Life After Lectures: The Internet as a Resource for a Senior Undergraduate GIS Course

Authors

  • Janet E. Mersey Department of Geography University of Guelph

DOI:

https://doi.org/10.14714/CP26.719

Abstract

This paper explores potential uses of resources available on the Internet to assist students with a course-related GIS project, and to prepare them for continuing involvement with GIS after the classroom. A homepage was constructed for a new fourth year Applied GIS course at the University of Guelph (http://www.css.uoguelph.ca/geojhome448a.html). The course homepage was designed to integrate information that students could use for their projects and, recognizing that many of the students were in their final semester at university, to investigate opportunities available after graduation. The students evaluated the homepage at the end of the course, and indicated that they found the Internet was an excellent way to become aware of the broader GIS community, and they particularly appreciated the recognition this course gave to their career goals.

Downloads

Published

1997-03-01

How to Cite

Mersey, J. E. (1997). Life After Lectures: The Internet as a Resource for a Senior Undergraduate GIS Course. Cartographic Perspectives, (26), 38–45. https://doi.org/10.14714/CP26.719

Issue

No. 26 (1997)

Section

Featured Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).