Faculty Syllabus

GISC-1411 Introduction to Geographic Information Systems (GIS)

Craig Eissler


Credit Spring 2026

Section(s)

GISC-1411-001 (16857)
LEC DIL ONL DIL

LAB DIL ONL DIL

GISC-1411-002 (16858)
LEC TuTh 8:15am - 9:35am HLC HLC2 1526

LAB TuTh 9:35am - 10:55am HLC HLC2 1526

GISC-1411-006 (16860)
LEC RVS ONL DIL

LAB Th 4:00pm - 6:40pm RVS RVSS 121

Course Requirements

Introduction to Geographic Information Systems

(Intro to GIS); GISC 1411

 

Austin Community College

Charles “Craig” Eissler, Professor

SPRING 2026 semester (16 weeks)

 

Course Number: GISC 1411-001 (16857)

Totally Online, Asynchronous: (no Set times to meet other than Orientation, Tests, or possibly other special dates)

 

Course Number GISC 1411-002 (16858)

Hyflex: Meet In-person (Classroom) or Online (Video call)

Tuesday, Thursday: 8:15 AM to 10:55 AM

 

Course Number, GISC-1411-006 (16860)

Hyflex-Hybrid: Meet In-person (Classroom) or Online (Video call)

Thursday: 4:00 PM to 6:40 PM

 

Syllabus : Part 1

Essential Information

 

Course Description

 

Credit Hours: 4

Introduction to basic concepts of vector GIS using several specific software programs, including the nomenclature of cartography and geography. The transferability of workforce courses varies. Students interested in transferring courses to another college should speak with their Area of Study Advisor, Department Chair, and/or Program Director.

 

Class Meetings


Section 001 and Section 006 are entirely Online

Section 007 is a Hybrid course (a mix of In-Class and Online), with a Hyflex-Synchronous component. On the one scheduled (synchronous) day, students attend in-person (in the classroom) OR online (via Zoom).

 

About the Instructor

 

Professor Eissler's relevant experience spans more than 30 years, and he has been an adjunct professor at ACC for the past 15 years. He's now a full-time ACC faculty member, splitting his time between teaching and curriculum development. Approximately five years ago, he resigned as GIS Program Manager at the Capital Area Council of Governments (CAPCOG) based in Austin, Texas. His work over those years included leading the direction for a regional GIS Enterprise/Portal, managing the GIS/911 database program, and integrating GIS and spatial analysis into several other projects.

 

Before that, Mr. Eissler spent over 10 years as an independent GIS consultant for the Texas Geographic Society (TXGS), FEMA, and several private-sector companies. He specialized in project management, natural hazard risk analysis, training, and technical writing, all related to geographic information systems. A special role with FEMA was as a certified trainer at the National Emergency Training Center in Emmitsburg, Maryland. In this capacity, he trained emergency management and GIS professionals across the U.S. in the use of GIS and the Hazus ArcGIS extension for natural hazard mitigation analysis.

 

He also worked for Strategic Mapping, Inc., an early pioneer in desktop GIS software development, in a sales and marketing capacity. Before that, he spent several years as a mapping technician for several aerial surveying companies.

 

Mr. Eissler holds a Bachelor’s degree in Geography and Planning from (Southwest) Texas State University and a Master’s degree in Geographic Information Systems (GIS) from Penn State University.

 

Contact Information

Craig Eissler

Geographic Information Systems, Professor

Email: ceissler@austincc.edu

Virtual Office Hours, Availability, and Appointments

 

Virtual Office Hours are set for:
Wednesday mornings: 8:00 AM to 12 Noon
Friday mornings 8:00 AM to 12 Noon

However, I am often available at other times, as well. So, please don’t hesitate to attempt contact ANYTIME -- via E-mail.

You may receive a response right away or shortly; if not, you can typically expect a response within 24 hours. Also note that during the week tends to be a little more reliable than on weekends. You can also schedule a Virtual Appointment for a different day and time. Note that advance notice is appreciated; at least 24 hours is preferred. I will need to check my availability to confirm. These meetings will be held via video call on Google Meet or Zoom.

Please also refer to the Orientation Kickoff presentation for details on effective communication.

Course Rationale

Introduction to GIS is designed to provide the 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.


Course Level 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.

Course Requirements

Prerequisites

 

Must meet ACC proficiency requirements in Reading, Writing, and Math (see the course catalogue or an advisor). You must know how to navigate the Windows file structure, how to upload and download files, how to unzip compressed (zipped) files, and how to copy and paste files in Windows Explorer.

Learning Style Requirements

 

Although the GIS subject matter content is the same as the classroom content, the distance learning format itself requires that you have a learning style that is compatible with the online learning format. ACC provides a learning style self-assessment to help you determine if distance learning is right for you. See Am I Ready for Distance Education?

Minimum Technical Skills

 

Another requirement for distance learning is that you have some basic computer technical skills. Please take a look at this Technical Skills Checklist prior to beginning the course. As part of your online experience, you can expect to utilize a variety of technology mediums as part of your curriculum:

  • Communicate via email, including sending attachments 
  • Navigate the World Wide Web using a Web browser such as Google Chrome
  • Use office applications such as Microsoft Office (or similar) to create documents  
  • Be willing to learn how to communicate using a discussion board and upload assignments to a classroom Website  
  • Be comfortable uploading and downloading saved files  
  • Have easy access to the Internet  
  • Navigate Blackboard, including using the communication component within Blackboard.
     

Computer Hardware & Software Requirements

 

In addition to having high-speed internet access to download larger GIS data files, your computer should be set up with speakers, a microphone, and a camera to play lecture video content, take proctored exams, and video conferencing for help sessions. You may also want a pair of headphones to prevent feedback when you are on conference calls or in the classroom when you prefer silence.

We will use ArcGIS Pro 3.5.4 this semester. The system requirements are on this website: https://pro.arcgis.com/en/pro-app/latest/get-started/arcgis-pro-system-requirements.htm. You need a Windows operating system. You cannot complete this course using a cell phone. And attempting to use a Mac can present challenges – even if running Boot Camp or Parallels. Only very technically savvy students should attempt this.

A FREE student version of ArcGIS Pro will be provided to all classroom and online students. 

Software and Hardware Requirements: Students must have a computer with a Windows operating system that is capable of running the desktop version of ArcGIS Pro (system requirements). A webcam and a microphone are required for online exam proctoring, meetings, and tutoring sessions. Students must have access to a high-speed internet connection (at least 20 Mbps download speed). Click here to test your internet speed. If you don't have access to the technology required for online GIS courses, click here to request help.

All software installation support is provided by ESRI, the software manufacturer/developer. They are very good about helping you troubleshoot any installation issues. You can reach ESRI Tech Support using the information here: https://support.esri.com/en/contact-tech-support.
 

Recommended Software

 

  1. Google Chrome Browser
  2. Google Meet (see Google Meet Training and Help) - Used for tutoring and test proctoring
  3. Adobe Acrobat Reader

Optional - In lieu of Reader, you have the option to get Adobe Acrobat Pro as part of the Creative Cloud suite to view, but also to edit and combine PDF files. It is at a reduced cost for students. See the Adobe Creative Cloud at ACC website for a link to the software downloads.

  1. Notepad or Notepad++
  2. Microsoft Office (Excel, Word, optional - PowerPoint or Publisher) - See the respective tabs at the ACC Libraries Tech Toolbox website for download links and instructions.

 

Textbook:

There is NO Textbook required for this course.

 

Instructional Methodology

The course consists of four competency-based topics. Each topic consists of a lecture, readings, hands-on lab exercises, lab projects, and a quiz. Tests are taken after all topics in a competency are completed.

 

Lectures are delivered via annotated slides and video recordings. Hands-on exercises and projects are completed using ArcGIS Pro software, video recordings, and written instructions and data provided in the course textbook. The instructor will be available in the classroom and online via e-mail or video call software to assist students.

 

Artificial Intelligence

 

What is Artificial Intelligence (AI)?

It is the capability of computational systems to perform tasks typically associated with human intelligence, such as reasoning, decision-making, and problem-solving.

 

How is AI used in Education?

It revolutionizes learning through personalized instruction, adaptive technologies, and automated administrative tasks, but also presents challenges to equity and academic integrity.

 

Is AI allowed in this ACC Course?

It may be used in this course, except on Tests.

 

How is AI used in Geographic Information Systems?

It is becoming an increasingly integral part of GIS software by automating analysis and predictive modeling. However, it is still just your “assistant,” and you, the GIS User, are still in charge. You must be very aware at all times what you are doing :)

 

Note that there is still much we do not yet know about AI, whether in education, GIS, or other areas. So, stay tuned, or ask questions if you have them.

