The Geospatial Revolution is going 3D. Immersive technologies such as Oculus Rift, Samsung GearVR, HTC Vive, are revolutionizing how places and data are viewed and analyzed. Instead of interacting with data on a 2D desktop screen, researchers and decision makers can immerse themselves in virtual environments where geospatial data are represented in intuitive, immersive, and flexible ways. VR and 3D modeling are going hand in hand; with the ready availability of massive amounts of environmental data (e.g., LiDAR) and efficient 3D modeling technologies (e.g., SketchUp, CityEngine), realistic immersive scenarios are easier to create than ever before. We are witnessing a paradigm shift which enables new methods of environmental decision making from urban planning to climate change. The combination of iVR and automated 3D modeling enables models of real-world places to be integrated within data visualization workbenches. This course will provide students with an overview of current developments, details different workflows that are available, and provides hands-on experiences with 3D modeling and VR technologies.
The traditional approach to geospatial analysis is the intuitive technique. In order to improve analysis, relatively uncomplicated methods exist to help intelligence analysts structure their analysis. These structured methods, which can be applied to a broad range of problems, provide a scientific-like and demonstrable approach to analysis that can enhance the intelligence analyst objectivity. Structured methodologies do not replace the subjective insight of the intelligence analyst. Instead, the intent is to use a logical framework to illustrate and capitalize on intuition, experience, and judgment. A structured methodology provides a traceable and repeatable means to reach a conclusion. Significant for us, structured methods have significant value in that they can be taught. Structured methodologies are severely neglected in the geospatial realm. This course teaches the theory and practice behind a structured analytic method designed for geospatial intelligence, with particular emphasis given to selecting and applying appropriate analysis techniques to create and test hypotheses. Students will assess the various connotative biases and spatial fallacies that interfere with sound spatial thinking. Students also appraise basic analysis techniques including imagination, diagnostic, and challenging & reframing.
GEOG 594a is a seminar that brings together the threads of the Geospatial Intelligence program and reinforces the standards of professionalism applicable to geospatial intelligence analysis in government and business. The seminar's overarching aim is to enhance your understanding of the role of geospatial intelligence, develop individual competencies, reinforce professional concepts, and improve geospatial analytical techniques and methods.The course is ten weeks in length and requires a minimum of 8-12 hours of student activity each week.
This course is organized around seven projects and a capstone assignment. Each project includes readings, quizzes, and discussions about concepts and tools in cartography and visualization. Throughout the course, students complete “mile marker” assignments that are designed to help them progress toward the capstone assignment. Through the course projects, students confront realistic problem scenarios that incorporate such skills and concepts as creating symbolization schemes, coordinate systems and map projections, creating isoline and other terrain representations, interpolation, classification schemes, multivariate representation and representation of data uncertainty. Those who successfully complete the course are able to design and produce effective reference and thematic maps using GIS software and can interpret and critique maps and related information graphics.
This class will focus on data analytics and professional practice in Geographic Information Systems. Students will participate in a collaborative data challenge project to engage with graduate students on a global-scale geospatial analysis problem. Penn State MGIS students will collaborate with graduate students from ITC - University of Twente located in Enschede, Netherlands to develop solutions to analyze spatio-temporal patterns in refugee migration data. Students will have the opportunity to present their work and develop new connections with EU geospatial professionals via site visits to European national mapping agencies. Students will work in teams to tackle this global-scale data set, and use geospatial analytics to arrive at a solution to visualize patterns over space and time.
AE 868 is an elective for the Solar Energy Option within the online Intercollege Master of Professional Studies degree program in Renewable Energy and Sustainability Systems (iMPS-RESS). It examines the theories and design practices of solar electric systems in the context of utility and commercial-scale applications. As AE 868 is intended for graduate students and professionals with interests in the procurement and delivery of commercial photovoltaic (PV) systems, an important goal of the course is to equip solar professionals with skills to follow the impact of hardware trends in industry on feasibility, design, and commissioning of such systems. This goal is reinforced with authentic assessments in the form of a sample of real problems that solar professionals solve in their line of work with examples of resources they access for this purpose and several case studies on design and construction of PV systems. Students will learn how to design solar electric systems as well as the processes required for permitting, construction, and commissioning of solar electric systems.
You develop procedural programming skills in a programming language designed for visual arts and visualization while exploring Earth science topics. In particular, you will learn and practice digital graphics capabilities in order to render Earth science concepts that are otherwise difficult to visualize due to complicated space and time scales. Both spatial and object visualization skills are key to success in the Earth sciences; you will build an awareness of these skills and practice them with an eye to being able to teach them to your own secondary school students.
