Term
Spring 2026
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Karen Moroz
Content Expert
Henna Vadher
Abstract
The research question addressed by my Capstone project was: How can an ArcGIS-based inquiry project about local demographic change be designed to engage students in civics and community identity? It is based within secondary social studies education, particularly human geography. Through a constructivist approach, this project applies key findings from research on Geographic Information Systems (GIS), geographic inquiry-based learning, spatial citizenship, and suburban demographic shifts. These highlight the instructional potential of ArcGIS for student-centered interactivity and spatial analysis, as well as challenges in implementation. Using a backwards-planning curriculum design methodology informed by Understanding by Design (UbD), this project develops a curriculum unit for high school geography students. The unit builds ArcGIS skills through technical training, spatial data analysis, and the creation of a StoryMaps project about local demographic change. A mixed-methods evaluation is embedded, including an ArcGIS skill pre-test and post-test, class discussions, formative assessments like bellringers and exit tickets, student reflections, and a summative rubric for the final StoryMaps project to measure growth in technical skills, geographic analysis, and civic understanding. Overall, the project reflects the potential of GIS-based inquiry to boost students’ critical thinking and deepen their connection to their communities. Students interpret spatial data, identify demographic patterns, and connect these patterns to broader civic questions. However, results indicate that success depends on teacher preparation, intentional scaffolding, and sufficient instructional time to address the technological learning curve. To maximize learning, ArcGIS-based inquiry must connect to relevant civic issues and support spatial reasoning and problem-solving. At its core, this project provides a practical, standards-aligned model for integrating GIS technologies with civic inquiry, demonstrating how place-based, data-driven learning can move students toward active civic engagement.
Project Type
Curriculum
Keywords
Curriculum, Multicultural Education, Technology
Recommended Citation
Murphy, Emily, "Geographies of Change: Exploring Demographic Shifts & Civic Engagement through GIS-based Inquiry" (2026). School of Education and Leadership Student Capstone Projects. 1173.
https://digitalcommons.hamline.edu/hse_cp/1173
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects