Syllabus - QUICK LINKS

[ Course Description ][ Course Objectives ] [ Introduction ]
[ Prerequisites ][ Grading Criteria and Assignments ][ Grading Rubric ]
[ Time and Location - Activity Due Dates ][ Procedures and Regulations ]
[ ESS (Earth System Science) Core Courses ] [ Notes on Communications ]
[ History of Remote Sensing and GIS ]
[ KEY ONLINE RESOURCES ][ Key Textbooks ]

SPECIAL TOPICS

Description

Catalog Description - ESSC 541-542:

Provide students fundamental knowledge and skills of modern remote sensing for environmental data acquisition and analysis as well as applications in related social, earth, health, social, and biosciences. Topics include GIS-based image interpretation and spatial data generation, satellite remote sensing applications, and case studies in sustainable development, social policy, health, and biosciences. Spatial analysis software tools used will include Clark labs IDRISI Andes and Leica-Geosystems ERDAS Imagine as well as ArcPAD/ArcGIS, GPS/Garmin.

In addition, the course introduces students to the concepts and methods of systems science as a methodology within the social, health, earth, and biosciences. Specifically focus on use of dynamic modeling tools such as STELLA or iThink (from Isee Systems) as well as spatial and non-spatial tools and datasets such as Spatial Analyst-ArcGIS, GeoNetweaver, EMDS, Criterion PLUS, and other tools as needed. Learn to apply systems thinking and analysis frameworks to specific interdisciplinary policy issues within sustainable development, forensic science, earth systems science, social and health policy, and other applied sciences.

Catalog Description - ESSC 575:

Students and teachers work together in the field to apply geospatial tools, Earth System Science methods and concepts, social policy analytical frameworks, and other conservation science methods to integrated place-based sustainability problems within a given ecosystem, community or region. The focus is on applying in practice the concepts and tools of sustainability science. Practice using in the field modern field analytical tools such as GPS, mobile GIS, varied ecological monitoring and assessment instruments (focused on ecosystems analysis, e.g. water, land, air, ecosystems), PRA (Participatory Rural Appraisal) as well as traditional ethnographic and socioeconomic qualitative research methods. Places studied will include both domestic and international, e.g. limnogeology in the Rocky Mountain province, biology of rattlesnakes in the US Southwest, as well as coastal zone management (CZM) and biodiversity conservation on the Coast of Honduras and Fiji , East Africa, Jamaica, and the Bahamas, as well as environmental health geographic problems such as air pollution or cancer risk in Southern California.

Prerequisites:

This is a senior undergraduate and graduate-level project-oriented course designed for pre-certification Education majors, Environmental Studies, Biology, Geology, Public Health, Computer Science, Nursing, Medicine, and Physical Sciences majors. Students must have completed the core sequence of ESSC (Earth System Science courses or their equivalent AND a basic sequence of courses in GIS (equivalent to the core courses of the Health Geoinformatics Certificate):

Earth Systems/Sustainability Core or equivalent:

  • ESSC 401/402 - Earth Systems and Global Change or an equivalent Physical Geography, Physical Geology OR one of the following:
  • SPOL 554 - Environment, Resources, and Development Policy
  • SPOL 624 - Nature/Society Thought and Social Policy

AND/OR equivalent = SPOL 665 - Information Technology and Decision Science

GIS Prerequisites:

Students who enter ESSC 541-542 must demostrate they have taken the equivalent of the following courses in the Health Geoinformatics Certificate or have equivalent experience. Waivers and permission by the instructor should be signed by both Dr. Robert Ford (SST) and/or Seth Wiafe or Samuel Soret of the Health Geoinformatics Lab.

