This course extends the existing base of GIS knowledge and skills by amplifying programmatic approaches to spatial data and analysis. Lectures, labs and projects emphasize GIS model development, spatial database architecture and design best practices, and extend knowledge of web GIS by authoring and consuming geographic web services. Students will become familiar with methods of leveraging programming languages (such as Python) to make GIS processing easier, faster and more accurate by scripting and automating data management, production, manipulation and analysis procedures. Activities develop GIS analysis skills with examples from government, social science, physical science and the humanities.
See Code of Conduct regarding how these communication platforms are (and should be) used.
Laptop or desktop computer (recommended)
* Your computer should have at least 500 MB of free disk space, have at least 8 GB of memory, and run a modern desktop OS (e.g,. PC, Mac, or Linux); netbooks need not apply.
Dedicated USB 3.0 thumb drive 64 GB or larger (recommended)
* Organizing your data and maintaining a backup can save you from serious misfortune; I know from experience.
Geospatial visualizations and analysis may be handled using any of the following:
The latest stable release or the university’s current installed versions of Esri’s ArcGIS Pro or ArcMap
* ArcGIS Pro may be installed on individual computers for Microsoft Windows users only (see here for instructions). ArcGIS Pro may also be accessed via the W&M Virtual Desktop Infrastructure on Windows (see here) or on Mac (see here).
* ArcMap (a part of ArcGIS Desktop) is being phased out of use. If GIS is in your future, you may wish to consider migrating to ArcGIS Pro.
The latest stable release or the university’s current installed version of QGIS Desktop
* QGIS may be downloaded and installed on all major OS’s (see here for instructions). QGIS may also be accessed via the W&M Virtual Desktop Infrastructure on Windows (see here) or on Mac (see here).
ArcGIS Online (see here for login instructions).
Programming and analysis may be handled using either ArcGIS Notebooks on the Portal or in ArcGIS Pro (v.2.5 or above).
* The ArcGIS Notebook is a cloud-based integrated development environment built for processing, analyzing and visualizing geospatial data. You will be granted access to Notebooks through ArcGIS Online. Notebooks provide you with all the geoprocessing tools of ArcPro and ArcGIS without having to install any software on your computer. Mac users, rejoice! You also have access to ArcGIS Notebooks through ArcGIS Pro (v 2.5 and greater).
Remote access to W&M computing services are handled using the Virtual Desktop Infrastructure, which may be accessed on Windows (see here) or on Mac (see here).
Work both collaboratively and individually on completing course tutorials, exercises and special works projects.
Create a fictitious consultancy responsible for:
Maintain a weekly log/report posted on the course repository’s wiki that outlines everything you do for this class (including any research, development, analysis, and collaboration) and approximately how long it took you to do it.
The First Step Towards Effectiveness by Peter E. Drucker
- Know thy time.
Communicate with your classmates and instructor using remote/web-based technology (see Communication above). This includes contributing to the weekly discussion topics.
Ask questions and make mistakes. If you are feeling frustrated, then you are likely invested in this class.
Uphold professionalism in everything you do (see Code of Conduct below).
Provide a course evaluation at the end of the term with a summary of things you liked and disliked; methods that worked for you and those that fell short; topics that interested you and those that were uninteresting.
GIS 520 Students only
Originally, I designed this course to mimic a real-world geospatial organization that solves spatial problems; therefore, a large focus of this class will be presenting you with challenge questions and asking you to solve them. To build your geospatial problem-solving skills, we will tackle these challenges together, sharing our methods and results with one another. I will show you tips and tricks and introduce you to new GIS methods and tools to help you become better, faster and stronger GIS professionals.
For this class, I took inspiration from Ben Balter’s “15 rules for communicating at GitHub”. This type of asynchronous workstyle is becoming more prevalent and economically gainful in today’s tech world; not to mention the accelerated rate of remote work under the present pandemic. Having the skills to work remotely and collaboratively can give you a “leg up” in the job market. This course aims to pair style with content to give you a truly advanced geospatial analysis and programming experience.
Your goal is to work both individually and as a team to address (and potentially solve) the various projects that are assigned. For all projects, you choose how to address them. You keep in constant communication with your classmates and instructor, build off of each other’s strengths, share ideas and methods, and create new ways of efficiently solving geospatial challenges.
This style of learning closely resembles what will be expected of you following graduation and entering the workforce. The difference here is that there is the expectation that you will help one another (not always the case in the real world) and your instructor will be your personal tutor and guide (a luxury, for certain).
Disclaimer 1: This class is a part of the Center for Geospatial Analysis’s Certificate in Geographic Information Science Program and is offered to post-baccalaureate level students. Undergraduates at William & Mary also have the opportunity to take this course with slightly modified expectations during evaluation.
