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AAG International Geographic Information Funds

Deadline: November 15, 2025

The AAG International Geographic Information Funds (IGIF) offer three types of awards:

Student Paper Awards ($600 per award)
Graduate Research Awards (up to $600 per award)
Scholarship Awards ($1,200 per award)

These funds were designed to support college and university student career development in the academic areas of applied spatial analysis or geographic information science or systems (SA/GISS). The funds were established by generous gifts from Laura and Jack Dangermond and the Environmental Systems Research Institute (Esri). The fund for the Scholarship Award is endowed. AAG reserves the right to decide whether awards will be presented or not in a given year.

AAG staff will form an “AAG-IGIF Awards Committee” each year to review all completed applications and select awardees based on the criteria of each award. The committee will be composed of board members of AAG Community Group that specialize in SA/GISS (e.g., the AAG Spatial Analysis and Modeling Specialty Group, the AAG Geographic Information Science and Systems Specialty Group etc.) or other SA/GISS leaders within the AAG Community. The committee will make a final selection of awardees by December 15 each year, and all applicants will be notified soon thereafter.

Awardees will be celebrated during the upcoming AAG Annual Meeting as a part of the AAG Awards Ceremony, which they are encouraged to attend. Awardees have a responsibility to acknowledge the AAG-IGIF Funds for any direct work that was supported by those funds.

AAG-IGIF Student Paper Award

In recognition of outstanding student papers in any area of spatial analysis or geographic information science or systems (SA/GISS) that was given at a national and international conference or specialized meetings sponsored by recognized professional organizations held between August 2025 and July 2026, the AAG will award one or more awards of $600. In 2025, AAG will award up to five (5) $600 AAG-IGIF Student Paper Awards.

Eligibility

Full-time student.
Currently registered at a duly accredited and recognized college, university or other educational institution located within the United States of America.
Enrolled in an undergraduate or graduate program at their educational institution providing either a degree or an explicit specialization in some area of applied spatial analysis or geographic information science or systems (SA/GISS).
The applicant submitted a paper that was accepted for presentation at a national or international conference or specialized meeting sponsored by recognized professional organizations held between August 2025 and July 2026, and is either the single-author of the paper, or (if the paper has multiple authors) the lead presenter of the paper at the conference or meeting.

Submission Requirements

A letter from the applicant’s faculty advisor of no more than 1 page and on letterhead, in which the advisor simply confirms that the applicant is a full-time student, in good standing, and enrolled in their SA/GISS program. The letter is not meant as a reference or endorsement letter, but simply as a letter confirming the student’s status.
A document showing at least the following details about the national or international conference or specialized meeting sponsored by recognized professional organizations, where the applicant has or will be presenting their paper (this can be a printout of the conference or meeting’s website home page, for example):
- Website link
- Full title of conference or meeting
- Location
- Dates
A document that proves the paper has been submitted and also accepted at the conference or meeting and that the paper is single-authored by the applicant, or (in case the paper has multiple authors) that the applicant is the lead presenter of the paper at the conference or meeting. The applicant’s name, title of the paper, and conference or meeting appearing in this document must match the other information submitted.
If the meeting or conference is held before the submission deadline (November 15): Proof of the paper presentation (e.g., a copy of relevant pages of the program or proceedings including clear identification of which specific event at which the applicant presented the paper).
A copy of the full paper presented at the conference or meeting (no page minimum or maximum, nor formatting).

The applicants’ full paper will be assessed using the following evaluation criteria:

Writing clarity and quality – 25%
Problem statement and literature review -15%
Research design and reasoning – 30%
Originality and relevance of the work in SA/GISS – 30%

Apply now

AAG-IGIF Graduate Research Award

To support a research proposal by a graduate student in any area of spatial analysis or geographic information science or systems (SA/GISS), the AAG will award one or more grants of up to $600. In 2025, AAG will award up to twelve (12) $600 AAG-IGIF Graduate Research Awards.

Graduate Research Award funds may be used for costs associated with research activities, such as software licenses, research equipment, publication or other fees associated with research activities. Graduate Research Award funds may not be used to cover costs already covered by other scholarships or awards received from other sources.

Eligibility

Full-time student.
Currently registered at a duly accredited and recognized college, university or other educational institution located within the United States of America.
Enrolled in a graduate program at their educational institution providing either a degree or an explicit specialization in some area of applied spatial analysis or geographic information science or systems (SA/GISS).

