You Baby

“You Baby.” It’s Saturday morning. Jeffrey, who is chronologically well out of his early teenage years, but very much still there in spirit, is awake and calling to me with his favorite insult. He’s mostly non-verbal, but this particular phrase is one that he articulates well enough for anyone to understand.

It’s catchy. A friend and I agree that sometimes we would love to deploy Jeffrey’s favorite phrase at select times, such as… some faculty meetings, for example.

I have mostly resisted using this nifty phrase. However, there are times when I do get fed up with the socially constructed marginalization that is the lived experience of my son and many others with disability. That’s usually when I let loose with “You Baby.”

My husband Andrew and I have started a winery, but not just any winery (terrapacem.com). Our goal is for this winery to provide community, training, and work experiences for people with disabilities. Our son Jeffrey and some of his friends from his school and support program will be among its first employees. Our urban tasting room is set to open this month. (As a side note, this process—and to be honest the many pallets of wonderful wine—have been a great distraction during the Covid pandemic. It’s one of the only things in my life that seems to be moving forward over the past year.)

Image: Lucas George Wendt

I have no idea how well this new venture will work. But, there’s no wading in; we have to jump! In addition to making wine and building a tasting room, we’ve partnered with local nonprofits supporting people with disabilities, including an amazing art program—we are dedicating wall space to displaying art from local artists with disabilities. Last week, Andrew and I visited the studio and saw some of the art that will be the first showing in our tasting room. While there, in addition to interacting with some of the artists, the instructors, and enjoying the displays, I saw a graphic on the wall (see the graphic here, with context about how it has been interpreted and shared). I’d seen it before. But last week, I found myself staring. I was awestruck by how hard inclusion is to achieve and the dramatic (and expensive) steps Andrew and I are taking in order to create opportunities for inclusion. Sometimes I feel like everything we are doing feels contrived – and to an extent it is. Sometimes the barriers seem unsurmountable. And sometimes I get very grouchy when I think about what we are having to do to overcome systematic and systemic bias and exclusion.

But, what we are doing is necessary. Everyone in society exists in constructed space with  boundaries of access and exclusion. Which people are allowed passage is based on intangible cultural, ethnic, racial, gendered, disabled, or economic boundaries. Spatial boundary patterns vary for every individual, driven by these geographies of exclusion.

One of my activities over the past several years has been mapping privileged and disenfranchised space and looking at the patterns of disconnected spaces that emerge. These patterns can reveal spaces that are dominated by a single group or multiple groups. The greater the privilege, the larger the space.

While I feel that Andrew and I are going to fairly extreme lengths to create inclusion opportunities for our son and his community, I also feel that our path is obvious and manageable. But, it’s my professional role – as geographer, educator, administrator, and AAG member, that presents the most confounding inclusion challenge for me.

In a coming column, I will share solicited responses I received from many faculty regarding what they wish they had known and been trained for before beginning their faculty career. One of those respondents mentioned frustration with the lack of preparation for teaching varied student learning needs. This same sentiment was part of a long, ongoing conversation between some of my colleagues, beginning about 2 years ago when we began to notice an uptick in students reporting disability-based instructional accommodations. Usually, those accommodations include extra time for exams or a notetaker. But those are often BandAid solutions.

The real problem is our institutional, instructional, and traditional pedagogic barriers. Major among these barriers is inadequate educator preparation, coupled with classic sage-on-the -stage or zoom-in-the-room instructional practices. The combination of poor training and one-size-fits-all instruction creates a serious disconnect between instructor delivery and student learning needs.

But, of course, institutional goals are the overarching barrier. And these goals are largely out of the hands of most faculty. On the institutional side, especially at public colleges and universities, we may need to think about our mission—our public mission. If we’re really in the business of education, maybe that should be our priority.

Just an idea.

Here’s an example: Research. Research is often the first thing universities celebrate in their missions. Yet it is expensive. As one upper administrator once told me, the university pays $1.3 for every $1 of external research funding it receives. In addition, as the Carnegie research activity classification increases (i.e. R3 to R1), the teaching load usually lowers.  At what cost do universities prioritize expensive research metrics over inclusive education?

