Intermediate Geographic Information Systems

GISC 2420 90585 DIL 001 (4-3-3) - Professor Sean Moran, GISP

Austin Community College - 2024 Fall Semester

Class Meets

This is a Distance Learning (DIL) asynchronous Competency-Based Education (CBE) online course. There are no mandatory class meetings, but the instructor will schedule and record an optional Kick-Off Meeting video call at the beginning of the semester and before each competency for students to attend synchronously or watch the recording asynchronously.

Students are also welcome to attend the ‘sister’ GISC 2420 Hyflex class in-person or online that meets on Tuesdays and Thursdays from 7:20 to 9:40 PM at Highland Campus in Bldg 2000, Rm 1526 or online via video call link: https://meet.google.com/rkc-yvhj-zdh.

There are four competencies (i.e. modules), each with three topics. Students should 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 at the end of this syllabus.

Contact Information

Sean Moran will be the instructor for Introduction to Geospatial Data.

Sean Moran is a Professor of GIS. Formerly the ACC GIS Department Chair; he has over 30 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 from 11:00 AM to 3 PM and Wednesdays from 4:00 to 8:00 PM in-person at ACC Inc or via video call appointments scheduled by clicking on this booking appointment and selecting a slot(s). Optionally, students can contact me via email to schedule appointments outside office hours as needed.

Course Description

This course focuses on the study of spatial data structures and the display, manipulation, and analysis of geographic information. Students will study the technical aspects involved in spatial data handling, analysis and modeling. Instruction will include theories and procedures associated with the implementation and management of GIS projects. A variety of GIS software packages will be used in the laboratory.

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

Intermediate Geographical Information Systems (GIS) is designed to provide the students with an understanding of the methods and theories of geospatial data and analysis that will allow students to apply GIS knowledge and skills to everyday life and their chosen careers, and to apply the course towards a certificate or an associate’s degree at Austin Community College.

Prerequisite

GISC 1411 Introduction to GIS.

Required Texts/Materials

Readings assigned will be available in electronic format. Most lectures include readings that should be reviewed in support of the topic. Students should be prepared to discuss the readings with the instructor.

All students will use ACC email, Google Workspace apps. and ArcGIS Pro 3.3.1 GIS software to complete demonstrations, exercises, 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 asynchronously online with a combination of lecture slides, demonstrations, videos, quizzes, tests, and projects.  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:

• Describe the terms, concepts, commands, and procedures of GIS software;
• Import, generate and project spatial data sets;
• Obtain spatial data from available sources;
• Demonstrate topological editing; and
• Develop tables, plots, and thematic map compositions.

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:

• Identify, collect, and assimilate sources of secondary data, such as: clearinghouse data, digitized data, classified data, COGO, and geocoded data into a GIS.
• 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.
• Implement a GIS project by collecting, creating, assimilating, analyzing, synthesizing, and presenting data and results that satisfy the project goal.
• 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.
• Practice continuing GIS education utilizing formal instruction; academic, professional, and industry publications; software documentation; online resources; peer professionals; on-the-job experiences; and professional certifications.

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 quizzes, tests, and projects.

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

Tips & Tricks

Teach your classmates a new GIS hack for their professional toolkit. Sign up for a date, select a GIS hack, and prepare a 5-10 minute demonstration. Students will present their demonstration on designated Thursdays at the beginning of class.

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 exercises. Successfully completing and studying the quizzes will improve your test scores.

Tests

There are four subject matter tests that will be administered during class time. Tests are NOT open book or notes. Each subject matter test will consist of 20 questions - 10 lecture questions and 10 application questions. Each question is worth 0.5 points. 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 lectures and demonstrations. 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. Each project is worth 10 points. 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, 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 Fall 2024 session is Thursday, November 21, 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

Course competencies are aligned with the US Department of Labor Geospatial Technology Competency Model and reflect the academic, technical, and professional competencies required to excel as an entry-level GIS professional.

1. Competency - Use the analytical process and GIS workflow to solve geospatial problems and effectively present your results.
   1. Topic: Analyzing Information - Use the analytical process and GIS workflow to solve geospatial problems.

Performance Criteria

1. Define analysis
2. List four methods for analyzing information
3. List and explain the steps in the Analytical Process
4. Classify the GIS Workflow according to the Analytical Process
5. Georeference an image using GIS

1. Topic: Geoanalytics - Use geoanalytic models and methods to analyze geospatial data.

Performance Criteria

1. Define geoanalytics
2. Describe different geospatial models used in geoanalytics
3. Describe different geoanalytic methods
4. Name three GIS software packages used for geoanalytics
5. Perform geospatial analysis using GIS

1. Topic: Evaluating Information - Use critical thinking and the analytical process to write an effective executive summary.

