Project Guidelines and Grading Rubric

Basic Project Workflow

1. Choose an Objective
   1. Where do you want to work? What locations interest you? What do you want to work on? What topics interest you? Choose a topic and/or geographic location that you’re interested in or are knowledgeable about.
   2. Keep it specific and focused in geographic extent and in topic; if it gets too broad you’ll find it hard to finish on time! 
   3. Start exploring ideas early!!
2. Define the Problem (Practical)
   1. The project should answer a question, and the question should be as specific as possible, including what layers or data will be needed and what criteria are important (attributes, distances etc…)
   2. The question should be one that requires GIS operations to answer, not just plotting data on a map.
3. Identify Data to Solve The Problem
   1. Explore all sources available to you from various websites, Esri, ArcGIS Online, local government, etc.
   2. Be sure to choose reputable data, know where it’s coming from and how reliable it is. Know the limitations of the data (ie, scale, accuracy, time)
   3. Submit your project idea to me as soon as you have one! Share your project topic with the class so you can collaborate with other students on data sources or analysis techniques.
4. Prepare the Data
   1. Datasets may not be available in exactly the right format or extent and often need some preprocessing like clips, selections, joins, conversions.
   2. Sometimes the pre-processing can take longer than the analysis!
   3. In some cases, you may need to create a database or folder structure for all your data. You may need to create new data. Put some thought into your database design.
5. Create a Map Document
   1. Keep a map document to display your data, keeping in mind basics of cartography for layer symbology and map layout.
   2. You will need to submit a “proper” map of your data or results that looks nice and follows basic cartographic rules.
6. Perform Analysis
   1. Use the appropriate operations to answer your question.
   2. There is often more than one way to achieve a result, you may find some ways better or more efficient than others.
   3. It helps to stay organized with either a flowchart or list of what steps need to be done to answer the question.
   4. Document your processes so others can see how your problem was answered
   5. You will likely create several intermediate and output layers. Devise a naming convention to help you keep track of all the data you’ll be creating.
7. Report Results
   1. Depending on your question, your results may be a map, a table, or both.
   2. Create a 10-minute presentation on your project to discuss your problem, methods and results. Class presentations will be on the last day of class.

Deliverables

PLEASE NOTE: Everything is due at noon the afternoon of presentations. Anyone who has not submitted the required materials WILL NOT BE ALLOWED TO PRESENT! which means you are limited to a max 10% (F) on the final project!!

1. Submit your project idea / problem. Define your problem, identify data layers you plan to use and what criteria or methods you will apply.
2. Review your project during the class “Project Review” time. This will be done during class.
3. An abstract of your project, to be included in a “Conference Handbook” (will be built for you, after you provide the required information), in .docx format
1. DUE NOON THE AFTERNOON OF PRESENTAIONS
2. Do not include identifying information as your abstract will be included in “Historic Conference
   Materials”
4. A bio about yourself for the Conference Handbook (in .docx format)
1. DUE NOON THE AFTERNOON OF BEFORE PRESENTAIONS
2. Be sure to write your bio as anonymous, not using your name
5. A final Map product – Legal Size, PNG; will be included in the Conference Package (Please do not put your name on your map)
   1. DUE NOON THE AFTERNOON OF PRESENTAIONS
6. Final presentation (PowerPoint exported as PDF; will be included in the Conference Package)
   1. DUE NOON THE AFTERNOON OF PRESENTAIONS
   2. The PowerPoint is in lieu of a final paper write up, so make sure said PowerPoint is all inclusive of your introduction, data, methods, conclusions, and lessons learned.
7. A presentation to the class on the last day describing your question, data, methods, results or anything additional, like challenges you encountered.
   1. 10 minutes long (max) PowerPoint presentation
   2. Each student will be filling out an anonymous questionnaire about your report (and vice versa). These reports will have a heavy hand in grading the final project presentations.
   3. ANYONE using a computer/phone for ANY reason during another student’s presentation will receive an automatic zero on their entire project – no questions asked.
      1. Exceptions include emergency calls. If home just rang you three times in a row, step out and take the call! If you are expecting an emergency-type call, please let the instructor know before the start of class, sit near the door, and keep your phone on silent. There should be no excuse to have a laptop/tablet open, even in an emergency.
   4. Anything else you want me to know about your project, methods, challenges etc … should be either in the presentation. Show off what you learned!
   5. Do not include any identifying information in your PowerPoint as future semesters will have (private) access to your “Conference Materials”
   6. Please Note: Others WILL be invited to the “Conference”. Students in 101, the department Chair (Pat Larabee), the Department Dean (Deb Craven), and other GIS faculty and instructors

