From The Pennsylvania Geographer 32 (Spring/Summer 1994): 1-25. Copyright 1994 The Pennsylvania Geographer. Used with permission.

THE GEOGRAPHER'S CRAFT

A New Approach to Teaching Geographical Methods in the Liberal Arts Curriculum

Kenneth E. Foote, Associate Professor

Department of Geography, University of Texas at Austin

Austin, TX 78712-1098, Phone: (512) 471-5116, FAX: (512) 471-5049

Internet: k.foote@mail.utexas.edu

Abstract

The Geographer's Craft addresses the role of geographic techniques within the liberal arts curriculum. Recent technological advances have intensified divergence between training in geographical techniques and study within geography's many subdisciplines. The Geographer's Craft is designed to reduce this divergence by: 1) integrating the teaching of a variety of techniques within a two-semester introductory course; and 2) using a problem-solving approach to stress to the relationship between geographical techniques and analytical reasoning. In addition, The Geographer's Craft uses hypermedia and multimedia techniques to present students with an electronic textbook combining application software, text, photographs, maps, motion video, graphics, sound, and interactive communication in a multi- window environment. Key Words: GIS, cartography, remote sensing, hypermedia, multimedia.

Overview

The Geographer's Craft is being developed at the University of Texas as an attempt to better integrate introductory training in geographical techniques into the undergraduate geography curriculum. In many geography curricula, recent technological advances have increased divergence between specialized training in techniques such as computer-assisted cartography, geographic information systems, remote sensing, and spatial statistics and systematic training in geography's subdisciplines. The Geographer's Craft proposes a reconvergence at the introductory level based upon a problem-solving approach to the teaching of geographical techniques that focuses on how geographers address real-world issues with a range of appropriate technical and conceptual tools. The Geographer's Craft project is designed as a two- semester, six-credit course sequence (Geography 659A and 659B). Each semester, two to three research problems are presented to classes of approximately thirty students in ways that allow technical and methodological issues to be introduced, discussed, and solved within a broader theoretical context. Students learn by experience how geographers gather and weigh evidence about natural and human processes, employ maps and databases to represent and model real-life situations, analyze spatial, temporal, and functional relationships, and communicate findings cartographically and graphically and in written and oral presentations. Stress is placed on analytical reasoning and how such reasoning is supported by the use of computers and information technology.

The Geographer's Craft is in its second year of development and, as it continues, conventional class materials will be converted into hypermedia modules comprising an "electronic" textbook comprised of on-line text, maps, diagrams, photographs, video, and sound. Gradual development of these hypermedia materials is fundamental to The Geographer's Craft as a means of enriching student experience and encouraging independent thought and problem solving skills. When these hypermedia materials are complete, the Geographer's Craft will introduce all geography majors to the latest research techniques, provide a means for non-majors to gain background in valuable geographical skills that complement their studies in other disciplines, and prepare students for upper-division study in particular subdisciplines and a carefully integrated set of advanced courses in geographical techniques.

A Paradox of Progress

Recent advances in information technology have posed a challenge to the teaching of geographical methods in departments throughout the county. Developments in geographic information systems (GIS), land-based record systems, environmental resource analysis, automated cartography, remote sensing, and spatial statistics have expanded the range of techniques courses taught at the undergraduate level. The proliferation of methods courses has created strains in many departments because such training has begun, in some cases, to develop somewhat independently of the remainder of the curriculum and has increased pressure for specialization at the undergraduate level. This situation has not arisen suddenly with the advent of GIS, as current debate often suggests. Rather, geographers have long followed an "add-on" strategy for creating courses addressing new geographical techniques. In the 1960s, classes in map interpretation, cartography, and field techniques were supplemented with courses in statistics and spatial analysis; remote sensing was added to the curriculum in the 1970s and 1980s; and GIS was introduced in the 1980s and 1990s. This pattern of innovation makes a good deal of sense from the standpoint of harnessing these new techniques but, through time, it can create an imbalance in the curriculum. Too many courses stretch the limits of what can reasonably be excepted of a geography major. Furthermore, the maintenance of isolated, specialized courses means students are less likely to gain an appreciation of how such techniques are interrelated one to another. Early innovators in spatial statistics and remote sensing occasionally envisioned these techniques as gradually being integrated into the content of a wide range of topical courses but, after two decades, this has rarely happened. Once a course is listed in the department catalog, it is rarely cut or consolidated. The paradox of this situation is that although geography has responded quickly to innovative technologies, it has done so in a way which makes it increasingly difficult for undergraduates to reap the full benefits of progress.

