A rationale for accrediting GIScience programs

ABSTRACT

The accreditation of GIS programs was first proposed more than 25 years ago as a means of encouraging consistency in instructional content and learning outcomes across many new GIS programs being developed at U.S. colleges and universities. However, in lieu of a peer review system to evaluate the quality of instruction, the GIS community focused instead on certification programs for recognizing and rewarding competency and professionalism among persons already in the workforce. With hundreds of colleges and universities now offering formal programs in GIScience ranging from certificates to undergraduate and graduate degrees, it may be an appropriate time reconsider rewards associated with accreditation. This article argues that accreditation can benefit institutions, students, and GIScience employers by directing attention to “upstream” and formative elements in the preparation of entry-level GIScience professionals that can potentially complement “downstream” and summative programs for recognizing experienced GIScience professionals such as certification. Along with providing detail about the implementation and administration of accreditation, we explore accreditation processes in surveying and engineering as possible pathways for accrediting academic GIScience programs.

KEYWORDS:

• GIScience education
• accreditation
• certification
• higher education
• peer review
• quality assurance

Acknowledgments

The author wishes to thank three anonymous reviewers for their comments and suggestions on an earlier draft of the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.