The 'G' in STEM

Geography is a STEM subject.

STEM is an acronym for Science, Technology, Engineering and Mathematics, and STEM is the focus of an enormous amount of educational effort, across the U.S. and abroad. The basic idea is that STEM education is vital to the success of individual students and the technological and economic progress of our society. STEM encompasses a broad array of subjects, although this point bears repeating. The STEM Education Coalition calls for "An inclusive definition and use of the term “STEM education” by federal and state programs that is not limited to only math and science, but also embraces engineering and technology, and broadly encompasses related STEM fields and their unique needs."

I had an opportunity recently to highlight Geography's STEM credentials at the "Get Energized! Powering the Future with Green STEM Education" event hosted by the Boston Youth Environmental Network (BYEN) at the Benjamin Franklin Institute of Technology in Boston. The purpose of this event was to draw attention to teaching about sustainability, renewable energy, and clean technology concepts and careers. I was invited to set up an interactive demonstration for the exhibition session, and also to participate as a panelist in a session on Pathways into Green STEM Careers.

It isn't hard to demonstrate how Geography is both a STEM subject and a promising ('Green') career pathway, especially when it involves geospatial technology (e.g. digital maps, GPS, satellite imagery). I demonstrated the use of ArcGIS, a Geographic Information Systems (GIS) program, for the siting of wind turbines in Massachusetts. I adapted this from an exercise I've used for both my undergraduate and graduate GIS students. You can see screenshots of the process in the slideshow, although we did it interactively at the event. MassGIS has an online Wind Energy Site Screening Tool that lets you interactively explore a similar process. My goal was to highlight how a spatial approach and perspective - combining geospatial technology and an understanding of human-environment interactions (core aspects of Geography) - supports sustainable, green development. It can be lucrative too. A recent article in Science Careers entitled "The New Cartographers" highlighted the nation's need for a ready supply of graduates in GIS and related fields. This echoes analyses by the U.S. Department of Labor.

Geospatial analysis is a sub-discipline of Geography, and Geography, and the STEM aspects of Geography, are more than geospatial technology. Geography has many definitions, but a common aspect is its spatial perspective - across social and physical phenomena - and interest in "big picture" relationships, especially human-environment relationships. Geography has long been recognized as a core discipline, but that recognition hasn't always been robust. Of nine areas listed as core academic subjects in the No Child Left Behind Act, geography is the only one that has no dedicated federal funding program. In Massachusetts, Geography education has gotten short shrift. However, the Massachusetts Geographic Alliance has been spearheading an effort to establish a state-sanctioned Commission on Geography Education to study the status of geography education in Massachusetts and make recommendations to the legislature. Ideally, this effort will result in reinstatement of Geography education in K-12 education throughout the Commonwealth. National Geographic has been leading a parallel effort at the national level in its campaign for "geo-literacy."

Given the national interest in STEM education, and Geography's solid STEM identity, it seems strange to have to plead Geography's case. But the work must be done.

Learning "To Do" Geography

I recently returned from the annual Association of American Geographers conference, which took place this year in Los Angeles, California. This is a big event (over 8,000 people from around the planet), with hundreds of sessions, panels, workshops, and field trips to choose from. In addition to presenting my own, latest research, catching up with old friends, networking, and trying to make it to all of the "sponsored socials" that involved a free drink, the big challenge was choosing which sessions to attend. This year I focused on sessions that dealt with pedagogy and career preparation (for my students).

Here are some highlights that I picked up:

Field experience is crucial in the teaching of Geography - even for introductory or service courses.

Students (and teachers) need to constantly practice the art of seeing the real world landscape through a geographical perspective. Professor Herschel Stern of Miracosta College argued that "seeing landscape" means going out and learning how to describe and categorize features (understanding the concept of categories), identifying based on shared characteristics, and practicing how to describe location, orientation, neighborhood boundaries, etc. - basic skills for any Geographer. Professor William Selby of Santa Monica College argued that both cultural and physical Geographers need to practice taking field notes and recording their observations; basic skills for all researchers and another aspect of "seeing landscape."

