Through the Department of the Interior-Bureau of Indian Affairs Enterprise License Agreement (DOI-BIA ELA) program, BIA employees and employees of federally-recognized Tribes may access a variety of geographic information systems (GIS) online courses and instructor-led training events throughout the year at no cost to them. These online GIS courses and instructor-led training events are hosted by the Branch of Geospatial Support (BOGS) or offered by BOGS in partnership with other organizations and federal agencies. Online courses are self-paced and available year-round, while instructor-led training events have limited capacity and require registration and attendance on specific dates. This dataset does not any training where the course was not completed by the participant or where training was cancelled or otherwise not able to be completed. Point locations depict BIA Office locations or Tribal Office Headquarters. For completed trainings where a participant location was not provided a point locations may not be available. For more information on the Branch of Geospatial Support Geospatial training program, please visit:https://www.bia.gov/service/geospatial-training.

In this course, you will explore the concepts, principles, and practices of acquiring, storing, analyzing, displaying, and using geospatial data. Additionally, you will investigate the science behind geographic information systems and the techniques and methods GIS scientists and professionals use to answer questions with a spatial component. In the lab section, you will become proficient with the ArcGIS Pro software package.

This course will prepare you to take more advanced geospatial science courses.

You will be asked to work through a series of modules that present information relating to a specific topic. You will also complete a series of lab exercises, assignments, and less guided challenges. Please see the sequencing document for our suggestions as to the order in which to work through the material. To aid in working through the lecture modules, we have provided PDF versions of the lectures with the slide notes included. This course makes use of the ArcGIS Pro software package from the Environmental Systems Research Institute (ESRI), and directions for installing the software have also been provided. If you are not a West Virginia University student, you can still complete the labs, but you will need to obtain access to the software on your own.

Have you ever wanted to create your own maps, or integrate and visualize spatial datasets to examine changes in trends between locations and over time? Follow along with these training tutorials on QGIS, an open source geographic information system (GIS) and learn key concepts, procedures and skills for performing common GIS tasks – such as creating maps, as well as joining, overlaying and visualizing spatial datasets. These tutorials are geared towards new GIS users. We’ll start with foundational concepts, and build towards more advanced topics throughout – demonstrating how with a few relatively easy steps you can get quite a lot out of GIS. You can then extend these skills to datasets of thematic relevance to you in addressing tasks faced in your day-to-day work.

GIS files for Lab 1: Making a Map in UWSP WATR 391/591 course.

Input shapefiles for the Weighted Overlay Lab of UWSP's WATR 391 GIS course.

This content was created to enhance the environmental education curriculum with additional tools, lesson improvements, and local Michigan data using geographic information systems (GIS) technology. Visit the geospatial learning portal at MI EnviroLearning Hub. For questions and comments, reach out to EGLE-Classroom@Michigan.gov. For more information about the environmental education curriculum, see below.MEECS (Michigan Environmental Education Curriculum Support) is a state-specific environmental education curriculum funded and managed by EGLE to help students learn about Michigan's economy and environment through inquiry oriented, data-based lessons in Science and Social Studies.MEECS units apply to grades 3-12 and can be used individually, adopted into a school's multi-year science curricula, or combined to form the basis for an integrated science course. Since their development, MEECS lessons have been field tested by over 200 Michigan classrooms and have reached roughly 8,000 educators and 400,000 Michigan students.The MEECS Climate Change unit is a multi-faceted unit comprised of two separate functional units: Science and Impacts. Climate Change: Science focuses on the physical nature of climate, and focuses on causes, analysis, modeling, and an overall exploration into mechanisms of the Energy Cycle. Climate Change: Impacts focuses on the repercussions of climate change to engage more students to be future-oriented. The effects of climate change are examined at the global and local scales; special emphasis is placed on climate change as it pertains to Michigan's Great Lakes. (Last revised 2013; New unit to be released July 2023).

