Monthly Archives: June 2014
What are the five most important skills that a successful professional in GIS should have? I have recorded a three-part video series (Part 1, Part 2, and Part 3) wherein I address this important issue.
I begin the video series by presenting two ways of thinking about GIS in your career: (1) As a toolset that you use in your career as a biologist, public safety officer, marketing analyst, or in another career where GIS is listed only as a required or advised set of skills; and (2) As a GIS manager, technician, analyst, or another career where GIS or a variant is a part of the title and primary job duties.
I see GIS as a three-legged stool, one that incorporates content knowledge, skills, and the geographic perspective. In other words, the skills alone will not guarantee success, but are a fundamental part of it. Equally important is the content knowledge–whether in GIScience, meteorology, energy, water resources, planning, or another field. Finally, don’t be discouraged by my mention of the geographic perspective if you feel inadequate here. It is one of the most interesting parts of the stool, and one that might take years to develop. Indeed, as most things in GIS, it is a lifelong endeavor, which leads me to my #1 top skill: I can’t give it away: Watch the video to find out!
I realize that many “Top” lists are subjective, mine included. Yet I purposely used this format for this list precisely so that the can be debated, argued, and modified. I invite you to do so by posting your reflections and comments.
Would you like to teach about population and GIS simultaneously with an easy-to-use live web mapping tool? This can be easily done using the Esri developer site that returns block points and summary of population within a buffer in a location chosen by you, the user of the map. After selecting a point, the map displays centroids in each of the census blocks within a one mile buffer around that point.
How can this map tool be used in education? First, you can use it to teach the concept of spatial proximity. Second, you can also use it to teach census geography, including census blocks, the difference between households and housing units, and the difference between blocks versus census tracts. Third, you can use it to teach about population density and how settlement patterns vary between urban and rural areas, and the effect of physical geography such as rivers and relief. The map begins in Lawrence, Kansas, but you can query other areas in the USA, as long as you keep the map at a large scale.
Give it a try!
For decades, examining population pyramids has been an essential part of geography. And for good reason: In a small amount of space, they illustrate the distribution of age groups in a country, region, census enumeration district, or other geographic area. Through studying them, one quickly gets some sense of the demographic characteristics of an area. Population pyramids are a part of the “geoenrichment” capabilities in ArcGIS Online, so named because with a touch or two of the mouse, you have instant access to additional your demographic and lifestyle data that describe income, consumer behavior, market potential, and more. One easy way to get a sense for the possibilities available with ArcGIS Online for demographic study through population pyramids is through this demonstration web mapping resource.
Accessing the demonstration resource places you in Los Angeles County, but you can zoom and pan to other areas in the USA. In each case, the pyramid for the one mile buffer around your chosen point is shown, with comparison to the population pyramid for the entire county containing that point. The map must be at a medium to large scale. The pyramid for certain areas departs significantly from the characteristics for the county as a whole, as in the case below for an area in Orange County, California. What clues on the map indicate why the pyramid is so lopsided?
Investigate areas containing college campuses, military bases, prisons, summer homes, retirement communities, and other features. As students begin to think spatially using these tools, ask them to pose hypotheses about the age structure of the population, and then test those hypotheses. Discuss the effect that scale has on age data. Discuss the impact that variables such as immigration, migration, economic conditions, local land use, and perception of place have on age structure. Discuss the past and future age structure of chosen areas. The possibilities are endless with this single web mapping tool. When you use geoenrichment in your own account, note that it does consume credits, but not in this demonstration tool. When you’re ready for more, investigate the other geoenrichment capabilities in ArcGIS Online.
On May 27, the White House announced Esri’s contribution to ConnectED: ArcGIS Online Organization subscriptions for any K12 school in the US. Kids in any US school can make maps and analyze data using powerful, professional, web-based GIS, anytime and anywhere connected, on computer, tablet, or smartphone. Since the announcement, three main messages have reached me. First, “You actually expect this to have any impact?” Second, “Sign me up!” Third, “Really? A billion?”
Absolutely, we expect an impact. From Esri president Jack Dangermond on down, my colleagues at Esri are excited about how kids have already used ArcGIS Online, as seen at the 2013 Esri Conference and schools across the country. When educators and education influencers see how powerful it is for kids doing projects, it has an impact.
Hence the “Sign me up!” message. Schools have already requested, received, and started working with ArcGIS Online Orgs. More important, GIS users and education leaders in every state have said “I’m telling my friends, AND my local schools!” The GIS Certification Institute in particular is encouraging GISPs to be GeoMentors for local schools. Educators can build capacity with ArcGIS Online easily, and students even more so. It is important not to set sights too high too quickly, nor stay too low too long (see model), but good teachers know this.
A word about “projects.” Education Week just published its annual high school graduation analysis, looking at rates across USA. [Note: Chris Swanson, VP of the organization that publishes Education Week, will give the initial keynote at Esri's 2014 Education GIS Conference.] Graduation rates are improving, but a huge issue remains; this year’s theme is “Motivation Matters.” But teachers everywhere report that using GIS helps kids engage more deeply in school, especially in projects. Projects are like “educational Velcro.” Wrestling with complex topics, using varied data, in custom situations which are often deeply personal, students work on innumerable little puzzles — countless little hooks. GIS is STEM (science, technology, engineering, mathematics), and more — communication, collaboration, creativity, and countless topics. When kids use GIS to explore problems, they often show up in the room before school, reappear during lunch, and sometimes must be shooed out the door after the last bell. I’ve seen it in every kind of school, with kids of all backgrounds, including technophobes, kids with various learning challenges, social butterflies, invisibles, and even those expected to have been mired in “senior slump.”
