Application for SPACE Instructional Development Award

Application for SPACE Instructional Development Award

Christopher L. Holoman

Professor of Political Science

HilbertCollege

Hamburg, NY

2005 Participant, Introducing GIS for Undergraduate Social Science Courses (SFSU)

I. I have used the knowledge and skills gained at SFSU in a number of ways (note that due to the relatively late date of the SFSU workshop, changes in Fall 2005 course plans were not feasible):

• Most directly, I will be teaching an introductory GIS course in Fall 2006, using Richard LeGates new book, Think Globally, Act Regionally as one of the primary texts. (Tentative syllabus appended.) We used several of the exercises from the book during the workshop last summer. Although the class will largely be focused on basics of GIS and “driving the box,” the emphases of LeGates’s book are particularly appropriate given the curricular context of the course: it is within an interdisciplinary department (Law, Government, and Planning) and integrates well with our new Liberal Learning curriculum (see below.)
  
• In a class I am teaching this semester (Spring 2006), Weapons and War, I am supervising one student who will be taking the course for honors credit, which entails completing a separate project. Using ideas gleaned during the summer workshop, I am asking him to model the projection of military force across space. Using available data and GIS hardware and software, I hope we will be able to illustrate to the class the continued importance of space in war,even in this age of high tech weaponry. (Honors project proposal appended.)

• One of the centerpieces of the new Liberal Learning Curriculum (again, see below) is an interdisciplinary, team-taught Current Events Symposium which, effective Fall 2006, will be required for all juniors. We have been teaching pilot sections for the last three semesters. As the text for the course, students are required to subscribe the daily New York Times. One of the requirements of the course is a weekly journal entry summarizing and commenting on one story in the Times during the previous week. During the 1/3 of the semester when the students are under my supervision, as a result of my participation in the workshop, this semester (Spring 2006) I have required that their journal entries focus specifically on one of the data-rich maps from the Times, which they publish regularly. As Edward Tufte notes, and was discussed at SFSU, the Times is a reliable source of well-done maps. This has made students aware of this tool and encouraged them to think spatially. (I have not attached the syllabus. It is lengthy, and the special journal requirements discussed above are not included, since they apply to only 1/3 of the semester for any given student. I am happy to provide it upon request.)

II. The SFSU workshop was perfect for me. Although I had regularly taught courses with strong geographic content and had a sense of how GIS could be utilized, I had had no opportunity to learn the basics of the GIS software. Not only did I acquire this knowledge, but also observed excellent pedagogy in the field and got great ideas from my workshop colleagues in diverse fields. Most importantly, I have had my own ideas on spatial thinking broadened, especially in terms of spatial analysis as a tool in the classroom—a tool applicable over a wide range of subject matters.

III. I would be happy to provide a statement for the SPACE site. However, the projects I am most excited by won’t come to full fruition for some time.

IV. I am requesting funds so that I can continue to gain expertise in GIS and both be trained and train my colleagues at Hilbert in using spatial thinking in the classroom across the full range of the curriculum.

Hilbert is in the final stages of implementing a Liberal Learning curriculum across the College. At the heart of this new curriculum are six learning objectives that are being incorporated, where applicable, into all Hilbert courses. This curriculum and its implementation have been recognized by the American Association of Colleges and Universities as a valuable model. Several of the goals deal with topics addressable by spatial thinking. (Goals and descriptive paragraphs appended. I draw your attention in particular to Goals 1-4.) With the groundwork laid for faculty thinking about inquiry strategies and other connections across disciplinary borders, I would like to organize a workshop in Fall 2006 to provide orientation in spatial analysis for Hilbert faculty (Faculty Development Days are already built into the academic calendar.)The emphasis will be on understanding the opportunities for spatial analysis in a wide range of disciplines, including several that are important at Hilbert. For example, Criminal Justice is our single largest major, and while some of the faculty have had some exposure to the products of GIS, it is not fully appreciated as a classroom tool. In addition, the workshop will give all interested Hilbert faculty exposure to and a chance to experiment with our newly-installed GIS lab using ArcInfo 9.0.