I’d love to begin by saying that I have not “arrived” as I believe I am still on a journey of self-discovery. I have heard people say that they find my journey quite interesting and I hope my story inspires someone out there.I had my first encounter with Geographic Information System (GIS) in the third year of my undergraduate study in Geography at the University of Ibadan, Oyo State Nigeria. I was opportune to be introduced to the essentials of GIS by one of the prominent Environmental and Urban Geographers in person of Dr O.J Taiwo. Even though the whole syllabus and teaching sounded abstract to me due to the little exposure to a practical hands-on approach to GIS software, I developed a keen interest in the theoretical learning and I ended up scoring 70% in my final course exam.

This activity explores the CMRA tool! Follow along on this story map to get started. Use the explorer guide to learn how to look at a variety of climate hazard predictions under different time periods and low and high emission scenarios.This content was created to enhance the environmental education curriculum with additional tools, lesson improvements, and local Michigan data using geographic information systems (GIS) technology. Visit the geospatial learning portal at MI EnviroLearning Hub. For questions and comments, reach out to EGLE-Classroom@Michigan.gov. For more information about the environmental education curriculum, see below.MEECS (Michigan Environmental Education Curriculum Support) is a state-specific environmental education curriculum funded and managed by EGLE to help students learn about Michigan's economy and environment through inquiry oriented, data-based lessons in Science and Social Studies.MEECS units apply to grades 3-12 and can be used individually, adopted into a school's multi-year science curricula, or combined to form the basis for an integrated science course. Since their development, MEECS lessons have been field tested by over 200 Michigan classrooms and have reached roughly 8,000 educators and 400,000 Michigan students.The MEECS Climate Change unit is a multi-faceted unit comprised of two separate functional units: Science and Impacts. Climate Change: Science focuses on the physical nature of climate, and focuses on causes, analysis, modeling, and an overall exploration into mechanisms of the Energy Cycle. Climate Change: Impacts focuses on the repercussions of climate change to engage more students to be future-oriented. The effects of climate change are examined at the global and local scales; special emphasis is placed on climate change as it pertains to Michigan's Great Lakes. (Last revised 2013; New unit to be released July 2023).

Cartography is the knowledge associated with the art, science, and technology of maps. Maps portray spatial relationships among selected phenomena of interest and increasingly are used for analysis and synthesis. Through digital cartography and web mapping, however, it is possible for almost anyone to produce a bad map in minutes. Although cartography has undergone a radical transformation through the introduction of digital technology, fundamental principles remain. Doing computer cartography well requires a broad understanding of graphicacy as a language (as well as numeracy and literacy). This course provides an introduction to the principles, concepts, software, and hardware necessary to produce good maps, especially in the context (and limitations) of geographic information systems (GIS) and the web.

You will be asked to work through a series of modules that present information relating to a specific topic. You will also complete a series of cartography projects to reinforce the material. Lastly, you will complete term projects. Please see the sequencing document for our suggestions as to the order in which to work through the material. We have also provided PDF versions of the lectures with the notes included.

To address the global challenge of reducing greenhouse gas emissions contributing to climate change, it is essential to explore innovative, renewable, and sustainable energy solutions. Bioenergy, derived from biological sources, plays a vital role by providing renewable options for heat, electricity, and vehicle fuel. Biofuels from food crops like sugarcane and cassava demonstrate the potential of agricultural products for energy generation, while jatropha is cultivated primarily for oil. This learning activity focuses on land suitability mapping for these selected crops in Florida, incorporating criteria such as temperature, rainfall, soil type, soil pH, and topography. The analysis evaluates the land requirements of food and energy crops within the Food-Energy-Water (FEW) nexus framework, addressing potential land-use conflicts. Geographic Information Systems (GIS) are employed to identify optimal regions for energy crop cultivation, promoting sustainable practices that balance food security, water conservation, and renewable energy production. The modules are developed and designed for undergraduate students, particularly those enrolled in any of courses such as environmental science, GIS, natural resource management, agricultural science and remote sensing. Students will apply GIS and remote sensing techniques to analyze interactions among food, energy, and water resources, focusing on resilient crops. The activity incorporates the 4DEE framework – Core Ecological Concepts, Ecological Practices, Human-Environment Interactions, and Cross-Cutting Themes to enhance understanding of the FEW nexus. Through hands-on projects addressing real-world ecological challenges, students will develop critical skills in geospatial data analysis, data interpretation, and ethical considerations, preparing them for sustainable resource management. Likewise on part of the instructors, the activity is designed for those with intermediate to advanced GIS expertise, particularly in ArcGIS Pro and Google Earth Engine for spatial analysis and a basic understanding and application of the Food-Energy-Water (FEW) Nexus to guide students in making informed land-use decisions that support sustainable development goals.

