Developing and Sustaining Geospatial Programs in Community...

Developing and Sustaining

Geospatial Programs in Community Colleges

January 14, 2013

Ann B. Johnson Associate Director GeoTech Center

[email protected] [email protected]

and

Chris Lewis

Research Specialist – GeoTech Center Department of Geography and Planning

CSU, Chico [email protected]

Partially funded by NSF/DUE 0801893 National Geospatial Technology Center of Excellence. Opinions expressed are those of the authors and not necessarily the National Science Foundation.

http://www.geotechcenter.org

Table of Contents

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1. Historical Context and Growth of Geospatial Technology . . . . . . . . . . . . . . . . . . 3

2. Developing a Geospatial Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2.1 The Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2.2 The Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2.3 Which Approach – Top Down or Bottom Up? . . . . . . . . . . . . . . . . . . . 7 2.4 Industry Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2.5 Administrative Use of GST. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3. Planning Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3.1 Establishing Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 3.2 Adding a Module to an Existing Course. . . . . . . . . . . . . . . . . . . . . . . . 10 3.3 Adding a Course, Certificate, or Degree Program . . . . . . . . . . . . . . . . 11 3.4 The Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3.5 The Resource Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 3.6 College Curriculum Development Policies . . . . . . . . . . . . . . . . . . . . . 14 3.7 Data and Database Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

3.8 Developing a College Support Structure . . . . . . . . . . . . . . . . . . . . . . 15 3.9 Program Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 3.10 Market Analysis Both Within and Outside the College . . . . . . . . . . . . 16

4. GST Curriculum .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4.1 Model Courses and Certificate – Development Methods and Tools . 17 4.2 Model Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 4.3 Delivery of Programs and Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . 21

5. Implementation Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

6. Sustainability Phase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

7. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24


Summary This paper begins with a brief historical perspective on the use of GIS and geospatial technology in industry and how it has impacted education focusing on community college programs. It outlines the components that help introduce and create a geospatial program and identifies the key players and resources needed to help build a strong, sustainable program or expand an existing program. Topics include methods for developing a course, certificate or degree program, tools to help build curriculum and suggestions on how to spread the use of geospatial technology across the campus. Specific resources include Model Courses and Certificate guidelines based on skills and competencies needed by the geospatial industry. This includes program Assessment and Content Tools that can be used for assessing current curriculum or used for creation or expansion of community college geospatial programs. Links to resources from other best practices documents created by partners of the GeoTech Center provide details on creating articulation agreements, and ways to have geospatial courses recognized as fulfilling General Education requirements appropriate for use in community colleges. Appendix A includes a discussion of the development of a Model Course and Certificate program and includes an Excel workbook that provides a Model Course and Certificate Content Tool and an Assessment Tool to help develop or evaluate geospatial programs. Appendix B includes recommendation for setting up a geospatial computer lab or providing software access via remote desktop access as well as resources needed for field data collection. Many of the suggestions are also appropriate for four-year university programs.

1. Historical Context and Growth of Geospatial Technology In the last couple of decades, Geographic Information Systems (GIS) has gone from an obscure, difficult to use technology available only to graduate students with access to high end workstations to a technology that can be used by students in many disciplines at all levels of education. GIS is also the power behind many consumer products that the public has begun to rely on such as in car navigation systems and online virtual worlds. This paper will broaden the context to include not just GIS, but other geospatial technologies. The term geospatial technology (GST) as used in this paper is meant to include current and new or emerging technologies. Included are GIS, remote sensing, global navigation satellite system (GNSS) including the US based global positioning system (GPS), Location Based Services (LBS) and mobile technology as well as online web mapping applications, Cloud Computing and other emerging technologies. For a compete discussion of the historical development of geospatial technology at community colleges see Chapter 13 of Teaching Geographic Information Science and Technology in Higher Education (Johnson, A., 2012). GST is seen as a profession (GIS Certification Institute http://www.gisci.org/), an occupation (http://online.onetcenter.org/link/summary/15-1099.06), an industry (Geospatial Technology Competency Model, http://www.careeronestop.org/) and as an essential tool in many professions, such as engineering and surveying. The application of GST by government, business, industry and the general public in so many different ways is why there has been

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such rapid growth of GST in education and why there are so many disciplines interested in using it in their program or creating specialized GST programs or departments. This growth has been aided by advances in technology including:

• lower cost, yet more powerful computer hardware, • easier access to abundant data (often free) through the Internet and WebPortals • easier-to-use desktop and server software – lower cost and free options • free, browser-based online software • Cloud Computing options allowing thin clients to access powerful analytic tools and

processes. The Department of Labor Employment and Training Administration (DOL-ETA), in a study of the geospatial industry carried out by the Association of American Geographers (AAG) and Geospatial Information & Technology Association (GITA) held multiple roundtables in 2005 and 2006 made up of industry and academic professionals. In its Phase I Draft report and an Executive Summary written by Robert Samborski (Executive Director for GITA), for the Esri User Conference, a consensus was reached on a definition for the geospatial industry:

The geospatial industry acquires, integrates, manages, analyzes, maps, distributes, and uses geographic, temporal and spatial information and knowledge. The industry includes basic and applied research, technology development, education, and applications to address the planning, decision-making, and operational needs of people and organizations of all types. (Samborski, 2006)

Government is using the technology to make better, faster, more cost effective decisions and then using web-based mapping visualizations to make those decisions more transparent to the public. Utility companies, first responders, healthcare professionals, and transportation and logistics organizations are just a few of the many users of the technology (www.esri.com/industries). With the pressing need for energy conservation and the development of practices that support sustainability, GST is helping to foster understanding and develop innovative solutions to address local to global problems. Campus administrators are also increasingly leveraging the power of geospatial technology for the business of education including campus mapping, facilities management, marketing and outreach, student tracking and campus security. Another aspect of the growth of the use of GIS in education is the National Research Council report on Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum (NRC, 2006). The report suggests that thinking spatially is an essential tool for the workforce and should be incorporated into existing courses and programs, beginning as early as primary school. The report also suggests that GIS may help in the effort to increase spatial thinking skills in students. Many colleges and universities are using GST as a catalyst for creative thought and problem-solving skills and to facilitate spatial reasoning that supports higher levels of learning among students.

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Because GST can be used in so many ways, it is often difficult to reach a consensus of just where to include it on a campus. The searchable “Find a Program” online database that was on the Higher Education website at Esri (a leading developer and vendor of GIS software), included information about more than 558 GIS programs. A review of the list of programs in November 2012, revealed just how diverse the departments are that offer GIS. While geography was the most common department (about 40%), agriculture, computer science engineering, forestry, geology, and geomatics were just a few examples of the departments in which GIS or other geospatial technologies were listed. Unfortunately, this site now only contains 35 institutions. The National Geospatial Technology Program Finder Map at the GeoTech Center site (http://mappingideas.sdsu.edu/geotech/) is based on a database that includes GST hosting department information on more than 475 colleges and universities. A cursory analysis of departments found that 25% were listed as being in a “GIS or Geospatial” department, 17% in geography, 7% in earth science/geology or surveying and approximately 3% in Business, CAD, Computer Science, forestry, Information Technology or and Environmental Science. Also listed were Biology, Social Science, Math and Marine science with each representing less than 1% of the programs. While this very unscientific analysis is not statistically valid, it does suggest that geospatial programs are hosted by many different disciplines. The database also indicted that many of the programs were listed (cross-listed) in more than one department. The high percentage (25%) listed as GIS or Geospatial programs may suggest that more schools, particularly at community colleges, see it as a separate discipline. What is not easy to research is the number of disciplines using geospatial technology as a teaching tool or as a tool for analysis of geospatial data within the host discipline. While this rapid growth has presented educators with exciting challenges and opportunities, it has also added logistical, administrative, pedagogical, and curriculum demands that must be considered when implementing a program. The suggestions included in this paper are intended to support educators, researchers, and administrators at colleges in developing a successful and sustainable geospatial program and help spread the use of the technology across their campus. The paper includes resources and tools to assist in the development of appropriate curriculum, describes procedures and methods for planning and maintaining a geospatial program (including hardware, software, faculty training, and laboratory needs), and provides links to other resources helpful for long-term management and maintenance of a program. These suggestions were compiled from a variety of resources including conversations and recommendations from educators that have successfully developed and maintained a program as part of Johnson’s work at Esri (www.esri.com/highered) and by Lewis’ work at the Geographical Information Center at CSU, Chico’s Geospatial Workforce Training Program, and both authors through work on projects in California through the California Community College Geospatial Information Support Network (C3GIS.net) and National Science Foundation grants focused on GIS including the National Geospatial Technology Center of Excellence (GeoTech Center) DUE #0801893) and remote sensing (Integrated Geospatial Education and Technology Training (iGETT) DUE #0703185 and #1205069). For a more detailed history of geospatial education at community colleges and other in depth papers on curriculum development and future trends, please see Teaching Geographic Information Science and Technology in Higher Education (Unwin, et al., 2012).

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2. Developing a Geospatial Program The process of developing a geospatial program, whether it is a course, certificate, degree program or the across campus use of the technology has many elements in common with the development of a geospatial project at a small city. They all share the need to have a “plan of action” and the necessary personnel, processes and facilities to carry out that plan for the specific audience that will benefit from that plan. For community colleges, the audience may be quite varied and include students that are:

• seeking a two year terminal degree – with or without a specific domain focus, • seeking a two year degree that meets the requirement to transfer to a university, • currently employed, but needing specific competencies to advance in their current

occupation • seeking additional competencies to move to a new career, or • currently unemployed and seeking new skills to find a job.

This varied student audience must be addressed so that the program can serve the widest possible range of needs. This is very important for programs in geospatial technology in that many students already have a degree and do not need another degree. They already have a degree and domain expertise, but they need to update or add skills and competencies to enter or advance in their current field or position. The department where a program resides in a community college is also varied, with some programs in academic disciplines, some in Career and Technical Education (CTE) and others in both academic and CTE. For more details about this topic, see the Special Education issue of the URISA Journal, Vol. 22, No. 2, article titled: Spatial Education at U.S. Community Colleges: Background Challenges and Opportunities which can be downloaded from URISA (Johnson, 2010). Some of the elements needed to carry out a plan and develop a program include:

• Someone with a Vision • Someone with Power • A Needs Assessment, Implementation and Sustainability Plan • An Advisory Committee • Facilities (lab with needed resources and internet access) • Hardware (computers, printers, network access, servers, field equipment, etc.) • Software (GIS, remote sensing, MS Office, Ghost, Deep Freeze, etc.) • Infrastructure and policies allowing students to effectively access GST software

and equipment • IT Support • Curriculum and related resources (course syllabi, curriculum, program structure,

teaching materials, texts, lab manuals) • Data or access to Data


• Faculty and staff qualified and able to teach GST

Each of the above elements will be discussed with specific recommendations within the body or in an Appendix to this document.

2.1 The Vision Most programs start with a person that has a vision of what they want to do with GIS and may or may not include other geospatial technologies at their institution. This visionary may be inspired by what they see in the workplace or in their discipline that leads them to believe that this technology is essential for their students to be able to understand and use for success – either in a course or a career. These visionaries are also often “lifelong learners” themselves and not only see the tremendous potential for GST, but also find learning to use the technology as an interesting and rewarding challenge. If their vision is just to add a module to a course, the needed resources and challenges may be minor and accomplished without too much difficulty – as long as they have ready access to computers, the Web and materials (lesson, data, software). If their vision is to start a new course or program, they will need many more resources and processes in place. Our advice is to “start slow and THINK BIG.” That is, test the water with a module, but have in mind a longer term plan to investigate the needs, resources and timeline needed for a stand-a-lone course to a full program. The vision needs to be supported by a clear statement of vision and an implementation plan to make the vision a reality. 2.2 The Power While the visionary may be able to put many of the needed resources in place for a module or even a course, they must have someone that shares their vision and has the power on campus to make it happen if they want to develop a program. Generally the “power” person sees the value of the technology and becomes an advocate for the geospatial program development. Generally, this person is not interested in learning the technology themselves or dealing with the details of curriculum development and teaching within a program, but are enablers that have access to resources including funding, facilities and curriculum development support. They are an important force to help support new and growing programs as well as provide continuing support to expand programs across a campus. The influence of GIS on college courses is incremental. A surging thrust of ambition at the beginning can be lost when there is not a corresponding acceptance, by college administrators. Because community colleges conduct their business through committees, the influence of GIS needs to be a gradual, studied campaign that embraces college instruction needs and is supported by faculty. A steady conversion of potential GIS adopters within the college will facilitate the studied discussions that lead to supportive administrative, budgetary and implementation decisions. 2.3 Which Approach – Top Down or Bottom Up? Sometimes the visionary is not a faculty member, but an administrator who has heard about GIS and other geospatial technologies and wants a program to be included in their college,


division or department. This is often referred to as a “Top Down” approach whereby they (administrators) recommend and support setting up a program and the faculty in their school or department are directed to learn to use the technology, create the program and offer the new program. Sometimes it is a faculty member who hears about the technology and its use in their field, wants to learn to use and teach (or teach using) the technology in their courses and continues on to promote it on campus. This is a “Bottom Up” approach where the faculty member is the visionary and takes on the tasks to build a program and works to get approval from the administration. The easiest approach for success is a two pronged approach – a visionary from the faculty who wants to learn and incorporate the technology and a person with power and funding (the administrator) who sees the value and bigger picture of promoting the technology. This team then works together to form a larger “advisory committee” and carry out the other tasks to put a program in place. 2.4 Industry Support A third critical influence is industry support. Programs focused on teaching GST have the potential to produce students with skills and competencies that enhance their value to the GST industry. Employers are a critical influence on the formulation and sustainability of the program since they know what they would like students to be able to do to successfully work in GST occupations. If business and industry participates in the program formulation and helps guide program development, then college administration and college staff have confidence that what they are doing within the GST offerings meets industry needs and students will be prepared to enter the GST workforce. Industry advisory committees also can provide other resources including data and technical expertise. They can also help students find Internship opportunities and suggest real world problems for capstone projects. The influence of geospatial users outside the college brings critical material and financial resources to the college GST program. 2.5 Administrative Use of GST While some colleges are using GST in administration, most institutions make little use of the technology. This aspect of geospatial use on campus is changing rapidly with the awareness created by Google Earth and other web and server applications used by cities, states and federal agencies. More work needs to be done to document the process and best practices to effectively use GST for campus administrative purposes. Use of the technology for managing the business of the campus can provide many benefits to administrators and to faculty offering GST programs. Some applications and benefits include:

• Campus mapping including use for managing facilities, building, classroom utilization, directions for visitors to campus, routing for students with disabilities;.

• Campus Safety, emergency management , incident reporting and tracking;


• Identification and allocation of funding and resources to target marketing for student recruitment and retention;

• Administrative funding to help programs cover the cost of software, hardware and data to offset departmental GST program funding;

• Providing real world applications of GST use for student capstone projects; The Esri Education Team has created an eBook that provides some examples of campus facilities use of GIS. This free book is available from Esri at http://www.esri.com/library/ebooks/gis-in-education-facilities.pdf

3. Planning Phase A well carried out planning phase is vital to the ultimate success of a GST program. The planning phase should include a Needs Assessment and Resource Assessment that clearly defines the program goals and objectives as well as identifies the existing resources and overall college infrastructure and support for a geospatial program. The plan should include methods for creating awareness of the new program as well as a timeline for accomplishing the stated goals and objectives. It should also clearly identify the costs and benefits of the program to encourage those with the needed funding sources to allocate those funds. A Logic Model can be useful as it illustrates how the needed Inputs and Activities produce the Outputs and short to long term Outcomes in a simple to understand, one page format.

A Logic Model displays the sequence of inputs, activities and outputs that can lead to the desired short- to long-term outcomes (www.unex.edu/ces/pdande/evaluation/evallogicmodel.html). Figure 1 is a template for creating a Logic Model with links to resources for creating your own Model (NSF ATE: http://evalu-ate.org/app/webroot/files/uploads/logic_model_template.ppt ). Additional templates and resources can be found at the University of Wisconsin, extension site http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

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Figure 1 – Logic Model Template Figure 2 is an example of a GST Program Development Logic Model which should be modified to fit the needs and requirements of the college. This example assumes that Short-Term Outcomes will be achieved in one to two years, Mid-Term in two to five years and Long-Term in more than 5 years.


3.1 Establishing Goals and Objectives The goals and objectives of the program will dictate the extent of the Needs Assessment. If the initial goal is limited to using geospatial technology as part of an existing course, then planning may be carried out more informally by the instructor wishing to add the technology. If the goal is to establish a long term plan with the objective of creating courses, certificate or degree programs, then the Needs Assessment and Resource Assessment should be more extensive. A Needs Assessment can help foster cooperation and communication among departments toward a set of common goals and link current programs to future campus wide activities. In addition, it serves as a learning tool for potential users by describing what geospatial technology is and how it can benefit their department. Without a complete Needs Assessment process, it is possible that individual departments might already be using the technology without others on campus being aware of the program. 3.2 Adding a Module to an Existing Course If the goal is to add a module to an existing course the Needs Assessment and Resource Assessment may be combined into one document. It may be as simple as learning what type of software, hardware, data and teaching resources (exercises and lessons) may already be available on campus and adding the activity to the course syllabi. A primary consideration is whether the module will be limited to a discussion and demonstration of geospatial


technology or actual hands on use. If it is to be a hands on activity, then access to hardware (computers) and the Internet will be required. Software may be limited to free, browser based applications, or free software that must be downloaded and installed, or software that must be purchased and installed in a laboratory. If the long term goal is to set up a course or program, it may be that this initial offering uses simple awareness techniques but can lead to more advanced software use in the future. Several free options exist for browser based modules such as Google Earth, Esri’s ArcGIS Explorer or ArcGIS Online, Bing Maps. Please see Appendix A for guidelines for a stand-alone “awareness” Model Course identified as GE0 100. This course has been highly successful in that it:

• Has qualified as a General Education course in several topical areas; • Increases spatial thinking of students and awareness of GST use and career options; • Can serve as a feeder course into a full GST Certificate program; • May help increase diversity in GST programs; • Can be offered as an online course;

See Appendix B for more information about what resources (hardware, software and data) are needed for an awareness course. 3.3 Adding a Course, Certificate, or Degree Program An initial step for a more extensive program should include the formation of an Advisory Committee. This should be a task of the individuals providing the vision and power to develop a new program. An Advisory Committee can include representatives from the college, local government agencies, school systems; industry and business that help provide a broad perspective on the goals for a geospatial program as well as what is needed to effectively offer such a program. This is particularly important if the primary audience is the local user community or graduates of the college that wish to stay in the region surrounding the college. Other subcommittees may need to be formed from time to time to deal with specific tasks. One of these may be a "technical committee" that has specific expertise in technical aspects of the program while another committee may be formed that specifically addresses the curriculum needs. Some of the responsibilities and decisions the Advisory Committee can assist with include:

• Identifying the goals and objectives of the program • Conduct a GST faculty seminar. In the session show what GST is and how it is

useful. Show some of the ways it can be implemented. Show what students can learn. Show how it fits into the business world. Bring speakers from the outside who can help your audience share the vision inside.