Grading Scheme

1. Defining the Analysis Question – 5%
   1. A clear, concise question to serve as a starting off point for the analysis
   2. Review idea during the designated class time to earn credit for this portion of the project.
2. An abstract and bio submitted to the “Conference Handbook” (max 300 words abstract, 100 words bio) – 5%
   1. A clearly written abstract which summarize the entire project.
      1. What is the topic?
      2. Why is the topic important? Why did you analyze this problem?
      3. What, in summary, were your methods?
      4. What, in summary, was the conclusion of the analysis? No conclusion is a fine answer. Sometimes there is no suitable answer.
   2. Bio: Who you are and your educational/applicable work background. What FRCC program are you enrolled in? How far along in the program are you? What previous GIS experience do you have? What are your career goals after completing the GIS program?
3. Quality of the analysis/geoprocessing – 50%
   1. Analysis should include the following:
      1. Demonstration of GIS knowledge in line with or above the scope of the course, ability to use the software for both data preparation and processing, appropriate choice of methods, and the use of quality data
      2. Reuse of Introductory tools as data preparation, demonstrating a solid understanding of the tool use
      3. Reuse of Intermediate tools, demonstrating a good understanding of tool use
      4. Use of new tool or tools, with instructor help
      5. Use of new tool or tools, without instructor help
      6. Automation of some aspect of the project (Python, ModelBuilder, or other)
      7. A complete workflow of tools for the project.
         • Please Note: a large portion of this grade is going to be determined by your classmates via the Survey Questions they fill out. You will receive the average score on each survey question and highlights of comments (not so much that the identity of the classmate will be revealed) in the D2L Dropbox where your items are submitted.
4. Map (will be included in the Conference Package) – 5%
   1. Demonstration of basic cartographic skills and use of the software
   2. A quality map product in PNG format
5. Presentation (PowerPoint in PDF format will be included in the Conference Package) – 30%
   1. Effective oral communication, a clear description of the problem and methods
   2. Do you understand what you’ve done? Can you explain what you’ve done?
   3. Tell us what worked and what didn’t (what didn’t work is just as important to report as what did!)
   4. If you had two more weeks to work on the project, what would you do? Four weeks?
   5. Presentations need to be a clear explanation of the methods and properties
   6. Presentations which seem un-practiced will be marked down
6. GISCO Listserv Question – 5%
   1. Ask a high-quality question. Summarize the answers you receive per the rules of the Listserv.

The Presentation PowerPoint will include

1. A clear definition of the issue at hand. Why did you pick your topic? Why is it something which should be analyzed? Summarize your methods and results (but don’t just copy and paste your Conference Handbook abstract. No one wants to read a bunch of text on a slide! Tell us what we are about to learn, then explain yourself in greater detail over the course of the presentation.)
2. A clear explanation of your methods. Include a brief outline of the methods used to solve each step of the project. As people are always more interested in your methods, focus the majority of the talk on the methods.
3. Include explanations of what were new-to-you tools (as they are required).
   1. Differentiate between the new-to-you tools you received help with and the new-to-you tools you sorted out on your own.
   2. Include screenshots of the data as a means of explaining yourself
   3. Include a portion of a flow chart of tools.
      1. In other words, include a portion of the flowchart of tools and data on a slide, then include a slide showing the resulting data for that group of tools along with a brief verbal explanation of the methods and the resulting data. Then another slide showing the next portion of the flow chart, then another slide showing the resulting data and a brief verbal explanation of the methods/results. Lather, rinse, repeat.
   4. When taking screenshots, consider things like symbology, labels, and visual hierarchy. If you wouldn’t make a map with your data looking like “that”, then don’t do it here.
   5. What part did you automate? Did you use Python, ModelBuilder, or some other automation method?  Include a screenshot of the automation (or a portion thereof, if it’s giant) and the data which resulted from said automation.
4. The results of the project/summary of the data. This will be touched on throughout the slideshow as a follow up to the methods, but include the major results of the project in this results section
   1. Include screenshots of the resulting data. Consider things like symbology, labels, and visual hierarchy. If you wouldn’t make a map with your data looking like “that”, then don’t do it here.
5. What did you learn? What went well? What didn’t work out? (incomplete or unsuccessful paths are just as worthy of paths AND should be considered a required part of the presentation.)
   1. Include screenshots of the data which was produced as an explanation of what went well and what
      didn’t.
   2. Include flowcharts of the “wrong path” tools. It’s okay that it ends with a dead end. That’s a major part of the learning process.
6. A complete Flow Chart of your tools. Make the flowchart easy enough to read during a presentation. You may need more than one slide.
   1. No need to explain this slide as you’ve used the flowchart to explain your steps.
7. A slide explaining what you would have done if you had two more weeks. Four more weeks. Six months.