This content was created to enhance the environmental education curriculum with additional tools, lesson improvements, and local Michigan data using geographic information systems (GIS) technology. Visit the geospatial learning portal at learn-egle.hub.arcgis.com. For questions and comments, reach out to EGLE-Classroom@Michigan.gov. For more information about the environmental education curriculum, see below.MEECS (Michigan Environmental Education Curriculum Support) is a state-specific environmental education curriculum funded and managed by EGLE to help students learn about Michigan's economy and environment through inquiry oriented, data-based lessons in Science and Social Studies.MEECS units apply to grades 3-12 and can be used individually, adopted into a school's multi-year science curricula, or combined to form the basis for an integrated science course. Since their development, MEECS lessons have been field tested by over 200 Michigan classrooms and have reached roughly 8,000 educators and 400,000 Michigan students.The MEECS Climate Change unit is a multi-faceted unit comprised of two separate functional units: Science and Impacts. Climate Change: Science focuses on the physical nature of climate, and focuses on causes, analysis, modeling, and an overall exploration into mechanisms of the Energy Cycle. Climate Change: Impacts focuses on the repercussions of climate change to engage more students to be future-oriented. The effects of climate change are examined at the global and local scales; special emphasis is placed on climate change as it pertains to Michigan's Great Lakes. (Last revised 2013; New unit to be released July 2023).

A report to provide complete knowledge of flood modeling with essential hands-on training. The Water & Environment Division under the Department of Civil Engineering, National Institute of Technology Warangal had organized a one week Global Initiative of Academic Networks (GIAN) Course under the supervision of Minister of Human Resource Development (MHRD), Government of India on “Geographic Information Systems (GIS) Methods for Flood Risk Management” from 25th July to 1st August, 2018.

This course explores the theory, technology, and applications of remote sensing. It is designed for individuals with an interest in GIS and geospatial science who have no prior experience working with remotely sensed data. Lab exercises make use of the web and the ArcGIS Pro software. You will work with and explore a wide variety of data types including aerial imagery, satellite imagery, multispectral imagery, digital terrain data, light detection and ranging (LiDAR), thermal data, and synthetic aperture RaDAR (SAR). Remote sensing is a rapidly changing field influenced by big data, machine learning, deep learning, and cloud computing. In this course you will gain an overview of the subject of remote sensing, with a special emphasis on principles, limitations, and possibilities. In addition, this course emphasizes information literacy, and will develop your skills in finding, evaluating, and using scholarly information.

You will be asked to work through a series of modules that present information relating to a specific topic. You will also complete a series of lab exercises to reinforce the material. Lastly, you will complete paper reviews and a term project. We have also provided additional bonus material and links associated with surface hydrologic analysis with TauDEM, geographic object-based image analysis (GEOBIA), Google Earth Engine (GEE), and the geemap Python library for Google Earth Engine. Please see the sequencing document for our suggested order in which to work through the material. We have also provided PDF versions of the lectures with the notes included.

This map displays average July temperatures for the contiguous United States along with demographic and information on disadvantaged populations. This content was created to enhance the environmental education curriculum with additional tools, lesson improvements, and local Michigan data using geographic information systems (GIS) technology. Visit the geospatial learning portal at learn-egle.hub.arcgis.com. For questions and comments, reach out to EGLE-Classroom@Michigan.gov. For more information about the environmental education curriculum, see below.MEECS (Michigan Environmental Education Curriculum Support) is a state-specific environmental education curriculum funded and managed by EGLE to help students learn about Michigan's economy and environment through inquiry oriented, data-based lessons in Science and Social Studies.MEECS units apply to grades 3-12 and can be used individually, adopted into a school's multi-year science curricula, or combined to form the basis for an integrated science course. Since their development, MEECS lessons have been field tested by over 200 Michigan classrooms and have reached roughly 8,000 educators and 400,000 Michigan students.The MEECS Climate Change unit is a multi-faceted unit comprised of two separate functional units: Science and Impacts. Climate Change: Science focuses on the physical nature of climate, and focuses on causes, analysis, modeling, and an overall exploration into mechanisms of the Energy Cycle. Climate Change: Impacts focuses on the repercussions of climate change to engage more students to be future-oriented. The effects of climate change are examined at the global and local scales; special emphasis is placed on climate change as it pertains to Michigan's Great Lakes. (Last revised 2013; New unit to be released July 2023).

