Tag Archives: higher education
Parallels between the GIScience Community in the Early 1990s and the Current State of Data Science
I came of age in the early 1990s, as the technology driving geographic information systems (GIS) was beginning to successfully “handle” geospatial data at a range of scales and formats, and a wide array of information technology products emerged from an expanding GIS industry.
However, that small community struggled to reflect the diverse research efforts at play in understanding the deeper issues surrounding geospatial data, and the impediments to effective use of that data (see a GIS history timeline).
Deeper issues? Continue reading
Next-generation techniques are already changing the way we do science. Recently the National Academy of Sciences convened a Workshop on Identifying Transformative Research in the Geographical Sciences. Given that so many of the challenges that we currently face are place-based … Continue reading
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
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