially land this job. This skill is extremely helpful to have in your arsenal regardless of what you plan to do with it.

As far as fieldwork goes, prior to heading to the field, the lead field biologist will determine how we will conduct the study based on the size and shape of the area. Our team of biologists will measure the edge of wetlands and the ordinary high water mark along streams by collecting data points with our GPS unit. Once they return from the field, the data is transferred from the GPS unit into ArcGIS. Our GIS specialist then maps out exactly where that stream was located based off of our field data.

In your time at Crouch Environmental, can you give specific examples of where geography really made a difference, and had an impact through the work of the company?
Absolutely! What’s great about working at Crouch Environmental and the industry in general is the type of clients that we get to work with. We get to work a lot with public entities, like Harris County Engineering Department and Harris County Flood Control District, on a regular basis. These entities rely on our environmental studies, public involvement and facilitation, and coordination with leading agencies such as the Army Corps of Engineers in order to build public infrastructure projects such as roadways, utility lines, and storm water management detention basins. We get to help expedite environmentally conscious development that is crucial for supporting safe and efficient travel throughout Harris County.

What is it about geography that inspires you and connects with your aspirations, both as a private citizen and as a professional in your field?
As a professional I really love the idea of identifying the least environmentally damaging, practical alternative that still allows people to meet their needs. It’s an evolving, exciting challenge that I get to partake in every day as an environmental consultant. Development is going to happen no matter what, and I get to help make sure that it happens in an environmentally consciousness manner. The credibility and weight that comes behind that is so important!

On a personal level I love that the biology side of my work is geographic in nature. It is a constant reminder of how organisms within the same space all impact each other. My understanding of geographic concepts allows me to take all the details from the raw data that we collect and put them into the bigger picture. The work we do is so important because it directly affects the quality of the streams and water that we drink every day. It amazes me how much we are affected by the world around us and by the different chemicals you’ll find wherever you are.

When did you first make the connection between geography and career possibilities and opportunities?
I first got the idea about going into geography from my father, who also has a geography degree (he’s actually in my field too!). I saw geography as a career possibility early on, but I didn’t quite connect with it until college. In my environmental geography class, I had the opportunity to choose an environmental problem to research and present to the class. I studied the Chinese tallow tree, an invasive species common to the Houston area. From this experience, I learned that invasive species can pose major problems to native environments, and that these problems can be exacerbated by poor environmental management. I realized when I was doing that presentation and putting it all together that I could actually address some of these issues as an environmental consultant. Ever since then, it’s kind of been my path. It’s been three and a half years since I graduated and started with Crouch and I’m still happy to be here.

Beyond your work life, do you ever use your knowledge of geography to inform other aspects of your behavior or your personal life in terms of lifestyle, driving, public transit, shopping, etc.? Are there any other ways you find geography to have a personal value?
Yes, yes, yes, yes, yes! I can’t say that enough! One big example that stands out in my mind was the fallout from Hurricane Harvey. This was a really scary event for everyone last year! Something I learned from my water resources class was how to pick where to live to minimize damage from flooding. I knew which public databases to go to and how to access information on floodplains and drainage to select a home with the best possible chance of staying dry during a major flooding event. I’d like to think this was a contributing factor in my home not incurring flood damage from Hurricane Harvey.

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Dorothy Drummond

It is with sadness that we note the passing of geography professor and advocate Dorothy Drummond on November 30, 2018. At the age of 89, she was traveling on her seventh trip to China to conduct research when she fell at the museum for the Three Gorges Project. After surgery in Hong Kong, she sustained severe head trauma and passed away peacefully with her friend and daughter by her side.

Drummond began her career as an editorial assistant for the Geographical Review, the flagship journal of the American Geographical Society. She then went on to live in Terre Haute, Indiana where she was an affiliate faculty member of Indiana State University and an adjunct at Saint Mary-of-the-Woods College. In 1983 she founded the geography non-profit, Geography Educators’ Network of Indiana, following her husband’s death in 1982, and remained a long standing board member of the organization.

Born in San Diego in 1928, she held an undergraduate degree from Valparaiso University (1949) and a masters degree in geography from Northwestern University (1951). A world traveler, she lived in Burma during 1957 while both her and her husband were Fulbright Scholars. She also traveled widely in Europe, the Mediterranean, and the Middle East, and had visited large parts of Central and South America, Australia, New Zealand, and China. She used this experience and her geographical expertise to author and co-author four World Cultures textbooks. She was included as a GeoInspiration in Directions Magazine in 2016.

In addition to her work with the Geography Educators’ Network of Indiana, Dorothy was active in service to several non-profit organizations including United Campus Ministries and Citizens for Better Government and a respected member of the Terre Haute community. She was scheduled to present a paper at the 2019 AAG Annual Meeting on the historical settlement of ancient Israel as well as appear on a panel sponsored by the Bible Geography Specialty Group on curbing violence in the Middle East.

