Education pedagogy for spatial science praxis

Abstract

In preparedness for work environment policy, technology and professional application challenges, professional education must enable students to determine learning opportunities that best suit their personal and professional needs. The diverse needs for professional practice within the geospatial (surveying and mapping) profession have defined a requirement for new approaches and multiple varied work oriented learning opportunities. The Spatial Science profession is embracing needed change to reflect specific changes imposed by the current and perceived future professional practice and social environment (Young, 1994 and Young, 2004). The University of Southern Queensland has a unique suite of undergraduate study options from which individuals can choose to enter the spatial science profession. The opportunity to choose on-campus and off-campus delivery modes of study, and to move freely between these modes and different qualification levels, realises the dilemmas facing emerging and future professionals and employers. Similar opportunities are also available for higher degrees candidates, other professionals and continuing professional development. This paper will concentrate on examining the major criteria and benefits of the new user-defined technical and professional education Spatial Science programs developed at the University of Southern Queensland. The praxis of these programs will emphasise a particular effective teaching pedagogy that strongly motivates learning and inculcates desired problem solving techniques, lateral thinking, teamwork and communication attributes. The paper will also demonstrate the application of the graduate's professional skills in meeting the challenges in spatial science.