Encoding Geography: Building Capacity for Inclusive Geo-Computational Thinking with Geospatial Technologies

Association Of American Geographers, Washington DC

Investigators

Abstract

This project will initiate the formation of a researcher-practitioner partnership (RPP) to articulate preK-14 pathways that will expand opportunities for all students to develop spatial and computational (i.e., geo-computational) thinking skills. This pilot RPP is composed of geographers, computer science educators, and geospatial technology specialists experienced in serving underrepresented minority students and communities. Under the coordination of the American Association of Geographers, this RPP will collaborate on exploratory research to inform educational standards and tested approaches to help institutions understand the capacity they need to modernize geography education and to broaden the participation of underrepresented minorities in geo-computational curriculum. Building capacity for inclusive pathways in computational geography will increase the potential of all students to contribute to the national innovative ecosystem. This pilot will provide other regions or states the foundational knowledge to design, develop, and implement a strategy to modernize their pathways to computationally-intensive jobs and college majors. The value and intelligence gained from geospatial innovations such as mobile Global Positioning System (GPS) is such that the geospatial services industry creates approximately 4 million direct jobs and generates 400 billion U.S. dollars globally in revenue per year. The recent democratization of manufacturing geospatial hardware is a sign that this industry continues to innovate and grow. More importantly, it will generate enormous volumes of geospatial data, which will be generated at even higher rates than we are already facing. The value of these spatial data, however, hinges on a workforce that is equipped with both computational thinking and spatial thinking. In 2015 the Government Accountability Office raised concerns that "throughout the country, K-12 students may not be acquiring adequate skills in and exposure to geography, which are needed to meet workforce needs in geospatial and other geography-related industries". Graduates with a combination of training in geography and computational thinking is in even shorter supply, so employers across the public and private sectors are limited and forced to choose between hiring a geographer with limited or no computational skills, or a computer science graduate with limited or no expertise in geographic information. Main questions driving this research are: (1) What are barriers experienced by schools or departments to offer courses that involve geo-computational thinking? (2) What are barriers experienced by students at different levels to enroll or succeed in courses that involve geo-computational thinking? (3) What new skills are necessary to be productive in today's geospatial technology industry? (4) What needs to be done to expand access to high-quality geo-computational education in K-12 schools? This RPP will initiate the design of a long-term mixed-methods approach combining surveys with qualitative data collection to allow other regions or states to design, develop, and implement geo-computational curriculum at all educational levels. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.