Incorporating New Technologies and Incorporating New Technologies and Methods Into a Methods Into a

Curriculum for SurveyingCurriculum for SurveyingAnn JohnsonAnn Johnson

ESRIESRI

Higher Education Solutions Manager Higher Education Solutions Manager

OverviewOverview

• Maps, surveying and education reformMaps, surveying and education reform

– Past, present and future perspectivesPast, present and future perspectives

• Examples of Initiatives relating to: Examples of Initiatives relating to:

– Curriculum Design and Program developmentCurriculum Design and Program development

– Workforce needsWorkforce needs

• Designing curriculum to meet different needsDesigning curriculum to meet different needs

My View PointMy View Point

• As a field-based scientist – a geologistAs a field-based scientist – a geologist• As an academic teaching a “traditional” Earth Science As an academic teaching a “traditional” Earth Science

programprogram• As an educator wanting to introduce new technologies As an educator wanting to introduce new technologies

and teaching methods into my coursesand teaching methods into my courses– Developing A GIS Certificate ProgamDeveloping A GIS Certificate Progam

• As a participant in many curriculum design projectsAs a participant in many curriculum design projects• As a member of the geospatial industry with increase As a member of the geospatial industry with increase

needs for an educated and trained workforceneeds for an educated and trained workforce

Maps, Surveying, and EducationMaps, Surveying, and Education

• An accelerating pace of An accelerating pace of new tools, techniques, and new tools, techniques, and workflows workflows – From a stick in the sand, a From a stick in the sand, a

cave wall, to inventions and cave wall, to inventions and innovations in the profession innovations in the profession and in educationand in education

Map Makers Wife, Map Makers Wife,

http://www.fig.nethttp://www.fig.net

Need workforce to Think Spatially

• USA National Research Council report: – Learning to Think Spatially: GIS

as a Support System in the K-12 Curriculum

– Essential to every person and to the workforce

– Needs to be taught across subjects

– Problem solving integrator/facilitator

– GIS can be significant

www.nap.edu/catalog/11019.htmlwww.nap.edu/catalog/11019.html

Learn by “doing” to Institutions with Focused Learn by “doing” to Institutions with Focused DegreesDegrees

• Life skills - Outcomes Based - SurvivalLife skills - Outcomes Based - Survival– Watch the elders, copy their actions, practice/repetitionWatch the elders, copy their actions, practice/repetition

• Apprentice to a Master – Outcomes Based – living Apprentice to a Master – Outcomes Based – living standardstandard– Watch, copy, practice with specific guidance for specialized Watch, copy, practice with specific guidance for specialized

competencies for a task/occupationcompetencies for a task/occupation

• Formal EducationFormal Education– ““Schooling” – very oldSchooling” – very old– University University

• Religious to Discipline focused degreeReligious to Discipline focused degree

• Separation of “competencies” into discrete Separation of “competencies” into discrete

entities – programs or coursesentities – programs or coursesUniveristy of Bologna, Italy: Univeristy of Bologna, Italy:

http://en.wikipedia.org/wiki/Education#Edhttp://en.wikipedia.org/wiki/Education#Education_historyucation_history

FIG - Surveyor - FIG - Surveyor - A Definition A Definition

• A surveyor is a professional person with the A surveyor is a professional person with the academic academic qualifications and technical expertisequalifications and technical expertise to conduct one, or to conduct one, or more, of the following activities;more, of the following activities;– to determine, measure and represent land, three-dimensional to determine, measure and represent land, three-dimensional

objects, point-fields and trajectories; objects, point-fields and trajectories; – to assemble and interpret land and geographically related to assemble and interpret land and geographically related

information, information, – to use that information for the planning and efficient administration to use that information for the planning and efficient administration

of the land, the sea and any structures thereon; and, of the land, the sea and any structures thereon; and, – to conduct research into the above practices and to develop them. to conduct research into the above practices and to develop them.