Disclaimer 2: In academia, it is well known that new courses take about 4–6 iterations before they are “well developed.” That being said, this class is currently in “echo” version (i.e., fifth iteration); therefore, two things apply: 1) class structure, methods, topics, delivery, evaluation, etc. are in a constant state of change so please be patient; 2) you are in a position to alter the course by providing feedback, so please, in your personal notes, jot down your thoughts, opinions and concerns regarding the class as we go along; you may use this to craft your course evaluation at the end of the term.
This class is scheduled to meet twice a week. The goal is to have one class session each week dedicated to discussions (e.g., topics of the week, consultancy issues and concerns, etc.). The other day each week should be the instructor introducing topics, skills, or methods relevant to the class. See the posted course calendar for tentative schedule.
This is an advanced class aimed at introducing several new concepts, software, tools, methods, and analyses. It is strongly suggested (and even required) that you take advantage of one another and the instructor to maximize what can be done and what you can learn during this time.
Remember, your goal is to complete the Master Checklist (and, if you are a certificate student, the Performance Accomplishments write up) before the end of term. To do so, you need to demonstrate that you have satisfied the learning objectives for this course.
This class is assessed based on a written/oral evaluation of student learning.
You will schedule a one-on-one final evaluation with your instructor following at least two individual meetings (one at the beginning and one in the middle of the semester).
You grade is based on your demonstration of your mastery of the course objectives. You are solely responsible for communicating what you have done to succeed in each of these categories. This is accomplished by the following:
Based on the cumulative assessment of individual accomplishments, a student will earn the corresponding grade for their level of achievement.
| Qualitative Assessment | Approximate Grade | Meaning |
|---|---|---|
| Unsatisfactory | F | Demonstrates a lack of effort, lack of care, and/or lack of understanding the course objectives. |
| Does Not Meet Expectations | C–, D+, or D | Demonstrates a lack of understanding of one or more course objectives. |
| Fully Meets Expectations | B, B–, C+, or C | Demonstrates a basic understanding of the course objectives. |
| Exceeds Expectations | A, A–, or B+ | Demonstrates exceptional understanding of the course objectives. |
The following stipulations impact a student’s final grade and are evaluated in the following order.
The instructor reserves the right to adjust a student’s final evaluation score by at most one-half step (e.g., in a plus/minus scale, a C may be rewarded to a C+ or downgraded to a C–) so long as it does not conflict with the following rules.
There are no points, bonuses or extra credit assignments awarded at the certificate level (GIS 520) of this class.
This class is assessed based on the completion of course tasks (master checklist) and final evaluation of student learning (written exam).
On the course repository, there is a master checklist of over 100 tasks (dismissing any tasks labeled GIS 520 only). Undergraduate students are awarded 1 point for each completed task (checked item) on their master checklist.
The undergraduate final exam will be administered during the final exam period (see the registrar’s online schedule). The final exam is comprised of five questions. Each question completed successfully contributes 1 point to a student’s final grade. Each question not answered (or answered unsuccessfully) deducts two points from a student’s final grade.
An undergraduate student’s final grade is the summation of their total points (checked items) from the master checklist with their score on the final exam. An undergraduate student’s final letter grade is determined based on the values in the following table.
| Letter | Point Score |
|---|---|
| A | >93.0 |
| A– | 90.0–92.99 |
| B+ | 87.0–89.99 |
| B | 83.0–86.99 |
| B– | 80.0–82.99 |
| C+ | 77.0–79.99 |
| C | 73.0–76.99 |
| C– | 70.0–72.99 |
| D+ | 67.0–69.99 |
| D | 60.0–66.99 |
| F | <60.0 |
There is no expectation that students can or will complete all tasks on the master checklist; however, students who keep pace with the instructor can and should be able to complete a sufficient number of items to both successfully complete the class and pass the final exam.
There are no bonus points nor extra credit awarded at the undergraduate level (GIS 420) of this class. Final scores are based on the level of completion of the master checklist and evaluation of the final exam responses as of COB on Monday, 20 December 2021. No further adjustments can be made following the final exam period.
The following are a list of topics that may covered during the term.
This semester, each week will consist of at least five discussion topics, potential readings and responses, and a weekly write-up.
By the basis in which this class is designed, these things hold true:
Remember these things as you work together:
“Don’t ascribe maliciousness to that which can be explained by inadvertence.”
This comes from the fact that it is almost impossible to portray our feelings or intended meaning behind typed text. If something offends you, take a breath, be cordial and ask for clarification before unleashing your wrath (BTW: you shouldn’t unleash your wrath). That being said, also do not be a silent witness. If something offends you, let everyone know. We will never learn from our mistakes if our mistakes are never pointed out. If malicious actions continue, the instructor will manage it.
“There is no innovation and creativity without failure. Period.”
