Example Syllabus: Spatial Analysis
COURSE DESCRIPTION:
Introduces students to problem-solving and decision making using geospatial analysis
techniques, applicable to a range of disciplines.
PREREQUISITES: Introductory Geospatial Technology course using Geographic Information
Systems Software.
STUDENT LEARNING OUTCOMES (SLOs):
1. The student will be able to prepare data for use in analysis.
2. The student will be able to determine an appropriate approach to solving a problem or
answering a question using geospatial tools and methods.
3. The student will be able to run geoprocessing tools individually and implement a model
to run several tools in sequence.
4. The student will be able to organize the data sets resulting from analysis.
5. The student will be able to present the results of a geospatial analysis using appropriate
terminology and visualizations.
COURSE OUTLINE AND RESOURCES:
Specific material/exercises/data/exams are at the discretion of the developer and are
offered as samples, not mandatory components in the course. Our objective is to provide
as complete a model course outline as possible without being too prescriptive on the
precise course content. It is expected faculty that adopt these outlines will modify the
material to meet their own local industry needs.
Units
1. Reviewing the basics
of geospatial data
Unit Objectives
Students will review the basics of geospatial data including data
organization in an appropriate format such as a geodatabase; the
importance and role of coordinate system definition and projection
between coordinate systems; the differences between vector and raster
data formats; and basic cartographic and data presentation techniques.
(optional primarily for background only, SLO 1)
2. Introduction to
geospatial analysis
Students will start to think about using geospatial data to explore data
realtionships. Students will learn how to prepare a simple data set
using a straightforward method such as a join. Students will classify
quantitative data using a variety of statistical methods. Students will
create a scatter plot of data and will present results of analysis in graph
and cartographic format. (SLO 1, 5)
3. Using Advanced
Attribute and Spatial
Queries for Data
Exploration
Students will be given a data set that requires performing advanced
queries to prepare the data for use in analysis. Students will use a data
dictionary to decipher coded data in an attribute table. Students will
determine how to use queries to address a question. Selection by
location and bufferin is also introduced. (SLO 1, 2, 5)
4. Vector data analysis:
overlay techniques
Students will learn vector overlay analysis tools and concepts including
union, intersect and identity, and how these tools can be used to analyze
multiple geospatial data sets to answer a question. Students will
convert from coverage format to modern GIS data fomat. Environment
settings to enhance data organization will be introduced. (SLO 1, 3, 4,
5)
5. Vector data analysis:
creating a site selection
model
6. Vector data analysis:
network analysis
7. Building an automated
model
8. Raster data analysis:
working with
topographic data
9. Raster data analysis:
working with
hydrographic data
Students will be learn proximity analysis including buffering lines and
polygons. Students will be introduced to the concept of a geospatial
data model by developing flow charts. Students will develop a model
that satisfies multiple location criteria for a given project. (SLO 1, 3, 4,
5)
Students will prepare a vector data set for use in a network routing
exercise including building topology. Students will use network
techniques to create efficient routes including modeling of impedances.
Students will generate service areas based on network analysis. (SLO
1, 3, 4)
Students will learn how to implement a multi-step model using
automation tools. Students will learn to set appropriate environmental
settings prior to running a model. They will set model parameters in
order to alter model inputs. They will export their model to a script
and edit the script. (SLO 3, 4)
Students will learn how to use raw elevation data to create slope, aspect
and hillshade surfaces. Students will use elevation and derived data
sets to analyze an environmental issue. Students will reclassify raster
data and use in a map algebra-based model, including weighting
techniques. Students will use viewshed analysis to enhance site
selection. Students will be introduced to TINs (SLO 1, 3, 4, 5)
Students will obtain appropriate data sets and use them to do a surface
hydrological analysis. Students will generate streams using flow
direction and accumulation surfaces. Students will create watersheds
based on topographic data. Students will use hydrographic data to
analyze a scientific question. (SLO 1, 3, 4, 5)
10. Raster data analysis:
density surfaces
Students will interpolate data density surfaces from point data using
appropriate methods. Students will convert between vector and raster
format. Students will develop approach to a given question using
density techniques. (SLO 1,2,3,4,5)
11. Final Project
Solve a problem using geospatial technology from goals and data
acquisition to analysis and processing to cartographic presentation and
publishing. Students will create their own data using electronic
methods (SLO 1, 2, 3, 4, 5)
12. Database Design and
Schema
Implementation
Students will build on the basics of Geodatabase design, learning how
to implement subtypes, default values and other tools. Importing
existing database schema will be introduced.
*Refer to the GST101: Introduction to Geospatial Technology Model Course Outline for unit
alignment with the Geospatial Technology Competency Model
METHODS OF EVALUATION:
A student's grade will be based on multiple measures of performance unless the course requires
no grade. Multiple measures may include, but are not limited to, the following:
I.
II.
III.
IV.
Quizzes
Lab Exercises
Tests
Final Project
METHODS OF INSTRUCTION:
Methods of instruction may include, but are not limited to, the following:
* Lecture Discussion
* Learning Modules
* Audio-Visual
* Collaborative Learning
* Lecture-Lab Combination
* Computer Assisted Instruction
REQUIRED TEXTS AND SUPPLIES:
1. Reading materials may include, but are not limited to:
a. TEXTBOOKS:
i. Bolstad, Paul
2005 Fundamentals of Geographic Information Systems. 3rd Edition.
Eider Press, Minnesota.
b. MANUALS:
i. Getting to Know ArcView GIS for ArcGIS10, 2nd Edition,
ISBN: 978-1-5894-8260-9
ii. GeoTech Teaching Resources, http://www.geotechcenter.org
c. PERIODICALS:
i. ESRI ArcNews, http://www.esri.com/news/arcnews/index.html
ii. ESRI ArcUser, http://www.esri.com/news/arcuser/index.html
d. OTHER:
2. SOFTWARE: Access to industry standard geospatial software.
3. SUPPLIES: Computer with an internet connection. Access to GPS reciever.
Date: October 2011
Author: Amy Ballard, Central New Mexico Community College GIT Program / GeoTech
Funded by National Science Foundation Advanced Technological
Education program [DUE #0801893]. Author’s opinions are not
necessarily shared by NSF