Accommodating Student Diversity in Remote Sensing Instruction

Publisher Website
Google Scholar
Abstract
Instruction in remote sensing has long been an important part of the curricula in many geography departments. A wide range of students, from various academic disciplines, routinely participate in course offerings. The diversity of technical backgrounds in this student body exacerbates the problem of providing effective instruction, especially in courses requiring the use of computers and in departments with limited resources. Teaching to the “lowest common denominator” (i.e., those with minimal or no computer backgrounds) runs the risk of alienating those with greater expertise. Conversely, gearing instructional materials and focus toward more technically sophisticated students may frustrate others. This paper highlights a curricular approach for remote sensing instruction which accommodates all levels of technical expertise through the use of inexpensive microcomputer-based technology.