Transition in Cartographic Education in the United States: Challenges and Opportunities in Curriculum Design

Abstract

A framework for the transition that cartographic education has undergone over the past decade points to key challenges and new opportunities for instructors and students in the future. While implementing the new technologies, instructors continue to re-learn and re-think how to teach cartography, while students similarly adapt to and learn the rapidly changing forms of technologies. In addition to acquiring cartographic concepts and methods, students face the task of learning new computer systems and programs. However, automation also provides challenges and rich opportunities in the teaching environment. Colour presentation and faster map production are among the many advantages these innovations bestow. Many challenges lie ahead. Curricula must be designed to reveal the basics of cartography while students are using already-programmed software. Technology will need to be upgraded in spite of budgetary constraints. At the same time, attention also must be given to the needs of adult students returning to the university to keep current their professional qualifications. Cartographers have embraced the new technologies, and now we have to embrace the continuing difficulties and wealth of possibilities available to teachers and students alike.

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