What I really want students to learn
What are the most important things for students to learn? And given our world that is rapidly changing in its technology, social structures, demands on natural resources, and job market, how can we anticipate what students will need to learn in the future? Furthermore, with higher education facing significant challenges, as I address here, how can administrators and faculty embrace these objectives? In this essay and video, I describe the 10 most important things that I believe are important for student learning now and tomorrow, and I invite your feedback.
What do I really want students to learn? The bulk of my career has been focused on teaching and learning across multiple disciplines with geotechnologies to foster spatial thinking and wise decision making in society. My research is centered on the implementation and effectiveness of GIS in education, from primary and secondary on to higher education, lifelong learning, and informal educational settings. Thus I really do care about this topic, and I know you do as well, reader of this Esri education blog.
I would like the reader to take notice of three things here. First, I titled this article, What I Really Want Students to Learn, instead of What I Really Want Students to Learn with GIS. Why? Yes, I do believe that applying GIS to solve problems is one of the very best ways to achieve these learning objectives, but I believe the tenets outlined here extend far beyond GIS. Second, the title has the personal "I" in it because I wanted to share what motivates me to teach with GIS, but I believe that this essay contains elements of what drove all of us educators into the career of teaching. Third, every course, workshop, and program has its deadlines, and associated elements that make up the content, such as quizzes, activities, readings, and other elements, but I want to focus here on the higher, nobler objectives and goals.
What do I really want students to learn?
1. I want to instill an attitude of curiosity in students. Being curious about the world opens so many doors for students--certainly in aiding them to obtain their dream job or career, but being curious has additional benefits. Being curious instills a tenacity for everyday tasks--about solving problems, about figuring out how to use technology and other tools to solve those problems, as well. Being tenacious helps one put in those late hours finishing a research project or finalizing a presentation so it is "just right."
2. I want to encourage students to ask questions. Asking questions is cited by many (from the fields of medicine, to communication, and many others) as the most important skill of all. Asking deep and rich questions about their world will drive them forward in their work. I encourage students to ask questions that your instructor is not even asking you--go deeper! When you get to the workplace, ask questions that your supervisor or team lead is not even asking you: Those are the kind of employees we value at Esri, as do our business partners, and as do employers in government, industry, academia, and the nonprofit world. Asking questions drives your learning, the networks you develop, the methods you use, and the tools you use.
3. Given the complex, interconnected issues from local to global scale, including all the UN SDGs (Sustainable Development Goals), I want students to understand how to think holistically: Consider how altering a variable in one sector or area could impact a variable in another sector or area. Gaining deep content knowledge in one or two topics is important, whether it is volcano hazards, soil moisture, energy, demographic analysis, water quality, or anything else, but the world critically needs holistic thinkers that can think across disciplinary, political, and physical boundaries. GIS is by its nature a disruptive toolset and way of thinking--it spans all of those boundaries, which is exactly what we need to solve our world's health, transportation, environmental, climate, habitat, energy, natural resource, and other challenges.
4. I want students to think in terms of systems--this is a natural outgrowth of holistic thinking: The ecosphere is connected to the biosphere, which is connected to the hydrosphere, the lithosphere, the cryosphere, and the anthroposphere. Think also in terms of cycles--the carbon cycle, the hydrologic cycle, and others. These tenets have deep roots in traditional indigenous content knowledge in many indigenous cultures around the world. Everything is connected, including the challenges, and the solutions.
5. I want students to understand how to think spatially--to be able to consider what is on, above, and below the world's surface. I want them to be able to understand and articulate spatial patterns and trends, or the lack of patterns and trends, in 2D, 3D, and 4D, including changes over space and time. GIS is one key way to see these patterns, because maps have for centuries provided us a way of seeing in a way that tables and plain text cannot quite do.
6. I want students to understand how to gain content knowledge and expertise. The world has changed from a place where knowledge was gained in one or two ways: I want students to know how to learn from books and lectures from professors and others, yes, but also how to learn from mentors, from multimedia, from online lessons, by courses and programs, by using hands-on tools such as visualization and graphics and GIS tools, and from rich immersive field experiences. I also want students to understand that no matter where they focus, they cannot possibly know everything about that domain--hence, networking is key--learning from others, through associations (including the Esri Young Professionals Network), events, technology tools such as LinkedIn, and other ways--including people and networks outside of your own field.
7. I want students to understand how to gain skills in geotechnologies, communication, spatial statistics, and more. GIS is by its nature a hands-on learn by doing type of toolset: Therefore, each week, I encourage students to practice making a map, an app, a communications tool such as a dashboard or instant app or story map, to try a new analysis tool, or give a presentation to peers or at a conference.
8. How can you build your community? This will help you get "unstuck" when you encounter technical or other difficulties, but beyond that, it will enrich your professional and dare I say, personal life also. Seek those who can mentor you, but also seek those you can 'give back' to--who can you mentor, and help?
9. I want to help students learn how and why to care about the Earth and its people. There is no "Planet B" - this Earth is all we have. Above, I inserted the personal life note because most of us in the geospatial community would say that we do like the technology, but more importantly, we love the people--the people in the community want to do all they can to help the Earth, and its people. How can this trait of having empathy for people and the planet be developed? I think it takes field experiences, connection to the community, and a deep realization that the Earth is not going to "heal itself" - it needs us to actively care for it, so that we and all living things can thrive. This touches on tenacity--there is no "quick fix" - these issues are longstanding, deep, and will take commitment of all of us over the long term for certain trends to be changed and moving in a positive direction. This also involves a lot of listening, and bridge building, even with people who may not see things exactly the way you do. It involves: Listening, caring, and cultivating.
10. Last but not least, how can you empower yourself to take action, and how can you encourage others to take action? Using GIS is by its nature an action-oriented set of activities: GIS was created to solve problems. It is not enough to gain head knowledge on urban greenways, historic preservation, wildfires, or anything else: This is important, but what are you going to do about your newfound knowledge?
For this content in video form, see my video here. For additional skills I believe are necessary, including knowing how to work with and be critical of data, see my story map here. See also my career advice in the Esri Young Professionals Network.
I believe these 10 items, in light of my earlier statement about how we can anticipate what students will need to learn in the future, will be even more important in the years to come.
I look forward to your reactions!
--Joseph Kerski