2018 AAG Award Recipients Announced

The American Association of Geographers congratulates the individuals named to receive an AAG Award. The awardees represent outstanding contributions to and accomplishments in the geographic field. Formal recognition of the awardees will occur at the 2018 AAG Annual Meeting in New Orleans during the AAG Awards Luncheon on Saturday, April 14, 2018.

2018 The AAG Stanley Brunn Award for Creativity in Geography

The AAG Stanley Brunn Award for Creativity in Geography is given annually to an individual geographer or team of geographers that has demonstrated originality, creativity and significant intellectual breakthroughs in geography. The award includes a prize of $1,000.

Mei-Po Kwan, University of Illinois Urbana-Champaign

Mei-Po Kwan, Professor of Geography and Geographic Information Science at the University of Illinois at Urbana-Champaign, is one of the most creative and transformative geographers of our time. Her research has made groundbreaking theoretical contributions to health, mobility, urban, and transportation geographies as well as broadly to geographic information science (GIScience). Kwan’s articulation of the uncertain geographic context problem highlights a fundamental methodological problem in all studies that examine the effects of area-based environmental variables on individual behaviors or outcomes. The problem is now widely recognized as a significant issue in social science, health, and environmental science, in addition to geographic and GIScience research.

Combining empirical research with original theory, Kwan has continuously developed and advanced paradigm-shifting ideas (e.g., feminist visualization, hybrid geographies, affective GIS, and algorithmic geographies) that profoundly challenge how geographers think about disciplinary dynamics, geographic method, and core tendentious binaries in the discipline (e.g., quantitative vs qualitative geography; GIScience vs social theory). Kwan’s work on space-time accessibility fundamentally altered our understanding of the methods used to study access by underprivileged populations to urban facilities and opportunities. She also played a key role in the integration of GIS with qualitative methods, and pioneered the development of a GIS-based approach to narrative analysis (i.e., geo-narrative) that has advanced qualitative methodologies in significant ways.

The AAG Stanley Brunn Award for Creativity in Geography is bestowed annually on an individual geographer or team that has demonstrated originality, creativity, and significant intellectual breakthroughs in geography. The award honors those who have a sustained, impressive and recognized record of creative and cutting-edge work, who have made significant contributions to new geographic methods or ways of thinking, or who have introduced new and meaningful ways of thinking about human/environment relations at local or global scales. Mei-Po Kwan is the sixth recipient of the award. Previous recipients of the Stanley Brunn Award are David Harvey (2017), Michael Goodchild (2016), Susan Hanson (2015), Robert B. Kates (2014), and Yi-Fu Tuan (2013).

The 2018 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.

Noah Irby, University of North Dakota

2018 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.

David Kaplan, Kent State University

The Committee on the Status of Women in Geography and the Enhancing Diversity Committee unanimously elected to award David Kaplan the 2018 AAG Susan Hardwick Excellence in Mentoring Award. David Kaplan is an exceptional mentor, serving as principal advisor to at least 26 master’s thesis student committees and 11 PhD student committees, along with serving on the committees of dozens of other student projects. He has a proven track record of successfully graduating students and setting them off into academic or other positions. One of his more recently graduated PhD advisees calls him a “lifelong advisor” who has “enduring and genuine concern” for his students. In addition, his support of junior peers both at his institution and elsewhere, speaks to his commitment to offer sound counsel and valuable information to others in order to advance and develop their own paths to academic and professional success. A colleague of Kaplan’s writes, “His insightful comments have been very beneficial for my research and later career….His continuous support has been critical for my professional development”.

David Kaplan’s direct efforts both through publications and external funding, as well as his extraordinary dedication and service to his department, institution, and the AAG, exemplify the many ways that he is committed to enhancing diversity and inclusion in the discipline of geography.  For these reasons, we are pleased to present the 2018 Susan Hardwick Excellence in Mentoring Award to David Kaplan.

2018 Enhancing Diversity Award

The AAG Enhancing Diversity Award honors those geographers who have pioneered efforts toward, or activelyparticipate in efforts towards encouraging a more diverse discipline.

Banu Gökarıksel, University of North Carolina Chapel Hill

Dr. Banu Gökarıksel of the University of North Carolina – Chapel Hill has earned the gratitude and respect of students and colleagues alike for her unwavering commitment to mentoring, her dedication to encouraging young scholars to enter the field of geography, and the lasting impact from her leadership role as Director of Graduate Students (DGS). Despite her own recent immigrant status, her position as one of the first women to get tenure in her department, and her prominent role as DGS, she has never hesitated to stand up for students and scholars who she felt were being marginalized. As DGS she has answered the call for Geography departments and faculty to recognize diversity not just through their recruitment policies, but also through supportive practices designed for a diverse graduate student population. Dr. Gökarıksel is able to translate feedback from her colleagues and students into impactful action. For example, after hearing graduate student concerns about cost of living, she facilitated conversations on summer funding. Within a few weeks, these conversations resulted in summer grants for several graduate students. Dr. Gökarıksel received her university’s most prestigious teaching award, the Chapman Award. This is partly due to her careful and thoughtful engagement with issues such as Islamophobia, xenophobia, and the associated forms of gender-based discrimination. Banu is a stellar example of someone who works both behind the scenes and in a leadership role, doing work that is often unrewarded and invisible. She has created lasting institutional change in her department through her work to retain and recruit women and scholars of color through mentoring and through her improvement of the graduate program. As co-editor of the Journal of Middle Eastern Women’s Studies she has created a venue that has diversified rigorous peer reviewed scholarship. Her commitments to enhancing diversity became even more apparent in her administrative efforts as a faculty member at UNC, where she works tirelessly to enhance the diversity of her department and the discipline. Dr. Gökarıksel was co-organizer for the 2017 Feminist Geography Conference, and clearly demonstrated her commitment to including diverse and marginalized voices. In the midst of the conference, the new US administration’s rules regarding entry to the United States from several Muslim majority countries were announced. Dr. Gökarıksel immediately mobilized efforts to remotely connect those newly banned participants. She also coordinated an effort among the feminist geographers present to support their colleagues’ scholarship, if they were unable to come to the United States. Dr. Gökarıksel has been selected to receive the AAG Enhancing Diversity Award not only because of these accomplishments, but because her actions provide a model for other AAG members invested in enhancing the diversity of our discipline.