 

Hyflex learning mode (if applicable; section 002 or 006)

 

If you are enrolled in a Hyflex section, including the Hyflex-Hybrid variety, you have the choice to attend class in person (in the classroom) or online (via Zoom video call).

Since lectures are pre-recorded and all course content is available online via Blackboard, students can choose which material to listen to, read, study, or work on with GIS software during the scheduled class time. This also allows students to work somewhat at their “own pace”.  In other words, classroom time is essentially “lab time”. The instructor is available to answer questions, provide insight and suggestions, troubleshoot, and address any other needs students may have to continue their learning and assignments.

Ear buds and/or Headphones (USB-compatible) are highly recommended to use at times in the classroom. This is because you may want to watch and listen to recorded videos without disturbing others. Another reason is that you may still be taking a test while others have finished, even though the instructor will try to minimize chatter.

Finally, a mix of classroom students and online students can be challenging to students (especially those online) who may be hesitant to ask questions when they do not understand something or need help. Please speak-up when necessary. The instructor will attempt to engage all students in a healthy learning environment.

 

Grading System

Grading is based on the successful and timely completion of the components below:

 

Grading Component

% Value

Tests (4)

1, 2, 3 = 10%; 4 = 15%

45

Lab Exercises (9)

20

Lab Projects (4)

20

Quizzes (12)

10

Participation (9)

5

Total (%)

100

 

 

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

 

Grade

Scale

Credit

A

90 - 100

yes

B

80 - 89

yes

C

70 - 79

yes

D

60 - 69

Yes, ACC general credit, but

No Design, Manufacturing, Construction & Applied Technologies (DMC&AT) credit, which includes GIS, CAD, and Geospatial Engineering

F

Below 60

No credit at all

IMPORTANT: Passing with a “C (70)” or better is also a PREREQUISITE for all other GIS courses.
 

 

 

Lab Exercises

Lab exercises are designed to apply the concepts and techniques discussed in lecture. The instructor will be available to assist students with the exercises and discuss their practical application. Completing the exercises will improve your skills and make you more proficient in completing the quizzes, tests, and projects.

 

Lab Exercises are used in Competencies 1-3. There are none for Competency 4.

 

There are TWO LEVELS for students to choose from:

 

Level 1: Less challenging

Recommended for most (but not all) CAD, Geospatial Engineering, and Emergency Management
majors to learn GIS fundamentals and satisfy those Program credit requirements.

 

These standard Lab Exercises were developed by Esri, the developer of ArcGIS software.

 

Level 2: More challenging

Highly recommended for GIS majors to better prepare for future courses AND for GIS-related professionals to apply skills on the job.

 

These custom Lab Exercises were developed by the ACC GIS Dept.

 

Both options provide opportunities to do an additional assignment (which includes the other Level’s Lab Exercise) for Extra Credit. In either case, “proof of completion” is required for a credit grade of “100”.

 

The Lab Reference Guide accompanies the Lab Exercises and Lecture material. This is optional reading material, but highly recommended. This document also includes a Knowledge Check to reinforce what you’ve learned. It is self-graded with Answers provided in a separate document.

 

All Lab Exercises (and Quizzes) have Due Dates every two weeks! Your grade will either be “100” if you completed it, or a “0” if you did not.

Lab Projects

Lab Projects are designed to build on the skills learned in the Lab Exercises and apply them to real-world problems. There is one Lab Project for Competencies 2, 3, and 4. There is no Project for Competency 1.


Quizzes

Each Topic includes a Quiz. Quizzes include 10 questions: 5 are more concept-oriented associated with the Lecture, and 5 are more skill-based related to the Lab work. Quizzes will be accessed via the course Blackboard website and can be retaken as many times as desired – up until their respective Due date, every two weeks. Quizzes are structured to measure comprehension of the weekly lecture and lab exercises. Completing and studying the Quizzes should improve your test scores.

Tests

There will be 4 Tests, one after each Competency. The fourth will be comprehensive; in other words, a final exam. Each test contains a balance of lecture-oriented questions and lab questions. Tests are structured similarly to Quizzes to measure and reinforce overall comprehension.

Participation

Participation is graded with a combination of Orientation assignments, Discussion Board activity, a Mid-term Journal, and the Course Evaluation at the end of the semester.

 

Syllabus: Part 2

Student Learning Outcomes

 

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:

      • 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.
      • Implement a GIS project by collecting, creating, assimilating, analyzing, synthesizing, and presenting data and results that satisfy the project goal.
      • 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:

      • 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.
      • 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.

Personal Qualities – (F13) individual responsibility, (F14) self-esteem, (F15) sociability, (F16) self-management, and (F17) integrity.

Syllabus: Part 3

Course Policies

 

Course Policies

    1. Attendance/Participation: The instructor will explain to students their policy on attendance/participation relative to this course. Suggested wording - If there are specific policies for field or laboratory activities, they could be included here.  Some suggested wording is: “Regular and punctual class and laboratory attendance is expected of all students.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.”

 

Or for online courses: “Regular and timely class participation in discussions and completion of work is expected of all students.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.”

 

And to cover situations where classes are cancelled because of weather, pandemic, or other emergencies: “The student is responsible for communicating with their professor during the closure and completing any assignments or other activities designated by their professor.”
 

    1. Withdrawal: The instructor will explain to students their policy on withdrawal relative to this course. Suggested wording - “It is the responsibility of each student to ensure that his or her name is removed from the rolls should they decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should he or she feel it is necessary.  If a student decides to withdraw, he or she should also verify that the withdrawal is recorded before the Final Withdrawal Date.  The Final Withdrawal Date for this semester is [insert date here].  The student is also strongly encouraged to keep any paperwork in case a problem arises.

 

    1. Students are responsible for understanding the impact that withdrawal from a course may have on their financial aid, veterans’ benefits, and international student status.  Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a “W”) from more than six courses during their undergraduate college education. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.”

 

    1. Missed or Late Work: The instructor will explain to students their policy on missed or late work relative to this course.
       
    2. Incomplete: The instructor will explain to students their policy on Incomplete course grades relative to this course. Recommended wording - “An incomplete (grade of "I") will only be given for extenuating circumstances.  What constitutes “extenuating circumstances” is left to the instructor’s discretion.  If a grade of I is given, the remaining course work must be completed by a date set by the student and professor.  This date may not be later than two weeks prior to the end of the following semester.  A grade of I also requires completion and submission of the Incomplete Grade form, to be signed by the faculty member (and student if possible) and submitted to the department chair.

 

Students may request an Incomplete from their faculty member if they believe circumstances warrant.  The faculty member will determine whether the Incomplete is appropriate to award or not.  The following processes must be followed when awarding a student an I grade.

  1. Prior to the end of the semester in which the “I” is to be awarded, the student must meet with the instructor to determine the assignments and exams that must be completed prior to the deadline date.  This meeting can occur virtually or in person.  The instructor should complete the Report of Incomplete Grade form.
  2. The faculty member will complete the form, including all requirements to complete the course and the due date, sign (by typing in name) and then email it to the student.  The student will then complete his/her section, sign (by typing in name), and return the completed form to the faculty member to complete the agreement.  A copy of the fully completed form can then be emailed by the faculty member to the student and the department chair for each grade of Incomplete that the faculty member submits by end of semester.  
  3. The student must complete all remaining work by the date specified on the form above.  This date is determined by the instructor in collaboration with the student, but it may not be later than the final withdrawal deadline in the subsequent long semester. 
  4. Students will retain access to the course Blackboard page through the subsequent semester in order to submit work and complete the course. Students will be able to log on to Blackboard and have access to the course section materials, assignments, and grades from the course and semester in which the Incomplete was awarded. 
  5. When the student completes the required work by the Incomplete deadline, the instructor will submit an electronic Grade Change Form to change the student’s performance grade from an “I” to the earned grade of A, B, C, D, or F.

If an Incomplete is not resolved by the deadline, the grade automatically converts to an “F.”  Approval to carry an Incomplete for longer than the following semester or session deadline is not frequently granted.”

 

Distance Education (for online and hybrid courses only)

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 your course workload in order to meet deadlines and stay on track with your coursework. Successful students are self-starters who understand the commitment and discipline required to thrive in an online environment. You must ask questions when you do not understand something. Contact your instructor right away; otherwise, there is no way for your instructor to know that something is wrong.

Students will access the Blackboard learning management system to gain access to lecture and lab materials and to read assignment instructions, submit assignments, and collaborate.
 

Student Technology Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts.
 

