GIS Courses Research Articles

The Teaching Design of GIS Planning Application Course for non-GIS Majors YANG

The course of GIS planning and application is a strong comprehensive course, that requires students not only to master a systematic theoretical knowledge system of geographic information systems, but also to have the ability to apply GIS software from cognition to functional applications, and then to comprehensive and innovative applications. The teaching of the GIS courses for non-GIS majors has the characteristics of theoretical knowledge integration, outstanding practical application, fast content updating, etc. , emphasizing novelty, practicality, skill, comprehensiveness, and real-world combat, and there is a certain contradiction between limited class hours and increased teaching content. Therefore, in order to achieve the goal of innovative and applied talents training, combined with didactical practice, the paper takes the teaching of GIS planning application course in urban and rural planning management as an example, and considers that it is necessary to start from the characteristics of the course itself, based on the concept of “one degree for both genders” evaluation and design, and apply targeted teaching methods and teaching tools to carry out the teaching, focusing on the higher order, innovation and challenge of the course teaching, analyzes the status and role of GIS planning application course for non-GIS majors, builds a teaching content system, explores teaching methods and experimental teaching, implements from point to surface and advances step by step in order to improve the teaching effect of GIS planning application course, mobilizes fully students􀆳 enthusiasm and potential for learning, improves continuously students􀆳 practical abilities and the quality of cultivating applied talents, and achieves simultaneously better professional sustainable development.

University students' perspectives on emergency online GIS learning amid the Covid‐19 pandemic

AbstractThis study investigated GIS students' perspectives on emergency online learning (EOL) during the Covid‐19 pandemic through a case study at National University of Singapore. Questionnaire surveys administered to three GIS courses were conducted, the result of which suggests that the GIS teaching could be completed effectively online during the crisis. In addition, the positive and negative influences of this learning mode have been discussed in connection to relevant student perspectives on social media and relevant findings in the literature. Relatively, senior and independent learners adapted better to the EOL, while beginners and less self‐disciplined learners may need more face‐to‐face guidance, interactions, and direct supervision. It is worth pointing out that despite some students seeing the demand for a higher level of self‐discipline as being negative, others saw this property contributed to them being better independent learners with self‐motivation, suggesting the need for a nuanced interpretation of the results that consider perspectives. Based on the pros and cons of the EOL investigated, this article further stresses the need to cultivate a post‐pandemic blended GIS learning pedagogy for enhancing higher GIS education's quality and resilience in times of crisis.

Geographic Information Science education at Esri Development Center institutions

AbstractGeographic Information Science (GIS) is fully embedded as a foundational information technology across domains and areas of practice. With this significance, the nature of the knowledge, skills, and practices in GIS requires regular reflection to quantify how GIS learning is structured, and to understand what the next generation of GIS professionals is learning and needs to learn to continue their geospatial practice. We investigate a subset of academic units classified as Esri Development Centers (DCs) to understand the nature of the teaching and learning in GIS taking place at these institutions. Esri DCs are university departments recognized for GIS excellence and provided with access to specialized Esri software and technology. This article discusses the differences in GIS degree programs offered by Esri DCs both in the United States and Europe, the achievements of students crowned “Esri Development Center Students of the Year” at each qualified university, and the relationships between the student accomplishments, GIS degrees, and GIS courses offered at the university where the project was completed. This research finds a strong relationship between the degree requirements and the focus area of student project winners, and a high representation of computational practices, like coding and geocomputation, in GIS work.

Effect of Learning GIS on Spatial Concept Understanding

Marsh et al.’s tests of appropriate spatial relationship concepts were administered to groups of college students to determine whether learning GIS enhances students’ overall ability to generate and recognize fundamental spatial relationship concepts. 119 undergraduate students enrolled in various GIS courses and in non-GIS courses participated in the study. We found that learning GIS helps enhance students’ ability to generate and recognize some spatial concepts, those explicitly learned in relation to the tools and functions of GIS software. The result indicates that students’ understanding of many of the spatial relationship concepts are acquired incidentally rather than explicitly or intentionally.

OSM Data Import as an Outreach Tool to Trigger Community Growth? A Case Study in Miami

This paper presents the results of a study that explored if and how an OpenStreetMap (OSM) data import task can contribute to OSM community growth. Different outreach techniques were used to introduce a building import task to three targeted OSM user groups. First, existing OSM members were contacted and asked to join the data import project. Second, several local community events were organized with Maptime Miami to engage local mappers in OSM contribution activities. Third, the import task was introduced as an extra credit assignment in two GIS courses at the University of Florida. The paper analyzes spatio-temporal user contributions of these target groups to assess the effectiveness of the different outreach techniques for recruitment and retention of OSM contributors. Results suggest that the type of prospective users that were contacted through our outreach efforts, and their different motivations play a major role in their editing activity. Results also revealed differences in editing patterns between newly recruited users and already established mappers. More specifically, long-term engagement of newly registered OSM mappers did not succeed, whereas already established contributors continued to import and improve data. In general, we found that an OSM data import project can add valuable data to the map, but also that encouraging long-term engagement of new users, whether it be within the academic environment or outside, proved to be challenging.