In this course, you will interact with large, open, freely-available data sets by collecting, plotting, and analyzing them using a variety of computational methods. You will therefore be ready to teach your own secondary school students a range of Next Generation Science Standard skills involving data collecting, manipulation, analysis, and plotting.
You will also read and discuss current research regarding the teaching, learning, and evaluation of visualization skills, as well as multiple external representations of science concepts. For the courses final project, you will apply your theoretical knowledge and practical skills by developing a teaching object for use with your own secondary science students.
This course examines various GEOINT themes and issues such as the geographies of cyberspace, the geopolitics of cyberwar, techniques that might be employed in such a conflict and how they are related to censorship on the Internet, ideas on regulation and network architecture, the politics of censorship and hacking and the politics of grassroots activism enabled by cyber Internet Communication Technologies (ICT). Students will interrogate a range of information systems, the emerging landscape defined by the geographies of the Internet, and the impacts as they concern the intersection of ICTs and intelligence. The course will be centered on a GEOINT nexus with emphases on technology, information theory, and geopolitics.
EARTH 530 will introduce you to the basic information necessary for understanding Earth surface processes in the Critical Zone through an integration of various scientific disciplines. Those who successfully complete EARTH 530 will be able to apply their knowledge of fundamental concepts of Earth surface processes to understanding outstanding fundamental questions in Critical Zone science and how their lives are intimately linked to Critical Zone health.
This course should prepare students to conduct a successful job search once they have graduated from the ESP program. Internships provide relevant real-world experiences and allow students to interact in a professional environment and gain experience networking. We will also discuss student's strengths, weaknesses, and skill sets while cultivating their ability to interview and relate their internship experience to the ESP curriculum. Students will complete a practice interview session and submit an updated cover letter and resume for review. Finally, upon completion of the online journal, they should have a robust writing sample, multiple internship related artifacts, and a updated resume they can use during their job search.
Description: Introduction to the science of Earth's climate system, the consequences of future climate on Earth, strategies for how to minimize the effects of and adapt to a changing climate.
This course will covers a basic understanding and appreciation of energy efficiency and environmental concepts, basic operating principles of day-to-day energy conversion devices, various options to increase energy efficiency, ways to save energy and money, and ways to save the environment.
Introduces the basics of energy from how we measure it, to how it is regulated and priced, to how you can engage in exciting new opportunities for energy efficiency, green architecture, and renewable energy. Recorded in May 2008 by Penn State University for the Local Development Districts of Pennsylvania's Energy Partnership, in Milton, PA.
This workshop will assist organizations by helping them understand their operational choices in terms of energy supply and market pricing. Be prepared to take take advantage of new pricing options and efficient technologies, obtain financial incentives and focus budget dollars on core operations.
This course presents an examination of ethical issues relevant to systems-based research procedures, professional conduct, social and environmental impacts, and embedded values in research and practice. The course is comprised of 8 lessons. Lessons are divided into case-based modules and a final project. Lessons 1 and 2 provide a conceptual base for engaging systems ethics. Lessons 3 through 8 are case studies of ethical issues that can arise when engaging renewable energy and sustainability systems. Your final project will be to develop an ethics case-study based on your area of interests.
Students of this course will develop an encompassing understanding of the challenges of sustainability and sustainability issues. The course will enable students to not only know and react to current market situations and existing rules, but also to recognize future trends and market opportunities on the national and international level. Many sustainability fields such as sustainable energy are highly dynamic and global. The course provides students with the intellectual means to identify and judge the main drivers and complex systemic interrelations of specific sustainability fields.
METEO 469 is a required course for the Bachelor of Arts in Energy Sustainability and Policy on-line degree program, geared towards students who are able to study only part-time and at a distance. This course provides an introduction to global warming and climate change, covering the basic science, projected impacts, and approaches to mitigation. Watch this introduction video by the course author, Michael Mann:
This course lays a solid foundation in the application of physical, chemical, and mathematical principles to a broad range of atmospheric phenomena. It gives non-Meteorology students a comprehensive understanding of atmospheric science and the quantitative analytical tools to apply atmospheric science to their own disciplines. Students are introduced to fundamental concepts and applications of atmospheric thermodynamics, radiative transfer, atmospheric chemistry, cloud microphysics, atmospheric dynamics, and the atmospheric boundary layer. These topics are covered broadly but in enough depth to introduce students to the methods atmospheric scientists use to describe and predict atmospheric phenomena.
This course cultivates a working knowledge of how geospatial professionals can develop web mapping applications that bring together data from multiple sources. GEOG 863 will provide students with an understanding of the technology that makes building mashups possible and teaches them how to build their own mashups.
GIS For Transportation: Principles, Data, and Applications (3) This course examines the use of GIS principles, data, and applications that have been developed for the field of transportation.