AAG Proposes New AP GIS&T Course

The AAG has issued a proposal for a new Advanced Placement course in Geographic Information Science and Technology (AP GIS&T).

All U.S. high schools, colleges, and universities are encouraged to review and support the proposal by visiting www.apgist.org.

AP GIS&T is designed to introduce high school students to the fundamentals of geographic information science and applications of powerful geospatial technologies for spatial analysis and problem solving. Together with AP Human Geography, AP GIS&T offers an opportunity to engage students in outstanding geographic learning experiences and promote awareness of the many college and career opportunities available in the discipline.

The AP GIS&T course proposal has attracted broad support from prominent scientific and educational organizations, as well as major technology employers such as Google. As a Science, Technology, Engineering, and Mathematics (STEM) offering, AP GIS&T would strongly complement AP Human Geography and provide another means of inspiring students to consider majoring in Geography and GIS in college.

For AP GIS&T to become a reality, the AAG needs to collect attestations from 250 U.S. high schools confirming that they have the interest and capacity to offer the course. Similar assurances are needed from 100 colleges and universities that they would be willing to offer some form of credit to students who demonstrate proficiency on the AP GIS&T exam.

<!–To ensure a timely proposal submission to the College Board, the AAG’s goal is to collect the necessary attestations by October 1, 2016.–>

School principals and department chairpersons can add their institution to the list of AP GIS&T supporters by completing the brief attestation form at www.apgist.org.

Questions about the AP GIS&T proposal may be sent to ap_gist [at] aag [dot] org.

Funding for the AP GIS&T proposal was provided by a grant from the Geography Education National Implementation Project (GENIP).

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GeoCapabilities Launches Site for Developing Teachers as Curriculum Leaders

The GeoCapabilities project[1] has produced a teacher training website (www.geocapabilities.org) that draws on principles of human capability development as an approach to preparing teachers as future curriculum leaders.

The website explains these principles and also features four training modules. The modules are supported with workshop materials, additional key readings, and videos. The website is intended for use in both initial teacher training and the professional development for practicing teachers.

At its core, GeoCapabilities argues that the absence of geographical knowledge in formal education deprives young people of some vital perspectives, ultimately undermining their capabilities as autonomous and independently-minded global citizens. One important outcome of the project, enabled by this new website, is the means to communicate convincingly (and internationally) how the development of geographical knowledge and understanding in young people contributes to the fully educated person. For teachers, the website aims to:

  • Enable critical reflection on the teaching of geography at the level of goals and purposes.
  • Develop ideas of disciplinary rigor in geography education and to link this effectively with enquiry pedagogies.
  • Empower in teachers with new understandings of the significance of their role in ‘enacting’ the curriculum.
  • Inspire teachers of geography internationally to take responsibility for ‘curriculum making’ and to learn from each other.
  • Provide examples of curriculum leadership.

The four modules are intended to be enjoyed and to be professionally rewarding and motivating, contributing to teachers’ lifelong learning as curriculum leaders.

Each training module contains a set of aims and learning outcomes, suggestions for getting started and preparing to teach the module, a discussion of relevant theories of learning and professional development, activities for putting theory and concepts into practice, some questions for reflection, and finally a small bibliography of additional materials and readings.

While users are free to access the training modules in any order they prefer, the modules are intended to build upon each other in order to achieve the broader aims stated above. Module 1 (Capabilities & Powerful Disciplinary Knowledge) introduces the capabilities approach as a productive and practical way to express the significance of geographical knowledge and thought in education. A key resource is a Story Map providing examples or ‘vignettes’ illustrating why geographical knowledge is essential for understanding critical issues of local, national, and global significance. Teachers who complete this module can contribute their own geographical examples of ‘powerful disciplinary knowledge’ to the Story Map.