Organized field experiences do not necessarily mean supervised, group trips in which the entire class has to be transported to some location at the same time (with all of the attendant expenses and logistical and liability headaches). Consider non-guided, independent fieldwork lessons. Professor Mark Hafen from the University of South Florida described how he manages to send students from his Wetland Environment class on a minimum of 4 field trips each semester. The key is that they go out independently or in small groups - on their own time. Before sending them out, he does in-class demonstrations of how to use equipment and record observations. In order to work well, field trips have to be very focused with specific objectives. For Hafen, data collection is qualitative to demonstrate understanding of concepts. Students graph the data they collect and then read their data to look for patterns and understand what they saw in the field and how the graph helps. Herschel and Selby asked us to consider sending students to museums, visitor centers, and self-guided nature walks, which many students have probably never seen.

"Spatial Thinking" is important across the college curriculum, but it still needs clarification.

With the publication of the National Research Council report Learning to Think Spatially, and the funding of a Spatial Intelligence Learning Center, there is growing interest in how to teach spatial thinking. There is now convincing evidence that spatial abilities are related to both success and participation in STEM (Science, Technology, Engineering and Math) disciplines. More generally, there is an increasing recognition of the importance of spatial thinking as a unifier of academic disciplines, including physical science, social sciences, arts and humanities. However, it is also widely acknowledged that spatial thinking is not fostered in our educational system. Professor Mary Hegarty of the University of California Santa Barbara gave a summary report from a specialist meeting convened in Santa Barbara in December 2012 which brought together geographers, cognitive scientists, and experts in a range of other disciplines (including architecture, astronomy, chemistry, geosciences, neuroscience, history and political science) to examine how to best educate spatial thinking at the college level. Hegarty asserted (quite provocatively) that "current attempts to teach spatial thinking are faith based." There is little objective evidence that attempts to teach spatial thinking are effective. She argued that we need to understand and articulate what we mean by "spatial thinking." What are the core concepts and skills? What are the varieties of spatial thinking? She explained that the only really well developed assessments of spatial skills come from cognitive psychology, and these have focused only on "mental rotation". We still need to know more ways to define and assess spatial thinking.

Not everyone is at a loss for a definition of spatial thinking. Diana Stinton from the University of Redlands offered her definition of spatial thinking as "the ability to visualize and interpret location, position, distance, direction, pattern, relationships, movement, and change through space (and time)." She made a point, however, of distinguishing between common understandings of "spatial skills" and "geography-based skills." Spatial skills, she explained, are those more typically associated with engineering skills (e.g. "mental rotation") and 3D visualization. By contrast, geography-based skills are those associated with maps and geospatial technology, and aimed at Geography students and educators. Regardless of origin, she argued that we should promote spatial literacy across all disciplines. Spatial literacy is the "confident and competent use of maps, mapping, and spatial thinking to address ideas, situations and problems in the real world." Stinton is a leader in this realm. I had the pleasure of seeing her speak before at the GIS conference at Bucknell. She recently launched a web resource for GIS educators - teachgis.org

Geoscience jobs are/will be booming, but Geography remains poorly understood by employers AND students

Heather Houlton from the American Geosciences Institute (AGI) and colleagues from the AAG discussed current trends in the geosciences job market and the challenges of aligning learning outcomes to workforce competencies. Houlton reported on a number of promising job trends for Geographers:

• There are over 260,000 geoscience jobs in the U.S. today
• Based on demographics, we can expect 130,000 of current geoscientists to retire in the next few years, opening up those positions to new people
• By 2021, up to 72,000 completely new geoscience jobs are expected to be created
• By 2021, the U.S. will see between 15,000 and 45,000 new graduates from the geosciences, leaving a big gap between job supply and demand (better for those demanding)

The less encouraging news is that Geography is "under-recognized" or poorly understood by employers, while Geography graduates continue to have a narrow conception of their career prospects. These observations are based on recent surveys by the AGI. As most job-seekers learn, there are VERY few jobs with the title "Geographer", but there A LOT of jobs that need geographic skills and perspectives. While Geography advocates need to work on educating employers and labor agencies, it is up to educational institutions and faculty to do a better job of educating students about the vast variety of career possibilities that a Geography education provides.

