• to societal needs for quality education and practice as professionally as they respond to opportunities for research, showing sensitivity to societal need as well as self-directed curiosity.
  • Enhance diversity in geography's perspectives, participants, and audiences. Geographers and their organizations need to make themselves fully aware of trends in the diversity of student and professional populations and trends in the diversity of approaches to seeking understanding. As an expression of the nature of geography, as well as morality and humanity, they must appreciate diversity, value it, support it in their institutional environments, and seek it in their own learning. Furthermore, geographers need to endeavor to address research issues of relevance to a wider range of user communities, including disadvantaged groups.
  • Promote breadth and depth of learning, emphasizing the common core of learning that provides coherence to the discipline. Geography faculty need to take collective responsibility for identifying and infusing into undergraduate and graduate programs the core of conceptual and methodological approaches that provide coherence to the discipline. They need to ensure that undergraduate and graduate students are solidly grounded in the fundamentals of geographic learning, while at the same time affording graduate students opportunities for in-depth training at the frontiers of knowledge in selected subspecialties.

    To this end, faculty members need to make more of an effort to collaborate across subspecialties, especially between human and physical subspecialties, between these subspecialties and those emphasizing spatial representation, and across institutions. Faculty need to ensure that their undergraduate and graduate students are exposed to the range of geographic topics, research traditions, and methodologies that define the core of the discipline. At the undergraduate level, faculty members need to provide exposure to the various subspecialties in a way that reinforces the ideal of a liberal education and at the same time prepares students for advanced training. Such exposure might come, for example, through courses and seminars led by teams of physical and human geographers that emphasize the connectivity among subspecialties. At the same time, faculty members must provide opportunities for graduate students to obtain depth of learning in selected subdisciplines. Such opportunities might come through pre- and postdoctoral training opportunities, collaborations with faculty members in other departments, and extracurricular activities such as summer institutes.

  • Promote and participate in professional interactions with other sciences. As participants in a larger intellectual enterprise and as individual representatives of geography in an era of reaching out more actively beyond disciplinary boundaries, geographers need to seek interactions with other scientists, not only through multidisciplinary programs and research projects but through a wider range of discourse. This process might, for instance, include more active participation in state academies of science and such national organizations as the American Association for the Advancement of Science, as well as catalyzing discussions of cross-cutting scientific issues with colleagues in one's own institution.

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