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GGP 350 GIS I
Fox, David P.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

GGP 350 Geographic Information Systems (GIS) I

Semester

F2T 2011 DL

Faculty

Fox, David P.

Title

Assistant Professor of Geography

Degrees/Certificates

(PhD student, Geography, University of Kansas)
MA Geography, University of Missouri
BA Geography, University of Missouri

Office Location

Parkville Campus - Findlay-Wakefield Science Hall (SC) 004

Office Hours

--T-R-- 10:00 AM - 2:00 PM, or by appointment

Daytime Phone

816-584-6813

E-Mail

david.fox@park.edu

Web Page

http://www.park.edu/geo

Semester Dates

October 17 - December 9

Class Days

First participation due by Thursday, the second by Saturday and any others by Sunday. Park Online Week = 12:00 AM Monday through 11:59 PM Sunday

Class Time

Asynchronous

Prerequisites

None

Credit Hours

3


Textbook:

 
REQUIRED: Mastering ArcGIS (5th edition), by Maribeth Price, McGraw Hill, 2012.
ISBN: 9780077462956
 
NOTE: This textbook contains a CD with data for completing assigned exercises.  Please make sure that the copy you purchase contains this data CD.  Also, since the textbook is written specifically for the current version of ArcGIS software (version 10), you must have the 5th edition.
 
REQUIRED SOFTWARE:  ESRI's ArcGIS for Desktop 10, FREE 60-day trial version available at: http://www.esri.com/software/arcgis/arcgis-for-desktop/60-day-trial.html
 
You MUST obtain this software for the FIRST WEEK of classes, so be sure that you order it at least 2 weeks in advance of the start of the course.  However, you do need to wait until you are actually ready to begin the week 1 assignments before you install this 60-day trial version of the software.  Otherwise, your use of the software will likely expire before you have completed the course.
 
NOTE: If you would prefer to obtain access to the software for a longer period of time, you may want to consider one of the following options:
1) You can obtain a 180-day trial version by purchasing one the tutorial books sold by ESRI (the makers of ArcGIS software).  Good introductory examples include Getting to Know ArcGIS Desktop (2nd Edition, 2010) and GIS Tutorial 1 (4th Edition, 2010).  Each currently retails at online booksellers, like Amazon.com, for under $50.  Do make certain, though, that you are getting a book that includes a trial CD of ArcGIS Desktop 10.
2) ESRI does offer an ArcGIS for Home Use 1-year license for $100 that does include all of the features that are needed for this class.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:


Environmental Systems Research Institute (ESRI)
 - makers of ArcGIS software - everything you wanted to know about ArcGIS applications and more!  Check out the numerous examples of case studies, as well as the plethora of free courses available: http://www.esri.com  

See the Webliography page in our course eCompanion website for additional internet resources that may be posted throughout the semester: http://online.park.edu

 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
GGP350 Geographic Information Systems: This course introduces the student learner to the theoretical, conceptual, and practical aspects of the collection, storage, analysis, and display of spatial data. Emphasis will be placed on the application of geographic information systems. Laboratory projects involving student learner use of computers will be required. 3:0:3

Educational Philosophy:

 
This course is a required part of the core curriculum for all majors in the Geography Program at Park University and for those pursuing our minor in GIS.  For this reason, it is specifically designed to meet our “Spatial Perspectives” Program Competency, which states that our students will be able to: Demonstrate how to use maps and other geographic tools and technologies to present and interpret geographic patterns (past, present, and future).*  In essence, this is the ultimate goal for anyone enrolled in this course.
 
Our program's philosophy is that a quality introductory GIS course should be more than just technical training in how to use this software package.  Such training is great (and necessary, of course) if your goal is to simply get a job as a GIS technician (i.e., entry-level position).  However, if you want to be prepared for moving up in your career field (and as rapidly as possible), then you need to possess more than just technical know-how.  Therefore, this course is intended to ensure that students develop an introductory-level understanding and appreciation for the geographic concepts needed to eventually become a GIS analyst. 
 
At the same time, the course is still designed to ensure that you also gain the necessary beginner-level knowledge and skills for using the leading software package in the GIS industry--ESRI's ArcGIS.  With that in mind, the class does involve the hands-on learning of this complex computer software package.  As with anything, the more you put into working with this software, the more you will get out of this course.  Your willingness to engage in all learning opportunities, think critically, ask questions, and discuss the concepts and issues is ultimately what will make this a meaningful and successful course for yourself.
 