GIS Across the Curriculum

This past weekend my department chair Steve Matchak and I attended the GIS & Spatial Thinking in the Undergraduate Curriculum Conference at Bucknell University, in Lewisburg, Pennsylvania. The conference brought together about 70+ people from 50 schools across the country to discuss ways of better integrating spatial applications and geospatial technology in undergraduate education. The event also served the purpose of fostering important networking opportunities.
While there were a number of schools, including Bucknell, that had well established GIS programs (in some form or another), there were equally as many who were there looking for ideas on how to get things started.  What struck me was how many of the attendees were not from Geography or GIS-centric programs.  More importantly, the most consistent message of the conference discussions was that GIS should not be  confined to Geography or GIS-specific programs.  Bucknell is an example of this philosophy in action.  Although it has had a robust Geography program for some time, and its Geographers have been strong advocates of GIS at the school, the rapid and sustained diffusion of GIS across the school has been spear-headed by Janine Glathar, a GIS Specialist, from their Library and IT department (and the organizer of the conference). She is academically non-aligned, and she says that this 'neutral' position has been important to her success in helping more departments integrate this technology into their research and curricula (note that this is the same model adopted by Harvard's Center for Geographic Analysis). In fact, quite a number of the attendees and presenters were from Library IT departments looking to develop the ideas and the capacity to bring in this technology to support faculty and students across their schools.
This expansive, trans-disciplinary perspective of GIS was really reinforced by the keynote speakers and a number of the presenters and attendees who emphasized qualitative applications of GIS, primarily in the humanities.
I think a lot of us were particularly struck by the keynote presentation "Geographic Imagination in the Digital Humanities" by Anne Knowles from Middlebury College. She talked about historical applications of GIS, and specifically, examples of work by her and her students to understand and represent the World War II Holocaust.  Her graphical representations were clever and beautiful and moving.  One might say "cartography at its best," except that a number of these representations were not 'cartographic' in the conventional sense, and they certainly did not use GIS.  The one that sticks with me is an image of a long, snaking line of black silhouettes,  clearly prisoners, on a forced march, against a blank, white background, the line of silhouettes diminishing as it winds its way into the distant horizon. This was probably the most subversive message of the conference: abandon the assumption that GIS -and even maps -  are the best or only ways to represent spatial phenomena. Heck, rethink your ideas of what constitutes "space".
The conference was engaging and well worth our time.  We had a lot of really great conversations and the whole experience really gave Steve and I a lot to think about regarding our own program.  We had expected to hear cheerleading for GIS and were prepared to take back strategies to bolster our existing GIS degree program.  We came away with questions about the wisdom of our technique-specific approach.  Maybe we need to think more about specific, topical foci to ground the GIS training.  Maybe we need to look at ways of engaging more of our colleagues in this technology - utilizing our own Digital Geography Laboratory as a GIS hub for the whole institution.
We're waiting for Bucknell to post presentations and materials from the conference.  As soon as they do, I'll post a link to those here as well.  In the meantime, here are some of the more interesting resources discussed at the conference:

• PLOTS Balloon Mapping Kit - A low-cost kit that you can purchase online to do a class-based aerial photography exercise using a balloon and a camera (remote sensing on the cheap!)
• NEATLINE is a geotemporal exhibit-builder that allows you to create beautiful, complex maps and narrative sequences from collections of archives and artifacts, and to connect your maps and narratives with timeline. 
• Worldmapper is a collection of world maps, where territories are re-sized on each map according to the subject of interest - otherwise known as cartograms.
• Floating Sheep - a site dedicated to mapping and analyzing user generated geocoded data. The results provide one glimpse of what internet users (in the aggregate) think about particular places. See the now (in)famous map of racist tweets following President Obama's reelection.  
• SPACIT - Education for spatial citizenship in Europe. 
• TeachGIS - because no one should have to face GIS alone.  A resource (coming soon) for GIS instructors. 
• i-Tree - Tools for assessing and managing community forests.
• The Stanford Spatial History Project - a place for a collaborative community of scholars to engage in creative visual analysis to further research in the field of history.

