Teaching a Progression of Courses in Geographic Information Science at Higher Education Institutions

Transcription

1 Teaching a Progression of Courses in Geographic Information Science at Higher Education Institutions Michael A. McAdams, Ali Demirci, Ahmet Karaburun, Mehmet Karakuyu, Süleyman İncekara Geography Department, Fatih University Büyükçekmece, Istanbul, Türkiye Abstract When Geographic Information Systems (GIS) and Remote Sensing (RM) was first introduced to higher education in the early 1990s, it usually consisted of only one course for each of these technologies. Many considered it an elective, whether being housed in Geography Departments or in other departments and not considered essential for the education of future professionals. This has changed with the courses related to spatial technologies being at the center of many Geography departments' program. Until recently, these courses were inadequately understood as to their relationship to a broader science. The developing subdiscipline of Geographic Information Science (GIScience) is providing the framework for adequately teaching spatial technologies for Geography Departments. The recent publication by the American Association of Geographers (AAG), Geographic Information Science and Technologies Body of Knowledge (GIS&T BoK) is the first step in the development of a progression of courses to adequately prepare students for careers, which utilize spatial technologies. This paper will discuss the developing discipline of GIScience, the impact of GIS&T BoK and how this outline for GIScience education can be implemented in Geography Departments, using the curriculum and experience of implementing a progression of courses in GIScience at the Geography Department at Fatih University. Keywords: Geographic Information Science, Geographic Education, spatial technologies, higher education Spatial Technologies and Professional Education During the last twenty years, the concurrent development of technology and greater access to information could only be called a revolution. It has transformed almost every spectrum of activities in the developed and to a lesser extent in the developing countries. The development and the increase sophistication, availability and usability of Geographic Information Systems (GIS), Remote Sensing, and Global Positioning Systems (GPS) are intrinsically linked with the technological changes that occurred in the last twenty years. GIS, Remote Sensing, GPS and other related geographically oriented technologies are collectively referred to as spatial technologies. However, the development of spatial technologies is ultimately another tool for mankind s need to understand space and analyze it for the improvement of operating within the spatial realm. With the advent of the affordability of computer hardware and software by a wide spectrum of users, the accessibility of spatial technologies has concurrently dramatically changed such that both those in the private and public sector are using spatial technologies for numerous tasks from resource management, emergency management, urban planning, store location, transportation planning, gas and water line planning and numerous other tasks. The Internet has allowed for unprecedented sharing of geographic data. Interrelated are the interrelated disciplines of Remote Sensing and Global Positioning Systems (GPS) and spatial modeling. Growing and feeding this triad has been mathematics, cartography, and computer science and information.

2 A large amount of literature and applications are found related to spatial technologies. Its development is dynamic and the blurring of lines the GIS and the related technologies gets hazier as it becomes easier to integrate them. In the process, spatial technologies are being partially fragmented as it is integrated into cell phones, mobile GIS units, the Internet etc. They are now becoming essential to the study of any spatial phenomena. There is a real and pressing need for properly trained professionals with expert skills in spatial technologies. Spatial Technologies Spatial technologies are generally considered Remote Sensing, GIS and GPS, but could also include navigations systems. They depend on a number of interrelated disciplines and technologies (see Figure 1). These technologies are becoming increasing seamless and being utilized both in analysis and real time applications. The comprehensive study of spatial technologies and the supporting disciplines are under the rubric of Geographic Information Science (GIScience) (Longley2005). There are numerous applications for spatial analysis in environmental science including regional and local resource planning and management, and sustainability. Spatial technologies are widely used in both the private and public sector. The ultimate aim of GIS is to provide for better decision-making. Spatial technologies do not provide the solutions. They provide better, faster and sometimes unique ways of examining spatial phenomena. One of the key strengths of GIS and Remote Sensing is their ability to integrate different layers, time, data, images, and real time events in a geographic setting. With the advent of the PC, they have now become the most widely used tool for spatial analysis by both the private and public sector for numerous tasks from natural resource management, emergency management, urban planning, store location, resource development, transportation planning, gas and water line planning and numerous other tasks. The Internet has allowed for the unprecedented sharing of geographic data. There is strong evidence that spatial technologies not just an adjunct to many disciples, but are an essential and integral part of them. With the increased need for spatial data required by both the public and private sector, the use of spatial technologies has been adopted by many entities in developed countries for management of public and privately owned natural resources. This is no doubt that they are powerful tools for sundry and varied purposes. However, when software companies display their products, it often seems to the potential users that it is turn key. GIS and Remote Sensing are often touted as a panacea by its proponents within an organization. The reality of its implementation is often quite sobering. There are significant barriers to the implementation of a GIS for an organization including the amount of training necessary, the usability of the software, institutional barriers, data sharing problems, software selection and numerous other impediment. To overcome these barriers, skilled professionals who are not only technicians, but familiar with GIScience are needed.

