575.640.81 - Geospatial Intelligence: the art and science for better understanding our world

Expanded Course Description

This course will present and assess the fundamental concepts of  remote sensing technologies and an introduction ESRI GIS software applications for better understanding our world.  Topics include the physical basis for remote sensing (RS), remote sensing systems, digital image processing, data structures, database design, and spatial data analysis. Examples of applications of GIS and remote sensing technologies to various environmental applications with a particular focus on sustainable practices will be used throughout the course. Multiple ESRI exercises will be used in class with assignments and presentations. The course will include discussion and review of public policy and initiatives on environmental and sustainable development issues relative to current developments in technology and applications in the overall fields of GIS and remote sensing.

The course will also be using the latest ESRI GIS textbook with exercises using a range of ESRI software. The exercises will provide a good introductory knowledge of GIS capabilities for a number of environmental and management applications. ESRI software is by far the most used GIS software my professionals in planning, design, engineering, environmental and government organizations.

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the course menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, Module contents are summarized in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

Course Topics
• Introduction to Remote Sensing and ESRI GIS applications 
• History of Remote Sensing Systems
• Case study examples of GIS and remote sensing environmental applications
• Using GIS maps and data
• Applications of GIS layers and attributes
• Displaying and presenting GIS data
• Developing information about GIS features
• Using GIS to analyze geospatial data
• Overview of Current Remote Sensing Systems
• Multispectral remote sensing applications
• Hyperspectral sensors and applications
• LIDAR sensors and applications
• Radar sensors and applications
• Infrared and thermal sensors and applications
• Remote sensing of vegetation
• Remote sensing of water
  Remote sensing of the urban landscape
• Remote sensing of soils, minerals, and geomorphology
• Image interpretation
• Case studies of Environmental Assessment applications
• Remote Sensor System selection criteria and applications

Course Goals

The goal of this course is to provide an introduction to the physics and applications of remote sensing and remote sensing systems. This will include evaluation of current research, technology and policy developments in the remote sensing and GIS areas. This will be accomplished through lectures, reading assignments, article reviews, discussions and case studies.

Course Learning Outcomes (CLOs)

• An introductory understanding and general knowledge of the ESRI Geographic Information Systems (GIS). Also, this course will provide students with applied experiences in using GIS through a number of practical exercises that illustrate many of the features in the software.
• Assess the physics of remote sensing and the major remote sensing systems that are in operation today. This will include the advantages and disadvantages of each of the major systems.
• Evaluate current research, technology and policy developments in the GIS/RS area and their application to environmental, infrastructure, and sustainability issues.

Textbooks

Required Textbooks

Fleming, Sunny and Artz Matt (2023), Finding A Sustainable Balance: GIS for Environmental Management Redlands, CA: ESRI Press. ISBN Number 978-1-58948-758-1.

Jensen, J. R. (2007). Remote sensing of the environment: An earth resource perspective (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.  ISBN-10: 0131889508

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website at http://ep.jhu.edu/bookstore. Textbook information for this course is also available online through the MBS Direct Virtual Bookstore.

Required Software

The course will be using the latest ESRI software that is provided by code from the "Finding a Sustainable Balance" textbook. The exercises will be using provided databases and videos using a variety of ESRI software. These are the latest versions of the software. The exercises will provide a good introductory working knowledge of ArcGIS capabilities for a number of commonly used environmental applications of the software. ESRI software is by far the most used GIS software my professionals in planning, design, engineering, environmental and government organizations.

Student Coursework Requirements

This course consists of four student requirements:
1. Preparation and class Participation (10% of Final Grade Calculation) Each student is responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from assigned readings from professional papers, reports and research publications. The course text will be used as an overall outline of important smart growth principles and strategies that will be reinforced by the additional required reading sighted earlier. Post your response to the questions by Wednesday evening of that module week. Posting a response to the discussion question is one part of your grade for class discussions (i.e., Timeliness). Part two of your grade for class discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive. The references listed in the annotated bibliography in the course text present supporting or contrasting views of concepts discussed in the text. In some cases, these references present a detailed discussion of topics not treated in depth or only touched upon in the course text. The annotated bibliography also provides web sites that can provide additional information on topics covered in the course. Evaluation of preparation and participation is based on contribution to discussions and input to the weekly discussion questions.

 2. ESRI exercises and reports (20%), ESRI exercise and detailed report with class presentation (10%) Total (30% of Final Grade Calculation) Reading assignments as well as readings from the texts and other outside sources will be important sources of material and learning in the class. In preparing your written homework assignments, please put the class assignment number and your name on each assignment, even though it will also be submitted electronically. The purpose of the homework is to give the students the opportunity to demonstrate their understanding of the course concepts. All homework assignments are due according to the dates in the Calendar and Assignments tools. Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors). If, after submitting a written assignment a student is not satisfied with the grade received, the student is encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade. There will be at least one technical paper provided to the class each week for review and preparation of a summary report. The reports will be single spaced in times roman 12 font with a one- inch border and between two to three pages in length. The GIS exercises will use the data sourced from the ESRI text to complete the exercises.

Each student will prepare one detailed ESRI review paper and present one PowerPoint review to the class on an assigned topic. The detailed review paper will be at least five pages in length and conform the same format as the semester research project report. The
PowerPoint presentation will be given during one of our Office Hour Meetings  and be approximately 15-20 minutes in length. It should also be posted in the weekly discussion forum for review and 
discussion by the class.

3. Semester Research Project & Presentation (35% of Final Grade Calculation) A semester project will be selected by each student by the fourth week into the course. The next-to-the-last week will be devoted to the semester project. The semester project is evaluated by the following grading elements: Student preparation and presentation of semester project to class (maximum 50 points) b.

Semester research report conforms to specified format including referencing (20%) c. Quality and technical accuracy of the semester project paper (40%) d. Student technical understanding of the semester project topic as demonstrated in the content of the paper and response to questions during the presentation to the class (20%). Maximum score for the semester research project report is 180 points. 

4. Course Exam (25% of Final Grade Calculation) Students will have one week to complete the exam. The exam will be due by 11:59 PM one week after posting on the web site. Students may use the course text and any assigned homework readings or exercises to complete the exam.

Student Course Grade Criteria Summary
Semester project report and presentation                35%
Course Exam                                                         25%
Article/Exercise Summary Reports                           20%
Preparation and Participation (+discussion input)      10%
A Detailed Article/Exercise Summary & Presentation  10%

Grading Policy

Course Policies

Classes consist of online lectures and presentations by the instructor. There are weekly reading assignments from the text and assigned technical article reviews and reports related to the class. There is also a weekly office hour meeting where assigned students will make presentations on the technical papers for that week. The instructor will also be providing additional material during these meetings, answering questions and leading discussion of current events related to the course. Students are expected to work weekly homework assignments and to discuss them in the discussion area of canvas and during office hour meetings.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.