Module 2 (Curriculum Making by Teachers) explores ideas and practical suggestions for engaging students in a progressive knowledge-led curriculum. Teachers are given an opportunity to analyze examples of ‘curriculum artifacts’ that can help them ‘enact’ the curriculum. These examples are further illustrated by a collection of video case studies in Module 3, designed to encourage teachers’ critical reflection.

Finally, Module 4 (Curriculum Leadership & Advocacy) is designed to provoke and stimulate creative and committed responses from teachers of geography as they consider their roles as subject experts in schools. Key to this is the principle that effective teachers are leaders, not just classroom managers.

In the coming months the new GeoCapabilities teacher training website will be implemented for teacher training and workshops in different countries. Plans are also underway for a “dissemination event” for teacher educators at the 2017 Annual Conference of the Geographical Association in Guildford, U.K.

A note about the Project

The GeoCapabilities website was developed through an international collaborative process involving a considerable amount of original research and pilot testing with teachers and teacher educators. This work began with a pilot study in 2011 funded by a grant to the American Association of Geographers (AAG) from the U.S. National Science Foundation, under the direction of Dr Michael Solem. This mainly theoretical phase led directly to a larger partnership under the direction of Professor David Lambert (UCL Institute of Education) with funding from the EU COMENIUS programme. The full partnership includes Sirpa Tani (University of Helsinki, Finland), Karl Donert (Eurogeo, Belgium) and Duncan Hawley (Geographical Association, UK) as well as four school partners: Elina Särkelä (Viikki Teacher Training School, Finland), Panos Papoutsis (Doukas School, Greece), Richard Bustin (City of London Freemens School, UK), and Kelly Kerrigan (Stafford Grammar School, UK).

Since its inception GeoCapabilities has attracted a lot of interest internationally beyond the formal partnership. Several individuals have declared an active interest, contributing to research, translations, conference presentations, and other key papers. These “Associate Partners” currently hail from countries as diverse as the Netherlands, Sweden, China, Japan, India, Germany, Portugal, Germany, Serbia, Czech Republic, Singapore, Canada, Australia, and New Zealand.

All project partners invite geography teachers and teacher educators to give the modules a try at www.geocapabilities.org.


[1] This is an EU funded project, running from 2013-2017 [reference: 539079-LLP-2013-1-UK-COMENIUS-CMP]

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NCRGE Announces First Round of Transformative Research Grants

The National Center for Research in Geography Education (NCRGE), a research coordination network funded by the National Science Foundation, has announced the first cohort of researchers funded by its Transformative Research grant program. This investment by NCRGE marks the beginning of a long-term and multifaceted project to elevate the quality, relevance, and visibility of geography education research.

The concept of transformative research pervades the Road Map for 21st Century Geography Education project’s landmark report on geography education. By organizing new networks of geographers, educational researchers, and practitioners, NCRGE aims to build capacity for research in areas of geography education that were deemed by the Road Map Project to be highly significant for achieving broad-scale improvement in educational practices.

One research group, originating with Geographic Alliances in Maine, New Hampshire, and Colorado, will receive an NCRGE grant to develop a line of research in the area of assessment, with a specific focus on maps and spatial thinking in elementary school classrooms. Lara Bryant (Associate Professor of Geography, Keene State College) will serve as the Chair of this research group, which will also include Rebecca Theobald (Assistant Research Professor of Geography and Environmental Studies, University of Colorado at Colorado Springs), Steven Jennings (Associate Professor of Geography, University of Colorado at Colorado Springs), Cathleen McAnneny (Professor of Geography, University of Main at Farmington), Sue Lahti (Coordinator of Maine Geographic Alliance), and Beverly Ferrucci (Professor of Mathematics, Keene State College). They will work to develop a framework for understanding how students learn fundamental mathematics and spatial analysis skills using giant floor maps of each state. The primary goal of this project is to structure procedures for interacting with teachers, researchers, and Geographic Alliance Coordinators in order to prepare for future research investigating how experience on giant maps impacts students’ understanding of space and mathematical thinking. The transformative potential of this project is evident in the capacity building afforded by developing and testing research instruments and procedures capable of replication in multiple types of classrooms, schools, and districts. Geography faculty, education faculty, mathematics faculty, graduate students, and elementary school teachers will participate in these development and assessment activities, thereby ensuring a comprehensive approach to the project.