((http://www.fig.net)http://www.fig.net)

Surveyor Technician – An example Surveyor Technician – An example (www.geojobs.com)(www.geojobs.com) • Primary Responsibilities Primary Responsibilities

– Set up and operate ground-based GPS receivers during airborne acquisition Set up and operate ground-based GPS receivers during airborne acquisition – Locate appropriate ground control site Locate appropriate ground control site – Post processing static GPS data Post processing static GPS data – Reporting and archiving survey results Reporting and archiving survey results – Support the constant logistic effort by shipping and tracking survey equipment Support the constant logistic effort by shipping and tracking survey equipment – Safe transport of GeoDigital’s equipment to our survey locations Safe transport of GeoDigital’s equipment to our survey locations – This position may include other field duties This position may include other field duties – This work often involves long, strenuous hours necessary to complete the assigned This work often involves long, strenuous hours necessary to complete the assigned

tasks. tasks. • Job RequirementsJob Requirements

– Experience in setting up and operating GPS receivers Experience in setting up and operating GPS receivers – Strong knowledge and practical experience with survey processes Strong knowledge and practical experience with survey processes – Land survey experience is preferred Land survey experience is preferred – Knowledge of industry standard GPS processing software Knowledge of industry standard GPS processing software – Knowledge of Windows and MS Office Knowledge of Windows and MS Office – Excellent problem-solving and practical skills Excellent problem-solving and practical skills – Clean driving record and ability to rent vehicles in the US Clean driving record and ability to rent vehicles in the US – Able to work independently without direct supervision Able to work independently without direct supervision – Exposure to mapping, navigation, GPS processing, data analysis or the ability to learn Exposure to mapping, navigation, GPS processing, data analysis or the ability to learn

quickly in these areas would be an asset quickly in these areas would be an asset – Ability to travel to remote areas Ability to travel to remote areas – Successful candidates will the have the opportunity to train in a variety of skill set areas.Successful candidates will the have the opportunity to train in a variety of skill set areas.

Dep

th o

f E

xper

tise

Number of Practitioners

Competencies

“Virtual User of survey data”

Technician

Engineer

Scientist

Man

ager

?

Geospatial User

Specialist

What is competence?What is competence?

“the characteristics that lead to success on a job or a task”

Tubbs, S. L. & Schulz, E. (2006). Leadership competencies: Can they be learned? Professional Education Center, Eastern Michigan University College of Business.

Knowledge is the understanding needed for a particular subject or process

Skills include both the technical and non-technical requirements to accomplish a task

Abilities are behaviors needed to bring both knowledge and skills to bear on the job

Gaudet, C., Annulis, H., & Carr, J. (2003). Building the geospatial workforce. URISA Journal 15(1): 21-30. (as presented by David DiBiase)

Academic programs - Rapid Advances in Academic programs - Rapid Advances in Technology and new policies (Bologna Technology and new policies (Bologna Declaration)Declaration)

• How does it affect educational programs?How does it affect educational programs?– Pedagogy, curriculum, degree programs and institutional Pedagogy, curriculum, degree programs and institutional

structuresstructures

• How does it affect current educators?How does it affect current educators?– Updating and realignment of materialsUpdating and realignment of materials

• How do we meet the needs of a diverse student (all How do we meet the needs of a diverse student (all types) population?types) population?– Traditional, across disciplines, educators, distance (online)Traditional, across disciplines, educators, distance (online)– Lifelong learning and workforceLifelong learning and workforce

• Who are these populations Who are these populations – defining needs and providing options to meet those needsdefining needs and providing options to meet those needs

Bologna Declaration (Erasmus and Socrates)Bologna Declaration (Erasmus and Socrates)• European Credit Transfer and European Credit Transfer and

Accumulation System (Accumulation System (ECTSECTS))

• Aligning workload and credits to Aligning workload and credits to learning outcomes and learning outcomes and competenciescompetencies– 60 Credits for full academic year60 Credits for full academic year– ECTS Grading on a statistical ECTS Grading on a statistical

basis – does NOT replace basis – does NOT replace institution gradeinstitution grade

– Learning Outcomes - Learning Outcomes - competency based systemcompetency based system

– 180 Credits for 3 year program for 180 Credits for 3 year program for “first cycle degree” (Bachelor’s “first cycle degree” (Bachelor’s Degree)Degree)

• In USA – new Policy to limit 4 In USA – new Policy to limit 4 year degrees to 120 units – what year degrees to 120 units – what gets “cut out”gets “cut out”

http://www.newdur.ac.uk/international/pages/ects_grading_scale.htmhttp://www.newdur.ac.uk/international/pages/ects_grading_scale.htm

http://gama.fsv.cvut.cz/http://gama.fsv.cvut.cz/

Surveyors – academic qualification and Surveyors – academic qualification and expertise (FIG)expertise (FIG)

• Academic Disciplines:Academic Disciplines:– mathematics, astronomy, geography, physics, mechanics, metrology, mathematics, astronomy, geography, physics, mechanics, metrology,

statistics, geophysics and other scientific disciplines. statistics, geophysics and other scientific disciplines.

