fa24 for dat sci we will do python https://theaok.github.io/datManPy/; depending on how many people if like half from dat sci just do gisPy; if only say like 3-5 then qgis here GIS for public sector (and sociology/criminology) / urban mapping, 56:834:608; 50:975:487; 56:202:10; 56:824:725 (PhDs)
https://theaok.github.io/gis most current syllabus (class materials edited continuously)
gis_int@googlegroups.com listserv (everyone in class gets these emails, use often!) [email me if you didn't get welcome email or can't email listserv (i may need to add your alternative email! just added one from roster)]


fa23 thu 6-8.50p, BSB-134

prerequisites

You need to be comfortable using a computer. This class is mostly about using (GIS) software.

course description

Introductory + applied: produce maps, put interesting info on them. GIS useful in all fields.

course objectives

required books

none

software

We'll use QGIS >3.20 (http://www.qgis.org/). Can download for free for Linux, Win, Mac.

grading

(strict and harsh!) [incompletes only if documented emergency (eg hospitalization)]
56:824:xxx (PhDs): PhD students graded differently; bar higher: need to be research sophisticated!

academic calendar

tentative, most uptodate always online, I work on class materials continuously and theyll be changing slightly
print several slides on one sheet, say 6
or just annotate electronic pdf

dive into thematic mapping

sep7 intro sep7vid [vidSp23]

sep14 data sep14vid

sep21 data cont sep21vid

sep28 pretty maps sep28vid

oct5 (more advanced) thematic mapping oct5vid

oct12 ps2 presentations oct12vid present ps2: 5min sharp: i will cut you off! + 10min discussion

oct19 class CANCELLED but come to Victor Pub (5min walk; 1 Market St Camden, 08102) for food/drinks; student faculty mixer [fa23:most people in puerto rico]

oct26 wrapping up basics oct26vid

doing more advanced mapping

Now that you have a basic understanding of QGIS, we will do few more advanced things; you do not have to master all of them, but only those that YOU find useful

to elaborate: bonus (the following topics are not required, not all, some): you have to use at least *some* of them for ps4,5; and will have to use tools from the first part of the class above in great quality to achieve full credit on ps4,5

nov2 doing research (with gis) nov2vid

nov9 present ps3 (whole class) (5min + 10min discussion) nov9vid

nov16 advanced QGIS nov16vid

nov21 TUE! online mapping with Google; make sure you have Google account https://accounts.google.com/signup nov21vid

nov23 thanksgiving no class

nov30 ps4 presentations: 5min + 10min discussion nov30vid

>>>note: the following will be updated>>>

[fa23: skip, no time; do at home] raster [old vid] vid

dec7 last class: ps4 presentations continue; wrap-up dec7vid

  • present: nelson, morenike
  • go over anything again? Q \& A: bring any questions!
  • flip the class, work on final project; discussion of your final projects

    • rules

    attendance: strongly recommended, you're responsible for everything covered, incl discussions and announcements. If you miss a class, consult with a fellow student and/or watch video.

    academic integrity. I am very serious about this. Make no mistake--I may appear accommodating and informal--but I am extremely strict about academic integrity. Violations of academic integrity include cheating on tests or handing in assignments that do not reflect your own work and/or the work of a study group in which you actively participated. Handing in your own work that was performed not for this class (e.g. other class, any other project) is cheating, too. I have a policy of zero tolerance for cheating. Violations will be referred to the appropriate university authorities. For more information see http://fas.camden.rutgers.edu/student-experience/academic-integrity-policy

    accommodating students with disabilities. Any student with a disability affecting performance in the class should contact the disability office ASAP: http://learn.camden.rutgers.edu/disability/disabilities.html do not share or link to class videos! These videocasts and podcasts are the exclusive copyrighted property of Rutgers University and the Professor teaching the course. Rutgers University and the Professor grant you a license only to replay them for your own personal use during the course. Sharing them with others (including other students), reproducing, distributing, or posting any part of them elsewhere -- including but not limited to any internet site -- will be treated as a copyright violation and an offense against the honesty provisions of the Code of Student Conduct. Furthermore, for Law Students, this will be reported by the Law School to the licensing authorities in any jurisdiction in which you may apply to the bar.

    description/objectives in terms of "universal competencies" (naspaa)

    This class is about management and analysis of geographic data. Students produce maps and interpret them--not only technical correctness is emphasized, but also use of GIS for problem solving and decision making. In this class students learn by example. Most, if not all, examples/tutorials/exercises that I provide are about public service. For instance, we use data about education, income inequality and public health indicators. As a part of mapping process, we discuss what these maps mean for public service/policy. Maps are about communicating data. An exciting feature of maps is that they can be easily/intuitively understood by everyone if they are produced properly. There is least one class devoted to principles of communication using maps: simplicity/clarity, insight/discovery, relevance/usefulness, etc The role of (geographic) data in management/leadership is increasing. Students not only produce maps, but also interpret them, which usually informs decision making. Also, at least one class is devoted to data sources--I want to show students that no matter what research question or management task they are dealing with, there will be almost always plenty of (geographic) data that can be used. Mapping is an excellent tool to contribute to policy process. It is emphasized in this class that mapping can be used at least in several ways--e.g., description of a situation, monitoring of a progress/process, inference of a relationship.

    civic engagement component (opportunity for extra credit!)

    Start early. Start thinking about how you want to engage civically today.

    typical civic engagement

    Universities and social science should serve society. You are encouraged have to engage with local community.

    The idea is that you engage civically using research methods. There are several ways to do it. Ideally, you will partner with a local organization, obtain data from them, do some analysis, and present results to them. You may also use government data, say from census bureau, and present relevant information to locals. A local organization can be Rutgers research institute such as WRI, CURE, LEAP or any other organization such as school or soup kitchen or CamConnect. Rutgers Office of civic engagement may be able to help you contact them. The key idea is partnership: you will use tools from this class to produce output useful to local community. This is similar to taking a role of an apprentice at a local organization or serving as a consultant.

    Using real world data poses challenges, which is a part of exercise. Presenting your findings to stakeholders outside of a class is also challenging. At the same time, it is fairly easy to contribute locally by using simple tools learned in this class. For instance, simple comparison of means between two schools in Camden can be revealing and helpful locally.

    An obvious way would be to use data at your workplace or at a workplace of someone you know. However, you need to make sure that it serves society in some way. For instance, it would be straightforward if you work at a hospital or school or fire department; but it would be difficult if you work at Starbucks.

    atypical civic engagement--CONTACT ME FIRST if you consider this!

    Successful completion of atypical civic engagement will take estimated at least double of the typical civic engagement time.

    You could try to engage at regional or State level-for instance, you may evaluate some policy in NJ as compared to NY, or produce descriptive statistics of a region that would be useful regionally (e.g. my South Jersey WRI paper http://dept.camden.rutgers.edu/rand-institute/files/changes-across-the-region.pdf Such type of engagement typically requires substantial research experience typically found at late stage of PhD program. There may also be some other atypical ways-let me know your ideas.