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Description: Have you wondered how your life is connected to others around the world? Are you curious about the community in which you live and why it has the characteristics it has? Do you wonder about global inequalities in wealth; conflict in Kosovo or the Middle East; or environmental change in the U.S. West? Have you wanted to know why Twin Cities neighborhoods are so different from each other, or why certain spaces are associated with certain groups and activities? Geographers ask these questions and many more. We study how and why people transform the world into concrete places, like cities, farms, nations and neighborhoods, and why these places develop where and as they do. We explore how spaces are produced and how this affects people's lives, locally, nationally and globally. This is an entry level course, designed for first and second year students, introducing what it means to think geographically about the world and about human development. The course supports diverse learning styles, through a combination of lectures, discussion sections, videos, field trips and group work. After taking this class you will see your surroundings in new ways, as you learn to ask why people's lives differ from place to place, how they are interconnected, and whether globalization is making the world smaller and less diverse, or more complex and interesting.
Class URL: http://www.geog.umn.edu/courses/1301
Class Time: 55% Lecture, 30% Discussion. films/videos
Work Load: 50 pages reading per week, 15 pages writing per term, 3 exams, 3 papers.
Grade: 25% mid exam, 25% final exam, 20% reports/papers, 10% special projects, 20% class participation.
Exam Format: Mostly essay; some short answer
Instructor: Braun,Bruce Philip
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Description: Have you ever wondered why northern Minnesota has an abundance of forests while the southwestern portion is composed of mostly grasslands? Why is it that deserts have such a unique array of organisms? Why is there so much biological diversity in tropical rainforests? A wide variety of plants and animals exist on Earth and many different factors control why different places have different communities of species. The geographies of plants and animals constantly change, contributing to the evolving biological diversity of places at both global and local scales. This course examines the spatial and temporal arrangement of plants and animals and the factors that shape these distributions. The course emphasizes the investigation of the linkages between abiotic and biotic systems including the influence of climate, soil, biotic interactions, and landscape configurations on biological diversity. In laboratory sections, students will make observations, and use mapping and computer-based technology to test hypotheses about the distributions and spatial behavior of plants and animals. The exercises will help students to understand (1) how the interactions of organisms with their environment vary geographically, and (2) how factors, such as climates and soils, control biotic distributions.
Class Time: 80% Lecture, 20% Discussion.
Work Load: 40 pages reading per week, 3 exams, 10 homework assignments.
Grade: 60% quizzes, 30% laboratory evaluation, 10% other evaluation.
Instructor: Kipfmueller,Kurt
Grading basis/credits:
Equivalencies:
Prereq: High school algebra
Description: Weather is part of our everyday lives, sometimes memorably so, such as when we experience snowstorms, hurricanes, tornadoes, or heat waves. Our society also is increasingly concerned about environmental issues such as ozone depletion and climate change, which have a fundamental atmospheric component. What do we understand about how the atmosphere works? How might our own actions affect weather and climate? Our goals for this course are to: 1) learn about weather and climate, including the physical laws that govern the atmosphere, the current tools and technologies used to study the atmosphere, and to interpret weather and climate data; 2) experience and gain insight into the nature of science and scientific uncertainty; 3) become better able to evaluate critically scientific questions and claims, especially those concerning the human impacts on the atmosphere; 4) understand the limits to what we know about weather, climate, and climate change; and 5) reflect on our roles and responsibilities as agents of local and global environmental change, especially as related to the atmosphere. ? Goals 1-3 are directly related to the objectives of the Physical Science Core: to learn about key basic concepts and consequences regarding the natural laws, processes, and properties of matter and energy; to use basic research methods such as observation, hypothesis formation/testing, and/or computer simulations; understanding the limits and uncertainty associated with these methods; and to become more informed about the scientific basis of claims about climate and environmental change. ? Goals 3-5 are directly related to the objectives of the Environment Theme: to inform your understanding of the interrelationships between the non-human environment (e.g., the atmosphere) and human society; to introduce you to important underlying scientific principles within environmental issues, particularly as related to the atmosphere; to consider the possibilities and limitations of various technologies, practices, and policies aimed at adapting to, and/or mitigating, the potentially negative impacts of global climate change; and to reflect on our ethical commitments as global citizens on the issue of climate/environmental change. Questions we will try to answer include: What makes the wind blow? Why don?t all clouds produce rain? What causes thunderstorms and tornadoes? How do satellites work? How does El Ni?o affect the weather in North America? How do you make a weather forecast? Are human activities really affecting the atmosphere? What is the greenhouse effect, and should we be concerned about it? What do we know about climate change? This course fulfills the CLE Physical Science with Lab Core, and the Environment Theme. Prerequisites: Students are expected to be familiar with pre-college algebra (at the level of the standard University entrance requirement).