A second research group, to be led by John Harrington (Professor of Geography) and Thomas Larsen (Ph.D. student) at Kansas State University, plans to expand the learning progressions research of the GeoProgressions project. One of the key outcomes of GeoProgressions was the publication of a research handbook on learning progressions for maps, geospatial technology, and spatial thinking. Harrington and Larsen’s research group will build upon this prior work by researching learning progressions in the context of national geography standards for teaching and learning about places and regions. Whereas the literature on spatial cognition is relatively deep and interdisciplinary, much less is known about the ways children develop successively more complex and sophisticated knowledge of the geographic concepts of place and region. To evince a path forward, a workshop scheduled for fall of 2016 will bring together established learning progressions scholars, geography education and cognitive psychology researchers, early career geography education specialists, and teachers affiliated with the Kansas Geographic Alliance. The workshop will be designed to address the current state of knowledge related to K-12 teaching about places and regions, as a prelude to research that enables the development of learning progressions that capture the complexity and contested nature of places and regions. Following the workshop, the research group will collaboratively write a manuscript based on the workshop proceedings. This publication will be contributed to the existing GeoProgressions research clearinghouse as a resource to support future proposals and activities of this research group.

A third research group will focus its activities in the area of project-based learning (PBL).

Patricia Solís (Research Associate Professor of Geography, Texas Tech University) and Niem Tu Huynh (AAG Research Fellow) will co-Chair an interdisciplinary and international group including Daniel Carpenter (Assistant Professor of Science Education, Texas Tech University), Lynn Ojeda (Principal of Academy High School in Plano, Texas), and Manuel Quintero (GIS Specialist, Authority for Governmental Innovation, Panama). Through a series of research meetings, the group will design a pilot study to analyze how authentic project-based learning classrooms can be connected internationally to support geographic and geospatial learning. U.S. secondary school students will engage remotely with Panamanian peers to populate an OpenStreetMap of areas in Panama’s Azuero Peninsula. Through observations of these learning spaces and interactions, the project will identify the key mechanisms and assessments of project-based learning environments using geospatial technologies. As one of the most transformative movements in 21st century education, PBL shows broad promise for effective teaching and learning of geography with geospatial technologies. There is a paucity of research that investigates the value of an international component to PBL for transforming geography learning, particularly linked to national standards and geospatial competencies. This project will build capacity for research of this nature by supporting new collaborations and contributing research instruments and related materials to the NCRGE research clearinghouse.

Representatives from the three research groups receiving NCRGE grants will present their projects during a research roundtable at the National Conference on Geography Education in Tampa on Saturday, July 30 from 11:00 am – 12:15 pm. The groups will also be featured on the program for the NCRGE Transformative Research Symposium that is being planned for the 2017 AAG Annual Meeting in Boston. This symposium will be an all day event on Saturday, April 8 and will feature guest speakers, paper and panel sessions, and grant-writing workshops for geography education research.

For more information about the National Center for Research in Geography Education, please visit www.ncrge.org.

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AAG to Organize North American Land Cover Summit

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New Books: July 2016

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.

