Subject keywords: geography/land use planning INCORPORATING GLRC-ED WORKSHOP IDEAS INTO THE ENVIRONMENTAL SCIENCE CURRICULUM AT FROSTBURG STATE UNIVERSITY Craig Caupp Geography Department Frostburg State University Frostburg, MD 21532 301-687-4755 e2ggcau@fre.fsu.umd.edu Technique keywords: environmental impact analysis, grant writing, spreadsheet modeling Pedagogy keywords: laboratory/unit Overview: Dr. Caupp planned to introduce an EIS exercise as the organizing theme for his Environmental Planning course and to continue using spreadsheet modeling exercises on air and water quality. He was preparing a proposal to develop GIS workshops for college faculty. Introduction I attended the Great Lakes Research Consortium s Ecosystem Dynamics workshop in 1994 to gain experiences that I could use to enhance the EAP (Environmental Analysis and Planning) program at FSU (Frostburg State University). The EAP program is designed to provide a strong applied science approach to solving environmental problems. I wanted to learn techniques for incorporating environmental impact assessment into my environmental planning class and to share my experiences with computer modeling with the other GLRC program participants. I also wanted to compare the EAP program at FSU with environmental programs at other institutions. I found the experience very useful. The quality of instruction was excellent. The other participants were topnotch environmental science teachers full of useful examples and questions. I have been on sabbatical for the year following the workshop, working on a computer modeling project dealing with the Truckee River, CA (water quality and temperature). I have not carried out changes in my courses, but I have started to work on 1995 fall classes and on a grant proposal inspired by the GLRC program. Anticipated Course Changes I plan to make changes in the Environmental Planning course by incorporating GLRC program materials on PCBs and structuring the class projects around an EIS. I currently use a Streeter-Phelps dissolved oxygen computer model and an air quality model in the class. Students use spreadsheets to set up these models. The students review an EIS and prepare a site feasibility study. I am considering removing the site feasibility study and replacing it with the preparation of an EIS. I would like to link the air and water exercises into the EIS project. The EIS preparation would be extended over the entire semester. A copy of the course outline and syllabus for the Environmental Planning course is included in Appendix 1. Curriculum Changes The geography department has established a committee to examine changes in the EAP program. I would like to introduce an Environmental Analysis course. The course would expose the students to a variety of computer programs and their uses in dealing with environmental problems.
Grant Proposal The GLRC program inspired me to start work on a proposal to develop a workshop for introducing environmental educators to the use of GIS (Geographic Information Systems) in analyzing environmental problems. In the spring of 1995, Dr. Bud Prech and I prepared a faculty development proposal and received funding for release time for the fall of 1995 to prepare a proposal. An outline of our proposed workshop was taken to the May 1995 reunion of the GLRC-ED program participants for comments. Many of the participants and instructors would be interested in attending such a workshop. An outline of the proposal is attached (Appendix 2).
Appendix 1 Geography 472 Environmental Planning Fall Term, 1993 Dr. Craig Caupp Catalog Description 2206.472, Principles and methods used in environmental assessments and site analysis. Students will prepare an environmental impact statement, site development plan, or mine reclamation plan. Course Objectives 1. To understand why environmental planning is necessary. 2. Obtain knowledge of the content of the following aspects of environmental planning: Wetland delineation Site feasibility study Site analysis Environmental assessment Strip mine permitting Environmental impact statement 3. To learn what and how environment indicators (DO, ph, vegetation, soils, etc) are used and measured. 4. Obtain knowledge of the sources of environmental data. 5. Obtain experience in collecting environmental data. 6. Obtain experience with techniques of environmental analysis, such as maps, computer programs, overlays, matrices, checklists, and GIS. 7. Obtain experience in environmental analysis by collecting data and preparing environmental planning documents. COURSE OUTLINE: Given on separate sheet. Text: Assigned readings and student research, Ecology Impact Assessment, and Environmental Planning, Walter Westman, Wiley Interscience. Handouts on planning, wetlands, soils, etc., reserve material. COURSE EXAMINATIONS: The exams include questions from your text readings, lecture notes, and lab exercises. Types of questions include multiple choice, matching, fill-in-blank, short answer essay, and design problems. Three exams will be given. The third exam will be given during the scheduled final exam period. Make-up exams will be given only if the student is ill or a personal emergency occurs and the absence is reported to the instructor prior to the examination period and supported by proper written documentation. GRADES -- determined by total points accumulated: Exam 1 100 A=450 or more 2 100 B=400 to 499 Final 100 C=350 to 399 Projects 200 D=300 to 349 500 F =299 and below
STUDENT PROJECTS: Student reports are an important aspect of this course. Students will work on four projects as shown on the course outline. Projects will require a written report done on the word processor. Two of the projects require analysis to be done on a spreadsheet. These projects require written reports, graphs (generated by spreadsheet) and printed copy of spreadsheet. The total project points will include grades from the four projects, grades from shorter computer/math assignments and pop quizzes. Students are required to use the computer. There will be scheduled computer help sessions. Students will be required to read the course material before class discussion/lectures and before beginning on the projects. Two field trips are scheduled that will require missing other classes or a Saturday; please note the schedule of these dates. It is your responsibility to notify other instructors if you will be missing their classes. Learning is not a passive activity, if you do not want to read the material before hand and put lots of time in on the projects now is the time to drop this class. Attendance Policy Attendance will not be taken. Students assume responsibility for information and handouts missed due to absence. Office DH 314 (ext. 4755) Hours MWF 11:am-Noon, T 11:OOam-12:00 pm, W 1:00 pm-2:00 pm. Academic Dishonesty is defined to include giving or receiving aid on exams, any form of cheating, or plagiarism. Students found guilty of academic dishonesty will receive an automatic course grade of F and will be referred to the Campus Judicial System. For a discussion of Academic Dishonesty refer to statement in the PATHFINDER.
