EUE Proposal

FY2018 Project ID# 19-05

Project Title The Future of Mapping Technology: Upgrading to ArcGIS Pro

Project Director ID Number Telephone Email Adriana Martinez 800532612 6186503623 adrmart@siue.edu

Department Campus Box School College Geography 1459 College of Arts and Sciences

Course or Program GEOG 418: Geographic Information Systems

Project Co-Director ID Department Email Stacey Brown Amilian

800482082 Geography stabrow@siue.edu

Student Impact: 72

Multiple Submission Priority:

Summary: We are requesting funding to update the course GEOG 418 Geographic Information Systems to the latest major software change from ArcMap to ArcGIS Pro. Environmental Systems Research Institute (ESRI) is a major company that develops the premier software for mapping known as ArcGIS. Two years ago, ESRI completely overhauled their suite of mapping software and developed the new mapping program known as ArcGIS Pro. This new program is an online-based system for mapping and is significantly different from the ArcMap system previously used. In order to bring students up to date on the latest software and tools within the Arc system, we aim to first learn the new software and then update the associated labs to reflect the new system. By redesigning the course to ArcGIS Pro, we are ensuring that students are learning the latest technology and are completely prepared for the workforce where a growing number of employers are switching to the ArcGIS Pro system. This course is offered every semester and during the summer session. Geographic Information Systems instructs students in basic GIS techniques and tools and serves as the introductory course to a suite of courses in Geospatial Technologies that we offer in Geography. Topics in the course include: vector and raster data, projections, queries, geocoding, GPS, and spatial analysis. In addition, this is a foundational course that serves not only our major, but other SIUE students within engineering and the natural and social sciences. This course is one of three required courses for the GIS minor at SIUE.

Project Budget Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total

6000 0 2750 0 0 0 0 0 0 8750 Cost-Sharing Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total 0 0 0 0 0 0 0 0 0 0

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The Future of Mapping Technology: Upgrading to ArcGIS Pro

Adriana E. Martinez, Stacey R. Brown Amilian, EUE 2018

I. Current Situation

GEOG 418: Geographic Information Systems (GIS) currently uses version 10.5.1 of

ArcGIS Desktop and ArcMap which is developed by ESRI (Environmental Systems Research

Institute), the leading company in GIS software. In addition, the course is popular among

Geography majors and is a required course for the GIS minor. The course is taught every

semester, including the summer, with a total enrollment of approximately 72 students each year.

Though limited in enrollment due to computer lab capacity, the course is at capacity every

semester and is an integral skill not only in the geosciences but also engineering, and natural and

social sciences. As enrollments increase, the Geography Department plans to offer additional

sections. Recently, ESRI completely revamped its suite of software and released the program

ArcGIS Pro that changes how users create and share maps and geographical data. To keep up

with the latest mapping technology, we aim to learn the new software and redesign the labs and

assignments for the course to match the new software structure.

The GIS program within Geography is predicted to grow and provide a much-needed

skill to our students as they step out into the workforce. Of the utmost importance is making

sure our students know the intricacies of the latest technology so that they can succeed. Almost

every job in geography, earth science, and planning requires or prefers GIS skills. In addition,

enrollment in this particular course is, on average, half composed of students from non-

geography majors including Biology, Engineering, Environmental Science, and Anthropology.

Therefore, these redesigned labs will affect students throughout the university. Furthermore, the

particular skills gained in this class prepare students for undergraduate research, in other classes

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and particularly during student’s capstone projects. These skills are making our students

competitive for a variety of internships at companies such as NGA, Leidos, engineering firms,

local governments, and many others.

II. Proposed Project

GEOG 418 is a lab-oriented, foundational course in the Geography program that covers

the basic principles of GIS and spatial analysis to prepare students for the workforce and our

more advanced GIS courses. The course objectives and tasks allows students to explain the basic

properties of vector and raster GIS data models, define map projections, apply basic GIS

analytical techniques with industry-standard GIS software to solve spatial problems, and prepare

maps that utilize basic cartographic principles. Major topics covered in the course include:

cartography, projections, joins, relates and queries, vector and raster data, Geocoding, GPS,

editing, and spatial interpolation and analysis. This course is typically taught twice a week with

the first day of the week consisting of traditional lectures in the form of PowerPoint slides. The

second day of the week is devoted to lab work in which the students interact with the program

ArcMap and its associated extensions to spatially analyze data.

