Etherington, T. R. (2016). Teaching introductory GIS programming to geographers using an open source Python approach. Journal of Geography in Higher Education, 40(1), 117鈥�130.
This paper outlines a Masters level geographic information system (GIS) course structured around a series of laboratories that teach introductory computer programming skills. The author is from the Institute for Applied Ecology New Zealand, School of Applied Sciences, Auckland University of Technology, New Zealand. Six laboratory exercises focusing on core spatial concepts of location, event, neighbourhood, field, object and network (Kuhn, 2012) were designed to teach Python (Open source, Version 2.7). Three methods of assessment are recommended to build confidence in the ability to program: self-assessment quizzes, self and peer laboratory assessments, and reflective writing. Feedback from students (n=29) at four universities was acquired from standardised university course reviews that asked general questions about positive and negative aspects of course design, teaching activities and assessment tasks. The voluntary and anonymous nature of the feedback precludes any contextualisation of comments, but students recognised the potential that Python GIS programming gives and this suggests greater emphasis on this aspect of a geographer鈥檚 education is to be encouraged. The laboratory teaching materials developed and reported are available as supplementary material.