Equivalent courses at LLU:

ENVH 521 Principles of GIS and Science (3)
ENVH 522 Cartography and Map Design (2)
ENVH 524 GIS Software Applications and Methods (3) - students may also show equivalence by taking the online ESRI Virtual Campus course = Learning ArcGIS 9

Return to Course Homepage

BACK TO TOP

ESS (Earth System Science) Core Courses:

The courses (ESSC 541-542, 575) are part of a sequence of active learning interdisciplinary senior undergraduate and graduate-level courses (ESSC 401-402, SPOL 665, SPOL 524, BIOL 549, SPOL 624, and ESSC 541-542) that provide the opportunity for students to experience how earth system and sustainability science is doneby active participation in analysis of real-world global change/sustainability science and social policy problems inherent in real places, ecosystems, regions, sociocultural or public policy institutional/community settings (urban or rural). The course expands experiences first encountered in foundation courses which are all part of the LLU ESSE21 Project (Earth Systems Science Education for the 21st Century).

The methods, tools, and concepts emphasize use of computer visualization, modeling, and other Geospatial Decision-Support-System (GDSS) tools besides traditional field methods from the social, behavioral, health, and biophysical sciences applicable to a diversity of integrated systems science and thinking situations encountered in both formal as well as applied science such as planning, marketing, and public policy.  The focus will be on use of Geographic Information Science (GIS), Global Positioning Systems (GPS), Remote Sensing (RS), and other modeling tools ( STELLA , NetWeaver ) as well as qualitative methods such as PRA (Participatory Rural Appraisal) or collaborative decision-making.

Themes and issues chosen for analysis are by design inter-disciplinary and place-based--that is they focus on real places, regions, ecosystems, social policy problems and issues that lend themselves to ESS (Earth Systems Science) critical thinking, analysis, and problem-solving.

A key goal is to promote team-research skills by providing a mechanism for linking students and faculty with local experts and the community at large in policy analysis and implementation, i.e. these will be real problems not just make-do classroom exercises and experiences.

Academic resources for the courses bring to bear expertise, networks, software/hardware, datasets, and field research linkages within the Loma Linda University (LLU) , School of Science and Technology and other partners (e.g. School of Public Health, Geoinformatics Unit) and well as with outside partners in the Inland Empire and globally including:

Problems and places studied include both domestic and international, e.g. limnogeology in the Rocky Mountain province, biology of rattlesnakes in the US Southwest, as well as coastal zone management (CZM) and biodiversity conservation on the Coast of Honduras and Fiji , East Africa, Jamaica, and the Bahamas, as well as environmental health geographic problems such as air pollution or cancer risk in Southern California.

Return to Course Homepage

BACK TO TOP

 


Introduction

This is a graduate-level course designed to introduce the student in an integrative manner to the exciting field of Remote Sensing and Systems Modeling within the broad arena of Sustainable Development Policy and Science--see Course Objectives.  The course will build on knowledge acquired about sustainability science as a concept and methodology in SPOL 554 Environment, Equity, Economics and Development Policy. In addition, it will explore how modeling and remote sensing can help operationalize research and application in the field.

We will see how the concept of sustainability has influenced real-world practice in various development sectors: health, knowledge management, agriculture, natural resource management, poverty reduction, and so on.  And, through hands-on activities and laboratories (much of it in a small-team setting). Students and faculty will work together on real problems that lend themselves to analysis with remote sensing tools and data, e.g. biodiversity and conservation, health risk assessment, land management, community-based natural resource management, disaster management.

Following is a brief introduction to some of the key sectoral, technical, and conceptual issues and themes within the overall field  (more will be presented in the course).

