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BOROUGH OF MANHATTAN COMMUNITY COLLEGE
OF THE CITY UNIVERSITY OF NEW YORK
PROPOSAL TO ESTABLISH A PROGRAM IN GEOGRAPHIC INFORMATION SCIENCE
LEADING TO THE A.S. DEGREE
EFFECTIVE Spring 2013
SPONSORED BY THE DEPARTMENTS OF COMPUTER INFORMATION SYSTEMS AND SOCIAL SCIENCES AND HUMAN SERVICES
APPROVAL BY
BOROUGH OF MANHATTAN COMMUNITY ACADEMIC SENATE 5/23/12
College Representative: Senior Vice President Sadie Bragg, Borough of Manhattan Community College
Contact: Telephone: (212) 220-8321 Fax: (212)-220-8319 Email: [email protected]
Provost’s Signature: ______________________________________________ Provost’s Name: ___Sadie Bragg____________________________________
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TABLE OF CONTENTS
ABSTRACT ..................................................................................................................4 SED APPLICATION FOR REGISTRATION OF A NEW PROGRAM ..............6 PURPOSE AND GOALS ............................................................................................7 NEED AND JUSTIFICATION ..................................................................................7 STUDENTS ................................................................................................................10 CURRICULUM .........................................................................................................12 COST ASSESMENT .................................................................................................16 EVALUATION ..........................................................................................................17 APPENDICES: ...........................................................................................................19
COURSE DESCRIPTIONS FOR REQUIRED COURSES............................20 SYLLABI FOR NEW COURSES ...................................................................26 Table 1a: PROGRAM SCHEDULING ...........................................................54 Table 2: FULL TIME FACULTY ...................................................................57 Table 3: PART TIME FACULTY ...................................................................58 Table 5: NEW RESOURCES TABLE ...........................................................61 Table 6: PROJECTED REVENUE TABLE....................................................63 TABLE 7: SUPPORTING MATERIALS FOR PROJECTED REVENUE TABLE ............................................................................................................64 TABLE 8: FIVE YEAR FINANCIAL PROJECTION ...................................69 ARTICULATION AGREEMENT ..................................................................72 SURVEY INSTRUMENT AND RESULTS ...................................................78 SUPPORT LETTERS ......................................................................................82
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JOB SAMPLES ...............................................................................................90
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ABSTRACT
The Computer Information Systems Department and Social Services and Human Services Department of Borough of Manhattan Community College (BMCC) jointly propose to launch an Associate in Science (A.S.) degree in Geographic Information Science. The program will prepare BMCC graduates to begin entry level employment in this new developing field. The curriculum will also enable students to transfer to upper division bachelor degree programs in GISc or GIS oriented Geography programs at senior institutions such as Hunter College. This degree will prepare students to capture, manage, analyze and display spatial information, including the creation of cartographic output. A few of the most common job titles for GIS professionals include GIS technician, GIS drafter, field data technician, GIS coordinator, GIS specialist, GIS analyst, application system developer, and GIS database administration.
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SED APPLICATION FOR REGISTRATION OF A NEW PROGRAM
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
I. Application for Registration of a New Program This application is for New York degree-granting institutions seeking to register a new program that is below the doctoral level. Save this file, enter the requested information, and submit to the State Education Department. Proposals for new distance education, teacher certification, educational leadership certification, and professional licensure
programs may require additional information, in addition to this core application. Certificate and advanced certificate proposals: use the certificate forms at www.highered.nysed.gov/ocue/. This expedited
option is not available for teacher, educational leader, or professional certification/licensure programs.
Item Response (type in the requested information)
Program type Check program type(s)
X General academic program
__ Program to prepare certified teachers or certified educational leaders
__ Program to prepare licensed professionals
Institution name and address
Borough of Manhattan Community College 199 Chambers St, New York, NY 10007
Additional information: Specify campus where program will be offered, if other than the main campus: If any courses will be offered off campus, indicate the location and number of courses and credits:
Program title, award, credits, and proposed HEGIS code
Program title: Geographic Information Science Award (e.g., B.A., M.S.): A.S. Credits: 60 Proposed HEGIS code: 0701.00
Program format Check all program scheduling and format features that apply: (See definitions)
i) Format: X Day X Evening X Weekend X Evening/Weekend
Not Full-Time
ii) Mode: Standard Independent Study External Accelerated Distance Education (submit distance education application with this proposal)
iii) Other: Bilingual Language Other Than English Upper Division Program
Diploma Programs
If the program is credit bearing and will lead to a Diploma or Advanced Diploma, indicate the registered degree program(s) to which the credits will apply:
Contact person for this proposal
Name and title: Sadie Bragg, Senior Vice President Telephone: 212 220-8321 Fax: 212-220-8319 E-mail:[email protected]
CEO (or designee) approval Signature affirms the institution’s commitment to support the proposed program.
Name and title: Sadie Bragg, Senior Vice President Signature and date: If the program will be registered jointly with another institution, provide the following information:
Partner institution’s name:
Name and title of partner institution’s CEO:
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Signature of partner institution’s CEO:
PURPOSE AND GOALS
Geographic Information Science (GISc) is a rapidly expanding field with growing career opportunities and Geographic Information Systems (GIS) professionals are in high demand in many industry and government fields. GISc is the theory behind the development, use, and application of GIS. GIS is a powerful program designed to gather, store, retrieve, and analyze geospatial data. The results can then be displayed on a map, allowing non-users of it to see the patterns and distribution of the data for application to their particular needs. GIS is central to many occupations. Government agencies use it to help in planning and organizing their geographic data, such as properties and public works roads. Emergency planners apply it to calculate emergency response times in the event of a natural disaster. It has already become the primary technology in Homeland Security. In environmental management, it can be used to find wetlands that need protection from pollution. Another innovative application is to use it to map the optimum locations for wind farms and promote investment in “green” energy sources1.In public health, professionals apply GIS to track the spread of disease and wellness information. Communication technology companies use it in the planning of their utility expansions. In real estate, agents and bankers employ GIS to track properties, property values, and tax information.
The Computer Information Systems and Social Sciences and Human Services Departments of Borough of Manhattan Community College (BMCC) jointly propose to offer an Associate in Science (A.S.) degree in Geographic Information Science. The purpose of the new degree is to prepare BMCC graduates to begin entry level employment in this new developing field. The curriculum will also enable students to transfer to upper division bachelor degree programs in GISc or GIS oriented Geography programs. Students completing the A.S. in GISc will have the opportunity to transfer to the bachelor degree program in Geography with a concentration in GISc at Hunter College. An articulation agreement between the proposed A.S. in GISc and the B.A. in Geography, with a concentration in GISc, at Hunter College has been secured. (See appendix p. 72)
NEED AND JUSTIFICATION
The geospatial market is undergoing very strong growth worldwide. The US Department of Labor forecasts Geospatial Technology as one of the three high growth industries in the next decade, along with Biotechnology and Nanotechnology. According to the Geographic Information and Technology Association, approximately 80% of the information managed by business and government contains references to a specific location. About 90% of government information has a geospatial component. A recent study by the National Academy of Public Administration estimates that geographic information plays a role in about one-half of the economic activities of the United States. Because the uses for geospatial technology are so
1http://vector1media.com/spatialsustain/gis-is-green-technology-e-book.html
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widespread and diverse, the market is growing at an annual rate of almost 35%, with the commercial subsection of the market expanding at the rate of 100% each year.
Job opportunities in geospatial technology are growing rapidly with the needs of the industry. The demand for geospatial skills is among the highest in the nation and offers a lifelong career with excellent opportunities for advancement. US News and World Report listed GIS as "One of the twenty Top Hot Job Tracks for the next decade." The Bureau of Labor Statistics Occupational Outlook book for 2010-2011 indicates that the employment of surveying and mapping technicians is expected to increase by 19% from 2010 to 20112, faster than the average for all occupations.
According to a white paper3 written by John Johnson for URISA, the Association for GIS Professionals, there are 164 community colleges that offer degrees or certificates in GIS. However, there are significant gaps between the workforce supply and demand. In its 2005 report4, “Identifying and Addressing Workforce Challenges in America’s Geospatial Technology Sector,” the High Growth Job Training Initiative of the US Department of Labor, indicated a need for more Geospatial technology education at the community college level. “The geospatial technology sector has historically been focused on four-year and advanced degree education. College preparatory courses that emphasize sciences are suggested for individuals interested in pursuing careers in geospatial disciplines. However, to meet industry growth demands and requirements within the applications arena, employers need to explore alternatives to the traditional pipeline, including training provided by technical and community colleges.”The website 5 of the US Department of Labor lists Geospatial Technology as a “High Growth Industry.” The website indicates a need for individuals with skills for this profession “because the uses for geospatial technology are so widespread and diverse, the market is growing at an annual rate of almost 35 percent, with the commercial subsection of the market expanding at the rate of 100 percent each year. The Department of Labor indicates on this website that an associate’s degree in geospatial technology is sufficient for immediate employment or to transfer to a bachelor’s program. “For individuals who do not wish to pursue an advanced degree, there is a substantial demand for technicians in geospatial information technology. Many 2-year academic and technical institutions offer education and training in photogrammetry, remote sensing and GIS and related fields. Associate degree and certificate programs in GIS, surveying, photogrammetry and similar curricula provide a sound foundation for work experience or for transfer to other academic institutions for further education.”The New York State Department of Labor website6 indicates modest growth from 2010-2020 in New York City, Long Island and the Hudson Valley for jobs classified as “Surveying and Mapping Technicians.” By 2020, New
2http://www.bls.gov/oco/content/ocos040.stm
3http://www.urisa.org/files/What%20GIS%20Technicians%20Do.pdf
4http://www.doleta.gov/brg/pdf/Geospatial%20Final%20Report_08212007.pdf
5http://www.doleta.gov/BRG/Indprof/geospatial_profile.cfm
6http://labor.ny.gov/stats/demand.asp
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York City will need 270 professionals in this area, a 3.8% increase from 2010; Long Island will need 320, a 6.7% increase and Hudson Valley will require 130, an 8.3% increase from 2010.
A recent survey of geospatial product and service providers revealed that 87% of respondents had difficulty in filling positions requiring geospatial technology skills. According to the American Society of Photogrammetry and Remote Sensing Ten-Year Industry Forecast, there are an insufficient number of graduates with training in the latest technologies and techniques ready to enter the workforce. It also identified that GIS application analysts and GIS technicians are among the positions most difficult to fill with qualified individuals. A job search7 conducted in February 2011 resulted in four new entry-level positions requiring associate degrees, bachelor degrees or technical skills in New York and its surrounding areas, while there were 13 new positions posted nation-wide. Because this is a brand new associate’s degree in the field, many companies do not list an associate’s degree as a requirement; however, based on a letter from Dr. Jochen Albrecht, who oversees the Computational and Theoretical Geography Program at Hunter College, the curriculum in the proposed GISc program will qualify the graduates for many if not all of the entry-level positions requiring a bachelor’s degree (see Appendix A for Supporting Letters and B: Job Samples). Following this trend and proper proration for one year, there would be nearly 50 such positions in New York and its surrounding areas and more than 150 positions nation-wide that need to be filled in one year. The sample job titles include GIS technician, GIS drafter, field data technician, GIS coordinator, GIS specialist, GIS analyst, application system developer, Watershed Planning and Habitat Restoration Project Manager and GIS database administration. [See Appendix B for job postings-sample ads.]
In an effort to address the skills shortage confronting the local industry, BMCC convened a focus group meeting with leaders from the business community to examine the critical issues faced by the geospatial technology industry and determine the role that an educational institution could assume in addressing the need. The consensus from the meeting was that the need of GIS professionals in both the public and private sectors will continue to grow and that will create a chronic shortage of the workforce in the NYC region. They also noted that the absence of an associate degree of a GIS program in the region makes it difficult to document these entry-level jobs. However, the participants also pointed out that graduates with solid training of two semesters programming and two semesters GIS software operation could be well qualified for the entry- level positions, such as GIS programmer, GIS technician, GIS Analyst, GIS Mapping technician, and database technician, which are consistent with the above job search result. In addition, they all agreed to offer internship opportunities to the students. Letters from members of the advisory group indicating that graduates would be eligible for entry level positions in the GIS field may be found in the Appendix of Supporting Letters.
The faculty in the Computer Information Systems and Social Sciences and Human Services Departments are committed to offering the A.S. in Geographic Information Science. The
7 www.gjc.org, www.monster.com and www.careerbuilder.com were searched.
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program is designed to enable students to transfer to the bachelor degree program of Geography at Hunter College that will better prepare them for GIS related occupations. The proposed curriculum was developed closely with the faculty members of the Geography Department at Hunter College to ensure the seamless articulation that will move the students from the A.S degree program to the B.A degree program in GIS fields.
STUDENTS
A. Interest/Demand
GIS is one of the critical tools that supports the implementation of green development. As the green movement grows8, more students will choose environmental related programs for their major. The proposed program is expected to be of high interest among prospective applicants.
As discussed in the previous section, NEED AND JUSTIFICATION, the demand for positions with GIS skill is higher than the number of college and university graduates with a GIS major. Because of that, some positions in the GIS industry have employees who need to improve their knowledge and skills of GIS and get an appropriate educational degree. This population will be a great part of the initial student enrollment. For example, at Burlington County College in New Jersey, most students in the GIS major are already employees in the GIS industry.
