In this course, you will explore a variety of open-source technologies for working with geosptial data, performing spatial analysis, and undertaking general data science. The first component of the class focuses on the use of QGIS and associated technologies (GDAL, PROJ, GRASS, SAGA, and Orfeo Toolbox). The second component of the class introduces Python and associated open-source libraries and modules (NumPy, Pandas, Matplotlib, Seaborn, GeoPandas, Rasterio, WhiteboxTools, and Scikit-Learn) used by geospatial scientists and data scientists. We also provide an introduction to Structured Query Language (SQL) for performing table and spatial queries. This course is designed for individuals that have a background in GIS, such as working in the ArcGIS environment, but no prior experience using open-source software and/or coding. You will be asked to work through a series of lecture modules and videos broken into several topic areas, as outlined below. Fourteen assignments and the required data have been provided as hands-on opportunites to work with data and the discussed technologies and methods. If you have any questions or suggestions, feel free to contact us. We hope to continue to update and improve this course. This course was produced by West Virginia View (http://www.wvview.org/) with support from AmericaView (https://americaview.org/). This material is based upon work supported by the U.S. Geological Survey under Grant/Cooperative Agreement No. G18AP00077. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the opinions or policies of the U.S. Geological Survey. Mention of trade names or commercial products does not constitute their endorsement by the U.S. Geological Survey. After completing this course you will be able to: apply QGIS to visualize, query, and analyze vector and raster spatial data. use available resources to further expand your knowledge of open-source technologies. describe and use a variety of open data formats. code in Python at an intermediate-level. read, summarize, visualize, and analyze data using open Python libraries. create spatial predictive models using Python and associated libraries. use SQL to perform table and spatial queries at an intermediate-level.

The College and University Campuses feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Homeland Infrastructure Foundation-Level Data (HIFLD) Colleges and Universities and Supplemental Colleges point feature classes/shapefiles with a POPULATION value greater than or equal to 500. Also included is a subset of campuses with a POPULATION value under 500 or equal to -999. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Excluded are online institutions and administrative records as well as colleges and universities that do not have a verifiable campus map. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class/shapefile contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges and Colleges and Universities. Note that attribution is derived from the Colleges and Universities and Supplemental Colleges feature classes/shapefiles. Refer to the metadata of those feature classes/shapefiles for further information regarding attribution. This release includes 21 new records and the removal of 88 records that are no longer applicable based on the sourced datasets.

This dataset holds all materials for the Inform E-learning GIS course

In this tutorial, you will be introduced to the basics of the ArcGIS Online Web-based Geographic Information System (GIS) software tool. You will begin by exploring spatial data in the form of map layers that are available on the Web as well as map applications (apps). You will then use the ArcGIS Online Map Viewer to search for content, add features to a map, and save and share your completed map with others.

Thinking Spatially Using GIS

Thinking Spatially Using GIS is a 1:1 set of instructional materials for students that use ArcGIS Online to teach basic geography concepts found in upper elementary school and above.
Each module has both a teacher and student file.

The zoo in your community is so popular and successful that it has decided to expand. After careful research, zookeepers have decided to add an exotic animal to the zoo population. They are holding a contest for visitors to guess what the new animal will be. You will use skills you have learned in classification and analysis to find what part of the world the new animal is from and then identify it.

To help you get started, the zoo has provided a list of possible animals. A list of clues will help you choose the correct answers. You will combine information you have in multiple layers of maps to find your answer.

The Thinking Spatially Using GIS home is at: http://esriurl.com/TSG

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

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.

Attend this session to find out how teachers are using GIS to engage students in hands-on learning.Engaging Secondary Students with Spatial Community Based ProjectsCory Munro, Saugeen District Secondary School, Bluewater District School BoardStudents become engaged when they collect and analyze data for projects that produce meaningful results. This session will briefly highlight the work of several student and class projects at the local and international level. Forming community partnerships in recent years has provided excellent opportunities for students to build their spatial analysis skills using ArcMap, ArcGIS Online, Survey123, Story Maps, and Collector for ArcGIS. Projects to be highlighted include mapping safe routes to school based on local infrastructure and student surveys, tracking school graduates and their post-secondary destinations, fire safety in Saugeen Shores, and more.

Building a resource locator in ArcGIS Online (video).View this short demonstration on how to build a simple resource locator in ArcGIS Online. In this demonstration the presenter publishes an existing Web Map to the Local Perspective configurable application template. The resulting application includes the ability to locate and navigate to different health resources that would be critical in managing a surge of displaced people related to a significant event impacting public health._Communities around the world are taking strides in mitigating the threat that COVID-19 (coronavirus) poses. Geography and location analysis have a crucial role in better understanding this evolving pandemic.When you need help quickly, Esri can provide data, software, configurable applications, and technical support for your emergency GIS operations. Use GIS to rapidly access and visualize mission-critical information. Get the information you need quickly, in a way that’s easy to understand, to make better decisions during a crisis.Esri’s Disaster Response Program (DRP) assists with disasters worldwide as part of our corporate citizenship. We support response and relief efforts with GIS technology and expertise.More information...