This dataset shows the golf courses in Allegheny County.If viewing this description on the Western Pennsylvania Regional Data Center’s open data portal (https://www.wprdc.org), this dataset is harvested on a weekly basis from Allegheny County’s GIS data portal (https://openac.alcogis.opendata.arcgis.com/). The full metadata record for this dataset can also be found on Allegheny County’s GIS portal. You can access the metadata record and other resources on the GIS portal by clicking on the “Explore” button (and choosing the “Go to resource” option) to the right of the “ArcGIS Open Dataset” text below.Category: RecreationOrganization: Allegheny CountyDepartment: Geographic Information Systems Group; Department of Information TechnologyTemporal Coverage: currentData Notes: Coordinate System: Pennsylvania State Plane South Zone 3702; U.S. Survey FootDevelopment Notes: noneOther: noneRelated Document(s): Data Dictionary (none)Frequency - Data Change: As neededFrequency - Publishing: As neededData Steward Name: Deb BeiberData Steward Email: gishelp@alleghenycounty.us

This resource contains data inputs and a Jupyter Notebook that is used to introduce Hydrologic Analysis using Terrain Analysis Using Digital Elevation Models (TauDEM) and Python. TauDEM is a free and open-source set of Digital Elevation Model (DEM) tools developed at Utah State University for the extraction and analysis of hydrologic information from topography. This resource is part of a HydroLearn Physical Hydrology learning module available at https://edx.hydrolearn.org/courses/course-v1:Utah_State_University+CEE6400+2019_Fall/about

In this activity, the student learns how to (1) derive hydrologically useful information from Digital Elevation Models (DEMs); (2) describe the sequence of steps involved in mapping stream networks, catchments, and watersheds; and (3) compute an approximate water balance for a watershed-based on publicly available data.

Please note that this exercise is designed for the Logan River watershed, which drains to USGS streamflow gauge 10109000 located just east of Logan, Utah. However, this Jupyter Notebook and the analysis can readily be applied to other locations of interest. If running the terrain analysis for other study sites, you need to prepare a DEM TIF file, an outlet shapefile for the area of interest, and the average annual streamflow and precipitation data. - There are several sources to obtain DEM data. In the U.S., the DEM data (with different spatial resolutions) can be obtained from the National Elevation Dataset available from the national map (http://viewer.nationalmap.gov/viewer/). Another DEM data source is the Shuttle Radar Topography Mission (https://www2.jpl.nasa.gov/srtm/), an international research effort that obtained digital elevation models on a near-global scale (search for Digital Elevation at https://www.usgs.gov/centers/eros/science/usgs-eros-archive-products-overview?qt-science_center_objects=0#qt-science_center_objects). - If not already available, you can generate the outlet shapefile by applying basic terrain analysis steps in geospatial information system models such as ArcGIS or QGIS. - You also need to obtain average annual streamflow and precipitation data for the watershed of interest to assess the annual water balance and calculate the runoff ratio in this exercise. In the U.S., the streamflow data can be obtained from the USGS NWIS website (https://waterdata.usgs.gov/nwis) and the precipitation from PRISM (https://prism.oregonstate.edu/normals/). Note that using other datasets may require preprocessing steps to make data ready to use for this exercise.

This dataset includes the SSHA course outlines found in the study Agriculture-related courses in Canadian universities: how course outlines differ between social science and science faculties. The information from these course outlines was extracted, analyzed, and organized into themes.