I’ve spent most of my career at an R1 university.  I do see some contribution to society and I see the benefit to some students.  But, looking back, I’m honestly not sure whether I served society better by publishing a couple of articles per year in obscure academic journals, as opposed to focusing on more inclusive education of our next generation.

If we’re going to address the problem of educational access and inclusion, the answer seems obvious:  As geography educators, we (and our institutions) need to adopt Universal Design of Instruction. One of my favorite summaries of UDI is from the Do-It program at the University of Washington. Yet while simple to discuss, the principles of UDI are difficult to implement, primarily as a result of attitudinal, administrative, resource, and institutional barriers.

During our PhD programs, most of us are taught to be researchers. Some of us are formally taught to be teachers. But, few of us are taught Universal Design of Instruction. This approach represents a monumental shift from the traditional pedagogy: the lecture-driven course design. Yet, if we are going to achieve educational inclusion, our practices and institutions must shift out of comfortable models designed for the “typical” student and make way for a new approach – instructional design for a broad range of students. This range must include the very students who make up our classes whether they have disabilities, are of a non-traditional age, are raised in another language, come from any race, ethnicity, differ in learning style, or—most often—have lives that combine several of these.

As I reflect on the inclusion graphic I saw on the studio wall last week, I realize that in education—at all levels—we have a long way to go to create true inclusion. Rather than holding on to our normative, mainstream educational practices and relying on using accommodations for those students who don’t fit the norm, we should build inclusive instruction and learning. Then, the wave of student accommodation requests will reduce to a trickle.

I know, personally, that I need to do better. I need to learn and practice the principles of UDI. If I don’t, I know what Jeffrey would say… “You Baby.”

—Amy Lobben
AAG President and Professor at University of Oregon
lobben [at] uoregon [dot] edu

DOI: 10.14433/2017.0087


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 lobben [at] uoregon [dot] edu to enable a constructive discussion.

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AAG Announces 2021 Grant Recipients

The American Association of Geographers congratulates the individuals and entities named to receive an AAG Grant. The AAG will confer these awards at a future event to be determined, once the travel and in-person meeting restrictions have been lifted.

The 2021 Anne U. White Grant

This grant enables people, regardless of any formal training in geography, to engage in useful field studies and to have the joy of working alongside their partners.

Erik Johanson, Florida Atlantic University, will conduct paleoenvironmental research in Guayaquil, Ecuador with partner Jessie Johanson, and will lead a coring team with Florida Atlantic University (FAU) students associated with the FAU field school.

Max Woodworth, Ohio State University, will study historical urban geography with partner Namiko Kunimoto, in Tokyo for a project titled: Colonial Modernism in Datong, Shanxi.

2021 Dissertation Research Grant recipients ($1,000/each)

The AAG provides support for doctoral Dissertation Research in the form of grants up to $1,000 to PhD candidates of any geographic specialty.

Shamayeta Bhattacharya, University of Connecticut

Alicia Danze, University of Texas at Austin

Brandon Finn, Harvard University

Gengchen Mai, UC Santa Barbara

Scott Markley, University of Georgia

Sophie O’Manique, The Graduate Center, CUNY

Ruchi Patel, Pennsylvania State University

2021 Research Grant recipients ($500/each):

The AAG provides small Research Grants of $500 to support direct costs for fieldwork and research.

Ryan Burns, University of Calgary

Mei-Huan Chen, Pennsylvania State University

Jennifer Greenburg, Stanford University

Wenliang Li, University of North Carolina Greensboro

Anna Van de Grift, Texas A&M University

Qi Zhang, Boston University

2021 AAG Darrel Hess Community College Geography Scholarships

Outstanding students from community colleges, junior colleges, city colleges, or two-year educational institutions who will be transferring as geography majors to four-year universities receive support and recognition from this scholarship program, including $1,000 for educational expenses.  The scholarship has been generously provided by Darrel Hess of the City College of San Francisco to 29 students since 2006.

