Geospatial Science and Technology Model Courses and...
Transcript of Geospatial Science and Technology Model Courses and...
Geospatial Science and Technology Model Courses and Certificate: Guidelines and Tools to Align
Curriculum to Workforce Needs
Ann Johnson Associate Director [email protected]
Funded by National Science Foundation Advanced Technological Education program [DUE #0801893]. Author’s opinions are not necessarily shared by NSF
“Empowering Colleges:
Expanding the Geospatial
Workforce”
Data From:
GPS
Sensors
Cell phones
Remote Sensing
Crowd sourcing
Enterprise
databases
Web
Geospatial Technology
Used by: Landuse Planners
Environmental
First Responders
Earth Scientists
Government analysts
What Geospatial Technology
skills and competencies are
needed by the workforce?
How can curriculum be created
to meet those needs?
What existed to help?
Many past efforts to define skills &
competencies of a “Geospatial Industry”
Skill Areas
Specific Geospatial
Interpersonal
Domain Knowledge
Business & Computer
GIS&T: Body of Knowledge
• Knowledge Areas (10)
▫ Analytical Methods (AM)
▫ Conceptual Foundations (CF)
▫ Cartography and Visualization (CV)
▫ Design Aspects (DA)
▫ Data Modeling (DM)
▫ Data Manipulation (DM)
▫ Geocomputation (GC)
▫ Geospatial Data (GD)
▫ GIS & T and Society (GS)
▫ Organizational and Institutional Aspects (OI)
1,660 Educational Objectives
U.S. Dept of Labor
“Competency Models”
• Industry defined competencies
• Building Block Tiers:
▫ Personal
▫ Academic
▫ Workplace
▫ Industry Wide
▫ Industry
• Each block “links to full” description
http://www.careeronestop.org
Building Block Details – can also be download as a PDF
http://www.onetonline.org/
then search on “geospatial”
GIS Technician Occupation
Geospatial Technician or Technologist
Occupation Specific Competencies
Tier 6 & 7
DOL & DACUM
• Panels of expert workers are used to precisely describe & define job tasks
+ knowledge, skills, behaviors, tools, equipment
• 8 to 12 GIS Technicians, over two - 8 hour days
DACUM Job Analysis
DACUM: Developing A CurriculUM used regionally for competency based education & training by industry, government & education
Duties
Tasks
Meta-DACUM Methodology
By consolidating validated results from multiple
DACUM analyses for a single occupation taken at various USA locations, we can identify a comprehensive list of competencies.
DACUM Validation
Original Eight Duty Categories
• Manage Data
• Generate Data
• Process Data
• Analyze Data
• Manage Software
• Manage Projects
• Generate Products
• Professional Development
Methodology – How to Go From Lists to Curriculum? • Start with GTCM structure:
▫ 5 Tiers compiled by experts from Industry, vetted by workforce across nation and approved by Dept of Labor
• Compile a MetaDACUM: ▫ Long lists of skills & competencies from “expert
workers”
• Compile Model Course Outlines: ▫ Expert Geospatial Educator Panels: Take long “lists” of competencies and determined
courses, descriptions and Student Learning Outcomes Parse list of competencies by depth into model
courses Choose the courses that should be included in a Model
Certificate program
Prototype Assessment Worksheet
Educator Panels - A New Content Tool Created • A new Excel Workbook with 4 worksheets
tabs was created including:
▫ An Assessment Worksheet tab with the 320 competencies sorted into 8 categories
▫ A column was added for each of the courses where educators could enter a value of 0 to 4 for each competency
Value
Level of
inclusion in course
Bloom’s Key Word
Examples from 6 Levels*
Representative type of
Presentation and/or Activity
0 do not include
1 Awareness recognize, communicate
included as part of a lecture or demo
2 Comprehension grasp meaning, interprets, comprehends
included as part of a lecture and as part of an activity
3 Application
/Analysis apply, calculate, demonstrate, employ, illustrate, interpret, relate, use
included as part of a major topic of a Module and applied in an activity
4 Synthesis Mastery
Compare, construct, contrast, design, develop, …
included in depth as major topic of a Module with a significant activity to apply the skill or competency independently
Model Courses Outlines
• Geo 100 – Awareness Stand alone Model Course
• “Model Courses & Certificate” ▫ GST 101 – Introduction to Geospatial Technology
▫ GST 102 – Spatial Analysis
▫ GST 103 – Data Acquisition and Management
▫ GST 104 – Cartographic Design and Visualization
▫ GST 105 – Introduction to Remote Sensing
▫ GST 106 – Introduction to Geospatial Programming
▫ GST 107 – Geospatial Web Application and
Development
▫ GST 108 – Capstone
▫ GST 109 – Internship
320 Competencies
May Curriculum Review
• Expert educators met to review models
• Each course was reviewed and recommendations included:
▫ changes in title, description, SLOs and competencies.
