We recommend walking everyone through this process in class. The first step for all students is to create an ArcGIS account. Unlike you, students will create a personal account via storymaps.arcgis.com.Once your students have accounts follow the procedure below.Navigate to the Instructional StoryMap you've created for your course, copy the URL, and share it with your students.Have students click the star in the top right of the instructional StoryMap to add it to their favorites.Students should follow the first steps in the instructional StoryMap to create, name, and publish the first part of their StoryMap. Make sure students are sharing to "Everyone (Public)." From here on out, students can sign in at storymaps.arcgis.com and find their StoryMap by clicking Content and the instructional StoryMap by clicking favorites.

This StoryMap series contains a collection of four Dashboards used to display active project data on the Connecticut road network. Dashboards are used to display Capital Projects, Maintenance Resurfacing Program (MRP) projects, and Local Transportation Capital Improvement Program (LOTCIP) projects, as well as a dashboard to display all data together.Dashboards are listed by tabs at the top of the display. Each dashboard has similar capabilities. Projects are displayed in a zoomable GIS interface and a Project List. As the map is zoomed and the extent changes, the Project List will update to only display projects on the map. Projects selected from the Map or Project List will display a Project Details popup. Additional components of each dashboard include dynamic project counts, a Map Zoom By Town function and a Project Number Search.Capital Project data is sourced from the CTDOT Project Work Areas feature layer. The data is filtered to display active projects only, and categorized as "Pre-Construction" or "Construction." Pre-Construction is defined as projects with a CurrentSchedulePhase value of Planning, Pre-Design, Final Design, or Contract Processing.Maintenance Project data is sourced from the MRP Active feature layer. Central Maintenance personnel coordinate with the four districts to develop an annual statewide resurfacing program based upon a variety of factors (age, condition, etc.) that prioritize paving locations. Active MRP projects are incomplete projects for the current year.LOTCIP Project data is sourced from the CTDOT LOTCIP Projects feature layer. The data updates from LOTCIP database nightly. The geometry of the LOTCIP projects represent the approximate outline of the projects limits and does not represent the actual limits of the projects.

First, let's gather our content:Go to your Google Drive folder and locate the folder named: Water Quality StoryMap and download this folder. 2. Go to: https://storymaps.arcgis.com/

Create a basic Story Map: Disease investigations (Learn ArcGIS PDF Lesson). This lesson will show you how to prepare a story map explaining John Snow’s famous investigation of the 1854 cholera outbreak in London._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 order to do anything with the StoryMap template we have created, you need your own copy in your own ArcGIS account. In the process, we're also going to give you a course website - you can use it if you like or not, but it turns out it's the easiest way to get a copy of the template into your account.Navigate to your ArcGIS homepage and sign in with your institutional login.Click to the "Hub" menu by clicking the square of dots near your name in the upper right (the app menu), and finding "Hub" Select "New Initiative"Select "Browse Templates"Select "World" under Published by and search for "Teaching Research." Our template should be the only one to pop up. Click "Activate Initiative." Name your initiative for your class and click "go." After a minute or two, you'll arrive at a template of a website (called a Hub by Esri) that you can customize for your class. ESRI has a guide to editing your Hub, or you can just click and replace text as you see fit within the template. You need to save content as you go and make sure you hit publish any time you want to update live content for your Hub. If you do not want the website, ignore it and move on to the next step.You now have a copy of the StoryMap template that you can edit to suit your needs. Practice finding it by navigating directly to storymaps.arcgis.com and signing in. You should see "Learning StoryMaps" at the top of your content. You can also find it by navigating to your content folder at arcgis.com . Open the template and create a duplicate the template by clicking the three dots at the top right and select "duplicate story." Your newly created copy of the StoryMap will open with the word "(Copy)" in front of the title. This way you always have a clean copy of the template in your content to come back to as needed. Your new template copy will be named "(Copy) Learning StoryMaps."

In order to do anything with the StoryMap template we have created, you need your own copy in your own ArcGIS account. In the process, we're also going to give you a course website - you can use it if you like or not, but it turns out it's the easiest way to get a copy of the template into your account.Navigate to your ArcGIS homepage and sign in with your institutional or personal login.Click to the "Hub" menu by clicking the square of dots near your name in the upper right (the app menu), and finding "Hub" In the box that reads "Site" select the option "New"At the next prompt, select "Browse Templates"Select "World" under Published by (or leave all of the community boxes unchecked) and search for "Teaching Research with StoyMaps." Our template should be the only one to pop up. Click "Activate Template." Name your site for your class and click "go." Note: It may take a few minutes to arrive at the next screen. You should see a loading interface like the one on the last image while you wait. If the site fails to build on your first attempt, check your wifi connection and try again.After a brief wait, you'll arrive at a template of a website (called a Hub by Esri) that you can customize for your class. ESRI has a guide to editing your Hub, or you can just click and replace text as you see fit within the template. You need to save content as you go and make sure you hit publish any time you want to update live content for your Hub. If you do not want the website, ignore it and move on to the next step.In addition to copying the template for site for you and your students to reference, you will need access to the template for the StoryMap itself. When you replicated the site template, a copy of the StoryMap was transferred to you account, too.As such, you now have a copy of the StoryMap template that you can edit to suit your needs. Practice finding it by navigating directly to storymaps.arcgis.com and signing in. You should see "Learning StoryMaps" at the top of your content. You can also find it by navigating to your content folder at arcgis.com. You can also use the hyperlink on your new site that reads "CLICK HERE TO GO TO YOUR STORYMAP!"Open the template and create a duplicate the template by clicking the three dots at the top right and select "Duplicate Story." Your newly created copy of the StoryMap will open with the word "(Copy)" in front of the title. This way you always have a clean copy of the template in your content to come back to as needed. Your new template copy will be named "(Copy) Learning StoryMaps."