Devon Michelle Borthwick, transferring from Front Range Community College to the University of Wyoming,

Constance Connors, transferring from Sinclair Community College to Arizona State University

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Newsletter – February 2021

PRESIDENT’S COLUMN

Want a Thriving Department? Focus on Undergraduate Success

By Amy Lobben

tamarcus-brownI cannot think of a person in higher education who has not felt the pressure of maintaining and growing undergraduate enrollments. Undergraduates, who make up the large majority of the student body, are the people we devote most of our instructional efforts toward, and—as administrators constantly point out—are universities’ primary source of revenue through tuition and fees. At public institutions, undergraduate success is also the primary focus of state legislatures looking at higher education metrics and state funding. Geography departments may literally live or die depending on their ability to maintain robust undergraduate enrollments and recruit majors.

Continue Reading.

FROM THE MERIDIAN

In Kansas, an Early Warning for Higher Education and Geography

By Gary Langham

Late last month, a bellwether event took place in Kansas, threatening higher education’s ability to support post-COVID recovery. Citing the extreme budget constraints caused by the pandemic, the nine-member Kansas Board of Regents unanimously approved a new policy giving public institutions the power to remove faculty, including those with tenure, through 2022. The new policy sidesteps one already in place that addresses financial emergencies while preserving transparency and faculty participation in termination decisions.

Continue Reading.

ANNUAL MEETING

New Curated Specialty Group Sessions at #AAG2021

This year at the 2021 Annual Meeting, AAG is taking a new approach to our scheduling of Specialty and Affinity Group sessions to decrease overlap and showcase the work of these groups. Specialty and affinity group chairs have highlighted a guided program of their “must-see” sessions for those interested in their specific topics including rural geography, business geography, geomorphology, hazards, the history of geography, and more. Curated tracks are AAG’s approach to helping you find the most relevant sessions among our abundant choices, helping you navigate our more than 760 sessions and 2,700 paper abstracts this year. All abstracts will be assigned to sessions by Mid-February, when the preliminary program is released.

Browse Sessions by Theme.

AAG 2021 Goes Virtual – Program to be Released Mid-February

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In mid-November, AAG made the difficult but necessary decision to shift the 2021 annual meeting to a completely virtual experience. A streamlined process is in place to help session and activity organizers bring their programming to the virtual environment, with the assistance of AAG staff. Stay tuned — the program for the virtual meeting will be released in mid-February.

PUBLICATIONS

NEW The Professional Geographer Issue Alert:
Articles with topics ranging from the role of rivers in environmental movements to the digital representation of cities

The-PG-2017-generic-213x300The most recent issue of The Professional Geographer has been published online (Volume 73, Issue 1, February 2021) with 13 new articles on current geographic research. Topics in this issue include impacts of COVID-19 on learning; quantitative geography journals; income inequality; Wikipedia; Weibo; spatial autocorrelation; and regional development research trends. Locational areas of interest include Baltimore, Maryland; South Florida; and Catalonia. Authors are from a variety of institutions including University of North Carolina at Greensboro; University of Denver; and Avignon University.

All AAG members have full online access to all issues of The Professional Geographer through the Members Only page. Each issue, the Editors choose one article to make freely available. In this issue you can read How Identity Enriches and Complicates the Research Process: Reflections from Political Ecology Fieldwork by Hanson Nyantakyi-Frimpong for free for the next 3 months.

Questions about The PG? Contact PG [at] aag [dot] org.

NEW Winter Issue of the AAG Review of Books Published

The latest issue of The AAG Review of Books is now available (Volume 9, Issue 1, Winter 2021) with 15 book reviews on recent books related to geography, public policy, and international affairs. The Winter 2021 issue also holds one book review essay and a book review forum focused on the recipient of the 2019 AAG Meridian Book Award, Wilted: Pathogens, Chemicals, and the Fragile Future of the Strawberry Industry, by Julie Guthman.

Questions about The AAG Review of Books? Contact aagreview [at] aag [dot] org.