Tentative Outline for Geography 472 (1993) Aug. 26 I. Introduction (text 3-26) A. Description of environmental planning B. Computer tools used in environmental planning C. Obtain EIS D. Review computer assignment, spreadsheet, wordprocessor E. GIS, demonstration, use of overlays Aug 31, Sept 2,7 II. Site feasibility study and wetland delineation A. McHarg, Design with Nature (Chapters: The Plight, Process as Values) B. Lynch, Site Design (Chapters 2 and 4) C. Text, pages 63-73 D. Wetlands (wetland handouts) Sep 9 INTRODUCTION TO COMPUTER LAB, NETWORKS SPREADSHEET 7:00 to 8:30 (break into two groups) E. Field Trip Finzel 8:00-11:45 (second round Sept 11) F. text, pages 201-268 14 G. soil surveys (handouts) 16 H. mapping overlays in class exercise 21 Work on Site Project, GIS 23 III. Class presentation, Jury presentation. 28 III. Finish Class Presentation, review 30 IV. Test Oct 5 V. Water Quality Planning, description of water quality project A. text 53-58 7 B. water quality management C. text 290-328 D. text 364-408 E. dissolved oxygen model, data requirements 19, 21 Finish Water Project VI. Air Quality Planning A. text 40-52 B. text 269-289 28 VII. Case project, dioxin, incineration, Gaussian plume model, graph showing pollutant concentrations, report. (Due 15). 27 or 28 Computer help session, computer lab 6:00 to 7:30 pm. Nov 2 VIII. Solid Waste Management Review 4 IX.Test 9 X. Environmental Impact Statements 11 A. text 29-39 B. EIS handouts C. text 9 1-130
D. text 13 1-167 E. text 168-200 F. text 329-363 16,18,23 XI. Critical review of EIS, individual presentation of EIS reviews. 30 Dec 2 XII. Biological Conservation, review A. text 73-8 1 B. text 458-479 C. text480 523 XIII. Test Final Wednesday Dec 8, 11:15-1:45
Appendix B Description of Grant Proposal Craig Caupp and Bud Precht of the FSU Geography Department are preparing a proposal primarily for submittal to NSF for funding of a university level workshop. A second proposal will be submitted to the Maryland Higher Education Commission for funding under Title II of the Eisenhower Mathematics and Science Education Act for funding workshops to enhance secondary education science teaching. We propose to develop a workshop titled Introducing GIS in Undergraduate Environmental Education. The workshop would introduce GIS (Geography Information Systems) concepts and techniques to college and university environmental education teachers. GIS is a system of computer programs that allow the linkage of databases to geographic definitions of areas. The data and geographic areas can be organized in layers and the layers combined to create new maps. GIS technology has simplified many previously labor-intensive analyses vital to understanding the relationship between spatial distribution patterns and environmental processes. With the continued increase in capabilities of desktop computers, the decline in hardware costs and the widespread use of graphical user interfaces, the growing popularity of GIS is providing an additional tool which is finding increased use in environmental problem solving. GIS can be used to answer such questions, as what type of habitat a specific animal is utilizing the most, how close to streams are toxic waste sites located, etc. More advanced modeling scenarios also allow the incorporation of non-spatial, process-based models into location based analyses. The workshop will be designed around a three-segment approach: 1) introduction to concepts and functions, 2) field segment including problem definition, sampling design, and data collection, and 3) incorporating the field data into a fully functioning GIS to analyze the relationships among variables and prepare a graphical and written report summarizing conclusions. During the workshop, related techniques, such as using the Global Positioning System (GPS) for collection of field locations and incorporating this information into the spatial database, will be integrated into an overview of GIS functions. Delineating boundaries (such as jurisdictional wetland boundaries) represents a practical use of GPS to provide supporting data for building a GIS. Geographical Analysis in Environmental Education Week 1 will introduce the workshop participants to GIS. Each day will be composed of lectures and hands on computer exercises. The participants will learn to use mapping programs such as ARCView, Atlas GIS, and IDRISI. During the first week the participants will work with previously prepared data sets to create thematic maps. Spreadsheets will be introduced to demonstrate the utility of map algebra to create new coverages. Individual exercises will be used to familiarize the participants with the hardware and software to be used in the course. Introduction CAS compared to GIS What is GIS Hardware Software Requirement Windows introduction Basic DOS exercise Maps and map Analysis Coordinate systems Transformation Geocoding references types of maps projections
