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Developing a Plan for the National CoordinationDeveloping a Plan for the National CoordinationOf Geospatial Technology Education: Of Geospatial Technology Education:

A Community College PerspectiveA Community College Perspective

Deidre SullivanDeidre SullivanDepartment of GeosciencesDepartment of Geosciences

Oregon State UniversityOregon State University

December 6, 2007December 6, 2007

Marine Advanced Technology Education (MATE) CenterMarine Advanced Technology Education (MATE) CenterMonterey Peninsula CollegeMonterey Peninsula College

dsullivan@marinetech.org

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Presentation OverviewPresentation Overview

IntroductionIntroduction What are geospatial technologies and why are they important?What are geospatial technologies and why are they important? Challenges for the educational systemChallenges for the educational system

Project rationale Project rationale Project goalsProject goals Issues critical to GST educationIssues critical to GST education MethodsMethods ResultsResults Discussion and ConclusionsDiscussion and Conclusions AcknowledgementsAcknowledgements

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What are geospatial technologies?What are geospatial technologies?

GIS, GPS and remote sensing (GST)GIS, GPS and remote sensing (GST)

Assist the user with the collection, analysis and Assist the user with the collection, analysis and interpretation of spatial datainterpretation of spatial data

Cross cuts nearly every sector of the economyCross cuts nearly every sector of the economy

$5 billion industry in 2002, 2005 > $30 billion$5 billion industry in 2002, 2005 > $30 billion

Projected to increase to $700 billion by 2015Projected to increase to $700 billion by 2015

A U.S. Department of Labor high growth job initiativeA U.S. Department of Labor high growth job initiative GST are GST are transformativetransformative technologiestechnologies

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Transformation of Military OperationsTransformation of Military Operations

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Geospatial Technology AwarenessGeospatial Technology Awareness

Asian Tsunami Tsunami Visualization

Columbia Disaster

GPS

9/11

Path of Katrina

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Hurricane Katrina – a disaster on many levels

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Google Earth Google Earth is exponentially raising GST awarenessis exponentially raising GST awareness

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Challenges for the Educational SystemChallenges for the Educational System

GST are a variety of integrated technologiesGST are a variety of integrated technologies

Many more people will need to be educated in GSTMany more people will need to be educated in GST

Steep learning curve – plus the software and hardware Steep learning curve – plus the software and hardware are continually evolvingare continually evolving

In the past it was used by a cadre of specialistsIn the past it was used by a cadre of specialists

Now it is becoming a system-wide integration at all Now it is becoming a system-wide integration at all levels and practically all sectors of the economylevels and practically all sectors of the economy

GST lacks DOL occupational titles and industry GST lacks DOL occupational titles and industry definitionsdefinitions

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Project RationaleProject Rationale

There is limited coordination of GST workforce and There is limited coordination of GST workforce and educational activities - especially at the CC leveleducational activities - especially at the CC level

Duplication of effort apparent in NSF/DOL grantsDuplication of effort apparent in NSF/DOL grants

Emerging trends are not adequately addressed and Emerging trends are not adequately addressed and integrated into the curriculumintegrated into the curriculum

The two existing GST academic organizations The two existing GST academic organizations (UCGIS and NCGIA) are university-based and are (UCGIS and NCGIA) are university-based and are not addressing the needs of CCsnot addressing the needs of CCs

Most professional societies do not have strong Most professional societies do not have strong connections to CCsconnections to CCs

There is a lot of investment in GST education but There is a lot of investment in GST education but very little coordination of what is being donevery little coordination of what is being done

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Project GoalsProject Goals

Long-term goal is to Long-term goal is to establish aestablish a national GST Centernational GST Center that will improve the quality, relevance, and that will improve the quality, relevance, and accessibility of geospatial technology education accessibility of geospatial technology education (primarily at the CC level)(primarily at the CC level)

Identify Identify barriersbarriers to effective GST education at the to effective GST education at the community college levelcommunity college level

ReviewReview past and current GST workforce and past and current GST workforce and education effortseducation efforts