• Recommendations were reviewed for each course by a GeoTech Team member
• Updated Models were posted on the GeoTech Moodle server for each course
Model Certificate Content Tool
12 Competency Clusters
Cross Cutting
Conceptual Foundations
Cartography and Visualization
Generate Data
Manage Data
Programming and Application Design
Project Management
Professionalism
Remote Sensing
Spatial Analysis and Modeling
Surveying
Server and Web
Knowledge Map –
Geospatial Technology
Cartography &
Visualization
Professionalism
Generate Data
Programming &
Application Design
Surveying
Project
Management
Cross-Cutting
Spatial Analysis &
Modeling
Remote
Sensing
Conceptual
Foundations
Manage Data
Server & Web
Cross-Cutting
Topology Spatial References Scale
Adjacency
Data Format Spatial Connectivity Temporal Spectral Coordinate
Systems
Projections Datum
DD UTM SP TR
Future Trends
Software Hardware Applications
Validation
Cross-Cutting Details (Draft)
Cross-Cutting
Topology Spatial
References
Scale
Adjacency
Spatial Connectivity Temporal Spectral Coordinate
Systems
Proje Validation
Cross-Cutting Details (Draft)
Model Course Outline and Pack Contents
• Example syllabus ▫ Description & Student Learning Outcomes ▫ Course Learning Units & other resources
• Course outline ▫ Aligned with course syllabus teaching units/SLOs ▫ Resource List
• Evaluation Rubrics • Model Course Spreadsheet • Curriculum for some courses
http://geotechcenter.org
Geotechcenter.org – GTCM Resources
http://moodle.delmar.edu
Potential Benefits of National Guidelines - Models
• Alignment of local curriculum with nationally recognized standard
• Foster articulation between education silos
• Pre-, Post- or Self-test for students, industry
• Help identify gaps or weaknesses or strength of a geospatial program
• Be the basis for future certification efforts, such as the GISP or “Badges” = Micro-Credentials
California Model Certificate Core Courses: (13-15 units total)
• 101 Introduction to Geospatial Technology: (3 units)
• 102 Spatial Analysis and Modeling: (3 units)
• 103 Data Acquisition and Management: (3 units)
• 104 Cartographic Design and Visualization: (3 units)
• 110 Internship: (1-3 units)
Elective Course Options: to make up to 30 Units
• 120 Introduction to Remote Sensing: (3 units)
• 121 Introduction to Programming for Geospatial
Technologies (including web/server) : (3 units)
• 122 Intro to Field Data Collection (GPS) : (3 units)
• 123 Intro to Web Appl/ & Development: (3 units)
• 111 Capstone - option for (1-2 units)
Possible additional courses:
• 100 “Geospatial Awareness Course” –General
Education “spatial thinking and geospatial”
course that some students may take that lead them
to this career pathway and certificate: (3 units)
• 130 Advanced Field Data Collection (GPS) : (3 units)
• 131 Advanced Spatial Analysis and Modeling: (3 units)
• 132 Introduction to Surveying: (3 units)
• 133 Computer Aided Design (CAD) course: (3 units)
Next Steps
• Go from Outlines to full curriculum resources
• Research and define best methods to teach the competencies
• Mentor colleges in using the models and assessing their curriculum
• Update the GTCM and Model Courses and Certificate