2018 AAG Honorary Geographer

The AAG annually selects an individual as the year’s Honorary Geographer. The award recognizes excellence in research, teaching, or writing on geographic topics by non-geographers. Past recipients include Stephen Jay Gould, Jeffrey Sachs, Paul Krugman, Barry Lopez, Saskia Sassen and Maya Lin.

Robert Bullard, Texas Southern University

In making its selection, the Executive Committee of the AAG recognized the important foundational role that Dr. Bullard has played in the study of environmental and transportation justice and the skills he has shown in translating those ideas to policy makers and wider public groups. This work has been invaluable to scholars in geography, who increasingly address issues of inequality, spatial justice, and environmental racism. Bullard’s ability to mix advocacy with strong basic research is a model for many of us in geography.

2018 AAG Presidential Achievement Award

The AAG Presidential Award is given with the purpose of recognizing individuals for their long-term, major contributions to geography.   The Past President has the honor of bestowing this distinction on behalf of the discipline and the association.

Susan Cutter, University of South Carolina

The Presidential Achievement Award recognizes Dr. Cutter’s transformative research on disaster vulnerability/resilience science which has served as an important bridge between physical and human geography. Her leadership in disaster vulnerability/resilience research has both extended the reach of the discipline to other academic disciplines and to policy communities, and also brought new insights and approaches to geography. The award also recognizes Dr. Cutter’s early attention to issues of race, class and environmental justice and her role in bringing these important concerns to the discipline of geography. In addition, the award recognizes her many service contributions to the discipline and beyond, including her leadership as President of the Association of American Geographers and President of the Consortium of Social Science Associations.

Billie L. Turner, II, Arizona State University

The Presidential Achievement Award recognizes Dr. Turner’s transformative research on development of land use/cover change science which has served as an important bridge between physical and human geography, and between historic/prehistoric analysis and contemporary issues. His leadership in integrating geographical sciences with wider academic and policy concerns in the areas of global change, earth systems and sustainability science, and his early recognition of the importance of these issues to geography, is also recognized by this award. The award also recognizes Dr. Turner’s extensive contributions representing geography on important national and international bodies and initiatives including the International Geosphere-Biosphere Programme, the International Human Dimensions Programme, and the U.S. National Climate Assessment and Associate Editorship of the Proceedings of the National Academy of Sciences.

2018 The AAG Harold M. Rose Award for Anti-Racism Research and Practice

The Rose Award was created to honor Harold M. Rose, who was a pioneer in conducting research on the condition faced by African Americans. The award honors geographers who have a demonstrated record of this type of research and active contributions to society, and is awarded to individuals who have served to advance the discipline through their research, and who have also had an impact on anti-racist practice.

Laura Pulido, University of Oregon

Over her two and half decade career as a professional geographer, few scholars have impacted the study of race and the environment as much as Professor Laura Pulido. Her work is foundational to a whole generation of race scholars in geography and beyond, and her commitment to anti-racist practice is central to her work in the discipline. She has mentored countless students, junior faculty, and colleagues throughout her career, focusing on supporting scholars of color and scholars engaged in anti-racist research.

Professor Pulido’s work on environmental racism is path-breaking and documents the central role of geography in the continuing exposure of environmental hazards and the pivotal role of white privilege and white supremacy in the uneven geography of environmental hazard exposure. Also, her work on anti-racist activism in Southern California and her book Black, Brown, Yellow, and Left is a seminal piece of scholarship that has driven conversations in Geography and Ethnic and Racial Studies about race, politics and anti-racist activism. Through this work, she introduces the concept of “differential racialization” and opened space for a range of academic disciplines to think geographically about racial identity formation and the way racialization processes are impacted by and through geography.

In addition to these scholarly contributions, Dr. Pulido is tireless in her dedication to helping new generations of scholars enter into the field. Like Harold Rose himself, who mentored generations of students at UW-Milwaukee, Professor Pulido’s generous support of students and colleagues in geography is a vital part of her anti-racist praxis.

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Enacted Tax Bill Protects Tuition Waivers

A massive tax reform package signed into law by President Trump shortly before the holidays drew attention primarily for slashing corporate rates and amending individual filing rules.  The legislation, however, was also of significance for the higher education community.

The original bill that passed the House of Representatives included language that would have counted graduate student tuition waivers as taxable income.  This proposal drew significant protests and press criticism and was ultimately removed by House and Senate negotiators.  The AAG was actively involved in opposing the provision and keeping our student members and departmental leaders informed, and we are pleased with the outcome.

Separately, the new law will apply a new excise tax of 1.4 percent on investment income for certain private colleges.  Institutions with over 500 students and holding assets of $500,000+ per student will be affected.  It is estimated that this new tax will affect approximately 35 institutions including Harvard, Yale, Princeton, and Stanford and will generate close to $2 billion in revenue over ten years.  The House had proposed taxing additional colleges and universities, but Senate negotiators argued for the more narrow language.

Finally, it will bear watching how much of an impact the new law has on financial support for public institutions in high-tax states.  The legislation caps personal deductions of state and local taxes at $10,000, which could apply pressure on certain states to lower taxes.  This, in turn, could force these states to cut budgets, including for public higher-ed institutions.