• Needs Assessment o Determining program needs (facilities, hardware, staff, software, data); o Determine what faculty professional development is needed to prepare faculty

to teach the courses; o Determining local user needs for geospatial training;


o Determining what other programs at other educational institutions may impact (compete with) the program

• Resource Assessment o Determining available resources of the institution o Determining what equipment and facilities exist o Determining what faculty and support staff exist o Determining available funding and possible grants

• Helping to designing curriculum to meet identified needs of the local users based on the Model Courses and Certificate using the Assessment and Conte Tools from the GeoTech Center (see Appendix A);

• Maintaining a realistic timetable and goals • Helping establishing an advertising and marketing campaign • Helping identify funding and possible grants to support the program • Supporting a coordinator or manager for the program

Members of the Advisory Committee should rotate every two to three years to include representatives from other local businesses, industries, educational institutions (such as 4-year transfer universities), and government agencies as well as representatives from different campus departments and administrative units. This will generate new energy, enthusiasm, and ideas for long-term success of the GST program. Alternatively, a larger advisory (10-12) committee will allow for longer tenure and a more varied input from government, private industry and education (4-year transfer universities). The Advisory Committee should include recent graduates of similar programs to understand how the college preparation influenced their career pathway. This helps insure the direction of the program is grounded in functional performance. 3.4 The Needs Assessment A thorough Needs Assessment should be conducted. As described in this document, the Needs Assessment provides not only the justification for starting a program and identifies the audience, but also includes identifying what resources are required. The Needs Assessment should address the following questions:

(1) What are the program mission, goals, and objectives including: • Will the program offer modules within courses, courses within existing degree

programs, a certificate or degree program, or a mix of these offerings? • Who are the potential audience for the program - faculty, staff, administration

and/or traditional or working professional students? • How will the course offering be provided – campus, online, hybrid or a mix of

these formats; • If there is to be a dedicated geospatial lab facility?

o Who should be the manager of the facility? o How will lab setup, development and support be handled for the lab?


o What equipment will be needed (printers, plotters, computers, servers, GPS, cameras, see Appendix A)?

o Is lab furniture adequate and appropriate (See Appendix B); o How will consumables be replenished (paper, ink, etc.) – who pays for these? o How will software, computer, and facility security be provided? o Will a Center or lab facility be open or restricted to particular users at set

times? o What kind of server is available for the lab? Will faculty have administrative

access? o How will the use of the Internet, data downloads, application customization

and student/faculty project storage be handled? • If the program must share a lab facility, how will access and scheduling of

courses be handled, what is the compatibility of software programs for the different offerings held in the shared facility and how will data access and student project storage be accommodated?

• If a separate Center or facility is set up, how will it be funded? • How will software and hardware upgrades and maintenance be funded? • When, how and who will upgrade software? • While initial programs may not need a centralized and shared database, how will a

central database for data and student projects be developed and managed? o How will it be protected? o How will users access it and how will it be updated and maintained?

• What type of technical support exists on campus and how will technical support be provided to the Center, dedicated lab facility or shared lab?

• If it is an online program, how will students access software, data and lectures?

(2) Market analysis – is there a need for this type of program. What other programs in the region may offer support or compete for students?

(3) Determination of what academic programs on campus could be using geospatial technology; and

(4) Determination of what administrative activities could use geospatial technology. 3.5 The Resource Assessment Often, faculty do not know what resources may already be available, or what programs using GST already exist on campus. Other departments may have acquired hardware, software or other resources that they may be willing to share. The Needs Assessment determines if a program is needed or for programs that are already established, if there is a need to continue the program or to modify it. It identifies what is required for a program, while the Resource Assessment identifies what resources the college already has in place to support a geospatial program. Combining outcomes from the Needs and Resource Assessment will help identify


what may need to be acquired or what process needs to be developed in order to offer a program. The Resource Assessment should determine: • What courses or programs on campus may already have or use geospatial technology; • What facilities (rooms, labs, etc) are already available; • What hardware already exists and is it adequate for use in a geospatial program; • What software may be available and what is the cost to access that software; • What IT support may already be in place; • What curriculum exists that may be used to support geospatial technology; • What administrative tasks are already using GST or could use geospatial technology

more effectively; • What kind of database is being used on campus and how can a new program use that

resources (i.e., Oracle or RDBM software); and • What rules and policies exist for student access and use of computer facilities on

campus and what modification may be needed for a GST program? 3.6 College Curriculum Development Policies:

The college will have specific steps that must be followed if a new course or program is to be created. The Advisory Committee should be informed as to the rules and policies regarding starting a new course or program and follow the guidelines so that all steps are completed in a timely manner. In a multi-campus college district, there may also be policies about program content and offerings that must be followed. Another consideration is whether the course or program will be housed in an academic or Career and Technical Education (CTE) or a combination of the two types of programs. This may impact the requirements for faculty and staff education and qualifications as well as the number of hours or credits needed for a certificate program. The answers to these questions will impact the goals for the program and the physical design, priorities, and access policies of the GST facility. For example, if a certificate program is offered, there may be a need for evening access for professionals as opposed to a program strictly designed for teaching on campus traditional students. The physical layout of the lab facility must take into consideration the type of use of the facility. If it is primarily a teaching lab, desk and computer arrangement must take into account the line of sight and distance from the projection screen for students and instructors to view computer demonstrations. If the facility is to be multipurpose where many different activities and groups will be using the lab, the flexibility to reconfigure the lab to meet varying needs may be advisable (see Appendix B: GST Facility Requirements). A multipurpose facility will also require more security for software, data and lab. 3.7 Data and Database Planning GIS is highly dependent on data access and accessibility. While a central data repository is not needed for modules or initial course offerings, it does become important as programs increase in size, spread across campus or are used for administrative purposes. A GST center


or lab facility must include a plan for securing, maintaining, and managing a data and geospatial databases for educational and research purposes. This is also vitally important for the administrative use of GST. A survey should be performed to analyze and inventory available data and to identify potential sources of data. A master data list should then be compiled. The task of developing the GIS database should be the responsibility of all interested departments. The database eventually will become a college wide resource that is created and managed according to the objectives and purpose established in the needs assessment. As data needs and sources are identified and acquired, expansion of the database becomes an important consideration. Be sure to plan for expansion with adequate server storage space and backups and strategies to protect the security of the database must be an important consideration. 3.8 Developing a College Support Structure It is a wise investment of time to establish a college support structure that will help to ensure the long-term success of a GST program. In many public and private institutions, financial support for start-up costs is available via interdepartmental grants or grants from state or federal agencies. These grants are helpful for short-term benefits, but without administrative support and commitments, facilities may become vulnerable in the long term. Administrators often assume that facilities are self-sustaining with little required upkeep or need for ongoing funding. If at all possible, obtain a financial commitment from the administration by clearly identifying the benefits and sources of revenue that can be obtained from developing the GST program. Securing annual line-item budget support from the college would be the ideal situation. If the facility is expected to become self-supporting, strategies for creating revenue should be carefully evaluated especially in regard to software license restrictions. In all cases, attempts should be made to familiarize deans, department chairs, and other administrators with GST and the benefits it brings to the campus. These benefits include academic excellence programs, but the use by administrators should also be emphasized. Tours of the facility, software demonstrations, and mini workshops to give administrators a chance to use the facility first hand can help achieve this goal. Having the GST lab serve as the campus mapping center with students actively involved in creation and maintenance of this resource including a web site for the campus can provide added support for funding of the facility. If the facility is intended to be used by various departments, there must be a fair distribution of financial support that is contributed by each participating department. However, the management and oversight of the process should be clearly defined to avoid conflicts that can be counter to the spread of geospatial technology across a campus. This very difficult and time-consuming process for cost recovery can be eliminated if financial support can come from the institution's administrative body rather than multiple or single academic departments. On some campuses, the funding is available through student fees that support software and IT or are part of the library system which is supported centrally by the campus. Housing the GST center as part of the library system has many advantages and has been successful for many long term programs. See also the section below on Sustainability for additional recommendations.


3.9 Program Funding

Assuming there is a positive consensus among college administration and faculty from one or more departments in establishing a GIS program, the next major step is securing the necessary funds to purchase equipment, software, and support personnel. Both internal and external sources of funding should be explored. Internal funding may be available through college grants, capital equipment funds, or laboratory fees. External funding can be obtained through private and federal grants, contracts, and donations. Sharing resources (lab facilities, hardware, software and IT support) with other departments and disciplines (computer science, information technology, graphic design) can help defer some funding needs as you launch a program. 3.10 Market Analysis Both Within and Outside the College

Prior to establishing your GST program, it is important to conduct a benchmark analysis of your competition both within and outside the college, including documenting the need for such a program. As to competition, it is important to determine who will be potential users and if there is a competing program. Oftentimes developing a close relationship or collaboration with other programs may enhance your program and benefit students and defuse any problems regarding competition. Some questions that should be addressed include:

• Are there other departments on campus with GST facilities? • How many individual groups are using GST? • What other disciplines and departments can benefit from a GST facility? • Are there any local or regional colleges or universities that have established GST

programs? • What are their goals? • Who are their users? • What kinds of distance education programs (at your institution or other institutions)

may aid or compete with your program?

To analyze the need for such a facility or program, supporting documentation should be gathered that includes any local, regional, or national workforce needs including job descriptions, salary surveys, or other documentation from a GST-related professional organization that demonstrates the need for education or training in GST. Many of these resources or links to resources can be found on the GeoTech Center web site (http://geotechcenter.org).

4. GST Curriculum What to teach and how to teach it are two important questions that must be addressed. The specific answers also depend on the outcomes from other sections in this document including

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the Needs and Resource Assessments and Planning Phase. Here again, it depends on the goal of the plan. If it is just adding a module to an existing course the topics to be covered will often be dictated by the host course and discipline. If it is a “gateway” course that provides students with an awareness of the technology and leads them to take additional GST courses, the content may be focused on helping students develop spatial thinking skills (see Appendix A). If it is to serve the working professional and lead to increasing their conceptual and technical skills, it should include teaching of skills and competencies that address workforce needs. While there have been many efforts to provide guidance on content for GST programs, it wasn’t until July, 2010 that the Department of Labor (DOL) approved a Geospatial Technology Competency Model (GTCM) (Johnson, A., 2010). The GTCM was built upon the work of earlier efforts and provides a detailed structure that outlines the skills and competencies needed by the GST industry (http://www.careeronestop.org/competencymodel/pyramid.aspx?GEO=Y), but does not specify the specific skills needed by any one GST occupation. The GeoTech Center has been tasked with focusing on entry level occupations. The GeoTech Center Team, in order to define the workforce needs for entry level (Technician/Technologist GST occupations), carried out multiple DACUM events for GIS and Remote Sensing Technicians. DACUM stands for Developing A Curriculum and is a formal job analysis technique which brings together expert workers to describe or define the duties and tasks required by their jobs or occupations. Outcomes from multiple DACUM events were combined into Meta-DACUM document by John Johnson (Johnson, J., 2010). A full discussion of development of the Model Courses and Certificate guidelines is included in a PowerPoint document on the GeoTech Center website (http://geotechcenter.org/ and the GeoTech Center Moodle Server (http://moodle.delmar.edu) site entitled Geospatial Science and Technology Model Courses and Certificate: Guidelines and Tools to Align Curriculum to Workforce Needs (Johnson, A., 2013).

4.1 Model Courses and Certificate – Development Methods and Tools

The MetaDACUM provided the initial list of skills and competencies needed by the workforce. These skills and competencies were gathered using more than 75 expert entry-level geospatial workers. Discussions and surveys of industry during the C3GIS.net project and in other meetings with industry users by the GeoTech Team also indicated that programs should include real world problem solving opportunities with capstone projects and internships as part of the requirements. The list of competencies was then vetted with more than 475 GST GISCI professionals (Johnson, J. 2010). The resulting list of skills and competencies were then reviewed and redundancies combined to create more than 320 skills and competencies identified as needed for entry-level GST occupations. This list of competencies was sorted into eight categories and an Excel Workbook created that faculty

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could use to assess their programs (See Assessment Tool, Appendix A) to see how closely they aligned with workforce defined needs.

The GeoTech Center then enlisted more that 60 expert GST faculty to determine what model courses would need to be created and what courses would be included in a model certificate to meet the industry needs identified by the 320 skills and competencies. Panels of educators, each made up of approximately 15 faculty from across the USA, met via webinars and face-to-face meetings. The Panels used the Program Content Tool (an Excel Workbook listing of all of the 320 skills and competencies, see Appendix A) to defined each model course including:

1. Course title; 2. Description of the course content, 3. Student Learning Outcomes; and 4. A ranking for each competencies indicating how that competency should or

should not be included in the course. The depth ranking by each Panel member gave each competency a value based on a scale from 0 to 4 and is described in Figure 3.

Figure 3: Scale Values for Ranking Competencies

The ranking scores by the Panel members were combined to provide an average ranking and variance for each competency in the course to help determine if it should or should not be included in the course. During the face-to-face meeting, Panel members reviewed and debated each of the above factors to create a model course. The outcome from the Panels for each course was then published for public comment. Comments were then reviewed and revisions incorporated and “Model Course Packs” developed that included Model Course outlines, example syllabus, and evaluation rubrics. The Model Course Packs were posted on the GeoTech Center Moodle site (http://moodle.delmar.edu).

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The Draft Model Course Outlines were again reviewed at a workshop in May, 2012, in Atlanta prior to the Spatial Plexus conference by approximately 30 faculty from around the USA. Faculty (primarily from two year colleges) reviewed each Draft Model Course and debated the title, description, SLO’s and competencies and discussed which Model Courses should be included in the Model Certificate. The recommendations were reviewed and have been finalized by the GeoTech partners. The competencies were then regrouped under 12 Competency Clusters in order to facility ease of use in developing curriculum and teaching resources. The 12 Competency Clusters are:

• Cross Cutting • Conceptual Foundations • Cartography and Visualization • Generate Data • Manage Data • Programming and Application Design • Project Management • Professionalism • Remote Sensing • Spatial Analysis and Modeling • Surveying • Server and Web

The final documents including the filled in Content Tool (See Figure 4 for the first page of the Course Content Worksheet Tab), Model Course Packs and Model Certificate are available on the GeoTech Center Moodle Server.


