Summary of Models of Surveying Curricula around the
World
by Julian "Jud" Rouch
Key words: curricula, assessment, competencies, trends.
Abstract
1. Introduction
Commission Two, Working Group Three is University
Curricula – Content, Trends, Assessment and Competencies. In the
process of collecting information for the report that we plan to have
ready by the end of 2001 we have had paper presentation sessions at a
Commission Two symposium held at the Wuhan Technical University, China
in October, 1998 and at the 1999 FIG Working Week at Sun City. There
will be additional papers adding to the information pool during the
FIG 2000 Working Week in Prague and at a planned Commission Two
symposium to be held in Rosario City, Argentina in October 2000. I
would expect that the area would be further explored in papers
presented at the FIG 2001 Working Week in Korea.
2. Present Status
We are finding that surveying education curricula
is dictated by the norms of practice in each country. Different
discipline areas from one country to another conduct the various
elements of the profession. We see that the education of surveying
practitioners needs to follow that of the various disciplines involved
in the total arena. These areas of surveying education are in a rapid
state of change. The education models of the past and even those in
current use do not necessarily fit the evolving future of our
profession. So we must look at and analyze the past, present, and
conceivable future education models, their problems and the various
potential solutions to these problems.
3. Future Requirements
Practitioners in the surveying and mapping fields
are moving rapidly from being collectors of data to being managers of
both data and business. They will continue to make intricate
measurement and evaluate boundary evidence, for which they will need
sound technical education, but they will also have to exhibit superior
management skills. The advent of Geographical Information Systems
technology and the development of new tools and methods such as global
positioning require intensive study to encompass theoretical,
practical, and management skills necessary to operate productively in
today’s environment. We need to encompass curricula that are
adaptable to the ever-changing requirements of the information age
that we are now progressing into. This puts a new level of importance
on our curriculum design and assessment. As new methods of teaching
strategies are designed and implemented, the assessment of their
effectiveness must be undertaken. We must continue to change our
scheme of education as the profession that we are preparing graduates
to enter evolves to fit the changing requirements of society.
Professor Julian "Jud" Rouch, PLS
The University of Arkansas at Little Rock
2801 South University Avenue
Little Rock
AR 72204
USA
Tel. + 1 501 569 8204
Fax + 1 501 569 8002
E-mail: [email protected]
Summary of Models of Surveying Curricula around the
World
During the Wuhan China Conference we had presentations
that reflected various education models in Australia, China and Northern
Europe.
Kirsi Artimo of Finland presented discussion on how
"the use of computers and information systems has changed the contents
of university courses and that new tasks of the surveyor also require more
space for new contents like economic and business matters." She stated
that "The development of computer assisted learning methods has
concentrated very much on technologies like development of interactive
learning environments, hypermedia books, use of course information systems
and data bases as well as e-mail and WWW." She also related that
"education is not only technique and methods, an important part is also
the substance. The information technology as well as other changes in the
societies and the entire world have caused pressure to change the substance
of surveyors education. For example ill Europe surveyors (CLGE) aim to a
common core of geodetic surveyors curriculum, because of needs of European
co-operation."
Stig Enemark of Denmark discussed an instructional model
that is closely aligned to the classic engineering problem solving approach.
"The surveying and engineering programs at Aalborg University are
project-organized and problem-based from the day the freshmen arrive until
their graduation. Through this program Aalborg University has grasped the
opportunity to meet the voiced need for education to be more closely aligned
to an engineering problem-solving approach.
Project-organized means that traditional taught
courses assisted by actual practice is replaced by project work assisted by
courses. The concept moves the perspective from description and analyzing
into synthesizing and assessment. Each semester has a basic structure of -
in principle - equal distribution of lecture courses and project work. The
project work is carried out in-groups of four to six students having a
teacher appointed as supervisor.
Problem-based means that traditional
textbook-knowledge is replaced by the necessary knowledge to solve
theoretical problems. The concept moves the perspective from understanding
of common knowledge into ability to develop new knowledge. The aim of the
project work is ‘learning by doing’ or ‘action learning’. The
project work may be organized by using a ‘know-how’ approach for
training professional functions, or it may be organized by using a ‘know-why’
approach for training methodological skills of problem-analysis and
application.
Tile difference between traditional subject-oriented
education and this project-oriented educational model may be expressed in
short by an old Chinese proverb:
‘Tell me and I will forget
Show me and I will remember
Involve me and I will understand
Step back and 1 will act’ "
John Parker of Australia presented a paper on Managing
Change Utilizing A Quality Approach. He stated that "A total
quality approach has now been adopted for the training of cadastral
surveyors. This involves the educational institutions, the master surveyor,
the trainee and the Surveyors Board, and conforms with the FIG Draft Charter
for Quality." He related that "The master surveyor is responsible
for the preparation of the detailed training agreement, which specifies a
Total Quality program to ensure the trainee surveyor obtains the knowledge,
skills and attitudes required for the practice of surveying. Following
graduation with a degree in surveying or equivalent, the training program
consists of on the job training over an 18 month period, including fieldwork
from which a folio of complex cadastral surveys, a cadastral law assignment
and an oral examination in professional practice must be taken. The
Surveyors Board audits the training program in order to determine whether
quality principles are being followed.
