Tmnswtim in GIs, 1997, vd.

The NCGIA core curricula in GIS and remote

KAREN K KEMP

2, no. 2, p. IS1

sensing

National Center for Geographic Information and Analysis, Department of Geography, University of California, Santa Barbara, California 93 106-4060, USA. e-mail: kemp@ncgia.ucsb.edu

Since the development of the original NCGU Cow Curriculum in GIs (Goodchild and Kemp 1990), the National Center for Geographic Information and Analysis has been providing support and direction to the GIS education community. Foilowing the success of the original Core Curriculum, three new curricula are now under development. All are being constructed and distributed on the World-Wide Web and involve international authorship and editorial input. This paper outlines the origins of thcse projects and some of the issues related to the development of Web-based instructional materials that they raise.

Introduction

In 1987, a call for proposals from the US National Science Foundation (NSF) led to the establishment of a National Center for Geographic Information and Analysis (NCGIA). While the call focused largely on the need for basic research in geographic information and analysis, one of the four stated goals of the NCGIA was ‘to augment the nation’s supply of experts in GIS and geographic analysis in participating disciplines’ (NSF 1987). As the NCGIA enters its second phase as an independent research consortium, the successful attainment of this educational goal can be clearly demonstrated. Not only has the original NCGIA Core Curriculum in GIs (Goodchild and Kemp 1990) been adopted worldwide, translated into several foreign languages, and accepted as a standard against which courses are measured, but the concept has also spawned several substantial subsequent efforts, including three new on-line NCGIA core curricula. This paper brings these four projects into perspective by reviewing the origins and impacts of the original Core Curriculum and the progress that has been made on the development of the Remote Sensing Core Curriculum funded by the National Aeronautic and Space Administration (NASA), the new NCGIA Core Curriculum in GIScience, and the NSF-funded GIS Core Curriculum for Technical Programs.

The original NCGIA Core Curriculum in GIS The original NCGIA Core Czrrriculum in GIs is a comprehensive set of lecture notes intended to identify and describe the core knowledge about GIS that should be taught to aspiring GIS professionals. Several papers in the early 1990s reported on the development, evaluation, and success of the original Core Curriculum (Kemp and Goodchild 199 1 ; Goodchild and Kemp 1992; Kemp and Goodchild 1992). Although a significant portion of the original material is now somewhat dated, the success of the curriculum’s firm focus on core concepts rather than on technology is reflected by the fact that copies of the US $200 paper version were still in demand more than seven years after its publication.

The original Core Curriculum consists of a set of lecture notes of over a thousand pages and supporting materials for 75 lectures organized into three quarter-length courses which might be taught over one year in the latter years of undergraduate programmes. The three courses are Introduction to GIs, Technical Issues in GIs, and Application Issues in GIs.

The Core Curriculum was developed through an international effort involving more than 35 university academics and GIS educators who contributed the lecture materials and over one hundred higher education institutions that tested the draft version during 1989-90. Submitted

1361-1682/97/2-02-181 0 Pearson Professional Limited 1997 181

K K Kemp

materials were reviewed and edited at the NCGIA by the project’s co-editors, Michael Goodchild and Karen Kemp. Development costs for the two-year project were covered by the NCGIA’s base funding and the Office of Instructional Development at the University of California at Santa Barbara.

While the name ‘curriculum’ may imply a more rigorous structure, the materials were designed to be easily modified and re-arranged according to individual instructors’ preferences and students’ interests and backgrounds. By structuring the materials as point-form lecture notes, rather than as dense student-oriented prose, the essential themes are readily apparent and easily modifiable. In fact, the success of the curriculum is certainly due in part to its non-prescriptive nature. Instructors are free to use whatever parts were appropriate and to ignore or augment those parts with which they are not satisfied.

Since August 1990, when the Core Curriculum was released, the NCGIA has distributed over 1500 copies to institutions of higher education, secondary schools, government agencies, and private consulting companies in more than 70 countries. In order to accommodate the needs of colleagues in developing and newly democratic countries and to encourage the development of foreign language versions, national distribution sites were established in 14 countries. These have led to hundreds of additional copies being distributed in English as well as in French, Russian, Japanese, Chinese, and Hungarian.

