In Denver and Beyond, Moving Toward More Just Geographies

Aerial view of downtown Denver with mountains in the background. Credit: CANUSA Touristik via denver.org
Aerial view of downtown Denver with mountains in the background. Credit: CANUSA Touristik via denver.org

Photo of Marilyn Raphael by Ashley Kruythoff, UCLAOur annual meeting is just around the corner, and I am excited. This is our first opportunity to meet in person since 2019, and AAG members are showing up! In March, more than four thousand geographers are going to descend on Denver, CO, the Mile High City, bringing with them the “spirit of Geography” More than fifteen hundred geographers will join remotely. Together, this means that well over 50% of our membership will be gathering to share research, ideas, and catch up, with one another for our largest gathering since 2020.

The theme of the meeting, Toward More Just Geographies, sprang from the ideas espoused in my nomination statement, back in 2020 when I talked about what we needed to do to create a stronger, more just AAG and discipline, and in the process, make Geography a force for positive social change. The heart of the theme is that the reality of a just geography is on the horizon, something that we must work towards, continually, but perhaps something that we never fully achieve. This is not setting us up for failure but a recognition that justice is not a finite, unchangeable thing, rather it is something that is constantly evolving towards an ideal. Hence, it’s towards a just geography. Member response to this theme has been heartwarmingly high — 471 of our 1,283 sessions are Just Geography themed.

Set against a backdrop of the numerous responses submitted to the appeal for member ideas on what a just geography means to them, the Presidential Plenary, scheduled for Friday, March 24 at 6:30 PM Mountain Time, is structured as a panel, featuring Tianna Bruno of UT-Austin, Guillermo Douglass-Jaimes of Pomona College, and Kelly Kay of UCLA. Our speakers will reflect on how we can approach a Just Geography in the tools that we use (GIS), in the framing of our research questions, and in our mentoring of students and early-career geographers. These reflections are not intended to represent the only ways in which we can approach a Just Geography, indeed, the member responses are rich with ideas on that subject.

Our intention is for these discussions to continue beyond the time allotted to the plenary and across all the days of the meeting. To facilitate this, AAG staff are creating at the meeting site, space where a curated set of the ideas discussed at the plenary as well as those contained within the member responses to the appeal are projected so that people could come in, sit or walk around and see the statements and spark conversations.

And there’s more! Beyond the immediate Presidential Plenary plans, in this meeting there are clear examples of the ways in which the AAG is moving towards a Just Geography. We are changing the way in which AAG’s conferences interact with the community, becoming less extractive while moving towards long- and short-term community engagement. This goes beyond the customary, popular offerings among our members to encourage mentoring, career development, and professional celebration and recognition. This year AAG also moves to connect with our host community, for example by once again offering a land acknowledgment on our website and during the meeting, and for the first time providing free registration to any member of the 48 tribes and nations with ancestral ties to the land defined by the state boundaries of Colorado. Several participants have taken up this offer. AAG works with and will make a monetary contribution to the work of the Denver Indian Family Resource Center (DIFRC), which works to protect the rights and serve the needs of Native American and Alaskan Native families in the Denver area. The DIFRC will also be on a panel of other Indigenous-led Denver advocacy groups on Friday, March 24 at 11:45 AM MT to discuss Denver as an Indigenous place. This session is co-sponsored by the Indigenous People’s Specialty Group.

The move towards justness is everywhere in AAG 2023’s programming. As noted above, one in three sessions is devoted to our theme of Toward a More Just Geography. A focus on just geographies is also a factor in our choice of honorees such as this year’s Honorary Geographer, Rebecca Solnit, who has worked conscientiously from an intersectional view of activism for climate action. AAG has given one of its highest recognitions to a person whose work arguably centers on justness. You can see Ms. Solnit alongside AAG members Farhana Sultana and Edward Carr on Saturday, March 25, at 10:20 AM MT, discussing the new book to which Sultana and Carr are contributors, Not Too Late: Changing the Climate Narrative from Despair to Hope. Ms. Solnit will deliver the Honorary Geographer lecture on Sunday, March 26, at 11:45 AM MT. Local independent bookseller Boulder Book Store will sell copies of Ms. Solnit’s books onsite for signings.

Reducing our carbon footprint: Working with AAG’s Climate Action Task Force, we are applying the lessons we’ve learned to a less carbon-intensive meeting this year. The past three years have forced us to become more adept at organizing the virtual experience and now we are learning how to manage a more travel-intensive experience while continuing to reduce our carbon footprint. This is in line with a key commitment made by the AAG in 2020 to estimate and report the carbon footprint of the annual meetings, using the baselines that were established then. Our goal is to reduce the carbon footprint of our meeting by 45% by 2030, relative to 2010 values. Our meeting in Denver is likely to be on track for meeting that goal, something that unfortunately, is not as likely with our planned meeting in Honolulu. As laid out by AAG executive director Gary Langham recently, this is another aspect of the work we have been doing, which includes divesting from fossil fuels as well as making sustainable choices for our management and office space.

This year, AAG is investing significant resources in making the Denver meeting hybrid, increasing accessibility to members. At a time that many other organizations are pivoting back to in-person-only meetings, AAG has made a commitment to continue to offer virtual and hybrid experiences so that presenters and participants could take part without traveling to Denver, thereby increasing accessibility to the meeting. AAG has worked with other institutions to test “nodes,” the most active of which will be at Montreal, but there are others forming in other locations, such as UC-Fullerton in California. The organizers of these nodes are trailblazing for future meetings; as technology improves and costs drop over the years, we can look forward to these approaches becoming the norm for AAG meetings. Find out more about this year’s nodes.

