Environmental Geography with GIS How do geographers study spatial interactions between humans and the natural world? How do patterns and processes of climate, hydrology, biogeography, geology, and geomorphology interact with human societies? How can geographic information systems (GIS) help geographers describe, understand, and explain these spatial interactions? In this course we will study applications of GIS in environmental geography from local to global scales. Case studies will introduce methods for using elevation models, remotely sensed imagery, and environmental data for inquiries of environmental change, environmental hazards, and natural resource conservation. Students will learn how to gather geographic data, perform spatial analyses, critically interpret results, and communicate findings with cartographic layouts.

Town-Gown Lands of Middlebury In this course we mix methods to investigate lands that connect Middlebury College and Vermont towns. We will study the natural and human histories of land and investigate relationships between Middlebury College and local human and natural communities. We ground these themes at field sites along a transect from the Champlain Valley to the Green Mountains where college and non-college communities overlap in space and time. Students explore questions from multi-disciplinary perspectives, learn to interpret and integrate different kinds of evidence, including texts, images, maps, and direct observations, share their work with peers to help contextualize field excursions, and produce a short research article linked to a web map of Middlebury town-gown lands.

Mapping Global Environ Change How do geographers study spatial interactions between humans and the natural world? How do patterns and processes of climate, hydrology, biogeography, geology, and geomorphology interact with human societies? How can geographic information systems (GIS) help geographers describe, understand, and explain these spatial interactions? In this course we will study applications of GIS in environmental geography from local to global scales. Case studies will introduce methods for using elevation models, remotely sensed imagery, and environmental data for inquiries of environmental change, environmental hazards, and natural resource conservation. Students will learn how to gather geographic data, perform spatial analyses, critically interpret results, and communicate findings with cartographic layouts.

Cartography How do maps work? What are their intended uses and impacts? How do maps differ across cultures and times? In this course we will explore these questions through a series of practical exercises, readings, discussions, and critiques. We will learn fundamental concepts, principles, and patterns for using graphics to depict geographical ideas. We will practice both manual and digital methods for making maps, including GIS and graphics software, and compare frameworks and paradigms for evaluating map style and use.

Conservation Planning Conservation planners try to identify and protect places with natural and cultural values. In this course we will investigate geographical concepts and methods for interpreting landscape change, inventorying natural resources, and evaluating conservation plans. We will examine the contributions and limitations of maps and geographic information systems in conservation planning through a combination of computer-based analyses, field investigations, readings, writing workshops, and discussions. The Town of Middlebury will provide a case study and students will develop independent projects that compare Middlebury to other towns in Vermont. (GEOG 150).

Jeff Howarth

In my experience, the difference between 120 and 150 is pretty opaque when both are options, such as for Environmental Studies students. 150 was structured entirely around coding with Google Earth Engine, which uses Javascript. This wasn't really advertised beforehand and I had no coding experience, but it turned out fine. A big benefit is that Prof. Howarth does not like to assign a lot of work out of class; sometimes it was nothing beyond in-class work. Exams are sets of 3 independent problems done online across two days of class, and this is done three times throughout the semester. Prof. Howarth is great and accommodating, and there was a geography teaching assistant available for help too.

This class had almost no work outside of class time. Each week we had a lecture, then a group-work lab period, then a class/lecture to go over the lab. This class was almost entirely coding using Javascript. Exams were a little tough, but the grading system made it almost impossible to get below a B on any exam.

I have had a really great experience taking 150 with Jeff. Most of the coursework is contained to class time and I feel as though all material is explained very well. Both Jeff and the TA are accessible and very willing to help students. If you are debating between 150 and 120 (I took 120 the previous fall), I think that 150 is a better structured course. However I have found GIS (120) to be more useful outside of the class than Google Earth Engine (150). 