Category Archives: GIS

Census data, a traditional approach to US social information

If you’re looking to map people across the US, there is no source of information with as much comprehensive coverage at the Census data. Of course it might not be the type of information you want, but you’ll have to take that up with Congress.

Meanwhile, here are a couple of sources for it:

American Fact Finder, info from the source itself.  Be brave and dive in.

Social Explorer, a long-time favorite, especially if you just want to LOOK at Census maps.

the National Historical Geographic Information System. A funny name for what it is: a good source for raw historical data.  Plus the only source I know of for historical boundary files.

Spatial Literacy for Educators program at the University of Redlands

It’s almost time to launch our first online cohort of students in our School of Education’s program in Spatial Literacy for Educators.   This term’s first class, EDUC 617 – GIS & Mapping as Instructional Tools – will be taught by Kristi Alvarez.  It’s the most geography and GIS focused of the four courses.  My contribution to the program, EDUC 616 – Foundations of Spatial Thinking – will be offered in Winter Term this year (starting in January 2012).   Though I am the guest speaker for the first week of Kristi’s class!  The other two courses involve curriculum development and assessment.

In July I was interviewed by Jesse Rouse of Very Spatial about the program, and you can listen here to the podcast.

GIS and Spatial Humanites in NYT article

Some classic spatial history projects made the headlines in the NY Times today.  Many of these works can be explored in more detail in two Esri Press books (Placing History and Past Time, Past Place), both of which Anne Knowles edited.

NYT hat tip to Brett Bobley.

GIS / info vis job for Congress

The Congressional Research Service is hiring one (1) Geographical/Geospatial Information Systems Analyst.  This person will design and generate maps that will be used by them, and presumably members of Congress and their staff, to “anticipate and illustrate complex public policy issues.”  No small task there!

In another parallel lifetime, I would love to have this job. It could be wonderful, deeply rewarding, and hugely challenging. I wonder if it’s part of a team of other GIS Analysts?  Surely the range of tasks that Congress takes on would warrant more than 1 Analyst?

Good luck to the eventual job holder!  Be brilliant and help us out!

 

Exploring migration mapping

Wondering what’s been happening at Redlands lately?  This week we’ve been immersed in discussions about mapping migrations.  It’s the central point of our 2011 LENS activities, a 4-day Mapping Migrations Institute in which we immerse ourselves in conceptual, technical, cartographic, and pedagogic issues of migration and their representations.  It’s been both heady and sweet.

I’m too beat tonight to share details, but I’ll share the highlights soon.  Meanwhile, if anyone has some great examples of migratory mapping, or questions they want to throw our way, send them on.

Cultivating Graphicacy While Teaching GIS?

There’s a side to working with maps and data that’s easy to overlook when we design our courses, and it falls under the heading of graphicacy.  My own quick definition of graphicacy is making, interpreting and critiquing of information in non-text form, including graphs, tables, figures, charts, AND MAPS.   I can’t remember first learning the word, but this Aldrich and Shepphard article (pdf) was one of the first that explained the concept.

I’ve come to strongly believe that graphicacy is a necessary and essential component of education.  One of the obvious reasons is how much we’re confronted with information in graphical form, such as this world population map from The Economist or the New York Times recent map of tornadoes and other natural disasters.  A good sense of graphicacy means that you are critical and creative with data, know when to question a representation, can envision alternative representations, can interpret the information and articulate its message.

The use of GIS presents numerous opportunities to develop strong graphicacy skills, but it’s definitely not an automatic outcome.  It includes the classification of data, and the cartographic design of layouts, but it goes well beyond that. It’s fundamental to how we expect to communicate with the rest of the world about what a GIS analyses means.  It’s not something that’s a separate topic to be added to a GIS course. It’s an understanding that needs to be cultivated throughout, in every lab and exercise that a student completes, and in every mapped representation that they create and encounter.  It’s the understanding of how maps complement and support learning on many levels.

new DH Spatial site from UVa’s Scholar’s Lab

In 2009 I participated in an NEH-funded Institute at the University of Virginia, focusing on the exploration of geospatial technologies within humanities disciplines. Last week the Institute finally launched one of its deliverables, an online venue for further discussion and support of humanities-focused GIS and mapping projects.