Spreading the 'G' Word

Last night I had the pleasure of making a presentation on "Applications of Geo-Information Science to Social and Environmental Science Careers" to students and faculty at Endicott College.

The focus of my presentation was on how geospatial technologies - and specifically Geographic Information Systems (GIS) - could be applied in a variety of disciplines. I was asked by Dave Parry, Professor of Criminal Justice, to give particular attention to law enforcement applications, which I did. Of course, as a Geographer, I was delighted to have the opportunity to wander through a variety of disciplines. In fact, I talked about applications of GIS to

• business and marketing
• natural resource management
• environmental health
• communications infrastructure
• extra-terrestrial mapping
• law enforcement
• emergency management planning

The presentation was exceptionally well attended (at least in my experience!). I think there were more than 75 students present - at a 7pm event! I was given a very warm welcome and fielded a lot of good questions from both students and faculty. I am hoping that we can find the opportunity to work more closely with Endicott.
I want to thank Professors Alice Locicero and David Parry, as well as Dean Peter Eden for the opportunity.

Climate Threat Inflation

As the legitimacy and urgency of climate change have sunk in, the scope of considered impacts has broadened. One area drawing increasing attention is national security - issues that affect the integrity of nation-states. What does it mean to take a "national security" approach to climate change?

In June 2007, the United Nations Secretary General Ban Ki Moon wrote an op-ed piece in the Washington Post in which he connected political instability in the Darfur region of Sudan with drought exacerbated by climate change. For at least the last five years, nations with Arctic borders have been contemplating a new tangle of claims over previously inaccessible domains. Dramatic decreases in sea ice over the Arctic are opening up vast areas of ocean bordered by Canada, Russia, the US and Nordic countries - all of whom see in this change a variety of opportunities (like new shipping lanes) and strategic conundrums (like who owns what). More recently, Senator Kerry has made the national security implications of climate change a central issue, and it seems the Pentagon has been listening.

Of course, Pentagon concerns draw their own concerns. Climate change skeptics, like James Carafano of the conservative Heritage Foundation, are clearly wary of lending climate change any more credibility with the imprimatur of military concern, while more liberal-minded scholars are worried about the inverse, justifying military investment with the imprimatur of climate change. Regardless of the political motivations, the Pentagon has in fact begun to explore national security implications of potential climate change impacts: flood, drought, environmental refugees and mass migration, and wars over natural resources. Potential conflict, of course, draws the most attention.

Interestingly, there is actually a large body of empirical evidence showing that nations are more likely to find peaceful solutions than go to war when faced with competition over scarce natural resources - like water. Aaron Wolf, a professor of Geography at Oregon State University and director of the Transboundary Freshwater Dispute Database, has compiled an enormous database on this exact issue. In a recent report for the Woodrow Wilson International Center for Scholars, he and his colleagues pointed out:

• No nation has gone to war specifically over water for thousands of years.
• Between1945 and 1999, instances of cooperation between river-sharing nations outnumbered conflicts by more than two to one.
• In the last 50 years, only 37 disputes involved violence, and 30 of those occurred between Israel and one of its neighbors.
  
• Outside of the Middle East, researchers found only 5 violent events while 157 treaties were negotiated and signed.

Violent conflicts do occur, of course, but they mostly occur within nations, rather than between nations. Think on that. The authors conclude that water is actually a "pathway to peace" rather than conflict between nations.

Surely climatic instability has the dire potential to create social instability. How can people get along if they are worried about survival? But threats carry the potential for unity as well - especially common threats. According to an old Asian proverb, the enemy of my enemy is my friend. The trick is to define the threat/enemy clearly and in a way that highlights our common interests in defeating this threat together. It has been done before and it can be done again.

