National Council for Geographic Education

Exploring South Asia Through Literature: Using Award-Winning Books to Enrich Geography Education
2025-10-18 13:15 - 13:45 (America/Chicago) | Conference Room: Nebraska
Summary
The South Asia Book Award (SABA) celebrates outstanding literature that authentically portrays the cultures, histories, and lived experiences of South Asians, both in South Asia and across the globe. This session introduces geography educators to the wealth of award-winning books that can enhance students’ understanding of the diverse countries and cultures that make up the South Asian region. Through a curated selection of books, from picture books to young adult novels, participants will discover how to integrate compelling literature into geography curricula to bring South Asia to life in the classroom. Whether you’re teaching about historical events, contemporary cultural issues, or geographical landscapes, these books offer valuable perspectives that will engage students and deepen their global awareness.
Session Focus
Early Childhood/Elementary | Literacy | Geography, Literature, Culture
Conference Room
Nebraska
Meet the Presenter
Julie Wakefield is a retired high school teacher now teaching in the higher education system. She volunteers with the South Asia Book Award Committee to choose books annually that are worthy of recognition. She regularly integrates cultural stories, poetry, literature and other print options into her teaching.

Localizing Global Challenges: A Case Study on constructing EcoBricks in Intro Geography courses
2025-10-18 13:15 - 13:45 | Conference Room: Clark
Summary
This session will share information on the construction of an EcoBrick together with results of a case study evaluating the pedagogical outcomes of incorporating EcoBrick construction into undergraduate geography and sustainability curricula. Drawing on submitted student documents and EcoBrick events over the past four years, the project investigates how hands-on EcoBrick construction fosters appreciation of global sustainability issues and geographic concepts while addressing implementation challenges. Lesson plans will be provided from three intro college level courses: Human Geography, Physical Geography, and Introduction to Sustainability Studies.
Session Focus
Higher Education | Curriculum and Instruction | EcoBricks, Global Citizenship, Sustainability
Conference Room
Clark
Meet the Presenter
Tracey Edwards

Box, Box, Box! Fostering pre-service elementary teachers’ geographic lens through global F1 and STEM
2025-10-18 13:15 - 13:45 | Conference Room: Lewis
Summary
In this session, we share experiences of our collaborative, three-year pedagogical project that focuses on building elementary pre-service teachers’ geographic awareness and geographic lens with a purposeful eye towards connecting social studies, geography, science and STEM engineering processes that contribute to geographic thinking. Engaging the most popular global sport on the planet, Formula 1, a high-speed and thrilling racing series that encompasses 21 countries and 5 continents over the course of a year, we will share with participants how we foster an inquiry-based, experiential, and curiosity-driven “race week” experience that showcases vast geographical locations, diverse cultures, elements of human-environment interaction, a geography-informed student built foldable, codable Ozobot robots, and integrated STEM learning standards for our students and the young learners they will teach. Participants will leave the session with materials, handouts, examples, and resources to help them consider their own Formula 1 exploration connected to global sport and popular culture for both young learners and pre-service teachers. While we worked from an elementary viewpoint, we think there are opportunities for all grade levels and related disciplines given the spatial, ecological, historical, economic, and technological perspectives possible.
Session Focus
All Grade Levels | Curriculum and Instruction | Pre-Service Teachers, Elementary, Formula1
Conference Room
Lewis
Meet the Presenters
Lori Meier is a Professor in the Department of Curriculum & Instruction at ETSU. Her teaching and research interests include elementary social studies education with a specific focus on elementary geography and building pedagogically innovative moments of “global connections” with pre-service teachers. She also leads the M. Ed. In Curriculum and Instruction graduate program with an eye towards incorporating curriculum studies and foundations.

Laura Robertson is an Associate Professor of Science Education at East Tennessee State University. Her teaching and research interests include integrating science with other content areas, STEM education, and collaboration between pre-service and in-service teachers. She has 11 years of experience as a middle school math and science teacher and 11 years of experience teaching science and STEM education courses in higher education.

Borchert Teacher Fellowship: Letting Teachers Loose in a Map Library
2025-10-18 13:15 - 13:45 | Conference Room: Winnebago
Summary
The Borchert Map Library at the University of Minnesota started a summer Teacher Fellowship in 2023, bringing five teachers per summer together for a two-month deep dive into the resources of the library. Teachers have time to connect with other teachers, research in the Map Library, learn new technologies, connect with UMN faculty and staff, and find content for their classrooms. The session will showcase participating teachers, activities they’ve developed and logistics for other organizations to start their own fellowship program.
Session Focus
All Grade Levels | Curriculum and Instruction | Maps
Conference Room
Winnebago
Meet the Presenters
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.

Jess Winkelaar

Beyond the Map: Organizing a GIS-Focused Study Abroad Experience
2025-10-18 13:15 - 13:45 | Conference Room: Flannigan
Summary
Integrating Geographic Information Systems (GIS) into study abroad programs offers students an immersive, hands-on learning experience that bridges classroom concepts with real-world applications. This presentation will provide a practical guide to designing and implementing a GIS-focused study abroad program, from selecting a destination and identifying local partnerships to navigating logistics, budgeting, and curriculum integration. Drawing from firsthand experience, I will share insights on structuring field activities, ensuring access to necessary software and equipment, and leveraging interdisciplinary collaborations. Attendees will leave with actionable strategies, common pitfalls to avoid, and ideas for fostering meaningful student engagement in international geospatial education. Whether you’re considering launching a new program or refining an existing one, this session will equip you with the tools to create a transformative learning experience for students through GIS study abroad.
Session Focus
All Grade Levels | Technology | Study Abroad, GIS, Class Development
Conference Room
Flannigan
Meet the Presenter
Mayra Román-Rivera