To create this app:

Learn more about the project and how to use the canopy assessment data by visiting the StoryMap!

Data Dictionary

Public places and spaces highlighting the history and contributions of L.A.'s diverse Latinx communities. Access the Controller's story map for all the public places mentioned here: https://storymaps.arcgis.com/stories/af99ea8efdef4790a4c8b151b30dfb27

Barnet, Brent, Kensington and Chelsea, Southwark and Westminster have come together with LOTI and the GLA to map digital exclusion across London.

• To use data to enable design and target digital inclusions service
• To understand the specific needs of different demographic groups and where those needs are clustered
• To use collaboration to enhance our insight and pool our resources for the benefit of all digital inclusion practitioners in London

The project has created a number of deliverables:

• London Digital Exclusion Map
• Story Map: Digital exclusion amongst older people
• London Digital Exclusion Personas
• Mapping Digital Exclusion in London: Toolkit

A new story map has been developed to help organisations identify areas where services to help older people access digital services might be most needed.

https://cdn.datapress.cloud/london/img/dataset/08fa1d51-b389-498e-b522-e31e1fa109d3/2025-06-21T09%3A57%3A32/unnamed.png" alt="unnamed.png" />

For organisations that have their own GIS (Geographic Information System), we've also shared the cleaned data used in the Story Map.

With thanks to Helen at MapItOut.

Learn more about the project and how to use the canopy assessment data by visiting the StoryMap!

Data Dictionary

Although tornadoes can occur throughout the year, prime time for twisters in the U.S. is spring and early summer. Larger symbols show more violent tornadoes. Zoom into the map to see approximate tornado tracks.

Learn more about the project and how to use the canopy assessment data by visiting the StoryMap!

Here we present a geospatial dataset representing local- and regional-scale aquifer system boundaries, defined on the basis of an extensive literature review and published in GebreEgziabher et al. (2022). Nature Communications, 13, 2129, https://www.nature.com/articles/s41467-022-29678-7

The database contains 440 polygons, each representing one study area analyzed in GebreEgziabher et al. (2022). The attribute table associated with the shapefile has two fields (column headings): (1) aquifer system title (Ocala Uplift sub-area of the broader Floridan Aquifer System), and (2) broader aquifer system title (e.g., the Floridan Aquifer System).

• to explore the available data via an interactive app please visit the following URL: https://ucsb.maps.arcgis.com/apps/instant/nearby/index.html?appid=2a238e4ed2434d21b3b53c861a064d8f
• to explore the 3D nature of a dozen aquifer systems please see the following storymap: https://storymaps.arcgis.com/stories/a91f061759e64e44af38daf6cefa4259

The datasets used for this manuscript were derived from multiple sources: Denver Public Health, Esri, Google, and SafeGraph. Any reuse or redistribution of the datasets are subjected to the restrictions of the data providers: Denver Public Health, Esri, Google, and SafeGraph and should consult relevant parties for permissions.1. COVID-19 case dataset were retrieved from Denver Public Health (Link: https://storymaps.arcgis.com/stories/50dbb5e7dfb6495292b71b7d8df56d0a )2. Point of Interests (POIs) data were retrieved from Esri and SafeGraph (Link: https://coronavirus-disasterresponse.hub.arcgis.com/datasets/6c8c635b1ea94001a52bf28179d1e32b/data?selectedAttribute=naics_code) and verified with Google Places Service (Link: https://developers.google.com/maps/documentation/javascript/reference/places-service)3. The activity risk information is accessible from Texas Medical Association (TMA) (Link: https://www.texmed.org/TexasMedicineDetail.aspx?id=54216 )The datasets for risk assessment and mapping are included in a geodatabase. Per SafeGraph data sharing guidelines, raw data cannot be shared publicly. To view the content of the geodatabase, users should have installed ArcGIS Pro 2.7. The geodatabase includes the following:1. POI. Major attributes are locations, name, and daily popularity.2. Denver neighborhood with weekly COVID-19 cases and computed regional risk levels.3. Simulated four travel logs with anchor points provided. Each is a separate point layer.

