graduate ethics curricula for future d. wright geospatial … · 2009. 12. 12. · agu fall meeting...

AGU Fall Meeting 2009, IN34B-01

M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

Graduate Ethics Curricula for FutureGeospatial Technology Professionals

Dawn J. WrightDepartment of Geosciences

Oregon State University

David DiBiaseDepartment of Geography & John A. Dutton e-Education Institute

The Pennsylvania State University

Francis HarveyDepartment of GeographyUniversity of Minnesota

Michael SolemDirector of Educational Affairs

Association of American Geographers

M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

• U.S. Department of Labor highlights“geographic/geospatial technology” as keyhigh-growth field for 21st century

• $3.3 billion global market (Daratech, 2006)

• Ethical issues loom large in public perceptionof the field Surveillance and privacy Social inequalities Intellectual property rights Citizen science, local activism

GIS Profession: A Nascent Field


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

Mapping the 7 Deadly Sins

GREED, Envy, Wrath, Sloth, Gluttony, Lust, Pride

Kansas State University Geography & Wired, 2009

Average income vs. below poverty line


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

• Need to prepare GIS professionals for thesechallenges

• UCGIS GIS&T* Body of Knowledge includesunits on ethics among its 329 definitive topics

*University Consortium for Geographic Information Science,

Geographic Information Science & Technology

• Recommended component at undergraduate,graduate, and professional levels

• Needed as part of professional certificationprocess (e.g., GIS Certification Institute)

The Rise of Professional Ethics Education


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

Codes of Ethics, Rules of Conduct


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

• Initial special topics, graduate seminars atOSU, PSU, Minnesota

• Transition to permanent offerings GEOG 864, Professionalism in GIS&T (PSU)

GEO 567, Responsible GIS Practice:Ethics for Future Geo Professionals (OSU)

GEOG 8291, GIS Ethics: Accuracy &Responsibility (UMn)

• Develop model curricula and associatedcourseware

• Disseminate open educational resources

NSF Project Goals


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

• Examine one’s own ideas of individual andprofessional responsibility

• Recognize ethical implications of geospatialtechnologies and applications

• Develop stronger and more sophisticatedmoral reasoning skills

• Understand the “moral ecologies” of thevarious institutions and organizationsmaking up the geospatial enterprise

• Feel free to talk about ethics in theworkplace

Learning Outcomes of Courses


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

• Intro readings: philosophy, moral reasoning

• Review and discuss in-depth papers; groupdiscussion and activities (e.g., role play)

• Examine various codes of ethics

• Interview training and analysis

• Interaction w/ working professionals viainterviews

• Examine case studies

• Prepare and present original case studies

Pedagogical Approach


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

• Mapping Muslim Neighborhoods: A policedepartment’s plan to map potential terroristenclaves brings charges of racial profiling.

• Caribou Routes: A GIS analyst is asked toexclude pertinent data from maps preparedfor a public hearing.

• Cell Phone Tracking: Researchers trackmobile phone users’ movements (w/o theirknowledge) to derive predictive models ofhuman mobility.

• Submarine Crash: Inaccurate nav chartleads to deadly accident.

Case Study Examples


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

• Ethical sensitivity: Ability to identify anddiscriminate among ethical issues

• Ethical knowledge: Familiarity with codesand rules

• Ethical creativity: Ability to see “beyondthe dilemma” (not all black & white)

• Judgment: Increased likelihood thatstudents will act appropriately (cannot be

determined in class)

Case Method: Assessing Student Learning


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

Interviews of Professionals

• Each student does1 interview

• Develop originalcase frominterview

• Opens door fordiscussion ofsuccessful orfailed approaches


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

gisprofessionalethics.org

Annotated bibliography, evaluation instruments


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

Extra Slides


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

UCGIS Model Curricula Vision

Outcomes

SupportingTopics

andIntegrative

Experiences

Learner

GI S&T Body of KnowledgeCore


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

BoK Knowledge Areas

AM. Analytical Methods

CF. Conceptual Foundations

CV. Cartography and Visualization

DA. Design Aspects

DM. Data Modeling

DN. Data Manipulation

GC. Geocomputation

GD. Geospatial Data

GS. GI S&T and Society

OI. Organizational and Institutional Aspects


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

BoK Knowledge Areas and Units

Knowledge Area AM. Analytical MethodsUnit AM1 Academic and analytical originsUnit AM2 Query operations and query languagesUnit AM3 Geometric measuresUnit AM4 Basic analytical operationsUnit AM5 Basic analytical methodsUnit AM6 Analysis of surfacesUnit AM7 Spatial statisticsUnit AM8 GeostatisticsUnit AM9 Spatial regression and econometricsUnit AM10 Data miningUnit AM11 Network analysisUnit AM12 Optimization and location-allocation modeling

Knowledge Area CF. Conceptual FoundationsUnit CF1 Philosophical foundationsUnit CF2 Cognitive and social foundationsUnit CF3 Domains of geographic informationUnit CF4 Elements of geographic informationUnit CF5 RelationshipsUnit CF6 Imperfections in geographic information

Knowledge Area CV. Cartography andVisualizationUnit CV1 History and trendsUnit CV2 Data considerationsUnit CV3 Principles of map designUnit CV4 Graphic representation techniquesUnit CV5 Map productionUnit CV6 Map use and evaluation