Geography in Nebraska

I spent this last week at the University of Nebraska in Lincoln, Nebraska (Go Big Red!) scoring Advanced Placement Human Geography exams. I personally scored 400 exams. I was accompanied by another 200+ high school teachers and college professors, and together, we scored 40,000 exams from high schools across the country and around the world. This was my first year scoring high school AP exams, but the AP Human Geography exam has been around for 8 years now, and the number of students taking the exam has been doubling every two years!

Until I had signed up to be an AP reader, I was not even aware that high schools taught AP Geography in the US. It turns out that there are hundreds of high schools around the country that offer formal Geography courses either as electives, or in some cases, required courses! High school students who achieve a minimum score on the AP Human Geography exam can get college credit (and thereby have one less course to take).

Geography is not a required course in Massachusetts high schools, nor is it commonly offered. That could be changed. Imagine how much easier it would be to recruit Geography majors if students were already aware of Geography as a discipline before they got to college.

The Artwork of Science

On Tuesday, March 18, 2008, our own Dr. Stephen Young opened a unique art exhibit entitled "Earth Exposed" at the Winfisky Gallery at Salem State College. The exhibit features a wide array of aerial and satellite-based imagery of the earth, from urbanized, coastal Salem, to the so-familiar arm of the Cape, to dendritic patterns of a delta in southeast Asia.

But these are more than simply pictures from high up. These are uniquely strange perspectives of the familiar. The images range from panchromatic black and white, to wildly bright and bold pinks and purples and fuschias. These are not the hues of the landscapes we know. Rather, this is the earth through the eyes of instruments that record what human eyes could not otherwise see - invisible brightnesses and energies that reveal natural forces and processes that are no less real for having been missed before. And this is where science meets art. Within science, these images are important for the data they contain, for the information that can be gleaned. But they are beautiful too. The familiar is made exotic and alien. The organic fluidity and symmetry compel the viewer to think he is looking at some kind of organism. Maybe he is.


On December 24, 1968, astronaut William Anders snapped a photo of Earth from lunar orbit and changed history. The photo, entitled "Earthrise," was described by photographer Galen Rowell as “the most influential environmental photograph ever taken.” Indeed, this one photograph of a planet has often been credited with altering the consciousness of an entire world. It was hard to believe that all of human history, and all humanity's future, rested on something so fragile and small. This iconic image offered a warning and hope of unity in tumultuous times.

Since that time, there have been significant advances in technologies that have allowed us to acquire so many more images of Earth. You might expect fascination to wane. But it hasn't. The "Earth Exposed" exhibit was well attended by students, faculty and administrators, as well as members of the community. The imagery is still fascinating and compelling.

But it's worth remembering that this kind of imagery, and this exhibit in particular, is not simply about abstracted beauty. There is a message here, and there is information with very practical and immediate relevance. The "Bye Bye Salem - Hello Salem Harbor Islands" series is a deceptively benign set of panchromatic aerial images of Salem and its harbor. But what these images show in stark black and white is the gradual disappearance of Salem beneath a rising ink black ocean. This is the message and the warning of our times, once again communicated through imagery.

Biofuels Are No Free Lunch

It appears that the promise of biofuels for curbing carbon dioxide emissions and weaning America off of its dependence on foreign oil has some complications. Many of these complications have to do with the the interdependencies of a globalized world, and they have to do with the hard lesson that solutions to one problem often create other kinds of problems, or simply shift the original problem somewhere else.

Biofuels - fuels derived from plant products such as corn, soy or palm oil - have a lot going for them on the face of it. With minimal processing, most vehicles can run on gasoline or diesel that has some proportion of vegetable-derived fuel, such as ethanol. Ethanol has been particularly important as a replacement for the fuel additive MTBE, which while increasing fuel efficiency and reducing air pollution, has the annoying habit of contaminating vast areas of surface and groundwater. MTBE was itself originally a replacement for lead in gasoline. Lead is bad. Of course, lead itself was originally added to gasoline in order to increase octane and reduce engine knocking, and interestingly, to help gasoline compete with ethanol as a viable fuel! That's another story (see "The Secret History of Lead," The Nation Mar 2000), but it brings us back to ethanol.