Submission Requirements

A letter from the applicant’s faculty advisor of no more than 1 page and on letterhead, in which the advisor confirms that the applicant is a full-time student, in good standing, and enrolled in their SA/GISS program, and that they support the proposed research. The letter is not meant as a reference or endorsement of the applicant, but simply as a letter in which the advisor (1) confirms the student’s status, and (2) confirms their support for the research proposed by the applicant.
A research proposal that is no more than four (4) pages long, single spaced that includes the following:
- Statement of problem and relevancy
- Context of proposed research in the literature
- Methodology/research design
- Anticipated results and significance of such results
- Research Timeline (timelines should start Jan 1, 2026, and end Dec 31, 2026).
- Proposed Research Budget (describe how award funds will be used within one (1) year).

The applicants’ proposal will be assessed using the following evaluation criteria:

Faculty advisor’s support for the research proposed – 15%
Writing clarity and quality – 25%
The problem statement and relevance of the research – 10%
Context of the proposed research within the literature – 10%
Originality of the research design – 10%
Validity and effectiveness of the research design – 10%
Realistic nature of the research timeline – 10%
Alignment of research budget with research activities – 10%

Apply now

AAG-IGIF Scholarship Award

In support of undergraduate and graduate students pursuing a career in any area of spatial analysis or geographic information science or systems (SA/GISS), the AAG will award one or more $1,200 awards. In 2025, AAG will award up to twenty-one (21) $1,200 AAG-IGIF Scholarship Awards.

Scholarship Award funds can be used for:

Support of student travels to national and international symposia or specialized meetings sponsored by recognized professional organizations supporting activities associated with specific aspects of spatial analysis or geographic information science and systems (SA/GISS). The term “support of student travel,” means costs of transportation, accommodations, meals, and any other costs or expense reasonably related to travel for attendance at such meetings.
Tuition, books, equipment, laboratory or other fees of full-time students at a duly accredited and recognized college, university or other educational institution located in the United States of America.

Scholarship Award funds may not be used to cover costs already covered by other scholarships or awards received from other sources.

The Scholarship Award funds must be expended within one (1) year of the award date.

Eligibility

Full-time student.
Currently registered at a duly accredited and recognized college, university or other educational institution located within the United States of America.
Enrolled in an undergraduate or graduate program at their educational institution providing either a degree or an explicit specialization in some area of applied spatial analysis or geographic information science or systems (SA/GISS).

Submission Requirements

A curriculum vitae of the applicant of no more than 2 pages.
A letter from the applicant’s faculty advisor of no more than 1 page and on letterhead, in which the advisor confirms that the applicant is a full-time student, in good standing, and enrolled in their SA/GISS program, and shares the promise they see in the applicant’s career goals.
A statement of no more than three (3) pages in length which may be supplemented, if necessary, by no more than two (2) pages of supporting illustrations. The statement should include:
- Applicant’s introduction and professional interests
- Applicant’s career goals
- How the award funds will be used and how that will assist in meeting career goals.

The applicants will be assessed using the following evaluation criteria:

Faculty advisor’s letter – 15%
Writing clarity and quality of the applicant’s statement – 25%
Alignment of career goals within SA/GISS – 30%
Alignment of the use of funds with career goals – 30%

Apply now

Pitas and Passports: Arab Foodways in the Windsor-Detroit Borderlands

January 8, 2025

Resources

NSF Announces Transdisciplinary Track in HEGS Program

December 15, 2024

The Human-Environment and Geographical Sciences (HEGS) program at the U.S. National Science Foundation has published a new solicitation (NSF 25-507). Proposals submitted after October 1, 2024 should follow the new solicitation.

HEGS supports basic scientific research about the nature, causes, consequences or evolution of evolution of the spatial dimensions of human behaviors, activities, and dynamics as well as their interactions with environmental and social processes across a range of scales. The new program solicitation welcomes proposals that address these issues with empirically grounded, theoretically engaged, methodologically rigorous, and generalizable research that advances geographical and geospatial sciences.

Competitive HEGS proposals should advance fundamental geographic theory and geospatial methods with rationale to support the falsifiability of hypotheses, clear and rigorous sampling and analytical methodology, establishing validity, and generalizability to broader contexts. Regular HEGS awards range from $100,000 to $500,000, inclusive of indirect costs. Budgets must be commensurate with proposed activities and must directly support the objectives of the research. Budgets above $500,000 may sometimes be possible for proposals that are co-reviewed with other NSF programs. Prospective PIs are encouraged to contact non-HEGS program directors to discuss co-review possibilities and programmatic fit. Budget requests are reviewed carefully at all stages of the evaluation process, and proposals with budgets that are justified and appropriate to the scope of the project are prioritized. Submitters of proposals are encouraged to consult the NSF awards database for perspective on the range of budget requests that characterize the program.

