Course Requirements

Prerequisites

A grade of C or better in GEOG 2470 or GISC 1411 Introduction to GIS.

Minimum Technical Skills

In order to succeed in this course, you have basic computer technical skills. Please take a look at this Technical Skills Checklist prior to beginning the course. Related to item 10 on this checklist, setting up your ACC email account, please note that I will communicate with you through your ACC email account, Google Chat, and Blackboard Announcements for this course.

Computer Hardware 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 for the purpose of playing lecture video content, taking proctored exams and video conferencing for help sessions. Use a pair of headphones or earbuds to prevent feedback when you are on calls.

Required Software

ArcGIS Pro

Here are the install instructions for the recommended version of ArcGIS Pro to use this semester: ArcGIS Pro v 3.5.4 Installation Instructions.

ArcGIS Online

You already have an ACC ArcGIS Online (AGOL) login from completing one or more introductory GIS courses at ACC. Be sure you can log in to AGOL on or before the first day of class.

MS Excel

You will work with Microsoft Excel worksheets this semester. If you do not already have access, you can download it through ACC by following the steps under “If you need the desktop version of 365.” Excel, Powerpoint and Word are all industry-standard tools that you can use in your GIS courses, so I recommend downloading the whole Office 365 Desktop suite.

Recommended Software

1. Google Chrome Browser with optional ColorZilla extension

1. Zoom for Windows – for advising, open labs, and test proctoring with the Instructor
2. Google Meet - Used for help and test proctoring with GIS Tutors
3. Google Calendar – The instructor uses this to invite you to open labs, test proctoring, and events
4. Google Drive for Desktop –  to access your files on Google Drive in Windows File Explorer (*Stop file syncing while you are working in GIS to optimize software performance. Re-start syncing upon closing ArcGIS Pro)

1. Adobe Acrobat Pro/Adobe Acrobat DC is part of the Creative Cloud suite to view, 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.
2. Notepad++ will help you work with text files, a frequently used format to store GIS attributes and metadata

1. 7-zip - A useful free tool for extracting and zipping GIS files.

Required Textbook & Readings

Krygier, John and Denis Wood. Making Maps: A Visual Guide to Map Design for GIS (4th Edition). New York, NY: The Guilford Press. ISBN: 9781462556069. 

Additional required readings as assigned are linked from the course website.

Recommended Text

Monmonier, Mark. 2018. How to Lie with Maps (3rd Edition). University of Chicago Press. ISBN: 9780226435923.

Course Outline

Orientation

1. Topic: Orientation

Performance Criteria

1. Locate instructor office hours and contact information;
2. Identify required materials and support resources; 
3. Locate the course syllabus and content; and
4. List tools and expectations for communication.

1. Topic: Data Management

Performance Criteria

1. List reasons why data management is important;
2. View course, project, and source data directory structure examples; and
3. Apply best practices for file, folder, and table field naming and versioning.

Competency 1 Storytelling with Maps

Create and share maps with a defined purpose, target audience, and appropriate medium using industry-standard GIS software. Demonstrate critical thinking, communication, and interpersonal skills through the process of giving and receiving peer review.

1. Topic: What is a Map? - Define maps and use online and desktop GIS tools to acquire, manage, and display geospatial data.

Performance Criteria

1. Define maps and cartography.
2. Describe how maps are used and their roles in visual communication.
3. Describe how maps are made.
4. Acquire, manage, and document geospatial data.
5. Create a Story Map Series.

1. Topic: Making a Meaningful Map - Define your map’s story, audience, and medium and create a map using GIS tools.

Performance Criteria

1. List different audiences and mediums.
2. Identify design considerations for each audience and medium.
3. Construct your story before making your map.
4. Create maps using desktop GIS software.

1. Topic: Map Design and Evaluation - Identify and apply best practices for designing and evaluating a map as a form of visual communication. 

