Universities and colleges worldwide have quickly moved campus-based classes to virtual spaces due to the COVID-19 pandemic. This article explores the impact of this sudden transition of learning and teaching based on experiences and evidence from six institutions across three countries. Our findings suggest that although online and remote learning was a satisfactory experience for some students, various inequities were involved. Many students lacked appropriate devices for practical work and encountered difficulties in securing suitable housing and workspace. Students were stressed, and faculty were, too, especially those in precarious employment. The lack of fieldwork and access to laboratories created special challenges. We are concerned that the lack of hands-on experience could cause a decline in enrollments and the number of majors in geography over the next few years. This issue must be addressed by making introductory courses as engaging as possible. It is too early to determine the extent to which online and remote learning can replace campus-based, face-to-face geography education once the pandemic ends, but the new academic year of 2020–2021 will be revealing. Nevertheless, the COVID-19 crisis has revealed preexisting problems and inequalities that will need our collective effort to address, regardless of the pandemic’s trajectory.

In this comprehensive study, William E. Doolittle synthesizes and extensively analyzes all that is currently known about the development and use of irrigation technology in prehistoric Mexico from about 1200 B.C. until the Spanish conquest in the sixteenth century A.D.

L'éruption de Sunset Crater est à l'origine des stratégies agricoles originales qui ont été ensuite développées dans les zones arides du territoire Hopi et du Nouveau Mexique.

The online pivot has opened many people’s eyes to new possibilities and challenges in the postpandemic world. This article describes what five geographers in three different countries learned from the experiment and assesses how the lessons can be carried forward. One of the big surprises for some of us was the extent to which students were open to different ways of learning during the 2020–2021 academic year. It is clear that some students wish to continue their programs either partially or completely online, although it is also clear that students continue to enjoy field work. The online pivot also showed us that assessment needs to be reexamined, student stress levels need to be lowered, and inequities among students need to be addressed. There are challenges associated with online education across international borders. From a faculty perspective, we have found that nobody needs to be isolated from research opportunities and collaboration, but there are also limits on what we can do. There are growing threats to academic freedom, and we need to move faculty away from precarious employment. Finally, some of us learned the importance of work–life balance.

As his students in geography, archaeology, geology, and Latin American, African, and Middle Eastern Studies attest, you could learn more in one day in the field with Karl Butzer than you could in a semester-long course with any other professor. Karl’s fieldwork and active teaching ended May 4, 2016. Future generations of students will learn from Karl by means of his 15 books and monographs, and more than 275 journal articles and chapters in edited volumes. Blending nuanced insights of human–environment relationships on the individual and societal levels with a keen understanding of earth-shaping process, Karl will be forever known as the founder of geoarchaeology and a contemporary champion of the concept of human adaptation to the environment. Reflected in his professional life, Karl’s personal life involved a difficult past, a rich present, and an optimistic eye toward the future. Karl Butzer (on the left) demonstrating flint knapping to his student Thomas Hickson on a field trip to Mexico, taken around 1990. Born to a Catholic family in Mülheim an der Ruhr on August 19, 1934, Karl and his brother were smuggled out of Nazi Germany in 1937, reunited with their parents in England, and settled as a family in Montreal, Canada. There Karl found solace in Thoreau-like places, even composing at age 14 …