An analysis of the distribution patterns in recent years shows little change from that found in the early years (Goodchild and Kemp 1992). Figures 1 and 2 show annual distribution totals categorized by continent and by organization. No clear trends are apparent in either bar chart.

Impact of the Core Curriculum Although produced as an expedient means to meet an immediate need, the original Core Curriculum has had significant impacts on GIS education. While there has been much discussion over the years ofwhether it was too US oriented (Kemp 1991), the continued interest in producing foreign language translations provides evidence of its universal applicability. A number of products and articles have used it as a basis for development or review. For example, Raper and Green, who in the late

1980s created the tutorial software GISTutor (Raper and Green 1992), used it as a reference for the development of their second version, GISTutor 2. Similarly, Morgan et al used the Core Curriculum topic list as a benchmark against which to compare course content in their semi-regular international GIS education surveys (Morgan and Bennett 1990; Morgan 1992; Morgan and Fleury 1993).

Apart from such publishing ventures, the Core Curriculum has clearly been fundamental in helping a great many GIS educators get started. Much of the evidence for this is anecdotal, though occasional references to its usefulness have appeared in print (Smith 1990; Coulson and Waters 1991; Unwin 1991; Civco et al 1992; Markus 1993). Since the Core Curriculum was designed as a set of materials for instructors, many introductory GIS courses in the United States and elsewhere have begun as a variation of the lectures it contains as new instructors quickly developed skills and knowledge about their new courses. However, and as expected, individual reliance on the lecture notes faded quickly as instructors discovered their own students’ interests and abilities, added locally- relevant and updated topics, and incorporated hands-on technical training for a variety of specific GI Systems. From the beginning of the original Core Curriculum project, it was the editors’ stated intention that there would be only one Core Curriculum, that the original version would also be the final version. If the Core Curriculum fulfilled its stated purpose, no further editions would be needed - GIS education would become widely dispersed and curricular variations would naturally evolve. Indeed, GIs education has become widespread and diverse; however, the GIS community does not seem to be content with just the original Core Curriculum.

The new curricula As GIS education has broadened across the educational spectrum - from elementary school to professional school and from anthropology to zoology - as remote sensing and Global Positioning Systems (GPS) continue to mature as related and co-operating technologies, and as the idea of a science of geographic information emerges, the need for new curriculum materials has not diminished. Moreover, the emergence of the World-Wide Web

182

1996

1995

1994

1993

1992

1991

195u

1996

1995

1994

1993

1992

1991

1990

The NCGlA m e curricula in GIs and remote sensing

1

L

J

f I _ _ _ --_ - ' -- - -

0 50 1 0 0 150 200 250 30C

Number of copies sold

P

Figure 1. Number of copies of the Core Curriculum in GIS sold per year categorized by organization type. Annual bar sequence is the same sequence shown in the legend.

Organization type

3 Other

n Government

U Education

-, Commercial

Figure 2. Number of copies of the Core Curriculum in GIS sold per year categorized by continent. Annual bar sequence is the same sequence shown in the legend.

Continent

n 50 100 150 700 250 300

Number of copies sold

South America

Oceania

Norlh America

Europe

Asia

Africa

183

K K Kemp

Curriculum

Remote Sensing Core Curriculum (RSCC)

Core Curriculum in GlScience (GISCC)

Core Curriculum for Techiical Programs (CCTP)

Proiect Manager/Senlor Editor

Timothy Foreman, University of Maryland a! Baltimore County

Karen Kemp, University of California at Santa Borbora

Stephen Palladino, University of Colifornia at Sonta Barbara

Table 1. Management and locations of the new core curricula.

(WWW) and browser technologies provides a whole new context within which this type of product can be provided. Most exciting of all, the Web provides new and creative opportunities to address some of the shortcomings of the original Core Curriculum such as the US orientation and the need for regular updates to portions of the material. Thus, three new curricula have arisen, each with a different developmental context and each with its own individual characteristics. Table 1 lists these new curricula, their senior editors or project managers, and the Web site addresses.