*Adapted from the National Council for Geographic Education's "Six Essential Elements" (framework for the National Geography Standards).

Learning Outcomes:
  Core Learning Outcomes

  1. Apply GIS software to mapping problems and perform basic GIS operations including queries, spatial joins, map overlay, and geocoding.
  2. Construct and design maps using GIS software.
  3. Analyze data sets for usability and validity within a GIS.
  4. Evaluate the variety of uses for GIS and how it can be used to impact the regional and global community.


Core Assessment:

Core Assessment Description & Instructions

The Core Assessment for this course is meant to be an in-depth exploration and evaluation of the application of GIS technology to a particular problem/need that has recently been attempted.  You should choose a specific application that is related to your interests and write a 10-12 page research paper in which you:

1) Introduction: Clearly identify the problem/need and how GIS specifically assists in solving/addressing this issue,

2) Data Analysis: Analyze the types of data that were used for this application (How much of it is readily available?  Does this application require special data collection techniques?), [CLO#3; Analysis]

3) Techniques Discussion: Identify and describe the types of GIS operations and spatial analysis procedures that have been performed with the data (In particular, focus on discussing those operations that were used that we have learned about in this course), [CLO#1; Application]

4) Evaluation: Evaluate this application of GIS to this particular problem/need (How successful is GIS at addressing the problem/need?  How significant are the solutions/answers that GIS is currently able to help provide for this issue?  Are there limitations or common problems/issues encountered in the application of GIS to this topic?  If so, what are they?  Do you think GIS is an appropriate tool for addressing this problem/need?), [CLO#4; Evaluation]

5) Conclusion: Discuss/propose additional ways in which you think the use of GIS could be extended with this application. [Synthesis]

6) Works Cited: List, alphabetically, any sources you cited within the paper (Note: You must have at least 8 different sources) using either APA or MLA documentation style.  Be advised that this means you must also have used either footnotes or parenthetical citations within the paper itself.

 

The paper must be typed, double-spaced, standard 12-point font, 10-12 pages in length, with a minimum of 8 sources.  All sources must be appropriately documented in a works cited page and you must use either footnotes or parenthetical citations within the text.  You should include examples of maps, datasets, etc., that have been created with GIS for this particular application.  Note: Figures, charts, diagrams, etc., do not count as part of the page requirement for this assignment.

Link to Class Rubric

Class Assessment:


*NOTE: PLEASE DISREGARD THE ABOVE "CORE ASSESSMENT" INFORMATION.  THE CORE ASSESSMENT FOR THIS COURSE WILL BE THE FINAL EXAM, AS INDICATED BELOW.

Discussions: Post your responses to the questions/prompts posed regarding the reading and lecture material each week, as well as to those of your fellow classmates. Weekly units include a discussion thread with particular questions and topics for you to contemplate. At least three (3) entries are due by the end of each week. You will be required to post the first time by Thursday, the second by Saturday and the third by Sunday. These deadline days are critical in order to help promote significant and meaningful discussion within the class, since 3 posts made in rapid succession at 11:50 Sunday evening would most likely not be seen by any of the class or the instructor until “after the fact.” Therefore, in order to earn full credit, a discussion post must be relevant to the question/prompt posed, substantial in length (a minimum of 75 words), and submitted according to the deadline days given for each week.

Quizzes:
To assess your learning of the fundamental geospatial concepts presented in the reading materials and lecture presentations there will be a weekly quiz (or “mini-exam”) during the first seven (7) weeks of the course. Each quiz must be completed by the end of the week—Sunday at midnight. You may take each quiz only one time, and they will be time limited. Although these are open book, you better know the weekly material well before taking the quiz because the time limit will go by fast if you are still thumbing through your book just trying to answer #3! J Also, be sure to save your answers OFTEN while you are taking the quiz lest an internet gremlin do something to drop or reset your browser right before you click the “submit for grade” button!
 
Assignments: To assess your ability to demonstrate the skills and knowledge of operations and functions within ArcGIS software, an assignment will be given each week (for a total of eight, 8) based on various exercises assigned from the course textbook. Each assignment must be completed and submitted in the course Dropbox by the end of the week—Sunday at midnight.  These assignments are intended to assess your learning of how to apply ArcGIS software to create maps and perform basic spatial analysis operations.  you should therefore expect to spend additional time in the GIS Lab each week in order to complete them.