Produce a Produce a planplan for the national coordination of GST for the national coordination of GST education at the community college level based upon education at the community college level based upon broad consensusbroad consensus in the GST community in the GST community

This NSF study is being led by two existing technology centersThis NSF study is being led by two existing technology centers

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Issues Critical to GST EducationIssues Critical to GST Education

1.1. Workforce needs Workforce needs 2.2. Core competenciesCore competencies3.3. Professional certificationProfessional certification4.4. Curriculum developmentCurriculum development5.5. Educational pathwaysEducational pathways6.6. Professional developmentProfessional development7.7. Communication Communication 8.8. Awareness and reaching underserved audiencesAwareness and reaching underserved audiences9.9. The role of GST education in supporting college The role of GST education in supporting college

administrative tasks and entrepreneurialism administrative tasks and entrepreneurialism 10.10. Future trends in GST Future trends in GST

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Community College EducationCommunity College Education

CCs have been around about 100 yearsCCs have been around about 100 years Prepare workers for nation’s expanding industriesPrepare workers for nation’s expanding industries Drive social equalityDrive social equality

CC Students CC Students TraditionalTraditional [Transfer (A.A.) and Occupational degrees (A.S.)] [Transfer (A.A.) and Occupational degrees (A.S.)] DevelopmentalDevelopmental ( (Welfare to Work, GEDWelfare to Work, GED) ) Incumbent WorkforceIncumbent Workforce (professionals, career transitions) (professionals, career transitions)

Greater student diversity Greater student diversity (age, socio-economics, ethnicity)(age, socio-economics, ethnicity)

Tend to be more responsive to local workforce needsTend to be more responsive to local workforce needs About 42% of credit students are CC studentsAbout 42% of credit students are CC students..

So why invest in Community Colleges?So why invest in Community Colleges?

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GST and Higher EducationGST and Higher Education

More than 2,000 of the 4,165 colleges and universities More than 2,000 of the 4,165 colleges and universities use GST softwareuse GST software

More than 400 of the 1,157 2-year colleges offer More than 400 of the 1,157 2-year colleges offer instruction in GSTinstruction in GST

GST is both an academic and occupational programGST is both an academic and occupational program

Difficulties with articulationDifficulties with articulation

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MethodsMethods1.1. Survey of the GST education communitySurvey of the GST education community 170 GST educators responded to the survey in October 2006170 GST educators responded to the survey in October 2006

2.2. Conduct background research on the ten critical issuesConduct background research on the ten critical issues Researched literature and reviewed survey responses to produce a Researched literature and reviewed survey responses to produce a

synopsis of the current state of each critical issuesynopsis of the current state of each critical issue

3.3. Hold a national forum on GST educationHold a national forum on GST education

- January 5-7, 2007 in Monterey, CA - January 5-7, 2007 in Monterey, CA - 40 GST professionals attended- 40 GST professionals attended - Produced recommendations for a NGTC- Produced recommendations for a NGTC

4.4. Validate and rank the forum recommendations Validate and rank the forum recommendations

5.5. Produce a report and a list of high priority Produce a report and a list of high priority recommendations for a NGTC recommendations for a NGTC

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The following recommendations for each issue are paraphrased and represent a sampling of the top recommendations for a NGTC.

Results

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1. Workforce Needs1. Workforce Needs

Make best use of Make best use of existing studiesexisting studies and and disseminate the information in a user-friendly disseminate the information in a user-friendly formatformat

Develop Develop strategic partnershipsstrategic partnerships with other with other workforce-related organizationsworkforce-related organizations

Collect and compare Collect and compare DACUMsDACUMs Implement additional workforce studies as Implement additional workforce studies as

neededneeded

A NGTC should:

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2. Core Competencies2. Core Competencies

Core competencies define the Core competencies define the knowledge and skillsknowledge and skills required to carry out specific tasks that are common to a required to carry out specific tasks that are common to a particular profession or occupation. particular profession or occupation.

