Geography 355: a follow up to Geography 222 & 353
- But no prereq! Why? Problems with this! Or not!
- Best to take 222 then 353 then 355 – but any combination OK
- ArcGIS (or Delaware online GIS)
Different ways to teach a geographic information systems (GIS) course like this one:
- Lectures + series of exercises (Geog 222)
- Lectures + one big exercise broken into parts (Geog 353)
Or get away from those formats: even more open, flexible, interactive: this class:
- Student presentations of readings (w/some by me)
- Self guided tutorial (w/my & classmates help)
- Applied, real-world group project or projects (practicum, service learning, etc.)
Exhibit A: GIS Texts for course (Schuurman, Mitchell, Getting to Know ArcGIS 10) and software (ArcGIS)
- GIS: set of concepts and hardware and software
- Data input, analysis, output
- Capabilities and applications expanding exponentially
- Data Input (how?)
- Data Layers (examples)
- Data analysis (examples)
- Data output (printer, webmaps, etc.)
- ex) Delaware GIS Data in ArcGIS
- all in a social/human context (Schuurman book)
Course goal: become familiar (or more familiar) with GIS concepts, functionality, software
Exhibit B: class student projects
- Delaware Recreational Trail and Green Spaces
- Mapping Ambivalence
- OWU Green Poster Maps (outside room 207 Sci Ctr): Campus/Delaware and Delaware County
- Olentangy River Expedition Project & Maps (side 1 & side 2)
- Mt. Holyoke “Green Trail”
- OWU “Green Trail” Project Proposal & Maps (side 1 & side 2)
- Sustainability Region: Map (pdf)
- Sustainability Region: National Science Foundation: First proposal (pdf)
- Environmental Studies Program Proposed Development: Case for Support draft (pdf)
- Sustainability Region: National Science Foundation: Another try… (NSF link)
- Projects for Spring 2014 (link to Projects tab on blog)
GIS is so popular because it is useful: many applications, but GIS applications are a lot of work!
- Data input: where is data from? format? what data do you need?
- typical: 50% to 75% of time and cost is in finding and processing data in any GIS project
- Analysis: how analytical capabilities of GIS solve real problems?
- Examples of mapping/GIS analysis: how did they analyze the data?
- Output: on computer screen? paper? WWW? To what audience?
The complexities of an actual application
- Understand the software, your data and the application area, the research process, goals.
- The human context: working in a group (collaboration: group member’s varying abilities and skills), project politics, costs involved, institutions within which GIS is supposed to function
Course Goal: Learn that GIS is a bunch of software functions in ArcGIS and much more than a bunch of software functions in ArcGIS
The goal this semester is to bring together exhibits A and B
- Learn about GIS as a software tool: its functions, capabilities
- Apply what we learn to a real world project
- In working through a real world application we will learn what GIS is really about much more than just software and hardware
Geography 353: Scripted project, all figured out for you, me active, you more passive
- Useful for learning…but…
This course: a bit more active learning for all of us
- We will work as a group (or in sub groups) throughout the semester
- You will be active in shaping what we do and how we do it
- The success of the course depends on your engagement in the course
- You will push yourself and me to get the most you can get out of this course
Problems: anxiety provoking, potential for disorder and problems, unmotivated & passive students
Benefits: learn a lot in “real world” setting with real problems to solve, forced to move beyond passive lump in class, maybe even have an impact
- Look out the GIS Lab window
- Delaware Trails Project
- May Move Out and Composting
OWU students: smart, motivated, engaged; and small class sizes
- Upper level courses should involve real engagement (so that is what I expect)
Bottom Line: for this course to work:
- Active participation by all students: lumpen passivity not allowed
- Collaboration with each other and OWU and community folks
- Students should expect to play an active and vital role in the class and in the project!
Review: Syllabus and Schedule and General Course Structure (blog)
Create your Course Blog
1) go to wordpress.com
2) sign up and create a blog
3) set up the look of the blog and create some categories
- Class Readings
- Class Project
- Class Exercises
4) new post: introduction to you
5) new post: Schurmann reading (ch. 1) notes, comments, questions
6) new post: One GIS application area of interest, with at least 3-5 sources/links & embedded graphics
7) email me the URL to your Blog by the end of class today and have the other stuff done by class time Wednesday.
Some things to do:
- Sign up for the Sustainability at OWU Facebook Page. There is lots of sustainability stuff going on on campus, and this page is one excellent way to keep on top of it. Also, watch for ideas and projects related to what you are doing for your project in class. So sign up as an easy class assignment!
- Keep working on your course project. Please prepare a project overview formatted like the one here, for a project in the Spring 2011 course. Do this by Wednesday, February 29.
- Keep working on the ArcGIS Tutorial. You should be through the tutorial by the end of this week (Friday February 24).
- Complete the Delaware Data Inventory as soon as possible, but no later than next Wednesday (February 29). You need to complete this before doing the 2nd part of the take home mid term exam.
- Get going on the Take Home Mid Term Exam. The first part is relatively easy, the second part can be a bit of a bear. Don’t put it off!
I am away tomorrow (Thursday February 23) through next tuesday (February 28th) at a conference. Email me if anything comes up.
Mapping Environmental Justice in Delaware County Pennsylvania
- Use as a model for a similar project in Delaware County Ohio
- What is missing? Not applicable?
- Changes in emphasis and organization
- Personal interests of students in the class in regards to the different topics
A note about the mapping process
Figure 1: Municipalities
Introduction: Environmental Justice
From Here to There: Transportation and Industrial History
Figure 2: Transportation
Natural Setting: Green Spaces and Waterways
Figure 3: Land Cover
Demographic Distributions: Income, Race, Education, Unemployment and Age
Figure 4: Income
Figure 5: Race
Figure 6: Unemployment
Figure 7: Education
Figure 8: Age
Pollution Flow: Air and Water
Figure 9: Air and Water Pollution
Current Waste Disposal Sites: Landfills and Incinerators
Figure 10: Waste
Abandoned Waste: Superfund Sites and Inactive Landfills
Figure 11: Abandoned Waste
Hot Spots: Top 15 polluters in the County
Figure 12: Top Fifteen Polluters
Conclusion: What does this mean for Delaware County?
Appendix 1: Glossary
Appendix 2: Environmental Organizations in Delaware County