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Abstract. Here we describe the curriculum and outcomes from a data-intensivegeomorphic analysis course, “Geoscience Field Issues Using High-ResolutionTopography to Understand Earth Surface Processes”, which pivoted to virtualin 2020 due to the COVID-19 pandemic. The curriculum covers technologies formanual and remotely sensed topographic data methods, including (1) GlobalPositioning Systems and Global Navigation Satellite System (GPS/GNSS)surveys, (2) Structure from Motion (SfM) photogrammetry, and (3) ground-based(terrestrial laser scanning, TLS) and airborne lidar. Course content focuseson Earth-surface process applications but could be adapted for othergeoscience disciplines. Many other field courses were canceled in summer2020, so this course served a broad range of undergraduate and graduatestudents in need of a field course as part of degree or researchrequirements. Resulting curricular materials are available freely within theNational Association of Geoscience Teachers' (NAGT's) “Teaching with Online Field Experiences” collection. Theauthors pre-collected GNSS data, uncrewed-aerial-system-derived (UAS-derived) photographs, and ground-based lidar, which students then used in courseassignments. The course was run over a 2-week period and had synchronousand asynchronous components. Students created SfM models that incorporatedpost-processed GNSS ground control points and created derivative SfM and TLSproducts, including classified point clouds and digital elevation models(DEMs). Students were successfully able to (1) evaluate the appropriatenessof a given survey/data approach given site conditions, (2) assess pros andcons of different data collection and post-processing methods in light offield and time constraints and limitations of each, (3) conduct error andgeomorphic change analysis, and (4) propose or implement a protocol to answera geomorphic question. Overall, our analysis indicates the course had asuccessful implementation that met student needs as well as course-specificand NAGT learning outcomes, with 91 % of students receiving an A, B, or Cgrade. Unexpected outcomes of the course included student self-reflectionand redirection and classmate support through a daily reflection anddiscussion post. Challenges included long hours in front of a computer,computing limitations, and burnout because of the condensed nature of thecourse. Recommended implementation improvements include spreading the courseout over a longer period of time or adopting only part of the course andproviding appropriate computers and technical assistance. This paperand published curricular materials should serve as an implementation andassessment guide for the geoscience community to use in virtual or in-personhigh-resolution topographic data courses that can be adapted for individuallabs or for an entire field or data course.