GSA Annual Meeting in Phoenix, Arizona, USA - 2019

Paper No. 155-4
Presentation Time: 2:15 PM


FOLEY, Daniel J., Department of Geography, Recreation, and Planning, Northern Arizona University, 19 W McConnell Dr, Flagstaff, AZ 86011

Geospatial thinking integrated with the use of Geospatial Technologies such as Geographical Information System (GIS) technology has an important role to play in advancing geoscience education. However, in most geoscience curriculum, geospatial thinking and technology does not play a direct focus in learning objectives through practical applications. This poses a problem as geoscience students may graduate without the technological skills to be competitive in a 21st century workforce. Therefore, the objective of this research is to provide a framework to increase geospatial literacy for geoscientists by integrating geospatial technology directly into geoscience education beginning in introductory college level geoscience courses. This is designed to give students the ability to take major geoscience concepts taught in two-dimensions and then apply that to three-dimensional space while developing a new way of applied critical geospatial thinking to form geospatial literacy. A goal of this study is to provide geoscience students the skills to develop enhanced geospatial awareness and improved technological skills by taking a constructivist learning approach early in their academic career. To enhance geoscience education, it is suggested to use ArcGIS Pro, the most up to date version of Esri GIS software with great 3D visualization and analytical potential implemented into geoscience education. This research will highlight some of the capabilities of ArcGIS Pro in investigating major geoscience topics and geologic hazards with a sense of place-based focus applicable to introductory college level geology and physical geography curricula.