Heather Swienton

Heather Swienton
Texas State University | TxSt · Department of Geography

Master of Science
Currently working on a PhD in Geography with a focus on cartography and children's maps.

About

1
Publication
41
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1
Citation
Introduction
BS in GIS at Texas A&M University, 2018. MS in Geography at Texas State University, December 2021. Portfolio: GISwienton.com
Additional affiliations
August 2019 - present
Texas State University
Position
  • Graduate Assistant
January 2019 - July 2019
Texas A&M University
Position
  • PhD Student
Education
January 2022 - May 2025
Texas State University
Field of study
  • Geography and Cartography
August 2019 - December 2021
Texas State University
Field of study
  • Geography and Cartography
August 2014 - December 2018
Texas A&M University
Field of study
  • GIST and Geology

Publications

Publication (1)
Article
Since 1950, tornadoes have accounted for nearly one third of disaster-related fatalities in the United States, the third high- est after floods and lightning. The largest share of fatalities occurred in the state of Texas, which also accounts for about 7 percent of the overall property damage from tornadoes. An increasing proportion of tornadoes oc...

Projects

Project (1)
Project
Cartography provides a powerful and creative means to visualize and comprehend the world around us. Beyond the feat of navigation, maps have been tools of war, instruments of education, and mediums for art. But what is a map? In this thesis, I offer one answer to this question from the perspective of approximately 332 schoolchildren aged 6 to 14 who visited the grounds of the Meadows Center for Water and the Environment for field trips during the Fall of 2017, located on the campus of Texas State University in San Marcos, Texas. At the end of their visit, these children were asked to draw a map of their field trip experience. I seek to answer the question “for our child cartographers, what is a map?” by closely examining what children materially create when asked to make these maps, specifically cartographically analyzing the what and how of the mapmaking process from a map design perspective. This thesis is part of a multi-year study originated through the efforts of several students and faculty at Texas State University in partnership with the Meadows Center. The purpose of this thesis is to provide an understanding of what a map is according to children, ultimately contributing to the field’s foundational understanding of the map given the lack of a standardized definition. With holistic considerations to the cognitive and educational development of the children, my findings suggest that a map according to a child typically involves a graphic representation of their experience that is composed of text, points, lines and polygons and a mixture of both mimetic and abstract symbology to represent both the natural and the built environment from a perpendicular perspective; these symbols vary in shape, are often used repeatedly to create texture or patterns, and can vary in color that sometimes abide to traditional color connotations. I make the case that such maps are manifestations of their experience in interacting with their environment and in using maps, ultimately expressing what is valuable to them in both map content and design.