The mix of elements on the sites reflects both the combination of voices heard at their two part Institute: one focused more for the developers, librarians, and support staff for (large) humanities projects, and the other on faculty themselves.  Jo Guldi’s short essays on historical spatial turns evident throughout various disciplines is a nicely produced asset for the site, and I hope more discussion ensues.  Though I myself contributed one of the Step-by-Step answers, I’m uncertain about the need for this section (since there are so many other venues for such information) and I wait to see what other contributions come forth.

What I also follow with keen interest is the balance between the use of open source and commercial tools by the GIS-focused DH communities.  Geospatial OS software and applications require a certain commitment of dedicated effort and specialized knowledge, a surprisingly uncommon combination at many institutions. The use of commercial software by default requires no less effort, but most schools are more likely to have support staff knowledgeable in its use.  NITLE has recently reinvigorated its Digital Humanities initiative, but small liberal arts schools are some of the least likely to have staff with competence and confidence to use geospatial OS tools.  Go figure.

GIS or Spatial Literacy in Gen Ed Courses?

A colleague of mine at Redlands is researching the idea of having one of our new or existing mapping-based courses become part of the University’s general education program.  I’ve learned that there are “Intro to GIS” courses that satisfy gen ed requirements at Dickinson, Rhodes, Wheaton, and San Diego State. In each of these cases the classes satisfy a “quantitative reasoning” requirement.

Though the quantitative reasoning category seems like a logical and straight-forward choice, I’m interested to learn of others as well.  At Redlands we have an archaeology/anthropology course called Mapping People, Mapping Places.  Students ask and answer a suite of anthropology and archaeology questions, using spatial analysis as the basis throughout.  I think it would be a great course for a gen ed category on analysis or problem-solving.  As noted in an earlier post, Harvard is also looking to integrate GIS into its gen ed courses, and I look forward to seeing the results of that.

At Redlands we’ve even gone so far as to consider having a whole category of spatial reasoning courses.  To make this viable, we’d need at least 10-15 (?) courses offered in any given semester whose content had been found to be adequately spatial.  What a lofty goal!  We’re not nearly there yet…

If anyone has examples of mapping-related courses that satisfy gen ed courses on their campuses, email me to let me know.

Update: URISA has an entire special journal issue on GIS Education (pdf) which includes an article by Tsou and Yanow specifically on GIS and General Education (pdf).   Thanks, Mark.

spatial thinking and GIS in higher ed

My colleague and friend Joseph Kerski recently wrote about the ways in which spatial thinking may be increasingly recognized as valuable within higher education (and thanks for the call out, Joseph).  He included Harvard’s recent job announcement as evidence of increased interest in the topic, and suggested that few dedicated jobs like these exist.  I think there are actually more people filling that role on college campuses than is usually recognized, but these jobs are still uncommon.  They typically exist where GIS is being used in interdisciplinary settings, and in locales where cross-campus activities naturally take place, like libraries and offices of instructional technology. There, anyone who tries to support GIS usage and does NOT effectively communicate about spatial thinking in the process has an especially difficult time doing their job.

GIS “Specialists” on college campuses are great people (some of my best friends!) and I’m lucky to have met many of them over the years, mostly those from smaller liberal arts schools including Smith, DePauw, Carleton, Dickinson, Allegheny, Amherst, Colby, Williams, St. Lawrence, Skidmore, and dozens of others. At Redlands, we’re lucky to have multiple people participating in these efforts. Dave Smith is our GIS Specialist, based in ITS.  I modeled my own current Redlands position after Barbara Parmenter’s at Tufts, and work as a hybrid faculty/administrator.  Yes, it’s uncommon and difficult at times to bridge those worlds, but it can work.