History of Remote Sensing and GIS

Return to Course Homepage

BACK TO TOP

Key Textbooks:

KEY ONLINE RESOURCES - General Resources (see also GIS/RS):

OVERVIEW Modules:

SPECIAL TOPICS:

    Course Objectives:

      ESSC 575 (this is the capstone course for the full sequence):

      1. Introduce students to the systems approach to learning and doing research in STEM (Science, Technology, Engineering, and Mathematics) and encourage capable students to pursue careers in this arena, particulary in applied areas of CBNRM (Community-based Natural Resource Management).
      2. Develop basic competence in the use of integrative computer modeling and mapping/GIS analysis tools such as IDRISI , ERDAS , ArcGIS, SAS, NetWeaver, EMDS, Criterion PLUS, and other tools as well as STELLA and field tools such as ArcPAD , GPS and qualitative tools such as PRA (Participatory Rural Appraisal) for collaborative decision-making.
      3. Learn-by-doing in a team setting how science is done in the real world--particularly in the field in developing-country situations, e.g. hypothesis testing and defining, data analysis and collection, critical thinking and written communication, and proposing policy solutions as well as participating in implementation of plans, etc.

      ESSC 541 Objectives (Pre-Requisite to ESSC 575):

      1. Learn the charatericstics of various remote sensing instruments and sensors and their utility for various applications (multispectral and hyperspectral systems, thermal infrared, passive and active radar, microwave/LIDAR).

      2. Understand the basics of projections, datums, and coordinate systems which are essential for doing any type of remote sensing, GIS or use of GPS.

      3. Learn the basics of aerial photographic interpretation (using the visible portion of the spectrum).

      4. Learn the advantages and disadvantages of various platforms (airborne, satellite, telemetry, etc.)

      5. Understand electromagnetic radiation and spectral reflectance properties of the earth’s surface.

      6. Learn where to find and how to download and adapt geodatasets from various global, regional and local data portals, e.g. Digital Earth, NASA, USGS, FAO, UNEP....

      7. Learn how to use field data collection tools such as GPS, PDAs and field-mapping tablets.

      8. Learn how to use at a basic level Clark lab's IDRISI Andes and Leica-Geosystems' ERDAS Imagine as well as ArcPAD, ArcGIS, GPS software for digital image processing and analysis.

      ESSC 542 Objectives (Pre-Requisite to ESSC 575):

      1. Learn where to find data--spatial and non-spatial and how to acquire it and prepare it for use in modeling.

      2. Learn how to integrate all types of data for decision-making in real-world situations

      3. Learn how to apply both qualitative research methods and tools with quantitative spatial analysis tools, e.g. use of PRA (Participatory Rural Appraisal) with tools such as GeoNetweaver, Criterion Plus, EMDS, STELLA.

      4. Learn the fundamentals of modeling and systems thinking via use of such tools like STELLA, Spatial Analyst from ArcGIS, and IDRISI/Andes decision-support function and tools.

      5. Understand what are Decision-Support-Systems (DSS) as how they are used in the basic and applied sciences, i.e. in management and research practice for public/private decision-support. in government, industry, sustainable development, environmental science.

 

Return to Course Homepage

BACK TO TOP

    Grading Criteria and Assignments:

      Grades will be based upon performance in THREE OR FOUR areas:

      (60% of grade) Lectures, Readings and TESTS (Mid-term and Final).

      (30% of grade) Laboratory and Take-Home Activities

      (10%) Participation in online discussion forum (BLACKBOARD).

      ***(20%) Individual or team project focused on a Policy Problem  with a Sustainability Focus (FOR SECOND HALF OF COURSE ONLY)

      Each student will participate in studying a specific problem or issue within the arena of sustainable development and social policy to explore in depth .   The topics could be many such as listed below (this is only illustrative).  Your instructors will help you choose, and you must get persmission before finally choosing a topic as it will be a TEAM EFFORT.  Changes may me made in choice of final project, but no later than half way through the course.

      Note the second phase of the course (ESSC 542 will be primarily focused on a project).

