The Geographic Information Systems (GIS) course in the College of Engineering is technically oriented and provides a foundational understanding of GIS in an environmental context. This course is structured to provide an understanding of GIS principles and practices and to apply spatial investigation procedures to analyze geographic data. It provides an overview of mapping and computer systems, attribute and spatial data models, data organization and analysis in GIS, and future trends for this technology. This course is also designed to encourage students to think more broadly about the use of spatial technologies and practices and how they influence people and the environment.
Understand the fundamental theory of Geographic Information Systems and build an awareness of how GIS can be used.
Learn how to use ArcGIS and understand its applications.
Understand the importance of map projection, datums, and coordinate systems.
Describe, assess, and compare common map elements and the cartographic design process.
Gain enhanced spatial analysis and GIS modeling skills based on vector and raster data models and tabular data.
Learn how to implement GIS in projects to address applied problems and research questions.
This course proposes the development of GIS technical skills through weekly laboratory projects that will allow the students to learn GIS tools, methods, and capabilities. One of the laboratories will be focused on GIS data acquisition, exposing the students to different sources of GIS data, including climate data and environmental justice geospatial data.
This course will also include a term project, where students will complete a report and analysis detailing how GIS can be used in their studies and current research. Students will develop a project that utilizes GIS to answer a specific research question. Specifically, students should provide an overview of the project and state what they intend to investigate, develop, or analyze; describe exactly how GIS is going to be incorporated; and describe what data will be needed, how they will be obtained, how they will be displayed, and how they will be analyzed. Additionally, a map or a schematic of the final product, if it cannot be represented in map form, will be developed. Results will be presented to the class in the form of a short presentation. The final report should be formatted as a research paper and include background/introduction, methods, results, conclusion, and references.
In the final project, students have the opportunity to apply GIS to their fields of study and research areas. A major component of this project is related to students' reflections on climate change impacts in their fields as well as how climate change and climate justice can be incorporated as a crucial component of their analysis. The rationale for the incorporation of this component is to make students reflect beyond the technical aspects of the tool, understanding the potential impacts of their studies to society.
Students are encouraged to reflect and incorporate in their final projects a climate justice or climate change component based on what is valuable and impactful to them. In this course, students are exposed to themes related climate change impacts on environmental and public health, air quality, impacts of flooding in environmental justice areas, and alternative energy pathways. All these different areas present the opportunity to investigate strategies to adapt and mitigate climate change impacts, as well as understand the disproportional impacts in environmental justice communities.
These topics and ideas will be extensively discussed in class, and data acquisition techniques will be presented for this type of data. Each student will address a reflection prompt related to climate change and climate justice, including how they see these topics relating to their research areas. One-on-one discussions between each student and the instructor will be conducted over the course of the term to ensure the support in the development of the specific climate component that will applicable to their project. This will support the broader understanding of climate impacts in different areas and fields and will help students to further connect with the topic.
Finally, this project will help students to develop innovative strategies and solutions toward a specific objective to promote environmental, social, and climate justice. This project is designed to advance students' comprehension of problem-solving methodologies through the application of action research, while simultaneously empowering them to translate this knowledge into practical solutions for real-world issues, thereby fostering a heightened sense of purpose, critical awareness, and meaningful engagement. This project aims to promote the democratization of the learning space, by presenting a safe space for students to discuss their interests and express their ideas, promoting dialogue and support among peers through discussion sessions and peer-review feedback activities.
In conclusion, this approach will contribute to a more inclusive environment, where students reflect on the impacts of their decisions and choices for different outcomes. Students will also be encouraged to pursue their interests and express their ideas through constructive communication and feedback, increasing collaboration, awareness, and engagement as an effective and practical learning strategy towards climate justice and education.