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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

FA 2012 HO

Faculty

Fox, David P.

Title

Assistant Professor of Geography

Degrees/Certificates

(PhD candidate [ABD] 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

M/W 10:00-12:00, T/R 1:00-3:00, or by appointment

Daytime Phone

816-584-6813

E-Mail

david.fox@park.edu

Web Page

http://online.park.edu

Semester Dates

August 20 - December 14

Class Days

--T-R--

Class Time

10:10-11:25 AM (SC-010)

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 all of the data required for completing the assigned exercises for the course.  If you intend to use your personal computer for completing GIS coursework at home, you will need to 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: ArcGIS for Desktop 10
The required software for this course is installed on the computers in our GIS Lab (SC-010).  Every student will be allowed access to the GIS Lab whenever it is not in use for another course.  In addition, with the aid of the lab fee for this course, Park University has obtained an educational site license from ESRI--the makers of ArcGIS software.  This license allows students to download and install an educational edition of ArcGIS  software on their personal/home computers with a 1-year access.  The instructor will provide each student enrolled in this course the necessary information to do this.  PLEASE NOTE:  ESRI does NOT currently produce a Mac version of ArcGIS software.  If you have a Mac computer, you will NOT be able to install and run this software.   
 

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 
Environmental Systems Research Institute (ESRI) - everything you wanted to know about the applications of ArcGIS software and more!  Check out the numerous examples of case studies, as well as several free training 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/.


Course Description:

GGP350
Geographic Information Systems I: 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.  In particular, 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 everyone enrolled in this course.

In addition to a variety of fundamental GIS concepts, this class involves the hands-on learning of a complex computer software package, known as ArcGIS.  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, work through challenging exercise problems, as well as share your knowledge and perspectives, are ultimately what will make this a meaningful and successful course for yourself.
 
 
PLEASE BE AWARE THAT ALTHOUGH SOME CLASS TIME WILL BE USED FOR BEGINNING ASSIGNMENTS, YOU WILL BE PRIMARILY RESPONSIBLE FOR WORKING THROUGH THE MATERIAL AND COMPLETING THE EXERCISES ON YOUR OWN TIME.  GIS WORK CAN BE VERY TIME INTENSIVE, AND YOU SHOULD ANTICIPATE NEEDING TO SPEND SEVERAL HOURS OUTSIDE OF THE CLASS TO COMPLETE THIS WORK.  I will be available for 2 hours after class most days, if you are available to stay and work in our GIS Lab.  In addition, we have a Geography major work-study, who serves as our GIS Lab Assistant and will be available during some additional times in the Lab (schedule will be posted).  Finally, you will be allowed 24-7 access to our GIS Lab by simply contacting Public Safety whenever the Lab is locked.  The GIS Lab is usually open Mon-Fri from 8-5 for your use (unless another department class is utilizing the facility).  The Park Public Safety Office will be given your name and student number so that you can request to have the GIS Lab (SC-010) opened for you in the evenings or on the weekends.  You should be able to call 584-6444 to request that the room be unlocked for you.
 

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.

Discussion:  You are always expected to attend and actively participate in every class session by asking questions, contributing personal experiences/observations, etc.  You will receive grade credit on the basis of your participation in any learning activities held during each class period.  Often this may require making a written summary or an informal presentation of your thoughts and reactions to the course material.  Some discussion/learning activities may require use of the eCompanion website outside of the regular class period.  Discussion activities must be completed on the day they are given and may not be made up unless you have provided appropriate documentation for an EXCUSED absence for the class session (such as participation in an approved university event or documented medical emergency).  Appropriate documentation MUST be provided in order to receive an excused absence. Each student will be allowed ONE make-up opportunity for the semester for an unexcused missed discussion activity.

Assignments: A total of eleven (11) assignments will be given during the semester. The assignments will typically include a selection of the various exercises from the course textbook.  These assignments are intended to assess your learning of how to apply ArcGIS software to create maps and perform the basic spatial analysis operations common to GIS.  Each assignment must be completed and submitted in the course Dropbox by the end of the week (Sunday at midnight) as indicated on the course schedule (see below). As previously mentioned, you will need to spend additional time in the GIS Lab (or on your own personal computer, if you can install the software) in order to complete these assignments. Some of the lab assignments may require you to work with a partner. One of the assignments will require you to make a demonstration of GIS technology during the “GIS Day” event that will be conducted by the Park University Geography Program during the third week of November. Specific requirements and instructions for this assignment will be made available to students in the course eCompanion website and discussed in class.