A new track for proposals, Transdisciplinary REsearch in Environmental Social Science (TREES), provides funding to support research that integrates social science and environmental science to advance social sciences in understanding the complex interactions between people and the environment. TREES proposals submitted to HEGS should fuse multi-disciplinary perspectives, theories, and methods to advance the science of socioenvironmental systems and basic human-environmental and geographical sciences.TREES awards are expected to be 3–4 years in the range of $200,000–$250,000 per year.

If PIs are uncertain of the fit of a prospective project for the HEGS program (or other NSF programs), they may send a concept outline of 1 to 2 pages describing 1) the research questions and objectives, 2) theoretical foundations, 3) data collection plans, including sampling considerations, 4) analytical plans, and 5) the anticipated budget request to HEGS Program Directors ([email protected]).

HEGS depends on the willingness of qualified reviewers to provide helpful advice to NSF program directors on the merits of the proposals and constructive comments for PIs to improve their projects. Reviewers also benefit from gaining first-hand knowledge of the peer review process, learning about common problems with proposals, discovering strategies to write strong proposals, and, if serving on a panel, having dynamic and insightful discussions with other reviewers. Anyone interested in reviewing HEGS proposals please email HEGS Program Directors ([email protected]) with a short bio and a CV.

Geoffrey Martin

Geoffrey J. Martin was born on March 9, 1934, in Ilford, Essex, England, and passed away on October 7, 2024, in Woodbridge, Connecticut.

Martin dedicated his life to the study and teaching of geography, specializing in the history of geographic thought. He taught as Professor Emeritus at Southern Connecticut State University for over 30 years beginning in 1966, and served as the official archivist for the American Association of Geographers (AAG) for over three decades.

Leading geography historian and AAG Archivist Geoffrey Martin gave rare glimpses into the history of geography to a near-capacity crowd honoring his career on Thursday, January 21, 2016, in the Geography and Map Division at the Library of Congress in Washington, D.C. Credit: Becky Pendergast

His meticulous research and passion for the history of geography were evident in his numerous publications. As a young academic, Martin was drawn to three figures in American geography, who had shaped the discipline in the first half of the twentieth century: Mark Jefferson, Ellsworth Huntington and Isaiah Bowman. All studied at Harvard under William Morris Davis, the man who played a founding role in the establishment of the academic discipline in America. Mark Jefferson: Geographer (1968), Ellsworth Huntington: His Life and Thought (1973), and The Life and Thought of Isaiah Bowman (1980) are considered some of his most influential work that provide deep insights into the evolution of geographical thought in the United States.

Geoffrey Martin shows a brand-new copy of his book, American Geography and Geographers: Toward Geographical Science, during the international reception at the 2015 AAG annual meeting held in Chicago. Credit: Becky Pendergast

Following the publication of this trilogy, Martin then set out on a grander project: to tell the larger story of American geography and geographers: American Geography and Geographers: Toward Geographical Science. Covering the period from 1870 to 1970, Martin took 17 years to research and write this publication. It is a testament to Martin’s meticulous attention to detail — pursuing every lead, uncovering every possible manuscript, and tracking down every living person to interview. This publication was unanimously selected as the inaugural recipient of the Humboldt Book Award for Enduring Scholarship in Geography from the AAG Review of Books. Those who knew him professionally knew that this book fulfilled his ultimate professional goal—to offer as complete a history of American geography as had been attempted to that point.

Beyond his scholarly achievements, Martin was known for his generosity and mentorship. He inspired countless students and colleagues with his enthusiasm and commitment to the discipline. In the course of more than five decades of research, he visited 17 countries, consulted 300 archival holdings, accumulated 115,000 manuscripts, and personally corresponded with more than 100 people.

His interests surpassed being a professor. He earned money as a road gang laborer, itinerant chess player in chess cafes in London and New York, substitute grade-school teacher, professional wrestling announcer, and assistant to a poisonous snake catcher in the Everglades. As a chess player, he was in the Guinness Book of World Records for decades for a simultaneous display he did while still in the UK against 142 opponents.

The loss of Dr. Geoffrey Martin is deeply felt by all who had the privilege of knowing him. His contributions have not only enriched our understanding of the discipline’s history, but his legacy will continue to influence the field of geography for generations to come.

See All Memorials

Resources

TLC GRAM Toolkit Template

August 1, 2024

Perspectives

Revolutionary Geographical Lessons from Mississippi Freedom Schools

July 4, 2024

Two young African-American girls look down from window in front of the Freedom School Photo by Ken Thompson, ©The General Board of Global Ministries of The United Methodist Church, Inc. Used with permission of Global Ministries.

Freedom School Photo by Ken Thompson, ©The General Board of Global Ministries of The United Methodist Church, Inc. Used with permission of Global Ministries.