3 Figure 1: Relationship of Spatial Technologies and Related Fields University Level Professional Development There has been much promotion and examples of the potential of spatial technologies in ecology, environmentalism, urban planning, transportation, agriculture etc. However, there exists a gap between the need and those that are professionally skilled in specialized areas and also spatial technology experts. To realize both a hybrid form of education has to be developed. Twenty years ago, when GIS and Remote Sensing were first being taught in institutions of higher education, teaching these technologies were considered as add-ons and specialties and not part of the basic courses of the different departments. At this time, if one took a couple of courses in GIS then you were considered by many to be a GIS professional. Since this time, instruction in spatial technologies has grown due to the great demand for those that are suitably trained in the spatial technologies either as a specialist in GIS, Remote Sensing and Global Positioning Systems (GPS) or as an expert user who will use it as a tool in various disciplines such as urban planning, environmental analysis or geographic education (Wilke and Finchum 2003). The increased usability the relative affordability of the hardware and software has realized that most colleges and universities have the capability of providing instruction in spatial technologies. However, the capability of a higher education institution to teach GIS, Remote Sensing and GPS and in terms of adequate software and hardware does not translate to its ability to effectively train students for the GIScience market. Presently, GIScience education is now occurring in multiple institutions (technical schools, universities, software companies etc.), numerous departments and often cross-disciplinary and through various means of delivery (e.g., distance education.) (Wilke and Finchum 2003). Berdusco (2003) identifies 514 institutions worldwide that are offering some kind of GIS courses, of which 44 offer undergraduate degrees and 80 graduate degrees in GIS. Curricula in GIScience are extremely varied and it is difficult to state that they are moving toward any level of commonality. This 2003 estimate is a conservative one and is estimated to be significantly higher in In an extensive review of courses of various institutions worldwide by McAdams and Demirci (2008), it was clear there is not any consensus in GIScience curricula. One can see some similarity such as Cartography and Introduction to GIS courses, but others are courses are ambiguous and do not indicate the nature of the material that is being taught (i.e., GIS I, GIS II, Advanced GIS etc.). Prerequisites may be indicated, but generally there is limited information about specific tracks with a GIScience degree and the progression of courses. How should the training of professionals that are skilled in both disciplines of GIScience and other specialty areas be accomplished? The emphasis must be on equipping the

