Geospatial Science Task Force Mark Blanchard Michaela Buenemann Mike Deaton Bob Kolvoord Helmut Kraenzle Carole Nash Amy Richert Dan Shaffer

On 2/10/2006 Dr. Ron Kander created the Geospatial Science Task Force (GSTF) to: Design a new GS program that will begin accepting students in Fall, 2006, and to Use the following guidelines: Focus exclusively on geospatial science without separate program tracks or concentrations Include, when possible, existing ISAT Foundation courses in the new program’s freshman / sophomore curriculum Include a global/cultural component in the new curriculum Include an upper-level Senior Thesis opportunity that can be coordinated with the existing ISAT Senior Thesis Focus on application areas that align with current ISAT/GS faculty research expertise Task

1.Benchmark Analysis  Conduct research on existing programs, trends in the job market, trends in the field of geography, and existing JMU initiatives and activities.  This analysis will be used to develop a philosophical foundation, program focus, and a set of broad curricular guidelines for the new program. 2.Develop Program Goals and Objectives  Defining the learning outcomes and skills for graduates of the new program. 3.Develop Course List and Degree Requirements Three-Step Process

Benchmark Analysis The GSTF examined the following data: Data from more than 50 geography programs Trends in the field of Geographic Science, as discussed in 10 papers on the future of GS which are authored by leaders in the field. Trends in the job market (based on data from the U.S. Department of Labor) Critical skills and knowledge for GS graduates - based on a synthesis of the model programs and trends in the field of GS Counts of GS majors and their concentrations from the current JMU program Interviews and meetings with current geography majors

Benchmark Analysis: Conclusions The program will emphasize geospatial science and its application to the analysis of environmental changes.  Involves the study of human impacts on the environment and environmental impacts on society through an integration of the natural, social, and GISciences.  Capitalizes on existing expertise among faculty in Geography and ISAT and is broad enough to easily accommodate new areas of expertise as the program grows.

Benchmark Analysis: Conclusions We will have a common CORE of courses to be taken by all majors (typically in the Fresh/Soph years), plus an upper division in which students select an appropriate mix of courses from GS and other departments.  The CORE will be more extensive than the current program.  It will be designed to equip students with the basic concepts, terminology and methodology used in the field of geography (human, physical, etc), and with the methods of inquiry and analysis used (spatial reasoning, spatial analysis, statistical reasoning, etc).  The upper division of courses will allow in-depth study in an area of specialization.

Benchmark Analysis: Conclusions Given the size of our faculty and the existing areas of expertise, the program will initially support two areas of specialization in the upper division:  Geographic Information Science and Technology (GIS & T)  Spatial Analysis of Environments Students can pursue their chosen area of specialization through a combination of required and elective courses from within the Geospatial Science program, the ISAT program and from other departments.

Benchmark Analysis: Conclusions According to the U.S. Department of Labor, geographic information technology will be one of the three most important emerging and evolving fields (along with nanotechnology and biotechnology). A ten-year industry forecast put together last year by the American Society for Photogrammetry & Remote Sensing (ASPRS) identified environmental, civil government, defense and security, and transportation as the most active market segments that employ geospatial technologies.  Our decision to focus on geospatial science and its application to environmental problems fills an important niche in the evolving job market.  We believe that the greatest job opportunities are for geography graduates who (in addition to a broad foundation in the traditional geographic sciences) are knowledgeable in the use of geographic information science and technology.

Benchmark Analysis: Conclusions  Hence, regardless of the upper division coursework chosen by each student, GI S & T will be integrated throughout the curriculum of the new program (in a similar fashion to how information technology is integrated throughout all levels of the ISAT program).  Because of the growing emphasis and value for spatial thinking in the K-12 curricula and our efforts to support K-12 teachers and students in this area, and because of JMU’s strong programs for preparing K-12 teachers, the program will provide a suitable foundation for students who wish to pursue teaching careers.

Benchmark Analysis: Conclusions We have identified the following hallmarks of exemplary undergraduate programs that will be incorporated into the new program.  Geographic (spatial, etc) thinking and reasoning  Undergraduate research  Integration of geographic concepts with traditional science and technology  Interdisciplinary coursework, whereby students are required to take courses from other departments (ISAT, etc) that will complement their chosen upper division focus area.  Hands-on field and laboratory experiences  International or regional experience (where possible)  A senior thesis experience

Benchmark Analysis: Conclusions As a result of our analysis, we have agreed to initially offer a B.S. degree in Geospatial Science (with a B.A. degree possibly offered later).

Benchmark Analysis: Conclusions We believe that the GS program’s home within ISAT provides an opportunity to develop a unique undergraduate program within the Commonwealth of Virginia – a program that will provide well-rounded graduates who are 1) solid geographers, 2) technically savvy and 3) capable of competing in the expanding job market. This program will be the catalyst for a regional geospatial science center of excellence that can provide much needed service and support (coursework, consulting, etc) to the JMU community, the region and the K-12 community.