Rapid changes in seasonal avian migrations provide compelling examples of biotic response to climate change. Seasonal waves of land surface phenology and temperature are thought to be primary exogenous cues that migrants use to fine tune migration timing. Exploration of the role that these cues play in regulating migration timing requires better spatial, temporal, and taxonomic sampling than is typically available. We analyze weather surveillance radar (WSR) and eBird citizen science data in an effort to understand the macroscale relationships among migration phenology, seasonal waves of land surface phenology and seasonality of temperature. We demonstrate that both WSR and eBird data provide similar estimates of migration timing at local (within 100 km) and macro scales (>20° of latitude). These measures of avian phenology were positively correlated with spring temperatures and land surface phenology (extended spring index of first leaf date), which followed a south to north wave. Start‐of‐spring, estimated from a remotely sensed index of vegetation greenness, did not show the expected pattern from south to north and appears unlikely to be a useful exogenous migration cue within the study region. Future analyses of WSR and eBird data have the potential to provide high‐resolution phenology data that may be useful in understanding spatiotemporal dynamics of migration systems and the response of these systems to climate change.

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Organizations that hire GIS professionals look for entry-level employees with specialized technical skills but also other competencies such as effective communication and a capacity to think critically and creatively. Indeed, the success of GIS projects and initiatives often depends on individuals who possess a combination of specialized GIS skills and more general competencies that influence their ability to collaborate and manage resources. This article presents findings from a survey of GIS employers and educators concerning the importance of hard and soft skills among entry-level GIS professionals. A key finding is the high level of consistency in ratings assigned by employers and educators concerning hard skills such as data editing and GIS analysis and soft skills including problem solving and adaptability. However, the groups were less similar in ratings assigned to data capture skills, project management, and written/verbal skills. GIS qualifications were also compared, revealing a greater emphasis on internships among educators and higher ratings assigned to academic GIS certificates among employers.

Despite the enormous growth of college courses dealing with spatial information, curriculum planning involving geographic information science (GIS) courses and programs has received little attention within the GIS literature. As the number and variety of GIS courses expands, so too does the importance of both systematic and inclusive planning and campus-wide coordination. In this article we explore course planning through an exploration of 312 GIS course syllabi used at US colleges and universities with the goal of characterizing the degree to which learning resources, student evaluation methods, and course topics have become standardized across institution types, academic levels, and disciplines. Our findings reveal a consensus in the use of GIS software across courses but no similar agreement in the use of textbooks. Hands-on activities were used as evaluation methods in nearly every course in the sample regardless of institution type or academic level. However, quizzes, tests and final exams were used more often in community colleges while papers and projects were used more frequently in four-year and comprehensive research universities. The frequency of topic categories listed on syllabi was relatively consistent across institutions, academic levels and disciplines with a few topics such as vector analytic operations, data models, and data creation/acquisition/editing included on more than 50% of syllabi.

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Cimarron County, Oklahoma and Union County, New Mexico, neighboring counties in the Southern High Plains, are part of a vital agricultural region in the United States. This region experiences extended periods of cyclical drought threatening its ability to produce, creating an incentive for extensive center pivot irrigation (CPI). Center pivots draw from the rapidly depleting High Plains Aquifer System. As a result, the prospect of long-term sustainability for these agricultural communities is questionable. We use Remote Sensing and Geographic Information Systems to quantify growth in land irrigated by CPI between the 1950s and 2014, and key informant interviews to explore local perspectives on the causes and impact of such growth. In Cimarron County, OK, CPI increased by the mid-1980s, and has continually increased since. Results suggest adaptation to drought, a depleting aquifer, high corn prices, and less rigid groundwater regulations contribute to CPI growth. Conversely, CPI in Union County, NM, increased until 2010, and then declined. Results also suggest that drought-related agricultural changes and more aggressive well drilling regulations contribute to this decrease. Nevertheless, in both counties, there is a growing concern over the depleting aquifer, the long-term sustainability of CPI, and the region's economic future.

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Over the last two decades, higher education has made substantial investments in GIS education through equipment and software purchases, upgrades to teaching facilities, and the creation of innovative academic programs such as certificates and degrees. However, comparatively less attention and fewer resources have been directed towards what might be called the “instructor element” of GIS instruction. In this article we look at the preparation and ongoing professional development of GIS educators through a survey of 270 individuals teaching GIS at US colleges and universities. Along with assessing the education and professional background of GIS instructors, we evaluate their perceptions concerning the importance of various GIS subject areas. Our findings demonstrate considerable breadth in the range of education and experience held by faculty members who are presently teaching GIS courses. In evaluating the importance placed on GIS teaching elements, we found little variation among individuals according to their institution type or educational attainment. However, significant differences in the perceived importance of GIS teaching areas were found across disciplinary areas.