Personal choices also matter. AAG is encouraging our meeting participants to make low-carbon travel choices to attend the meeting, and low-carbon transportation choices on the ground. We encourage you to signal us about your travel decisions using the #AAG4Earth hashtag, or to reach out to us at helloworld@aag.org.

All of these steps towards making a meaningful and memorable meeting, while small individually, move us along the path towards a Just Geography.

Visit the AAG 2023 website to learn more, register, or plan your participation.


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

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Wayfinding: Tracing Pandemic Geographies Across Time

U.S. Department of State C2M2 base map
Credit: U.S. Department of State

Before COVID-19 locked down the world, AAG member Melinda Laituri was a world traveler. As director of the Geospatial Centroid at Colorado State University and principal investigator for participatory mapping programs for the U.S. Department of State’s Office of the Geographer, she used technology to stay connected to the world: “I have been exploring the world at my fingertips through virtual travel to exotic locations” she writes at the beginning of the book she co-edited during COVID-19. “I have visited places I never thought to explore before—Chernobyl, Mars, and Iceland’s oldest shipwreck. It isn’t quite the same but does fill a bit of the void.”

Laituri also channeled her love of place and adventure into her work with the Department’s Cities’ Covid Mitigation Mapping (C2M2) program, working with three participatory mapping hubs in Africa, Asia, and Latin America. While program coordination was virtual, the city-level projects were very much physical, or sometimes hybrid: six sites in Latin America, three in Africa, and three in Asia. Projects varied: an examination of the pandemic’s impacts on domestic violence in Peru; an assessment of second-order impacts of COVID-19 (education, economic, healthcare) in several African cities; a crowd-sourced health access app in Mongolia; and a participatory project to map the pandemic impacts on tourism-related businesses in Nepal.  

The observations gained from this work are collected in The Geographies of COVID-19: Geospatial Stories of a Global Pandemic (Springer), a set of case studied co-edited with Robert B. Richardson and Junghwan Kim. The co-authors describe the spatialized impact of COVID-19 this way: “These geographies are located in both time and space, revealing impacts that are both immediate and long-term. The story of the pandemic is dynamic, in constant flux, and flush with ephemeral observations.”  

Photo of barista preparing a beverage in Kathmandu, Nepal. Credit: Rohit Khadgi
In Nepal, Asia Hub partner Kathmandu Living Labs compiled extensive information from tourism-based businesses to map and analyze the impact of COVID-19 on their livelihoods.

  

One through-line of the case studies is how a large-scale event like COVID-19 reveals and exacerbates the inequities of societies around the world. Across scales, distances, and cultures, these inequities and impacts are “compounded by the government and social responses,” the team found, but also hold the key to “revealing how geography and geospatial technologies can contribute to future solutions and adaptations.”  

Throughout their book, the editors consider the act and tools of mapping, and especially the dimensions introduced by live, dynamic, and interactive mapping tools, and cautioning the reader regarding the unintended consequences of decisions about such factors as data collection and scale. “Our stories are only as good as the data we have,” and the digital divide—uneven internet access, lack of access to phones and other devices–influences which data are included. “The data are constrained by what is collected (or not), how numbers are aggregated, the level of precision of data collection instruments, and algorithms. Maps and associated models are simplifications…” 

Additionally, the book highlights the need for practitioners of many disciplines to pool their knowledge for cross-cutting solutions. Citing the work of the World Health Organization in identifying 15 international laboratories “that coordinate with national labs around the world to increase connectivity within the science community,” Laituri et al say that such efforts can go forward still more efficiently with the support of the virtual geography based on shared data and geospatial tools for place-based, data-driven decision-making. Our responsibility as geographers and geospatial students, practitioners, and scientists is to ensure grounded, ethical, and sound scientific approaches in addressing the profound problems we face,” they assert.  

The Geographies of COVID-19: Geospatial Stories of a Global Pandemic is available from Springer. 

To find out more about the U.S. Department of State’s participatory mapping programs, see the MapGive website.

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On the Map: Traveling by Trolley Back to the Dinosaurs

A cheerful yellow sign announces “Trolley Rides Today.” Credit: Paul Swansen, Flickr
A cheerful yellow sign announces “Trolley Rides Today.” Image by Paul Swansen, Flickr (CC BY-ND 2.0)

 

By Samantha Hinton

From the Fossil Trace Golf Course to the Denver Museum of Nature and Science, Denver is a modern city where the age of the dinosaurs is still present.  

One of the best ways to experience Denver’s dinosaurs is the Denver Trolley route (formerly called the Platte Valley Trolley route) to Lakewood Gulch, home to the site of the first Triceratops fossil ever found. 

 

Map showing the Denver Trolley route starting at Confluence Park in downtown Denver and hugging the Platte River Greenway. Credit: Denver Trolley
The Denver Trolley starts at Confluence Park in downtown Denver and hugs the Platte River Greenway. Credit: Denver Trolley

 

In 1887, American paleontologist, John Bell Hatcher discovered the mostly intact triceratops skull and horns and sent it to colleague, Othniel Charles Marsh. Marsh mistakenly thought the bones were from a bison, and they were not confirmed to be from a triceratops until the following year when another set of remarkably similar fossils was discovered in the area.   

The trolley trip to Lakewood Gulch combines history and paleontology with transportation geography. The current Denver Trolley system recalls the city’s once-extensive electric rail transit system. At its peak in the early 20th century, the trolley system had over 250 miles of track connecting the city and another 40 miles connected Denver to Golden and Boulder. In 1910, the system had 87,819,000 passengers.  