GIS Textbook Content as a Basis for Skill Development in Map Interpretation

Previous research has noted that enrolments in US map-interpretation courses have been declining since the mid-1980s. One reason for this could be the rise and development of GIS technology and its implementation in the curricula of many universities. In this situation, GIS courses may play a dual role, both directly siphoning away potential map-interpretation students and offering an alternative venue for those wishing to develop map-interpretation skills. This study investigates the materials available in 13 current GIS textbooks and tutorials with respect to the inclusion of map-interpretation and cartographic topics. The findings suggest that these materials contain a significant amount of map-interpretation and cartographic content. The prevalence of each topic varies by source. Based on the degree of prevalence, four groups of topics were defined. The findings suggest that GIS courses may be an alternative avenue for students seeking to obtain or improve their map-interpretation skills. However, textbook choice will play a certain role in the process of reaching these goals. Une recherche antérieure a noté une chute des taux d'inscriptions à des cours d'interprétation cartographique aux États Unis depuis le milieu des années 1980. Une raison de ce déclin serait la montée et le développement des technologies du SIG et leur ajout au curriculum de nombreuses universités. Dans ce cas, les cours de SIG pourraient jouer un double rôle, en détournant vers les SIG des étudiants potentiellement intéressés par l'interprétation cartographique et en offrant une autre possibilité à ceux qui désirent perfectionner leurs aptitudes en matière d'interprétation cartographique. Dans l'étude, on passe en revue le matériel contenu dans 13 manuels ou tutoriels sur les SIG pour évaluer le contenu relatif à l'interprétation des cartes et des sujets cartographiques. Les résultats laissent croire que ces ouvrages contiennent une grande quantité de matière sur l'interprétation des cartes et la cartographie. La fréquence de chaque sujet varie d'une source à l'autre. D'après ces fréquences, trois groupes de sujets ont été définis. Les résultats suggèrent aussi que les cours de SIG représentent une autre possibilité pour les étudiants voulant améliorer leurs aptitudes en matière d'interprétation cartographique. Toutefois, le choix du manuel joue un certain rôle dans la manière d'atteindre cet objectif.

GIS Textbook Content as a Basis for Skill Development in Map Interpretation

Previous research has noted that enrolments in US map-interpretation courses have been declining since the mid-1980s. One reason for this could be the rise and development of GIS technology and its implementation in the curricula of many universities. In this situation, GIS courses may play a dual role, both directly siphoning away potential map-interpretation students and offering an alternative venue for those wishing to develop map-interpretation skills. This study investigates the materials available in 13 current GIS textbooks and tutorials with respect to the inclusion of map-interpretation and cartographic topics. The findings suggest that these materials contain a significant amount of map-interpretation and cartographic content. The prevalence of each topic varies by source. Based on the degree of prevalence, four groups of topics were defined. The findings suggest that GIS courses may be an alternative avenue for students seeking to obtain or improve their map-interpretation skills. However, textbook choice will play a certain role in the process of reaching these goals.

GIS Educational Opportunities at Historically Black Colleges and Universities in the United States

Este estudio examina el papel que las Universidades Históricamente Negras (HBCU) juegan en el panorama educativo de los SIG en los Estados Unidos. Una investigación de las páginas web institucionales de las HBCU se utilizó para desarrollar una base de datos de SIG y cursos geoespaciales relacionados, concentraciones, grados, y departamentos ofreciendo estos cursos. La revisión de esta información indica fuertes diferencias en el acceso a la educación en SIG para estudiantes entre el medio rural y urbano, community colleges y universidades, y las HBCU tanto públicas como privadas. La disponibilidad de la tecnología SIG en las HBCU y en otras instituciones de educación superior se contrastó también al examinar la existencia de una brecha tecnológica y los datos muestran que las HBCU se han mantenido a la par con otras instituciones en introducir los SIG en su currículo. Información de un estudio similar realizado hace casi una década (Padgett y Crayton 2001) fue utilizada para determinar los avances en las ofertas educativas de SIG en las HBCU en el pasado reciente. A la vez que las tendencias de adquirir un empleo para los graduados de geografía muestran un creciente énfasis en conocimientos técnicos transferibles-como los SIG, la disponibilidad de cursos geoespaciales, programas y certificados en las HBCU son fundamentales para aumentar la diversidad en la geografía como profesión y, a largo plazo, la vitalidad de la geografía como disciplina. Por desgracia, la llegada de los SIG no ha tenido ningún impacto material sobre el establecimiento de programas de geografía en las HBCU.

