Advanced Geographic Information Systems: Applications

Menifee Valley Campus

Mt. San Jacinto Community College

Spring 2006

Saturday 12:00-5:05 p.m., 3 units

Course Code: GEOG 125/4069 cross listed as GIS 125/4072

Computer Lab Room 652

Instructor: Dr. Cyndi Nance Internet: www.msjc.edu/gis

Phone:  (951) 639-5540 Email: cnance@msjc.edu

Office: Room 111

Office Hours: Saturday 10:00-12:00 p.m., Room 111 or 652, and by phone

Monday 2:00-5:00 p.m., online via email

Required Text: Think Globally, Act Regionally: GIS and Data Visualization for Social

Science and Public Policy Research, Richard LeGates, ESRI Press 2005

Designing Better Maps: A Guide for GIS Users, Cynthia A. Brewer, 

ESRI Press 2005

Required Materials: Writable CDrom Disks, flash drives or other large memory storage device

Recommended Text: Getting to Know ArcGIS, ArcGIS 9 edition

Prerequisites: Intermediate GIS (GIS/GEOG 120 or equivalent), which includes Introduction to Geographic Information Systems (GIS/GEOG 115 or equivalent) Computer Information Systems and Data Processing (CSIS 101) or working knowledge of MS Windows programs as prerequisites.

Recommended Concurrent Course Enrollment:  GIS 080, 0.5 unit

A GIS Lab course to be completed during any scheduled Open Lab time in Room 652. 

If you do not have a computer at home for downloading and exploring data for the course project, and you think you will need more time in the computer lab than is scheduled for the course, you should enroll in this 24-27 hour (0.5 unit), credit/no credit, GIS Lab course.

Course Description: This course provides practical experience in designing a Geographic Information Systems model.  Implementing a research design with spatial data relevant to a field of interest, students sharpen their GIS technical and problem-solving skills.  GIS models, useful to government, private industry and academic research are examined.  Students are prepared with advanced practical skills necessary to independently plan, implement and manage a GIS project.

Learning Objectives:

Upon the completion of the course the student will be able to do the following:

1. Design a GIS model for a research project, land management or practical business application.
2. Conduct a comprehensive data search and select the most suitable sources for the GIS project design.  
3. Convert data into one projection and coordinate system for display and analysis in a GIS project.  
4. Decide which data is best suited for vector analysis, raster analysis or a combination of both raster and vector analysis. 
5. Draft a flowchart of thematic layers and data manipulation procedures.
6. Manage data as organized files with data dictionaries and maintain metadata as a reference and guideline.
7. Create, modify or manipulate databases and thematic layers when appropriate.  
8. Collect field data, import field data and convert to spatial GIS files.
9. Apply appropriate vector and raster analysis to answer a research question.
10. Evaluate the results of GIS analysis and decide when it is appropriate to reiterate some procedures in efforts to produce a different outcome.
11. Design a GIS model that others can follow for an application with similar data and the same software programs.

Course Structure: Each class session will consist of approximately 2 hours lecture and demonstration and 3 hours of computer applications as students search for, develop and design a GIS course project.  The first half of the semester will be a seminar-like forum led by students with assigned chapter topics from the text.  During this time students will explore project ideas, search and download data, and formulate a project proposal.  The second half of the semester focuses on data manipulation, pattern finding analysis, and advanced analytical applications of spatial modeling.  An end of the semester public forum on GIS applications (similar to GIS Day), offers students an opportunity to demonstrate their GIS technical and analytical skills and professionally present their final project.  Throughout the course, students will draft and revise a resume, letter of recommendation and a three map portfolio for a prospective GIS position.  

Attendance/Participation: Roll will be taken each class session.  Students are responsible for their attendance and for requesting from fellow students any information presented during their absence.  Experience demonstrates that absence and tardiness contribute to academic failure.  The spring session withdrawal date (“W” on transcript) is posted in Enrollment Services.  After the withdrawal date poor class performance will result in failure (“F” on transcript).  Students enrolled in the course are expected to attend all class lectures, from beginning to end.  

If you arrive late, leave early, go to the snack machines, or sleep in class, you will be marked absent.  If you are absent for three or more class meetings, two consecutive class meetings or the first class meeting, I may drop you from the course.   Telephones and pagers are not needed in this class; turn them off or leave them at home.  Disruptions to the class, including leaving during lecture to use a cell phone, will result in your dismissal from the class.  Please consult with me prior to class if you have an emergency/medical situation which requires cell phone contact during class.  In a college class, discussion works best when one person speaks at a time.  Whispering to your neighbor is inappropriate.  However, please do ask questions and contribute to class discussions. 