This point can be made more clearly by considering the curricular changes from the viewpoint of the student. In a 120-hour bachelors program, most geography programs stipulate thirty to thirty-six credit- hours in the major, of which six to nine hours are reserved for courses in geographical techniques. In most programs, these two or three classes will be selected from a menu of three-hour courses including-- usually at a minimum--map interpretation, cartography, field techniques, spatial statistics, remote sensing, and GIS ( figure 1 ) . Given this menu of courses, students are already forced to make unnecessarily difficult choices, in at least three ways. First, majors seeking to gain an overview of the latest techniques--but with only six to nine credits to invest--will never gain a comprehensive, integrated introduction to all techniques. Each of the two to three courses that these students will take will stress a single analytical technique. Second, students truly interested in developing facility with the full range of techniques find they must invest at least half their credit hours in such courses, either by slighting their training in the systematic subdisciplines or by incurring the penalty of amassing course credits beyond the requirements of the major. Third, minors and non-majors find an extensive, but specialized inventory of courses similarly unwieldy. Many students from the natural and social sciences minor in geography to gain analytic skills in cartography, remote sensing, and GIS because of the value such skills have in disciplines from archeology to zoology. These students are simply not able to invest the credit-hours necessary to develop a comprehensive knowledge of valuable geographical techniques, they are forced to sample a few specialized courses. Nyerges and Chrisman (1989, 286) have noted that "meeting the prerequisites for integrating the communication and analytical approaches to cartography [alone] could take many more years than the typical student has available." The expansion of the techniques curriculum means that this is no longer a problem confined to cartography. Increasingly, curricula are presenting majors and minors with unrealistic choices. Perhaps the time has come to rethink the place of geographical techniques within the undergraduate curriculum in a way that attends to the ideals of the liberal arts education and is attuned to the varying interests and needs of college students of both generalist and specialist inclination.

Beyond the NCGIA Core Curriculum

Although much attention has focused on the development of techniques courses, few writers have really addressed the place of these developments in the overall scheme of the liberal arts curriculum and with respect to the imposing demands now placed on geography majors and minors by these curriculum initiatives. For the most part, discussion has focused on how to successfully implement courses in computer-based techniques courses, particularly in GIS, based upon various "model" curricula (Bossler 1992; Buckley and Heorauf 1990; Carstenson 1991; Dahlberg 1983; Dahlberg and Jensen 1986; Fisher 1989; Goodchild 1985; Kolberg 1984; Lawrence 1984; Lee, Derenyi, and Faig 1988; Marble 1979; Morgan 1987; Morrison 1985; Ormeling 1989; Palladino and Kemp 1991; Poiker 1985; Taylor 1985; Unwin 1990). Some writers have suggested the need for a more synthetic approach to training at the introductory level (Goodchild 1985; Kemp, Goodchild, and Dodson 1992; Walsh 1992) but, for the most part programs have followed the "add-on" approach alluded to above. That is, with each new innovation, one or more courses are added to the curriculum to address a new technique. As recently as five years ago, many geography programs offered the range of courses depicted in figure 1. In most cases, this suite of courses probably grew gradually over the past two decades as traditional courses in map interpretation, cartography, and field techniques were supplemented by offerings in statistics, remote sensing, computer cartography, and GIS. Now that further innovations are occurring at a rapid rate, additional courses are being proposed and implemented at a faster pace. But, as the pace of innovation continues, the "add-on" model of course development is reaching the limits of effectiveness for--if carried too far--it places strains on the overall balance of the undergraduate curriculum.