Syllabus: Part 4

ACC College Policies

 

Please refer to https://www.austincc.edu/offices/academic-outcomes-assessment/master-syllabi/college-policies or the link in Blackboard for ACC’s college policies including Statement on Academic Integrity, Student Rights & Responsibilities, Senate Bill 212 and Title IX Reporting Requirements, Student Complaints, Statement on Privacy, Recording Policy, Safety Statement, Campus Carry, Discrimination Prohibited, Use of ACC email, Use of the Testing Center, and Student Support Services.

Readings

Introduction to Geographic Information Systems

(Intro to GIS); GISC 1411

 

Austin Community College

Charles “Craig” Eissler, Professor

SPRING 2026 semester (16 weeks)

 

Course Number: GISC 1411-001 (16857)

Totally Online, Asynchronous: (no Set times to meet other than Orientation, Tests, or possibly other special dates)

 

Course Number GISC 1411-002 (16858)

Hyflex: Meet In-person (Classroom) or Online (Video call)

Tuesday, Thursday: 8:15 AM to 10:55 AM

 

Course Number, GISC-1411-006 (16860)

Hyflex-Hybrid: Meet In-person (Classroom) or Online (Video call)

Thursday: 4:00 PM to 6:40 PM

 

Syllabus : Part 1

Essential Information

 

Course Description

 

Credit Hours: 4

Introduction to basic concepts of vector GIS using several specific software programs, including the nomenclature of cartography and geography. The transferability of workforce courses varies. Students interested in transferring courses to another college should speak with their Area of Study Advisor, Department Chair, and/or Program Director.

 

Class Meetings


Section 001 and Section 006 are entirely Online

Section 007 is a Hybrid course (a mix of In-Class and Online), with a Hyflex-Synchronous component. On the one scheduled (synchronous) day, students attend in-person (in the classroom) OR online (via Zoom).

 

About the Instructor

 

Professor Eissler's relevant experience spans more than 30 years, and he has been an adjunct professor at ACC for the past 15 years. He's now a full-time ACC faculty member, splitting his time between teaching and curriculum development. Approximately five years ago, he resigned as GIS Program Manager at the Capital Area Council of Governments (CAPCOG) based in Austin, Texas. His work over those years included leading the direction for a regional GIS Enterprise/Portal, managing the GIS/911 database program, and integrating GIS and spatial analysis into several other projects.

 

Before that, Mr. Eissler spent over 10 years as an independent GIS consultant for the Texas Geographic Society (TXGS), FEMA, and several private-sector companies. He specialized in project management, natural hazard risk analysis, training, and technical writing, all related to geographic information systems. A special role with FEMA was as a certified trainer at the National Emergency Training Center in Emmitsburg, Maryland. In this capacity, he trained emergency management and GIS professionals across the U.S. in the use of GIS and the Hazus ArcGIS extension for natural hazard mitigation analysis.

 

He also worked for Strategic Mapping, Inc., an early pioneer in desktop GIS software development, in a sales and marketing capacity. Before that, he spent several years as a mapping technician for several aerial surveying companies.

 

Mr. Eissler holds a Bachelor’s degree in Geography and Planning from (Southwest) Texas State University and a Master’s degree in Geographic Information Systems (GIS) from Penn State University.

 

Contact Information

Craig Eissler

Geographic Information Systems, Professor

Email: ceissler@austincc.edu

Virtual Office Hours, Availability, and Appointments

 

Virtual Office Hours are set for:
Wednesday mornings: 8:00 AM to 12 Noon
Friday mornings 8:00 AM to 12 Noon

However, I am often available at other times, as well. So, please don’t hesitate to attempt contact ANYTIME -- via E-mail.

You may receive a response right away or shortly; if not, you can typically expect a response within 24 hours. Also note that during the week tends to be a little more reliable than on weekends. You can also schedule a Virtual Appointment for a different day and time. Note that advance notice is appreciated; at least 24 hours is preferred. I will need to check my availability to confirm. These meetings will be held via video call on Google Meet or Zoom.

Please also refer to the Orientation Kickoff presentation for details on effective communication.

Course Rationale

Introduction to GIS is designed to provide the 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.


Course Level 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.

Course Requirements

Prerequisites

 

Must meet ACC proficiency requirements in Reading, Writing, and Math (see the course catalogue or an advisor). You must know how to navigate the Windows file structure, how to upload and download files, how to unzip compressed (zipped) files, and how to copy and paste files in Windows Explorer.

Learning Style Requirements

 

Although the GIS subject matter content is the same as the classroom content, the distance learning format itself requires that you have a learning style that is compatible with the online learning format. ACC provides a learning style self-assessment to help you determine if distance learning is right for you. See Am I Ready for Distance Education?

Minimum Technical Skills

 

Another requirement for distance learning is that you have some basic computer technical skills. Please take a look at this Technical Skills Checklist prior to beginning the course. As part of your online experience, you can expect to utilize a variety of technology mediums as part of your curriculum:

  • Communicate via email, including sending attachments 
  • Navigate the World Wide Web using a Web browser such as Google Chrome
  • Use office applications such as Microsoft Office (or similar) to create documents  
  • Be willing to learn how to communicate using a discussion board and upload assignments to a classroom Website  
  • Be comfortable uploading and downloading saved files  
  • Have easy access to the Internet  
  • Navigate Blackboard, including using the communication component within Blackboard.
     

Computer Hardware & Software Requirements

 

In addition to having high-speed internet access to download larger GIS data files, your computer should be set up with speakers, a microphone, and a camera to play lecture video content, take proctored exams, and video conferencing for help sessions. You may also want a pair of headphones to prevent feedback when you are on conference calls or in the classroom when you prefer silence.

We will use ArcGIS Pro 3.5.4 this semester. The system requirements are on this website: https://pro.arcgis.com/en/pro-app/latest/get-started/arcgis-pro-system-requirements.htm. You need a Windows operating system. You cannot complete this course using a cell phone. And attempting to use a Mac can present challenges – even if running Boot Camp or Parallels. Only very technically savvy students should attempt this.

A FREE student version of ArcGIS Pro will be provided to all classroom and online students. 

Software and Hardware Requirements: Students must have a computer with a Windows operating system that is capable of running the desktop version of ArcGIS Pro (system requirements). A webcam and a microphone are required for online exam proctoring, meetings, and tutoring sessions. Students must have access to a high-speed internet connection (at least 20 Mbps download speed). Click here to test your internet speed. If you don't have access to the technology required for online GIS courses, click here to request help.

All software installation support is provided by ESRI, the software manufacturer/developer. They are very good about helping you troubleshoot any installation issues. You can reach ESRI Tech Support using the information here: https://support.esri.com/en/contact-tech-support.
 

Recommended Software

 

  1. Google Chrome Browser
  2. Google Meet (see Google Meet Training and Help) - Used for tutoring and test proctoring
  3. Adobe Acrobat Reader

Optional - In lieu of Reader, you have the option to get Adobe Acrobat Pro as part of the Creative Cloud suite to view, but also to edit and combine PDF files. It is at a reduced cost for students. See the Adobe Creative Cloud at ACC website for a link to the software downloads.

  1. Notepad or Notepad++
  2. Microsoft Office (Excel, Word, optional - PowerPoint or Publisher) - See the respective tabs at the ACC Libraries Tech Toolbox website for download links and instructions.

 

Textbook:

There is NO Textbook required for this course.

 

Instructional Methodology

The course consists of four competency-based topics. Each topic consists of a lecture, readings, hands-on lab exercises, lab projects, and a quiz. Tests are taken after all topics in a competency are completed.

 

Lectures are delivered via annotated slides and video recordings. Hands-on exercises and projects are completed using ArcGIS Pro software, video recordings, and written instructions and data provided in the course textbook. The instructor will be available in the classroom and online via e-mail or video call software to assist students.

 

Artificial Intelligence

 

What is Artificial Intelligence (AI)?

It is the capability of computational systems to perform tasks typically associated with human intelligence, such as reasoning, decision-making, and problem-solving.

 

How is AI used in Education?

It revolutionizes learning through personalized instruction, adaptive technologies, and automated administrative tasks, but also presents challenges to equity and academic integrity.

 

Is AI allowed in this ACC Course?

It may be used in this course, except on Tests.

 

How is AI used in Geographic Information Systems?

It is becoming an increasingly integral part of GIS software by automating analysis and predictive modeling. However, it is still just your “assistant,” and you, the GIS User, are still in charge. You must be very aware at all times what you are doing :)

 

Note that there is still much we do not yet know about AI, whether in education, GIS, or other areas. So, stay tuned, or ask questions if you have them.

 

Hyflex learning mode (if applicable; section 002 or 006)

 

If you are enrolled in a Hyflex section, including the Hyflex-Hybrid variety, you have the choice to attend class in person (in the classroom) or online (via Zoom video call).