What all of these positions have in common is that spatial thinking, whether we explicitly describe it as that or not, is central.  Yes, there’s software support. Yes, there’s data management. Yes, there’s some applied analysis. Yes, there’s map production. But if we weren’t successful at helping faculty and students gain confidence and competence at asking and answering spatial questions, it would all be for naught.  Faculty + their creative ideas + a few scattered days with Esri’s virtual campus ≠ sustainable GIS-based spatial learning.

The Harvard announcement has indeed generated a bit of discussion around the water cooler.  I’m particularly interested that they’re targeting their General Education courses, especially since I happened to write about their doing just that in a 2009 article in Journal of Geography in Higher Education (free pdf available here)!  Faculty who are curious about GIS and are hesitatingly testing the waters are sometimes reluctant to admit that they don’t know much about the spatial characteristics of their data, or that they have never (knowingly) asked spatial questions about the data before, or that they know little about how to analyze their spatial data in (statistically) valid ways.  Typically, faculty will have to be ready to try something new, and dedicate some time to it, and we all know how precious and rare our time can be.  Support staff learn to appreciate that faculty perspective and work with and around it.  How effective will a post-doc be in that role?  Can a post-doc be conversant enough about the range of topics they are likely to encounter (from biology to history to sociology to geology to political science, and beyond), or at least intellectually curious enough to engage in the conversations necessary to tease out the best GIS-based approaches?  Can someone make enough progress in two years to show a return in (learning) investment?  YES.  Especially if they’re geographers, the naturally interdisciplinary discipline!

Bottom line – there is a tremendous amount of spatially-based learning going on in many ways and in many places across campuses, it often involves GIS, schools from A to Z are doing it, and explicit attention to the value that spatial thinking brings to the activities will provide its greatest purchase in higher education.  Institutional investments in human resources are essential to making it all work.

GIS & the Humanities at UCSB, Day 2

The two-day mini-conference on GIS and the Humanities was sponsored by the Interdisciplinary Humanities Center at UCSB.  Day 1 included talks by archaeologists, historians, and language specialists, among others, who all have their own reasons for exploring maps and mapping.  Greater insights, new insights, tools of an evolving trade, being known for doing something different.

Early on Day 1, someone in the audience asked what the forecast and progression for these major projects was.  In traditional humanities scholarship, you do a lot of reading and research, then you write it up in a book, then it’s published and it’s the end of a particular scholarly sequence, and there is public recognition of closure.  With some very large academic GIS projects, the “end” looks different, if there is one.  Maybe it’s the end of a data set, or the end of a particular set of questions. Or maybe it’s just the end of the funding source, and then the programmers are let go or move on to something else. Or when the lead researchers move to another institution.  Or the GIS software, or the optimized browser, or the computer’s operating system, changes, and there are no funds to pay for updating.  Those are ends too.

Can the massive projects be better “chunked” – so that you don’t spend multiple years on something and still have someone underwhelmed with the results?   Will you have plans for project sustainability be part of the original proposal?  Isn’t this part of why NSF now requires a data management plan?  Also reminds me of the resistance of some departments at some universities to admitting someone directly into a PhD program, rather than a MS/MA as a stepping stone.  If something happens (and something often does), you at least have some degree in hand, instead of being 7+ yrs into something with nothing to show.

Day 2 of the conference began with my own talk, about maps functioning as both metaphors and analogies, and the complexities of supporting an argument with maps.  I discussed Reg Golledge’s representation of increasingly clearer cognitive maps as a metaphor for knowledge in general, and a relevant one for experts using new tools to communicate about their subject area to novices.

Ian Gregory’s Mapping the Lakes District project was an example I highlighted for several reasons, mostly because I like the work.  It also illustrates a point of contention: that generating surfaces (such as making a kernel density surface from point data) requires careful attention to kernel sizes, and attention to the notion of “non-uniform distribution of space.”  GIS software typically assumes that an “event” – such as a point dot indicating a location mentioned by a character in an 19th century book – “could” happen anywhere (or at least to the edges of the map extent of that project, almost always a rectangular area defined by the data set with the largest geographic extent), and proceeds to create a surface throughout, showing relative density of where the data set indicates events occurred.  But in reality most events can’t and don’t happen everywhere across a wide region.  There are reasons why Coleridge and Gray went where they did, and where they didn’t, and people don’t move around in the ways that some surficial representations suggest.