The information above is courtesy of the Terre Haute Tribune Star

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Parveen Chhetri – Assistant Professor, California

Photo of Parveen ChhetriWhat was your favorite class in K-12? Geography was my favorite class in K-12. I spent my early childhood in the lap of the Himalayas, wandering and pondering about the tall mountain peaks, deep river gorges, and diverse vegetation of my village environs. Geography helps me to understand several childhood queries regarding the steep topography, rivers and vegetation, which were integral part of my mountain village.
How did you first learn about and/or use GIS? I first learned about GIS through one of the workshops offered by my undergraduate university.

Name one thing you love about GIS and/or geography: I love spatial nature and wide applicability of GIS. I am a biogeographer and apply GIS to study how plants are distributed and how their distribution limit will shift with climate change.

Why did you want to volunteer as a GeoMentor? I want to share my GIS and Geography knowledge to K-12 students. I am particularly interested to demonstrate GIS and Geography application to understand and solve real word issues.

If someone asked you why they should learn about GIS and/or geography, how would you respond in one sentence? If anyone would like to understand the world better, they should learn GIS and Geography.

Website: https://www.csudh.edu/earth/
Twitter username: @parveenkchhetri 

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Douglas Gress

Education: Ph.D. in Geography (State University of New York at Buffalo), M.B.A. in International Business (Yonsei University, Seoul, South Korea), B.A. in International Studies (State University of New York at Buffalo), Diploma in Korean Language and Culture (The Defense Language Institute, CA)

What attracted you to a career in education?
I grew up in a home where there was a lot of emphasis on the benefits of higher education. As a way to get me interested in university, my parents had my older brother take me to an economics class at his university. I remember the professor of the lecture was engaging, organized, and incredibly knowledgeable, and I thought to myself that was something I might like to do one day. Even while serving in the army, I noticed how some of my peers were better teachers than others, and in university I constantly took note of who my best professors were and their qualities. I was an active student, so I appreciated a great class and involved guidance, and I tried to learn from them. Years later, working first on my M.B.A. thesis and then my Ph.D. dissertation, I became hooked on the research process, and took advantage of opportunities to actually teach over the course of my studies.  So in the end, a career in higher education meant being able to do research that interests me and being able to teach, too.  Bingo! Perfect job for me.  I never saw myself doing the same thing every day, day in and day out.

How has your education/background in geography prepared you for this position?
I’m an American, yet I’ve spent half of my life as an expat and my entire professional career has been overseas. Geography has greatly informed my experience. Some topics within economic geography, such as exchange rates or investment, have provided me with useful information on living overseas long term. In broader terms, geography’s approach to culture and how organizations and institutions across space are impacted has been extremely valuable.

Had I not received my Ph.D. in economic geography from SUNY Buffalo, I obviously would not have the job I do today. Formally, it was a top-notch program that provided me with a great education from some of the leading names in the field. Informally, I owe much to the professors that mentored me for their great advice and early career guidance.

What geographic skills and information do you use most often in your work? What general skills and information do you use most often in your work?
The geographic skills I use at work differ depending on whether I’m engaging with undergraduate or graduate students. In undergraduate classes, you teach about your discipline and its roots, and how to tie theory and geographic perspectives to students’ lives and the world around them today. Graduate classes allow you to delve into more advanced theory and application.

General skills that I consider important would be classroom preparation and administration. Otherwise, I’ve learned how to do things more ‘the Korean way’ over the years. Social skills are eminently important here, but it’s a high context culture, so there are a lot of unwritten norms and rules, and a lot of communication takes place ‘between the lines’.  This informs both teaching and how I perform my role in the department.

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 was fortunate to have had a background in Korean language and culture prior to starting my academic career here, but not everyone is as fortunate.  If you find yourself interested in working in a particular country, I’d urge you to begin studying the language and culture as well in advance as possible. I’m not saying you can’t succeed working abroad without this background, but it certainly makes life easier and more enjoyable.

I wish I had taken graduate courses in teaching. Over the years I’ve developed what I hope is an effective teaching style, but why re-invent the wheel? Education courses provide an opportunity to teach and, more importantly, to be critiqued.  I learned via observation and while working my way up the academic food chain.  Students pick up on whether or not you have a passion for what you teach, and I hope that has helped me over the years as well.  I love what I do.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for?
Yes.  I look for both hard and soft qualities in a candidate. Hard qualities include having the requisite Ph.D. and publications, and that goes for even early career hires. I also look at research agendas to see if they’re a good fit with the department. Will they be able to engage and advise our student body? Beyond that, I look for verifiable teaching experience in the target discipline and some demonstration of service. In terms of soft skills, I look for people who are personable and motivated. It sounds cliché, but we look for team players, and that is especially critical in Korea where there is a decidedly collectivist culture.