Since lectures are pre-recorded and all course content is available online via Blackboard, students can choose which material to listen to, read, study, or work on with GIS software during the scheduled class time. This also allows students to work somewhat at their “own pace”.  In other words, classroom time is essentially “lab time”. The instructor is available to answer questions, provide insight and suggestions, troubleshoot, and address any other needs students may have to continue their learning and assignments.

Ear buds and/or Headphones (USB-compatible) are highly recommended to use at times in the classroom. This is because you may want to watch and listen to recorded videos without disturbing others. Another reason is that you may still be taking a test while others have finished, even though the instructor will try to minimize chatter.

Finally, a mix of classroom students and online students can be challenging to students (especially those online) who may be hesitant to ask questions when they do not understand something or need help. Please speak-up when necessary. The instructor will attempt to engage all students in a healthy learning environment.

 

Grading System

Grading is based on the successful and timely completion of the components below:

 

Grading Component

% Value

Tests (4)

1, 2, 3 = 10%; 4 = 15%

45

Lab Exercises (9)

20

Lab Projects (4)

20

Quizzes (12)

10

Participation (9)

5

Total (%)

100

 

 

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

 

Grade

Scale

Credit

A

90 - 100

yes

B

80 - 89

yes

C

70 - 79

yes

D

60 - 69

Yes, ACC general credit, but

No Design, Manufacturing, Construction & Applied Technologies (DMC&AT) credit, which includes GIS, CAD, and Geospatial Engineering

F

Below 60

No credit at all

IMPORTANT: Passing with a “C (70)” or better is also a PREREQUISITE for all other GIS courses.
 

 

 

Lab Exercises

Lab exercises are designed to apply the concepts and techniques discussed in lecture. The instructor will be available to assist students with the exercises and discuss their practical application. Completing the exercises will improve your skills and make you more proficient in completing the quizzes, tests, and projects.

 

Lab Exercises are used in Competencies 1-3. There are none for Competency 4.

 

There are TWO LEVELS for students to choose from:

 

Level 1: Less challenging

Recommended for most (but not all) CAD, Geospatial Engineering, and Emergency Management
majors to learn GIS fundamentals and satisfy those Program credit requirements.

 

These standard Lab Exercises were developed by Esri, the developer of ArcGIS software.

 

Level 2: More challenging

Highly recommended for GIS majors to better prepare for future courses AND for GIS-related professionals to apply skills on the job.

 

These custom Lab Exercises were developed by the ACC GIS Dept.

 

Both options provide opportunities to do an additional assignment (which includes the other Level’s Lab Exercise) for Extra Credit. In either case, “proof of completion” is required for a credit grade of “100”.

 

The Lab Reference Guide accompanies the Lab Exercises and Lecture material. This is optional reading material, but highly recommended. This document also includes a Knowledge Check to reinforce what you’ve learned. It is self-graded with Answers provided in a separate document.

 

All Lab Exercises (and Quizzes) have Due Dates every two weeks! Your grade will either be “100” if you completed it, or a “0” if you did not.

Lab Projects

Lab Projects are designed to build on the skills learned in the Lab Exercises and apply them to real-world problems. There is one Lab Project for Competencies 2, 3, and 4. There is no Project for Competency 1.


Quizzes

Each Topic includes a Quiz. Quizzes include 10 questions: 5 are more concept-oriented associated with the Lecture, and 5 are more skill-based related to the Lab work. Quizzes will be accessed via the course Blackboard website and can be retaken as many times as desired – up until their respective Due date, every two weeks. Quizzes are structured to measure comprehension of the weekly lecture and lab exercises. Completing and studying the Quizzes should improve your test scores.

Tests

There will be 4 Tests, one after each Competency. The fourth will be comprehensive; in other words, a final exam. Each test contains a balance of lecture-oriented questions and lab questions. Tests are structured similarly to Quizzes to measure and reinforce overall comprehension.

Participation

Participation is graded with a combination of Orientation assignments, Discussion Board activity, a Mid-term Journal, and the Course Evaluation at the end of the semester.

 

Syllabus: Part 2

Student Learning Outcomes

 

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:

      • 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.
      • Implement a GIS project by collecting, creating, assimilating, analyzing, synthesizing, and presenting data and results that satisfy the project goal.
      • 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:

      • 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.
      • 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.

Personal Qualities – (F13) individual responsibility, (F14) self-esteem, (F15) sociability, (F16) self-management, and (F17) integrity.

Syllabus: Part 3

Course Policies

 

Course Policies

    1. Attendance/Participation: The instructor will explain to students their policy on attendance/participation relative to this course. Suggested wording - If there are specific policies for field or laboratory activities, they could be included here.  Some suggested wording is: “Regular and punctual class and laboratory attendance is expected of all students.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.”

 

Or for online courses: “Regular and timely class participation in discussions and completion of work is expected of all students.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.”

 

And to cover situations where classes are cancelled because of weather, pandemic, or other emergencies: “The student is responsible for communicating with their professor during the closure and completing any assignments or other activities designated by their professor.”
 

    1. Withdrawal: The instructor will explain to students their policy on withdrawal relative to this course. Suggested wording - “It is the responsibility of each student to ensure that his or her name is removed from the rolls should they decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should he or she feel it is necessary.  If a student decides to withdraw, he or she should also verify that the withdrawal is recorded before the Final Withdrawal Date.  The Final Withdrawal Date for this semester is [insert date here].  The student is also strongly encouraged to keep any paperwork in case a problem arises.

 

    1. Students are responsible for understanding the impact that withdrawal from a course may have on their financial aid, veterans’ benefits, and international student status.  Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a “W”) from more than six courses during their undergraduate college education. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.”

 

    1. Missed or Late Work: The instructor will explain to students their policy on missed or late work relative to this course.
       
    2. Incomplete: The instructor will explain to students their policy on Incomplete course grades relative to this course. Recommended wording - “An incomplete (grade of "I") will only be given for extenuating circumstances.  What constitutes “extenuating circumstances” is left to the instructor’s discretion.  If a grade of I is given, the remaining course work must be completed by a date set by the student and professor.  This date may not be later than two weeks prior to the end of the following semester.  A grade of I also requires completion and submission of the Incomplete Grade form, to be signed by the faculty member (and student if possible) and submitted to the department chair.

 

Students may request an Incomplete from their faculty member if they believe circumstances warrant.  The faculty member will determine whether the Incomplete is appropriate to award or not.  The following processes must be followed when awarding a student an I grade.

  1. Prior to the end of the semester in which the “I” is to be awarded, the student must meet with the instructor to determine the assignments and exams that must be completed prior to the deadline date.  This meeting can occur virtually or in person.  The instructor should complete the Report of Incomplete Grade form.
  2. The faculty member will complete the form, including all requirements to complete the course and the due date, sign (by typing in name) and then email it to the student.  The student will then complete his/her section, sign (by typing in name), and return the completed form to the faculty member to complete the agreement.  A copy of the fully completed form can then be emailed by the faculty member to the student and the department chair for each grade of Incomplete that the faculty member submits by end of semester.  
  3. The student must complete all remaining work by the date specified on the form above.  This date is determined by the instructor in collaboration with the student, but it may not be later than the final withdrawal deadline in the subsequent long semester. 
  4. Students will retain access to the course Blackboard page through the subsequent semester in order to submit work and complete the course. Students will be able to log on to Blackboard and have access to the course section materials, assignments, and grades from the course and semester in which the Incomplete was awarded. 
  5. When the student completes the required work by the Incomplete deadline, the instructor will submit an electronic Grade Change Form to change the student’s performance grade from an “I” to the earned grade of A, B, C, D, or F.

If an Incomplete is not resolved by the deadline, the grade automatically converts to an “F.”  Approval to carry an Incomplete for longer than the following semester or session deadline is not frequently granted.”

 

Distance Education (for online and hybrid courses only)

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 your course workload in order to meet deadlines and stay on track with your coursework. Successful students are self-starters who understand the commitment and discipline required to thrive in an online environment. You must ask questions when you do not understand something. Contact your instructor right away; otherwise, there is no way for your instructor to know that something is wrong.

Students will access the Blackboard learning management system to gain access to lecture and lab materials and to read assignment instructions, submit assignments, and collaborate.
 

Student Technology Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts.
 

Syllabus: Part 4

ACC College Policies

 

Please refer to https://www.austincc.edu/offices/academic-outcomes-assessment/master-syllabi/college-policies or the link in Blackboard for ACC’s college policies including Statement on Academic Integrity, Student Rights & Responsibilities, Senate Bill 212 and Title IX Reporting Requirements, Student Complaints, Statement on Privacy, Recording Policy, Safety Statement, Campus Carry, Discrimination Prohibited, Use of ACC email, Use of the Testing Center, and Student Support Services.