 

Map showing the Denver streetcar routes in 1917. Credit: Denver Urbanism
Denver streetcar routes in 1917. Credit: Denver Urbanism

 

Also in 1910, there were only 3,000 automobiles in Denver. After World War II, the American economy highly encouraged modernizing everyday life. By 1928, there were 78,000 privately owned automobiles and trolley ridership declined by 59%. By 1951, all the city’s trolley lines were abandoned and replaced by a new urban bus system.  

The Denver Trolley, a small section of that rail system, was later restored and reopened on July 4th, 1989, to revive some of the history and nostalgia along a route of some of Denver’s most popular attractions. The trolley runs Friday, Saturday, and Sunday from early spring to around Oct. 31. Tickets are $3 for adults and $2 for children. Other stops along the route include Confluence Park, REI’s flagship store, Elitch Gardens, and The Children Museum of Denver.   

Sources: Denver Trolley Colorado, Denver The Mile High City; “Dinosaurs in Denver,” Fossils Facts and Finds; “Triceratops Facts You Need to Know,” Denver Urbanism; “The History of Denver’s Streetcars and Their Routes,”  

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AAG Statement on the Targeting of Diversity Education and Critical Inquiry by U.S. States

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Paul Edward Phillips

Paul Edward Phillips, 79, Hays, died Tuesday, November 22, 2022 at his home surrounded by family, after a long battle with pancreatic and liver illness.

He was born on January 25, 1943 in Peoria, Illinois to Dale and Frances (Icenogle) Phillips. In 1961, he graduated from Woodruff High School in Peoria and then earned his BS and MS degrees at Illinois State University in Normal, Illinois in 1965 and 1967. He was united in marriage to Patricia Jean Purkey at Christ Lutheran Church in Normal, Illinois on May 29, 1965. Paul earned his Ph.D. at the University of Kansas in 1978, and he taught Cultural Geography at Fort Hays State University for 50 years, retiring in 2017.

While at FHSU, he taught a multitude of geography courses, led numerous geography field trips for students and teachers, was chairperson of the Department of Geosciences, initiated the teaching of geography for students across the globe courses at FHSU via distance learning, was instrumental in developing the Kansas Geography Alliance to educate K-12 teachers in effective methods to include geography in the state’s social studies curriculum, as well as serving on many university committees throughout his tenure.

Paul was also active in his church and in the community of Hays. At Messiah Lutheran Church, he served multiple times as congregational president and on the Board of Parish Life, more recently helping in the kitchen for the Wednesday Midweek evening education program and Vacation Bible School. His community activities included holding many offices in the Hays Lions Club, on the Board of Directors for the Farmer’s Credit Union, and many years of the Hays City Planning Commission, continuing to serve as chairperson until the time of his latest illness. His longtime interest in radio found an outlet as he served on the High Plains Public Radio (HPPR) board for many years.

Survivors include Pat, his wife of fifty-seven years of the home, his daughter Keri Lynn Applequist and husband Patrick, a granddaughter Jennifer Anne Applequist and a grandson Phillip James Applequist, all of Larned, Kansas, a sister Carol Anderson and husband Charles of Tucson, Arizona, as well as nieces and nephews in Illinois and Arizona.

He was preceded in death by his parents.

Paul loved traveling and enjoyed sharing stories and pictures from his many trips across the US and around the world. He strongly feels that first hand knowledge about the world is more important today than ever, so when he realized his time on earth was nearing its end, he and Pat established the Paul and Pat Phillips Abroad Award at FHSU to support students pursuing a BS degree and wishing to spend a semester abroad. This would help with student expenses not otherwise covered by the Study Abroad Exchange Program.

Originally published by Hays Memorial Chapel Funeral Home.

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Tom Paper

Education: B.A. in Economics (Williams College), M.B.A. in General Management (Stanford University)

The following includes an interview conducted with two colleagues at Webster Pacific. Although the conversation with both Tom Paper and William Blomstedt is included below, a duplicate profile is also available for William Blomstedt, who is GIS Expert and Project Manager at Webster Pacific.

It was compiled by Jessica Embury (San Diego State University) for the Encoding Geography initiative. To learn more, visit: https://www.ncrge.org/encoding-geography/


Please describe your job, employer, and the primary tasks that you perform in your position. 

Tom Paper (TP): Our company is Webster Pacific and we provide analytical consulting services. We’ve been in business for almost 20 years and our clients are in a wide range of industries. I used to be a strategy consultant at Bain and Company a long time ago.   

We use tools like Python, ArcGIS, Tableau/PowerBI, CRM/ERP, Cloud Databases, and SQL Server to perform coding, geo-analysis, marketing analytics, web scraping/research, interviewing, and financial analysis. I can’t use any of these programs but I understand the logic of all the work that we do, much of which is geocomputational. 

William, do you want to add anything? You have a background in geoscience. 

William Blomstedt (WB): I studied geography as an undergrad and then I did a master’s course in GIS so I came to the field that way. Tom, geospatially, you only started more recently doing geospatial stuff? The work evolved to geospatial analysis. 

TP: That’s right, seven years ago, one of our clients – a private school based in Manhattan – wanted to open up schools in cities all over the world and asked us to help them analyze cities as opportunities for locating new schools. And that’s what launched us. We evolved our geospatial capabilities for this particular client to help other clients and other schools think geospatially about new locations. We just helped a preschool in Washington DC and we also helped a private school think about why a location in San Francisco had not been performing as well. 

What is your educational background and how did you initially discover geocomputation and ultimately choose a career using geography and computer science? 

TP: My background was liberal arts. I studied economics and environmental studies at Williams and so I don’t know whether the career chose me or if I chose the career. It feels a little bit like it chose me. I think for William – he chose it, he was more curious geospatially early on.  

