The Applying Geospatial and Engineering Technology (AGET) project goal was to improve the education of engineering and science technicians at the undergraduate level by preparing students to succeed in technological professions through associate degree and certificate programs. Three measurable project objectives were attained during the 3-year project performance period. The first objective, curriculum development, was to prepare students to succeed in fast-growing technician professions, through development of two new academic programs. In support of the National Science Foundation (NSF) Advanced Technological Education (ATE) funded AGET project, an Associate of Science that includes geospatial engineering technology (GET) and associated courses with directed emphasis areas, a technician level certificate in Land Surveying and associated courses, plus two new environmental science courses were developed at the University of North Georgia's Gainesville Campus. The UNG Gainesville Campus is predominately a 2-year campus with an access mission where the majority of students are enrolled in Associate Degree programs. The development and approval of the new academic programs was accomplished early in the time line of the project increasing the academic opportunities and workforce development initiatives in the region. To facilitate strong industry related skills and support of the AGET project, an?Executive Advisory Board (EAB) was formed and significantly strengthened curricular development, recruitment, implementation and dissemination efforts. Workforce development, the second project objective, was enhanced in the region through the project's curricular developments and has increased the geospatial and engineering technician workforce by way of the additional courses, certificate and degree pathway. The project provided a seamless transition from high schools and technical colleges to the above new associate degree and certificate program. Dissemination of project activities, a third objective, was achieved through various professional papers, conference presentations, and a lessons learned manual. 

Completed project deliverables and outcomes include curriculum development?where courses were developed leading to new stackable Associate of Science degree pathway in geospatial engineering technologies and a new technician level?certificate in Land Surveying. Courses are aimed at entry-level students and build progressive steps in understanding engineering CAD, surveying, geospatial science and technology (GST), and applied skills via directed emphasis areas for specific science and engineering technician careers. New courses developed in support of these programs included: Surveying 1, Surveying 2, Legal Aspects of Surveying, Professional Practice of Surveying, Physical Environmental Science, and Environmental Management and Sustainability.  Since the project's inception, 154 students have enrolled in Surveying 1, 63 students in Surveying 2, 91 students in the Legal Aspects of Surveying, 40 students in Professional Practice of Surveying, 438 students in Physical Environmental Science, and 130 students in Environmental Sustainability and Management.  The project additionally supported a redesigned Graphics and Information Visualization course that integrates CAD, GST, and surveying.   

The project supported industry outreach, high school recruiting and temporary employment of new full and part-time surveying faculty members. With the success of the project's new courses and programs, the University now supports a permanent state funded Senior Lecturer of Surveying Practice position. The new position serves as the lead instructor, advisor, recruiter and promoter of the surveying program at high schools and within the surveying industry.  The university also supports an additional part-time surveying faculty member.  

As a result of the AGET project, additional spin off courses and credentials were developed outside of the original project goals. These include an Introductory UAS course, a Terrestrial Lidar course, an Aerial Geomatics Methods course and a graduate certificate in Geomatics. The graduate certificate consists of four new courses including graduate versions of the Legal Aspects of Surveying and Professional Practice of Surveying and graduate versions of Aerial Geomatics Methods and Terrestrial Lidar. As a result of these additional courses and credentials, a student has stackable options beginning from the technician level, to professional level and finally to graduate level coursework associated with surveying and geospatial engineering technology. 

Geospatial lab exercises were supported and developed by the project and workshops were offered to faculty to facilitate implementation of lab exercises in courses and academic units outside of the academic home of the grant team.  Although workshop implementation was somewhat impeded due to modality changes etc. associated with the pandemic, AGET team members were able to assist in supporting the implementation of those exercises in a variety of courses. The geospatial course materials and lab exercises continue to be made available to faculty in other disciplines through a project web site.  

In summary, the work very effectively met the original goals and expectations of the project, resulted in additional new courses and programs outside of the original goals, and met a critical workforce need in the state of Georgia by offering the required coursework necessary toward licensure as a professional land surveyor. Overall, the new courses and programs developed, successfully and immediately meet workforce needs toward employment while concurrently articulating with baccalaureate degrees programs. 

Last Modified: 10/27/2022
Modified by: Jeff Turk