The W e b as a medium for development and distribution Before reviewing each of the new curricula in detail, it is useful to consider the opportunities which the Web provides for projects of this sort. The original Core Curriculum is limited by the paper format in which it was primarily distributed. The linear structure of the three, bound, paper volumes required that a logical sequence of lectures be determined a priori and that no new topics be introduced at later points in its development. This led to one of the most frequently heard criticisms, that the lectures are not arranged in the ‘correct’ order and that some parts are not given sufficient concentration. The obvious problem of producing printed materials about a rapidly-changing field was addressed by attempting to focus on the more timeless material. Despite this effort, a careful examination of the document now shows considerable aging has taken place. For example, processor and throughput speeds and various

Locetlon on the WWW (URL)

h n p . / / w . um&.edL/rscc

http //w ncgro.ucsb.edu/grscc

h t f p . / / w . ncgfo. ucsb.edu/cctp

software and hardware capabilities have changed dramatically and in such a way that new capabilities and analytical techniques such as interactive zooming and network analysis are widely available on low-end systems. Data sources and formats are substantially different from those available in 1990. Important advances in Global Positioning Systems (GPS) and its widespread use as a data source for GIS have made geodetic datums, a topic not included in the original Core Curriculum, extremely relevant to current GIS professionals. Even the distinction between raster and vector approaches to GIS has blurred sufficiently to warrant a different approach to their study.

The Web as a distribution medium helps eliminate this updating problem and provides many new opportunities for managing the currency of new curricular materials. Although there is still much to be learnt about organizing and designing hyperlinked materials, linking sections of a curriculum to several related ones without enforcing a linear sequence is a simple task when using browser technology and hypertext formats. To keep the materials updated, a number of means now exist. The vast store of information now available on the Web provides the opportunity for individual sections of a curriculum to link to external sources of information such as that provided by government agencies (e.g. current information about GPS Digital Line Graphs from the United States Geological Survey). In this manner, updates can be assumed to occur automatically from the provider side, though, of course, a continuing need for monitoring and managing included URLs remains.

1 84

The NCGlA core curricula in GI$ and remote sensing

If new topics are identified or more detailed material is needed on existing topics, the composition and linking of new sections is a straightforward task. Revisions of individual sections can also be easily made on-line.

The Web provides an efficient editorial medium. For all three new curricula, units are being written by authors widely distributed around the globe. Draft units are, or will be, posted locally by these authors or transmitted to the editorial teams for posting on access-restricted sites. The editorial process thus involves no mailing of hard copy and can, in theory at least, be completed much more quickly. Editors and reviewers with appropriate access privileges simply link to these draft pages and view them locally. Editorial changes thus inspired can be acted upon immediately and require only digital editing rather than reprinting of documents.

The ease with which high quality, colour graphics and animated segments can be incorporated into the materials is a further advantage of on-line curricula. It is assumed that many instructors will incorporate images captured from the Web-based curricula directly into their local classroom presentations and that others will use the on-line materials as the basis for student- oriented instructional materials. The following sections describe how each of the curricula projects is designed to take particular and distinct advantage of web technology.

The Remote Sensing Core Curriculum

The Remote Sensing Core Curriculum (RSCC) is the first of the new curricula to emerge. Its origins are, in fact, almost coincident with those of the original Core Curriculum in GIs, though delays in obtaining funding to support its development fortunately delayed it until the WWW era. The RSCC is an outgrowth of NCGIA‘s Research Initiative #12, ‘Remote Sensing and Geographic Information Systems’ (Davis et al 1991). During the initiative’s specialist meeting held in early 1992, an urgent need for educational materials stressing the integration of remote sensing and GIS was identified (Estes et al 1993). Discussions with satellite imagery company personnel and other university educators indicated that materials modelled after the original Core Curriculum in GIS would meet a similar need in the remote sensing

community. At the same time, an opportunity for funding from NASA’s Mission to Planet Earth provided the impetus for the design of a Core Curriculum for Remote Sensing.

