Abstract
Geographic information (GI) creators, users, and stakeholders exist across nearly all communities, domains, and sectors. Geographic education varies in deployment and delivery for all. Formal training related to GI creation may not emphasize the organization, access, and use aspects of digital curation. Conversely, the existing programs that teach organization, access, and use focus on other information and seldom include coverage of GI. The purpose of this chapter is to outline both the history, current academic landscape, and pave a path forward for educating the different GI-related occupations. We present a multidisciplinary approach that led to the development of one curriculum. The chapter concludes with a call to develop a twenty-first Century GI workforce by coordinating across existing curricular scaffolds from K-12 to graduate programs.
| Original language | English (US) |
|---|---|
| Title of host publication | Springer Geography |
| Publisher | Springer |
| Pages | 187-211 |
| Number of pages | 25 |
| DOIs | |
| State | Published - Jan 1 2016 |
Publication series
| Name | Springer Geography |
|---|---|
| ISSN (Print) | 2194-315X |
| ISSN (Electronic) | 2194-3168 |
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Keywords
- Geographic information
- Geographic information system
- Geographic information system
- Spatial data infrastructure
- Student learning outcome
ASJC Scopus subject areas
- Earth and Planetary Sciences (miscellaneous)
- Nature and Landscape Conservation
- Geography, Planning and Development
- Urban Studies
Cite this
Education. / Bishop, Wade; Grubesic, Anthony.
Springer Geography. Springer, 2016. p. 187-211 (Springer Geography).Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Education
AU - Bishop, Wade
AU - Grubesic, Anthony
PY - 2016/1/1
Y1 - 2016/1/1
N2 - Geographic information (GI) creators, users, and stakeholders exist across nearly all communities, domains, and sectors. Geographic education varies in deployment and delivery for all. Formal training related to GI creation may not emphasize the organization, access, and use aspects of digital curation. Conversely, the existing programs that teach organization, access, and use focus on other information and seldom include coverage of GI. The purpose of this chapter is to outline both the history, current academic landscape, and pave a path forward for educating the different GI-related occupations. We present a multidisciplinary approach that led to the development of one curriculum. The chapter concludes with a call to develop a twenty-first Century GI workforce by coordinating across existing curricular scaffolds from K-12 to graduate programs.
AB - Geographic information (GI) creators, users, and stakeholders exist across nearly all communities, domains, and sectors. Geographic education varies in deployment and delivery for all. Formal training related to GI creation may not emphasize the organization, access, and use aspects of digital curation. Conversely, the existing programs that teach organization, access, and use focus on other information and seldom include coverage of GI. The purpose of this chapter is to outline both the history, current academic landscape, and pave a path forward for educating the different GI-related occupations. We present a multidisciplinary approach that led to the development of one curriculum. The chapter concludes with a call to develop a twenty-first Century GI workforce by coordinating across existing curricular scaffolds from K-12 to graduate programs.
KW - Geographic information
KW - Geographic information system
KW - Geographic information system
KW - Spatial data infrastructure
KW - Student learning outcome
UR - http://www.scopus.com/inward/record.url?scp=85059070868&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85059070868&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-22789-4_10
DO - 10.1007/978-3-319-22789-4_10
M3 - Chapter
AN - SCOPUS:85059070868
T3 - Springer Geography
SP - 187
EP - 211
BT - Springer Geography
PB - Springer
ER -