The SSURGO database contains information about soil as collected by the National Cooperative Soil Survey over the course of a century. The information can be displayed in tables or as maps and is available for most areas in the United States and the Territories, Commonwealths, and Island Nations served by the USDA-NRCS (Natural Resources Conservation Service). The information was gathered by walking over the land and observing the soil. Many soil samples were analyzed in laboratories. The maps outline areas called map units. The map units describe soils and other components that have unique properties, interpretations, and productivity. The information was collected at scales ranging from 1:12,000 to 1:63,360. More details were gathered at a scale of 1:12,000 than at a scale of 1:63,360. The mapping is intended for natural resource planning and management by landowners, townships, and counties. Some knowledge of soils data and map scale is necessary to avoid misunderstandings. The maps are linked in the database to information about the component soils and their properties for each map unit. Each map unit may contain one to three major components and some minor components. The map units are typically named for the major components. Examples of information available from the database include available water capacity, soil reaction, electrical conductivity, and frequency of flooding; yields for cropland, woodland, rangeland, and pastureland; and limitations affecting recreational development, building site development, and other engineering uses. SSURGO datasets consist of map data, tabular data, and information about how the maps and tables were created. The extent of a SSURGO dataset is a soil survey area, which may consist of a single county, multiple counties, or parts of multiple counties. SSURGO map data can be viewed in the Web Soil Survey or downloaded in ESRI® Shapefile format. The coordinate systems are Geographic. Attribute data can be downloaded in text format that can be imported into a Microsoft® Access® database. A complete SSURGO dataset consists of:

GIS data (as ESRI® Shapefiles) attribute data (dbf files - a multitude of separate tables) database template (MS Access format - this helps with understanding the structure and linkages of the various tables) metadata

Resources in this dataset:Resource Title: SSURGO Metadata - Tables and Columns Report. File Name: SSURGO_Metadata_-_Tables_and_Columns.pdfResource Description: This report contains a complete listing of all columns in each database table. Please see SSURGO Metadata - Table Column Descriptions Report for more detailed descriptions of each column.

Find the Soil Survey Geographic (SSURGO) web site at https://www.nrcs.usda.gov/wps/portal/nrcs/detail/vt/soils/?cid=nrcs142p2_010596#Datamart Title: SSURGO Metadata - Table Column Descriptions Report. File Name: SSURGO_Metadata_-_Table_Column_Descriptions.pdfResource Description: This report contains the descriptions of all columns in each database table. Please see SSURGO Metadata - Tables and Columns Report for a complete listing of all columns in each database table.

Find the Soil Survey Geographic (SSURGO) web site at https://www.nrcs.usda.gov/wps/portal/nrcs/detail/vt/soils/?cid=nrcs142p2_010596#Datamart Title: SSURGO Data Dictionary. File Name: SSURGO 2.3.2 Data Dictionary.csvResource Description: CSV version of the data dictionary

Study how the geomorphology of the Salt River channel has changed over the last 100 years and how factors such as the damming of the Salt and Verde Rivers and gravel mining operations have contributed to these changes. For more than 1,000 years there has been a city on the banks of the Salt and Gila Rivers in the vicinity of what is now Phoenix. The course of natural processes as embodied by the river have interacted with the course of human events as evidenced by the city, each exerting influence on the other. The myriad of tangled connections between the natural and social systems has inevitably altered each of them, so that understanding of one without understanding of the other is incomplete. Within the last 100 years, intensive technological development of the river resources, its space, water, materials, and biotic complements, has radically altered the natural processes and forms of the river. At the same time, the river has influenced development of the city, sometimes as a resource such as recreational space, and sometimes as a hazard such as flooding. This constantly changing fluvial system, integrating natural and artificial influences, is the foundation for the primary riparian ecosystems of the region. The research questions of this project are: (1) What has been the nature of change in the geomorphic/riparian system, and how have human and natural factors controlled the distribution and intensity of the change over the past century? (2) Why does the river have its present geomorphic/riparian configuration, and how stable is that arrangement from geomorphic, hydrologic, and geographic perspectives? and (3) How does the river respond to ongoing changes in the spatial arrangement of human activities and attending technological impacts? This project promises improved understanding of the dynamics of dryland rivers, especially how and why they change under the influence of urban development. The research also promises to provide an integrating factor in the CAP LTER effort, because the river integrates the influences of hydrologic, geomorphic, biotic, and human technological systems. The research will provide a repeatable quantitative approach to assessing the changes in the river and as it continues its millennium-long connection between natural and social systems.