Course Subjects

Introduction to Geographic Information Systems

(Intro to GIS); GISC 1411

 

Austin Community College

Charles “Craig” Eissler, Professor

SPRING 2026 semester (16 weeks)

 

Course Number: GISC 1411-001 (16857)

Totally Online, Asynchronous: (no Set times to meet other than Orientation, Tests, or possibly other special dates)

 

Course Number GISC 1411-002 (16858)

Hyflex: Meet In-person (Classroom) or Online (Video call)

Tuesday, Thursday: 8:15 AM to 10:55 AM

 

Course Number, GISC-1411-006 (16860)

Hyflex-Hybrid: Meet In-person (Classroom) or Online (Video call)

Thursday: 4:00 PM to 6:40 PM

 

Syllabus : Part 1

Essential Information

 

Course Description

 

Credit Hours: 4

Introduction to basic concepts of vector GIS using several specific software programs, including the nomenclature of cartography and geography. The transferability of workforce courses varies. Students interested in transferring courses to another college should speak with their Area of Study Advisor, Department Chair, and/or Program Director.

 

Class Meetings


Section 001 and Section 006 are entirely Online

Section 007 is a Hybrid course (a mix of In-Class and Online), with a Hyflex-Synchronous component. On the one scheduled (synchronous) day, students attend in-person (in the classroom) OR online (via Zoom).

 

About the Instructor

 

Professor Eissler's relevant experience spans more than 30 years, and he has been an adjunct professor at ACC for the past 15 years. He's now a full-time ACC faculty member, splitting his time between teaching and curriculum development. Approximately five years ago, he resigned as GIS Program Manager at the Capital Area Council of Governments (CAPCOG) based in Austin, Texas. His work over those years included leading the direction for a regional GIS Enterprise/Portal, managing the GIS/911 database program, and integrating GIS and spatial analysis into several other projects.

 

Before that, Mr. Eissler spent over 10 years as an independent GIS consultant for the Texas Geographic Society (TXGS), FEMA, and several private-sector companies. He specialized in project management, natural hazard risk analysis, training, and technical writing, all related to geographic information systems. A special role with FEMA was as a certified trainer at the National Emergency Training Center in Emmitsburg, Maryland. In this capacity, he trained emergency management and GIS professionals across the U.S. in the use of GIS and the Hazus ArcGIS extension for natural hazard mitigation analysis.

 

He also worked for Strategic Mapping, Inc., an early pioneer in desktop GIS software development, in a sales and marketing capacity. Before that, he spent several years as a mapping technician for several aerial surveying companies.

 

Mr. Eissler holds a Bachelor’s degree in Geography and Planning from (Southwest) Texas State University and a Master’s degree in Geographic Information Systems (GIS) from Penn State University.

 

Contact Information

Craig Eissler

Geographic Information Systems, Professor

Email: ceissler@austincc.edu

Virtual Office Hours, Availability, and Appointments

 

Virtual Office Hours are set for:
Wednesday mornings: 8:00 AM to 12 Noon
Friday mornings 8:00 AM to 12 Noon

However, I am often available at other times, as well. So, please don’t hesitate to attempt contact ANYTIME -- via E-mail.

You may receive a response right away or shortly; if not, you can typically expect a response within 24 hours. Also note that during the week tends to be a little more reliable than on weekends. You can also schedule a Virtual Appointment for a different day and time. Note that advance notice is appreciated; at least 24 hours is preferred. I will need to check my availability to confirm. These meetings will be held via video call on Google Meet or Zoom.

Please also refer to the Orientation Kickoff presentation for details on effective communication.

Course Rationale

Introduction to GIS is designed to provide the 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.


Course Level 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.

Course Requirements

Prerequisites

 

Must meet ACC proficiency requirements in Reading, Writing, and Math (see the course catalogue or an advisor). You must know how to navigate the Windows file structure, how to upload and download files, how to unzip compressed (zipped) files, and how to copy and paste files in Windows Explorer.

Learning Style Requirements

 

Although the GIS subject matter content is the same as the classroom content, the distance learning format itself requires that you have a learning style that is compatible with the online learning format. ACC provides a learning style self-assessment to help you determine if distance learning is right for you. See Am I Ready for Distance Education?

Minimum Technical Skills

 

Another requirement for distance learning is that you have some basic computer technical skills. Please take a look at this Technical Skills Checklist prior to beginning the course. As part of your online experience, you can expect to utilize a variety of technology mediums as part of your curriculum:

  • Communicate via email, including sending attachments 
  • Navigate the World Wide Web using a Web browser such as Google Chrome
  • Use office applications such as Microsoft Office (or similar) to create documents  
  • Be willing to learn how to communicate using a discussion board and upload assignments to a classroom Website  
  • Be comfortable uploading and downloading saved files  
  • Have easy access to the Internet  
  • Navigate Blackboard, including using the communication component within Blackboard.
     

Computer Hardware & Software Requirements

 

In addition to having high-speed internet access to download larger GIS data files, your computer should be set up with speakers, a microphone, and a camera to play lecture video content, take proctored exams, and video conferencing for help sessions. You may also want a pair of headphones to prevent feedback when you are on conference calls or in the classroom when you prefer silence.

We will use ArcGIS Pro 3.5.4 this semester. The system requirements are on this website: https://pro.arcgis.com/en/pro-app/latest/get-started/arcgis-pro-system-requirements.htm. You need a Windows operating system. You cannot complete this course using a cell phone. And attempting to use a Mac can present challenges – even if running Boot Camp or Parallels. Only very technically savvy students should attempt this.

A FREE student version of ArcGIS Pro will be provided to all classroom and online students. 

Software and Hardware Requirements: Students must have a computer with a Windows operating system that is capable of running the desktop version of ArcGIS Pro (system requirements). A webcam and a microphone are required for online exam proctoring, meetings, and tutoring sessions. Students must have access to a high-speed internet connection (at least 20 Mbps download speed). Click here to test your internet speed. If you don't have access to the technology required for online GIS courses, click here to request help.

All software installation support is provided by ESRI, the software manufacturer/developer. They are very good about helping you troubleshoot any installation issues. You can reach ESRI Tech Support using the information here: https://support.esri.com/en/contact-tech-support.
 

Recommended Software

 

  1. Google Chrome Browser
  2. Google Meet (see Google Meet Training and Help) - Used for tutoring and test proctoring
  3. Adobe Acrobat Reader

Optional - In lieu of Reader, you have the option to get Adobe Acrobat Pro as part of the Creative Cloud suite to view, but also to edit and combine PDF files. It is at a reduced cost for students. See the Adobe Creative Cloud at ACC website for a link to the software downloads.

  1. Notepad or Notepad++
  2. Microsoft Office (Excel, Word, optional - PowerPoint or Publisher) - See the respective tabs at the ACC Libraries Tech Toolbox website for download links and instructions.

 

Textbook:

There is NO Textbook required for this course.

 

Instructional Methodology

The course consists of four competency-based topics. Each topic consists of a lecture, readings, hands-on lab exercises, lab projects, and a quiz. Tests are taken after all topics in a competency are completed.

 

Lectures are delivered via annotated slides and video recordings. Hands-on exercises and projects are completed using ArcGIS Pro software, video recordings, and written instructions and data provided in the course textbook. The instructor will be available in the classroom and online via e-mail or video call software to assist students.

 

Artificial Intelligence

 

What is Artificial Intelligence (AI)?

It is the capability of computational systems to perform tasks typically associated with human intelligence, such as reasoning, decision-making, and problem-solving.

 

How is AI used in Education?

It revolutionizes learning through personalized instruction, adaptive technologies, and automated administrative tasks, but also presents challenges to equity and academic integrity.

 

Is AI allowed in this ACC Course?

It may be used in this course, except on Tests.

 

How is AI used in Geographic Information Systems?

It is becoming an increasingly integral part of GIS software by automating analysis and predictive modeling. However, it is still just your “assistant,” and you, the GIS User, are still in charge. You must be very aware at all times what you are doing :)

 

Note that there is still much we do not yet know about AI, whether in education, GIS, or other areas. So, stay tuned, or ask questions if you have them.

 

Hyflex learning mode (if applicable; section 002 or 006)

 

If you are enrolled in a Hyflex section, including the Hyflex-Hybrid variety, you have the choice to attend class in person (in the classroom) or online (via Zoom video call).

Since lectures are pre-recorded and all course content is available online via Blackboard, students can choose which material to listen to, read, study, or work on with GIS software during the scheduled class time. This also allows students to work somewhat at their “own pace”.  In other words, classroom time is essentially “lab time”. The instructor is available to answer questions, provide insight and suggestions, troubleshoot, and address any other needs students may have to continue their learning and assignments.

