GEOG 482: Making Maps that Matter with GIS
This syllabus is divided into several sections. You can read it sequentially by scrolling down the length of the document or by clicking on any of the links below to “jump” to a specific section. That being said, it is essential that you read the entire document as well as the material covered in the Course Orientation. Together these serve the role of our course "contract."
- Course Overview
- Required Course Materials
- Assignments and Grading
- Course Schedule
- Course Policies
David DiBiase, Penn State Instructor, Leader of Education Outreach Team at Esri
Adrienne Goldsberry, Assistant Teaching Professor
Beth King, Associate Teaching Professor
Teaching Assistants: Amy Avery-Grubel, Eileen Kerhouant, Delphine Khanna, Steve McKeag, Mark Prettyman
Course Librarian: Elise Gowen
Email: Please use the course e-mail system in Canvas.
Contacting us: We read course discussion posts and mail every day when possible, and aim to respond within 24 hours.
Course History: This course was originally developed as an on-campus general education course called Mapping Our Changing World in 1997. It was redeveloped for online delivery a few years after that and updated over time. In 2017, David DiBiase (the original course author and instructor) completely revised and updated the course in order to provide a thorough introduction to the GIS and geospatial field.
GEOG 482: Making Maps that Matter with GIS. Case studies, student investigations, and projects reveal the scope, impact, and character of the Geospatial Revolution.
Despite its widespread use in thousands of organizations worldwide, GIS remains for many an obscure set of technologies and professional practices. Even practicing GIS professionals may have limited awareness of the breadth of the field and its impacts in government, industry, and non-governmental and non-profit organizations. The course uses case studies of meaningful applications of GIS to reveal key topics across the spectrum of industry sectors defined by the U.S. Department of Labor in its Geospatial Technology Competency Model (GTCM): Positioning and Data Acquisition, Analysis and Modeling, and Software and App Development. Topics to be mastered include concepts like positioning frameworks, uncertainty, and geo-enablement, methods, and techniques including the GPS positioning, spatial modeling, and geo app development, and relevant ethical, legal, and policy issues such as locational privacy. In addition to topical objectives, the course cultivates competencies associated with lifelong learning, a cornerstone of the GTCM. Students achieve educational objectives by searching, discovering, and evaluating information from a variety of sources, including, but not limited to, the World Wide Web. Those with substantial professional experience are encouraged to share their perspectives. Students develop mastery through class discussions in which they collaboratively prepare to demonstrate individual mastery in tests. They also learn to craft case studies of their own by creating and presenting story-telling web apps using cloud-based GIS technology. They gain self-knowledge by assessing their individual competencies in relation to the GTCM. The awareness, knowledge and technical skills they gain prepare them for success in programs such as Penn State's Postbaccalaureate Certificate Program in Geographic Information Systems (GIS) and Master of GIS graduate degree program, and for professional growth.
After the course, students will be prepared to demonstrate:
- Self-knowledge of their individual strengths and weakness in relation to the foundational, academic, and industry-specific competencies specified in the U.S. Department of Labor's Geospatial Technology Competency Model (GTCM).
- Familiarity with key topics that span the three industry sectors of the GTCM.
- Lifelong learning skills, including the ability to investigate topics independently, the ability to work in teams, and the ability to communicate effectively.
- The ability to use maps and geospatial technology as a story-telling medium.
- Readiness to use case studies to make compelling arguments on how and why GIS matters.
Relationship of the Course to Major, Option, Minor, or General Education
GEOG 482 is the required introductory course for students who pursue the Postbaccalaureate Certificate in GIS and the Master of GIS degree. (Students with substantial professional experience may be permitted to complete GEOG 864: Professionalism in Geographic Information Science and Technology to satisfy this requirement.)
Required Course Materials
Internet access: All students must have regular access to a reliable internet source to access course material and complete course assignments.
Optional textbook: GIS Fundamentals, by Paul Bolstad
Students' achievement will be evaluated in relation to three criteria, weighted as follows:
Participation in collaborative research: ~32%
Performance on quizzes: ~38%
Performance on projects: ~30%
A key method for evaluating student achievement is the quality and quantity of their contributions to class discussions. Students are expected to investigate assigned topics independently and to share findings within study groups to collaboratively construct understandings of these topics. Furthermore, students who bring substantial professional experience to the course are encouraged to share that experience with fellow students. Contributing to, and studying the class discussions is how students prepare for quizzes.
Quizzes are designed to help students hone their abilities to interpret domain-specific terminology and to differentiate the most precise and nuanced statements from flawed but seemingly reasonable alternatives. A series of self-assessment surveys are not graded, but serve to bolster students' self-knowledge of their strengths and weaknesses relative to established competency standards.
Finally, students are evaluated on the extent to which they succeed in creating web-based presentations that combine interactive maps, photographs, and text into compelling narratives about their own professional and personal journeys.
Letter grades will be based on the following percentages:
|X||Unsatisfactory (student did not participate)|
Percentages refer to the proportion of all possible points earned by the student.
Final overall grades may be determined based on the relative performance of all students, and not on a fixed points basis, especially if overall percentages are too high or too low.
Below you will find a summary of the lesson objectives for this course and the associated time frames. Assignment information will be located on each lesson's checklist. This course is 10 weeks in length. Please refer to Canvas for dates.
