NCGE 2026 Annual Conference
2026-10-16 08:00 - 2026-10-18 17:00 (America/New_York) | Virginia Museum of History & Culture, 428 North Arthur Ashe Boulevard, Richmond, Virginia, 23220
Geography on the Fall Line

Form a spatial cluster with educators, researchers, and leaders in the discipline to network, learn about new trends in educational practice and research, and explore a place and region with historical roots and a dynamic modern environment.
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Kickin' it Old School with Hands-on Learning tools
2026-10-16 13:00 - 13:30 (America/Chicago) | Conference Room: Byrd
Summary
This strategy is especially powerful in Human and Cultural Geography because it mirrors the way geographers analyze patterns, relationships, and spatial organization. In human geography, students are constantly asked to categorize economic activities, compare demographic trends, evaluate political boundaries, and interpret cultural diffusion. “Sorts” make these abstract processes tangible.
When students physically group migration examples into push and pull factors, classify agricultural systems by level of development, or organize countries by demographic stage, they are practicing core geographic thinking skills: pattern recognition, scale analysis, regional comparison, and cause-and-effect reasoning. The discussion that emerges requires them to defend claims using evidence and precise vocabulary — reinforcing disciplinary literacy.
This strategy is especially powerful in Human and Cultural Geography because it mirrors the way geographers analyze patterns, relationships, and spatial organization. In human geography, students are constantly asked to categorize economic activities, compare demographic trends, evaluate political boundaries, and interpret cultural diffusion. “Sorts” make these abstract processes tangible.
By turning spatial analysis into a collaborative, tactile experience, “sorts” help students actively construct geographic understanding rather than passively receive it, strengthening both conceptual mastery and critical thinking.
Session Focus
Secondary/High School | Human and Cultural Geography | Assessment
Conference Room
Byrd
Meet the Presenters
Jim Dzialo, Kolleen Madeck and Greg Sherwin have a combined 60 years of classroom experience across a multitude of disciplines, including Human Geography, Government, Economics, and Sociology. Beyond our own classrooms, we have a long-standing commitment to the profession, having designed and led professional development workshops focused on student-centered learning. Currently, we are dedicated to evolving our curriculum through the lens of Project-Based Learning (PBL) and inquiry, ensuring our students aren’t just learners, but active investigators of the world around them.

Death Valley Daze
2026-10-16 13:00 - 13:45 (America/Chicago) | Conference Room: Cullen
Summary
Death Valley National Park, CA may be the most diverse geographically in the country. Death Valley is the hottest place on earth, the driest and lowest place in North America and the largest NP outside of Alaska. From -282 Badwater, the lowest place in the Western Hemisphere, one can see the often snow-capped 11,049′ Telescope Peak within the park. DVNP contains dunes, rocks, alluvial fans, hills, mesas, buttes, creosote, Joshua trees, fish, birds, reptiles, amphibians, minerals, salt pans, a ‘racetrack’, a ‘golf course’, a ‘castle’ and yes, water to name a few. Using multimedia, a variety of handouts and desert snacks, a retired soldier who was stationed at Fort Irwin adjacent to the park will bring this park to life. If you love Geography, DVNP should be on your to-do list.
*Spread the love of Geography to my fellow educators by sharing my passion for one of the most geographically diverse parks around.
*Any teacher can incorporate the geographic themes in a variety of lessons featuring this and other parks.
Session Focus
All Grade Levels| Physical & Environmental Geography | U.S. Focused
Conference Room
Cullen
Meet the Presenters
Brent Bagley, a longtime geography educator, NCGE Lifetime Member, and retired U.S. Army veteran whose career reflects a deep commitment to both service and education. Brent served in the U.S. Army from 1983–2013 as a logistician supporting military operations and relief efforts, including Operation Desert Storm, post-9/11 deployments, and Hurricane Katrina response efforts.
While serving in the Army Reserves, Brent taught AP and regular Geography courses at Murray County High School in Chatsworth, Georgia, from 1993–2008. During his teaching career, he became actively involved with the National Council for Geographic Education, presenting at local, state, and national conferences, including NCGE conferences in Boston and Oklahoma City. He also completed AP Human Geography training at Texas A&M under Drs. Bob and Sarah Bednarz and participated in AP Human Geography Exam scoring sessions in Cincinnati, Ohio.
Today, Brent continues his dedication to community service through his church, the Lions Club, and the American Legion, where he serves as historian for Post 29 in Marietta, Georgia.

250 Years of American Growth: Hands-on Explorations of U.S. Human Geography and History
2026-10-16 13:00 - 15:00 (America/Chicago) | Conference Room: Halsey Family Hall
Summary
U.S. history meets Human and Environmental Geography in this hands-on workshop that examines 250 years of America demography, land and natural resource use, and ecological milestones. After a brief introduction to the trends we’ll explore, participants will spend most of the workshop engaging in collaborative classroom activities. One activity is a full-group role-play that’s a vehicle for comparing different demographic and development data points across the decades. In another activity participants construct and interpret population pyramids for different historical eras. Using historical census data, participants will map U.S. population density and expansion across the country from eastern cities along the fall line (including Richmond) to metro areas in the West. We will also use archival census data to analyze connections between family size trends and a range of social and economic indicators. Our group will then create a timeline of environmental events that bridges physical and human geography. Lessons build skills in critical thinking, data analysis and visualization, using geographic tools and primary source documents. Participants will receive lesson plans and background readings in an electronic format, matched to state standards, the C3 Framework, and AP Human Geography..
Session Focus
Secondary/High School | America 250 Through a Geographic Lens | Curriculum and Instruction
Conference Room
Halsey Family Hall
Meet the Presenters
Carol Bliese is the Senior Director of Teacher Programs for the Population Education (PopEd) program at the non-profit organization Population Connection. The program provides teaching materials, professional development workshops, and ongoing support for current and future K-12 teachers that focuses on environmental topics around sustainability and societal topics around global citizenship. Carol manages the day-to-day functioning of PopEd’s workshop program, oversees the development of curriculum, and participates in short and long-term strategic planning. She facilitates teacher training workshops, in-person and online, throughout the U.S. and Canada and has led over 850 workshops in her almost 20 years with the program, including sessions for the National Council for the Social Studies, National Science Teaching Association, the National Council of Teachers of Mathematics, the North American Association of Environmental Education, and the National Council of Geographic Education.
Cara Bora is an Education Program Associate with the Population Education (PopEd) program at the non-profit organization Population Connection. The program provides teaching materials, professional development workshops, and ongoing support for current and future K-12 teachers that focuses on environmental topics around sustainability and societal topics around global citizenship. She coordinates the Population Education workshops, staff trips, and program outreach in the northeastern part of the U.S. She also conducts workshops online and in-person across the country. Prior to joining PopEd, Cara served as a Science Specialist for elementary grades and taught Science classes to middle schoolers.

