Abstract
This paper presents compelling anecdotal evidence from two cohorts of graduate students introduced to spatial reasoning through the use of Geographic Information Systems (GIS). Outcomes of a case-study assigned in prior cohorts showed marked improvement in depth of understanding of three key economic concepts. Given the minimal time involved in equipping students with basic spatial analysis tools, the results suggest there are increasing returns to scale from employing GIS in economics education. Two specific directions for future research are recommended based on the results from the initial student experiences.
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