In addition to the most recently published journal, read the latest issue of the other AAG journals online:

• Annals of the American Association of Geographers
• The Professional Geographer
• GeoHumanities
• The AAG Review of Books

Call for Abstracts: Special Issue of ‘Annals’ on “Race, Nature, and the Environment”

Annals-generic-225x300-1The 2023 Special Issue of the Annals invites new and emerging geographic scholarship situated at the crossroads of Race, Nature, and the Environment. In seeking contributions from across the discipline, we welcome submissions that advance critical geographic thinking about race and the environment from diverse perspectives and locations; that utilize a broad array of geographic data, theories, and methods; and that cultivate geographic insights that cut across time, place, and space. Abstracts of no more than 250 words should be submitted by e-mail to Jennifer Cassidento by March 31, 2021. The Editor (Katie Meehan) will consider all abstracts and then invite a selection to submit full papers for peer review by June 1, 2021.

More information about the special issue.

ASSOCIATION NEWS

New Webinar Series Explores GeoEthics

The American Association of Geographers, in partnership with the Center for Spatial Studies at the University of California Santa Barbara and with support from Esri, will launch a series of webinars on key considerations for GeoEthics. The GeoEthics Series will begin on February 9, with a webinar hosted by Arizona State University’s Spatial Analysis Research Center.

Drawing together experts from academia, the private sector, and government, the multi-year GeoEthics Series is expected to result in an action plan for addressing the ethical issues surrounding geospatial data. Major ethical issues raised by locational information will be discussed, including surveillance, labor and employment, governance, geospatial analytics, and more culminating in an in-person Summit in late 2021, to be scheduled as soon as it is safe to do so. Sponsored by Esri, this Summit will further explore geospatial ethics in areas such as geography, human rights, immigration, labor, law, policy, computing, data science, and sociology. For more information, visit this link.

Bridging the Digital Divide

A May 2020 survey of AAG’s students found that 60% of undergraduates, 66% of masters, and 48% of PhDs faced new challenges in their learning environments and technology needs due to COVID-19. These numbers are one reason AAG launched the Bridging the Digital Divide program with Esri as a partner. The program has already dedicated $238,000 to faculty requests from eight tribal colleges and universities (TCUs), 14 historically Black colleges and universities (HBCUs), and 1 predominantly Black institution (PBI). It is serving students across more than 95 courses, 41 percent of which are GIS classes. Learn more about the program in the Winter issue of ArcNews. Readers can also catch up with Dr. Adegoke Ademiluyi, a faculty member at Fayetteville State University, who responded to the Bridging the Digital Divide program to benefit his students in this ArcNews interview.

For more information about the AAG’s COVID-19 Task Force efforts, read Executive Director Gary Langham’s Winter ArcNews article.

AAG Welcomes Spring 2021 Interns

The AAG is excited to welcome two new interns coming aboard our staff for the Spring 2021 semester! Joining us this semester are Ilan Gritzman, a recent graduate from University of Central Florida, and Jennifer Church, senior at The University of Maryland.

Interested in interning with the AAG for Summer 2020? The AAG is accepting intern applications until March 1, 2021. Interns at the AAG are provided a weekly stipend and participate in most AAG programs and projects such as education, outreach, research, website, publications, or the Annual Meeting.

Meet the interns.

POLICY CORNER

Our Policy Priorities for the Biden Administration

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On January 20th, the first day of President Biden’s term, the AAG shared a letter with the White House outlining our top policy priorities for the new administration.

In the letter we state that as an organization of engaged geographers, spatial data scientists, academics and professionals, we stand ready to offer our support and expertise as the administration begins its ambitious agenda to “Build Back Better.” Our priorities include an emphasis on the importance of federal geospatial data and the implementation of the Geospatial Data Act, continued increased funding for the National Science Foundation (NSF) and related agencies, prioritization of geography as a subject in K-12 education, the use of geography to promote diversity, equity, and inclusion efforts, and the need to restore government and public trust in scientific integrity. We will adapt as issues evolve and emerge in years to come, but will do so with an emphasis on these guiding priorities along with the policy and advocacy tenets outlined in AAG’s Strategic Plan.

Click here to read the full letter to the White House, and stay tuned throughout the year for more ways to get involved in the AAG’s advocacy campaigns.

