Faculty Syllabus

1. 1. No textbook is required for the course. Python Scripting for ArcGIS Pro and Advanced Python Scripting for ArcGIS Pro by Paul A. Zandbergen cover the course material and would be great references but are not required.
   2. Computer: If you are attending class remotely and completing assignments from home, you will need a computer capable of running the software ArcGIS Pro 3.5 or greater. See the following for system requirements:

https://pro.arcgis.com/en/pro-app/3.5/get-started/arcgis-pro-system-requirements.htm

NOTE: You CANNOT USE A SMARTPHONE to complete this class.

NOTE to MAC Users: There is no MAC version of ArcGIS Pro. You must have a PC in order to complete this course. Some students have had success running the software on a MAC using a Windows emulator, though many students have not had success using a MAC for this course.

      ArcGIS Pro Software Installation Instructions: https://docs.google.com/document/d/1HsE7R-0O-HbLPTaL16Xx5J-5Km4q4AQv0d5JC7NGDcY/edit?usp=sharing

1. 1. Internet: If attending remotely, you will need reliable Internet access and a working ACC email address ("working" also means that your mailbox is not full.) Computers with Internet access are available at each ACC campus. Most assigned readings will be available in electronic format.
   2. USB Drive or a portable external hard drive (Optional): It should be at least 4 GB in size. I recommend you get one with 8 or higher GB of storage. This will be used to store your course data, documents, etc.
   3. Web Camera and Audio: If you plan on attending class remotely, you must be capable of joining a video call using Zoom. This means a camera with audio capability. The instructor will help students learn how to use Zoom technology for this course.
   4. Technical Abilities: Technical Abilities that Students MUST HAVE in order to enroll in this course: This course assumes that you know how to navigate Windows file structure, how to install software, how to upload files, how to download files, how to unzip compressed (zipped) files, and how to copy and paste files using My Computer or Windows Explorer.

There will be no readings for this class as it is almost entirely online and in a code development environment. 

This course focuses on the use of programming languages to customize and expand the capability of GIS applications. Instruction will include object-oriented and component programming. Students will also design their own Graphical User Interface (GUI). Students will automate tasks and geospatial processes using Python programming language. Students learn fundamental programming principles and how to apply them in a GIS. Exercises and projects use Python, ArcPy, and ArcGIS software.

1. 1. WECM Student Learning Outcomes

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

• • • Describe and understand basic programming for GIS applications
    • Perform programming for GIS customizations
  • 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:

1. 1. 1. Identify appropriate software development tools for particular end uses
      2. Automate geospatial analysis methods such as transformations, raster analysis and geometric operations
      3. Use scripting languages such as Python and others to automate repetitive tasks in desktop geospatial software
      4. Recognize GIS tasks that are amenable to automation, such as route generation, incident response, and land use change analysis
      5. Identify alternatives for customization and automation, such as APIs, SDKs, scripting languages
      6. Discuss trends in geospatial technology and applications.
   2. SCANS Competencies: The Secretary Commission on Achieving Necessary Skills (SCANS) is a commission appointed in 1990 by the Secretary of the US Department of Labor Lynn Martin to develop a list of skills "that

high-performance workplaces require and that high-performance schools should produce." By the end of this course, the student will demonstrate the following workplace competencies and foundation skills:

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

self-esteem, (F15) sociability, (F16) self-management, and (F17) integrity.