Teaching Geographic Information Science and Technology in Higher Education 2011
DOI: 10.1002/9781119950592.ch4
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Reflections on Curriculum Development in the US and Abroad: From Core Curriculum to Body of Knowledge

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Cited by 7 publications
(6 citation statements)
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“…Numerous model curricula identify map projections as an essential component of and a fundamental topic in GIS courses (Unwin 1990). This includes the National Center for Geographic Information and Analysis core curriculum in the "technical area" (Goodchild and Kemp 1992;Kemp 2012;Kemp and Wright 1997) and the First Edition of Geographic Information Science (GIScience) and Technology Body of Knowledge in the area of geospatial data (DiBiase et al 2007). Fagin and Wikle (2011) argue more emphasis on pedagogy is needed to train graduate students to be effective future GIS instructors.…”
Section: Model Curricula and Gisciencementioning
confidence: 99%
“…Numerous model curricula identify map projections as an essential component of and a fundamental topic in GIS courses (Unwin 1990). This includes the National Center for Geographic Information and Analysis core curriculum in the "technical area" (Goodchild and Kemp 1992;Kemp 2012;Kemp and Wright 1997) and the First Edition of Geographic Information Science (GIScience) and Technology Body of Knowledge in the area of geospatial data (DiBiase et al 2007). Fagin and Wikle (2011) argue more emphasis on pedagogy is needed to train graduate students to be effective future GIS instructors.…”
Section: Model Curricula and Gisciencementioning
confidence: 99%
“…As early as the 1990s, GIS education and training in tertiary education in the USA began to be accompanied by systematic curriculardevelopment (Kemp, 2012;Kemp &Goodchild, 1992;Marble, 1998). In the mid-1990s, the "seriousshortfall of professionals and trained specialists who can utilize geospatial technologies in their job" (Gaudet, Annulis, &Carr, 2001) led to the development of the GIS&T BoK and the GTCM.…”
Section: Methodsmentioning
confidence: 98%
“…Even where no direct external requirements of this nature exist, there remains a clear need for curricula to ensure that course graduates have the ability to use GIS software in a modern, corporate computing environment; • Although there is very little in most GISc education that has to be done synchronously (unlike orchestras or language conversation, for example), educationally, there is a need for synchronous work (especially collaborative team work) that is difficult to achieve when working across multiple time zones, bandwidths, and even political contexts; • Finally, in general, there is little tradition of collaborative course development, or of sharing course materials between individuals, courses and institutions. While the NCGIA Core Curriculum in GIS, which did so much in the early days to further the teaching of GISc world-wide, and the UCGIS GIS&T Body of Knowledge remain notable early exceptions (see Kemp, 2012), a resounding call for such collaboration was echoed in all panel discussions.…”
Section: Barriers To Resilient Gisc Teachingmentioning
confidence: 99%