During the initial meetings, the RSCC Steering Committee planned a complete curriculum in remote sensing and by late 1992 they had identified the full set of 11 courses which they felt would make up the ideal curriculum (Estes et al 1993). However, from the pragmatic point ofview, in order to ensure that materials could indeed be completed and quickly made available for use, the committee decided to focus initial development on a core set of four courses. Each of these is planned as a separate ‘volume’ with editorial responsibilities split between teams at several US universities. The volume titles and responsibilities are:

Introduction to Photo Interpretation and Photogrammetry (University of California at Santa Barbara) Overview of Remote Sensing of the Environment (Georgia Institute of Technology) Introductory Digital Image Processing (University of South Carolina) Remote Sensing Applications (University of Maryland at Baltimore County).

Separate authors from the editorial sites and elsewhere are assigned to individual modules or units within each of these volumes. Overall project management is provided by Dr Tim Foresman at University of Maryland at Baltimore County.

In addition to its development and distribution on the Web rather than on paper, the RSCC’s most distinctive departure from the original Core Curriculum model involves the incorporation of laboratory exercises and data sets as part of the basic materials to be distributed. While some laboratory materials were developed to support the original Core Curriculum (Dodson 1991; Veregin 1991), the design philosophy required a distinct separation of technical aspects from the core theoretical concepts. Thus, initial development focused strongly on lecture notes covering theory rather than explicit examples and procedural details. In the RSCC, access to and demonstrations using digital images are understood to be fundamental for understanding the core concepts presented and most of the modules of the RSCC include detailed

185

K K Uemp

laboratory exercises and provide for the downloading of the necessary digital image data.

Another modification of the original Core Cuuriculum model is the use of a more student- oriented format in some of the modules and in the exercises. Rather than acting as a course organization guide for instructors, this format uses prose instead of point-form outlines and is designed for reading or for direct incorporation into instructional units. However, similar to the original model, volumes 1-3 of the RSCC are organized in a linear sequence of topics with materials generally building on introductory material as one progresses through the list. Volume 4 is a set of applications and exercises which will link to many different points in the theoretical volumes.

Status of the RSCC As of early 1997, drafts for about half of the modules have been completed and authors have been assigned to most of the remaining ones. Plans for an evaluation of the materials to be conducted using Web-based review forms are in place and will begin once the majority of the modules are on-line. The development funding from NASA concludes in mid-1997. In order to maintain continuity, the American Society for Photogrammetry and Remote Sensing has adopted this curriculum project as an education initiative of the society. This arrangement will allow additional volumes to be developed and for updating and maintenance of the existing modules. Thus, it is likely that additional monetary support and intellectual contributions will continue to be solicited for several years.

The new on-line Core Curriculum in Geographic Information Science

As noted above, the rapid development of GIS and related technologies and the awakening of the concept of geographic information science continues to fuel demand for new curriculum materials. Thus in early 1995, the NCGIA decided to undertake a complete revision of the original Core Curriculum. While both taking advantage of the Web and keeping with the spirit and success of the original, the new Core Curriculum in Geographic Information Science (GISCC) once again concentrates solely on providing fundamental course content for educators. As a ‘core’ curriculum, it is

not intended to impose any specific structure or educational objectives. Having the familiar lecture note format, but being distributed on the Web, allows adaptation to whatever instructional mode each course instructor wishes to use.

While the basic unit structure remains the same, the content of the new GISCC has undergone a significant evolution. Rather than a curriculum in GI Systems, the new Core Curriculum addresses GI Science. This change reflects a growing awareness that the concepts which underlie many of the new geographic information technologies are fundamental and should be considered as a scientific field rather than simply as a computer technology or system. The new GISCC is based on the principle that the characteristic which distinguishes GIS and geographic information technologies in general from all other fields is a focus on geographic concepts. These are defined as the primitive elements, features, and relationships used to analyse, model, reason about and make decisions in a geographic context. They range from concepts about the form of the earth and the measurement of position on its surface to concepts of direction, adjacency, and connectivity, and to the more advanced concepts that underlie our understanding of the processes that operate on the earth‘s surface.

The curriculum is organized as a tree with more advanced concepts growing from four main branch nodes, namely:

Fundamental Geographic Concepts for GI Science Implementing Geographic Concepts in GI Systems Geographic Information Technology in Society Application Areas and Case Studies.