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Educational GIS Activities in Africa

Over the past decade, most universities and some secondary schools across Africa have been exposed to geographic information system (GIS) technology. Teaching about and with GIS on that continent has been both challenging and rewarding.

On April 9, 2017, the panel session “Teaching GIS in Africa” was held at the Association of American Geographers (AAG) annual meeting in Boston. Esri organized this session, and speakers came from several nations and spoke of their diverse experiences as teachers and, in one case, as a student in Eastern Africa.

Although every African university and nation has its own unique characteristics, the speakers and audience members coincided on several issues. GIS education across Africa—with exceptions especially in South Africa—has been slow to evolve beyond the teaching of basic GIS theory, in large part due to a lack of sustained resources such as computer labs, Internet connections, and updated local datasets. Often these resources are donated but not maintained in the medium or long term. Software is generally available either as open source or via discounts and donations by Esri and other commercial providers.

The main limiting factor identified was the lack of instructors educated on the latest technologies and methodologies such as mobile data collection, data publishing and sharing, and advanced spatial analysis. Far too many students are still learning GIS from textbooks instead of via hands-on use. Much of the applied GIS being taught is natural resources (and satellite imagery) oriented, with less attention being paid to human geography, urban issues, and cartography. This, again, is due to the limited availability of specialists in these areas and of spatial data such as street networks and geodemographics. Many steps have been taken in the form of short-term, donor-funded projects, but often momentum is lost after project completion.

The University of North Alabama’s Jonathan Fleming, an Esri education ambassador, teaches in the geography department at the University of Dar es Salaam.

Esri is committed to making a long-term difference in GIS education in Africa and, over the past five years, has ramped up its involvement in this endeavor. Esri has sponsored a series of education user conferences (in Eastern Africa), training sessions, and other activities organized by local Esri offices. Additionally, special assistance has come from Esri’s offices in France, Portugal, and Switzerland to support universities in francophone nations, lusophone nations, and Rwanda, respectively. Esri has sponsored a growing group of education ambassadors to travel and conduct teaching and geomentoring missions across the globe. Among them are Jonathan Fleming of the University of North Alabama, who taught in Dar es Salaam in 2013, and Stace Maples from Stanford University, who visited Kenyatta University (KU) in Nairobi in spring 2017. Maples taught several classes and also mentored faculty and the university administration about how to apply and sustain GIS across the entire campus. Feedback from the universities and ambassadors was extremely positive, and so Esri will continue to support these missions in the future.

Among African universities, Kenyatta University has emerged as a star—a lighthouse exemplar—in adopting and promoting GIS. As in many GIS success stories in any field, a GIS champion was involved: Professor Simon Onywere. Onywere had been a GIS and remote-sensing expert for many years, but in 2013 he decided to take his university to the next level. He worked with Esri’s home office and Esri Eastern Africa Limited (in Nairobi) to craft a memorandum of understanding (MOU) whereby both parties would contribute to the success of GIS across the entire KU campus. Under Esri’s 100 Africa Universities program, the MOU included a donation of ArcGIS software to the university. Esri has worked with approximately 70 universities under this program thus far. With software installed in the laboratories, Onywere and Esri personnel trained instructors, students, and administrators on the power of GIS for solving spatial problems in any field of study. Enterprise GIS, including attention to servers and client apps, became available to anyone showing interest in learning on the same platform used by industrial, commercial, and government entities around the world. GIS Day and similar events were run; a GIS club was formed; and, soon, a small army of GIS users and promoters was created.

The first Esri Eastern Africa Education GIS Conference was held in Nairobi in 2013.

KU recently hosted the 2017 Esri Eastern Africa Education GIS Conference. GIS is being taught and used for research by Onywere’s environment science faculty and several others including staff of the recently added tourism and hospitality department and the newly built library. The KU story is a story of hope for GIS at African universities, demonstrating that with personal and collective initiative, anything is possible.

Working with instructors, students, and university/school administrators in Africa has been extremely rewarding and gratifying. We encourage all AAG members to consider lending a helping hand to slowly but surely raising the level of GIS education across the continent. If you’d like to apply to become an Esri Education Ambassador, send a brief CV with teaching experience and a statement of interest to edambassadors [at] esri [dot] com.

By Michael Gould, Global Education Manager, Esri

Featured Articles is a special section of the AAG Newsletter where AAG sponsors highlight recent programs and activities of significance to geographers and members of the AAG. To sponsor the AAG and submit an article, please contact Oscar Larson olarson [at] aag [dot] org.

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Creating Safe Spaces at AAG Meetings for All

Hollywood, The Hill, and the nation’s newsrooms have been exposed as spaces of sexual harassment, misconduct, and even assault. Yet, sexual harassment and discrimination are neither unique nor new to these highly public industries and this misconduct is unfortunately common to most workplaces. Indeed, conservative estimates suggest that 60% of all women have been victims of sexual harassment while a Harvard study found that number to be almost 90 percent for women ages 18 to 25.

The academy can and should be an important tool in studying this issue, collecting the stories of victims, and analyzing the frequency, scale, and impacts of sexual harassment. At the same time, however, higher education is also part of the problem. In a 2014 survey of field scientists, a staggering two-thirds of respondents indicated experiencing sexual harassment at a field site, and one-fifth were victims of sexual assault. Female trainees were much more likely to be targets of harassment and assault than males and “their perpetrators were predominantly senior to them professionally within the research team.” This study also found few respondents aware of mechanisms to report incidents and those who did report indicated being unsatisfied with the result. Reacting to universities’ historically poor record of dealing with sexual- and gender-based harassment and discrimination, “women in academia are beginning to join in the #MeToo campaign, naming predators and speaking out.”