In the News:

  • In a victory for geographers and environmental advocates, a federal judge this week struck down a Trump-era EPA rule that allowed the omission of legitimate scientific findings, including confidential geospatial data, in the name of “transparency” in policymaking. The AAG, along with the Urban and Regional Information Systems Association (URISA) and the University Consortium for GIS (UCGIS), submitted a federal public comment in 2020 to oppose this troubling and harmful rule.
  • The Census Bureau is working to report results from the 2020 count  that will dictate 2021 redistricting, but continues to run behind schedule. The bureau will first release state population counts which are used to determine the number of total seats each state has in the House of Representatives. State population counts were due by the end of 2020, but are now expected by April 30th as the agency attempts to fix irregularities in data. The next important release is the detailed demographic data used by each state to draw new legislative districts. That data is typically delivered by the end of March, but as of now it is not expected to be shared before July 30th.
  • On January 27, President Biden issued a detailed Executive Order on Tackling the Climate Crisis at Home and Abroad. Among other things, the order ensures that “climate considerations” will have a place in U.S. foreign policy and national security, promises a government-wide approach to addressing the climate crisis, including by establishing a White House Office of Domestic Climate Policy and interagency National Climate Task Force, and seeks action to spur workforce development in sustainable infrastructure, agriculture, and the energy sector, while also addressing environmental justice for the most vulnerable populations.
MEMBER NEWS

Profiles of Professional Geographers

Linda Peters was inspired by her work with the March of Dimes Birth Defect Foundation to integrate geography and GIS in finding solutions for fundraising in areas of need. Today Linda holds a B.A. in Geography and Certificate in GIS/Cartography from University of Maryland Baltimore County and works as a Global Business Development Manager for Esri. Linda knows that most issues she comes across with her customers can benefit from spatial analysis, so she recommends strong communication skills and a willingness to put in the work and listen as keys for a successful career.

Learn more about Geography Careers on the recently updated AAG Jobs & Careers website.

RESOURCES AND OPPORTUNITIES

AAG Calls for Nominations for Standing and Awards Committees

The AAG Council will make appointments to several of the AAG Standing Committees at its spring 2021 meeting. These appointments will replace members whose terms will expire on June 30, 2021. If you wish to nominate yourself or other qualified individuals for one or more of these vacancies, please notify AAG Director of Operations Candida Mannozzi on or before March 1, 2021. Please make sure that your nominee is willing to serve if appointed. Include contact information for your nominee as well as a brief paragraph indicating their suitability for the position.

Open committees include: Committee on the Status of Women in Geography; Diversity and Inclusion Committee; Finance Committee; Membership Committee; Publications Committee; AAG Awards Committee; AAG Fellows Selection Committee; AAG Globe Book Award Committee; AAG Harm de Blij Award Committee; AAG Meridian Book Award Committee; AAG Marcus Fund for Physical Geography Committee; AAG Program Excellence Award Committee; AAG Research Grants Committee; AAG Harold Rose Award Committee; AAG Student Award and Scholarship Committee; and AAG Wilbanks Prize Committee.

Click here for a description of committees.

Career Mentors Needed for 2021 AAG Virtual Meeting

The AAG seeks professional geographers representing the business, government, nonprofit and academic sectors to serve as volunteer “Career Mentors” during the 2021 AAG Virtual Meeting. Career mentoring provides an open forum for students and job seekers to receive one-on-one and small-group consultation about careers in a variety of industries and employment sectors. Mentors are expected to answer questions and provide general career advice to students and job seekers interested in learning more about industries that employ geographers, the work geographers perform and strategies for getting into the field. This year we will be organizing eight sessions, one each morning and one each afternoon of the conference, to provide our virtual attendees around the world with more opportunities to participate.

For additional questions and to volunteer, please contact Mark Revell at the AAG at mrevell [at] aag [dot] org by March 1st, 2021.