4 students with the necessary skills to be proficient in both areas. In this aspect, the student is trained to use spatial technologies as a tool as applied for various areas of interest. A student must have some of the skills of other science professionals such as advanced mathematics, such as calculus and statistics and basic knowledge of computers and utility software (i.e., Word, Excel, PowerPoint). For example, to be proficient in Environmental Science and Spatial Technologies, students must be given specialized classes in biology, chemistry, environmental impact; hydrology, weather and climate, soils and a series of classes both basic and advanced concentrating on GIScience and the use of spatial technologies. Environmental Science programs are interdisciplinary being a combination of engineering, geography, geology, urban planning and political science. Programs span the spectrum from undergraduate to doctoral programs. A major step has been taken with the University Consortium for Geographic Information Science (UCGIS) publication Geographic Information Science & Technology Body of Knowledge (DiBiase et al. 2006) to formulate what areas should be taught in higher education institutions to adequately equip GIScience professionals to enter the job market. At this time, it is up to individual programs to review the development of spatial technologies and environmental science and access the proper mix of both. Development of a Hybrid Geography and Spatial Technologies Program at Fatih University Approximately two years ago, the Geography Department started a program that deviated from other programs in Turkey. The decision was made to concentrate on GIScience, environmental analysis and urban planning. While our program does have some introductory regional geography courses, the decision to concentrate on specific areas was based on the size of our faculty, presently only five, and assessment of what curricula would result in marketable students for the current job market in Turkey. The courses related to a concentration on Environmental Science and Spatial Technologies in the Geography Department s program at Fatih University were displayed in Table 1. Of course, we do not anticipate that this course curriculum will be fixed but will change as different developments occur in Environmental Science and GIScience. Table 1: Courses in the Geography Department related to Environmental Science and Spatial Technologies. Years Courses 1st Year Chemistry, Biology, Statistics, Cartography, Introduction to GIScience, Calculus 2nd Year 3rd Year 4th Year GIS, Remote Sensing, Methods, Soils, Geomorphology Advanced courses: Agent Based Modeling, Environmental Applications, project oriented advanced courses in Remote Sensing, GIS, Land Use Planning, Hydrology Senior thesis, internships at GIS or environmental agencies, GIS database management, GIS usability, spatial modeling

5 Conclusion Spatial technologies are becoming powerful tools for environmental protection and management. Nevertheless, there is a gap between the hype of spatial technologies and practice. Many environmentalists have limited or basic experience in spatial technologies and likewise many in spatial technologies have limited exposure to environmental principles. The need is for environmental analysts that are well versed in both areas or on the edge of the vortex. A university program that brings together both elements appears to be the best program to fill the need for environmental analysts skilled in spatial technologies. Both the Environmental Science and GIScience academic environment is confusing and diverse. It is promising that there is recognition that there is a need for the development of consistent GIScience interdisciplinary programs which would incorporate Environmental Science. However, there appears to be very slow movement toward any kind of consensus. As the international GIScience community is maturing, the need for standardization and an accreditation process should become greater. Practically, institutions offering GIScience courses are charged with training professional for the rapidly developing GIScience market which cannot wait for the leading bodies in GIScience to arrive at a solution. They must address these issues or become irrelevant. In summary, intuitions for higher education that want to develop joint Environmental Science and GIScience curricula and provide well-qualified professionals for these expanding markets must: 1) follow a rational plan; drawing from the available experience of leading institutions; 2) evaluate the relevancy of their programs to market; 3) involve industry representatives in all phases of the process and 4) be flexible enough to quickly respond to the shifting sands of Information Technology in spatial technologies and environmental science. References Berdusco, B., 2003,. Results of a survey of known higher education offerings in GIS and GIScience. DiBiase, D., DeMers, M., Johnson, A., Kemp, K., Luck, A.T., Plewe, and Wentz, E. (eds), 2006, Geographic information science & technology body of knowledge (GIS&TBoK). Washington D.C: UCGIS/Association of American Geographers. Jankowski, P., 2003, Department of Geography, San Diego State University, GIS and Wildfires. Kemp, K., Reeve D., Heywood, D. I. (May 1998). Report of the International Workshop on Interoperability for GIScience Education (IGE '98). Summary report of ICE 98, Soesterberg, The Netherlands. Kopperoinen, L., Petri J. Shemeikka, P. And Visa Lindblom, V., 2004, Environmental GIS in the management of visitor flows, Working Papers of the Finnish Forest Research Institute. Longley, P. A., M. F. Goodchild, D. J. Maguire, and D. W. Rhind, 2005, Geographic Information Systems and Science. John Wiley & Sons. McAdams, M. and Demirci, A. 2008, A road map for the development of an interdisciplinary GIScience program at higher education institutions,bulgarian Journal of Science and Education Policy (BJSEP), Volume 2, Number 1, McNulty, S., Swank, W., 1996, Forest ccosystem Analysis Using A GIS, Conference Proceedings of Eco-Informa '96, Lake Buena Vista, Florida, 4-7 November 1996, Wilke, T, Finchum G., 2003, The emerging GIS degree landscape. Computer, Environment and Urban Systems, 27(2),