In developing this workshop I will draw on my own knowledge gained through SPACE, as well of the expertise at the NCGIA at SUNY-Buffalo, including, but not limited to my fellow political scientist (and textbook co-author) Munroe Eagles. I am requesting funds for honoraria for outside presenters and preparation of workshop materials for participants, as well as incidental expenses.

I am also requesting funds for me to attend a (as yet unidentified) conference on spatial pedagogy, especially in the context of a liberal arts college. I am convinced that although I still have much to learn, I also have much to offer in this area, one that is so far under-represented in discussions of undergraduate education and spatial thinking.

Therefore, despite the somewhat under-specified nature of my proposal, I respectfully request the full $1500.

Appendix I

Course Syllabus

HilbertCollege

Department of Law, Government, and Planning

Political Science 292

Introduction to Geographic Information Systems (GIS) in the Social Sciences

Fall 2006

Dr. Christopher Holoman

Course Description

This course introduces and explores the fundamental concepts of Geographic Information Systems (GIS), a tool for analyzing data using computer mapping. It explains the structure and function of GISs, and shows why GIS is important. It covers basic GIS concepts such as map characteristics and projections, spatial data models, relational databases, and spatial analysis. But most importantly, it places these skills within a context of urban planning and social justice. Hands-on experience with ArcInfo is provided through a series of exercises completed by students on their own computer or in the GIS lab. Prerequisites: MIS 120 or equivalent skills: students must be comfortable navigating through the Windows directory structure.

Course objective:

To gain a basic, practical understanding of GIS concepts, technical issues, and applications using ArcView GIS

By completing this course, students will:

• Gain a basic, practical understanding of GIS concepts, technical issues, and applications.
• Learn where GIS fits in the world of Information Systems and maps, how it is unique and why it is important.
• Understand the technical language of GIS.
• Understand how GIS is used as one tool of spatial analysis, especially with reference to the Social Sciences
• Gain practical experience using ArcInfo, a powerful and popular desktop GIS package.

Intended audience:

This course is designed for newcomers to the field of GIS who want to understand the concepts and technology and begin to be able to use it. It is particularly aimed at students in the Social Sciences/

Prerequisites:

MIS 120 or equivalent computer skills are required: students must be able to navigate through a Windows environment to locate data and have basic familiarity with Excel tables. Some exposure to Geography (GEO 288/289) is helpful, but not required.

Course format:

This class will combine classroom lecture, discussion and demonstration of geographic information systems, and computer presentations.

Students perform practical ArcInfo exercises on their own computer or in the lab using the data and software bundled with the texts.

Texts: (all have been ordered through the Hilbert bookstore, but quantities of “suggested” books are not guaranteed.)

Required: Think Globally, Act Regionally, by Richard LeGates

Getting Started with Geographic Information Systemsby Keith C. Clarke.

Suggested: Getting Started with ArcGIS Desktop:, by Robert Burke, et. al. This boolk has exercises similar to the LeGates book, but with different emphases.

Spatially Integrated Social Science, Goodchild and Janelle, eds. This book lays out recent developments in the field. It is an advanced, scholarly book. We will be discussing some of the articles in class.

Class schedule:

Weeks 1 and 2 - Introduction and Overview of Geographic Information Systems

Definition of a GIS, features and functions; why GIS is important; how GIS is applied; GIS as an Information System; GIS and cartography; contributing and allied disciplines; GIS data feeds; historical development of GIS.

Week 3 - GIS and Maps, Map Projections and Coordinate Systems

Maps and their characteristics (selection, abstraction, scale, etc.); automated cartography versus GIS; map projections; coordinate systems; precision and error.

Weeks 4 -8: Spatial Data Modelsand using ArcInfo

Concept of data model; raster and vector data, how to manipulate layers, etc.

Weeks 9-11 - Data Sources, Data Input and Data Quality

Where can we get data? How do we evaluate data quality? Accessing and using Census data.