NCRGE Dear Colleague Letter: Advanced Placement Human Geography

NCRGE_logoThe National Center for Research in Geography Education is organizing a research group to conduct a comprehensive analysis of AP Human Geography course data. Grants of $4,000 each are available for up to four researchers to join the study. For more information on how to apply, see this Dear Colleague Letter: http://www.ncrge.org/funding/

IN MEMORIAM

The AAG is saddened to hear of the passing of these colleagues.

William Dando, 50 year AAG member and longtime chair of the Bible Geography specialty group, passed away on January 1, 2021. Throughout his career Dando received numerous awards for his teaching and service throughout his career, exemplifying an academic life that was a balance between scholarship and community service. He leaves behind his wife and co-writer/editor Caroline Z. Dando; children Christina, Lara, and Bill (all geographers); four grandchildren — Emmaline, Anna, Alex, and John; and thousands of former students and mentees. Read more.

Robert Thomas Kuhlken, retired professor of geography and former geography department chair at Central Washington University, died on January 1, 2021. He was 67. More than anything Kuhlken loved to be outdoors and was a lifelong scholar, educator, and tireless observer of the natural world. Read more.

Hugh Brammer, who dedicated his life’s work to studying agriculture in Bangladesh, passed away at the age of 95 on January 13, 2021. Brammer, who held a MA in Geography from University of Cambridge spent over 25 years working for the Food and Agricultural Organization of the U.N. Read more.

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Getting Our Bearings in Washington, D.C. and Charting Our Future

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William A. Dando

William A. Dando, Distinguished Professor of Geography and professor emeritus at Indiana State University, passed away on January 1, 2021, at the age of 86, after a brief illness. Throughout his life, he was an exemplar of a balanced academic life, excelling at research and teaching while also serving his communities: a true “gentleman” of geography.

William Arthur Dando was born in Newell, Pennsylvania on June 13, 1934 and grew up exploring the surrounding hills and valleys. He served in the Air Force from 1954-6, including a stint in Iceland. Under the G.I. Bill, Dando attended California University (PA), just across the river from Newell, earning his B.S in Geography and Mathematics in 1959. He received his M.S. in 1962 and Ph.D. in 1969 from the University of Minnesota, working with John Borchert. His dissertation was entitled “Grain or Dust; A Study of the Soviet New Lands Program 1954-1963.” This work began a lifelong interest in food production and Soviet agriculture.

Dando’s first teaching position was at the University of Maryland. In 1970, he received a Danforth Associateship, “awarded in recognition of good teaching and in humanizing the education process.” In 1972, he was awarded a Fulbright-Hays Postdoctoral Research Grant to study Romanian agriculture, becoming one of the first Americans to spend time on a communist collective farm.

Beginning in the early 1970s, he started leading geography field courses to the Soviet Union, allowing him to gather data behind the Iron Curtain while giving hundreds of students memorable field experiences. In addition to university students, he also took teachers and farmers on educational trips to the Soviet Union, making over twenty trips.

In 1975, Dando accepted a position at the Geography Department at the University of North Dakota, becoming chair of the program.

In 1980, Dando published The Geography of Famine (1980) which received international acclaim. In 1982, he contributed a chapter on “Man Made Famines” to Famine: Its Causes, Effects and Management which was recognized with the World Hunger Media Award by the United Nations.

Dando spent the 1981-82 academic year as a Senior Scholar at Chung Chi College of the Chinese University of Hong Kong.

Dando moved to Terre Haute in 1989 where he was the chair of the Department of Geography, Geology, and Anthropology at Indiana State University until his retirement in 2002. After retirement, he founded the “Senior Scholars Academy” at ISU, a pre- and post-retirement think-tank for retired faculty members dedicated to regional enhancement and community revitalization.

Throughout his years at the Universities of Maryland and North Dakota and then at Indiana State University he taught undergraduate and graduate classes, mentoring students of all levels as well as faculty. Michael DeMers, a beloved student and friend, dedicated his first book to Dando, writing: “I offer this work first to William A. Dando, who put my feet on the path of geographical knowledge and who has been an unwavering supporter of my work. He not only shared his knowledge and skills with me but, more importantly, he shared his time, his family and, above all, his love. No student ever received so much from an advisor. His has been the pattern that I have tried to emulate” (Fundamentals of Geographic Information Systems, 1997).

