GISHE `96
Session Discussion Summaries

F1.1 GIS as an integrator in higher education

In what ways is GIS more than a technical subject?

by its very nature, GIS offers potential for promoting interdisciplinary linkages and for improving education in many subfields of individual disciplines. It can be particularly effective in developing problem-solving and crucial reasoning skills in a wide range of fields and in communicating research findings.
This potential can be realized through a number of strategies. The use of GIS -based case studies and lab problems are a popular way of carrying GIS concepts into a broader range of courses. But there are many other ways to weave GIS fundamentals into a wide range of courses in many different disciplines. It is even possible o run GIS courses in parallel with topical offerings to stress basic linkages.
All of these ideas do hinge on having well-trained and willing colleagues, and getting GIS basics into the hands of faculty collaborators can be a difficult challenge. A step-by-step approach using workshops, classes, and the like was suggested as a means of helping other faculty participate.

How is the situation in the community colleges different from that in other higher education institutions?

CCs have a dual role - employment/technology and transfer
largest difference is being employment driven; most programs are judged by how employable the graduates are.
- programs need to do employment surveys, needs assessments to prove demand for graduates, in order to justify programs
- need to maintain industry contacts, usually through advisory boards, which are usually mandatory
- emphasis on training in use of the technology and software
- need to be software specific to meet local market needs
variety of students
- four year schools generally get most students direct from high school, with similar education needs, i.e. a degree
- CCs get older students with a variety of experience, education level, and a variety of educational needs

What methodologies can be used to improve GIS education?

there is a variety of methods that can be used. Particular emphasis should be on project based teaching, including field work, to maintain contact with reality
internships should be employed to improve contact with "real" issues
consider teaching fundamentals without GIS - using pen and paper to emulate GIS operations manually (e.g. digitizing), map use, even physical devices to illustrate operations
do not neglect opportunities to help students learn from their errors
pay attention to the types of choice we make in course design and their influence on student experiences
involve students with others in their GIS experiences -- group work, Internet "penpals" and so on
evaluate your work: "listen to the learner"
Notes:
- is there anything here which is unique to GIS?
- what is improvement, can we/need we measure it?

What opportunities exist for the development of similar programs elsewhere?

what level for the program/degree?
background needs
what the courses/curriculum is to include
where the program is to be housed - what umbrella
Diversity of program types possible, e.g. degree, diploma, certificate, nontraditional
need for outreach, e.g. through extension activities
allocation of money
politics of support

How can these examples serve as models for other coordination efforts?

value of extended infrastructure in a) academic departments, b) availability of technology
vital role of the library as a focal point
show need through cultivation of external support
variety of development model forms - degree, certificate, modules, etc.
need for problem solving approach to integrate interests
advantages and disadvantages to interdisciplinary model - politics and funding

How can the international higher education community help to build a workforce knowledgeable about GIS in developing countries?

Therefore, for any group to assist another group in a different country there must be:

a genuine interest in the people and problems of the other country (often there is a lack of awareness of the different realities)
an understanding of the local context, recognition of national priorities (cannot project education/technology without appreciation of circumstance)
it must a b win/win situation. Both groups must benefit from the relationship.

Things which can help:

easier, cheaper access to information about GIS education, software and data
support for local (grassroots) networks. Networks can be defined for different regions, interest groups. Institutions may want to provide support for these networks and nodes.
two-way (n-way) sharing of resources, including people - students and faculty: a genuine alliance.

What is to be gained from international collaboration?

What can be learned from international comparisons?

How do we facilitate both? -- can we use the EU example?

What is the role of WWW? Do educational resources "travel"?

How do we encourage international collaboration?

How can the availability and quality of GIS professional education opportunities be improved?

formalizing links between professional organizations and universities/colleges to provide/specify training
survey job ads/employers to identify user needs
provide `reasonable expectation of performance' advice to new employers of GIS staff, link with `1' above
uncertainty about the stability of the `industry' and mixed views about the provision of industry structure
certification of training and education

What important lessons learned should be shared with the GIS education community?

What resources are needed to encourage the use of GIS across the curriculum as a learning tool?