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GSP 470/570

GSP 470/570. Advanced Geospatial Analysis and Modeling By Dr. Jim Graham The Power of Believing You Can Improve. This Class. This is a split graduate/undergraduate spatial modeling class in natural resources This will be one of the most challenging classes you’ll probably take

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GSP 470/570

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  1. GSP 470/570 • Advanced Geospatial Analysis and Modeling • By Dr. Jim Graham • The Power of Believing You Can Improve

  2. This Class • This is a split graduate/undergraduate spatial modeling class in natural resources • This will be one of the most challenging classes you’ll probably take • You’ll leave with a background in modeling and critical thinking that few GIS professionals ever achieve • The material in the class has been combined from previous courses at Colorado State and OSU

  3. Introductions • Who are you? • What is your major/thesis topic? • What do you want to achieve in your career?

  4. Class Info • We’ll use Canvas for assignments and grades. • A link to the web site for materials is on the home page in Canvas

  5. What is a model? • An abstraction of reality • We cannot describe all the details • They are never perfect Help us to answer questions for problems we cannot test directly spectorlab.cshl.edu

  6. Why do we model?

  7. Modeling is Huge! • Modeling is a huge, rapidly growing, and exciting field • My background is in habitat suitability modeling with large datasets, primarily for plants • There will be new topics we’ll work with to learn together • Welcome to research!

  8. Class Goals • By the end of class you will be able to: • Build your own models in R • Articulate the theory, capabilities, and weaknesses of modeling • Select appropriate modeling approaches • Continue to learn about modeling in your field • This is going to help you solve problems (and it looks great on a resume)

  9. How the class works • Read the material on the web site and other recommended readings as needed before the lectures/discussions • Lectures will cover the material but will focus on key concepts • Ask questions on material you don’t understand so we can discuss them • Quizzes will test your understanding of the key concepts

  10. Learning Style • Our learning styles vary: • Learning Styles Inventory • We’ll need to adapt to each other’s learning styles • How do you approach problems? • You can do well in this class! • Brains are like a muscle, the more you practice, the stronger it gets

  11. What do you need from me? • Break into groups of 2-3 • Select the top 3 things you need me to do to help you be successful • Select someone to add them to the list on the board

  12. From Spring 2019:

  13. Professionalism • We’ve seen a decline in professionalism in students over the last 20 years • This has led to challenges in interviewing and maintaining positions • Points will be deducted for: • Being late or leaving during class without a valid reason • Not participating • Talking while someone else has the floor

  14. To Be Successful • Show up for class and lab (on time) • Do the readings • Spend time getting to know R (play time!) • Use your resources to get help! • Me • Other students • Books, articles • And the web

  15. How to do the readings: • I recommend: • Read it once fairly quickly • Go back and read key parts and think about them • Try the code examples • Ask questions about key parts that are unclear • Play with the concepts in R until comfortable with them • PS: this has taken me years

  16. For $1500 You’re Getting: • 2 lecture/discussion sessions per week • 1 lab session per week • Office hours with the professor • Plus additional time as needed • Teaching Assistant(s) • The library with labs and additional help • Access to computer labs and software • To work surrounded by people who want you to be successful and need your help too!

  17. Projects • You are responsible to present and turn in a completed project at the end of the semester • There will be incremental project updates during the semester: • Project Plan • Data collection update • Analysis update • Rough draft • Final project presentation

  18. Graduate Students • Each lead a project team • Lead a discussion on a selected article • Include citations to scientific literature in their reports • Peer-review another group’s project

  19. Start Now! • Define your project • Find the data! • Can be part of your research but must have new content over existing deliverables • Start your introduction • Start looking for papers • Create summaries (annotated bibliography) • Add to citation manager (EndNote)

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