Integrating Hands-On Undergraduate Research in an Applied Spatial Science Senior Level Capstone Course

Abstract

A senior within a spatial science Ecological Planning capstone course designed an undergraduate research project to increase his spatial science expertise and to assess the hands-on instruction methodology employed within the Bachelor of Science in Spatial Science program at Stephen F Austin State University. The height of 30 building features estimated remotely with LiDAR data, within the Pictometry remotely sensed web-based interface, and in situ with a laser rangefinder were compared to actual building feature height measurements. A comparison of estimated height with actual height indicated that all three estimation techniques tested were unbiased estimators of height. An ANOVA, conducted on the absolute height errors resulting in a p-value of 0.035, concluded the three height estimating techniques were statistically different at the 95% confidence interval. A Tukey pair-wise test found the remotely sensed Pictometry web-based interface was statistically more accurate than LiDAR data, while the laser range finder was not different from the others. The results indicate that height estimates within the Pictometry web-based interface could be used in lieu of time consuming and costly in situ height measurements. The findings also validate the interactive hands-on instruction methodology employed by Geographic Information Systems faculty within the Arthur Temple College of Forestry and Agriculture in producing spatial science graduates capable of utilizing spatial science technology to accurately quantify, qualify, map, and monitor natural resources.

Integrating Faculty Led Service Learning Training to Quantify Height of Natural Resources from a Spatial Science Perspective

“…The intent of the MUGS program was for students to work one-on-one with a faculty member for training and problem solving of a project for original research. As anticipated from earlier hands-on mentoring and collection of data in a senior level spatial science course (Kulhavy, Unger, Hung, & Douglass, 2015;Henley, Unger, Kulhavy, & Hung, 2016), a junior and sophomore forestry course (Unger, Kulhavy, Hung, & Zhang, 2014), and a freshman environmental science experimental learning course (McBroom, Bullard, Kulhavy, & Unger, 2015), students responded well to the one-on-one mentoring. Exceeding at the capstone level of the MUGS rubric meant synthesis of the data and insight into meaningful patterns, transforming ideas and solutions into new forms, and interpreting the assumptions of the information; and communicating the ideas clearly and concisely.…”

“…Pictometry had a 0.11 m RMSE (average 3.68 m measured height); the laser rangefinder a 0.14 RMSE (average 3.82 m measured height); and LiDAR a 0.16 RMSE (average 3.66 m measured height). Pictometry and LiDAR underestimated building height, whereas the laser rangefinder overestimated building height (Kulhavy, Unger, Hung, & Douglass, 2015). Pictometry was more accurate than the clinometer and the laser rangefinder for heights of light poles measured with a telescopic height pole .…”

“…ATCOFA undergraduate students at SFASU focus on applying the use of spatial science for the purpose of natural resources management (Kulhavy, Unger, Hung, & Douglass, 2015) and forest land cover classification (Henley, Unger, Kulhavy, & Hung 2016). The mission statement of ATCOFA is to maintain excellence in teaching, research and outreach to enhance the health and vitality of the environment through sustainable management, conservation, and protection of natural resources.…”

Student Led Area Measurement Assessments Using Virtual Globes and Pictometry Web-based Interface within an Undergraduate Spatial Science Curriculum

“…Pictometry and a measuring pole for baldcypress tree height (Unger et al, 2015), building height (Kulhavy et al, 2014) and a UAS DJI Phantom 3 for measuring light poles when the UAS was not landed between measurements (Unger et al, 2016a).…”

Implementation of Collaborative Learning as a High-Impact Practice in a Natural Resources Management Section of Freshman Seminar

“…Students were instructed in how to effectively conduct collaborative learning projects. The section of the river to be analyzed was planned and evaluated by the class using available canoeing maps, river guide books, and available high resolution multispectral imagery (Kulhavy, Unger, Hung, & Douglass, 2014). The students were then instructed in safe and effective canoeing, and proper use of safety equipment including like personal flotation devices.…”