Students learn the theory behind GIS via the lecture and then are tasked with learning the

skills behind the program by going through a step by step guide in the course textbook, ESRI’s

Getting to Know GIS. Then, we assign students one of seven labs (developed with 2016 EUE

funding) that take the form of memos to mimic a task given by an employer. Each memo

provides instructions on the deliverables to be produced and a set of data on which to perform

the operations. In the course, students learn the theory behind the concepts in the lecture, use the

course textbook to learn how to carry out tasks using the software, and then perform the tasks

independent of guided steps in order to supply the pseudo employer with a product.

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The transition from ArcMap to ArcGIS Pro is not simply a software update, but instead a

complete change in how the software deals with projects, map documents and data, and it uses a

new graphical user interface. Therefore, we seek funding to cover the substantial amount of time

it will take to learn the new software and redesign the labs to use the new software.

We will begin to learn the new software in late summer 2018. During fall 2018, we will

redesign the course labs to adhere to the new software. In spring 2019 we will administer the labs

to a select number of students (approximately 3) to test the labs using ArcGIS Pro so that we are

aware of any problems that might develop when using the new software. The following summer

(2019) we will travel to the ESRI Education Conference and User’s Conference held annually in

San Diego, CA to learn the latest updates to ArcGIS Pro, and attend in-person workshops and

tutorials on the software. The conference, as well as the conference associated workshops and

tutorials, is free to professors that are employed at an institution with educational licenses.

Attending the conference will allow us to become familiar with the latest software updates before

we redesign the labs to reflect any needed edits and updates and then implement them in GEOG

418 in Fall 2019. Therefore, funds here are requested for time spent learning the software,

redesigning the labs and to attend the ESRI Conference. We plan on learning the new software

by pursuing three avenues of learning:

1) Book Resources: Getting to Know ArcGIS Pro by Michael Law and Amy Collins and GIS

Tutorial 1 for ArcGIS Pro: A Platform Workbook (both available free to professors)

2) Online Resources via ESRI (https://www.esri.com/training/catalog). See table below.

Title Type Cost Time (hrs) Getting Started with ArcGIS Pro Tutorial Free 2.5 ArcGIS Pro: An Introduction Video Free 1 ArcGIS Pro Editing Essentials Training Seminar Free 1 ArcGIS Pro: Using Imagery Video Free 1 ArcGIS Pro Tasks: An Introduction Video Free 1 Processing Raster Data Using ArcGIS Pro Web Course Free 1 Spatial Analysis and Modeling with ArcGIS Pro Training Seminar Free 1 Querying Data Using ArcGIS Pro Web Course Free 0.5

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Displaying Data in ArcGIS Pro Web Course Free 1 Managing Map Layers in ArcGIS Pro Web Course Free 1 Understanding the Suitability Modeling Workflow Tutorial Free 3 Cartographic Creations in ArcGIS Pro Tutorial Free 2 Going Pro: ArcGIS Pro Essentials for ArcMap Users Training Seminar Free 1 ArcGIS Pro: Mapping and Visualization Video Free 1 Preforming Viewshed Analysis in ArcGIS Pro Web Course Free 1 Displaying Raster Data Using ArcGIS Pro Web Course Free 3 ArcGIS Pro: Analysis and Geoprocessing Video Free 1 Labeling Features Using ArcGIS Pro Web Course Free 0.5 Terrain Analysis Using ArcGIS Pro Web Course Free 2.5 Integrating Data in ArcGIS Pro Web Course Free 1 Sharing Maps and Layers with ArcGIS Pro Web Course Free 3.5 Preparing to Perform Analysis Using ArcGIS Pro Web Course Free 1 Building Geoprocessing Models Using ArcGIS Pro Web Course Free 2.5 Total: 34 hours

3) Workshops at ESRI conference, July 2019, San Diego, CA; ESRI hosts an annual summer

Education Conference that consists of three days of workshops and talks specifically for

educators at the K-12 and collegiate levels. We can learn directly from ESRI staff and

interact with other educators making the transition to ArcGIS Pro. Immediately following

the Educator’s Conference, ESRI hosts the User’s Conference which consists of 18,000 GIS

users, including educators and industry professionals. In this portion of the conference we

will have the opportunity to attend additional workshops on the latest software

developments as well as interact with fellow educators and GIS employers that will

ultimately seek to hire our students. The conference itself is free for educators, however we

request funding for travel and the hotel stay.