What do you find most interesting/challenging/inspiring about your work?
The great thing about economic geography is its breadth. My interests and passions have guided my research and teaching. I work at a huge university with students and scholars from all over the world, and they’re all doing interesting things.  I’m always going to special lectures or engaging with visiting students and faculty.

The biggest challenge is probably being able to maintain a work-life balance while staying on top of your diversified workload. You want to be productive, but you don’t want to get burned out.  In my case, one challenge might be that I do a lot of my work and day-to-day interactions in Korean, though I might not consider it a challenge per se.   Challenging? Sure, but it keeps the days interesting and it forces me to keep working on my Korean.

By and large, inspiration for me comes from teaching. It’s amazing when undergrads get interested in economic geography and start making connections to what we do in class and the world around them, when you see those wheels turning.  Having been at SNU for quite some time now, watching the development of grad students has also been inspirational. The increasing depth of their critical thinking ability on one hand, and then the development of their writing over time on the other.

What advice would you give to someone interested in a career in academia?
The market has changed a bit since I first started.  I would say that if you want to become a professor at an R1 university, start managing your career when you begin graduate school. Don’t just take the requisite classes, get cross-training as well.  Pick up a GIS certificate, for example, or bone up on a different sub-discipline (e.g. spatial statistics, urban geography, etc.) by taking a few extra courses. You might wonder why, but look at the ads coming out these days. Budgets are tight, so a lot of departments are looking for scholars who can wear multiple hats.

Also, be realistic and be ready to move. If you’re serious about becoming a professor at an R1 school, mission number one is to get that first tenure track job. A post-doc is all well and good, but it won’t start your tenure clock, and statistics tell us that the majority of the tenure track jobs go to those either on ABD status, or who graduated one to two years prior. If an opportunity presents itself, it may not be directly related to your research or teaching interests, it may not be at an R1 school, it may not even be in a geography department, and it might not be located where you ultimately want to settle down. Most professors I know didn’t begin and end their careers at the same university, and most have worked in more than one state or country. Working your way up often means moving around a bit.

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?
It seems that the academic job market has bounced back a bit from the trough it hit after the economic meltdown. Still, a lot of the jobs are adjunct or visiting positions, and for any given hiring season, there are more applicants than there are positions. Many jobs are also requiring increased teaching loads, but not cutting back on the publishing expectations. Your first job might not be a dream job. I think the odds are better for anyone with multiple skill sets (e.g. economic geography plus GIS or urban geography).  There’s a glut of highly qualified, well published early career scholars from around the world, so you need to set yourself apart somehow.

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Jeremy Tasch

Education: Ph.D. in Geography (Clark University), M.S. in Energy Management and Policy (University of Pennsylvania), B.A. in Geography (Temple University)

What attracted you to a career in education?
Just prior to completing my undergraduate degree, I was hired by the Geography Field Division of the US Census Bureau.  This was my first full-time opportunity in cartography and data handling; but shortly after I felt that working as a consultant might be a better fit for me. I worked part-time in a city planning position and completed a graduate degree in energy management, and then was employed as an energy consultant. Working as a consultant allowed me to work throughout the US, but as it turned out I was more interested in exploring international employment opportunities, and decided to pursue a Ph.D. for the opportunity to conduct international field research. Five months after completing my international doctoral fieldwork I was employed as a country director for an international NGO. For about five years I was involved in educational reform, civil society development, and youth empowerment programs.  But it was through my work with individuals at all levels — from high school students to ministers of education — that I understood the advice I had received from a geography professor years previously. In response to a question regarding why he chose to teach rather than do something “practical,” he replied, “Education promotes change, development and emancipation.” I realized that education has the power to bring change to individuals and society, and I was convinced to return to the classroom as a professor.

How has your education/background in geography prepared you for this position?
Geography taught me that knowledge is best understood outside of the classroom.  My interests led me to conduct research in Azerbaijan, Belarus, Italy, Latvia, Kazakhstan, Kyrgyz Republic, Norway, and throughout Russia. Geography helped me develop a geographical imagination, a way to ask questions spatially and identify (potential) solutions. I honed my geographic imagination through field research in Pacific Russia, followed by a professional position in the Caucasus, from where I moved to Alaska. I not only taught in Alaska, but also helped create new programs and departments in geography, environmental studies, and international studies. Now at Towson, I have been returning to the Caucasus, Central Asia, and Pacific Russia — likely more often than the administration might prefer.

What geographic skills and information do you use most often in your work? What general skills and information do you use most often in your work?
I use a wide variety of tools to communicate geographic information, ranging from the as-expected maps, statistics, and reports to TV, the Internet, and other types of media. And to encourage other geographers who do not use GIS, I’ll mention that the last time I explicitly used GIS in a job was while a grad student working part time with the USGS.  As this list conveys, the differences between what is geographic and what is “general” can be quite small. It speaks to the need for geography to be positioned as a foundational component in the general education of everyone — a place geography actually does occupy in many countries. Competency in more than one language, though generally taken for granted by non-US based geographers, is another critical skill that is often overlooked in the US. I think back to a recent discussion on the skills expected of our geography majors in which only a minority of our faculty tried to convince the majority of the importance of language proficiency as a skill. I would have had a very different career were it not for a high school counselor who first advised me to study a second language.