You are a college student registered in a college class. You are not expected to know everything. The entire purpose of this exercise is for you to gain knowledge, so make an effort. If you want to try something, try it and let everyone know what you are up to. Best case scenario, your innovations spark new insight. Worst case scenario, we all learn something from your efforts. Remember: there are no right answers to these projects—just creative approaches, innovative designs and happy accidents—so don’t be afraid to make a mistake. It’s better to aim high for something that will make a difference rather than to play it safe with something easy.
Ask lots of questions.
Questions are cheap, so ask a lot of them. When asking questions, remember to always strive for clarity. If you don’t know something or your aren’t sure, just ask. Sometimes, knowing the right question to ask is just as difficult as finding the answer. When you find yourself here, it’s okay send up a flare or simply say “I’m lost.” We will get you back on track.
Focus on opportunities.
Remember: this is not a race and you are not a judge, so don’t get caught up with critiquing or competing with each other. Provide your opinions and perspectives and then actually take the time to read the opinions and perspectives of others. Challenge yourself to see things differently and try things differently. Ignore your desire to be correct or to correct someone else and try not to contradict people; they don’t like it and biologically it shuts down their ability to see things logically.
Document and share everything.
While it may feel natural to keep your work private, projects really thrive when you document your process publicly. By writing things down and sharing them, more people can participate along the way and you might get help on something you didn’t even know you needed. This leads to more things being documented, which produces a better project roadmap, which leads to better transparency and feedback, which leads to good decision making and faster/better results.
We cannot manage what we do not measure: so digitize your process!!!
Everyone is bound to uphold a policy of respect for their instructor and their peers. Students should be open-minded to new ideas and participate in collegiate debate, the sharing of ideas, and the receiving of feedback without defamatory remarks. Students should help maintain a healthy learning environment by refraining from negative behavior, such as harmful remarks, quibbling over trivial matters, creating unnecessary debates, or bullying.
There is zero tolerance for negative behavior. Failure to uphold this policy will result in punitive action and/or removing the offending student from access to all or part of the class.
It is the expectation that all students perform their tasks and coordinate with their teams in pursuit of accomplishing the tasks outlined for this class.
Any student (or team member) recorded as being absent (e.g., not responding to instant messages, not replying to emails, and not attending out-of-class meetings) for two or more weeks is eligible to be removed from a team. The petition to remove a team member from a team need only show the documentation of failed attempts of communication along with dates / times of meetings in an email (with all member’s CC’d) or in print with signatures from all other members. All completed items by the team following the removal of a team member do not count towards the removed team member’s accomplishments.
Please make any and all planned absences (e.g., field trips, vacations, athletic events) along with any unplanned absences (e.g., illnesses and emergencies) known to your instructor at the earliest possible time.
By accepting admission to the College, you have made a commitment to understand, support, and abide by the Honor Code. Violations, whether attempted or successful, will result in consequences ranging from a verbal reprimand up to a failing grade for the class.
Misconduct may include, but is not limited to, the following:
You are free (and encouraged) to create your own GroupMe groups with classmates for better/faster communication. Do not use the instant messenger for spamming, soliciting or otherwise disrupting the peace. Be sure to change your notification settings on your mobile device to provide “Do Not Disturb” periods when sleeping or studying.
For private inquiries, please email the instructor; the instructor will confirm each email received. If you do not receive a confirmation message from the instructor within 12 hours of sending, feel free to send a follow-up email.
Undergraduate final exam times are final. All accomplishments are due on or before the final exam period ends.
Evaluation dates for certificate students should be suggested by the student and approved by the instructor. If, for some reason, you are unable to meet during the scheduled time or turn in your performance accomplishments on time, you may email the professor before the regularly scheduled evaluation date to reschedule it at a mutually convenient time or else receive an unsatisfactory score.
Under the most rare and extraordinary circumstances, students may request an incomplete; the acceptance of which is at the sole discretion of the instructor.
William & Mary accommodates students with disabilities in accordance with federal laws and university policy. Any student who feels they may need an accommodation based on the impact of a learning, psychiatric, physical, or chronic health diagnosis should contact Student Accessibility Services staff at 757-221-2512 or at sas@wm.edu to determine if accommodations are warranted and to obtain an official letter of accommodation. For more information, please see https://www.wm.edu/sas.
It is requested for each audio, video, image, data, or web file, that you provide an appropriate license (e.g., CC-BY; see also), prescribing your ownership and license for use of your media files. Failure to do so will result in a de facto “no rights reserved” license granted to the instructor, the Center for Geospatial Analysis and William & Mary on all works submitted.
Please note that these media files may be reused for educational purposes on the course website, future Blackboard courses, or in a YouTube playlist.
You may contact the CGA at any time to request that your media file(s) be no longer used.