Infusing Geography into Genealogy: Creating a Family Geography
2026-10-16 13:00 - 15:00 (America/Chicago) | Conference Room: Reynolds Leadership Circle
Summary
This workshop is designed to bring a lesson to a larger, teaching professional, audience. The Family Geography Project transforms the well-worn family tree into a more critical and more research aligned document that has served to enhance student understanding of the complex socioeconomic situations that create a each family’s geography. The essence of the project underscores the NCGE Strand “Geography for Life” and parallels the “America250 through a Geographic Lens” strand. The end result is a living document that can be added to as students continue their lifelong geographical journey.
Session Focus
All Grade Levels| Geography for Life | Curriculum and Instruction
Conference Room
Reynolds Leadership Center
Meet the Presenters
Johnathan Walker is an Assistant Professor of Geography at James Madison University in the Department of Interdisciplinary Studies. He holds degrees in Geography from the University of California-Berkely (A.B.), Syracuse University (M.A.) and University of Georgia (Ph.D.). He primality teaches World Regional Geography in support of the General Education curriculum. He is the JMU 2026 recipient of the Provost’s Award for Excellence in General Education Teaching.

Mental Maps & The Holocaust: Teaching Facts and Perspective Using Geo-Literacy Skills
2026-10-16 13:00 - 15:00 (America/Chicago) | Conference Room: Lacy
Summary
Examining the Holocaust spatially positions students to think about genocide in new ways. In documenting the Holocaust following World War II, war crimes investigators from the state and the Jewish community asked eyewitnesses to create mental maps of Treblinka. For human geographers, mental mapping represents an opportunity to understand how people perceive a particular place, capturing objective knowledge and subjective perceptions and impressions of a place (National Geographic Society, 2024). In this session, participants will grapple with the question: How do we teach the Holocaust with accuracy while also teaching the subjectivity of mental maps? Using war crime investigation maps of Treblinka, we developed a lesson that requires students to (1) examine the topography surrounding Treblinka, (2) compare maps for content and visualization, (3) analyze how the depiction of Treblinka in Holocaust survivor memoirs compare to the maps, (4) assess how the perspective of the witness influenced the mental map, and (5) discuss the validity of the maps for use in postwar war crimes trials. Through this lesson, students understand how maps can be representations of both data and perceptions and the role spatial thinking can play in documenting atrocities and holding perpetrators accountable.
Session Focus
All Grade Levels| Human and Cultural Geography | World History
Conference Room
Lacy
Meet the Presenters
Jeff Eargle is a clinical associate professor at the University of South Carolina where he serves as the Secondary Social Studies Program Coordinator in the College of Education. He is the coeditor of the forthcoming two-volume book Teaching Holocaust Geographies in Middle and High School from Palgrave Macmillan

Chad Gibbs is an Assistant Professor and the Director of the Zucker/Goldberg Center for Holocaust Studies at the College of Charleston. His book, Survival at Treblinka: Geography, Gender, and Social Networks in Jewish Resistance, was recently published by the University of Wisconsin Press.

Bethany M. Sanders is a doctoral student in the College of Education at the University of South Carolina and a high school social studies teacher in the South Carolina public school system. She received NCGE’s K–12 Distinguished Teaching Award in 2024, and her doctoral studies focus on teaching geo-literacy in the secondary classroom.

Count Me In! Using Labs to Teach Population Geography
2026-10-16 13:45 - 14:15 (America/Chicago) | Conference Room: Byrd
Summary
In this session, we will discuss how to use laboratory assignments to teach population geography. Population geography connects diverse topics including sustainability, economics, politics, and culture. Using labs to teach this topic allows students to use real world data to deepen their understanding of population geography concepts. In this session, we will begin with an overview of teaching population geography, connecting it to geography and social studies standards. In the second part, examples of labs will be introduced, including the topics of international censuses, population policy campaigns, age specific fertility rates, and migration patterns. While the session is geared toward the college classroom, the content is easily adaptable to middle and high school grades. Lab assignments will be shared with attendees.
Session Focus
Higher Education | Human and Cultural Geography | Curriculum and Instruction
Conference Room
Byrd
Meet the Presenters
Gillian Acheson is a professor in the Department of Geography & GIS at Southern Illinois University Edwardsville. She teaches a variety of courses including World Regions, Human Geography, Population Geography, Spatial Thinking & Behavior, Geography of Food, and Geography and Social Justice. Her research interests are in geography education and the cultural landscape with publications ranging from map reading and comprehension to representation of women in introductory geography textbooks to the cultural landscape of cemeteries.

From Trends to Teaching: Navigating Tensions and Charting a Future for Geography Education Research
2026-10-16 14:00 - 14:30 (America/Chicago) | Conference Room: Cullen
Summary
As instructional time for social studies continues to shrink in many K–12 settings, geography educators face increasing pressure to demonstrate the relevance, rigor, and interdisciplinary potential of the discipline. This session invites participants into a discussion of current trends in geography education, including effective teaching, data-visualization, geospatial technologies, and STEM aligned inquiry that positions geography as essential to real world problem solving. Broader implications in the field of education and impacts of state policy changes are explored. Participants will consider actionable approaches for integrating geography into interdisciplinary instruction, expanding its presence in the elementary and secondary curriculum, and advocating for its continued visibility in the broader social studies landscape.
Session Focus
All Grade Levels | Geography for Life | Curriculum and Instruction
Conference Room
Cullen
Meet the Presenters
Dr. Mary D. Curtis is an Assistant Professor at the University of Houston-Clear Lake in the College of Education where she coordinates the Social Studies teacher preparation program. Dr. Curtis is a geography educator with over 20 years of experience and service from local to international levels. She currently serves as the Vice Chair for the Association of American Geographers Geography Education Specialty Group and as Associate Editor for the Journal of Geography.

