WSSA NEWS - Wssaweb

New Joint Doctoral Program (JDP) in GeographyNew Mexico State University and The University of New Mexicoby Christopher BrownNew Mexico State UniversityIn early 2019, faculty and administrators at New Mexico State University (NMSU)and The University of New Mexico (UNM) received the great news that GovernorMichelle Lujan Grisham and The New Mexico Board of Finance approved the JointDoctoral Program in Geography that UNM and NMSU developed in the last few years.The impetus for this program was requests by researchers at Los Alamos and SandiaNational Laboratories that institutions of higher education in New Mexico develop a PhDprogram in geography and environmental studies to support professional development of Laboratoryresearchers; faculty at NMSU and UNM got to work to make this happen. Scott Freundschuh and Maria Lanewere the leads on program development at UNM, and they worked closely with Christopher Brown and CarolCampbell at NMSU, as well as faculty in both departments, to develop the program.The argument for the JDP is a fairly simple one that came out of the experience of UNM facultymembers Christopher and Caitlyn Lippett and NMSU faculty member Christopher Brown. All three earnedtheir PhDs in the Joint Doctoral Program in Geography hosted by San Diego State University and theUniversity of California at Santa Barbara, and all have benefitted from the rich partnership of two committedand complimentary geography departments. Put simply, Christopher, Caitlyn, and Christopher “knew how toget this thing done,” an argument made throughout the entire process of program development. Working withDouglas Stowe, the JDP coordinator at SDSU (thanks to Doug for his invaluable assistance!), faculty atUNM and NMSU worked to craft a program that was built on three simple but important elements: Both departments are highly respected in the Southwest for their timely applied geographic andenvironmental research.(Continued on page 6)Page 5 of 21

( Joint Doctoral Program, Continued from page 5) Neither program had the resources to make this program happen on their own, but together they wereable to marshal resources to build a program that is consistent with other successful PhD programs inthe Southwest. The end result was the only PhD program in geography and environmental studies in New Mexicothat was built largely with existing resources and staff, an argument that was especially salient asapproval was successfully sought in various agencies in New Mexico.With the “how and the why” of the program’s development in hand, just what is the program allabout? As a time tested adage reminds us, a picture is often worth many words. The graphic belowlays out the key components and linkages.Coupled human-environment interactions are at the core of the JDP, with a specific focus oncultural landscapes, resource management in dryland environments, and a range of environmental changequestions. Geographic Information Science and Technology (GIS&T) is a techniques area in which bothdepartments have expertise and experience, and we argued successfully that GIS&T is the criticaltechnical element to link these areas of research together. GIS&T is also a highly sought-after area ofexpertise in academic institutions, governmental agencies, and private sector firms; hence the JDPsupports important workforce development that both helps drive the New Mexico economy, and exploresand addresses a range of coupled human-environment interactions and attendant challenges.FutureConferencesI write this article as 2019 comes to a close, and we usher in 2020. As the New Year unfolds,faculty and staff at UNM and NMSU are working hard to stand up the program, focusing on jointcurriculum development, application review processes, and coordination of both face to face classes andthose delivered at distance. Our goal is to see the program kick off in fall of 2020, and I will share detailsof our application process with WSSA members as this process comes together.2020 Portland, Oregon -- Portland Marriott Downtown Waterfront, April 1, 2020 through April 4, 20202021 Albuquerque, New Mexico -- Albuquerque Hyatt Downtown, March 24, 2021 through March 27, 20212022 Denver, Colorado -- Denver Marriott City Center, March 30, 2022 through April 2, 20222023 Tempe, Arizona -- Tempe Mission Palms, April 12, 2023 through April 15, 20232024 San Antonio, Texas -- Hyatt Regency San Antonio Riverwalk, April 3, 2024, through April 6, 20242025 Seattle, Washington -- Sheraton Grand Seattle, April 2, 2025, through April 5, 2025Page 6 of 21

Are you funny? Can you draw?And can you meet deadlines?The WSSA News is looking for a cartoonist.We want someone who can put together simple, funny, cartoons that are relevant to the WSSAor to the social sciences (in general, not any specific discipline). Cartoons would be drawn from a socialscience perspective, on topics that should be of interest to social scientists in a wide variety of disciplines. They should be good spirited, not sarcastic or derogatory.The successful applicant will, unfortunately, have to take his/her compensation in satisfactionand prestige, as there is no funding available (sigh)The chosen cartoonist would draw about something that just interests him or her, observationsthat “tickle the person’s funny bone”, or make a fun word-play.Cartoons must be original, and they may not have been previously, or concurrently, published.Acceptance of any submission is solely at the discretion of the editor.WSSA Give-Back:The Oregon Food Bankby Diane Calloway-GrahamUtah State UniversityVice President, WSSASince 2012, the Western Social Science Association has been holdinga Give Back event in conjunction with the Friday breakfast at its AnnualConference. This event raises several thousand dollars for thefoodbank at each conference host city. This year we will be in Portland,Oregon. Following is some important information regarding the OregonFood Bank. The mission of the Oregon Food Bank is to eliminate hunger and its root causes because noone should be hungry. One of the unique aspects of the food bank in Oregon is that they THINK BEYONDTHE CAN! In their work to eliminate hunger in Oregon, they believe in addressing the root causes of hungerthrough public policy, nutrition and garden education, as well as public awareness. They also focus onfreshness with a goal this past year of distributing 15 million pounds of produce each year. Another importantfocus is to champion self-reliance through nutrition and garden programs, as well as community foodorganizing activities. A very important feature of the food bank is that they advocate for change. Aspects oftheir advocacy include urging lawmakers to make food a priority byinvesting in policies and programs, recognizing race and place as centraldeterminants in individual and community health, combating systems andbehavior which undercut food security, and finally cultivating newstrategies for underserved communities with long-term solutions and dayto-day program delivery. One final noteworthy aspect of the Oregon FoodBank is that they are dedicated to ensuring that no one goes hungry today,that Oregon becomes the first state without hunger, and that peopleexperiencing hunger are at the center of all they do.Look for the OREGON FOOD BANK at the conference and please supportthem with a donation to help fight hunger!Page 7 of 21

