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Graduate Ethics Curricula for FutureGeospatial Technology Professionals
Dawn J. WrightDepartment of Geosciences
Oregon State University
David DiBiaseDepartment of Geography & John A. Dutton e-Education Institute
The Pennsylvania State University
Francis HarveyDepartment of GeographyUniversity of Minnesota
Michael SolemDirector of Educational Affairs
Association of American Geographers
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• U.S. Department of Labor highlights“geographic/geospatial technology” as keyhigh-growth field for 21st century
• $3.3 billion global market (Daratech, 2006)
• Ethical issues loom large in public perceptionof the field Surveillance and privacy Social inequalities Intellectual property rights Citizen science, local activism
GIS Profession: A Nascent Field
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Mapping the 7 Deadly Sins
GREED, Envy, Wrath, Sloth, Gluttony, Lust, Pride
Kansas State University Geography & Wired, 2009
Average income vs. below poverty line
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• Need to prepare GIS professionals for thesechallenges
• UCGIS GIS&T* Body of Knowledge includesunits on ethics among its 329 definitive topics
*University Consortium for Geographic Information Science,
Geographic Information Science & Technology
• Recommended component at undergraduate,graduate, and professional levels
• Needed as part of professional certificationprocess (e.g., GIS Certification Institute)
The Rise of Professional Ethics Education
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Codes of Ethics, Rules of Conduct
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• Initial special topics, graduate seminars atOSU, PSU, Minnesota
• Transition to permanent offerings GEOG 864, Professionalism in GIS&T (PSU)
GEO 567, Responsible GIS Practice:Ethics for Future Geo Professionals (OSU)
GEOG 8291, GIS Ethics: Accuracy &Responsibility (UMn)
• Develop model curricula and associatedcourseware
• Disseminate open educational resources
NSF Project Goals
AGU Fall Meeting 2009, IN34B-01
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• Examine one’s own ideas of individual andprofessional responsibility
• Recognize ethical implications of geospatialtechnologies and applications
• Develop stronger and more sophisticatedmoral reasoning skills
• Understand the “moral ecologies” of thevarious institutions and organizationsmaking up the geospatial enterprise
• Feel free to talk about ethics in theworkplace
Learning Outcomes of Courses
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• Intro readings: philosophy, moral reasoning
• Review and discuss in-depth papers; groupdiscussion and activities (e.g., role play)
• Examine various codes of ethics
• Interview training and analysis
• Interaction w/ working professionals viainterviews
• Examine case studies
• Prepare and present original case studies
Pedagogical Approach
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• Mapping Muslim Neighborhoods: A policedepartment’s plan to map potential terroristenclaves brings charges of racial profiling.
• Caribou Routes: A GIS analyst is asked toexclude pertinent data from maps preparedfor a public hearing.
• Cell Phone Tracking: Researchers trackmobile phone users’ movements (w/o theirknowledge) to derive predictive models ofhuman mobility.
• Submarine Crash: Inaccurate nav chartleads to deadly accident.
Case Study Examples
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• Ethical sensitivity: Ability to identify anddiscriminate among ethical issues
• Ethical knowledge: Familiarity with codesand rules
• Ethical creativity: Ability to see “beyondthe dilemma” (not all black & white)
• Judgment: Increased likelihood thatstudents will act appropriately (cannot be
determined in class)
Case Method: Assessing Student Learning
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Interviews of Professionals
• Each student does1 interview
• Develop originalcase frominterview
• Opens door fordiscussion ofsuccessful orfailed approaches
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gisprofessionalethics.org
Annotated bibliography, evaluation instruments
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Extra Slides
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UCGIS Model Curricula Vision
Outcomes
SupportingTopics
andIntegrative
Experiences
Learner
GI S&T Body of KnowledgeCore
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BoK Knowledge Areas
AM. Analytical Methods
CF. Conceptual Foundations
CV. Cartography and Visualization
DA. Design Aspects
DM. Data Modeling
DN. Data Manipulation
GC. Geocomputation
GD. Geospatial Data
GS. GI S&T and Society
OI. Organizational and Institutional Aspects
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BoK Knowledge Areas and Units
Knowledge Area AM. Analytical MethodsUnit AM1 Academic and analytical originsUnit AM2 Query operations and query languagesUnit AM3 Geometric measuresUnit AM4 Basic analytical operationsUnit AM5 Basic analytical methodsUnit AM6 Analysis of surfacesUnit AM7 Spatial statisticsUnit AM8 GeostatisticsUnit AM9 Spatial regression and econometricsUnit AM10 Data miningUnit AM11 Network analysisUnit AM12 Optimization and location-allocation modeling
Knowledge Area CF. Conceptual FoundationsUnit CF1 Philosophical foundationsUnit CF2 Cognitive and social foundationsUnit CF3 Domains of geographic informationUnit CF4 Elements of geographic informationUnit CF5 RelationshipsUnit CF6 Imperfections in geographic information