Core competencies are Core competencies are critical linkscritical links between the between the workplace and the classroom, since they connect job workplace and the classroom, since they connect job requirements to educational subject areas requirements to educational subject areas

Core competencies provide a Core competencies provide a frameworkframework for for efficient curriculum sharing efficient curriculum sharing benchmarks for program accreditation benchmarks for program accreditation articulation agreementsarticulation agreements exam-based professional certification exam-based professional certification effective screening and placement of new workers into the workforce effective screening and placement of new workers into the workforce

Core Curriculum Core Curriculum Core CompetenciesCore Competencies

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22.. National Core Competency EffortsNational Core Competency Efforts

Geospatial Workforce Development Center Geospatial Workforce Development Center

GST Competency Model (2003)GST Competency Model (2003)

University Consortium for Geographical Information Science University Consortium for Geographical Information Science

Body of Knowledge (BoK) (2006)Body of Knowledge (BoK) (2006)

DACUMs (many grassroots efforts) (1997 – 2006)DACUMs (many grassroots efforts) (1997 – 2006)

Texas Skill Standards for GISTexas Skill Standards for GIS Geospatial Information and Technology Association (GITA)/ Geospatial Information and Technology Association (GITA)/

Association of American Geographers (AAG) Association of American Geographers (AAG) Defining and Communicating Geospatial Defining and Communicating Geospatial

Industry Workforce DemandIndustry Workforce Demand (2006) (2006)

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2. Core Competencies2. Core Competencies

Of the 170 GST educators surveyed in phase 1 Of the 170 GST educators surveyed in phase 1 63% felt core competencies are needed for national coordination63% felt core competencies are needed for national coordination 33% were unsure33% were unsure 4% felt that core competencies are not needed4% felt that core competencies are not needed

Assist UCGIS and AAG in Assist UCGIS and AAG in continuing and expanding the continuing and expanding the BoKBoK and making it more user friendly for undergraduate and making it more user friendly for undergraduate teaching and educating the teaching and educating the incumbentincumbent workforce workforce. .

How well does the BoK embody two-year community How well does the BoK embody two-year community college GST programs that are responding to local and college GST programs that are responding to local and regional regional workforceworkforce needs? needs?

A NGTC should:

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3. Professional Certifications3. Professional Certifications

Certification Certification is recognition by one’s colleagues and peers is recognition by one’s colleagues and peers that an individual has demonstrated professional integrity that an individual has demonstrated professional integrity and competence in their field. [ GISCI Professional and competence in their field. [ GISCI Professional Certification, ASPRS Certification, and SPACE STARS Certification, ASPRS Certification, and SPACE STARS Certification] Certification]

Serve as a Serve as a repositoryrepository of certification, accreditation, and of certification, accreditation, and licensing informationlicensing information

EvaluateEvaluate certification options certification options Join organizations that offer certifications to Join organizations that offer certifications to represent CC represent CC

viewsviews

A NGTC should:

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4. Curriculum4. Curriculum

Create an Create an online clearinghouseonline clearinghouse that encourages that encourages submission, review, and search capabilities for submission, review, and search capabilities for geospatial curriculum materialsgeospatial curriculum materials

Develop an introductory course or Develop an introductory course or modulesmodules that that provide the fundamental geospatial skills as outlined in provide the fundamental geospatial skills as outlined in the the BoKBoK

A NGTC should:

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5. Articulation/Educational Pathways5. Articulation/Educational Pathways

Develop an online forum and white paper that Develop an online forum and white paper that discusses discusses strategiesstrategies for achieving articulation for achieving articulation

Organize, compile, and Organize, compile, and comparecompare articulation articulation agreementsagreements

Develop Develop career pathwayscareer pathways that provide guidelines for a that provide guidelines for a seamless education in geospatial technology from seamless education in geospatial technology from secondary to community college to universitysecondary to community college to university

Develop standards to integrate GIS into AP geography Develop standards to integrate GIS into AP geography coursescourses

A NGTC should:

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6. Professional Development6. Professional Development

Of the 170 educators surveyed, 84% indicated that they are Of the 170 educators surveyed, 84% indicated that they are self taughtself taught by reading literature. by reading literature.