The Fate of Research in Geography Education: A Look Back to Plan Forward
2025-10-18 11:00 - 11:45 | Conference Room: Lewis
Summary
Research in geography education – Where are we now? This session begins a dialog to evaluate the current state of geography education and to determine concrete steps for the future. Guided by published research agendas and The Roadmap for 21st Century Geography Education project, we will examine the geography education community’s progress tackling issues and conducting meaningful research. Come join us explore challenges and success as we discuss practical plans for the future.
Session Focus
All Grade Levels | Research | Geography Education
Conference Room
Lewis
Meet the Presenter
Mary Curtis

Beyond the Hype: Critical AI Literacy for Geography and Social Studies Educators
2025-10-18 11:00 - 11:45 | Conference Room: Winnebago
Summary
The rapid emergence of generative artificial intelligence (GenAI) has sparked both optimism and unease within education. For geography and the broader social sciences, GenAI tools such as ChatGPT promise efficiencies in curriculum design, data analysis, and feedback, yet they also produce errors, false citations, and cultural oversimplifications. The use of large language models poses ethical dilemmas that risk undermining core disciplinary practices in the social sciences. This session situates geography educators within this tension, emphasizing the need for AI and data literacy that is critical rather than uncritical. Drawing on recent research in geography and social studies education, I propose a framework of “error typologies” that reveal how GenAI can reshape knowledge production and interpretation of curricular content. The session will engage participants in considering ways to integrate AI that fosters critical inquiry and civic literacy, without outsourcing essential human judgment to machines. Rather than treating GenAI as a shortcut for assessment or content delivery, educators are invited to explore how it can serve as a tool for critique, revealing questions of bias, representation, and the implications for its use in the social studies classroom. Attendees will leave with some practical strategies for guiding classrooms to critically evaluate GenAI outputs and apply disciplinary thinking to AI-generated claims. Bring your questions and comments!
Session Focus
All Audiences | Digital Literacy | AI | Technology
Conference Room
Winnebago
Meet the Presenters
Samantha Serrano is a high school social science teacher at James B. Conant High School in Hoffman Estates, Illinois. She has a Master’s degree in Geography and Environmental Studies from Northeastern Illinois University and is currently working on her Ph.D. in Geography Education. Samantha carries professional interests in APHG, equity and access in education, creating curricular tools for teachers, and learning about ethical concerns in technology. When not teaching and running the school’s geography club, you can find her at the gym, in an airport, or at Target with her son, Matteo at the video game demo kiosk.

Traversing the Historical Religious Geography of India and Nepal
2025-10-18 11:00 - 11:45 | Conference Room: Iowa
Summary
Attendees at this session will gain an understanding of India’s and Nepal’s religious geography from the birth of Hinduism through the modern era, based on a historical approach, as experienced through an educational trip to these countries during 2024. Travel participants participated in Hindu and Buddhist religious ceremonies, interacted with other religious groups, and visited multiple religious sites during the two-week trip. This session will show how South Asian religions developed cultural landscapes, human-environmental interactions, and their role in shaping society. Religious sites emphasized in the presentation include Varanasi, Lumbini, and Pashupatinath. Additionally, the presentation examines religion’s role in developing distinct cultural artifacts and architecture, as well as art and rituals, during the region’s Medieval era. This session examines primary and minority Indian/Nepali religions and their impact on non-native religions in the two countries, shaping modern-day religious practices.
Session Focus
All Grade Levels | World History | Hinduism, Buddhism, Geography
Conference Room
Iowa
Meet the Presenter
Wyndham Whynot

People and their Environment: Human Geography Lessons for Young Learners
2025-10-18 11:00 - 11:45 | Conference Room: Nebraska
Summary
In this workshop, the presenter will engage participants in interdisciplinary,hands-on activities that introduce elementary students to human geography content and geographic skills, while also promoting global citizenship. After a brief overview of concepts and learning strategies, the presenter will engage participants in several hands-on activities that explore human geography topics including: human changes to the environment, such as land use patterns, natural resource patterns and pollution. Participants will also consider issues surrounding human well-being, including education, health and social equity. The presented activities build skills in communication, social interaction and cooperation, listening, role-playing, data gathering and more. Participants will receive lesson plans in an electronic format, all matched to state and national academic standards.
Session Focus
Early Childhood/Elementary | Curriculum and Instruction | Human Geography, Environment
Conference Room
Nebraska
Meet the Presenter
Amanda Steiner