Within each of these branches are more branching subtrees, each terminating in individual instructional units. The initial tree contains over 175 branch o r terminating nodes for which individual units will be written. Each unit is structured as a lecture outline and contains approximately the amount of information that could be transmitted in a 50-minute lecture.

By using a tree structure, the GISCC avoids linearity. If an instructor opts to traverse the entire curriculum, it could be done in any direction -

186

The K G l A m e curricu/a in GIs and remote sensing

vertical traversal would lead to very specialized and increasingly high-level course content, while horizontal traversal would place all of the introductory material first. The tree structure also allows additional material to be added as needed. Hence, the number of levels of the tree is not defined. To add greater detail, new units can be added above existing ones, but these must be appropriately linked to lower existing nodes.

At best, the community as a whole is likely to agree only on the lower levels of the tree. The proposed editorial procedure is designed to allow as much freedom as possible in the upper, more detailed levels, so that units can be contributed on specialized topics with minimal need for restructuring. The only requirement is that contributors adhere to the standard unit format and that new units fit somewhere above an existing node. If a lower node does not exist, the editorial committee will consider whether it should be generated.

The editorial procedure of the new GISCC is based on the journal metaphor. The project is overseen by a Senior Editor and an Editorial Board who ensure the overall validity of the content. Section Editors are assigned to individual sections (subtrees) of the initial outline, usually consisting of five to eight units. They are responsible for identifying authors for individual units and for overseeing the peer review process of these units. Both unit materials and any included external URL links are peer reviewed so that users can be assured that all materials included or referenced within the GISCC are of high quality and creditability. Once units have been successfully reviewed and edited, they are posted to the NCGIA’s Web site for further public evaluation. Editing and updating will be an ongoing process continuing as needed into the foreseeable future.

Status of the GISCC The priority for 1997 is to create the fundamental set of materials and to get it on-line and accessible for discussion and comment as soon as possible. By late 1997 the majority of the tree will contain draft units ready for evaluation. In contrast to the original Core Curriculum, evaluation will be handled in an open manner with each unit’s Web page displaying a ‘Send your comments’ button. During 1997-8, the anticipated high volume of use

should lead to rapid revision and improvement of the materials.

Once the initial materials have been posted and people begin to use them, the NCGIA editorial team will turn their attention to the development of a number of subsidiary products aimed at making the materials easier to access and more effective. Navigation tools to help users to find units on specific themes or to find related sets of units will include an index based on keywords linked to individual units, a search tool, and a ‘map’ showing how various units are linked to one another.

In addition to these navigation tools, a large number of additional projects will be initiated through a worldwide network of partners. These projects allow anyone with Web access to the GISCC to modifj and augment the materials for various purposes. Approved projects will he refereed or otherwise vetted to ensure the quality of their results matches that of the main body of work. Partner projects currently under consideration are:

studemt-oriented matmah - to begin with a demonstration project to convert a section of the teacher-oriented units to student-oriented materials suitable for guided self-study (project suggested by University of Salzburg) active learning modules which incorporate the theoretical material within learning activities - a variation of this will be tested within the Core Curriculum for Technical Programs (described below) course generators - a forms-based interface which would allow instructors to list a range of topics they want to teach and which would output an ordered list of units from which such a course could be constructed national versions - opportunities exist for the development of regional or national versions of any individual unit or section other projects - Web-based tutorials, distance learning modules, model course syllabuses and laboratory materials.

In effect, the GISCC is intended to be a living product of the worldwide GIS community. By providing this central organization of the fundamental core concepts of GIScience, any number of diverse but related projects already on the Web can he linked to it and placed into context

187

K K Kemp

with other materials. Fortunately, the flexibility of the Web allows development to proceed relatively unconstrained as technology and education concepts evolve. The editors of the GISCC expect that, within a year or two, what is on the Web will be very different from the initial 1997 configuration.