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?
As an ABD, I was one of three candidates invited for an interview, but I wasn’t hired. The employer gently explained that the other finalists demonstrated evidence of supervisory and program management experience.  Although I had made it a point to supplement my core geography classes with electives while a student, I was disappointed to realize that this was inadequate for this professional position.  It was through other positions that I learned skills such as financial management, personnel supervision, diplomacy and negotiation, program administration, public outreach and marketing.  These skills might not seem to align with geography, but I credit my background in geography for giving me the transferrable skills to manage programs, to help connect with international audiences, and to engage in different cultures.  My education in geography generally helped me to coordinate programs in a manner that strengthened relationships among diverse stakeholders, and my knowledge of cartography specifically helped me to communicate to a broad constituency using a variety of media.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for?
I was involved in hiring and training while serving as the director of an international NGO.   I sought skills in foreign language proficiency, written and oral communication, experience working with international organizations, and the ability to manage one’s time and meet budget guidelines. More subjectively, I looked for collegiality and humor, understated confidence, buy-in for networked management, creativity, and flexibility.

What do you find most interesting/challenging/inspiring about your work?
Geography is a calling both inside and outside of the classroom. My work has allowed me to share ideas, communicate concepts, and encourage and participate in fascinating conversations through many roles. I will admit, with a bit of reflection and some nostalgia, that my daily professional work outside of academia seemed more dynamic: The range of issues with which I dealt and that impacted others’ lives seemed more immediate; and the tangible results of my projects were inspirations to myself and, I hope, to others.

What advice would you give to someone interested in a career in academia?
The path into academia is somewhat straightforward, though not necessarily easy. Practicing geography outside of academia is less so. My first advice (for those thinking outside academia) is to get a copy of the small, but extremely helpful book, Practicing Geography.  That book offers a wealth of websites, guidance, ideas and strategies to pursue a career in geography in diverse and surprising ways.  I would also request vacancy announcements from services such as USAJobs.gov, Idealist.org, and from specific organizations that operate in regions and specialties of interest.

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?
My answer is trite, but if a geographer is curious and analytical in applying their knowledge to real-world problem solving effectively, then career opportunities are excellent. But with a caveat — as graduates take on debt, a larger family, and material belongings it may become more difficult to accept some of the entry-level international positions that require a lighter suitcase.

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Marilyn Sue O’Hara

Marilyn Sue O’Hara, also known as Marilyn Ruiz, died September 30, 2018, following a collision between her car and a semi-truck at an intersection near her home in Urbana-Champaign, Illinois. She was 58 years old. She is survived by her parents, four children, and six siblings.

Marilyn received her Ph.D. in Geography at University of Florida in 1995. Her dissertation was titled  “A Model of Error Propagation From Digital Elevation Models To Viewsheds.” Her dissertation advisor was Grant Ian Thrall. Her Bachelors and Masters degrees were from University of Illinois. Her selection of UF for her doctorate degree came about because of communications with Grant about Spatial Diffusion, Grant at  the time was resident scholar at the Homer Hoyt Institute, doing research on spatial diffusion of urban development, and he had recently co-authored a monograph titled Spatial Diffusion. She then applied for the graduate program at UF and received an offer of a UF Presidential Scholarship awarded to the University’s top entering graduate students. Marilyn never drew funds from that award because her graduate program at UF was generously and fully funded by contract grants on DEM from the US Military. Her advancements on the topic of DEM were expedient; but, her passion was Epidemiology, Spatial Diffusion of Disease.

After receiving her Ph.D. she was offered several academic appointments and accepted a position as Assistant Professor at Florida State University. After completion of her third year at FSU, she was offered positions at University of Illinois where she advanced to Clinical Professor of Pathobiology.

At University of Illinois she became a cherished teacher, advisor, and mentor. The comments on her FacebookPage from her former students in the USA, India, and Africa, stand as a testament to the high regard she was held by her students, the university, and her biological family. She was a brilliant student; a wonderful person.

I am honored to have been her Ph.D. advisor and her friend

– Grant Ian Thrall

Marilyn O’Hara’s facebook page is at https://m.facebook.com/marilyn.o.ruiz

A selected list of her publications at https://experts.illinois.edu/en/persons/marilyn-ohara-ruiz/publications/

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Joe Schwartzberg

I am now in my ninety-first year and am writing this from my home in White Bear Lake, Minnesota. Presently I am in a home hospice care program in which I expect to spend whatever time remains to me. I am writing this in lieu of a much more extensive memoir in which I had hoped to present, as a major part of my legacy, a detailed account of my richly spent lifetime. But, even in this greatly abbreviated narrative my life story will, I believe, be of interest to numerous potential readers. Many of them knew/know me in respect to one or another aspect of my diverse career, but have little or no knowledge of the others. I also hope that this account will impart useful lessons to groups with whom I identify and, perhaps, induce them to work harder in support of causes – workable world government, human rights, global education (especially in geography), and others — that we jointly support.
 