Figure 4. Model Courses and Certificate Content Tool More than 200 educators from community colleges and universities have downloaded the documents and continue to make recommendations for improvements. Currently, most of the courses provide model course outlines and not full curriculum. The GeoTech Center hopes to continue to update the Models and provide full curriculum resources including recommended best practices for teaching the competencies with refunding by NSF in the near future. It should also be noted that these are models for courses and a certificate. The models should be adapted and modified for local program needs. Appendix A PDF includes a filled in Content Tool and an example of a blank Assessment Tool, a list of the courses that make up the Model Certificate, and a short description of each model course. The full model courses and the Excel versions of the Content and Assessment Tools are available from the GeoTech Center website (under the GTCM Tab, http://geotechcenter.org) and the Moodle Server (http://moodle.delmar.edu) . 4.2 Model Certificate A recent article in the Inside Higher Education online journal (http://www.insidehighered.com/news/2010/12/07/certificate) reported on a study (http://www.completecollege.org/path_forward/certificates_count_release/) that suggests industry finds certificate programs of moderate (longer-term) length (one year of study) are most effective in providing the workforce with the needed depth, rigor and breath than shorter-term programs. The faculty suggested that in order to cover all of the competencies that the Model Certificate should include at least four course courses and 4 electives with a unit total between 27 and 30 units. There was much discussion and debate on whether Cartography or Remote Sensing should be part of the recommended four course courses. A study carried out for the California Community College Chancellor’s Office between June and December 2012 (Johnson, A, 2012) and based on the GeoTech Center Model Courses and Certificate addressed this issue. The study included faculty and industry panels and reached a consensus that recommended the core should include five courses with an Internship course as a required core course. Based on the California study, the five Core Courses include:

• 101 Introduction to Geospatial Technology: (3 units) • 102 Spatial Analysis and Modeling: (3 units) • 103 Data Acquisition and Management: (3 units) • 104 Cartographic Design and Visualization: (3 units) • 110 Internship: (1-3 units) •

Recommended Elective Course Options would include:


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• 120 Introduction to Remote Sensing: (3 units) • 121 Introduction to Programming for Geospatial

Technologies (including web/server): (3 units) • 122 Introduction to Field Data Collection (GPS) : (3 units) • 123 Introduction to Web Application and Development: (3 units) • 111 Capstone Project - (1-2 units)

The California study also recommended that additional electives might include:

• 100 “Geospatial Awareness Course” – a General Education “Spatial Thinking and Geospatial Technologies”

course that some students take that leads them to continue on and earn the certificate: (3 units)

• 130 Advanced Field Data Collection (GPS) : (3 units) • 131 Advanced Spatial Analysis and Modeling: (3 units) • 132 Introduction to Surveying: (3 units) • 133 Computer Aided Design (CAD) course: (3 units)

It was highly recommended that the 100 Geospatial Awareness course be included as an elective so that students do not loose credits. The Awareness course is an excellent feeder course for programs as it has qualified as a General Education Course and transfers between some two year and 4 year programs in California. The Model Courses and Certificate, while useful for assessing or developing curriculum, can have other benefits including alignment of local curriculum to a nationally recognized standard. This may help students who take courses at more than one institution receive credit for all the courses they take. It may help with articulation of courses between institutions in that each course can be compared using the Assessment Tools. It may also provide the basis of testing for students compare programs, for industry when hiring new employees or assessing current employees for advancement. The Assessment Tool can help educators assess their program to identify gaps in the program or to promote their program based on unique offerings or strengths. The competencies might also serve as the basis for creating “certifications” or for creating Badges or Micro-credentials. It should be stressed that these course recommendations and the certificate are Models and should be localized in consultation with the individual program Advisory Committee. This includes the title of the course and description. Also, each Model Course, currently, is in outline form with resources including example syllabus, evaluation rubric and other resources on the Moodle Server. Some of the courses include additional teaching resources. The GeoTech Center has applied for refunding and, if funded, will create full model courses including best practices for teaching those courses. 4.3 Delivery of Programs and Pedagogy


As to “how to teach” a course or program and what type of delivery should be used (face to face, online, or hybrid), the most important consideration is to provide ample hands on application of the concepts, tools and analysis possible using real-world applications and data by an engaged and dedicated teacher (Yanow, 2011). Rather than the traditional Lecture and Laboratory structure, it is recommended that lectures are integrated within hands on laboratory activities or online to use face-to-face time for problem solving with the software and discussion. Flipped classrooms where students have the opportunity to engage in discussions and work on hands on problems, helps students learn to problem solve and develop critical thinking skills. Student project work and internships that provide real world, hands on experience and include oral and communication skills are stressed by Industry as essential as specific geospatial skills. It should be emphasized that not all incoming students may need or desire a degree. This is particularly true with working professionals that may already possess a Bachelor, Master or even a Ph.D with several to many years of working experience. This student population may be seeking a place to learn GST for their current position or to shift to a new career path. Thus, it is advisable that all students taking a “gateway” or introductory course complete a standardized survey assessing their needs and reasons for taking the initial course as well as testing their entering GST skill level. This test can be used to support a success matrix for programs where students successfully move up a career path, but do not complete a typical course sequence leading to a certificate or degree. Repeating this survey and test in later courses will allow faulty to access how much students have learned and any changes they have made in their career pathway after starting the program. If possible, graduates of the program should also be contacted to see if they feel the curriculum provided them with the needed skills. They could provide valuable feedback and make recommendations for changes to improve the program.

5. Implementation Phase Once the planning phase is complete and the outcomes from the Needs and Resource Assessment are available, work should begin on the creation of an Implementation Plan. This Plan should include:

• Overview of the Program Plan with goals, objectives and activities • Updated GST Program Logic Model • “Program Organization” chart outlining roles and responsibilities including who

will continue to lead the effort and support the program and any adjustments to the Advisory Committee

• Timeline of Tasks for Implementation including: o acquiring needed resources (hardware, software and facilities) o steering documents through college administrative approval process for course/program offerings

• Budget – funding to start program (within a department, general college funds from administration budget, state or federal grants such as NSF).


• Curriculum for course(s) and program content based on the advice from the Advisory Committee and using the latest curriculum guidelines for Model Courses and Certificate Programs using the resources and tools available from the GeoTech Center.

• Marketing and Outreach plan and activities including creation and distribution of brochures, program website development, GIS Day activities or other marketing resources and activities.

• Faculty and IT support identified and training provided.

6. Sustainability Phase Once a program has been launched, the longer-term outcomes should include plans for expanding and sustaining the program. The GeoTech Center has identified ways to help promote long term sustainability and has created several best practices documents as resources on its website (http://geotechcenter.org) to help in this effort and if funding continues will create additional documents. There are also articles that address some of these issues in the December 2010 issue of the URISA Journal (http://urisa.org/files/URISA%20Journal%20Vol.22%20Issue%202.pdf) and on the bibliography at the Esri Education Community web site (http://edcommunity.esri.com). Some of the ways to support program sustainability include:

• Creating articulation between the college and high schools and universities (http://www.geotechcenter.org/Featured-Items/Supporting-Your-Program) to increase the pipeline of students interested in GST;

• Having gateway or introductory GST courses approved for General Education (GE) status (see URISA Journal, Enhancing General Education with Geographic Information Science and Spatial Literacy, Tsou and Yanow, 2010);

• Increasing the number of disciplines that include a GST option by working with other departments and disciplines to create and add a module demonstrating use of GST in their discipline or by including the gateway or GE course in their program, Or cross-listing a geospatial course between several departments,

• Creating certificate programs that help working professionals acquire technical or conceptual skills leading to successfully passing technical (industry) or professional certification examinations;

• Promote and support use of GST by administration. This can include use for marketing and outreach, facilities management, campus security and campus mapping; and

• Survey outgoing and former students to improve program quality and build reputation for successful preparation of students for the workforce.

Promoting the use of GST by administration has several advantages in helping sustain programs. In a time of budget constraints, GST can help administration make better


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decisions and save money. This can be through better marketing and outreach such as those practiced by Tacoma Community College http://www.esri.com/library/casestudies/tacoma.pdf, projects to better map and manage campus facilities by the Community College of San Francisco (CCSF) (http://www.esri.com/news/arcnews/spring10articles/taking-efficiency.html), or by saving energy and creating a green campus such as the efforts at Pomona College (Winter issue of ArcNews). Reliance of administration on the use of GST software and data can lead to the administration covering the cost of those resources and alleviate the need for individual departments to fund those resources. Students can also get practical hands on experience by working on administrative projects and community based projects providing awareness of the GST program and promoting it to other students.

7. Conclusion

It remains a challenge to successfully build, implement, support, maintain and expand a geospatial program at a community college. Inevitably, questions arise concerning the importance of geospatial technology in academic and CTE programs; for example, how to successfully develop a curriculum, where to find funding to support the facility, who will teach the courses, what technology is needed to stay at the cutting edge, how to fund a program, boost enrollments at smaller colleges, how to work with IT staff and many others. Also, how does a college deal with “non-completers” – that is, those students that only take a few courses to learn what they need to know, but have no intention of completing a Certificate or an Associate Degree. There is no doubt that the impact and demand for geospatial technology will continue to experience tremendous growth in the educational sector over the next decade. Progress continues to be made toward determining the most effective and efficient pedagogical methods to enhance geographic problem-solving and spatial reasoning skills. GIScience has helped to facilitate these skills by providing students with a real-world interface between the technology and the content in a variety of subject areas. It is the GeoTech Center’s goal to continue to support educators and community college geospatial technology programs across the country to increase the quantity, quality and diversity of the geospatial workforce. If refunded for three additional years (2013 to 2015), the GeoTech Center will:

• Work with the DOL-ETA and industry to update the GTCM and MetaDACUM; • Update the model courses and certificate; • Update the Assessment and Course Content Tools and methodology to use them; • Create full model courses with teaching resources; • Research and create best practices in pedagogy focused on adult learners; • Provide faculty development opportunities for updating and advancing faculty

competencies in geospatial technology; • Mentor colleges in the use of the Tools and Models to develop or expand a geospatial

program.

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If you have questions, suggestions or concerns about the content of this document, please contact Ann Johnson, GeoTech Center Associate Director, [email protected].

References:

• Johnson, A., 2012. Chapter 13 in Teaching Geographic Information Science and Technology in Higher Education. Wiley-Blackwell, John Wiley & Sons, Ltd.

• Johnson, Ann. (2010). Spatial Education at U.S. Community Colleges:

Background Challenges and Opportunities In Special Education issue of the URISA Journal, Vol. 22, No. 2, which can be downloaded from URISA at http://urisa.org/urisajournal Retrieved Jan. 6, 2013.http://answers.yahoo.com/question/index?qid=20071210210709AAVsIlK

• Johnson, A., Lewis, C. 2012. Final Report: Model Curriculum Certificate for Geospatial technology Program Development Aligned to Industry Needs. Retrieved from c3gis.net on January 10, 2013.

• Johnson, John. 2010. What GIS Technicians Do: Synthesis of Jobs Analysis. In Special Education issue of the URISA Journal, Vol. 22, No. 2, which can be downloaded from URISA at http://urisa.org/urisajournal Retrieved Jan. 6, 2013.

• NRC, 2006. National Research Council of the National Academies report on Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum, The National Academies Press, Washington, D.C,

• Samborski, Robert. 2006. In a paper submitted for the Esri User Conference based on the Department of Labor, AAG, and GITA Phase I report: An Executive Summary of the Phase One Report of the Project “Defining and Communicating Geospatial Industry Workforce Demands. Retrieved on January 6, 2013 from http://proceedings.esri.com/library/userconf/proc06/papers/papers/pap_1338.pdf

• Unwin, D., Foote, K., Tate, N., DiBiase, D. 2012. Ed. In Teaching Geographic Information Science and Technology in Higher Education. Wiley-Blackwell, John Wiley & Sons, Ltd.

• Yanow, K. (2010). Retention Survey. Retrieved from http://www.geotechcenter.org/News-Media/News-Archive/Retention-Survey, January 11, 2013.

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Appendix A

This PDF includes 4 items that can be found as Excel or documents on the GeoTech Center website

(http://geotechcenter.org) under the GTCM tab or on the GeoTech Center Moodle server

(http://moodle.delmar.edu).

Items include:

1) Course Content Tool

2) Assessment Tool

3) Description of Model Courses

4) Competency Clusters

http://geotechcenter.org/

http://moodle.delmar.edu/

GeoTech Center Model Courses 1

0 Not important for this course - do not include in this course1 Slightly important for this course, include ony if time permits: 2 Important - include at an awareness level 3 Very Important; should be included at some level above awareness4 Critically important, must be included in depth

C#1 KNO Explain how map scale affects data collection and management 3 2 2 2 2 0 0 Cross Cutting (CC)2 A3.1 Create and build topology 1 2 1 0 0 0 0 Cross Cutting (CC)

3 T4Describe the characteristics and appropriate uses of common coordinate systems, projections, Datums and geoids 3 2 1 3 2 0 0 Cross Cutting (CC)

4 C3 Validate spatial and tabular data (e.g. topology, build, verification) 1 2 3 0 0 1 0 Cross Cutting (CC)5 C Define data’s spatial reference 3 2 4 1 3 2 0 Cross Cutting (CC)6 C Transform spatial data (e.g. reprojections) 1 3 3 2 3 2 0 Cross Cutting (CC)7 C Apply appropriate projections 3 3 2 4 3 3 0 Cross Cutting (CC)8 KNO Describe different methods of indicating locations (e.g., decimal degrees, UTM) 3 2 3 2 1 0 0 Cross Cutting (CC)9 G Calculate scale transformations. 1 1 1 0 0 0 0 Cross Cutting (CC)

10 G Resolve spatial conflicts. 2 2 1 3 0 0 0 Cross Cutting (CC)11 G Determine appropriate scale and projection 3 2 1 4 2 3 0 Cross Cutting (CC)12 T2 Number Operations and Computation - addition, subtraction, multiplication, and division 2 2 0 1 2 0 0 Cross Cutting (CC)13 T2 Number Systems and Relationships - whole numbers, decimals, fractions, and percentages 2 2 0 1 2 0 0 Cross Cutting (CC)

14 T2

Measurement and Estimation - measurement of time, temperature, distances, length, width, height, perimeter, area, volume, weight, velocity, and speed; unit conversion; numerical analysis to obtain approximate solutions when necessary 2 3 0 1 2 0 0 Cross Cutting (CC)

15 T2 Geometry - size, shape, and position of features using geometric principles to solve problems 2 2 0 1 2 0 0 Cross Cutting (CC)

16 T2Mathematical Reasoning and Problem Solving - inductive and deductive reasoning, conjectures, arguments, strategies, and interpretation of results 1 2 0 0 2 0 0 Cross Cutting (CC)

17 T2 Mathematical Notation - the language of mathematics to express mathematical ideas 0 2 0 0 0 0 0 Cross Cutting (CC)18 T2 Algebra - equations, patterns, functions, 3D vectors, and matrices 1 2 0 0 2 0 0 Cross Cutting (CC)19 T2 Trigonometry - relationships among the sides and angles of triangles on planes and spheres 1 1 0 0 2 0 0 Cross Cutting (CC)20 H Research GIS Technology Trends 3 1 1 1 2 1 0 Conceptual Foundations (CF)

21 T4 Identify allied fields that rely on geospatial technology and that employ geospatial professionals 2 1 1 0 0 0 0 Conceptual Foundations (CF)

22 T5Compare the capabilities and limitations of different types of geospatial software, such as CAD, GIS, image processing 2 1 1 0 1 0 1 Conceptual Foundations (CF)

23 T5Compare benefits and shortcomings of desktop, server, enterprise, and hosted (cloud) software applications 1 1 0 0 0 3 2 Conceptual Foundations (CF)

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Go to the GTMC Competency ModelEnter course name(s) in the columns to the right; cut/paste for additional columns or delete as needed.Enter 0 through 4 for each course based on the Scale BelowRefer to the "Definitions" tab in this worksheet for a explanation of how it should be included in the

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24 T4Demonstrate understanding of the conceptual foundations on which geographic information systems (GIS) are based 3 2 2 1 1 0 0 Conceptual Foundations (CF)

25 T4Demonstrate a working knowledge of GIS hardware and software capabilities, including GPS/GIS mapping systems 2 3 3 1 1 0 0 Conceptual Foundations (CF)

26 T2 Identify spatial patterns; apply knowledge of how people and places are linked 3 3 1 1 2 0 0 Conceptual Foundations (CF)27 T2 Utilize internet an email applications 3 2 0 1 1 0 0 Conceptual Foundations (CF)28 O Utilize online help and other technical resources 2 3 3 2 4 3 0 Conceptual Foundations (CF)

29 T2Apply geographic information relating to the Human–Environment Interaction,Regional Geography, Physical Geography, Cultural Geography 2 2 0 1 3 0 0 Conceptual Foundations (CF)

30 T2 Engineering Methods: Design technical plans, blueprints, drawings, and models. 0 0 0 0 0 0 0 Conceptual Foundations (CF)

31 T5Employ cartographic techniques to represent different kinds of uncertainty, including uncertain boundary locations, transitional boundaries, and ambiguity of attributes 0 2 0 3 0 0 0 Cartography and Visualization (CV)

32 G Describe purpose and use of maps 3 2 0 4 0 0 0 Cartography and Visualization (CV)33 KNO Describe different types of maps (e.g., road, terrain, choropleth) 3 1 0 4 0 0 0 Cartography and Visualization (CV)34 G Describe and apply appropriate symbology, fonts and colors 3 2 1 4 0 3 0 Cartography and Visualization (CV)35 G Determine appropriate map scale 3 2 1 4 1 3 0 Cartography and Visualization (CV)36 G Recognize and apply cartographic conventions 3 2 1 4 0 3 0 Cartography and Visualization (CV)37 G Design Cartographic Elements 2 1 0 4 0 3 0 Cartography and Visualization (CV)38 G Create maps using cartographic principles 3 2 1 4 0 3 0 Cartography and Visualization (CV)39 G1 Perform Graphic Design 1 1 0 3 0 1 0 Cartography and Visualization (CV)40 G Create reference maps (e.g. streets) 3 1 1 4 0 3 0 Cartography and Visualization (CV)41 G Create thematic maps (e.g. zoning) 3 2 1 4 0 0 0 Cartography and Visualization (CV)42 G Create static and interactive maps 2 1 0 4 0 4 0 Cartography and Visualization (CV)43 G Design map layouts 3 2 1 4 0 3 0 Cartography and Visualization (CV)44 G Create map templates 2 1 0 3 0 1 0 Cartography and Visualization (CV)45 G Create graphic items (e.g. logos, headers, posters, exhibits) (E,C) 2 1 1 3 0 0 0 Cartography and Visualization (CV)46 KNO Demonstrate knowledge of map Interpretation. 3 2 1 4 1 0 0 Cartography and Visualization (CV)47 G Acknowledge contributors and copyrights 2 1 2 4 2 2 0 Cartography and Visualization (CV)48 G Adhere to purpose and use of maps 2 2 1 4 0 0 0 Cartography and Visualization (CV)49 G2 Select proper media/output device 2 2 1 3 2 0 0 Cartography and Visualization (CV)50 G Create charts, graphs, tables 3 2 1 3 3 0 0 Cartography and Visualization (CV)51 G Create animations (e.g. 3D, 4D) 0 1 0 2 1 0 0 Cartography and Visualization (CV)52 G5 Publish Map Products 1 1 1 3 0 3 0 Cartography and Visualization (CV)53 B1 COGO legal descriptions (digitize using COGO e.g. meets & bounds 0 0 1 0 0 0 0 Generate Data (GD)54 T2 Input Data 3 3 4 1 1 0 2 Generate Data (GD)55 KNO Describe the GNSS system and important concepts and uses 2 1 2 0 0 0 0 Generate Data (GD)56 B2 Collect field data electronically 2 2 2 0 1 0 0 Generate Data (GD)57 B3 Collect field data manually 1 1 2 0 1 0 0 Generate Data (GD)58 B2 Collect field data using GPS (location and attribute) 2 1 2 0 1 0 0 Generate Data (GD)59 B2.1 Explain how to use and coordinate geodetic control prior to mapping 1 1 1 0 0 0 0 Generate Data (GD)60 B2.2 Post process GPS Data 0 1 2 0 0 0 0 Generate Data (GD)61 T5 Explain the distinction between GNSS data post-processing and real time processing 1 1 2 0 0 0 0 Generate Data (GD)62 B2.3 Assess current technologies used in data collection. 2 1 2 0 2 0 0 Generate Data (GD)


