William E. Doolittle

Transporting water from one side of a valley or gorge to the other requires construction of an aqueduct bridge or elevated aqueduct. These features are striking elements on cultural landscapes. Unlike previous research that emphasized architecture or design and relied on documentary sources and published works, this study focuses on details of construction and first-hand observation. Roman and Medieval elevated aqueducts in Spain were subjected to rigorous field examination. Marked variations were found to exist between structures of each age. No two aqueduct bridges are alike indicating the absence of standard designs. Locally available materials were used. Construction seems to have been overseen and carried out by individuals who possessed inconsistent degrees of skill. Roman treatises discussed aqueduct bridges, but not how to build them. Many palaces were clearly designed and built by highly skilled personnel during Medieval times, but more mundane public works projects such as aqueducts appear to have been carried out by less-skilled individuals. These findings have implications regarding the construction of elevated aqueducts by Spaniards in the Americas during the 16th century.

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.

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.