Classroom Etiquette:  According to the rules and regulation of student conduct (Section 605.04B Board Policy): “Cheating, plagiarism, or other forms of academic dishonesty” are subject to disciplinary sanctions.  If you cheat on a test (look at someone else’s paper, make your paper available to someone else, etc.) or if you plagiarize on an assignment, you will receive a zero for that work.  If you do it again, you will be dropped from the course and reported to college administration.  Disruptive or disrespectful behavior towards students or myself will not be tolerated.  In a public place of higher education it is the instructor’s responsibility to maintain a safe and mutually respectful learning environment. 

College Computer and Internet Access Policy: No downloading of elicit material from the web (such as pornography).  No downloading of limited use software without licensing agreement.  Improper use of data license agreements will be reported to college administration.

Grading System

Assignments are due no later than the date indicated on the course schedule.  Student presentations of their course project must be presented at the GIS Forum.  The course project substitutes for a final exam - there is no final exam for this course.  

The final grade for the course will be determined by individual achievement as follows:

Total

Thinking Globally Exercises (7) 175

Other Assignment   25

Seminar Presentation** (includes grading quiz and student participation) 100 points

Student critiques of seminar presenters (5 points each)*     25 points

Presenter Quizzes (5 @ 10 points each)   50

GIS Job Search 150 points

Resume (2 pages)   50 points  

Cover Letter (1 Page)   25 points

Map Portfolio (3 maps)   75 points  

Course Project 150 points

Presentation   50 points

Proposal   25 points

Summary Report   50 points

Student critiques of project presenters (5 points each)*   25 points

TOTAL 700 points

*each student will turn in a critique of 5 seminar presentations and 5 course project presentations (5 points each).

**each seminar leader (or group) will assess student participation based upon the rubric below

Extra Credit: Potential 25 points extra credit for 5 additional presenter critiques (course project and seminar) or additional quizzes beyond the 5 minimum.

STANDARD GRADE SCALE: 90-100=A, 80-89=B, 70-79=C, 60-69=D, <60=F

HOW TO SUCCEED IN THIS COURSE:

1. Be in class and on time.  Going to school is a job: treat it like one.

2. Ask questions in class, before class, and after class.  Participate in class discussions.

3. Take notes on lectures, demos and class discussions.  Keep your notes organized.

4. Organize your notes immediately following every class session.

5. Read the books and articles that correspond to class topics during the week in which the topic is discussed.

8. Keep track of your total accumulation of points.

If you are thinking about dropping the course because you are having trouble, please see me!

If you are having trouble, please see me!!

If you do decide to drop the course, please complete the process through enrollment services.

The key to your success as a student is TIME MANAGEMENT!!!

For every unit you are enrolled in you should expect an average of 3 hours per week dedicated to the subject over the 18 week semester.  Thus, a 3 unit course may require 9 hours per week for in class lecture and out of class preparation.

ASSIGNMENTS

PRACTICAL APPLICATIONS: (200 points) 

The text “Thinking Globally” provides 7 exercises with data on CDrom and students will receive 25 points for turning in a screen capture as proof of completion for each exercise.  An additional assignment will be determined by the instructor and announced during class, for an additional 25 points.

SEMINAR:  (100 points) Students will volunteer or be assigned to lead a discussion (individually or as a group) on one of the weekly reading assignments, for a potential 100 points.  In a seminar, the topic is presented and then discussion is encouraged, but you may use whatever creative device you believe will elicit responses from your classmates.  For instance, you may bring in a guest lecture or organize a debate or present several web sites of related material.  It is recommended that you distribute an outline and/or list of useful web pages related to the topic.  A 10 point quiz using whatever format you choose (oral, written, online) will test the audience’s understanding of the concepts you present during the seminar.  Student presenters are responsible for grading the quiz and student participation in the discussion, and turning in these grades to the instructor by the end of the day of the presentation.  

Thus, presenters are graded on their presentation (content and organization), an outline/web site list, quiz quality, grading participant discussion and quiz, and completion of assignment on the due date.  The student audience will assess the presentation using a critique rubric that the instructor will distribute prior to each presentation – these will be turned in to the instructor immediately after the presentation ends.  