Grading Rubric

Download a Copy of the Grading Rubric

Criteria					Rating
1	Biography and Abstract (5%)				0		1			2		3
2	Cartographic Skills/PNG Map (5%)				0		1			2		3
					Analysis Rating (55% final grade)
3	Project Purpose				0		1			2		3
4	Demonstrate GIS Knowledge				0		1			2		3
5	Re-Use Introductory (Vector Based) GIS Tools				0		1			2		3
6	Re-Use Intermediate (Raster Based) Tools				0		1			2		3
7	New Tool – Instructor Help				0					3
8	New Tool – No Instructor Help				0					3
9	Automation				0					3
					PowerPoint/Presentation Rating (25% final grade)
10	Project PowerPoint was complete				0		1			2		3
11	Presentation was practiced				0		1			2		3
12	Student was present for other presentations				0		1			2		3
		Classmate Feedback Averages (10% final grade)
Criteria		Classmate provided a solid background into the topic they were presenting Rate: 1-5	Classmate provided a clear explanation of the methods they used in their project. Rate: 1-5	I feel I could, with a bit of time, recreate my classmate’s project based on the methods they presented. Rate: 1-5		Classmate demonstrated a clear grasp of Introduction to GIS tools, such as clip, buffer, project, etc. Rate: 1-5		Classmate demonstrated a clear grasp on new tools used in the project Rate: 1-5	Classmate clearly showed the data they used in the project (vector, raster, data tables) Rate: 1-5		Overall, the project was clear, understandable, and well executed. Rate: 1-5		If you were to give the student a grade on the project, based solely on today’s presentation, what would you assign?
Average Score

 

 

	Criteria		No Demonstration		Attempted Demonstration			Partial Demonstration	Proficient Demonstration
1	Biography/Abstract		No bio or abstract was included		Bio or abstract was way too short (i.e. one sentence), had multiple spelling/grammatical errors, or was not clearly communicated.			Bio and abstract were clearly written but one or both were too short or did not include all the parts.	Bio and abstract were clearly written, free from grammatical and spelling errors, were the right length, and were clearly communicated to the reader.
2	Demonstration of basic cartographic skills and inclusion of a map in PNG format		No map was included or simple screenshots of the analysis (“map”) window		A rudimentary map was included, but it is unclear with what the layers mean, default colors were used, or the map is missing necessary elements, such as a legend when various colors/layers are used, a title when the data layers are not self-explanatory, or a north arrow if the map is not a traditional “north up” map. This category also includes poorly laid out maps, maps which use poor cartographic choices (color, pattern, display coordinate systems), maps which have a huge amount of unnecessary white space, or maps which fail to tell a standalone story.			A map was included, but some necessary elements or layers were missing. The overall purpose of the map is clear and said map tells a story, but the map may be somewhat sloppy, a few poor cartographic choices were used, or some white space which is obvious and should be eliminated was included.	The map tells a clear, standalone story, includes all the necessary map elements, uses wise cartographic choices regarding display coordinate systems, color, font, and placement, and does not have excessive unnecessary white space. The map is a finalized product ready for publishing.
3	Project Purpose		No purpose defined		Unclear purpose or main idea			Communicates an identifiable main idea for the project, however, the purpose is missing or not fully formed	Communicates an identifiable main idea and purpose for the project, however the purpose is not fully formed
4	Demonstration of GIS knowledge in line with or above the scope of the course		No use of any GIS software		Rudimentary use of any GIS software. This includes, but is not limited to, skills such as adding data, zooming, panning, and opening attribute tables.			Familiar use of any GIS software, using only “introductory” level tools. However, basic concepts of GIS, are not demonstrated in the project.	Solid grasp on any GIS software.
Demonstration of GIS knowledge is defined as making appropriate tool choices in the appropriate place, regardless of tool outcome, as many times we run several tools which do not contribute to the end result of the project.  Appropriate tool choices include using the project tool to get all the data into the same, appropriate coordinate system.  Appropriate coordinate systems are those which are projected, if necessary, and match the input area (size, extent, units, etc.). In regard to Raster-Based GIS, demonstration of GIS knowledge includes a solid understanding and the proper use of raster datasets, such as spatial resolution, appropriate choices to convert raster data sets, and appropriate choices to analyze raster datasets within the scope of the course. Demonstration of GIS data also includes use of the software with confidence, willing to take risks with data, and using appropriate sources of help to expand the student’s GIS knowledge. Above the caliper of the course is defined as the willingness and application of tools not presented in class which are more complicated to execute, based on either tool concepts or tool inputs.
5	Reuse of Introductory tools as data preparation, demonstrating a solid understanding of the tool use		No use of introductory tools		The use of one or two introductory tools as they should be used, however, the data and analysis, as presented, shows several places where more tools should have clearly been used to prepare the data for intermediate analysis.			The use of introductory tools as they should be used to prepare data, however, it’s clear that one or two layers could have benefited from additional preparation before intermediate analysis.	The use of introductory tools as they should be used to prepare data for intermediate analysis. There should be no clear places where data should have been further prepared for intermediate analysis.
Introductory tools  are defined as those used to prepare data, including, but not limited to, tools which reduce the size of large datasets (select by attribute, select by location, clip, erase, dissolve, etc.), change the data’s coordinate system (define projection, project, project raster), tools used to create new data sets (geocoding, digitizing, merge, append, etc.), proximity tools (near, buffer, etc.), and overlay tools (clip, erase, etc.). These tools are used mostly in the preparation of data prior to analysis with intermediate tools, though, there are definite times when they are used intermixed with analysis.
6		Reuse of Intermediate tools, demonstrating a good understanding of tool use.		No use of intermediate tools		The use of one intermediate analysis tool	The use of two intermediate analysis tools			The use of three or more intermediate analysis tools
Intermediate tools are defined as those used for data analysis in class, excluding introductory data preparation tools such as clip, buffer, project, and select by attribute.  As long as the tool was used to move the project forward, the output of the tool does not need to be included in the final analysis. In other words, using a tool that might help move the project towards a final solution will count, even if it was decided the output was not going to be used in the final analysis.