Student demand of the proposed GISc program at BMCC is based on a survey conducted in March 2011 (see Appendix C: GIS Survey Form and Results.) There were 202 students majoring in Computer Information Systems (32%), Computer Network Technology (11%), Computer Science (12%), Liberal Arts (19%) or others (22%) who participated in the survey. They were randomly selected from several Computer Information Systems, Computer Science, and social science classes. 82% of the participants expressed that they were either very interested (26%) or somewhat interested (56%) in GISc. The majority of the participants (54%) stated there was a definite need for offering the GISc program, and 40% thought the program maybe needed. When asked if they were interested in enrolling in the proposed program, 22% of the participants indicated “very interested”, and 49% of them answered “somewhat interested.” Interestingly, among the surveyed Liberal Arts students, 49% (19 out of 39) of them expressed their interest or great interest in enrolling to the GISc program. Regarding their plan after graduation from BMCC, a significant majority (85%) indicated that they would transfer to a 4-year college to get a BS degree. The survey confirms the proposed program’s significance among students. B. Enrollment Projections
8http://www.doleta.gov/pdf/GreenJobs.pdf
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At BMCC, students in the Liberal Arts, Computer Science, and Computer Information Systems programs are projected as strong potential candidates for enrollment into the proposed program at its inception. There are approximately 7,700 Liberal Arts students, 280 Computer Science students and 270 Computer Information Systems students 9 enrolled. Based on a conservative projection, at least 23 students currently enrolled in these programs will migrate to this new program. Projected student enrollment for the first five year may be found in the table below. We also project that 30% of the students will leave the program based on attrition and graduation.
C. Admission Students seeking admission to the Geographic Information Science program must satisfy the general admission requirements for entry to BMCC: completion of either a high school diploma or a New York State Equivalency Diploma. Upon acceptance, students must take the CUNY placement Examinations, which measure proficiency in reading, writing, and mathematics. Each of the courses in the Geographic Information Science curriculum has a predetermined set of competencies which must be satisfied before enrollment in a course is granted. The definition of these levels appears in the college bulletin under the heading Basic Skills Guide.
9http://www.bmcc.cuny.edu/iresearch/upload/Spring2009FactSheet.pdf
Projected Student Enrollment
YEAR I YEAR II YEAR III YEAR IV YEAR V
New
(25%) Cont.
(75%) New
(50%) Cont.
(50%) New
(75%) Cont.
(25%) New
(90%) Cont.
(10%) New
(100%) Cont.
(0%)
F-T 5 15 25 25 56 19 90 10 120 0
P-T 2 8 12 13 30 10 49 6 70 0
Sub-
totals 7 23 37 38 86 29 139 16 190 0
Totals 30 75 115 155 190
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Ethnic Composition of BMCC Student Body
Caucasian
9%Others
7%
Hispanic
32%African
American
42%
Asian
10%
There is no community college in CUNY that provides a GISc program. BMCC will be the first community college that initiates a GISc program.
With nearly 90% of BMCC’s student body comprised of minorities and groups traditionally under-represented in collegiate programs, a geographic information science curriculum would have little difficulty in recruiting talented minorities and women and would play a significant role in addressing the industry’s need to diversify its workforce.
CURRICULUM
The proposed 60-creditinterdisciplinary curriculum consists of two elements: (a) general requirements and (b) program requirements. Its purpose is to offer a comprehensive general education and to provide a solid foundation in basic Geography, Geographic Information Science and related computer technologies necessary for the pursuit of a Bachelor’s Degree in Geography.
The general requirements are composed of the Common Core, which will include courses in English, Speech, Mathematics, Geology, Social Science, and Music or Art. The program requirements include courses in Geography, Computer Science, Computer Information Systems and Geographic Information Systems. The three Geography courses intend to teach students the fundamentals of Human Geography, Population Geography, and Environment. The two Computer Science courses and one Computer Information Systems course introduce students to the theoretical and practical aspects of computer programming and database systems. The three Geographic Information Systems courses will provide the students various methods for interpreting and analyzing spatial data, basic principles and operation of Geographic Information Systems, and essential programming skills of Geographic Information Systems.
To ensure the curriculum remains current with the changing skill requirements of the industry, the Geospatial Technology Competency Model (GTCM) developed by the U.S. Department of Labor and the NSF’s National Geospatial Technology Center of Excellence (NGTC) were studied and followed. The proposed program will prepare students either for an entry level job or for an advanced degree at Hunter College. In addition, students have the option to register for an internship that will also provide them with the experience that may lead to an entry-level position in GIS. According to the aforementioned job search results, it is obvious that employers are interested in hiring applicants who major in or have tremendous experience in GIS. Therefore,
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offering a GISc degree program has its significance. A specialization within a more general degree is not enough to reflect the focus of a two-year education in GIS.
Many associate degree programs in applied fields (particularly engineering science and allied health) at CUNY have few or no electives. The AAS degrees in Health Information Technology, Paramedic, and Respiratory Therapy programs at BMCC have no electives. Other colleges’, programs in technical fields, e.g. the AS degree in Dietetic Technician at LaGuardia, also have no electives. The LaGuardia AS degree in Environmental Science appears to have no elective credits in it. The proposed BMCC program is similar in structure to other GISc type programs in the region. The AS degree program in Geographic Information Systems at Cayuga Community College, of the SUNY system, has only one elective course and the program has a minimum of 65 credits. At Burlington County Community College in NJ, the related program is an AAS in Geographic Information Systems and has seven elective credits in it, but the program is 64 credits and the major portion contains 33-35 credits. It is apparent that the credits and electives range of the proposed GISc program at BMCC is in line with similar programs at CUNY and other GISc related programs in the region. It might have been able to free up some credits had we decided to design this as an AAS degree with fewer general education credits. Given, however, that with further education, there are opportunities for students beyond their entry level GISc employment, a decision was made to design this to be both a professional degree as well as a transfer degree. Therefore, more general education requirements have been added.
More and more colleges and universities offer GIS associate or bachelor degree program across the country. This trend is due to the demand and need from industry for the GIS graduates. The proposed Geographic Information Science program is aligned with the similar programs offered at Hunter College and Lehman College. Hunter College offers a Bachelor’s Degree in Geography with geographical technology and methods as the concentration, which articulates with its graduate certificate program in Geographic Information Science. Lehman College also offers a Bachelor’s Degree in Geography with an option to minor in Geographical Information Science. Discussions with Hunter College have led to an agreement to articulate the two programs. [See appendix E for articulation agreement.] While some may feel that the proposed GISc curriculum is too specialized to transfer into the Hunter College GISc concentration, it is in fact appropriate. The proposed curriculum is dealing with emerging technologies to keep the graduates at the cutting edge of the field, and Hunter College has indicated that they are, in fact, planning to enhance their current curriculum to better align itself with BMCC’s proposed curriculum and the demands of the workforce (Please see letter of support from Hunter College in Appendix of Supporting Letters pp. 84-85).
The proposed Geographic Information Science curriculum is listed as follows:
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General Requirements – Common Core EnglishComposition 6
Mathematical & Quantitative Reasoning 3
Life & Physical Sciences 3
World Cultures & Global Issues 3
US Experience in Its Diversity 3
Creative Expression 6
Individual & Society 3
Scientific World 3
Total General Requirements 30**
Program Requirements CIS 395 Database Systems I 4
GIS 201* Introduction to Geographic Methods 4
GIS 261* Introduction to Geographic Information Science 3
GIS 361*# Advanced Geographic Information Science 3
SOC 161 Health Problems in Urban Communities 3
MAT 209 Statistics 4
GEO 226* Environmental Conservation - Resource Management
3
XXX xxx
CED 325 GIS Internship and CED 201 Career Planning10
or
GEO 241* Population Geography
3-4
XXXxxx General Elective 3***
Total Program Requirements 30
Total Program Credits 60
*new course
#capstone course
** Students will be advised as to major.
***The 3 General Elective credits may be fulfilled if students take
STEM variants in the Common Core.
6 For students who select the internship option, please note: CED 201 is the pre-requisite for CED 325.
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Students who enroll in BMCC’s proposed Associate degree program in Geographic Information Science will be able to complete the curriculum requirements in two years provided all remediation and/or prerequisites are satisfied prior to beginning the program. The following is a sample of the general and program curriculum requirements outlined over four semesters for two years.
First Semester – Year One Credits
English Composition 3
Scientific World 3
World Cultures & Global Issues 3
Mathematical & Quantitative Reasoning 3
Creative Expression 3
General Elective 3
Subtotal 18
Second Semester – Year One Credits
Individual & Society 3
CIS 395 Database Systems I 4
GIS 201 Introduction to Geographic Methods 4
MAT 209 Statistics 4
Subtotal 15
Third Semester – Year Two Credits
English Composition 3
GIS 261 Introduction to Geographic Information Science 3
Life & Physical Sciences 3
GEO 226 Environmental Conservation - Resource Management 3
Creative Expression 3
Subtotal 15
Fourth Semester – Year Two Credits
GIS 361 Advanced Geographic Information Science 3
GEO 161 Health Problem in Urban Communities 3
US Experience in Its Diversity 3
XXX xxx
(CED 201 Career Planning + CED 325 GIS Internship) or GEO 241-Population Geography 3-4
Subtotal 12-13
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The new courses in this curriculum are GIS 201-Introduction to Geographic Methods, GIS 261- Introduction to Geographic Information Science, GIS 361-Advanced Geographic Information Science, GEO 226-Environmental Conservation, GEO 241-Population Geography, and CED325- GIS Internship.
A list of course titles and descriptions and detailed syllabi for new courses are available in Appendix A.
COST ASSESSMENT
A. FACULTY
Faculty in the BMCC CIS Department and Social Science and Human Services Department are fully qualified to teach the courses in the program. Three full-time faculty members from the BMCC Compute Information Systems Department, Dr. Ching-Song Don Wei, Dr. Yan Chen, and Dr. Yakov Genis can teach newly developed GIS courses. Another two full-time faculty members from the BMCC Social Science and Human Services Department, Dr. Patricia Mathews-Salazar and Dr. Paula Saunders, are qualified to teach the newly developed courses, GEO 226 and GEO 241. These full-time faculty members frequently attended GIS technical training workshops, conferences and/or GTECH courses at Hunter College. They are also the authors of the new GIS course syllabi. Through close consultation with Dr. Jochen Albrecht, Professor of the Geography Department, Hunter College, the proposed program was created and the articulation was facilitated.
In addition to technical training and attendance at GIS seminars, Dr. Ching-Song Don Wei also has intensive industrial experience with GIS applications in Wireless signal coverage simulation and software development. Together with Dr. Yakov Genis and Dr. Yan Chen, who are active in the research and have published in the field, they will be capable of teaching the proposed new courses of GIS 201-Introduction to Geographic Methods,GIS261-Introduction to Geographic Information Science and GIS 361-Advanced Geographic Information Science. In addition, there are two CIS adjunct faculty members who are currently working in the GIS industry and one adjunct faculty member who has experience teaching ArcGIS applications. Dr. Patricia Mathews-Salazar, an active researcher and educator, has been teaching GEO 100-Human Geography for years and is a member of the developing group for this curriculum. Dr. Paula Saunders, a vigorous research fellow and educator, has been using GIS tools for her research in Anthropology. They both are more than qualified to teach the course GEO226-Environmental Conservation - Resource Management and GEO 241-Population Geography.
In this GISc program, one Computer Science course CSC 110 and one Computer Information Systems course CIS 395, one Geography course GEO 100, and all General Requirement courses (see section Curriculum) are offered on a regular basis. GISc students can take them along with students of other majors. These courses in the initial years of the program will not draw away full-time faculty from existing programs.
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B. FACILITIES AND EQUIPMENT
The proposed program can be established without requiring the college to increase significantly its expenditures in faculty, laboratory space and equipment. There are five new courses developed for this new program. All the courses will be covered by current full-time Computer Information Systems and Social Sciences and Human Services faculty and adjuncts who are trained in the area.Cost for faculty is based on the number of additional sections that would be offered in the major for a given year. The cost of some supplies will be offset by technology fees. The existing laboratory space will be sufficient. The additional equipment is no more than a wider screen for each computer in the lab. Regarding the required ArcGIS software, CUNY already has a corporate license. The revenue generated by the program will more than offset any costs.
Budget information is contained in the Appendices as follows: Table 5 - New Resources, Table 6 - Projected Revenue, Table 7 - Supporting Materials for Projected Revenue Worksheet, and Table 8 - Five-Year Financial Projections Worksheet.
EVALUATION Institutionalized processes currently are in place at BMCC for evaluating the effectiveness of degree programs. These processes are appropriate for evaluating new degree programs as well. Like all other academic programs at BMCC, the new A.S. degree in Geographic Information Science will undergo self-study and external evaluation via the college’s Academic Program and Review Process. In addition, the College distributes annual reports containing indicators of program effectiveness to departmental chairs that include, by degree program: enrollment by gender and race/ethnicity; number of graduates by gender and race/ethnicity; two-year graduation, transfer, program persistence and college attrition rates,three and six-year graduation rates by gender by race/ethnicity; and, among BMCC transferees, first-term GPA and one-year retention rate in CUNY BA programs by gender and race/ethnicity. The enrollment data will be especially useful when evaluating the first few years of the program’s existence.
Processes are also in place for direct and indirect assessment of student learning in new degree programs, such as the A.S. in Geographic Information Science. At the course-level, learning outcomes, or objectives, are clearly stated in each course syllabus. These objectives serve as the basis for college, departmental, program, course and section-level assessment of student learning. One way in which direct assessment of student learning is conducted is through the implementation of the college’s General Education Assessment Plan. The plan directs each academic department to assess students’ learning of the relevant stated general education outcomes. Specifically, this kind of assessment is conducted in courses in which the course learning outcomes align with the general education goals. In addition, the College administers an annual Assessment of Student Learning survey of courses in which students are asked to rate their perceptions of what they have learned in the course. Instructors are provided with the
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results that allow them to compare their section results with the overall results for that course, all courses taught in the program/department and the College. Faculty may then revise their courses based on the assessment results.
These previously institutionalized processes ensure the framework for a thorough evaluation of programs as they are newly instituted at Borough of Manhattan Community College.
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APPENDICES
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COURSE DESCRIPTIONS FOR REQUIRED COURSES
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CATALOG DESCRIPTION – ART Art Survey I ART 110 2CRS. 3HRS. This introduction to art principles and terms includes the study of the plastic arts: nature, content and form. The meaning of illusion and abstraction, style and the changing concept of reality in art throughout history are explored. Selected paintings, sculpture and architecture are examined. CATALOG DESCRIPTION – COMPUTER INFORMATION SYSTEMS Database Systems I CIS 395 4CRS. 5HRS. This course introduces the student to the theoretical and practical aspects of computers. The major laboratory experience is the completion of programming projects using Polya's four-step method. These projects have been carefully selected and ordered to provide the student with experience in fundamental control and data structures. All practical programming work is done on microcomputers. Prerequisite: CSC 110 or department approval.
CATALOG DESCRIPTION – COMPUTER SCIENCE Computer Programming I CSC 110 4CRS. 5HRS. This course introduces the student to the theoretical and practical aspects of computers. The major laboratory experience is the completion of programming projects using Polya's four-step method. These projects have been carefully selected and ordered to provide the student with experience in fundamental control and data structures. All practical programming work is done on microcomputers. CATALOG DESCRIPTION – ENGLISH English Composition I ENG 101 3CRS. 3HRS. This is a basic college-level course, similar to "freshman English" at other community and four-year colleges. Students learn to use their experience and ideas as subject matter for essays and to analyze topics in depth. They also become acquainted with the process of writing, from pre-writing activities to producing a final, proofread draft. The purpose of, audience for, and structure of the essay are explored through readings chosen to stimulate ideas for writing and demonstrate varied style. Grammar and syntax are discussed as needed. At the end of this course, students take a departmental essay examination that requires them to compose, draft and edit a thesis-centered essay of at least 500 words. English Composition II ENG 201 3CRS. 3HRS.
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This course is a continuation of ENG 101. It helps the student further develop composition skills through literary analysis. Students continue to focus on the writing process as they are introduced to a variety of literary genres including the short story, drama, poetry, and/or the novel. Students complete a documented paper based on library, electronic, and field research. Pre-Requisite: ENG 101 CATALOG DESCRIPTION – GEOLOGY Geology I GLY 210 4CRS. 6HRS. This course covers fundamental principles of geology encompassing the study of minerals and rocks, geological processes, interpretation of topographic and geological maps and techniques of remote sensing. This is a program elective in Engineering Science and an elective in all other curricula. It does not meet the science requirement for Liberal Arts A. A. degree. CATALOG DESCRIPTION – GEOGRAPHY Introduction to Human Geography GEO 100 3CRS. 3HRS. This course introduces students to the key concepts and principles of human geography. The course is designed to show how world geographic conditions such as climate, landform, natural resources, soil, space and ecology have influenced human culture and civilization over time. Environmental Conservation: Resource Management(New Courses) GEO 226 3CRS. 3HRS. This course introduces students to environmental studies with a focus on policy and management of resources. The course will examine issues pertaining to sustaining our resource base (biodiversity, food, soil, water and energy) and how humans have impacted these key elements of the natural system. The goals of the course are to introduce students to the trends in human impact and management of the natural environment and provide a background to debates on sustainability and conservation. Pre-Requisite: GEO 100
Population Geography(New Courses) GEO 241 3CRS. 3HRS. Population geography examines the dynamics of populations and their patterns of spatial settlement through time. Specifically, it will examine the main characteristics, changing size, and geographic distribution of populations, particularly in this age of intense globalization. The course covers four main themes in global population: mobility and settlement; population and environment; population increase and decrease; and urbanization. Because of the broad scope of this subject matter, this course will provide a general overview of the scale of the diverse and complex patterns that operate between people and landscape. Pre-Requisite: GEO 100
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CATALOG DESCRIPTION – GEOGRAPHICAL INFORMATION SCIENCE Introduction to Geographic Methods(New Courses) GIS 201 4CRS. 6HRS. This course introduces the means by which geographers analyze the world to better understand geography and geographical processes. It teaches the students various methods for interpreting and analyzing spatial data including cartography, Geographic Information Systems (GIS), remote sensing, spatial statistics and survey research. Pre-Requisite: GEO 100 and MAT 206
Introduction to Geographic Information Science (New Courses) GIS 261 3CRS. 4HRS. This course focuses on the basic principles and operation of geographic information systems (GIS). Students will study how to use computerized systems for the capture, storage, management, analysis and display of geographically referenced data and their attributes. Professional GIS software packages will be used in lab exercises to provide students with hands-on experience. Pre-Requisite: GIS201 and CSC 110
Advanced Geographic Information Science(New Courses) GIS 361 3CRS. 4HRS. This is an advanced course on Geographic Information Science that builds upon the concepts covered in GIS 261. It starts with review of the principles and operation of Geographic Information Systems (GIS). Then, it discusses the topics including geoprocessing, 3-D GIS, geostaticstics, map design, map label, and map annotation. Laboratory exercises provide hands-on experience with professional GIS software. The basic programming concepts and skills in GIS application are covered. Students implement a major GIS project for a real world geography issue, which includes processes of system requirement, design, architecture, implementation, and installation. Pre-Requisite: GIS261 and CIS 395
CATALOG DESCRIPTION – MATHEMATICS Mathematical Foundations for Calculus MAT 206 4CRS. 4HRS. This course covers basic algebraic and trigonometric skills, algebraic equations, and functions. Topics include: mathematical induction, complex numbers, and the binomial theorem. Statistics MAT 209 4CRS. 4HRS. This course covers statistical concepts and techniques with applications. Topics include probability, random variables, the binomial distribution, the hyper-geometric distribution, measures of central tendency, the normal distribution, precision and confidence intervals, sample design and computer projects.
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Pre-Requisite: MAT 206
CATALOG DESCRIPTION – MUSIC Music I: Introduction to Music MUS 110 2CRS. 2HRS. The ability to listen to music intelligently and to recognize specific styles, forms and idioms are developed in this course. Consideration is given to musical aspects of the historical eras from the early Christian period to the present. Students are required to attend concerts and do assigned reading and listening. CATALOG DESCRIPTION – SOCIOLOGY Health Problems in Urban Communities SOC 161 3CRS. 3HRS. This course analyzes the relationships between economic and social factors, and the delivery of health care services in urban communities. Attention is given to community needs related to HIV/AIDS, tuberculosis, mortality rates, prevention and education. CATALOG DESCRIPTION – SPEECH Fundamentals of Speech SPE 100 3CRS. 3HRS. The aim of this course is to develop effective skills in speech communication. The student examines how to generate topics and organized ideas, masters elements of audience psychology and practices techniques of speech presentation in a public forum. All elements of speech production and presentation are considered. CATALOG DESCRIPTION – ECONOMICS Economics of Urban Communities ECO 111 3CRS. 3HRS. This course introduces the subject of urban economics in historical and social contexts rather than as a strict analytical discipline. The causes and existence of poverty in cities, the management of federal, state and local government programs, the financing of Black enterprises, and conditions of social welfare are considered. Solutions toward developing neglected economics of urban communities are proposed. CATALOG DESCRIPTION – PHILOSOPHY Cultural & Ethical Issues in Science & Technology PHI 111 3CRS. 3HRS. In considering ethical positions ranging from animal rights to environmental philosophies of radical ecology, and studying the impact of new reproductive technologies and other biotechnologies on the (so-called) Third World, students learn about advances made by working scientists and feminist philosophers in contextualizing science and technology. A special attempt
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will be made to study cultural factors as class, gender, and race in order to understand the responsibilities of scientists and technologists for the uses of their knowledge; the ethics of scientific research; and truth and fraud in science and engineering.
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SYLLABI FOR NEW COURSES
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BOROUGH OF MANHATTAN COMMUNITY COLLEGE
City University of New York Department of Social Sciences
Environmental Conservation: Resource Management Instructor: GEO 226, Section [xxx] Email: [Day and Time] Telephone: Room [xxx] Office Hours: [Semester] Office: Credit/Hours: 3 Prerequisites: GEO 100 I. Course Description This course introduces students to environmental studies with a focus on policy and management of resources. The course will examine issues pertaining to sustaining our resource base (biodiversity, food, soil, water and energy) and how humans have impacted these key elements of the natural system. The goals of the course are to introduce students to the trends in human impact and management of the natural environment and provide a background to debates on sustainability and conservation. Course Goals The goal of this course is to study the interconnectedness of humans and their natural environment and to discuss possible ways to understand changes in the environment and possible ways of managing natural resources. We will take an interdisciplinary approach, incorporating concepts from physical science, social science, and the humanities to assess the result of human activity on the natural environment and its processes. Underlying this course is the goal of maintaining the natural environment as much as possible, a challenging task given the many alterations humans have created to make their lives easier in the short term. We will begin with a focus on the ways in which humans have transformed the earth’s natural surface. This will then be followed by examining the interrelationships between population growth, food production, water use, air pollution, energy use, waste disposal, biodiversity, and sustainability. This course will loosely follow the chapter structure, each discussing a specific topic then ends with solutions. For most of the chapters, resulting laws/treaties/conventions are also engaged. It begins with an introduction to the natural environment by examining changes in the natural landscape over time, through an examination of various maps. It will then examine early settlement patterns of different human societies and the impact of sedentary lifestyle on natural environmental systems. These issues will be related to discussions of energy use, air pollution, water pollution, hazardous waste production/disposal, soil damage. We will conclude with ethical issues in environmental conservation, as well as the guidelines in the form of laws, treaties, conventions, and common law which are meant to limit the negative effects of conservation, disturbance and use of those resources. Examples will be used from map renditions, as well as laws and treaties listed in Natural Resources Defense Council (NRDC), with some references from Environmental Law Online Journal. CIA facts, maps, and other public records will be consulted throughout the class. The course includes lectures, short class assignments, and discussion. Each student is expected to spend significant amount of time preparing for class discussions by reading/viewing the assigned materials, preparing notes/questions for class discussions, compiling list of key terms and definitions, and keeping up with world events. The schedule of the topics covered in this course is provided on page [7-8]. II. Student Learning Outcomes
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By the end of the semester, students should be able to: Measurement 1. define Environmental Geography, as well as key issues and ideas in Environmental Geography (mobility, demography, urbanization, etc.), as well as how they are related to each other
In quizzes and Exam 1
2. describe the various characteristics of the earth’s surface, as well as changes over time with accompanying causes
In Exam 1
3. describe how land use, settlement patterns, exploitation of resources, and waste disposal affect the natural environment
In quizzes and exams
4. identify places on a world map where the natural environment have been significantly altered or abused
In visual map quizzes
5. define the major global laws, treaties, conventions, ethical concerns which govern the protection of the world’s natural resources, while demonstrating an understanding of how local practices (or lack of) affect these regulations
In Exam 3
6. identify the resulting effects of human actions to the world’s earth surface, water, resources, and atmosphere
In Exam 3 and semester project
7. describe the importance of conservation because of human welfare is connected with the conservation
In Exam 3
8. develop their own ethical principles in relation to the environment
In the semester project
9. apply ethical principles to environmental resources in our society today.
Class/individual project.
General Education Learning Outcomes: Measurements: 1. Communication Skills – Students will be able to write, read, listen and speak critically and effectively
2. Social and Behavioral Sciences – Students will be able to apply the concepts and methods of the social and behavioral sciences.
3. Values – Students will be able to make informed choices based on an understanding of personal values, human diversity, multicultural awareness, and social responsibility.
