Diversity, Equity, and Inclusion (DEI): A Conceptual Framework for Instruction and Learning the Geospatial Technology Competency Model (GTCM)

Laramie Potts; Huiran Jin

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: EMD Technical Session 2: Diversity, Equity, and Inclusion
Page Count: 23
DOI: 10.18260/1-2--40743
Permanent URL: https://peer.asee.org/40743
Download Count: 1333

Paper Authors

biography

Laramie Potts New Jersey Institute of Technology

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Fields of research interest:
a) Morphometrics: Searching source boundaries in potential field data.
b) Space Weather: Ionospheric total electron content (TEC) characteristics and time series variability from GPS-time delays.
c) Marine Geodesy: Coastal tide modeling and hydroacoustic mapping of aquatic vegetation and protected marine biological life.
d) Engineering Education: Explore Spatial Literacy

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biography

Huiran Jin

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Dr. Huiran Jin is an Assistant Professor in the School of Applied Engineering and Technology at the New Jersey Institute of Technology with two joint appointments in the Department of Chemistry and Environmental Science and the Department of Data Science. Her research focuses on spatiotemporal analysis and modeling of environmental changes at local to regional and global scales, taking advantage of airborne and satellite data, state-of-the-art data fusion and machine learning techniques, and big data analytics.

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Abstract

A wide range of geospatial literacy programs at colleges and universities have been developed based on the foundation pillars of the Geospatial Technology Competency Model (GTCM). Geospatial literacy programs at the associate and the baccalaureate degree levels may also seek accreditation so that graduates can become licensed professionals who will serve to protect the health and welfare of society. The Accreditation Board for Engineering and Technology (ABET) stipulates that the principles of diversity, equity, and inclusion (DEI) be explicitly covered in curricula. However, reports suggest that academic instructions fall short in student empowerment on DEI. This gap may be attributed to academics of the GTCM that follows traditional pedagogical models with a focus on technical skills without much consideration to address the power dynamics of unjust social structures.

This paper seeks to close this gap by investigating a framework for instruction and learning that informs DEI outcomes in association with the technical skills of the GTCM. Because geospatial literacy follows a similar pattern as information literacy, this paper investigates the applicability of the instructional framework used in information literacy to teaching the GTCM with DEI-informed outcomes. The framework for Information Literacy for Higher Education offers exploratory pathways for educators and institutional support departments to design instructional strategies that facilitate the transformation from information discovery through to knowledge creation. Following this paradigm, we expect that graduates from geospatial literacy programs will have gained significant technical skills and insight on understanding imagery, geospatial analytics, patterns and distributions of natural resources, boundary law doctrines, land development, and urban planning and be empowered to comment on social structures and institutional behaviors that infringe on the principles of DEI. This study contributes to the literature on education by seeking to understand factors on engineering pedagogy that supports DEI-informed learning outcomes for the GTCM.

Citation
Format

Potts, L., & Jin, H. (2022, August), Diversity, Equity, and Inclusion (DEI): A Conceptual Framework for Instruction and Learning the Geospatial Technology Competency Model (GTCM) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40743

TY  - CPAPER
AB  - A wide range of geospatial literacy programs at colleges and universities have been developed based on the foundation pillars of the Geospatial Technology Competency Model (GTCM). Geospatial literacy programs at the associate and the baccalaureate degree levels may also seek accreditation so that graduates can become licensed professionals who will serve to protect the health and welfare of society. The Accreditation Board for Engineering and Technology (ABET) stipulates that the principles of diversity, equity, and inclusion (DEI) be explicitly covered in curricula. However, reports suggest that academic instructions fall short in student empowerment on DEI. This gap may be attributed to academics of the GTCM that follows traditional pedagogical models with a focus on technical skills without much consideration to address the power dynamics of unjust social structures.

This paper seeks to close this gap by investigating a framework for instruction and learning that informs DEI outcomes in association with the technical skills of the GTCM. Because geospatial literacy follows a similar pattern as information literacy, this paper investigates the applicability of the instructional framework used in information literacy to teaching the GTCM with DEI-informed outcomes. The framework for Information Literacy for Higher Education offers exploratory pathways for educators and institutional support departments to design instructional strategies that facilitate the transformation from information discovery through to knowledge creation. Following this paradigm, we expect that graduates from geospatial literacy programs will have gained significant technical skills and insight on understanding imagery, geospatial analytics, patterns and distributions of natural resources, boundary law doctrines, land development, and urban planning and be empowered to comment on social structures and institutional behaviors that infringe on the principles of DEI. This study contributes to the literature on education by seeking to understand factors on engineering pedagogy that supports DEI-informed learning outcomes for the GTCM.

AU  - Laramie Potts
AU  - Huiran Jin
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Diversity, Equity, and Inclusion (DEI): A Conceptual Framework for Instruction and Learning the Geospatial Technology Competency Model (GTCM)
UR  - https://peer.asee.org/40743
DO  - 10.18260/1-2--40743
ER  -