The Instructor Element of GIS Instruction at US Colleges and Universities

AbstractOver the last two decades, higher education has made substantial investments in GIS education through equipment and software purchases, upgrades to teaching facilities, and the creation of innovative academic programs such as certificates and degrees. However, comparatively less attention and fewer resources have been directed towards what might be called the “instructor element” of GIS instruction. In this article we look at the preparation and ongoing professional development of GIS educators through a survey of 270 individuals teaching GIS at US colleges and universities. Along with assessing the education and professional background of GIS instructors, we evaluate their perceptions concerning the importance of various GIS subject areas. Our findings demonstrate considerable breadth in the range of education and experience held by faculty members who are presently teaching GIS courses. In evaluating the importance placed on GIS teaching elements, we found little variation among individuals according to their institution type or educational attainment. However, significant differences in the perceived importance of GIS teaching areas were found across disciplinary areas.

Teaching the Geoweb: Interdisciplinary Undergraduate Research in Wireless Sensor Networks, Web Mapping, and Geospatial Data Management

This article addresses an effort to incorporate wireless sensor networks and the emerging tools of the Geoweb into undergraduate teaching and research at a small liberal arts college. The primary goal of the research was to identify the hardware, software, and skill sets needed to deploy a local sensor network, collect data, and transmit that data over the Internet in a format that could be viewed and analyzed by an end user. A second goal of the project was to identify new skills and technologies that could be incorporated into existing GIS and computer science courses in order to better prepare students for the changing landscape of the Geoweb.

From Geography Department to Business School: Strategies for Transplanting GIS Courses between Disciplines

A number of strategies have been adopted for developing and delivering GIS curricula in various disciplines. This paper describes and evaluates the main strategies, and illustrates them with reference to recent practice. The author then uses a transplantation analogy to describe the process whereby he adapted his own GIS modules following a move from a modestly sized geography department to a large business school. Several critical questions are posed, including: what is the best strategy for developing GIS courses for business students?; how does one ensure disciplinary and curricular fit in the transplantation process?; and what are the likely reactions and learning experiences of business students who take transplanted modules? Conclusions are drawn on the potential for geographers to assist in the future development of GIS courses within other disciplines.

Integrating Participatory Action Research and GIS Education: Negotiating Methodologies, Politics and Technologies

This paper explores some of the unique opportunities and challenges of integrating participatory action research into undergraduate GIS courses, drawing evidence from two undergraduate courses that contributed to a long-term participatory action research project. The author shows that incorporating participatory action research in undergraduate GIS courses can enhance students' learning of fundamental concepts in GIS, as well as their understanding of the social and political construction and impacts of digital spatial data and GIS technologies. As well, this approach can foster critical reflection on research design and methodologies.

Geographic Information Services in the Undergraduate College: Organizational Models and Alternatives

Although GIS is well established at most research universities, it has only recently been integrated into the instructional programs of many undergraduate colleges. This article explores three organizational models for implementing GIS in the undergraduate environment: the departmental model (GIS based in a single academic department), the non-departmental model (GIS based in another agency, such as the library or the computer centre), and the “no centre” model (in which there is no identifiable centre for GIS despite its use in teaching and research). Survey results from 55 liberal arts colleges in the United States reveal that institutions with GIS centres (departmental or otherwise) tend to have enhanced instructional capabilities, better institutional support, and greater capacity to handle large-scale demand for GIS. Non-departmental GIS centres are associated with several additional advantages: the availability of GIS courses in a wide range of academic disciplines, increased support for faculty just beginning to learn GIS, and higher potential demand for GIS resources and services. These findings may indicate that non-departmental GIS centres encourage the diffusion of GIS across multiple departments, or that non-departmental centres are most likely to emerge at colleges where GIS is already well established across a range of disciplines.

Information Literacy for GIS Curricula

Undergraduate GIS courses, regardless of parent department, frequently follow similar formats culminating with long-term, self-directed ‘capstone’ projects. Instructors usually acquire data for students, rather than having the students search for information from online repositories or campus libraries. While on the library side of life, librarian-led classroom sessions are unsatisfying for students and librarians, chiefly due to a lack of connection to important research-based assignments. A model is presented herein to train instructors to include information literacy components into courses, thereby increasing students' ability to work independently.