International Efforts to Improve Geography Teaching and Learning
2026-10-16 14:30 - 15:00 (America/Chicago) | Conference Room: Byrd
Summary
This presentation focuses on an upcoming book – International Perspectives on Geography Education (Edward Elgar, 2026) – that highlights the actions taken by geography educators who work to improve the teaching and learning of geographic content. Much that is published in geography education today is pessimistic and bemoans the status of the discipline compared to other academic areas, the difficulty in training quality geography teachers, and the poor performance of students with the subject’s content and skills (such as map reading, analysis, and construction). While these challenges are certainly present, this book seeks to highlight the successes seen in three main areas: student learning, teacher preparation, and teacher professional development. The book is, therefore, one that is positive, optimistic, and showcases for the reader actions that are worth emulating in other places. The presenter will share the successes of authors representing Australia, Belize, Brazil, Chile, Czechia, Germany, South Africa, Singapore, and the United States
Session Focus
Higher Education | Geography for Life | World/International
Conference Room
Byrd
Meet the Presenters
Jerry Mitchell is a Professor and Chair of the Department of Geography at the University of South Carolina. He is a past president of the NCGE and a Fellow of the American Association of Geographers.

The Geospatial Semester at 22: Tales from the Field
2026-10-16 15:15 - 15:45 (America/Chicago) | Conference Room: Reynolds Leadership Circle
Summary
The Geospatial Semester is a unique and innovative project that connects high school students and geospatial technologies to bolster their spatial problem solving and open them up to the myriad careers across the many industries that use these technologies. Students earn dual enrollment credit from JMU and are required to do an extensive project of their own choosing. Since its inception in 2005, more than 10,000 students have participated. We have done a wide array of research to identify the key cognitive and behavioral gains afforded to participating students. In this short presentation, we’ll give a brief introduction to the Geospatial Semester, share examples of student work and discuss the key research findings. Most importantly, you’ll find out how you can bring this successful project to your school
Session Focus
Secondary/High School | Geospatial Technology | STEM
Conference Room
Reynolds Leadership Center
Meet the Presenters
Bob Kolvoord is a professor at James Madison University (JMU), where he also serves as Interim Provost. Bob is the co-creator (with Kathryn Keranen) of the Geospatial Semester, the award-winning dual enrollment program at JMU that brings GIS instruction and projects to students in Virginia. Bob is also the co-author of the Making Spatial Decisions series from ESRI Press. He is interested in how GIS use impacts students’ spatial thinking and problem solving abilities and has collaborated with colleagues at Northwestern, Georgetown, Dartmouth, American and Gallaudet to study this question.

Stories of the Chesapeake
2026-10-16 15:15 - 15:45 (America/Chicago) | Conference Room: Cullen
Summary
Stories of the Chesapeake offers a compelling glimpse into the cultures, communities, and environmental challenges of America’s estuary, the Chesapeake Bay. As one of the nation’s most important natural laboratories for geographic inquiry, the region provides a powerful example of how physical landscapes and human systems interact across space and time. Stretching across six states and the District of Columbia, the Bay’s vast watershed is shaped by rivers that meander toward the Atlantic, carrying sediment, nutrients, and pollution. These waterways reveal critical connections among land use, urban planning, agriculture, food systems, water quality, and climate change.
The Chesapeake Bay is also deeply connected to life along the Fall Line—the natural boundary where the Piedmont meets the Coastal Plain—where cities emerged and commerce flourished. From Old Point Comfort to pivotal moments such as the War of 1812, the presentation highlights the Bay’s layered geography and enduring significance. Together, these stories illuminate a dynamic system that continues to shape the environmental, economic, and cultural identity of the region.
Session Focus
All Grade Levels | America250 through a Geographic Lens, Physical & Environmental Geography, Human and Cultural Geography | World/International
Conference Room
Cullen
Meet the Presenters
Michael Allen, Ph.D., is an Associate Professor of Geography at Towson University, 2023 U.S. Fulbright Scholar to Serbia, and President-Elect of the International Society of Biometeorology. Prior, he served as co-coordinator of the Virginia Geographic Alliance and Geography Program Director at Old Dominion University. Since 2019, Michael has coordinated the Chesapeake Bay Climate Institute, a hands-on professional development experience highlighting America’s Estuary, drawing linkages between APHG and other disciplines to the issue of climate change and resilience.

Art, Dance, Theatre, Oh My! Using Arts-Methodologies in the Geography Classroom
2026-10-16 15:15 - 16:00 (America/Chicago) | Conference Room: Lacy
Summary
Come explore how art, dance, theatre, and other creative methodologies can deepen student understanding of geography! In this session, participants will engage in hands-on activities that bring historical narratives, social movements, and global issues to life through tableau theatre, protest art, and cartographic storytelling. Attendees will walk away with ready-to-use lesson ideas, creative assessment strategies, and a renewed vision for incorporating art into their classroom
Session Focus
All Grade Levels | Human and Cultural Geography | Curriculum and Instruction
Conference Room
Lacy
Meet the Presenters
Bethany M. Sanders is a doctoral student in the College of Education at the University of South Carolina and a high school social studies teacher in the South Carolina public school system. She received NCGE’s K–12 Distinguished Teaching Award in 2024, and her doctoral studies focus on teaching geo-literacy in the secondary classroom.

Jessica Flach

Myth, Trolls, and Tectonics: Using Storytelling to Teach Physical Geography
2026-10-16 16:00 - 16:30 (America/Chicago) | Conference Room: Reynolds Leadership Circle
Summary
Iceland’s dramatic landscapes are deeply intertwined with a rich tradition of storytelling, where myths and folklore once served to explain the “unexplainable” in the physical world. This presentation demonstrates how geography educators can leverage such narratives to help K–12 students make sense of core physical geography processes, from coastal erosion to volcanism and river flooding. Grounded in a constructivist and inquiry-based approach, the lesson framework invites students to interpret stories, question “why,” and then connect folkloric explanations with scientific concepts.
Participants will experience a short-version lesson in which students are given a myth and asked to identify the underlying physical process and explain it scientifically. A longer version extends this work over one or more weeks by having students locate a myth from any culture, analyze the physical geography embedded in the story, and draw parallels between cultural and scientific explanations. Additional examples from other cultures illustrate how this approach can be adapted across regions and grade levels. Attendees will leave with ready-to-use lesson structures, ideas for sourcing culturally diverse myths, and strategies for fostering reflective, interrogative classroom discussions that deepen students’ understanding of Earth’s dynamic systems while honoring multiple ways of knowing
Session Focus
All Grade Levels | Physical & Environmental Geography | Inquiry
Conference Room
Reynolds Leadership Circle
Meet the Presenters
Mayra Román-Rivera

