Queens University of Charlotte is a small (enrollment¼1300) private liberal arts university in Charlotte, NC, USA. One GST course (Introduction to GIS) is offered through the Department of Environmental Science, and there are no degree pro- grams in Geography or GST. As a result, very few students are exposed to GST content or theory. However, Queens does have a robust international education program that ensures each student can study abroad. The following case describes an effort to integrate teaching about and with GST for Queens students on a study abroad trip to the islands of Yap (9.5 N, 138E), a member state of The Federated States of Micronesia (Fig.7.1).
Like all small island developing states, Yap faces a long list of interconnected challenges, including climate change, invasive species, as well as a lack of accurate monitoring data, limited technological and educational resources. To help support resource management, planning, and external grant applications, there is a pro- nounced need for geospatial information (e.g., island physiography, infrastructure, demographics, resources, etc.) and analysis.
Unfortunately, despite the recognized need for local GST capacity, Yap has a limited ability to develop one (Perkins and Xiang2006). Geography and GST are not included in the standard K-12 or local community college curricula. Teachers have no GST training, technology, or budget support. Beginning annually in 2001, Queens has taken students and faculty to Yap to conduct a range of GST-based
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resource management projects and simultaneously develop a local GST capacity.
Through this approach, students learn through a problem-based approach and develop a keen sense of sound geospatial practice.
7.6.2 Preparation and Implementation
Prior to departure for Yap, students are required to complete a semester-long preparation course covering cultural, social, economic, historic aspects of Yap.
ArcGIS Online is used both passively (as part of lectures to provide spatial context) and actively (as part of student exercises, e.g., to explore general and specific geographic questions, patterns, and trends related to Yap). In addition, the course covers the theory and practice of GSTs, in particular GPS and GIS. Typically, we GPS the major features of campus, then import the data into ArcGIS.
Once on Yap, the intended learning outcomes include a demonstration of progress in the application of GPS and GIS knowledge, critical thinking, oral communication, collaboration, and intercultural knowledge. As the specific work projects are identified, students are divided into small groups (typically 3–4 stu- dents) and matched with counterparts from the Yapese agency spearheading that project. Together, they use field GPS to map the desired features and make detailed
Yap Proper
Yap State
Federated States of Micronesia
Fig. 7.1 Map of Micronesia withinsetmap of Yap Proper
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field sketches. The driving pedagogy relies on these high-relevance applications, the integrated delivery of theory and practice, and hands-on learning. Pedagogical practices of collaborative learning, undergraduate research, global learning, and community-based learning are delivered through this collaborative fieldwork.
Once field GPS data are collected, students differentially correct them using post-processing with data from a temporary GPS base station. The corrected data are examined and cleaned (i.e., corrected while comparing the digital version with hand-drawn field maps) before the final version is placed into the permanent geodatabase. Yapese counterparts keep a copy of all data and map products (Fig.7.2).
7.6.3 Main Outcomes
7.6.3.1 Pedagogical
Students transition from a point of limited knowledge of GPS and GIS to a point of near-fluency by their field GPS work (i.e., operating in difficult environments, taking accurate field sketches) and lab GIS follow-up. Critical thinking is developed through assessing strategy for field data collection, troubleshooting the inevitable hiccups, and reconciling the actual data collected with their sketches. Oral Fig. 7.2 Yapese
counterpart and Queens student using field GPS
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communication skills are honed through the instructional process as students lead Yapese counterparts through fieldwork. This intercultural collaboration is critical to the educational success of the program. Importantly, teaching local counterparts about GST strengthens Queens students’skills and knowledge. This integration of problem-based learning and “learning by teaching” has proven to be incredibly effective.
7.6.3.2 Resource Management
While there have been over 20 projects conducted over the duration of the program, two examples demonstrate results from teaching with GST. The first project involves mapping the extent of a highly invasive (and highly resilient) grass, Imperata cylindrica, that had become established and was starting to spread via aerially dispersed seeds. The total affected area decreased from 14.5 ha in 2001 to less than 0.25 ha in 2007. Second, burned areas (i.e., both wild and anthropogenic grassland fires) have been mapped annually since 2001. The period-of-record and regular time-step of the data set are uncommon, if not unique, in Micronesia. As a result, the U. S. Forest Service used these data to build and validate a predictive fire model for Micronesia. In both examples, students learned the power of GST to further the fields of ecology, resource management, and computer modeling.
7.6.3.3 Capacity Building
The number of Yapese agencies actively using GST (i.e., data, software, and/or products) has increased from zero in 2001 to eight in 2014. An informal GST interest group has formed, and there has been a widespread acceptance of GST as a vital contribution to resource management and planning. Success has been due to two related factors: (1) the long-term nature of the Queens-Yap relationship, and (2) local control over the projects, the personnel, and the pace of progress. Building Yaps’ GST capacity has occurred simultaneously with the increase in students’ GST capacity. During their time on Yap, Queens students become the GST instruc- tors: explaining the relevant GST theory and practice to their counterparts.