The Tempe Police Department prides itself in its continued efforts to reduce harm within the community and is providing this dataset on hate crime incidents that occur in Tempe.The Tempe Police Department documents the type of bias that motivated a hate crime according to those categories established by the FBI. These include crimes motivated by biases based on race and ethnicity, religion, sexual orientation, disability, gender and gender identity.The Bias Type categories provided in the data come from the Bias Motivation Categories as defined in the Federal Bureau of Investigation (FBI) National Incident-Based Reporting System (NIBRS) manual, version 2020.1 dated 4/15/2021. The FBI NIBRS manual can be found at https://www.fbi.gov/file-repository/ucr/ucr-2019-1-nibrs-user-manua-093020.pdf with the Bias Motivation Categories found on pages 78-79.Although data is updated monthly, there is a delay by one month to allow for data validation and submission.Information about Tempe Police Department's collection and reporting process for possible hate crimes is included in https://storymaps.arcgis.com/stories/a963e97ca3494bfc8cd66d593eebabaf.Additional InformationSource: Data are from the Law Enforcement Records Management System (RMS)Contact: Angelique BeltranContact E-Mail: angelique_beltran@tempe.govData Source Type: TabularPreparation Method: Data from the Law Enforcement Records Management System (RMS) are entered by the Tempe Police Department into a GIS mapping system, which automatically publishes to open data.Publish Frequency: MonthlyPublish Method: New data entries are automatically published to open data. Data Dictionary

These are the data used for the Racial and Ethnic Diversity for the Austin MSA story map. The story map was published July 2024 but displays data from 2000, 2010, and 2020.

Decennial census data were used for all three years. 2000: DEC Summary File 1, P004 2010: DEC Redistricting Data (PL 94-171), P2 2020: DEC Redistricting Data (PL 94-171), P2

Geographic crosswalks were used to harmonize 2000, 2010, and 2020 geographies.

Racial and Ethnic Diversity Index for the Austin MSA Storymap: https://storymaps.arcgis.com/stories/88ee265f00934af7a750b57f7faebd2c

City of Austin Open Data Terms of Use – https://data.austintexas.gov/stories/s/ranj-cccq

Learn more about the project and how to use the canopy assessment data by visiting the StoryMap!

Digital Object Identifier: 10.25573/data.11919276The Isthmus of Panama is a narrow strip of land that connects the continents of North and South America and separates the Atlantic (Caribbean) and Pacific oceans. It is rich in native biodiversity, with tropical rain and cloud forests, island archipelagos, coral reefs, mangrove and estuarine ecosystems.In this study our aim is to model how post-glacial sea-level rise changed the land- and sea-scapes of the Isthmus of Panama. This helps provide more precise historical context to better understand modern biogeographical patterns of both terrestrial and marine ecosystems on the Isthmus. In collaboration with the GIS unit at the Smithsonian Tropical Research Institute we combined bathymetric and topographic data with historical sea level data of the Western Atlantic and Tropical Eastern Pacific to produce digital elevation models, maps, and animated videos showing the changing land and sea-scapes of the Isthmus through time.A more detailed description of the project and methods can be found here: https://storymaps.arcgis.com/stories/1d730fe1f6e443eab423a5aeea51dfb9Aaron O'Dea Lab - Max TitcombSmithsonian Tropical Research InstituteReferences: O’Dea A, Aguilera O, Aubry M-P, Berggren WA, Budd AF, Cione AL, Coates AG, Collins LS, Coppard SE, Cozzuol MA, de Queiroz A, Duque-Caro H, Eytan RI, Farris DW, Finnegan S, Gasparini GM, Grossman EL, Johnson KG, Keigwin LD, Knowlton N, Leigh EG, Leonard-Pingel JS, Lessios HA, Marko PB, Norris RD, Rachello-Dolmen PG, Restrepo-Moreno SA, Soibelzon E, Soibelzon L, Stallard RF, Todd JA, Vermeij GJ, Woodburne MO, Jackson JBC. 2016. Formation of the Isthmus of Panama. Science Advances. e1600883.Kenneth G. Miller, Michelle A. Kominz, James V. Browning, James D. Wright, Gregory S. Mountain, Miriam E. Katz, Peter J. Sugarman, Benjamin S. Cramer, Nicholas Christie-Blick, Stephen F. Pekar. 2005. The Phanerozoic Record of Global Sea-Level Change. SCIENCE. 10.1126/science.1116412Redwood, S. D. 2020. Late Pleistocene to Holocene sea level rise in the Gulf of Panama, Panama, and its influence on early human migration through the Isthmus. Caribbean Journal of Earth Science, 51, 15-31. Geological Society of Jamaica. http://caribjes.com/CJESpdf/CJES51-3-RedwoodPanamaSealevel.pdf