How Students Can Apply “The Ten Steps of Walkability” to Evaluate Any Downtown
2026-10-16 16:15 - 16:45 (America/Chicago) | Conference Room: Byrd
Summary
In his book, Walkable City: How Downtown Can Save America, One Step at a Time (2012), Jeff Speck offers ten planning steps for creating American downtowns that are useful, safe, comfortable, and interesting. While the ten steps emphasize walkability, they include improvements to land use, public transit, bicycle use, and traffic flow. In this presentation, I demonstrate how to use Speck’s “Ten Steps” to design a downtown field exercise for university geography students. After reading and discussing the ten steps, my students participated in a guided walk of downtown Edwardsville, Illinois, to collect notes and photos of their observations. They were instructed to answer two questions as they wrote up their results: (1) What does the city do well to promote walkability? and (2) How could walkability in downtown be improved? The assignment concluded with a short paper and an in-class discussion of their results. The surprising outcome of this discussion was students’ desire to learn more about the planning decisions behind what they saw in the field. Applying Speck’s “Ten Steps” gives students the structure to make sense of their field observations and draw meaningful conclusions.
Session Focus
Higher Education | Human and Cultural Geography | Curriculum and Instruction
Conference Room
Byrd
Meet the Presenters
Dr. Susan Hume is a professor in the Department of Geography & GIS at Southern Illinois University Edwardsville. She believes in the power of field study in geographic education and has made field-based assignments an integral part of her urban geography and sustainable transportation courses. Susan is a lifetime member and past president of NCGE.

Resources for Teaching Political Geography
2026-10-16 16:15 - 16:45 (America/Chicago) | Conference Room: Lacy
Summary
Teaching political geography can be an especially complicated task as foreign relations issues are now flash points for cultural and academic debate. This session is designed to connect educators with high-quality non-partisan materials to help teach foreign relations, and how to connect to the content and practices of political geography. Using practice-based methodologies to engage students in “doing” geography, one of the goals of this session is to give teachers ideas on how to get students working with geographic data to involve students in learning concepts while examining real-world situations.
Session Focus
Secondary/High School | Human and Cultural Geography & Geography for Life | Government and Civics
Conference Room
Lacy
Meet the Presenters
Dr. Kyle Tredinnick

Poster Session: Using Extracurricular Programs to Further Geographic Education
2026-10-17 | Conference Area: Commonwealth Hall
Summary
The International Scholars Program is an innovative, student-centered initiative designed to extend geographic education beyond the traditional classroom. Grounded in inquiry-based and interdisciplinary learning, the program immerses students in the study of global geographies, cultures, governments, economies, and histories through sustained, experiential engagement. Participants engage in structured book studies, cultural analyses, collaborative inquiry sessions, academic research projects, and community presentations. The program also incorporates guest speakers and local partnerships to connect global themes to lived experiences.
By intentionally integrating academic rigor with experiential exploration, the International Scholars Program cultivates geographic literacy, critical thinking, cultural competence, and civic awareness. Students move beyond memorization of places and facts to develop spatial understanding, global interdependence awareness, and informed perspectives on contemporary international issues.
This poster will outline the program’s design framework, implementation strategies, and sample learning cycles. Attendees will gain practical tools for adapting the model to diverse educational settings. The International Scholars Program demonstrates how structured, inquiry-driven enrichment can meaningfully advance geographic education and prepare students for engaged global citizenship.
Session Focus
All Grade Levels | Human and Cultural Geography | Curriculum and Instruction
Conference Room/Area
Commonwealth Hall
Meet The Presenter
Justin McCrackin

Poster Session: Assessing the landscape of introductory undergraduate courses in the U.S.
2026-10-17 | Conference Area: Commonwealth Hall
Summary
With the support of an NSF IUSE: ITYC collaborative planning grant, the presenters are looking to invigorate the teaching of undergraduate introductory geography courses, which define the discipline for thousands of undergraduates. They can also be the spark to draw students to major in geography and related fields. We wonder whether the standard survey approach for teaching introductory courses effectively recruits students to further study in geography or does justice to the discipline of geography, particularly newer branches of the field.
Our first step is to assemble a picture of the current landscape of undergraduate introductory geography courses. In collaboration with the American Association of Geographers, we are conducting a broad survey of our own of geography department heads, program directors, and instructors, regarding which courses are taught, the status of instructors who teach these courses, the format and types of materials for these courses, and enrollment data, among other elements. This poster will display our findings to date and invite NCGE attendees to contribute to the data, if they have not already, and to join a growing community of practice of undergraduate introductory geography instructors.
Session Focus
Higher Education | Geography for Life | Curriculum and Instruction
Conference Room/Area
Commonwealth Hall
Meet The Presenter
Dr. Tamar Y. Rothenberg is Professor in the Department of History at Bronx Community College – City University of New York, where she currently teaches World Regional Geography and History of the Modern World. Her publications include the book Presenting America’s World: Strategies of Innocence in National Geographic Magazine, 1888-1945 (Ashgate/Routledge 2007); an article with Karen M. Morin, “Our Theories, Ourselves: Hierarchies of Place and Status in Academia,” ACME 10(1), 2011; chapters in Geography and Empire, ed. Godlewska and Smith (Blackwell 1994) and Mapping Desire, ed. Bell and Valentine (Routledge 1995), and with Karen M. Morin and Mona Domosh, co-edited a special section on feminist historical geography for Historical Geography (2016). She has a BA in History from Wesleyan University, and MA and PhD in Geography from Rutgers University.

Cadey Korson is Professor of Geography at St Clair County Community College in Michigan and Fellow of Advance HE. Her research focuses on place-based pedagogies, Indigenous rights and digital storytelling/mapping. These interests have resulted in a variety of transdisciplinary projects, including The Spatial Awareness Project short film and podcast series on land use classifications in Aotearoa New Zealand, working with iwi to co-create digital storymaps that embed mātauranga Māori, exploring perceptions of social license to operate in the agrifood sector, and documenting the social impact of conservation volunteerism. Recently, Cadey has been awarded a grant from the National Geographic Society to coordinate a student-led streambank restoration project along the Belle River in Columbus County Park, USA, as a National Geographic Explorer.