    Illustrative List of Topics:

    -geo-information science, regional science and development
    -land and property rights, entitlement issues
    -knowledge management and information technology
    -measuring and defining development: indicators
    -perceptions and attitudes about development
    -political economy, macro-economic policy and development
    -communications, social marketing, extension and development
    -rural development theory and history (social thought)
    -population-land-environment interaction
    -sustainable agricultural production and agro-ecosystems
    -agricultural intensification and population issues
    -disaster mitigation, refugees, and sustainable development
    -poverty reduction and trade competitiveness
    -women, gender and development
    -risk assessment, industrial ecology and pollution
    -Carrying  capacity, land degradation and population pressure
    -political (cultural) ecology  theory and history
    -global health and disease
    -sustainability science: theory and practice
    -biotechnology and genetic resources
    -global environmental governance and security
    -Industrial ecology and energy
    -ethno-ecology and ITK (indigenous knowledge systems)
    -regional and sectoral natural resource management issues such as:

    • agroforestry
    • drylands goods and services
    • mountain development
    • river basin water resource management
    • sustainable tourism
    • coastal and insular zone management
    • Antarctica and polar zone issues

    Return to Course Homepage

    BACK TO TOP

      Grading Rubric:

      ***See also: Criteria for Written Projects, Papers and Presentations:

      For an A grade:

      Above 94% on all tests, reports and take-home or lab exercises as well as exceptional work on the project (see above). To get an A you must demostrate high creativity, initiative, resourcefulness in all areas of the course and have an excellent participation and attendance record as well.

      For a B grade:

      For a B+ you must get above 87% on all tests, reports and take-home or lab exercises as well as work on the project (see above). For a B you must achieve between 84 - 86% and a B- will be given to those scoring between 80 - 83%.

      For a C grade:

      Below 80% on all tests, reports and take-home or lab exercises as well as work on the project (see above). and below average participation and attendance: C+ = 75 -79%, C = 70 -74%, C- = 65 - 69%.

      For a D or F grade:

      To get a D+ = 60 - 64% and D = 55 - 59%; D- = 50 - 54%. Below 50% is a failing grade = F

          Return to Course Homepage

          BACK TO TOP

      Procedures and Regulations:

      No make-up will be allowed except by prior arrangement for good cause (official University business and death in the immediate family). In all cases you must notify the instructor before you make-it-up. Make-up work must be normally taken within one week of the missed project is due.

      Doing your best consists in:

        • regular attendance and participation in all class discussions and activities
        • reading required assignments before you come to class
        • handing-in or doing assignments on time--this also applies to class presentations where the quality of your presentation in terms of visual/graphical appeal are evaluated AND
        • clarity, organization and quality of material given in the oral presentation.

          Return to Course Homepage

          BACK TO TOP

      Notes on Communications:

        • Throughout the entire course a strong emphasis will be put on use of various forms of written, oral, and graphic communication--emphasis on use of HTML Web-based material as well as use of maps and charts. See list of Web Publishing Resources for more information.

        • See also the various WWW Resources relating to cartography, map and aerial photo interpretation, GIS/RS (remote sensing) included in the ESSC course ( ESSC 500 ) -- Resources for Earth System Science.  

        • Students will also be expected to use electronic communications effectively such as email. Much of the course will be carried out online via the BLACKBOARD site.  

        • Interaction with people and resources beyond the course in THE REAL WORLD is strongly encouraged.

        • One of the goals is to not only teach good email writing skills and netiquette,  but more important HOW TO USE THE INTERNET to do research and communicate across the globe.

      Return to Course Homepage
      BACK TO TOP

      Time and Location - Activity Due Dates:

       

      LECTURE PRESENTATIONS - Geoinformatics Lab - Del Webb Library, Conference Room - 5:00 - 8:30 PM (Tuesday evenings)

      LABORATORY ACTIVITIES - GEOINFORMATICS Lab, Del Webb Library, Conference Room 5:00-8:30 PM (Thursday evenings) and

      INVIDUAL WORK TIME: arranged - individual in the Geoinformatics Lab.

      ONLINE DISCUSSIONS AND ASSIGNMENTS   via BLACKBOARD 

    BACK TO TOP

    Last Revised: October 30, 2007 - Robert E. Ford Instructor - Email: rford@llu.edu