Class URL: http://www.geog.umn.edu/faculty/klink/geog1425
Class Time: 60% Lecture, 10% Discussion, 30% Laboratory.
Work Load: 20-30 pages reading per week, 15 pages writing per term, 3 exams, 1 papers, 11 homework assignments. The paper and homework assignments are done in conjunction with the weekly lab meetings.
Grade: 25% final exam, 30% additional semester exams, 45% laboratory evaluation.
Exam Format: multiple choice, short answer
Instructor:
Klink,Katherine
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Syllabus
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Prereq: freshman
Description: This seminar explores some salient issues of contemporary immigrant America, with the goal of fostering a deeper understanding and more knowledgeable appreciation of the diverse experiences of immigrants to the US; the challenges of living with difference, from the perspective of both immigrants and the majority population; and of future prospects for peaceful co-existence in a multicultural/multiracial United States. Utilizing readings from across the social sciences and humanities, films and videos, and short field trips into Minneapolis neighborhoods, we will attempt to gain insights into diversity of contemporary immigrant experiences and the specific opportunities and challenges they and their children face in making the U.S. their home. We will also examine the contributions that immigrants have made to U.S. society, economy, polity and everyday life, and their reception in our neighborhoods, communities and the nation.
Instructor:
Leitner,Helga
(Grad and Profl Teaching Award)
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Equivalencies:
Description: This course is a survey of the historical and contemporary geographical patterns of the Twin Cities metropolitan area. Questions raised include: Where are things located?( industry, transportation, housing, people of diverse backgrounds and resources, retail trade and services) Why are they located as they are? What are things like at the neighborhood level and how have these changed over time? How do economic and demographic forces produce changes on the landscape? How do publicly sponsored planning and redevelopment programs try to correct the consequences of past actions? Class format is lecture and discussion. Questions are encouraged. Visual materials (power-point, overhead transparencies, slides, and occasional videos) will be used extensively. Course materials are the same for Geog 1973 and Geog 3973, but those registered in 3973 are expected to perform at a much higher level of analysis, and this will be reflected in the point scale for assignments. Two large field studies make up the bulk of the work and most of the readings are on E-reserve.
Class Time: 75% Lecture, 10% Film/Video, 10% Discussion, 5% Small Group Activities.
Work Load: 20-30 pages reading per week, 20 pages writing per term, 2 exams, 2 special projects. Majority of work contained in two written reports based on two self-guided field studies of Minneapolis and St Paul.
Grade: 15% mid exam, 25% final exam, 60% reports/papers.
Co-Instructor:
Martin,Judith A
(Morse Alumni Award)
Co-Instructor: Pentel,Paula R
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Description: A visual tour of the continent, with ca. 80 slides in each lecture. Emphasis on the ways in which different groups of people have interacted with different physical environments to produce distinctive regions. Satisfies the Social Science Core and Cultural Diversity theme requirements. The instructor has a quirky sense of humor, and the lectures are interesting.
Class Time: 100% Lecture.
Work Load: 25 pages reading per week, 8 pages writing per term, 3 exams, 1 papers.
Grade: 60% mid exam, 30% final exam, 10% reports/papers.
Exam Format: Multiple choice based on maps
Instructor: Hart,John Fraser
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Squires,Roderick H
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Description: Geography of Africa introduces students to the human and environmental diversity of Africa, and examines the effects of internal and external forces on the spatial organization of Africa economies and societies. Geographic (case) studies are used to discuss important developmental issues, or changes that reflect modern trends and gender conditions. We examine selected regions and topics or themes in depth rather than to present general profiles of individual nations. This approach highlights the importance of culture in environmental and social change. Handouts (including current news reports), lecture units, slides/video documentaries and class discussions are used to provide the latest information available.
Class Time: 70% Lecture, 30% Discussion.