III. Required Text & Readings 1. Marsh, William and John Grossa. Environmental Geography: Science, Land Use, and Earth Systems, 3rd Edition, Wiley Publishing, 2005.Available at Barnes and Nobles and Manhattan Bookstore). 2. Supplemental Readings, videos, and maps (TBA). 3. US Environmental Protection Agency (EPA): http://www.epa.gov/ 4. United Nations Environment Programme (UNEP): http://www.unep.org/ 5. Environmental Law Online Journalhttp://www.lclark.edu/law/law_reviews/environmental_law/ Scheduled Topics & Readings at a Glance:
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Part I: Understanding Environmental Geography Introduction to the Class - n/a World Map - study map; review syllabus Scope of Environmental Geography - Chapter 2: Preparing to Understand Environmental Geography Introduction to Environmental Geography - Chapter 1: A World in Crisis: Environment and Humanity in the
21st Century Global Cycles and Systems - Chapter 5: Global Cycles and Systems Interdependent Ecosystem - Chapter 6: Ecosystems and the Bioclimatic Environment Part II: Population and Food Supply Humans and Their Settlement - Chapter 4: The Spread and Development of Human Population The Human Factor - Chapter 7: The Human Population: Trends and Patterns The Green Revolution - Chapter 8: Agriculture, Food Production and Hunger From subsistence farming to agribusiness - Supplemental Reading Part III: Regional and Global Environmental Problems Energy Sources - Chapter 9: Energy Generation, Use, and the Environment Atmospheric and Air Pollution - Chapter 11: Air Population: Patterns, Trends and Impacts Hydrologic and Water Pollution - Chapter 13: Water Pollution: Patterns, Trends and Impacts Waste Creation and Disposal - Chapter 14: Hazardous Waste Production and Disposal Biological Diversity and Soil - Chapter 15: Soil, Land and Land Use Protecting “Frontier Environments” - Chapter 17: Open-Land Resources: Forests, Rangelands, Parks
and Preserves Part IV: Human Welfare and Conservation Sustainable Development - Chapter 3: Environment, Land Use and Sustainable Development Ethical Issues in Environmental Conservation - Supplemental Reading Culture and the Environment - Supplemental Reading
Local, National, and Global Dilemmas - Supplemental Reading Environmental Justice - Supplemental Reading
Laws, Treaties and Conventions - Chapter 18: Managing the Global Environment Course Structure: This course should incorporate discussing the many dilemmas in environmental conservation with the laws/treaties/conventions meant to protect the earth’s natural environment. Students will learn to assess changes in the environment over time through the use of available map renditions. Student Project: One option for the student project is to have students identify an environmental issue within their own environment (or one they know of) and write a proposal for solutions. They will be expected to conduct background research on the history of the problem, as well as actions already taken to resolve it and result. They will then write up a proposal and prepare a presentation on how this problem can best be resolved based on the needs of the people affected, applicable laws, while conserving the natural environment with the least negative effects.
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BOROUGH OF MANHATTAN COMMUNITY COLLEGE City University of New York
Department of Social Sciences Population Geography Instructor: GEO 241, Section [xxx] Email: [Day and Time] Telephone: Room [xxx] Office Hours: [Semester] Office: Credits/Hours: 3 Prerequisites: Geo 100 I. Course Description Population geography examines the dynamics of populations and their patterns of spatial settlement through time. Specifically, it will examine the main characteristics, changing size, and geographic distribution of populations, particularly in this age of intense globalization. The course covers four main themes in global population: mobility and settlement; population and environment; population increase and decrease; and urbanization. Because of the broad scope of this subject matter, this course will provide a general overview of the scale of the diverse and complex patterns that operate between people and landscape. This course will begin with an introduction to our physical world by examining the world map, looking to see the pattern in density globally. It will then examine settlement patterns, natural population change, migration, globalization, urbanization, and the challenges that we face in the twenty-first century. In addition to the patterns, it will trace the causes and effects of each factor. Examples will be used from census data, CIS facts, maps, and other public records will be consulted throughout the class. Assignments in the course include lectures, short class assignments, and individual and small group discussion. Students are expected to spend significant amount of time preparing for class discussions by reading/viewing the assigned materials, preparing notes/questions for class discussions, compiling list of key terms and definitions, and keeping up with world events. The schedule of the topics covered in this course is provided on page [7-8]. II. Student Learning Outcomes By the end of the semester, students should be able to: Measurement 1. define Population Geography, as well as key issues and ideas in Population Geography (mobility, demography, urbanization, etc.), as well as how they are related to each other
In quizzes and Exam 1
2. describe the size and geographical distribution of the human population over time and space
In Exam 1
3. describe how settlement patterns are created in specific locations and describe the spatial processes that structured them
In quizzes and exams
4. identify places on a world map where certain population patterns exists
In visual map quizzes and semester project
5. define the major sources of demographic data and their limitations
In Exam 2 and quizzes
6. identify the effects of fertility, mortality, and migration to population change at local, national, and global levels
In the Exam 3
7. describe how changes in the world’s population affect them individually and the importance of understanding geography
In the Final Exam
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in order to relate to daily life experiences. 8. discuss population trends in spatial perspective Class participation, presentations General Education Learning Outcomes: Measurements: 1. Communication Skills – Students will be able to write, read, listen and speak critically and effectively
2. Social and Behavioral Sciences – Students will be able to apply the concepts and methods of the social and behavioral sciences.
3. Values – Students will be able to make informed choices based on an understanding of personal values, human diversity, multicultural awareness, and social responsibility.
III. Required Text & Readings 1. Peters and Larkin, Population Geography: Problems, Concepts, and Prospects, 9th Edition, Kendall/Hunt Publishing, 2008.Available at Barnes &Noble and at Manhattan Bookstore). 2. Supplemental Readings, videos, and maps (TBA). 3. Census Data from Population Reference Bureau and the Bureau of the Census IV. Technology Requirement A. A BMCC/CUNY Email address B. CUNY Portal username and password C. Access to a computer with Microsoft Word and Internet access V. Evaluation & Requirements of Students There will be three exams and one paper & paper presentation. The exams will be short answer, definitions, and short answer essay questions. Study guides will be distributed prior to the exam to help you focus on specific areas of study. There are also short map and data assignments/quizzes. Evaluation will be based on the following criteria: 1. Class attendance 10%
2. Participation in class and Blackboard 10% 3. Quizzes and Short Assignments 20% 4. Exam 1 10 5. Exam 2 (Midterm Exam) 10%
6. Exam 3 (Final Exam) 20% 7. Paper 10%
8. Presentation 10% A. Class Attendance & Participation (20%)
1. College Attendance Policy Official BMCC Policy: At BMCC, the maximum number of absences is limited to one more hour than the number of hours a class meets in one week. For example, you are enrolled in this three-hour class that meets three hours per week. You are allowed 4 hours of absence (not 4 days). [In our case, we meet twice a week for three hours, so you are officially allowed four hours, which should be no more than 3 classes -- not four days -- of absence without
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penalty. Your grade will be significantly lowered after your third absence, including lateness.] In the case of excessive absences, the instructor has the option to lower the grade or assign an F or WU grade.
2. Instructor’s Attendance Policy(10%)
3. Participation (10%)
B. Quizzes and Short Assignments(20%) 1. Quizzes There will be short, unannounced quizzes based on the assigned reading. These quizzes will be taken during the first 10 minutes at the beginning of class on the day that the topic is discussed. As a result, it is very important that you do the reading and to arrive in class on time. Students arriving after the quiz has been started will not be allowed to take the quiz, nor will missed quizzes be “made up.” 2. Short Assignments This class consists of several assignments/tasks, which will be completed in class, on Blackboard, or independently. These assignments/tasks will cover materials you should have read up until the date they are given. These assignments will correspond to the topics under discussion and will be assigned as needed throughout the semester. Please note that if you are absent or arrive late to class after an assignment or quiz had begun, you will not be able to participate or do a “make-up” version. In other words, if you are not in class when an informal assignment or quiz is handed out, there are no “make ups” and you will receive a grade of 0 for that assignment or quiz. So please avoid being absent and arrive to class on time. C. Paper and Presentation (20%) Each student will write a paper on one aspect of population geography for specific country or region of the world, as well as do a 10 minute PowerPoint presentation on her/his topic. Please note that the paper (10%) and a corresponding presentation (10%) are dependent on each other, therefore, both parts must be completed in order to receive points. In other words, if you do not complete one part, you will not receive credit for either. Please avoid missing completion of either of these two components because together they are worth 20% of your final grade. This project will be conducted in a series of steps, in which feedback will be provided throughout the process. Drafts of your paper topic and paper outlines will also factor into your paper and presentation grades. If you are having difficulty deciding on a topic, please come see me as soon as possible. It is very important that you submit all parts of the assignment on time because we will be working on them together. Additional information on this assignment will be provided in a separate document. 1. Paper (10%) For this assignment, you will be expected to select a country/region two write and present on.The paper will include information on the geography, culture/society, politics, and economy of the country/region. This paper should be 5 pages in length and will be completed in a series of steps, as well as requires a visit to the Writing Center (S500). More detailed information will be provided in separate documents. This paper is due at the beginning of class on [xxxxxx]. No late papers will be accepted. 2. PowerPoint Oral Presentation (10%) Each student will present her/his regional topic to the class at the end of the semester in PowerPoint format. A one-page outline of each presentation should be made available to all via Blackboard so that everyone can follow along during the presentation. Each presentation should be about 10 minutes in length and everyone is expected to attend class during those presentation days. Questions from these presentations will appear on your final exam. D. Exams (40%) There will be three exams during the semester: a Midterm Exam (10%) on [xxxx], which will be based on material covered to date. In addition, there will be a Final Examination (20%) on[xxxx], worth 20% of your final grade. This exam will be comprehensive and cover all materials learned during the semester.
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Exams will be based on all materials presented in this class, including assigned readings (including supplemental readings), lectures, presentations, and videos. The midterm will cover materials covered to date, while the final (given during the scheduled final exam period) will be comprehensive of all materials covered during the semester. Review sheets will be provided for each exam. Please note that, there will be no make-up exams, quizzes, or assignments. To be fair to everyone, everyone will be expected to take exams and complete assignments at the same time. Please do not schedule general appointments or plan travel on exam days. If you have genuine documented medical emergency (with documentary evidence) during the time of an exam, this information must be communicated to me as soon as possible and will be dealt with on a case-by-case basis. Medical emergency involves a visit to a medical professional and not a mere flu, bellyache, or migraine. To be considered valid, medical notes must be on original letterhead with contact information (telephone #) of the institution where student was treated, and signed by a medical practitioner. Though a valid medical note does not excuse or erase an absence but will be kept in your record. Students who miss exams/quizzes will receive a 0 grade for that assessment. VI. Academic Adjustments for Students with Disabilities Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students. Please inform me of any difficulties you may have and I will accommodate you accordingly. VII. BMCC Policy on Plagiarism and Academic Integrity Statement Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s web site, www.bmcc.cuny.edu. Instructor's Policy: I strongly advise you to cite all the sources you use in your writing and presentations, including internet sources. You may borrow ideas and information from others, but you must credit the authors accordingly through citation (see BMCC library's website for details). Anyone found plagiarizing will automatically fail this class and reported to the Dean. If you need help on the citation formats, you may come see me during office hours or visit the www.bmcc.cuny.edu/library for more information on how to cite sources. Anyone found plagiarizing in this class will, at the very least, automatically fail this class and reported to the college for disciplinary action.
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VIII. General Class Rules 1. PLEASE TURN OFF ALL CELLULAR TELEPHONES BEFORE ENTERING THE CLASSROOM. You should be respectful enough to not accept or make telephone calls, nor send text messages during class. Each time your cell phone rings in class, you will receive an automatic 5% reduction from your final grade. You may not leave class to answer or make telephone calls. Take care of all your personal business before or after class. In addition, talking or engaging with or about materials not related to this class during our class session is considered rude and will not be tolerated. 2. Please be respectful of your fellow students and to your instructor by remaining in class for the entire duration of the class period. Coming and going will not be tolerated as it is extremely disruptive. Please wait until I dismiss class before packing up your belongings. 3. Eating is not permitted in this class. There should be no eating in class. 4. Please do not sleep in class. If you have a medical condition that exempts you from this rule, you must discuss this with your instructor as soon as possible. 5. Please do not make a habit of going in and out of the classroom. Conduct your business before or after class. 6. Unless you have a valid cultural or medical reason, please do not wear hats or sunglasses in class. If you have such a reason, please inform the instructor as soon as possible. 7. If you arrive late to class, please try to be as quiet as possible and find a seat close to the door. It is your responsibility to sign the late sheet at the end of classor you will remain absent for that day. 8. Everyone must come to class prepared having completed the reading assigned for each day. 9. Everyone must check Blackboard and your email within 24 hours before each class meeting. You are responsible for printing any documents sent to you via email or posted on Blackboard. You must print out chapter outlines and bring them to class on the day of discussion. 10. All assignments submitted to must be typed with a proper heading (your name, class, section, date and Instructor’s name) clearly stated at the top left corner. No hand-written assignments will be accepted. In addition, responses must state the chapter number and chapter title at the top center. 11. Please note that this syllabus is your guide for the semester and will remain available on Blackboard throughout the semester. You must keep this syllabus for the duration of the semester and carry it with you to each class. If you have questions regarding any information presented here, consult with your instructor. 12. If you are absent or late, it is your responsibility to find out what you missed by asking another student. Your instructor is not required to notify you of information that you missed during your absence. 13. Please note the times of my office hours on Tuesday and Thursday (2-3:30pm). If you cannot make these times, I will be glad to schedule an appointment to meet with you at a convenient time. During office hours, I will see individuals on a first-come-first-served basis. Do come early to office hours as there are often more students than there is time to see everyone. The instructor will try my best to accommodate everyone whenever possible. 14. Please come see me during office hours or make an appointment to discuss any such concerns. I will address your issues as best I can.
