I had been imagining a Recreation geodatabase that I could populate with data I collect in the field with ArcPad. My Sedona hiking geodatabase contains  a few of the feature classes that would work for my new project.  I started by creating the new file geodatabase — called Recreation — in ArcCatalog. Next I brought in the schema of the relevant feature classes from my existing Sedona Hiking geodatabase. They are: Hiking Trails, Trailheads, Sign Posts, and Interesting Sites.

That took care of the essentials, but I wanted a few more feature classes.  I’d have to create them from scratch.  These  include Photo Locations and Social Trails. I made sure that all of my feature classes were GPS-ready and included attribute fields for storing at least one picture, a date field, and a comment field. I include these in all of my operational field layers to facilitate good documentation in my GPS data.  With the main operational  feature classes created,  I could have left it there.  But I had loads of time — at least 8 minutes — and I like to have background data for reference.

A quick look at the Esri Data and Maps revealed ready-to-use roads, federal land use polygons showing park, forest, BLM, and other boundaries, towns and much more. The only problem is the extent of these data is for the entire United States – way too much for my small study area. I opened ArcMap, started a new map, and added a topographic base map from ArcGIS Online. I quickly opened the Catalog window and created a new polygon feature class called Boundary, began an edit session, and drew a rectangle around the general region of Joshua Tree NP. I would use this boundary to clip the background data to my study area.

Next, I opened the ArcToolbox window, located the Clip tool, and right-clicked to run it in batch mode. I clipped all of the background data down to the size of my Boundary feature class in one fell swoop, making use of the environment settings to reproject them to match the other feature classes in my geodatabase. (ArcPad requires that all layers be in the same projection.) Running the Clip tool in batch mode saved me several minutes. The newly clipped feature classes were automatically added to my map. I imported the symbology used in the Esri Data and Maps for the same layers which automatically sorted and symbolized my new features. Next, I added my hiking feature classes. Though there were no features to see on the map, I symbolized them for field use selecting bright, easy to see symbols and colors. I turned off attribute fields I don’t need in the field, and turned on labels for a few of my background layers.  I’ve done this many times, so I was careful to make things easy to see and use in the field.

I zipped through the Get Data for ArcPad wizard – choosing to export my background layers as shapefiles and my operational layers into an editable AXF file. Once my folder of data was ready, I copied it over to my mobile device — my trusty Juno SB — then opened the APM in ArcPad and confirmed that everything looked and behaved as it should. My project was ready for the field in 15 minutes.

The next time I want to check out these data, it will take only a minute or two as all of the prep work has been done. The hike to Willow Hole was beautiful and ArcPad performed perfectly. I collected the trail head – with photo — while I waited for my friends to get their packs ready then began the hiking trail polyline while they tied their boots. With streaming mode engaged, I put the Juno in my fanny pack and logged the line while I hiked. There were a few sign posts and interesting sites I logged along the way.

All in all, this is a great start to what I’m sure will be a great ongoing ArcPad project.

How about you?  How do you prepare your GIS for the field?

I have accepted a position with Esri as the ArcPad Product Manager.  This is a wonderful opportunity for me and it’s one that I am very excited about!  As many of you know, I worked at Esri several years ago as an instructor.  It was a great experience for me then as I boosted my technical GIS skills and found my voice as a trainer and communicator.  I left Esri as my personal and career path brought me back to Arizona where, for the past five years, I worked as an instructor and consultant for GPS, ArcPad, and field data collection.  Now it is time for a new challenge – to take what I’ve learned and the experience I’ve gained back to Esri and be the connecting link between those who use ArcPad and those at Esri who develop and market it.

GeoMattix, LLC, has now completed its cycle.  It has been a great honor working with you over these past two-and-a-half years.  I’ve visited many client sites throughout Arizona to consult and train new and seasoned GIS and GPS users, conducted many online trainings in the southwest, and helped people across the country with my training videos and blog articles.  I have enjoyed running my own business and though it is sad to say goodbye, I am ready for this new challenge.  I know that I will be invigorated by the demands and opportunities of this position and I’m looking forward to working with the amazing folks at Esri in this new capacity.

GeoMattix, LLC, will be shutting its doors September 8^th and I will begin my new job in mid-October.  I’ll still be using the ‘GeoMattix’ name but after September 8^th it will be solely for my personal use and not for business.  I intend to keep my blog though my website will transition from business to personal/professional and I will cease sending email alerts.  You can follow me now and always on Twitter @Geomattix.
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Michele atop Airport Mesa in 2008, Nomad GPS in hand

Slowly, I began to build up a collection of hiking trails, trailheads, and various points of interest in town and in the forests and wild lands surrounding Sedona.  I learned not just about the GPS units, but about adding digital photos to a GIS using GPS.  All of my trailhead points include photos of the actual trailhead.  Points of interest point features are supplemented with photos of lovely vistas, colorful lizards, and even a jackrabbit, or two.  I also learned how to best managing GPS collected data in a geodatabase and how to design the geodatabase for efficiency in the field with dropdown lists, default values, and more.  I was also able to get a lot of practice post-processing GPS data for better accuracy.