In the last five years, pretty much since we started geospatial analytics, I got interested in antique maps and that process of discovery. I think there’s a very real thread between our work and the kind of work that people did to think about exploration. For example, I have a map of California as an island from the 17th century. I think it was George Box who said, “All models are wrong, but some are useful.” Examples of things being wrong fascinate me because we see that every day, or we know our models are wrong, but the question is whether they are helpful. 

When thinking about geography, what specific background knowledge and conceptual ideas do you think are important and useful? 

TP: I think that the ability to think in the weeds and then to think about the forest is the most important skill that we have. To be able to go back and forth between details and the big picture. I don’t have a geographic education but I think that ability is critical to what we do every day.  

WB: When I was choosing to go to school to pursue geography, someone told me that you could take a GIS course that just teaches you how to use the program and do GIS. However, they advised me to go to a course where you do a thesis where you have to solve a problem, and GIS is the tool. Instead of just learning the tool, you need to use the tool to do something with it and think about the big picture, rather than just doing geographical analysis. 

When thinking about computer science, what specific background knowledge and conceptual ideas do you think are important and useful? 

TP: I think the willingness to accept that you don’t know everything and that there are things that we still learn. Repeatedly, we learn things and how to do things that we didn’t know before, so I think the willingness to accept that you don’t know everything is critically important.  

Can you mention any procedural knowledge that you think is particularly useful from the standpoint of either geography or computer science? 

TP: We see geography and computer science, or geospatial, like they’re melded together: geography and computer science and our use of programs.  

We use Excel and Google Sheets all the time because it’s how we get into the details and also get to the big picture. Now we’ve had a lot of young people join our firm and want to use Python instead of Excel. I’m not sure I would say that I have embraced it, but I can see the power of it. No matter how programmatic they get, it is important that our team understands how to come back to the larger questions and more conceptual ways of displaying what we’re doing.  

We’re fortunate in the sense that we are driven by our client and their strategy. Every client has a different definition of what is a customer to them and their market position. The priorities are the activities that support that market position and determine who is a customer, and how to spatially define a customer in a particular space. We often think about time. We do find that mileage is not good because a mile in New York City and a mile in Los Angeles are very different due to the time it takes people to get to and from things.  

What’s an example of a social, economic, environmental or other issue that you recently investigated in a project? 

TP: Our client wanted to find a location within a metropolitan area and the customers who would go to their store. Customers are only willing to travel so far. So we wanted to locate in a place where there’s more demand than competing supply for this company. We created a map to show demand and supply in the market. The basic point was to figure out where there’s more demand than supply. Geospatially, where does that exist? We took the demand and subtracted out the supply to get our answer. If all you were doing was looking at the demand, you’d get an answer that looks very different.  

What kind of questions did you ask and think about during this project? 

WB: It’s all about location, place, and interconnection. If we need to write a code or an algorithm, we do it to either iterate faster or to make a model. For a simple supply model, we can say the supply is all in one point. In a more complex model, we will say the supply is not exactly in that point but it’s around that point (e.g. within 10 minutes) and so we have to build a model which spreads that supply out and then computationally figure out where all the supply is.  

What types of data did you acquire to support your project, and are you able to identify up to three data sets that you use frequently? 

TP: We use Census data a lot.  

WB: American Community Survey. 

TP: We use lists of schools or stores on the web. Our client will also have data about their customers and information that we will integrate into our analysis.   

But Census data is by far the biggest one. For the census data, we deal with shapefiles. Sometimes we get data by Block Group, Census Tract, county, or something else. Then, we have to turn that data into data that meshes with us.   

We use road network data sometimes. We used to build our own road networks, and now we use outside services who have data about traffic speeds. Road networks are really important to conceptualize something timewise. Sometimes we’ve thought about not just drive time but walk time or subway time. We analyzed some things in Tokyo once and we had to make a road network, if you will, that was based upon subway travel times. 

What types of content knowledge and skills did you use to evaluate, process, and analyze the data you gathered for your project? 

TP: I have a whole presentation, called the consulting toolkit, about the kinds of thinking that we have to go through to work successfully. People don’t necessarily know all the data that they’re going to need and they don’t necessarily have all the skills to solve a problem, so being able to pick things up quickly is really important.  

We’ve talked in our firm about letting the data guide you and being careful to let the data explain to you what it says. Our customers have questions and we need to be careful to not over interpret the data or over explain the data.   

We always have to look at the work that we’ve done and ask whether it makes sense. Sometimes it doesn’t make sense because we made a mistake. There are so many calculations involved in what we do, so we need to go back and see if we made a mistake. For example, William and I just got through with a particular city and there was a pocket of demand close to the core area. It didn’t make sense to us that it would exist there, so we went back and checked the calculations and discovered that there was a river creating a barrier. So, in this case, there was a geospatial reason.   

How did you apply geography and computer science to communicate the results of your project?  

Webster Pacific map showing a retail fashion client a comparison of the stores in which they and their competitors are located.

TP: This map is for a retail fashion company. They sell their products to wholesalers who resell the product to consumers. They wanted to know which stores (wholesalers) they should sell their product to, so we found out where the competitors were located. 

That’s the coloration of the dots. Every dot is a store and the reddest dots have the most competitors located inside of them. The black circle around the dots indicate stores where our client is located. Our client was in only one store where there were a whole bunch of competitors and they were in a lot of stores with smaller numbers of competitors. So maybe the client should be in the other red dots, whereas we might not want to be in these green stores as much. 

So this is an example about displaying our results. We try to think about the ease with which somebody who knows nothing about this could understand it. How hard are we making the viewer work to understand our results and how much mental effort do they have to expend? That’s an information design problem. It’s a bit of an art and a science. The best presentations are the ones that take the least effort to understand while still projecting the appropriate amount of complexity. You have to get the answer across with the least amount of work for the viewer. 