Esri UK is providing a digital mapping platform and expertise in biodiversity mapping for the National Education Nature Park. We are providing the Department of Education with ArcGIS Online - an extensible web-based mapping platform to provide staff and students with geospatial tools that will allow them to view, capture, store, analyse and monitor environmental and biodiversity data. We are also providing Professional Services to be delivered using an agile methodology, along with training to key stakeholders.To deploy geospatial tools to all schools, we are using the existing ArcGIS for Schools program.

In this asynchronous session, you will use some of the free GIS tools from the Teach With GIS website, created and maintained by the Esri UK education team. All of these tools are free to use and accessible as websites from laptops, tablets and mobile devices. We recommend that you view them on a laptop or tablet if possible, to give you plenty of screen space to see every detail. They do not require any logins or subscriptions. We want you to experience using modern, online GIS tools from the perspective of a student before you begin to create your own tools, maps, and lessons. We have chosen a range of tools that let you experience GIS as a tool to examine physical and human geography, and to compare and contrast over space and time.

Mapping Our World Using GIS is a 1:1 set of instructional materials for teaching basic concepts found in middle school world geography. Each module consists of multiple files.

The Mapping Our World collection is at: http://esriurl.com/MOW.

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

        This computer activity will show you how to start the ArcGIS Online program. You will be guided

through the basics of using ArcGIS Online map viewer to explore maps. After you do this activity, you will be prepared to complete other GIS activities.

To help with the your management of students and content in your schools ArcGIS Online account you can activate Admin Tools for ArcGIS on your account. This video steps you through how to activate Admin Tools for ArcGIS Online on your account.Recorded March 2018.

Learn how to use Admin Tools for ArcGIS Online to delete students and the content (including WebMaps and WebApps). You should be thinking about removing student and content on your schools subscription at least once a year.You should be thinking about removing students and content on your subscription at least once a year.To setup Admin Tools for ArcGIS Online on your schools account refer to https://arcg.is/0z4H4rUpdated December 2022.

Elementary, middle, high school and college sites in Marin County. Both public and private schools are included.Updated February 2020 using dataset supplied by Marin County Office of Education

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.

If you have ever had an error message pop up in ArcGIS Online that mentions you have exceeded the user types in your account, watch this video to see how to resolve this issue.This video takes you through the steps of how to do change students and teachers user types on the rare occasion that you are required to change user types in your schools ArcGIS Online account.ArcGIS Online Administration.Video recorded - April 2020.

The Air, Water, and Aquatic Environments (AWAE) research program is one of eight Science Program areas within the Rocky Mountain Research Station (RMRS). Our science develops core knowledge, methods, and technologies that enable effective watershed management in forests and grasslands, sustain biodiversity, and maintain healthy watershed conditions. We conduct basic and applied research on the effects of natural processes and human activities on watershed resources, including interactions between aquatic and terrestrial ecosystems. The knowledge we develop supports management, conservation, and restoration of terrestrial, riparian and aquatic ecosystems and provides for sustainable clean air and water quality in the Interior West. With capabilities in atmospheric sciences, soils, forest engineering, biogeochemistry, hydrology, plant physiology, aquatic ecology and limnology, conservation biology and fisheries, our scientists focus on two key research problems: Core watershed research quantifies the dynamics of hydrologic, geomorphic and biogeochemical processes in forests and rangelands at multiple scales and defines the biological processes and patterns that affect the distribution, resilience, and persistence of native aquatic, riparian and terrestrial species. Integrated, interdisciplinary research explores the effects of climate variability and climate change on forest, grassland and aquatic ecosystems. Resources in this dataset:Resource Title: Projects, Tools, and Data. File Name: Web Page, url: https://www.fs.fed.us/rm/boise/AWAE/projects.html Projects include Air Temperature Monitoring and Modeling, Biogeochemistry Lab in Colorado, Rangewide Bull Trout eDNA Project, Climate Shield Cold-Water Refuge Streams for Native Trout, Cutthroat trout-rainbow trout hybridization - data downloads and maps, Fire and Aquatic Ecosystems science, Fish and Cattle Grazing reports, Geomophic Road Analysis and Inventory Package (GRAIP) tool for erosion and sediment delivery to streams, GRAIP_Lite - Geomophic Road Analysis and Inventory Package (GRAIP) tool for erosion and sediment delivery to streams, IF3: Integrating Forests, Fish, and Fire, National forest climate change maps: Your guide to the future, National forest contributions to streamflow, The National Stream Internet network, people, data, GIS, analysis, techniques, NorWeST Stream Temperature Regional Database and Model, River Bathymetry Toolkit (RBT), Sediment Transport Data for Idaho, Nevada, Wyoming, Colorado, SnowEx, Stream Temperature Modeling and Monitoring, Spatial Statistical Modeling on Stream netowrks - tools and GIS downloads, Understanding Sculpin DNA - environmental DNA and morphological species differences, Understanding the diversity of Cottusin western North America, Valley Bottom Confinement GIS tools, Water Erosion Prediction Project (WEPP), Great Lakes WEPP Watershed Online GIS Interface, Western Division AFS - 2008 Bull Trout Symposium - Bull Trout and Climate Change, Western US Stream Flow Metric Dataset