67% 67% lacked membershiplacked membership in any professional organization. in any professional organization.

Barriers to professional development include the cost, lack Barriers to professional development include the cost, lack of time, travel distance, lack of opportunities, and a lack of time, travel distance, lack of opportunities, and a lack of administrative support. of administrative support.

Organize, compile, and disseminate up-to-date Organize, compile, and disseminate up-to-date

information on professional development information on professional development opportunitiesopportunities

A NGTC should:

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6. Professional Development6. Professional Development(continued)(continued)

Offer geospatial technology professional development in Offer geospatial technology professional development in a a variety of formatsvariety of formats

Identify the major Identify the major barriersbarriers to professional development to professional development through surveys and other feedback mechanismsthrough surveys and other feedback mechanisms

Keep abreast of geospatial technology Keep abreast of geospatial technology trendstrends and make and make recommendations on the type of professional recommendations on the type of professional development neededdevelopment needed

Build Build partnershipspartnerships with 4-year universities, professional with 4-year universities, professional societies, government agencies, industry and NGOs to societies, government agencies, industry and NGOs to promote, encourage, and promote, encourage, and expandexpand professional professional

development opportunitiesdevelopment opportunities

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7. Communication7. Communication

Act as the Act as the representative bodyrepresentative body for two-year colleges, for two-year colleges, faculty, and students in the field of geospatial faculty, and students in the field of geospatial technology technology

Act as a Act as a collective voicecollective voice to promote community college to promote community college interests in professional societies, workforce-related interests in professional societies, workforce-related studies, core curriculum projects, certification and studies, core curriculum projects, certification and accreditation efforts, and other activities of importance accreditation efforts, and other activities of importance to community college audiencesto community college audiences

Create a Create a comprehensivecomprehensive website and listservewebsite and listserve to to facilitate communicationfacilitate communication

A NGTC should:

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8. Awareness and Reaching 8. Awareness and Reaching Underserved AudiencesUnderserved Audiences

Promote GST as a mainstream Promote GST as a mainstream scientific toolscientific tool for for community college education community college education

Disseminate stories of successful geospatial Disseminate stories of successful geospatial awareness awareness eventsevents and identify effective GST education and identify effective GST education toolstools

Identify effective student Identify effective student recruitmentrecruitment approaches for approaches for GST programsGST programs

A NGTC should:

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9. The Role of GST Education in Supporting College 9. The Role of GST Education in Supporting College

Administrative Tasks and EntrepreneurialismAdministrative Tasks and Entrepreneurialism

Develop a Develop a searchable clearinghousesearchable clearinghouse with how-to with how-to templates, standard data models, and best practices to templates, standard data models, and best practices to support community colleges in workforce/economic support community colleges in workforce/economic development, institutional research, grant writing, development, institutional research, grant writing, student marketing, and facilities management. student marketing, and facilities management.

Serve as a clearinghouse for Serve as a clearinghouse for geospatial datageospatial data as it as it applies to community college demographics, applies to community college demographics,

enrollments, economics, etc.enrollments, economics, etc.

A NGTC should:

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10. Future Trends in Geospatial Technology10. Future Trends in Geospatial Technology

Assess and Assess and disseminate trendsdisseminate trends in the geospatial in the geospatial industry in order to project changes in the industry and industry in order to project changes in the industry and workforceworkforce

Assist community colleges with Assist community colleges with adaptingadapting their curricula their curricula to future trendsto future trends

A NGTC should:

1.1. Include Include informationinformation technologytechnology instructioninstruction within the within the geospatial curriculum, largely relating to the evolution geospatial curriculum, largely relating to the evolution of GIS to enterprise GIS. of GIS to enterprise GIS. 2.2. Increasing need for Increasing need for web-basedweb-based instructioninstruction and and web-based data delivery.web-based data delivery.