So, we hope every school uses ArcGIS Online. But … “a billion? Really?” When asked, I have replied “You tell me, what’s the dollar value of enticing kids to stay in school? helping them build skills they will carry for a lifetime? helping them see and think geographically and influence their friends and family to do the same? helping them make sound decisions on the basis of a holistic view of a unique and complex situation? supporting the work of millions of kids as they move into countless careers? And then what’s the value of a community that does not get built in a disaster-prone area? or a police force allocating critical resources where they are needed most? or epidemiologists who can recognize transmission patterns sooner and ward off a pandemic? or businesses who understand optimizing routes? or a billion other situations large and small across the land and over the years?”
Esri’s mission is to help people solve problems by understanding complex situations. We face enormous challenges, as communities, as a nation, as a planet, and only education can solve them. We all need to do our part.
Charlie Fitzpatrick, Esri Education Manager
Most everyone I know in the geospatial field feels passionate about their work, and many seek ways to spread awareness about GIS beyond the geospatial community. So it was with enthusiasm that I agreed to participate recently with the organizers of the History Colorado museum’s “COmingle” event. With the “CO” referring to Colorado, and the “mingle” referring to its after-hours “fun evening with friends or a date” focus, COmingle is an “offbeat mix of games, trivia, demonstrations, exhibit adventures, performances, and hands-on activities”, with food and “a whole lot of Colorado spirit.” The activity I decided to host there was “Geography Quiz Night”, because I had the perfect venue on which to do it–a giant basketball court-sized terrazzo map of the state of Colorado. I dubbed it “G Harmony,” or “Geography harmony.” I wanted the quiz to be active, so for each of the 10 questions in each quiz, I asked the participants to stand on the location of the state to indicate what they thought was the correct answer. I handed out prizes to the individuals or teams with the most correct, least correct, or more creative answers so everyone could win a prize. The prizes were a combination of books, gift cards, and posters from me (Esri) and the History Colorado museum.
I conducted two quizzes during the evening, and my questions included, “Which county has the largest agricultural output?”, “Where is the lowest point in the state?”, “Where was the coldest temperature ever recorded in the state?”, “What tiny town saw its high school boys basketball team beat all odds to become state champions in 1929 and 1930?”, “Where is the 3rd largest city in Colorado?, and “Where is State Highway 1?” As I was giving the questions, I talked about mapping and GIS. Challenge yourself with the complete list of my questions here. I had announced this event to the Colorado GIS community and education community, and so it proved to be a nice relaxed setting to meet new colleagues, in addition to others from outside geography and GIS, including innovative programmers from Oh Heck Yeah! who created a kinesthetic computer game people played there. What might you do to reach out and bring your community together to spread geography and GIS in innovative and fun ways?
Again this year the Esri Education GIS Conference will include three plenary sessions - Saturday, Sunday and Tuesday, July 12, 13 and 15. All related to the conference’s focus on the big challenges confronting education, and the opportunities they pose for GIS.
Saturday July 12: Challenges and Opportunities in K-12 Education
Christopher Swanson is the Vice President of Education Week, American education’s newspaper of record. His plenary address will examine some of the key forces reshaping American education and the policies and reforms working to prepare today’s students for success in college, the workplace, and the world of tomorrow. Dr. Helen Soulé, Executive Director of P21, and Cindy Marten, Superintendent of the San Diego Unified School District, will join Chris in a conversation about how challenges may be overcome and opportunities for GIS to enrich K-12 education fulfilled. Former Wyoming governor Jim Geringer will moderate the discussion among the speakers and members of the audience.
Sunday July 13 plenary: The Future of Higher Education
Scott L. Thomas of Claremont Graduate University will present Sunday’s plenary address. Scott is professor and dean of CGU’s School of Educational Studies and editor in chief of the Journal of Higher Education. He will discuss how factors such as public concerns about costs, graduates’ career readiness, and educational technology are challenging conventional notions about the university’s role and purpose in society. Penn State educator Anthony Robinson – author of the massive open online course “Maps and the Geospatial Revolution” – and Esri Chief Scientist Dawn Wright will join Scott to discuss opportunities to increase awareness of spatial thinking and geospatial technology in this evolving milieu.
Tuesday July 15 plenary: Sustaining Learning Places
Ludmilla Pavlova is Senior Facilities Planner in Campus Planning at UMass Amherst and is responsible for master plan programming and planning for research, academic and administrative facilities. Ludmilla’s plenary address will consider strategies for facilities planning and campus management that meet today’s needs without compromising the ability of tomorrow’s students, faculty members and staff to fulfill theirs. Michelle Ellington, Facilities GIS Coordinator at the University of Kentucky, and Daniel Sward, Senior GIS Analyst at the University of Minnesota will join Ludmilla in a conversation about how information technology can advance the green campus movement.