This is an advanced level course in Geographic Information Systems (GIS). Students are expected to begin the term with an intermediate level of GIS knowledge and skills. We will explore advanced techniques for the collection, processing, analysis, and visualization of geospatial data. Advanced GIS related skills will be presented to compliment students' existing skill set. Students will utilize their GIS skills and knowledge in preparation for their capstone GIS research project. Therefore, GIS project management will be a central theme throughout the course. Students will improve their written, verbal, and visual communication skills through report writing, in-class presentations, and cultivation of advanced cartographic skills.
At the completion of this course, the student should be able to do the following:
Education is about more than memorization or the acquisition of new knowledge. Educational research often discusses three domains of learning: cognitive, affective, and psychomotor. Cognitive learning is the domain you are probably most familiar with, it includes the acquisition of new knowledge, but also tasks like analyzing that knowledge or applying it to create something new. Psychomotor learning involves learning new physical skills. Psychomotor skills include the types of learning you might do in sports or dance class, but also the coordination and dexterity needed for skilled crafts and perceptual abilities such as learning to discern differences through our senses. For example, wine tasting or music interpretation involves psychomotor skills. Affective learning has to do with feelings and emotions. Affective learning involves changes in our feelings and values and being able to act on those values.
Many classes involve learning in two or all three of these domains, but learning objectives are most often written about only cognitive learning. Often the most important things we learn in a new situation has to do with how we feel or what we can do, not just what we know. In order to be meaningful, learning should also be linked to our interests, our lives, and real-world situations. This means that wrestling with ethical issues, values, and interests are key elements of our learning experiences. Education should include critical thinking, problem solving, and creativity, but also curiosity, enjoyment, frustration, and a pride in work well done.
Intelligence is not fixed or predetermined and your ability to learn is shaped by your willingness to try hard to learn new things. By definition, learning means not being good at something at first, practicing, and gaining new abilities. This means making mistakes, which can be uncomfortable. Standard forms of education train us to assume that getting the “correct” answer is what is important. Making mistakes and struggling with new skills can feel uncomfortable, so it is important that we all work together to create a supportive learning environment.
All learning is shaped by what each student brings to the class, their knowledge, experiences, and unique voice. Education has a social purpose to develop students’ critical consciousness (Freire 1973) and to provide practice in collaboration and group decision-making. In this way, education is linked to participatory democracy, in which informed citizens make decisions together about the future of society. Thus, a key element of the learning experience in this class is working with others and contributing to creating a positive learning experiences for everyone.
I do my best to make each class session worthwhile and to facilitate your learning experience. Ultimately though, you are an adult, here by choice. What you learn in the course depends on your commitment to yourself, your learning process, and our learning community. I encourage you to take each assignment and make it your own. Consider what about it interests you and how you can use that experience to learn something of value to you. The more you can connect our class to your life and interests, the more deeply meaningful you will find the experience, and the more you will learn.
Given my perspective on teaching and learning, I have some broad goals for the course that go beyond the specific material that we will cover.
I hope during the course students will work to:
I hope to: