Crafting a GNSS curriculum for the future geospatial workforce

USC SSI GIST graduate students collect field data with the Eos Arrow 100 submeter GNSS receiver during the field excursion week of the Spatial Data Aquisition course in the fall of 2022. (Credit: Laura Loyola)

The Spatial Sciences Institute (SSI), part of the Dornsife College of Letters, Arts and Sciences at the University of Southern California (USC), is a national leader in geospatial research and education. Founded on July 1, 2010, SSI has been educating students and professionals with both the theoretical foundation and hands-on technical training to advance spatial thinking and geospatial technologies. 

Graduates solve complex problems across diverse industries and domains such as environmental sustainability, geodesign, public health, human security and geospatial intelligence. Education and training with GNSS are integral to SSI’s mission.

Addressing the Generation Gap 

Despite its fundamental importance, the GNSS workforce is facing a growing generational gap as many experienced professionals near retirement, and fewer young individuals enter the field.  This decline in incoming talent poses a critical challenge for industries that rely on high-precision positioning, from infrastructure development and environmental monitoring to national security and disaster response. 

Part of the challenge stems from a lack of early exposure and awareness among younger generations about the relevance and applications of GNSS technology. Many students encounter the topic only indirectly, if at all, in traditional STEM or Geography curricula. 

To preempt this generic approach, SSI has invested in high-accuracy GNSS receivers, RTK-enabled UAVs and immersive virtual/augmented reality visualization equipment to provide students the capability to translate the theoretical lessons in geodesy, spatial data acquisition, data analysis and integration into technical skills that result in actionable information. 

Additionally, SSI has developed a range of experiential learning opportunities in GNSS to bridge the gap between classroom instruction and real-world GIS applications. While completing their coursework, students often solve the same real-world challenges as many industry professionals. 

Engagement Through Experimental Learning

One such example is the undergraduate course SSCI 220L: Spatial Data Collection Using Drones, taught by Yi Qi, Ph.D., an associate professor with expertise in remote sensing and geospatial artificial intelligence. “When young students are introduced to imagery and geospatial technologies, one of the first questions they often ask is how the positions of real-world features are measured — and how accurate those measurements need to be for applications like building construction or urban tree mapping,” Qi explained. “This presents a great opportunity to introduce students to more advanced industry practices such as real-time kinematic (RTK) correction.” 

Qi added, “We use the RTK-enabled DJI Mavic 3M drone for field data collections, which is often a highlight of the class.” One memorable field activity took place at the historic Los Angeles Memorial Coliseum, where students participated in drone flights alongside faculty. Before takeoff, they helped establish communication between the drone’s RTK system and the California Real-Time Network (CRTN), learning how to configure the system for centimeter-level accuracy. Later, they processed the imagery into high-resolution 2D orthophotos and 3D models. “This class benefits undergraduates by providing early exposure to GNSS,” Qi said. “This foundation is important for students to imagine their pathways in the geospatial industry and choose other advanced courses.” 

At the graduate level, as part of the SSCI 587: Spatial Data Acquisition course, students are required to participate in a week-long intensive-learning field experience at the USC Wrigley Institute for the Environment and Sustainability campus on Catalina Island. Laura Loyola, Ph.D., assistant professor in SSI with specialties in ecological physiology and field data collection, has led this course for many years and acknowledges that, “Catalina offers the ideal location for rugged terrain data collection, practice with online or offline mapping, and incorporates spatial data collection utilizing the RTK-enable UAV and high-accuracy GNSS receivers, with spatial analysis and visualization methods.” 

While on Catalina Island, students meet with industry partners, such as Isaiah Mack, the owner of Eclipse Mapping and GIS, and an alumnus of USC, who bring professional experiences and the latest technology from industry. “The question now facing industry is whether the added investment in both hardware and training of personnel on high-accuracy GNSS receivers for spatial data collection is viable and needed for everyday uses, especially with RTK and satellite-based augmentation systems (SBAS) available,” Mack said. “The answer is overwhelmingly yes, with many mapping and GIS professionals utilizing centimeter-level RTK accuracy, so I feel it is important to share with students the growing market for these careers.” 

Students quickly learn that without a viable connection, such as Wi-Fi or Starlink in remote areas, RTK capabilities in the UAV are limited. This requires the ability to incorporate high-accuracy ground control points into their collection workflows for georeferencing the drone imagery. As students work through the image processing and integration workflow, they gain firsthand experience in how GPS accuracy influences final image quality. Loyola noted, “In remote environments where WiFi connectivity is limited or non-existent, smartphone positional accuracy is decreased even more from the standard 30 cm to 50 cm, forcing students to work offline and with external GNSS receivers.” 

Lastly, in certain field scenarios where students are unable to physically reach the survey target, they have learned to apply alternative methods to ensure accurate data collection. One effective technique involves using a laser rangefinder to measure the distance to the remote object. By combining this distance measurement with GNSS-derived position and bearing data, students can use in-app tools to calculate the location of otherwise inaccessible features. These experiences not only demonstrate their problem-solving abilities in challenging environments but also reflect a practical understanding of integrating complementary technologies to achieve high-precision geospatial results.

GNSS also has been integrated into the geodesign programs at SSI. Guoping Huang, Ph.D., is an associate professor with specialties in landscape planning and geodesign. “High-accuracy GNSS has become increasingly important in the architecture, engineering and construction sector due to the growing adoption of geospatial workflows,” he said. “These workflows span the entire project lifecycle — from spatially-enabled design tools that help create context-aware and environmentally responsive plans, to precision construction, where GNSS-integrated technologies such as sensor networks are used to monitor construction activities in real time.” 

This integration ensures that construction adheres closely to the original design intent, minimizes costly deviations, and helps avoid damage to critical infrastructure. As a result, high-accuracy GNSS supports not only greater efficiency and accuracy but also enhances safety and sustainability in complex construction environments.

Empowering the Next Generation  

By integrating GNSS into education programs and engaging students through practical fieldwork, faculty in the spatial sciences spark interest and develop the next generation of geospatial professionals. These efforts are essential to sustain the workforce and fuel innovation in a field increasingly critical to smart cities, climate science, autonomous systems  and beyond. The experiential learning has inspired young generations to enter the geospatial workforce and make immediate, transformative impacts on existing practices. 

Student Evelyn Vega commented, “The concepts and hands-on experience from course SSCI 220L helped me understand and appreciate GPS technology.” Recent graduate Yimiao Wang, who now works with the County of Riverside, California, has directly applied the GNSS data collection and processing techniques learned in course SSCI 587 to her work in roadway deterioration detection with RTK-enabled drone imagery. Her ability to leverage high-accuracy GNSS not only enhanced the quality and efficiency of her team’s outputs but also led to her career development success. These examples illustrate how GNSS education can empower students to drive innovation and advancement in the public sector and beyond.