 July 2016

After the Map: Cartography, Navigation, and the Transformation of Territory in the Twentieth Century by William Rankin (University of Chicago Press 2016)

Age of Jihad: Islamic State and the Great War for the Middle East by Patrick Cockburn (Verso Books 2016)

The Anarchist Roots of Geography: Toward Spatial Emancipation by Simon Springer (University of Minnesota Press 2016)

Breaking the WTO: How Emerging Powers Disrupted the Neoliberal Project by Kristen Hopewell (Stanford University Press 2016)

Buildings of Savannah by Robin B. Williams. With David Gobel, Patrick Haughey, Daves Rossell, and Karl Schuler (University of Virginia Press 2016)

Dharma Lion: A Biography of Allen Ginsberg by Michael Schumacher (University of Minnesota Press 2016)

Doing Community-Based Research: Perspectives from the Field by Greg Halseth, Sean Markey, Laura Ryser and Don Manson (McGill-Queen’s University Press 2016)

Endangered City: The Politics of Security and Risk in Bogotá by Austin Zeiderman (Duke University Press 2016)

Essentials of International Relations by Karen A. Mingst and Ivan M. Arreguin-Toft (W. W. Norton Company, Inc 2016)

Holidays in the Danger Zone: Entanglements of War and Tourism by Debbie Lisle (University of Minnesota Press 2016)

Key Methods in Geography (3rd edition) by Nicholas Clifford, Meghan Cope, Thomas Gillespie, Shaun French (Sage Publishing 2016)

Native American Landscapes: An Engendered Perspective by Cheryl Claassen (ed.) (The University of Tennessee Press 2016)

Nonstop Metropolis: A New York City Atlas by Rebecca Solnit and Joshua Jelly-Schapiro (University of California Press 2016)

Ocean Solutions, Earth Solutions, 2nd Edition by Dawn J. Wright (ed.) (ESRI 2016)

The Origins and Development of Geography at the University of Leeds, c. 1874-2015 by Robin Butlin (University of Leeds 2015)

Orphan Black and Philosophy: Grand Theft DNA by Richard Greene and Rachel Robison-Greene (eds.) (Open Court Publishing Company 2016)

Predator Empire: Drone Warfare and Full Spectrum Dominance by Ian G. R. Shaw (University of Minnesota Press 2016)

The Sky of Our Manufacture: The London Fog in British Fiction from Dickens to Woolf by Jesse Oak Taylor (University of Virginia Press 2016)

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‘Annals of the AAG’ Among Top 10 Ranked Geography Journals

The Annals of the American Association of Geographers, the flagship journal of the association, has once again been ranked among the top ten geography journals worldwide continuing a 15-year trend. According to the Journal Citation Reports released by Thomson Reuters this month, the Annals of the AAG placed eighth out of 77 journals in the geography category. The 2015 data also reveals that the journal’s Impact Factor increased from 2.291 to 2.756, the second highest score since 2000.

Impact Factor—figures that often confuse students and younger scholars—are an important indicator of a journal’s usage and impact. Being a scholar means engaging in original research that contributes something new to academic knowledge and practice. However, no scholar exists in isolation; they are influenced by the work of others and need to situate their research within context. Citing other people’s work is an important aspect of this. Collectively, data on citations indicate the relative scholarly value of different authors and publications.

Eugene Garfield, an information scientist, first proposed the idea of an international citation index in the mid-1950s. Garfield had observed the growth in scholarly research and was looking for a way to organize it. He felt that categorizing journals on the basis of citations would assist librarians in building their collections but it was 20 years before his ideas reached fruition as the Journal Citation Reports (JCR). “Impact Factor” made its debut in 1975 as a measure of citations and journal influence, and has been published annually ever since.

Put simply, the Impact Factor is a ratio between citable items and actual citations. It is calculated by taking the number of citations in the past year to articles published in the two previous years and dividing it by the total number of items published in those same two years. The items of journal content that are included in the calculation are full-length research articles, short communications, and review papers; other published pieces such as editorials, letters, book reviews, news items, and meeting abstracts are not counted as they do not present substantial research findings.

Academic output has proliferated in the last 40 years since Impact Factor was first launched. More than one billion citations have now been recorded and each year more than 12,000 scientific and scholarly journals and other materials are assessed for the JCR. A range of more sophisticated and nuanced metrics have been created including Eigenfactor and Article Influence Score, and data such as web page visits are also used to measure the significance of published work. Despite some controversies and misuse, however, the simple calculation of Impact Factor remains a prominent measure in journal evaluation.

