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The document includes a summary of the AGET project background including the process of forming the Executive Advisory Board. In addition, a diagram of the curriculum structure is provided to demonstrate use of modular and stackable credentials. Semi-structured interviews were used to identify and classify lessons learned and results from these semi-structured interviews with AGET team members and project collaborators are provided. Lastly, teaching resources include samples of course syllabi, surveying and geomatics educational materials, and GIS lab exercises. 

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. 

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. 

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. 

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. 

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. 

Lake Sidney Lanier is a man made reservoir constructed in 1956. It is a key fresh water source for Metro Atlanta, a population of more than 6.5 million. As urbanization has occurred at a rapid pace all around Lake Lanier, the impact to its watershed has been significant. As sedimentation and erosion happens throughout the watershed, they are transported and deposited further downstream creating a loss of volume within the impoundment area as well as hampering its water quality. TMDL study in 2017 found a large portion of the lake is impaired for algae. The goal of this study was to determine locations that are eroding at the highest rate and at the greatest potential risk of environmental impact. This study made use of the RUSLE model and the SWAT model to analyze soil erosion and status of the impoundment. 

The AGET project's goal is to improve the education of undergraduate technicians at UNG. Curriculum development, workforce development, and dissemination objectives were accomplished. An associate degree and certificate program in geospatial engineering technology (GET) were developed. An executive advisory board was formed with the support of local industry and government to support graduating students' transition to the workforce. Practicum development and presentation to local schools advanced GET knowledge and recruitment. An external evaluation supported and guided the project's success. 

Sinkholes are common and naturally occurring in certain areas such as Florida and Southern Georgia. The region’s aquifer is often covered by limestone or dolomite carbonate rock, which are made up of minerals that can dissolve in water under the right conditions. Anthropogenic changes are leading to an increased risk of sinkholes in susceptible areas. The formation of these geologic features is hastened by the improper management of ground water, the increase in watershed pollution and runoff, and the mismanagement of underground fresh and wastewater pipes and structures. The goal of this study is to develop an automated geospatial model to determine areas within the study having a potential high risk for sinkholes. Eleven types of geospatial data were collected, processed, and analyzed in ArcGIS Pro Model Builder to calculate sinkhole vulnerability layers in the study area. The eleven data types were geology, soil, land use, aquifer, ground water measurements, road, fault line, elevation precipitation, and evapotranspiration. From this data, ten sinkhole vulnerability layers were produced: 1) subsidence or surface change, 2) average aquifer well depth, 3) ground water vulnerability (DRASTIC), 4) road density, 5) groundwater travel time, 6) aquifer media (Suwannee Limestone) , 7) geology type, 8) slope, 9) land use, and 10) distance from fault lines. Each layer was reclassified and reassigned a value from 1 to 10 according to its sinkhole vulnerability. The weighted layers were analyzed interpretively using ArcGIS Pro’s weighted sum tool producing a Sinkhole Risk Probability Raster. The sampling tool was used for accuracy assessment by comparing the obtained result with historical sinkhole data. This method showed 77% accuracy between known sinkholes and those shown on the sinkholes probability raster. This study is useful to environmental planners/managers and other stakeholders for decision support.