Work Load: 10-12 pages writing per term, 2 exams, 1 papers. 2 map-based quizzes
Grade: 20% mid exam, 40% final exam, 20% reports/papers, 20% other evaluation. 2 map-based quizzes, 10% each
Exam Format: mixed
Instructor: STAFF
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Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor: Schueth,Sam
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Description: This course is about how structures of class, race/ethnicity, gender, and sexuality combine to produce varieties of urban experience in the United States. The course will also deal with why the city--why urbanization as a distinctive process--shapes those social structures in particular ways. The course centers especially on the city as a crucial locus for capitalism and on capitalism as irrevocably a socially made and contested process. It is a hallmark of capitalism that it leads not only to the making of different kinds of urban environments and histories. It also relies upon and fosters social differences. Through discussion, lecture, case study readings (including two books and a variety of articles), and group projects we will try to come to a more layered understanding of what makes the American city tick.
Class Time: 50% Lecture, 50% Discussion.
Work Load: 60-70 pages reading per week, 15 pages writing per term, 2 exams, 1 papers.
Grade: 30% mid exam, 30% final exam, 30% reports/papers, 10% class participation.
Exam Format: Exams are a combination of short answer and long essay.
Instructor: Henderson,George Lawlor
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Description: This is an interdisciplinary course devoted to understanding the interconnections of society and environment in the North American context. In the class you will develop ways to think critically about the relation of ecological processes to social, cultural, political, and economic processes, as well as to place, space, and scale. You will learn to see human environments in terms of the biophysical processes that shape and sustain them, and physical environments in terms of the social, political, economic, and legal practices that determine their material form. You will also learn how and why the environment has been politicized in the ways it has, and why environmental change occurs how and where it does in an age of neoliberal capitalism. The course is structured around a series of readings, modules on environmental topics and approaches to them, and case studies taken from different sites across North America, from the movement for alternative agroecologies to the regulation of environmental impacts from changing land uses along the transportation corridor between the Twin Cities and St. Cloud. It will challenge you to develop a thorough understanding of the ecological processes underlying environmental problems, the relation between capital, state, and nature, to understand the different ways that environmental movements have emerged to contest and shape environmental change, and to critically examine the intersections of race, gender, and environment in particular environmental conflicts. The course meets CLE requirements for the Environment theme and the Citizenship/Public Ethics Theme.
Instructor: Cadieux,Kirsten Valentine
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Description: Music fills space with meaning. Through music, people feel physically and emotionally connected to landscapes, neighborhoods, and particular buildings. But this also differentiates them from other people. Practices of music reveal the gender, class, and racial relations in American society. This course tries to understand how the connections between sound, place, and social difference emerge `on the ground?. Case studies of local, regional, and transnational music scenes in the United States, as well as several field trips and a research project, will enable you to obtain an in-depth sense of the urban geographies of music. Cases include minority music-making in the Twin Cities; Elvis pilgrimage and whiteness in Memphis; Detroit techno and blackness; hiphop and the politics of the `hood?; illegal warehouse parties in San Francisco; exoticism in ?world? music; the symphony and cultural capital; and the racial and sexual ambivalences of Prince.
Class Time: 40% Lecture, 15% Film/Video, 15% Discussion, 10% Small Group Activities, 10% Student Presentation, 10% Field Trips. Listening to and discussing music fragments are also part of the lectures.
Work Load: 40 pages reading per week, 12 pages writing per term.
Grade: 20% final exam, 35% reports/papers, 10% written homework, 20% in-class presentation, 15% class participation.
Exam Format: Essay questions aimed at comprehension and based on a reading.
Instructor:
Saldanha,Arun
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Description: Student may contact the instructor or department for information.
Instructor: Bialostosky,Ivan Julius
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Instructor: Bloch,Stefano
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Description: One of the largest industries, tourism reveals that the world is rapidly globalizing. The geography of global tourism shows how it connects economies, ecosystems, and cultures in new and complex ways. These connections largely follow from deeper economic and technological inequalities, but are also liable to trends and fashions. Important ethical and political demands are posed on tourism policies, whether on the local, national, or global scale, as the environmental and social impacts of tourism have become apparent. This course will also ask how to conceive tourism critically and historically in relation to other kinds of travel, such as migration, colonization, and seasonal work. Investigating the landscapes and media representations of resorts, cities, parks, museums, beaches, etc., we will also understand the exotic sense of place that tourism always entails. The global flows of tourism allow for grasping crucial contemporary debates of the social sciences on consumption, development, identity, and climate change.
Class Time: 50% Lecture, 15% Film/Video, 20% Discussion, 5% Small Group Activities, 5% Student Presentation, 5% Field Trips.
