Introduction to Geographic Information Systems

GISC 1411 75682 Lec 002 (4-3-3) - Professor Sean Moran, GISP

Austin Community College - 2024 Spring Semester

Class Meets

Class meets on Tuesdays and Thursdays from 8:15 to 10:55 AM at Highland Campus in Bldg 2000, Rm 1526 or online via video call link: https://meet.google.com/dpp-xqrm-jvm.

This is a HyFlex synchronous Competency-Based Education (CBE) classroom and online course. Students have the option of attending regularly scheduled classes each week in-person or online.

There are four competencies (i.e. modules), each with three topics. Students are expected to complete one topic per week along with the associated competency exam and project by the assigned due dates as listed in the Course Schedule and Outline in this syllabus.

Contact Information

Sean Moran will be the instructor for Introduction to GIS.

Sean Moran is a Professor of GIS. Formerly the ACC GIS Department Chair; he has over 25 years of professional planning, Geographic Information Systems (GIS), and Global Positioning Systems (GPS) experience. His experience as an educator, manager, coordinator, supervisor, and analyst give him a comprehensive base of knowledge on which to draw. Prior to coming to Austin Community College (ACC) in 2009, Mr. Moran taught applied GIS to graduate-level planning students in the School of Architecture at the University of Texas. He has a BS in Urban Forestry from Texas A&M University and an MS in Urban Planning from the University of Texas. Mr. Moran’s contact information is listed below:

Sean Moran

GIS Professor

Austin Community College, Highland Campus

6101 Highland Campus Dr. Building 2000, ACC Inc

Austin, Texas 78752

email smoran@austincc.edu

office hours

Tuesdays and Thursdays from 3:00 to 7:00 PM in-person at ACC Inc or via video call appointments scheduled on this calendar. Optionally, students can contact me via email to schedule appointments outside office hours as needed.

Course Description

Introduction to basic concepts of vector GIS using several industry specific software programs including nomenclature of cartography and geography.

Transferability of workforce courses varies. Students interested in transferring courses to another college should speak with their Area of Study (AoS) advisor, Department Chair, and/or Program Director.

Course Rationale

Introduction to GIS is designed to provide students with an understanding of the methods and theories of spatial analysis that will allow students to apply GIS knowledge and skills to everyday life and their chosen careers, to apply the course towards a certificate or an associate’s degree at Austin Community College, and to prepare them for success in upper division courses in GIS at other institutions.

Prerequisite

None.

Required Texts/Materials

Readings assigned will be available in electronic format for free via the course website and Internet. Most lectures include an assigned reading that should be completed before lecture. Students should come to lectures prepared to discuss the reading assignment.

All students will use ACC email, Google Workspace apps. and ArcGIS Pro 3.2 GIS software to complete demonstrations, tutorials, projects, quizzes, and tests - see Installation Steps. Classroom students will have access to a workstation with ArcGIS Pro, high-speed Internet, and dedicated server storage space. Online students are required to have the following:

• A desktop or laptop computer capable of running ACC provided ArcGIS Pro - see System Requirements;
• A reliable Internet connection;
• An external USB flash or hard drive with at least 2GB of storage; and
• Web camera, microphone, and speakers.

If you do not have one or more of these, please contact the instructor to explore ACC resources for possibly acquiring any missing items.

Instructional Methodology

This course is taught synchronously in-person and online with a combination of lecture slides, demonstrations, videos, quizzes, tests, and projects. Students can attend in-person or online. Students will complete the lab work using an ACC lab workstation or their own computer. Students should expect to spend an average of 6 hours per week attending lectures, working on labs, completing assignments and projects, and studying.

Course materials and communication are available on ACC’s Blackboard website (http://acconline.austincc.edu) In order to log into Blackboard, you will need your ACCeID.  Your ACCeID will consist of the first letter of your official first name followed by your 7-digit ID number and can be found on your ACC ID Card.

ArcGIS.com is to access maps, apps, and tools along with creating content and submitting work.  ArcGIS Online provides a common platform to find, share, and organize geographic content and to build GIS applications. It is a web resource hosted by ESRI, the company that makes ArcGIS software - the GIS software you will be using in this course and throughout your academic program at ACC. More information and details are available on the course website.

Students will use the Blackboard learning management system for assignment instructions, submitting assignments, and collaboration.

Distance Education

ACC distance education courses are every bit as academically challenging as on-campus courses, but many students discover that there are also unique challenges to online education. Common challenges that distance students encounter include lack of self-motivation, inability to focus, trouble maintaining accountability, being disorganized, inability to effectively communicate, poor time management, and failure to balance your educational and personal commitments.

You must be able to manage your time effectively and prioritize to meet deadlines and stay on track with your coursework. Successful distance students are self-starters who understand the commitment and discipline required to thrive in an online environment. You must be an active learner who asks questions when you do not understand something. Your instructor cannot see you, so you need to “speak up” if you have problems by contacting your instructor right away; otherwise, there is no way for your instructor to know that something is wrong.

Student Learning Outcomes

Students will learn how to compile, analyze, and present geospatial data while emphasizing the value of visual communication. Students will learn these basic geospatial concepts using industry standard GIS technology.

WECM Student Learning Outcomes

The Workforce Education Course Manual (WECM) is a web-based inventory of current workforce education courses and outcomes published by the Texas Higher Education Coordinating Board  for Texas public two-year colleges. WECM courses are created and maintained by teams of instructional specialists from Texas college with expertise in the subject areas. By the end of this course, the student will be able to:

• Explain basic concepts of using GIS in mapping the earth in spatial terms and populating the GIS's system to access data.
• Create and access data in the GIS's system using an appropriate software package.
• Develop and print maps with industry standard legends.
• Operate industry standard GIS packages on a personal computer.
• Capture positional and attribute information with correct and accurate geographic referencing.
• Convert geographic information among several coordinate systems.
• Acquire GIS's system information from databases, existing maps, and the Internet.
• Annotate output for finished maps, documents, and reports.

GTCM Student Learning Outcomes

The Geospatial Technology Competency Model (GTCM) is an industry model framework published by the US Department of Labor Employment and Training Administration (ETA) to identify industry-specific technical competencies. By the end of this course, the student will be able to:

• Select, evaluate, and document primary and secondary data according to original scale, coordinate system, precision, accuracy, completeness, currency, source, and fitness for use.
• Edit, query, convert, rectify, georeference, project, transform, geoprocess, validate, import, export, backup, and archive data while utilizing file and data standards and assuring quality.
• Query spatial and attribute data by location and utilizing query languages.
• Perform proximity, overlay, density, surface, 3D, network, image, and geostatistical analyses on spatial data.
• Interpret user requirements to select, install, maintain, and license desktop GIS and GIS-related software.
• Interpret user needs to generate GIS products with a defined purpose, target audience, and appropriate medium.
• Create data, maps, and reports with GIS-industry recognized data standards, cartographic conventions, and reporting methods.
• View, locate, query, geoprocess, and analyze spatial data utilizing GIS software.

SCANS Competencies

The Secretary Commission on Achieving Necessary Skills (SCANS) is a commission appointed in 1990 by the Secretary of the US Department of Labor Lynn Martin to develop a list of skills "that high-performance workplaces require and that high-performance schools should produce." By the end of this course, the student will demonstrate the following workplace competencies and foundation skills:

1. Workplace Competencies - Effective workers can productively use:
   1. Resources – They know how to allocate (C1) time, (C2) money, (C3), materials, and (C4) staff
   2. Information – They can (C5) acquire and evaluate data, (C6) organize and maintain files, (C7) interpret and communicate, and (C8) use computers to process information.
   3. Interpersonal skills – They can (C9) work on teams, (C10) teach others, (C11) serve customers, (C12) lead, (C13) negotiate, and (C14) work well with people from culturally diverse backgrounds,
   4. Systems – They (C15) understand social, organizational, and technological systems, (C16) they can monitor and correct performance; and (C17) they can design or improve systems.
   5. Technology – They can (C18) select equipment and tools, (C19) apply technology to specific tasks and (C20) maintain and troubleshoot equipment.
2. Foundation Skills - Competent workers in the high-performance workplace need:
   1. Basic Skills – (F1) reading, (F2) writing, (F3) arithmetic and (F4) mathematics, (F5) listening and (F6) speaking.
   2. Thinking skills – (F7) to think creatively, (F8) to make decisions, (F9) to solve problems, (F10) to visualize, (F11) the ability to learn, and (F12) to reason.
   3. Personal Qualities – (F13) individual responsibility, (F14) self-esteem, (F15) sociability, (F16) self-management, and (F17) integrity.