Reflecting on your work, how does it align with personal values and community or civic interests? 

TP: We work for clients who want to serve their customers and make money, and I appreciate helping our clients and being paid for doing that work. Are we saving the world with our work? Probably not, but we are supporting ourselves, our families, and our clients. There are certain clients that I wouldn’t work for because their values don’t align with ours.  

I feel good about our work. We have a great team that appreciates the adventure, discovery, and services that we give to our clients. We have school clients and we’re proud of helping them do a better job of educating their students.  

We get paid to do this really interesting work. I tell people I don’t travel around the world physically, but I do in my brain. We get to discover things and we learn – and that is part of the great wonder and joy of this work. We get to learn all the time. There are all sorts of discoveries happening in these realms that I think equate back to when these people were making antique maps and discovering the shape of California. We’re discovering the shape of things that exist. Where is our demand? Where are our competitors? Where should we go? Where should we advertise? So there’s discovery, and that’s fun. 


This material is based upon work supported by the National Science Foundation under Grants No. 2031418, 2031407, and 2031380 (Collaborative Research: Encoding Geography – Scaling up an RPP to achieve inclusive geocomputational education). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation 

 

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William Blomstedt

Education: Bachelor’s degree in Geography (Dartmouth University), MSc in Geographical Information Science (University of Edinburgh)

The following includes an interview conducted with two colleagues at Webster Pacific. Although the conversation with both William Blomstedt and Tom Paper is included below, a duplicate profile is also available for Tom Paper, who is Managing Partner at Webster Pacific.

It was compiled by Jessica Embury (San Diego State University) for the Encoding Geography initiative. To learn more, visit: https://www.ncrge.org/encoding-geography/


Please describe your job, employer, and the primary tasks that you perform in your position. 

Tom Paper (TP): Our company is Webster Pacific and we provide analytical consulting services. We’ve been in business for almost 20 years and our clients are in a wide range of industries. I used to be a strategy consultant at Bain and Company a long time ago.   

We use tools like Python, ArcGIS, Tableau/PowerBI, CRM/ERP, Cloud Databases, and SQL Server to perform coding, geo-analysis, marketing analytics, web scraping/research, interviewing, and financial analysis. I can’t use any of these programs but I understand the logic of all the work that we do, much of which is geocomputational. 

William, do you want to add anything? You have a background in geoscience. 

William Blomstedt (WB): I studied geography as an undergrad and then I did a master’s course in GIS so I came to the field that way. Tom, geospatially, you only started more recently doing geospatial stuff? The work evolved to geospatial analysis. 

TP: That’s right, seven years ago, one of our clients – a private school based in Manhattan – wanted to open up schools in cities all over the world and asked us to help them analyze cities as opportunities for locating new schools. And that’s what launched us. We evolved our geospatial capabilities for this particular client to help other clients and other schools think geospatially about new locations. We just helped a preschool in Washington DC and we also helped a private school think about why a location in San Francisco had not been performing as well. 

What is your educational background and how did you initially discover geocomputation and ultimately choose a career using geography and computer science? 

TP: My background was liberal arts. I studied economics and environmental studies at Williams and so I don’t know whether the career chose me or if I chose the career. It feels a little bit like it chose me. I think for William – he chose it, he was more curious geospatially early on.  

In the last five years, pretty much since we started geospatial analytics, I got interested in antique maps and that process of discovery. I think there’s a very real thread between our work and the kind of work that people did to think about exploration. For example, I have a map of California as an island from the 17th century. I think it was George Box who said, “All models are wrong, but some are useful.” Examples of things being wrong fascinate me because we see that every day, or we know our models are wrong, but the question is whether they are helpful. 

When thinking about geography, what specific background knowledge and conceptual ideas do you think are important and useful? 

TP: I think that the ability to think in the weeds and then to think about the forest is the most important skill that we have. To be able to go back and forth between details and the big picture. I don’t have a geographic education but I think that ability is critical to what we do every day.  

WB: When I was choosing to go to school to pursue geography, someone told me that you could take a GIS course that just teaches you how to use the program and do GIS. However, they advised me to go to a course where you do a thesis where you have to solve a problem, and GIS is the tool. Instead of just learning the tool, you need to use the tool to do something with it and think about the big picture, rather than just doing geographical analysis. 

When thinking about computer science, what specific background knowledge and conceptual ideas do you think are important and useful? 

TP: I think the willingness to accept that you don’t know everything and that there are things that we still learn. Repeatedly, we learn things and how to do things that we didn’t know before, so I think the willingness to accept that you don’t know everything is critically important.  

Can you mention any procedural knowledge that you think is particularly useful from the standpoint of either geography or computer science? 

TP: We see geography and computer science, or geospatial, like they’re melded together: geography and computer science and our use of programs.  

We use Excel and Google Sheets all the time because it’s how we get into the details and also get to the big picture. Now we’ve had a lot of young people join our firm and want to use Python instead of Excel. I’m not sure I would say that I have embraced it, but I can see the power of it. No matter how programmatic they get, it is important that our team understands how to come back to the larger questions and more conceptual ways of displaying what we’re doing.  

We’re fortunate in the sense that we are driven by our client and their strategy. Every client has a different definition of what is a customer to them and their market position. The priorities are the activities that support that market position and determine who is a customer, and how to spatially define a customer in a particular space. We often think about time. We do find that mileage is not good because a mile in New York City and a mile in Los Angeles are very different due to the time it takes people to get to and from things.  

What’s an example of a social, economic, environmental or other issue that you recently investigated in a project? 