Its significance lies in the fact that Impact Factor reflects what scholars themselves regard as noteworthy and useful research rather than being a subjective rating imposed by an outsider. In other words, citations are the strongest and most reliable indicator of scholarly value. Collectively, citations of a particular journal signify its relative importance within that scholarly field and the prestige of having a paper published in it.

Although the ranking, Impact Factor and Five-Year Impact Factor of the Annals of the AAG have all risen this year, the editors and the AAG aspire for these figures to increase further. That will be achieved by encouraging high quality manuscripts to be submitted, a dedicated editorial team and the valued contributions of many reviewers, resulting in the publication of excellent papers that contribute to the discipline of geography that, in turn, other scholars cite.

To find out more about the history and development of the Journal Citation Reports, read this excellent article: https://stateofinnovation.thomsonreuters.com/how-to-measure-up-impact-factor-2015

If you would like to consider submitting a paper to the Annals of the AAG, please refer to the Information for Authors. View the latest issue of the Annals of the AAG.

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Newsletter – July 2016

PRESIDENT’S COLUMN

The End(s) of Geography?

By Glen M. MacDonald
MacDonald-Glen-2009
MacDonald

Serving as your President is a singular honor, but also one that is more than a little daunting. My trepidation arises from three sources. First, with the honor of being elected President comes the responsibility to ably serve the aspirations of a wonderful, but large and highly diverse membership. Second, our past Presidents have set a very high bar of achievements against which new incumbents are sure to be measured. These are big shoes to fill.

So, before I move on to my third point, allow me to thank the Members of the AAG for their confidence. I also thank our immediate past Presidents Sarah Bednarz, Mona Domosh and Julie Winkler for the inspiration and warm friendship they have provided.

In the end, all I can promise is that I will do my very best to serve all our Members and further the legacy of our past Presidents. What I would ask in return is that you share your ideas and experience with me. Be sure to let me know if I miss an important concern or stray off course in addressing such issues. I am very teachable.

Continue Reading.

Recent columns from the President

ANNUAL MEETING

Registration & Call for Papers Open Aug. 1

Join Us in Boston, April 5-9, 2017, for the AAG Annual Meeting

med_boston-spring-03_250x150-1

The AAG invites scholars, professionals, and students to attend and present their latest work in geography at the AAG Annual Meeting, which will be held in Boston from April 5 to April 9, 2017.

The conference will feature over 6,000 presentations, posters, workshops, and field trips. The call for papers and registration will open on August 1, 2016.

Call for Papers.

NEWS

Consultation on Sections in the ‘Annals of the AAG’

The AAG is considering a proposal to remove the four section headings in the Annals of the AAG, with the understanding that the creation of an editorial team that represents the breadth and integrity of the discipline should continue. It is also understood that several substantive areas of geography can reside within the expertise of each editor but no one editor can encompass the whole discipline. The proposal is to remove the confusion and containment that accrues to the establishment of section headings while maintain the disciplinary integrity of an editorial team. The AAG seeks your comments. Learn More.

AAG Seeks Nominations for 2017 Vice President, National Councilors

The AAG Nominating Committee seeks nominations for Vice President (one to be elected) and for National Councilor (two vacancies) for the 2017 election. Those elected will take office on July 1, 2017.Individual AAG members, specialty groups, affinity groups, departments, and other interested parties are encouraged to nominate outstanding colleagues by June 30. Read More.

OPPORTUNITIES

awardsAAG Honors Nominations Deadline Extended to Friday, July 15, 2016

The AAG has extended the deadline to submit nominations for AAG Honors to July 15, 2016. AAG Honors are offered annually to recognize outstanding accomplishments by members in research and scholarship, teaching, education, service to the discipline, public service outside academe and for lifetime achievement. Individual AAG members, specialty groups, affinity groups, departments, and other interested parties are encouraged to nominate outstanding colleagues by July 15. Currently, honors are awarded in six categories. Learn More.