To enhance its readability, this account is written in the third person to make it less open to the criticism that I, the writer, am guilty of undue self-promotion. It goes without saying that, like all other human beings, I have my share of shortcomings, but I have chosen here to focus on the positive.
 
Joseph E. Schwartzberg
Born in Brooklyn, New York on February 5, 1928, Joseph Schwartzberg was the second of four children of Philip and Frances Schwartzberg. He and his siblings were born within a span of less than six years. All six members of the family participated in the operation of their small clothing store. They lived in two rooms behind the store during the bad years of the depression and in an apartment immediately above it when times were good. Joe graduated from Erasmus Hall High School in 1945 and in 1949 from Brooklyn College (cum laude), where he majored in geology.
During World War II Joe spent parts of three summers working on farms to support the war effort: a poultry farm on a then defunct New Deal cooperative homestead project in New Jersey; a poultry and tobacco family farm in the Connecticut River Valley; and a large cattle ranch near Houston, Texas. When it became apparent that the war in the Pacific would shortly end, Joe quit his job and hitchhiked to various cities in Mexico, all the way to Acapulco on the Pacific coast. This was, arguably, the most noteworthy of his numerous hitchhiking trips – in North America, Europe and Asia — that Joe made during the course of a life marked by extensive travel.
During his years in college Joe was active in a number of student organizations. He was president of Beta Delta Mu, an interracial fraternity (quite rare in those days); and was the manager and a (not particularly good) member of the collegiate wrestling team.
Shortly after earning his B.A, Joe accepted a position as a geographer with the Map Intelligence Branch of the U.S. Army Map Service near Washington, D.C. Simultaneously he worked for his M.A. at the University of Maryland. His master’s thesis (1951), “Old Order Amish and Stauffer Mennonite Communities in Southern Maryland,” was based on field research among the communities named. This work instilled in him a love of fieldwork and an abiding interest in “plain people” and, more generally, in communities with life styles deviating from established norms. During this period, Joe frequently attended Washington’s First Unitarian Church. There, he became familiar with the then burgeoning World Federalist movement. He has maintained his allegiance to the “one world” ideal ever since.
Shortly after the outbreak of war in Korea, Joe was drafted into the U.S. Army. Although he anticipated that he would be sent to Korea immediately on conclusion of his infantry basic training, he was assigned instead to a topographic engineering battalion headquartered in the Presidio of San Francisco. After nine months in that unit he accepted a commission as a 2nd lieutenant and was transferred to Fort Belvoir, Virginia. There he trained for work in a newly created terrain intelligence unit, which was dispatched to Heidelberg, Germany in December 1952. His duties entailed extensive travel in Germany; and his leave time provided additional opportunities for international travel.
After almost three years of military service, Joe, then a 1st lieutenant, took his discharge in Germany. Thus began an extensive period of foreign travel and residence, including four months in Seville, Spain (then still under the rule of Franco) in early 1953; eight months in Paris in 1953-54, studying French language and civilization at the Sorbonne (courtesy of the G.I. Bill of Rights); a month in Israel; brief sojourns in many Islamic nations in North Africa and the Middle East; a half-year touring India and other countries of South Asia; several months in Southeast Asia; and a month in Japan.
During his stay in Paris, Joe drew up a rough draft of a World Constitution, many of whose ideas were incorporated in articles and books published later in his career. Joe’s federalist thinking was later reinforced by his experience in India, the world’s most populous federal polity. Considering that, despite its many serious problems, meager resources and incredibly diverse population, India was able to maintain a viable democracy, convinced Joe that a federalized world, with vastly greater resources, could do so as well.
Joe’s sojourn in India was marked by visits to a number of Gandhian ashrams and government-managed community development projects (some guided by the Ford Foundation); and by the formulation of numerous friendships: with government officials, holy men [sadhus], artists and writers, other travelers, etc. Several of these friendships endured for decades.
In September 1956 Joe embarked on study for a doctoral degree at the University of Wisconsin. He had by then decided to specialize in either South or Southeast Asia, and chose as his advisor the renowned geographer, Richard Hartshorne, notwithstanding the fact that Hartshorne had no Asian experience. That somehow didn’t matter. In 1958 Joe was awarded the first of two year-long fellowships from the Social Science Research Council, the first for field work in India, the second for support while writing his dissertation His field work entailed thousands of miles of travel by bicycle (accompanied by Indian interpreters) to more than 200 villages throughout India. His dissertation, Occupational Structure and Level of Economic Development in India: A Regional Analysis, completed in 1960, was later published as monograph no. 4 of the 1961 Census of India. Working with the Census Commissioner, Joe provided detailed recommendations for the schedule of questions for the 1961 census, as well as a template for decadal census atlases at both the national and state levels.