The labs (including objectives) requiring redesign for the new software include (See also

attached syllabus):

Lab 1: Introduction to ArcMap and ArcCatalog – Students learn how to open and save new files, transfer files, display maps and use ArcCatalog to manage files. Lab 2: Cartography – Students develop a choropleth map and a graduated symbol map and label features within each map using EPA and U.S. Census (county level) data. Lab 3: Projections – Students change map projections and define projections for data that does not already include projection information using data from the U.S. Census (census tracts). Lab 4: Queries – Students will modify attribute tables, conduct queries and calculate statistics, conduct selections, join and relate tables, add XY data and edit fields.

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Lab 5: Raster – Students perform raster overlay, raster reclassification, vector to raster conversion, Euclidean distance, and topographic functions while using Land Use Land Cover Data for Madison County. Lab 6: GPS – Students learn how to use GPS units to collect data around campus and import that data into a GIS. Students will also practice adding fields to data, editing geographic features, and displaying data. Lab 7: Spatial Analysis – Students create terrain surfaces representing elevation, slope, aspect, and viewpoints from point data, interpolating surfaces via the TIN (Triangulated Irregular Network) and IDW (Inverse Distance Weighted) methods.

To redesign these labs from ArcMap to ArcGIS Pro we will need to re-learn how to accomplish each of the objectives (i.e. learn the skills) associated with each lab within the new software. These skills include but are not limited to:

• Create new maps • Transfer and store files • Adjust map symbology • Download and import data • Reproject data • Modify attributes, conduct queries and

calculate statistics on these attributes • Import XY files and display them • Preform raster analyses (overlay,

reclassification, conversions, distance) • Import GPS files • Conduct spatial analysis by interpolating

surfaces using a variety of different methods

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III. Evaluation and Dissemination

The result of the proposed work will be professional development so that we might

adequately prepare students for the workforce where the new software will be utilized. In

addition, we will redesign the course labs so they reflect the use of the new software. Given high

enrollments in the course, we plan to continue to offer the course every semester and in the

summer session. Following the completion of the proposed work, our newly acquired skills will

be available to all faculty so that we might help them in the software transition. In addition, the

redesigned labs will be available to all faculty to teach the course for many subsequent years.

The labs will also be tested by a select group of students in Spring 2019 to ensure that the

redesigned labs are addressing the needed skills to learn the course objectives and are able to

work within the new software format. Any further changes needed to the redesigned labs will be

made in Summer 2019 so that they may be used in Geog 418 beginning Fall 2019. In addition,

the PIs will ask the professors teaching more advanced GIS-related courses (Pearson, Hu) to

evaluate the lab material and format. Student assessment tools within the course material will

also help us determine the success of the course in terms of student learning and engagement.

Lessons learned while adjusting to the new software and updating the labs will be made available

to other instructors in the Department of Geography.

IV. Budget and Budget Justification

Flat salary stipend of $3,000 for each PI to learn the software and edit the labs: Adriana E. Martinez and Stacey R. Brown Amilian. The Co-PIs use book materials, online resources, and conference workshops to learn the software and redesign the labs. All materials for the course will be freely available through ESRI. It is expected that learning the software and updating the labs will take approximately one month. We also request funding for the flight to the ESRI User Conference and a hotel to stay during the conference. The conference registration is free to educators (typically ~$1,500). Salary: Each faculty member = $3,000 for a total of $6,000 for summer salary Travel to ESRI Conference: Flight at $500 each for two CoPIs = $1,000