Work Load: 40 pages reading per week, 10 pages writing per term.
Grade: 20% final exam, 35% reports/papers, 10% written homework, 20% in-class presentation, 15% class participation.
Exam Format: Essay questions on a case not dealt with in class
Instructor:
Saldanha,Arun
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Description: This course surveys medical geography, a subdiscipline which encompasses a broad range of geographical work on health and health care. What distinguishes medical geography from the discipline of geography as a whole is its thematic focus on health and health care. It shares with the discipline a remarkable breadth of theoretical approaches, methodologies and sub-themes. In other words, medical geography does not differ from the rest of geography in theory or method. It is distinctive only in subject matter. This courses uses medical geographic examples to explore three groups of theoretical approaches in geography: ecological approaches, which systematically analyze relationships between peoples and their environments; spatial approaches, which employ maps and spatial statistics to identity patterns of single and associated variables; and social approaches, including political economy and recent humanist approaches, which address issues related to both space and place. Students in the course are encouraged continually to consider the relationships among research questions, philosophical assumptions, and appropriate methods as well as to question the complementarity and inherent tensions among different theoretical approaches.
Class Time: 60% Lecture, 20% Discussion. multi-media
Instructor:
Weil,Connie
(Morse Alumni Award)
Grading basis/credits:
Equivalencies:
Description: Learn about biogeography as practiced by geographers! In this course we will observe and understand patterns of plant and animal distributions at different scales over both time and space. Readings and discussions focus on evolutionary, ecological, and applied biogeography, with an emphasis on Minnesota. We will cover paleobiogeography; vegetation-environment relationships; vegetation dynamics and disturbance ecology; human impact on plants and animals; and nature conservation. Class format will include lively discussions, group and individual projects, and local field trips.
Class Time: 50% Lecture, 35% Discussion, 15% Field Trips.
Work Load: 50 pages reading per week, 25 pages writing per term, 2 exams, 1 presentations, 5 special projects, 5 quizzes.
Grade: 25% mid exam, 25% final exam, 35% special projects, 5% quizzes, 10% in-class presentation. Percentages are approximate.
Exam Format: Short answer and essay
Instructor: Ziegler,Susy S
Grading basis/credits:
Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor: Edsall,Rob
Grading basis/credits:
Prereq: Jr or sr
Description: Student may contact the instructor or department for information.
Instructor: Edsall,Rob
Grading basis/credits:
Equivalencies:
Description: Planning is State intervention in the development process, and the ideologies used to justify, influence, and legitimate that intervention. Planning functions at practical, political, and ideological levels. Studying planning involves understanding what was planned, by whom, and for what purposes. This course will introduce students to the historical, political, and economic contexts within which international urban and regional planning evolved. The course will examine the nature of the social problems that called forth various planning solutions, and the new urban and regional geographies produced by those solutions. Readings and discussions will emphasize the ways in which planning strategies and the development of planning institutions differed in a variety of national settings. We will explore the reasons for the marked dissimilarity between European modes of urban and regional planning and their American counterparts, both historically and in contemporary practice. The course will also focus on the major actors in the development of plan-ning, and the groups with whom they were associated, and it will address issues of how planning encourages or discourages citizen participation in controlling the built urban environment and the kinds of activities that occur within it.
Instructor:
Miller,Roger P
(Morse Alumni Award)
Grading basis/credits:
Description: Overview (from the syllabus) The information age is with us in many guises. One of the key areas we experience its impact is in the increasing use of geospatial information technologies--everything from cell phone tracking and vehicle navigation to virtual globe mapping. These technologies are often implicit but key technologies in developing the information society. For a number of reasons, our location becomes a key factor in facilitating our interactions with others. As a starting point we can distinguish two sides to this. One of the the most common geospatial information technologies, cell phones with GPS make it harder to get lost, but now the cell phone services are making also it harder to hide. How can we control access to this information? Indeed, the data used to help a cell phone customer figure out where they are can also be used by the government to find out where you have been. Justice department access to this data without probable cause has been an issue in many courts across the nation. The geospatial capabilities of cell phones and other information technologies puts us and society before many questions. What kind of control do we want over these technologies? What kind of control should we have? What kind of rights to privacy should apply to these technologies? What can we even do with these technologies? What are they? In this course, you will examine different types of these technologies and consider a range of applications as you learn about potentials, limits, and concerns about their use and ongoing developments. This course also takes up surveillance, cyberspace, and more common geospatial applications, especially those relying on cell phones. Objectives and Outcomes Digital Planet 1 is organized around a range of topics that lead you to understand four key questions about geospatial information technologies in the information society: what do they involve? how and who uses them? what are the limits of their use? what are concerns about their use?
