Mapping a route to employability: graduate attributes and GIS

Mapping a route to employability: graduate attributes and GIS
Dr Paul McKenzie and Dr Sally Cook, School of Environmental Sciences
Dr Stephen Roulston, School of Education
1. Introduction
4. Results
Geographic Information Systems (GIS) are computer based systems that
 The “GIS in Schools” assessment route was selected by 50% of students in
enable the collection, management, analysis, visualisation and sharing of
both 2013 and 2014. Students praised the availability of optional assessment.
spatial data. GIS are a fundamental and fast-growing part of the global
 Students have created a repository of 41 GIS manuals that are being used
economy (Gilbert & Krygier, 2007) which have led to a global demand for a
skilled workforce that can use GIS to address an array of spatial issues
within school classrooms
 30 students have volunteered to teach GIS through “Tutoring in Schools” with a
(Richardson, 2009). Students recognise the value of GIS for employability and
often select GIS modules to enhance their employability (Seremet & Chalkley,
2015). Employers also require students with a range of other skills such as
the ability to train others and communicate with clients (Piróg, 2014).
166% increase in numbers from introduction in 2013
 GIS students have taught GIS to 1100 school pupils and 29 teachers in 2 years
 Students have developed technical skills through learning new software
packages. Students have also testified to improved skills in communication,
management, planning and problem-based learning.
2. Objectives
“Personally I found that my GIS skills were tested by relaying my knowledge to
This research aims to develop student employability by integrating
undergraduate GIS students with secondary teachers and pupils to teach GIS
both teachers and students in a way they could understand. I found that both my
in classrooms. Specific objectives are to:
public speaking and ability to interact at a professional level have been improved
by this experience.”
 Facilitate students in teaching GIS to a variety of new users.
Student A from BSc (Hons) Environmental Sciences
 Encourage enthusiasm for the subject area through active learning.
 Integrate employability within modular assessment
“I had a slight Eureka moment today when I overheard a group of the girls in my
 Develop support networks among students through which learning can
Year 8 class saying how they really like GIS since starting my classes and its
occur and opportunities for enhanced employability can be discovered.
made Geography their favourite subject. They also told me how they had went
home and tried out what I had taught them in class for themselves and they had
realised that their new GIS skills can be used for any Geography project. It really
made me feel like what I'm doing is worthwhile and that they are gaining
something from it.”
Student B from BSc (Hons) Geography
5. Conclusions
 Students testified to enhanced employability through engagement with schools.
 Students use “Tutoring in Schools” as part of wider qualifications e.g. EDGE.
 School teachers have gained considerable support in delivering GIS in schools.
 Students value optional assessment and create reusable learning objects
3. Methods
(RLOs) that can be used by schools and other students.
Students from the School of Environmental Sciences can study GIS at
 Students value active learning approaches and are keen to apply GIS skills
second and final year. Final year students can choose a GIS in Schools
and knowledge to new scenarios.
assessment route through which they create a GIS manual in collaboration
with a school teacher (semester 1). Students can volunteer to teach the
manual in schools through the “Tutoring in Schools” scheme (semester 2).
References
 Gilbert, M. & Krygier, J. (2007). Campus-community collaborations: Integrating partnerships, service
“GIS in
Schools”
assessment
Partnership
with teacher to
create GIS
manual
GIS manual
taught through
“Tutoring in
Schools”
learning, mapping, and GIS.
Enhanced
graduate
attributes
 Piróg, D. (2014). Do Geography degree programmes facilitate a smooth transition to the job
market? Reflections of working and job-seeking graduates in Poland
 Richardson, D. (2009). Geography Education and GIS Professional Development: Crossing Borders
 Seremet, M. & Chalkley, B. (2015). Student perspectives on the teaching of geographical
information systems (GIS) in geography degrees.
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