Empowering an Innovative Generation in Tennessee
- Frank Romo
- Apr 29
- 8 min read
RomoGIS & Central Magnet School’s GIS For Good Program
Power of Maps & Social Change
In Murfreesboro, Tennessee, RomoGIS partnered with Central Magnet School and educator Clay Burns to launch the GIS For Good program . Designed to equip high school students with geospatial skills, critical thinking, and the ability to address pressing social and environmental issues, this initiative sought to empower the next generation of leaders through the transformative power of maps. Over several weeks, students immersed themselves in learning the art and science of Geographic Information Systems (GIS) by exploring its potential as a tool for advocacy, storytelling, and systemic change. This collaboration with Central Magnet School is part of our larger efforts of expanding GIS access, workforce development, and community leadership across the state of Tennessee.
Through hands-on learning, students explored how geographic data can be used to solve problems, create visual stories, and drive social change. This intentional project-based learning not only enhanced their technical abilities but also fostered critical thinking, collaboration, and a deeper understanding of the world around them. The GIS For Good program supports students to learn that maps are more than just visual tools— they are expressions of power, intention, and responsibility that can be used to create meaningful, data-driven solutions for their communities. By teaching students how to analyze spatial relationships and critically engage with data, RomoGIS introduced them to the idea that maps not only describe the world as it is but also help imagine the world as it could be.
“A changemaker is someone who has found the self-permission to advance change for the good of all. It is someone who is intentional about solving a social or environmental problem, motivated to act and be creative.” - University of San Diego
Phase 1: Intro to GIS For Good
The program kicked off with an introductory session, where 11th and 12th grade students explored how GIS technology has been used in real-life projects to address social and environmental issues. Frank Romo of RomoGIS shared some of his experience as a community organizer and how GIS can play a crucial role in solving community prioritized problems. RomoGIS staff demonstrated the power of mapping for social change, drawing from their own projects, including disaster recovery planning, community advocacy initiatives, and environmental justice work. These demonstrations showcased how geospatial tools are not only useful for visualizing data but also essential for identifying community needs, amplifying underrepresented voices, and driving collective action.
This first phase of the program was designed to spark curiosity. During this initial session, the RomoGIS team introduced critical cartography—a practice that examines the power dynamics, biases, and ethical responsibilities of mapmakers. Students were encouraged to think critically about who creates maps, who controls data, and whose voices are often excluded from the process.
The students then engaged in discussions about the role of mapping in society and explored the ethical implications of being a mapmaker. Key discussion points also included the role of GIS in identifying community needs and elevating marginalized perspectives, as well as examples of how GIS has been used for grassroots movements and systemic change. In addition, the student discussions also covered the importance of asking thoughtful questions about data reliability, bias, and representation. These conversations were central to laying the groundwork for students to see themselves not only as technical practitioners but as ethical mapmakers and intentional creators of knowledge.
This foundational phase ignited students’ curiosity through interactive discussions and helped them brainstorm topics for their projects. This session set the stage for the work ahead, inviting students to connect their personal passions to geospatial storytelling about broader issues in their communities and the world.
Phase 2: Ideas to Research
Building on the excitement of the first session, students began focusing on specific topics for their GIS projects. Guided by the RomoGIS team, they learned how to refine broad ideas into actionable research questions that could guide their projects. For example, students interested in environmental issues were guided to frame questions, such as “How does deforestation affect local biodiversity hotspots?” and “What areas in our community are most vulnerable to flooding due to urbanization?” RomoGIS worked closely with the students to help them think critically about what they wanted to explore, what they hoped to achieve, and how GIS could serve as a tool to help meet their goals.
Students also learned how to identify data sources to use in their GIS for Good maps, approach datasets with a healthy skepticism, evaluate the quality of information, identify potential gaps, and plan their projects using a systematic, research-based approach. Students learned not only how to use tools like ArcGIS Online but also the importance of connecting these technical skills with critical thinking and lived experience to create maps that are impactful, relevant, and accurate.
During this session, Frank emphasized the power of data and students' role as mapmakers and changemakers in their communities. By the end of this phase, students had well-defined topics rooted in RomoGIS' critical GIS pedagogy, which combines spatial analysis with social justice principles, and were ready to begin mapping.
Phase 3: Building Mapmakers
This phase focused on developing technical GIS skills including cleaning data, spatial analysis, and initial map creation. RomoGIS facilitators provided hands-on training in platforms like ArcGIS Online and Google My Maps. Students learned how to build coherent datasets from various sources, integrate and layer data to reveal spatial relationships and use mapping tools to create visualizations that tell compelling stories around important GIS For Good topics. Additionally, RomoGIS facilitators provided guidance and encouragement as students wrestled with how to create their own data, clean messy datasets, and missing data. Students were encouraged to embrace a problem-solving mindset, tackling these hurdles with creativity and persistence. Students also discussed their research questions and data sources with peers, as well as shared the challenges and solutions they encountered during the mapping process.