Criteria		No Demonstration		Proficient Demonstration
7	Use of new tool or tools, with instructor help	No use of a new tool utilizing instructor help with the tool inputs, outputs, or tool use/concept		The use of a new tool utilizing instructor help with the tool inputs, outputs, or tool use/concept
8	Use of new tool or tools, without instructor help	No use of a new tool without instructor help. This means the student utilized other resources, such as, but not limited to, the tool help, Stack Exchange, or a tutorial.		The use of a new tool without instructor help. This means the student utilized other resources, such as, but not limited to, the tool help, Stack Exchange, or a tutorial.
9	Automation of some aspect of the project (Python, ModelBuilder, or other)	No part of the project was automated		A part of the project was automated
	Criteria	No Demonstration	Attempted Demonstration		Partial Demonstration	Proficient Demonstration
10	Project PowerPoint was complete and each criteria was clearly and completely explained.	No PowerPoint was submitted	PowerPoint included one or two required elements		PowerPoint included three or four required elements	PowerPoint included all the required elements
PowerPoint should include: A clear definition of the project topic and background information required for classmate understanding; a clear explanation of the project methods, including what tools were used, how they were used, and the result of the tool; an explanation of the new-to-you tools, including the tool inputs and outputs; the results of the project and the conclusion of the problem; a tool workflow; an explanation of the automation; and a slide explaining what further analysis would be given two more weeks, four more weeks, six more months. A workflow of the tools used in the project, including “branches” which led to a “dead end” along with the “branch” that moved the project forward. This can be created in ModelBuilder and exported to a PNG or can be drawn in a visualization software, such as Visio or the website, Draw.io
11	Presentation was practiced, all parts were clearly explained, and student successfully answered audience questions.	Presentation was clearly not practiced, parts were not explained to the audience, and/or the student was not capable of answers questions about the project.	Presentation was lightly practiced, maybe just reviewed. The explanations may have been lacking or somewhat unclear, key points were not addressed, or portions were skipped. Student struggled to answer questions about their own analysis.		Presentation was practiced a few times. Some parts could have used further explanation or minor points were missed. Student was able to answer questions about their analysis mostly confidently.	Presentation was practiced, fully explained, fully inclusive of all parts, and student was able to clearly answer all questions posed to them regarding alaysis.
12	Student was present for other presentations	Student showed up late, left well before the end (ie, right after their presentation), was on their phone or computer periodically.	Student showed up late or left early (without notice). Student did not complete peer review forms.		Student was present for the entire presentation but may have “checked out” a time or two. Student filled out peer review forms and asked a question or two.	Student was on time, fully present, did not leave early, filled out the peer review forms, and actively participated by listening to their classmate and asking questions.