Census Scientific Advisory Committee Seeks Nominations

The Census Bureau has issued a call for nominations for membership to the Census Scientific Advisory Committee. This committee advises the Director of the Census Bureau on statistical data collection, statistical analysis, econometrics, cognitive psychology, and a variety of other scientific areas pertaining to Census Bureau programs and activities. According to the notice in the Federal Register, “Nominees must have scientific and technical expertise in such areas as demography, economics, geography, psychology, statistics, survey methodology, social and behavioral sciences, Information Technology, computing, or marketing.” The deadline for applications is July 15, 2016. Learn More.

IN MEMORIAM

Brad Cullen

Cullen-Bradley-235x300-1Brad Cullen, professor emeritus in the Department of Geography and Environmental Studies at the University of New Mexico, passed away unexpectedly on June 4, 2016 at the age of 65.

He studied for his bachelor’s degree at Chico State University, California, then for his master’s degree at Miami University, Ohio. Next he moved to Michigan State University for a PhD in geography. His doctoral dissertation, completed in 1980, was entitled “Wood products plants in northwestern California: changes in location and size” and examined the forestry industry.

He became a member of the American Association of Geographers in 1979 and was actively involved in the Southwest Division, including serving as the Chair in 1992. Read More.

PUBLICATIONS

‘Annals of the AAG’ Among Top 10 Ranked Geography Journals

Annals-cover-2016-230x300

The Annals of the American Association of Geographers, the flagship journal of the association, has once again been ranked among the top ten geography journals worldwide continuing a 15-year trend.

According to the Journal Citation Reports released by Thomson Reuters this month, the Annals of the AAG placed eighth out of 77 journals in the geography category.

The 2015 data also reveals that the journal’s Impact Factor increased from 2.291 to 2.756, the second highest score since 2000. Learn More.

Latest Issue of ‘GeoHumanities’ Features Special Thematic Forum on Attunement

As the space for interdisciplinary scholarship at the intersection of geography and the humanities, GeoHumanities presents new opportunities for academic interaction and has inspired new proposals for special compilations on cross-cutting themes. The editors have accepted three of those proposals to date and will publish them as special forums in this and upcoming issues. The current issue features the first special forum on “Attunement,” bringing together an international and interdisciplinary set of papers exploring creative and social practices of attuning to forces, temporalities, and material processes that exceed the human subject. Learn More.

Environmental Sciences Section Editor Sought for ‘Annals of the AAG’

The AAG seeks applications and nominations for the Environmental Sciences section editor for the Annals of the American Association of Geographers. The new section editor will be appointed for a four-year editorial term that will commence on January 1, 2017. The appointment will be made by fall 2016. A letter of application that addresses both qualifications and a vision for the Environmental Sciences section should be accompanied by a complete curriculum vitae. Nominations and applications should be submitted by Friday, October 7, 2016. Learn More.

NEW PUBLICATIONS

EVENTS CALENDER

Submit News to the AAG Newsletter. To share your news, submit announcements to newsletter [at] aag [dot] org.

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The End(s) of Geography?

Serving as your President is a singular honor, but also one that is more than a little daunting. My trepidation arises from three sources. First, with the honor of being elected President comes the responsibility to ably serve the aspirations of a wonderful, but large and highly diverse membership. Second, our past Presidents have set a very high bar of achievements against which new incumbents are sure to be measured. These are big shoes to fill. So, before I move on to my third point, allow me to thank the Members of the AAG for their confidence. I also thank our immediate past Presidents Sarah Bednarz, Mona Domash and Julie Winkler for the inspiration and warm friendship they have provided. In the end, all I can promise is that I will do my very best to serve all our Members and further the legacy of our past Presidents. What I would ask in return is that you share your ideas and experience with me. Be sure to let me know if I miss an important concern or stray off course in addressing such issues. I am very teachable.

