Putting the G Back in GIS
Seeing the empty rafts and kayaks along the riverside made me question the sanity of what we were doing. But then I recalled the issues initiating this endeavor: How did you learn GIS? How do you teach GIS? What does mapping really mean? And how can we diminish, instead of adding to, our students’ screen time?
By its very nature (and name), Geographic Information Systems involve computer-based training. We spend the vast majority of our time in front of PCs and tablets exploring the ins and outs of digital mapping. While this is a necessary and engaging part of the learning process, students can be left wondering what actually goes into making a map? Where do those data come from and what do they really represent? With these thoughts in mind, I began to investigate how to expand the geography component of GIS education and how to enhance the experiential component of spatial literacy.
While the Roman poet Virgil noted that Fortune favors the bold, I simply benefited from good timing. Our campus Outdoor Leadership Program was looking to better connect with our academics. Together we were able to formulate a plan mapping a local stretch of the James River in Central Virginia – a place our students could experience both in person and on the computer. What better way to relate their real-world perspective with that of an analog one!
Although this section of the James River is popular for boating and fishing, surprisingly few detailed maps existed, and apparently no interactive ones. Our students set out to change this. Cameras, pencils and notebooks, and various forms of GPS technology were loaded into rafts and kayaks, along with numerous snacks and some trepidation.
Following safety talks and warnings about losing cell phones, we set off in Lewis and Clark fashion exploring the geography of the river. Along the way we discussed the types of data needed, and then collected relevant information and photos on river access, hazards, and various points of interest. Students became sunburned, thirsty, and hungry (not so many snacks after all) as they discovered what goes into the making of a map. No doubt some were missing the comfort of the classroom, and while appreciating their pioneering spirit, were certainly questioning the wisdom of Lewis and Clark.
But as the day progressed, something special happened. Students became excited and wanted to be involved in the data collection. Floating down the river became a challenge not in navigating the rapids but in deciding who would get to hold the GPS next or who would snap the subsequent photo. Was this hazard worth noting or should we skip it for a bigger one? Do we video this rapid or describe it in more detail? How do we translate this incredible watershed and aquatic resource into an online digital twin?
After a full day on the water, we returned to campus with handfuls of Lat/Long coordinates, JPEGS, and videos, all accompanied by a myriad of descriptions. And then . . . I shut it all down. Still questioning my approach, I decided to shelve this project until later in the semester. In the meantime, we dived into the intricacies of creating wonderful maps within ArcGIS Pro, generating interactive displays in ArcGIS Online, and sharing our work using ArcGIS StoryMaps. In other words, we were learning the cartography and analysis sides of GIS.
Finally, as we approached the end of the semester, I mentioned our unfinished business of mapping the James. Their eyes lit up in remembrance and they realized they would no longer be making just any map, but instead would be making their map. No longer were they working with someone else’s data – these were data they had collected and would be sharing. Together, we turned our work into a StoryMap that our entire community could enjoy. Along the way, the students learned how to make a complete map, from conception to fruition. And most importantly, we helped put the Geography back into GIS.
Balcony Falls of the James StoryMap
About the author: Dave Perault has long been interested in how our changing landscapes influence natural processes. He realized early on the power of GIS to capture and quantify these changes, and since then has seen the evolution of Esri GIS from its early keyboard-based programming to today’s powerful mapping technology. Now a Professor of Environmental Science & Sustainability at the University of Lynchburg for nearly 30 years, Dr. Perault can often be seen learning the newest GIS software along with his students.
For those interested in similar experiential outings for their students, collaboration is key. Reach out to your campus outdoor program, connect with the local Parks and Rec department, or even ask your PE teacher for guidance in exploring the outdoors. Feel free to connect with Dr. Perault via email or LinkedIn.
