Mapping Social Impact: Experiential Learning in an Introductory GIS Classroom Through Collaboration with Nonprofits

This chapter presents a comprehensive guide to innovative pedagogy in geography education, specifically within an Introduction to GIS course. It introduces a multidimensional framework integrating Experiential Learning (EL) Theory, Situated Learning Theory, Service-Learning, and Project-Based Learning to bridge the gap between academic theory and practical application. By collaborating with nonprofit organizations, the course enables students to apply GIS techniques to real-world challenges, such as spatial data analysis for resource allocation and geospatial marketing strategies. These partnerships create a synergistic learning environment that serves as a skills training platform and a vehicle for civic engagement. The educational experience is evaluated from multiple dimensions, incorporating faculty and student perspectives and rigorous quantitative assessments. These assessments measure outcomes like GIS skill development, community impact, and student engagement, thus providing a robust indicator of the course’s efficacy. Grounded in the concept of Situated Learning, the course integrates students into “communities of practice,” enriching the educational experience through social dimensions of knowledge acquisition. The course also adopts a Project-Based Learning approach for complex, longitudinal projects requiring substantial planning, execution, and evaluation. The chapter concludes by offering actionable recommendations for educators interested in expanding the impact and scope of geography education. These guidelines are designed to facilitate the effective integration of marketing and business GIS elements into geography courses, thus amplifying their societal and educational reach. The chapter aims to serve as a valuable resource for educators and curriculum designers committed to enriching geography education in our increasingly interconnected world.