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1. Developing Stackable Environmental Science and Hydrology Coursework and Credentials for Technicians, Scientists, and Professional Land Surveyors

   Turk, H.J.; Ignatius, A.R.; Sun, Y.; Panda, S. (June 2022, Frontiers in Hydrology Meeting, American Geophysical Union. San Juan, PR)

   The National Science Foundation (NSF) awarded a three-year, $609,739 grant (#1700568) to the University of North Georgia’s Lewis F. Rogers Institute for Environmental and Spatial Analysis (IESA) for a project entitled, "Applying Geospatial and Engineering Technology (AGET). A goal of the project was to meet the demand for highly skilled and educated technicians in the burgeoning field of geospatial and environmental technologies to prepare them for careers in fields such as hydrology, land-use planning, flood-plain mapping, environmental protection, land surveying, precision farming and water resource management. Courses developed led to a new associate of science degree in Environmental, Earth & World Studies, Spatial Science & Engineering plus an undergraduate Land Surveying Certificate. Associated courses build progressive steps in understanding engineering, hydrology, CAD, surveying, GST and applied environmental skills via directed emphasis areas for specific science and engineering careers. These stackable courses and credentials may also articulate with baccalaureate programs to meet workforce needs at multiple levels. Courses developed included Physical Environmental Science, Environmental Management & Sustainability, Surveying I and II, Legal Aspects of Surveying, and Professional Practice of Surveying. In addition to introductory hydrologic concepts in these courses, a newly planned undergraduate certificate in hydrology is planned to meet workforce requirements or licensing benchmarks for environmental scientists and professional land surveyors. 

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2. Lessons Learned Manual: Applying Geospatial and Engineering Technology (AGET)

   Turk, H. J.; Ignatius, A. R.; Panda, S.; Sun, Y. (October 2022, NSF AGET Lessons Learned)

   The document includes a summary of the AGET project background including the process of forming the Executive Advisory Board. In addition, a diagram of the curriculum structure is provided to demonstrate use of modular and stackable credentials. Semi-structured interviews were used to identify and classify lessons learned and results from these semi-structured interviews with AGET team members and project collaborators are provided. Lastly, teaching resources include samples of course syllabi, surveying and geomatics educational materials, and GIS lab exercises. 

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3. Cultivating geo-sustainable mindset in high school chemistry students using geographic information systems.

   Alexander, C; Weinburgh, M; Brown, K (June 2024, Research Highlights in Technology and Teacher Education)

   Cherner, T; Blankenship, R (Ed.)

   While smartphones are familiar in high schools, their intricate material composition and far-reaching geographical footprint remain largely unexplored. This research explores how educators can leverage ArcGIS, a geospatial software tool, to bridge the gap between theoretical understanding and real-world consequences. The paper details a collaborative project between researchers and teachers to integrate location-based learning into the curriculum. One such project involved a teacher using geographic information systems to guide students in exploring the global impact of smartphones. This approach fostered critical thinking and environmental awareness, equipping students with vital knowledge about the materials behind everyday technology. By harnessing the power of geospatial tools, educators can cultivate a generation of "geo-sustainable" thinkers prepared to navigate the complex life cycle of digital devices – from extraction to disposal – in an environmentally responsible manner. This paper delves into the project methodology, the application of geospatial technology, and the broader implications for future research in this domain. 

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4. Geospatial Technologies in Higher Education: Interactive Experiential Learning

   Ignatius, A. (January 2019, 2019 American Association of Geographers Annual Meeting)

   null (Ed.)

   Use of geospatial technology in higher education facilitates student engagement, promotes deeper understanding of material, and supports inquiry-based learning. However, technology must be applied strategically to generate optimal results. While use of web-based interactive modules and short video are constructive in curriculum, it is beneficial to combine this with exposure to hands-on, experimental, field-based technologies. Experiential learning with technology in the physical environment allows students to understand both the challenges and achievements of scientific investigation. This creates a more comprehensive understanding of science as an iterative process of experimentation and investigation and enrichens course material. This paper explores the uniquely advantageous opportunity Geography educators have to combine classroom-based technology with field-based educational experiences. Classroom use of Geographic Information Systems (GIS) and Remotely Sensed data is increasingly accessible with abundant free educational resources. In addition, field-based use of technology can promote location awareness and spatial critical thinking with the use of GPS-based activities. GPS-based educational units also highlight the growing field of citizen science and can be designed as service-based learning opportunities. Use of highly affordable micro unmanned aerial vehicles (UAV) demonstrates data collection procedures. In addition, exposure to Surveying techniques and the field of Geomatics highlights real-world applications of geographic technology. We discuss the use of geospatial technologies in introductory and advanced higher education courses and examine how technology can encourage access to scientific inquiry throughout the student population. 

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5. That Thing in Your Pocket: Cultivating a Geo-Sustainable Mindset in High School Chemistry Students Using GIS to Study Smartphone Components

   Hammond, Thomas C; Alexander, Curby; Brown, Kristen; Miller, William; Weinburgh, Molly (July 2024, Journal of Strategic Innovation and Sustainability)

   Smartphones are ubiquitous in high schools across the US, but students rarely learn about the complex world of elements and materials beneath their shiny exteriors. Educators can bridge the gap between the abstract concept of smartphone elements and the real-world geography of their origin and impact by integrating ArcGIS geospatial software into their curriculum. A team of researchers has been working with high school teachers to infuse geospatial concepts and technologies into their teaching. One project involved a teacher using GIS to revisit his approach to teaching the periodic table: he would have his students investigate the global origins of smartphone components. This approach equipped students with essential knowledge about the materials that power their daily lives and nurtured critical thinking skills and an awareness of the environmental and ethical dimensions of technology consumption. This paper includes a description of the project and how geospatial technology was utilized, as well as a discussion on the implications and future research in this area. 

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