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Spatial Analysis

Author Profile
Giorgos Mountrakis
,
http://www.aboutgis.com

State Univ. of NY - College of Environmental Science and Forestry
a
University with graduate programs, including doctoral programs
.

Summary

The purpose of this course is to teach students various statistical methods as they apply to analysis of geographic phenomena.


Resource Type: Course Information:Goals/Syllabi
Special Interest: GIS
Course Size:
less than 15

Course Context:

This is a 3 credit senior/graduate level course with pre-requisites in statistics, programming, and basic geographic information concepts. The course has a mandatory lab (homework and a final project).

Course Goals:

Students will be able to:


How course activities and course structure help students achieve these goals:

Students need to start by identifying a spatial problem. Then they need to collect appropriate datasets. They should examine available spatial analysis techniques taught in lectures and establish a plan of action. They should follow the triangle visualize-explore-model. Combinations of methods can be used leading to a variety of results. Students need to evaluate these results and possibly identify a new approach to test.

Examples from various domains will be included (forestry, biology) so students focus on methods rather than input data.

The final class project will help them put everything together.

Skills Goals

Skills for students entering the course:
Skills developed/improved by students during the course:


How course activities and course structure help students achieve these goals:

Quantitative—spatial statistics: Weekly labs and final project will help students. Interaction with instructor and TA is crucial.
Programming—Matlab: same as above
Critical thinking, ability to generalize and apply their knowledge in other domains: Cases from various domains will be presented to and analyzed by the students. Critical thinking will be supported in lectures through discussion and real-time statistical model manipulations.
Oral Presentation: Each student will select a paper and present it in the classroom. I pass along evaluation forms for other students to grade the presenter. AFTER the presentations I provide them with material on how to present. I follow up with their project presentations which seem significantly improved.

Attitudinal Goals

Building their confidence in problem-solving skills though step-by-step critical thinking. No other significant attitudinal goals.

Assessment

Assessment is done by:

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