Dando was a prolific researcher and author, publishing over 29 books and monographs, 79 articles, book chapters, and encyclopedia entries, and two atlases. A scholar to the end, he continued to publish books and articles after his retirement, including Food and Famine in the 21st Century (2012) and Geography of the Holy Land: Jerusalem, Regional Cities, Small Towns, and Rural Places (2020). He had a knack for grant-writing and had numerous grants over his academic career, adding up to millions of dollars in funded research.

He received numerous awards for teaching, research and service from a variety of institutions and organizations, including from the University of Maryland, University of North Dakota, Indiana State University, the NCGE, the West Lakes Division of the AAG, and from the AAG.

At all the universities he worked at, Dando was active on campus, serving on university committees. He also gave numerous presentations to local organizations and advised various state offices on geography-related topics, including at one point the governor of North Dakota.

He worked with teachers to help improve the teaching of geography in schools in Maryland, North Dakota, and Indiana. His contributions to geographic education were recognized by awards from the Geographic Educators of Indiana, the National Council for Geographic Education, and the AAG.

Dando was a member of the AAG 60 years. He served the AAG in a variety of capacities: vice-chairman (1971) and chairman (1973-4) of the Middle Atlantic Division; as treasurer (1977-8) and chairperson (1978-9) for the Great Plains-Rocky Mountain Division; as a chairperson (1994-5) and regional councilor (1997-2000) for the West Lakes Division; on the AAG Proposal Writing Committee 1990-3; and chairperson of the Bible Specialty Group (1993-2021).

Former Executive Director of the AAG, Doug Richardson, a long-term friend of Bill Dando, noted that “Bill’s curiosity, energy, and wide-ranging scholarship, coupled with a deep commitment to his students, have made significant and enduring contributions to the discipline of geography. His big heart and his expansive vision will be missed by all.”

His deep interest in food and famine issues was not just academic. He was an active member of Centenary United Methodist Church of Terre Haute and he and wife Caroline worked its monthly “Fourth Monday” luncheon, a free meal to whoever needs it, just two days before his passing.

He leaves behind his wife and co-writer/editor Caroline Z. Dando; children Christina, Lara, and Bill (all geographers); four grandchildren — Emmaline, Anna, Alex, and John; and thousands of former students and mentees.

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Lynn Staeheli

Lynn Staeheli, a professor and former head of the School of Geography and Regional Development at the University of Arizona, passed away December 20, 2020 at her home in Tucson, AZ. Professor Staeheli studied at Penn State and went on to complete her PhD at the University of Washington in 1989. She joined the Geography Department of the University of Colorado-Boulder as an assistant professor in 1989, eventually promoted to full professor. She taught urban, political, and feminist geography and was graduate advisor for over a dozen PhD graduates while at CU. In 2005, Staeheli joined the faculty at the University of Edinburgh in Scotland, and was subsequently a professor at the University of Durham in the UK. In 2015, Staeheli became the head of the School of Geography and Regional Development at the University of Arizona, a post she held for four years. In addition to her distinguished research, she had an admirable commitment to social justice and to mentoring students and early career scholars around the world. Her research focused on what she called the “big, contentious topics” such as the nature and spatial dimensions of democracy, citizenship, and politics. More concretely, her research topics included publicly accessible space, protest and activism, immigration and refugees, and the role of faith, religion, and spirituality in public life. At the time of her death, Staeheli was working on three projects: public life and democracy in the US and UK; youth and politics in divided societies (Bosnia-Herzegovina, Lebanon, and South Africa); and refugees from the MENA region to Europe. She is survived by her husband, retired Professor of Geography, Nel Caine, and her sons.

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AAG Announces 2021 AAG Award Recipients

The American Association of Geographers congratulates the individuals and entities named to receive an AAG Award. The awardees represent outstanding contributions to and accomplishments in the geographic field.

2021 Diversity and Inclusion Award

The AAG Diversity and Inclusion Award (formerly the Enhancing Diversity Award) honors those geographers who have pioneered efforts toward, or actively participate in efforts towards encouraging a more diverse discipline.