Announcing WSSA’sOutstanding Emerging Scholar Awardsfor 2020Past - President’s Award :Jose Bucheli, University of New MexicoDr. Jose Bucheli is an Assistant Professor of Economics in the Department of Economics,Applied Statistics & International Business at New Mexico State University.Named by Chris Brown, New Mexico State UniversityPresident’s Award : Dr.Samar Zahrawi, Sam Houston State UniversityDr. Samar Zahrawi is an Assistant Professor of Arabic in the Department of WorldLanguages and Cultures at Sam Houston State University.Named by Debra D. Andrist, Sam Houston State UniversityPresident-Elect’s Award :Dr. Cheryl Bennett, Arizona State UniversityDr. Cheryl Redhorse Bennett is an Assistant Professor of American Indian Studies atArizona State University.Named by Mary Jo Tippeconic Fox, Arizona State UniversityWSSA provides free space foruniversity and other education-relatedposition announcementsreferred to us by members.See our website tmlPage 8 of 21

“What I Wish My Professors Knew About Me”Usually for our student contributions to the newsletter, we have them address, “What I Wish MyProfessor Told Me.” For this installment, we thought to flip the idea and have students respond to what theywish their professors knew about them. In response, I will provide “What I Wish My Students Told Me.” in theSpring 2020 issue. Below are the thoughts of students at different stages of their lives and education. They haveall offered personal reflections about who they are as students in the classroom.Dr. Monica GallamoreCollin CollegeAlexandra Tipps, SophomoreCollin College - FriscoMost often, professors see you a few times a week for a few months, then never again. Studentspass out of the lives of professors just as quickly as they came into them; professors do not have theopportunity to understand each of us as individuals, what informs the decisions we make, how wefunction in a learning environment, or even why we are there to begin with. I believe the relationshipbetween professor and student could improve greatly with a little insight into one another’s lives.Although it might not always be intentional, academia seems to have a tendency to gatekeep.Maybe some professors do not remember what it is like to be in the position of someone who had tofigure out how to navigate academia on their own – or maybe they tend to forget that many students donot come from an advantaged socioeconomic background. I am on track to become the first familymember to get a degree – to complete more than a few semesters of college, really – and it is easy to feelashamed for your lack of understanding of the ins and outs of college despite its complicated nature,although I entered school with very little explained to me. As well, it is intimidating to ask forclarification upon things you are made to feel like you should have grasped long ago. When a professorgoes out of their way to make sure class is accessible for those who are pioneering higher education, ittakes so much stress off of the student.I wish my professor understood the anxiety I deal with in the classroom – even writing about itgives me anxiety. I wish my professor knew how difficult of a journey it has been to get myself tofunction as well as I do in the classroom today. It is difficult to articulate the struggles I face daily. Thereis an unshakeable embarrassment I feel each time a professor reads my work or is answering a question Ihave, and I have to fight myself to raise my hand. I often get so flustered that I fail to finish what I amsaying. When a compassionate professor recognizes my behavior and accommodates my needs withoutmaking me feel guilty for a disorder I often hold very little control over, it means the world to me. I wantmy professor to know that I am not a lazy, disengaged student – I am just trying to cope with a condition Ihave struggled with my entire life.I wish my professor knew that their passion can be awfully contagious; I might not particularlycare enough to set out on my own to learn about the differences between the Rococo and the Baroqueperiod, but if a professor walks into the classroom enthusing about the subject, they are much more likelyto successfully pique my interest and give me a reason to feel as though maybe there is a reason why Ishould care, too. When a professor is present for the paycheck rather than the love of education or for thepassion of the subject, there is a tangible difference in the learning experience. Students are morevulnerable to a professor’s energy than one might think. I have found that passion is something thatconsistently and drastically improves my experience in the classroom, especially as a student withADHD. You can fall in love with something you never heard of, or even imagined you would beinterested in when someone with fervor and great knowledge is there to guide you. Professors are in anincredibly unique position to influence the lives of students – whether positively or negatively is up tothem.Christine Stevens, SophomoreCollin College - FriscoI returned to college in January of 2019, at the age of 50, to pursue a new career in nursing. Afterseveral years as an elementary school teacher, I had spent most of my adult life raising my two children,(Continued on page 10)Page 9 of 21

