using gis-based curricula to enhance student research...
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Using GIS-based Curricula to Enhance Student Research Through Service-learning David Patrick James Green
Florida Gulf Coast University, College of Arts and Sciences, Department of Marine and Ecological Sciences
Abstract Providing meaningful academic experiences in the sciences to reluctant students is challenging in today’s classroom and requires thoughtful
design and assessment. Using the SENCER (Science Education for New Civic Engagements and Responsibilities) approach to pedagogy and a combination
of activity-based learning opportunities, today’s learners were challenged to connect course content with other classes and with their daily decision-making
processes by connecting research-intensive civic engagement opportunities with the learning process. Combining emerging technologies and GIS activities
with traditional pedagogical strategies provided an innovative springboard from which to launch a stimulating science experience for General Education
non-science major students. Civic engagement projects enhance the community-minded thinking of the younger generations while simultaneously serves
the needs of local environmental education partners. Students created interactive smart-phone capable GIS maps that link various informal science
education sites associated with a regional watershed by plotting nature trails and features, by embedding educational content (videos, podcasts, etc.) within
the interactive map, and by including student-collected data (i.e. tree canopy coverage, tree species, water quality information, etc.). These community-
minded projects complemented learning activities where students visualized difficult academic concepts through the use of GIS-based mapping exercises,
which helped them increase spatial analysis skills. Using feedback from in-class questionnaires and online “Student Assessment of Learning Gains” (SALG)
surveys, students demonstrated significant advancements related to their confidence in understanding core course concepts. Students responded favorably
to the course redesigns and meaningful projects resulted, which are directly meeting the needs of the regional community. These student projects have
great potential to become an important communication tool for visitors, educators, and scientists.
From the Students:
“I really enjoyed the teaching method and the way the professor was passionate
about the subject and the way he passed it on.”
“Project-based learning helped me a great deal, and was refreshing after other classes
filled with just reading and tests.”
“I think that this class is a class of the future and the way it is presented helps
students of today's generation learn in a more convenient and realistic way.”
Environmental Education
Experiential and Activity-based Learning
Integrative Theme: Sustainability
Emerging Technologies and Today's Learners
Engaged citizens
I. Content Introduction: Read
preparatory materials before coming to class
II. Interactive Review: RLO's - before, during,
& after class
III. Refine learning: activity-
based and experiential
learning in class (labs, field, etc.)
IV. Reflect & Apply Knowledge: Project and Case
Studies
V. Civic Engagement: Connecting knowledge
gained to real-life scenarios by serving the
community
Students-as-Producers …
Students-as-Partners!
Examples of Student Community Projects:
An“iTrails” system for a nature preserve;
High-quality GIS maps & botany surveys
for a budget-limited nature center;
An interactive web-based map of campus
showcasing research, teaching, and
sustainability.
0.0
1.0
2.0
3.0
4.0
5.0
6.0
1.1.1 1.1.2 1.1.3 1.2 1.5 1.6
Results from Pre and Post SALG (means / SE)
Pre
Post
SALG Response
Choice Scale of
Agreement:
1: N/A
2: Not at all
3: Just a little
4: Somewhat
5: A lot
6: A great deal
• What students do: Use digital reusable learning objects before, during, & after class
• What students learn: Core academic concepts
• What students contribute: Real-time self-assessment of their learning and shortcomings
Interactive web-based Content
• What students do: Collaborate in breakout teams to refine their learning
• What students learn: Core academic concepts and how this information relates to current marine research
• What students contribute: Peer-to-peer collaboration, social interactions, coaching
Activity-based Learning
• What students do: Apply knowledge in a variety of settings to demonstrate higher-order thinking skills
• What students learn: How course relates to current issues, events, and research
• What students contribute: A team-based, social approach to producing high-quality, reflective summaries of knowledge gains
Project-based Learning
• What students do: Use, interpret, and create GIS maps to visualize difficult academic concepts
• What students learn: Improve geospatial analysis skills and comprehension
• What students contribute: Interactive map-building, interpretations, and discussions
GIS and Geoliteracy
• What students do: Assist regional informal science education centers
• What students learn: The value of positive contributions to civic needs
• What students contribute: High-impact projects that connect course content to real-world scenarios
Civic Engagement
Introduction From non-
science majors to engaged
citizens with ecological
perspectives!
The curriculum facilitates student
engagement and retention, while
civic engagement opportunities connect course content to
real-world scenarios. Embedded GIS technologies help
students visualize difficult academic concepts and enhance
geo-spatial analysis skills.
Improving Geospatial Analysis Skills
Innovative Learning Opportunities
Primary Objectives
1) To demonstrate increased student
knowledge and confidence through
the use of GIS-based classroom and
research activities;
2) To illustrate advanced technological
skills development by non-science
majors;
3) To report student successes with
integrating knowledge by linking
course outcomes to student research
projects through the use of service-
learning.
SALG Statement Descriptions:
“Presently, I understand the following main concepts
that will be (or were) explored in this class:
1.1.1 Sustainability
1.1.2 Ecosystem Structure & Function
1.1.3 Natural Goods and Services
1.2 The relationship between these concepts
1.5 How studying this subject helps people
address real-world issues
1.6 How civic engagement activities help connect
course content to real-world scenarios.”
Guiding Question:
How can tomorrow’s generations of
all southwest Florida inhabitants
continue to benefit from the natural
goods and services a healthy coastal
watershed provides, by better
understanding our role as citizens
today?
Evidence of Student Learning
Summary of Course Retrofit
• The SENCER approach to pedagogy enhanced the environmental education experience ;
• GIS technologies engaged students and improved geospatial analysis skills,
• Students expanded community-minded thinking by producing high-quality projects that directly
benefited informal science education centers;
• Students demonstrated increased confidence in all categories measuring learning gains (SALG)
Acknowledgements Special recognition must go to the
following: Mike Savarese, Jessica Rhea, Marguerite Forest, Susan
Cooper, Jennifer Sparrow, Elspeth McCulloch, Donna Henry,
Aswani Volety, Bob Wasno, Deb Hanson, Brenda Brooks, Rebecca
Beck, Janet Martin, Friends of the Bonita Nature Place, Friends of
Barefoot Beach Preserve, Conservation 20/20 Staff, my Graduate
Assistants, the entire SENCER community, … and my students-
as-partners who have adopted these innovative methods with
enthusiasm and patience.
Building Fundamentals:
Basic Mapping of Campus
Ecosystems
• Using Google Earth
Increasing Skills: Mapping
Reflection of our “Journey Down the Corkscrew
Watershed”
• Review and Reflection
• Key Academic Concepts
• Analyzing Maps
Critical Thinking: GIS Mini-project
• Phase 1: Field Data Collection
• Phase 2: Building a map with layers of academic content
Applying and Visualizing:
ARCGIS Lab Exercise
• Intense mapmaking and geospatial analysis skills developed
• Reflects on crucial academic content
Making Connections:
Civic Engagement
Mapping Projects
• Data Collection
• Educational Videos
• Trails and Information
Community Partners