By Derek H. Alderman, University of Tennessee and Joshua Inwood, Pennsylvania State University

The 60th anniversary of Freedom Summer is upon us. In the summer of 1964, several civil rights organizations, with the Student Non-Violent Coordinating Committee (SNCC) often leading the way, carried out a bold campaign uniting volunteers from across the country with oppressed, often forgotten, communities in Mississippi. This effort not only combated racial discrimination but also led to widespread changes, including expanding American democracy. The campaign’s grassroots, participatory approach empowered Black people through voter registration, community organizing, and education.

Freedom Schools were a transformative innovation of the Mississippi Freedom Project. SNCC workers and their local allies transformed churches, backyards, community centers, and other meeting places in Black communities into 41 Freedom Schools that served over 2,500 students of color. These schools provided a powerful alternative to a segregated and poorly funded state-run school system that sought to reproduce passive and demoralized Black communities—what SNCC organizer Bob Moses called the “sharecropper education.” Freedom Schools have their origin in the history of Black citizenship schools and a tradition of educational self-determination and “fugitive pedagogy” in the face of severe oppression dating back to the days of enslavement.

Freedom Schools met the basic educational needs of Black youth long denied an adequate education under racial apartheid. These schools also fostered African American creative expression, critical thinking, and appreciation for Black history and literature. These insurgent classrooms were spaces of open dialogue, encouraging students to question and challenge the ideologies and effects of racism, white supremacy, and inequalities in U.S. society. They built the self-esteem and activist skills necessary for students to participate in their own liberation. Historian Jon Hale notes that many Freedom School students worked to integrate public spaces and businesses, organize demonstrations and boycotts, and canvass communities to encourage voter registration. Although these schools operated for just six weeks in the summer of 1964, they proved influential in creating a revolutionary cadre of young Black Mississippians ready to take on the role of citizen leaders in their communities. Freedom Schools have continued to inspire educational models of social justice that are still found today.

Although scholars have often overlooked this fact, Geography was a pivotal part of the Freedom School curriculum. Freedom Schools offered revolutionary spatial learning and inquiry, focusing on Black students and their families’ often-ignored struggles and needs. Though not explicitly stated, the curriculum developers sought to spur students to develop an ‘anti-racist regional knowledge.’ This regional knowledge was not just a collection of facts and figures but a tool for understanding and challenging the power relations undergirding the building of the Deep South as a racially unjust region. It was an embodied and visceral form of geographic learning in which SNCC empowered students to reflect on their personal experiences with Jim Crow discrimination and identify the social and geographic forces behind their oppression. Running through the Freedom School curriculum was an idea made popular many years later by Clyde Woods, who argued that racialized underdevelopment in the South did not simply happen. It resulted from a monopoly of white power, what Woods called the “plantation bloc,” arresting the development opportunities of Black people – even as these oppressed communities found ways to survive and create.

Clyde Woods…argued that racialized underdevelopment in the South did not simply happen.

In our National Science Foundation-funded research, we have examined the Freedom School curriculum closely regarding geographic education, finding that these pedagogical ideas went beyond how Geography was taught in many schools and universities at the time. While top academic geographers in 1964 debated how to make the field more scientifically precise and the merits of systematic versus regional approaches, SNCC was in Mississippi creating course content that directly connected U.S. racism and segregation to broader regional and national analysis and putting its organic geographic intellectualism in the service of racial equality. The disconnect between Geography in Freedom Schools and what was practiced by ‘professional geographers’ speaks not just to the path-breaking nature of Freedom Summer but also to the complicity of our disciplinary spaces and practices in historically ignoring and excluding Black communities.

Along with colleagues Bethany Craig and Shaundra Cunningham, our paper in the Journal of Geography in Higher Education delves into Freedom Schools as a neglected chapter in geographic education. We highlight the curricular innovations they deployed in producing geographic knowledge accountable to Black experiences, communities, and places. Freedom School curriculum called on students to critically use geographic case studies to conduct regional comparisons — both within the U.S. and internationally — to situate Mississippi and the South within broader racial struggles and human rights geographies to raise the political consciousness and expand students’ relational sense of place.

At Freedom Schools, students developed skills using data from the U.S. Census and other sources to understand racial disparities in income and housing across communities in Mississippi and concerning their own families. Freedom Schools engaged students in interrogating the material landscapes of inequality to ask probing questions about the unjust distribution of resources from place to place. The curriculum frequently used maps, not just as passive locational references. Black students were given opportunities to produce “power maps,” which charted the social and spatial connections and networks between institutions and influential people undergirding the oppressive conditions in their community. Plotted on these unconventional but important cartographies were the larger geographic scales of power driving white supremacy—from the local to the national.

The disconnect between Geography in Freedom Schools and what was practiced by ‘professional geographers’ speaks not just to the path-breaking nature of Freedom Summer but also to the complicity of our disciplinary spaces and practices in historically ignoring and excluding Black communities.