• Technology and Tools: Technology and Tools: – verniers, micrometers and circles; standard units of measurement; verniers, micrometers and circles; standard units of measurement;

temperature devices and scales; tables for trigonometric and temperature devices and scales; tables for trigonometric and logarithms; angle and distance measuring devices; calculating devices; logarithms; angle and distance measuring devices; calculating devices; barometric devices and use of their readings; the determination of barometric devices and use of their readings; the determination of gravity values; tools to determine and depiction of elevation. gravity values; tools to determine and depiction of elevation.

• Now and future:Now and future:– Computer science, database creation and management, GIS, Remote Computer science, database creation and management, GIS, Remote

Sensing and GPS, satellite systems and ground based sensors and Sensing and GPS, satellite systems and ground based sensors and sensor webs, and . . . . . . .sensor webs, and . . . . . . .

Social FactorsSocial Factors

Roads/InfrastructureRoads/Infrastructure

WaterWater

Land Use/Land CoverLand Use/Land Cover

EnvironmentEnvironment

ImageryImagery• Positional accuracyPositional accuracy

• GIS, Remote Sensing GIS, Remote Sensing

• Spatial AnalysisSpatial Analysis

• VisualizationVisualization

Surveying Is essentialSurveying Is essential

Geospatial technologyGeospatial technology

Integration and sharing of all types of dataIntegration and sharing of all types of data

. . . Integrating Disciplines and Programs. . . Integrating Disciplines and Programs

Base MapsBase Maps

Location Accuracy - Geography is a “Key”Location Accuracy - Geography is a “Key”

SurveySurvey

ControlControl

Cadastre, Roads, OrthophotoCadastre, Roads, Orthophoto

A framework onto which other layers can be positioned A framework onto which other layers can be positioned accuratelyaccurately

OrthophotoOrthophoto TransportationTransportation

Subdiv 1Subdiv 1 Subdiv 2Subdiv 2

Survey 1Survey 1 Survey 2Survey 2

ParcelsParcels

Prj 1Prj 1 Prj 2Prj 2

Survey ASurvey A Survey BSurvey B

Etc. Etc.Etc. Etc.

Sensor NetworksSensor Networks - Autonomous and interactive need positional accuracy - Autonomous and interactive need positional accuracy More Data, More Often, More comprehensiveMore Data, More Often, More comprehensive

• TrafficTraffic

• WeatherWeather

• MonitorsMonitors

• SatellitesSatellites

• AircraftAircraft

• MobileMobile

• CensusCensus

• DemographicDemographic

• BusinessBusiness

• InfrastructureInfrastructure

• SurveyingSurveying

• DesignDesign

• StreamsStreams

• SeismicSeismic

• TsunamiTsunami

• CrimeCrime

• Disease Disease

SurveillanceSurveillance

• RFIDRFID

• Etc.Etc.

Creating Curriculum, Models and Creating Curriculum, Models and CompetenciesCompetencies

• Examples from GIS and Geospatial Examples from GIS and Geospatial –NCGIA GIS Core CurriculumNCGIA GIS Core Curriculum

• 3 course with notes3 course with notes–University of Southern Mississippi Geospatial University of Southern Mississippi Geospatial

Workforce ModelWorkforce Model–UCGIS Model Curriculum and Body of KnowledgeUCGIS Model Curriculum and Body of Knowledge–DACUMS at the workforce levelDACUMS at the workforce level

High Growth Industry - USA Department of Labor Grant

define the Geospatial Industry and its workforce needs (AAG and GITA)

Includes GIS, Remote Sensing, GPS, Surveying, Cartography and other fields

http://www.aag.org/giwis/phase-one/phase-one-report-v3-5-31-06.pdfhttp://www.aag.org/giwis/phase-one/phase-one-report-v3-5-31-06.pdf

University of Southern Mississippi Geospatial Workforce Competence Study – 4 Compentency Areas

http://www.urisa.org/files/Gaudetvol15no1.pdf Gaudet, C., Annulis, H., & Carr, J. (2003). Building the

geospatial workforce. URISA Journal 15(1): 21-30.