Now, allow me to address the third reason why I feel a particularly strong sense of obligation in serving as President of the AAG at this juncture in the history of the Association. This revolves around the value and health of the discipline of Geography, and the very geographical perspectives it engenders. I suppose this existential question might be boiled down to — are we at “the end of geography’? In 1970 Alvin Toffler wrote explicitly about the “Demise of Geography” at the conclusion to Chapter 5 in his book Future Shock. His argument being that geography was losing any importance as people tended to move rapidly from place to place and correlations between societal diversity and place were disappearing. In the four decades since then, the continued ease of transporting people, goods and services over great distance, the explosive rise in information and communication technologies (ITC) and the myriad other phenomena encapsulated in the term globalization have prompted many others to proclaim the demise of geography, or at least wonder about the decreasing importance of space and place as significant forces in driving economic and social differences. The catch phrase ‘geography is dead’ has become a facile cliché in some corners of the ITC and globalization worlds. Works such as The World Is Flat: by Thomas Friedman (2005) and Geography is Dead: How America Lost its Sense of Direction by Brian McCabe (2012) and The End of Geography: The Changing Nature of the International System and the Challenge to International Law (2014) by Sir Daniel Bethlehem provide more nuanced and thought provoking perspectives on certain aspects of this proposition.

In the same vein one might consider the health of Geography as an academic discipline. From the dissolution of the Geography departments at Harvard, Chicago and UC Davis, the last century saw some notable losses to academic geography. In such circumstances a strong professional academic association is invaluable to unite geographers and champion the discipline. Yet we are facing a general climate of flat or declining membership in many such associations. As Denise Lee Yohn wrote recently in the Harvard Business Review (2016), professional association membership is in widespread decline in part because ICT provides online informal social and professional networking opportunities and access to content such as journal articles that negate the necessity of formal association membership. She also notes that Millennials are generally less inclined to value formal networking and organizations than earlier generations.

However, to paraphrase Mark Twain, the reports of the death of geography have been greatly exaggerated. In physical geography and across human geography from economic to cultural perspectives, geographers have demonstrated the power that space and place retain in shaping the world. Indeed, the deeper we look the more we find that many aspects of our own perceptions of the world and resulting actions are formed by our experiences of place and space. We also see how gender, race, economic status and other attributes color how we perceive and respond to differences in space and place. Some discussions and illustrative examples of the importance of geography in the context of globalization may be found in works such as Imagining Globalization by Doreen Massey (1999), The Exaggerated Death of Geography by Kevin Morgan (2004), Geographers and Globalization by Yehua Wei (2006) and Is Geography ‘Dead’ or ‘Destiny’ in a Globalizing World by Anthony Howell (2013). Realization of the critical importance of geography is currently extending well beyond the discipline. This florescence is driven by the scholarly insights provided by geographers and others working from geographical perspectives and by the geographically orientated manifestations of the ITC phenomenon in the form of Geographic Information Sciences and the proliferation of remote sensing, mapping and other spatial based applications that are delivered to us on our computers and smart phones at the flick of a finger. Academic geography programs still face challenges on some campuses, but we are arguably not in the dire straits one might have expected in the latter decades of the last century. Of note here is the fact that in 2005 Harvard established the Center for Geographic Analysis. Two years later Villanova established a new Department of Geography and the Environment. I recently spoke at the annual seminar series held by the Geography Graduate Group at UC Davis. There I met an exciting group of faculty and graduate students, from diverse academic backgrounds, but all drawn together by shared interest in geography and the perspectives it offers. I also see on my own campus and beyond the reach of geographical perspectives and techniques in the natural sciences, social sciences and humanities. Although admittedly idiosyncratic, from my perspective, interest in geography and geographical perspectives and techniques is very much on the rise in many corners of the academy. Finally, the AAG is certainly not in decline. We now have almost 12,000 members and drew some 9,000 to the recent Annual Meeting in San Francisco. We also see that a large proportion of those members are undergraduate and graduate students representing the critical Millennial generation. About 30% of our membership is drawn from outside the United States and this coupled with the variety of our annual meeting sessions and range of our affinity groups represent a staggering diversity of scholarly perspectives and pursuits.

