NMSTE 2013-2

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The New Mexico Geographic Alliance provides geospatial education opportunities through teaching resources, professional development, and support for incorporating GIS into various subjects and grade levels. New resources are available, and they offer help for using GIS in classrooms from K-12 to higher education.

Geospatial Education Opportunities with
the New Mexico Geographic Alliance

How Can We Help?
Teaching Resources Professional Development

Through review of individual questions (assignments) in a Quest-Based GIS course, I will ascertain the degree to which each provides a "satisfactory" learning experience as viewed by the learners. A final survey will evaluate learner overall satisfaction. I will also monitor time-on-task, pacing, and timing of quests, selection of optional quests, textual analysis of answers, and other course-related statistics and correlate them to final grades.

Exploring Abandoned GIS Research to Augment Applied Geography Education

Michael DeMers

Applied geography has enjoyed a resurgence since the increased availabilty of geospatial software and the advancement of an ever-increasing sophistication of these analytical tools designed to solve complex geospatial problems. These advancements have quickly been translated into coursework at colleges and universities – often adopted wholesale into complete applied geography programs throughout academia. One unintended consequence of this adoption is that much of the conceptual content responsible for the development of these tools is not covered in the applied geography coursework. In many cases the conceptual frameworks were chosen more out of expediency rather than geographical foundations, thus leaving the applied geography student with the misconception that the fundamental geographic underpinnings upon which the software is based, are thoroughly understood and extensively tested. A direct result of this is that students in applied geography programs often employ the tools with little or no understanding of their limitations for modeling real geographic processes. I propose that one aspect of an applied geography curriculum must include the study of the underlying principles upon which the software is based, and perhaps more importantly, the study of concepts that were abandoned in the early days of tool development. While this is obvious for programs that emphasize the more theoretical aspects of geography, I argue that it is equally important for those who use the tools so they are aware of the fundamental limitations of the results derived from analysis.

NMFWA ArcHydro: An Introduction

Michael DeMers

NMSTE 2013-2

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NMSTE 2013-2