Harnessing AI to Enhance Language Acquisition and Content Mastery in the Geography Classroom
2025-10-18 11:00 - 11:45 | Conference Room: Clark
Summary
Artificial intelligence (AI) is transforming education, offering powerful tools to help teachers support emergent bilingual students in acquiring language skills while mastering geographic concepts. This presentation explores innovative ways AI can enhance both language acquisition and content knowledge in the geography classroom. By integrating AI-driven adaptive learning technologies, educators can create inclusive, personalized learning experiences. AI-powered tools can provide real-time language support, scaffold academic vocabulary, and improve reading comprehension, allowing students to engage more deeply with geographic themes. Additionally, interactive AI applications enable students to analyze maps, interpret data, and engage with case studies through choose-
your-own-adventure experiences, fostering deeper exploration and critical thinking. These tools make content more accessible, engaging, and culturally relevant, empowering emergent bilingual students to take ownership of their
learning.
Beyond instructional benefits, this session will address best practices for implementing AI ethically and effectively while also addressing the underlying concerns with utilizing AI to support student learning. Participants will gain practical strategies for leveraging AI to foster multilingual engagement, critical thinking, and collaboration in geography education while also reducing teacher workload through automated language support, personalized feedback, and data-driven insights that help tailor instruction to student needs. By harnessing AI’s potential, educators can bridge language barriers, enhance content understanding, and empower emergent bilingual students to succeed. Attendees will leave with actionable insights and resources to integrate AI- driven language and content support into their geography classrooms.
Session Focus
Secondary/High School | English Language Learners/Bilingual Education | AI-Powered Learning, Language Acquisition, Geography Education
Conference Room
Clark
Meet the Presenter
Dawn Brimhall serves as an Instructional Specialist in Aldine ISD and is a current doctoral candidate at the University of Virginia focusing on Curriculum and Instruction. In 2020, Dawn was named the Secondary Teacher of the Year for Aldine ISD and was nominated as a Teacher of the Year for the Houston Area Alliance for Black School Educators (HAABSE). Prior to becoming an Instructional Specialist, Dawn spent 10 years teaching history in Texas and Utah. In her free time, Dawn loves to travel the world and explore new cultures.

William Danes serves as a World Geography Teacher and Department Chair in Aldine ISD. In 2012, William earned his Master’s in Education Technology from Lamar University. Prior to 2018 William served the district as a Technology Specialist. William has taught at both the middle school and high school levels as well. In his free time, William likes to hike and read.

Geo-Literacy for the Countries of the Americas
2025-10-18 11:00 - 11:45 | Conference Room: Flannigan
Summary
The Pan-American Institute for Geography and History (IPGH) initiated a multi-year research and outreach effort to enhance geography education across the Americas through a charge given to its Commission on Geography’s Committee on Education. Through this endeavor, called ‘Geo Literacy for the Countries of the Americas’, researchers focused on four broad areas: geography teaching methods, connecting geography and education stakeholders, best practices in on-line geography teaching, and best practices in in-person teaching.
This presentation outlines the accomplishments of the Committee on Education and then provides specific examples of educational materials and best practices developed through the project, with a focus on those that are directly transferable to US classrooms and state-level curricular standards. As one example, the presenters will share bilingual (Spanish and English) materials that build off of the National Geographic Geo-Inquiry Process to incorporate the research or creative activities of National Geographic Explorers as well as educator/student guides that align the steps of Geo- Inquiry with select geographic themes in Chile and across the globe. Geography education/teacher education researchers at a Chilean university led the development of these materials with the support and expertise of teachers and teacher education students in the region.
Session Focus
All Grade Levels | World/International | Geo-Literacy for the Countries of the Americas
Conference Room
Flannigan
Meet the Presenters
Alex Oberle (PhD Geography) is Professor of Geography at the University of Northern Iowa. His research specializes in geography education, specifically inquiry in geography, internationalizing teacher education, and GIS/geospatial technologies in geography education. Email: alex.oberle@uni.edu

Sandra Alvarez Barahona (PhD Education) is Professor of History and Geography in the Education Department at the University of La Serena (Chile). Her research specializes in geography education and the promotion of geographic thinking among teacher education students. email: salvarez@userena.cl Orcid: https://orcid.org/0000-0001-5357-767X

Fabián Araya Palacios (PhD Geography) is Professor of Social Sciences and Dean of the College of Social Sciences, Business, and Law at the University of La Serena (Chile). His research specializes in geography education for civic engagement, sustainability, and the promotion of geographic thinking among teacher education students. email: faraya@userena.cl Orcid: https://orcid.org/0000-0002-6083-1661

(Sea) Lions, (Bengal) Tigers, & (Polar) Bears: Climate Vulnerability and our Changing Landscape
2025-10-18 10:00 - 10:45 | Conference Room: Iowa
Summary
Experiential Learning has been an impactful and important part of Geography Education for years. There are many different types of EL that we use and encourage our students to participate in, and each one serves an important purpose in developing students for future careers. This session will review this topic and assist you in thinking where and how you could use EL in and out of your classrooms.
Session Focus
Secondary/High School | World/International | Climate, Health, Biomes
Conference Room
Iowa
Meet the Presenters
Daniel Duncan is a high school social studies teacher at AC Flora High School in Forest Acres, SC. He teaches AP Human Geography, IB Geography, and South Carolina Geography. Daniel’s classroom focuses on experiential learning to promote student understanding through authentically engaging with their world. Focusing on understand the impacts of geographic phenomena at a local scale.

Experiential Learning in Geography
2025-10-18 10:00 - 10:45 | Conference Room: Nebraska
Summary
Experiential Learning has been an impactful and important part of Geography Education for years. There are many different types of EL that we use and encourage our students to participate in, and each one serves an important purpose in developing students for future careers. This session will review this topic and assist you in thinking where and how you could use EL in and out of your classrooms.
Session Focus
All Grade Levels | Curriculum and Instruction | Overview, Reflective, Exciting Transformative Learning
Conference Room
Nebraska
Meet the Presenters
Jonathan Wessell