Project
:  A course project that will require you to apply GIS technology and techniques to a local spatial problem will be assigned.  Specific requirements and instructions for the project and presentation will be made available to students in the course eCompanion website and discussed in class.

Exams: Two (2) exams will be given during the semester.  Each exam will consist of approximately 40-45 multiple choice questions and will be completed online in the course eCompanion website located at http://online.park.edu.  The exams are intended to assess your learning of the fundamental geospatial concepts presented in the assigned reading materials and class sessions.  Exams must be completed by the deadline as announced during class—typically by midnight on Sunday at the end of the week as indicated on the course schedule (see below).   You may take each exam only one time, and they will be time limited (usually at 75 minutes).  Although they will be open book, you will want to make sure that you have studied ahead of time, because the time limit will go by fast if you are trying to look up every answer.  Also, be sure to SAVE your answers OFTEN while you are taking the exam lest an internet gremlin do something to drop or reset your browser right before you click the “submit for grade” button!

Final Exam (Core Assessment): A comprehensive Final Exam will be administered during the assigned Final Exam period for the course (Tuesday, Dec. 11, 10:15-12:15). The Final Exam will serve as the Core Assessment for the course and will include 60 multiple choice questions and two essay questions.  Like the quizzes, the Final Exam is designed to assess your learning of the fundamental geospatial concepts presented in the reading materials and class sessions. Unlike the quizzes, it will be closed book/notes.

Grading:

 
ASSESSMENTS
% OF GRADE
Discussion
16
Assignments (11 @ 3% each)
33
Project (1 @ 7%)

7

Exams (2 @ 12% each)
24
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 = 100-90%
B = 89-80%
C = 79-70%
D = 69-60%
F = 59-0%

Late Submission of Course Materials:


All assessments (assignments, quizzes, etc.) are expected to be fully completed and submitted by the announced due date and time.  Any work completed and/or submitted after the announced deadline MAY NOT be accepted for grading.  The instructor reserves the right to determine whether or not late work will 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 Do not schedule other appointments during class time unless absolutely necessary.  Notify the instructor immediately if you are having conflicts that you cannot resolve between your personal and academic schedules.

You will be held accountable for any material presented or discussed in meeting sessions or through assigned readings.   If you miss a class period, it is your responsibility to find out what content, assignments, announcements, etc., you missed.  Preferably, you should first ask a fellow student about what was covered/assigned, and then ask the instructor if you need any further information or clarification.

You will be expected to use the eCompanion website for the course: http://online.park.edu.  Some assignments/activities may be required to be completed online either during or outside of the regularly scheduled class time.  Students are expected to notify the instructor in advance of the due date of any questions or concerns accessing or using this technology.

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:

 
Tentative Course Schedule:
 

WEEK

DATES

ASSIGNED TEXTBOOK CHAPTERS/TOPICS

CLASS ASSESSMENTS DUE

1

Aug 21 & 23

Introduction

 

2

Aug 28 & 30 Ch. 1: GIS Data

Assignment #1

3

Sept 4 & 6

Ch. 2: Mapping GIS Data

Assignment #2

4

Sept 11 & 13

Ch. 3: Presenting GIS Data

Assignment #3

5

Sept 18 & 20 Ch. 11: Coordinate Systems

Assignment #4

6

Sept 25 & 27
Project introduction/work

Exam #1

7

Oct 2 & 4

Ch. 4: Attribute Data

Assignment #5

8

Oct 9 & 11 Ch. 5: Queries

Assignment #6

9

Oct 16 & 18 (No classes Oct 15-19, Fall Recess)

10

Oct 23 & 25

Ch. 6: Spatial Joins

Assignment #7

11

Oct 30 & Nov 1

Ch. 7: Geoprocessing

Assignment #8

12

Nov 6 & 8 Demonstration/Project work
Exam #2

13

Nov 13 & 15 "GIS Day" Demonstrations

Assignment #9

14

Nov 20 & 22
Project work
(No classes Nov 22-23, Thanksgiving)
Project

15

Nov 27 & 29

Ch. 10: Geocoding

Assignment #10

16

Dec 4 & 6
Ch. 12: Basic Editing
Ch. 13: Editing and Topology
Assignment #11

17 (Finals)

Dec 11 Final Exam: Tuesday, Dec. 11, 10:15-12:15 (SC-010)

Final Exam

Note: The instructor reserves the right to modify this schedule as necessary to fit the pace of the course.  Any modifications will be announced during the class.

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 95-96
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 95
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.

Park University 2011-2012 Undergraduate Catalog Page 98

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.

 



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:8/19/2012 1:23:04 PM