Introduction: Why GIS MAtters
Introduction Week Deliverables:
Lesson 1: GIS in the Eradication of Polio in Nigeria
Lesson 1 Deliverables:
Lesson 2: A Global Geodetic Reference Frame for Sustainable Development
Lesson 2 Deliverables:
Lesson 3: Everyday Spatial Analysis
Lesson 3 Deliverables:
Lesson 4: A National Water Model for Flood Prediction and Response
Lesson 4 Deliverables:
Lesson 5: Rediscovering GIS
Lesson 5 Deliverables:
Lesson 6: Building a Web GIS Business
Lesson 6 Deliverables:
Conclusion: Will GIS Matter in the Internet of Things?
For this course, we recommend the minimum technical requirements outlined on the Dutton Institute Technical Requirements page, including the requirements listed for same-time, synchronous communications. If you need technical assistance at any point during the course, please contact the HelpDesk (for World Campus students) or the IT Service Desk (for students at all other campus locations).
Access to a reliable Internet connection is required for this course. A problem with your Internet access may not be used as an excuse for late, missing, or incomplete coursework. If you experience problems with your Internet connection while working on this course, it is your responsibility to find an alternative Internet access point, such as a public library or Wi-Fi ® hotspot.
This site is considered a secure web site which means that your connection is encrypted. We do however link to content that isn't necessarily encrypted. This is called mixed content. By default, mixed content is blocked in Internet Explorer, Firefox, and Chrome. This may result in a blank page or a message saying that only secure content is displayed. Follow the directions on our Technical Requirements page to view the mixed content.
Penn State E-mail Accounts
All official communications from the Penn State World Campus are sent to students' Penn State e-mail accounts. Be sure to check your Penn State account regularly, or forward your Penn State e-mail to your preferred e-mail account, so you don't miss any important information.
This course follows Penn State's College of Earth and Mineral Sciences Academic Integrity Guidelines. Penn State defines academic integrity as "the pursuit of scholarly activity in an open, honest and responsible manner." Academic integrity includes "a commitment not to engage in or tolerate acts of falsification, misrepresentation, or deception." In particular, the University defines plagiarism as "the fabrication of information and citations; submitting others' work from professional journals, books, articles, and papers; submission of other students' papers, lab results or project reports and representing the work as one's own." Penalties for violations of academic integrity may include course failure. To learn more, see Penn State's Academic Integrity training.
All course materials students receive or to which students have online access are protected by copyright laws. Students may use course materials and make copies for their own use as needed, but unauthorized distribution and/or uploading of materials without the instructor’s express permission is strictly prohibited. University Policy AD 40, the University Policy Recording of Classroom Activities and Note Taking Services addresses this issue. Students who engage in the unauthorized distribution of copyrighted materials may be held in violation of the University’s Code of Conduct, and/or liable under Federal and State laws.
For example, uploading completed labs, homework, or other assignments to any study site constitutes a violation of this policy.
Accommodations for Students with Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has an office for students with disabilities. The Office for Student Disability Resources website provides contact information for Campus Disability Coordinators at every Penn State campus. For further information, please visit the Office for Student Disability Resources website
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled. You will participate in an intake interview and provide documentation. See documentation guidelines at Applying for Services from Student Disability Resources. If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
In case of weather-related delays at the University, this online course will proceed as planned. Your instructor will inform you if there are any extenuating circumstances regarding content or activity due dates in the course due to weather delays. If you are affected by a weather-related emergency, please contact your instructor at the earliest possible time to make special arrangements.
Reporting Bias-Motivated Incidents
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated (Policy AD29 Statement on Intolerance) and can be reported through Educational Equity via Report Bias.
Counseling and Psychological Services
Many students at Penn State face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional wellbeing. The university offers a variety of confidential services to help you through difficult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity, and sexual orientation. Services include the following:
Counseling and Psychological Services at University Park (CAPS): 814-863-0395
Counseling Services at Commonwealth Campuses
Penn State Crisis Line (24 hours/7 days/week): 877-229-6400
Crisis Text Line (24 hours/7 days/week): Text LIONS to 741741
Veterans and currently serving military personnel and/or spouses with unique circumstances (e.g., upcoming deployments, drill/duty requirements, disabilities, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Connect Online with Caution
Penn State is committed to educational access for all. Our students come from all walks of life and have diverse life experiences. As with any other online community, the lack of physical interaction in an online classroom can create a false sense of anonymity and security. While one can make new friends online, digital relationships can also be misleading. Good judgment and decision making are critical when choosing to disclose personal information to others whom you do not know.
This course must be viewed using one of the following browsers: Firefox (any version), Safari (versions 5.1 or 6.0), Chrome (0.3 or later), or Internet Explorer with the MathPlayer PlugIn. If you use any other browser, there will be pages containing equations that do not render properly. If you need technical assistance at any point during the course, please contact the HelpDesk (for World Campus students) or the IT Service Desk (for students at all other campus locations).
If you are prevented from completing this course within the prescribed amount of time for reasons that are beyond your control, it is possible to have the grade deferred with the concurrence of the instructor, following Penn State Deferred Grade Policy 48-40. To seek a deferred grade, you must submit a written request (by e-mail or U.S. post) to the instructor describing the reason(s) for the request. Non-emergency permission for filing a deferred grade must be requested before the beginning of the final examination period. It is up to the instructor to determine whether or not you will be permitted to receive a deferred grade. If permission is granted, you will work with the instructor to establish a communication plan and a clear schedule for completion within policy. If for any reason, the coursework for the deferred grade is not complete by the assigned time, a grade of "F" will be automatically entered on your transcript.
Please note that the specifics of this Course Syllabus can be changed at any time, and you will be responsible for abiding by any such changes. All changes will be communicated with you via e-mail, course announcement and/or course discussion forum.