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DiscussionDiscussion

GST workforce development is GST workforce development is criticalcritical to our economy to our economy A GST growth rate of 35% a year (DOL)A GST growth rate of 35% a year (DOL) GST is ranked at the top with nano and biotechnology (DOL)GST is ranked at the top with nano and biotechnology (DOL)

GrowthGrowth driven by GST tools and high quality data driven by GST tools and high quality data ChallengesChallenges::

No standard No standard occupational titlesoccupational titles or industry definitions or industry definitions Education system is Education system is poorly coordinatedpoorly coordinated and communication and communication

among community colleges is not good.among community colleges is not good. University and community college approaches to education can University and community college approaches to education can

differdiffer A common language (core competencies) needs to be A common language (core competencies) needs to be

established, agreed upon, and established, agreed upon, and validatedvalidated by working by working professionals that will meet the needs for many entry level professionals that will meet the needs for many entry level positionspositions

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Community college educators wantCommunity college educators want

A NGTC that will:A NGTC that will:

Represent their interests at national venues Represent their interests at national venues

Act as a clearinghouse to provide easy-access to Act as a clearinghouse to provide easy-access to current curriculum and workforce information current curriculum and workforce information

Provide access to professional development Provide access to professional development opportunitiesopportunities

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A NGTC should NOTA NGTC should NOT

Become a geospatial technology Become a geospatial technology certification-granting certification-granting organizationorganization

Be an organization that provides educators with Be an organization that provides educators with evidence (certification, certificates or licenses) that they evidence (certification, certificates or licenses) that they have satisfied the have satisfied the minimum qualificationsminimum qualifications specific to specific to teaching geospatial technologyteaching geospatial technology

Be an Be an accreditationaccreditation body for geospatial programs body for geospatial programs

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The Future of a NGTCThe Future of a NGTC

A NGTC has been A NGTC has been proposedproposed to the National Science to the National Science Foundation by one or more collaborative groups largely Foundation by one or more collaborative groups largely consisting of community colleges. consisting of community colleges.

The status of a NGTC will not be known until early 2008. The status of a NGTC will not be known until early 2008.

But, regardless of which group is funded, its success But, regardless of which group is funded, its success may very well hinge on its ability to follow the may very well hinge on its ability to follow the recommendationsrecommendations of this study. of this study.

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ConclusionConclusion

If we as a nation are to remain If we as a nation are to remain economically competitiveeconomically competitive, , achieve greater understanding in protecting our achieve greater understanding in protecting our resources, and reduce the chaos and loss of life resources, and reduce the chaos and loss of life associated with manmade and natural disasters, we will associated with manmade and natural disasters, we will need an efficient, responsive, and need an efficient, responsive, and well-coordinatedwell-coordinated GST GST educational system with good communication between educational system with good communication between all levels and a better understanding of the all levels and a better understanding of the knowledge knowledge and skillsand skills workers need to be successful in the workers need to be successful in the workplace. workplace.

It is essential that some organization, presumably a It is essential that some organization, presumably a NGTC, end the community college NGTC, end the community college silencesilence and act as a and act as a collective voice to collective voice to promotepromote community college community college interestsinterests in issues and activities of national importance.in issues and activities of national importance.

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AcknowledgementsAcknowledgements

My committeeMy committee Dawn Wright (major advisor)Dawn Wright (major advisor) Jim Good (minor advisor)Jim Good (minor advisor) Julia JonesJulia Jones Alex Sanchez (OSU Community College Leadership Program)Alex Sanchez (OSU Community College Leadership Program) Geosciences faculty, Office Staff and the Graduate OfficeGeosciences faculty, Office Staff and the Graduate Office

Jill Zande at the MATE CenterJill Zande at the MATE Center Karen Haberman at Western Oregon UniveristyKaren Haberman at Western Oregon Univeristy The National Science Foundation (NSF/DUE 063424)The National Science Foundation (NSF/DUE 063424) Co-PIs Ann Johnson and Terry BraseCo-PIs Ann Johnson and Terry Brase Environmental Systems Research Institute Environmental Systems Research Institute Agrowknowledge Center Agrowknowledge Center MATE CenterMATE Center Oregon Sea GrantOregon Sea Grant My parentsMy parents

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Backup Slides

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Project Management and FundingProject Management and Funding

