1. Maps as a genre: Probe the category of objects we identify as ‘maps’ and learn how it is defined: vis-à-vis pictures, vis-à-vis texts, vis-à-vis satellite photos How well did you achieve this learning goal in this course?
2. Map history: Acquire a broad understanding of the evolution of modern cartographic production, diffusion, and use; learn to recognize and appreciate landmarks in the global history of mapping How well did you achieve this learning goal in this course?
3. Map elements: Become conversant with scale, projection, orientation, symbols, decoration, framing, and media as they operate in cartography How well did you achieve this learning goal in this course?
4. Maps in context: Practice posing and answering questions about how particular maps were produced, how they were financed, whether they circulated freely or were closely held, whose ends they were designed to serve How well did you achieve this learning goal in this course?
5. Map rhetoric: Learn to read spatial graphics as communication systems; become adept at separating out specific layers of information (in technical terms, iconic, linguistic, and representational codes); acquire a vocabulary for analyzing how a map makes an argument How well did you achieve this learning goal in this course?
6. Map comparison: Become practiced at what humanists call ‘inter-textual’ reading, learning what kinds of inferences can be made by comparing maps on related themes or places How well did you achieve this learning goal in this course?
7. Map criticism: Learn to look for patterns of selectivity and distortion; acquire the reflex to ask what is being emphasized, what has been left out (where are the silences, or ‘lacunae’?), and how a given map might have been designed in different or better ways How well did you achieve this learning goal in this course?
8. Map resources: Become familiar with Stanford’s Branner Map Library and its website; know where to go for on-line cartographic resources; learn how to search for maps in the SULAIR catalogue How well did you achieve this learning goal in this course?
9. Leading discussion: Practice collating students’ reading responses, formulating questions for the class, and opening the seminar How well did you achieve this learning goal in this course?
10. Writing better: Work systematically through a college-writing handbook, get editorial feedback on two short interpretive essays, practice peer-reviewing, have a chance to revise & improve your writing How well did you achieve this learning goal in this course?
How useful to you were the in-class discussions?
How useful to you were the guest speakers?
What was the quality of the textbook Maps: Finding Our Place in the World (Akerman)?
What was the quality of the textbook Historical Atlas of California (Hayes)?
What was the quality of the textbook Infinite City (Solnit)?
What was the quality of the textbook Rethinking the Power of Maps (Wood)?
How well did this seminar help you develop the ability to read maps and map analysis critically?
How well did this seminar help you improve your writing skills?
How well did this seminar contribute to raising your awareness of how maps and GIS are being used in current research projects across campus?
If you could add one more outing or other component to this class, what would it be?