Bridging High School and Introductory Undergraduate Courses in Geographic Information Science and Technology

Abstract

This article presents the findings of a study to determine the degree of consistency in what is taught and learned in high school and college-level introductory courses in geographic information science and technology (GIS&T). A content analysis identified sixteen topics that are generally representative of the knowledge, skills, and abilities developed in introductory undergraduate courses. The findings were used to propose a standard college-level survey course in GIS&T that could inform future efforts to introduce more academically rigorous GIS&T coursework in high schools, such as through the Advanced Placement Program.

Key Words:

• geographic information science (GISci)
• geospatial technology
• GIS education
• secondary education
• undergraduate education

Additional information

Funding

This research was supported by a grant from the Geography Education National Implementation Project to inform the development of a proposal for a new Advanced Placement course in GIS&T. Members of the AAG Study Group for AP GIS&T include Ola Ahlqvist (The Ohio State University), Dorothy Cassetta (Carroll High School), Jacqueline Housel (Sinclair College), Niem Tu Huynh (Concordia University), Jolene Keen (AAG), Candice Luebbering (AAG), Adriana Martinez (Southern Illinois University-Edwardsville), and Richard Schultz (North Park University). The study group was chaired by Michael Solem (National Center for Research in Geography Education). Advanced Placement is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this article.