Randy Raymond: Inspiring Generations Through GIS and Community Connection

In the early 1990s, when geographic information systems were still largely confined to government agencies and research institutions, Randy Raymond was already introducing GIS into secondary school classrooms. Long before STEM education, civic engagement, and workforce development became widely adopted terms, he was actively embedding those ideas into meaningful projects for students. His work positioned him among the earliest pioneers of K–12 GIS education in the United States, and his sustained commitment to geography and geotechnology makes him a clear source of inspiration within the geospatial community.

From Paper Maps to ArcInfo

Randy’s professional journey began in the late 1960s as part of a Kellogg Foundation initiative focused on river greenbelt planning and water quality studies. At that time, topographic maps and aerial photographs served as the primary “layers” of spatial analysis. In the mid-1980s, exposure to ArcInfo at the Michigan Department of Natural Resources introduced him to digital GIS. Installing and operating the software required weeks of training on Unix systems — a stark contrast to today’s web-based platforms.

By the early 1990s, Randy was integrating GIS into educational settings. He encountered early versions of ArcView, met Esri’s K–12 program manager Charlie Fitzpatrick at a trade show, and connected with Jack Dangermond, president of Esri. At that time, ArcView functioned primarily as a viewer; map production still required ArcInfo. Despite technical hurdles, Randy recognized the transformative educational potential of spatial tools.

Academic Background and Professional Recognition

Randy holds degrees in biology and science education from Alma College, Michigan Technological University, and the University of Michigan. After teaching at Detroit Country Day School for a decade, he spent 21 years as a GIS specialist for Detroit Public Schools. His contributions earned numerous honors, including the International Special Achievement in GIS award from Esri and multiple state and civic recognitions for leadership and environmental excellence.

GIS for Real-World Impact

Throughout his career, Randy has consistently applied GIS to urgent community issues. For several years, he focused on mapping lead contamination in Detroit’s water systems and schools, using GIS not only for analysis but also as a communication platform. More recently, he has led the GRACE project — GIS Resources and Applications for Career Education — a National Science Foundation–funded initiative that equips high school students in economically disadvantaged communities with practical GIS skills tied to real-world challenges.

One example is the “safe routes to school” initiative. Students analyze traffic patterns, sidewalk conditions, and infrastructure gaps to identify safer walking routes. These projects intersect with municipal concerns such as pavement management and qualify communities for funding from the U.S. Department of Transportation. Through web-based GIS tools, students act as citizen scientists, collecting and analyzing data, then presenting findings to school boards, city councils, and community groups.

GIS as a Transformative Tool

Randy views GIS as more than technology; he describes it as a “common language” and a “transformative tool that allows collaboration.” Students use the same geospatial platforms employed by governments, nonprofits, and businesses, fostering authentic understanding. Iterative map-making processes, though sometimes frustrating, encourage critical thinking. Each revision prompts reflection: Are the maps clear? Do they communicate effectively? In this way, GIS reshapes how students approach problem-solving.

Despite advancements in online and mobile GIS, Randy acknowledges that curricular integration remains challenging. Learning GIS is not an endpoint; it becomes a framework for interdisciplinary inquiry. Students begin applying spatial thinking across subjects, connecting science, history, mathematics, and social studies.

Story maps and web-based applications, in his view, create rich environments for expression. They enable students to combine analytical rigor with creativity, cultivating both technical proficiency and narrative skill.

Students at the Center

A defining feature of Randy’s work is student ownership. He consistently positions young people as active investigators rather than passive recipients of instruction. His projects often involve community partners, ensuring that research addresses real needs. Workforce pathways have emerged naturally from these collaborations, leading students toward internships and careers in engineering, planning, science, and geotechnology.

Through recent initiatives, students have published public web maps, conducted peer reviews, and contributed data used by the National Park Service. These experiences reinforce the idea that every voice matters and that geospatial tools can amplify student contributions.

The Keweenaw Time Traveler

Among Randy’s ongoing initiatives is the Keweenaw Time Traveler project, an online digital atlas exploring the social, environmental, and economic history of Michigan’s Copper Country. Students reconstruct historic landscapes in three dimensions, comparing present-day conditions with those of a century ago. The project has engaged thousands of students and created hundreds of internship opportunities, demonstrating how historical inquiry and spatial analysis can intersect powerfully.

This work reflects Randy’s broader philosophy: education should foster discovery rather than mere memorization. He expresses concern that educational technology is too often confined to testing rather than exploration. In his view, spatial thinking should be embedded across curricula nationwide.

Bridging Schools and Communities

A recurring theme in Randy’s career is the connection — and disconnect — between schools and their communities. He believes that purposeful, community-based GIS projects create mutual benefit. When students presented findings from historical mapping projects in Calumet, community members responded with pride and enthusiasm. Such moments affirm the value of integrating classroom learning with civic engagement.

Advice for Emerging Geographers

Randy encourages new geographers to remain attentive to technological evolution and to apply emerging tools thoughtfully. Lifelong learning is essential. Collaboration, partnership, and engagement with community issues amplify impact. Meaningful work arises when projects address real challenges and invite diverse participation.

Randy Raymond’s career exemplifies the enduring power of GIS in education. By combining spatial technology with community partnership and student empowerment, he has modeled how geography can inspire discovery, cultivate skills, and strengthen civic bonds.