Poster Session: Revolutionary Crossroads
2026-10-17 | Conference Area: Commonwealth Hall
Summary
Revolutionary Crossroads is a poster session that shows how geography shaped key events of the American Revolution. Developed through the Revolutionary Crossroads field experience with the Virginia Geographic Alliance, the presentation focuses on how rivers, terrain, and transportation routes in the Hudson and Mohawk River Valleys influenced movement, settlement, and military strategy. The poster provides simple, classroom-ready ideas that help students understand why history happened where it did while supporting America250 instruction.
Session Focus
All Grade Levels | America250 through a Geographic Lens | U.S. History
Conference Room/Area
Commonwealth Hall
Meet The Presenter
Teaching in a rural, former coal-mining and tobacco growing region, Alex Long is both a History/Government/Appalachian History & folklore instructor, as well as an English literature instructor in Virginia and East Tennessee; in high school, and at two local universities. For the past twelve years, he has brought both high school and university students out of their shells to share their stories and understand our local histories and culture; all to better inform those around them and around the world. Additionally, he has been a guest lecturer for Eighteenth Century British Drama and Fiction at Oxford University for three years, as well as a lecturer in Scots-Irish/Appalachian folklore at the University of Edinburgh. All these experiences combined have led him to working with the Colonial Williamsburg Foundation and the Birthplace of Country Music Museum-Bristol to help visitors, students, and educators dig deeper into the rich and diverse culture they have in Appalachia. He is furthering his research into his area, along with the rest of Virginia, to continue sharing the importance Virginia still is in the history of our nation; along with the vitality of the Appalachian region in the early history and growth of the state and nation. This is in conjunction with sharing the “true” story of Appalachia as not a region of disparity, but of history which changed the world, rich storytelling, an Indigenous and European melting pot, and the agricultural lifeblood for our early nation through the recent 21st century.

Skyler Verloop teaches social studies and serves as the AVID Coordinator at Lewis High School in Springfield, Virginia. He is an advocate for place-based learning and college access, and has secured grants to provide students with experiential learning opportunities at colleges, museums, Fort McHenry National Monument and Historic Shrine, Gettysburg National Military Park, and Shenandoah National Park. Skyler is dedicated to fostering student success, promoting critical thinking, and preparing students to pursue higher education and lifelong learning. He also serves as the Social Media Coordinator and Secretary for the Virginia Geographic Alliance, where he supports educators in advancing geographic literacy, spatial thinking, and community engagement.

Designing Flexible Learning Pathways: Implementing BLPL in a World Geography Classroom
2026-10-17 08:25 - 08:55 (America/Chicago) | Conference Room: Reynolds Leadership Circle
Summary
This case study investigates how a high school geography teacher implemented blended and personalized learning (BLPL) in a World Geography course to support student learning within a BLPL framework. The instructional design integrated structured classroom routines, flexible pacing, and digital supports, including a progress-monitoring tool, to create multiple pathways for student engagement with geographic content. Early in the semester, instruction emphasized scaffolding classroom procedures and supporting students’ use of technology. Over time, these supports shifted toward fostering greater student autonomy and sustained engagement. Findings illustrate how BLPL enables teachers to respond to learner variability, balance instructional structure with student independence, and design differentiated learning experiences that deepen geographic understanding.
In this session, attendees will learn concrete instructional strategies and practitioner insights drawn from the case study. The presentation will highlight how BLPL structures can be designed and adapted to support learners in World Geography classrooms. Attendees will explore how BLPL structures can be designed and adapted for secondary geography classrooms and will gain access to a curated website featuring authentic BLPL case examples, along with a printed resource guide. Whether new to BLPL or refining existing practices, attendees will leave with actionable strategies applicable to their own instructional contexts.
Session Focus
All Grade Levels | Geography for Life | Curriculum and Instruction
Conference Room
Reynolds Leadership Center
Meet the Presenters
Sojung Huh is a Postdoctoral Research Associate at Texas Tech University. Her research focuses on teacher education and technology integration in K–12 classrooms. She is particularly interested in how geography education and geospatial technologies can support inquiry-based learning, as well as blended and personalized learning.

Teaching Teachers to ‘See’ Place: Integrating Geospatial Technology to Transform Elementary Teacher
2026-10-17 08:25 - 08:55 (America/Chicago) | Conference Room: Byrd
Summary
The editors of the two NCGE journals – the Geography Teacher and the Journal of Geography – invite you to learn about the publication process for the journals and how you can become a successful author. Take half an hour to learn about preparing and submitting manuscripts, completing the publishing process as an author, and supporting the discipline as a reviewer. Attendees will be able to ask questions and solicit publication advice for the rest of the session.
Session Focus
All Grade Levels | Physical & Environmental Geography | STEM
Conference Room
Byrd
Meet the Presenters
Dr. Mary D. Curtis is an Assistant Professor at the University of Houston-Clear Lake in the College of Education where she coordinates the Social Studies teacher preparation program. Dr. Curtis is a geography educator with over 20 years of experience and service from local to international levels. She currently serves as the Vice Chair for the Association of American Geographers Geography Education Specialty Group and as Associate Editor for the Journal of Geography.

Beyond the Textbook...Beyond the Exam: Bridging AP Human Geography Students to Geographic Practice
2026-10-17 08:25 - 08:55 (America/New_York) | Conference Room: Lacy
Summary
Recent calls from geographers, including AAG President William Moseley—notably in his 2025 NCGE address—emphasize strengthening the vital bridge between K-12 and college geography educators. Despite robust AP Human Geography (APHG) enrollment, geography remains a “discovery degree” with students rarely considering it beyond high school. This presentation addresses this pipeline challenge through a model for post-AP exam experiential outreach that engages students directly with geographic practice. Building effective bridges requires engagement from both sides: AP teachers willing to connect with college faculty, and geography professors willing to reach beyond university walls. Drawing on our combined experience as an APHG teacher, APHG reader, and college geography professor, this presentation describes designing a campus visit where post-AP exam students engage in hands-on geographic investigation using college-level tools and methods across multiple sub-disciplinary areas. The presentation will share the framework for designing meaningful experiential connections between APHG curriculum and college geography practice, discuss findings from implementation, and explore challenges in building these two-way relationships. Attendees will gain practical guidance for creating similar outreach initiatives adaptable to their institutional contexts, whether as AP teachers seeking college partnerships or faculty engaging high school geography students.
Session Focus
APHG Educators | Geography for Life | Curriculum and Instruction
Conference Room
Lacy
Meet the Presenters
Dr. Thomas R. Craig is an Assistant Professor of Geography and Geographic Information Science in the Department of Geography and Geospatial Sciences at South Dakota State University. With nearly two decades of experience as a geography educator spanning both secondary and higher education, Dr. Craig brings a unique perspective to bridging these often-separate worlds. He has served as an Advanced Placement Human Geography exam reader for ten years and previously taught high school social studies for five years before completing his Ph.D. in Geography from Oklahoma State University.
Kim McCullough teaches AP Human Geography, World Regional Geography, Geography of Religion, and AP European History at Brookings High School. She earned her Master’s degree in Geography from South Dakota State University in 2003. Before joining Brookings High School, she taught at the Flandreau Indian School, served as an instructor in SDSU’s Department of Geography and Geospatial Sciences, and taught at George S. Mickelson Middle School in Brookings.