In adopting a quality approach to education, the
educational institutions and the Surveyors Board work together to develop
appropriate course content for undergraduate surveying students. The
Surveyors Board accredits courses which provide quality education for future
cadastral surveyors."
Zhan Changgen, Liu Yaolin, and Cao Xinhua of China
explained a model of cadastral survey practice teaching. "Through
cadastral survey practice teaching, students' comprehension on cadastral
survey can be deepened theoretically, technically and methodically, their
perceptual and rational knowledge can be merged together, and their ability
to solve practical problems be enhanced. Cadastral survey is a job that
requires not only technical ability but knowledge about legal, policy and
social as well. These non-technical aspects are as it important as technical
aspects to the students, and form part of cadastral survey practice
teaching.
The practice teaching deals with wide-ranged activities
and covers most content of cadastral information collection. Cadastral
survey is a governmental action, which reflects both the policies and laws
of the government with real estate, aspects. Through the practice teaching
students master's necessary knowledge of cadastre, and have sense of
responsibility for their jobs.
Cadastral survey requires both technical skills and
social intercourse ability. Through the practice teaching students must deal
with various people and apply what they have learned in class into practice
to solve various problems so as to enhance their comprehensive quality.
To well organize a cadastral survey practice teaching,
the theories and technical methods of cadastre, as well as government
policies, regulations and laws must be taken into consideration, and we must
give students idea and experience of hardship and complexity of cadastral
survey."
This is accomplished through a Team Operation Mode.
"One team consists of several squadrons and has a team leader, several
deputy team leaders and other persons in charge of general technical
matters. Associate professors or teachers who have both rich theoretical
knowledge and rich practical experience usually hold these positions. They
are in charge of general work in the practice teaching. Each squadron
consists of four to five groups. A squadron has a leader and a deputy
leader. They are professional teachers in charge of day-to-day work during
the practice teaching. Four to five students constitute a group. Each group
has a group leader from students, and one or two technicians from Land
Administration Bureau who will assist and instruct."
Robert Hodgkinson of the United Kingdom presented the
need for Quality Assurance in Surveying Education. He defined quality
assurance as being "usually demonstrated by documented systems
comprising policies and procedures, linked to those formal monitoring
processes provided by each institution. Its purpose is to provide a sense of
order, continuity and confidence that issues impinging on the quality of the
students' learning experience have been addressed in an orderly and formal
manner which is reflected at all levels in the institution. It is often
rooted in common approaches and standard ways of both undertaking and
discharging activities, which facilitate comparison and benchmarking between
university departments and programs."
"Examples of these provided by FIG members in higher
education include the following:
Internally Imposed Initiatives
- Central Assessment Regulations
- Standard Accreditation procedures for new and existing programs
- Procedures for monitoring program changes and developments
- Academic Codes of conduct
- Formal systems for staff appraisal and development
- Teaching observation of lecturers
- Formal processes to promote quality-enhancing activity
Externally Imposed Initiatives
- Quality Assessment by government bodies
- Prescribed entry standards for students
- Definition of syllabus content and duration of programs
- Appointment of external examiners
- Conditions of appointment, job specifications and tenure for academic
staff, including external assessment for posts above a certain level.
- Government induction programs for new employees."
During the 1999 FIG Working Week at Sun City I presented Surveying
Education Curricula Design In the USA.
"Commencing at the beginning of this decade
(1990) the American Congress on Surveying and Mapping (ACSM) conducted a
major national study on the status and recommended future of surveying and
mapping education. "A panel of educational leaders representing
industry, government, and academic professionals in surveying and mapping
met to discuss and study surveying and mapping education in the United
States. Significant changes in surveying and mapping sciences brought about
by major technological developments and a concomitant demand for new
products and services provided the impetus for this study. These changes
have created a growing demand from industry and government for graduates
with new knowledge and skills. But in order for colleges and universities to
produce quality graduates, concerns relating to the vitality and health of
existing surveying and mapping programs must be resolved.
The four objectives for this study were:
- to review the evolution and current status of surveying and mapping
education in the USA;
- to examine current and emerging requirements for graduates in
surveying and mapping disciplines;
- to review innovative approaches to surveying and mapping education
which have been introduced in the USA and elsewhere; and
- to develop strategies for further development and enhancement of
surveying and mapping education in the USA.
The first three objectives (a, b, and c) are
investigative activities that led to developing strategies for further
development and enhancement of surveying and mapping education (objective
d)."
"The Report of the American Congress on Surveying
and Mapping National Study on Surveying and Mapping Education was
promulgated in February 1993. This report describes an investigation into
developing a shared vision for survey and mapping education in the USA. It
is an attempt to describe some of the educational policy issues, which face
surveying and mapping education in the information age. It provides a
framework for institutions and professionals to build agendas for the
future."