Essential configurations for highly scalable ArcGIS Online web apps (ArcGIS Blog).Learn best practices for configuring web applications that receive a high amount of web traffic, use a quick checklist focus on critical settings._Communities around the world are taking strides in mitigating the threat that COVID-19 (coronavirus) poses. Geography and location analysis have a crucial role in better understanding this evolving pandemic.When you need help quickly, Esri can provide data, software, configurable applications, and technical support for your emergency GIS operations. Use GIS to rapidly access and visualize mission-critical information. Get the information you need quickly, in a way that’s easy to understand, to make better decisions during a crisis.Esri’s Disaster Response Program (DRP) assists with disasters worldwide as part of our corporate citizenship. We support response and relief efforts with GIS technology and expertise.More information...

In successful geoinformatics education, students’ active role in the learning process, e.g. through applying self-assessment, show an increasing interest but the evidence of benefits and challenges of self-assessment are sporadic. In this article, we examine the usefulness of an online self-assessment tool developed for geoinformatics education. We gathered data in two Finnish universities on five courses (n = 11–73 students/course) between 2019 and 2021. We examined 1) how the students’ self-assessed knowledge and understanding in geoinformatics subject topics changed during a course, 2) how the competencies at the end of a course changed between the years in different courses, and 3) what was the perceived usefulness of the self-assessment approach among the students. The results indicate support for the implementation of self-assessment, both as a formative and summative assessment. However, it is crucial to ensure that the students understand the contents of the self-assessment subject topics. To increase students’ motivation to take a self-assessment, it is crucial that the teacher actively highlights how it supports their studying and learning. As the teachers of the examined courses, we discuss the benefits and challenges of the self-assessment approach and the applied tool for the future development of geoinformatics education.

Here we present the first-available global dataset that quantifies human alterations in 15 million sq km floodplains along the world’s 520 major river basins. We developed these data using a comprehensive 27-year (1992-2019) analysis of remotely sensed land use change at 250-m resolution. This new dataset reveals that the world has lost ~600,000 sq km floodplains in 27 years (1992-2019), moving from natural forest, grassland, and wetland conditions to 460,000 sq km of new agricultural and 140,000 sq km of new developed areas.

To ensure the maximum reuse of this dataset, we also developed three web-based semi-automatic programming tools partly supported with data-driven tutorials and step-by-step audiovisual instructions.

(1) Floodplain Mapping Tool - Web-based Python code that runs in any internet browser using Google's high performance computing resource: https://colab.research.google.com/drive/1xQlARZXKPexmDInYV-EMoJ-HZxmFL-eW?usp=sharing - A tutorial developed and published through an online data-driven geoscience education platform: https://serc.carleton.edu/hydromodules/steps/246320.html - A YouTube video with step-by-step instructions: https://youtu.be/TgMbkJdALig

(2) Land Use Change Tool - Web-based Python code that runs in any internet browser using Google's high performance computing resource: https://colab.research.google.com/drive/1vmIaUCkL66CoTv4rNRIWpJXYXp4TlAKd?usp=sharing - A tutorial developed and published through an online data-driven geoscience education platform: https://serc.carleton.edu/hydromodules/steps/241489.html - A YouTube video with step-by-step instructions: https://youtu.be/wH0gif_y15A

(3) Human Alteration Tool - Web-based Python code that runs in any internet browser using Google's high performance computing resource: https://colab.research.google.com/drive/1r2zNJNpd3aWSuDV2Kc792qSEjvDbFtBy?usp=sharing

Note, the floodplain dataset used in this analysis (GFPLAIN250m; Nardi et al., 2019) does not cover deserts and ice-covered regions. Hence, places like northern Africa, Persian Gulf, Tibetan plateau, and the region above 60 degrees north latitude are not included in this analysis.

This global floodplain alteration dataset is built off our recent work published in the Nature Scientific Data: Rajib et al. (2021). The changing face of floodplains in the Mississippi River Basin detected by a 60-year land use change dataset. https://doi.org/10.1038/s41597-021-01048-w