Map your World: Empowering Students with OpenStreetMap
2026-10-17 08:25 - 08:55 (America/New_York) | Conference Room: Cullen
Summary
OpenStreetMap is the world’s largest crowdsourced geospatial database, powering thousands of applications across corporate, government, nonprofit, and academic sectors. As a free and community-driven project, anyone can contribute and anyone can use the data. As a tool for teaching geography, OpenStreetMap (OSM) is unparalleled. Mapping, as a classroom activity, fosters spatial awareness and locational intelligence; open mapping helps students become active engaged citizens where they help others in their community and around the world.
TeachOSM (A program of OpenStreetMap US) is an open resource hub and community network for students and educators to develop geospatial skills and increase civic engagement through project-based learning via OpenStreetMap. Through monthly Working Group meetings and asynchronous collaboration, TeachOSM members maintain a central repository of learning materials & resources designed for educators, facilitate a community of practice by networking educators and hosting mentors, and maintain or advocate for tools that improve the ability for educators to integrate OpenStreetMap into their classrooms and curriculum. Learn about the work of TeachOSM, the OpenStreetMap project, and see case studies of how OSM has been utilized in the classroom.
Session Focus
All Grade Levels | Geospatial Technology | Open Data
Conference Room
Cullen
Meet the Presenters
Alyssa Castronuovo is the Program Coordinator at OpenStreetMap US, a national nonprofit dedicated to supporting OpenStreetMap and its community of mappers. In her role she supports the TeachOSM program, which connects educators interested in implementing OSM in their classrooms to educational materials, shared resources, and the wider OSM community. She loves exploring the beautifully mapped bike and pedestrian infrastructure in her home of Richmond, Virginia.

Mapping the Professional Fall Line: A Grades 4-12 Geospatial Careers & GIS Curriculum
2026-10-17 08:25 - 08:55 (America/New_York) | Conference Room: Robins Family Forum Theater
Summary
How do we find tomorrow’s geospatial professionals today? The answer lies in “backwards mapping” industry requirements directly into our K-12 classrooms.
Join the author and presenter for a deep dive into Geospatial Approaches and Careers, a curriculum passion project designed to bridge the gap between foundational education and professional practice. This session demonstrates how to scaffold high-level GIS workforce standards—such as executive briefing and professional data evaluation—into developmentally appropriate experiences for students starting as early as 4th grade.
By integrating interdisciplinary standards with geospatial thinking, technology, and advocacy, this framework prepares students to move from classroom learners to industry-ready analysts. Attendees will explore a 4-12 pipeline that connects NGSS, C3 Framework, and AP Human Geography skills to the missions of agencies like the Department of Homeland Security.
Whether you are a classroom teacher, a school leader, or a policy broker, you are invited to explore these possibilities and discuss strategies for implementation in your own learning community.
Attendee Take-away: Participants will receive a digital “Geospatial Career Readiness Toolkit,” featuring the full curriculum draft, the Parkdale GIS Graphic Organizer, and the Professional Executive Brief Rubric.
How can we bridge the gap between classroom geography and the high-demand geospatial workforce? This session introduces a modular consultancy model derived from the Geospatial Approaches and Careers project. Rather than a “one-size-fits-all” curriculum, this model offers a “backwards-mapped” framework that allows educational leaders to implement geospatial career pathways in part or in whole, depending on their local resources and goals.
The presenter will demonstrate how to adapt industry-standard requirements—such as Executive Briefing and GIS Data Evaluation—for diverse settings, including elementary enrichment, middle school STEM modules, and high school CTE programs. We will explore how these “pluggable” units align with NGSS, C3, and APHG standards to create a professional pipeline that is both developmentally appropriate and industry-aligned.
Session Focus
All Grade Levels | Geospatial Technology, Human and Cultural Geography, & Geography for Life| Curriculum and Instruction
Conference Room
Robins Family Forum Theater
Meet the Presenter
Daniel Joseph Whalen is an educational leader with a 22-year career dedicated to fostering student engagement and spatial literacy. Currently serving as an Assistant Principal in Las Vegas, New Mexico, his passion for geography is deeply rooted in his own diverse geographic upbringing—from the industrial heart of Pittsburgh to the close-knit, multi-generational farming villages of upstate New York. Holding a BA in History from SUNY Albany and an MA in Educational Leadership from The George Washington University, Daniel brings a profound understanding of how community, environment, and a “sense of place” shape student identity and achievement.
Over his 18-year tenure with Prince George’s County Public Schools in Maryland, Daniel became a driving force in geographic and spatial science education. He spent a decade in the classroom teaching AP Human Geography and was instrumental in shaping the district’s instructional framework, including co-authoring the AP Human Geography elective curriculum. Recognizing the critical importance of geospatial technologies, he later transitioned into Career and Technical Education (CTE). In this capacity, he pioneered pathways for students by developing and teaching comprehensive curricula for Homeland Security Science, Digital Cartography, and Advanced Geographic Information Systems (GIS).
A dedicated advocate for geographic education at the national level, Daniel is thrilled to connect with fellow educators and leaders at the National Council for Geographic Education annual conference. He brings a wealth of assessment and mentorship experience to the geography community, having served as an AP Human Geography Reader since 2009 and a College Board Table Leader since 2023. As a Certified Geospatial Educator (GeoEdC) and a 2018-2019 American Geographic Society Fellow, Daniel has consistently championed spatial education, supported by his leadership as Treasurer of the Maryland Geographic Alliance and his history of presenting on GIS integration at previous NCGE and Towson University conferences.
Today, Daniel applies his geographer’s lens to school-wide administration, guiding educators to build innovative CTE pathways to graduation. In his administrative roles, he integrates character education and community-specific values into the curriculum—equipping students not just for the global workforce, but to lead and serve locally in Meadow City. Whether developing school-wide instructional strategies or serving as the energetic “SportsCenter” voice celebrating student milestones, Daniel remains fiercely committed to elevating expectations, celebrating student success, and expanding access to high-quality geographic education.