University Consortium for Geographic University Consortium for Geographic Information ScienceInformation Science

• UCGIS founded in 1994UCGIS founded in 1994• Now more then 70 member institutions and Now more then 70 member institutions and

affiliate members including AGILEaffiliate members including AGILE• Focused on GIScience Research and support Focused on GIScience Research and support

for programsfor programs• Challenges defined in 1997Challenges defined in 1997

–One Educational challenge lead to the proposal for One Educational challenge lead to the proposal for a Model Curriculum a Model Curriculum

““GI S&T” Model CurriculaGI S&T” Model Curricula

• Focus on undergraduate (4 year) educationFocus on undergraduate (4 year) education–Addressed Marble’s “Rebuilding the Top of the Pyramid” Addressed Marble’s “Rebuilding the Top of the Pyramid” –Attempt to recognize GI S&T within a broader academic Attempt to recognize GI S&T within a broader academic

context context

• Domain of Model Curricula - GI S&T Domain of Model Curricula - GI S&T –Geographic Information ScienceGeographic Information Science–Geospatial TechnologiesGeospatial Technologies–Applications of GI S&TApplications of GI S&T

• Strawman document completed in June 2003 Strawman document completed in June 2003 under Dr. Duane Marble by the UCGIS in under Dr. Duane Marble by the UCGIS in –Work stalled due to lack of fundingWork stalled due to lack of funding

Second Phase of UCGIS Model Curriculum Second Phase of UCGIS Model Curriculum ProjectProject

• Decision in 2004 to reinitiate effort under Decision in 2004 to reinitiate effort under leadership of David DiBiaseleadership of David DiBiase– Pennsylvania State UniversityPennsylvania State University–Chair of Education Committee of UCGISChair of Education Committee of UCGIS

• Formed a much smaller working group with a Formed a much smaller working group with a 3 year project proposal3 year project proposal

• Limited Funding so redefined as a One Year Limited Funding so redefined as a One Year effort toeffort to–Create a Body of Knowledge for GISCreate a Body of Knowledge for GIS

How is the BoK different?How is the BoK different?

• GIS education must be addressed at more than the GIS education must be addressed at more than the undergraduate level (4 year Bachelor Degree)undergraduate level (4 year Bachelor Degree)

• Cross-cutting themes reintegrated into KAsCross-cutting themes reintegrated into KAs

• Original Model Curriculum Sections (Paths, Mastery Original Model Curriculum Sections (Paths, Mastery levels, pedagogy, implementation) moved to a future levels, pedagogy, implementation) moved to a future timetime

• Body of Knowledge now divided in 10 KA’sBody of Knowledge now divided in 10 KA’s–Knowledge AreasKnowledge Areas

• UnitsUnits– TopicsTopics

» Learning Objectives (modified Boom’s Taxonomy)Learning Objectives (modified Boom’s Taxonomy)

Key ReadingsKey Readings

Scope of BoK expanded to include:Scope of BoK expanded to include:

Ten KA’s in the BoK – structured alphabeticallyTen KA’s in the BoK – structured alphabetically

• AM. Analytical Methods (formerly Data Analysis) • CF. Conceptual Foundations• CV. Cartography and visualization• DE. Design aspects• DM. Data modeling• DT. Data manipulation• GC. Geocomputation• GD. Geospatial data• GS. GIS and Society• OI. Organizational and institutional aspects

Subtype

A. Factual Basic elements Specific detailsTerminologyVocabulary

B. Conceptual CategoriesClassifications GeneralizationsInterrelationships among elementsModelsPrinciples StructuresTheories

C. Procedural How to do somethingCriteria for using skills, techniques and methodsMethod of inquirySkills and algorithmsTechniques and methods

D. Metacognitive

Awareness of cognitionSelf-knowledge Strategic knowledge for learning

Taxonomy of learning objectivesTaxonomy of learning objectives

Knowledge types

Taxonomy of learning objectivesCognitive processes

1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

arrange

define

duplicate

identify

label

list

memorize

name

order

recall

recognize

relate

repeat

reproduce

retrieve

state

abstract

categorize

clarify

classify

compare

conclude

Construct_mod

el

contrast

describe

detect_a_

correspondenc

e

discuss

draw_

a_conclusion

exemplify

explain

express

extrapolate

find_an_

example

generalize

identify

illustrate

indicate

infer

instantiate

interpret

locate

match

paraphrase

predict

recognize

report

represent

restate

review

select

summarize

translate

apply

carry out

choose

demonstrate

dramatize

employ

execute

illustrate

implement

interpret

operate

practice

schedule

sketch

solve

use

analyze

appraise

attribute

calculate

categorize

compare

contrast

criticize

deconstruct

differentiate

discriminate

distinguish

examine

experiment

focus

integrate

organize

outline

parse

question

select

structure

test

appraise

argue

assess

attach

check

choose

compare

coordinate

critique

detect

estimate

evaluate

judge

monitor

predict

rate

score

select

support

test

arrange

assemble

collect

compose

construct

create

design

devise

formulate

generate

hypothesize

invent

manage

organize

plan

planning

prepare

produce

propose

write

Core Units are shaded

KnowledgeArea (10)

