GIS 350 - Spatial Analysis and Social Justice

Credits: (3)
Prerequisite(s): GIS 201 and CONS 201
College Curriculum: COLL 350
Geographic Information Systems (GIS) can be a powerful tool to understand and mitigate the impacts of social inequity. We will analyze how the workings of power and privilege in the United States (US) have led to Black, Latinx, and Native American communities being disproportionately affected by societal problems such as environmental justice, discrimination, economic injustice, or political unfairness. We will also explore how geospatial scientists and community leaders can work together to solve these challenges. For GIS to truly be a tool for social justice, we also need a diverse and inclusive GIS community. We will discuss the importance of diversity, equity, and inclusion in geographic information science and strategies for overcoming the barriers that currently exist.

This course will be tailored to the area of expertise of the instructor and the exact topics covered will vary. While the content may change, each course will adhere to the course description, objectives and goals, grading policy, and module outline.

The COLL 350 requirement enhances students’ knowledge and facilitates their critical analysis of the workings of power, privilege, and inequity in US society and globally, past and present. The goals of the COLL 350 are: 1) to provide students with a rigorous academic space in which to explore differences in perspective while foregrounding reasoned and respectful discussion as the means for achieving common ground; 2) to deepen students’ understanding of justice, equity, and the value-laden processes of social inclusion and exclusion through institutional, cultural, and normative practices that are both historical and ongoing.

To meet these pedagogical goals, COLL 350 courses will: 1) examine social norms, institutional practices, and patterns of belonging and marginalization by exploring race and at least one other key social category including, but not limited to: class, disability, ethnicity, gender expression, gender identity, immigration status, language, religion, sex, and sexual orientation; 2) emphasize respectful dialogue among students as an integral component of the course; and 3) enable critical reflection by requiring students to make substantial and sustained connections between the course material and contemporary life in the United States.

The subject matter will be at times difficult. However, the ability to engage complex and sensitive subjects is an essential life skill. Therefore, as a class, we will establish guidelines and ground rules to encourage respectful dialogue.