GEOG 413: Advanced Cartography and Geovisualization
Course Description
This course is an advanced application of the art and science of computer-based cartography. Students will work with ArcGIS software and other internet platforms to learn a variety of skills applicable to cartography, data development, and data visualization.
Class project and lab exercises will focus on the relationship between cartographic principles and geographic information processing. Topics include cartographic data entry, manipulation, analysis, and map design.
This course is currently an upper division elective in the BA degree in Geography.
Course Modality
GEOG 413 is a hybrid in-person/asynchronous online class. Students are responsible to review lecture recordings and complete some assignments asynchronously online.
Class meets in-person once a week for lab work and project discussions and presentations. The in-person class is used to discuss students’ project work, which is a key course requirement.
Syllabus includes a tentative meeting schedule for the in-person classes.
Course Design
Course materials are organized in modules by week
Each module is linked to student learning outcomes
A video recording and powerpoint slides are included to discuss the topic
Students will do an activity based on the topic
Students are provided with instructions on preparing for the in-person class.
Sample Learning Modules
WEEK 7 MODULE
The module is linked to course learning objectives to help students keep track of the goals and objectives of the course (UDL checkpoint 8.1 Heighten salience of goals and objectives)
This module combines multiple modalities to assist with learning and comprehension. A video is presented for students to review the process of analyzing geographic data. Students are also required to read a journal article on the topic and post their comments on the discussion board. (UDL checkpoint 4.1 Vary the methods for response and navigation; 5.2 Use multiple tools for construction and composition)
The module supports student engagement with the course material by using multiple methods of delivery and navigation. It encourages student engagement with their peers in their participation in discussions. (UDL checkpoint 7.2 Optimize relevance, value, and authenticity)
WEEK 10 MODULE
The module is linked to course learning objectives to help students keep track of the goals and objectives of the course (UDL checkpoint 8.1 Heighten salience of goals and objectives)
The video discusses the steps and processes involved in converting geographic data as three-dimensional features on a map. The students are required to view the video and complete a 3D demo to practice the skills to create 3D scenes using the mapping software. (UDL checkpoints 1.3 Offer alternatives for visual information; 3.3 Guide information processing and visualization)
The laboratory exercise (lab) is a high-impact activity where students complete the steps in applying 3D processing to a unique geographic problem. It calls for experimentation and customization of geovisualization techniques, which is a key learning outcome of the course. (UDL checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships)
Sample student poster used with permission.
Student Engagement
Student engagement is facilitated in the following ways:
Discussion Boards: students comment on a journal article they have read or a video related to mapping techniques.
In-person class: students do short presentations on their project work and obtain feedback from fellow students and the instructor.
Presenting at BSS Student Symposium: students design and present a poster at the symposium. This provides an opportunity for students to interact with faculty, staff, and students from across campus.
Assessment of Student Learning
Students will be able to develop a mapping project with clearly defined research questions that address a geographic problem.
Students will be able to develop skills in data compilation and data analysis using cartographic techniques.
Students will be able to explore and apply different computer cartographic techniques to represent and communicate spatial information.
Students will be able to present their project findings via oral presentations and written reports.
Student Learning Outcomes (SLO):
Technology & Tools
Kaltura videos are uploaded to Canvas and linked to discussion slides. Kaltura Video explaining how to design and create maps as part of visualizing project data.
Discussion Board tool on Canvas is used to promote student engagement. Canvas is also used to present material in different formats
Instructions for software demonstrations are provided for students to work with specialized mapping software used in the course.
A Technical Handbook provides guidance to students on how to organize data files, download software, and trouble shoot technical issues.
In Week 1, students are provided with instructions and resources on how to prepare for the class – course overview, Canvas navigation, and reference to the Technical Handbook that outlines managing data files and software that is critical to carry out course work.
Opportunities for Active Learning & Community Engagement
Lab Exercises: the labs provide students an opportunity to practice their map design skills to generate a specific deliverable. For example, students design a Story Map for Lab 5 that incorporates maps, images, and video that can be shared as a link. The lab exercises promote active learning as students are encouraged to apply their skills to process geographical data and information to address a geographical problem.
Oral Presentations: Over the course of the semester, students participate in short presentations to show their progress with the class project. For example, before students submit their project proposal, they will present their problem statement and research questions so that the instructor and fellow students can ask questions and provide feedback. This helps the presenter to modify and revise the problem and research questions in their proposal. This promotes active learning as students develop their presentation skills, respond to questions, and take action to revise the proposal.
Elements of Experiential Learning & Connections to the Profession
BSS Student Symposium: one of the course requirements is that students must present a poster at the symposium. The experience puts students in a venue outside the classroom where they talk about their project to a general audience. It is an opportunity for students to practice and hone their communication skills, which is an important skill to have in the professional field.
Writing: each stage of the project requires students to put together a short write-up culminating in a final comprehensive report outlining the problem, research questions, methodology, and findings of their project. The reports help students to synthesize, summarize, and convey their work in formal written reports, which is an important skill to have for future professional growth.
Data Interpretation: students work with different types of data to generate maps, charts, and statistics. They are required to support these items with informative captions that highlight the key trends and patterns displayed in the data. These exercises support quantitative reasoning and critical thinking that are an important component in experiential learning.
Sample student poster used with permission.
Example of a chart and caption produced by student - used with permission
Caption: The dots are very distributed, which means that cooling centers are in census tracts with low, moderate, and high Hispanic population
Climate Change
Course Content: lectures, labs, and readings incorporate elements of climate change, resilience, and adaptation. These topics are included as examples, datasets, and deliverables in the form of maps and charts.
In Lab 3 (below), students are tasked with creating a site suitability analysis to locate the ideal conditions to set up wind farms in Colorado. The subject matter of this lab addresses renewable energy as a pathway to address climate change.
Case Study examples are taken from the instructor’s research on environmental hazards to illustrate key takeaways in lecture and project work. For example, when discussing the topic of geovisualization, the instructor uses research questions and maps from her project on the dengue virus in Sri Lanka. The widespread occurrence of viruses like dengue are a direct impact of increased rainfall that can be linked to climate change.
Project topics chosen by students deal with environmental issues that are tied to climate change. Topics include water scarcity in California, the impacts of fire on erosion and canopy loss, and the depletion of bird habitats in Idaho. These topics are directly related to the impacts of climate change and how it has increased drought conditions and wildfire events.
Screenshot of a lecture slide that includes a map of dengue clusters in Sri Lanka as part of the discussion on geovisualization using map design techniques.
Sample student poster used with permission. Topic is related to water security in California
Training in Course Design
3Ps Workshop (2020): I focus on the ‘place’ component by giving students autonomy to select a project topic in a geographical location of their choice. I use an example from my research on Sri Lanka pertaining to the dengue virus.
FLC Climate Resilience (2022): provided access to resources that were useful to direct students to find data for their project. Topics related to physical and human geography. Provided students with a list of data sources to help them obtain data for their projects.
QLT (2021): developing an accessible syllabus, modifying SLOs that are specific, well-defined, and measurable. Employing multiple opportunities to provide feedback on project work. The workshop also helped me think about how to organize materials in the LMS (Canvas) in a logical, consistent, and efficient manner.