(What I Wish My Professors Knew About Me. . . , Continued from page 9)who I am enormously proud to say have grown into remarkable young adults. I loved being a full-time mom,and I can honestly say that I pursued that role with passion and dedication. I was the Girl Scout leader, theroom mom, and the enthusiastic school volunteer. I served on the boards of several local charities, raisedfunds, wrote by-laws, and planned countless events. My husband’s corporate job gave us the opportunity tolive all around the US as well as the UK, and I happily supported his career and while acting as our family’sCEO, CFO, and COO. However, my children grew up, and I found myself in a state of “forced earlyretirement”. I was full of regret for not having kept “a toe in the water” of the professional world. Wishing Ihad chosen a career other than teaching, which I no longer had a passion for, and had far too much respect forthe profession than to do it without passion. I was at a point where I could not imagine continuing on thepath that I as on, and I was consumed with the need to do something that would be challenging and impactful.I took this leap because I needed to prove to myself that it was not too late to define who I was outside of therole of mom, wife, and volunteer.When I entered my first class, an upper level biology course in a rather large lecture hall, I chose thecenter seat in the front row. I was deliberately setting the stage for a new phase in my life, and my choice inseats was a proclamation of how seriously I was taking this step. The lighter element of this seat choice wasthat I would have my back to the majority of the class, thus obscuring my view of how much older I was thanthe rest of the room. (I had not considered that being so close to the professor would reinforce the fact that Iwas also older than she). Now that I have three semesters under my belt, I am far less concerned with myage. In fact, I appreciate what my life-experience has given me. I am now a fascinated learner, so I am a farmore engaged student than I was at 18. I have the discipline, organizational and time management skills tobe successful. I have the confidence and communication skills to develop good relationships with myprofessors. One of the best surprises is how much I have enjoyed getting to know my fellow students of allages and from all walks of life.My kitchen table has become my command post and it is littered with notebooks, text books, stickynotes, and labeled images of internal organs (much to my husband’s dismay). I am working incredibly hardfor my academic success and experiencing the stress that is unique to that of a college student . . . there isalways another task to be completed, an exam to prepare for, or a paper to draft. It is harder than I expected,but I have zero regrets. I love it. I am thriving in a way that I never have before, and I am more excitedabout my future and what I will contribute. Returning to college is one of the best decisions of my life.Joshua Apple, SophomoreCollin College – FriscoI had never considered myself to be particularly good at school. From a young age my parents hadplaced me in a local private school in order to better prepare me for college. Throughout middle school Istruggled to keep up with my peers and over time I gradually began to convince myself that school just wasnot for me. After several unsuccessful years at the private school, my parents decided it would be better totransfer me to public school. Despite initial success in the public school system, I found myself unpreparedfor what would be one of the greatest challenges of my life. On October 21, 2015, my father suddenly passedaway. At the time, his death seemed to have very little effect on my life, only when I look back, I realize howmuch his death affected the rest of my high school career. My father had been a major part of my life growingup. Additionally, he was responsible for instilling in me many of my core beliefs and morals.Two weeks after the death of my father, my mom and I moved out of our home that we had lived infor most of my life growing up. Within the span of a month my entire life turned upside down. The remainderof that fall semester I remember struggling just show up to school let alone be successful. I failed threeclasses that semester and would spend the remainder of my high school career attempting to regain those lostcredits. At the time, I remember feeling as though the slip in grades and social withdrawal were unrelated towhat had just happened. From that point on my priorities were set on just graduating high school on time andputting the whole experience of school behind me. Despite the major setbacks of that semester I managed tograduate on time with my class. It was a huge relief to put school behind me.Because of my difficult experience with high school, I decided to go into the workforce instead ofgoing straight into college. I took on more hours at my job and spent my free time just trying to reflect and(Continued on page 12)Page 10 of 21

Election Resultsby Kate HerkeCommunications Director, WSSAfor 2020-2021In the past, the WSSA has held its annualelection for officers and council members in January,but this did not give the winners enough time to planfor the Spring Conference. Therefore, we havemoved the voting period to a mid-December timeframe, and are leaving the voting open for only threeweeks, as past experience shows that this is sufficient.Many potential candidates had conflictswhich would have prevented them from serving andthere were no write-in candidates so, unusually, allcandidates ran unopposed.As mandated by the WSSA Constitution, thisyear’s President, Debra D. Andrist, will become theImmediate-Pa

Karen Jarratt-Snider (2020) Collin College Northern Arizona University Karen.Jarrett-Snider@nauedu (2021) ús Ruiz Flores (2020) Universidad de Guadalajara, at LaCiénqga mgems.ruiz@tgmail.com (2022) Colorado State University Meghna Sabharwal (2020) University of Texas at Dallas mxs095000@utdallas.edu (2022) Jessica Clark (2021) smumme .