Performance Criteria

1. Define visual hierarchy, layout grid, figure, ground, and map elements.
2. Order steps in the map design and evaluation process.
3. Symbolize data on a map.
4. Analyze differences between good and bad maps.
5. Evaluate a map.

Competency 2 Mapping Our World

Acquire, transform, and document geospatial data. Demonstrate critical thinking, communication, and interpersonal skills through the process of giving and receiving peer review.

1. Topic: Geographic Coordinate Systems - Describe the critical importance of utilizing the right datum.

Performance Criteria

1. List the components of a geographic coordinate system.
2. Define "datum" and list the parameters that describe datums.
3. Compare and contrast geocentric and geodetic coordinates.
4. Visualize the impact that a datum shift has on location.
5. List common horizontal and vertical datums used in the USA.

1. Topic: Projected Coordinate Systems - Transform spatial data to model 3D phenomena on a 2D map.

Performance Criteria

1. Order the three steps required to project geospatial data.
2. Identify scale information, grids, and graticules on map.
3. List the four properties of map projections.
4. List the five types of map projections.
5. Use Tissot’s indicatrix to visualize distortion in ArcGIS Pro.
6. Recenter a coordinate system to minimize distortion.

1. Topic: Mappable Data - Locate, select, credit, and document mappable data from authoritative sources.

Performance Criteria

1. Locate properties of maps and map data in a GIS.
2. Describe the types and uses of attributes for map design.
3. Evaluate fitness for use of geospatial data for a map project.
4. Differentiate between compilation, display and reference scales.
5. Compile basemap and operational layers into feature datasets.

Competency 03 Thematic Mapping

Design a thematic map by selecting an appropriate map type, generalization strategy, and use of color. Demonstrate critical thinking, communication, and interpersonal skills through the process of giving and receiving peer review.

1. Topic: Generalization - Generalize geospatial data and attributes using appropriate strategies.

Performance Criteria

1. Define generalization and list goals for generalizing geospatial data.
2. Distinguish between content and geometric generalization.
3. Describe methods for generalizing vector and raster data.
4. Classify quantitative and qualitative geospatial data.

1. Topic: Thematic Maps - Represent one or more variables by joining tabular attributes with geometry and selecting the appropriate thematic mapping strategy.

Performance Criteria

1. Define thematic maps.
2. Demonstrate techniques for creating thematic maps.
3. Use GIS to create a multivariate map and customized legends.
4. Differentiate between single-variable and multivariate maps.
5. Create thematic maps.

1. Topic: Color on Maps - Select color schemes for thematic maps, considering design best practices, data type and accessibility.

Performance Criteria

1. Describe how the human eye sees color.
2. Define color specification systems and use guidelines for maps.
3. Compare good and bad uses of color on maps.
4. Select colors to display quantitative information on a thematic map.

Competency 04 The Visual Language of Maps

Symbolize vector, raster, and text layers on a special purpose map in service of clarity, visual hierarchy, and usability. Demonstrate critical thinking, communication, and interpersonal skills through the process of giving and receiving peer review.

1. Topic: Symbolizing Surfaces - Select appropriate methods and data types to create, style, and layer surfaces in a GIS map.

Performance Criteria

1. Identify surface data types and properties.
2. Select appropriate symbology for surfaces.
3. Select appropriate display settings for rasters.
4. Differentiate between absolute and relative relief.
5. List two ways to add surfaces to a map.

1. Topic: Symbolizing Features - Layer and symbolize vector data using cartographic standards to communicate a clear message.

Performance Criteria

1. Define symbolization.
2. Differentiate among features symbolized by relationship, resemblance, and convention.
3. Recognize when and how to vary symbol properties (shape, color, texture, etc.).
4. Use GIS to symbolize vector feature layers.
5. Manage styles in ArcGIS Pro.

