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The National Science Foundation (NSF) awarded a three-year, $609,739 grant (#1700568) to the University of North Georgia’s Lewis F. Rogers Institute for Environmental and Spatial Analysis (IESA) for a project entitled, "Applying Geospatial and Engineering Technology (AGET). A goal of the project was to meet the demand for highly skilled and educated technicians in the burgeoning field of geospatial and environmental technologies to prepare them for careers in fields such as hydrology, land-use planning, flood-plain mapping, environmental protection, land surveying, precision farming and water resource management. Courses developed led to a new associate of science degree in Environmental, Earth & World Studies, Spatial Science & Engineering plus an undergraduate Land Surveying Certificate. Associated courses build progressive steps in understanding engineering, hydrology, CAD, surveying, GST and applied environmental skills via directed emphasis areas for specific science and engineering careers. These stackable courses and credentials may also articulate with baccalaureate programs to meet workforce needs at multiple levels. Courses developed included Physical Environmental Science, Environmental Management & Sustainability, Surveying I and II, Legal Aspects of Surveying, and Professional Practice of Surveying. In addition to introductory hydrologic concepts in these courses, a newly planned undergraduate certificate in hydrology is planned to meet workforce requirements or licensing benchmarks for environmental scientists and professional land surveyors. 

Students engage with technical geospatial methods while learning essential water resources concepts. 

Access to geospatial knowledge in higher education requires broad inclusion of spatial concepts in courses across multiple disciplines. Geospatial competency is required to meet the needs of a rapidly globalized world and is a vital component of modern science education. Geospatial education provides students with proficiency interpreting quantitative and qualitative information and exposes students to technical concepts such as spatial analytics and data management. Despite these numerous benefits, incorporating geospatial concepts and hands on geographic information systems (GIS) experiences within course curriculum can be a challenge for educators. 

To increase geospatial awareness about local water resources, our team developed learning resources for the 150 km² Lake Sidney Lanier reservoir located in North Georgia, USA. The reservoir is vital for hydroelectric power generation, recreation, tourism, and consumptive uses. Using geospatial analysis in Google Earth Engine (GEE), we analyzed precipitation trends in the watershed using Climate Hazards Group InfraRed Precipitation with Station (CHIRPS) data. We also quantified expansion and contraction of reservoir surface area using Landsat-derived Global Surface Water data. As Lake Sidney Lanier is a managed reservoir, surface water extent fluctuations are related to climatic variables, consumptive use, and hydropower generation. Water temperature varies based on seasonality, water depth, water clarity, and lake stratification. Changing temperature dynamics affect ecosystem health and determine other important water quality parameters such as dissolved oxygen concentrations. Landsat 8 Thermal Infrared Sensor (TIRS) data were used to examine temperature trends over multiple years and investigate the timing of lake stratification and mixing. Highly turbid waters are associated with pollutants and lower water quality and can affect ecosystem productivity by minimizing sunlight penetration into the water column. Sentinel 2 MSI data were processed using a turbidity algorithm to analyze temporal trends and spatial correlations with reservoir inflows. Finally, high concentrations of chlorophyll a were used as a proxy to identify harmful algal blooms. The spatial differences in headwaters and near-dam locations were examined and near real-time satellite data were explored for potential development of early-warning systems to protect ecosystem and human health. 

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. 

Geospatial technologies and geographic methods are foundational skills in modern water resources monitoring, research, management, and policy-making. Understanding and sustaining healthy water resources depends on spatial awareness of watersheds, land use, hydrologic networks, and the communities that depend on these resources. Water professionals across disciplines are expected to have familiarity with hydrologic geospatial data. Proficiency in spatial thinking and competency reading hydrologic maps are essential skills. In addition, climate change and non-stationary ecological conditions require water specialists to utilize dynamic, time-enabled spatiotemporal datasets to examine shifting patterns and changing environments. Future water specialists will likely require even more advanced geospatial knowledge with the implementation of distributed internet-of-things sensor networks and the collection of mobility data. To support the success of future water professionals and increase hydrologic awareness in our broader communities, teachers in higher education must consider how their curriculum provides students with these vital geospatial skills. This paper considers pedagogical perspectives from educators with expertise in remote sensing, geomorphology, human geography, environmental science, ecology, and private industry. These individuals share a wealth of experience teaching geographic techniques such as GIS, remote sensing, and field methods to explore water resources. The reflections of these educators provide a snapshot of current approaches to teaching water and geospatial techniques. This commentary captures faculty experiences, ambitions, and suggestions for teaching at this moment in time.