The GIS Core Curriculum for Technical Programs

The third and newest of the set is the Core Curriculum for Technical Programs (CCTP). The CCTP project, begun in the summer of 1996, is separately funded by the NSF under its Advanced Technological Education programme. It addresses the need for a supporting resource for GIS curriculum design and course-building activities at two-year technical colleges where the focus of GIS education is on technical training in the use of GI Systems rather than on the theory of GI Science. While using the GISCC as a conceptual foundation, this curriculum is task-oriented, focusing on bow to use the technology effectively. For example, rather than addressing topics such as error from an abstract perspective, the CCTP provides materials for the instruction of digitizing which includes a tangible demonstration of the relevance of those aspects of database error which arise during the digitizing process.

In order to address directly the needs of technical programmes, a major element of the project development design includes participation by technical college GIS instructors. Unlike university academics who have more freedom to choose what to focus on in their professional hours and who thus can be convinced to contribute generously to the GISCC, college instructors have little time to attend to activities other than those related to their day-to-day local teaching tasks. Therefore, this project incorporates a number of formal management structures for obtaining the necessary input from college instructors and other technically-oriented professionals. This project is overseen by a Project Manager at the University of California at Santa Barbara and an Advisory Board, consisting largely of college instructors. To get the project started on a firm foundation, a worlung group of experienced GIS instructors from colleges in the United States and Canada met in the summer

of I996 for a week-long work session during which they laid out the conceptual structure for the CCTI: drafted a task list outlining the instructional units to be developed, and identified the critical structural features. Also building on a tree structure, this working group identified the following elements for this curriculum:

The Roots - Resources for teaching GIS

TheTrunk - What is GIs? - Geography for GIS - Computing for GIS - Application areas and case studies

GIS Skills Branches - Accessing spatial data sources - Creating digital spatial data - Managing spatial data - Analysing spatial data - Reporting on spatial data - Implementing and managing GIS.

Building on this foundation, the project team has refined the task list and organized it into modules or units to be written by the individual course writers during the spring and summer of 1997. Following editing and initial review by the Advisory Board, the materials will be posted to the Web. In addition to informal evaluation available through ‘Send your comments’ buttons on the Web pages, a team of five formal evaluators will be contracted to use the materials in their classrooms during the 1997-8 academic year. These evaluations should lead to substantial revision before the materials are formally released in the summer of 1998.

Precisely what each unit of the CCTP will include is not yet completely specified. While there has been some demand for sets of step-by-step instructions on how to do specific tasks with various combinations of hardware and software, it is clear that the principles driving the original Core Curriculum should continue to be applied here. What it can do most usefully is to provide a context within which specific technical skills can be taught. That is, the project will identify and put into context the fundamental steps and critical issues for each of the essential tasks carried out by GIS

188

technicians. By providing a conceptual framework within which individual instructors can place their own installation specific commands, the

The NCGIA core curricula in GIs and remote sensing

opportunity to influence the instruction of technical skills is as great as it was originally to influence the design and content of university level courses.

Status of the CCTP By early 1997, this project had finally begun to crystallize. A task list representing the set of units to be written has been confirmed and editors and writers have been assigned. A preliminary graphical interface for accessing the materials on the Web is in place and the ‘roots’ of the curriculum (example course outlines, texts, on-line resources, and laboratory materials) are beginning to grow. A draft version should be available for public evaluation by the autumn of 1997.

The future for the curricula

All of the new curricula are still in development but by the end of 1997, all three will have taken shape and will be available in draft versions for public comment. Each will continue to undergo development in specialized directions which will, in turn, influence future developments in the others. The RSCC will continue to clarify how best to present and deliver digital materials for laboratory instruction as well as to lay the groundwork for long- term institutional support of such community-based projects. The GISCC will evolve in new directions as the community moulds the materials for various educational purposes and discovers new ways to teach with them. The formal evaluation of the CCTP will uncover new issues related to the design and delivery of web-based instructional materials.

As living projects, the NCGIA Core Curricula will continue to need critical review and contributions from the GIS and Remote Sensing education communities. Colleagues from around the world are encouraged to visit the Web sites listed above and to consider how they might also contribute. Eventually, portions of these projects may be written to CD-ROMs, both for the benefit of colleagues who do not yet have easy access to the Web, and also as permanent records of their development. Like the original Core Curriculum, they are certain to provide benchmarks in curriculum development for years to come.