Geotagged photo from the Dogie Trail

When I started GeoMattix, I bought a Juno SB so I could continue my Sedona trails project.  But it didn’t stop there!  I bought various Garmin units, too.  I drove my husband crazy on our hikes trying to troubleshoot technical problems, asking him to pose for a geotagged photo, and finding the best way to carry the Juno when hiking.  He was a good sport, but I know how annoying it is when you just want to hike and your partner is mucking around with gadgets!  It took a little figuring out but I got it down to a science – having learned the idiosyncrasies of my various GPS units.

I should be hiking but instead I'm figuring out a Garmin eTrex!

Lost in GPS-land! Figuring out the Juno SD.

Sedona is a hiker’s paradise.  Dramatic views, accessible rock structures, gorgeous canyons, and even a creek running right through the desert – and all that is accessible from your front door!  And Arizona is perfect for collecting GPS data.  Here, we enjoy wide open views of the sky with very little interference from tree canopies or other obstructions and I’ve never had a problem locking into WAAS.  My Sedona hiking data became the material for demos in my GIS training classes.  I always enjoyed the oohs and aahs from students when I’d show them how to work with photos in GIS.  Sunset at Cockscomb was a favorite!

Learning how to use GPS photolinking software. I am wearing an Amod GPS unit clipped to my belt. My husband is taking photos with a regular camera. Back home, I geotagged the photos.

When I learned about the technology that enables me to create training videos, it was natural to feature my very own Sedona hiking data in the videos.  Many of the video courses feature Sedona in all its GIS glory.  Students get a virtual trip to Sedona as they learn about ArcPad, GPS, digital photos, and more.

Experimenting with a Garmin Forerunner.

Geography is about understanding the lay of the land.  GIS models the lay of the land digitally  I love both and seeing the beautiful Sedona landscape captured in GIS from data I’ve collected is pretty cool.  Technical training doesn’t have to be dry, though it often is.  My training videos teach the essential skills and workflows and they do so using data that was collected while I was out having fun in a beautiful place.  When you watch the training videos, you get a strong sense of playfulness that comes with mixing work and pleasure.  What better way to learn?

Here I am collecting Long Canyon trail - making sure my vertices are in order.

Online, on campus, or a hybrid?  One year or two? Day classes or night? To continue with my series of articles about getting a master’s in GIS, today I’d like to share with you a few things to consider when selecting a program.

Identify Your Parameters

First, you will need to assess what you are able and willing to do. With so many programs to choose from, identifying your parameters will help you make the first cut.

• Can you relocate? If you are unable or unwilling to move, then you will have to look for regional programs and/or online programs.
• Do you want to be a full-time day student? There are programs that require you to be a full-time day student for one or two years. Other programs cater to working professionals and hold classes in the evening. Some online programs allow you to choose when you attend a class.
• How much are you able to spend and/or borrow? The cost of a master’s in GIS varies tremendously – from a few thousand dollars to tens of thousands. Recall the rule of thumb I shared in my last blog article about trying to limit the amount you borrow to half of the annual starting salary you reasonably expect to earn.

Consider the Program

Getting a master’s degree is just as much about the experience as it is the specific skills and knowledge you will learn. Much of getting a good job is about who you know. Keep that in mind when searching for a program. Try to balance the academics with networking and professional exposure. I would look for the following (in no particular order).