While not discounting advocacy among female scholars, it is not the responsibility of women alone to challenge and transform cultures of inequality and abuse. It requires all members of the academy to adopt diverse and just approaches that are inclusive of gender, race, social class and sexuality. These approaches are critical to the sustained health of the AAG and, importantly, the well-being of our colleagues; they allow us, in the words of past AAG President Victoria Lawson, to develop an ethics of care and responsibility in geography that can enhance relationships, institutions, and professional practices. Now is not the time to be passive or merely reactive about developing and adopting this care ethics. Responsive and proactive institutional and individual interventions are necessary to address this important national moment.

Over the past several months, AAG members have approached both of us to share stories of sexual discrimination and to ask that the Association take a lead against sexual harassment in the academy. In a spirit of joint responsibility and collaboration, this co-authored column seeks to begin what should be a long and committed series of conversations and brainstorming that will allow the AAG, and the larger discipline of geography, to engage with this issue in meaningful and impactful ways.

The purpose of our comments is to highlight the specific importance of ensuring that our annual meetings are “safe spaces” that are free of sexual harassment but also places for raising a larger awareness of discrimination and developing creative advocacy and mentorship initiatives. We encourage members to view the AAG meeting as a place of power-laden social encounters that are consequential to people’s professional and personal development and sense of belonging, safety and security of attendees. The Association has clear expectations about ethical professional conduct at annual meetings, but there is certainly room for further policy and program development.

In an effort to generate discussion about how to bring greater attendee safety and disciplinary understanding of sexual harassment, we review strategies pursued by other professional societies at their meetings while also providing some of our own ideas and suggestions. These suggestions, while requiring action on the part of AAG leadership, rely upon the participation of geographers in regional divisions and individual departments as well as within the national association.

Academic Conferences as Consequential Social Encounters

On the surface, academic conferences appear simply to be about the presentation and discussion of the latest research, teaching innovations, or professional practices. In reality, they are complex social encounters characterized by interpersonal and group exchanges that take place within session meeting rooms and beyond. Indeed, it is this larger cultural milieu of consulting and collaborating with others, participating in fieldtrips and workshops, attending socials and receptions that makes attending a conference enjoyable. However, these encounters—while worthwhile—also carry a vulnerability as junior scholars are put in close contact with senior and powerful scholars while blurring the lines between work and play.

The intellectual, professional, and recreational interactions at academic conferences are part of rather than apart from the inequalities and injustices of daily social life. An online survey of scientific conference attendees reports that sexual and gender-based harassment at meetings includes “catcalling, sexual comments, and other forms of verbal harassment to stalking, groping, and physical assault.” Respondents stated they did not report these incidents for two reasons: they were concerned about the impact to their careers, but secondly, there were no obvious reporting mechanisms at national meetings. Importantly most of this harassment happens in the social spaces of the meeting.

It is important that we are mindful of the contradictory role that annual meetings can play in one’s career. For some of us, the meetings can advance and empower one’s work and self-confidence. For others who face harassment and discrimination, the meeting can be a source of marginalization and isolation, a lasting hit to self-esteem, an obstacle to the freedom to learn and share, and the stunting of career opportunity and security. Attending scholarly meetings and being seen in these social spaces is often critical to the career advancement of emerging scholars who are looking for jobs, pursuing tenure and building their network of colleagues outside of their universities.

AAG Stance on Professional Conduct

To be clear, the AAG has long realized that our annual meeting is a complex operation, socially as well as logistically, and it has been unequivocal in denouncing any form of harassment. According to its statement of Professional Ethics, the Association will not tolerate harassment of any kind, including but not limited to “unwanted sexual advances or demeaning remarks, physical assaults or intentional verbal intimidation and requests for favors (sexual or otherwise) as conditions for recruitment, employment, publication or advancement.”

The AAG also has a Professional Conduct Policy on the AAG meeting web site that briefly but quite clearly expresses the expectation that those attending the conference establish “an atmosphere free of abuse or harassment and characterized by courtesy and respect.” It might make sense to bring greater specificity to issues of sexual harassment, discrimination, and assault within existing AAG conduct policies and ethics statements; nonetheless, the AAG Council and Meridian Place staff takes these matters seriously.

We are happy to report that at the recommendation of the Executive Committee, the AAG Council recently established a Standing Committee on Annual Meeting Attendee Disciplinary Matters. The new committee is charged with investigating and making judgements on violations of the AAG’s Professional Conduct Policy committed by meeting attendees. These violations could conceivably cover a wide range of unprofessional and discriminatory conduct, but would certainly include instances of sexual harassment. Disciplinary action, as determined by the Standing Committee and oversaw by the AAG Council, may include, but need not be limited to, temporary or permanent loss of eligibility to attend future AAG Annual Meetings and/or suspension or temporary or permanent revocation of the membership and eligibility for membership in the Association.

We Need Ideas for Moving Forward

Although professional conduct expectations and mechanisms for investigating misconduct are clearly important, it seems appropriate if not critical to ask if we are doing everything possible to make the national AAG meeting a safe space for all our participants. The question is valid given the nation’s growing awareness of sexual harassment and our own discipline’s white, masculine, and Eurocentric roots and continuing struggles with diversity. Moreover, 41.7 percent of our members are students, a population historically vulnerable to being victims of sexual harassment and assault. It is worth looking to other organizations and within ourselves for ideas on how geography can actively protect colleagues from harassment and discrimination and create opportunities for analytical interventions, advocacy, and awareness building.

Other academic organizations are stepping up their efforts to address harassment at their national meetings. At the December meeting of the American Geophysical Union, two dozen staff members wore badges that said “Safe AGU.” Reinforcing this message were posters throughout the venue that read: “If it is unwanted or unwelcome it is harassment.” Staff members were available to help report an incident but critically to escort a participant through the venue if they believe they are being stalked by another attendee. The Geophysical Union is considering listing sexual harassment as a form of “scientific misconduct” and those found in violation of the Union’s harassment policies will be restricted not just from attending its conferences but also publishing in its journals.