"Vision is critical to the long term success of
educational institutions that support the surveying and mapping professions.
In these economic times, automatic program funding is a dream of the past
and educational institutions are facing new competition. The private sector
such as publishers, software firms, and consultant groups are offering
extensive course work. University extension programs often compete with
degree programs. In some cases, pubic agencies have developed surveying and
mapping curriculum to meet agency education needs."
"Each institution will form its own agenda and will
adjust to local and regional needs and conditions. A common vision for all
institutions means that each institution's efforts will contribute to a
greater whole; the professions themselves. Just as all states work together
for federal democracy, each state has its own flavor and importance within
the common structure."
"New education curricula should be carefully
designed to provide:
- broad general education which gives basic understanding of the world,
its institutions, and its cultures (communications, literature,
humanities, social sciences, basic sciences).
- comprehensive education in the technology of spatial information: data
gathering technology (field surveys, photogrammetry, remote sensing) and
data management technology (GIS).
- basic exposure to many areas where spatial information may have
applications: law, real estate, environmental studies, sciences,
economics, engineering, geography, anthropology, forestry.
- application course work where societal problems are identified and
spatial information is applied toward a solution: environmental
assessment, land development planning, land ownership and
administration, economic planning of operations and facilities, and
physical planning of facilities. All these subjects should be taught
from a spatial information orientation.
Professional surveying & mapping courses should be
more "open-form" where a large range of scientific, societal,
legal, and economic issues are debated.
Surveying and mapping programs need to find ways of
networking with industry and government to supply needed current and
detailed applications for the students. In return, the profession needs to
create positive programs of assistance for schools to provide exposure to
the newest methods. For example, internships or cooperative education,
required as a part of a degree program, expose students to many detailed
hands-on applications that can not be taught in school. Equipment suppliers
and manufacturers may place equipment in schools through grants or loan.
Items to teach field operations may be leased or rented for use in school
during a time period each year. Data sets from industry may be shared with
schools for reduction and analysis.
Specialty instruction need to be provided by
government-industry-academic exchange programs whereby faculty are placed in
industry or government in exchange for a practitioner coming to the
university for a short period."
It should be noted that this report was not well received
by either the surveying and mapping practitioners or by academic teachers in
the USA. Indeed it was widely criticized. It seems that necessary change is
seldom welcomed.
Conclusion
We have barely begun in our quest to review existing
surveying and mapping curricula from all areas of the world. There are many
more regions that are not represented in our data than those that are. It is
hoped that there will be many more papers presented at the planned
Commission Two symposium to be held in Rosario City, Argentina in October
2000 and at the FIG 2001 Working Week in Korea that will expand our
information pool of existing curricula. While we see much diversity in the
content of curricula from different countries and even from within each
country, it is very evident that all areas of the world are finding an
urgent need to revise that now used to reflect the rapidly changing
parameters of our profession.
References
1. Rouch, Jud, 1999. Surveying Education Curricula Design
In The USA." 1999 FIG Working Week at Sun City, Africa
2. ACSM Report, February 1993, Report of the American
Congress on Surveying and Mapping National Study on Surveying and Mapping
Education
3. Rouch, Jud, 1996. " Surveying Education in USA -
The Need for Innovation" Proceedings of the 63rd
Permanent Committee Meeting of ACSM in Buenos Aires, Argentina
4. Rouch, Jud, 1989. "Educating the Twenty First
Century Surveyor" paper presented to the Western Federation of NSPS
affiliates during their convention at Phoenix, AZ.
5. Lapham, Paul, 1987. "What the Practitioner Needs
from a New Graduate" Address, XIIth North American Surveying and
Mapping Teachers Conference, Madison, Wisconsin.
6. Artimo, Kirsi, 1998. "Different Aspects To
University Education Of Surveyors: Continuos Development And Management Of
Change, Computer Assistance, Curricula Contents And Participation Of
Students" 98 FIG Commission 2 Seminar, Wuhan, P.R. China
7. Enemark, Stig, 1998 "Concepts Of Project-Organised
Education And Lifelong Learning" " 98 FIG Commission 2 Seminar,
Wuhan, P.R. China
8. Parker, John, 1998 "Managing Change
Utilising A Quality Approach" " 98 FIG Commission 2 Seminar, Wuhan,
P.R. China
9. Hodgkinson, Robert, 1998"Quality Assurance
In Surveying Education" " 98 FIG Commission 2 Seminar, Wuhan, P.R.
China
10. Changgen, Zhan; Yaolin, Liu; Xinhua, Cao, 1998
" Cadastral Survey Practice Teaching In WTUSM" " 98 FIG
Commission 2 Seminar, Wuhan, P.R. China
Professor Julian "Jud" Rouch, PLS
Past President of the American Congress on Surveying and Mapping
The University of Arkansas at Little Rock
E-mail: [email protected]
18 April 2000
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