63 KNO Apply appropriate map scale when creating or acquiring data 3 2 3 4 3 2 0 Generate Data (GD)64 B2.4 Digitize data (tablet or heads up) 3 1 3 1 2 0 0 Generate Data (GD)65 B2.5 Geocode data 3 1 3 0 0 0 0 Generate Data (GD)66 B2.6 Scan non-digital data 1 1 3 0 1 0 0 Generate Data (GD)67 KNO Create TINs from feature data 1 2 1 0 0 0 0 Generate Data (GD)68 KNO Perform data format conversions (vector to raster, raster to vector) 1 3 3 2 2 0 0 Generate Data (GD)69 T5 Explain GNSS data quality issues, such as multipath, PDOP, and signal-to-noise ratio 1 1 2 0 0 0 0 Generate Data (GD)

70 T5Explain major GNSS error sources, such as ionospheric delay, clock error, ephemerides, and satellite health 1 1 2 0 0 0 0 Generate Data (GD)

71 T5Explain the distinction between a property boundary and its representations, such as deed lines, lines on imagery, boundary depictions in cadastral databases 0 1 1 0 0 0 0 Generate Data (GD)

72 T5Illustrate the differences between ellipsoidal (or geodetic) heights, geoidal heights, and orthometric elevation in relation to GNSS 0 1 1 0 0 0 0 Generate Data (GD)

73 T5 Produce an orthoimage data product with geometric accuracy suitable for project requirements 0 1 1 0 1 0 0 Generate Data (GD)74 T5 Plot a legal boundary description from a deed or plat 0 0 1 0 0 0 0 Generate Data (GD)75 T5 Plan a GNSS data acquisition mission that optimizes efficiency and data quality 0 0 2 0 0 0 0 Generate Data (GD)76 T5 Perform requirements analysis for remotely sensed data acquisition using resolution concepts 0 1 1 0 3 0 0 Generate Data (GD)77 T5 Explain the concept of "bit depth" and its implications for remotely-sensed image data 0 1 0 0 4 0 0 Generate Data (GD)78 T5 Explain how spatial autocorrelation influences sampling strategies and statistics 0 1 1 0 1 0 0 Generate Data (GD)

79 T5Identify and describe characteristics of inertial measurement systems and other geospatial measurement systems 0 0 2 0 1 0 0 Generate Data (GD)

80 T5Collect and integrate carrier phase (survey grade) GNSS positions and associated attribute data with other geospatial data sets 0 0 1 0 0 0 0 Generate Data (GD)

81 T5Plan a remotely sensed data acquisition mission, including specifying an appropriate sensor and platform combination suited for particular project requirements 0 0 1 0 2 0 0 Generate Data (GD)

82 T5Make and justify a choice between Real time Standard Positioning Service (SPS) and Real time Precise Positioning Service (PPS) for a given objective 0 0 1 0 0 0 0 Generate Data (GD)

83 T5 Design a questionnaire and interview protocol for acquiring georeferenced socio-economic data 0 0 1 0 0 0 0 Generate Data (GD)84 T5 Describe the components and operation of an aerotriangulation system 0 0 0 0 0 0 0 Generate Data (GD)

85 T5Diagram the sequence of functions involved in producing georeferenced textual information harvested from social media sites and the World Wide Web 0 0 1 0 0 3 0 Generate Data (GD)

86 T5Compare how land records are administrated in the U.S. in comparison with other developed and developing countries 0 0 1 0 0 0 0 Generate Data (GD)

87 T5 Design an integrated measurement system solution for acquiring and processing geospatial data 0 1 1 0 0 0 0 Generate Data (GD)88 C1.2 Obtain imagery, basemap and terrain feature data 3 3 4 3 4 0 0 Generate Data (GD)89 C1.3 Define data collection methods (e.g. GPS, air photo) 2 2 3 0 3 0 0 Generate Data (GD)90 C1.4 Adhere to policies for sharing and receiving data 2 2 4 2 2 3 0 Generate Data (GD)91 C3 Conduct Ground Truthing 1 1 2 0 3 1 0 Generate Data (GD)92 C6 Demonstrate how to create/update data 3 2 4 0 0 0 3 Generate Data (GD)93 C8 Georeference data 3 2 4 0 3 0 0 Generate Data (GD)


94 A1 Define data requirements (format, projections, etc.) 2 3 4 3 3 3 0 Manage Data (MD)95 A2 Perform spatial and non-spatial data joins and link, join and relate tables 3 3 3 0 0 0 0 Manage Data (MD)96 A3 Define feature behaviors and relationships 2 2 3 0 0 0 0 Manage Data (MD)97 A4 Develop data maintenance schedule 0 0 3 0 0 0 0 Manage Data (MD)98 A5 Establish data custodianships and permissions 0 0 2 0 0 1 0 Manage Data (MD)

99 A6Evaluate how to verify spatial data accuracy, quality, compatibility and appropriateness for application 2 3 3 2 3 0 0 Manage Data (MD)

100 A7 Research and evaluate data sources 2 3 4 3 4 1 0 Manage Data (MD)101 D5 Create and maintain data dictionary 2 1 4 0 0 0 0 Manage Data (MD)102 D5 Define database fields 2 2 4 0 0 0 2 Manage Data (MD)103 D5 Design Database Structure (e.g. schema) 1 2 3 0 0 0 0 Manage Data (MD)104 D5 Develop (construct) databases (e.g. define geometry & attributes) 1 2 3 0 0 0 0 Manage Data (MD)105 E5 Optimize database structure 1 1 3 0 0 0 0 Manage Data (MD)106 E5 Optimize data file folders (Adv.) 0 1 2 0 0 0 0 Manage Data (MD)107 E5 Conduct database performance tuning (e.g. compress, build stats, index) (C ) 0 1 2 0 0 0 0 Manage Data (MD)

108 T4Explain the relationship of horizontal datums to coordinate system grids and geometrix approximations of Earth's shape 3 2 1 3 1 0 0 Manage Data (MD)

109 KNO Describe different data formats (Vector, Raster, TIN, etc.) 3 2 2 2 2 0 0 Manage Data (MD)110 KNO Apply appropriate data formats (Vector, Raster, TINs, Imagery) 3 3 1 3 2 1 0 Manage Data (MD)111 C1 Acquire data 3 3 4 2 3 0 2 Manage Data (MD)112 T4 Critique the design of a given map in light of its intended audience and purpose 2 2 1 4 0 2 0 Manage Data (MD)

113 T4Acquire and integrate a variety of field data, image data, vector data, and attribute data to create, update, and maintain GIS databases 3 2 4 1 2 0 0 Manage Data (MD)

114 C2.1 Organize file structure (e.g. create directories, perform data & directory housekeeping 2 3 2 1 3 0 0 Manage Data (MD)115 C2.2 Create directory structure 3 3 2 1 3 2 2 Manage Data (MD)116 C2.3 Create naming conventions 4 3 2 1 3 0 3 Manage Data (MD)117 C2.4 Normalize data structure (e.g. schema) 2 2 3 0 0 0 0 Manage Data (MD)118 C2.5 Organize digital and non-digital data (e.g. data library) 2 2 2 1 2 0 0 Manage Data (MD)119 C3 Describe Quality Assurance / Quality Control for acquiring and maintain data 2 2 3 0 3 1 0 Manage Data (MD)120 C3 Verify content and spatial accuracies of data 1 2 3 2 3 0 0 Manage Data (MD)121 C3 Demonstrate how to Archive and Backup Data 2 2 3 0 1 0 3 Manage Data (MD)122 C5 Demonstrate how to Import/Export data from various sources (e.g. spreadsheets) 3 3 3 1 1 2 3 Manage Data (MD)123 C5 Demonstrate how to connect to external data sources (e.g. odbc, GIS servers) 2 2 3 1 1 3 2 Manage Data (MD)124 C5 Describe how to export data in transferable format 2 2 3 0 2 3 3 Manage Data (MD)125 C5 Edit and update attribute and spatial data 3 3 4 0 1 1 3 Manage Data (MD)126 C6 Update spatial and non-spatial data attributes 3 3 4 0 0 0 0 Manage Data (MD)127 C6 Edit feature geometry 3 2 4 0 0 0 0 Manage Data (MD)128 C6 Post / reconcile edits (e.g. changes) 1 1 4 1 0 2 0 Manage Data (MD)129 C7 Create/update metadata 3 2 4 2 3 0 0 Manage Data (MD)130 C Rectify raster data (e.g. rubbersheeting) 1 2 3 0 3 0 0 Manage Data (MD)131 C9 Explain conversion of digital formats - data abstraction (cut, simplify, stretch & fit) 1 2 3 0 0 1 0 Manage Data (MD)132 C Convert data between formats (e.g. KML, XML, RSS) (Adv.) 2 2 3 2 3 3 0 Manage Data (MD)133 G Create Database Tables 3 2 3 0 0 0 3 Manage Data (MD)


134 E1 Develop software applications 0 0 0 0 0 0 4 Programming & Application Design (PA)135 E Test application performance 0 0 0 0 0 4 3 Programming & Application Design (PA)136 E Determine programming tools required to develop applications 0 0 0 0 0 3 3 Programming & Application Design (PA)137 E Develop application to simplify and/or standardize procedures 0 1 0 0 0 4 4 Programming & Application Design (PA)138 E Exercise quality control (Application Dev't) 0 0 0 0 0 3 0 Programming & Application Design (PA)139 E2 Automate Manual Processes 0 1 1 0 0 0 4 Programming & Application Design (PA)140 E Automate repetitive tasks 1 1 1 0 0 0 4 Programming & Application Design (PA)141 E Create scripts 0 1 0 0 0 3 4 Programming & Application Design (PA)142 KNO Modify basic scripts 0 1 0 0 0 4 4 Programming & Application Design (PA)143 E Determine application design format (e.g. platform, language) 0 0 0 0 0 3 3 Programming & Application Design (PA)144 E QA/QC software applications (e.g. beta test) 0 0 0 0 0 3 3 Programming & Application Design (PA)145 KNO Use appropriate programming languages (e.g.,SQL, VB, HTML, Python, etc.) 0 1 0 0 0 4 4 Programming & Application Design (PA)146 E Enhance existing custom applications 0 0 0 0 0 4 3 Programming & Application Design (PA)147 KNO Apply basic programming Principles (SQL statements, Boolean logic, macros) 1 2 1 0 0 1 3 Programming & Application Design (PA)148 E Determine hardware /software requirements/ constraints 1 1 1 0 0 1 0 Programming & Application Design (PA)149 E Select database software (performance, usability, cost, manageability, uses, output format) 0 1 1 0 0 0 0 Programming & Application Design (PA)150 E Provide Technology Recommendations 0 1 0 0 0 0 0 Programming & Application Design (PA)151 E Recommend new technologies 0 1 0 0 0 0 0 Programming & Application Design (PA)152 E4 Describe how a user should maintain software 1 0 0 0 0 0 0 Programming & Application Design (PA)153 E Produce application recommendation files 0 0 2 0 0 0 0 Programming & Application Design (PA)154 H Demonstrate how to build help files 0 0 0 0 0 0 0 Programming & Application Design (PA)155 H Write Technical Guides 0 0 0 0 0 0 0 Programming & Application Design (PA)156 H Create "read me" files 1 1 1 0 0 0 1 Programming & Application Design (PA)157 T5 Employ query languages such as SQL to interrogate spatial databases 1 2 2 0 0 3 3 Programming & Application Design (PA)158 T5 Identify the components of a GIS 1 1 1 0 0 0 0 Programming & Application Design (PA)

159 T5Recognize GIS tasks that are amenable to automation, such as route generation, incident response, and land use change analysis 0 1 0 0 0 0 3 Programming & Application Design (PA)

160 T5 Recognize opportunities to leverage positioning technology to create mobile end-user applications 0 1 0 0 0 3 1 Programming & Application Design (PA)161 T5 Work effectively in teams to plan and coordinate software and application development 0 1 0 0 0 1 3 Programming & Application Design (PA)162 T5 Communicate effectively with end-users to ensure that software applications meet user needs 0 0 0 0 0 1 3 Programming & Application Design (PA)

163 T5Demonstrate understanding of common geospatial algorithms, such as geocoding or drive time analysis, by writing or interpreting pseudo code 0 1 0 0 0 1 3 Programming & Application Design (PA)

164 T5 Identify the factors that affect the interoperability of geospatial software applications 0 0 1 0 0 2 0 Programming & Application Design (PA)165 T5 Use scripting languages such as JavaScript, PHP, and KML to create web mapping applications 0 0 0 0 0 3 3 Programming & Application Design (PA)166 T5 Evaluate open source software components for re-use and potential return contributions 1 0 0 0 0 0 0 Programming & Application Design (PA)167 T5 Identify alternatives for customization and automation, such as APIs, SDKs, scripting languages 0 0 0 0 0 1 3 Programming & Application Design (PA)168 T5 Identify appropriate software development tools for particular end uses 0 0 0 0 0 1 0 Programming & Application Design (PA)

169 T5Customize geospatial software using proprietary and open source software components, such as ESRI's ArcObjects, Intergraph's GeoMedia software suite, and the GeoTools open source project 0 0 0 0 0 0 3 Programming & Application Design (PA)

170 T5Design a geospatial system architecture that responds to user needs, including desktop, server, and mobile applications 0 0 0 0 0 0 0 Programming & Application Design (PA)


171 T5 Realize opportunities to leverage positioning technology to create mobile end-user applications 0 0 0 0 0 2 1 Programming & Application Design (PA)

172 T5Explain how geospatial software in large enterprises fits into SOA (Service Oriented Architectures) and SaaS (Software as a Service) 0 0 0 0 0 3 0 Programming & Application Design (PA)

173 T5Ensure that software code complies with industry standards, such as those promulgated by the Open Geospatial Consortium (OGC) 0 0 0 0 0 1 0 Programming & Application Design (PA)

174 T5 Optimize geospatial system performance 0 0 0 0 0 3 0 Programming & Application Design (PA)175 T5 Create geospatial software programs using programming languages such as C, C++, and Java 0 0 0 0 0 0 0 Programming & Application Design (PA)176 C1.1 Determine data needs and format 3 3 3 3 3 0 0 Project Management (PM)177 C2.7 Organize written information (i.e., reports, resumes). 2 2 2 0 1 0 0 Project Management (PM)178 E Install Software (e.g. enhancements, service packs) (C ) 1 0 0 0 0 2 0 Project Management (PM)179 E Comply with software licensing agreements 1 1 0 0 0 1 0 Project Management (PM)180 E5 Describe how to Install software upgrades 1 1 0 0 0 2 0 Project Management (PM)181 E Maintain workstation security 0 1 1 0 0 0 0 Project Management (PM)182 E Recommend software upgrades 0 1 0 0 0 0 0 Project Management (PM)183 E Make project recommendations 0 1 2 0 0 0 0 Project Management (PM)184 E Conform to policy and standards 0 1 4 0 0 1 0 Project Management (PM)185 T2 Identify the Problem 3 2 2 0 3 0 3 Project Management (PM)

186 T2Formulate problem, collect data through observation and the formulation and testing of a hypothesis 2 3 2 0 3 0 3 Project Management (PM)

187 T2 Choose and Implement a Solution 3 3 2 3 3 0 4 Project Management (PM)188 T2 Generate Alternatives 2 2 2 3 3 0 3 Project Management (PM)189 F1 Describe how to coordinate project activities 2 2 2 0 0 0 2 Project Management (PM)190 KNO Apply principles of geography to projects 2 3 1 2 2 0 0 Project Management (PM)191 KNO Describe different applications and uses of geospatial technology 3 2 1 0 1 0 0 Project Management (PM)192 KNO Apply critical thinking and problem solving skills when developing a project 3 3 2 3 3 0 4 Project Management (PM)193 F Monitor project progress and verify that project goals are met 2 2 2 0 2 0 0 Project Management (PM)

194 KNO Describe some common industry standards for geospatial technology (e.g. ISO 9000, metadata, etc.) 1 1 4 0 0 1 0 Project Management (PM)195 F Explain how to coordinate with a Project Team, stakeholders, consultants and IT 0 1 0 0 0 0 0 Project Management (PM)196 F Describe how to maintain contracts 0 0 0 0 0 0 0 Project Management (PM)197 F Develop Project Plan 1 1 2 0 0 0 0 Project Management (PM)198 F Define project scope 1 2 2 0 0 0 0 Project Management (PM)199 F Establish project standards 1 2 2 0 0 0 0 Project Management (PM)200 F Document Project results 2 2 2 0 3 0 3 Project Management (PM)201 F Determine resource requirements 1 1 1 0 0 0 0 Project Management (PM)202 F Conform to policy and standards 1 1 2 3 0 0 0 Project Management (PM)203 KNO Describe how copyright laws may apply to data and projects 1 1 2 3 0 2 1 Project Management (PM)204 F4 Develop/document procedures and guidelines 2 2 2 0 2 0 0 Project Management (PM)205 F Prepare budget and cost estimates (e.g., time, equipment, data acquisition) 0 1 1 0 0 0 0 Project Management (PM)206 F Determine project timeline (schedule, priorities, workload) 1 1 1 0 0 0 0 Project Management (PM)207 F Determine project needs (e.g., client needs) 1 2 2 0 0 1 0 Project Management (PM)208 T2 Act in the best interests of the company, your co-workers and your community. 1 1 1 2 0 1 0 Project Management (PM)