The American Philosophical Association has gone as far as shutting down the open bar at the main reception of its annual meeting and limiting each attendee to two drinks to maintain an atmosphere of professionalism. The Association of Women in Science recommends that every professional society needs to implement anti-harassment policies that cover behavior at meetings and make confidential reporting mechanisms available to participants.

AAG members who have contacted us have suggested a number of good ideas, such as an organization-wide climate survey to see how pervasive the problem of sexual harassment and assault is in the discipline of geography, both in the context of academic conferences and wider workplaces and educational institutions. While the results of such a survey may likely mirror experiences in other associations, it is difficult to move forward and create change if there is not a clear and concrete sense of the scope of this problem and the specific issues that need to addressed. Those contacting us have also asked about the benefits of creating a specific committee or group focused on advocacy. The Geographic Perspectives on Women Specialty Group and the Mentoring Network for Women address to some degree how to navigate harassment and inappropriate behavior in academia. But, there is plenty of room for developing additional spaces at annual meetings and beyond, including at GFDA early career workshops, for sharing of survivors’ stories, creation of networks of support and solidarity, and applying pressure for institutional change. Such a committee could be a highly effective tool for reaching out to and supporting males who have been sexually harassed and assaulted.

In addition to putting safeguards and support in place at annual meetings, a “safe space” approach also emphasizes carrying out wider education and sensitivity training within the field, using not only AAG’s national organizational structure and resources but also its web of regional divisions, departments, programs, and professional workplaces. Geography departments and programs can play an influential role in educating newer scholars and reminding established ones that when they attend an annual meeting, they are operating within this larger ethical and social field of life-changing behaviors and relations. Program leaders and department chairs/heads might consider holding pre-conference orientations that directly address the social encounters that occur at meetings and to enhance community understanding of sexual harassment and discrimination, which include subtle yet harmful micro-aggressions and overt, legally actionable offenses. Offices of equity and diversity on university campuses can be helpful advisors in planning such events. Future AAG healthy department workshops, both at national AAG meetings and during summers, have long held discussions about diversity, but having entire sessions that take on sexual harassment is necessary for preparing department leaders to engage in what can be tough but essential discussions with student, faculty, and staff.

Governing boards of regional divisions of the AAG might consider following the AAG Council’s lead and establish its own committee to respond to professional conduct matters that might arise at their fall meetings. Divisions should also consider sending a strong statement about zero tolerance for harassment and discrimination by composing their own professional ethics policy for their members and regional meeting attendees as well as create formal spaces at these conferences for anti-harassment advocacy, mentoring, and program idea development that could feed and enrich the national organization. At the very least, regional divisions should prominently post the AAG’s professional ethics and conduct statements on their main and meeting-related websites and create active moments to remind attendees of their professional conduct responsibilities, perhaps at the opening session of the meeting, receptions and banquets, or the beginning of World Geography Bowl competitions.

Presidential columns customarily end with a call for readers to share their perspectives, experiences, and ideas. Because we have touched only the surface of what is deep and complex issue, it is especially imperative that members engage in conversations with us, the larger AAG Council as well as with others in their departments and workplaces about sexual harassment and how geographers can take a lead against this injustice. As always, please share your thoughts on Twitter #PresidentAAG.

DOI: 10.14433/2017.0021

— Derek Alderman, AAG President
University of Tennessee
Twitter: @MLKStreet
Email: dalderma [at] utk [dot] edu

— Lorraine Dowler, AAG National Councilor
Pennsylvania State University
Email: lxd17 [at] psu [dot] edu

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Coastal Land Loss in Louisiana: From Denial to Reality

The coastline formed by the Mississippi River is changing continually as part of the never-ending interplay between the forces and processes reshaping and realigning coastal contours and bathymetry. Over millennia, this formative process created Louisiana’s expansive wetlands that once encompassed 7.3 million acres (11,500 square miles) – about the size of Connecticut and Delaware combined – and accounted for at least 40 percent of the nation’s marsh/swamp ecosystems. This natural land-building process, however, has been disrupted by human activities in recent decades—with catastrophic results. Deprived of essential sediments, Louisiana’s coastal wetlands are subsiding and eroding at an alarming pace that casts into doubt humanity’s ability to inhabit and exploit one of the planet’s most economically productive regions.

Erosion alone claims an area the size of a football field every hour, as canals, subsidence, muskrat and nutria eat-outs, salt water intrusion, cold fronts, sea-level rise, and change in the regional hydrology collectively take their toll on this productive habitat. These forces have transformed the state’s once pristine coastal “trembling prairie” into a tattered, shrinking geomorphic artifact. To put this land loss into perspective, Louisiana loses an area greater than New Orleans (180.6 square miles) every 7.2 years.

Alarmed by the disappearance of these wetlands, many concerned citizens now believe that unless corrective measures are initiated soon, the damage to the coastline’s fragile ecosystems will be irreversible. Further, wind and waves are causing the state’s barrier islands to move landward at rates up to 65 feet per year. Between 1900 and 2000, some islands lost nearly half of their surface area; others are completely gone. The region is losing more than a productive estuarine/wetland habitat; the citizens are losing a natural buffer against the full force of a hurricane-induced storm surge. Katrina, for example, generated a surge that approached 30 feet, which is about the height of a three-story building.