Lightening Lessons for Transformative Learning
2025-10-18 10:00 - 10:45 | Conference Room: Clark
Summary
We invite contributors to use 5-8 minutes to make brief, lively presentations of classroom ideas, materials, or strategies that work to electrify geography education and inspire and mentor others. The session is envisioned as a workshop-like panel where contributors “pitch” and discuss their ideas, whether fully developed or still in planning.
We invite interested participants to submit their ideas-title and brief description to ken.foote@uconn.edu and s-bednarz@tamu.edu by 1 September, 2025. The session will be open to any and all even without prior submission. This is a workshop to improve and hone high quality geography lessons/materials.
Session Focus
Secondary/High School | Curriculum and Instruction | Advocacy, Curriculum Development, Transformative Learning
Conference Room
Clark
Meet the Presenters
Sarah Witham Bednarz is professor emerita of geography at Texas A&M University. Bednarz’s research interests are in the intersection of teaching and learning geospatial technologies and spatial and geographic thinking. She was PI on two major curriculum and educational research projects; co-authored the national geography standards, Geography for Life (1994 and 2012); participated in the National Research Council Learning to Think Spatially project, and helped to develop the National Assessment of Educational Performance (NAEP) framework in geography. In 2013 she co-chaired the Geography Education Research Committee (GERC) of the 21 st Century Road Map for 21 st Century Geography Education Project. She has been an AP Human Geography reader, table leader, question leader, exam leader, and served on the Test Development Committee.

Dr. Ken Foote is a professor in the Department of Geography, Sustainability, Community and Urban Studies at the University of Connecticut. Much of his work focuses on improving professional development for early-career academics and department leaders. His research focuses on historic preservation, heritage tourism, and the commemorative landscapes of the U.S. and Europe, especially the way events of violence and tragedy are interpreted and memorialized. Ken is a past president of the NCGE (2006) and a past president and fellow of the AAG (2010-11). He has received awards from the NCGE, AAG, University Consortium for Geographic Information Science (UCGIS), and the Royal Geographical Society. He has taught at the University of Texas at Austin and the University of Colorado Boulder and holds degrees from the University of Wisconsin-Madison and University of Chicago. Among his books are Shadowed Ground: America’s Landscapes of Violence and Tragedy, Teaching GIScience and Technology in Higher Education, and Aspiring Academics: A Resource Book for Graduate Students and Early Career Faculty.

Teaching with Primary Sources: Analyzing the Holocaust through a Geographic Lens
2025-10-18 10:00 - 10:45 | Conference Room: Lewis
Summary
In this session, the presenters demonstrate how analyzing primary sources through a geographic lens differs from an historical lens while providing a more critical understanding of time, place, and events when juxtaposed with teaching history. Throughout the session, the presenters share a series of activities related to the Holocaust, which model how geographic inquiry can be used with a variety of primary sources, such as photographs, oral histories, maps, and political cartoons. The session will be interactive with attendees investigating primary sources to learn how geographic inquiry can produce a more nuanced understanding of the Holocaust when juxtaposed with teaching history.
Session Focus
Secondary/High School | Inquiry | Primary Sources, Holocaust
Conference Room
Lewis
Meet the Presenter
Ken Carano is a professor of social science education in the division of education & leadership at Western Oregon University and programs coordinator for the Center for Geography Education in Oregon. Prior to joining higher education, he taught high school social studies in Sarasota, Florida and spent time living in Suriname, South America as a Peace Corps Volunteer with his wife. Ken’s scholarship has long focused on issues of diversity, equity, and inclusion on both a local and global scale.

Aspects of the Physical and Cultural Geography of Morocco
2025-10-18 10:00 - 10:45 | Conference Room: Winnebago
Summary
Geographers have a unique perspective when it comes to the observation of places. This presentation focuses on the Landscapes and Culture of Morocco as was observed by the Presenter, through recent travel. Specific cities in Morocco will be highlighted, and cultural aspects unique to each areas of the country will be emphasized, including the very important indigenous Berber / Amazigh culture of Morocco. The physical landscapes (including the climates) of the Sahara, the Atlas Mountains and the Atlantic Coast will also be discussed, with the aid of maps, illustrations and personal photographs.
Session Focus
All Grade Levels | World/International | Morocco, Landscapes, Culture
Conference Room
Winnebago
Meet the Presenter
Victoria Alapo, Ph.D. is a Geography Instructor and has taught at the Metropolitan Community College in Omaha, Nebraska for about 20 years. Victoria has a passion for Teaching and for Travel and has been to every inhabited continent! She eagerly looks forward to her presentation on Morocco at the NCGE, this October. This photo was taken at the Library of Congress, in Washington, DC.

Geography Potpourri: “Tried and True” Lessons to DO Geography
2025-10-18 10:00 - 10:45 | Conference Room: Flannigan
Summary
High on engagement, this session will showcase a medley of “kid-tested and teacher-approved” classroom activities that allow students to tap into their place-based knowledge, leverage their cultural capital, and share their geography connections with one another. Participants will engage in a sampler of experiential activities, that foster cultural responsiveness (Multicultural Bingo), build map skills via collaboration (the “ABC’s of . . . ”), and develop geoliteracy skills via personalized learning (Geographize Your Name). Educators will leave this session with “tried and true” classroom-ready lessons that DO solid geography.
Session Focus
Middle School/Junior High | Curriculum and Instruction | Geoliteracy, Place-based, Cultures
Conference Room
Flannigan
Meet the Presenter
Jeannine Kuropatkin has taught World History, AP Human Geography, World Geography, US History, and Holocaust Studies at the junior high and high school levels for the past 35+ years. She currently teaches World History/Geography and coaches the Model UN Team at Red Mountain High School in Mesa, Arizona. Jeannine has been a long-standing Teacher Consultant with the Arizona Geographic Alliance, received the NCGE K-12 Distinguished Teaching Award, is a three-time recipient of the NCGE Nystrom Award for Exemplary Classroom Lessons and has been published twice in The Geography Teacher. She is currently serving her second term as Vice President of the Arizona Council for the Social Studies, is a former recipient of the ACSS Isadore Starr “Outstanding Social Studies Teacher” Award and has received the ACSS “Great Moments in Teaching” Award on four occasions.
Jeannine had the opportunity to participate in educational study programs and fellowships in Saudi Arabia, Bahrain, Qatar, UAE, Mexico, South Korea, Puerto Rico, and the US Virgin Islands, as well as two Fulbright-Hays Group Projects Abroad in Morocco and Indonesia. She is an education consultant and has written curriculum for The Arizona Geographic Alliance, National Geographic Society Education Foundation, The GeoCivics Project, Japanese American National Museum, and the Fred T. Korematsu Institute.