Class URL: http://www.tc.umn.edu/~fharvey/Digital_Planet_1/Overview.html
Class Time: 20% Lecture, 60% Small Group Activities, 10% Student Presentation, 10% Demonstration.
Work Load: 10-20 pages reading per week, 20-40 pages writing per term, 0 exams, 0 papers, 1 presentations, 1 special projects, 9 homework assignments.
Grade: 30% special projects, 50% written homework, 20% class participation.
Instructor: Harvey,Francis
Grading basis/credits:
Equivalencies:
Description: This course is a survey of the historical and contemporary geographical patterns of the Twin Cities metropolitan area. Questions raised include: Where are things located?( industry, transportation, housing, people of diverse backgrounds and resources, retail trade and services) Why are they located as they are? What are things like at the neighborhood level and how have these changed over time? How do economic and demographic forces produce changes on the landscape? How do publicly sponsored planning and redevelopment programs try to correct the consequences of past actions? Class format is lecture and discussion. Questions are encouraged. Visual materials (power-point, overhead transparencies, slides, and occasional videos) will be used extensively. Course materials are the same for Geog 1973 and Geog 3973, but those registered in 3973 are expected to perform at a much higher level of analysis, and this will be reflected in the point scale for assignments. Two large field studies make up the bulk of the work and most of the readings are on E-reserve.
Class Time: 75% Lecture, 10% Film/Video, 10% Discussion, 5% Small Group Activities.
Work Load: 20-30 pages reading per week, 20 pages writing per term, 2 exams, 2 special projects. Majority of work contained in two written reports based on two self-guided field studies of Minneapolis and St Paul.
Grade: 15% mid exam, 25% final exam, 60% reports/papers.
Co-Instructor:
Martin,Judith A
(Morse Alumni Award)
Co-Instructor: Pentel,Paula R
Grading basis/credits:
Prereq: Honors, instr consent
Description: Student may contact the instructor or department for information.
Instructor: Hart,John Fraser
Grading basis/credits:
Prereq: [jr or sr], instr consent
Description: Student may contact the instructor or department for information.
Instructor: Hart,John Fraser
Grading basis/credits:
Description: This is an exciting "ways of knowing" course, applicable to Geography but also to the social sciences, sciences, and humanities more generally. In the course we explore why the geographical interrelatedness of phenomena (e.g. places, people, social, economic, and natural processes) means we need to understand those phenomena from an integrated perspective. We will see, however, that this is not enough: We need to understand that there are profoundly different ways of achieving integrated understandings and that every "integrated" understanding has its blindspots. To do this work we will focus on the topic of "Oil" as an especially important intersection of geography, geology, human history, politics, and more.
Class Time: 50% Lecture, 50% Discussion.
Work Load: 75 pages reading per week, 2 exams. 3 short papers (2-3 pg); 1 longer (5-7 pg) paper
Grade: 30% mid exam, 30% final exam, 30% reports/papers, 10% class participation.
Exam Format: Combined short answer and essay format
Instructor: Henderson,George Lawlor
Grading basis/credits:
Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor:
Weil,Connie
(Morse Alumni Award)
Grading basis/credits:
Prereq: Concurrent enrollment in a Geog course that has community service learning as a component
Description: Student may contact the instructor or department for information.
Instructor:
Weil,Connie
(Morse Alumni Award)
Grading basis/credits:
Description: Through lectures and field trips the course will examine the nature and history of land ownership in the United States with special reference to Minnesota. The focus will be on the mechanistic, legalistic, and historic characteristics of land ownership not the uses to which land has been put or the philosophical, sociological, or economic aspects of land ownership. More attention will be paid to the published and unpublished primary materials that characterizes the nature of land ownership in the United States than to the secondary literature. The course is designed for relatively senior undergraduates, both majors and non-majors, and graduates, anyone interested in understanding the role that land ownership plays in our modern society and has played in our nation's history.
Class URL: http://www.geog.umn.edu/faculty/squires/courses/5361/syllabus06.html
Class Time: 50% Lecture. field trips
Work Load: 6 projects, five written, one oral.