The initial (and ongoing) excitement around the potential for biofuels led the U.S. Congress to pass The Energy Policy Act of 2005, which, among many other things, requires a dramatic increase in the mixing of biofuels with gasoline sold in the U.S., and a tripling of domestic production of biofuels by 2012. The European Union (EU) similarly set a target of getting 10% of Europe's road fuels from plants. For both the EU and the U.S., biofuels offer a way of reducing dependence on foreign oil, reducing air pollution, and reducing emissions of carbon dioxide (which contributes to global climate change).

A number of things have turned up to dampen some of the initial enthusiasm for biofuels as panacea. Recent studies by leading academics and scientific organizations, such as the Intergovernmental Panel on Climate Change (IPCC), have found that increasing production of biofuels may actually contribute more to the release of carbon dioxide and lead to worsening environmental damage. Specifically, if one takes into account the full energy-intensive process of modern agriculture, refining of the fuel, and transport, then biofuels may be no better, and in some cases, even worse, than conventional fuels. At the same time, incentives to grow more crops for biofuel production mean that more land must be brought into production. Bringing new land into farm production often means habitat loss, and habitat loss is second only to climate change as a leading environmental concern (see "Biofuels Deemed a Greenhouse Threat," NYT Feb 8, 2008).

What's particularly interesting to me, however, is the way increased production of biofuels ramifies throughout the world. The push to produce biofuels has greatly increased the value of the crops used to produce biofuels, many of which are also food crops. This may be good for farmers, both here and abroad, because it means more income for a commodity in higher demand. However, the farmer's gain may be the consumer's loss. Higher food prices are particularly hard on poor people who must inevitably spend a greater proportion of their income on food than the more privileged. This is what is known as a 'regressive' economic impact. Increased food prices are a serious reality (see "A Global Need for Grain That Farms Can’t Fill," NYT Mar 9, 2008; also see "Surging costs of groceries hit home," Boston Globe Mar 9, 2008).

The relationship between biofuel production and food is particularly striking in less developed countries. The soaring price of palm oil has hit the poor in places like India, Malaysia, and Indonesia particularly hard. Palm oil is a significant source of calories and nutrients for the less wealthy in tropical parts of the world, and it is one of the most costly. Palm oil is also one of the most sought after sources of biofuel and the most productive. An acre of palms produces 8 times as much oil as an acre of soy. Palm oil prices have increased by 70% over the last year. The increased price and the resulting diversion of palm oil from food to fuel has meant higher prices and less availability. The economic incentive of palm oil production has also encouraged growers to bring more land into production, which has meant an accelerated rate of deforestation in tropical parts of the world (see "A New, Global Oil Quandary: Costly Fuel Means Costly Calories," NYT Jan 19, 2008). Loss of tropical forest threatens wildlife, such as Orangutans in Borneo (watch "Palm oil demand threatening wildlife," BBC Mar 2006).

Environmental changes in tropical parts of the world are not just a threat to the non-human environment; they also threaten the livelihoods of people dependent on natural resources. Human rights and environmental advocacy groups issued reports showing that indigenous groups in Indonesia are being negatively impacted by the expansion of palm oil farms, both through loss of forest and expropriation of land (see "Biofuel demand leading to human rights abuses, report claims," The Guardian Feb 11, 2008). The EU has taken both environmental and human rights issues surrounding biofuel production quite seriously. It is seeking to encourage the use of "sustainable" biofuel production (see "EU promises sustainable plant fuel," BBC News Jan 14, 2008).

To be fair, the negative news about biofuel does not necessarily mean that it is a lost cause. In fact, there is considerable room for improvement through increased technological efficiencies as well as decisions about which plant products to use (e.g., non-food plants). Clearly, however, biofuels are not a panacea, because there is no such thing as a panacea. On a more positive note, however, the negative attention to biofuels has highlighted global interdependencies, which involve not just markets, and environmental conditions, but also social conditions and issues of justice. These are the things with which a more globalized, and globally aware, world must contend.