Tag Archives: education
A new generation of credentials herald better times ahead for adult education and workforce development.
Have you noticed the proliferation of GIS credentials?
Hundreds of GIS certificate programs, dozens of specialized master’s degrees, and even a few bachelor’s degree programs have sprung up at colleges and universities at an accelerating rate since the 1990s. The absence of standards and accountability for academic certification contributed in part to the rise of GIS professional certification programs. These credentials are conferred by a few professional societies rather than many individual academic institutions.
Just 25 years ago, life was very different for US residents. Few people used e-mail, “the web” was about spiders, and “portable phones” generated more derision than envy. Schools had some Apple IIs, Macs, PCs, or labs, but no school had hundreds of kids with constant access. How things have changed. Now digital learning helps kids whenever, wherever—at least, some kids. In 2013, President Barack Obama launched ConnectED, challenging businesses to help get all US schools into digital learning with more devices, more connectivity, more digital content, and more training for teachers.
In late May 2014, the White House announced Esri’s contribution to ConnectED: ArcGIS Online organizational subscriptions for any K–12 school in the United States. With major support from Amazon Web Services, kids in any US school can make maps and analyze data using powerful, professional web-based GIS, connected anytime and anywhere—on a computer, tablet, or smartphone. Continue reading
In their insightful book about the science of successful learning, Make It Stick, Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel spell out some truths about learning. In addition, they dispel some preconceived notions that many of us may have about learning that simply aren’t valid. I believe that three of these truths are instructive as to how we as the GIS community should approach teaching and learning with GIS: learning is deeper and more durable when it’s effortful, learning requires a foundation of prior knowledge, and putting knowledge into a larger context helps learning.
If you are a geography educator or GIS professional, you might say that “spatial thinking” is a way of reasoning about the world, facilitated by maps. However, if you are a science educator whose students need to make sense of 3-D molecular models or of cross-sections of a plant, “spatial thinking” is likely to mean something quite different. So too for cognitive psychologists who employ experimental methods to understand how people learn.
A recent Specialist Meeting on “Spatial Thinking across the College Curriculum” highlighted these different perspectives. The meeting’s purpose was to “identify the current state of our understanding of spatial thinking, identify gaps in our knowledge, and identify priorities for both research and practice in educating spatial thinkers at the college level.” Forty-three thought leaders were invited to participate, including those from Geography and GIScience, cognitive and developmental psychology, research librarians, and science education, history, landscape architecture, philosophy, and political science. Continue reading
Anyone who has participated in the annual Esri International User Conference or has pored over the annual Esri Map Book knows that geography and science touch our lives every day. It is incumbent upon we GIS professionals, and others we inspire, to clearly communicate the value and benefits of careers working with geospatial technologies. And this year’s Earth Science Week offers a great opportunity for the GIS community to come together and promote geospatial career pathways.
As we look at the current state of the world, imagine the future, and recognize that we and others must jump into the breach to tackle everything from local matters to global predicaments, we have always seen GIS and a geographic perspective as essential to helping steward local communities and the planet. This very much includes the geosciences community—from people seeking to solve energy sustainability issues to those helping ensure our planetary ecological footprint is softer to those contending with interrelated ocean and atmosphere changes. The Esri Education Program, a 20-year proponent of the use of geospatial technology in science education, has been attentive to this. Another great step forward is getting the geospatial industry to embrace and actively promote Earth Science Week and advance the geosciences career pathway.
Researchers today need to deal with an avalanche of data—from environmental sensor networks (both on land and at sea), social media feeds, LiDAR, and outputs from global- and regional-scale atmospheric circulation and general climate models and simulations. Because of this, “big data” is emerging as a major research theme for the academic community.
I recently had the opportunity to attend GIScience 2012, which is convened every two years and brings together leading researchers from around the world to reflect on a wide spectrum of geographic information science research areas. Attendees are normally university academics and graduate students working in the areas of geography, computer science, information science, cognitive science, mathematics, philosophy, psychology, social science, environmental sciences, and spatial statistics.
Esri’s Education team is often asked: Does GIS have value for kids? What kinds of things do students, teachers, and administrators do with GIS?
Yes, GIS does have huge value for kids as well as adults! Today’s youth are tomorrow’s decision makers and GIS users. “Geo-Literacy“—the ability to use geographic understanding and geographic reasoning to make decisions—is a critical skill for addressing the tough issues affecting global health and community life. It’s also crucial to students’ personal success.
Fulfilling the potential of geospatial technology
Spatial thinking and geospatial technologies remain unrealized opportunities for much of higher education. For example:
- There’s now compelling evidence suggesting that spatial abilities prepare students for success in STEM coursework and early employment. However, no college or university includes such preparation among its overarching general education objectives.
- Despite the synthetic power of the spatial perspective, research discoveries too often remain segregated and hidden in disciplinary silos.
- For nearly a decade, the US Department of Labor has highlighted career opportunities associated with geospatial technologies. Still, relatively few higher education institutions offer advanced, practice-oriented educational programs to prepare students for such opportunities.
- Geospatial technologies enable students to perform valued service learning projects in their communities. Even among those colleges and universities that have institution-wide service learning programs, however, precious few prepare students to leverage GIS.
- Enterprise GIS infrastructures offer the potential to save money in campus planning, operations, and facilities management. Given the severe fiscal challenges that confront most higher education institutions, it’s remarkable that so few institutions have realized this potential.
Expanding GIS use throughout educational institutions
Typically when people reflect on the incorporation of GIS technology in education, the picture that comes to mind is framed by classroom instruction and research—for instance, a high school world geography class, a community college GIS certificate program, a university urban planning course, and basic scientific investigation that advances knowledge. These and other areas of academic and career instruction and research do, in fact, represent the lion’s share of the GIS activity occurring within educational institutions, and which is vital to fostering successive generations of geospatial leaders and problem solvers. However, these are not the only settings where GIS is providing an essential service within educational entities. Continue reading