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Abstract

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Visualization Centers and Technical Curricula: A Proposal for Study

Abstract

This paper proposes to study how activities of technology-intensive visualization centers have or

have not been integrated into technical undergraduate curricula. The study focuses on

visualization centers applied to urban planning, engineering, construction, medicine, and science.

The study is delimited and a set of preliminary research questions are proposed.

Introduction

Data visualization has become an important tool in science, engineering, and technology

education and practice.1 Technologies for interacting with complex multi-dimensional data have

become economically feasible and functionally practicable as witnessed by the establishment of

“Visualization Centers” at a number of university locations. Indeed, visualization technologies

have become sufficiently mature that most, if not all, technical problems in delivering

visualization functionality have been solved. Still, many questions concerning curricular

implementation persist.

There have been industrial initiatives by technology providers—such as EON Reality of Irvine,

California (www.eonreality.com)—to focus visualization tools on academic activities. 2 Through

their sponsored Interactive Digital Centers (IDC), EON provides a model for evaluating

visualization technologies as well as how they may be integrated into technical curricula. Other

technology providers such as FakeSpace (www.fakespace.com) have also made inroads in

introducing visualization technologies at university locations. 3

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Duff, J. (2007, June), Visualization Centers And Technical Curricula Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1688