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This volume summarizes a large body of knowledge and practice on how institutions can encourage spatial research, teaching, and service. We developed this work in large part because the editors and others at the University of Minnesota were fielding an increasing number of inquiries about how we support spatial research, teaching, and service. By a stroke of good timing, Zachary Romano, then Associate Editor and now Senior Publishing Editor with the Earth Sciences, Geography, and Environment portfolio at Springer Science, approached Len Kne at the Esri User Conference a few years ago and asked whether he would put together a volume on U-Spatial, the University’s spatial science infrastructure. Realizing that editing a volume can be both fun and frustrating, Len tapped Steven Manson, and they in turn, brought in Brittany Krzyzanowski and Jane Lindelof to share the joy and pain. We thought this volume would be primarily about U-Spatial, which is the subject of Chap. 2 and woven throughout this volume. As we engaged with potential readers and authors, however, it became clear that we are really interested in the broader idea of the spatial university. This volume offers an expansive view on the power and possibility of spatial science for research, teaching, and outreach for scholars and institutions more broadly. The role of spatiality in almost all realms of higher learning became even more evident as the COVID-19 pandemic forced so many people to embrace technology as a way to navigate many facets of the crisis. Given this broader focus on the spatial university, we originally envisioned two primary audiences for this book, and they remained front and center throughout. The first is spatial science practitioners and leaders who work within academic institutions. The second is a range of information technology, physical plant, facilities management, librarians, and research administrators in education, academia, and a host of other sectors who are looking for insight and direction on developing spatial science infrastructure. In putting the volume together, it became clear that others could benefit from this volume. This work can be a resource for spatial researchers and practitioners interested in a broad view on spatial science as it applies to a range of domains. It can also aid graduate students in a range of fields who are grappling with developing or working with spatial data and analysis in their research, including master’s students in geographic information science (GISc), information science, or library science. In terms of domain-specific audiences, social scientists and humanities scholars have always had an interest in mapping and space, but the recent increased visibility and importance of spatial data and approaches has placed spatial science and infrastructure at the forefront of many fields. We are also seeing an increase in the digital humanities and environmental humanities—areas with an interest in spatial science as both a methodological and technical approach, as well as a subject of critical study. Earth, planetary, ecological, and natural scientists have embraced the role of spatial science in the study of the earth as an integrated human–environment system. These researchers use spatial data and approaches to study ocean, land, and atmosphere processes. Finally, much spatial research is performed by information, data, and computer scientists and engineers. This volume gives these researchers an overview of the major challenges and opportunities in spatial science and infrastructure. While we believe that many different groups of people will find value in this volume, our larger goal is to demonstrate the many ways in which spatial science and infrastructure are integral to many areas of research, teaching, and service. Given the breadth of the examples, however, the volume should speak to those in the private sector, non-profit organizations, and governmental organizations. We hope it will be useful and comprehensible across this range of inquire and practice for years to come.