The GeoSpatial Zone
2026-10-17 08:25 - 17:40 (America/New_York) | Conference Room: Halsey Family Hall
The Geospatial Room located in the Halsey Family Hall, offers a full day of sessions dedicated to bringing the power of Geographic Information Systems (GIS) into today’s classrooms. Designed for geography educators at all levels, these sessions will showcase innovative tools, instructional strategies, and real-world applications that help students analyze patterns, solve problems, and better understand our changing world through a geographic lens.
Join fellow educators and geospatial experts to explore hands-on resources, classroom-ready ideas, and new ways to inspire the next generation of spatial thinkers.
Full Schedule

8:25 – 8:55 a.m. – Session 1: “Geospatial Esri Lab” – Full details coming soon.

9:10 – 9:50 a.m. – Session 2: “Getting Started with MapMaker” – Full details coming soon.

10:05 – 10:45 a.m. – Session 3: “Intro to StoryMaps: – Full details coming soon.

2:15 – 2:55 p.m. – Session 4: “Teaching and Learning with Storymaps”

Storymaps are powerful communication tools that combine place-based understanding with interactive media to create engaging, spatially grounded narratives. A range of storymap platforms allows educators and students to integrate maps, multimedia, and analysis across diverse educational settings. This presentation shares insights gained from using storymaps with both secondary students and undergraduates, highlighting strategies for assignment design, scaffolding, and assessment. Examples will illustrate how storymaps can support spatial thinking, critical analysis, and public-facing communication. Participants will be invited to consider how storymaps might enhance their own instructional practice and strengthen student learning.
About the Presenter: Mary Schorse

3:10 – 3:50 p.m. – Session 5: “Mapping Meaning: Student-Led Geospatial Stories in Environmental Literacy”

This session explores how student-centered geospatial projects can strengthen environmental literacy and geographic thinking. Participants will examine 2–3 student projects that use GIS, mapping, and spatial data analysis to explore local environmental issues. Projects include field data collection, spatial analysis, and digital storytelling to investigate topics such as watershed health, land use patterns, habitat connectivity, and environmental equity. Presenters will share how these projects are structured, scaffolded, and assessed, with an emphasis on inquiry, place-based learning, and student agency. Attendees will gain practical strategies for integrating geospatial tools into environmental and geography instruction without requiring extensive technical expertise. The session balances examples of student work with discussion of instructional design, making it relevant for educators working in traditional classrooms, specialty programs, or interdisciplinary settings. Participants will leave with concrete ideas for designing geospatial learning experiences that connect students to their local environment while building essential geographic skills.
About the Presenter: Jill Rich is an educator and director of the Center for Environmental Studies and Sustainability at Varina High School in Henrico County, Virginia. With extensive experience in curriculum development, GIS instruction, and project-based learning, she leads innovative, sustainability-focused programs that connect students with real-world environmental challenges. She coordinates capstone projects, field experiences, and community partnerships, preparing students to apply geospatial thinking in meaningful and impactful ways.

4:05 – 4:45 p.m. – Session 6: “Everything is similar, everything is different: State GIS Clearinghouses as resources for education”

Most states have GIS clearinghouses to provide finding resources, metadata,downloadable datasets, and streaming services for public users. This presentation explores the missions of these efforts, the technology used to operate them, and opportunities for geographic education including: the geography of state GIS, governance between scales of government, standardization, and evaluating source data.
About the Presenter: Matt Gerike is Geospatial Program Manager for 9-1-1 GIS at the Virginia Geographic Information Network where he supports localities across the commonwealth. He has managed GIS offices and projects in local government, worked with state level GIS clearinghouses and data development projects, and taught at several colleges and universities. Matt is active in the Geospatial Professional Network (GPN), contributes to National Emergency Number Association (NENA) work groups relating to GIS, and volunteers with the Virginia Geographic Alliance.

5:00 – 5:40 p.m. – Session 7: “GeoExplorer and 4-H Leadership Team Plenary” – Full details coming soon.

Conference Room
Halsey Family Hall

Learning Along the Fall Line: Building an OER State Atlas for All Learners
2026-10-17 09:10 - 09:50 (America/New_York) | Conference Room: Reynolds Leadership Circle
Summary
Imagine a free, comprehensive digital atlas designed specifically for K–12 educators — one that connects geography, history, science, ELA, and math in a single resource. The Virginia Geographic Alliance has built exactly that with An Atlas of Virginia, offering 40 full-page maps, interactive online resources, nonfiction text, charts, and a teacher guide aligned to state standards in one dynamic resource.
In this session, participants will explore the features and instructional potential of An Atlas of Virginia and discuss what it takes to build something similar in their own states. We’ll examine the components that make this atlas an effective classroom tool — from cross-curricular connections and literacy support to interactive maps and standards alignment — and brainstorm how state geographic alliances, university partners, and educators can collaborate to bring similar projects to life digitally.
Whether you teach in Virginia or anywhere across the country, you’ll leave with inspiration, a replicable model, and practical next steps for advocating for — or building — a state atlas resource your students deserve
Session Focus
All Grade Levels | America250 through a Geographic Lens | Curriculum and Instruction
Conference Room
Reynolds Leadership Center
Meet the Presenter
Annie Evans, Director of Education and Outreach, has spent over half her life teaching history and civics in Virginia’s K-12 public schools. She collaborates with a network of educators, museums, and cultural institutions nationwide to create learning resources that inspire the next generation of educators, public historians, and community leaders. Her work emphasizes inquiry-based and place-based learning, connecting local history to broader topics for secondary and post-secondary audiences while fostering vibrant communities among educational groups and institutions. Annie is the recipient of the National Council for History Education’s Sarah Drake Brown Leadership in History Award, recognizing her dedication to history education and collaborative approach to curriculum design.