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IX. Keys to Success in this Course
1. Attend class and come on time. Timely arrival is important because we need to respect those who do arrive on time, as well as the fact that if you are late, you might miss important information such as information on assignments and changes to course syllabus. Remember that At BMCC, the maximum number of absences is limited to one more hour than the number of hours a class meets in one week. This means that for this three hour class, you are allowed four hours (not days) of absence for the entire semester without penalty.
2. Complete the assigned readings before each class. There is quite a bit of reading for this class and it is
very important that you keep up with the readings. Students who do well are those who come to class having done the readings scheduled for discussion each day. Completing the reading allows you to actively participate in discussion and follow along so that you do not feel lost.
3. Complete all assignments fully and on time. No assignments will be accepted after their due time and
date. A grade of 0 will be assigned for any assignments not submitted on time.
4. Complete and submit all assignments on time. All assignments are due in class and at the beginning of
class. Late assignments will not be accepted, nor will they be accepted by email or in the instructor’s mailbox.
5. Check blackboard before each class meeting. Important documents, updates, and reminders are usually posted on Blackboard. It is your responsibility to check it within the 24 hour period before each class meeting. Generally, students who visit Blackboard regularly tend to perform better than those who do not. The instructor sees which students visit the site, the duration of their visit, and the documents they view. More importantly, your use of Blackboard factors into your participation grade.
6. Remain academically honest. Please do not cheat or plagiarize. Cheating and plagiarism will not be
tolerated, even when it is unintended. Any students engaged in such practice will automatically fail this class and will be subject to disciplinary action as stated in BMCC’s guidelines.
7. Use the resources available to you. S500 provides help with writing and editing; there are workshops
throughout the semester on study tips and time management; use the library’s quiet study area, etc.
8. See your instructor if you are having difficulty at any time during the semester. If at any time you are having difficulty with the reading or have some personal problems, please communicate that with your instructor as soon as possible. Do not wait until the end of the semester to inform your instructor about your situation. Your instructor will only be able to advise and work with you only if you seek help early.
9. Consult the syllabus and carry it with you to all class meetings. Your syllabus is your guide to success
because it contains information that you need to know in order to do well in this class. It has all your important dates, readings, and assignments listed. It prevents you from constantly asking what reading or assignment is due next. Please do not misplace it and bring it to class every day.
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X. Schedule (Note: This Schedule is Subject to Change at the Discretion of the Instructor)
Date Topic Reading Assignment August xx, 2011 Introduction to the Class N/A [insert dates] World Map and Geography 1. Read Syllabus; Study the World Map Population Geography
Meet in Lab (Room TBA) 1. Supplemental Reading - Caldwell. 2. Bring Username and Password
Introduction to Demography Paper: Draft Topic Proposal Due
1. Chapter 1: Population Growth and Change 2. Write draft of proposal
Demography: Sex Ratio
1. Chapter 2: Population Data; Supplemental: Cohen
Demography: Density Patterns Paper: Revised Topic Proposal Due (5%)
1. Chapter 3: Population Distribution and Composition 2. Revise proposal
Demography: Gender Considerations
1. Supplemental Reading: Riley / Ayhan / Huffman & Cohen
Demography: Group Classification: Race and Ethnicity
1. Supplemental Reading: Haas et al./Liam & Hawkins
Demography: Culture: Religion and Language
1. Supplemental Reading: Hellerstein& Neumark
Exam 1 Settlement Patterns: A General Overview
Paper: Draft Outline Due 1. Supplemental Reading: Fong & Wilkes / Clark / Johnston... 2. Write draft of outline
Population and Environment 1. Chapter 9: Population and the Environment Changes in Population, Part I: Births and
Deaths 1. Chapter 4: Theories of Population Change
Fertility (Birth Rate) 1. Chapter 6: Fertility: Patterns and Trends Mortality (Death Rate) and Life Expectancy 1. Chapter 5: Mortality Patterns and Trends Exam 2 (Midterm Exam) N/A Changes in Population, Part II:
MigrationPaper: Revised Outline Due 1. Chapter 8: Migration and Mobility 2. Revise outline
Final Paper Revisions – Library/Writing Center
1. Supplemental Reading
Push/pull factors 1. Supplemental Reading: Teachman et. al. 2. Begin writing draft of paper
Cross-cultural exchanges and conflicts
1. Supplemental Reading: Allen &Macey 2. Take draft paper to Writing Center
Diaspora, Refugee, & Multinational Paper: Draft Paper due in class In Class Assignment
1. Supplemental Reading: Madrigal et al 2. Complete draft of paper
Globalization and Demography Paper: Final Paper due in class
1. Supplemental Reading: (Knox/Marston ch.2) 2. Complete and finalize paper
Urbanization and Demography
1. Supplemental Reading: (Knox/Marston ch.10) 2. Submit Presentation Outline Electronically
Challenges in the Twenty-first Century 1. Chapter 10: Population and The Food Supply
1. Thomas Malthus Debate revisited 2. Overpopulation & China’s One Child Policy PRESENTATIONS
1. Chapter 7: Fertility: Family Planning Programs 2. Supplemental Reading: Coale& Freedman
1. Poverty and Inequity 2. Generational Patterns PRESENTATIONS
1. Supplemental Reading: Brunborg&Tambau 2. Supplemental Reading: Cohen
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Future in Population Geography PRESENTATIONS – Last Day of Classes
1. Supplemental Reading
Final Exam Exam 3 (Final Exam) 1. Review for final Exam
Scheduled Topics at a Glance: I. Introduction to the Class II. World Map - Supplemental Reading - Caldwell III. Introduction to Demography - Chapter 1: Population Growth and Change
Age-Sex Ratio - Chapter 2: Population Data; Supplemental: Cohen Density patterns in size - Chapter 3: Population Distribution and Composition
Gender Considerations - Supplemental Reading: Riley/Ayhan/Huffman & Cohen Group Classification: Race and Ethnicity - Supplemental Reading: Haas et al./Liam & Hawkins Culture: Religion and Language - Supplemental Reading: Hellerstein&Neumark IV. Settlement Patterns: A General Overview - Supplemental Reading: Fong & Wilkes/Clark/Johnston... V. Population and Environment - Chapter 9: Population and the Environment VI. Changes in Population, Part I: Births and Deaths - Chapter 4: Theories of Population Change Fertility (Birth Rate) - Chapter 6: Fertility: Patterns and Trends Mortality (Death Rate) - Chapter 5: Mortality Patterns and Trends Life Expectancy VII. Changes in Population, Part II: Migration - Chapter 8: Migration and Mobility Push/pull factors - Supplemental Reading: Teachmanet. al. Cross-cultural exchanges and conflicts - Supplemental Reading: Allen &Macey / Diaspora, Refugee, & Multinational - Supplemental Reading: Madrigal et al VIII. Globalization and Demography - Supplemental Reading – (Knox/Marston, ch.2) IX. Urbanization and Demography - Supplemental Reading – (Knox/Marston, ch.10) X. Challenges in the Twenty-first Century - Chapter 10: Population and The Food Supply Thomas Malthus Debate revisited - Chapter 7: Fertility: Family Planning Programs
Overpopulation & China’s One Child Policy - Supplemental Reading: Coale& Freedman Poverty and Inequity - Supplemental Reading: Brunborg&Tambau Generational Patterns - Supplemental Reading: Cohen
Environmental Conservation - Supplemental Reading: Pebley
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BOROUGH OF MANHATTAN COMMUNITY COLLEGE City University of New York
Department of Social Sciences Population Geography [Instructor’s name] GEO 241, Section [xxx] [semester] Name: __________________
Grade Sheet
Worth You Received Points Earned # of Absence ________ Attendance 10% # of Late ________ ___________ Class Participation 10% ___________ Quizzes & Assignments 20% ___________________ ___________ Exam 1 10% ___________________ ___________ Exam 2 (Midterm Exam) 10% ________ ___________ Paper 10% ___________ Presentation 10% ___________ Exam 3 (Final Exam) 20% ________ ___________ Total 100% ___________ Final Grade ___________ Grading System Comments A 93 – 100% ________________________________________________ A- 90 – 92 B+ 87 – 89 ________________________________________________ B 83 – 86 B- 80 – 82 ________________________________________________ C+ 77 – 79 C 73 – 76 ________________________________________________ C- 70 – 72 D+ 67 – 69 ________________________________________________ D 63 – 66 D- 60 – 62 ________________________________________________ F 0 – 59
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Supplemental Readings Teaching International Demography John R. Weeks Teaching Sociology, Vol. 14, No. 2 (Apr., 1986), pp. 92-101 Item InformationPage of First MatchPDFExport this Citation --------------------/ Teaching Applied Demography Thomas W. Merrick Teaching Sociology, Vol. 14, No. 2 (Apr., 1986), pp. 102-109 ----------------/ Demography and Social Science J. C. Caldwell Population Studies, Vol. 50, No. 3 (Nov., 1996), pp. 305-333 ---------------/ Statistics by Gender: Measures to Reduce Gender Bias in Agricultural Surveys H. ÖztaşAyhan International Statistical Review / Revue Internationale de Statistique, Vol. 69, No. 3 (Dec., 2001), pp. 447-460 ----------------/ Occupational Segregation and the Gender Gap in Workplace Authority: National versus Local Labor Markets Matt L. Huffman, Philip N. Cohen Sociological Forum, Vol. 19, No. 1 (Mar., 2004), pp. 121-147 Item InformationPage of First MatchPDFExport this Citation ---------------------------/ Challenging Demography: Contributions from Feminist Theory Nancy E. Riley Sociological Forum, Vol. 14, No. 3 (Sep., 1999), pp. 369-397 -----------------------------/ Variation in Access to Health Care for Different Racial/Ethnic Groups by the Racial/Ethnic Composition of an Individual's County of Residence Jennifer S. Haas, Kathryn A. Phillips, Dean Sonneborn, Charles E. McCulloch, Laurence C. Baker, Celia P. Kaplan, Eliseo J. Pérez-Stable, Su-Ying Liang Medical Care, Vol. 42, No. 7 (Jul., 2004), pp. 707-714 ------------------/ Race, Income, and Environmental Inequality in the United States Liam Downey, Brian Hawkins Sociological Perspectives, Vol. 51, No. 4 (Winter, 2008), pp. 759-781 -----------------------/
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Ethnicity, Language, and Workplace Segregation: Evidence from a New Matched Employer-Employee Data Set Judith Hellerstein, David Neumark Annalesd'Économieet de Statistique, No. 71/72, Discrimination et inégalités / Discrimination and Unequal Outcome (Jul. - Dec., 2003), pp. 19-78 ------------------/ Demography of Conflict and Violence: An Emerging Field HelgeBrunborg, EwaTabeau European Journal of Population / Revue Européenne de Démographie, Vol. 21, No. 2/3, The Demography of Conflict and Violence / La démographie du conflit et de la violence (Jun., 2005), pp. 131-144 --------------------/ Adoption of Modern Agricultural Technologies by Lowland Indigenous Groups in Bolivia: The Role of Households, Villages, Ethnicity, and Markets Ricardo Godoy, Jeffrey R. Franks, Mario Alvarado Claudio Human Ecology, Vol. 26, No. 3 (Sep., 1998), pp. 351-369 ------------/ Racial and Ethnic Residential Patterns in Canada Eric Fong, Rima Wilkes Sociological Forum, Vol. 18, No. 4 (Dec., 2003), pp. 577-602 -------------/ Racial and Ethnic Residential Patterns in Canada Eric Fong, Rima Wilkes Sociological Forum, Vol. 18, No. 4 (Dec., 2003), pp. 577-602 --------------------/
Race, Religion, and Nationality in American Society: A Model of Ethnicity: From Contact to Assimilation [with Comment, with Response] Race, Religion, and Nationality in American Society: A Model of Ethnicity: From Contact to Assimilation [with Comment, with Response]
Elliott R. Barkan, Rudolph J. Vecoli, Richard D. Alba, Olivier Zunz Journal of American Ethnic History, Vol. 14, No. 2 (Winter, 1995), pp. 38-101
-----------------/ The Changing Demography of America's Families Jay D. Teachman, Lucky M. Tedrow, Kyle D. Crowder Journal of Marriage and the Family, Vol. 62, No. 4 (Nov., 2000), pp. 1234-1246 -------------------/ The Effects of Ethnicity and Educational Attainment on Jewish Marriage Patterns: Changes in Israel, 1957-1995 Barbara S. Okun Population Studies, Vol. 55, No. 1 (Mar., 2001), pp. 49-64 ------------------/
Demography of China Demography of China Ansley J. Coale, Ronald Freedman Science, New Series, Vol. 231, No. 4739 (Feb. 14, 1986), pp. 659-660
---------------------/
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Residential Preferences and Residential Choices in a Multiethnic Context William A. V. Clark
Demography, Vol. 29, No. 3 (Aug., 1992), pp. 451-466
---------------------/ The Geography of Ethnic Residential Segregation: A Comparative Study of Five Countries Ron Johnston, Michael Poulsen, James Forrest Annals of the Association of American Geographers, Vol. 97, No. 4 (Dec., 2007), pp. 713-738 --------------------/
Issues regarding Data on Race and Ethnicity: The Census Bureau Experience Issues regarding Data on Race and Ethnicity: The Census Bureau Experience
Nampeo R. McKenney, Claudette E. Bennett Public Health Reports (1974-), Vol. 109, No. 1 (Jan. - Feb., 1994), pp. 16-25
--------------------/
Residential Segregation of West Indians in the New York/New Jersey Metropolitan Area: The Roles of Race and Ethnicity Residential Segregation of West Indians in the New York/New Jersey Metropolitan Area: The Roles of Race and Ethnicity
Kyle D. Crowder International Migration Review, Vol. 33, No. 1 (Spring, 1999), pp. 79-113
---------------------------/
Race and Ethnicity in the European Context Race and Ethnicity in the European Context Sheila Allen, Marie Macey The British Journal of Sociology, Vol. 41, No. 3, Special Issue: Britain as a European Society?