In 1960, Joe accepted a dual appointment at the University of Pennsylvania, joining the Wharton School’s Department of Geography and Industry and the Department of South Asia Regional Studies, the first such regionally specialized program in the United States. His contacts in the latter department greatly expanded his multi-disciplinary understanding, not only of South Asia, but also of regional studies in general. Several relevant papers on regionalism ensued, as did two seminal papers on the geography of the Indian caste system.
In 1962 Joe was in charge of training, at the University of Pennsylvania, of the first group of Peace Corps volunteers to be sent to Ceylon (now Sri Lanka). He accompanied the PC volunteers to Ceylon for a final month of training, following which he spent almost a year in India as a Fellow of the American Institute of Indian Studies. For most of this period he expanded his previous research.
During this year he met Monique Ribaux, a Swiss medical lab technician working for the malaria eradication program of the World Health Organization. The two were wed in Geneva in December 1963, and subsequently had two sons, Philip (b. 1964) and Paul (b. 1966). They were divorced in 1998.
In the spring of 1964, Joe learned from a colleague at Pennsylvania of a proposal to create a Historical Atlas of South Asia at the University of Minnesota, following the bequest to that institution of the magnificent Ames Library of South Asia. Excited by that challenging initiative, Joe wrote a lengthy memorandum to its two principal faculty supporters specifying what he thought such an atlas should contain. This resulted in an unanticipated invitation for him to come to Minnesota to join the Geography Department and edit the work. He accepted the offer, and moved to Minneapolis with his family that December.
The atlas project took much longer than anticipated. It entailed procurement of numerous research grants, and required roughly 85 person-years of work from a multi-disciplinary team of specialists at Minnesota and the American Geographical Society. First published by the University of Chicago Press in 1978, the work was reissued in an updated edition by the Oxford University Press in 1992, and in a digitized edition by the University of Chicago in 2006. It won the Watumull Prize of the American Historical Association, as the best work on Indian history of the 1978-79 biennium, and an outstanding achievement award from the Association of American Geographers. In 1981 David Watumull observed: “Over the years, since 1946 when this Prize was instituted, I can … say, without a doubt, that this is the finest and most worthwhile book to be selected.” What makes the work unique is its presentation, not only of the findings of modern historians of South Asia, but also its recreations of the ways in which aspects of that region were made known by numerous actors – both South Asian and outsiders –over more than three millennia.
Publication of the atlas led to Joe’s being recruited into what was to become an even larger (and still on-going) project, the preparation of a multi-volume History of Cartography. Apart from offering advice in planning the work (headquartered at the University of Wisconsin), Joe was asked to write an article on the indigenous cartography of South Asia, a subject on which there was then virtually no extant literature. However, years of research in South Asia and neighboring regions – in libraries, museums and private art collections, as well as in the field – uncovered a vastly larger corpus of cartographic and cosmographic artifacts than one might have anticipated. Joe was the associate editor and principal author, by far, of two volumes of the history, one on South Asia and the Islamic World, the other on East Asia, Southeast Asia and Greater Tibet (University of Chicago Press, 1992 and 1994 respectively). In all, he contributed more than 550 pages of text and illustrations for the work. (Particularly remarkable were his 76 pages dealing with the cosmography and cartography of “Greater Tibet,” a subject on which there had been virtually no prior cartographic scholarship.)
Joe’s additional writing in his years at Minnesota (1964-2000) took numerous forms: scores of book reviews, essays in political geography, editorials on contemporary issues and events, numerous articles on the Kashmir dispute, work on folk regions in South Asia, a short monograph relating to the history of exploration, various spin-offs from his work on the history of cartography, and major contributions to several encyclopedias, including the lengthy article on the “Physical and Human Geography [of India]” for the 15th edition of the Encyclopaedia Britannica on whose advisory board he subsequently served.
Joe’s writings on Kashmir were focused on promoting a peaceful resolution of the multi-partite disputes over that region. They were based largely on his visits – in 1993, 1994 and 1997 – to all parts of that contested, ethnically diverse state. He conducted interviews, on both sides of the Indo-Pakistani line of control, with a wide range of political actors (UN personnel, civil administrators, military officers, party leaders, dissidents [some in hiding],businessmen, journalists, victims of violence, and others). While his tours in 1993 and 1994 were largely self-financed, that of 1997 was as part of a fact-finding team sponsored by and drawn from the Kashmir Study Group (KSG). This think tank, of which Joe was a founding member, was established in 1996 by Farooq Kathwari (a wealthy Kashmir-American businessman), and was made up mainly of scholars and retired diplomats. Though the published findings and recommendations of the KSG (to which Joe was a principal – but anonymous – contributor), were widely discussed in diplomatic circles in South Asia, North America and Europe, hawkish nationalistic spoilers ultimately prevented their adoption. The KSG still exists; but it is less active than in its early years.