Louisiana’s scientific community has diligently investigated and reported the state’s escalating coastal land-loss problem for more than a half-century; yet, coastal erosion has been an urgent political topic only since the first decade of the 21st century. Prior to that time, most policy-makers simply ignored the problem or denied that it even existed. Amazingly, those most affected, the residents of local sea-level communities, simply did not—and, according to a recent Yale University study, still do not—believe their land is washing away. Through their willful blindness, the deniers also generally ignore the impact of increasingly severe natural and manmade catastrophes that repeatedly pummel their environmentally beleaguered homeland: Hurricanes Isadore (2002), Lili (2002), Cindy (2005), Katrina (2005), Rita (2005), Gustav (2008), Ike (2008), Isaac (2012), Harvey (2017), the Macondo/Deepwater Horizon oil spill (2010), the Mississippi River’s “high water” episodes of 2008, 2011, and 2016, and repeated “100-year” rain events, which, in 2016 alone, damaged approximately 146,000 homes in the Louisiana coastal plain.

The once-pervasive notion that Louisiana’s wetlands were too big to fail was — and remains — a widespread misconception. Unfortunately, the ecosystems obscured the darkening reality until an accident of history changed this belief. In the 1960s, President Lyndon Johnson wanted to know if it were possible to divert Mississippi River water to West Texas. The U.S. Army Corps of Engineers issued LSU a feasibility study contract. After investigatory analysis, the research team, under the direction of Dr. Sherwood Gagliano, discovered the Pelican State was losing about 17 square miles of land a year – a number that has fluctuated through time, rising, according to one estimate, to 35 square miles. As a result, the science was clear; diverting the Mississippi would exacerbate the erosion problem dramatically, and the river was not diverted.

Once completed and carefully peer-reviewed, this groundbreaking study was put on a shelf, where it remained largely ignored until later research proved its prescient significance. Beginning in the 1970s and accelerating after 2000, dramatic improvements in computer-aided cartography, GIS, repetitive satellite imagery, photo interpretation and surveying technology, three-dimension models and computer simulations provides better, more accurate measurements of land loss. The 1970 LSU research findings were further reinforced by Dr. Karen Wicker’s 1980 study Environmental Characterization of Terrebonne Parish: 1955-1978, which was one of the first comprehensive land loss assessments of individual coastal parishes. That study morphed into the Atlas of Shoreline Changes in Louisiana from 1853 to 1989, which, in conjunction with a burgeoning number of applied research endeavors, more thoroughly documented Louisiana’s coastal lowlands issues that increasingly endangered the lives and livelihoods of residents supported by wetland resources.

Louisiana has emerged as the national poster child for the dangers environmental changes pose to vulnerable coastal communities. The state’s collective responses to these unprecedented challenges should consequently serve as a national template for addressing environmental Armageddon. The nation must also come to terms with the wetland loss crisis, which until recently was not recognized as a national priority. Recognition at all levels of government was a slow process. In 1990, Louisiana legislators convinced Congress to enact the Coastal Wetlands Planning, Protection and Restoration Act (popularly known at the Breaux Act), which allowed federal funding to go toward wetland protection. Thirty-five years after the initial 1970 study – Louisiana restructured the State’s Wetland Conservation and Restoration Authority to form the Coastal Protection and Restoration Authority (CPRA), the central hub to articulate and development a comprehensive coastal protection plan for Louisiana.

This early momentum continued into the early 21st century, as scientific publications, gray literature, and non-governmental organizations’ outreach efforts have sustained public interest in and concern about continuing land loss. Congress has also approved coastal restoration funds derived from offshore oil and gas revenue produced in the outer continental shelf to help restore and protect the coastal wetlands. A number of bills and measures have been passed and the state in 2009 was entitled to nearly $500 million, a five-fold increase from the $50 million allocated in the early part of the 21st century. Since then, the State Master Plan, and others studies have projected the price tag for rehabilitating the state’s disappearing wetlands from $50 billion to $100 billion. Money is starting to move through the legislative process and projects are moving from the design stage to implementation. This is good news, because the coast continues to disappear and the region’s citizens are increasingly at risk.

DOI: 10.14433/2017.0023

— Donald W. Davis, Louisiana State University

 

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Wei Li

Education: Ph.D. in Geography (University of Southern California), M.Sc. in Geography (Peking University), B.Sc. in Geography (Beijing Normal College)

What attracted you to a career in education?
My parents worked at Chinese universities as aprofessor and administrator, respectively, and I grew up at their university campuses in Beijing and had always thought education was my destiny. My path to become a university professor, however, took a number detours. I became a ‘set-down youth’ after high school in China, then tried out other possibilities as an ABD in Los Angeles to see if I might be passionate about or good at something other than education. I also worked at a large American company as a GIS intern and volunteered to help my friends run a small business. These experiences convinced me that I am most passionate about and good at education.

How has your background in geography prepared you for this position?
I was taught mostly physical geography courses in China during my undergraduate years, then took largely human geography courses since coming to the U.S. I have benefitted from such training, not to mention earned my 1st year TAship teaching physical geography labs. Therefore, I am able to juggle between physical and human geography traditions and be more comprehensive in dealing with complex geography issues. Part of my faculty line is not in geography, but I am able to bring geographical knowledge and skills to that discipline as well.

What geographic skills and information do you use most often in your work? What general skills and information do you use most often in your work?
Geographic skills and information: spatial thinking, considering different scales, census geography.

General skills and information: critical thinking and reasoning.

Are there any skills or information you need for your work that you did not obtain through your academic training? If so, how/where did you obtain them?
The skills and information needed at work that I did not obtain through academic training include those relating to public policies, including consultation, decision-making, analysis and critic, and recommendation. I learned such skills and information through my 10-year service as an Asian American advisor to the U.S. Census Bureau.

