Teaching Introductory Geographic Information Systems through Problem-based Learning and Public Scholarship

Abstract

Teaching geographic information systems (GIS) requires linking concepts with technical skills, which can be challenging, especially in standard lecture and laboratory-format courses. This paper reports on an introductory undergraduate GIS course that incorporated a community-driven problem-based learning exercise as a major component of the course. Analysis of student performance and course evaluations indicates that the exercise was effective in aiding student learning of GIS, while also teaching research and other professional development skills, and providing insight into an important social issue within their community. Benefits and cautions are discussed from the perspective of students, instructor, university and local community.

Keywords:

• Community
• GIS
• mapping
• problem-based learning
• Syracuse Hunger Project

Acknowledgements

The author thanks all participants of the Syracuse Hunger Project, and particularly the Samaritan Center for initiating the project, the students of GEO 383 Spring 2004 class, the Syracuse University Mary Ann Shaw Center for Public and Community Service, the Maxwell School of Syracuse University and the Department of Geography, Syracuse University. She is also grateful to anonymous reviewers for their helpful comments on the manuscript.

Notes

¹ Throughout this article the term ‘hunger’ refers to food insecurity.

² The federal Food Stamp Program was renamed the Supplemental Nutrition Assistance Program (SNAP) in June 2008.

³ Address-level client data-sets, such as food stamp program participants, meals-on-wheels clients and senior dining center clients, were degraded to the block level by the instructor and TA prior to delivering them to the students; however, the students were made aware of the process.