209 G1 Define project Deliverables 2 2 1 2 2 0 0 Project Management (PM)210 G Create reports on analysis, project status, outcomes, etc. 2 3 1 1 3 0 0 Project Management (PM)211 G3 Create and present geospatial projects 1 3 1 2 3 0 0 Project Management (PM)212 G Present project summary 3 2 1 2 3 0 0 Project Management (PM)213 G Provide information presentations 3 2 1 2 3 0 0 Project Management (PM)214 G Disseminate documentation where appropriate 1 1 2 0 0 0 3 Project Management (PM)215 G4 Disseminate information through a web site 1 1 0 1 0 4 1 Project Management (PM)216 G Load/Burn Data onto Media 1 1 3 1 0 0 0 Project Management (PM)217 G Distribute data according to organizational policy (E,C) 1 1 4 0 0 3 0 Project Management (PM)218 G Communicate with peers, clients, co-workers 3 3 2 1 1 1 0 Project Management (PM)219 G Communicate quality control problems to other team members. 1 2 3 0 1 0 0 Project Management (PM)220 G Present ideas clearly and concisely. 3 3 2 3 2 0 1 Project Management (PM)221 G Inform data users and custodians of update completion 1 1 2 0 0 0 0 Project Management (PM)222 H Develop users guides 0 0 1 0 0 0 0 Project Management (PM)223 H Troubleshoot hardware/software problems 0 1 0 0 0 3 1 Project Management (PM)224 T5 Perform a feasibility study and cost/benefit analysis 0 1 0 0 0 0 1 Project Management (PM)225 T5 Develop use cases for user-centered requirements analyses 0 0 0 0 0 0 0 Project Management (PM)226 T2 Use Writing and Publishing Applications 1 1 0 1 0 0 0 Project Management (PM)227 G Visit trade shows 0 1 0 0 0 0 0 Professionalism ((PR)228 H1 Network with industry professionals 1 1 0 0 0 0 0 Professionalism ((PR)229 H Participate in professional organizations, workshops and conferences 1 1 0 1 1 0 0 Professionalism ((PR)230 H Describe possible types of training events availabe to workforce 1 1 0 0 0 0 0 Professionalism ((PR)231 H Describe possible types of certification available to geospatial occupations 1 1 0 0 0 0 0 Professionalism ((PR)232 H Resolve user technical problems 0 1 1 0 0 0 0 Professionalism ((PR)233 H Review industry publications 1 1 1 0 0 0 0 Professionalism ((PR)234 H View job related information (e.g. blogs, news feeds, print publications, forums) 1 1 1 0 0 0 0 Professionalism ((PR)235 KNO Describe how a code of ethics may be part of a geospatial profession 1 1 0 3 0 0 0 Professionalism ((PR)236 T4 Identify legal, ethical, and business considerations of geospatial data 1 1 3 2 0 0 0 Professionalism ((PR)237 H7 Promote/Represent GIS 1 1 0 0 0 0 0 Professionalism ((PR)238 H5 Attend Training 1 1 1 0 0 0 0 Professionalism ((PR)239 D3 Conduct image analysis (e.g. classification) 1 2 0 0 4 0 0 Remote Sensing and Imagery (RS)240 D Classify remote sensing data (reclassify, supervised, unsupervised) 1 2 0 0 4 0 0 Remote Sensing and Imagery (RS)241 D Develop orthophotography 1 1 0 0 1 0 0 Remote Sensing and Imagery (RS)242 D Interpret Imagery 1 2 0 0 4 0 0 Remote Sensing and Imagery (RS)

243 T5Determine appropriate image data and image analysis techniques needed to fulfill project requirements 1 3 1 0 4 0 0 Remote Sensing and Imagery (RS)

244 KNO Create composite images (true, false, NDVI) 1 1 0 0 4 0 0 Remote Sensing and Imagery (RS)245 KNO Describe basic concepts and use of photogrammetry 1 1 0 0 4 0 0 Remote Sensing and Imagery (RS)246 KNO Describe basic concepts and use of remote sensing images 2 1 1 0 4 0 0 Remote Sensing and Imagery (RS)247 T5 Explain the difference between pixel-based and object-based image classification 1 1 1 0 3 0 0 Remote Sensing and Imagery (RS)

248 T5Evaluate the thematic accuracy of a data product derived from aerial image interpretation, such as a soils map, using ground verification methods 0 2 2 0 3 0 0 Remote Sensing and Imagery (RS)


249 T5Explain how to quantify the thematic accuracy of a land use/land cover map derived from remotely-sensed imagery 0 1 1 0 4 0 0 Remote Sensing and Imagery (RS)

250 T5 Perform object-oriented image classification using specialized software tools 0 1 0 0 3 0 0 Remote Sensing and Imagery (RS)

251 T5Outline workflows that identify sequence of procedures involved in geometric correction, radiometric correction, and mosaicking of remotely sensed data 0 0 1 0 4 0 0 Remote Sensing and Imagery (RS)

252 T5Define the sampling theorem in relation to the concept of spatial resolution of remotely-sensed imagery 0 1 0 0 1 0 0 Remote Sensing and Imagery (RS)

253 RS Define Spectral signatures for classification 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)254 RS Transform images (PCA, vegetation indices, band ratios) 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)255 RS Create ratio images (NDWI, NDVI, MSI, LAI, EVI, snow, etc.) 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)256 RS Filter image (edge enhancement, smoothing) 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)257 RS Perform image segmentation 0 0 0 0 3 0 0 Remote Sensing and Imagery (RS)258 RS Conduct image subtraction (single bands or image transforms) 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)259 RS Mosaic image/data 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)260 RS Perform atmospheric correction 0 0 0 0 2 0 0 Remote Sensing and Imagery (RS)261 RS Perform radiometric correction 0 0 0 0 2 0 0 Remote Sensing and Imagery (RS)262 RS Perform image enhancement (pan sharpening, tonal balance, etc.) 0 0 0 0 3 0 0 Remote Sensing and Imagery (RS)263 RS Identify appropriate band combinations for display 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)264 RS Perform change detection 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)265 RS Create a difference image (math tools) 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)266 RS Conduct trend analysis 0 0 0 0 2 0 0 Remote Sensing and Imagery (RS)267 RS Perform regression analysis 0 0 0 0 1 0 0 Remote Sensing and Imagery (RS)268 RS Perform vector (feature) extraction 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)269 RS Perform object-based image analysis 0 0 0 0 3 0 0 Remote Sensing and Imagery (RS)270 RS Perform orthorectification 0 0 0 0 1 0 0 Remote Sensing and Imagery (RS)271 RS Create intensity image (LiDAR) 0 0 0 0 1 0 0 Remote Sensing and Imagery (RS)272 RS Collect spectral signatures for imagery classification. 0 0 0 0 4 0 0 Remote Sensing and Imagery (RS)273 D1 Conduct Geoprocessing (e.g. clip, buffering, overlay, run models, map algebra) 2 4 1 2 4 3 3 Spatial Analysis and Modeling (SM)

274 T5Perform Basic Analytical Methods (point pattern analysis, cluster analysis, multi-criteria evaluation, and spatial process models 1 3 1 2 0 0 0 Spatial Analysis and Modeling (SM)

275 D Observe and report data anomalies 2 2 3 0 2 0 0 Spatial Analysis and Modeling (SM)276 D Perform buffer analysis 2 4 1 0 0 0 0 Spatial Analysis and Modeling (SM)277 D Conduct slope analysis 1 4 0 0 0 0 0 Spatial Analysis and Modeling (SM)278 D Derive new data (e.g. generate contours from DEM, data generalization) 1 4 2 2 4 0 0 Spatial Analysis and Modeling (SM)279 D Perform overlay analysis. 2 4 0 0 0 0 0 Spatial Analysis and Modeling (SM)280 D Perform proximity analysis 2 4 0 0 0 0 0 Spatial Analysis and Modeling (SM)281 D Perform site selection 2 3 0 0 0 0 0 Spatial Analysis and Modeling (SM)282 D Perform view shed analysis 1 3 0 0 0 0 0 Spatial Analysis and Modeling (SM)283 D Create Models (e.g. process & scientific models, flow charts) 1 4 0 0 3 0 3 Spatial Analysis and Modeling (SM)284 D Interpret Results from analysis (is it appropriate/good) 2 3 0 3 4 0 0 Spatial Analysis and Modeling (SM)285 D Pre-process Data (e.g. generalize, subset) 1 3 3 2 4 3 0 Spatial Analysis and Modeling (SM)286 D Interpret topography (i.e., contour lines). 2 3 2 0 0 0 0 Spatial Analysis and Modeling (SM)287 D2 Identify least-cost path 1 2 0 0 0 0 0 Spatial Analysis and Modeling (SM)


288 D Perform network analysis (dynamic segmentation) 0 2 0 0 0 0 0 Spatial Analysis and Modeling (SM)289 D Identify shortest/optimal route that accounts for visibility, slope, and specified land uses 1 2 0 0 0 0 0 Spatial Analysis and Modeling (SM)290 D Conduct segmentation with linear reference data 0 2 0 0 0 0 0 Spatial Analysis and Modeling (SM)291 D Model linear networks 0 1 0 0 0 0 0 Spatial Analysis and Modeling (SM)292 D Conduct network analysis 1 2 0 0 0 0 0 Spatial Analysis and Modeling (SM)293 D4 Conduct geostatistical analysis 0 3 0 0 1 0 0 Spatial Analysis and Modeling (SM)294 D Perform statistical analysis 1 3 0 0 3 0 0 Spatial Analysis and Modeling (SM)295 D5 Apply principles of computational geometry. 0 2 0 0 0 0 0 Spatial Analysis and Modeling (SM)296 D Use sampling techniques (eg. random, stratified, etc.) 0 2 3 0 1 0 0 Spatial Analysis and Modeling (SM)297 D2 Perform Queries 4 3 1 0 0 3 3 Spatial Analysis and Modeling (SM)298 T5 Explain how leading online routing systems work, and account for common geocoding errors 0 1 1 0 0 0 0 Spatial Analysis and Modeling (SM)299 T5 Geostatistics, including spatial sampling, semi-variogram modeling, and kriging 0 2 0 0 0 0 0 Spatial Analysis and Modeling (SM)300 T5 Data Mining, including pattern recognition 0 2 3 0 2 0 0 Spatial Analysis and Modeling (SM)

301 T5 Use location-allocation software functions to locate service facilities that satisfy given constraints 0 1 0 0 0 0 0 Spatial Analysis and Modeling (SM)

302 T5 Assess the current state of the art in coupling predictive models and simulations with GIS software 0 1 0 0 0 0 0 Spatial Analysis and Modeling (SM)303 T5 Explain the Modifiable Areal Unit Problem in relation to the "ecological fallacy" 0 1 0 0 0 0 0 Spatial Analysis and Modeling (SM)

304 T5

Compare characteristics and appropriate uses of geospatial modeling techniques, such as neural networks, cellular automata, heuristics, agent-based models, and simulation models such as Monte Carlo simulation 0 1 0 0 0 0 0 Spatial Analysis and Modeling (SM)

305 H Explore new geoprocessing techniques 1 2 0 0 0 0 0 Spatial Analysis and Modeling (SM)

306 T4Specify uses of standard non-spatial data models, specifically the relational data model and its extensions 1 2 2 0 0 0 0 Spatial Analysis and Modeling (SM)

307 KNO Describe the basic concepts and techniques that are used in surveying to collect and store data 1 1 2 0 0 0 0 Surveying (SU)

308 T5

Establish, re-establish and/or monument property boundaries; represent such boundaries in plats, records, and descriptions, all under personal and professional liability as stipulated in legal statute and precedent 0 0 0 0 0 0 0 Surveying (SU)

309 G Manage Web Content 0 0 1 1 0 3 0 Server and the Web (SW)310 G Publish spatial information on-line 1 1 1 3 0 4 0 Server and the Web (SW)311 T5 Utilize new architectural opportunities such as cloud computing 1 1 3 0 0 3 0 Server and the Web (SW)


0 Not important for this course - not included in this course1 Slightly important for this course, included only if time permits: 2 Important - included at an awareness level 3 Very Important; included at some level above awareness4 Critically important, included in depth

C#1 KNO Explain how map scale affects data collection and management 0 0 0 0 0 0 Cross Cutting (CC)2 A3.1 Create and build topology 0 0 0 0 0 0 Cross Cutting (CC)

3 T4Describe the characteristics and appropriate uses of common coordinate systems, projections, Datums and geoids 0 0 0 0 0 0 Cross Cutting (CC)

4 C3 Validate spatial and tabular data (e.g. topology, build, verification) 0 0 0 0 0 0 Cross Cutting (CC)5 C Define data’s spatial reference 0 0 0 0 0 0 Cross Cutting (CC)6 C Transform spatial data (e.g. reprojections) 0 0 0 0 0 0 Cross Cutting (CC)7 C Apply appropriate projections 0 0 0 0 0 0 Cross Cutting (CC)8 KNO Describe different methods of indicating locations (e.g., decimal degrees, UTM) 0 0 0 0 0 0 Cross Cutting (CC)9 G Calculate scale transformations. 0 0 0 0 0 0 Cross Cutting (CC)

10 G Resolve spatial conflicts. 0 0 0 0 0 0 Cross Cutting (CC)11 G Determine appropriate scale and projection 0 0 0 0 0 0 Cross Cutting (CC)12 T2 Number Operations and Computation - addition, subtraction, multiplication, and division 0 0 0 0 0 0 Cross Cutting (CC)13 T2 Number Systems and Relationships - whole numbers, decimals, fractions, and percentages 0 0 0 0 0 0 Cross Cutting (CC)

14 T2

Measurement and Estimation - measurement of time, temperature, distances, length, width, height, perimeter, area, volume, weight, velocity, and speed; unit conversion; numerical analysis to obtain approximate solutions when necessary 0 0 0 0 0 0 Cross Cutting (CC)

15 T2 Geometry - size, shape, and position of features using geometric principles to solve problems 0 0 0 0 0 0 Cross Cutting (CC)

16 T2Mathematical Reasoning and Problem Solving - inductive and deductive reasoning, conjectures, arguments, strategies, and interpretation of results 0 0 0 0 0 0 Cross Cutting (CC)

17 T2 Mathematical Notation - the language of mathematics to express mathematical ideas 0 0 0 0 0 0 Cross Cutting (CC)18 T2 Algebra - equations, patterns, functions, 3D vectors, and matrices 0 0 0 0 0 0 Cross Cutting (CC)19 T2 Trigonometry - relationships among the sides and angles of triangles on planes and spheres 0 0 0 0 0 0 Cross Cutting (CC)20 H Research GIS Technology Trends 0 0 0 0 0 0 Conceptual Foundations (CF)

21 T4 Identify allied fields that rely on geospatial technology and that employ geospatial professionals 0 0 0 0 0 0 Conceptual Foundations (CF)

22 T5Compare the capabilities and limitations of different types of geospatial software, such as CAD, GIS, image processing 0 0 0 0 0 0 Conceptual Foundations (CF)

23 T5Compare benefits and shortcomings of desktop, server, enterprise, and hosted (cloud) software applications 0 0 0 0 0 0 Conceptual Foundations (CF)

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Enter course name(s) in the columns to the right; cut/paste for additional columns or delete as needed.Enter 0 through 4 for each course based on the Scale BelowRefer to the "Definitions" tab in this worksheet for a explanation of how it should be included in the

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24 T4Demonstrate understanding of the conceptual foundations on which geographic information systems (GIS) are based 0 0 0 0 0 0 Conceptual Foundations (CF)

25 T4Demonstrate a working knowledge of GIS hardware and software capabilities, including GPS/GIS mapping systems 0 0 0 0 0 0 Conceptual Foundations (CF)

26 T2 Identify spatial patterns; apply knowledge of how people and places are linked 0 0 0 0 0 0 Conceptual Foundations (CF)27 T2 Utilize internet an email applications 0 0 0 0 0 0 Conceptual Foundations (CF)28 O Utilize online help and other technical resources 0 0 0 0 0 0 Conceptual Foundations (CF)

29 T2Apply geographic information relating to the Human–Environment Interaction,Regional Geography, Physical Geography, Cultural Geography 0 0 0 0 0 0 Conceptual Foundations (CF)

30 T2 Engineering Methods: Design technical plans, blueprints, drawings, and models. 0 0 0 0 0 0 Conceptual Foundations (CF)

31 T5Employ cartographic techniques to represent different kinds of uncertainty, including uncertain boundary locations, transitional boundaries, and ambiguity of attributes 0 0 0 0 0 0 Cartography and Visualization (CV)

32 G Describe purpose and use of maps 0 0 0 0 0 0 Cartography and Visualization (CV)33 KNO Describe different types of maps (e.g., road, terrain, choropleth) 0 0 0 0 0 0 Cartography and Visualization (CV)34 G Describe and apply appropriate symbology, fonts and colors 0 0 0 0 0 0 Cartography and Visualization (CV)35 G Determine appropriate map scale 0 0 0 0 0 0 Cartography and Visualization (CV)36 G Recognize and apply cartographic conventions 0 0 0 0 0 0 Cartography and Visualization (CV)37 G Design Cartographic Elements 0 0 0 0 0 0 Cartography and Visualization (CV)38 G Create maps using cartographic principles 0 0 0 0 0 0 Cartography and Visualization (CV)39 G1 Perform Graphic Design 0 0 0 0 0 0 Cartography and Visualization (CV)40 G Create reference maps (e.g. streets) 0 0 0 0 0 0 Cartography and Visualization (CV)41 G Create thematic maps (e.g. zoning) 0 0 0 0 0 0 Cartography and Visualization (CV)42 G Create static and interactive maps 0 0 0 0 0 0 Cartography and Visualization (CV)43 G Design map layouts 0 0 0 0 0 0 Cartography and Visualization (CV)44 G Create map templates 0 0 0 0 0 0 Cartography and Visualization (CV)45 G Create graphic items (e.g. logos, headers, posters, exhibits) (E,C) 0 0 0 0 0 0 Cartography and Visualization (CV)46 KNO Demonstrate knowledge of map Interpretation. 0 0 0 0 0 0 Cartography and Visualization (CV)47 G Acknowledge contributors and copyrights 0 0 0 0 0 0 Cartography and Visualization (CV)48 G Adhere to purpose and use of maps 0 0 0 0 0 0 Cartography and Visualization (CV)49 G2 Select proper media/output device 0 0 0 0 0 0 Cartography and Visualization (CV)50 G Create charts, graphs, tables 0 0 0 0 0 0 Cartography and Visualization (CV)51 G Create animations (e.g. 3D, 4D) 0 0 0 0 0 0 Cartography and Visualization (CV)52 G5 Publish Map Products 0 0 0 0 0 0 Cartography and Visualization (CV)53 B1 COGO legal descriptions (digitize using COGO e.g. meets & bounds 0 0 0 0 0 0 Generate Data (GD)54 T2 Input Data 0 0 0 0 0 0 Generate Data (GD)55 KNO Describe the GNSS system and important concepts and uses 0 0 0 0 0 0 Generate Data (GD)56 B2 Collect field data electronically 0 0 0 0 0 0 Generate Data (GD)57 B3 Collect field data manually 0 0 0 0 0 0 Generate Data (GD)58 B2 Collect field data using GPS (location and attribute) 0 0 0 0 0 0 Generate Data (GD)59 B2.1 Explain how to use and coordinate geodetic control prior to mapping 0 0 0 0 0 0 Generate Data (GD)60 B2.2 Post process GPS Data 0 0 0 0 0 0 Generate Data (GD)61 T5 Explain the distinction between GNSS data post-processing and real time processing 0 0 0 0 0 0 Generate Data (GD)62 B2.3 Assess current technologies used in data collection. 0 0 0 0 0 0 Generate Data (GD)