At the heart of this training was a focus on GIS for Good, where students learned not only the technical “how” of mapping but also the “why.” Facilitators encouraged critical discussions about the power and responsibility of mapmakers, emphasizing that every map has a message, and that message can shape perceptions and influence decisions.
To inspire and motivate the students, the team shared a StoryMap created by Emmanuel Afriyie , a Ph.D. student at University of Tennessee, Knoxville whose work on social and environmental issues in Ghana demonstrated the global potential of GIS. Emmanuel’s project not only showcased the technical possibilities of geospatial tools to illuminate global issues, but also reinforced the importance of using maps to tell stories that resonate with audiences and inspire action. It was exciting to see that this example aligned with a student’s mapping interest in mining patterns in Ghana as well.
Throughout this phase, RomoGIS emphasized the importance of resilient problem-solving and collaboration. Students began to see mapping as a dynamic, iterative process that required persistence and adaptability. More importantly, they began to understand their role as mapmakers—creators of knowledge who have the power to influence how issues are understood and addressed.
Phase 4: Leadership & Presentations
As students neared the completion of their projects, the RomoGIS team provided coaching on public speaking, supporting students to use visuals and data to tell persuasive stories, clearly articulate their research questions and findings, as well as respond thoughtfully to audience questions and feedback. Students then practiced their StoryMap presentations and participated in peer feedback sessions designed to sharpen their communication and leadership skills.
These sessions encouraged students to present their work in front of their classmates, explaining their research question, purpose, process, and potential impact of their maps. Students also practiced giving and receiving constructive feedback and provided keen insights on how to improve the maps and storytelling features. Peer feedback created a collaborative environment where students gained valuable insights to refine their maps and improve their projects. It also fostered confidence and prepared students to present their work in larger forums, such as GIS Day and future geospatial conferences.
These sessions provided a safe space for students to practice articulating their ideas, receive constructive feedback, and refine their work. This process also fostered a collaborative environment, where students learned from one another and developed a shared sense of purpose. This process demonstrated how GIS by its nature should be a collaborative process. Ultimately, this phase underscored the importance of leadership and storytelling in GIS, reminding students that maps are most impactful when they inspire others to take action.
Phase 5: GIS Day Showcase
The final phase of the program culminated in a celebration of the students’ hard work. During GIS Day, students presented their completed StoryMaps to a larger audience, showcasing their insights and creativity. The topics they chose—ranging from such as crime prevention, climate resilience, the impacts of deforestation on indigenous communities, and the socioeconomic impact of illegal mining in Ghana—reflected not only their technical growth but also their passion for addressing critical social issues with a GIS For Good mentality. The students' depth of research, knowledge of the subjects, presentation skills, and quality of maps were remarkable!
The presentations served as both a capstone event and a preparation for future opportunities, including the Tennessee Geographic Information Council (TNGIC) Conference in April 2025. For many students, this was the first time they had used technology to create something that could meaningfully influence their communities. The sense of accomplishment was palpable, as students saw their ideas take shape in maps that had the potential to drive understanding and action.
Conclusion: Building a Legacy of GIS Leadership
The GIS For Good program at Central Magnet School was transformative, equipping students with more than technical skills. It gave them the tools to critically engage with data, the confidence to tell powerful stories, the understanding that maps can be instruments of change and the critical perspective needed to use GIS for social impact. The program encouraged students to think deeply about the role of data, leadership, ethics, and storytelling in creating maps that drive positive change.
It has been remarkable to see the students’ passion, interests and expertise grow into powerful maps and stories about GIS For Good. By integrating technical training with critical thinking, lived experience, and storytelling, the program exemplified the RomoGIS philosophy: maps are not neutral—they are tools for advocacy, accountability, and action. As these students prepare to present their work at the TNGIC Conference and beyond, they carry forward a legacy of leadership and innovation that will undoubtedly shape their communities and the geospatial field.
To learn more about this GIS For Good program and explore impressive student projects, visit the Central Magnet GIS Hub .
RomoGIS is proud to continue this collaboration with Central Magnet School, further empowering students to become the next generation of GIS professionals and community advocates. This powerful partnership will continue to contribute to the talent and leadership ecosystem to build tomorrow’s leaders in GIS and advance geospatial technology for the state of Tennessee. Together, we are investing in the future of Tennessee by nurturing students' technical skills, leadership abilities, and passion for using technology to solve real-world problems.
A big thanks to Clay Burns for continuing to inspire these students with his great leadership and improving their critical thinking skills as they strive to become GIS leaders that create impactful maps for the issues they care about. Thanks to Michael Camponovo also for putting us in contact and continuing to advance the GIS programming and leadership in the state through the University of Tennessee Knoxville Geography Department . Additionally, thank you to PhD student Emmanuel Afriyie for his contributions and willingness to share his research and inspire these younger students. Another big thank you to the Tennessee Geographic Information Council for the incredible opportunity for our students to present in April at the TNGIC conference.
We are building an entire workforce out here in Tennessee and are very proud to partner with all these individuals and institutions to create grassroots change that will undoubtedly lead to more jobs, opportunities and leadership development for all involved in our GIS for Good Initiative.
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