Geographic Information Systems Immersion
Request Info about undergraduate study
School of Interactive Games and Media
Overview for Geographic Information Systems Immersion
As the world grows in complexity and interconnectedness, new challenges arise in visually representing, reasoning, and making sense of spatially-oriented problems and data. The geographic information systems immersion allows students to study geographic problem solving and scientific inquiry from an interdisciplinary perspective of interactive, digital mapping tools and related digital data problem solving technologies. Students are introduced to geographic mapping concepts and theory, digital cartography, geographic problem solving with geospatial and related computer tools, geospatial technology ethics and application of GIS to global problems such as natural disasters.
Notes about this immersion:
- This immersion is closed to students majoring in game design and development and new media interactive development.
The plan code for Geographic Information Systems Immersion is GIS-IM.
Curriculum for Geographic Information Systems Immersion
Maps, Mapping and Geospatial Technologies
This course provides a survey of underlying concepts and technologies used to represent and understand the earth, a form of new media collectively referred to as Geospatial Technologies (GTs). Students will gain hands-on experience with GTs, including Global Positioning Systems (GPSs), Geographic Information Systems (GISs), remote sensing, Virtual Globes, and geographically-oriented new media such as mapping mashups. Students also will develop basic spatial thinking, reasoning, problem solving, and literacy skills. Lec/Lab 3 (Fall).
Introduction to Geographic Information Systems
This course introduces students to Geographic Information Systems (GIS) for understanding and representing people, places and culture through new media. Through applied research projects, students will learn how GIS is a support mechanism for spatially-oriented thinking, reasoning, literacy, and problem-solving at the global scale. Such global problems include international disaster management, digital humanities, climate change, and sustainable development. Course lectures, writing and reading assignments, and in-class activities cover a mix of conceptual, practical and technical GIS topics. Topics include interactions among people, places and cultures around the world, GIS data models, basic cartography, geodatabases, spatial data acquisition and creation, and spatial analysis. This general education course also examines GIS ethical issues such as privacy, information ownership, accuracy, and mapping and social power. Lec/Lab 3 (Spring).
|Choose one of the following:|
Maps, Spaces and Places
This course takes as its premise that spatial thinking is critically important. Spatial thinking informs our ability to understand many areas of 21st century culture, as mobile interfaces and geospatial technologies enable us to engage with our surroundings in new ways. The study begins with the history maps and mapmaking, and explores how maps work. As students create representational, iconographic, satirical, image-based, informational, and other map forms, the course emphasizes the map as narrative. The course develops into an exploration of the ways, particularly in texts, that mapmaking creates cultural routes, mobile forms of ethnography, and ways of imagining travel and tourism in the era of globalization. The diverse writers represented in this course are rethinking space as a dynamic context for the making of history and for different organizations of social and communal life. (Prerequisites: Completion of First Year Writing (FYW) requirement is required prior to enrolling in this class.) Lecture 3 (Fall).
Software Development and Problem Solving I
A first course introducing students to the fundamentals of computational problem solving. Students will learn a systematic approach to problem solving, including how to frame a problem in computational terms, how to decompose larger problems into smaller components, how to implement innovative software solutions using a contemporary programming language, how to critically debug their solutions, and how to assess the adequacy of the software solution. Additional topics include an introduction to object-oriented programming and data structures such as arrays and stacks. Students will complete both in-class and out-of-class assignments. Lab 6 (Fall, Spring).
Introduction to Database and Data Modeling
A presentation of the fundamental concepts and theories used in organizing and structuring data. Coverage includes the data modeling process, basic relational model, normalization theory, relational algebra, and mapping a data model into a database schema. Structured Query Language is used to illustrate the translation of a data model to physical data organization. Modeling and programming assignments will be required. Note: students should have one course in object-oriented programming. (Prerequisites: ISTE-120 or ISTE-200 or IGME-101 or IGME-105 or CSCI-140 or CSCI-142 or NACA-161 or NMAD-180 or BIOL-135 or GCIS-123 or equivalent course.) Lec/Lab 3 (Fall, Spring).
Spatial Algorithms and Problem Solving
This course is targeted to students with a serious interest in geographical problem solving via underlying spatial algorithms. Students will learn how to compare and contrast different specific spatial algorithms for solving specific geographic problems and develop proficiency with encoding and implementing spatial algorithms in computer programs. Students taking this course will gain a broad interdisciplinary skill set in how to think spatially and computationally through critical engagement of geographical problem solving. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall).
This course examines the use of maps for geographic problem solving and scientific inquiry. Students will learn theory, concepts and techniques associated with maps and new media such as geographic problem solving and scientific inquiry devices such as map comprehension, evaluation, construction, usage, and assessment. Students will also learn how to compare, contrast, and implement map-based geographic problem solving and scientific inquiry techniques with geographically-oriented new media such as thematic cartography, geographic information visualization, three dimensional modeling and animated and interactive maps. A geographic problem solving research project that incorporates thematic cartography and geographic visualization solutions is required. (This class is restricted to undergraduate students with at least 3rd year standing.) Lecture 3 (Spring).
The concept of sustainability has driven many national and international policies. More recently, we have become aware that unless we physical build and rebuild our communities in ways that contribute to sustainability, making progress toward that goal is unlikely. It is equally important to recognize the social aspects of sustainability. In addition, it is at the local level that the goals of equity (a key consideration in community sustainability), most often achieved through citizen participation and collaborative processes are most easily realized. This course will broaden students understanding of the concept of sustainability, particularly the concept of social sustainability. This course focuses on sustainability as a way to bring light to the connections between natural and human communities, between nature and culture, and among environmental, economic, and social systems. Working closely with local organizations, students will explore the applicability of theoretical concepts. Lecture 3 (Fall).