Performance Criteria

1. Explain how evaluating is part of the analytical process
2. Compare and contrast analysis and evaluation
3. Explain the role of critical thinking in the analytical process
4. List approaches to writing for impact
5. Write an effective executive summary

1. Competency - Create, analyze, and present vector GIS data.

1. Topic: Vector Proximity Analysis - Create accurate vector GIS data through proximity analysis.

Performance Criteria

1. Differentiate between geodesic and planar measurements.
2. Measure feature geometry and classify by attribute.
3. Describe different vector proximity spatial relationships.
4. List and describe different vector proximity geoprocessing tools.
5. Explain what the geoprocessing framework is.
6. Use vector proximity tools to perform a site selection analysis.

1. Topic: Vector Overlay Analysis - Create accurate vector GIS data through overlay analysis.

Performance Criteria

1. Described different spatial overlay spatial relationships.
2. Distinguish between vector overlay query and analysis.
3. List and describe different vector overlay geoprocessing tools.
4. Compare and contrast proximity vs. overlay analysis.
5. Use vector overlay tools to perform an impact assessment.

1. Topic: Vector Network Analysis - Create accurate vector GIS data through network analysis.

Performance Criteria

1. Identify basic network structure elements.
2. Distinguish between a topological, directed,
3. and undirected network.
4. Explain the difference between topological,
5. transportation, and utility networks.
6. Describe how to create and analyze a trace network.
7. Create and analyze a trace network.

1. Competency - Create, analyze, and present raster GIS data.

1. Topic: Raster Proximity Analysis - Create accurate raster GIS data through proximity analysis.

Performance Criteria

1. Explain how to measure cell and raster geometry.
2. Differentiate between global, local, focal, and zonal raster statistics.
3. Explain how to classify and reclassify raster values.
4. Compare and contrast deterministic and geostatistical interpolation.
5. Compare and contrast simple and kernel density analysis.
6. Use raster proximity tools to create distance, generalized, interpolated, and density rasters.

1. Topic: Raster Overlay Analysis - Create accurate raster GIS data through overlay analysis.

Performance Criteria

1. List different raster extraction tools and their application.
2. Compose a map algebra statement with input, action, and output.
3. Describe the workflow for performing raster overlay analysis.
4. Compare and contrast weighted sum vs. weighted overlay analysis.
5. Use the raster calculator to execute an operation, function, or tool.
6. Use raster overlay tools to perform a suitability analysis.

1. Topic: Raster Path Analysis - Create accurate raster GIS data through path analysis

Performance Criteria

1. Explain how distance is measured in raster data
2. Explain how cost is used to perform raster path analysis
3. Develop a least cost path analysis
4. Explain how elevation is modeled in raster data
5. List analytical products you can create from a DEM

1. Competency - Create, analyze, and present 3D GIS data.
   1. Topic: 3D Data - Create and edit accurate 3D GIS data.

Performance Criteria

1. Explain how Z-values are located in a vertical coordinate system
2. Describe the triangulated data model, structure, and attributes
3. List advantages and disadvantages of the triangulated data model
4. List and compare 2D, 2.5D, and 3D data types
5. Create a Triangulated Irregular Network (TIN) in GIS

1. Topic: 3D Analysis - Analyze 3D GIS data.

Performance Criteria

1. Explain 2D vs. 3D measurements.
2. Describe different methodologies for analyzing visibility.
3. Explain how 2D queries differ from 3D queries.
4. Identify 3D proximity, overlay, and connectivity analyses.
5. Perform 3D analysis in GIS.

1. Topic: 3D Visualization - Visualize 3D data.

Performance Criteria

1. Describe the advantages of 3D visualization.
2. Differentiate between a global and local scene.
3. Explain how base elevation is used to display a GIS layer in 3D.
4. Explain how 3D display properties can enhance 3D visualization.
5. Navigate a 3D scene in GIS.

See Course Requirements section above for a complete syllabus with Readings, Course Subjects, and Learning Objectives.

See Course Requirements section above for a complete syllabus with Readings, Course Subjects, and Learning Objectives.

See Course Requirements section above for a complete syllabus with Readings, Course Subjects, and Learning Objectives.