So, my trepidation in taking up the Presidency is not about the end of geography, but rather how terribly important I feel geography and the AAG is in tackling the critical societal and environmental problems the world faces today. These challenges and the importance of geography in addressing them is driven in part by the very forces of globalization and ICT that others have assumed would lead to the end of geography. The reach of our actions extends globally as too can the actions of actors in the remotest corners of the globe. Actions from far away can reverberate directly to us wherever we are. Geographical differences in economy, culture, environment, etc., strongly influence these interactions. The more geographers look the more we find a geographically complex world. This is as true for biophysical attributes such as the genetic structure of species or micro-climatic differences as it is for cultural or economic diversity. Therefore, as geographers we know the world is not flat. Rather we recognize that we confront a world that is comprised of a dizzying array of bumps, peaks, hollows and chasms. This diverse human and environmental topography confounds easy answers to critical questions such as how we will feed a world of nine billion?; how will we support an urban population that will comprise 75% of that nine billion?; how will this population impact the environment, including the earth’s climate and how will that environment impact us?; how will all these factors as well as globalization affect human cultures?; how do we study and cope with all these challenges in an increasingly post-factual world in which the capacity and desire to embrace and support reasoned thought and rational actions is often under attack?

Perhaps nothing illustrates the opportunities and challenges we face better than circumstances during my writing of this column. At present I have the benefit of writing on a computer designed in the United States and assembled in China. The computer is networked via fiber optics to the UCLA library system. I am, however, 400 miles away from UCLA at an elevation of just over 8,000 feet in the Sierra Nevada of California. Thanks to a small satellite dish I have been able to watch the BBC News from London while I work. What I have been watching is the vote by the United Kingdom to try and turn back the tide of globalization by exiting the European Union. Almost instantly stock markets around the world, including the Dow, plummeted in response to the potential economic and political implications. A truly globalized experience. However, within the UK the vote was strongly geographically structured with Scotland, Northern Ireland and London being against the exit. Scotland is now considering a second referendum on independence from the rest of the United Kingdom. This could split the nation along clear geographic lines. The strong exit vote in England and Wales was driven by a geographically prescribed sense of British (English largely) identity, a reaction against elites and intellectuals, disdain for increasing EU regulations, including environmental ones and fears about an influx of refugees from civil war, the depravations of ISIS, and lack of food and water in Syria and adjacent refugee camps some 2,500 miles away. None of this is understandable or will be manageable without consideration of geography. It demonstrates the forces of both global connectedness and global geographic diversity operating on multiple scales.

Rather, than asking is this the end of geography, given the plethora of issues facing the world which are intrinsically tied to space and place, the real question for our discipline and our association must be – what are the ends of geography? By this I mean what are the issues that geographers have a special opportunity and responsibility to study? How can we formulate and translate our work to produce and disseminate results that are policy relevant, actionable and accessible to wider audiences both inside and outside academia? How do we recruit and educate new generations of geographers who can take up these responsibilities in the future?  How, given the diversity of issues confronting us and the diversity within our discipline, do we generate coherence and build synergies in our departments and in the AAG? These are the questions I hope to address in the remaining 11 Presidential columns. There are no easy answers, but given the challenges we face and the responsibility we have as individual geographers and an association, they are questions we must tackle together. I look forward to a year of sharing my thoughts and benefiting from yours.

Join the conversation and share your views on Twitter #PresidentAAG

— Glen M. MacDonald

DOI: 10.14433/2016.0011

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