Computational Thinking in U.S. College Geography: An Initial Education Research Agenda




Dony, Coline C.
Nara, Atsushi
Amatulli, Giuseppe
Delmelle, Eric M.
Tateosian, Laura
Rey, Sergio
Sinton, Diana S.

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The Grosvenor Center for Geographic Education


The authors summarize the outcomes of efforts to initiate a research coordination network to build capacity for computational thinking in geography education. There is a growing demand for graduates with skills in both spatial and computational (or geocomputational) thinking, but such skill sets are difficult to find. The growth of spatial data science programs are a good indicator for the significance of this growing demand. The Encoding Geography Research Coordination Network (EG-RCN) met virtually to engage in guided discussions around challenges of teaching and learning computational thinking at the college level. The main outcome of this network is the identification of an initial education research agenda to measure and address such challenges. This EG-RCN are one of the efforts under the broader Encoding Geography Initiative, which was launched by the American Association of Geographers (AAG) in 2018.



geography, geography education research, computational thinking, geocomputation, geocomputational thinking, research coordination networks


Dony, C.C., Nara, A., Amatulli, G., Delmelle, E.M., Tateosian, L., Rey, S., & Sinton, D.S. (2019). Computational thinking in U.S. college geography: An initial education research agenda. Research in Geographic Education, 21(2), pp. 39-54.


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