As the nation remembers Freedom Summer, we encourage colleagues to delve into the revolutionary Geography lessons at work in Freedom Schools. This curriculum offers a window into the Black Geography knowledge production that always undergirded the Civil Rights Movement. It is an essential counterpoint to popular treatments that give too little attention to the intellectual labor and sophisticated planning behind the Movement. Black geographies of education, such as those found in Freedom Schools, provide an important avenue for recovering too easily forgotten activists and activism and how educational reform remains unfinished civil rights work.

Yet, examining the Freedom School curriculum is of more than historical importance. It directly inspires a question of importance to contemporary geography educators: How can we design a curriculum that serves not just the intellectual debates and interests of the field but responds directly to the everyday experiences, needs, and well-being of students and others from historically marginalized groups? When we publish critical research on equity and social justice, do we actively consider how that scholarship could translate to and impact educational praxis? As our field struggles with addressing issues of Diversity, Equity, and Inclusion (DEI) and broadening participation as well as the relevance of Geography in an environment of education retrenchment, it is essential to note that students of color yearn for an educational experience that responds to their humanity and daily struggles.

Toward a Geography of Freedom

Freedom Schools provoke us to ask: Are we doing enough to articulate a vision of geographic education that addresses and intervenes in the struggle for freedom? Do we project within our classrooms a geographic perspective that helps historically excluded student groups make sense of and challenge their oppression and recognize their historical and contemporary contributions to building the nation and the wider world? As a discipline, are we doing what Freedom Schools did in helping our students develop the skills to identify and resist structural inequalities?

More and more geographers are committed individually and departmentally to these questions. Still, Freedom Schools provokes us to consider whether a more systemic approach is needed to rebuild Geography education and curriculum. Freedom Schools provide a moment for our field to re-evaluate and broaden what counts as geographic learning, whose lives matter in our curriculum, and what social and political work geographic pedagogy should accomplish. Several years ago, a group of educational specialists developed a set of widely distributed National Geography Standards called Geography for Life, which stops short of prominently promoting peace, social and environmental justice, and anti-discrimination. Don’t we need a new set of curricular standards borrowed from 1964 Mississippi, called Geography for Freedom?

Black geographies of education, such as those found in Freedom Schools, provide an important avenue for recovering too easily forgotten activists and activism and how educational reform remains unfinished civil rights work.

Crafting a Geography for Freedom curriculum should be a shared responsibility and involves collaborating with K-12 educators. Our K-12 colleagues have been hit especially hard by growing pressure from states, school districts, and parents to limit the very kind of discussions about racial injustice once held sixty years ago in Freedom Schools. Many university professors wrongly assume that their jobs and programs in higher education are somehow separate from and not impacted by Geography at the primary and secondary levels. The chilling, if not the absolute loss, of the right to tell and teach truths in classrooms can spread to higher education, and there are signs that it already has done so.

Reforming and rewriting the geographic curriculum taught at educational institutions is crucial. Yet, the Freedom Schools’ legacy of operating independently of and in opposition to the state should provoke us to expand the spatial politics of where teaching and learning happen. It is necessary to move beyond the traditional classroom to develop a Geography for Freedom curriculum within what Jacob Nicholson calls “alternative, non-formal educational spaces” — whether that be teach-ins, reading and writing groups, afterschool and summer programs, teacher advocacy workshops, people’s schools or assemblies, mobile geospatial/citizen science labs, community radio shows, film screenings, or producing zines, infographics, and pamphlets.

Looking back upon Mississippi’s Freedom Schools and ‘discovering’ the role that Geography played in its educational activism should not be a feel-good moment for us in academic or professional geographic circles. Instead, it should push us to engage in a sober reckoning about what more our field can and should do to embrace the ideals and spatial imagination of Freedom Summer. We are 60 years behind, and it is time to catch up.

Perspectives is a column intended to give AAG members an opportunity to share ideas relevant to the practice of geography. If you have an idea for a Perspective, see our guidelines for more information.

Philip W. Porter

We mourn the passing of, but also celebrate the life of, Philip (Phil) Wayland Porter, a stalwart member of the University of Minnesota’s Department of Geography between 1958 and 2000. Phil died in Hanover, New Hampshire on April 24, 2024, just two miles from the place of his birth, surrounded by his family (predeceased by his lifelong life partner Patricia Garrigus Porter in December 2021).