classification design of maps (examples of well designed and poorly designed maps will be provided) exercise developing thematic map for specific purpose and audience Nature of Spatial Data Spatial Topology Raster vs. Vector Data structure Map algebra Data sources data capture related technologies air photos remote sensing GPS Visualization Error modeling data sharing Internet Data sharing Internet Data sources Arcview I off of INTERNET Map analysis exercise with provided data set. The 2nd week is the start of the field segment of the workshop. Participates will start working on an environmental problem. Experts in ecology, environmental toxically, wildlife management, etc. will present several case studies of the use of GIS in the analysis of environmental problems. The participants will be divided up into teams to collect the data and set up a GIS of the proposed problem. The steps required in building a successful GIS will be emphasized, such as problem definition, identifying data sources, related data collection techniques and data capture. GPS will be used to collect geographic locations in the field. Air photos and remotely sensed data will be available and the participants will be aided in interpreting the data. Group exercises will be used in week 2 and 3 allowing the development of a more complete data set. GIS Applications in an Environmental Modeling Field Project Examples of Environmental Modeling applications Guest lectures Wildlife distribution Site Analysis Hydrology Tracking hazardous wastes Problem Definition (examples of possible environmental topics) Wetland identification and mapping of boundary Acid mine drainage, source of AMD, associated with abandoned mines Ground water pollutant modeling Wildlife habitat analysis Data Sources Sampling design Data collection Remote sensing GPS Air photo interpretation
Image classification Field component of data collection Analysis and Report The third week will be spent applying techniques learned in weeks one and two. The participants will build GIS data structures necessary to analyze the chosen environmental problems. Map algebra such as overlays, buffers, etc. will be used to generate new coverages used in the analysis. Maps and a report will be prepared along with an oral presentation by each group. Each individual will also prepare a short report outlining how the learned GIS technology can be used in their own classroom setting. A short presentation will be made to the group by each individual. The software used during the workshop will be provided to each participant. It is of utmost importance that each participant have a copy of the GIS software upon their return to their respective schools. During the Fall and Spring semesters. Dr. Caupp and Dr. Precht will develop the proposal. During the first semester, we will research the initial stages of the project such as: Organize and outline the course material. Contact GIS software vendors to find out which ones are willing to provide copies of their GIS software to workshop participants at no or low costs. It will be important to provide one copy of the software used in the program to each participant, so it can be used at their home schools. Research the additional costs associated with the workshop such as campus facility costs during the summer, software, and faculty time. Submit proposal for Eisenhower Mathematics and Science Education Act in Nov. During the second semester, we will continue development of the workshop by: Contacting faculties at FSU, AEL, and other sister schools to determine lecturers. For example, several members of AEL have used GIS in their research and they could provide a first hand account of its use. Develop descriptions of materials to be used during the workshop. Develop example exercises, with expected outcomes, for submittal with the full proposal. The proposal is due to NSF in June for funding the following summer. NSF Course and Curriculum Development Program. NSF is interested in funding programs that strengthen undergraduate science education. The intent of this workshop is to provide skills, problem-solving techniques, and enhance critical thinking by teachers. The workshop will help prepare instructors of environmental science-related courses to better integrate concepts and skills with practical solutions or assessments of current environmental problems. In turn, they must be much better prepared to strengthen their own students skills through the establishment of a framework for linking classical environmental processes to the landscape. Dr. Caupp and Dr. Precht have been active in teaching GIS and wetland delineation workshops at FSU. In addition to teaching GIS courses both have been active in using GIS to solve environmental problems. Dr. Caupp teaches several environmental planning and analysis courses that utilize GIS. Dr. Precht has collaborated with the faculty at AEL and the biology department on several research projects. He took the active lead in developing a GIS course at FSU and developing a GIS to map the Natural Oyster Bars of the Chesapeake. The geography department has an adequately equipped computer lab, GIS software and GPS equipment that can be used for this workshop.