Do you participate in hiring, screening, or training of new employees? If so, what qualities and/or skills do you look for?
Yes, I did participate in those processes. The most important qualities we look for, first and foremost, are critical thinking, questioning existing knowledge, and the ability/willingness to perform hard work in order to advance knowledge. I look for people who are passionate with the work, motivated and self-disciplined, and are curious and willing to acquire new knowledge and skills.

What do you find most interesting/challenging/inspiring about your work?
As a geographer working in two different academic units, what I find most inspiring/interesting is an academic career itself – it is a very challenging job as it is not a 9 to 5 type, but almost 24/7. But it is a rewarding career. Despite all of the challenges, at the end of each semester when you see students learn something new and read their feedback, there is an immense sense of satisfaction. For me personally, the most rewarding part of this career is to mentor graduate students – comparing students to when they first walk into graduate school to when they obtain their degrees with a rewarding career option, the sense of accomplishment makes all the hard work so much more meaningful as we grow with them.

What advice would you give to someone interested in a job like yours?
The same as my previous answer about important qualities and skills in new employees, but also to 1) have good self-assessment – know your own strengths and weaknesses in order to play up the former and overcome the latter; and 2) have a strong support/mentoring network – in the same department, university and beyond.

What is the occupational outlook for career opportunities in your field/organization, esp. for geographers?
GIS and environmental studies have the most promising career opportunities for geographers. However, folks need to keep their own passion, as that is the first predictor for a successful career. Continue to expand your skill and knowledge horizon to fit the job market, and be open to other opportunities.

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AAG Announces New Journal Editors, Thanks Leaving Editors

The AAG welcomes two new editors to take the positions of Cartography Editor for the AAG Journals (AnnalsThe Professional Geographer, and GeoHumanities) and the Methods, Models, and GIS Editor for the Annals of the AAG starting January 1, 2018. Stephen Hanna will be taking over for Cartography Editor Thomas Hodler while Ling Bian will assume the role of the Methods, Models and GIS Editor as Mei-Po Kwan steps down. The AAG would like to send a very special thank you to Thomas Hodler and Mei-Po Kwan for their years of extraordinary service in these positions.

The new Cartography Editor for the AAG suite of journals, Stephen Hanna, is a professor of geography at University of Mary Washington. Hanna’s research is focused on critical cartography and heritage tourism, and his expertise is well documented in numerous cartographic projects. He has produced dozens of maps for his own published work in outlets ranging from academic articles and books to newspapers such as The Washington Post as well as creating more than 50 maps for scholars in other disciplines. He has served as the cartography editor for multiple edited volumes and mentors students in cartographic design principles to prepare them for a successful career.

Ling Bian, professor of geography at the University at Buffalo, State University of New York, will assume editorial responsibilities for Methods, Models and GIS at the Annals of the AAG. Bian currently serves on the editorial board of the Annals and has previously served on the editorial board of The Professional Geographer and as Associate Editor of ISPRS Journal of Photogrammetry and Remote Sensing. Bringing decades of publication experience in topics related to GIScience, remote sensing, and geographic image retrieval, Bian’s recent research focuses on individual-based and spatially explicit behavior modeling in human health applications.

The AAG would like to express its appreciation for the work of Thomas Hodler as the past Cartography Editor for the AAG Journals. Hodler, an emeritus professor at the University of Georgia, has contributed his cartographic expertise to the AAG journals for over a decade. Maps serve as the visual counterpoint to geographic research, and Hodler has provided valuable insight and guidance to ensure that the cartography published in AAG journals is of high caliber.

A sincere thank you and farewell to Mei-Po Kwan as she leaves her post as the Methods, Models and GIS Editor for the Annals. A professor of geography at the University of Illinois at Urbana-Champaign, Kwan has served as the Methods, Models and GIS editor since January of 2006. Under Mei-Po’s guidance, the number of submissions to and citations from the Methods, Models and GIS section have increased substantially. Mei-Po Kwan’s dedication, intellect and hard work as an editor has been praised by Annals authors and is greatly appreciated by the AAG.

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Broadening and Caring for the Footprint of Published Scholarship

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AAG Snapshot: AAG Disciplinary Data Dashboard

The Disciplinary Data Dashboard site on the AAG website.

Are you interested in trends in geography? Have you been looking for openly available datasets to investigate aspects of our discipline for a report or research project? We have the answers for you in our freely accessible data resource, the AAG Disciplinary Data Dashboard.

It is important for researchers, students, and other information-seekers to have a single place to go to and easily find consistently updated disciplinary facts and figures. To meet this need, the AAG has created the Disciplinary Data Dashboard as a central repository for visitors to easily and freely access and utilize data on geography as a field of study.

The AAG has always gathered and made available annual data in two key areas:

  1. AAG Membership Data. Collected via membership forms which all AAG members have the option to complete when renewing membership or on the online member profile page.
  2. Geography Department Data. Collected via the Guide to Geography Programs and the departmental data form, which is circulated annually to geography departments with the call for Guide updates.
The Disciplinary Data Dashboard can be found under the Projects & Programs tab on the AAG website.

Data is conveniently located through the AAG website on the Disciplinary Data Dashboard page. Alternatively, the Dashboard can also be found from the AAG homepage under the Projects & Programs tab. From the Disciplinary Data Dashboard, you can find downloadable Excel spreadsheets with raw data on membership by typeemployment categorygenderrace and ethnicity from the last 40+ years (from 1972 to present)!  All future data collected will also be available here.

AAG staff have also created, and will continue to create, brief, annual summary reports (white papers) presenting and visualizing the data in charts, tables, and other graphics. These reports, available through the Dashboard, also include some analysis and interpretation of the raw data.

Additional Dashboard Sections. Read the descriptions below for additional sections and data available in the Disciplinary Dashboard.

