OPENGATE Partnership Conference
November 2, 2018 | Central Arkansas Library Darraugh Center
The conference is the latest in a series of events designed to increase awareness of the need for geospatial training for students entering or currently in the workforce.
This collaboration among the Arkansas GIS Users Forum and the OPENGATE project, an NSF-funded initiative, that brings together professionals from around Arkansas with community college students and faculty to better explore the needs of tomorrow's workforce.
Parking and Lunch
Parking will be validated for those attendees who park in the Central Arkansas Library
Open-Air Surface Lot and the parking deck to the north of the library; Free parking
is located on the southeast corner of E 2nd St and River Market Ave.
Parking in the River Market Parking Garage will be at the expense of the attendee.
Lunch will be catered and refreshments will be provided throughout the day.
Talk format: 10-12 minute presentations with 2-3 minutes for questions and remaining time for changing speakers. We are trying a little bit different format that allows us to have a variety of presentations and speakers throughout the day. We welcome your feedback on this format!
Professional Development Seminars
Planning for Professional Development Summer 2019 is underway. Dates and more information will be posted soon.
Through funding from the National Science Foundation, partner institutions in the University of Arkansas system are offering ADE-approved professional development during the summer of 2017 and 2018. Participants will earn up to 18 PD hours in ADE FOCUS area 8.02.9 (Next generation learning/integrated technology) with a focus on applied geospatial technologies in the classroom to enhance curriculum content and reinforce student learning. As geospatial tools become more affordable, accessible, and user-friendly, they are increasingly useful for integrating “silos” of knowledge and making connections across the curriculum that support modeling and analysis – a key component of the Next Generation Science Standards (NGSS). Additionally, research on students’ experiences with geographic information in the classroom has identified increases in affective variables, such as interest and motivation, and also improved academic outcomes.
During these three-day seminars, participants will learn to use free online mapping and analysis tools to create interactive materials that augment their existing courses. Participants will learn how to access and utilize existing data in a variety of formats, as well as create and collect their own using free mobile applications. By the end of the seminar, participants will have at least one supplemental exercise with a lesson plan aligned to relevant standards to use in their classroom.
Please note: As an NSF-funded workshop participant you will be asked to provide feedback about the seminar itself and the use of created materials in the classroom environment. Stipends for participants are available on a limited basis. Professional development hours are applicable for educators, any individual holding a license issued by the State Board of Education, specifically including without limitation teachers, administrators, library media specialists, and counselors.
- Introduction to Geographic Information Systems (GIS) and key spatial concepts
- Creating and maintaining a free ESRI Education organization account
- How to take advantage of existing resources to enhance your classroom
- Types of data, how to find them, and how to use them in GIS
- Using analysis functions to encourage critical thinking
- Building and sharing interactive maps and mapping applications
- Demonstration of Collector for ArcGIS
June 4-6, 2018 | Community College at Batesville - Registration Closed
June 11-13, 2018 | Community College at Morrilton - Registration Closed
June 20-22, 2018 | Cossatot Community College - Registration Closed
July 11-13, 2018 | Phillips Community College (Helena-West Helena Campus) - Registration Closed
This material is based upon work supported by the National Science Foundation under Grant No. 1601552. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.