1987 — 1990 |
Slocum, Terry |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Developing and Analyzing An Information System For Choropleth Maps @ University of Kansas Main Campus
Professor Slocum will explore the ways computer-generated maps can communicate geographic information to map users in ways that printed maps cannot. He will first develop an information-oriented software system that uses separate maps to portray cartographic information, gives the user access to the data upon which maps are based, and enables the user selectively to view any of the data classes used to make each map. He will then conduct an evaluation of the software by both cartographically experienced and cartographically naive map users. Computer generation offers many mapping options that are difficult or impossible to achieve with hardcopy maps. Slocum's research will increase our understanding of how users interpret one of the most commonly used mapping techniques. His work will enable cartographers to design more effective maps and geographic information systems.
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0.915 |
1993 — 1995 |
Price, Kevin [⬀] Slocum, Terry Wiseman, Robert Mccleary, George (co-PI) [⬀] Bian, Ling (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Enhancing Analytical and Physical Geography Curriculum At the University of Kansas @ University of Kansas Main Campus
Geographic information systems (GIS) is an area of study causing increased excitement among students. This project, therefore, strives to enhance this area of geography by accomplishing specific objectives to improve the curriculum. New undergraduate courses, internships, and programs are being added, and a specific plan has been developed for enhancing four analytical geography courses. This plan also involves redesigning courses, updating laboratory computing and digital data analysis equipment, and redesigning laboratory exercises to incorporate the use of new analytical capabilities. It is also expected that the physical geography curriculum will be improved by incorporating modern image display and geographic information analysis capabilities into existing laboratory and field exercises.
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0.915 |
2001 — 2006 |
Lane, Dennis (co-PI) [⬀] Slocum, Terry Heppert, Joseph [⬀] Lashier, William Case, Steven |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Extending Scientific Inquiry Through Geographic Information Systems @ University of Kansas Center For Research Inc
Geographic Information Systems (GIS) are powerful technology tools that help create an inquiry-rich environment. With GIS, students discover underlying patterns from locally collected data that can be connected to data from the larger community. But GIS requires teachers to understand new content, new pedagogy and new technology. This project provides materials for professional development of middle and high school teachers in effective use of GIS as an instructional strategy. The GIS teacher enhancement materials are tied to two previously developed project-based curriculum units -- in atmospheric monitoring and biodiversity. The materials are modified based upon pilot testing with teachers and professional developers. The four learning units develop spatial reasoning in the use of maps, teach the use of GIS technologies using ARCView, enable the gathering and use of student data sets, and connect to existing model curricula. The materials, developed with master teachers, are for workshops that deepen teachers' content knowledge, model pedagogy consistent with best practice, evaluate the effectiveness of learning opportunities, develop coaching with questioning strategies and provide information about student preconceptions.
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0.915 |
2010 — 2013 |
Johnson, William Slocum, Terry Egbert, Steven |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Evaluating the Effect of Large-Format Stereoscopic Displays On Student Learning in Introductory College Physical Geography Classes @ University of Kansas Center For Research Inc
Stereoscopic displays are now common in movie theatres, are available for home televisions, and are increasingly being found in higher education classrooms. Although 3-D stereoscopic images can generate great excitement, a key question is whether they truly provide educational benefit to the student. This research proposes to examine this question by comparing the effectiveness of 3-D stereoscopic images with 3-D non-stereoscopic images in introductory physical geography classes at both the University of Kansas (KU) and Haskell Indian Nations University (HINU). During the first year of the research, 3-D instructional material will be developed that is appropriate for introductory physical geography classes and this material will be used to teach classes at both schools using non-stereoscopic images. In the second year, the 3-D material will be utilized to teach these same classes, but the material will be presented stereoscopically. The effectiveness of non-stereoscopic and stereoscopic presentations will be compared by analyzing student responses to questions posed in class and on exams, for example by measuring the speed and accuracy of answering multiple choice questions, and by analyzing the quality of responses to essay and diagram questions. In addition, individual interviews will be conducted to examine the learning behavior of successful and poor learners, and focus groups will be used to evaluate the impact of these displays on the 5-10% of those who cannot see stereo. By testing at both KU and HINU, it will be possible to examine the role that cultural differences might play in the perception and usefulness of stereoscopic material. Due to high enrollments in introductory physical geography courses, the proposed research promises to impact the learning of tens of thousands of students in geography courses in higher education. More generally, by extrapolating the experimental results to courses outside of geography and to the K-12 environment, there is the potential to impact millions of students.
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0.915 |
2012 — 2017 |
Miller, James (co-PI) [⬀] Johnson, William (co-PI) [⬀] Slocum, Terry Hasiotis, Stephen (co-PI) [⬀] Hirmas, Daniel |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Developing Virtual and Physical Models to Enhance Conceptualization of Soil and Biogenic Structures in Undergraduate Geoscience Classes @ University of Kansas Center For Research Inc
The project utilizes recent technological advances to develop, implement, and evaluate the use of virtual and physical 3-D models of soil and organism-formed structures in the undergraduate geoscience curriculum. Multi-stripe laser triangulation scanning is transforming physical specimens into digitized virtual models that students can manipulate and measure using readily available software. The resulting digital collection is being made broadly available via dissemination through web portals utilized by geoscience educators. In addition, rapid prototyping technology (3-D printing) is creating light and durable plastic models for direct manipulation of selected specimens, including rare and/or fragile examples.
Learning impacts of using the virtual and physical models, both separately and together, are being evaluated in multiple laboratory sections of introductory geoscience courses at the University of Kansas. Results are providing insights into effective strategies for enhancing 3D visualization and conceptual understanding of features and processes in soils. These insights and the technological approaches are being shared with the community of undergraduate geoscience educators, stimulating adaptation and broader applications elsewhere.
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0.915 |