This crest of the "add-on" wave is just reaching many geography programs. Proposals are being made, in some cases, to develop the range of techniques courses diagrammed in figure 2. This is, of course, a composite of several proposals but, in some respects, is coming to viewed as a sort of ideal curriculum. Jenks (1987) has suggested, for example, that training in cartography follow a four-course sequence including: 1) map use and appreciation; 2) visualization and planning of thematic maps; 3) map symbolization and compilation; and 4) map composition, supplemented by eight other related technical courses. Nyerges and Chrisman have outlined a solution involving six undergraduate and five graduate courses (Nyerges and Chrisman 1989). Indeed, this add-on process has been encouraged by the Core Curriculum in Geographic Information Systems published by the National Center for Geographic Information and Analysis (Goodchild and Kemp 1990). The GIS Core Curriculum outlines a two or three-semester course, best supplemented with additional courses in cartography, spatial statistics, remote sensing, database design, programming languages, and computer graphics. The GIS Core Curriculum provides a model of education and a set of excellent teaching materials that have accelerated the widespread adoption of this important technology. But the question that needs to be raised is what comes next: What is the next step beyond the GIS Core Curriculum? Curricula as portrayed in figure 2 can be attained by only some of the largestgeography departments were staffing is adequate to cover such a range of courses. But is this really the best way to integrate techniques training into the liberal arts curriculum?

The Geographer's Craft project takes the position that, although technical specialization and proficiency are essential to the advance of the discipline, concomitant emphasis must be placed on integrating these new geographical techniques into the mainstream of undergraduate education. Recent debate has concentrated too much on GIS and inadvertently overlooked the broader challenges to the curriculum--and the discipline--posed by information technologies. It may be better to think in terms developing students' analytical reasoning skills in ways that allow them to frame challenging research problems and envision simultaneously the analysis of such problems in terms of appropriate techniques and methods. Only through the integration and synthesis of techniques will students develop the intellectual dexterity needed to approach research problems with the appropriate technical tools, whatever they may be labeled. There is great demand for the conceptual and technical skills geographers have to offer the academic and professional worlds. But it is the assertion of this paper that this contribution can be made only when every geography major and minor, regardless of interest, is able to gain a working knowledge of the latest techniques within the existing framework of the liberal arts curriculum. The add-on approach may be an effective way of first introducing new techniques into a curriculum, but the time has come to consider a different approach to integrating content and method in the undergraduate curriculum.

The Geographer's Craft: An Add-In Approach

The Geographer's Craft proposes an "add-in" approach to training in geographical techniques at the introductory level. That is, one inwhich techniques are taught in the context of the intellectual andscientific concerns of contemporary geography and woven into the basicfabric of the undergraduate curriculum. By stressing the basic unity ofcontent and method, The Geographer's Craft can make a clear connection between the issues raised in topical courses and the methods geographers apply to the investigation of these issues. Modules can even be keyed directly to particular topical courses and, in the long-run, be used for instruction in these courses as well. Full implementation will result in a restructuring of undergraduate techniques curriculum with fewer, but more closely integrated courses. The change represents more than the elimination of one or two courses and the renaming of others. All of the upper-division electives (which are now largely introductory courses) will be reorganized and upgraded to intermediate and advanced courses closely keyed to the content of The Geographer's Craft. In the long- run, these courses may be consolidated further and redeveloped using the problem-solving approach employed in The Geographer's Craft. That is, The Geographer's Craft is only a first step beyond the NCGIA Core Curriculum, but further remains.

Organization and Method

The Geographer's Craft is based on a problem-oriented synthesis of techniques drawn from cartography, geographical information systems, spatial analysis, remote sensing, and field methods. Rather than teaching these methods as separate and independent techniques, The Geographer's Craft is designed to show how geographers employ these techniques together, in concert and as needed, to address real-world research issues. Conventional training in these methods is often "exercise based," that is a technique is introduced first and then students are asked to apply it in exercises of limited scope. The Geographer's Craft "problem-based" approach inverts this emphasis by beginning with an engaging research issue, setting it in its intellectual and scientific context, and then discussing how it can be approached methodologically ( table 1 ) . In this hierarchy, technical issues are subordinate rather than dominant. The real goal of each project is to sharpen the student's analytical reasoning abilities and to hone their communicational skills.

Each semester students will be presented with two or three research problems ( table 2 ) . Each of these will emphasize the range and types of problems geographers address, relevant literatures, and traditional and contemporary approaches to particular issues, including the latest techniques in automated mapping and geographic information systems. The issues are selected so that they raise a variety of technical and methodological problems that can be introduced, discussed, and solved in context. In this way, students can learn through experience how computer databases and maps are used to represent and model real-life situations; analyze spatial, temporal, and functional relationships; and communicate findings cartographically and graphically, and in written and spoken presentations. Students learn, in practice, why technical issues such as map scale, accuracy, precision, and projection create differences in the study of natural and human phenomena.

Additional problems will be developed in the future, but the point of the first set is to select interesting issues that will capture the attention of students and also expand their intellectual horizons. They are a mix of local, regional, national, international, and global issues that intersperse contemporary problems with historical case studies. Beyond the challenge to students, the problems are intended to challenge the computer systems for which they are designed. By applying information technologies to new and unconventional topics, The Geographer's Craft seeks to extend the frontier of GIS and computer techniques into fresh areas of application. New problems can be developed at the rate of one or two a year to keep the course fresh and to respond to research advances in a variety of subdisciplines.

Discussion of the goals for techniques training often focuses on specific skills students should be expected to master (Nyerges and Chrisman 1989, 290), without adequately defending the rationale for mastery. In The Geographer's Craft, mastery of technical "skills" is always judged in relationship to a broader vision of education in analytical reasoning ( table 3 ) . Toulmin, Rieke, and Janik (1979) provide one useful model of the elements of analytical reasoning that can be readily adapted to the needs of geography: claims; grounds; warrants and backing; and qualifiers and rebuttals. These elements outline analytical reasoning as a process of: 1) framing a research problem or claim; 2) examining the nature and quality of evidence; 3) reasoning from evidence; and 3) if necessary, qualifying and modulating assertions. Table 3 adapts this scheme to the needs of instruction in geographical techniques, adding a fifth element--the presentation of an argument--as a final goal. By considering technical "skills" in the light of this model, it is far easier to grasp the sorts of issues that need to be addressed in the techniques curriculum.

No one module can reach all of the goals presented in table 3 but, through the year, students will achieve mastery of most and familiarity with the remainder. Some, such as issues of cartographic communication, are addressed early in the course and woven into many modules. Other issues, such as the use of statistical analysis and remote sensing data, are confined to certain modules in which particular techniques are introduced. A few issues, such as database organization, will be discussed in passing in many modules, but will not be the focus of any of their own. but will serve as the focus of only a few. One of the critical concerns of the project is that students be prepared to communicate their findings effectively in both writing and speaking. One of the great weaknesses of conventional techniques curricula is that, although students master highly technical skills, they are unable to communicate their findings to a larger audience. Many of the modules in The Geographer's Craft will demand written and oral presentations as their outcome.

In this conception, software systems are best seen as aids to analytical reasoning. Each system offers certain capabilities for supporting inferential reasoning, but no one system can span all of the goals outlined in table 3 . Indeed, students must be exposed to a variety of software systems to see, in effect, how each has been designed to "reason" about certain geographical processes. By employing several analytical software systems, rather than one, The Geographer's Craft will be able to cultivate this sort of analytical sophistication. Students will develop the flexibility and adaptability needed to use a variety of software systems and to recognize the strengths and weaknesses of each. Indeed, in these days of rapidly changing software and hardware, it would be a disservice to the students to teach only one, or just a few, software systems.

The Hypermedia Component

The recent, rapid development of multimedia techniques now makes it possible to use microcomputers to easily coordinate the use of text, still imagery, motion video, sound recordings, and application software in a multi-window environment ( figure 3 ) . The term now often applied to these techniques is "hypermedia" and its capabilities is fundamental to The Geographer's Craft initiative. As Landow (1992, 3) has written: hypermedia is "composed of text, images, maps, motion video, and sound linked electronically by multiple routes, chains, or trails in an open-ended, perpetually unfinished assemblage described best in terms of links, nodes, networks, webs, and paths." All of the instructional modules in The Geographer's Craft will eventually use hypermedia and multimedia techniques to 1) provide students with instantaneous on-line access to text, videos, photographs, maps, diagrams, raw data, and sound recordings that provide insight into the research topics and 2) offer immediate interactive assistance through on-line tutorials and help files. These hypermedia modules will not supplant, but rather will supplement the lectures and discussions around which The Geographer's Craft will revolve. By using hypermedia to provide background, data, and detail, lectures and discussions can focus more effectively on important concepts and principles.

In effect, The Geographer's Craft is using hypermedia techniques to assemble what might be termed an "electronic textbook" or, perhaps more appropriately, "textbooks"--in the plural. This is because the ideal to which The Geographer's Craft aspires is a teaching environment in which students would have immediate on-line access to the best educational materials available--maps, photographs, videos, books, atlases and--perhaps in the future--CD-ROM versions of textbooks in cartography, remote sensing, statistics and geographic information systems. It is easy to imagine how valuable it would be to have available on-line the full text of the NCGIA GIS Core Curriculum (already issued on diskette); Robinson, Sale, Morrison and Muehrcke's (1984) Elements of Cartography , world and national atlases (already available on diskette and CD-ROM); a representative selection of the thousands of maps held by the American Geographical Society in its library at the University of Wisconsin-Milwaukee (a videodisk will be available soon), and on-line tutorials and help files. The full implementation of this ideal may still be some years away, but The Geographer's Craft intends to develop a prototype of this educational environment, one that can be developed further as additional resources become available.

The Geographer's Craft takes some of its ideas from two innovative educational systems: the Perseus Project (Crane 1992) and the Daedalus Project (Brown 1992; Butler 1993; Slatin 1992). The Perseus Project is a hypermedia database that introduces Classical Greek civilization through the use of original texts, translations, photographs of art work, architectural plans, maps, photographs, biographies, and historical information all accessed from a single multimedia workstation. The Daedalus Project is designed to promote interactive discussion by students of principles of composition and rhetoric. The Geographer's Craft is adopting the Perseus approach in its introduction of classroom materials and the Daedalus approach to enhance interactive, participatory problem solving. Indeed, in the long run it is hoped that Internet communications will allow students in The Geographer's Craft to engage in discussions with students and faculty at other universities around the world.

At one level, hypermedia techniques are a means of enriching student experience by linking a large repertoire of educational materials and making them easily accessible to students through a single workstation. Yet there is a second important feature of hypermedia that makes it particularly well suited to the needs of The Geographer's Craft. Hypermedia, by its very nature, encourages independent thought and problem solving skills. Conventional educational materials such as books, films, and videos are organized linearly from start to finish and, although excerpts can be used out of sequence, these materials implicitly guide the user along a predetermined path. Hypermedia materials allow students to create their own non-linear paths through materials to suit their own needs and interests and to gain access to many widely varied sources instantaneously and simultaneously. In some respects, research in geography and other disciplines is similarly non-linear. That is, researchers draw upon concepts and methods, as needed, in intuitive and creative ways. Hypermedia supports this type of associative thinking by providing a wide range of materials to which users can link effortlessly in their search for a solution to a problem. At the same time, when guidance is required, markers, "maps" and guides can be placed in the files to help users find their way.

A tremendous number of hypermedia projects are now underway in educational computing and much research is being directed at understanding the dynamics of the hypermedia environment for the development of more effective systems (Barrett 1988, 1989; Berk and Devlin 1991; Floyd 1991; Landow 1992; Nielsen 1990). A number of hypermedia projects are now also being pursued by geographers including those by Barbara Buttenfield and Christopher Weber (SUNY-Buffalo) and David Tilton and Sona Andrews (University of Wisconsin-Milwaukee). All of these initiatives are drawing attention to the potential of hypermedia in education and suggesting ways of resolving the most difficult organizational and technical issues that arise in the creation of hypermedia systems.

Progress and Problems

The Geographer's Craft is being taught for the first time under its own title during the 1993-94 academic year, although work was begun on developing the hypermedia modules during 1992-93. Work on converting the entire project to hypermedia will not be complete for another two years. This lengthy period of development is required because of the time involved in creating the hypermedia modules. During 1992-93, six graduate students and two faculty members prepared outlines for several modules, gathered source materials, tested several hypermedia authoring systems, and experimented with several methods of file organization. These trials provided a means of estimating the amount of time involved in converting course materials into hypermedia format. Assembling a textbook of any sort is time consuming, but the demands of working in the hypermedia environment place additional burdens on writers. Even though we were initially at a disadvantage in having to learn many software systems from scratch to begin our tests, this was not the most significant problem to arise. The most difficult problems involved: 1) matching hardware and software systems; 2) establishing effective methods of file organization; and 3) incorporating graphic images into the hypermedia materials. A complete discussion of these problems would extend beyond the scope of the present article, but brief mention can be made of the issues involved.

