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1. 2025 AAG Education Summit - Roundtable Discussion

   Dony, CC (April 2024, American Association of Geographers)

   AG is organizing a series of roundtable discussions to prepare the outline for an “AAG Education Summit” at the 2025 Annual Meeting in Detroit (MI) that will offer networking, mentoring, and professional development for educators covering geography in K-12 and/or higher education. WHY THIS ROUNDTABLE? Part of AAG’s JEDI Strategic Plan is to hold roundtable discussions to foster collaboration between AAG, K-12 teachers, community college educators, and post-secondary geographers. Based on recommendations from the Encoding Geography Initiative and the National Center for Research in Geography Education, building “bridges” between K-12 and higher education should be a key strategy moving forward. Depending on who you ask, however, you will hear a different idea on what that "bridge" could look like, and to what level AAG should or shouldn't be involved. The goal of these roundtable discussions is to bring all these "bridge" ideas together. WHO DO WE WANT AT THE TABLE? We are open to anyone who would like to contribute to these conversations, but among those who we would like to see represented during at least one of our Roundtable Discussions are (in no particular order): Geography educators in K-12 and community colleges, the AAG Community College Affinity Group, the AAG Geography Education Specialty Group, representatives from the National Council for Geographic Education (NCGE), representatives from the National Center for Research in Geography Education (NCRGE), representatives from the AAG Healthy Department Committee, representatives from the AAG JEDI Committee and its TLC GRAM Working Groups, representatives from former or active Geography State Alliances, representatives from Esri's education team, representatives from OSGEO, AP teachers or graders, Code.org teachers and teacher trainers, etc. 

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2. Community geography: Toward a disciplinary framework

   https://doi.org/10.1177/0309132520961468  

   Shannon, Jerry; Hankins, Katherine B.; Shelton, Taylor; Bosse, Amber J.; Scott, Dorris; Block, Daniel; Fischer, Heather; Eaves, LaToya E.; Jung, Jin-Kyu; Robinson, Jonnell; et al (October 2020, Progress in Human Geography)

   null (Ed.)

   Community geography is a growing subfield that provides a framework for relevant and engaged scholarship. In this paper, we define community geography as a form of research praxis, one that involves academic and public scholars with the goal of co-produced and mutually-beneficial knowledge. Community geography draws from a pragmatist model of inquiry, one that views communities as emergent through a recursive process of problem definition and social action. We situate the growth of community geography programs as rooted in two overlapping but distinct traditions: disciplinary development of participatory methodologies and institutional traditions of community engagement in American higher education. We then trace the historical development of these programs, identifying common themes and outlining several challenges that community geographers should prioritize as this subfield continues to grow. 

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3. Empathic Design in Engineering Education and Practice: An Approach for Achieving Inclusive and Effective Community Resilience

   https://doi.org/10.3390/su13074060  

   Afroogh, Saleh; Esmalian, Amir; Donaldson, Jonan; Mostafavi, Ali (April 2021, Sustainability)

   In this paper, we argue that an inclusive and effective community resilience approach requires empathy as a missing component in the current engineering education and practice. An inclusive and effective community resilience approach needs to be human-centric, individual- and communal-sensitive, justice-oriented, and values-based consistent. In this paper, we argue that three kinds of empathy, namely cognitive, affective, and conative, play a central role in creating and sustaining an inclusive and effective approach to community resilience. Finally, we discuss empathetic education through learning theories and analytics skills to cultivate empathy in engineering education. Cultivating empathy in engineering education could help advance the impact and contribution of engineering to well-being. 

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4. Keeping Data Science Broad: Negotiating the Digital and Data Divide Among Higher-Education Institutions

   Rawlings-Goss, Renata; Cassel, Lillian; Cragin, Melissa; Cramer, Catherine; Dingle, Angela; Friday-Stroud, Shawnta; Herron, Al; Horton, Nicholas; Inniss, Tasha R; Jordan, Kari; et al (January 2018, Workshop: Bridging the Digital and Data Divide)

   A report summarizing the “Keeping Data Science Broad” series including data science challenges, visions for the future, and community asks. The goal of the Keeping Data Science Broad series was to garner community input into pathways for keeping data science education broadly inclusive across sectors, institutions, and populations. Input was collected from a community input survey, three webinars (Data Science in the Traditional Context, Alternative Avenues for Development of Data Science Education Capacity, and Big Picture for a Big Data Science Education Network available to view through the South Big Data Hub YouTube channel) and an interactive workshop (Negotiating the Digital and Data Divide). Through these venues, we explore the future of data science education and workforce at institutions of higher learning that are primarily teaching-focused. The workshop included representatives from sixty data science programs across the nation, either traditional or alternative, and from a range of institution types including community colleges, Historically Black Colleges and Universities (HBCU’s), Hispanic-Serving Institutions (HSI’s), other minority-led and minority-serving institutions, liberal arts colleges, tribal colleges, universities, and industry partners. 

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5. Making space for the women: Exploring female engineering student narratives of engagement in makerspaces

   Lam, C.; Cruz, S.; Kellam, N.; Coley, B. (January 2019, 2019 ASEE Annual Conference & Exposition)

   Makerspaces have the potential to revolutionize engineering education by providing a platform for students to nurture their tacit knowledge. This unique space allows for students to work with advanced prototyping equipment, develop specialized skills and create community. Although makerspaces could become an important dimension of engineering education, it is unclear whether these spaces are inclusive for all engineering students, especially those from underrepresented groups. Specifically, this study aims to understand the experiences of diverse female engineering students in makerspaces. For this study, we analyzed interview transcripts of ten women from multiple U.S. universities housing engineering academic makerspaces—those anchored to and supported by the engineering department/school specifically—and found common themes across their stories. These themes include the perception of gender bias, as well as an intimidating, hostile, and non-inclusive environment. Although the results of this study demonstrate gender bias and marginalization occur in makerspaces, female engineering students still find value in the makerspace through access to resources, opportunities to learn, increased confidence, and female makerspace staff. 

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