Ear buds and/or Headphones (USB-compatible) are highly recommended to use at times in the classroom. This is because you may want to watch and listen to recorded videos without disturbing others. Another reason is that you may still be taking a test while others have finished, even though the instructor will try to minimize chatter.

Finally, a mix of classroom students and online students can be challenging to students (especially those online) who may be hesitant to ask questions when they do not understand something or need help. Please speak-up when necessary. The instructor will attempt to engage all students in a healthy learning environment.

 

Grading System

Grading is based on the successful and timely completion of the components below:

 

Grading Component

% Value

Tests (4)

1, 2, 3 = 10%; 4 = 15%

45

Lab Exercises (9)

20

Lab Projects (4)

20

Quizzes (12)

10

Participation (9)

5

Total (%)

100

 

 

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

 

Grade

Scale

Credit

A

90 - 100

yes

B

80 - 89

yes

C

70 - 79

yes

D

60 - 69

Yes, ACC general credit, but

No Design, Manufacturing, Construction & Applied Technologies (DMC&AT) credit, which includes GIS, CAD, and Geospatial Engineering

F

Below 60

No credit at all

IMPORTANT: Passing with a “C (70)” or better is also a PREREQUISITE for all other GIS courses.
 

 

 

Lab Exercises

Lab exercises are designed to apply the concepts and techniques discussed in lecture. The instructor will be available to assist students with the exercises and discuss their practical application. Completing the exercises will improve your skills and make you more proficient in completing the quizzes, tests, and projects.

 

Lab Exercises are used in Competencies 1-3. There are none for Competency 4.

 

There are TWO LEVELS for students to choose from:

 

Level 1: Less challenging

Recommended for most (but not all) CAD, Geospatial Engineering, and Emergency Management
majors to learn GIS fundamentals and satisfy those Program credit requirements.

 

These standard Lab Exercises were developed by Esri, the developer of ArcGIS software.

 

Level 2: More challenging

Highly recommended for GIS majors to better prepare for future courses AND for GIS-related professionals to apply skills on the job.

 

These custom Lab Exercises were developed by the ACC GIS Dept.

 

Both options provide opportunities to do an additional assignment (which includes the other Level’s Lab Exercise) for Extra Credit. In either case, “proof of completion” is required for a credit grade of “100”.

 

The Lab Reference Guide accompanies the Lab Exercises and Lecture material. This is optional reading material, but highly recommended. This document also includes a Knowledge Check to reinforce what you’ve learned. It is self-graded with Answers provided in a separate document.

 

All Lab Exercises (and Quizzes) have Due Dates every two weeks! Your grade will either be “100” if you completed it, or a “0” if you did not.

Lab Projects

Lab Projects are designed to build on the skills learned in the Lab Exercises and apply them to real-world problems. There is one Lab Project for Competencies 2, 3, and 4. There is no Project for Competency 1.


Quizzes

Each Topic includes a Quiz. Quizzes include 10 questions: 5 are more concept-oriented associated with the Lecture, and 5 are more skill-based related to the Lab work. Quizzes will be accessed via the course Blackboard website and can be retaken as many times as desired – up until their respective Due date, every two weeks. Quizzes are structured to measure comprehension of the weekly lecture and lab exercises. Completing and studying the Quizzes should improve your test scores.

Tests

There will be 4 Tests, one after each Competency. The fourth will be comprehensive; in other words, a final exam. Each test contains a balance of lecture-oriented questions and lab questions. Tests are structured similarly to Quizzes to measure and reinforce overall comprehension.

Participation

Participation is graded with a combination of Orientation assignments, Discussion Board activity, a Mid-term Journal, and the Course Evaluation at the end of the semester.

 

Syllabus: Part 2

Student Learning Outcomes

 

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:

      • 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.
      • Implement a GIS project by collecting, creating, assimilating, analyzing, synthesizing, and presenting data and results that satisfy the project goal.
      • 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:

      • 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.
      • 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.

Personal Qualities – (F13) individual responsibility, (F14) self-esteem, (F15) sociability, (F16) self-management, and (F17) integrity.

Syllabus: Part 3

Course Policies

 

Course Policies

    1. Attendance/Participation: The instructor will explain to students their policy on attendance/participation relative to this course. Suggested wording - If there are specific policies for field or laboratory activities, they could be included here.  Some suggested wording is: “Regular and punctual class and laboratory attendance is expected of all students.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.”

 

Or for online courses: “Regular and timely class participation in discussions and completion of work is expected of all students.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.”

 

And to cover situations where classes are cancelled because of weather, pandemic, or other emergencies: “The student is responsible for communicating with their professor during the closure and completing any assignments or other activities designated by their professor.”
 

    1. Withdrawal: The instructor will explain to students their policy on withdrawal relative to this course. Suggested wording - “It is the responsibility of each student to ensure that his or her name is removed from the rolls should they decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should he or she feel it is necessary.  If a student decides to withdraw, he or she should also verify that the withdrawal is recorded before the Final Withdrawal Date.  The Final Withdrawal Date for this semester is [insert date here].  The student is also strongly encouraged to keep any paperwork in case a problem arises.

 

    1. Students are responsible for understanding the impact that withdrawal from a course may have on their financial aid, veterans’ benefits, and international student status.  Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a “W”) from more than six courses during their undergraduate college education. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.”

 

    1. Missed or Late Work: The instructor will explain to students their policy on missed or late work relative to this course.
       
    2. Incomplete: The instructor will explain to students their policy on Incomplete course grades relative to this course. Recommended wording - “An incomplete (grade of "I") will only be given for extenuating circumstances.  What constitutes “extenuating circumstances” is left to the instructor’s discretion.  If a grade of I is given, the remaining course work must be completed by a date set by the student and professor.  This date may not be later than two weeks prior to the end of the following semester.  A grade of I also requires completion and submission of the Incomplete Grade form, to be signed by the faculty member (and student if possible) and submitted to the department chair.

 

Students may request an Incomplete from their faculty member if they believe circumstances warrant.  The faculty member will determine whether the Incomplete is appropriate to award or not.  The following processes must be followed when awarding a student an I grade.

  1. Prior to the end of the semester in which the “I” is to be awarded, the student must meet with the instructor to determine the assignments and exams that must be completed prior to the deadline date.  This meeting can occur virtually or in person.  The instructor should complete the Report of Incomplete Grade form.
  2. The faculty member will complete the form, including all requirements to complete the course and the due date, sign (by typing in name) and then email it to the student.  The student will then complete his/her section, sign (by typing in name), and return the completed form to the faculty member to complete the agreement.  A copy of the fully completed form can then be emailed by the faculty member to the student and the department chair for each grade of Incomplete that the faculty member submits by end of semester.  
  3. The student must complete all remaining work by the date specified on the form above.  This date is determined by the instructor in collaboration with the student, but it may not be later than the final withdrawal deadline in the subsequent long semester. 
  4. Students will retain access to the course Blackboard page through the subsequent semester in order to submit work and complete the course. Students will be able to log on to Blackboard and have access to the course section materials, assignments, and grades from the course and semester in which the Incomplete was awarded. 
  5. When the student completes the required work by the Incomplete deadline, the instructor will submit an electronic Grade Change Form to change the student’s performance grade from an “I” to the earned grade of A, B, C, D, or F.

If an Incomplete is not resolved by the deadline, the grade automatically converts to an “F.”  Approval to carry an Incomplete for longer than the following semester or session deadline is not frequently granted.”

 

Distance Education (for online and hybrid courses only)

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 your course workload in order to meet deadlines and stay on track with your coursework. Successful students are self-starters who understand the commitment and discipline required to thrive in an online environment. You must ask questions when you do not understand something. Contact your instructor right away; otherwise, there is no way for your instructor to know that something is wrong.

Students will access the Blackboard learning management system to gain access to lecture and lab materials and to read assignment instructions, submit assignments, and collaborate.
 

Student Technology Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts.
 

Syllabus: Part 4

ACC College Policies

 

Please refer to https://www.austincc.edu/offices/academic-outcomes-assessment/master-syllabi/college-policies or the link in Blackboard for ACC’s college policies including Statement on Academic Integrity, Student Rights & Responsibilities, Senate Bill 212 and Title IX Reporting Requirements, Student Complaints, Statement on Privacy, Recording Policy, Safety Statement, Campus Carry, Discrimination Prohibited, Use of ACC email, Use of the Testing Center, and Student Support Services.