GIS Curricula in China's Higher Education

The Ministry of Education of P.R.C has been updated the major catalogue of China's higher education and added major of GIS in geographical science since 1997, the major of GIS has been set up in 93 universities and colleges nationwide. The curricular structure and the establishment of core courses are one of the most significant steps in GIS education. This paper, based on a questionnaire and investigation, points out that the curricular structure of GIS is composed of three parts, including general education courses, foundation courses for GIS and GIS courses. Then, the situation of foundation courses for GIS and GIS courses in various universities and colleges is especially discussed and the characteristics of the GIS courses is portrayed. Finally, the paper put forward the tentative program of the core courses setting, which can be utilized as a reference for different universities and colleges to plan their GIS education and the construction of core courses.

Educating Geographers with GIS Skills for the Real World: Some Feedback from Geography Graduates at Southwest Texas State University

Results of a survey to find out whether the GIS program in the Department of Geography at Southwest Texas Stare University (SWT) has served its graduates well are presented. In recent years, a considerable amount of effort has been given to the development of strategies for expanding the existing horizon of GIS education, integrating existing programs, and improving the ways in which GIS education is delivered. This study takes a different approach and seeks to get input from geography graduates who have secured a job in the real world for improving a university GIS program. Based on 26 responses to the survey, employment categories of SWT geography graduates are examined first. Then, geography courses that are considered most helpful in career development by the survey participants are identified. Third, useful GIS courses and essential skills required by the marketplace in the real world as suggested by the survey participants are discussed. It is clear from the results of the survey that the geography program at SWT in general has served its graduates well. Results from the survey also clearly indicate that GIS skills are useful in the career development of most geography graduates, particularly for those who have a concentration area in either GIS/Cartography, Resource and Environmental Studies, or Urban and Regional Planning.

A Case for Teaching Geographic Visualization without GIS

This article argues for the value of teaching geographic visualization to non-geography majors by having them make maps manually, using punched mylar, colored pencils, and light tables instead of computerbased geographic information systems or mapping programs. The essay contrasts the experiences of attempting to teach principles of geographic visualization using ArcView GIS in an introductory human geography course and using manual methods in an upper-level research methods course in history. Several conclusions emerge: (1) using manual methods to visualize spatial information quickly gets students thinking geographically; (2) the ease of learning the fundamental concepts and techniques of geographic visualization using manual methods makes it possible to integrate visualization into courses outside the discipline of geography; (3) geographic visualization can tremendously enrich the study of history, prompting students to think in ways they might not otherwise; and (4) teaching visualization with mylar has distinct advantages for history courses because physical map layers reinforce the notion that places are palimpsests of change. Manual methods make it possible to teach geographic visualization at colleges and universities that have no geography department or GIS courses. Their use should be encouraged as an adaptable, inexpensive, effective way to promote geographic learning and geographic literacy in U.S. higher education.

Toward consensus on a European GIS curriculum: the international post-graduate course on GIS

Abstract At the Department of Geoinformation of the Technical University of Vienna, a European Community funded project to develop an International Post-Graduate Course on GIS is underway. This intensive course is intended for participants with a variety of disciplinary backgrounds and experience who need a broad theoretical overview of GIS coupled with the necessary knowledge and skills to apply GIS in real situations. As curriculum design for GIS courses is normally carried out by a very small group of individuals, curricula generally reflect the specifics of the experience or disciplinary environment of these individuals. For this European project, a widely acceptable course curriculum was needed. This required the cooperation of experts from different disciplines, across many application areas and from different countries. A Delphi survey method combined with a meeting of a small number of GIS education specialists was used to achieve the necessary balance in the curriculum. The survey was used to determine the general content of the course and allowed the varied opinions of the group of European GIS experts to be merged towards a consensus. It resulted in the development of a list of important topics that need to be taught. Following completion of the survey, the GIS education experts met to review this list and discuss the concerns raised in the survey. These discussions led to the development of a Course Blueprint which describes the organisation of the course into 18 instructional units and outlines the objectives and contents that will be achieved in each of them.

Extending the Revolution: Teaching Land Use Planning in a GIS Environment

For planning educators the ultimate worth of the GIS revolution will be measured not by the number of new GIS courses offered, but by the integration of GIS technology into the traditional, substantive areas of planning. In the field of land use planning this integration remains in its infancy. The article suggests a general, modular approach for the incorporation of GIS technology into land use planning course work, using a combination of GIS, database, and spreadsheet software. Numerous specific examples are provided, including major applicauons in data collection, preliminary analysis, plan formulation, and plan evaluation.

Undergraduate Surveying and GIS Courses at The University of Southern Queensland

Undergraduate Surveying and GIS Courses at The University of Southern Queensland