Deconstructing “Intro to GIS”: Objectives, Organization, and Assessment

Introductory GIS courses are a common experience across geography and related undergraduate programs. This article examines these courses by analyzing the structure, goals, organization, and assessment strategies of 60 introductory classes offered at U.S. institutions between 2020 and 2025. The findings show strong continuity with earlier studies, differences across institutional types in instructional time, and a disconnect between contemporary GIScience scholarship and teaching, especially regarding non-technical content. Proprietary software and mass-market textbooks dominate, while introductory courses in non-geography programs often have more specialized aims. The article concludes by identifying opportunities to better align introductory GIS education with societal and workforce needs.