Project Funding: NSF/DUE/ATE $130,760Project Funding: NSF/DUE/ATE $130,760 Project led by two existing centersProject led by two existing centers Project TeamProject Team

Project Director (PI) Project Director (PI) Two Co-PIs Two Co-PIs Nine working advisory committee membersNine working advisory committee members Web site supportWeb site support Graphic artist and publication supportGraphic artist and publication support

Significant in-kind contributions fromSignificant in-kind contributions from ESRI ESRI Agrowknowledge Center Agrowknowledge Center MATE CenterMATE Center

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Convergence of GST Education Convergence of GST Education and Workforce Effortsand Workforce Efforts

GITA/AAG study made recommendations for improving GITA/AAG study made recommendations for improving the GeoWDC the GeoWDC GST Competency Model with reference to GST Competency Model with reference to the UCGIS BoKthe UCGIS BoK

The USGIF is using the BoK for program accreditationThe USGIF is using the BoK for program accreditation

This study reviewed 4 DACUMs and mapped portions of This study reviewed 4 DACUMs and mapped portions of these DACUMS to the BoKthese DACUMS to the BoK

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Seminal education efforts in GSTSeminal education efforts in GST

1990-1995

NCGIA Core Curriculum [NSF]

1992 - present

NCGIA Remote Sensing Core Curriculum [NSF/NASA/ASPRS]

1995-1999

NCGIA Core Curriculum for Technical Programs [NSF]

1995 -2000

NCGIA Core Curriculum for GIScience [NSF]

1988 – NCGIA formed to advance the understanding of geographic processes and spatial relationships through improved theory, methods, technology, and data. [NSF]

National Center for Geographic Information and Analysis

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Seminal education efforts in GSTSeminal education efforts in GST

1998-present

UCGIS Model Curricula Project [Multiple sources/industry]

2006 UCGIS Body of Knowledge in GIS&T in published by AAG

In 1994 the UCGIS was formed “to provide a unified voice for the GIS research community”

University Consortium for Geographical Information Science

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Seminal workforce efforts in GSTSeminal workforce efforts in GST

2003 GeoWDC Geospatial Technologies Competency Model [NASA]

2004 GIS Certification Institute is formed [URISA/Independent]

2006 GITA/AAG study, Defining and Communicating Geospatial Industry Workforce Demand, Phase I report is released [DOL-ETA]

2007 US Geospatial Intelligence Foundation program accreditation criteria released

2007 Texas Skill Standards for GIS Technicians [State of Texas]Based upon DACUM.

GITA recommendations: occupational titles, industry definitions, methodologyfor estimating GST workforce demand, actions for closing the workforce supply/demand gap.

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Convergence of GST Education Convergence of GST Education and Workforce Effortsand Workforce Efforts

GISCI is using the UCGIS BoK to see if it “may serve as GISCI is using the UCGIS BoK to see if it “may serve as a backbone for an exam-based certification program.”a backbone for an exam-based certification program.”

“ “I don't mind using a few items from the core I don't mind using a few items from the core knowledge areas for GIS from the GIS&T Body of knowledge areas for GIS from the GIS&T Body of Knowledge, but I found that document to be loaded Knowledge, but I found that document to be loaded with doctoral thesis topics rather than everyday with doctoral thesis topics rather than everyday applications of GIS technology.”applications of GIS technology.”

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Learning to Think SpatiallyLearning to Think SpatiallyGIS as a Support System in the K-12 CurriculumGIS as a Support System in the K-12 Curriculum

National Research Council, 2005National Research Council, 2005

““Spatial thinking must be recognized as a Spatial thinking must be recognized as a fundamental fundamental part of K-12 educationpart of K-12 education and as an integrator and a and as an integrator and a facilitator for problem solving across the curriculum. facilitator for problem solving across the curriculum. With advances in computing technologies and the With advances in computing technologies and the increasing availability of geospatial data, increasing availability of geospatial data, spatial spatial thinking will play a significant role in the information-thinking will play a significant role in the information-based economy of the 21st-century.”based economy of the 21st-century.”