Issue link: https://read.dmtmag.com/i/70379
structures, cartography, etc.) but, in most cases, a lot about quantitative methods for analyzing data. I use an easy-to-learn grid-based software package (MapCalc Learner, see "Author Note 4") in the course that students load onto their computers along with the databases used in the weekly homework assign- ments. The three-hour class meeting is consumed with lecture and discussion (no formal lab sessions). The students work in two- to three-person teams on their own and are expected to complete the homework assignment as a professional report (format, spelling, grammar, composition are graded), with discussion and appropriate screen grabs of their results. I believe several "characteristics" of non-GIS students can be identified: their field specialists considerations and limitations of the technology (e.g., software, data availability) I believe some fundamental "characteristics" in structuring an educational offering for non-GIS students (course, short course, workshop, guest lecture/lab or seminar) should include the following: disciplinary background and current spatial problems is critical (GIS for its own sake is unacceptable). hands-on exercises) are extremely valuable. developing a concept are preferable. important. What to Do? Question: Given the advance and convergence of citizen science/volunteered geographic information, mobile and easy-to-use geotechnologies, the open-data movement, and cloud-based GIS, is everyone a geographer? Is everyone able to easily ramp into a GIS career? viewing, navigation and geo-query is for everyone (potentially billions of users; negligible skills required). as they augment their domain expertise with spatial reasoning and problem-solving skills (millions; considerable skills). thousands; considerable skills). Figure 1. During the last decade, GIS as a "technical tool" has skyrocketed, while its use as an "analytical tool" has relatively stalled. Question: How will cloud computing and interac- tive applications impact GIS education from GIS specialist and GIS user perspectives? structuring online databases and interactive services/solutions in the cloud. become a universal key for joining currently disparate datasets in the cloud. Question: What does the GIS education com- munity need to do in the next 1-3 years to ensure that spatial analysis, geographic inquiry and GIS are supported, taught and used throughout the educational system? for existing courses in other disciplines. - dents (ideally team-teach with domain experts). The bottom line is that the GIS academic com- munity has an intellectual and noble responsibility to educate non-GIS students in the full capabilities incentive, encouragement or support in turning the professors are needed. Author's Notes: 1) GIS in Higher Education Symposium, Metro State College, Department of Geography, Denver; April 6, 2012. 2) See www.innovativegis.com/basis/Papers/Other/ SpatialSTEM/SpatialSTEM_case.pdf. 3) All the GIS Model- ing course materials can be reviewed at www.innovativegis. com/basis/Courses/GMcourse12. 4) For more information on freely distributed MapCalc Learner, see www.innovativegis. com/basis, select Software items. JUNE 2O12 / WWW . GEOPLA CE . COM 11