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Abstract
This paper explores some of the unique opportunities and challenges of integrating participatory action research into undergraduate GIS courses, drawing evidence from two undergraduate courses that contributed to a long-term participatory action research project. The author shows that incorporating participatory action research in undergraduate GIS courses can enhance students' learning of fundamental concepts in GIS, as well as their understanding of the social and political construction and impacts of digital spatial data and GIS technologies. As well, this approach can foster critical reflection on research design and methodologies.
Acknowledgements
This material is based on work supported by the National Science Foundation under Grant No. BCS#0652141. The project has benefited greatly from the involvement of participants from Humboldt Park and West Humboldt Park; the research assistance of Nandhini Gulasingam, Man Wang, John Baldridge, Jennifer Hampton, Jennifer Grant, Grant Garstka, Allan Kempson and Danny Shields; and the participation of DePaul University students in Geography 333 (Winter 2004) and Geography 395 (Spring 2004).
Notes
1 For those in a US context, Institutional Review Board (IRB) approval typically must be obtained for any research that involves human participants, even if conducted by students as part of a class. Many universities will allow instructors to submit a protocol on behalf of a class, prior to the start of the term. IRBs may raise questions about whether students are researchers (who must go through IRB training) or research ‘subjects’ (who must give informed consent in order to participate). In my case, the students' participation was approved as part of my research protocol, though each was required to complete the University's IRB training in order to enrol on the course.