Student Learning Outcomes/Learning Objectives

Introduction to Geographic Information Systems

(Intro to GIS); GISC 1411

 

Austin Community College

Charles “Craig” Eissler, Professor

SPRING 2026 semester (16 weeks)

 

Course Number: GISC 1411-001 (16857)

Totally Online, Asynchronous: (no Set times to meet other than Orientation, Tests, or possibly other special dates)

 

Course Number GISC 1411-002 (16858)

Hyflex: Meet In-person (Classroom) or Online (Video call)

Tuesday, Thursday: 8:15 AM to 10:55 AM

 

Course Number, GISC-1411-006 (16860)

Hyflex-Hybrid: Meet In-person (Classroom) or Online (Video call)

Thursday: 4:00 PM to 6:40 PM

 

Syllabus : Part 1

Essential Information

 

Course Description

 

Credit Hours: 4

Introduction to basic concepts of vector GIS using several specific software programs, including the nomenclature of cartography and geography. The transferability of workforce courses varies. Students interested in transferring courses to another college should speak with their Area of Study Advisor, Department Chair, and/or Program Director.

 

Class Meetings


Section 001 and Section 006 are entirely Online

Section 007 is a Hybrid course (a mix of In-Class and Online), with a Hyflex-Synchronous component. On the one scheduled (synchronous) day, students attend in-person (in the classroom) OR online (via Zoom).

 

About the Instructor

 

Professor Eissler's relevant experience spans more than 30 years, and he has been an adjunct professor at ACC for the past 15 years. He's now a full-time ACC faculty member, splitting his time between teaching and curriculum development. Approximately five years ago, he resigned as GIS Program Manager at the Capital Area Council of Governments (CAPCOG) based in Austin, Texas. His work over those years included leading the direction for a regional GIS Enterprise/Portal, managing the GIS/911 database program, and integrating GIS and spatial analysis into several other projects.

 

Before that, Mr. Eissler spent over 10 years as an independent GIS consultant for the Texas Geographic Society (TXGS), FEMA, and several private-sector companies. He specialized in project management, natural hazard risk analysis, training, and technical writing, all related to geographic information systems. A special role with FEMA was as a certified trainer at the National Emergency Training Center in Emmitsburg, Maryland. In this capacity, he trained emergency management and GIS professionals across the U.S. in the use of GIS and the Hazus ArcGIS extension for natural hazard mitigation analysis.

 

He also worked for Strategic Mapping, Inc., an early pioneer in desktop GIS software development, in a sales and marketing capacity. Before that, he spent several years as a mapping technician for several aerial surveying companies.

 

Mr. Eissler holds a Bachelor’s degree in Geography and Planning from (Southwest) Texas State University and a Master’s degree in Geographic Information Systems (GIS) from Penn State University.

 

Contact Information

Craig Eissler

Geographic Information Systems, Professor

Email: ceissler@austincc.edu

Virtual Office Hours, Availability, and Appointments

 

Virtual Office Hours are set for:
Wednesday mornings: 8:00 AM to 12 Noon
Friday mornings 8:00 AM to 12 Noon

However, I am often available at other times, as well. So, please don’t hesitate to attempt contact ANYTIME -- via E-mail.

You may receive a response right away or shortly; if not, you can typically expect a response within 24 hours. Also note that during the week tends to be a little more reliable than on weekends. You can also schedule a Virtual Appointment for a different day and time. Note that advance notice is appreciated; at least 24 hours is preferred. I will need to check my availability to confirm. These meetings will be held via video call on Google Meet or Zoom.

Please also refer to the Orientation Kickoff presentation for details on effective communication.

Course Rationale

Introduction to GIS is designed to provide the 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.


Course Level 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.

Course Requirements

Prerequisites

 

Must meet ACC proficiency requirements in Reading, Writing, and Math (see the course catalogue or an advisor). You must know how to navigate the Windows file structure, how to upload and download files, how to unzip compressed (zipped) files, and how to copy and paste files in Windows Explorer.

Learning Style Requirements

 

Although the GIS subject matter content is the same as the classroom content, the distance learning format itself requires that you have a learning style that is compatible with the online learning format. ACC provides a learning style self-assessment to help you determine if distance learning is right for you. See Am I Ready for Distance Education?

Minimum Technical Skills

 

Another requirement for distance learning is that you have some basic computer technical skills. Please take a look at this Technical Skills Checklist prior to beginning the course. As part of your online experience, you can expect to utilize a variety of technology mediums as part of your curriculum:

  • Communicate via email, including sending attachments 
  • Navigate the World Wide Web using a Web browser such as Google Chrome
  • Use office applications such as Microsoft Office (or similar) to create documents  
  • Be willing to learn how to communicate using a discussion board and upload assignments to a classroom Website  
  • Be comfortable uploading and downloading saved files  
  • Have easy access to the Internet  
  • Navigate Blackboard, including using the communication component within Blackboard.
     

Computer Hardware & Software Requirements

 

In addition to having high-speed internet access to download larger GIS data files, your computer should be set up with speakers, a microphone, and a camera to play lecture video content, take proctored exams, and video conferencing for help sessions. You may also want a pair of headphones to prevent feedback when you are on conference calls or in the classroom when you prefer silence.

We will use ArcGIS Pro 3.5.4 this semester. The system requirements are on this website: https://pro.arcgis.com/en/pro-app/latest/get-started/arcgis-pro-system-requirements.htm. You need a Windows operating system. You cannot complete this course using a cell phone. And attempting to use a Mac can present challenges – even if running Boot Camp or Parallels. Only very technically savvy students should attempt this.

A FREE student version of ArcGIS Pro will be provided to all classroom and online students. 

Software and Hardware Requirements: Students must have a computer with a Windows operating system that is capable of running the desktop version of ArcGIS Pro (system requirements). A webcam and a microphone are required for online exam proctoring, meetings, and tutoring sessions. Students must have access to a high-speed internet connection (at least 20 Mbps download speed). Click here to test your internet speed. If you don't have access to the technology required for online GIS courses, click here to request help.

All software installation support is provided by ESRI, the software manufacturer/developer. They are very good about helping you troubleshoot any installation issues. You can reach ESRI Tech Support using the information here: https://support.esri.com/en/contact-tech-support.
 

Recommended Software

 

  1. Google Chrome Browser
  2. Google Meet (see Google Meet Training and Help) - Used for tutoring and test proctoring
  3. Adobe Acrobat Reader

Optional - In lieu of Reader, you have the option to get Adobe Acrobat Pro as part of the Creative Cloud suite to view, but also to edit and combine PDF files. It is at a reduced cost for students. See the Adobe Creative Cloud at ACC website for a link to the software downloads.

  1. Notepad or Notepad++
  2. Microsoft Office (Excel, Word, optional - PowerPoint or Publisher) - See the respective tabs at the ACC Libraries Tech Toolbox website for download links and instructions.

 

Textbook:

There is NO Textbook required for this course.

 

Instructional Methodology

The course consists of four competency-based topics. Each topic consists of a lecture, readings, hands-on lab exercises, lab projects, and a quiz. Tests are taken after all topics in a competency are completed.

 

Lectures are delivered via annotated slides and video recordings. Hands-on exercises and projects are completed using ArcGIS Pro software, video recordings, and written instructions and data provided in the course textbook. The instructor will be available in the classroom and online via e-mail or video call software to assist students.

 

Artificial Intelligence

 

What is Artificial Intelligence (AI)?

It is the capability of computational systems to perform tasks typically associated with human intelligence, such as reasoning, decision-making, and problem-solving.

 

How is AI used in Education?

It revolutionizes learning through personalized instruction, adaptive technologies, and automated administrative tasks, but also presents challenges to equity and academic integrity.

 

Is AI allowed in this ACC Course?

It may be used in this course, except on Tests.

 

How is AI used in Geographic Information Systems?

It is becoming an increasingly integral part of GIS software by automating analysis and predictive modeling. However, it is still just your “assistant,” and you, the GIS User, are still in charge. You must be very aware at all times what you are doing :)

 

Note that there is still much we do not yet know about AI, whether in education, GIS, or other areas. So, stay tuned, or ask questions if you have them.

 

Hyflex learning mode (if applicable; section 002 or 006)

 

If you are enrolled in a Hyflex section, including the Hyflex-Hybrid variety, you have the choice to attend class in person (in the classroom) or online (via Zoom video call).

Since lectures are pre-recorded and all course content is available online via Blackboard, students can choose which material to listen to, read, study, or work on with GIS software during the scheduled class time. This also allows students to work somewhat at their “own pace”.  In other words, classroom time is essentially “lab time”. The instructor is available to answer questions, provide insight and suggestions, troubleshoot, and address any other needs students may have to continue their learning and assignments.

