More Like this

1. Building an Online Learning Module for Satellite Remote Sensing Applications in Hydrologic Science

   https://doi.org/10.3390/rs12183009  

   Maggioni, Viviana; Girotto, Manuela; Habib, Emad; Gallagher, Melissa A. (September 2020, Remote Sensing)

   null (Ed.)

   This article presents an online teaching tool that introduces students to basic concepts of remote sensing and its applications in hydrology. The learning module is intended for junior/senior undergraduate students or junior graduate students with no (or little) prior experience in remote sensing, but with some basic background of environmental science, hydrology, statistics, and programming. This e-learning environment offers background content on the fundamentals of remote sensing, but also integrates a set of existing online tools for visualization and analysis of satellite observations. Specifically, students are introduced to a variety of satellite products and techniques that can be used to monitor and analyze changes in the hydrological cycle. At completion of the module, students are able to visualize remote sensing data (both in terms of time series and spatial maps), detect temporal trends, interpret satellite images, and assess errors and uncertainties in a remote sensing product. Students are given the opportunity to check their understanding as they progress through the module and also tackle complex real-life problems using remote sensing observations that professionals and scientists commonly use in practice. The learning tool is implemented in HydroLearn, an open-source, online platform for instructors to find and share learning modules and collaborate on developing teaching resources in hydrology and water resources. 

   more » « less
2. Over, Under, and Through: Hydrologic Connectivity and the Future of Coastal Landscape Salinization

   https://doi.org/10.1029/2024WR038720  

   Helton, Ashley_M; Dennedy‐Frank, P_James; Emanuel, Ryan_E; Neubauer, Scott_C; Adams, Kyra_H; Ardon, Marcelo; Band, Lawrence; Befus, Kevin_M; Borstlap, Hanne; Duberstein, Jamie_A; et al (June 2025, Water Resources Research)

   Abstract Seawater intrusion (SWI) affects coastal landscapes worldwide. Here we describe the hydrologic pathways through which SWI occurs ‐ over land via storm surge or tidal flooding, under land via groundwater transport, and through watersheds via natural and artificial surface water channels—and how human modifications to those pathways alter patterns of SWI. We present an approach to advance understanding of spatiotemporal patterns of salinization that integrates these hydrologic pathways, their interactions, and how humans modify them. We use examples across the East Coast of the United States that exemplify mechanisms of salinization that have been reported around the planet to illustrate how hydrologic connectivity and human modifications alter patterns of SWI. Finally, we suggest a path for advancing SWI science that includes (a) deploying standardized and well‐distributed sensor networks at local to global scales that intentionally track SWI fronts, (b) employing remote sensing and geospatial imaging techniques targeted at integrating above and belowground patterns of SWI, and (c) continuing to develop data analysis and model‐data fusion techniques to measure the extent, understand the effects, and predict the future of coastal salinization. 

   more » « less
3. That Thing in Your Pocket: Cultivating a Geo-Sustainable Mindset in High School Chemistry Students Using GIS to Study Smartphone Components

   Hammond, Thomas C; Alexander, Curby; Brown, Kristen; Miller, William; Weinburgh, Molly (July 2024, Journal of Strategic Innovation and Sustainability)

   Smartphones are ubiquitous in high schools across the US, but students rarely learn about the complex world of elements and materials beneath their shiny exteriors. Educators can bridge the gap between the abstract concept of smartphone elements and the real-world geography of their origin and impact by integrating ArcGIS geospatial software into their curriculum. A team of researchers has been working with high school teachers to infuse geospatial concepts and technologies into their teaching. One project involved a teacher using GIS to revisit his approach to teaching the periodic table: he would have his students investigate the global origins of smartphone components. This approach equipped students with essential knowledge about the materials that power their daily lives and nurtured critical thinking skills and an awareness of the environmental and ethical dimensions of technology consumption. This paper includes a description of the project and how geospatial technology was utilized, as well as a discussion on the implications and future research in this area. 

   more » « less
4. Teacher Preparation and Student Participation in a GIS-Focused Computer Science Unit Impact Students’ Geospatial Thinking

   Pagano, Lauren C; Sotelo, Jose; McGee-Tekula, Randi; McGee, Steven; Kolvoord, Robert A; Uttal, David H (April 2024, American Educational Research Association)

   Experience with geographic information systems (GIS) can improve students’ spatial skills and provide a foundation for success in STEM (Jant et al., 2019). Researchers and educators co-designed a GIS unit in which high school students learned to use ArcGIS software by exploring geospatial patterns in their local communities. Across three teachers, 134 students participated in the unit and completed a geospatial problem-solving assessment. Students’ performance on the assessment significantly increased from pre- to post-test. Students whose teachers had more GIS experience and completed graded GIS assessments scored higher on geospatial assessments and used more spatial language than students whose teachers had less GIS experience and graded on participation. Students’ expectancy, value, and cost of computer science varied across teachers, and may be linked to students’ ability to devote time to mapbuilding and their engagement with a GIS careers guide. We discuss the impacts of teacher training and lesson implementation on students’ geospatial thinking. 

   more » « less
5. Integration of Remote Sensing & Environmental Science in Placed-Based Learning

   Ignatius, A.R.; Flood, M.G (January 2021, Proceedings of the ASPRS 2021 Annual Conference)

   null (Ed.)

   Integration of remote sensing techniques and Environmental Science methodologies in place-based curriculum design creates unique learning opportunities. To promote introductory-level student engagement with STEM, our team designed a set of multidisciplinary teaching materials to intensely examine a single location: the Lake Sidney Lanier watershed of North Georgia, USA. Using a combination of scientific approaches from a variety of disciplines, course exercises encourage students to holistically learn about environmental conditions within the watershed. In addition, the learning materials require students to contemplate the process of knowledge-formation by considering the limitations and potential applications of different scientific approaches. Remote sensing exercises are embedded throughout the course content and include analysis of historic aerial imagery, Landsat-derived dynamic surface water extent, google timelapse land cover change, Sentinel 2 spectral bands, and evaluation of lidar-derived topography. Learning resources were intentionally designed to seamlessly integrate remote sensing approaches and traditional environmental science methods. Fundamental spatial concepts of scale and connectivity are considered using interdisciplinary approaches and local data. The environmental science theory of landscape ecology is presented alongside remote sensing concepts of spatial and temporal resolution. This allows students to think about the diverse ways scientists understand scale, pattern, and the definition of “place”. Multiple data sources are also provided for each topic. For example, remote sensing imagery is used to investigate surface water conditions during drought and high-rainfall time periods. In addition, USGS streamgage river discharge data and rainfall estimates are provided for students to examine drought history using multiple parameters. Lastly, sensor deployment and limitations of each data source are described so that students understand both the history of place as well as the process and development of science. Through the use of a place-based curriculum design and interdisciplinary lab exercises, students gain a holistic understanding of a regional watershed. 

   more » « less