• Catalog description:

Applications of geographic information science principles in the collection and analysis of spatial data.  Integration of GIS, remote sensing, and GPS technologies.  Review of current literature on techniques, theory, technology, and applications with an emphasis on human/environment interaction. Discussion, laboratory, and research project.  Prerequisites: Intro to GIS and Intro to Remote Sensing, plus at least one of the following: Advanced GIS or Advanced Remote Sensing.


• Prerequisites:

The seminar builds upon introductory and advanced course work in GIS and remote sensing in a seminar and project development context.  Students are expected to have completed introductory course work in both remote sensing and GIS, as well as at least one advanced course in either subject.  

• The main goals of the course are:
• to review current literature in geographic information science
• to provide students with the opportunity to engage in a research project in applied geographic information science with faculty guidance
• to design a research project and produce a professional presentation on an application or theoretical issue in geographic information science
  

• Course premises:

• Introductory GIS and remote sensing courses tend to concentrate on fundamental concepts, theory, and the acquisition of software skills. These are important, time consuming pursuits,and potentially lucrative pursuits, but there is more.

• Geographic information science is also about developing spatial theories and gathering, creating, and analyzing spatial data.  Think of all the really important and creative work on spatial patterns and processes that was conducted prior to the advent of the PCs ... e.g., http://www.ph.ucla.edu/epi/snow/snowmap1_1854_lge.htm
  

• Traditional GIS and remote sensing courses do not provide extensive opportunity for detailed investigation of the integration of spatial information technologies and focused review of emerging perspectives.

• Geographic information science is still an emerging field that springs from research and literature in many disciplines.   The field is also developing a rich literature of its own. To learn about geographic information science means, in part, to become familiar with this work.

• An essential part of a university education is to review and discuss the work of others, to develop an informed opinion of one's own, and to be able to articulate these perspectives in a manner that is subject to critical review and examination.

• Geographic Information Science starts in your head, with spatial thinking - not in the box (computer).  The box contains lots of tools that help you work, make you more efficient, and extend your ideas into actions.
  

• Course materials:

• Nearly all of the required readings for this course will be provided to you in electronic format.  You will need to have access to a copy of the following book.  You need to read this book prior to the class meeting on February 26th and view a related online lecture.  This book has not been ordered as a text in the campus book store, but there may be some copy in the "regular" section.  This book is available in most book stores or can be ordered online.
• Kidder, Tracy.  2004.  Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, A Man Who Would Cure the World. Random House, 317 pp.  (ISBN 978-0-8129-7301-3 US paperback edition)
  

• Grading criteria:

• Attendance at all class meetings is mandatory.  Note the emphasis. 

• Attendance will constitute 20% of the overall grade for the course.  (20 pts.)
  

• Participation in instructor-lead readings discussions and readings summaries – Students will read and discuss articles selected by the instructor during the first several weeks of the semester.  These works will are chosen to provide examples of perspectives or demonstrate current trends in geographic information science.  Students will demonstrate thorough understanding of the assigned readings by answering key questions on content, demonstration of critical thinking on the interrelationships among subject matter, and/or asking questions that demonstrate inquiry into theory, methodology, and results presented in the readings.  Students will complete and turn in typed (not hand written) hard copies (not emailed) of a reading evaluation form for every reading at the beginning of each class meeting.  This will constitute 20% of the course grade.  (20 pts.) 
  

• Student-lead readings discussions and research summaries – During the later portion of the course, each student will select peer reviewed journal articles (to be pre-approved by instructor) that relate to their individual or group research project and lead a discussion based on the article content.  The student leading the discussion will demonstrate knowledge of the significance of the article to their individual or group research project and the field of geographic information science in general.  The student will be able to explain technical issues and theories to their peers that arise from article content.  The student will also be able to demonstrate knowledge of the relationships between the content of their selected articles and those selected by the instructor and/or other students.  Students will give also give brief presentations on their research project progress at selected class meetings, discussing or reviewing purpose, progress, and challenges.This will constitute 20% of the course grade. (20 pts.)

• Student research project poster and presentations - Student research projects will be summarized in the form of large format posters.  Draft poster designs will be presented during the semester for instructor and peer-review.  The poster and presentation are expected to be of a caliber appropriate for a national or international conference of a professional organization in geographic information science in terms of delivery, content, and quality of writing.  The research presentation and poster will constitute 40% of the course grade. (40 pts.)
  

• Learning objectives:

The objectives addressed by this course include:

1. Core Communication and Quantitative Skills

Definition: The ability of students to write, read, speak and listen, perform quantitative analysis, and use information resources and technology--the foundation skills necessary for all IUPUI students to succeed.

Outcomes: This skill is demonstrated in this course by the ability of students to:

comprehend, interpret, and analyze texts

solve problems that are quantitative in nature

make efficient use of information resources and technology for personal and professional needs

2. Critical Thinking

Definition: The ability of students to carefully and logically analyze information and ideas from multiple    perspectives.

Outcomes: This skill is demonstrated in this course by the ability of students to:

analyze complex issues and make informed decisions

synthesize information in order to arrive at reasoned conclusions

evaluate the logic, validity, and relevance of data

solve challenging problems

use knowledge and understanding in order to generate and explore new questions

• All rules and procedures of the IUPUI Student Code of Conduct apply in this course.

last update: 15 January 2009