Insights, Tips and Results from a Teaching with Primary Sources Funded Grant
2025-10-18 09:00 - 09:45 | Conference Room: Iowa
Summary
In the winter 2023, Geographic Educators of Nebraska obtained funding from the Library of Congress Teaching with Primary Documents (TPS) grant to conduct a summer workshop and fall follow-up activities. The workshops took place in the summers of 2023 and 2024, The workshop focused on the “Historical Geography of the City” which used the cultural landscape as a primary document. Presenters will explain the results of the workshop, lessons learned, how to apply for funding, and what we regard as some of the keys to a successful application.
Session Focus
All Grade Levels | Curriculum and Instruction | Cultural Landscape, Funding Opportunity, GIS
Conference Room
Iowa
Meet the Presenter
Harris Payne began his career at Omaha Public Schools, teaching geography to 9th graders at Nathan Hale Junior High School in 1979. He also taught at Omaha North High School and Burke High School. In 1990, he was one of the founding members of the Nebraska geography alliance, Geographic Educators of Nebraska (GEON). In 1990, he attended the National Geographic Summer Geography Institute and was on staff at the institute during the summers of 1991 and 1992. His Omaha North High School geography students competed in the American Express Geography Competition and placed 3rd, 2nd, and 1st three times. In 2005, he became the Supervisor of Social Studies for Omaha Public Schools. During his tenure as supervisor, Mr. Payne obtained funding for three Teaching American History Grants, which provided funding for over eighty teachers to obtain a master’s in historical studies degree, revised the district assessment system from bubble tests to performance assessments, and created the Making Invisible Histories Visible program. He retired from OPS in 2012 for six days and began a second career as the Director of Social Studies for the Nebraska Department of Education. His primary responsibility with the department was developing and implementing the 2012 and 2019 Nebraska State Social Studies Standards. He retired from that position in 2020 and was elected president/chair of Geographic Educators of Nebraska (GEON). In 2021, he became the Geography Education National Implementation Project (GENIP) chair. Mr. Payne has a bachelor’s degree in secondary social studies education, a master’s degree in geography, and a master’s degree in educational leadership. He is currently a graduate student pursuing his doctorate. Over the course of his career, he has taught Human Geography, World Regional Geography, Geography of East Asia, Urban Geography, Climate and Waters, Landforms and Soils at Data College, Midland College, and the University of Nebraska at Omaha. He likes traveling the world with his wife, Christy, and spending time with his six grandchildren.

Teaching Physical Regions with Interactive Mapping
2025-10-18 09:00 - 09:45 | Conference Room: Nebraska
Summary
Interactive maps, spatial data, and web based GIS tools can enhance and enliven inquiry and instruction. In this hands-on workshop you will be empowered to use these resources and tools to teach about landforms, biomes, ecoregions, climate zones, oceans, and other physical regions of Planet Earth.
This workshop will focus on instructional tools and methods that require no sign-in, only a web browser is needed. The workshop is most appropriate for university and secondary level .
Session Focus
Higher Education | Technology | Landforms, Ecoregions, Climate zones
Conference Room
Nebraska
Meet the Presenter
Joseph Kerski is a geographer with a focus on the implementation and effectiveness of GIS And spatial thinking in education. He has served in all four sectors of society… Academia, federal agencies, private industry, and nonprofit organizations. He served as NCGE president and Vice President, has authored 8 books, and has given 2 Ted talks on the whys of where.

World Regions: Revisited, Rename, Redrawn?
2025-10-18 09:00 - 09:45 | Conference Room: Clark
Summary
Join us for a “re-exploration” of regions, those mental constructs that shape how students learn about their world. Can regions be constructed to be more accurate, fair, and useful? Regionalization, and the relationships between power and space, are an important part of AP Human Geography and other geography courses. Geographers have long questioned the regional frameworks typically used in world regional geography courses (and other social studies courses) in middle-school, high school, APHG, and college offerings. This topic is especially significant now as a new political regime in the United States realigns allegiances and trading partnerships to create new regions (or to rename established regions). Gerrymandering, for example, is a form of regionalization. Teaching students to “make” regions themselves may assist in understanding the dynamics that go Into that process. Just as some communities of color or indigenous peoples engage in “counter-mapping” – creating maps that challenge dominant power structures – we suggest students should be able to engage in their own “counter-regionalization.”
Session Focus
All Grade Levels | World/International| Regionalization, Counter-Regionalization, World Regions
Conference Room
Clark
Meet the Presenter
Sarah Bednarz and Mark Bockenhauer