(Sep., 1990), pp. 375-393
------------------/
The East Indian Diaspora in Costa Rica: Inbreeding Avoidance, Marriage Patterns, and Cultural Survival The East Indian Diaspora in Costa Rica: Inbreeding Avoidance, Marriage Patterns, and Cultural Survival
L. Madrigal, B. Ware, E. Hagen, M. Blell, F. Otarola American Anthropologist, New Series, Vol. 109, No. 2, In Focus: Children, Childhoods, and
Childhood Studies (Jun., 2007), pp. 330-337
-------------------/ The Decline of the Diaspora Jewish Nation: Boundaries, Content, and Jewish Identity ZviGitelman Jewish Social Studies, New Series, Vol. 4, No. 2 (Winter, 1998), pp. 112-132 ------------------/ Cohort Effects in the Educational Attainment of Second Generation Immigrants in Germany: An Analysis of Census Data Regina T. Riphahn Journal of Population Economics, Vol. 16, No. 4 (Nov., 2003), pp. 711-737 --------------------------/
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Population Growth Rate and Its Determinants: An Overview Richard M. Sibly, Jim Hone Philosophical Transactions: Biological Sciences, Vol. 357, No. 1425, Population Growth Rate: Determining Factors and Role in Population Regulation (Sep. 29, 2002), pp. 1153-1170 --------------------------/ Old Age: Cultural and Critical Perspectives Lawrence Cohen Annual Review of Anthropology, Vol. 23, (1994), pp. 137-158 ---------------------/ Demography and the Environment Anne R. Pebley Demography, Vol. 35, No. 4 (Nov., 1998), pp. 377-389
43
BOROUGH OF MANHATTANCOMMUNITY COLLEGE CityUniversity of New York
Department of Computer Information Systems Office S150/Phone: 212-220-1476
Introduction to Geographic Methods
Class hours: 3
GIS 201 Lab hours: 3 Fall 2011
Credits: 4
Course Description: This course introduces the means by which geographers analyze the world to better understand geography and geographical processes. It teaches the students various methods for interpreting and analyzing spatial data including cartography, Geographic Information Systems (GIS), remote sensing, spatial statistics and survey research. Prerequisites: GEO 100 Introduction to Human Geography and MAT 206 Pre-calculus Student Learning Outcomes: After completing this course, students will be able to:
Outcomes: Understand datum, projections, and coordinate systems Assessment: Lab exercises and projects
Outcomes: Understand cartographic symbolization Assessment: Lab exercise
Outcomes: Know how to create thematic maps: classification, Choropleth maps, dot density maps Assessment: Lab exercises and projects
Outcomes: Understand the basic operations of GIS for data input and secondary data Assessment: Lab exercises and projects
Outcomes: Understand the basic theory and applications of remote sensing, aerial imagery and global position system
Assessment: Lab exercises and projects
General Education Outcomes and Assessment
Outcomes: Computer Literacy: Demonstrate proficiency in using a computer and computer applications to accomplish geospatial technology tasks
Assessment: Lab exercises
Outcomes: Information and Technology Literacy: Students will be able to collect, evaluate, and interpret information and effectively use information technologies.
Assessment: Homework and exams
Required Text & Readings: Textbook: Mapping: A Critical Introduction to GIS and Cartography Author: Crampton, Jeremy Publisher: New York City: Blackwell Publishing ISBN: 1405121734 ISBN-13: 978-1405121736
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Other Resources: Albrecht, J. (2007). Key Concepts and Techniques in GIS. London: Sage. Clarke, K. C. (2010). Getting Started with Geographic Information Systems, Fifth Edition, Prentice Hall. de Smith M, Goodchild, M and P Longley, P.A. (2008). Geospatial Analysis. Leicester: Troubador. (Free access at http://www.spatialanalysisonline.com/) Use of Technology (if applicable): Flash drives Evaluation & Requirements of Students: Attendance & Participation................................. 10% Midterm exam .................................................... 15% Final exam .......................................................... 25% Lab ...................................................................... 20% Projects ............................................................... 30% _________________________________________ Total .................................................................. 100% Outline of Topics: 1. Introduction, Mental Maps, Geographic Information
Lab: Google Maps lab 2. History of mapping, Discipline of Geography
Lab: Introduction to GIS, Reading Chapter 1, 2 3. Geographic Frameworks: datum, projections, coordinate systems
Lab: Projections, Reading Chapter 5 4. Cartographic design
Lab: Cartographic design, Reading Chapter 4 5. Cartographic Symbolization
Lab: Map reading 6. Thematic maps: Classification, Choropleth maps, Dot Density Maps
Lab: Thematic Maps, Reading Chapter 6 7. GIS
Reading Chapter 8 8. GIS/Data Input
Lab: Georeferencing 9. Working with Secondary Data: the census and other sources
Lab: Census 10. Remote Sensing, Aerial Imagery
Lab: Image Processing, Satellite Imagery 11. Global Positioning System
Lab: GPS Lab 12. Descriptive Statistics, the Geoweb
Lab: Google Maps and Keyhole Markup Language (KML) 13. Term paper: presentations
College Attendance Policy: At BMCC, the maximum number of absences is limited to one more hour than the number of hours a class meets in one week. For example, you may be enrolled in a three-hour class. In that class, you would be allowed 4 hours of absence (not 4 days). In the case of excessive absences, the instructor has the option to lower the grade or assign an F or WU grade. Academic Adjustments for Students with Disabilities:
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Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students. BMCC Policy on Plagiarism and Academic Integrity Statement: Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s web side, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).
46
BOROUGH OF MANHATTANCOMMUNITY COLLEGE CityUniversity of New York
Department of Computer Information Systems Office S150/Phone: 212-220-1476
Introduction to Geographic Information Science
Class hours: 2
GIS 261 Lab hours: 2 Fall 2011
Credits: 3
Course Description: This course focuses on the basic principles and operation of geographic information systems (GIS). Students will study how to use computerized systems for the capture, storage, management, analysis and display of geographically referenced data and their attributes. Professional GIS software packages will be used in lab exercises to provide students with hands-on experience. Prerequisites: GIS201 Introduction to Geographic Methods and CSC 110 Computer Programming I. Student Learning Outcomes: After completing this course, students will be able to:
Outcomes: Understand GIS concepts, technical issues, and applications. Assessment: Short essay questions in exams
Outcomes: Understand the data creation process and create simple data sets and/or add to existing data Assessment: Lab exercises and projects
Outcomes: Develop the operational skills to perform GIS related tasks using available software Assessment: Lab exercises and projects.
Outcomes: Create and manipulate Geodatabases. Assessment: Lab exercises and projects.
Outcomes: Perform basis GIS analyses. Assessment: Lab exercises and projects.
General Education Outcomes and Assessment
Computer Literacy: Demonstrate proficiency in using a computer and computer applications to accomplish geospatial technology tasks.
Assessment: Lab exercises.
Information and Technology Literacy: Students will be able to collect, evaluate and interpret information and effectively use information technologies Assessment: Homework and exams
Required Text & Readings: Textbook: GIS: a computing perspective Author: Michael Worboys and Matt Duckham Publisher: CRC Press; 2nd edition ISBN: 0415283752 ISBN-13: 978-0415283755
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Other Resources: A box of four CD-RWs; flash drives are recommended. Use of Technology (if applicable): Evaluation & Requirements of Students: Midtern Exam ............ 20% Final Exam................. 20% Lab Exercises ............. 30% Term Project .............. 20% Homework ................. 10% ______________________ Total ......................... 100% Outline of Topics: 1. Introduction to GIS and ArcGIS
Lab:Getting Started with ArcGIS 2. Cartographic Communication and Geospatial Visualization
Lab:Creating Map Symbology, Display Features with Categories and Quantities, Explore Methods of Classifying data. Map Density and Attribute relationships
3. Geodetic Datums, Projections, and Coordinate systems Lab:Referencing Data to Real Locations, Compare Different Map Projections
4. Organizing Geographic Data Lab:Geocoding and Working with Census Data
5. Creating and Editing Spatial Data 6. Secondary Data Sources; Geocoding 7. Exploring the Geodatabases Model
Lab:Explore Geographic Data 8. Creating Geodatabases
Lab:Create a Project Database 9. Creating and Editing Features in a Geodatabase
Lab:Creating and Editing Data: Update Building Footprints,Edit Features with Map Topology, Edit Features with Map Topology, Edit Feature Attributes, Create New Features and Attributes
10. Adding Behavior to a Geodatabase Lab: Creating, Populating, and Editing Geodatabases
11. Raster-based GIS Analysis Lab:Behavior in the Geodatabase
College Attendance Policy: At BMCC, the maximum number of absences is limited to one more hour than the number of hours a class meets in one week. For example, you may be enrolled in a three-hour class. In that class, you would be allowed 4 hours of absence (not 4 days). In the case of excessive absences, the instructor has the option to lower the grade or assign an F or WU grade. Academic Adjustments for Students with Disabilities: Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students. BMCC Policy on Plagiarism and Academic Integrity Statement:
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Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s web side, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).
BOROUGH OF MANHATTANCOMMUNITY COLLEGE CityUniversity of New York
Department of Computer Information Systems Office S150/Phone: 212-220-1476
Advanced Geographic Information Science
Class hours: 2
GIS 361 Lab hours: 2 Fall 2011
Credits: 3
Course Description: This is an advanced course on Geographic Information Science that builds upon the concepts covered in GIS 261. It starts with review of the principles and operation of Geographic Information Systems (GIS). Then, it discusses the topics including geoprocessing, 3-D GIS, geostaticstics, map design, map label, and map annotation. Laboratory exercises provide hands-on experience with professional GIS software. The basic programming concepts and skills in GIS application are covered. Students implement a major GIS project for a real world geography issue, which includes processes of system requirement, design, architecture, implementation, and installation. Prerequisites: GIS261 Introduction to Geographic Information Science and CIS 395 Database Systems I Student Learning Outcomes: After completing this course, students will be able to:
Outcomes: Understand the data creation process and create complicated data sets and/or add to existing data
Assessment: Lab exercises and projects
Outcomes: Understand the advanced operational skills to perform GIS related tasks using available software
Assessment: Lab exercises and projects
Outcomes: Create and manipulate geoprocess, 3-D GIS and geostatistics Assessment: Lab exercises and projects
Outcomes: Perform GIS analyses Assessment: Lab exercises and projects
General Education Outcomes and Assessment
Outcomes: Computer Literacy: Demonstrate proficiency in using a computer and computer applications to accomplish geospatial technology tasks
49
Assessment: Lab exercises
Outcomes: Information and Technology Literacy: Students will be able to collect, evaluate and interpret information and effectively use information technologies.
Assessment: Homework and exams
Required Text & Readings: Textbook: GIS: a computing perspective Author: Michael Worboys and Matt Duckham Publisher: CRC Press; 2nd edition ISBN: 0415283752 ISBN-13: 978-0415283755 Other Resources: A box of four CD-RWs; flash drives are recommended Use of Technology (if applicable): Evaluation & Requirements of Students: Midtern Exam .......................... 20% Final Exam............................... 20% Lab Exercises ........................... 30% Term Project ............................ 20% _____________________________ Total ....................................... 100% Outline of Topics: 14. Review of GIS and ArcGIS
Lab:Review labs for ArcGIS 15. Geoprocessing
Lab:Working with Geoprocessing and Modeling Tools 16. Spatial Interpolation
Lab:Introduction to Working with Raster Data and Spatial Analyst 17. 3-D Analysis 18. Spatial and Geostatistics 19. Map design, labels, and annotations
Lab: Designing Maps with ArcGIS 20. Social Aspects of GIS 21. Review of Programming Concepts and Skills
Lab:Programming Labs 22. Geoprocessing and Programming
Lab:Geoprocessing with Script Language 23. Programming in GIS Application
Lab: ArcGIS Programming with .NET Framework 24. Term Project College Attendance Policy: At BMCC, the maximum number of absences is limited to one more hour than the number of hours a class meets in one week. For example, you may be enrolled in a three-hour class. In that class, you would be allowed 4 hours of absence (not 4 days). In the case of excessive absences, the instructor has the option to lower the grade or assign an F or WU grade. Academic Adjustments for Students with Disabilities:
50
Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students. BMCC Policy on Plagiarism and Academic Integrity Statement: Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC’s web side, www.bmcc.cuny.edu. For further information on integrity and behavior, please consult the college bulletin (also available online).