Ear buds and/or Headphones (USB-compatible) are highly recommended to use at times in the classroom. This is because you may want to watch and listen to recorded videos without disturbing others. Another reason is that you may still be taking a test while others have finished, even though the instructor will try to minimize chatter.

Finally, a mix of classroom students and online students can be challenging to students (especially those online) who may be hesitant to ask questions when they do not understand something or need help. Please speak-up when necessary. The instructor will attempt to engage all students in a healthy learning environment.

 

Grading System

Grading is based on the successful and timely completion of the components below:

 

Grading Component

% Value

Tests (4)

1, 2, 3 = 10%; 4 = 15%

45

Lab Exercises (9)

20

Lab Projects (4)

20

Quizzes (12)

10

Participation (9)

5

Total (%)

100

 

 

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

 

Grade

Scale

Credit

A

90 - 100

yes

B

80 - 89

yes

C

70 - 79

yes

D

60 - 69

Yes, ACC general credit, but

No Design, Manufacturing, Construction & Applied Technologies (DMC&AT) credit, which includes GIS, CAD, and Geospatial Engineering

F

Below 60

No credit at all

IMPORTANT: Passing with a “C (70)” or better is also a PREREQUISITE for all other GIS courses.
 

 

 

Lab Exercises

Lab exercises are designed to apply the concepts and techniques discussed in lecture. The instructor will be available to assist students with the exercises and discuss their practical application. Completing the exercises will improve your skills and make you more proficient in completing the quizzes, tests, and projects.

 

Lab Exercises are used in Competencies 1-3. There are none for Competency 4.

 

There are TWO LEVELS for students to choose from:

 

Level 1: Less challenging

Recommended for most (but not all) CAD, Geospatial Engineering, and Emergency Management
majors to learn GIS fundamentals and satisfy those Program credit requirements.

 

These standard Lab Exercises were developed by Esri, the developer of ArcGIS software.

 

Level 2: More challenging

Highly recommended for GIS majors to better prepare for future courses AND for GIS-related professionals to apply skills on the job.

 

These custom Lab Exercises were developed by the ACC GIS Dept.

 

Both options provide opportunities to do an additional assignment (which includes the other Level’s Lab Exercise) for Extra Credit. In either case, “proof of completion” is required for a credit grade of “100”.

 

The Lab Reference Guide accompanies the Lab Exercises and Lecture material. This is optional reading material, but highly recommended. This document also includes a Knowledge Check to reinforce what you’ve learned. It is self-graded with Answers provided in a separate document.

 

All Lab Exercises (and Quizzes) have Due Dates every two weeks! Your grade will either be “100” if you completed it, or a “0” if you did not.

Lab Projects

Lab Projects are designed to build on the skills learned in the Lab Exercises and apply them to real-world problems. There is one Lab Project for Competencies 2, 3, and 4. There is no Project for Competency 1.


Quizzes

Each Topic includes a Quiz. Quizzes include 10 questions: 5 are more concept-oriented associated with the Lecture, and 5 are more skill-based related to the Lab work. Quizzes will be accessed via the course Blackboard website and can be retaken as many times as desired – up until their respective Due date, every two weeks. Quizzes are structured to measure comprehension of the weekly lecture and lab exercises. Completing and studying the Quizzes should improve your test scores.

Tests

There will be 4 Tests, one after each Competency. The fourth will be comprehensive; in other words, a final exam. Each test contains a balance of lecture-oriented questions and lab questions. Tests are structured similarly to Quizzes to measure and reinforce overall comprehension.

Participation

Participation is graded with a combination of Orientation assignments, Discussion Board activity, a Mid-term Journal, and the Course Evaluation at the end of the semester.

 

Syllabus: Part 2

Student Learning Outcomes

 

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:

      • 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.
      • Implement a GIS project by collecting, creating, assimilating, analyzing, synthesizing, and presenting data and results that satisfy the project goal.
      • 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:

      • 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.
      • 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.

Personal Qualities – (F13) individual responsibility, (F14) self-esteem, (F15) sociability, (F16) self-management, and (F17) integrity.

Syllabus: Part 3

Course Policies

 

Course Policies

    1. Attendance/Participation: The instructor will explain to students their policy on attendance/participation relative to this course. Suggested wording - If there are specific policies for field or laboratory activities, they could be included here.  Some suggested wording is: “Regular and punctual class and laboratory attendance is expected of all students.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.”

 

Or for online courses: “Regular and timely class participation in discussions and completion of work is expected of all students.  If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.”

 

And to cover situations where classes are cancelled because of weather, pandemic, or other emergencies: “The student is responsible for communicating with their professor during the closure and completing any assignments or other activities designated by their professor.”
 

    1. Withdrawal: The instructor will explain to students their policy on withdrawal relative to this course. Suggested wording - “It is the responsibility of each student to ensure that his or her name is removed from the rolls should they decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should he or she feel it is necessary.  If a student decides to withdraw, he or she should also verify that the withdrawal is recorded before the Final Withdrawal Date.  The Final Withdrawal Date for this semester is [insert date here].  The student is also strongly encouraged to keep any paperwork in case a problem arises.

 

    1. Students are responsible for understanding the impact that withdrawal from a course may have on their financial aid, veterans’ benefits, and international student status.  Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a “W”) from more than six courses during their undergraduate college education. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.”

 

    1. Missed or Late Work: The instructor will explain to students their policy on missed or late work relative to this course.
       
    2. Incomplete: The instructor will explain to students their policy on Incomplete course grades relative to this course. Recommended wording - “An incomplete (grade of "I") will only be given for extenuating circumstances.  What constitutes “extenuating circumstances” is left to the instructor’s discretion.  If a grade of I is given, the remaining course work must be completed by a date set by the student and professor.  This date may not be later than two weeks prior to the end of the following semester.  A grade of I also requires completion and submission of the Incomplete Grade form, to be signed by the faculty member (and student if possible) and submitted to the department chair.

 

Students may request an Incomplete from their faculty member if they believe circumstances warrant.  The faculty member will determine whether the Incomplete is appropriate to award or not.  The following processes must be followed when awarding a student an I grade.

  1. Prior to the end of the semester in which the “I” is to be awarded, the student must meet with the instructor to determine the assignments and exams that must be completed prior to the deadline date.  This meeting can occur virtually or in person.  The instructor should complete the Report of Incomplete Grade form.
  2. The faculty member will complete the form, including all requirements to complete the course and the due date, sign (by typing in name) and then email it to the student.  The student will then complete his/her section, sign (by typing in name), and return the completed form to the faculty member to complete the agreement.  A copy of the fully completed form can then be emailed by the faculty member to the student and the department chair for each grade of Incomplete that the faculty member submits by end of semester.  
  3. The student must complete all remaining work by the date specified on the form above.  This date is determined by the instructor in collaboration with the student, but it may not be later than the final withdrawal deadline in the subsequent long semester. 
  4. Students will retain access to the course Blackboard page through the subsequent semester in order to submit work and complete the course. Students will be able to log on to Blackboard and have access to the course section materials, assignments, and grades from the course and semester in which the Incomplete was awarded. 
  5. When the student completes the required work by the Incomplete deadline, the instructor will submit an electronic Grade Change Form to change the student’s performance grade from an “I” to the earned grade of A, B, C, D, or F.

If an Incomplete is not resolved by the deadline, the grade automatically converts to an “F.”  Approval to carry an Incomplete for longer than the following semester or session deadline is not frequently granted.”

 

Distance Education (for online and hybrid courses only)

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 your course workload in order to meet deadlines and stay on track with your coursework. Successful students are self-starters who understand the commitment and discipline required to thrive in an online environment. You must ask questions when you do not understand something. Contact your instructor right away; otherwise, there is no way for your instructor to know that something is wrong.

Students will access the Blackboard learning management system to gain access to lecture and lab materials and to read assignment instructions, submit assignments, and collaborate.
 

Student Technology Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts.
 

Syllabus: Part 4

ACC College Policies

 

Please refer to https://www.austincc.edu/offices/academic-outcomes-assessment/master-syllabi/college-policies or the link in Blackboard for ACC’s college policies including Statement on Academic Integrity, Student Rights & Responsibilities, Senate Bill 212 and Title IX Reporting Requirements, Student Complaints, Statement on Privacy, Recording Policy, Safety Statement, Campus Carry, Discrimination Prohibited, Use of ACC email, Use of the Testing Center, and Student Support Services.

Office Hours

W F 8:00 PM - 12:00 PM virtual

NOTE Also available on other days and times not listed

Office Hours

W F 8:00 PM - 12:00 PM virtual

NOTE Also available on other days and times not listed

Published: 01/14/2026 19:38:50