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Hotel: Approximately $250/night for 7 nights =$1,750 Total: $8,750 Results from Prior EUE support: Title: Geospatial Technologies: Going from Global to Local with New Lab Development, Project Director: Adriana E. Martinez, Proj #: 2017-004, amount: $8,000, period of support: FY17 Previous EUE funding was provided to develop and improve the labs associated with Geography (GEOG) 418: Geographic Information Systems. We developed a set of fully independent labs using local geographic data that specifically targets the course and lecture objectives and allows students to hone their writing and presentation skills. The course continues to be fully enrolled every semester and we have begun adding additional sections to meet needs. Evaluations of the lab from colleagues who teach GIS courses (courses taken after this intro course) were positive and student evaluations have shown that the labs are challenging, but provide the needed skills to students in order to learn the software. Results from Prior EUE support: Title: Development of an Online ENSC 220-Principles of Environmental Science, Project Director: Adriana E. Martinez, Proj #: 16_004, amount: $3,770, period of support: FY15 Previous EUE funding was provided to develop an online version of ENSC 220-Principles of Environmental Science. As a result of the EUE, ENSC now offers an online version of ENSC 220 that includes online lectures, book materials, quizzes and discussion boards to encourage student engagement. Enrollment in the course is robust (summer 2015: 15 students, fall 2015: 58 students, spring 2016: 50 students) and we intend to continue to offer the course online every semester. In addition, multiple students each semester are off campus students meaning that we are attracting students that may have not otherwise taken the course. Student evaluations thus far have shown that the students find the course convenient and the instructor available for all inquiries.

V. Timeline August 2018 Fall 2018 Spring 2019 Summer 2019 Fall 2019

Learn Software

Redesign Labs

Test Labs

ESRI Conference

Implement Labs

ADRIANA E. MARTINEZ

Department of Geography, Environmental Sciences Program Southern Illinois University Edwardsville, Edwardsville, Il 62025

(618)650-3623, adrmart@siue.edu

EDUCATION Doctor of Philosophy, Spring 2013 University of Oregon, Department of Geography Dissertation: The Reciprocal Nature of Stream Morphology and Riparian Vegetation: Sprague River, Oregon

Master of Science, Spring 2008 Texas A&M University, Department of Geography Thesis: Sediment Dynamics of an Impounded River: Yegua Creek, Texas

Bachelor of Science, Spring 2005 Texas A&M University, Environmental Geosciences Minor: Earth Sciences

SELECTED AWARDS AND ACHIEVEMENTS 2018 STEP Grant, “Landscape Change and Topographic Monitoring in an Estuarine System:

Tijuana River Estuary, San Diego, CA,” ($11,247), with Suzanne Walther, University of San Diego.

2016 Excellence in Undergraduate Education Grant: Geospatial Technologies: Going from Global to Local with New Lab Development, ($8,000 for summer salary and hard drives), with Stacey Brown and Michael Shouse.

2015 Excellence in Undergraduate Education Grant: Development of an Online ENSC 220-Principles of Environmental Science, ($3,770 for summer salary).

2015 Undergraduate Research and Creative Activities Assistant, ($1,000 stipend for student) 2014 iUTAH Research Catalyst Grant, “Stream Impoundment: Comprehensive Riverine Effects

on the Provo River, Utah” ($15,758). 2013 Undergraduate Research and Creative Activities Assistant, ($1,000 stipend for student)

CURRICULUM DEVELOPMENT 2016-2017 GEOG 413: Rivers. Developed new Fluvial Geomorphology course. 2015 GEOG 573: GIS Modeling of the Natural Environment. Developed course for cross listing with ENSC 573. 2015 ENSC 220: Principles of Environmental Science. Developed online course for online

administration every semester and in the summer.

SELECTED PUBLICATIONS 2018 Solem, M., Alqvist, O, Martinez, A.E., Cassetta, D., Housel, J., Huyn, Niem, Shultz, R.,

Luebbering, C., and Keen, J. “Bridging High School and Introductory Undergraduate Courses in Geographic Information Science and Technology,” Journal of Geography, Accepted.

2018 Martinez, Adriana E. and Walther, Rachel, “Approaches to Stream Restoration: Practices in Missouri and Illinois,” Illinois Geographer, Accepted.

2018 Martinez, Adriana E. and Innisfree McKinnon. “Invisible Fences?: Re-examining the Environmental and Social Impacts of the U.S.-Mexico Border Fence,” The Southwestern Geographer, Accepted.

2018 Martinez, Adriana E., Adeyemo, Ayomipo, and Walther, Suzanne C. “Riparian Vegetation and Digitized Channel Variable Changes After Stream Impoundment: The Provo River and Jordanelle Reservoir.” International Journal of Applied Geospatial Research, 9 (1).

PRESENTATIONS

2015 Martinez, Adriana E. “Maintaining Walls: Re-examining the Environmental and Social Impacts of the U.S.-Mexico Border Fence,” Border Policy Research Institute, Western Washington University, May 28, 2015.

