Lessons Learned from Reviewing Research in GIS Education

Abstract

Traditional lectures generally force students to play a passive role in the classroom. In an effort to promote active learning, we added discussion sections to a large lecture hall course. Field trips, student journals, and group-based assignments, in particular, enhanced the learning experience. To ensure the success of the new format, course planners must enlist the sustained cooperation of key faculty and administrators on campus, as well as teaching assistants assigned to the new sections. The new discussion sections allowed students to acknowledge the environmental impact their actions have on campus and to recognize that environmental problems occur at multiple scales.