Course Description

Geospatial data identify the geographic locations of features on Earth. This course introduces students to geospatial data types that can be used to create maps. Students will complete progressive exercises and projects that collect, assimilate, and analyze geospatial and related data stored in a text file, spreadsheet, database, and geodatabase. Topics include tabular data, data types, relational data, queries, schema, geospatial data, and geodatabases.

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 Geospatial Data is designed to provide students with an understanding of the methods and theories of geospatial data 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.

Course Outline

1. Competency - Collect, transform, and visualize tabular data using best practices.
   1. Topic: What is Data? - Explain how data is collected, stored in the tabular model, and analyzed to create information and knowledge.

Performance Criteria

1. Explain the relationship between data, information, and knowledge
2. Define data.
3. Differentiate between primary and secondary data.
4. Explain nominal, ordered, interval, and ratio data types.
5. Describe how tables are structured.

1. Topic: Transforming Data - Use spreadsheet functions to transform text, numeric, and geospatial data.

Performance Criteria

1. Describe how data functions are used to transform data.
2. Differentiate between concatenate and parse text functions.
3. Describe the order of operations for mathematical functions.
4. Explain how logical functions can test value expressions.
5. Convert DMS>DD and DD>DMS coordinates.
6. Use spreadsheets to transform data.

1. Topic: Visualizing Data - Visualize data in tables, charts, maps, and dashboards using best practices.

Performance Criteria

1. Apply Ed Tufte’s Guidelines for Visualizing Data.
2. List best practices in creating tables.
3. List best practices in creating charts.
4. List best practices in creating maps.
5. List best practices in creating dashboards.
6. Create and publish a dashboard with tables, charts, and maps.

1. Competency - Assimilate normalized data into an entity-relationship modeled RDBMS using ETL tools.
   1. Topic: Data Models - Model tabular and geospatial data using conceptual, logical, and physical entity-relationship diagrams.

Performance Criteria

1. Describe the components of the Entity-Relationship Model.
2. Label the symbology used in an Entity-Relationship Diagram.
3. Explain conceptual, logical, and physical data models.
4. List the three basic geospatial data models.
5. Use an Entity-Relationship Diagram to model a database.

1. Topic: Databases - Create database schema and relate tables in a Relational Database Management System (RDBMS).

Performance Criteria

1. Compare and contrast spreadsheets vs. databases.
2. Explain what database schema is.
3. Differentiate flat-file tables from relational tables.
4. Identify the three cardinal relationships in an RDBMS.
5. List and differentiate the three types of geodatabases.
6. Create table joins and relates in GIS.

1. Topic: Data Assimilation - Use Extract, Transform, Load (ETL) tools to assimilate vector, raster, and triangulated data in a geodatabase with subtypes and attribute domains.

Performance Criteria

1. Explain how ETL is used to assimilate data.
2. Describe how vector data is modeled in GIS.
3. Describe how raster data is modeled in GIS.
4. Describe how triangulated data is modeled in GIS.
5. Create geodatabase subtypes and attribute domains in GIS.
6. Use ETL tools to assimilate data in GIS.

1. Competency - Create, edit, and document geospatial data using point, line, and polygon construction tools, snapping, topology and metadata.
   1. Topic: Data Creation - Create and edit geospatial data using basic point, line, and polygon construction tools.

Performance Criteria

1. List different manual and automated digitization methods.
2. Describe how vector feature geometry is constructed.
3. Describe how raster cell geometry is constructed.
4. Explain what an editing environment is.
5. Configure and use snapping to create geospatial data.
6. Use basic point, line, and polygon construction tools to create and edit geospatial data.

1. Topic: Data Editing - Create and edit geospatial data using advanced point, line, and polygon construction tools.

Performance Criteria

1. Explain how geodetic features differ from planar features.
2. Diagram the difference between ground and grid measurements.
3. Explain how Z and M coordinates enhance vector feature geometry.
4. Create geodatabase contingent values in GIS.
5. Use COGO to create geospatial data.
6. Use advanced point, line, and polygon construction tools to create and edit geospatial data.

1. Topic: Topology - Explain how network, geodatabase, and map topology are used in GIS.

Performance Criteria

1. Describe what topology is and how it’s used in GIS.
2. List the topological elements that model connections between geospatial features.
3. Differentiate between a directed and undirected network.
4. Differentiate between geodatabase and map topology.
5. Create geodatabase and map topology in GIS.

1. Competency - Use the field data collection workflow to acquire, assimilate, and produce geospatial and attribute data deliverables.
   1. Topic: Location Data - Explain how GPS and DGPS create location data.

Performance Criteria

1. List different methods for identifying your location.
2. Differentiate between triangulation and trilateration.
3. Describe the space, control, and user segments of GPS.
4. Explain how differential GPS works.
5. Differentiate between recreational-, mapping, and survey-grade GPS.

1. Topic: Field Data - Collect GPS field data using the field data collection workflow to minimize errors.

Performance Criteria

1. Describe the field data collection workflow.
2. Plan and configure field data collection.
3. Collect geospatial and attribute data in the field.
4. Backup, validate, and assimilate field data.
5. Describe different types of field data errors.

1. Topic: Data Automation - Describe and demonstrate the benefits of using data automation in GIS.

Performance Criteria

1. List the benefits of automating work.
2. Describe the types of data processes that can be automated.
3. Differentiate desktop, enterprise, and cloud-based automation.
4. Describe different GIS data automation processes.
5. Automate a data process using GIS.

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:

• Develop conceptual, logical, and physical geospatial data models in response to user requirements and within the life cycle of a GIS project or work-flow of a GIS program.
• 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.
• 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) interprets 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.