Each presenter or group will grade the performance of students in the audience for their preparation and participation in the discussion of the topic using the following rubric:

2 Irrelevant response, does not address the question.  Does not answer question or expresses only personal experience.  Prestructural. (2 points)

4 Generalizes only in terms of one aspect, or lists facts without linking them.  Reaches conclusion only through one point.  Unistructural. (4 points)

6 Generalizes through a few unrelated points.  Makes several points to reach a conclusion, but does not integrate these points.  Multistructural. (6 points)

8 Detects and discusses relationships between points and how they relate to central meaning.  Uses several different points together to build and strengthen argument and discusses relationship between them.  Relational. (8 points)

10 Generalizes outside of the current topic or to a new area, reaches a higher level of abstraction.  Extended Abstract.  (10 points)

Each student presenter will be evaluated for their participation by their group members (anonymously) and by the instructor using the following rubric:

0 = did not participate (No credit)

2 = Lacked good communication or displayed minimal interest in the assignment 

4 = Expressed enthusiasm for the topic but did not follow through with agreed upon participation 6 = Participated according to minimum expectations or adequate contributions 

8 = Enthusiastically participated in the assignment and made substantial contributions 

10 = Participated in preparation and presenting the topic for discussion, above and beyond assignment expectations 

Student critiques and peer evaluations are used to assess each student’s grade on a project.  If you are working on a group project or data set, you should consider your peers’ opinions of your participation on the project.  Their opinion of your contribution has the potential to impact your overall grade in the course and thus, makes each student accountable for their performance on the course project.

Students who are not presenting will grade presenter performance using a critique that will be distributed in class (see below “student critiques”).

COURSE PROJECT: (125 points) This course emphasizes project design.  A substantial portion of the total grade for the course is based on participation and performance on a GIS project.  The instructor will assign a region and topic to the class as a whole to work on data exploration, project design, metadata, and final project presentation.  Several subtopics for students to work independently within the broader scope of the project may be suggested by the instructor for a meaningful question applied to the data in a GIS model.  

This project will implement several datasets into a regional analysis.  Students are encouraged to apply techniques learned in prerequisite and special topics courses.  Students with developed GIS skills in specific areas are encouraged to expand upon these skills on this project so that everyone in the class acquires a new understanding of those skills.  This is an opportunity for students with interest in specialized GIS program features, such as software extensions, to become proficient in those areas as specialists.  And thus, enhance their marketability in the GIS job market.  

During the first few weeks of the course, the data exploration phase of the project involves becoming familiar with a specific data set, troubleshooting data conversions, data accessibility and assessing appropriate applications for modifying data to conform to a project design.  As GIS project managers and designers, students will be involved in round table discussions that determine procedures, delegate tasks to be performed and assess application of analytical operations.  

The project outcome will not be determined by the instructor.  The project outcome will reflect student creativity, cooperation and participation, and GIS technical skills.  Each student will independently be responsible for a type-written proposal (25 points), a 3 to 5 page double-space typewritten summary report (50 points), and a presentation (50 points) – describing in detail their project participation.  Group presentations may be organized based on a flow chart of student participation on each aspect of the project.  

The GIS project will be designed as a model, for instance, site suitability, predictive, time series, environmental and so on.  Data can be searched and downloaded from the internet (for example, ESRI, Data Depot, USGS or the Geography Network) or provided by the instructor.  Each student is required to maintain metadata (including data downloads, manipulations and file/folder names) and create a flow chart demonstrating the logical flow of procedures that were applied to the data to achieve the final result.  A one page flow chart (i.e., Model Builder or Visio) is required as part of the summary report.  Flow charts should illustrate input files, processes applied, output files, strategic changes and revisions to the work flow during the course of the project development.  Each student’s paper should describe the rationale for data layers or themes and procedures used to construct the GIS model and emphasize how the proposed question or objective was addressed. 

For this course project, students are expected to demonstrate comprehension of basic GIS applications (adding themes, linking and calculating tables, and spatial selections), advanced analytical or data manipulation skills, and if applicable, extended software applications (such as Spatial Analyst or other application specific functionality).  Students will be assessed for application of skills and techniques learned in previous courses and flexibility in addressing problems as they occur in the design process.  Students are expected to adapt and revise problem-solving strategies as needed and should strive for unique and original outcomes for the final project.  

Project Proposal (25 points): A one-page project proposal will describe the data to be used, procedures intended to be applied and desired outcome.  Objectives and/or meaningful questions to be asked of the data should guide the project design.  The first paragraph must state the purpose or intent, the second paragraph summarizes probable datasets to be used, and the final paragraph states desired outcomes or expected results.  The proposal will be used as a guide and limit on what will be expected from students.  The purpose of the proposal is to focus students efforts in a way that does not duplicate one another’s work or cross boundaries into another students’ area of research.  As well as, assure that the proposed project meets the minimum standards for acceptance.  The one-page double-space type-written proposal is worth 25 points and must be approved prior to data manipulation or analysis.  

