Teaching Introductory Geographic Information Systems through Problem-based Learning and Public Scholarship

Abstract

Teaching geographic information systems (GIS) requires linking concepts with technical skills, which can be challenging, especially in standard lecture and laboratory-format courses. This paper reports on an introductory undergraduate GIS course that incorporated a community-driven problem-based learning exercise as a major component of the course. Analysis of student performance and course evaluations indicates that the exercise was effective in aiding student learning of GIS, while also teaching research and other professional development skills, and providing insight into an important social issue within their community. Benefits and cautions are discussed from the perspective of students, instructor, university and local community.

A Creative Way to Teach and Learn Advanced Technical Concepts in Geographic Information Systems

“…In thinking about the case study teaching model, deliberate emphasis was placed on the seven principles for good practice in undergraduate education (Chickering and Gamson, 1991), which entail encouragement of student-faculty contact, encouragement of cooperation among students, encouragement of active learning, provision of prompt feedback, time management, the communication of high expectations, and the respect of diverse talents and ways of learning. Recent work in GIS education (Read, 2010;Yang et al, 2011;Ma, 2011;Dahal et al, 2011;Harvey and Kotting, 2011;Fagin and Wilke, 2011;Favier and Van Der Schee, 2012) supports the development of an optimal design for inquiry-based, collaborative-based active learning approaches. The approach proposed in this paper has effectively responded to this call.…”

Inquiry-Based Learning in Remote Sensing: A Space Balloon Educational Experiment

“…An effort by the Association of American Geographers has resulted in a guide for teaching college geography (Solem & Foote, 2008). Recently, a problem-based learning exercise was proposed in an undergraduate GIS course with significant community involvement (Read, 2010). Additional successful examples in using active learning in GIS courses have been reported (Baker & Bednarz, 2003), and according to Read (2010) the number of activities may be higher than the current literature volume suggests.…”

Student perspectives on the teaching of geographical information systems (GIS) in geography degrees

“…Other significant themes in the GIS literature include the role of computer-assisted learning [one of the early pioneers being Green (1987) who worked on Arc Demo] and the integration of student-centred approaches such as PBL, project-based learning, activitybased learning and, of course, fieldwork (Carlson, 2007;Clark et al, 2007;Drennon, 2005;Huang, 2011;King, 2008;Livingstone & Lynch, 2002;Read, 2010;Srivastava & Tait, 2012;Wilder, Brinkerhoff, & Higgins, 2003). The linking of GIS and field teaching nicely illustrates the potential for both "teaching about GIS" (as in GIS modules) and also "teaching with GIS" (using GIS in other modules such as field courses and in subject areas such as Environmental Monitoring and Management) (Sui, 1995).…”