2015 Guehlstorf, Nicholas P. and Martinez, Adriana E. “Threats to Wetlands without Federal Protections: State Reactions to Conserving Seasonal Wetlands along the Mississippi River.” Presentation, Midwest Political Science Association, April 16-19, Chicago, Illinois.

2015 Martinez, Adriana E. “Maintaining Walls: Re-examining the Environmental and Social Impacts of the U.S.-Mexico Border Fence,” Presentation. Annual Meeting of the Association of American Geographers, April 21-25, Chicago, Illinois.

2015 Siech, Katie, and Martinez, Adriana E. “Utilizing GIS to Model Biodiversity and Land Use Changes in the Meramec Watershed,” Poster. Annual Meeting of the Association of American Geographers, April 21-25, Chicago, Illinois.

2015 Adeyemo, Ayomipo and Martinez, Adriana E. “Effect of Reservois on Land Use Patterns of the Provo River, Utah: A GIS Perspective,” Poster. Annual Meeting of the Association of American Geographers, April 21-25, Chicago, Illinois.

2014 Martinez, Adriana E. “Invasive and native Riparian Vegetation: Modeling Channel Hydraulics in Current and Future Vegetation Conditions”, Illustrated Paper Presentation. Annual Meeting of the Associations of American Geographers, May 8-12, 2014, Tampa, Florida.

TEACHING EXPERIENCE Southern Illinois University Edwardsville Introduction to Physical Geology and Geography, ESCI 111 (Fall 2015) Principles of Environmental Science, ENSC 220 (Fall 2015) GIS Modelling the Natural Environment, ENSC 573 (Fall 2014) Introduction to Physical Geography, GEOG 210 (Spring 2014, Fall 2014) Applied Research Methods, ENSC 210 (Spring 2014 & 2015) Environmental Sciences Seminar I, ENSC 505 (Fall 2013, Spring 2014 & 2015) Environmental Sciences Seminar II, ENSC 506 (Fall 2013, Spring 2014) Geographic Information Systems, GEOG 418 (Fall 2013, 2014, 2015, Spring 2015)

RECENT SERVICE 2017 Meridian Scholars Event, Potential Student Tour, February 10, 2017 2017-2020 AAG Enhancing Diversity Committee 2016-present Earth and Space Science Education Program Director, 2014 CAS Hands On Day, Geography Organizer, September 22, 2015 2015 AP GIS & Technology Writing Committee, Association of American

Geographers

Stacey R. Brown Amilian Department of Geography

Southern Illinois University Edwardsville, Edwardsville, IL 62026-1459 618-650-5735 stabrow@siue.edu

Education

Ph.D. Geography, Oklahoma State University, July 2011 Are Oklahoma City Residents OK? A Socio-spatial Analysis of Physicians and Supermarkets via Accessibility and Affordability

MA in Geography, University of North Carolina at Charlotte, May 2004 Geographic Variation in Consumer Accessibility to Chain Supermarkets in Mecklenburg County, North Carolina

BS in Geography, Oklahoma State University, May 2002 Minor: Economics GIS Certificate

Professional Employment

Associate Professor, Department of Geography, Southern Illinois University Edwardsville (July 2017 – Present) Assistant Professor, Department of Geography, Southern Illinois University Edwardsville (August 2011 – June 2017)

Selected Publications

Brown, S.R. and S. Stehnach. 2015. “Emergency Department Usage in St. Clair County, Illinois.” Papers in Applied Geography 1(4): 356-364. Brown, S.R., J.C. Comer, and T.A. Wikle. 2015. “The Locations of Temporary Shelters after Hurricane Katrina.” In Evolving Apporaches to Understanding Natural Hazards, edited by G. Tobin and B. Montz, 431-443. Newcastle-upon-Tyne: Cambridge Scholars Publishing. Brown, S.R. and J.C. Comer. 2013. “Food Deserts in the Southwest: A Case Study of Oklahoma City.” The Southwestern Geographer, 16: 10-25. Brown, S.R. 2013. “The Price is Right? Food Availability and Affordability in Oklahoma City, OK, USA.” Papers of the Applied Geography Conferences 36: 256-263. Brown, S.R. 2012. “Physician Accessibility in Oklahoma City, Oklahoma.” Papers of the Applied Geography Conferences 35: 163-172.