Course Evaluation/Grading System

Grading components are based on the successful and timely completion of tutorials, quizzes, tests, and projects.

The final grade is based on a total of 100 points and the following grade scale:

Exercises

Exercises are designed to apply the concepts and techniques discussed and demonstrated in lecture. The instructor will be available to assist students with the exercises and discuss their practical application. Although not a formal grading component, completing the exercises will improve your skills and make you more proficient in completing the quizzes, tests, and projects.

Quizzes

Each week’s topic includes a supporting quiz with 10 questions - 5 conceptual and 5 practical and can be retaken as many times as desired prior to the test. The Quizzes Grading Component is calculated by averaging the top 10 of 12 total quizzes. Quizzes are structured to measure comprehension of the weekly lecture and tutorials. Successfully completing and studying the quizzes will improve your test scores.

Tests

There are three subject matter tests and one cumulative test that will be administered during class time or office hours. Tests are NOT open book or notes. 50% of the questions are conceptual and 50% are practical. Tests are structured to measure and reinforce overall comprehension. 

Projects

There will be four projects assigned during the semester. Each project will include a work breakdown structure (i.e. list of tasks) and description of the final deliverable that builds on the material covered in lecture, demonstrations, and tutorial(s). The first two projects will include a list of tasks supported by step-by-step instructions. The third and fourth projects will include a list of tasks supported by more general instructions. The projects are designed to build the skills and confidence required to complete real-world applications using GIS.

Course Policies

Please see the following course policies regarding attendance/participation, withdrawals, missed or late work, and incompletes.

Attendance/Participation

While not a formal grading component; attending class, accessing Blackboard, and completing curriculum according to the Course Schedule and Outline will have a strong influence on your final grade. I will monitor due dates and Blackboard activity in case there are any questions about your final grade and commitment to this course. You are responsible for reading and responding to any announcements made on Blackboard. 

Withdrawals

The last day to withdraw from this course for the Spring 2024 session is Monday, April 22, 2024. It is the responsibility of each student to ensure that his or her name is removed from the roll should they decide to withdraw from the class. The instructor does, however, reserve the right to drop a student should they feel it is necessary.  If a student decides to withdraw, they should also verify that the withdrawal is submitted before the Final Withdrawal Date. Students are also strongly encouraged to retain a copy of the withdrawal form for their records.

Students who enroll for the third or subsequent time in a course taken since Fall 2002, may be charged a higher tuition rate for that course.

State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities without penalty.  With certain exceptions, all course withdrawals automatically count toward this limit.  Details regarding this policy can be found in the ACC college catalog. 

Missed or Late Work

Any missing or late work cannot receive a grade higher than the lowest grade awarded to a student who turned in the same assignment or project on-time. For example, if the lowest grade for all projects submitted on-time is 80%; then a student who submits a perfect project after the due date would receive an 80%.

Incomplete

The instructor may award a grade of “I” (Incomplete) if a student is unable to complete all of the requirements for a course.  An incomplete grade cannot be carried beyond the established date in the following semester. The completion date is determined by the instructor but may not be later than the final deadline for withdrawal in the subsequent semester.

College Policies

Please see the ACC website for college policies regarding academic integrity, ACC email, campus carry, counseling, coronavirus, discrimination, privacy, safety, student complaints, students rights and responsibilities, student support services, testing services, and more.

Course Schedule

While the instructor reserves the right to change the course schedule as required during the semester; any changes will be discussed with students and announced in Blackboard. Students should complete one topic per week and each competency test and project by the assigned date.

* Denotes test and project deliverable due dates. All tests are administered prior to or on the assigned date and all project deliverables are due at the end of the day on the assigned date.

Course Outline

1. Competency - Select correct methods within the GIS software for properly discovering, navigating, and displaying spatial data.
   1. Topic: What is GIS? - Select correct tools within the GIS software for properly discovering and navigating spatial data.

Performance Criteria

1. Describe GIS.
2. Describe how GIS is used.
3. Identify elements of a GIS software interface.
4. Add and interact with GIS map layers.

1. Topic: Mapping Information - Select correct tools within the GIS software for properly symbolizing spatial data.

Performance Criteria

1. List the principles of envisioning information.
2. Explain the value of maps.
3. Differentiate between thematic and reference maps.
4. Explain what a definition query is and how it is used.
5. Label features on a map.
6. Describe cartographic and statistical generalization. 
7. Change the symbology of a layer. 