Along with writing, Joe taught thousands of students in a variety of courses and seminars. His most popular courses were introductory human geography (a sweeping overview of how the world is constituted) and political geography (wherein one is challenged – as in the real world – by the necessity of striking a credible balance between idealism and realpolitik). More specialized were his offerings on South and Southeast Asia and on historical cartography. Of particular relevance for his work on global governance were his seminars on “The Geography of Federalism,” “The Law of the Sea” and “A Charter for the New Millennium.” In 1979-80, Joe held a visiting Fulbright professorship at the Center for the Study of Regional Development at Jawaharlal Nehru University in New Delhi, during which he offered a course in population geography and a seminar on field methods.
Attendance at conferences provided Joe with abundant opportunities for travel, either en route to or returning from the conference venue. His participation at the 1992 Rio Summit Conference on the Environment and Development, for example, was followed by extensive travel in South America; and his atlas presentation at the Canberra meeting of the International Congress of Orientalists in 1971 was combined with visits to a number of Pacific Island nations. In all, Joe has traveled to approximately a hundred countries.
Intermittently, Joe served as a consultant to numerous governmental and scholarly agencies in the United States, Canada and India, and as a member of selection committees for various academic awards. For three years (1985-88) Joe was the elected Secretary of the US National Commission of the International Geographic Union. His previously noted work for the Indian census was instrumental in his consulting with the Mandal Commission, tasked with devising a quota system (arguably unwise) for allocating jobs and educational seats for members of so-called “other backward castes.” On October 23, 1959 Asok Mitra, the then Registrar General and Ex-Officio Census Commissioner of India, wrote to Joe as follows: “I am indeed very grateful to you for your letter of 25th September and your very well thought out recommendations for the improvement of the 1961 Census of India. I feel very grateful to you indeed, as these recommendations are by far the most detailed, practicable and important that I have ever received. All of them bear the imprint of a sense of reality.”
In recognition of his scholarly achievements the Department of Geography nominated Joe in 1995 and in 1996 for a highly competitive Regents Professorship, the highest academic honor that the University of Minnesota can bestow. However, neither nomination resulted in success.
Apart from scholarship, Joe was also heavily engaged in service activities on and off campus. On campus, he served (albeit briefly) as Chair of the Department of South Asian and Middle Eastern Studies, as an elected representative in the University Senate and in the Assembly of the College of Liberal Arts, and as a member of numerous committees. For three years (1984-87) he directed the Minnesota Studies in International Development program (MSID), providing unpaid student internships in a number of countries of the global South. He established several MSID programs in India and headed a delegation to Colombia, which led to a program with that nation’s Fundación Social, a business conglomerate guided by the Jesuit teachings of “liberation theology”. For several years following the Colombia visit, Joe was among a group of activists that tried (unsuccessfully) to establish an inner-city cooperative bank based on the Fundación model. In 2009 the University bestowed on Joe its annual “Award for Global Engagement” and the title “Distinguished International Professor Emeritus.”
In the public arena, Joe was also quite active. He served in various capacities in the Minnesota Chapter of the World Federalist Association (later Citizens for Global Solutions), including 14 years as its President. He was also active in several roles in the governance of WFA/CGS at the national level.  He chaired WFA’s Policy and Recommendations Committee for several years prior to the establishment of CGS in 2004, and for the following decade was especially active in the World Federalist Institute, a CGS-affiliated think tank. For several decades he served as a member either of the Board, or of the Advisory Council, of the Minnesota Chapter of the United Nations Association.
In 1996 Joe was one of the handful of activists who founded the Minnesota Alliance of Peacemakers, which subsequently grew into an umbrella institution with roughly eighty peace and justice organizational members. In the following year he was a co-founder of the aforementioned Kashmir Study Group. In 1999, Joe was the annual honoree of the Vincent J. Hawkinson Foundation, an entity promoting peace and justice activism in five states of the Upper Midwest of the United States.
In a non-academic vein, Joe gained a touch of notoriety for his remarkable doodles, hundreds of which were created during tedious staff meetings and conferences in Minnesota and elsewhere. One of these appears to the left.
Additionally, Joe derived much pleasure from writing and illustrating whimsical stories for his children and grandchildren. Among these were Emanuel and Elvis, the story of a forgetful old man’s dependency on his pet elephant. Another favorite was There’s a Frog up Your Nose, a path-breaking four-part trilogy, the contents of which are less disgusting than the title.
Following his formal retirement from the University of Minnesota in 2000, Joe focused more heavily on issues of global governance, working largely with several organizations already named – writing scores of op-ed essays for their respective journals – and with the Academic Council on the United Nations System in whose journal, Global Governance, he published papers on UN peacekeeping and weighted voting. He expanded his advocacy of the latter idea in a monograph published in 2004 by the World Federalist Movement – Institute for Global Policy, Revitalizing the United Nations System: Reform through Weighted Voting. A related monograph, Creating a World Parliamentary Assembly: An Evolutionary Journey, was published by the Berlin-based Committee for a Democratic United Nations in 2012.
