Teaching social network analysis (SNA) and geographic information systems (GIS) with SNoMaN

Social network analysis (SNA) and geographic information systems (GIS) are traditionally taught separately, yet research increasingly requires studying geographic influence on social networks, visualizing social networks on maps, and characterizing the geographic properties of social networks. To address the need for interdisciplinary expertise in both SNA and GIS, we developed a pedagogical approach for teaching spatial social network analysis (SSNA) SNoMaN, a free and open-source visual analytics tool called SNoMaN (Social Network Mapping and Analysis). We implemented and evaluated this approach across eight university courses in three countries. In this article, we share a curriculum module we developed based on three progressive “cook-book” lab assignments, informed by the Geographic Information Science and Technology (GIS&T) Body of Knowledge and foundational SNA concepts. We created these materials using a learner-centered design (LCD) approach where students begin with basic tool interaction and visualization, then advance to more diagrammatic, statistical, and algorithmic material. We implemented the module in eight universities in various departments for both undergraduate and graduate levels across four countries. We share instructor feedback and observations regarding their experiences teaching the labs, as well as students’ engagement, reactions, and learning outcomes related to SNA and GIS through SNoMaN. This work offers generalizable lessons and design implications for integrated, interdisciplinary SNA–GIS education and helps codify a three-lab curriculum framework that meaningfully fuses SNA and GIS.