Example Unit, Topics, and Objectives

Unit AM4 Basic analytical operations (core unit)This small set of analytical operations is so commonly applied to a broad range of problems that their inclusion in software products is often used to determine if that product is a “true” GIS. Concepts on which these operations are based are addressed in Unit CF3 Domains of geographic information and Unit CF5 Relationships.

Topic AM4-3 Neighborhoods

• Discuss the role of Voronoi polygons as the dual graph of the Delaunay triangulation

• Explain how Voronoi polygons can be used to define neighborhoods around a set of points

• Outline methods that can be used to establish non-overlapping neighborhoods of similarity in raster datasets

• Create proximity polygons (Thiessen/Voronoi polygons) in point datasets

• Write algorithms to calculate neighborhood statistics (minimum, maximum, focal flow) using a moving window in raster datasets

Topic AM4-4 Map algebra Describe how map algebra performs mathematical functions on raster grids

Describe a real modeling situation in which map algebra would be used (e.g., site selection, climate classification, least-cost path)

Explain the categories of map algebra operations (i.e., local, focal, zonal, and global functions)

Explain why georegistration is a precondition to map algebra

Perform a map algebra calculation using command line, form-based, and flow charting user interfaces

The GIS&T domainThe GIS&T domain

Different Paths through a BoK for Different Paths through a BoK for Different “outcomes” (degree focus or Different “outcomes” (degree focus or discipline area)discipline area)

Visualization of RelationshipVisualization of Relationship Brandon Plewe, Editor - BYU Brandon Plewe, Editor - BYU

Marco PainhoDirectorInstituto Superior de Estatística e Gestão de InformaçãoUniversidade Nova de Lisboapainho@isegi.unl.pt

Crosswalk ofBoK and MScIn Alignment With BolognaProcess

Giving ontological meaning using a Semantic Network and a Visual Data Interaction Tool

http://193.136.119.12:8080/examples/MESTRADO_spider_en/webapp/

EXPLORING GIS&T BoK USING THE GISCIENCE CURRICULA DEVELOPMENT MODEL

Marco PainhoDirectorInstituto Superior de Estatística e Gestão de InformaçãoUniversidade Nova de Lisboapainho@isegi.unl.pt

Bodies of Knowledge in other domains

Second Edition of Body of KnowledgeSecond Edition of Body of Knowledge

• First edition needs expansion First edition needs expansion • Some topics very lightly covered Some topics very lightly covered • Some topics missingSome topics missing

–Technology and applicationsTechnology and applications

• Needs Global Input for 2Needs Global Input for 2ndnd Edition Edition–Contact David DiBiase Contact David DiBiase

• Need “Pathways” for different Disciplines and Need “Pathways” for different Disciplines and ApplicationsApplications

Other InitiativesOther Initiatives

• USGIF (United State Geospatial Intelligence Foundation)USGIF (United State Geospatial Intelligence Foundation)– Need for more, better educated workforce GI AnalystsNeed for more, better educated workforce GI Analysts– Accreditation of programs and recognition of student progressAccreditation of programs and recognition of student progress– Just now onlineJust now online– http://www.usgif.orghttp://www.usgif.org

• Computer Drivers License for GISComputer Drivers License for GIS– GIS, Cartography, TechnologyGIS, Cartography, Technology– Pilot announced in ItalyPilot announced in Italy

Developing eveloping aa Curriculurriculum Process - DACUM Process - DACUM

• A commonly used process in USA for two year A commonly used process in USA for two year colleges to asses worker duties and tasks and colleges to asses worker duties and tasks and design a curriculumdesign a curriculum

• A group of workers (lead by a facilitator) spends one A group of workers (lead by a facilitator) spends one to two days listing “what they do – a duty” and to two days listing “what they do – a duty” and suggest what tasks must be done to perform that suggest what tasks must be done to perform that dutyduty