Final Exam (Core Assessment):
The Final Exam, administered and due during week 8, will be comprehensive and will include 60 multiple choice questions. You will have two (2) hours to take this exam. Like the weekly quizzes, the Final Exam is designed to assess your learning of the fundamental geospatial concepts presented in the reading materials and lecture presentations. It will be a closed book/notes exam that MUST be completed with an instructor-approved proctorthat meets the established Park University criteria. Here is more information to help you prepare for and take the PROCTORED FINAL EXAM:
 

o        A Proctor Request Form will be made available to you by PDL during the first week of class so that you can send your requested proctor to your instructor for approval. It will be the responsibility of the student to arrange for a proctor, who is accepted and approved by the course instructor, by the 6th week of the term.

o        You should start looking for a suitable proctor by week 2 and must submit the Proctor Request Form no later than week 6. Approval of proctors is at the discretion of the Online instructor.

o        You must follow the Park University procedures for obtaining an approved proctor. Please refer to the Help and Resources page to review the requirements for locating a proctor and the procedure for completing a Proctor Request Form.

o        In order to be allowed to complete the Final Exam with your approved proctor, photo identification is required and must be presented at the time of the test.

o        Failure to take the Final Exam with an approved proctor will result in an “F” for the course.

Grading:

 
ASSESSMENTS
% OF GRADE
Discussions (8 @ 2% each)
16
Assignments (8 @ 4.5% each)
36
Quizzes (7 @ 4% each)
28
Final Exam/Core Assessment (1 @ 20%)
20
TOTAL
100
 
The course grade is determined by weighting the number of points earned for each assessment based on the above percentages.  Final grades will be based on the following percentage cutoffs:
 

A = 89.5% - 100%

B = 79.5% - 89.4%

C = 69.5% - 79.4%

D = 59.5% - 69.4%

F = 0% - 59.4%

Late Submission of Course Materials:


All assessments (assignments, exams, etc.) are expected to be fully completed and submitted by the announced due date and time.  The instructor reserves the right to determine whether or not any late work may be accepted and how much of a grade reduction penalty is appropriate depending upon the rationale for the student's lateness and whether or not he/she appropriately notified the instructor in advance of the deadline (or as soon as reasonably possible in the event of an emergency/unforeseen circumstance) with any appropriate documentation that may be requested by the instructor for verification purposes.

Classroom Rules of Conduct:

 
Make class time your first priority.  Notify the instructor immediately if you are having difficulty accessing the lab or keeping up with the assigned schedule.

You will be held accountable for any material presented or discussed in meeting sessions or through assigned readings
.  
 
You will be expected to use the eCollege website for the course: http://online.park.edu. All assignments/activities will be required to be completed online.  Students are expected to notify the instructor in advance of the due date of any questions or concerns accessing or using this technology.
 
You will be expected to obtain and use ESRI's ArcGIS for Desktop software in order to complete all of the Assignments for this course (which are worth a total of 36% of the final course grade).  Failure to obtain and install this software by week 1 of the course will most likely reduce your grade.

You are expected to be responsible for planning ahead and meeting deadlines in spite of any technological problems that may be encountered.  Therefore, computer problems will NOT automatically be considered grounds for having late work excused.  Be sure to save copies of your work OFTEN and in multiple locations for backup purposes. 

NEVER, NEVER, NEVER, plagiarize.  Always respect the university's policies on academic honesty and freedom.

Course Topic/Dates/Assignments:

 
 

WEEK

ASSIGNED TEXTBOOK CHAPTERS/TOPICS

CLASS ASSESSMENTS DUE

1

Introduction; Ch. 1: GIS Data

Discussion #1; Assignment #1; Quiz #1

2

Ch. 2: Mapping GIS Data; Ch. 3: Presenting GIS Data

Discussion #2; Assignment #2; Quiz #2

3

Ch. 11: Coordinate Systems

Discussion #3; Assignment #3; Quiz #3

4

Ch. 4: Attribute Data; Ch. 5: Queries

Discussion #4; Assignment #4; Quiz #4

5

Ch. 6: Spatial Joins

Discussion #5; Assignment #5; Quiz #5

6

Ch. 7: Geoprocessing

Discussion #6; Assignment #6; Quiz #6

7

Ch. 10: Geocoding

Discussion #7; Assignment #7; Quiz #7

8

Ch. 12: Basic Editing; Ch. 13 Editing and Topology

Discussion #8; Assignment #8; Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
Students will receive a ZERO (i.e., NO CREDIT) for any assignment that has violated the Academic Honesty and Plagiarism policies in any way. In addition, the student may be reported to the Dean for any additional disciplinary action that is deemed appropriate by the university.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93
ANY INSTANCE OF PLAGIARISM WILL RESULT IN A ZERO (I.E., NO CREDIT) FOR THE ASSIGNMENT ON WHICH IT OCCURS.  IF YOU ARE AT ALL UNCERTAIN ABOUT WHETHER OR NOT YOU MAY BE COMMITTING PLAGIARISM AS DESCRIBED ABOVE, YOU ARE EXPECTED TO ASK THE INSTRUCTOR BEFORE SUBMITTING THE WORK FOR GRADING.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:



*PLEASE DISREGARD THE "LEARNING RUBRIC" INCLUDED BELOW.  THIS APPLIED TO THE FORMER CORE ASSESSMENT PROJECT FOR THIS COURSE, WHICH HAS BEEN CHANGED FOR AY2011-12.

 



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The paper contains an Evaluation section in which the student thoroughly evaluates this application of GIS to this particular problem/need by providing thoughtful responses to all of the following questions:

- How successful is GIS at addressing the problem/need?  

- How significant are the solutions/answers that GIS is currently able to help provide for this issue?  

- Are there limitations or common problems/issues encountered in the application of GIS to this topic?  If so, what are they and can they be addressed?  

- Do you think GIS is an appropriate tool for addressing this problem/need?

 
The paper contains an Evaluation section in which the student evaluates this application of GIS to this particular problem/need by providing responses to all of the following questions, however, one or two of the responses are minimal or are superficial:

- How successful is GIS at addressing the problem/need?  

- How significant are the solutions/answers that GIS is currently able to help provide for this issue?  

- Are there limitations or common problems/issues encountered in the application of GIS to this topic?  If so, what are they and can they be addressed?  

- Do you think GIS is an appropriate tool for addressing this problem/need?

 
The student has made some attempt to evaluate this application of GIS to this particular problem/need, however, three or more of the following questions are not addressed or are done so in very limited and/or superficial ways:

- How successful is GIS at addressing the problem/need?  

- How significant are the solutions/answers that GIS is currently able to help provide for this issue?  

- Are there limitations or common problems/issues encountered in the application of GIS to this topic?  If so, what are they and can they be addressed?  

- Do you think GIS is an appropriate tool for addressing this problem/need?

 
The paper does not include any evidence of evaluating the selected application of GIS to a problem/need. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The paper includes a section in which the student thoughtfully discusses/proposes additional ways in which he/she thinks the use of GIS could be extended with this application. The paper includes a section in which the student discusses/proposes additional ways in which he/she thinks the use of GIS could be extended with this application, however, the student's comments may be somewhat simplistic or superficial. The student discusses/proposes additional ways in which he/she thinks the use of GIS could be extended with this application, however, the student's comments are extremely limited and/or simplistic. The paper does not include any evidence of the student's attempt to propose additional ways in which he/she thinks the use of GIS could be extended with this application. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The paper includes a Data Analysis section in which the student thoughtfully analyzes the types of data that were used for this application and, at minimum, provides responses to the following questions:

- How much of it is readily available?  

- Does this application require special data collection techniques?

 
The paper includes a Data Analysis section in which the student analyzes the types of data that were used for this application and provides responses to the following questions:

- How much of it is readily available?  

- Does this application require special data collection techniques?

 
The student attempts to analyze the types of data that were used for this application, however the responses are very limited or superficial

AND/OR

Neither of the following questions are answered:

- How much of it is readily available?  

- Does this application require special data collection techniques?

 
The paper does not include any evidence of the student's attempt to analyze the types of data that were used for this application. 
Application                                                                                                                                                                                                                                                
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The paper includes a Techniques Discussion section in which the student thoughtfully identifies and describes the types of GIS operations and spatial analysis procedures that have been performed with the data.  

AND

The student particularly focuses on discussing those operations used in this application that were learned about in this course.

AND

The student has correctly identified and described the GIS operations used.

 
The paper includes a Techniques Discussion section in which the student identifies and describes the types of GIS operations and spatial analysis procedures that have been performed with the data.  

AND/OR

The student discusses those operations used in this application that were learned about in this course, however, this discussion is limited or superficial.

AND/OR

The student has made one or two errors in identifying or describing the GIS operations used.

