Award Abstract # 1902523
Enhancing Geographic Information Science Technology Education (eGIST)

NSF Org: DUE
Division Of Undergraduate Education
Recipient: PORTLAND COMMUNITY COLLEGE
Initial Amendment Date: May 30, 2019
Latest Amendment Date: July 9, 2020
Award Number: 1902523
Award Instrument: Standard Grant
Program Manager: Keith Sverdrup
DUE
 Division Of Undergraduate Education
EDU
 Directorate for STEM Education
Start Date: July 1, 2019
End Date: June 30, 2023 (Estimated)
Total Intended Award Amount: $563,123.00
Total Awarded Amount to Date: $652,845.00
Funds Obligated to Date: FY 2019 = $563,123.00
FY 2020 = $89,722.00
History of Investigator:
  • Christina Friedle (Principal Investigator)
  • ERIC ROBERTS (Former Co-Principal Investigator)
Recipient Sponsored Research Office: Portland Community College
12000 SW 49TH AVE
PORTLAND
OR  US  97219-7132
(971)722-8392
Sponsor Congressional District: 05
Primary Place of Performance: Portland Community College
12000 SW 49th Ave
Portland
OR  US  97219-7123
Primary Place of Performance
Congressional District:
05
Unique Entity Identifier (UEI): GAN2M5M1A769
Parent UEI:
NSF Program(s): Advanced Tech Education Prog
Primary Program Source: 04001920DB NSF Education & Human Resource
04002021DB NSF Education & Human Resource
Program Reference Code(s): 1032, 9178, SMET
Program Element Code(s): 741200
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

Geographic Information Science Technology (GIST) is expanding in many industries as more sophisticated technologies are developed. Geomatics, an emerging interdisciplinary field within GIST, uses modern imaging technologies to measure and map natural and man-made geographical features, making it critical to national security and significant to businesses as they solve U.S. and global societal, economic, and environmental challenges. This project aims to improve STEM postsecondary education through collaboration with regional public and private employers, post-secondary institutions, a national ATE center, and relevant ATE projects to prepare a pipeline of diverse skilled workers in Geomatics and other GIST-related fields. The project incorporates "real-world" hands-on exercises proven to recruit and retain women and other underrepresented students in STEM fields, and expands partnerships with industries and postsecondary institutions to bring this emerging STEM field to regions across the U.S.

The goal of the project is to create a career pathway with industry-validated curriculum in a one-year certificate in unmanned aircraft systems (UAS) and a two-year degree in Geomatics that fills critically needed existing and emerging jobs through collaboration with private/public partners in government, science and engineering firms. Along with creating the new Geomatics degree, the project embeds geospatial concepts, geodesy, and mapping into targeted existing engineering technology courses to expand understanding of new approaches needed in these fields. The project examines the impact of industry partners' participation in upgrading students' technical skills through collaboration on revised curriculum and work-based learning and internships; the role of updated laboratory resources and peer tutors in improving the learning environment quality; and how the updated curriculum affects retention of women and other underrepresented groups in STEM. Formative and summative evaluation using quantitative and qualitative measures will be conducted to ensure that the project's goals and objectives are met, outcomes and effectiveness are documented, and benefits to project partners and the wider educational community are disseminated. This project is funded by the Advanced Technological Education program, which focuses on the education of technicians for the advanced-technology fields that drive the nation's economy.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

PROJECT OUTCOMES REPORT

Disclaimer

This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.

The Enhancing Geographic Information Science Technology Education (eGIST) was a three-year, National Science Foundation (NSF) Grant Funded Advanced Technological Education (ATE) project . eGIST?s goal was to improve STEM postsecondary education through collaboration with regional public and private employers, post-secondary institutions, a national ATE center, and relevant ATE projects in order to prepare a pipeline of diverse skilled workers in Geomatics and other GIST related fields. The Geography Department at Portland Community College (PCC) believed that they were well positioned to build upon our successful Geographic Information Systems (GIS) curriculum and certificate to meet the current industry needs in Surveying, Unoccupied Aerial Systems (UAS), and Geospatial Technologies that incorporated modern Geospatial curriculum, work-based experiences, and update-to-date equipment,with a focus on growing underrepresented students in the field.

 

In collaboration with a Geomatics Industry Advisory Board, community partners, higher education institutions, and PCC?s Civil Engineering department, the Geography Department designed and created a two-year Geomatics Associate of Applied Science (AAS) degree. The degree was designed to bridge the disciplines of Surveying and GIS, by incorporating curriculum in the latest UAS technologies, Remote Sensing, CAD, Land Surveying and Geospatial Technologies. Students are prepared to enter either the Surveying or Geospatial Technology workforce, and in whichever path they choose they will have a deeper understanding of the synergies between both fields. The PCC Geography Department is preparing students to enter the workforce ready to work across disciplines, adapt workflows that incorporate both technologies, work in multidisciplinary teams, and change the way Surveyors and Cartographers work together. 

 

The curriculum created for the new Geomatics AAS was based on Modern GIS methods, which utilize web-based applications and workflows and teach how to derive insights from Geospatial data. It was also designed to incorporate project-based learning, address real-world geospatial questions, and focused on hands-on activities. Most of our existing geospatial courses were updated to meet these pedagogical goals, in addition to the development of a three-course sequence of classes focused entirely on UAS and geospatial modeling with drones that can also be taken independently to earn a Geospatial UAS Specialist Certificate. After completing the UAS certificate courses, students are prepared to take the FAA Remote Pilot Certificate exam, have several hours of documented flying experience, effectively plan a drone mapping mission, collect georeferenced aerial images, orthorectify images, and create a variety of 2D and 3D models from the data collection process. 

 

As part of PCC's goal to engage student learning through real-world projects, students had opportunities to work as paid Geospatial Interns with community and industry partners in the Portland metro area and other parts of Oregon. Twenty students completed internships with eighteen community partners representing local, regional and state government; local businesses; community organizations; and non-academic departments at PCC. Giving students these experiences not only increased their technical and content knowledge and skills, but also provided opportunities to meet professionals; enhance their resumes; explore various career path options within the geospatial industry; develop professional workplace skills; build confidence; and apply the geospatial skill learned in the classroom.


During the grant period, the Geography Department participated on the Oregon Surveying Task force with the purpose of assembling a broad coalition across industries to see what could be done to get more people into Surveying and to raise awareness of the shortage of Professional Land Surveyors in Oregon.  While involved in a few sub-committees of the task force, the greatest accomplishment was the Higher-Ed committee that created a list of recommendations for the Oregon State Board of Examiners for Engineering and Land Surveying (OSBEELS), The recommendations resulted in allowing AAS degrees to count towards the Professional Land Surveying educational requirements, a decrease in the total number of years of experience required in the field (in combination with education), and expanding the coursework that is accepted towards educational requirements. These changes were meant to better resemble the requirements of Engineers and to make it less restrictive to meeting eligibility requirements for becoming a Professional Land Surveyor.  

 

As of Fall 2022, PCC has begun offering the full Geomatics AAS and Geospatial UAS Specialist Certificate. To find out more about these programs visit: https://www.pcc.edu/programs/gis/

 


Last Modified: 10/11/2023
Modified by: Christina Friedle

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