Phil was born on July 9, 1928, in Hanover, the son of Wayland R. and Bertha (La Plante) Porter. He graduated from Kimball Union Academy in 1946, where his father taught mathematics and physics and his mother was a librarian. He then earned his A.B. in Geography at Middlebury College in 1950 (where he also was on the ski-jumping team), his M.A. at Syracuse University in 1955 (after two years in the U.S. Army, 1952-4), and his Ph.D. from the London School of Economics in 1956 (“Population Distribution and Land-use in Liberia”). He immediately joined the University of Minnesota department as an instructor, then assistant professor, advancing to associate professor in 1964 and professor in 1966. He chaired the Department of Geography (1969-71), directed the University’s Office of International Programs (1979-83), served on the National Academy of Sciences Committee on Space Programs for Earth Observations (1967-1971) and was a liaison officer for Midwest Universities Consortium for International Activities (1979-1983).

Phil’s first and enduring scholarly commitment was to understanding Indigenous agricultural practices in east Africa, undertaking career-long ethnographic fieldwork, initially with anthropologists, that began with Walter Goldschmidt’s Culture and Ecology in East Africa Project (1961-2). He taught at the University of Dar Es Salaam for two years (1971-73), overlapping with members of the influential The Dar es Salaam School of African History, introducing his daughters to rural African life through many trips in their Land Rover. This scholarship was summarized in two monographs: Food and Development in the Semi-arid Zone of East Africa (Syracuse: 1979) and Challenging Nature: Local Knowledge, Agroscience, and Food Security in Tanga Region, Tanzania (Chicago: 2006). In recognition, he received the inaugural Robert McC. Netting Award from the AAG Cultural and Political Ecology Specialty Group in 1999. His quiet but firm personal and intellectual support was vital for those students seeking to make a better world.

Phil’s interests in geography ranged far and wide. He was intrigued with John K. Wright and the geography of ideas. He was a passionate and innovative cartographer. Among his many published articles, he wrote on economic potentials, the point of minimum aggregate travel, the impact of climate on human activity, human ecology and agro-ecological modeling. During the last three decades of his career, he became particularly interested in critical development studies. This began with an AAG Resource Paper with Anthony de Souza, “The Underdevelopment and Modernization of the Third World” (AAG: 1974), was deepened through his annual undergraduate course on development, and culminated in the textbook A World of Difference (Guilford: 1998, 2008, with Eric Sheppard, Richa Nagar and David Faust). Former colleagues and advisors have described him as a “towering scholar”, “one of the most amazing polymaths and ‘renaissance men’ I’ve ever met”, “incredibly gracious”, and “genuinely curious rather than threatened by new ideas.”

Phil was a quietly reliable anchor of the department, with the capacity to talk with anyone and a puckish sense of humor. His students adored him, graduate and undergraduate alike, queueing outside his office to seek out his wisdom and bathe in his invariable support. He developed an innovative introductory course, in which students were asked to rotate the globe to a new north pole of their own choosing and tasked as teams to produce and rationalize an atlas reconstructing its human and physical geography of this hypothetical globe. The course on “Third World Underdevelopment and Modernization” was similarly made unforgettable by Phil’s extraordinary teaching style. David Faust, who had a chance to serve as a TA and co-instructor for this course, recalls:

“One day Phil would walk into the classroom and remark, ‘I want to show you something from one of my ancestors. Pay careful attention, because this is from one of your ancestors, too.’ He would hold out what appeared to be an ordinary rock. ‘This is a hand axe. You hold it like this. Try it.’ And he would pass it around. Another day he would enter the class carrying a rickety wooden turntable and a couple of bricks. He would ask for a volunteer to stand on the turntable, take a brick in each hand and be spun, extending their arms to make the spinning slow, and bringing them close to their chest to speed up the spinning, just as a figure skater does. This was to demonstrate conservation of angular momentum as part of a lesson about atmospheric circulation.”

Regents Professor Emeritus Eric Sheppard, lead author of this memorial, recalls:

“I first met Phil when I interviewed for the position at Minnesota in 1976. I had no idea who he was when I arrived; a young, overconfident quantitative turk. The only names familiar to me were Fred Lukermann, John Adams and Yifu Tuan, I was here to transform the department. Prior to my talk, the graduate students took me out for a liquid lunch at what was then Bulwinkles, after which I was put in the chair’s office to prep my presentation on geographic potentials (the topic of my Ph.D.). Idly leafing through old copies of the Annals, I was shocked & disconcerted to find a paper authored by Phil and Fred on … geographic potentials. Needless to say, this was a bit embarrassing. I managed to get through the talk with both Phil or Fred being nice enough not to mention their paper (which I had not read; my article on this topic also appeared in the Annals a couple of years later, after it had been rejected and my advisor had prevailed on the editor, John C. Hudson, to change his mind). In the end it was the department that transformed me, and Phil played a key role. I spent the last decade of my career doing the same kind of qualitative research that characterized his lifelong scholarship.”