Acknowledgements

Work on the various core curricula could not have been undertaken without financial support from the NSF under awards SBE 88-10817 and D U E 96-02348 and from NASA under award UMBC-CG9521. Additional financial support has been provided the Office of Instructional Development at University of California at Santa Barbara. Intellectual support on all of these projects is provided by Michael Goodchild, Chair of the Executive Committee of the NCGIA. A great many other individuals play similar important roles in the specific curriculum projects. The author also wishes to thank Steve Palladino for his editorial input during the preparation of this paper.

References

Civco D L, Kiefer R W, and Maclean A 1992 Perspectives on Earth Resources Mapping Education in the United States. Photogrammetric Engineering and Remote Sensing, 58: 1087-92

Coulson M R C and Waters N M 1991 Teaching the NCGIA Core Curriculum in practice: A review and assessment. Cartographica, 28:

Davis F, Exes J E, and Star J 1991 Initiative 12: Integration o f Remote Sensing and Geographic Infomation Syjtms, Report o f the Specialist Meeting. Santa Barbara, National Center for Geographic Information and Analysis, University of California at Santa Barbara

Dodson R F 199 1 GIs Laboratory Exercises: Volume 1. Santa Barbara, National Center for Geographic Information and Analysis, University of California at Santa Barbara

Estes J E, Star J L, Goodchild M F, Cary T, Eastman R, Faust N, Foresman T W, Jensen J R, and Shupin T 1993 The NCGIA Core Curriculum in Remote Sensing. Photogrammetric Engineering and Remote Sensing, 59: 945-8

Goodchild M F and Kernp K K 1990 NCGZA Core Curriculum in GIs. Santa Barbara, National Center for Geographic Information and Analysis, University of California at Santa Barbara

88-93

189

K K Kemp

Goodchild M F and Kemp K K 1992 NCGIA education activities: The Core Curriculum and beyond. International Journal of Geographical Information System, 6: 309-20

Kemp K K 1991 GIS education around the world: Year three of the NCGIA Core Curriculum Project. Proceedings AGI 91, Birmingham, 20-2 November 1991. London, Association of Geographic Information: Section 3.8

Kemp K K and Goodchild M F 1991 Developing a curriculum in Geographic Information Systems: The National Center for Geographic Information and Analysis Core Curriculum project. Journal of Geography in Higher Education, 15: 121-32

Kemp K K and Goodchild F M 1992 Evaluating a major innovation in higher education: The NCGIA Core Curriculum in GIs. Journal of Geography in Higher Education, 16: 21-35

Markus B 1993 NCGIA Core Curriculum in the Hungarian GISlLIS education. Computers, Environment and Urban Systems, 17:

Morgan J M I11 1992 Academic GIS directory: GIS Geo Info Systems 2:

277-83

in higher education. 51-73

Morgan J M I11 and Bennett G R 1990 Directory of Colleges and Universities offering Geographic Information System Courses. Bethesda, American Congress on Surveying and Mapping

Morgan J M I11 and Fleury B B 1993 Academic GIS education: Assessing the state of the art. Geo Info Systems, 3: 3 2 4 0

NSF 1987 Solicitation: National Center for Geographic Information and Analysis. Washington DC, National Science Foundation

Raper J F and Green N 1992 Teaching the principles of GIs: lessons from the GISTutor project. International Journal of Geographical Information System, 6: 279-90

Smith W C 1990 Trial implementation of NCGIA model curriculum using MAP I1 and GRASS. 4th International Symposium on Spatial Data Handling, Zurich, 23-7 Jub 1990: 1059-67

Unwin D J 1991 The academic setting of GIs. In Maguire D J, Goodchild M F, and Rhind D W (eds) Geographical Information System: Principles and Applications, volume 1. Harlow, Longman: 81-100

Veregin H 199 1 GIs Laboratoty Exercises: Volume 2, Technical Issues. Santa Barbara, National Center for Geographic Information and Analysis, University of California at Santa Barbara