Tuesday, June 27, 2017

GIS 5103 – GIS Programming - Student Spotlight

Module 6: Geoprocessing

In module 6 GIS Programming (GIS 5103) students built on the previous weeks lab of geoprocessing with ArcGIS ModelBuilder, by considering how to automate workflows directly with Python scripting. For the assignment, students write a script that performs three separate geoprocessing functions: adding xy coordinates, creating a buffer and dissolving spatial features. As is required by all labs, students complete a flowchart depicting the logical flow of their scripts.  

This week, we would like to highlight the outstanding work of Robert “Taylor” Moore. Taylor’s flowchart is shown below illustrating how his script accomplished the three geoprocessing tasks:

Taylor successfully completed all parts of the assignment and the associated quiz with distinction! His blog post is extremely detailed and something to be proud of. He did a great job describing the steps taken to complete this module including an informative flowchart that used the correct standard symbols illustrating the steps he took to automate the geoprocessing steps. 

Taylor is currently work as an Environmental Specialist for a small consulting firm based at Camp Lejeune Marine Corps Base. In a recent weekly virtual session Taylor discussed a potential topic for the end-of-semester project focused on automating via Python geoprocessing task for a work-related project. This is very exciting because we love to see students taking what they learn in the classroom into real work applications. We look forward to watching Taylor’s continued success with GIS. 

Wednesday, June 14, 2017

GIS 4048 – GIS Applications - Student Spotlight

Module 2: Lahars

The first GIS application investigated in GIS 4048 is Natural Hazard planning and mitigation.  For the lahars lab, students utilized DEMs and the Hydrology toolset found within the Spatial Analyst extension to determine potential drainage flow around Mt.Hood in a potential volcanic event.  After streambeds  were determined, students overlaid census data to determine the at risk population.  Lastly, the data was compiled as a cartographically polished map to effectively communicate the information.

This spotlight goes to Erin Padgett! Erin correctly completed the DEM analysis to generate streams and adjacent low lying hazardous areas.  Although the analysis workflow was tricky, presenting the information was equally as difficult.  Erin did an excellent job differentiating map elements and information to allow for quick data acquisition and interpretation.  The excellence is in the map’s simplicity.  The underlying DEM imagery was phased out for a neutral background a few shades lighter than the symbology for the hazard areas which really promoted the map’s content. The different label styles are simple, but very effective at communicating different features. Overall, this map’s generalized content enables quick acquisition of the hazard areas. Including DEM imagery in the map could also be relevant, but the trick is to use subtle symbology so the hazard areas are still easily visible.  See her blog post for more details about this assignment. Great job Erin!