63 KNO Apply appropriate map scale when creating or acquiring data 0 0 0 0 0 0 Generate Data (GD)64 B2.4 Digitize data (tablet or heads up) 0 0 0 0 0 0 Generate Data (GD)65 B2.5 Geocode data 0 0 0 0 0 0 Generate Data (GD)66 B2.6 Scan non-digital data 0 0 0 0 0 0 Generate Data (GD)67 KNO Create TINs from feature data 0 0 0 0 0 0 Generate Data (GD)68 KNO Perform data format conversions (vector to raster, raster to vector) 0 0 0 0 0 0 Generate Data (GD)69 T5 Explain GNSS data quality issues, such as multipath, PDOP, and signal-to-noise ratio 0 0 0 0 0 0 Generate Data (GD)

70 T5Explain major GNSS error sources, such as ionospheric delay, clock error, ephemerides, and satellite health 0 0 0 0 0 0 Generate Data (GD)

71 T5Explain the distinction between a property boundary and its representations, such as deed lines, lines on imagery, boundary depictions in cadastral databases 0 0 0 0 0 0 Generate Data (GD)

72 T5Illustrate the differences between ellipsoidal (or geodetic) heights, geoidal heights, and orthometric elevation in relation to GNSS 0 0 0 0 0 0 Generate Data (GD)

73 T5 Produce an orthoimage data product with geometric accuracy suitable for project requirements 0 0 0 0 0 0 Generate Data (GD)74 T5 Plot a legal boundary description from a deed or plat 0 0 0 0 0 0 Generate Data (GD)75 T5 Plan a GNSS data acquisition mission that optimizes efficiency and data quality 0 0 0 0 0 0 Generate Data (GD)76 T5 Perform requirements analysis for remotely sensed data acquisition using resolution concepts 0 0 0 0 0 0 Generate Data (GD)77 T5 Explain the concept of "bit depth" and its implications for remotely-sensed image data 0 0 0 0 0 0 Generate Data (GD)78 T5 Explain how spatial autocorrelation influences sampling strategies and statistics 0 0 0 0 0 0 Generate Data (GD)

79 T5Identify and describe characteristics of inertial measurement systems and other geospatial measurement systems 0 0 0 0 0 0 Generate Data (GD)

80 T5Collect and integrate carrier phase (survey grade) GNSS positions and associated attribute data with other geospatial data sets 0 0 0 0 0 0 Generate Data (GD)

81 T5Plan a remotely sensed data acquisition mission, including specifying an appropriate sensor and platform combination suited for particular project requirements 0 0 0 0 0 0 Generate Data (GD)

82 T5Make and justify a choice between Real time Standard Positioning Service (SPS) and Real time Precise Positioning Service (PPS) for a given objective 0 0 0 0 0 0 Generate Data (GD)

83 T5 Design a questionnaire and interview protocol for acquiring georeferenced socio-economic data 0 0 0 0 0 0 Generate Data (GD)84 T5 Describe the components and operation of an aerotriangulation system 0 0 0 0 0 0 Generate Data (GD)

85 T5Diagram the sequence of functions involved in producing georeferenced textual information harvested from social media sites and the World Wide Web 0 0 0 0 0 0 Generate Data (GD)

86 T5Compare how land records are administrated in the U.S. in comparison with other developed and developing countries 0 0 0 0 0 0 Generate Data (GD)

87 T5 Design an integrated measurement system solution for acquiring and processing geospatial data 0 0 0 0 0 0 Generate Data (GD)88 C1.2 Obtain imagery, basemap and terrain feature data 0 0 0 0 0 0 Generate Data (GD)89 C1.3 Define data collection methods (e.g. GPS, air photo) 0 0 0 0 0 0 Generate Data (GD)90 C1.4 Adhere to policies for sharing and receiving data 0 0 0 0 0 0 Generate Data (GD)91 C3 Conduct Ground Truthing 0 0 0 0 0 0 Generate Data (GD)92 C6 Demonstrate how to create/update data 0 0 0 0 0 0 Generate Data (GD)93 C8 Georeference data 0 0 0 0 0 0 Generate Data (GD)


94 A1 Define data requirements (format, projections, etc.) 0 0 0 0 0 0 Manage Data (MD)95 A2 Perform spatial and non-spatial data joins and link, join and relate tables 0 0 0 0 0 0 Manage Data (MD)96 A3 Define feature behaviors and relationships 0 0 0 0 0 0 Manage Data (MD)97 A4 Develop data maintenance schedule 0 0 0 0 0 0 Manage Data (MD)98 A5 Establish data custodianships and permissions 0 0 0 0 0 0 Manage Data (MD)

99 A6Evaluate how to verify spatial data accuracy, quality, compatibility and appropriateness for application 0 0 0 0 0 0 Manage Data (MD)

100 A7 Research and evaluate data sources 0 0 0 0 0 0 Manage Data (MD)101 D5 Create and maintain data dictionary 0 0 0 0 0 0 Manage Data (MD)102 D5 Define database fields 0 0 0 0 0 0 Manage Data (MD)103 D5 Design Database Structure (e.g. schema) 0 0 0 0 0 0 Manage Data (MD)104 D5 Develop (construct) databases (e.g. define geometry & attributes) 0 0 0 0 0 0 Manage Data (MD)105 E5 Optimize database structure 0 0 0 0 0 0 Manage Data (MD)106 E5 Optimize data file folders (Adv.) 0 0 0 0 0 0 Manage Data (MD)107 E5 Conduct database performance tuning (e.g. compress, build stats, index) (C ) 0 0 0 0 0 0 Manage Data (MD)

108 T4Explain the relationship of horizontal datums to coordinate system grids and geometrix approximations of Earth's shape 0 0 0 0 0 0 Manage Data (MD)

109 KNO Describe different data formats (Vector, Raster, TIN, etc.) 0 0 0 0 0 0 Manage Data (MD)110 KNO Apply appropriate data formats (Vector, Raster, TINs, Imagery) 0 0 0 0 0 0 Manage Data (MD)111 C1 Acquire data 0 0 0 0 0 0 Manage Data (MD)112 T4 Critique the design of a given map in light of its intended audience and purpose 0 0 0 0 0 0 Manage Data (MD)

113 T4Acquire and integrate a variety of field data, image data, vector data, and attribute data to create, update, and maintain GIS databases 0 0 0 0 0 0 Manage Data (MD)

114 C2.1 Organize file structure (e.g. create directories, perform data & directory housekeeping 0 0 0 0 0 0 Manage Data (MD)115 C2.2 Create directory structure 0 0 0 0 0 0 Manage Data (MD)116 C2.3 Create naming conventions 0 0 0 0 0 0 Manage Data (MD)117 C2.4 Normalize data structure (e.g. schema) 0 0 0 0 0 0 Manage Data (MD)118 C2.5 Organize digital and non-digital data (e.g. data library) 0 0 0 0 0 0 Manage Data (MD)119 C3 Describe Quality Assurance / Quality Control for acquiring and maintain data 0 0 0 0 0 0 Manage Data (MD)120 C3 Verify content and spatial accuracies of data 0 0 0 0 0 0 Manage Data (MD)121 C3 Demonstrate how to Archive and Backup Data 0 0 0 0 0 0 Manage Data (MD)122 C5 Demonstrate how to Import/Export data from various sources (e.g. spreadsheets) 0 0 0 0 0 0 Manage Data (MD)123 C5 Demonstrate how to connect to external data sources (e.g. odbc, GIS servers) 0 0 0 0 0 0 Manage Data (MD)124 C5 Describe how to export data in transferable format 0 0 0 0 0 0 Manage Data (MD)125 C5 Edit and update attribute and spatial data 0 0 0 0 0 0 Manage Data (MD)126 C6 Update spatial and non-spatial data attributes 0 0 0 0 0 0 Manage Data (MD)127 C6 Edit feature geometry 0 0 0 0 0 0 Manage Data (MD)128 C6 Post / reconcile edits (e.g. changes) 0 0 0 0 0 0 Manage Data (MD)129 C7 Create/update metadata 0 0 0 0 0 0 Manage Data (MD)130 C Rectify raster data (e.g. rubbersheeting) 0 0 0 0 0 0 Manage Data (MD)131 C9 Explain conversion of digital formats - data abstraction (cut, simplify, stretch & fit) 0 0 0 0 0 0 Manage Data (MD)132 C Convert data between formats (e.g. KML, XML, RSS) (Adv.) 0 0 0 0 0 0 Manage Data (MD)133 G Create Database Tables 0 0 0 0 0 0 Manage Data (MD)


134 E1 Develop software applications 0 0 0 0 0 0 Programming & Application Design (PA)135 E Test application performance 0 0 0 0 0 0 Programming & Application Design (PA)136 E Determine programming tools required to develop applications 0 0 0 0 0 0 Programming & Application Design (PA)137 E Develop application to simplify and/or standardize procedures 0 0 0 0 0 0 Programming & Application Design (PA)138 E Exercise quality control (Application Dev't) 0 0 0 0 0 0 Programming & Application Design (PA)139 E2 Automate Manual Processes 0 0 0 0 0 0 Programming & Application Design (PA)140 E Automate repetitive tasks 0 0 0 0 0 0 Programming & Application Design (PA)141 E Create scripts 0 0 0 0 0 0 Programming & Application Design (PA)142 KNO Modify basic scripts 0 0 0 0 0 0 Programming & Application Design (PA)143 E Determine application design format (e.g. platform, language) 0 0 0 0 0 0 Programming & Application Design (PA)144 E QA/QC software applications (e.g. beta test) 0 0 0 0 0 0 Programming & Application Design (PA)145 KNO Use appropriate programming languages (e.g.,SQL, VB, HTML, Python, etc.) 0 0 0 0 0 0 Programming & Application Design (PA)146 E Enhance existing custom applications 0 0 0 0 0 0 Programming & Application Design (PA)147 KNO Apply basic programming Principles (SQL statements, Boolean logic, macros) 0 0 0 0 0 0 Programming & Application Design (PA)148 E Determine hardware /software requirements/ constraints 0 0 0 0 0 0 Programming & Application Design (PA)149 E Select database software (performance, usability, cost, manageability, uses, output format) 0 0 0 0 0 0 Programming & Application Design (PA)150 E Provide Technology Recommendations 0 0 0 0 0 0 Programming & Application Design (PA)151 E Recommend new technologies 0 0 0 0 0 0 Programming & Application Design (PA)152 E4 Describe how a user should maintain software 0 0 0 0 0 0 Programming & Application Design (PA)153 E Produce application recommendation files 0 0 0 0 0 0 Programming & Application Design (PA)154 H Demonstrate how to build help files 0 0 0 0 0 0 Programming & Application Design (PA)155 H Write Technical Guides 0 0 0 0 0 0 Programming & Application Design (PA)156 H Create "read me" files 0 0 0 0 0 0 Programming & Application Design (PA)157 T5 Employ query languages such as SQL to interrogate spatial databases 0 0 0 0 0 0 Programming & Application Design (PA)158 T5 Identify the components of a GIS 0 0 0 0 0 0 Programming & Application Design (PA)

159 T5Recognize GIS tasks that are amenable to automation, such as route generation, incident response, and land use change analysis 0 0 0 0 0 0 Programming & Application Design (PA)

160 T5 Recognize opportunities to leverage positioning technology to create mobile end-user applications 0 0 0 0 0 0 Programming & Application Design (PA)161 T5 Work effectively in teams to plan and coordinate software and application development 0 0 0 0 0 0 Programming & Application Design (PA)162 T5 Communicate effectively with end-users to ensure that software applications meet user needs 0 0 0 0 0 0 Programming & Application Design (PA)

163 T5Demonstrate understanding of common geospatial algorithms, such as geocoding or drive time analysis, by writing or interpreting pseudo code 0 0 0 0 0 0 Programming & Application Design (PA)

164 T5 Identify the factors that affect the interoperability of geospatial software applications 0 0 0 0 0 0 Programming & Application Design (PA)165 T5 Use scripting languages such as JavaScript, PHP, and KML to create web mapping applications 0 0 0 0 0 0 Programming & Application Design (PA)166 T5 Evaluate open source software components for re-use and potential return contributions 0 0 0 0 0 0 Programming & Application Design (PA)167 T5 Identify alternatives for customization and automation, such as APIs, SDKs, scripting languages 0 0 0 0 0 0 Programming & Application Design (PA)168 T5 Identify appropriate software development tools for particular end uses 0 0 0 0 0 0 Programming & Application Design (PA)

169 T5Customize geospatial software using proprietary and open source software components, such as ESRI's ArcObjects, Intergraph's GeoMedia software suite, and the GeoTools open source project 0 0 0 0 0 0 Programming & Application Design (PA)

170 T5Design a geospatial system architecture that responds to user needs, including desktop, server, and mobile applications 0 0 0 0 0 0 Programming & Application Design (PA)


171 T5 Realize opportunities to leverage positioning technology to create mobile end-user applications 0 0 0 0 0 0 Programming & Application Design (PA)

172 T5Explain how geospatial software in large enterprises fits into SOA (Service Oriented Architectures) and SaaS (Software as a Service) 0 0 0 0 0 0 Programming & Application Design (PA)

173 T5Ensure that software code complies with industry standards, such as those promulgated by the Open Geospatial Consortium (OGC) 0 0 0 0 0 0 Programming & Application Design (PA)

174 T5 Optimize geospatial system performance 0 0 0 0 0 0 Programming & Application Design (PA)175 T5 Create geospatial software programs using programming languages such as C, C++, and Java 0 0 0 0 0 0 Programming & Application Design (PA)176 C1.1 Determine data needs and format 0 0 0 0 0 0 Project Management (PM)177 C2.7 Organize written information (i.e., reports, resumes). 0 0 0 0 0 0 Project Management (PM)178 E Install Software (e.g. enhancements, service packs) (C ) 0 0 0 0 0 0 Project Management (PM)179 E Comply with software licensing agreements 0 0 0 0 0 0 Project Management (PM)180 E5 Describe how to Install software upgrades 0 0 0 0 0 0 Project Management (PM)181 E Maintain workstation security 0 0 0 0 0 0 Project Management (PM)182 E Recommend software upgrades 0 0 0 0 0 0 Project Management (PM)183 E Make project recommendations 0 0 0 0 0 0 Project Management (PM)184 E Conform to policy and standards 0 0 0 0 0 0 Project Management (PM)185 T2 Identify the Problem 0 0 0 0 0 0 Project Management (PM)

186 T2Formulate problem, collect data through observation and the formulation and testing of a hypothesis 0 0 0 0 0 0 Project Management (PM)

187 T2 Choose and Implement a Solution 0 0 0 0 0 0 Project Management (PM)188 T2 Generate Alternatives 0 0 0 0 0 0 Project Management (PM)189 F1 Describe how to coordinate project activities 0 0 0 0 0 0 Project Management (PM)190 KNO Apply principles of geography to projects 0 0 0 0 0 0 Project Management (PM)191 KNO Describe different applications and uses of geospatial technology 0 0 0 0 0 0 Project Management (PM)192 KNO Apply critical thinking and problem solving skills when developing a project 0 0 0 0 0 0 Project Management (PM)193 F Monitor project progress and verify that project goals are met 0 0 0 0 0 0 Project Management (PM)

194 KNO Describe some common industry standards for geospatial technology (e.g. ISO 9000, metadata, etc.) 0 0 0 0 0 0 Project Management (PM)195 F Explain how to coordinate with a Project Team, stakeholders, consultants and IT 0 0 0 0 0 0 Project Management (PM)196 F Describe how to maintain contracts 0 0 0 0 0 0 Project Management (PM)197 F Develop Project Plan 0 0 0 0 0 0 Project Management (PM)198 F Define project scope 0 0 0 0 0 0 Project Management (PM)199 F Establish project standards 0 0 0 0 0 0 Project Management (PM)200 F Document Project results 0 0 0 0 0 0 Project Management (PM)201 F Determine resource requirements 0 0 0 0 0 0 Project Management (PM)202 F Conform to policy and standards 0 0 0 0 0 0 Project Management (PM)203 KNO Describe how copyright laws may apply to data and projects 0 0 0 0 0 0 Project Management (PM)204 F4 Develop/document procedures and guidelines 0 0 0 0 0 0 Project Management (PM)205 F Prepare budget and cost estimates (e.g., time, equipment, data acquisition) 0 0 0 0 0 0 Project Management (PM)206 F Determine project timeline (schedule, priorities, workload) 0 0 0 0 0 0 Project Management (PM)207 F Determine project needs (e.g., client needs) 0 0 0 0 0 0 Project Management (PM)208 T2 Act in the best interests of the company, your co-workers and your community. 0 0 0 0 0 0 Project Management (PM)