The ideas in these two monographs and in many previous articles – along with many others – were compiled in a book, Transforming the United Nations System: Designs for a Workable World (TUNS), published by the United Nations University Press in 2013. That work provides a comprehensive set of proposals for moving away from the Westphalian paradigm of unfettered state sovereignty on which the present system of global governance is predicated. Despite – or perhaps because of – its radical nature, Joe’s most recent book has been warmly endorsed by leading global thinkers, including Boutros Boutros-Ghali, Thomas Pickering, Brian Urquhart, Thomas Weiss, Johan Galtung, Alfred de Zayas, Stephen Schlesinger and many others. Joe’s editor at the United Nations University Press wrote to him shortly before publication: “I don’t think we’ve ever had a book with so much praise and backing from such a prestigious group of endorsers.” The Press then made Joe its first nominee ever for the prestigious Grawemeyer Award for Ideas Improving World Order. (He did not win, however.)
Of all that Joe has written, the most important, potentially, is the following credo, which he composed in 1976:
An Affirmation of Human Oneness
I am a member of the human family, a citizen of the world.
The achievements of men and women throughout the ages are my heritage.
My destiny is bound to that of all my fellow human beings.
What we jointly create forms our bequest to future generations.
May my life serve the good of my family.
May our use of the earth preserve it for those yet to come.
Joe hopes that this statement will be routinely recited at the outset of civic events, school ceremonies and other noteworthy occasions throughout the world, either along with the respective national anthems or independently. Toward that end Joe had the Affirmation translated into 12 major world languages for distribution at the summit Conference on the Environment and Development, which he attended in Rio de Janeiro in 1992. The total number of translations now stands at 43.
In 2001, Joe and his fellow peace and justice activist, Louise Pardee, entered into a domestic partnership and Joe moved from his cramped apartment in Minneapolis to Louise’s spacious lakeside home in suburban White Bear Lake. Since then, Louise has contributed to Joe’s work, editorially and in other ways.
In December 2014, Joe legally established The Workable World Trust, the principal purpose of which is to disseminate and promote the many global governance proposals in his most recent book. The work of the Trust has been carried out with the remarkably efficient and competent support of Ms. Nancy Dunlavy, who legally succeeded Joe as Director of the Trust in 2017. Joe then formally assumed the title of Director Emeritus. In practice, however, the two continue to cooperate on a wide variety of projects; and Joe intends to remain active as long as his health permits.
The Trust has negotiated translations of TUNS into Arabic, Chinese, French, German, Japanese, Russian and Spanish, thereby facilitating virtually worldwide discussion of its reform recommendations. Additionally, a much shorter, less academic Study and Discussion Guide has been prepared for each translation.
The Trust has supported (or is supporting) many projects in addition to those noted above, with beneficiaries in every continent. It has sponsored major conferences, such as the “Creating a Workable World” conference (University of Minnesota, 2015), the “Seminar on Security Council Reform” (UN Church Center, New York, 2016), and the “Commonwealth of Nations as a Vehicle for Sustainable Peace & Development” conference (Brisbane, Australia, 2018). It has also contributed substantial funds in support of conferences and reform advocacy by like-minded groups (e.g. The World Federalist Movement, the Berlin-based Democracy Without Borders, the Brussels-based Center for United Nations Constitutional Research), and provided travel support for youth participation at the Ventotene International Seminar in Italy and a Model UN program in Mexico City. It is also the principal financial backer of the “UN2020” initiative for a General Assembly-backed effort to institute a major reform process to mark the 75th anniversary of the UN’s founding. The Trust has also endowed a Workable World lecture series through the year 2025 in conjunction with the prestigious Nobel Peace Prize Forum, held each year at Augsburg University in Minneapolis. Further, Joe has bequeathed to Augsburg his personal global governance book collection, along with a fund for the enlargement of his bequest. Since its creation, the Trust distributed over $2 million (estimate as of March 2018) in support of numerous undertakings.
In summary, Joe has enjoyed a remarkably rich and rewarding life. He has sought to conduct himself as a World Citizen, in both word and deed. He has demonstrated his willingness to tackle big projects and his ability to bring many of them to successful conclusions, at times independently and at times as part of a team. He has been recognized for the rigor, originality, and social value of his scholarship. He has put forward detailed and practicable proposals for improving global governance through peaceful evolutionary processes. He recognizes the fallibility of human beings and the institutions that they create, and knows that utopia is not attainable. But a workable world is. Joe hopes that his work and that of the Workable Word Trust – which will outlive him – will contribute significantly toward the achievement of that goal and encourage others to join in the struggle to bring it to fruition.
   White Bear Lake, Minnesota, August 2018
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