 
The students attempts to identify and describe the types of GIS operations and spatial analysis procedures that have been performed with the data, however, he/she:

- Does not discuss those operations used in this application that were learned about in this course or does so in an extremely limited or superficial manner.

AND/OR

- Has made three or more errors in identifying or describing the GIS operations used.

 
The paper does not include any evidence of the student's attempt to identify and describe the types of GIS operations and spatial analysis procedures that have been performed with the data. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The paper includes an Introduction in which the student clearly and accurately identifies the problem/need and how GIS specifically assists in solving/addressing this issue

AND

The paper includes examples of maps, datasets, etc., that have been created with GIS for this particular application.

AND

The paper is 10-12 pages in length (not including supplemental maps, datasets, etc.)

 
The paper includes an Introduction in which the student identifies the problem/need and how GIS specifically assists in solving/addressing this issue, however, it may be somewhat unclearly or inaccurately stated.

AND/OR

The paper does not include examples of maps, datasets, etc., that have been created with GIS for this particular application.

AND/OR

The paper is only 9 pages in length (not including supplemental maps, datasets, etc.)

 
The student attempts to identify the problem/need and how GIS specifically assists in solving/addressing this issue, however, it is done so in a very confusing or inaccurate way.

AND/OR

The paper does not include examples of maps, datasets, etc., that have been created with GIS for this particular application.

AND/OR

The paper is less than 9 pages in length (not including supplemental maps, datasets, etc.)

 
The paper does not include any evidence of the student's attempt to identify the problem/need and how GIS specifically assists in solving/addressing this issue. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The paper includes a Works Cited Page of all the sources cited within the paper and that is arranged alphabetically.

AND

More than 8 different sources were used.

AND

Either APA or MLA documentation style is properly used.

AND

Either footnotes or parenthetical citations were appropriately used in a consistent manner within the paper itself.

AND

The paper is virtually error free of spelling or grammatical errors.

 
The paper includes a Works Cited Page of all the sources cited within the paper and that is arranged alphabetically.

AND/OR

8 different sources were used.

AND/OR

Either APA or MLA documentation style is used, although there may be a few minor errors.

AND/OR

Either footnotes or parenthetical citations were used within the paper itself, although there may be a few minor errors of appropriate citation or consistency of formatting style.

AND/OR

The paper is mostly error free of spelling or grammatical errors, although it may contain a few minor errors.

 
The paper includes a Works Cited Page but it is not arranged alphabetically or it does not include all of the sources cited in the paper.

AND/OR

Less than 8 different sources were used.

AND/OR

Neither APA nor MLA documentation style is used.

AND/OR

Neither footnotes nor parenthetical citations were used within the paper itself or there are several major errors of appropriate citation or consistency of formatting style.

AND/OR

The paper contains numerous spelling or grammatical errors.

 
The paper does not include a Works Cited Page or any attempt to document the source of the material presented. 
Civic Literacy                                                                                                                                                                                                                                             
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student clearly and thoughtfully identifies the value of the selected application of GIS technology in addressing issues of local, national, or even international concern. The student identifies the value of the selected application of GIS technology in addressing issues of local, national, or even international concern, however, this discussion is somewhat limited or superficial in nature. The student attempts to identify the value of the selected application of GIS technology in addressing issues of local, national, or even international concern, however, this discussion is extremely limited, unclear, or superficial in nature. The paper does not include any evidence of the student's attempt to identify the value of the selected application of GIS technology in addressing issues of local, national, or even international concern. 
Geography Program Competency #7                                                                                                                                                                                                                            
Outcomes
3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Through the written work in this paper, the student has clearly and effectively demonstrated the ability to identify a geographic a problem and then determine the scope of the problem by analyzing, synthesizing, and evaluating pertinent data, and applying geographic ideas. Through the written work in this paper, the student has demonstrated the ability to identify a geographic a problem and then determine the scope of the problem by analyzing, synthesizing, and evaluating pertinent data, and applying geographic ideas, although this evidence is somewhat limited or superficial in nature. Through the written work in this paper, the student has attempted to demonstrate the ability to identify a geographic a problem and then determine the scope of the problem by analyzing, synthesizing, and evaluating pertinent data, and applying geographic ideas, however, this evidence is extremely limited or superficial in nature OR is largely inaccurate. The paper does not include any evidence of the student's attempt to demonstrate the ability to identify a geographic a problem and then determine the scope of the problem by analyzing, synthesizing, and evaluating pertinent data, and applying geographic ideas. 

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Last Updated:9/30/2011 5:15:19 AM