Search for: All records

Abstract Community Geography offers researchers, community groups, and students opportunities to engage in action oriented applied geographical research. Creating and sustaining these research programs can be challenging, programs can involve many partners from both academic and the community, have different goals and purposes, and utilize a variety of methods to perform research. In this paper we offer a framework of three primary overarching principles for implementing CG projects; (1) Who, (2) Why, and (3) How. (1) “Who” describes who is involved in CG, including researchers, community partners, academic institutions, (2) “Why” describes the justifications and benefits of taking this approach. (3) “How” explains how CG borrows methodologies from many disciplines within geography and beyond. Our examples are not exhaustive; rather, they serve as starting points to inspire researchers interested in CG. 

This paper introduces HOPPY, an open-source, low-cost, robust, and modular kit for robotics education. The robot dynamically hops around a rotating gantry with a fixed base. The kit is intended to lower the entry barrier for studying dynamic robots and legged locomotion with real systems. It bridges the theoretical content of fundamental robotic courses with real dynamic robots by facilitating and guiding the software and hardware integration. This paper describes the topics which can be studied using the kit, lists its components, discusses preferred practices for implementation, presents results from experiments with the simulator and the real system, and suggests further improvements. A simple heuristic-based controller is described to achieve velocities up to 1.7m/s, navigate small objects, and mitigate external disturbances when the robot is aided by a counterweight. HOPPY was utilized as the subject of a semester-long project for the Robot Dynamics and Control course at the University of Illinois at Urbana-Champaign. The positive feedback from the students and instructors about the hands-on activities during the course motivates us to share this kit and continue improving it in the future. 

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.