209 G1 Define project Deliverables 0 0 0 0 0 0 Project Management (PM)210 G Create reports on analysis, project status, outcomes, etc. 0 0 0 0 0 0 Project Management (PM)211 G3 Create and present geospatial projects 0 0 0 0 0 0 Project Management (PM)212 G Present project summary 0 0 0 0 0 0 Project Management (PM)213 G Provide information presentations 0 0 0 0 0 0 Project Management (PM)214 G Disseminate documentation where appropriate 0 0 0 0 0 0 Project Management (PM)215 G4 Disseminate information through a web site 0 0 0 0 0 0 Project Management (PM)216 G Load/Burn Data onto Media 0 0 0 0 0 0 Project Management (PM)217 G Distribute data according to organizational policy (E,C) 0 0 0 0 0 0 Project Management (PM)218 G Communicate with peers, clients, co-workers 0 0 0 0 0 0 Project Management (PM)219 G Communicate quality control problems to other team members. 0 0 0 0 0 0 Project Management (PM)220 G Present ideas clearly and concisely. 0 0 0 0 0 0 Project Management (PM)221 G Inform data users and custodians of update completion 0 0 0 0 0 0 Project Management (PM)222 H Develop users guides 0 0 0 0 0 0 Project Management (PM)223 H Troubleshoot hardware/software problems 0 0 0 0 0 0 Project Management (PM)224 T5 Perform a feasibility study and cost/benefit analysis 0 0 0 0 0 0 Project Management (PM)225 T5 Develop use cases for user-centered requirements analyses 0 0 0 0 0 0 Project Management (PM)226 T2 Use Writing and Publishing Applications 0 0 0 0 0 0 Project Management (PM)227 G Visit trade shows 0 0 0 0 0 0 Professionalism ((PR)228 H1 Network with industry professionals 0 0 0 0 0 0 Professionalism ((PR)229 H Participate in professional organizations, workshops and conferences 0 0 0 0 0 0 Professionalism ((PR)230 H Describe possible types of training events availabe to workforce 0 0 0 0 0 0 Professionalism ((PR)231 H Describe possible types of certification available to geospatial occupations 0 0 0 0 0 0 Professionalism ((PR)232 H Resolve user technical problems 0 0 0 0 0 0 Professionalism ((PR)233 H Review industry publications 0 0 0 0 0 0 Professionalism ((PR)234 H View job related information (e.g. blogs, news feeds, print publications, forums) 0 0 0 0 0 0 Professionalism ((PR)235 KNO Describe how a code of ethics may be part of a geospatial profession 0 0 0 0 0 0 Professionalism ((PR)236 T4 Identify legal, ethical, and business considerations of geospatial data 0 0 0 0 0 0 Professionalism ((PR)237 H7 Promote/Represent GIS 0 0 0 0 0 0 Professionalism ((PR)238 H5 Attend Training 0 0 0 0 0 0 Professionalism ((PR)239 D3 Conduct image analysis (e.g. classification) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)240 D Classify remote sensing data (reclassify, supervised, unsupervised) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)241 D Develop orthophotography 0 0 0 0 0 0 Remote Sensing and Imagery (RS)242 D Interpret Imagery 0 0 0 0 0 0 Remote Sensing and Imagery (RS)

243 T5Determine appropriate image data and image analysis techniques needed to fulfill project requirements 0 0 0 0 0 0 Remote Sensing and Imagery (RS)

244 KNO Create composite images (true, false, NDVI) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)245 KNO Describe basic concepts and use of photogrammetry 0 0 0 0 0 0 Remote Sensing and Imagery (RS)246 KNO Describe basic concepts and use of remote sensing images 0 0 0 0 0 0 Remote Sensing and Imagery (RS)247 T5 Explain the difference between pixel-based and object-based image classification 0 0 0 0 0 0 Remote Sensing and Imagery (RS)

248 T5Evaluate the thematic accuracy of a data product derived from aerial image interpretation, such as a soils map, using ground verification methods 0 0 0 0 0 0 Remote Sensing and Imagery (RS)


249 T5Explain how to quantify the thematic accuracy of a land use/land cover map derived from remotely-sensed imagery 0 0 0 0 0 0 Remote Sensing and Imagery (RS)

250 T5 Perform object-oriented image classification using specialized software tools 0 0 0 0 0 0 Remote Sensing and Imagery (RS)

251 T5Outline workflows that identify sequence of procedures involved in geometric correction, radiometric correction, and mosaicking of remotely sensed data 0 0 0 0 0 0 Remote Sensing and Imagery (RS)

252 T5Define the sampling theorem in relation to the concept of spatial resolution of remotely-sensed imagery 0 0 0 0 0 0 Remote Sensing and Imagery (RS)

253 RS Define Spectral signatures for classification 0 0 0 0 0 0 Remote Sensing and Imagery (RS)254 RS Transform images (PCA, vegetation indices, band ratios) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)255 RS Create ratio images (NDWI, NDVI, MSI, LAI, EVI, snow, etc.) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)256 RS Filter image (edge enhancement, smoothing) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)257 RS Perform image segmentation 0 0 0 0 0 0 Remote Sensing and Imagery (RS)258 RS Conduct image subtraction (single bands or image transforms) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)259 RS Mosaic image/data 0 0 0 0 0 0 Remote Sensing and Imagery (RS)260 RS Perform atmospheric correction 0 0 0 0 0 0 Remote Sensing and Imagery (RS)261 RS Perform radiometric correction 0 0 0 0 0 0 Remote Sensing and Imagery (RS)262 RS Perform image enhancement (pan sharpening, tonal balance, etc.) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)263 RS Identify appropriate band combinations for display 0 0 0 0 0 0 Remote Sensing and Imagery (RS)264 RS Perform change detection 0 0 0 0 0 0 Remote Sensing and Imagery (RS)265 RS Create a difference image (math tools) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)266 RS Conduct trend analysis 0 0 0 0 0 0 Remote Sensing and Imagery (RS)267 RS Perform regression analysis 0 0 0 0 0 0 Remote Sensing and Imagery (RS)268 RS Perform vector (feature) extraction 0 0 0 0 0 0 Remote Sensing and Imagery (RS)269 RS Perform object-based image analysis 0 0 0 0 0 0 Remote Sensing and Imagery (RS)270 RS Perform orthorectification 0 0 0 0 0 0 Remote Sensing and Imagery (RS)271 RS Create intensity image (LiDAR) 0 0 0 0 0 0 Remote Sensing and Imagery (RS)272 RS Collect spectral signatures for imagery classification. 0 0 0 0 0 0 Remote Sensing and Imagery (RS)273 D1 Conduct Geoprocessing (e.g. clip, buffering, overlay, run models, map algebra) 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)

274 T5Perform Basic Analytical Methods (point pattern analysis, cluster analysis, multi-criteria evaluation, and spatial process models 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)

275 D Observe and report data anomalies 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)276 D Perform buffer analysis 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)277 D Conduct slope analysis 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)278 D Derive new data (e.g. generate contours from DEM, data generalization) 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)279 D Perform overlay analysis. 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)280 D Perform proximity analysis 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)281 D Perform site selection 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)282 D Perform view shed analysis 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)283 D Create Models (e.g. process & scientific models, flow charts) 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)284 D Interpret Results from analysis (is it appropriate/good) 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)285 D Pre-process Data (e.g. generalize, subset) 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)286 D Interpret topography (i.e., contour lines). 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)287 D2 Identify least-cost path 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)


288 D Perform network analysis (dynamic segmentation) 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)289 D Identify shortest/optimal route that accounts for visibility, slope, and specified land uses 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)290 D Conduct segmentation with linear reference data 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)291 D Model linear networks 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)292 D Conduct network analysis 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)293 D4 Conduct geostatistical analysis 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)294 D Perform statistical analysis 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)295 D5 Apply principles of computational geometry. 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)296 D Use sampling techniques (eg. random, stratified, etc.) 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)297 D2 Perform Queries 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)298 T5 Explain how leading online routing systems work, and account for common geocoding errors 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)299 T5 Geostatistics, including spatial sampling, semi-variogram modeling, and kriging 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)300 T5 Data Mining, including pattern recognition 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)

301 T5 Use location-allocation software functions to locate service facilities that satisfy given constraints 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)

302 T5 Assess the current state of the art in coupling predictive models and simulations with GIS software 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)303 T5 Explain the Modifiable Areal Unit Problem in relation to the "ecological fallacy" 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)

304 T5

Compare characteristics and appropriate uses of geospatial modeling techniques, such as neural networks, cellular automata, heuristics, agent-based models, and simulation models such as Monte Carlo simulation 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)

305 H Explore new geoprocessing techniques 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)

306 T4Specify uses of standard non-spatial data models, specifically the relational data model and its extensions 0 0 0 0 0 0 Spatial Analysis and Modeling (SM)

307 KNO Describe the basic concepts and techniques that are used in surveying to collect and store data 0 0 0 0 0 0 Surveying (SU)

308 T5

Establish, re-establish and/or monument property boundaries; represent such boundaries in plats, records, and descriptions, all under personal and professional liability as stipulated in legal statute and precedent 0 0 0 0 0 0 Surveying (SU)

309 G Manage Web Content 0 0 0 0 0 0 Server and the Web (SW)310 G Publish spatial information on-line 0 0 0 0 0 0 Server and the Web (SW)311 T5 Utilize new architectural opportunities such as cloud computing 0 0 0 0 0 0 Server and the Web (SW)

August 28, 2012 – V1 Page 1

GeoTech Center Model Courses - Titles, Descriptions and SLO’s

Awareness Course – Stand Alone Geo 100 - Seeing the World: The Fundamentals of Geospatial Science and Spatial Reasoning Course Description: Introduction to the fundamental concepts of Geographic Information Science and Technology (GIS&T) including Geographic Information Systems (GIS), Global Positioning Systems (GPS), cartography, remote sensing, and spatial analysis. Exploration of how geospatial technologies are used in addressing human and environmental issues. Student Learning Outcomes (SLO's):

1. The student will describe the fundamental concepts and applications of Geographic Information Science and Technology (GIS&T), including the problems and challenges of representing change over space and time.

2. The student will demonstrate the use of web mapping tools to study and develop possible solutions to real world problems.

3. The student will describe and explain the historical development of GIS&T and how GIS&T helps to solve problems of a spatial context.

4. The student will demonstrate basic proficiency in map reading, interpretation, and design principles, including map projections and the geographic grid.

5. The student will describe the fundamental concepts and applications of remote sensing and Global Positioning Systems.

6. The student will describe and demonstrate how to access different sources of data, describe the process of creating data, and discuss the fundamental concepts of data quality.

7. The student will identify, explain, and interpret spatial patterns and relationships. Certificate Courses GST 101 - Introduction to Geospatial Technology Course Description: Introduction to the fundamentals of Geospatial Technology, including Geographic Information Systems (GIS), Global Positioning Systems (GPS), cartography, remote sensing, and spatial analysis through a series of hands-on computer-based exercises. Participants will learn how to utilize geospatial technology to address social and environmental issues. This course is designed to be used as a stand-alone course to complement other disciplines or as an entry level course into a geospatial program. Course content is based upon the United States Department of Labor’s Geospatial Technology Competency Model for entry level geospatial occupations including Geospatial or GIS Technicians and Technologists. Student Learning Outcomes (SLOs):

1. The student will describe the fundamental concepts of Geographic Information Science and Technology. 2. The student will demonstrate proficiency in the basic functions of geospatial software and hardware. 3. The student will demonstrate awareness of fundamental remote sensing and spatial analysis techniques. 4. The student will demonstrate basic proficiency in map creation and design principles, including thematic

map display, employment of map projections and cartographic design. 5. The student will demonstrate proficiency in the creation and acquisition of spatial data including the use of

the Global Position System. 6. The student will demonstrate how to access different sources of data, demonstrate the process of creating

data, and discuss the fundamental concepts of data quality.


GST 102 - Spatial Analysis Course Description: This course introduces students to problem-solving and decision making using geospatial analysis techniques, applicable to a range of disciplines. Student Learning Outcomes (SLOs):

1. The student will be able to prepare data for use in analysis. 2. The student will be able to determine an appropriate approach to solving a problem or answering a question

using geospatial tools and methods. 3. The student will be able to run geoprocessing tools individually and implement a model to run several tools

in sequence. 4. The student will be able to organize the data sets resulting from analysis. 5. The student will be able to present the results of a geospatial analysis using appropriate terminology and

visualizations. GST 103 - Data Acquisition & Management Course Description: This course addresses the interpretation and understanding of a variety of data formats available in GIS. It introduces the fundamental concepts of primary GIS data creation and discusses quantitative techniques for collection, classification, and management of geographical data. Student Learning Outcomes (SLOs):

1. The student will describe the collection of field data, digital conversion of existing hardcopy maps, and the construction of spatial data from known locations.

2. The student will demonstrate basic proficiency to collect, record, and utilize spatial data and databases. 3. The student will demonstrate an ability to collect, create, and process spatial data within a variety of

environments. 4. The student will describe and explain the similarities and differences between data models as well as how

data is treated differently within each format, to include the conversion of data between different formats. 5. The student will describe the concepts and applications of remote sensing, GPS, and affiliated data capture

technologies. 6. The student will demonstrate an understanding of the fundamentals of GIS data storage and

interoperability. GST 104 - Cartographic Design Course Description: This course introduces fundamental cartographic concepts. Successful students will be able to employ design principles to create and edit effective visual representations of data (e.g. maps, graphs and diagrams) in different formats (e.g. hardcopy, digital, web). Specific topics include the ethical and appropriate application of map scale, map projections, generalization and symbolization. Course content is based upon the United States Department of Labor’s Geospatial Technology Competency Model for entry level geospatial occupations including Geospatial or GIS Technicians and Technologists. Student Learning Outcomes (SLOs):

1. Categorize and describe different types of maps (thematic, reference…) and be able to give examples of how they are used.

2. Describe the components of a map (map elements). 3. Employ an appropriate geographic referencing system (datum, projection, coordinate system) for a given

purpose.


4. Select and apply ethical and appropriate data model, map scale, map elements, symbolization and color to produce maps that effectively communicate quantitative and qualitative geographic data.

5. Design professional quality maps, including map elements such as text, graphs, charts and diagrams, employing cartographic principles.

6. Produce maps and related products in a variety of formats (hardcopy, digital and web). 7. Critique maps for appropriate use of cartographic design principles.

GST 105 - Introduction to Remote Sensing Course Description: This course is an introduction to remote sensing of the Earth. Topics include the physical principles on which remote sensing is based, history and future trends, sensors and their characteristics, image data sources, and image classification, interpretation and analysis techniques. Student Learning Outcomes (SLOs):

1. Describe basic physics concepts on which remote sensing is based (i.e. Electromagnetic Spectrum, etc.) 2. Describe the fundamentals of Photogrammetry 3. Select appropriate data set for remote sensing application based on spectral, temporal, radiometric and

spatial resolution. 4. Describe characteristics of passive and active remote sensing systems (such as multispectral, LiDAR and

Radar). 5. Perform basic remote sensing workflows to solve problems (such as acquiring data, feature extraction,

change detection, pre- and post-processing, create composite images and image classification). 6. Describe future trends in remote sensing. 7. Apply basic concepts, methods and uses of accuracy assessment and ground truthing to the results of

remote sensing workflows. 8. Interpret, analyze and summarize results of a remote sensing workflow.

GST 106 - Introduction to Geospatial Programming Course Description: The course provides an understanding of how to customize GIS software applications by way of modified toolbars, menus, and buttons. Topics include the theory and implementation of the various scripting languages currently in use. Upon completion, students will be able to solve geospatial problems and streamline GIS workflows through the creation and modification of scripts. Student Learning Outcomes (SLOs):

1. produce solutions to automate geoprocessing functions using a variety of programming methods, structures, and data sources

2. Use a scripting language to modify and create geoprocessing scripts 3. construct, compile, and troubleshoot computer code according to best practices 4. solve geospatial problems and streamline GIS workflows through the design and development of custom

GIS applications 5. Modify user interfaces to increase productivity

GST 107 - Geospatial Web Applications and Development Course Description: The course involves the design, creation, configuration, optimization of geospatial servers and applications to deliver content across the Internet. The student will construct application to be developed as services with a variety of user interfaces. Student Learning Outcomes (SLOs):


1. Build a basic Web-based geospatial application 2. Perform basic customization of a Web-based geospatial application 3. Create and\or modify a basic interactive Web-based geospatial user interface 4. Publish geospatial resources to a web service 5. Design, configure, optimize, and maintain Internet mapping and application servers 6. Explain the use of SDKs in the development of mobile mapping applications

GST 108 - Capstone in Geospatial Technology Course Description: The capstone is a learning experience resulting in a consolidation of a student's educational experience and certifies mastery of entry level workplace geospatial competencies. The capstone experience should occur during the last semester of the student's educational program. Methods of providing a capstone experience include:

• A final learning experience that allows a student to apply broad knowledge of the discipline. • A comprehensive examination prepared by the faculty of the geospatial education program and

administered at the conclusion of the program. • A course involving simulation of the workplace, case studies, portfolios, and employment scenarios. • A summative project involving the integration of various teams of students performing activities to

simulate the situations which may occur in the workplace. Students will learn how to compile, analyze, and present geospatial data while emphasizing the value of visual communication.

Student Learning Outcomes (SLOs):

1. Apply critical-thinking skills to solve problems by generating, evaluating, and implementing geospatial solutions.

2. Demonstrates knowledge of professional code of ethics, such as the GISCI GISP or ASPRS. 3. Demonstrate knowledge of standard professional practices and organizations (URISA, ASPRS, GITA,

USGIF, resumes). 4. Develop, manage, complete, and evaluate a comprehensive geospatial project. 5. Demonstrate ability to work collaboratively in a team setting. 6. Present data and project results in a meaningful format (i.e., digital, written, verbal, graphical).

GST 109 - Internship in Geospatial Technology Course Description: A structured experience in a supervised setting that is related to the student’s major and career interests. Practical experience is under the guidance of faculty and the internship supervisor. Students will work under the direction of a qualified professional with a focus on geospatial technology. The internship provides students with an overview of procedural, professional, and ethical issues faced by a geospatial technician on the job. Students will prepare a summary presentation. Student Learning Outcomes (SLOs):

1. Apply critical-thinking skills to solve problems by generating, evaluating, and implementing geospatial solutions.

2. Demonstrate geospatial skills associated with professional, competent, and ethical behaviors associated sound project management.

