| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | September 14, 2011 |
| Latest Amendment Date: | September 14, 2011 |
| Award Number: | 1103620 |
| Award Instrument: | Standard Grant |
| Program Manager: |
David B. Campbell
DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | September 15, 2011 |
| End Date: | August 31, 2015 (Estimated) |
| Total Intended Award Amount: | $300,000.00 |
| Total Awarded Amount to Date: | $300,000.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
199 CHAMBERS ST NEW YORK NY US 10007-1044 (212)220-8010 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
199 CHAMBERS ST NEW YORK NY US 10007-1044 |
| Primary Place of Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Advanced Tech Education Prog |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
This project is focusing on the development, implementation, and assessment of five core courses in Geographic Information Science (GISc), which are building the foundation for the future development and implementation of a full-scale GISc program at the CUNY Borough of Manhattan Community College. The PIs have engaged appropriate expert assistance from nearby CUNY Hunter College, and also are working with representatives from the National Center for Geospatial Technology (NGTC), other two-year and four-year institutions, local private industries, and federal, state, and city agencies to develop, adapt, and implement exemplary educational materials and key pedagogical strategies in GISc. The short-term activities are aimed at creating, adapting, and disseminating new learning materials and teaching strategies to reflect advances in geospatial technology, and the project is serving the dual purpose of preparing students for entry level employment in a variety of industries and facilitating student transfer to local baccalaureate degree programs in Geographical Information Science (GISc).
The project is also attempting to increase critical thinking and problem solving skills among students in addition to improving their geospatial literacy. This is being done through the innovative use of emerging technologies, cases studies, and hands-on instruction and in-class research. These instructional methods build upon and extend in new ways research already being undertaken by the NGTC's network of community colleges. The GISc courses that are being developed by the project are significantly enhancing student learning in a large urban area and are providing a new pool of highly trained technicians able to join and enhance the local and regional workforce. Likewise, the instructional methods and strategies being developed by the project PIs have the potential to become a national model suitable for replication in other urban areas and at institutions serving groups that are traditionally underrepresented in the STEM disciplines.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Product
Five up-to-date GIS courses were developed, four of them were piloted and assessed, and one of them was further modified after the first pilot. These five core courses form the foundation of the Geographic Information Science (GISc) program at the CUNY Borough of Manhattan Community College (BMCC). The GISc program is the first AS degree program of its kind created in the New York City area.
The skills and competencies that are required in local geospatial job markets were surveyed and identified by using the Geospatial Technology Competency Model (GTCM) Assessment Tool which was prepared by National Center for Geospatial Technology (NGTC). This information drives the team to design the contents for these five courses.
In this unique program, exemplary educational materials and key pedagogical strategies in GISc were developed and implemented by closely consulting CUNY Hunter College. We also collaborated with representatives from the NGTC and local stakeholders including other two-year and four-year institutions, federal, state and city agencies and local private industries. The educational material is disseminated on a website.
Articulation
A 2+2 articulation agreement was achieved between BMCC/GISc program and Hunter College/Geography program to facilitate transferring students. Graduates of the program have options to seek an entry level employment in a variety of industries and/or transfer to local baccalaureate degree programs in GISc or related programs.
Student Service
This unique GISc program can be fully accessed by BMCC students which is comprised of minorities and groups that are historically underrepresented in collegiate programs. More than two-thirds of the students at BMCC are women. There were about 30 students who took one of the GIS courses and 94% of them successfully passed the course. One student failed in GIS 261 and one student withdrew unofficially in GIS 361. The sample size is actually too small to be able to make a conclusion. From the indirect assessment in each course, all the students agreed that their knowledge of GIS have significantly increased, they had good progress towards achieving course objectives, their interests in the subject area increased, the course helped them think independently about the subject matter, and the course actively involved them in what they were learning. Some good suggestions for improving the course were collected as well for future implementation.
Two exit interviews were conducted for two students who completed all the GIS courses. They both feel confident that they are prepared for either transferring to four-year College or entering into an entry level job. One student enrolled into a two-credit internship course and successfully completed it within a local industry. According to the employer evaluation, the student received an excellent review for his overall performance including great comments on the following areas as a team player: professional skills, self-motivation, and excellent problem solving skills.
Professional Development
The professional development activities included three intensive Geospatial workshops, two outside trainings in remote sensing, and several on...
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