Developing an undergraduate GIS curriculum for the 21st century

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Presentation transcript:

Developing an undergraduate GIS curriculum for the 21st century Michael Horswell, Nevil Quinn and Harry West

Higher education in the UK Mass education system (old universities maintain elitist approach) High fees, high expectations Participation marketed as improving life prospects Competitive industry Students cast by sector as consumers Competing for students Competing for funding Sector generally conservative and risk averse Competing in league tables Competing in research metrics Curricula constrained by viability considerations Competing in teaching quality metrics

GIS at our institution Taught content in two faculties: Health and Applied Sciences, and Environment and Technology Largest delivery component in the Department of Geography and Environmental Management (87 staff, 45 with teaching focus, 2 core GIS teachers) 15 modules with specified GIS content, additional 11 modules where GIS is used Incorporated into the ‘skills spine’ across most departmental UG programmes Offered as final year specialism in some UG programmes Included in some PG programmes as either core or optional Currently, developing a new UG programme with a more distinct GIS emphasis

Tensions in GIS curriculum design Institutional viability Student expectations Industry standards Platform evolution Employer requirements Tensions in GIS curriculum design

DECREASING INSTITUTIONAL RISK BSc / BA in Geographic Information Systems Specialist degree Technical & applied emphases 75% of annual content GIS specific GIS-based dissertation BSc Geography and GIS Physical geography degree Application emphasis 50% of annual content GIS specific BSc Geography with GIS 25% of annual content GIS specific GIS programme options DECREASING INSTITUTIONAL RISK

Designing the new programme PROCEDURES PRINCIPLES Institutional governance Programmatic development Involve internal stakeholders Longitudinal curriculum Involve external stakeholders Scaffolded learning Subject benchmarks Signposted development Industry / external standards Innovative assessment Dispositional development

Thinking about the graduate profile KNOWING COMMUNICATING ACTING Thinking about the graduate profile

Assessment for learning and development Year 3 Year 2 Year 1 Presentation Atlas WebGIS project Technical report Reflexive essay Press release Dissertation / Capstone project Professional development diary Interview Portfolio Technical critique GIS Project Essay Consultancy project Cartographic project Assessment for learning and development

Longitudinal curriculum KNOWING AND UNDERSTANDING THINKING AND DOING CONFIDENT AND REFLEXIVE REMEMBER YEAR 1 UNDERSTAND APPLY YEAR 2 Longitudinal curriculum ANALYSE YEAR 3 EVALUATE CREATE FUTURE-PROOF, WORK READY GRADUATE