The configuration of the department's laboratory dictated that development work begin in the DOS environment, although work will move to the UNIX environment before the project is complete. Tests with several software systems allowed us to select Toolbook, produced by Asymetrix of Bellevue, Washington, as our primary hypermedia authoring system. Apart from the selection of authoring software, The Geographer's Craft depends upon a number of software systems running together in a multi- window environment. Finding application software (for mapping, GIS, and remote sensing) that can be run simultaneously with Toolbook has been a continuing problem. At the moment, five of the lab's application software packages run in the Windows environment: Atlas*GIS, MapInfo, AutoCAD Version 12, Microstation 5.0 and ArcView. These are the systems around which the first modules are being built. IDRISI is also being used even though a Windows version is yet available. Unfortunately, these software systems place very different demands on the microcomputers and not easy to run simultaneously-- particularly since some hardware capacity must be used to support the peripheral devices (VCRs, video disk players, CD-ROM drives, and scanners) needed for hypermedia authoring.

Hypermedia projects employ hundreds or even thousands of interlinked files. These must be managed effectively by the system, within the limits of the software and hardware environment, to give the effect of a single, integrated whole. In our experiments, we found that decisions regarding file structure and organization were a constant compromise between the conceptual organization of the materials we wished to include and the mechanisms through which the software and hardware handled interlinked files. In practice, materials were divided into what might be termed the "smallest thematic unit." That is, instead of placing each complete hypermedia module in a single file, the materials were divided into smaller files which were linked so that students could move as needed from file to file interactively. These smaller files could be organized effectively using subdirectories arranged by content (photographs, maps, diagrams).

Finally, experiments showed that placing graphic images in the hypermedia modules is very time consuming, regardless of whether they are drawn, scanned, or transferred from other application software. With conventional paper materials, photographs, transparencies, and photocopies are easy to prepare. Unfortunately, in the digital environment, each image requires special attention and care. To prepare a single image for inclusion, many scanning passes may be required to achieve the necessary level of detail and to control the size of the resulting digital file. Once scanned, images must be cropped, re-touched, and linked to their position in the hypermedia materials. Transfer of digital images and boundary files from other softwarepackages into the hypermedia books is similarly labor intensive.

Beyond the Geographer's Craft

Quite apart from these technical issues, The Geographer's Craft raises a final question about the future direction of techniques in the undergraduate curriculum. If The Geographer's Craft represents a first step beyond the NCGIA Core Curriculum , what comes next? The Geographer's Craft focuses on improving introductory training, but leaves unresolved the issue of appropriate intermediate and advanced instruction in geographical techniques. It is an effective means of improving the curricula outlined in figure 1 and figure 2 , but doesn't resolve all of the tensions arising from the traditional add-on approach to techniques training. The Geographer's Craft does, however, suggest one possible path for future development. Intermediate and advanced training should be similarly synthetic and integrative. Rather than organizing classes around discrete technologies, courses should stress how different technologies can be applied in unison to important research topics. The use of a problem-solving approach will remain an effective means of accomplishing this goal at the intermediate and advanced levels.

Perhaps, in part, the solution is to envision a smaller number of more closely interlocked courses, ones that stress analytical reasoning and problem solving, rather than techniques alone. Indeed, more could be done to reassess how techniques training should fit into the undergraduate curriculum. Recently, Butzer (1994) has called attention to what might be accomplished by rethinking the content and organization of courses in human and cultural geography. He argues that curricula organized along the lines of traditional disciplinary and subdisciplinary distinctions fail to do justice to the complexities of the phenomena and processes under study. Perhaps the same is true of techniques training. We wish students to be able to apply their skills intelligently to whatever problems they encounter in professional life as these problems cross-cut both disciplinary and subdisciplinary boundaries. Our teaching should reflect this goal by cultivating in our students the intellectual flexibility and technical adaptability needed to apply their geographical training to whatever research challenges they may encounter. Perhaps the answer is to reassess the place of techniques training within a more encompassing reconceptualization of the undergraduate curriculum. Too much debate has focused on what is really a false dichotomy between technical and substantive training. What is really needed is a curriculum that blends the two and balances the demands of both.

Acknowledgments

For discussion of the issues and technologies discussed in this paper, the author wishes to thank Dennis Fitzsimons (Southwest Texas State University) as well as the graduate students at the University of Texas who helped develop the first hypermedia prototypes: Martina Bluem, Peter Dana, Clinton Phillips, Robert Pickering, Beate Sterrenberg, Jodi Vendor, and Chengyan Wu. The project is supported by NSF grants USE-9250310 and DUE-9354476.

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