• Networking opportunities. What does the program do to promote networking with faculty, fellow students, and working professionals? Seminars, for example, offer a way to interact with academics and GIS professionals. Working in teams, being assigned a faculty advisor, and other events that put you next to peers and professionals help you expand your professional network.
• Job recruiting. Some programs bring recruiters from top GIS employers to meet and talk with interested students. Meeting and talking with recruiters will help you assess various companies and job opportunities AND it will give you an inside contact when you’re ready to job hunt.
• Job Placement Statistics. You are probably getting a master’s in GIS because you want to find a good job in the field (or better the one you may already have). Before you invest a good chunk of money and time in a degree program, ask for information about the current status of past graduates. How many of them found work commensurate with their degree? You want a program that cares about whether or not its graduates procure good jobs and they can show you that they care by producing job placement statistics. Don’t settle for general industry statistics from the Department of Labor – ask about their specific job placement stats. Also, ask for a reference – a graduate you can contact and find out how the program enhanced his or her career.
• Internships and More. A good GIS master’s program should offer current information about internships, conferences, and volunteer opportunities. They should be prepared to help you apply for internships, get yourself on volunteer lists for conferences, and so on.
• Up-to-Date Technology. Working with industry software, hardware, and peripheral devices expands your skill set. Is there a dedicated GIS lab? What equipment is in there? What software packages will you work with? How will you be accessing the software? How fast is the connection? Is there a dedicated IT person keeping everything running smoothly? What about field equipment such as mobile GPS units? Some programs have big budgets to purchase up-to-date equipment which means you will get hands-on experience with the technology. That adds a few more skills in your toolbox.
• Quality of the Students. Are most of the students at least familiar with basic GIS and willing to work hard and get good grades, or are they all newbies who are just sampling the GIS waters? You want to surround yourself with smart, focused, and go-get-‘em type of students. They will become part of your career peer group and network base – their successes will benefit you.
• Quality of the Instructors. A good teacher will guide you to a solid understanding of the subject at hand. Are the instructors actual professors? Are they renowned in the field? Where do you – as a student of the program — fall on their priority list? Many full-time professors have little time to devote to the duties of teaching. How will professors – who often lack experience beyond academia – assist you in obtaining practical job skills? The program for which I have taught (Arizona State University’s MAS-GIS program) has a mixture of working professionals and professors teaching the courses. The professors offer the theory while the working professionals bring the hands-on experience dimension. I think having both offers a balanced approach. The students learn both theory and practical application and they get to meet and network with professionals in the field.
• Diversity of Courses. You should learn a bit of everything GIS. Databases, programming, foundational mapping concepts like coordinate systems, and spatial analysis. The program definitely needs to offer more than ‘desktop GIS’. You should be exposed to enterprise/multi-user GIS, server and/or cloud GIS, and mobile GIS. Esri’s is by far the most popular GIS software in the workplace. You definitely want to get as much experience with it as possible. But don’t limit yourself. You may not ever use a particular application but the process of learning it and how it differs from other programs broadens your understanding of GIS.
• Supportive Alumni. Do graduates of the program stay in touch and play a part it? Happy graduates do.
• The Right Fit.  Do you like the program and the people you’ve met in it?  How about the location? Geography matters, don’t you know!?  You will be investing a great deal of your energy in obtaining this degree.  Make sure it’s a scene you want to be a part of.

Special Consideration for Online Programs

• Is the program accredited? Make sure it is by both the Council for Higher Education and the Department of Education.
• Does it provide adequate resources and teaching technology? This includes virtual libraries, a provided email account, online lectures, web conferencing, etc.
• Can you transfer credits? If circumstances change and you want to switch to another program, will you be able to transfer the credits?

So there you have it – my two cents!  What do you think?  Do you have anything you’d like to add to my list?
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First, The Master’s as the New Bachelor’s, written by Laura Pappano, looks at the reasons behind the proliferation of master’s degree holders. It is now the fastest growing degree with about 2 in 25 people age 25 and over having a master’s degree. That is, according to Pappano, about the same proportion of the population that had a bachelor’s or higher in 1960.

In a job market saturated with college educated applicants, the master’s is certainly a way to differentiate yourself and prove your commitment to your field. But is it worth it financially? In another New Times article called R.O.I., Cecilia Capuzzi Simon investigates the return on investment of getting a master’s degree. She says:

Students will invest, typically, two or more years in advanced study and thousands of dollars in tuition and expenses. A little more than half of students working toward a master’s will borrow an average $31,000, on top of any undergraduate debt they may already have.

Many experts believe that a master’s degree should be looked upon as a long-term investment. If you are under 35 years of age, then you will most likely be able to enjoy the long-term benefits that come with holding the degree: higher salary (on average), promotion to management positions, and greater opportunity in general. As far as borrowing money to pay for the degree, the article says:

The rule of thumb for borrowing, says Mark Kantrowitz, publisher of finaid.org, is that debt should never exceed starting salary. Ideally, he adds, it should be half that.

Some say that education is the next bubble to burst – that university endowments are down, debts are growing, and the benefits of holding a college degree are not paying off for students. Mark Taylor, professor at Columbia University, says in an opinion piece in the New York Times:

One of the dirty secrets of many research universities is that they treat master’s students as cash cows that fund other activities. To make matters worse, with many faculty members uninterested in teaching, students cannot assume they will get what they are paying for.

There has been a huge increase in the number of GIS master’s programs in the past six years. I remember when I began work at Esri in 2005, there were two master’s programs in the United States – one at the University of Redlands, the other at Penn State. Now a search on GradSchools.com reveals 161 such programs! And that doesn’t include a few programs I happen to know about that have started up in the past year.

Is the increase in the number of master’s programs because there has been an equal increase in the number of GIS jobs? Here’s a trend graph from Indeed.com that shows how the number of job announcements with ‘GIS’ in the title have fallen the past few years after a few years of slow growth:

gis Job Trends

GIS jobs

It appears that the number of GIS master’s programs has grown much faster that the GIS job market over the past five years.

The recession took a major toll on jobs across the board and GIS was no exception. Pursuing higher education has always been viewed as a worthy endeavor during such times. The challenge lies in guessing what the future holds – continued decline in the number of GIS jobs or a return to growth. One option could find you deeply in debt with no job prospects and the possibility of having to change fields. The other would have you hitting the newly expanding job market with master’s degree in hand ready to sort through the offers.

Getting a master’s degree should be a decision you consider carefully. In my next blog article, I will offer some suggestions on what to look for from a GIS master’s program to make sure you get the most bang for your buck.

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