AAG Membership Data Summary Report downloaded from the Disciplinary Data Dashboard.
  1. AAG Departments DataData found in this section comes from The Guide as well as the National Center for Educational Statistics. It includes information about geography programs in departments throughout the Americas as well as figures for the numbers of geography degrees conferred. Results of diversity surveys sent to geography departments are also located here.
  2. AAG Workforce DataThis section is a work in progress, but includes a link to our Salary Data & Trends website featuring data on over 90 occupations related to geography. We also plan to have a report soon on our Jobs in Geography (JIG) website providing analysis of job ads posted to the AAG online job board over time and several other reports related to geographers in the workforce
  3. Special SurveysThis section includes links to non-annual surveys on various topics, usually linked to grant-funded AAG projects.
  4. AAG Annual MeetingsThis includes raw data and analytical reports on AAG Annual Meetings held since 1904, including venues, attendance, international participants, session/paper topics, Presidential addresses, and more!
  5. AAG Journals DataThis section is also still a work in progress, but will eventually include raw data and an analytical report on the four AAG peer-reviewed scholarly journals: The Annals of the American Association of Geographers, the Professional Geographer, the AAG Review of Books, and GeoHumanities.
  6. AAG Archival DataThis includes information on how to access archival council reports/minutes, records of past AAG Annual Meetings, AAG journals/newsletters, and the “Geographers on Film” series (a collection of interviews with hundreds of influential geographers since 1970).
The Disciplinary Data Dashboard is categorized by source (left column) or by theme (right column).

Important Note about the Disciplinary Data Dashboard Structure. Data is categorized by source in the left column and searchable by theme in the right column. The goal is to make it more intuitive for particular audiences (students, researchers, etc.) to know where to look for specific data resources. The section searchable by theme also includes some externally-collected data and resources from outside of the AAG such as data from The College Board on high school Advanced Placement (AP) programs or The Social Science PhDs-5+ Years Out survey from the Center for Innovation and Research in Graduate Education (CIRGE).

The Disciplinary Data Dashboard is a valuable resource both to those browsing for more information about geography, but also for those pursuing in-depth research on the discipline.  The amount of free, raw datasets available could easily support and be the foundation for research projects and publications!

Questions? Contact Mark Revell at mrevell [at] aag [dot] org.

 

The AAG Snapshots series, first launched at the 2017 Annual Meeting, provides insight on and information about different aspects of the projects, programs, and resources of the association. Do you have suggestions for future Snapshots content from AAG staff? Email cluebbering [at] aag [dot] org.

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New Books: November 2017

Every month the AAG compiles a list of newly-published books in geography and related areas. Some are selected for review in the AAG Review of Books.

Publishers are welcome to send new volumes to the Editor-in-Chief (Kent Mathewson, Editor-in-Chief, AAG Review of BooksDepartment of Geography and Anthropology, Louisiana State University, Baton Rouge, LA 70803).

Anyone interested in reviewing these or other titles should also contact the Editor-in-Chief.

November 2017

The Andes: Geography, Diversity, and Sociocultural Impacts by Casey D. Allen (ed.) (Nova Publishers 2017)

Atlas of the World: Twenty-Fourth Edition by Oxford University Press (Oxford University Press 2017)

Cataclysms: A New Geology for the Twenty-First Century by Michael R. Rampino (Columbia University Press 2017)

Diplomatic Material: Affect, Assemblage, and Foreign Policy by Jason Dittmer (Duke University Press 2017)

Down and Out in New Orleans: Transgressive Living in the Informal Economy by Peter J. Marina (Columbia University Press 2017)

Duty Free Art: Art in the Age of Planetary Civil War by Hito Steyerl (Verso Books 2017)

The Environmental Humanities: A Critical Introduction by Robert S. Emmett and David E. Nye (The MIT Press 2017)

Everybody’s Problem: The War on Poverty in Eastern North Carolina by Karen M. Hawkins (University Press of Florida 2017)

Geographies of Violence: Killing Space, Killing Time by Marcus Doel (SAGE Publishing 2017)

GIS Tutorial 1 for ArcGIS Pro: A Platform Workbook by Wilpen L. Gorr and Kristen S. Kurland (ESRI Press 2017)

A House of Prayer for All People: Contesting Citizenship in a Queer Churchby David K. Seitz (University of Minnesota Press 2017)

Imagery and GIS: Best Practices for Extracting Information from Imagery by Kass Green, Russell G. Congalton, and Mark Tukman (ESRI Press 2017)

The Inversion Factor: How to Thrive in the IoT Economy by Linda Bernardi, Sanjay Sarma, and Kenneth Traub (The MIT Press 2017)

Modern Slavery: A Global Perspective by Siddharth Kara (Columbia University Press 2017)

Monrovia Modern: Urban Form and Political Imagination in Liberia by Danny Hoffman (Duke University Press 2017)

Neuroliberalism: Behavioral Government in the Twenty-First Century by Mark Whitehead, Rhys Jones, Rachel Lilley, Jessica Pykett, and Rachel Howell (Routledge 2018)

The Priority of Injustice: Locating Democracy in Critical Theory by Clive Barnett (University of Georgia Press 2017)

The Social Life of Maps in America, 1750-1860 by Martin Brückner (University of North Carolina Press 2017)

Territorial Heritage & Spatial Planning: A Geographical Perspective by F. Manero Miguel and J. L. García Cuesta  (Thomson Reuters 2017)

The Thibodaux Massacre: Racial Violence and the 1887 Sugar Cane Labor Strikeby John DeSantis (The History Press 2016)

When the Hills Are Gone: Frac Sand Mining and the Struggle for Community by Thomas W. Pearson (University of Minnesota Press 2017)

Youth Activism and Solidarity: The Non-Stop Picket Against Apartheid by Gavin Brown and Helen Yaffe (Routledge 2018)

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