1. Topic: Text on Maps - Strategically apply typographic properties to maximize map usability.

Performance Criteria

1. Correctly label the components of a typeface.
2. List the ways type functions on a map.
3. Locate typographic standards for text on maps.
4. Create, style, position, and edit labels and annotation.
5. Include fonts in map packages.

Course Level Outcomes

Cartography is an innovative blend of technical skill, a discerning eye, problem-solving, and listening skills. The class will build on your current mapping skill set regardless of your level of experience and complement the technical skills you are acquiring in other GIS classes.

You will learn cartographic concepts while working with ESRI’s ArcGIS Pro  and other desktop and web-based software tools. By the end of this course, you will be able to:

1. Create and share maps with a defined purpose, target audience, and appropriate medium using industry-standard GIS software.
2. Demonstrate critical thinking, communication, and interpersonal skills through the process of giving and receiving peer review.
3. Select, transform, and document geospatial data.
4. Design thematic maps with appropriate generalization and use of color.
5. Symbolize features, surfaces, and text according to cartographic standards.
6. Assemble and present a portfolio that demonstrates mastery of course level outcomes.

Student Learning Outcomes

ACC GIS student learning outcomes are aligned with standards outlined by the Workforce Education Course Manual (WECM), the Geospatial Technology Competency Model (GTCM), and Secretary Commission on Achieving Necessary Skills (SCANS) Competencies:

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:
   1. Understand and apply fundamental cartographic design principles; 
   2. Define design objectives for map usability; 
   3. Understand principles of color theory and how they affect map symbolization and interpretation; 
   4. Choose appropriate symbols for point, line, and polygon features; 
   5. Understand the effect of scale on generalization and how to improve readability of map features; 
   6. Apply classification schemes for displaying data; 
   7. Create quality maps with advanced raster techniques; 
   8. Create balanced and informative layouts; and 
   9. Critique maps for improved design skills.
2. 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. Query spatial and attribute data by location and utilizing query languages;
   2. Implement a GIS project by collecting, creating, assimilating, analyzing, synthesizing, and presenting data and results that satisfy the project goal;
   3. Interpret user needs to generate GIS products with a defined purpose, target audience, and appropriate medium;
   4. Create data, maps, and reports with GIS-industry recognized data standards, cartographic conventions, and reporting methods; and
   5. 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.
3. SCANS Competencies
   The Secretary Commission on Achieving Necessary Skills (SCANS) is a commission appointed in 1990 by the Secretary of the US Department of Labor Lynn Martin to develop a list of skills "that high-performance workplaces require and that high-performance schools should produce." By the end of this course, the student will demonstrate the following workplace competencies and foundation skills:
   1. Workplace Competencies - Effective workers can productively use:
      1. Resources – They know how to allocate (C1) time, (C2) money, (C3), materials, and (C4) staff
      2. Information – They can (C5) acquire and evaluate data, (C6) organize and maintain files, (C7) interprets and communicate, and (C8) use computers to process information.
      3. Interpersonal skills – They can (C9) work on teams, (C10) teach others, (C11) serve customers, (C12) lead, (C13) negotiate, and (C14) work well with people from culturally diverse backgrounds,
      4. Systems – They (C15) understand social, organizational, and technological systems, (C16) they can monitor and correct performance; and (C17) they can design or improve systems.
      5. Technology – They can (C18) select equipment and tools, (C19) apply technology to specific tasks and (C20) maintain and troubleshoot equipment.
   2. Foundation Skills - Competent workers in the high-performance workplace need:
      1. Basic Skills – (F1) reading, (F2) writing, (F3) arithmetic and (F4) mathematics, (F5) listening and (F6) speaking.
      2. Thinking skills – (F7) to think creatively, (F8) to make decisions, (F9) to solve problems, (F10) to visualize, (F11) the ability to learn, and (F12) to reason.
   3. Personal Qualities – (F13) individual responsibility, (F14) self-esteem, (F15) sociability, (F16) self-management, and (F17) integrity.