Enhancing Capabilities Through Racially Literate Curriculum Making
2025-10-18 09:00 - 09:45 | Conference Room: Lewis
Summary
Through a Spencer-funded research project, 14 social studies teachers from the Midwest and 3 teacher educators collaborated with the goal of enhancing teachers’ racially literate curriculum making in the social studies. The eighteen-month endeavor draws from the international GeoCapabilities project and the recent book “Race, Racism and the Geography Curriculum” (Morgan & Lambert, 2023).
This session will summarize what was learned about racial literacy in geography teaching and about expanding teacher and student capabilities in the current political climate. Session participants will explore conceptual and practical tools, including sample curriculum artifacts and vignettes developed by geography teachers. By the end of the session, it is hoped that participants have a vision for how they might adapt and adopt the presented tools for contexts ranging from secondary geography classrooms to initial teacher preparation.
Session Focus
All Grade Levels | Curriculum and Instruction | Racial literacy, Curriculum-making, Teacher-agency
Conference Room
Lewis
Meet the Presenters
Kelly León is an Assistant Professor of Social Studies Education at the University of Wisconsin-Green Bay (UWGB). Prior to moving to UWGB, she worked for nineteen years as a social studies teacher in a large urban school district in southern California. She led efforts to reconceptualize and update her district’s required 9th grade human geography course and also taught human geography for many years. Kelly completed her undergraduate degree, bilingual teaching credential, and M.E.d in Policy Studies in Language & Cross-Cultural Education at San Diego State University and her PhD in Education for Social Justice at the University of San Diego. Kelly is passionate about the role geography can play in a young person’s education and issues related to educational justice.

Teaching About Taiwan: Crossroads of Culture and Empire
2025-10-18 09:00 - 09:45 | Conference Room: Winnebago
Summary
This session will provide participants with practical, engaging activities about Taiwan for the geography classroom. Taiwan is an island that mixes unique indigenous cultures with Chinese, Japanese, European, and American influences; it provides an interesting and topical area of study for human and physical geography students. The participants on this panel spent two weeks in the summer of 2025 on a study tour of Taiwan, and are eager to share the curriculum they developed with other teachers. The session will conclude with a discussion of Taiwan’s present and near future.
Session Focus
APHG | Curriculum and Instruction | Taiwan and East Asia
Conference Room
Winnebago
Meet the Presenters

Alex Northrup teaches AP Human Geography, AP Environmental Science, AP World History: Modern and more at Foxcroft School, an all-girls high school in Middleburg, Virginia, where he is the Director of the Innovation Lab. He is a table leader for the AP Human Geography reading and an instructor for Chesapeake Bay Climate Institute. He recently returned from a study tour in Taiwan sponsored by the National Consortium for Teaching about Asia.

Dawn Schmidt teaches in Tempe, Arizona at Corona del Sol High School. This is year 28 for her and she has been in the same district for her entire career. Schmidt is currently teaching at the same school she attended for high school. This year she is teaching World Geography and Honors World Geography to 9th graders, AP Human Geography, an elective for 10th-12th graders, and Honors United States History to 11th graders.
Schmidt is a former board member of the Arizona Council for Social Studies for six years, and currently, a Teacher Consultant for the Arizona Geographic Alliance as well as a member of NCGE. She was awarded the NCGE K-12 Distinguished Teaching Award 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 had the opportunity to participate in educational study tours in Japan, Tajikistan, Honduras, Germany, and the United Arab Emirates. She currently serves as a co-liaison for the Rio Salado College dual enrollment program at her school.

Chicago Today: Effects of Redlining and Urban Renewal
2025-10-18 09:00 - 09:45 | Conference Room: Flannigan
Summary
Cities change their structural space and are a part of globalization, but how does this affect residents across a city? This two-part session discusses the challenges of urban growth, both in the past and present by centering on our third largest city, Chicago. The first part focuses on the effects of redlining in Chicago and showcases a student research project. This project requires students to conduct preliminary research using the HOLC maps from University of Richmond’s Mapping Inequality website. From there, students explore seven major effects of redlining that affect residents today. The effects include displacement, education, health, and the wealth gap. The second part discusses the major changes occurring in Chicago’s central business district as a means to revitalize the urban core. With many downtowns struggling with occupancy since the height of Covid, the City of Chicago voted to develop the LaSalle Street Reimagined Initiative. Maps, videos, and information are used to demonstrate
Session Focus
Secondary/High School | Curriculum and Instruction | Redlining, Urban Renewal, Urban Land Use
Conference Room
Flannigan
Meet the Presenter
Jeanne Shin-Cooper has been a public high school educator for twenty years. Over the course of her career, she has taught multiple disciplines in the social sciences in addition to work within the field of EL. She is currently a consultant and exam reader for AP Human Geography and a part of the Test Development Committee. She received her Masters in Education and Social Policy at Northwestern University and her Masters in Geography through the EDGE Program at University of Oregon. She has served on the Educator Advisory Committee for Harvard’s Religion and Public Life in conjunction with teaching College World Religions Dual Credit. For the past two years, she was invited as a keynote speaker for Harvard University’s Global Studies Outreach Workshop and she is overjoyed to return to the wonderful community of NCGE.

Exploring Climate Change Through Play
2025-10-18 08:00 - 08:45 | Conference Room: Iowa
Summary
In this session, participants will explore one of the consequences of climate change, that of sea-level rise. Attendees will participate in a lesson which uses blocks to model the topography of various coastlines, and then document the effects of various levels of sea-level rise around the world. Participants will brainstorm possible solutions coastal communities might take in the face of possible sea-level rise. At the end of the session, participants will receive a lesson plan for conducting this activity in their classroom.
Session Focus
Secondary/High School | STEM | Climate-Change, Mapping, Analysis
Conference Room
Iowa
Meet the Presenters
Cynthia Bloom and Lisa De-Chano Cook, PhD

Publishing in NCGE Journals
2025-10-18 08:00 - 08:45 | Conference Room: Nebraska
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 | Publishing | Journal of Geography, Geography Teacher
Conference Room
Nebraska
Meet the Presenters
Dr. Injeong Jo is a Professor and Coordinator of the Online MAGeo in Geographic Education Program at Texas State University’s Department of Geography and Environmental Studies. Her research focuses on spatial thinking education, the use of geospatial technologies for teaching and learning, and teacher education. She currently serves as Editor-in-Chief of the Journal of Geography.