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PROGRAM SCHEDULING
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Table 1a: Undergraduate Program Schedule
Indicate academic calendar type: X Semester __Quarter __Trimester __Other (describe)
Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Fall 1 Check course classification(s) Term: Spring 1 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) ENG 101 English Composition I
3 X ECO 111 Economics of Urban Communities or PHI Cultural & Ethical Issues in Science & Technology
3 X X
CSC 110 Computer Programming I 4 X X CIS 395 Database Systems I 4 X CSC110 GEO 100 Human Geography 3 X GIS 201 Introduction to Geographic Methods 4 X X GEO 100, MAT 206 MAT 206 Mathematics Foundations for Caculus 4 X MAT 209 Statistics 4 X MAT 206
SPE 100 Speech 3 X
Term credit total: 17 17 4 Term credit total: 15 7 11 Term: Fall 2 Check course classification(s) Term: Spring 2 Check course classification(s) Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s) ENG 201 English Composition II 3 X ENG 101 GIS 361 Advanced Geographic Information
Science 3 X X GIS 261, CIS 395
GIS 261 Introduction to Geographic Information Science
3 X X GIS 201, CSC110 GEO 161 Health Problem in Urban Communities
3 X X
GLY 210 2 Geology I 4 X XXX xxx Elective* 3 X GEO 226 Environmental Conservation - Resource Management
3 X X X GEO 100 CED 325 GIS Internship and CED 201 Career Planning# or GEO 241 Population Geography
3-4 X X GEO 100
XXX xxx ART/MUS Elective 3 X Term credit total: 16 9 10 Term credit total: 12 3 12
Program Totals: Credits: 60 Liberal Arts & Sciences: 36 Major: 37 Elective & Other: 6
Cr: credits LAS: liberal arts & sciences Maj: major requirement New: new course Prerequisite(s): list prerequisite(s) for the noted courses
* Choose from any CIS, CSC, MMP 300-level and above, or Social Science and Human Services 200-level # For students who select the internship option, please note: CED 201 is the pre-requisite for CED 325
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FULL TIME FACULTY
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Table 2:Full-Time Faculty
Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.
Faculty Member Name and Title (include and identify Program Director)
Program Courses to be Taught Percent Time to Program
Highest and Other Applicable Earned Degrees & Disciplines (include College/University)
Additional Qualifications: list related certifications/ licenses; occupational experience; scholarly contributions, etc.
TBD, Academic Director
Will administer the program Ph.D.
Dr. Ching-Song Don Wei GIS 201-Introduction to Geographic Methods
Ph.D. Seven years of field experience in GIS software development. Numerous scholarly publications Computer Science. Attended multiple graduate courses and technical trainings in GIS subjects.
CIS 395-Database Systems I GIS 361-Advanced Geographic Information Science
Dr. Paula Sander GEO 226-Environmental Conservation - Resource Management
Ph.D. Numerous scholarly publications in Anthropology. Participation in GIS technical training. GEO 241-Population Geography
Dr. Patricia Mathews-Salazar GEO 241-Population Geography
Ph.D. Numerous scholarly publications in Anthropology. Twenty years of teaching and research experience. Participation in GIS technical training.
GEO 226-Environmental Conservation - Resource Management
Dr. Yan Chen GIS 201-Introduction to Geographic Methods
Ph.D. Numerous scholarly publications in Computer Science. Eight years of teaching and research experience in Computer Information Systems. Participation in GIS technical training.
GIS 261-Introduction to Geographic Information Science CSC110 - Computer Programming I
Dr. YokovGenis GIS 201-Introduction to Geographic Methods
Ph.D. Numerous scholarly publications in quantitative analysis. Participation in GIS technical training.
CSC110 - Computer Programming I
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PART TIME FACULTY
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Table 3: Part-Time Faculty Faculty teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field. Provide information on part-time faculty members who will be teaching each course in the major field or graduate program. The application addendum for professional licensure, teacher certification, or educational leadership certification programs may provide additional directions for those types of proposals.
Faculty Member Name and Title
Program Courses to be Taught
Highest and Other Applicable Earned Degrees & Disciplines (include College/University)
Additional Qualifications: list related certifications/licenses; occupational experience; scholarly contributions, etc.
George A Nossa Adjunct Instructor
GIS 201-Introduction to Geographic Methods
M.S. More than twenty five years professional experience in GIS analysis, software development and project management experience.
GIS 261-Introduction to Geographic Information Science
Robert Eckman Adjunct Instructor
GIS 261-Introduction to Geographic Information Science
M.S. More than 10 years professional experience in GIS data analysis and application development.
CSC110-Computer Programming I Rachel Nossa Adjunct Instructor
GIS 201-Introduction to Geographic Methods
M.S. ArcGIS operation certification. More than 10 years professional experience in GIS.
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NEW RESORUCES
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Table 5: New Resources
Expenditures Year 1 2012
Year 2 2013†
Year 3 2014†
Year 4 2015†
Year 5 2016†
Full Time Faculty 0 0 0 0 0
Part Time Faculty 3,500
17,500 28,000
59,500
73,500 Full Time Staff 0 0 0 0 0 Part Time Staff 0 0 0 0 0 Library (Includes Staffing)
500 1,000 1,500
2,000
2,000 Equipment 0 0 0 0 0
Laboratories 0 0 0 0 0 Supplies & Expenses (Other than Personal Services) 4,000
12,000 16,000 20,000
24,000
Capital Expenditures 0 0 0 0 0 Other 0 0 0 0 0
Total all 8,000 30,500 45,500
81,500
99,500
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PROJECTED REVENUE
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Table 6: Projected Revenue Related to the Proposed Program
Revenues[1]
1st Year 2nd Year 3rd Year 4th Year 5th Year 2012 2013† 2014† 2015† 2016†
Tuition Revenue[3]
$61,200 $103,734 $80,527 $43,934 $0 01. From Existing Sources[4]
02. From New Sources[5] $18,900 $92,718 $210,681 $344,786 $468,585
03. Total $80,100 $196,452 $291,208 $388,720 $468,585 State Revenue[6]
$101,650 $168,525 $128,400 $69,550 $0 04. From Existing Sources§ 05. From New Sources** $32,100 $165,850 $379,850 $612,575 $829,250 06. Total $133,750 $334,375 $508,250 $682,125 $829,250 Other Revenue[7]
$0 $0 $0 $0 $0 07. From Existing Sources§ 08. From New Sources** $0 $0 $0 $0 $0 09. Total $0 $0 $0 $0 $0 Grand Total[8]
$162,850 $272,259 $208,927 $113,484 $0 10. From Existing Sources§ 11. From New Sources** $51,000 $258,568 $590,531 $957,361 $1,297,835 TOTAL $213,850 $530,827 $799,458 $1,070,845 $1,297,835
[1] Specify the inflation rate used for projections. [2] Specify the academic year.
[3] Please explain how tuition revenue was calculated.
[4] Existing sources means revenue generated by continuing students. Please rember to account for attrition and graduation rates
[5] New sources means revenue engendered by new students. The revenue from new sources from one year should be carried over to the next year as revenues from continuing sources with adjustments for inflation.
[6] Public institutions should include here regular State appropriations applied to the program.
[7] Specify what is included in "other" category.
[8] Enter total of Tuition, State and Other Revenue, from Existing or New Sources.
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Table 7: The Five-Year Revenue Projections for Program
COMMUNITY COLLEGE WORKSHEET
Year One
Year Two
Year Three
Year Four
Year Five
Tuition & Fees:
Existing Students are students currently enrolled in another program at your college, or students who would have enrolled in another program at your college, had the new program not been established.
Number of Majors (Enter # of EXISTING FULL TIME In State Students) 15 25 19 10 0
Tuition Income (Specify Rate per credit) calculates 2% increase per year $3,600 $3,672 $3,745 $3,820 $3,897
Total Tuition $54,000 $91,800 $71,163 $38,203 $0
Student Fees (enter ANNUAL program fees other than standard CUNY fees)
Total Fees 0 0 0 0 0
Total Instate Tuition & Fees $54,000 $91,800 $71,163 $38,203 $0
Tuition & Fees:
Number of Majors (Enter # of EXISTING FULL TIME Out of State Students)
Tuition Income (Specify Rate per credit) calculates 2% increase per year $7,200 $7,344 $7,491 $7,641 $7,794
Total Tuition $0 $0 $0 $0 $0
Student Fees (enter ANNUAL program fees other than standard CUNY fees)
Total Fees 0 0 0 0 0
Total Out of State Tuition & Fees $0 $0 $0 $0 $0
TOTAL EXISTING FULL TIME TUITION REVENUE $54,000 $91,800 $71,163 $38,203 $0
Year Year Year Year Year
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One Two Three Four Five Tuition & Fees:
Number of Majors (Enter # of EXISTING PART-TIME In State Students) 8 13 10 6 0
Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15 6 6 6 6 6
Tuition Income (Specify Rate per credit) calculates 2% increase per year $150 $153 $156 $159 $162
Total Tuition $7,200 $11,934 $9,364 $5,731 $0
Student Fees (enter ANNUAL program fees other than standard CUNY fees)
Total Fees 0
Total Instate Tuition & Fees $7,200 $11,934 $9,364 $5,731 $0
Tuition & Fees:
Number of Majors (Enter # of EXISTING PART-TIME Out of State Students)
Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15
Tuition Income (Specify Rate per credit) calculates 2% increase per year $240 $245 $250 $255 $260
Total Tuition $0 $0 $0 $0 $0
Student Fees (enter ANNUAL program fees other than standard CUNY fees)
Total Fees 0
Total Out of State Tuition & Fees $0 $0 $0 $0 $0
TOTAL EXISTING PART TIME REVENUE $7,200 $11,934 $9,364 $5,731 $0
TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5) $61,200 $103,734 $80,527 $43,934 $0
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Year One
Year Two
Year Three
Year Four
Year Five
Tuition & Fees:
New Students are students who would NOT have enrolled in another program at your college, had the new program not been established.
Number of Majors (Enter # of NEW FULL TIME In State Students) 5 25 56 90 120
Tuition Income (Specify Rate per credit) calculates 2% increase per year $3,600 $3,672 $3,745 $3,820 $3,897
Total Tuition $18,000 $91,800 $209,745 $343,831 $467,611
Student Fees (enter ANNUAL program fees other than standard CUNY fees)
Total Fees 0 0 0 0 0
Total Instate Tuition & Fees $18,000 $91,800 $209,745 $343,831 $467,611
Tuition & Fees:
Number of Majors (Enter # of NEW FULL TIME Out of State Students)
Tuition Income (Specify Rate per credit) calculates 2% increase per year $7,200 $7,344 $7,491 $7,641 $7,794
Total Tuition $0 $0 $0 $0 $0
Student Fees (enter ANNUAL program fees other than standard CUNY fees)
Total Fees 0 0 0 0 0
Total Out of State Tuition & Fees $0 $0 $0 $0 $0
TOTAL NEW FULL TIME TUITION REVENUE $18,000 $91,800 $209,745 $343,831 $467,611
Year One
Year Two
Year Three
Year Four
Year Five
Tuition & Fees:
Number of Majors (Enter # of NEW PART-TIME In State Students) 2 12 30 49 70
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Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15 6 6 6 6 6
Tuition Income (Specify Rate per credit) calculates 2% increase per year $150 $153 $156 $159 $162
Total Tuition $900 $918 $936 $955 $974
Student Fees (enter ANNUAL program fees other than standard CUNY fees)
Total Fees 0
Total Instate Tuition & Fees $900 $918 $936 $955 $974
Tuition & Fees:
Number of Majors (Enter # of NEW PART-TIME Out of State Students)
Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer) i.e. 6 Fall, 6 Spring, 3 Summer=15
Tuition Income (Specify Rate per credit) calculates 2% increase per year $240 $245 $250 $255 $260
Total Tuition $0 $0 $0 $0 $0
Student Fees (enter ANNUAL program fees other than standard CUNY fees)
Total Fees 0 0 0 0 0
Total Out of State Tuition & Fees $0 $0 $0 $0 $0
TOTAL NEW PART TIME REVENUE $900 $918 $936 $955 $974
TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7) $18,900 $92,718 $210,681 $344,786 $468,585
Year One
Year Two
Year Three
Year Four
Year Five
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# CURRENT FTEs (use prorated FTEs for PT Students) 38 63 48 26
Appropriaton per FTE (FY10) $2,675 $2,675 $2,675 $2,675 $2,675
STATE REVENUE FROM EXISTING SOURCES -LINKS TO REVENUE SPREADSHEET ROW 9 $101,650 $168,525 $128,400 $69,550 $0
# NEW FTEs (use prorated FTE for PT Students) 12 62 142 229 310
Appropriaton per FTE (FY10) $2,675 $2,675 $2,675 $2,675 $2,675
STATE REVENUE FROM NEW SOURCES -LINKS TO REVENUE SPREADSHEET ROW 11 $32,100 $165,850 $379,850 $612,575 $829,250
FOR YEARS 2-5 INCLUDE CONTINUING FTE FROM PREVIOUS YEARS
Year One
Year Two
Year Three
Year Four
Year Five
Other Revenue From Existing Sources (specify and explain)-LINKS TO REVENUE SPREADSHEET ROW 13)
Other Revenue New (specify and explain) (LINKS TO REVENUE SPREADSHEET ROW 15)
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Table 8: The Five-Year Financial Projections for Program
Year 1 Year 2 Year 3 Year 4 Year 5
Current Full Time Faculty Replacement Costs (list separately)
Current Full Time Faculty Overload (include Summer)
New Full Time Faculty Base Salary (list separetely)
New Full Time Faculty Overload (include Summer) New Faculty Re-assigned Time (list seperately) Full Time Employee Fringe Benefits (33.0%) 0 0 0 0 0
Total (Links to Full-Time Faculty on Program Exp Worksheet) 0 0 0 0 0
Part Time Faculty Actual Salaries
Part Time Faculty Actual Fringe Benefits (10%) 0 0 0 0 0
Total (Links to Part-Time Faculty Program Exp Worksheet) 3,500 17,500 28,000 59,500 73,500
Full Time Staff Base Salary (list separetely)
Full Time Staff Fringe Benefits (33%) 0 0 0 0 0
Total (Links to Full-Time Staff on Program Exp Worksheet) 0 0 0 0 0
(DO NOT INCLUDE NEW LIBRARY STAFF IN THIS SECTION) Year 1 Year 2 Year 3 Year 4 Year 5
Part Time Staff Base Salary (list separately)
Graduate Assistants
Student Hourly
Part Time Employee Fringe Benefits (10.0%) 0 0 0 0 0
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Total (Links to Part-Time Staff on Program Exp Worksheet) 0 0 0 0 0
LIBRARY Library Resources Library Staff Full Time (List Separately) Full Time Staff Fringe Benefits (33%) 0 0 0 0 0 Library Staff Part Time (List Separately) Part Time Employee Fringe Benefits (10.0%) 0 0 0 0 0 TOTAL (Links to Library on Program Exp Worksheet) 0 0 0 0 0
EQUIPMENT Computer Hardware
Office Furniture
Other (Specify)
Total (Links to Equipment on Program Exp Worksheet) 0 0 0 0 0
LABORATORIES Laboratory Equipment Other (list separately)
TOTAL (Links to Laboratories on Program Exp Worksheet) 0 0 0 0 0
Year 1 Year 2 Year 3 Year 4 Year 5
SUPPLIES AND EXPENSES (OTPS)
Consultants and Honoraria
Office Supplies
Instructional Supplies 4,000 12,000 16000 20,000
24,000
Faculty Development
Travel and Conferences
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Membership Fees
Advertising and Promotion
Accreditation
Computer Software
Computer License Fees
Computer Repair and Maintenance
Equipment Repair and Maintenance
New Total Supplies and OTPS Expenses (Links to Supplies on Program Exp Worksheet
4,000
12,000
16,000
20,000
24,000
CAPITAL EXPENDITURES
Facility Renovations
Classroom Equipment
Other (list separately)
TOTAL (Links to Capital Expenditures on Program Exp Worksheet) 0 0 0 0 0
Other (list separately)
TOTAL (Links to Other on Program Exp Worksheet) 0 0 0 0 0
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ARTICULATION ARGREEMENT The articulation agreement was written pre-Pathways. BMCC and Hunter have every intention of revisiting the agreement to make it comply with Pathways. Hunter is still finalizing some details on its Pathways structure, but there is agreement in place on the courses in the major, and a new agreement will be signed before the first cohort is admitted.