3. Demonstrate soft skills that are needed in the geospatial technology workplace. 4. Write an effective resume and demonstrate successful job interview skills. 5. Evaluate and assess how organizational structure and culture impacts relationships, production, and

communication among team members. 6. Evaluate professional interest through reflection on the internship experience through knowledge and

awareness of range of various geospatial occupations.

Twelve Competency Clusters & Definitions

1) Cross Cutting (CC) - includes Earth geometry, Scale, coordinate systems, projections, topology

and “measurement” (including math, stats, trig, geometry, etc.).

2) Conceptual Foundations (CF)–– including the history, future trends, applications and uses of

GST, and geospatial concepts from geography (other than those scientific principles listed under

Cross Cutting)

3) Cartography and Visualization (CV) - includes generating, evaluating and presenting products in

different formats

4) Generate Data (GD) - includes acquiring and creating data including field data collection (GPS) 5) Manage Data (MD) - includes metadata, database design, schema development, database

development and maintenance

6) Programming and Application Design (PA) - includes modifying or create scripts, automating

processes, customizing applications or creating new applications

7) Project Management (PM) - includes all skills and competencies associated with planning,

implementation and oversight of GST projects including defining hardware and software

requirements, legal and business issues related to project management

8) Professionalism (PR) - including ethics, participation in professional organizations, training and

certification

9) Remote Sensing and Imagery (RS) – includes scientific concepts important for RS, data

acquisition and generation of RS generated data, as well as management of imagery data

10) Spatial Analysis and Modeling (SM) - includes basic to advanced analysis and optimizing

analysis through creation or modification of analysis models

11) Surveying (SU) - Includes field data collection using survey grade instruments and creating legal

property boundary descriptions

12) Server and the Web (SW) - includes setting up and developing a web application and Server,

creating/maintaining web to display products and Cloud computing.

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Appendix B Geospatial Technology Program Facility Recommendations

Please Note: This appendix includes suggestions that were current at the time this document was complied, but in an era of rapidly advancing technology, current specifications may have changed or are no longer be valid. Please be sure to check the most current specifications for software and hardware before making any purchasing decisions. As geospatial technology (geographic information systems (GIS), Global Positioning System (GPS), remote sensing, mobile and location based and other emerging technologies (GST) use on campus has expanded from small research projects using high-end workstations to use across the campus for teaching, research and administration, the hardware, software and other resource needs and specifications have also changed. Please keep in mind how you will initially be using GST and how it can be used in the long term on your campus. Many of the items mentioned here are not necessary for a new, small program. Additional items may be useful for more established or advanced programs, programs that will include field data collection or for large, across campus (Enterprise) use by administration. Items listed below are coded to identify what level or type of program may need that item and are:

A = all programs will most likely need this; B = more advanced programs (more than one lab or advanced applications); C = required for programs collecting field data; and E = Enterprise or across campus use of GST.

Use and Access to Computer hardware This is an area that changes rapidly. Vendors of software can provide specifications for hardware, but general state the specifications as minimums. Be aware that minimum computer specifications are just that, and it is better to use highest specifications you can afford so that the computer will be current for the longest period of time. If you are going to use existing facilities, many vendors have tools to check if the computer is able to run the software. Another option is to install and test the software to see what issues you may face using an existing computer facility. Also, because most computer specifications are valid for no more than 4 years, you should build into your plan a method for maintaining and upgrading hardware and software on a regular basis. Computers can be desktop or laptop depending on the requirements of the program. Many new options include touch screens and tablets. Please note that some faculty report that laptops have inherent problems when used in a laboratory setting where they will be employed using battery power. This includes small screen size and battery life and replacement costs. While these specifications are for PCs, new MACs with the ability (and software) to operate in the Windows environment may function well enough for many GIS uses (note: check any configuration out thoroughly before making a decisions to purchase any hardware). Also be aware of the policies, requirements and support options from the IT Department. Bring the IT Department into the discussion early and understand what they will require and what their policies are that can affect all aspects of computer use and access on campus as well as what type of support they provide to keep computers working and software up to date. Some campuses are now eliminating computer labs and require students to have their own laptop. Distance education programs also must rely on whatever computer the student may have access too.


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Courses offered in these situations may be affected by the varying levels of hardware and expertise of the students. Faculty may be called on to help provide technical support for loading software. One new option, use of Cloud Computing for remote desktop access and applications, is being used by several colleges and is being pilot tested by the GeoTech Center partners or is offered from some GST vendors. This may provide an alternative to on campus labs and allow students to access software applications via a browser. See the resources on the GeoTech Center web site at http://www.geotechcenter.org/Resources/Publications/Remote-Desktop-Access for additional resources in setting up and using remote desktop and applications. Also note that for advanced GST programs, most of the other items listed in this document may still be required so that these advanced programs may have to have access to some on-campus computer lab facilities. Computer Related Hardware These specifications can be used for computers in a Lab or in a faculty, staff or administrative office: These are general specifications that change rapidly so be sure to check the specifications suggested by the vendors of the software you plan to use. These specifications should be available online, if not ask for specific written specifications. The suggestions include:

• Processor speed—The faster the better—"latest" speeds are best. (A) • Hard drive—500 GB or larger (most come standard with larger hard drives); if networked for

data storage, a smaller hard drives may be okay. (A) • DVD/CD–ROM drive—read/write is best (A) • USB ports (Fire Wire) (A) • RAM—8 GB RAM minimum— more is better (A and B) • Internet access (ISDN, T1 or better)—speed of downloads. (A) • 19- or 21-inch monitor Flat Screen is better. (A) Some labs have two monitors per work area.

Depending on the program, two monitors may be a necessity for advanced applications (B) • Graphics card—minimum 2 GB graphics RAM or higher is better. (A) 24 bit capable graphics

accelerator, OpenGL (latest) version and Shader Model 3.0 or higher is recommended (B) – check software vendor specifications

• Laptops should have two batteries and charging station with anti-theft devise (see note above) • Handheld devices – tablet or other types for field data collection (possible A, necessary C) • Tablets (rugged) if used for Field Data collection (C – more advanced and field oriented

disciplines). Software The software used in the lab should reflect the software used by your local community. The specific soft and version should be one topic addressed by your Advisory Committee. Important: Obtain computer hardware specifications from each software vendor before finalizing any software or computer hardware purchases. Minimum for an introductory module in a course

• Easy to access (browser based) applications with limited need for installation of software should be used. Some possibilities include: o Google Earth (A) o ArcGIS Online (A) o Other web or browser based applications (A)

• Many smart phones allow students to collection location attributes and take photos and videos. Free applications are also available to display data. While most students may have access to these types of

http://www.geotechcenter.org/Resources/Publications/Remote-Desktop-Access�


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phones, not all students may have them and arrangements should be made to accommodate these students.

GST Software for a full course or program Students should be exposed to browser based, desktop and server software. As to the specific software, check with your Advisory Committee and local user community to identify what specific software (Vendor or OpenSouce) should be included in your program. Also, think about providing options to students to learn more than one type of software to increase their career opportunities and to broaden their own competencies. Some suggestions include the applications for modules listed above and desktop and server software listed below, but be sure that this meets your local needs and adjust or update your software choices. • GST Web-based, desktop and server software:

o Esri Desktop and Server Software: Awareness courses: ArcGIS Online Introductory programs (A): ArcGIS desktop®, Spatial Analyst, 3D Analyst (Requires

higher end video card for best performance) and Network Analyst and Intermediate programs including those items listed in Introductory): ArcGIS

additional extensions such as Geostatistical Analyst (B) Advanced programs (including those for Intermediate level) plus ArcGIS Server (E)

o Other Vendor software includes: Google, IDRISI, Intergraph (GIS and Remote Sensing ERDAS) and MapInfo (A)

o OpenSource Software: Quantum GIS, GRASS, MapServer, MultiSpec and many others(A, B).

o EXELIS ENVI for remote sensing software (B) • GPS software and utilities – vendor or OpenSource • Computer Aided Drafting (CAD) software if this competency area is included in your program (B and

E) • Software for Internet browser (A) • Database software: MS Access, PostgreSQL, My SQL, Oracle, DB2 (IBM) (B & E) • WinZip, 7zip, or other zipping/compression/archiving software (A) • Operating system—Appropriate to the GIS and Remote Sensing software (check latest specifications

as not all OS can be used with all software) (A) • If using a MAC be sure that software and other MAC OS options are compatible with GIS software • Microsoft® Office Latest Version – Excel, Word, PowerPoint, or other vendor software that provides

the needed database and presentations capabilities (A). MS Access (check specifications for versions needed for working with GIS software) (B)

• Database software: MS Access, PostgreSQL, My SQL, Oracle, DB2 (IBM) (B & E) • Anti-virus software (A) • DeepFreeze or other software for returning labs back to original configuration (A) • Ghosting software for imaging and installing software (possibly A and definitely B) • Multimedia software – to play media or capture media for instructional use or student presentations

(A) • Photo editing programs such as PhotoShop, PaintShop Pro, etc. (possibly A and definitely B) • Python and other programming language software (possibly A, but B intermediate and advanced

programs must have access to these types of software).


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• Software used for Course Management. This software may already be available on campus and may be specified by policy. This is particularly important if the program is to be online or hybrid. Many options are available including: Blackboard and Moodle and others. (A or B if online)

• If the program is online, other software options allowing student to access software and data should be investigated. Some programs use Citrix or VM Ware for remote desktop access.

Data Basic data may come with the GIS software and can be on a loaded on a server to be used in classrooms (please check use restrictions). Data on a server should be “read only” so that users download the data to their computer before modifying the data. It is suggested that a Web Page (login required) be set up to control access to data. Also note that college administrative databases must have additional security and access restrictions (E) and should have well defined process to allow user access and to update, maintain and backup all data. Data portals can be accessed on the Internet and students should know how to access and assess data quality from multiple sources.

• Local, state (such as TNRIS, PASDA) GIS Data Clearinghouses, and federal government agencies (USGS, EPA, NOAA, NASA, etc.) (A)

• Commercial data vendors (B & E) • Additional sources available from GIS vendors (A)

Materials – many of these items are “lab room specific” but can apply across campus

• Chairs—chairs get hard (and sometimes long) use in a computer lab, so think sturdy, comfortable with wheels (A)

• Desks—large surface for maps and other needed materials (A) (4 linear ft per person recommended). Desks may be made up of tables that lock together and are on wheels if you want to be able to reconfigure lab layout for different types of use (B).

• Additional Tables for students to work together (possible A, must for B) • Instructor Desks—large surface for materials (8 linear ft recommended) • Secure cabinet for hardware including laptops, tablets or handhelds devices that includes ways to

securely plug-in devices to recharge them (A) • Material supplies—paper, cartridges for printers, plotter paper (A) • Cabinets with locking system —for supplies and security for equipment (cameras, GPS units,

etc.)(A&B) • White board—for lectures and notes (A) • Smart board—very helpful, but not mandatory (A & B, but optional) • Lighting with different settings (dimmers, separate lighting configurations) (A)

Peripherals

• Network for using server for data or license access (possibly A, definitely B and E) • Routers and wireless access (possibly A, B or E). • Server(s) – for data, saving student projects or to use with ArcGIS Server (see online

specifications) (possibly A, definitely B and E) • Overhead (high resolution) projector that can be swiveled in various directions (A) • Projection Screen(s) for viewing projector (try NOT to use whiteboard because of glare) (A) • One color laser printer per eight computers – these should be fast, easy to use (A) • One black-and-white printer per five computers – or first drafts (A)


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• Large format printers —needed only after program is going, but a must have for student portfolios, conference poster sessions and administrative use ((possibly A, definitely B and E)

• Scanner—flatbed 8 l/2" x 11" okay for initial program with scanner software but large format scanner, once an essential item, may only be needed for advanced programs using hardcopy maps for data collection (optional for A, may be needed for B and E)

Miscellaneous

• Digital camera(s) —great for fieldwork and student projects (optional A or B must have for C) • GPS equipment and software. Start with simple hand held GPS units with ability to up/download

data (at least one per 4 students) and progress to having access to high-end GPS units with advanced programs using total stations which are a must have for surveying programs. Remember to include compatible software and base maps (C)

• Extension power cords and cables (A) • Surge protectors (A) • Earphones/headphones (or request students purchase these) • Adequate power for all the system's needs (A) • Security system for lab facility and hardware (A)

Some suggestions for Students

• Hardware to transport projects from home to campus – 8 GB minimum (A) this should be 100 GB (B) minimum. If projects include large remote sensed images or other data sets, a 500 GB to 1TB external hard drive, or travel drive, would be more appropriate (possibly A, definitely B and E). Some campuses restrict student use of these devices. For GIS labs, this restriction should be reviewed and eliminated for advanced programs.

• MS Sink Toy software to aid in syncing work – desirable, but not mandatory • Security methods and Login for students to access data, download data from Internet, and save

their work locally across the network (A) • Adequate storage space and methods to securely access that space on the campus or GST Lab or

from home computers for student’s to store projects and data (A, B). On Campus Lab Set Up and Configuration First determine the use of the lab – will it be strictly a teaching lab, research facility or both. Also some institutions are eliminating dedicated Lab facilities altogether and may only have open lab facilities located in a common space such as a Library. If a dedicated lab is created, determine if it is a teaching lab or if there will be presentations that students must watch and work along with on their computers, then the most appropriate configuration is usually all computers facing one direction with LCD project and screen high enough to be seen over computer monitors. Most “teaching stations” are built at the front of the room, but in a teaching facility, I prefer to have it at the back of the room so that I can observe student monitors and see who needs help or is not participating. Optimum configuration for a lab should provide enough distance between rows so that an instructor can walk behind a chair and not disturb cords or other students. Lighting should have multiple configurations – low while watching demos, higher for working with printed materials and methods to adjust to different levels needed in different areas of the room (front, back, along sides). Labs with windows should have some type of method to block out light when needed. Monitors should provide sufficient surface area. Optimum is to have flat screen monitors (two if possible) that can be “lowered” (at least to some degree) when not in use. Access to CD/DVD drives, USB and other computer ports should not be restricted or difficult to use. Newer monitors usually include USB access. Easy access to computer connections are


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essential if students must transport work from home to campus on external drives. Desktop space is also necessary – especially so for research labs. For rooms that are never used for teaching, computers can be arranged so that each user has access to a central table with monitors facing outward. The danger here is that it may be necessary to use this room for teaching and it can be difficult for all students if all seats do not face a common direction. Air conditioning is necessary for comfort with so many computers in a confined space. Controls for air conditioning should be accessible. Placement of vents and noisy fans and compressors can be a problem. If noise is an issue, the instructor may need a microphone as an option for good communication. A system to control student computers and monitors with the ability to show videos or turn off monitors is a plus. If this is not possible, have students turn off monitors during lecture/discussion/demo segments so that they are not tempted to continue working or surf the web. Online programs Online GST programs or hybrid programs are now more common at community college. Also, if there is no computer lab on campus, other methods must be provided to provide student access to software and data and to store data and projects in order to share work with faculty. Additional course management system software and remote desktop access options need to be included in planning. Other things to consider:

1) Procedures need to be defined and followed for data access, backups and archiving. This is extremely important (essential) if the campus is using GIS for administrative purposes.

2) To help control costs of printing, a software (e.g., PCounter) can be used to count and control the number of pages that a student can print.

3) Plotter Paper and Ink – these are expensive. Student projects and portfolio creation are important parts of a program, but costs for printing should be understood and appropriately controlled and if possible, lab fees instituted. If the lab is not large enough to have its own plotter, it may be possible to contract with another department on campus or a private printing company to print oversized posters and projects.

4) If a lab is an “open” student lab, some method of security and configuration control needs to be in place. DeepFreeze or other software that returns the system to a predefined configuration is desirable for open lab environments, but can be a problem in dedicated labs. For research labs, this may inhibit use of all functionality by the user, so should not be installed or methods should be developed to allow disabling the software when necessary.

5) Students need adequate drive space to store work. It is suggested that there be a dedicated student work server(s) for student projects with adequate security and backup/archiving in place. Students should also have some method to make their own copies of data and projects – pen, thumb, iPOD or external hard drive are options.

6) Some campuses provide online courses and use various commercial or open source options for student access and lecture/lab work (Blackboard, WebCT, Moodle, Sakai, CITRIX). Be sure there is adequate IT and server space for these options and that faculty and students are adequately trained to use them.

7) NetOp School and Smart Technologies” also allow instructors to view individual computers and some provide chat capabilities. This can be an option for a teaching lab.

8) An “orientation” session at the beginning of a course should provide students with the process, protocols and limitations of accessing and using the data and saving their projects.

9) A coat rack will reduce coats draping on chairs that get caught in chair wheels and can be tripped over when assisting students.

10) Table near entrance door for students to put coffee cups or other food items not allowed on desks in a computer lab.


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Tech Support – IT Department Adequate and timely tech support is essential for all GST programs – whether one lab or across the campus. It is best if the IT person is at least familiar with the fundamental concepts and use of GIS and other software. A good working relationship between IT and faculty will make everyone’s life and job easier. Often software media and user and install guides are separated or locked away. This makes it difficult to install or update software or trouble shoot problems. If at all possible, the user guides and installation guides should remain (secured) in the lab and accessible to IT and faculty. All faculty and IT personnel should also sign up for the vendor listserv options such as available from Esri so that they will know when software upgrades have been shipped, service packs are available or other issues important to educational programs are announced. Faculty should join with IT members to form a GST operations team. Improvements to the teaching environment will come from instructor/student classroom experience and should be communicated to all team members. Without adequate IT support, the faculty may spend excessive time maintaining the lab. Without a good working relationship between the GST program faculty and students and the IT staff, the program may flounder because students and faculty become frustrated with technical issues that they cannot work around and IT is overwhelmed by having to spend too much time maintaining a GST lab.

Developing and Sustaining Geospatial Programs in Community...

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