Program Purpose

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This program uses technological tools to solve a variety of geographic problems in fields such as urban planning, retailing, scientific research, and environmental management. The U.S. Department of Labor recently identified GIS as one of the top three careers poised for explosive growth in the future. In the GIS program, students learn a variety of technical skills currently in demand in the job market, but it also focuses on the fundamental principles of geography and geographic information that will make students more able to solve difficult problems, and adapt to a constantly changing industry.

Geospatial careers are very diverse, so this emphasis provides a basic education (and options for advanced specialization) in five areas:

• geographic information science, the study of the nature of geographic information
• geographic information systems, the management and analysis of digital geographic information
• remote sensing, the observation and analysis of geography from the air or space
• cartography, the visual communication of geographic information via maps
• application development, writing programs to automate geospatial tasks

Curricular Structure

As in all Geography emphases, students in this program apply the geographic perspective and spatial thinking skills to issues in a particular advanced specialty. The course requirements in this emphasis are thus composed of two parts:

• A set of core courses and geography electives to give students a strong foundation in the general principles, knowledge, and skills common to all of Geography
• Advanced courses focusing on various topics in Geospatial sciences and technologies, including both scientific and practical applications, and providing valuable career skills.

Students are given ample opportunity to apply the skills they learn to solving a variety of scientific and applied geographic tasks in many domains, including human and physical systems and the interactions between them.

• BS Geography general information
• Catalog Information
• Major Academic Plan

Learning Outcomes

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The Geography Core learning outcomes are correlated with five of the six essential elements of the 1994 National Geography Standards (NGS).  The specialized outcomes of this emphasis are focused on developing further competency in these six elements, the eighteen specific standardswithin these elements (especially #1, #2, and #3), and the five geographic skills in the standard; the correlated standards are cited in each outcome. The GIS Emphasis learning outcomes are also aligned with knowledge areas and units in the national-standard Geographic Information Science & Technology Body of Knowledge (BoK) produced by the University Consortium for Geographic Information Science.

Core geographic knowledge and skills

Understand, explain and apply the NGS-related foundational concepts of Human Societies and Spatiality, Physical Environments, Human-Environmental Interaction, Regional Geography, Critical Spatial Thinking, and Effective Communication.

Geographic Information Science

Explain the fundamental theories underlying geospatial technologies, and correlate them to the data models and procedures implemented in those technologies (NGS Standard 2, BoK Knowledge Area CF: Conceptual Foundations)

Geospatial Data Acquisition and Management

Acquire and manage geospatial data as appropriate to a given application, using the proper sources, data models, and data formats (NGS standard 1; NGS Skill 2: acquiring geographic information and 3: organizing geographic information; BoK Knowledge Areas GD: Geospatial Data, DA: Design Aspects, DM: Data Models).

Geospatial Data Analysis

Analyze geospatial data to accomplish geographic tasks in scientific research and/or decision support, by applying spatial thinking principles using geospatial analysis procedures (GIS, RS, statistical) (NGS Standard 3; NGS skill 4: analyzing geographic information; BoK Knowledge Area AM: Analytical Methods)

Cartography

Design quality maps to visualize and communicate geographic information and analysis results (NGS standard 1; NGS skill 5: answering geographic questions; BoK Knowledge Area CV: Cartography and Visualization).

Programming

Create programs and scripts to automate geospatial tasks and implement geographic concepts (NGS skill 5: answering geographic questions; BoK Unit DA6: Application Design)

Evidence of Learning

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Direct Measures

• Sample Coursework (assignments, test questions) selected for strategic relevance to learning outcomes
• Content Knowledge Exam taken at beginning and end of program
• Internship Reports from interns and employers
• Faculty reports from personal mentoring and advisement

Indirect Measures

• BYU Senior Survey with departmental addendum, focusing on opinions of BYU education and self-confidence in competency
• BYU Alumni Questionnaire with departmental addendum, focusing on opinions of BYU education and self-confidence in competency
• FHSS exit survey with departmental addendum, focusing on opinions of BYU education and self-confidence in competency
• Anecdotal reports from alumni reflecting on BYU education and success in profession and post-graduate education

Learning and Teaching Assessment and Improvement

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1. Two standing committees of the department are involved: the Undergraduate Education committee (three members selected by the chair), and the program curriculum committee composed of all faculty focused in GIS. In both committees, most effort is concentrated during the summer to avoid distraction during the school year.
2. Throughout the school year, the Undergraduate Education Committee uses university, college, and department tools to gather raw assessment data.
3. At the end of the school year (late April-early May), this Committee analyzes and discusses the assessment data with respect to the learning outcomes. They identify significant successes, and problems that need to be resolved. They prepare a brief report.
4. At the final faculty meeting of the year (mid-May), the Undergraduate Education Committee presents their findings to the rest of the faculty. The Undergraduate Education Committee (or another standing or ad hoc committee if appropriate) is charged with developing solutions to department-wide issues. The program curriculum committee is charged with developing solutions to program-specific issues. This should take 1-2 hours.
5. During the summer, committees meet as needed and develop solutions. Each prepares a brief report outlining specific proposals. This may include program requirement changes, new or deleted courses, course alterations, teacher development, and such.
6. At the department retreat (late August), each committee presents its proposals. Faculty discuss and vote on proposals. This should take 2-3 hours.
7. The Undergraduate Education Committee prepares and submits applications for curriculum changes in September for consideration by the University for the following school year.