Dr. Gregory Chug, is widely recognized for his contributions to geography, with expertise in geographic information science, cartographic design, and educational strategies. He served as Department Chair and Professor at the University of Wisconsin–La Crosse and as a Program Director for Geography and Regional Science at the National Science Foundation. In addition to numerous scholarly publications, he is the author of two middle school geography textbooks, MyWorldInteractive and Contemporary World Cultures. As the editor of The Geography Teacher, Dr. Chu brings extensive experience and visionary leadership to advance the journal’s role as a vital resource for educators and scholars.
Alex Oberle (PhD Geography) is Professor of Geography at the University of Northern Iowa. His research specializes in geography education, specifically inquiry in geography, internationalizing teacher education, and GIS/geospatial technologies in geography education. Email: alex.oberle@uni.edu

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.
Jody Smothers-Marcello has a long record of endeavors in geography education including serving as president of
NCGE in 2002, editing The Geography Teacher for two terms, co-chairing the AP Human
Geography Development Committee, and serving on the social studies-history standards
committee for the National Board for Professional Teaching Standards (NBPTS). While teaching
in the Sitka School District in Alaska, she was recognized with multiple state and national
awards for her innovative teaching. She has also written a wide array of curricula and
presented at numerous national professional development venues. Jody currently serves as an
associate editor for the Journal of Geography.

Spiraling to help students interpret random internet “facts”
2025-10-18 08:00 - 08:45 | Conference Room: Clark
Summary
“Students can find facts on the internet; we should focus on teaching skills.” This observation is common, but it is also naive and dangerous. If students lack a framework of accurate and well-connected facts for comparison, it is hard to teach a skill of evaluating new facts for accuracy or relevance. The key word in that sentence is framework. A remembered fact might contradict a new observation or internet page, but the key test is how each new fact fits with accepted knowledge. A discussion like this might seem abstract, but it has gained new urgency as the internet makes all kinds of “facts” both easier to access and more memorable. One plausible response is to create spiral curricula — to build knowledge frameworks by deliberately revisiting core topics in different grades, building a foundation of basic skills and facts in early grades and then refining and extending in later grades. A short presentation, handouts, and a website provide examples that deal with topics as varied as climate change
NCGE 2025 Conference Session Proposal 50 Abstract continued:: , pre-Columbian trade, and redlining. Participants in small groups then use templates to build learning progressions for topics of personal interest.
Session Focus
All Grade Levels | Curriculum and Instruction | Activities, Curriculum, Learning progressions
Conference Room
Clark
Meet the Presenter
Phil Gersmehl is in the third generation of “Teacher Gersmehls.” He earned a BA in Education from Concordia Teachers College, Illinois, and a PhD in Geography from the University of Georgia, then taught at Concordia for five years before moving to the University of Minnesota. There, he helped develop several distance-learning courses and large-enrollment classes (300+ students). These included a new general-education course on the Language of Maps, which led to an Annenberg Public-TV project and a course manual that is now distributed by the National Council for Geographic Education. In 1990, the Association of American Geographers asked Phil to serve as Director of ARGUS (Activities and Readings in the Geography of the United States), ARGWorld (Activities and Resources in the Geography of the World), and the Teaching Geography Project. During 12 years of funded projects, Phil authored a number of interactive computer simulations and made presentations in summer institutes and other teacher workshops in 34 states, Canada, Japan, Korea, and Russia. A third edition of his book, Teaching Geography, was published by Guilford Press in 2014. Recently, he has been working with teams of Michigan teachers to develop and test lessons and online resources to meet the new social-studies standards in that state.

Mapping Majdanek: A Topographic Inquiry into the Bystanders of the Holocaust
2025-10-18 08:00 - 08:45 | Conference Room: Winnebago
Summary
Using geo-literacy skills, students can engage in learning about the Holocaust in new ways. How we map the Holocaust can both answer and raise important
questions. Knowles (2024) identified five challenges of mapping the Holocaust. Among the challenges, Holocaust maps tend to represent the actions of the perpetrators, perpetuate outdated narratives of the Holocaust, and ignore the complexity of the Holocaust. In this presentation, participants will engage with a lesson using the proximity of the Majdanek killing center to the town of Lublin as a case study. In this lesson, addressing inaction of bystanders explores the question: Could the residents of Lublin have witnessed the perpetration of genocide at Majdanek? The lesson unfolds in three phases. First, students interrogate historical maps of Lublin and maps from USHMM of Majdanek. Second, students then create their own topographical map of the Lublin area using GIS tools.
Session Focus
All Grade Levels | World/International | Holocaust, Inquiry, Geo-literacy
Conference Room
Winnebago
Meet the Presenters
Bethany Sanders is a Secondary Social Studies teacher at Dutch Fork High School. She teaches a wide variety of classes including Human Geography, AP European History, and AP Comparative Government. She is currently an education doctoral student at the University of South Carolina where her research is focused on visual arts integration and visual literacy in the geography classroom. When she isn’t teaching, she is either coaching her school’s dance team or traveling!