Former Ph.D. advisee Richa Nagar notes: “Phil played a major role in molding me as a learner, an educator, and a human, and he taught me to better appreciate the unpredictable poetry of the world we live in.” She recalls a moving incident from Fall 1990:

“Phil’s class on ‘Geography of Africa’ inspired me to undertake a directed study with him on the history of Asian communities in East Africa. That same quarter, I also committed to a two-quarter long course sequence in ‘Historical Sociology’ with Ron Aminzade and Barbara Laslett, who required the students to study primary research documents during the second quarter. I came across an article with a footnote which stated that Robert Gregory, a retired professor at Syracuse University, had boxes full of interviews that his students had conducted with Asians in Kenya, Uganda, and Tanzania in the 1970s. I shared my wish with Phil in our directed study meeting, ‘I would’ve loved to examine those interviews for my Historical Sociology assignment.’ A week later I found a check from him in my department mailbox. It had a Post-it note: ‘Go book your plane ticket to Syracuse and read those interviews.’ I went to Phil in disbelief and asked why he had given me the check. He said, ‘I have some research money but your research is more important at this time. This is your Christmas present.’”

The annual Christmas parties, hosted by Phil and his wife Pat, were the major departmental social event of the year drawing almost everyone to feast and even sing carols, irrespective of their religious affiliations. His annual party invitations were also legendary; each year he would pick a letter of the alphabet, plumb his well-thumbed dictionary, and write a page-long invite using words only beginning with that letter.

Phil’s other abiding passion was music, particularly choral music by J.S. Bach. He regularly sang and performed with Pat, organist and choir director at Minneapolis’ First Congregational Church (1957-1971) and then Grace University Lutheran Church (1976-2000). In choirs, the other basses competed to sit nearby so that they could rely on his ability to read music and sing the right notes. After retirement, Phil and Pat returned to New Hampshire, where their lives alternated between scholarly senior living near Dartmouth College, and summers in the sprawling family cottage on Lake Sunapee. He is survived by three daughters, Janet E. Holmén, Sara L. Porter, and Alice C. Porter, as well as five grandchildren and two great grandchildren.

This memorial was contributed by Eric Sheppard, Richa Nagar, and Abdi Samatar on behalf of the Department of Geography, Environment, & Society, University of Minnesota.

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Perspectives

Community College Geography and Geographers: An Opportunity for Elevating the Discipline

May 7, 2024

Apples lined up on a flat surface; Credit: Isabella Fischer, Unsplash

By Mike DeVivo
Grand Rapids Community College

Often underemphasized in higher education is the important role played by community colleges, which continue to be responsible for the education of 38% of all American undergraduates enrolled in public colleges and universities. Although David Kaplan’s presidential address and the AAG strategic plan have accentuated their importance, two-year institutions largely remain an untapped resource for our discipline. Enlisting community college faculty as fellow partisans engaged in the fight to keep geography as an imperative discipline on the higher education landscape has merit, for enrollment declines have occurred across the U.S. and geography programs remain at risk of termination; in many regional institutions, which nationwide have seen a 4% drop in enrollment during the past decade, this is a critical issue. Moreover, community colleges do much in contributing to the mission of advancing justice, equity, diversity, and inclusion.

The demographic attributes of community college students contrast sharply with those in traditional institutions of higher learning; 30% are first generation, 16% are single parents, 5% are veterans, and 21% have disabilities. In terms of undergraduate underrepresented populations overall, community colleges enroll 52% of Native Americans, 48% of Hispanics, 39% of Blacks, and 34% of Asian Pacific Islanders. For a majority of community college students, working one or two jobs while pursuing studies is a way of life.

Community college transfer students make up 20% of the overall undergraduate enrollment in public four-year institutions; in California, it is 25%, and in Florida, it is 33%. Once community college students have transferred to four-year institutions, their retention rate of 81% is higher than that of other transfer students, as well as those who began as freshmen; 68% of associate degree recipients are awarded bachelor’s degrees within four years of entering their selected transfer institution.

Although the average student in a two-year institution is 28 years of age, community colleges are also responsible for the education of many high school students; 34% of secondary school students complete college courses prior to their high school graduation. The number taking geography courses at community colleges is not small, and their interest in pursuing geography as a major at four-year institutions is growing. Certainly, their exposure to the discipline contributes to an expansion of geography majors in transfer institutions, as does the exposure of our field to the non-traditional students making up the lion’s share of enrollment in community colleges.

Non-traditional students are increasing in importance as traditionally aged college students are declining. The National Center for Education Statistics has forecasted a 2.1% decrease in high school student enrollment between 2020 and 2030; further declines are likely in the following decade. Geography programs in both two-year and four-year institutions stand to benefit much from establishing close partnerships, which is likely to increase undergraduate enrollments in each; but it is more than just a numbers game. Expanding the presence of geography enhances opportunities to diversify the discipline, demonstrate its value to society, and educate knowledgeable public citizens. As the onus of responsibility in building these relationships must be placed equally upon the shoulders of the faculty at both two-year and four-year institutions, discussed below are some prudent considerations.