TP: Our client wanted to find a location within a metropolitan area and the customers who would go to their store. Customers are only willing to travel so far. So we wanted to locate in a place where there’s more demand than competing supply for this company. We created a map to show demand and supply in the market. The basic point was to figure out where there’s more demand than supply. Geospatially, where does that exist? We took the demand and subtracted out the supply to get our answer. If all you were doing was looking at the demand, you’d get an answer that looks very different.  

What kind of questions did you ask and think about during this project? 

WB: It’s all about location, place, and interconnection. If we need to write a code or an algorithm, we do it to either iterate faster or to make a model. For a simple supply model, we can say the supply is all in one point. In a more complex model, we will say the supply is not exactly in that point but it’s around that point (e.g. within 10 minutes) and so we have to build a model which spreads that supply out and then computationally figure out where all the supply is.  

What types of data did you acquire to support your project, and are you able to identify up to three data sets that you use frequently? 

TP: We use Census data a lot.  

WB: American Community Survey. 

TP: We use lists of schools or stores on the web. Our client will also have data about their customers and information that we will integrate into our analysis.   

But Census data is by far the biggest one. For the census data, we deal with shapefiles. Sometimes we get data by Block Group, Census Tract, county, or something else. Then, we have to turn that data into data that meshes with us.   

We use road network data sometimes. We used to build our own road networks, and now we use outside services who have data about traffic speeds. Road networks are really important to conceptualize something timewise. Sometimes we’ve thought about not just drive time but walk time or subway time. We analyzed some things in Tokyo once and we had to make a road network, if you will, that was based upon subway travel times. 

What types of content knowledge and skills did you use to evaluate, process, and analyze the data you gathered for your project? 

TP: I have a whole presentation, called the consulting toolkit, about the kinds of thinking that we have to go through to work successfully. People don’t necessarily know all the data that they’re going to need and they don’t necessarily have all the skills to solve a problem, so being able to pick things up quickly is really important.  

We’ve talked in our firm about letting the data guide you and being careful to let the data explain to you what it says. Our customers have questions and we need to be careful to not over interpret the data or over explain the data.   

We always have to look at the work that we’ve done and ask whether it makes sense. Sometimes it doesn’t make sense because we made a mistake. There are so many calculations involved in what we do, so we need to go back and see if we made a mistake. For example, William and I just got through with a particular city and there was a pocket of demand close to the core area. It didn’t make sense to us that it would exist there, so we went back and checked the calculations and discovered that there was a river creating a barrier. So, in this case, there was a geospatial reason.   

How did you apply geography and computer science to communicate the results of your project?  

Webster Pacific map showing a retail fashion client a comparison of the stores in which they and their competitors are located.

TP: This map is for a retail fashion company. They sell their products to wholesalers who resell the product to consumers. They wanted to know which stores (wholesalers) they should sell their product to, so we found out where the competitors were located. 

That’s the coloration of the dots. Every dot is a store and the reddest dots have the most competitors located inside of them. The black circle around the dots indicate stores where our client is located. Our client was in only one store where there were a whole bunch of competitors and they were in a lot of stores with smaller numbers of competitors. So maybe the client should be in the other red dots, whereas we might not want to be in these green stores as much. 

So this is an example about displaying our results. We try to think about the ease with which somebody who knows nothing about this could understand it. How hard are we making the viewer work to understand our results and how much mental effort do they have to expend? That’s an information design problem. It’s a bit of an art and a science. The best presentations are the ones that take the least effort to understand while still projecting the appropriate amount of complexity. You have to get the answer across with the least amount of work for the viewer. 

Reflecting on your work, how does it align with personal values and community or civic interests? 

TP: We work for clients who want to serve their customers and make money, and I appreciate helping our clients and being paid for doing that work. Are we saving the world with our work? Probably not, but we are supporting ourselves, our families, and our clients. There are certain clients that I wouldn’t work for because their values don’t align with ours.  

I feel good about our work. We have a great team that appreciates the adventure, discovery, and services that we give to our clients. We have school clients and we’re proud of helping them do a better job of educating their students.  

We get paid to do this really interesting work. I tell people I don’t travel around the world physically, but I do in my brain. We get to discover things and we learn – and that is part of the great wonder and joy of this work. We get to learn all the time. There are all sorts of discoveries happening in these realms that I think equate back to when these people were making antique maps and discovering the shape of California. We’re discovering the shape of things that exist. Where is our demand? Where are our competitors? Where should we go? Where should we advertise? So there’s discovery, and that’s fun. 


This material is based upon work supported by the National Science Foundation under Grants No. 2031418, 2031407, and 2031380 (Collaborative Research: Encoding Geography – Scaling up an RPP to achieve inclusive geocomputational education). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation 

 

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Nikolas Smilovsky

Education: Ph.D. focus on Behavioral Geography and Environmental Perception (Grand Canyon University) M.S. in Geographic Information Systems (Arizona State University), B.A. in History (University of Florida) 

The following profile was compiled by Brendan Vander Weil (Texas State University) for the Encoding Geography initiative. To learn more, visit: https://www.ncrge.org/encoding-geography/


Please describe your job, employer, and the primary tasks you perform in your position.  

I work for a technology company that primarily produces integrated global navigation satellite system (GNSS) solutions for organizations around the world. Bad Elf, LLC is a leader in the global positioning market, being one of the first companies to productize GPS devices that plug into smart devices, a new type of technology referred to as the “bring your own device” market.  As the Director of Geospatial Solutions, I specifically work with customers that have field data collection needs. I help put together best practice training sessions and solutions for their organization based on specific needs. Working with various stakeholders, I ensure success whether that is profitability, time savings, or other more altruistic goals.  

What geographic knowledge, such as terminology and concepts, is important and useful to know in your line of work?  

