GI_Forum 2016, Volume 4, Issue 1 Journal for Geographic Information Science
|
Verlag der Österreichischen Akademie der Wissenschaften Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400 https://verlag.oeaw.ac.at, e-mail: verlag@oeaw.ac.at |
|
DATUM, UNTERSCHRIFT / DATE, SIGNATURE
BANK AUSTRIA CREDITANSTALT, WIEN (IBAN AT04 1100 0006 2280 0100, BIC BKAUATWW), DEUTSCHE BANK MÜNCHEN (IBAN DE16 7007 0024 0238 8270 00, BIC DEUTDEDBMUC)
|
GI_Forum 2016, Volume 4, Issue 1 Journal for Geographic Information Science
ISSN 2308-1708 Online Edition ISBN 978-3-7001-7988-7 Online Edition
Peter Kedron,
Amy Frazier,
Christopher Greene,
Danielle Mitchell
S. 324 - 335 doi:10.1553/giscience2016_01_s324 Verlag der Österreichischen Akademie der Wissenschaften
Abstract: Geographic Information System (GIS) skills are increasingly marketable across a wide range of industries, subject areas and specialized fields. As a result, GIS courses draw students from a plethora of disciplines beyond geography, including business, social sciences, agriculture, geology, natural resources and computer science. At advanced teaching levels, this disciplinary diversity generates questions about how complex GIS skills are being taught to students who do not necessarily have a background in geography or the spatial sciences. This study compares undergraduate and graduate course curricula to determine what topics, techniques and theory are being addressed and prioritized in GIS courses across pedagogical levels. We surveyed 1,698 courses being taught at 126 research universities in the United States. Our findings point towards a shift in pedagogy that favours technique- or application-centred lessons at advanced levels that require less background knowledge in geography than more theory-centred teaching methods. Our findings also suggest that a large number of graduate courses, even introductory courses ones, fail to address many fundamental GIS concepts and theories. Together, the results suggest a need for standards to ensure that students enrolled in GIS classes are properly trained to enter the workforce with appropriate skills. Keywords: GIS&T curriculum design; course content analysis; GIScience; GIS&T BoK Published Online: 2016/06/29 10:50:53 Object Identifier: 0xc1aa5576 0x0034006a Rights:https://creativecommons.org/licenses/by-nd/4.0/
GI_Forum publishes high quality original research across the transdisciplinary field of Geographic Information Science (GIScience). The journal provides a platform for dialogue among GI-Scientists and educators, technologists and critical thinkers in an ongoing effort to advance the field and ultimately contribute to the creation of an informed GISociety. Submissions concentrate on innovation in education, science, methodology and technologies in the spatial domain and their role towards a more just, ethical and sustainable science and society. GI_Forum implements the policy of open access publication after a double-blind peer review process through a highly international team of seasoned scientists for quality assurance. Special emphasis is put on actively supporting young scientists through formative reviews of their submissions. Only English language contributions are published.
|
Verlag der Österreichischen Akademie der Wissenschaften Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400 https://verlag.oeaw.ac.at, e-mail: verlag@oeaw.ac.at |