Research Presentations

2016. Hospital Utilization for Respiratory Disease in St. Louis, MO-IL, USA Applied Geography Conference, 39th Annual Meeting, Louisville, KY. October 2015. Emergency Department Usage in St. Clair County, Illinois. Applied Geography Conference, 38th Annual Meeting, San Antonio, TX. October 2015. Breathe In, Breathe Out: Respiratory Hospitalization in Metro East St. Louis. Association of American Geographers. 111th Annual Meeting, Chicago, IL. April

2013. The Price is Right? Food Availability and Affordability in Oklahoma City, OK, USA. Applied Geography Conference, 36th Annual Meeting, Annapolis, MD. October

Courses Taught

GEOG 111 - Introduction to Geography GEOG 201 – World Regions GEOG 320 – Cartography GEOG 330 – Geography of Europe GEOG 418 – Introduction to GIS GEOG 404 - Medical Geography IS 336 – Global Problems and Human Survival

Curriculum Development

2015 Developed new course for the department GEOG 404: Medical Geography 2012 Developed an online version of Intro to GIS

Grants and Awards

Excellence in Undergraduate Education Grant: Geospatial Technologies: Going from Global to Local with New Lab Development, 2016 ($8,000 for summer salary and hard drives), with Adriana E. Martinez and Michael Shouse. Illinois Geographical Society, Research Scholar, 2016 ($300.00) Research Equipment and Tools Grant, Graduate School, Southern Illinois University Edwardsville, Spring 2012. ($3,940)

Selected Service

Faculty Senate, SIUE, August 2016-Present Curriculum Council Secretary, SIUE, August 2016-Present Illinois Geographical Society, 4-year College Representative, August 2016-Present Gamma Theta Upsilon and Geography Club, Faculty Supervisor, 2012-2016 Geography Faculty Development Alliance, Summer workshop, 2012

Professional Affiliations

Illinois Geographical Society Association of American Geographers

Health and Medical Geography and Spatial Analysis Specialty Groups West Lakes Division of the Association of American Geographers Gamma Theta Upsilon

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GEOG418-INTRODUCTIONTOGIS

M/W:12-1:15Alumni1320Instructor:Dr.AdrianaE.Martinez Email:adrmart@siue.eduOffice:Alumni1413,SLW2210 Phone:650-3623,650-5655OfficeHours(OH):M/W3-4(Alumni),orbyappointment

CourseDescriptionThisclassisanintroductiontoGeographicInformationSystems(GIS).Thislab-orientedcoursecoverstheguidingprinciplesbehindthevariousfacetsofGISincludingspatialdatatypes,databasedevelopmentandmanagement,mapprojections,spatialanalysisandcartographicproduction.

LearningObjectivesIngeneral,itismyexpectationthatattheendoftheclasseachstudentwillbeableto:1) ExplainthebasicpropertiesofvectorandrasterGISdatamodelsandlistexamplesofeachtypein

commonuseintheGIScommunity;2) Definewhatismeantbyamapprojection,describewhytheyareimportantinGISandbeableto

selectanappropriatemapprojectiondependingonneed;3) ApplyappropriatebasicGISanalyticaltechniqueswithinindustry-standardGISsoftwaretosolve

spatialproblems4) PreparemapsthatutilizebasiccartographicprinciplestoeffectivelyconveytheresultsofGIS

analysistovariedaudiencesGradingTwoexams(40%oftotal),Homework(30%oftotal),Attendance/Participation(10%),FinalProject/Presentation(20%oftotal)

RequiredmaterialsGettingtoKnowGIS(10.3and10.4),ESRIExams(40%oftotalgrade)Therewillbetwotests,Exam1(20%)andExam2(20%).Therearenomake-upsforexams.StudentswhomissatestwithoutadocumentedexcusewillreceiveascoreofZEROforthattest.Exceptinthecaseoftrueemergencies,youmustcontactmepriortotheexamifyouaregoingtomissit;otherwiseyouwillreceiveagradeofzero.