Summary Report (50 points): A summary project report that elaborates upon your metadata and includes a flow chart is due at the time of your presentation.  For the best possible grade, the report must be three to five page double-space typed paper with an additional one page flow chart.  The summary report must have an introduction that states the problem addressed or meaningful question - from the project proposal.  A body of text will overview the model, data used and how it was applied to various analytical GIS methods or techniques.  A conclusion will state the final outcome, results or findings.  This report may be written in an instruction manual style or following your metadata as an outline.  For instance, as a practicum or lesson on how the end product was achieved and for what purpose.  Papers are graded based on organization, comprehensive project description, complexity of methods applied, applications of techniques learned in courses, and of course, content.  

Presentation (50 points):  A 20-30 minute presentation, projected on overhead computer screen, is required.  This presentation can be as simple as walking through some of your procedures while emphasizing your participation on the project.  An outline of your presentation should be distributed to fellow students (your audience), so that they can follow your methods as you present your project.  At this point, you are taking the role of instructor and everyone, including myself, will be looking forward to learning something from you that was not available in the text or lecture.  For instance, application of an extension to the software or describing complications that were not foreseeable at the beginning of the project.  Discussion of failed attempts and deflated aspirations are encouraged.  A brief oral/visual presentation offers students an opportunity to show excellence in research and personal expression.  Presentations are graded based on organization, visuals and outline distributed to fellow classmates so that they can follow your presentation.

Instructor and fellow students will evaluate presenter performance based on the following:

Point Distribution

Parameter           Poor             Good        Excellent

Time (20-30 minutes) 2 4 6 8 10

thoroughness of coverage 2 4 6 8 10

articulate speaking style 2 4 6 8 10

quality of visual aids, graphics, and handouts 2 4 6 8 10

ability to address questions and clarify issues 2 4 6 8 10

Student Critiques (50 points): I will distribute a critique slip using the above rubric prior to each presentation.  Each student will assess their fellow students’ presentation in the seminar/lecture portion of this course.  The same critique slip will be used for the GIS Forum of student presentations the last day of class.  Each student is responsible for turning in a minimum of 10 critiques, 5 points each, immediately after each seminar/lecture has ended.  Additional critiques for student presenters will be considered for extra credit, up to 25 points total extra credit.  I will assess the validity of each students’ assessment of their fellow students performance for validity.  I will then assign grades for the presenters based on their fellow students’ evaluations of their performance.  

Quizzes (50 points):  Five 10 point quizzes will be given by presenters to student participants.  These quizzes will be graded by the presenters and quiz grades provided to the instructor.  There will be more than five opportunities to take a quiz, and thus, extra points on quizzes may be applied to extra credit (up to 25 points total extra credit earned in the course).  Late participation on quizzes is not permited.

GIS JOB SEARCH (150 points): Students will conduct a search for GIS jobs and select a specific GIS job title/description as a resume focus.  For instance, GIS Analyst, GIS Technician, GIS Programmer or GIS Manager have different technical skills and professional experience requirements.  The products for this assignment are: 

1. A one to two-page resume that targets a specific GIS job opportunity.  The resume style must conform to a Microsoft Word template or other resume guideline provided in class.  Failure to target a specific GIS job description will result in zero points. (potential 50 points)

2. A minimum one-page cover letter of introduction emphasizing skills relevant to a specific job announcement.  You must provide the job announcement/description with your submission of your letter of introduction.  Failure to do so will result in zero points for the letter of recommendation.   (potential 25 points)

3. A map portfolio of 3 cartographic samples that demonstrate your skills.  You must use the course project for the display and incorporate all elements of good cartographic design.   The purpose of this assignment is to demonstrate your ability to rescale a display.  Therefore, the same extents of a study area will be used in each of the three maps but as the scale is changed some layers are removed or added.  Thus, your interpretation of cartographic design will be assessed which includes such things as “too much information,” when to use labeling or not, and so on.  Your grade will be determined based on your interpretation of this assignment and ability to design cartographically aesthetic map samples at different scales using one dataset (manipulating several layers, one extent).  Color palettes, font style and size, symbology, marginalia and proofing skills are critical to this assignment.  The purpose of this assignment is to demonstrate student ability to aesthetically compose a hardcopy map, versatility in adapting cartographic skills to different printers and ability to resize cartographic elements according to different hardcopy scale (paper sizes):  from 8.5 x 11 (basic printer) to 11 x 17 (tabloid printer) to Size E (HP800PS plotter). (for a potential 25 points for each scaled map, potential 75 points total)

COURSE SCHEDULE

Advanced Geographic Information Systems: Applications

Academic Calendar         Assigned Reading/Lecture Topic/Assignments

* Instructor-led Lecture

Contents of this syllabus are subject to change