Drones in Geography Higher Education Curriculum: Where Are We?

Abstract

Drones as remote sensing platforms have changed the way geographers map the world. Given the low cost and ease of use of drones, the need to educate geography students on scientifically sound and ethical use of drones has never been greater. As university geography departments develop drone courses to attract new majors and provide desired instruction, the academic community knows little about drone curriculum in geography (either in whole or as a part of a course) and how such courses are being taught. This study, through a Web-based survey of forty-five instructors, provides a baseline understanding of drone instruction within geography higher education. We outline who is teaching geography courses with drone content, and, more important, what and how drone content is being taught. Findings reflect differing instructional approaches and content-related uncertainties connected to courses potentially lacking remote sensing principles. Overall, strides are being made in offering drone content in geography courses, but more educational research would help to better coordinate efforts discipline wide.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.