Building Educational Capacity for Inclusive Geocomputation: A Research-Practice Partnership in Southern California

To build educational capacity for the rapidly evolving science and profession of geocomputation, the American Association of Geographers piloted an Encoding Geography research-practice partnership (RPP) composed of geography and computer science educators and researchers. This commentary describes t...

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Bibliographic Details
Published in:Journal of geography (Houston) 2021-07, Vol.120 (4), p.152-159
Main Authors: Solem, Michael, Dony, Coline, Herman, Thomas, León, Kelly, Magdy, Amr, Nara, Atsushi, Ray, Waverly, Rey, Sergio, Russell, Rachel
Format: Article
Language:English
Subjects:
Aspiration
broadening participation
Capacity Building
Careers
Computer science
Computer Science Education
Curricula
Curriculum Development
Disproportionate Representation
Educational partnerships
Females
Geography
Geography Instruction
Inclusion
Inclusive education
Minority Group Students
Partnerships in Education
Powerful knowledge
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Summary:To build educational capacity for the rapidly evolving science and profession of geocomputation, the American Association of Geographers piloted an Encoding Geography research-practice partnership (RPP) composed of geography and computer science educators and researchers. This commentary describes the process, known as Collective Impact, that was implemented to investigate the persistent problems of practice that have limited the participation of women and minorities in geocomputational education and careers. We also discuss the RPP's data-driven approach for developing an inclusive curriculum pathway aligned with student aspirations.
ISSN:0022-1341
1752-6868
DOI:10.1080/00221341.2021.1933140