Written by Saka Davaajav, Pedagogy Intern, Digital Internships Program
How I Got Here
My research for internships and opportunities had already begun when I was in Erdenet, Mongolia, the city I grew up in, even before coming to Columbia. During one of my caffeinated work sessions, I stumbled across the Pedagogy Internship through the Digital Internships Program at Columbia University Libraries and got curious immediately. Two things drew me in. First, I witnessed my grandparents, both teachers, devoting their lives to enabling access to education. Second, I genuinely wanted to contribute to the Columbia community I was becoming part of. Giving back has always felt important to me.
I came in with a strong technical foundation. I had the privilege of earning my undergraduate degree from the University of Washington, Seattle, and working at Esri afterwards for about two years, transitioning from intern to full-time analyst. That experience gave me fluency in GIS and spatial data analysis. But translating technical expertise into something accessible and genuinely useful for others was a different kind of challenge, and honestly, the more interesting one. From the start, I set a goal for myself: whatever I learned, I wanted to be able to share with others.
When I received the offer, I had an exciting vision but no solid plan. I decided that if the team believed in me, I should too. With the support of my mentor, [Social Sciences and Policy Librarian] Ben Chiewphasa, I started learning about pedagogy, engaged learning, and inclusive teaching approaches. Ben gave me creative space while offering valuable feedback, and that balance is how this workshop came to life. The spirit of it was simple: make participants feel that GIS is not intimidating or overly technical. It could be fun, creative, and collaborative. GIS, in very simple terms, is a way of mapping data to reveal hidden patterns, relationships, and connections that might otherwise go unnoticed. By making complex information easier to see and understand, GIS helps us make more informed decisions.
Building the Workshop
I was very intentional about the planning process. I attended workshops to understand the dynamic from both the attendee and instructor perspectives. At the same time, I was working as a teaching assistant for SDEV3450: Spatial Analysis for Sustainable Development, and the different roles and experiences reinforced one another in the best way. Being involved on the instructional side while thinking carefully about climate, data, and mapping made this one of the most integrated learning experiences I have had at Columbia. With Ben’s initiative, we held a mock workshop with library staff members [Journalism & Government Information Librarian] Emily Schmidt, [Collection Analysis Librarian] Katherine Brooks, and [Business & Entrepreneurship Librarian] Nickeisha Pencil, and I am truly grateful for their generosity and thoughtful feedback. An hour-and-a-half-long workshop is deceptively short. The planning behind it was its own education.
GIS: Mapping 101
The need for this workshop came from noticing how many students, even within the Columbia Climate School, were eager to learn how to make a map. We carry knowledge and important work, but technical barriers can get in the way of communicating our work to a wider audience. At the end of the day, it matters that what we do is understandable to others and has practical value. Maps can help bridge that gap.
The workshop was a hands-on introductory session where participants used ArcGIS Online to build a heat vulnerability map of New York City (pictured below). Using real datasets including heat exposure data, demographic vulnerability data from NYC Emergency Management, and cooling center locations, participants layered data, interpreted spatial patterns, and started thinking about an important question: where would you prioritize cooling interventions in NYC, and why?
From One Session to Two
Our first workshop registration filled up on the very first day, with a waitlist, which was a very encouraging sign. We ended up running a second session. After the first workshop, Ben and I reflected on what could be improved and made a few adjustments for the second session. I slowed the pace, refined the flow, and gave participants more time to complete each step. Small changes made a big difference. For example, rather than asking, “Is everyone done?,” I started asking, “Did everyone complete this specific step?” A small shift, but it made the space feel more thoughtful and grounded. Participants sent thank you emails afterwards, which genuinely meant a lot. With experience, I think this only gets better.
Leaving Something Behind
The workshop materials, along with a guide to open-source GIS resources, are now openly available in Columbia’s Academic Commons, something we had planned from the beginning. It is a quiet but rewarding thing, knowing that future students, researchers, or even a future intern might come across them and build something new from there. That cycle of sharing and learning is what makes this feel meaningful beyond the workshop itself. What began as an idea ultimately grew into two workshop sessions, openly available resources, and a learning experience that taught me as much as it taught others.
I will complete my degree in Fall 2026, and I am excited to carry these lessons forward. Beyond the technical skills, this experience reinforced the value of curiosity, collaboration, and creating spaces where people feel empowered to learn.
To anyone curious about GIS or mapping, I encourage you to give it a try. The tools are more accessible than they might appear, especially the many open-source options available. Going forward, I hope to keep bringing these tools into conversations and communities where they can support informed decision-making and practical solutions.
About the author: Saka Davaajav is an MA student in Climate and Society at the Columbia Climate School, graduating in October 2026. Her interests lie at the intersection of climate, sustainable development, and evidence-based decision-making. This summer, she is supporting development initiatives with GRID3 at Columbia University’s Lamont-Doherty Earth Observatory, contributing to public health and sustainable development efforts across sub-Saharan Africa.