Grade: 100% reports/papers.
Exam Format: no exam
Instructor: Squires,Roderick H
Grading basis/credits:
Equivalencies:
Description: This course is an introduction to bio-geography as practiced by geographers. The focus is on observing and understanding the patterns of plant and animal distributions at different scales over both time and space. Readings and discussions focus on evolutionary, ecological, and applied bio-geography. Specific topics covered include paleobiogeography; vegetation-environment relationships; vegetation dynamics and disturbance ecology; human impact on plants and animals; and nature conservation. Class format will include lively discussions, group and individual projects, and local field trips.
Instructor: Ziegler,Susy S
Grading basis/credits:
Equivalencies:
Description: Student may contact the instructor or department for information.
Instructor: Edsall,Rob
Grading basis/credits:
Prereq: grad
Description: Student may contact the instructor or department for information.
Instructor: Edsall,Rob
Grading basis/credits:
Prereq: GIS 5571 or instr consent
Description: Student may contact the instructor or department for information.
Instructor: Lindberg,Mark B
Grading basis/credits:
Equivalencies:
Prereq: Grad student or instr consent
Description: Planning is State intervention in the development process, and the ideologies used to justify, influence, and legitimate that intervention. Planning functions at practical, political, and ideological levels. Studying planning involves understanding what was planned, by whom, and for what purposes. This course will introduce students to the historical, political, and economic contexts within which international urban and regional planning evolved. The course will examine the nature of the social problems that called forth various planning solutions, and the new urban and regional geographies produced by those solutions. Readings and discussions will emphasize the ways in which planning strategies and the development of planning institutions differed in a variety of national settings. We will explore the reasons for the marked dissimilarity between European modes of urban and regional planning and their American counterparts, both historically and in contemporary practice. The course will also focus on the major actors in the development of plan-ning, and the groups with whom they were associated, and it will address issues of how planning encourages or discourages citizen participation in controlling the built urban environment and the kinds of activities that occur within it.
Instructor:
Miller,Roger P
(Morse Alumni Award)
Grading basis/credits:
Description: Student may contact the instructor or department for information.
Co-Instructor:
Miller,Roger P
(Morse Alumni Award)
Co-Instructor:
Klink,Katherine
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Instructor Bio
Grading basis/credits:
Prereq: instr consent
Description: Student may contact the instructor or department for information.
Co-Instructor:
Leitner,Helga
(Grad and Profl Teaching Award)
Co-Instructor:
Sheppard,Eric
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Grading basis/credits:
Prereq: instr consent
Description: Few students of the city, colonialism, or violence can escape at some point addressing the question of race. As a system of classifying and segregating bodies, race pops up even when we think we are studying something else. Obviously there is biological variation within the human species, but exactly why this variation has become so insidiously political is a difficult problematic, shaking up any attempt at disciplining academic boundaries. This graduate seminar seeks to investigate the conceptual intricacies of the becoming-political of human life, of ?biopolitics.? This fall, emphasis will be given to the intersections of theorizations of biopolitics and race with feminist theory, since the latter has for decades been at the forefront of conceiving the politicization of biology. What can feminist theory ? itself diverse and dynamic ? teach us for thinking race as a material process of sexual, laboring, violent, migrating bodies? The course understands the politicization of phenotypic differences to be a planetary process, to a large extent determined by European colonization involving bodies and desires positioned in particular places and inequalities. It is however also entirely contingent, and thus changeable by antiracist politics and research. Meets Thursdays, 12.20-3.00. Place TBA (West Bank) Workload: 80-150pp. reading/week; two 4-page reading reports; 20-page research paper
Instructor:
Saldanha,Arun
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Syllabus
Grading basis/credits:
Prereq: 3511 [or equiv statistics course], [3561 or 5561 or equiv intro GIS course] or instr consent
Description: Overview. Spatial analysis and modeling involves the use of mathematical and computational methods in conjunction with spatial data to explore explore human and environmental systems. This course is a standard seminar focussed on readings, a student-led presentations, and a final paper. Subject. Spatial analysis and modeling involves the use of mathematical and computational methods in conjunction with spatial data to explore explore human and environmental systems. Students. Students in this course come from across the social, natural, and information sciences with no clear majority in any one area. Disciplines represented range from conservation biology and ecology to anthropology and geography to bioinformatics and computer science to veterinary science, public health, and public policy. This distribution makes for a lively meeting of the minds. The course is oriented towards MGIS, Masters, or PhD students. Purpose. This course expands on aspects of GIS, statistics, and modeling covered by introductory or advanced GIS classes. It provides an overview of a variety of techniques used in spatial analysis and modeling, not only examining their technical nature but also their larger conceptual dimensions and societal ramifications. Goals. Students who successfully complete this course will better understand a number of spatial analysis and modeling approaches. Depending on student orientation, this course can be used to gain insight into the technical underpinnings of spatial analysis for use on the job, complement on-going research in statistics and modeling, or give essential background knowledge on methodological, theoretical, and policy dimensions of spatial analysis. Prerequisites. In keeping with the prerequisites, students should be proficient in GIS. Students may also find it helpful, but not necessary, to have some background in statistics, calculus, and probability theory. Structure. This is an intensive seminar focused on reading and discussion in class and an independent project conducted outside of class meetings. This is a classic graduate seminar and there is no direct instruction offered in GIS software or spatial analysis tools. This course has a substantial reading load, student-led presentations, and a literature review project that balances synthesis and research. Regular participation in class discussion is essential to a successful learning experience.
