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Developing Undergraduate GIS Study units– The Experience of MaltaMaria AttardGIS Laboratory, Geography Division, University of Malta, Msida, MSD06 Maltae-mail: maria.attard@um.edu.mtAbstractThe GIS Laboratory of the University of Malta was set up in 1996 and has since then providedacademic support to a number of departments within the University on the concepts andapplication of Geographic Information Systems. The objectives of this chapter are to (a)identify key elements of an introductory undergraduate GIS study-unit; (b) identify theproblems of teaching GIS at undergraduate level in various disciplines; and (c) discuss therole of student self-learning in the application of GIS. This chapter will use the experiencegained at the University of Malta and the multi-disciplinary approaches to teaching GIS.Key words: GIS, undergraduate level, geospatial skillsIntroductionThe process of developing undergraduate GIS courses is made up of a number ofstages. This paper aims at (i) identifying key elements of an introductory GIS studyunit(ii) identifying the problems of teaching GIS at undergraduate levels to variousdiscipline (iii) discussing the importance of student self-learning in the applicationof GIS.The University of Malta is the highest teaching institution of the State. The GeographyDivision is part of a multidisciplinary institute for social science and artssubjects. The GIS Laboratory has been linked primarily to the Geography Divisionsince the coordinator forms part of the Geography staff compliment.The University of Malta has since 1996, supported the setting up of a GIS Laboratorywith the assistance of the Environment Systems Research Institute (ESRI).Since its opening the Lab has provided GIS study-units to a number of departments.Originally starting with Computer Science and Geography, the Lab has expanded itsteaching to other departments such as Archaeology, Biology, Engineering, Architectureand Education. Apart from teaching, the Lab also supports research for localacademics and student projects.The results so far have been encouraging. In 2004, 20 per cent of the geographydegree graduates were directly employed on GIS for agriculture, transport andmineral resource management. The experience gained over the past eight years oftutoring, research and administration will be presented in this paper. It is hoped thatthe discussion and conclusions will help and encourage other institutions to introduceGIS in their curriculum97
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
Page 45 and 46: One of these field study laboratori
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Page 49 and 50: egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
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Page 55 and 56: formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
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Page 65 and 66: Training geography teachers in Pola
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Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 99 and 100: y Wiley (McDonnell and Kemp, 19995)
Page 101 and 102: 3. HEYWOOD I., CORNELIUS S., CARTER
Page 103 and 104: also economic reasons, although the
Page 105 and 106: terms of competences, they define w
Page 107 and 108: The added value of international st
Page 109 and 110: Methods & Techniques for Internatio
Page 111 and 112: DiscussionIn spite of all sorts of
Page 113 and 114: Geography in Klaipeda University. T
Page 115 and 116: The learning processThe learning sy
Page 117 and 118: The Role of the Geography Teachers
Page 119 and 120: aphy teachers who are GTA members.
Page 121 and 122: References1. ADEY P. 2004. The Prof
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Page 125 and 126: Figure 2. Drawing for the number 3
Page 127 and 128: The place of Geoinformation technol
Page 129 and 130: • The group of countries with a s
Page 131 and 132: ConclusionWith the topics developed
Page 133 and 134: Challenges facing geography in Sout
Page 135 and 136: Research and PublicationsSoutheast
Page 137 and 138: The status of geography in Norway;
Page 139 and 140: the resources to develop such studi
Page 141 and 142: esult is that geography has a dubio
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projects are running and in the bes
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A variety of methods are necessary
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Primary and Secondary Educators’
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The interesting thing, however, reg
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ProposalsFrom the results reported
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Geographical studies at the faculty
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explained due to the particularly l
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New Training Structure in Geography
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6. These concerns and uncertain out
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the two majors will be balanced at
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the research stream, students are p
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Evaluation, assessment and geograph
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evaluation is done it normally invo
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such as for example politicians and
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Climatology, and Biogeography, to i
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además, supone el goce capaz de as
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“La especificidad, la importancia
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ecognition of the location and exte
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A multilevel approach to profession
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ments used, at the various levels,
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profit if the course was shorter. S
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esult of European integration Table
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cally and problematically. If geogr
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1. The teacher’s role expands to
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The Evolution of a European Student
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to entities with only one active in
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Figure 3. BoE years per entity and
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Amsterdam and Ljubljana are the cur
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physical geographers and this resul
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7 University of Canakkale 18 Mart F
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• Which countries are for example
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orientated themselves on “normal
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In contrast to this, only less than
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a number of projects designed to pr
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1997; Johnson, Johnson, and Smith 1
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8. HAYDEN M., AND THOMPSON J., 1995
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Degrees in Geography can be studied
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in regional development did notincl
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To have and to have not. Some quest
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and Humanities. Five of the teacher
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the coordinate “space” to the c
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PART THREEIntercultural Aspectsin G
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Approach, scope and course structur
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“instability”, “inequality”
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In short, we need to leave behind u
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(2003). Ma (1994) considers these B
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) Team-Working IssuesIntercultural
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Geography teaching and European cit
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Table 1. The place of Europe in his
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The countries are well defined, how
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Teaching Geography in English at Au
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Additional Value - Intercultural Co
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13. SCHMIDT-WULFFEN W. 1999. Schül
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line of Europe is due to Vassili Ta
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orders of the European Union there
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use, in business, the customer’s
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the new contexts by creating highly
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sity of Urbino, was divided into th
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Geographical education vs. cultural
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education progresses from the initi
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It is difficult to avoid tensions a
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Developing global citizenship throu
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An important template was provided
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• To increase our knowledge and u
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6. GRUNSELL A. 2002. Inescapable Is
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farthest corners of the earth, seek
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pupil. This is implied by the entri
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special care dedicated to the selec
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Getting geography students involved
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y the students individually - that
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The Role of International Staff and
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facilitated the introduction of int
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6. SHEPHERD I.D.H., MONK J.J., FORT
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The dominance of English as an inte
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In sharp contrast, the learning of
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ial boards and refereeing systems.
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PART FOURGLOBALAND ENVINRONMENTALGE
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“non-objectifiable reality” (Ka
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ased on a natural curve rather than
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The contribution of Geography teach
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Sterling (2002) implies: “this ki
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decision-making process need to be
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• information sources, geographic
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9. HICKS D. 2002. Envisioning a bet
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• sustainable development as a lo
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understand and compare traditional
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3. BERTONCIN M., SISTU G. (eds.) 20
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In relation to the environment, the
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The main subject topics of the Mast
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Resources and monitoring of theocea
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Conference Changing Horizons in Geo
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