Knowledge Area DA. Design AspectsUnit DA1 The scope of GI S&T system designUnit DA2 Project definitionUnit DA3 Resource planningUnit DA4 Database designUnit DA5 Analysis designUnit DA6 Application designUnit DA7 System implementation

Knowledge Area DM. Data ModelingUnit DM1 Basic storage and retrieval structuresUnit DM2 Database management systemsUnit DM3 Tessellation data modelsUnit DM4 Vector and object data modelsUnit DM5 Modeling 3D, temporal, and uncertain phenomena

Knowledge Area DN. Data ManipulationUnit DN1 Representation transformationUnit DN2 Generalization and aggregationUnit DN3 Transaction management of geospatial data

Knowledge Area GC. GeocomputationUnit GC1 Emergence of geocomputationUnit GC2 Computational aspects and neurocomputingUnit GC3 Cellular Automata (CA) modelsUnit GC4 HeuristicsUnit GC5 Genetic algorithms (GA)Unit GC6 Agent-based modelsUnit GC7 Simulation modelingUnit GC8 UncertaintyUnit GC9 Fuzzy sets

Knowledge Area GD. Geospatial DataUnit GD1 Earth geometryUnit GD2 Land partitioning systemsUnit GD3 Georeferencing systemsUnit GD4 DatumsUnit GD5 Map projectionsUnit GD6 Data qualityUnit GD7 Land surveying and GPSUnit GD8 DigitizingUnit GD9 Field data collectionUnit GD10 Aerial imaging and photogrammetryUnit GD11 Satellite and shipboard remote sensingUnit GD12 Metadata, standards, and infrastructures

Knowledge Area GS. GI S&T and SocietyUnit GS1 Legal aspectsUnit GS2 Economic aspectsUnit GS3 Use of geospatial information in the public sectorUnit GS4 Geospatial information as propertyUnit GS5 Dissemination of geospatial informationUnit GS6 Ethical aspectsUnit GS7 Critical GIS

Knowledge Area OI. Organizational and InstitutionalAspectsUnit OI1 Origins of GI S&TUnit O2 Managing the GI system operations and infrastructureUnit OI3 Organizational structures and proceduresUnit OI4 GI S&T workforce themesUnit OI5 Institutional and inter-institutional aspectsUnit OI6 Coordinating organizations (national and international)


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

Ethics in the Body of Knowledge

Unit GS6 Ethical aspectsEthics provide frameworks that help individuals and organizations makedecisions when confronted with choices that have moral implications. Mostprofessional organizations develop codes of ethics to help their members do theright thing, preserve their good reputation in the community, and help theirmembers develop as a community.

Topic GS6-1 Ethics and geospatial information

• Describe a variety of philosophical frameworks upon which codes of professional ethicsmay be based

• Discuss the ethical implications of a local government’s decision to charge fees for its data

• Describe a scenario in which you would find it necessary to report misconduct by acolleague or friend

• Describe the individuals or groups to which GI S&T professionals have ethical obligations

Topic GS6-2 Codes of ethics for geospatial professionals

• Compare and contrast the ethical guidelines promoted by the GIS Certification Institute(GISCI) and the American Society for Photogrammetry and Remote Sensing (ASPRS)

• Describe the sanctions imposed by ASPRS and GISCI on individuals whose professionalactions violate the Codes of Ethics

• Explain how one or more obligations in the GIS Code of Ethics may conflict withorganizations’ proprietary interests

• Propose a resolution to a conflict between an obligation in the GIS Code of Ethics andorganizations’ proprietary interests


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

Ethics in the Body of Knowledge

Unit GS7 Critical GISMany of the educational objectives used to define topics in this knowledge area,and in the Body of Knowledge 2006 as a whole, challenge educators andstudents to think critically about GI S&T. Since the 1990s, scholars havecriticized GI S&T from a wide range of perspectives. Common among thesecritiques are questioned assumptions about the purported benefits of GI S&Tand attention to its unexamined risks. By promoting reflective practice amongcurrent and aspiring GI S&T professionals, an understanding of the range ofcritical perspectives increases the likelihood that GI S&T will fulfill its potentialto benefit all stakeholders. Philosophical, psychological, and socialunderpinnings of these critiques are considered in Knowledge Area CF:Conceptual Foundations.

Topic GS7-2 Ethical critiques

• Defend or refute the argument that the GI S&T professionals are culpable for applicationsthat result in civilian casualties in warfare

• Defend or refute the argument that the “digital divide” that characterizes access to GI S&Tperpetuates inequities among developed and developing nations, among socio-economicgroups, and between individuals, community organizations, and public agencies andprivate firms

• Discuss the ethical implications of the use of GI S&T as a surveillance technology


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

Textbook Example


M. Solem

Award0734903

F. Harvey

D. Wright

D. Dibiase

What is Legal May Not be Ethical

LEGAL ILLEGAL

EthicalConduct

UnethicalConduct

Onsrud, H., 1995. Identifying unethical conduct in the use of GIS, Cartography and GeographicInformation Systems, 22(1): 90-97.

graduate ethics curricula for future d. wright geospatial … · 2009. 12. 12. · agu fall meeting...

Documents