Forrest J. Bowlick

Bio: Forrest J. Bowlick is an academic researcher from University of Massachusetts Amherst. The author has contributed to research in topics: Geographic information system & Five themes of geography. The author has an hindex of 5, co-authored 14 publications receiving 81 citations. Previous affiliations of Forrest J. Bowlick include Texas A&M University & University of Idaho.

Computer Science and Programming Courses in Geography Departments in the United States

Abstract: Geographic information systems (GIS) are fundamental information technologies. The capabilities and applications of GIS continue to rapidly expand, requiring practitioners to have new skills and competencies, especially in computer science. There is little research, however, about how best to prepare the next generation of GIScientists with adequate computer science skills. This article explores how U.S. geography departments are introducing and developing computer science and programming skills in their geography and GIS degree programs. We review the degree requirements in fifty-five geography departments and discover that forty-four of them offer some kind of GIS programming course. Of the 210 separate degree options identified, however, only 22 require one of these courses for a degree. There is little consistency or emphasis on computer science and programming skills in geography or GIS degrees, despite the immense importance of these components in geography and GIS careers. We propose future researc...

Student Learning in an Introductory GIS Course: Using a Project-Based Approach

Abstract: Introductory courses in Geographic Information Science (GIS) expose students to the concepts and practices necessary for future academic and professional use of GIS tools. Traditional GIS courses balance lectures in the theories of GIS with pre-built and pre-packaged lab activities to learn the practices of GIS. This article presents a case study of an experimental introductory course in which students conducted novel, independent project-based group research under the supervision of graduate or advanced undergraduate students enrolled in the course, culminating in a class presentation and publication quality paper. Surveys and interviews indicated that students reacted more positively to project-based group research than to traditional activities. Students felt the projects better prepared them for ‘real world’ applications of GIS, and recommend project-based group research in other GIS coursework. Additionally, our findings indicate that students appreciate interactions with peers of varying skill levels and experiences, as these broaden their capabilities to work with other GIS users.

Cyber Literacy for GIScience: Toward Formalizing Geospatial Computing Education

Abstract: The unprecedented availability of geospatial data and technologies is driving innovation and discovery but not without the risk of losing focus on the geographic foundations of space and place in this vast “cyber sea” of data and technology. There is a pressing need to educate a new generation of scientists and citizens who understand how space and place matter in the real world and who understand and can keep pace with technological advancements in the computational world. We define cyberliteracy for GIScience (cyberGIScience literacy) and outline eight core areas that serve as a framework for establishing the essential abilities and foundational knowledge necessary to navigate and thrive in this new technologically rich world. The core areas are arranged to provide multiple dimensions of learning ranging from a technological focus to a problem solving focus or a focus on GIScience or computational science. We establish a competency matrix as a means of assessing and evaluating levels of cyberGIScience literacy across the eight core areas. We outline plans to catalyze the collaborative development and sharing of instructional materials to embed cyberGIScience literacy in the classroom and begin to realize a cyberliterate citizenry and academe.

Digital Data-Centric Geography: Implications for Geography's Frontier

Abstract: The debate regarding geographic information systems (GIS) as tool, toolbox, or science still lingers in geography departments and among geographers. Analysis of geographic information is a vital co...

Effects of an Introductory Geography Course on Student Perceptions of Geography at the University of Idaho.

Abstract: This case study surveyed students in geography courses at the University of Idaho, investigating perceptions of geography's role in their daily lives, relevance to careers or academics, and parts of their geographic skill. Primarily, white, younger than 20, gender-balanced students in Introduction to Physical Geography and Human Geography courses comprised the study sample. A sample of 265 students formed the pre-course survey and 82 students formed the post-course survey. Pre-course, men held a more positive sense of geographic skill, while women viewed more positively geography's relevance to careers and academics. Post-course, women's agreement concerning geography's role significantly increased, outpacing men's agreement.

Computational Thinking 計算論的思考

Abstract: It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

Parallel programming: techniques and applications using networked workstations and parallel computers. Barry Wilkinson, C. Michael Allen

Abstract: This book makes a clear presentation of the traditional topics included in a course of undergraduate parallel programming. As explained by the authors, it was developed from their own experience in classrooms, introducing their students to parallel programming. It can be used almost directly to teach basic parallel programming.

Show me the code: Spatial analysis and open source

Abstract: This paper considers the intersection of academic spatial analysis with the open source revolution. Its basic premise is that the potential for cross-fertilization between the two is rich, yet some misperceptions about these two communities pose challenges to realizing these opportunities. The paper provides a primer on the open source movement for academicians with an eye towards correcting these misperceptions. It identifies a number of ways in which increased adoption of open source practices in spatial analysis can enhance the development of the next generation of tools and the wider practice of scientific research and education.