Homework(30%oftotalgrade)Theassignedhomeworkprovidesyouwiththeopportunitytoapplysomeoftheconceptsyouhavelearnedinclassandinreadings,toaskquestionsaboutpointsthatinterestorconfuseyou,andtogettoknowyourclassmatesbetter.Homeworkwillfeaturehands-onexercises.Somerequirea1-2pagepapertobeturnedinand/ormapsthataccompanythatpaper.Iwilldeduct10%fromtheassignmentforeachdaylateincludinganythingsubmittedafterthebeginningofclass.Undernocircumstancescanyouemailmeanassignment.Allassignments,unlessotherwiseassigned,mustbeturnedinduringclassonhardcopy.Attendance/Participation(10%oftotalgrade)

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Attendancewillbetakenatthebeginningofeveryclassperiod.Youmustbepresenttocompletethecourseassignments.Speaktomeaboutexcusedabsencespriortotheiroccurrence.Project(20%oftotalgrade)Studentswillcompleteafinalprojectoftheirchoosing.Studentswillsubmitasmallposter(8½x11inches)andgivea5minutepresentationattheendofthesemester.Itisyourresponsibilitytoproduceaprojecttopicandseekouttheassociateddataneeded.GraduatestudentsIfyouaretakingthiscourseforgraduatecredit,youwill(1)completethesamecourseworkasundergraduates;and,(2)submitaresearchpaperinadditiontoyourprojectposter.Tenpercentofyourprojectgradewillbetheposterand10%willbethepaper.GradesGradeswillbepostedonblackboardalongwithanyannouncementsandlecturenotes.Ireservetherighttoofferextracredit,butyoushouldnotexpectitoraskforit.Duetoprivacylaws,Idonotdiscussgradesviaemail.Ifyouhavequestionsaboutyourgrade(s),pleasemakeanappointmentwithmetodiscussyourconcerns.AttendingLectureandCompletingtheReadingsTodowellinthiscourse,youwillneedtocometolectureandkeepupwiththeassignments.Theinformationbeingtaughtiscumulative:youwillnotunderstandmaterialifyouskipsections.Therewillbeexamplesprovidedduringlecturethatarenotinthelectureslidesbutwillneverthelessbeontheexams.Duringlecturepleaseberespectfulofeveryone’slearningexperience.Thisincludes:

•Notalkingamongsteachother.Pleaseleaveyoursocialconversationsforoutsidetheclassroom.However,questionsduringlecturesareencouraged.Ifyouhaveaquestion,raiseyourhandorcatchmeafterclass.

•Pleasedon’tleaveinthemiddleoflecture.Itisdistractingformanypeople.Ifyouneedtoleave,sitnearanexit.

•Donothaveyourcomputerontosurftheweb.Duringlectureyoumusthaveyourcomputerscreenoff.

ContactingmeIwillnotrespondtoqueriestowhichanswersareexplicitlystatedinthesyllabus.Thereadingassignments,examdates,aswellaspoliciesonlate/make-upworkareclearlystatedherein;thusIwillnotreplytomessagesaskingaboutthesetopics.Thefastestwaytocontactmeisviaemail.

AcademicDishonestyIwillnottoleratecheatingoracademicmisconduct/dishonestyinmycourses;examplesofthesebehaviorsinclude(butarenotlimitedto):

•Plagiarism(passingofftheworkofanotherasthatofyourown)•Copyinganswersfromyourneighborsduringexams/activities•Dishonestyconcerningreasonsforabsencefromclass•Anyotheractionsthatmightgiveyouanunfairadvantageoveryourclassmates.

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Allcasesofacademicdishonesty/misconductwillbereferredimmediatelytotheStudentJudicialAffairsOffice.Pleaserefertothestudentconductandacademiccodesatwww.siue.edu/policies/toc.shtml#threec.Thepenaltiesforengaginginacademicdishonestyand/ormisconductcanrangefromagradeof“F”foranassignmenttoanautomaticfailureofthecourse.Late/Make-UpWorkLatelabswillnotbeacceptedandmake-upworkwillnotbeassigned,exceptinextremecircumstancesandwhereyouhavedocumentation(i.e.doctor’snote).Ifyoumustmissalabsectionorexamduetoillnessorotherunavoidablecircumstances,youMUSTnotifytheinstructorpriortomissingifpossible.DisabilityServicesNoticeIfyouhaveadocumenteddisabilitythatrequiresacademicaccommodations,pleasegotoDisabilitySupportServices(DSS)forcoordinationofyouracademicaccommodations.DSSislocatedintheStudentSuccessCenter,Room1270;youmaycontactthemtomakeanappointmentbycalling(618)650-3726orsendinganemailtodisabilitysupport@siue.edu.PleasevisittheDSSwebsitelocatedonlineatwww.siue.edu/dssformoreinformation.