1. Topic: Cartography - Select correct tools within the GIS software for properly displaying map elements and spatial data.

Performance Criteria

1. Describe the role of purpose, audience, and medium in the GIS workflow. 
2. List common external and internal map elements.
3. Explain techniques for making a meaningful map. 
4. Create maps using Cartography and GIS.

1. Competency - Construct geographic information through appropriately querying and relating attribute and spatial data.
   1. Topic: Attribute Queries - Select tabular information through properly structured attribute queries.

Performance Criteria

1. Explain what a geodatabase is.
2. Explain what Structured Query Language (SQL) is and how it is used in GIS.
3. Construct SQL statements to execute standard database queries.
4. Create statistics and summarize attributes in GIS.
5. Join two tables using a common unique ID. 

1. Topic: Spatial Queries - Select geographic information through properly structured spatial queries.

Performance Criteria

1. Compare and contrast attribute and spatial queries.
2. List common types of spatial queries.
3. Execute standard spatial queries.
4. Calculate geometric attributes for features.
5. Join two layers using their spatial relationship.

1. Topic: Coordinate Systems - Select appropriate geographic and projected coordinate systems.

Performance Criteria

1. Explain map datums, coordinate systems, and projections. 
2. Differentiate between geographic and projected coordinate systems.
3. Select coordinate systems using GIS.
4. Differentiate between an absolute and relative scale.
5. Select a scale with an intuitive divisional unit using GIS.

1. Competency - Develop accurate vector and tabular geographic information through geoprocessing and modeling.
   1. Topic: Geoprocessing - Construct geographic information through properly preparing, modeling, and analyzing data using geoprocessing tools.

Performance Criteria

1. Differentiate between discrete and continuous data.
2. Explain how geoprocesses prepare data, analyze data, and model processes. 
3. Explain what the geoprocessing environment is. 
4. Describe what the geoprocessing framework is.
5. Perform geoprocessing using GIS. 

1. Topic: Vector Data - Collect, assimilate, edit, and model accurate and complete vector datasets.

Performance Criteria

1. Describe how vector points, lines, and polygons are structured.
2. Differentiate between nodes, pseudo nodes, and vertices.
3. Describe the workflow for editing vector data using GIS.
4. Explain how Map Topology is used to edit vector data.
5. Edit vector features and attributes using GIS. 

1. Topic: Tabular Data - Collect, assimilate, edit, and model accurate and complete tabular datasets.

Performance Criteria

1. Identify basic structure, data types and common tabular formats. 
2. Explain RDBMS, cardinality, join vs relate, and normalization. 
3. Explain how to create a table and associated fields in GIS.
4. List the steps for geocoding an address table in GIS.
5. Create vector locations using the geocoding process. 

1. Competency - Construct geographic information through properly analyzing and modeling raster and 3D data.
   1. Topic: Spatial Analysis - Use spatial data, geoprocessing, quality assessment, and metadata to perform, assess, and document spatial analysis.

Performance Criteria

1. Explain how the analytical process is used in GIS.
2. Describe characteristics of quality and how they can affect your analysis.
3. Differentiate between geoprocessing and spatial analysis.
4. Create metadata.
5. Perform spatial analysis.

1. Topic: Raster Data - Collect, assimilate, edit, and model accurate and complete raster datasets.

Performance Criteria

1. Identify basic raster structure and value types.
2. Compare and contrast the terms raster and imagery.
3. Explain how interpolation is used to create raster data.
4. Differentiate between interpolation and density.
5. Explain what map algebra is.
6. Perform raster analysis using GIS.

1. Topic: 3D Data - Collect, assimilate, edit, and model accurate and complete 3D datasets.

Performance Criteria

1. Identify basic 3D structure types.
2. List common 3D formats.
3. Illustrate how to view and navigate 3D data.
4. Compare ways to perform 3D analyses.
5. Create a 3D visualization and perform a 3D analysis.

See Course Requirements for section for syllabus including course requirements, readings, course subjects, and student learning outcomes.

See Course Requirements for section for syllabus including course requirements, readings, course subjects, and student learning outcomes.

See Course Requirements for section for syllabus including course requirements, readings, course subjects, and student learning outcomes.