Crossing the Conceptual Fall Line: Scaffolding AP Human Geography FRQs
2026-10-17 09:10 - 09:50 (America/New_York) | Conference Room: Lacy
Summary
AP Human Geography students often possess strong content knowledge but struggle to translate that understanding into effective Free-Response Question (FRQ) responses. This interactive workshop focuses on practical, classroom-tested strategies for scaffolding FRQs while maintaining AP-level rigor and alignment with the APHG Course and Exam Description.
Participants will analyze common student breakdown points, unpack FRQ task verbs, and practice using scaffolds that support geographic reasoning, vocabulary, and evidence-based explanation. Emphasis will be placed on helping students move from description to analysis across human and cultural geography topics such as population, migration, urbanization, and development.
Attendees will actively engage with and share a variety of strategies and will leave with adaptable resources that can be implemented immediately. This session is designed for APHG educators seeking to improve student writing, equity of access, and confidence with FRQs while strengthening core geographic thinking skills.
Session Focus
APHG Educators | Human and Cultural Geography | Curriculum and Instruction
Conference Room
Lacy
Meet the Presenter
Allison Cecil is a National Board Certified Teacher and social studies educator at duPont Manual High School in Louisville, where she teaches AP Human Geography and Dual Credit courses in business and personal finance. She serves as an Assistant Chief Reader for the College Board AP Human Geography Exam. Allison develops inquiry-based curriculum and professional development focused on strengthening students’ geographic reasoning and evidence-based writing. Her recent projects include contributing as an author to History of Korea: Course Companion for IB History Paper 3 and leading classroom and community-based initiatives through the Korean War Legacy Foundation Veterans Legacy Project.

The Unruly Rio Grande: How A Meandering River Re-shaped the US-Mexico Line
2026-10-17 09:10 - 09:50 (America/New_York) | Conference Room: Robins Family Forum Theater
Summary
Rivers flood and change over time which can cause major issues regarding political boundaries between nations. What happens when this directly impacts people’s homes, cultural beliefs, and economic zones. This session focuses on the shifting Rio Grande border with Mexico due to significant flooding in the 19th century and the changes that resulted in a 100 year dispute over a stretch of land in El Paso, Texas. During a time period of heightened Cold War tensions, a peaceful negotiation was reached that ended the dispute and permanently altered the course of the Rio Grande River in this area. Various materials and resources will be provided along with lessons that can be used in U.S. History courses or AP Human Geography classes.
Session Focus
Higher Education | Physical & Environmental Geography | U.S. History
Conference Room
Robins Family Forum Theater
Meet the Presenter
Dawn Schmidt teaches in Tempe, Arizona at Corona del Sol High School. This is her 30th year and she is teaching Honors World Geography to 9th graders, AP Human Geography, an elective for 10th-12th graders, and Honors United States History to 11th graders. Schmidt currently serves as a board member of the Arizona Council for Social Studies and she is also Teacher Consultant for the Arizona Geographic Alliance. She was awarded the K-12 Distinguished Teaching Award by NCGE in 2021, the Isidore Starr Outstanding Social Studies Teacher by ACSS in 2016, and the Flinn Foundation Outstanding Teacher Award in 2013 and 2008. Schmidt has had the opportunity to participate in educational study tours in Taiwan, Japan, Tajikistan, Honduras, Germany, and the United Arab Emirates.

What’s in a Name? ​Exploring Place Names as Forms of Social and Geographic Storytelling
2026-10-17 09:10 - 09:50 (America/New_York) | Conference Room: Cullen
Summary
Explore the profound social, historical, and political meanings behind the names attached to places. Far from simple labels, place names, or toponyms, are power-laden expressions of a community’s identity, values, and ongoing struggles for recognition.
Session Focus
All Grade Levels | Human and Cultural Geography | Inquiry
Conference Room
Cullen
Meet the Presenter
Brian Smith is a full-time middle school teacher in Oak Ridge, TN where he teaches World History and Geospatial Technologies. He is also the Tennessee Geographic Alliance Executive Director.

Mapping Learning: Using Survey123 to Create Student-Generated Content Across Disciplines
2026-10-17 09:10 - 09:50 (America/New_York) | Conference Room: Byrd
Summary
In this session, we’ll explore how Survey123 can be used to design authentic, student-generated content experiences across a range of subjects — from World Languages and Geography to History and Psychology — in both K–12 and higher education settings. Participants will walk away with concrete examples of classroom-ready Survey123 projects that challenge students to observe, collect, and analyze real-world data in ways that deepen geographic understanding and cross-disciplinary connections.
Whether you’re new to GIS tools or looking to expand your current practice, this session will show you how a simple form can become a powerful lens for inquiry-based learning — right at the fall line between traditional instruction and the student-centered classroom of the future.
Session Focus
All Grade Levels | Geospatial Technology | Inquiry
Conference Room
Byrd
Meet the Presenter
Shana Crosson is a former Social Studies teacher turned geospatial technology consultant at the University of Minnesota, now focusing on integrating geospatial technologies and spatial thinking across the curriculum in higher education and in K-12.
Jessica Bateman Winkelaar holds a PhD in Social Studies Education and has been a social studies educator since 1995. She has spent most of her career as a middle school teacher and is currently teaching seventh grade World Geography. She serves on the Steering Committee for the Minnesota Alliance for Geographic Education (MAGE).

Reawakening the Stealth Geography Approach in a Persistent Battleground: Elementary Education
2026-10-17 10:05 - 10:45 (America/New_York) | Conference Room: Byrd
Summary
In the early 2000s, integrating geography and literacy at the elementary level garnered attention (Gandy, 2006; Holloway, 2015) in the wake of NCLB and the College and Career Readiness Standards. The need for such calls further intensified in the wake of recent nationwide science of reading initiatives and persistent standardized testing. Consequently, elementary teachers’ time constraints further marginalize elementary-level geography. As a result, a stealth approach that integrates Geography with literacy is required to provide meaningful geography instruction in elementary grades (Sekeres & Gregg, 2008). As noted in the Road Map for 21st Century Geography Education, “Geography should be taught wherever it is found – whether in math, science, social studies, literature, technology, or the arts” (Bednarz et al. 2013, p. 10)
This presentation will provide a threefold approach to address marginalization in elementary-level geography. First, reviewing previous scholarly advances in integrating geography and children’s literature offers a clear way forward. Second, examples of effective integration of literature with the Geography for Life Six Essential Elements will be demonstrated. Third, participants will receive an introductory list of elementary geography children’s books and additional resources to empower teachers and teacher educators to integrate elementary geography into quality children’s literature.
Session Focus
Early Childhood/Elementary | Geography for Life | Literacy
Conference Room
Byrd
Meet the Presenter
Jayson Evaniuck