Note:Iconsiderthissyllabusacontractbetweenmyselfandthestudentsinthiscourse.Inwritingthissyllabus,Ihaveobligatedmyselftofollowthepoliciesandprocedurescontainedherein.Youareresponsibleforunderstandingandfollowingthesepoliciesaswell.Ireservetherighttomakechangestothissyllabus.Youwillreceiveverbalandwrittennotificationofmajorchangestocoursepolicies,proceduresandcontent.Schedule(subjecttochange):Week Date LectureTopic Readings Assignment

1 8/21

IntroductiontoGISandGISBasics Ch3,4,(5)Lab1-IntroActivity-Catalog(8/23-end)

8/23 2 8/28 Cartography

8/30 Ch7,8,9,10 Lab2-Cartography(9/6)3 9/4 LaborDay-NoClass Ch6,15,16,17

9/6 ProjectionsI Lab3-Projections(9/18)4 9/11 ProjectionsII

9/13 5 9/18 Joins,Relates,Queries Ch15,16,17

9/20 Ch18,19 Lab4-Census(10/2)6 9/25 Vector

9/27 7 10/2 Exam1

10/4 Ch20 Lab5-LULC/Raster(10/23)8 10/9 Raster

10/11 9 10/16 Geocoding&GPS Ch14 Lab6-GPS(11/1)

10/18 10 10/23 Editing Ch11,12,13 Lab7-SpatialAnalysis(11/6)

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10/25 11 10/30 Interpolation/SpatialAnalysis

11/1 12 11/6 Exam2

11/8 BeginProject Lab8Part1-ProjectTopic*13 11/13 ProjectWork

11/15 Lab8Part2-ProjectData*14 Thanksgiving

15 11/27 ProjectWork 11/29 … Lab8Part3-ProjectDraft*

16 12/4 ProjectPresentations 12/6 ProjectPresentations

(#)Chapteroptional*showevidenceinclass

FinalProjectsDueWednesday,December6thatthebeginningofclass.

Campus Box 1608 Tel: 5047 Fax: 5050

COLLEGE OF ARTS AND SCIENCES, OFFICE OF THE DEAN

To: Excellence in Undergraduate Education

From: Greg Budzban, Dean, College of Arts and Sciences Subject: Dean’s Memo of Support Date: 22 January, 2018 The College of Arts and Sciences supports the application of Drs. Martinez and Brown for EUE grant

funding to update the course GEOG 418 Geographic Information Systems to adapt to the latest major

software change from ArcMap to ArcGIS Pro. Redesigning the course to use ArcGIS Pro will ensure

that students are learning the latest technology, and that they will be better prepared for the workforce

where a growing number of employers are switching to the ArcGIS Pro system. The project supports

the focus of SIUE and the College of Arts and Sciences on preparing students for 21st century careers.

Prior EUE Support Project Director Project Number Award Amount Project

Dates Adriana Martinez 2017-004 8,000 FY17 Prior Results Previous EUE funding was provided to develop and improve the labs associated with Geography (GEOG) 418: Geographic Information Systems. We developed a set of fully independent labs using local geographic data that specifically targets the course and lecture objectives and allows students to hone their writing and presentation skills. The course continues to be fully enrolled every semester and we have begun adding additional sections to meet needs. Evaluations of the lab from colleagues who teach GIS courses (courses taken after this intro course) were positive and student evaluations have shown that the labs are challenging, but provide the needed skills to students in order to learn the software. Results from Prior EUE support: Title: Development of an Online ENSC 220-Principles of Environmental Science, Project Director: Adriana E. Martinez, Proj #: 16_004, amount: $3,770, period of support: FY15 Previous EUE funding was provided to develop an online version of ENSC 220-Principles of Environmental Science. As a result of the EUE, ENSC now offers an online version of ENSC 220 that includes online lectures, book materials, quizzes and discussion boards to encourage student engagement. Enrollment in the course is robust (summer 2015: 15 students, fall 2015: 58 students, spring 2016: 50 students) and we intend to continue to offer the course online every semester. In addition, multiple students each semester are off campus students meaning that we are attracting students that may have not otherwise taken the course. Student evaluations thus far have shown that the students find the course convenient and the instructor available for all inquiries.