For example, if you create a kernel density surface with known zebra mussel locations (mapped within a stream channel, for example), the software will return a rectangular area extending completely beyond the stream’s reach, miles away from the water where a zebra mussel lives.  With some GIS software it is possible to use “barriers” or “masks” to limit the analysis to occur only within one area or another, but this requires steps beyond the defaults (such as setting Processing Extent parameters as an Environmental Setting in ArcGIS10).  Guess I just like points and lines better than areas or surfaces to indicate where events and movement happen. When we don’t know exactly where an event took place, and a single point in an exact spot is misleading, then a generalized surface is possible but buffers and alternative cartographic representations are also solutions.

I showed examples of how the Google Maps API is becoming a standard platform for *any* kind of project requiring simple navigation, such as Google’s fractals program, and the Google Art project.  Of course no “north” arrow needed on the fractals…  I also talked about a few relevant humanities projects at Redlands, some of which are described briefly here, plus some efforts at representing mapped uncertainty and new approaches to documenting humanities-focused metadata. I think it went pretty well. Always hard to tell, and I read as much into what people don’t say as what they do.

Fellow geographer John Agnew (UCLA) was the conference’s second keynote speaker.  John is a senior scholar who has written prolifically about political geography and notions of space and place.  He focused on regional patterns of Italian politics of the last 20 yrs, some shifting and some enduring.  He ended with some examples of how geographically weighted regression (GWR) was being used at the municipal level to tease out local variability (of Italian electoral patterns).  For me the most interesting was the final discussion about space and place.  For John, it was clear that the GWR results were getting at place – that Town A is clearly a different place from Town B, a difference that had gone unobserved when both Town A and B had been lumped together within Province Y.  Because we had changed the scale of the aggregated data (going from province down to municipality), we did have finer resolution.  But to many in the audience, the choropleth maps did little to evoke that elusive sense of place that they expect to be able to find, somehow, in a map.  They were still seeing shapes colored blue or red, albeit somewhat smaller shapes than in the previous maps.  To an expert like John, the small shapes do embody the inherent “platial” differences he knows to exist, but the nuances were largely lost to the novice audience.  I think they were looking for something that more readily evoked the experience of place.

Ruth Mostern from UC Merced was up next.  She shared details of the Digital Gazetteer of the Song Dynasty that she and grad student Elijah Meeks have produced, and talked about some of the recent influences on her thinking. These included Michael Curry’s 2005 article, Toward a Geography of a World Without Maps, plus writings in the landscape as narrative genre, including pieces by Doreen Massey and Tim Ingold.  These and other writings have clarified her thinking about how best to model history within a (geo)database. Not through administration, but through travel.  Not as structures, but as events and processes.

Highlights from the afternoon sessions included Ben Adams (grad student in computer science at UCSB) and his extractions of text from travel blogs with which he generated stylized senses of place (I really liked them; wish I could find something about it on the web to show).  I also liked the work by Marta Jankowska on slum mapping.

Mike Goodchild gave the concluding presentation, with a few remarks on the conference itself (perhaps too much worry and emphasis about the map; a possible shift to the nomothetic over the idiographic [yes, I had to remind myself what those words meant too], but a shift that is problematic with data that are increasingly resistant to generalization; perhaps this is a call to focus more on synthesis over analysis).  He talked about the realm of alternative spaces that we now study: cyberscapes framed by usage of Twitter, Facebook, and other digital social media, profiling the work of David Crandall and Matt Zook. He also reminded the UCSB community about their new academic minor in spatial studies.

Final thoughts: an interesting gathering, very worthwhile for the knowledge gained of new and innovative projects.  Some particularly relevant in my planning of our 2011 LENS Institute on Mapping Migrations.  Thanks, Ann and others, for the invitation.