Knowledge Area CV. Cartography andVisualizationUnit CV1 History and trendsUnit CV2 Data considerationsUnit CV3 Principles of map designUnit CV4 Graphic representation techniquesUnit CV5 Map productionUnit CV6 Map use and evaluation
Knowledge Area DA. Design AspectsUnit DA1 The scope of GI S&T system designUnit DA2 Project definitionUnit DA3 Resource planningUnit DA4 Database designUnit DA5 Analysis designUnit DA6 Application designUnit DA7 System implementation
Knowledge Area DM. Data ModelingUnit DM1 Basic storage and retrieval structuresUnit DM2 Database management systemsUnit DM3 Tessellation data modelsUnit DM4 Vector and object data modelsUnit DM5 Modeling 3D, temporal, and uncertain phenomena
Knowledge Area DN. Data ManipulationUnit DN1 Representation transformationUnit DN2 Generalization and aggregationUnit DN3 Transaction management of geospatial data
Knowledge Area GC. GeocomputationUnit GC1 Emergence of geocomputationUnit GC2 Computational aspects and neurocomputingUnit GC3 Cellular Automata (CA) modelsUnit GC4 HeuristicsUnit GC5 Genetic algorithms (GA)Unit GC6 Agent-based modelsUnit GC7 Simulation modelingUnit GC8 UncertaintyUnit GC9 Fuzzy sets
Knowledge Area GD. Geospatial DataUnit GD1 Earth geometryUnit GD2 Land partitioning systemsUnit GD3 Georeferencing systemsUnit GD4 DatumsUnit GD5 Map projectionsUnit GD6 Data qualityUnit GD7 Land surveying and GPSUnit GD8 DigitizingUnit GD9 Field data collectionUnit GD10 Aerial imaging and photogrammetryUnit GD11 Satellite and shipboard remote sensingUnit GD12 Metadata, standards, and infrastructures
Knowledge Area GS. GI S&T and SocietyUnit GS1 Legal aspectsUnit GS2 Economic aspectsUnit GS3 Use of geospatial information in the public sectorUnit GS4 Geospatial information as propertyUnit GS5 Dissemination of geospatial informationUnit GS6 Ethical aspectsUnit GS7 Critical GIS
Knowledge Area OI. Organizational and InstitutionalAspectsUnit OI1 Origins of GI S&TUnit O2 Managing the GI system operations and infrastructureUnit OI3 Organizational structures and proceduresUnit OI4 GI S&T workforce themesUnit OI5 Institutional and inter-institutional aspectsUnit OI6 Coordinating organizations (national and international)
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Ethics in the Body of Knowledge
Unit GS6 Ethical aspectsEthics provide frameworks that help individuals and organizations makedecisions when confronted with choices that have moral implications. Mostprofessional organizations develop codes of ethics to help their members do theright thing, preserve their good reputation in the community, and help theirmembers develop as a community.
Topic GS6-1 Ethics and geospatial information
• Describe a variety of philosophical frameworks upon which codes of professional ethicsmay be based
• Discuss the ethical implications of a local government’s decision to charge fees for its data
• Describe a scenario in which you would find it necessary to report misconduct by acolleague or friend
• Describe the individuals or groups to which GI S&T professionals have ethical obligations
Topic GS6-2 Codes of ethics for geospatial professionals
• Compare and contrast the ethical guidelines promoted by the GIS Certification Institute(GISCI) and the American Society for Photogrammetry and Remote Sensing (ASPRS)
• Describe the sanctions imposed by ASPRS and GISCI on individuals whose professionalactions violate the Codes of Ethics
• Explain how one or more obligations in the GIS Code of Ethics may conflict withorganizations’ proprietary interests
• Propose a resolution to a conflict between an obligation in the GIS Code of Ethics andorganizations’ proprietary interests
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Ethics in the Body of Knowledge
Unit GS7 Critical GISMany of the educational objectives used to define topics in this knowledge area,and in the Body of Knowledge 2006 as a whole, challenge educators andstudents to think critically about GI S&T. Since the 1990s, scholars havecriticized GI S&T from a wide range of perspectives. Common among thesecritiques are questioned assumptions about the purported benefits of GI S&Tand attention to its unexamined risks. By promoting reflective practice amongcurrent and aspiring GI S&T professionals, an understanding of the range ofcritical perspectives increases the likelihood that GI S&T will fulfill its potentialto benefit all stakeholders. Philosophical, psychological, and socialunderpinnings of these critiques are considered in Knowledge Area CF:Conceptual Foundations.
Topic GS7-2 Ethical critiques
• Defend or refute the argument that the GI S&T professionals are culpable for applicationsthat result in civilian casualties in warfare
• Defend or refute the argument that the “digital divide” that characterizes access to GI S&Tperpetuates inequities among developed and developing nations, among socio-economicgroups, and between individuals, community organizations, and public agencies andprivate firms
• Discuss the ethical implications of the use of GI S&T as a surveillance technology
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Textbook Example
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What is Legal May Not be Ethical
LEGAL ILLEGAL
EthicalConduct
UnethicalConduct
Onsrud, H., 1995. Identifying unethical conduct in the use of GIS, Cartography and GeographicInformation Systems, 22(1): 90-97.