Having a general understanding of geographic concepts is important, because all of my customers, clients, and partners are involved with something geospatial. It is also important to understand the technology associated with geography. For example, understanding geographic information systems (GIS), computer-aided drafting and design (CADD) software, light detection and ranging (LiDAR) hardware, or unmanned aerial vehicles (UAVs) aka drones have more applicability for Bad Elf. Additionally, understanding the science and math aka geodesy, underneath the geographic concept is paramount.  

What procedural geographic knowledge, such as spatial analysis using GIS or collecting spatial data, is important for you to know?  

Being able to leverage Bad Elf data collection devices to populate geodata repositories is what we do daily. One of my roles is to support customers that have goals of collecting high fidelity field data. This data is often used in analysis and or geographic inquiry. For example, I work with universities, government agencies, national laboratories, engineering firms, environmental consultants, land surveyors, biologists, planners, arborists, and architects who all do some type of procedural geographic tasks.   

Can you provide an example of a project where you apply geography and computer science to analyze and solve problems related to important issues? 

While I don’t often directly deal with solving important end-game issues, I do help the people that are breaking industry chains and are doing significant research/application. In a sense, I get to support the efforts intrinsically through my support. What is also extremely important to me, is that I get to help a wide plethora of people do better geography. Every day I get to help a different industry, organization, or even country tackle their specific geospatial conundrums.   

What types of geographic questions do you ask and think about in your work? 

I deal with every type of individual, organization, or entity that completes geospatial field data collection. The amount of technology and science that we work with and integrate is expansive. If you don’t have good geospatial data, you won’t complete good work. Thus, I ensure my customers can collect amazing, authoritative data so that they can perform their downstream tasks more efficiently and confidently. I may not get all the glory for completing these projects, but that is not important. What is important is being able to collect good data!  

What types of data did you acquire to support your work?  

Our GPS devices natively collect latitudinal, longitudinal, and elevational values, along with geodetic metadata associated with the acquisition of the spatial coordinates. Additionally, our devices are integrated into utility locators, which detect underground systems of infrastructure; laser rangefinders that help collect offset locations like tree heights; and most drones/LiDAR systems which collect remotely sense data like aerial imagery, point clouds, radiation, and non-visible light spectrums, and temperature.  

What types of knowledge and skills, both geographic and general, do you use to evaluate, process, and analyze the data you gather for your work? 

Mostly GIS software packages like Esri ArcGIS Pro or Q-GIS are used to evaluate the data procured by the Bad Elf devices. Additionally CAD programs like AutoCAD Civil 3D and BIM programs like Revit are used for modeling purposes. Additionally, we use computer programing languages like Python to manipulate the data.  

How do you communicate the results of your work? Do you have a recent product or publication to share with us as an example?  

We mostly make quantitative maps and spreadsheets showing our data and how they compare to other datasets. Our clients use hundreds of different methods and applications to complete this process. A perfect example of a customer using Bad Elf, Esri, Go Pro Cameras, tablets, and e-bikes to collect utility data is this case study from the town of Cave Creek, Ariz. 

How do you view your work in relation to civic engagement and issues that you care about?  

I engage daily with both the private and public sectors of our society so that they can better complete the tasks they set out to do. I eat, sleep, and dream geospatial. Every day that I get to engage in helping people do better spatial tasks is a great day.  

How does your career align with your values and aspirations in life now and back when you were a student?  

I feel very blessed because my employer and my values align extremely well. Aligning well with your organization is extremely important for your happiness and growth, but also for the organization to be successful. My father always said, “Nik you will eat a lot in your life, so enjoy your food. You will also sleep a lot, so enjoy your bed. Lastly you will work the most, so make sure you love your job!”  


This material is based upon work supported by the National Science Foundation under Grants No. 2031418, 2031407, and 2031380 (Collaborative Research: Encoding Geography – Scaling up an RPP to achieve inclusive geocomputational education). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation 

 

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Wayfinding: A Map to Inspire Local Journeys 

Geography and urban planning Ph.D. student Nick Mellis shows his walking and transit map of Worcester, Mass.
Geography and urban planning Ph.D. student Nick Mellis shows his walking and transit map of Worcester, Mass.

Grad Student Nick Mellis’s pocket map of Worcester is a passion project

Photo of Nick MellisWhen Nick Mellis was eight years old, he memorized the New York City subway map. He’s been a map and transit enthusiast ever since, majoring in geography as an undergrad at Clark University, and going on to pursue graduate studies in community and urban planning, also at Clark.

In 2020, Mellis launched a project to acquaint his fellow “Clarkies” with the transit system, sights, and open spaces of the university’s home of Worcester, Massachusetts. Mellis researched the best practices of tourism maps, hosted community discussions — and walked, biked, and rode the city’s trains and buses — a lot. The result is a map showing transit routes on one side, recreation and outdoor areas on the other — an especially welcome tool for respite from studies during the pandemic.

“I go on really long walks. It’s my way to de-stress,” Mellis told ClarkNow. “Part of the reason that I wanted to go to all the trails on the map was because I like exploring new places around the city.”

He also sees the project’s response to climate change, encouraging people to seek outdoor locations via public transportation. He observed that many of the students at Clark don’t know where green spaces are, nor how to access them:

A way to get more people around the city and on the bus is to make a map.

Mellis worked with a map printer in Denver to publish 2,500 copies of the map, which are available across campus.


Read more about Nick Mellis’s work at ClarkNow.

Find out about AAG’s network of graduate students at the Graduate Students Affinity Group

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Suparna Das

Education: Ph.D. in Geography (University of Utah), M.A. in Regional Planning and Development (Jawaharlal Nehru University), B.S. in Geography (University of Calcutta) 

The following profile was compiled by Brendan Vander Weil (Texas State University) for the Encoding Geography initiative. To learn more, visit: https://www.ncrge.org/encoding-geography/


Please describe your job, employer, and the primary tasks you perform in your position.  