• Results are used to design a curriculumResults are used to design a curriculum– A Systematic Curriculum & Instruction Develop (SCID) A Systematic Curriculum & Instruction Develop (SCID)

process can be usedprocess can be used

• Focuses on a specific job titleFocuses on a specific job title• Texas has adopted the results to define State Texas has adopted the results to define State

Standards for GIS Technician Curriculum based on Standards for GIS Technician Curriculum based on “performance outcomes”“performance outcomes”

DACUM – Developing A Curriculum for a GIS DACUM – Developing A Curriculum for a GIS TechnicianTechnician

A-2: Job Analysis

A Learning OutcomeA Learning Outcome

Learning Unit Learning Unit with methodswith methods

Becomes a Becomes a Standard PracticeStandard Practice

Innovation Innovation

ResistanceResistance

Acceptance or Acceptance or Teacher turn overTeacher turn over

Not accepted or Not accepted or ““use new in old way”use new in old way”

Technology(disruptive)

Process Law/Policy

CompetencyCompetency

Awareness of Field

Build Skills

Early Career

Choices

College Choices

Stay in Major

Internship to Employment/

Graduate School Professional

Development Choices –

Lifelong learning

Rehire

K-12 University EMPLOYMENT

Average Age of Surveyors in USA is 57 – Building Programs for Lifelong Learning

Joseph S.TooleAssociate Administrator of Professional DevelopmentFederal Highway AdministrationJanuary 11, 2004

How to Teach - Methods and Structure How to Teach - Methods and Structure

• Traditional Academic ProgramsTraditional Academic Programs– Lecture – theory and conceptLecture – theory and concept– Lab – not necessarily directly tied to lecture Lab – not necessarily directly tied to lecture

• Vocational (workforce) ProgramsVocational (workforce) Programs– Software or Tools Specific or definedSoftware or Tools Specific or defined– May lack higher order knowledge or concept topics May lack higher order knowledge or concept topics – Focus on one use or application of the technologyFocus on one use or application of the technology

• Distance Learning (online) Distance Learning (online) – Synchronous or asynchronousSynchronous or asynchronous– More difficult for “field based” programsMore difficult for “field based” programs– Good for workforce related educational CreditsGood for workforce related educational Credits

• Combined Approach - Project Based – Active LeaningCombined Approach - Project Based – Active Leaning – Combined Lecture/LabCombined Lecture/Lab

• The three “R’s” - Real world, Relevant, Real TimeThe three “R’s” - Real world, Relevant, Real Time• Closely tying Projects in Learning Units to workforce practicesClosely tying Projects in Learning Units to workforce practices

– Learning Outcomes tied to specific skills and competenciesLearning Outcomes tied to specific skills and competencies– Case StudiesCase Studies

Marketing the Program and the CareerMarketing the Program and the Career

• Need to capture interest on young studentsNeed to capture interest on young students• Mentor or provide outreach to young studentsMentor or provide outreach to young students• Provide information on careers with income and benefitsProvide information on careers with income and benefits• Connect with IndustryConnect with Industry

– Curriculum designCurriculum design– InternshipsInternships– Capstone ProjectsCapstone Projects

• Connect with Professional OrganizationsConnect with Professional Organizations

Pressures on Curriculum Redesign and Pressures on Curriculum Redesign and DevelopmentDevelopment

• FundingFunding - tools, resources, faculty training - tools, resources, faculty training• TimeTime: educator : educator • PolicyPolicy – conformance to international guidelines, student – conformance to international guidelines, student

and institutional needsand institutional needs• RegionalRegional workforce needs workforce needs

–Defining competencies, skills and formatDefining competencies, skills and format

–Licensing, Certification and other policy/lawsLicensing, Certification and other policy/laws

• Shift in AudienceShift in Audience - students versus working - students versus working professionalsprofessionals–Balance of concepts and technologyBalance of concepts and technology

–Program delivery -- day, night, weekend, campus or eLearningProgram delivery -- day, night, weekend, campus or eLearning

Some Ideas and challengesSome Ideas and challenges

•Capture what has been doneCapture what has been done

•Use the best part of many Use the best part of many processesprocesses–BoK, Four divisions, DACUM BoK, Four divisions, DACUM (capture the soon to be retired), new (capture the soon to be retired), new toolstools

•Share what is learned - FIGShare what is learned - FIG

Thank youThank you

Ann Johnson

ajohnson@esri.com