Weeks 12 and 13 - Spatial Analysis

How can we use our new skills to answer important questions in our fields? What does it mean to “think spatially?”

Weeks 14 and 15: Making Maps

Creating reports, etc. How do we present what we have found? How can we help consumers understand our findings? Basics of cartographic design.

Appendix II

Student Honors Project

To : Dr. Amy Smith, Director, Honors Program

From: Chris Holoman, Professor of Political Science

Re: John Kordrupel’s Honor’s Project,

Date: January 5, 2006

As you know, John is taking my Weapons and War course for honors. Below is my draft of his project assignment

-----

For an honors project, John will be researching the projection of military force across space. Obviously, the ability to project force depends on many factors, but most important are terrain and available technology (and technological progress is the main theme of the class.) This has been well-understood for centuries; there is significant research by both those in the military and academics. John's first task will be to identify the current state of research and available data on projection of force. Then he will be asked to go one step further, however. Together, we will import the data into ArcInfo. We should be able to generate maps of both hypothetical, or generic, space, as well as mapping the projection of force data onto real-world maps. By altering various variables, we should be able to generate an interesting historical sequence of how force is projected.

This is an area I am still exploring myself. As you can tell, John will be essentially a research assistant. There is some chance, probably small, that the resulting work will lead to some sort of publication or presentation.

Appendix III

HilbertCollege Liberal Learning Goals

Goal 1. Foster Core Skills:Advanced writing, speaking, listening, reading, quantitative skills, and technological fluency.

The liberal learning curriculum at HilbertCollege fosters the ability to write and speak with clarity and precision to promote clear thinking and effective communication, and supports the ability to develop sustained, well-reasoned, and clearly presented arguments. The curriculum encourages students to read critically and listen perceptively. It advances their quantitative skills and develops their capacity for formal reasoning across academic disciplines and in daily life. It recognizes the need and provides support for a technological fluency that reinforces and extends these communication and quantitative skills.

Goal 2. Prepare Students for Living in a Diverse and Global Society: Awareness and appreciation of world cultures and languages, non-dominant groups and societies at home and abroad.

The liberal learning curriculum at HilbertCollege prepares students to live in a diverse and global society by fostering awareness and appreciation of world cultures and of non-dominant groups at home and abroad—their histories and heritage, their languages, belief systems, forms of government, social perspectives, and artistic expression. The curriculum promotes a greater awareness of the cultural identity of oneself and others to enable participation as social beings in social institutions. The curriculum fosters a greater understanding of the variety and complexity of circumstances and human responses to them in different times and places, while drawing attention to perennial questions and new challenges confronting humanity in the twenty-first century.

Goal 3. Emphasize and Develop Inquiry Strategies and Capacities in a variety of disciplines across the curriculum, within standard curricular options, and in options beyond the major.

Given the expanding bases of information, and the emerging and diverse career paths, to be successful one must be capable of living and working in a changing world. In order to succeed, all students will need to be able to interrogate data and make coherent judgments across a wide range of disciplines. Therefore inquiry strategies and knowledge bases must expand to incorporate not only the standard curricular offerings, but also be present in all aspects of the curriculum and in extra-curricular areas as well.

Goal 4. Foster Research Skills:

Students will acquire essential research skills to locate, evaluate and document print and online sources. Research mastery transforms the student into an informed citizen who uses research skills to make thoughtful choices in her/his profession, education, and personal life.

Goal 5. Promote Integrative Learning:

To promote integrative learning, students will collaborate with professors, mentors, and peers to apply classroom learning to identify and analyze problems, design solutions through groupwork, courses bridging academic majors, senior seminars, capstone courses, internships and independent study projects. This intellectual collaboration creates a contributing citizen of her/his respective academic, professional and home communities.

Goal 6. Prepare Students for the Examined Life, Promoting Commitment to Lifelong Learning:

Students will prepare for an examined life and [learn] the value of lifelong learning through required courses and co-curricular experiences that address values and ethical thinking. [The curriculum will] support and encourage self-reflection in [students’] academic, professional, and personal lives.