Jeff Eargle is a Clinical Associate Professor in the Department of Teacher Education at the University of South Carolina, where he also serves as the Secondary Social Studies Program Coordinator. As a high school social studies teacher in the South Carolina public school system, he taught a range of social studies courses across both grade and learning levels. Additionally, Eargle was an Education Associate for K12 Social Studies Education at the South Carolina Department of Education where he implemented state-wide policy, provided professional learning for teachers, and was involved in the development of the current state standards. He is the coeditor of the forthcoming volume Teaching Holocaust Geographies in Middle and Secondary Schools: Promoting Inquiry into Space, Persecution, and Civic Engagement.

Field Mapping: Engaging Students by Collecting Data using Street Surveys
2025-10-18 08:00 - 08:45 | Conference Room: Flannigan
Summary
Field data collection remains one of the most important ways to collect geographic information. An increasing number of commercial applications rely on OpenStreetMap so adding pedestrian-level detail to OpenStreetMap yields broad-based benefits for everyone in a community. Field mapping is a fun way to learn about the landscapes as well as how to collect geographic field data which is used to produce maps. Field mapping guides students to discover new geography in familiar places when mapping on foot. The geographic
detail becomes more apparent when students have to decide what to put on the map. This session will walk educators through the process of Field Mapping which can be used to engage their students in collecting geographic information using OpenStreetMap. Students will begin to understand how maps are produced today, identify types of data presented in maps, and analyze spatial patterns in maps.
Session Focus
All Grade Levels | Curriculum and Instruction | Mapping and Engagement
Conference Room
Flannigan
Meet the Presenters
Celest Reynolds

Esri Bring Your Own Device Lab & Workshop
2025-10-18 | Conference Room: Missouri, Omaha, Nebraska
Saturday, October 18, 2025 | 8:00 AM – 4:45 PM
Each lab is 45-minutes long with a 15-minute break between sessions. Esri Representatives will use training accounts on the T3G ArcGIS Online org
Full Lab Schedule
8:00 – Introduction to National Geographic MapMaker
Learn about MapMaker data and tools in this entry level session. Teachers will explore the no login experience – using existing content, creating, and sharing!
with Charlie Fitzpatrick
9:00 – Physical geography activities for the classroom
Discover Earth science activities and resources from Esri.Topics include a wide range of instructional topics taught throughout the year
With Charlie Fitzpatrick
10:00 – Introduction to StoryMaps for Teachers
Explore storymaps from authoritative authors around the world. Learn about common teaching techniques with storymaps and create your own basic storymap.
with Tom Baker
11:00 – Creating StoryMaps – intermediate techniques
Create basic to advanced storymaps in this session, where we will explore some of the newest features in storymap construction, including: AI, templates, 360 images, infographics, and more.
with Tom Baker
1:00 – APHG resources from National Geographic Learning
Explore the new storymap-based resources for studying human geography from National Geographic Learning.
with Anita Palmer
2:00 – Utilizing National Geographic Learning resources: World Cultures
Discover storymaps based content supporting world cultures curriculum from National Geographic Learning.
with Anita Palmer
3:00 – Map Viewer – Basic map making
Learn to create basic point and polygon maps with your own data. Incorporate data from the LIving Atlas of the World and share your map.
with Joseph Kerski
4:00 – Designing projects with Survey123
Learn how to design, create, and share Survey123 applications to support student collection and projects.
with Joseph Kerski
Conference Room
Banquet Level – Missouri Conference Room

Poster Session: Geographic Thinking in Interdisciplinary Research: Examining Conceptualization, Experience, and Communication
2025-10-18 | Banquet Level – Mezannine Area
Summary
Geographic understanding is essential in academia, providing frameworks to interpret natural phenomena. Geoscience research often requires interdisciplinary collaboration and an appreciation of interconnected processes across spatial scales. However, limited research has explored how geographic methods influence scholars’ research and communication strategies. This study investigates the impact of geographic thinking among graduate students in the Watershed Scholars program, comparing those with geoscience and non-geoscience backgrounds. Funded by the National Science Foundation, the Watershed Scholars Program at Southern Illinois University Edwardsville aims to dismantle financial barriers and promote diversity in STEM through support, mentoring, and professional development. The program fosters scholars researching environmental challenges through interdisciplinary approaches and skills valued by employers. Graduates are equipped to address issues from human interventions and watershed alterations.
This study seeks to determine if Watershed Scholars understand the broader geographic context of their research, engage in interdisciplinary thinking, and integrate geographic perspectives. It also assesses their efforts to communicate findings to diverse audiences. By answering these questions, the study advances geoscience education and promotes a deeper understanding of geography’s role in science and society. The comparative analysis highlights how geographic understanding influences students’ preparedness and communication skills, promoting better integration of geographic perspectives in scientific inquiry.
Session Focus
All Grade Levels | STEM | Geographic Thinking
Conference Room
Banquet Level – Mezzanine Area
Meet The Presenter
My name is Hunter Hansen, and I recently graduated with a Master of Science in Geography from Southern Illinois University Edwardsville (SIUE). My research, Exploring the Impact and Interdisciplinarity of Geographic Backgrounds among Graduate Students: A Comparative Study of Geosciences, explores how Watershed Scholars engage with geographic thinking and how this shapes their preparedness and ability to communicate across disciplines.
As a Graduate Assistant for the Watershed Scholars Program, I had the opportunity to conduct qualitative research, manage program data, and support student learning and mentoring. I am passionate about making connections through geography education, and I view research as a way to continuously learn, grow, and share knowledge with others.
