A friend from work asked me today if I quilted and from there it became an opportunity to upload some new quilt pictures, then it became pretty clear that I hadn’t actually posted anything new in a very long time.
We all know what kind of crazy it’s been this COVID-year so no need to go there. So I’ll just talk about the last five days: compiling these GIScience/GIS instructional resources, getting news that the article I wrote with Tom Wikle about GIS Certificate programs was now out in Transactions in GIS, wrestling with the new server that hosts the GIS&T Body of Knowledge and chatting with colleagues about its future platform, making more plans for the global Resiliency in GIScience Education panels that are taking place, and writing letters of support for in-going proposal to do great things with GIS & GIScience.
I’m now starting to update my own upcoming fall 2020 class at Cornell (Intro to Mapping & Spatial Analysis with GIS) to use QGIS instead of my usual ArcGIS Pro. Why? The labs, which will have maybe 20% of the students in-person, at least that’s the plan today. Most are Mac-users, living and learning who-knows-where in these times, and most of the class will be online and otherwise suffering through small-laptop-screen-itis via the painful clumsiness of AppsOnDemand, plus its awkward data saving manipulations. Just can’t do it. Way too many other stressful factors in the world today to not simplify this one thing, for at least this one semester. And this way I also get to work more with Keith Jenkins, our very own QGIS superstar support colleague, who was super busy last month with the QGIS North America conference. Yay for Keith.
I was about to jump into my regularly scheduled workday when I came across this data visualization tool for educational statistics, whose primary sources are EXACTLY the same ones that I’d been exploring yesterday. How weird is that. And that they had data about “Geographic Information Science & Cartography” at the 6-digit level (much more specific), much more interesting than what they consider its default “comparison” group, “social sciences” at the 2-digit level.
The measurements of “skills” for GIS&T showed a tremendous revealed comparative advantage (RCA) for negotiation, critical thinking, coordination, plus many management of (time/material resources/financial resources) ones. Complex problem solving is the only one that’s also high from another group of skills. RCA is “how much greater or lesser that skill’s rating is than the average,” which I guess means the average rating for that skill for other employment areas (?). It’s not a surprise that these are high, but it it is interesting that programming and technology design have such a little RCA for us.
Data from O’NET, Department of Labor.
And then there are the tree diagrams of the number of degrees awarded themselves. What’s not very helpful are how they’ve lumped things together into the shaded groups. There is much diversity within each group when you scan across the yellowish ones and the hospital-scrubs-green ones. Like in 2013 when both Texas State University and University of Maine at Machias (hi Tora) are both in the yellow set. Orange-shaded ones seem to consistently be the community college set.
For the year 2013:
and for the year 2016:
Much to explore further here and how lovely that we can download the data themselves. Thank you, open government.
OGC, the Open Geospatial Consortium, is hosting a survey to collect thoughts on OGC-related Professional Certifications. I’m a huge fan of the mission of OGC and its methods as well, and to allow someone to earn a credential in this area should increase the likelihood of advancing towards greater adoption and implementation. Being anxious about credentials – designed and managed and articulated-well – is short-sighted.
This week we’ll broach the topic of datums, coordinate systems, and map projections in the GIS class that I teach at Cornell. It’s week 5+ of the semester, just enough into this stuff so that there’s some sustained knowledge growing and they now have enough of a framework onto which to hang the obvious-but-abstract-and-necessary-but-confusing-and-powerful topic. I used to be more GIS-traditional about this stuff and dive in during weeks 2 or 3. Not any more. Much more and deeper learning taking place now that students are more confident and competent at managing and manipulating spatial data. T
Just in time, XKCD has come up with another inspired projections example to share with the class.
I was a total newbie to R before spring 2014. Then it was a little trial by fire, trying to learn just enough to keep up with grad students in a class I was co-teaching. Thank goodness for the “co-” part, as my partner was an expert in the topic, and I could contribute in my own areas of expertise, which were/are not R! But I finished the semester with a new-found respect and, frankly, awe for what is possible with R. I have much to learn, and maybe, someday, the time.
Fast forward a few months and the topic keeps cropping up. I shared a beer in Salzburg with Lex Comber and learned about one of his forthcoming publications, an Intro to R for Spatial Analysis and Mapping. Haven’t got my own copy yet, but if it’s what it seems to be, it’ll be one of my assigned texts in the future. In one of our webinars, Trisalyn Nelson spoke about her use of R with her graduate students. And today, I silently scanned through Alex Singleton‘s recent presentation on the Changed Face of GIS, in which R figures prominently for him. There’s something going on here that some smart people have figured out.
Since the summer, I have been working for UCGIS, the University Consortium for Geographic Information Science, as their Executive Director. Translation: I manage the business-related operations of a small non-profit that’s focused on advancing and supporting the research and education ideas of the GIS-teaching faculty at its 50+ member institutions. Today, Directions Magazine printed an interview I did with them about UCGIS and some of its upcoming activities. And, it’s International GIS Day! Woo-hoo!
In the College of Arts & Sciences at the University of Vermont, faculty are involved with a year-long initiative to learn more about maps and mapping. I had a chance to be part of their August 2013 workshop and share ideas about teaching and learning supported with geospatial technologies. Members of the department of geography are leading this effort, and though they’re disciplinary experts in this field, they themselves are learning from the new perspectives and novel projects being designed and developed. A way to spread opportunities for spatial analysis and geographical inquiry.
A team at DePauw University used SketchUp to recreate what they believe their campus to have looked like historically, building-wise. Apparently a challenge because whole buildings have come and gone with little archival imagery captured? Seems like a good way to involve staff and students in a project that can engage alumni and highlight the fun of flying (Google Earth-wise) around. Mental images of Harry Potter on his broomstick whizzing past Hogwarts’ buildings.
Nice work, Beth!
H/t to All Points Blog.