How can you promote diversity and inclusion in GIS education and training?

1 Recognize and address barriers

One of the first steps to promote diversity and inclusion in GIS education and training is to recognize and address the barriers that may prevent some people from accessing or participating in GIS learning opportunities. These barriers may include economic, technological, cultural, linguistic, or social factors that limit the availability, affordability, or suitability of GIS resources, platforms, or methods for different groups of learners. For example, you can consider offering scholarships, subsidies, or discounts for low-income or marginalized students, providing multiple options for online or offline access to GIS software and data, using open-source or free alternatives to proprietary or expensive tools, incorporating diverse and relevant case studies and examples that reflect the interests and backgrounds of your audience, and using clear and inclusive language and terminology that avoid jargon, acronyms, or stereotypes.

2 Encourage and support diversity

Another way to promote diversity and inclusion in GIS education and training is to encourage and support the participation and contribution of diverse voices and perspectives in the GIS field. This means creating a welcoming and respectful learning environment that values and celebrates the differences and similarities among learners, instructors, and practitioners of GIS. For example, you can invite guest speakers, mentors, or role models from different backgrounds, disciplines, or sectors that use GIS in innovative or impactful ways, provide opportunities for learners to share their own experiences, insights, or questions related to GIS, foster collaboration and dialogue among learners with different levels of expertise, skills, or goals, and provide constructive feedback and recognition for learners' achievements and challenges.

3 Integrate and apply ethical principles

A third way to promote diversity and inclusion in GIS education and training is to integrate and apply ethical principles and practices that ensure the responsible and respectful use of GIS for social good. This means educating yourself and your learners about the ethical implications and consequences of GIS data collection, analysis, representation, and dissemination, and how they may affect different groups of people, places, or issues. For example, you can discuss the concepts of data quality, accuracy, reliability, validity, bias, privacy, security, ownership, access, and consent, and how they relate to the sources, methods, and purposes of GIS data, explore the potential benefits and risks of using GIS for various social, environmental, or economic problems or opportunities, and how they may impact different stakeholders or communities, and develop and follow ethical guidelines and standards that ensure the transparency, accountability, and integrity of your GIS work.

4 Seek and incorporate feedback

A fourth way to promote diversity and inclusion in GIS education and training is to seek and incorporate feedback from your learners, peers, or partners on how to improve your GIS curriculum, content, or delivery. This means soliciting and listening to the opinions, suggestions, or criticisms of those who are involved or affected by your GIS education and training activities, and making changes or adjustments based on their input. For example, you can conduct surveys, interviews, or focus groups before, during, or after your GIS courses, workshops, or projects, and ask your learners, colleagues, or collaborators about their expectations, experiences, or outcomes related to GIS, use various methods and tools to measure and evaluate the effectiveness, efficiency, or satisfaction of your GIS education and training processes and products, and share and discuss your findings and lessons learned with your GIS community of practice or interest.

5 Keep learning and growing

A fifth way to promote diversity and inclusion in GIS education and training is to keep learning and growing as a GIS educator, trainer, or practitioner. This means updating and expanding your GIS knowledge, skills, or competencies, and staying abreast of the latest trends, developments, or innovations in the GIS field. For example, you can enroll in online or offline courses, workshops, or webinars that offer new or advanced GIS topics, techniques, or tools, join or create online or offline networks, groups, or forums that connect you with other GIS professionals, enthusiasts, or learners, attend or participate in conferences, events, or competitions that showcase or challenge your GIS work, and read or write blogs, articles, or books that share or disseminate your GIS insights, findings, or stories.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?