| Abstract: | While writing is touted as a way to learn, little has been written about the use of writing in courses focused on the geospatial technologies: geographic information systems (GIS), remote sensing, and the Global Positioning System (GPS). This study, therefore, aimed to assess student knowledge gained through two types of coursework, writing‐intensive and methods‐oriented. The study used a pre‐/post‐test strategy to measure gains in student knowledge. Results illustrate that student learning took place in both types of courses. The results, while encouraging, point to the need for more refined study of the use of writing in courses on geospatial technologies. |