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SURVEY INSTRUMENT AND RESULTS
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GIS Survey Form
Questionnaire for Geographic Information Systems (GIS) What is GIS? A Geographic Information System (GIS) is a computer system used to capture, manage, analyze, and display spatial information. For example, individuals use a GIS to find out the direction and location for travelling, such as Google Map, Google Earth, and GPS. Many businesses, local governments, and scientific organizations currently utilize a GIS to enhance their productivity and increase their ability to compete in the marketplace. Disciplines that would benefit from a GIS include: Natural Resource Management, Urban Planning and Management, Environmental Studies, Computer Science, Political Science, Business and Retail, Health Care, and Utility Companies. What are jobs for GIS? Job opportunities and titles include GIS Technician, Field Data Technician, GIS Analyst, GIS Mapping Technician, GIS Data base Administration, and GIS Application System Developer. At BMCC, a Geographic Information Science degree program has been proposed to teach students the theory and applications of GIS and will be articulated with Hunter College. Please answer the following questions to help us better prepare this program. Thank you for your valuable input. 1. What is your major?
A. CIS B. CNT C. CSC D. Liberal Arts E. Other
2. How many semesters have you been at BMCC?
A. 1 B. 2 C. 3 D. 4 E. 5 and more
3. How many math courses have you completed in High School and College?
A. 3 or more B. 2 C. 1 D. None 4. Are you interested in computer technology?
A. Very interested B. Somewhat interested C. Not interested 5. Do you have an interest in GIS?
A. Very interested B. Somewhat interested C. Not interested 6. Do you think there is a need to offer a GIS program?
A. Yes B. Maybe C. No 7. Would you be interested in enrolling in GIS major?
A. Yes, very interested B. Yes, somewhat interested C. No, not interested 8. Upon graduation from BMCC, do you plan to get a Bachelor’s degree?
A. Yes B. Maybe C. No
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GIS Survey Results Q1: What is your major?
CIS CSC CNT Liberal Arts Others Total 65 32 22 39 44 202
32% 16% 11% 19% 22%
Q2: How many semesters have you been at BMCC?
1 2 3 4 5 or more Total 17 51 47 51 36 202
8% 25% 23% 25% 18%
Q3:
How many math courses have you completed in High School and College?
None 1 2 3 or more Blank Total 2 25 43 131 1 202
1% 12% 21% 65%
Q4: Are you interested in computer technology?
Very Interested
Somewhat Interested No Total
121 71 10 202
60% 35% 5%
Q5: Do you have an interest in GIS?
Very Interested
Somewhat Interested No Blank Total
53 114 34 1 202
26% 56% 17%
Q6: Do you think there is a need to offer a GIS program?
Yes Maybe No Blanks Total
110 81 9 2 202
54% 40% 4% 1%
Q7: Would you be interested in enrolling in GIS major?
Very Interested
Somewhat Interested No Blank Total
45 98 58 1 202
22% 49% 29%
Q8 : Upon graduation from BMCC, do you plan to get a Bachelor’s degree?
Yes Maybe No Total
172 25 5 202
85% 12% 2%
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Note:
Liberal Arts students that will be interested in enrolling in GIS major.
Very Interested
Somewhat Interested
Total Liberal Art Students
5 14 39
13% 36%
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SUPPORTING LETTERS
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JOB SAMPLES
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Job Summary
Company
City of New York/Parks & Recreation
Location
New York, NY 10023
Industries
Government and Military
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GIS Specialist Job in New York 10023, New York US http://jobview.monster.com/GetJob.aspx?JobID=110832331
1 of 2 7/11/2012 11:16
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Salary
$0*00 - $28*00 /hour
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Contact Information
Peter Carlo - Arsenal West
City of New York/Parks & Recreation
24 West 61st Street, 4th Fl
New York, NY 10023
GIS Specialist
About the Job
City of New York/Parks & Recreation
Seasonal Job Vacancy Notice
Civil Service Title: Computer Associate (Operations)
Office Title: GIS Specialist
Salary: $28 per hour
Duration: June to December 2012 (6 months)
Work Location: Manhattan
As stewards of nearly 14 percent of New York City's land, the Department of Parks &
Recreation builds and maintains clean, safe, and accessible parks citywide and programs
those parks with recreational, cultural and educational activities for people of all ages*
Through this work, Parks & Recreation improves people's lives, providing outlets for
creative expression, opportunities for healthy recreation, and exposure to the restorative
beauty of the natural wor ld*
POSITION DESCRIPTION
Under general supervision, maintain and update geospatia l data using ESRI ArcGIS desktop software and
Mobi le GPS units* Perform geospatia l analysis using ESRI spatial analyst Extension* Prepar e Cartographic
layouts using ArcGIS for pr int and presentation*
QUALIFICATION REQUIREMENTS
1* A certificate from an accredited technical school (approximately 675 hours) with a specialization in computer operations,
and two years of
satisfactory fu ll-time experience, acquired within the last eight years, working on large-sca le mainframe computer operations or
mainframe data communication networks; or
2* A bacca laureate degree from an accredited co llege and three years of satisfactory fu ll-time experience, acquired within the last eight years,
as described in "1" above; or
3* A four-year high schoo l dip loma or its educationa l equiva lent and four years of satisfactory fu ll-time experience, acquired within the last eight
years, as described in "1" above; or
4* A satisfactory combination of education and/or experience equiva lent to "1", "2", or "3" above* However, a ll candidates must have at least two
years of fu ll-time experience, acquired within the last eight years, as described in "1" above*
GIS Specialist Job in New York 10023, New York US http://jobview.monster.com/GetJob.aspx?JobID=110832331
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PREFERRED SKILLS/QUALIFICATIONS
Must have 1 year experience using ArcGIS software
Must have 1 year experience using ArcGIS Mobile or Arc Pad
Experience using mobile devices: GPS
Driver's License
To apply, plea se submit cover letter & resume to:
Peter Car lo
Arsena l West
24 West 61st Street, 4th F l*
New York, NY 10023
Email: Peter* Car lo@ parks* nyc*gov
THE CITY OF NEW YORK AND THE CITY OF NEW YORK / PARKS & RECREATION ARE EQUAL OPPORTUNITY
EMPLOYERS
M/F/D/V
App ly
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Job Summary Company
NYC Department of Parks and Recreation
Location
New York, NY
Industries
Government and Military
Job Type Full Time
Employee
Watershed Planning and Habitat Restoration Project Manager Job in New... http://jobview.monster.com/GetJob.aspx?JobID=111511070
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Years of Experience 2+ to 5 Years
Education Level Bachelor's Degree
Career Level
Experienced (Non-Manager)
Salary
$21.88 - $27.37 /hour
Watershed Planning and Habitat Restoration Project Manager
About the Job City of New York/Parks & Recreation
Seasonal Job Vacancy Notice
Office Title: Project Manager: Watershed Planning and Habitat Restoration Project Manager
Civil Service Title: PAA
Salary: $21.88 to $27.37 per hour
Duration: 14 months
Work Location: Manhattan
The Natural Resources Group (NRG) is a division within NYC Parks & Recreation. Established in 1984, the NRG is responsible for acquisition, protection, restoration, and management of remnant and restored natural areas within the nearly 29,000 acres of City parkland. NRG has conducted vegetation and wildlife surveys on 10,000 acres of wetlands, woodlands, and meadows, and restored more than 2,000 acres of salt marsh, grassland, freshwater wetland,
and forest.
POSITION DESCRIPTION
NRG has a 14 month long position (with potential for extension) for a Project Manager to develop a watershed management plan for the Alley Creek watershed. Alley Creek is a small tributary to Long Island Sound in northeastern Queens. The project manager will work with senior Parks staff to develop a Watershed Advisory Committee consisting of community and agency partner to guide the development of goals, objectives, and priorities for the management plan. The plan will serve as a tool to guide and coordinate future restoration efforts in the watershed.
Tasks include:
- Leading the development of the watershed management plans through:
o Collection and analysis of watershed and water resource information using GIS; o Identification of ecological and water resource constraints and social, community concerns; o Establishment of goals, objectives o Identification and prioritization of restoration and protection actions
- Working closely with senior Parks staff to identify and prioritize local forest, riparian, wetland, and storm water management strategies, including green-infrastructure;
- Conducting rapid assessments in the field to establish and verify conditions;
- Preparing maps and writing reports;
Watershed Planning and Habitat Restoration Project Manager Job in New... http://jobview.monster.com/GetJob.aspx?JobID=111511070
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- Conducting technical and community outreach meetings; and
- Assisting with grant management.
QUALIFICATION REQUIREMENTS
1. A baccalaureate degree from an accredited college and three years of satisfactory, full -time progressively responsible clerical/administrative experience, one year of which must have been in an administrative capacity or supervising staff performing clerical/administrative work of more than moderate difficulty; or
2. An associate degree or 60 semester credits from an accredited college and four years of satisfactory, full-time progressively responsible experience as described in "1" above; or
3. A four-year high school diploma or its educational equivalent and five years of satisfactory, full-time progressively responsible experience as described in "1"above; or
4. Education and/or experience equivalent to "1", "2" or "3" above. However, all candidates must possess the one year of administrative or supervisory experience as described in "1" above. Education above the high school level may be substituted for the general clerical/administrative experience (but not for the one year of administrative or supervisory experience described in "1" above) at a rate of 30 semester credits from an accredited college for 6 months of experience up to a maximum of 3 1/2 years.
PREFERRED SKILLS/QUALIFICATIONS
- MS degree in natural resource management, environmental sciences, water resources, environmental planning, landscape architecture or a related
field
- Ability to effectively coordinate and manage a complex multi-organizational project
- Excellent writing, presentation, communication and organization skills
- Working knowledge of ecological restoration practices, and stormwater BMP and watershed management practices Ability to work independently,
establish work priorities, and manage time effectively.
- Proficiency with geographic information systems (GIS) and familiarity with applications for watershed planning
- New York City Residency after 90 days
- Valid driver's license
To apply, please submit cover letter, resume and writing sample to:
Marit Larson [email protected] : For more information call 212-360-1415
THE CITY OF NEW YORK AND THE CITY OF NEW YORK / PARKS & RECREATION ARE EQUAL OPPORTUNITY EMPLOYERS M/F/D/V
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