Raynah Kamau and Whitney Kotlewski, Esri

Raynah Kamau and Whitney Kotlewski are both Esri employees and grassroots activists whose collaborative work has fostered increased visibility for community- engaged geography and greater inclusion within GIS professional culture.

The AAG is impressed by their work beyond academia, especially their service as role models for aspiring BIPOC and female geographers. They deploy an effectivene public outreach strategy using StoryMaps to support Black Lives Matter and other social justice causes. Ms. Kamau’s and Ms. Kotlewski’s co-founding of “Black Girls M.A.P.P.” and “People 4 the People” are two such examples.

Equally important is their work in changing GIS and tech culture at Esri to incorporate a more diverse set of voices (e.g., women, women of color, the LBGTQ+ community). Within a few short years, these two awardees have built a bridge between geography and these diverse communities, which is a testament to their interpersonal skills and steadfast dedication to community members.

Ms. Kamau’s and Ms. Kotlewski’s efforts champion the ideals of diversity and inclusion of this AAG award, while demonstrating the transformative potential of geography. Read more from Esri here.

Jovan Lewis, University of California Berkeley

Dr. Jovan Lewis is an Assistant Professor at the University of California Berkeley whose efforts in research, teaching, mentorship, and service are bringing Black geographies (and Black geographers) to the forefront of the discipline.

We commend his integration of multiple facets of work to leverage and amplify Black Geographies within the AAG: he has taken a leadership position in the Black Geographies Specialty Group and led a symposium that resulted in the inclusion of Black Geographies as a theme of the 2018 AAG Annual Meeting. Locally, Dr. Lewis is changing UC Berkeley Geography’s intellectual culture in emphasizing Black studies and Black geographies. He has worked across departments and programs on his campus and beyond, to engage public groups. He is integrating this work into his teaching (e.g., he developed a symposium on the topic and is recruiting black students to his program), research (e.g., his co-edited volume, The Black Geographic), and service (e.g., his mentorship of other faculty and students).

His efforts are comprehensive and effective at multiple levels and with different audiences. Dr. Lewis’s dedication to his students and to the larger community is remarkable for a junior scholar and reflects the best of what Black geographies and the discipline have to offer.

2021 Susan Hardwick Excellence in Mentoring Award

The AAG bestows an annual award recognizing an individual geographer, group, or department, who demonstrates extraordinary leadership in building supportive academic and professional environments and in guiding the academic or professional growth of their students and junior colleagues. The late Susan Hardwick was the inaugural Excellence in Mentoring awardee. The Award was renamed in her honor and memory, soon after her passing.

Hilda Kurtz, University of Georgia

Dr. Hilda Kurtz’s mentorship strategies demonstrate variety, replicability, novelty, inclusivity, and community creation both within and beyond geography.

Her students benefit from her hands-on facilitation of quality research papers and proposals, with a high track record of funding success. Through journal editorship, she mentored diverse early career scholars with regard to academic publishing. Dr. Kurtz is co-Founder of the Franklin College Diversity and Inclusion Graduate Fellows Program, which establishes a local community of engagement around social justice. Multiple individuals commented on her success in mentoring focused on work-life balance through both formal and informal channels.

Finally, Kurtz developed a quasi-formal professional development workshop series in 2015, emphasizing job market preparation and tangible skills for success in academe. The workshops have since been integrated formally into the University of Georgia Geography Department’s required first year graduate student seminar.

For all these reasons, the AAG is proud and pleased to recognize Hilda Kurtz as the recipient of the 2021 AAG Susan Hardwick Excellence in Mentoring Award.

The 2021 Marble-Boyle Undergraduate Achievement Award in Geographic Science
The Marble-Boyle Undergraduate Achievement Award recognizes excellence in academic performance by undergraduate students from the U.S. and Canada who are putting forth a strong effort to bridge geographic science and computer science as well as to encourage other students to embark upon similar programs. The award is an activity of the Marble Fund for Geographic Science of the AAG.

Jessica Embury, San Diego State University

Daniel Council, Ball State University

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