Development of GIS Laboratory and Curricula

我们在新泽西市立大学开设了一个新的地理信息系统实验室，并开发了地理信息系统入门课程，采用了新墨西哥州、圣安东尼奥社区学院、加州大学圣巴巴拉分校和加州大学圣地亚哥分校的概念、数据、材料和设备；软件制造商，包括ESRI；美国地质勘探局、新泽西州和泽西城等机构；还有工业。这使我们能够成功地培训并为学生提供最先进的GIS技术的“动手”实验室体验。新墨西哥州的迈克·德默斯提供了环境主题的实验练习和数据。泽西城规划部的Jeff Wenger提供了一个练习，允许学生将GIS外部开发的电子表格数据与GIS中的数据合并。加州大学圣地亚哥分校的Ilya Zaslavsky介绍了一些独立的项目，作为一种提供与GIS数据收集、格式化和分析相关的现实问题的方法。我们在电子学习实验室（ELL）中利用配备了戴尔Optiplex GX1计算机的Windows nt作为教学平台，调整并实施了现有的设备资源。我们的实验室和课程为学生提供最先进的GIS技术的即时培训和“动手”实验经验。这种经验为我们的学生提供了市场所需的技能，这些技能将引导他们在各种学科中从事专业技术工作，并增加他们在研究生院的机会。我们在开发教学方法方面发挥了主导作用，并与其他几个系合作创建了一门得到广泛支持的跨学科课程。我们还与纽约大都会地区的机构保持联系，合作提高我们的学习策略和成果。

We have dedicated a new GIS Laboratory and developed an introductory Geographic Information Systems (GIS) course at New Jersey City University by adapting concepts, data, materials, and equipment from New Mexico State, San Antonio Community College, UC Santa Barbara, and UC San Diego; software manufacturers including ESRI; agencies such as the USGS, New Jersey State and Jersey City; and from industry. This has allowed us to successfully train and provide "hands-on" lab experiences for our students in state-of-the-art GIS technology. Mike DeMers of New Mexico State has provided lab exercises and data with environmental themes. Jeff Wenger of the Jersey City Planning Department has provided an exercise that allows students to merge spreadsheet data developed outside GIS with that in GIS. Ilya Zaslavsky of UC San Diego has introduced independent projects as a means of providing realistic problems associated with GIS data collection, formatting and analysis. We have adapted and implemented existing equipment resources by utilizing Windows NT-equipped with Dell Optiplex GX1 computers as instructional platforms in the Electronic Learning Lab (ELL). Our laboratory and course provides immediate training and "hands-on" lab experience for our students in state-of-the-art GIS technology. This experience provides our students with marketable skills that are leading to professional technical employment in a variety of disciplines and increasing their opportunities in graduate school. We have taken the lead role in developing the pedagogy and are working with several other departments in creating an interdisciplinary course that has received broadbased support. We are also in contact with institutions in the greater New York City metropolitan area in collaboration to increase our learning strategies and outcomes.