General Education and Transfer. Geography can play an important part in the general education curricula of the institutions in which the discipline persists, for unlike most disciplines, geography courses can be listed among those meeting Social Sciences, Natural Sciences, and Diversity requirements. Moreover, general education course enrollments often validate the presence of geography programs and provide opportunities for attracting majors. Expanding the number of general education geography courses at four-year institutions increases the discipline’s exposure, and developing corresponding courses at two-year institutions does the same. Ensuring their transferability is imperative.

Distance Education. Enhancing distance education at both community colleges and their corresponding transfer institutions is a must; creation of online, hybrid, and short-term residency courses can accommodate student needs. More than 40% of community college students complete most of their coursework online, and for some it is a necessity; 12% do not have the means to commute to the classroom and 9% must care for a family member. As bachelor’s degree distance education programs in geography are limited, developing affordable options to meet the needs of community college transfer students brings considerable benefit to the discipline.

Teaching and Mentoring. Not only is interactive engagement expected, but teaching and mentoring are also attributes that enhance learning, such as empathy, understanding, and compassion. Likely, most college students are characterized by three or more adverse childhood experiences, which can markedly affect academic performance. Faculty are tasked with adopting some level of flexibility while also maintaining academic rigor. By establishing mutually respectful academic relationships, geography faculty in community colleges can assist promising students to gain awareness of the opportunities the discipline has to offer, which should not only include entry-level employment prospects, but also graduate school assistantships and fellowships. Of course, collaboration with transfer institutions does much to facilitate success.

GTU & VGSP. As one of the few honor societies endorsed by the Association of College Honor Societies that charters chapters in community colleges, Gamma Theta Upsilon’s presence can play a role in elevating the status of geography. A GTU chapter not only enhances the visibility of the discipline, it provides students a forum in which they can plan conference presentations, raise funds for travel, and make contributions to the local community, such as spearheading food drives for children in poverty, and engaging in service in other ways. Moreover, the Visiting Geographical Scientist Program, administered by the AAG and funded by GTU, provides an opportunity for faculty and students in two-year and four-year institutions to collaborate in co-hosting visiting speakers. These kinds of partnerships can be effective in recruitment of majors and showcasing geography to administrative leaders and members of the public. As two-year institutions tend to have close ties to local communities, community college geographers can play an important role in facilitating the town and gown relationships with geography faculty in local four-year institutions.

Academic Conferences. Annual meetings of the AAG in addition to those of its regional divisions, and state geographical societies (e.g., California Geographical Society) provide opportunities for faculty and students from academic institutions of all types to confer, present their research, and engage in the relationship-building that contributes to the success of academic geography.

Indeed, the AAG plays a critical role here, for among other things, elevating the discipline tasks the organization’s leadership to elevate the status of regional division annual meetings. Moreover, the organization must demonstrate both vitality and value to all academic geographers, many of whom have been on the hinterlands of American higher education for years. Urgent action is needed to address some of the 21st century changes in higher education that can adversely impact academic geography and the “health” of departments.” Developing community college-university alliances will not resolve all—or even most—issues facing geography programs; but these kinds of partnerships carry the potential to do a lot in the shaping of healthy departments.

References

American Association of Geographers. 2023. AAG Strategic Plan: 2023-2025. Washington, DC: American Association of Geographers.

American Association of Geographers. 2022. The State of Geography. Washington, DC: American Association of Geographers.

American Association of Community Colleges. 2023. Fast Facts 2023.

Brenan, M. 2023. Americans’ Confidence in Higher Education Down Sharply. Gallup (11 July).

Fry, R & Cilluffo, A. 2019. A Rising Share of undergraduates are from Poor Families, Especially at Less Selective Colleges. Pew Research Center (May).

Gardner, L. 2023. Regional Public Colleges are Affordable—but is that enough to draw students? The Chronicle of Higher Education: 28 July.

Kaplan, D. 2023. Who Are We? Redefining the Academic Community. Annals of the American Association of Geographers 113 (8): 2003-2012.

National Center for Education Statistics. 2024. Digest of Education Statistics, 2022. Washington, DC: US Department of Education.

Velasco, T. et al. 2024a. Tracking Transfer: Community College Effectiveness in Broadening Bachelor’s Degree Attainment. New York: Community College Research Center.

Velasco, T. et al. 2024b. Tracking Transfer: Four-Year Institutional Effectiveness in Broadening Bachelor’s Degree Attainment. New York: Community College Research Center.

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