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Professor Ken Foote of the Geography department at the University of Colorado at �鶹ӰԺ knows the value of increased technology capability in his classroom. For years Dr. Foote’s class, Elements of GIS (Geographic Information Systems), has been at the forefront of utilizing technology to its fullest capability – continuously changing and improving as available technology also changes and improves.

“GIS is a fast changing field,” he explained, going on to describe that, “There are now a wealth of resources available (Google Earth and other online mapping/GIS systems, Wikipedia, etc.) that weren't available only a few years ago.  So [Elements of GIS] keeps changing.  But the changes are a challenge.  Every time I teach the course I have to make sure the material and activities are current.  This is the first year, for example, in which we are doing a substantial mash-up in Google Maps.”

But what is GIS?

When asked to explain GIS, Foote described GIS “[as a] special-purpose digital databases in which a common spatial coordinate system (such as latitude-longitude) is the primary means of reference.  In essence, GIS joins maps with data.” According to Dr. Foote, this field of study is continuously adopting various technologies in order to supplement a need for required capabilities in the field. Some examples of required capabilities he gave include:

• Data input, from paper or digital maps, aerial photos, satellites, surveys, GPS and other sources
• Data storage, retrieval, and query
• Data transformation, analysis, and modeling, including spatial statistics
• Data reporting, such as maps, reports, and plans

GIS has permeated many components of our lives.  For example, GIS has become widely utilized by both the general public and the professional world. In laymen’s terms, Foote elaborated that GIS is the mechanism that “[links] Google Maps, Google Earth, Bing Maps, and many other navigation systems for cars using the global positioning system (GPS).”  Its uses do not stop there, however. It can be seen throughout many sectors of society. In natural resources management, GIS is utilized in assessing wildlife habitats, planning recreation resources, and conserving floodplains, wetlands, and aquifers. It is used in facilities management for planning and managing the world’s infrastructure of roads, cables, and pipes and is also used by urban and regional planning for evacuation preparation and 911 emergency services. However, GIS is not reserved for government uses alone – many businesses have found use in its capabilities for marketing analysis and logistics.

Foote has been constantly improving his Elements of GIS class based on the changes in technology since 1992, when he switched over from using standalone hypermedia/multimedia systems to a more suitable medium. “I put almost everything I create for teaching and learning online. The core of the classes I teach are the active-learning projects, but I also have a large body of materials that cover the major course topics –map projections, coordinate systems, database concepts, etc.  I also use many open educational resources in the web.” can be found here.

Elements of GIS (Geog 5003) and Active Learning Projects

In order to teach a seminar attracting students from many different disciplines, Dr. Foote utilizes a variety of topics to help apply GIS concepts. These projects require the students to use a variety of technologies ranging from ArcGIS software to Google Fusion Tables to GPS.  This past semester, Dr. Foote included the following assignments:

1. The 2012 Campaign Trail for President:  Using data from past presidential elections, students create a geographic campaign strategy for either party. Using knowledge gained about GIS, students consider the distribution of electoral votes from state to state and the changes in voting behavior through time and across space.
2. Mapping Tectonic Hot Spots:  Students download and map real-time earthquake data and volcanic eruptions from the United States Geological Survey.  Students also use information from the USGS of 3D terrains to construct a model of the San Francisco Bay area and overlay current earthquake information.
3. The Cost of Renting: With Google Fusion Tables, students create map mash-ups (a recombination of a map with various sources of integrated data) of apartment rental prices in �鶹ӰԺ County.
4. �鶹ӰԺ Flood Risk and Evacuation Planning:   Using publicly available data from the U.S. Bureau of Census, City of �鶹ӰԺ and �鶹ӰԺ County, students estimate how many people might be affected by a major flood.  As a second step, students consider potential rescue and evacuation sites.

These are just a few examples of the Active Learning Projects employed in the Elements of GIS course, each of which utilize technologies ranging from mapping and geographic systems software such as ArcGIS  to packages like Photoshop, Dreamweaver, and Excel. The experiences gained through these projects create an applicable framework for a variety of disciplines in which GIS technologies are needed.

Steph Hayden
ASSETT Community Coordinator
CU '14