I’m currently responsible for supervising an expanding group of talented statisticians, behavioral health scientists, data analysts and epidemiologists. Together we manage data collection efforts, disseminate various products (reports, publications, briefings, policy documents) and advise behavioral health policies for the administration. The Treatment Services Branch (TSB) is responsible for three major behavioral health data collection and surveillance systems: Drug Abuse Warning Network (DAWN) and Behavioral Health Information Surveillance Systems (BHSIS) and provide all statistical support for Buprenorphine Waiver Notification Systems (BWNS).  

Before joining SAMHSA in March 2021, for close to seven years I was working as the statistician and viral hepatitis epidemiologist for DC Department of Health (DOH). I was also part of the COVID-19 Task force for DC from 2020–2021. 

How has your education/background in geography prepared you for this position? 

Geo-computation, from my understanding, is the “art and science of solving complex geographical (spatial) problems through computation” (Source unknown). I want to take this opportunity to iterate that Geographical Information Systems (GIS) and Geographical Information Sciences (GISc) are NOT interchangeable. I strongly believe that we as geographers can do a lot more than make maps. This belief has been the central tenet of my career in public service. We can assist decision-making in the most scientific method with our understanding of space and spatial changes over time.   

As a graduate student in India (Jawaharlal Nehru University (JNU)) and the U.S. (University of Utah), I was lucky to have received extensive training as a spatial scientist and demographer. This expanded my understanding of population sciences and geo-computation, which I apply every day in my position to improve health outcomes for people. 

What is an example of applying geography concepts and skills in order to analyze and solve problems in your work? 

I have several projects that are currently being implemented where I am using geo-computational methodologies, but we will have to wait for them to be released through SAMHSA. For me, it is impossible to resolve mental health and substance abuse disparities and encourage health equity without spatial thinking and geo-computation. SAMHSA (specially CBHSQ) understands that and encourages discussion on applying geo-computation while also supporting and encouraging researchers to use https://findtreatment.samhsa.gov/ for analytical and geo-computational purposes, among many other projects.  

From my previous position at DC DOH, where I spent close to seven years, I was able to implement several geo-computational projects. I published as much as I could to make sure people knew about administrative data collection and the impact of geo-computation in policy. One project example is DC’s effort to End the HIV Epidemic (EHE).  

I was proud to have been an integral part of the EHE implementation with the DC DOH, which has achieved the first of its 90/90/90 goals (https://www.dcendshiv.org/) of 90% of people living with HIV being aware of their HIV status (and now aiming for 95%). We were committed to implementing evidence-based policies to improve care for people living with HIV and create access to prevention and tools to stop new infections.   

I used spatial analysis to find high-risk areas that needed immediate attention, resource re-allocation, and Pre-Exposure Prophylaxis (PrEP) to reach the EHE goals. I was responsible for monitoring and evaluation (M&E) of Centers for Disease Control and Prevention’s Social Network Strategy (SNS) to identify new HIV diagnoses for DC.  

For M&E, I was responsible for programmatic data collection, program monitoring, evaluating the programs and the outcomes, providing technical support and assisting in resource allocation. I then mapped the outcomes for the community-based organizations (CBOs) for improvements. The project was instrumental to a separate proposal for using geolocation-based applications to identify new HIV diagnoses for states to implement.  

What types of geographic questions did you ask and think about in your project? 

My questions as a public servant always have a two-tier approach:  

In the first tier: What is the impact of my project on the lives of people and what outcome do I want to answer through this project. I restrict my projects to non-exploratory but policy-oriented questions.  

In the second tier: My projects span demography, GISc and spatial epidemiology or health geography. I do not have any projects or have been part of any project that does/did not entail extensive statistical/data management-based coding.  

What types of data did you acquire to support your project?  

I always use administrative data collection for my projects within my role as a public servant. These data collection tools inform policies within the administration. I encourage researchers in academic settings to use them as well. There are several administrative data sets available which can be instrumental in framing accurate questions. I also encourage researchers to read annual reports to understand their needs. SAMHSA has several such data collection efforts which are publicly available through public use files https://www.samhsa.gov/data/ 

What types of content knowledge and skills (both geographic and more general) did you use to evaluate, process, and analyze the data you gathered for your project? 

A large part of my job is to make sure that administrative data is collected without any glitches and plan how to enhance data collection so that it will assist health related policies in the United States. The scope of each ongoing project is different, thus, as a supervisor, my job is to assign it to the appropriate subject matter expert (SME) who would be responsible to evaluate, process and analyze the data.  

As for projects that I take interest in, they are ones that have a large spatio-temporal aspect to it or have predictive capacity.  

How did you communicate the results of your project (e.g., writing technical reports, making maps and geo-visualizations, creating graphics, data tables, etc.)? Do you have a recent product or publication to share with us as an example?  

I have communicated my results to multiple stakeholders, ranging from scientific audiences, panels, political stakeholders, community-based organizations, legal groups, media (including interviews), administrative leaderships, and the public. The communication strategies I use differ based on the audience. I have generated reports, technical documentation, maps for program evaluation for resource allocation, publications, and conference proceedings.  

What are the criteria that you use to assess the quality of your results 

I look at the impact of my project on improving health outcomes for people and its scientific validity – in other words, I’m looking at the impact of my results on implementing evidence-based policy. 


This material is based upon work supported by the National Science Foundation under Grants No. 2031418, 2031407, and 2031380 (Collaborative Research: Encoding Geography – Scaling up an RPP to achieve inclusive geocomputational education). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation 

 

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