Class URL: http://hegis.umn.edu/geog8292/
Class Time: 70% Discussion, 30% Student Presentation.
Work Load: 50 pages reading per week, 30 pages writing per term, 0 exams, 1 papers, 1 presentations.
Grade: 64% reports/papers, 17% attendance, 17% in-class presentation. See course website for more information.
Instructor: Manson,Steven M.
Grading basis/credits:
Prereq: instr consent
Description: Student may contact the instructor or department for information.
Instructor: Samatar,Abdi Ismail
Grading basis/credits:
Prereq: Geography grad student
Description: Student may contact the instructor or department for information.
Instructor:
Klink,Katherine
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Instructor Bio
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Adams,John S
(Outstanding Service Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Martin,Judith A
(Morse Alumni Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Lindberg,Mark B
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Leitner,Helga
(Grad and Profl Teaching Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Mc Master,Robert B
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Hart,John Fraser
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Gersmehl,Philip J
(CLA Distinguished Tchg Awd)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Miller,Roger P
(Morse Alumni Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Brown,Dwight A
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Samatar,Abdi Ismail
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Klink,Katherine
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Instructor Photo
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Instructor Bio
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Weil,Connie
(Morse Alumni Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Sheppard,Eric
|
Instructor Photo
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Squires,Roderick H
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Skaggs,Richard H
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Till,Karen E
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Braun,Bruce Philip
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Gidwani,Vinay Krishin
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Ziegler,Susy S
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: McMaster,Susanna Akiko
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Harvey,Francis
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Henderson,George Lawlor
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Manson,Steven M.
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Shuman,Bryan Nolan
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Kipfmueller,Kurt
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Saldanha,Arun
|
Instructor Photo
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Kayzar,Brenda
|
Instructor Photo
Grading basis/credits:
Prereq: instr consent
Description: Student may contact the instructor or department for information.
Instructor: Braun,Bruce Philip
Grading basis/credits:
Prereq: instr consent
Description: Student may contact the instructor or department for information.
Instructor: Harvey,Francis
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Adams,John S
(Outstanding Service Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Martin,Judith A
(Morse Alumni Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Lindberg,Mark B
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Leitner,Helga
(Grad and Profl Teaching Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Mc Master,Robert B
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Hart,John Fraser
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Gersmehl,Philip J
(CLA Distinguished Tchg Awd)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Miller,Roger P
(Morse Alumni Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Brown,Dwight A
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Samatar,Abdi Ismail
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Klink,Katherine
|
Instructor Photo
|
Instructor Bio
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Weil,Connie
(Morse Alumni Award)
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Sheppard,Eric
|
Instructor Photo
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Squires,Roderick H
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Skaggs,Richard H
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Till,Karen E
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Braun,Bruce Philip
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Gidwani,Vinay Krishin
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Ziegler,Susy S
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: McMaster,Susanna Akiko
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Harvey,Francis
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Henderson,George Lawlor
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Manson,Steven M.
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Shuman,Bryan Nolan
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor: Kipfmueller,Kurt
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Saldanha,Arun
|
Instructor Photo
Grading basis/credits:
Prereq: dept consent
Description: Student may contact the instructor or department for information.
Instructor:
Kayzar,Brenda
|
Instructor Photo