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DTSTART;TZID=America/Chicago:20261016T130000
DTEND;TZID=America/Chicago:20261016T150000
DTSTAMP:20260614T210307Z
CREATED:20260524T150916Z
LAST-MODIFIED:20260614T210307Z
UID:10000419-1792155600-1792162800@ncge.org
SUMMARY:Infusing Geography into Genealogy: Creating a Family Geography
DESCRIPTION:Summary\nThis 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. \nSession Focus\nAll Grade Levels| Geography for Life | Curriculum and Instruction \nConference Room\nReynolds Leadership Center \nMeet the Presenters\nJohnathan 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. \n 
URL:https://ncge.org/event/infusing-geography-into-genealogy-creating-a-family-geography/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261016T151500
DTEND;TZID=America/Chicago:20261016T154500
DTSTAMP:20260524T164254Z
CREATED:20260524T164254Z
LAST-MODIFIED:20260524T164254Z
UID:10000427-1792163700-1792165500@ncge.org
SUMMARY:The Geospatial Semester at 22: Tales from the Field
DESCRIPTION:Summary\nThe 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 \nSession Focus\nSecondary/High School | Geospatial Technology | STEM \nConference Room\nReynolds Leadership Center \nMeet the Presenters\nBob 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.
URL:https://ncge.org/event/the-geospatial-semester-at-22-tales-from-the-field/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261016T160000
DTEND;TZID=America/Chicago:20261016T163000
DTSTAMP:20260524T173407Z
CREATED:20260524T173358Z
LAST-MODIFIED:20260524T173407Z
UID:10000431-1792166400-1792168200@ncge.org
SUMMARY:Myth\, Trolls\, and Tectonics: Using Storytelling to Teach Physical Geography
DESCRIPTION:Summary\nIceland’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. \nParticipants 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 \nSession Focus\nAll Grade Levels | Physical & Environmental Geography | Inquiry \nConference Room\nReynolds Leadership Circle \nMeet the Presenters\nMayra Román-Rivera \n 
URL:https://ncge.org/event/myth-trolls-and-tectonics-using-storytelling-to-teach-physical-geography/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20261017T082500
DTEND;TZID=America/Chicago:20261017T085500
DTSTAMP:20260524T191536Z
CREATED:20260524T191536Z
LAST-MODIFIED:20260524T191536Z
UID:10000437-1792225500-1792227300@ncge.org
SUMMARY:Designing Flexible Learning Pathways: Implementing BLPL in a World Geography Classroom
DESCRIPTION:Summary\nThis 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. \nIn 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. \nSession Focus\nAll Grade Levels | Geography for Life | Curriculum and Instruction \nConference Room\nReynolds Leadership Center \nMeet the Presenters\nSojung 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.
URL:https://ncge.org/event/designing-flexible-learning-pathways-implementing-blpl-in-a-world-geography-classroom/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T091000
DTEND;TZID=America/New_York:20261017T095000
DTSTAMP:20260524T200859Z
CREATED:20260524T200859Z
LAST-MODIFIED:20260524T200859Z
UID:10000442-1792228200-1792230600@ncge.org
SUMMARY:Learning Along the Fall Line: Building an OER State Atlas for All Learners
DESCRIPTION:Summary\nImagine 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. \nIn 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.\nWhether 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 \nSession Focus\nAll Grade Levels | America250 through a Geographic Lens | Curriculum and Instruction \nConference Room\nReynolds Leadership Center \nMeet the Presenter\nAnnie 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.
URL:https://ncge.org/event/learning-along-the-fall-line-building-an-oer-state-atlas-for-all-learners/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T100500
DTEND;TZID=America/New_York:20261017T104500
DTSTAMP:20260627T231601Z
CREATED:20260627T230450Z
LAST-MODIFIED:20260627T231601Z
UID:10000478-1792231500-1792233900@ncge.org
SUMMARY:Redistricting Education Amidst the "Gerrymandering Wars
DESCRIPTION:Summary\nAs the ongoing “gerrymandering wars” intensify\, this session asserts redistricting’s “place” in broader civics education. Mid-decade redistricting battles continue to erupt across the country\, including right here in Virginia—but contrary to media narratives\, these battles are not unprecedented. Exploring the history and mechanics of redistricting and gerrymandering through a nonpartisan and spatially-grounded lens\, we will demonstrate how they are both fundamentally geographical processes and shift the discussion from “which side wins” to “how these processes shape representation.” Participants will gain additional subject area expertise and explore easy-to-incorporate lessons and materials demonstrating geography’s critical role in democratic citizenship and social studies educators’ roles in supporting it. \nSession Focus\nAll Grade Levels | GeoCivics \nConference Room\nReynolds Leadership \nMeet the Presenter\nAdam Dohrenwend is an Assistant Professor of Geography at James Madison University (JMU)\, where his research and teaching focus on electoral geography and political ecology. He regularly lectures on redistricting and gerrymandering\, publishes on these and other electoral geography topics\, and provides nonpartisan analysis to a variety of regional print and broadcast media outlets\, including on this year’s redistricting referendum in Virginia. \n 
URL:https://ncge.org/event/redistricting-education-amidst-the-gerrymandering-wars/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T141500
DTEND;TZID=America/New_York:20261017T145500
DTSTAMP:20260528T150227Z
CREATED:20260528T144542Z
LAST-MODIFIED:20260528T150227Z
UID:10000451-1792246500-1792248900@ncge.org
SUMMARY:Cultivating Civic Stewardship Through StoryMaps: Narrative Mapping of Coastal Displacement
DESCRIPTION:Summary\nThis interactive workshop models how ArcGIS StoryMaps can be used to support geographic thinking and civic stewardship through narrative mapping in secondary classrooms. Participants will engage with a classroom-ready lesson centered on displacement in southwest Louisiana Indigenous communities\, including Isle de Jean Charles and Pointe-au-Chien. Using curated photographs\, community interviews\, historical shoreline data\, erosion maps\, and student-created counter-maps\, educators will explore how students analyze human–environment interactions and connect global processes such as climate change\, subsidence\, and environmental decision-making to the loss of culture and displacement of entire communities. \nThe session demonstrates how StoryMaps and counter-mapping practices empower students to challenge dominant narratives of coastal loss\, elevate community-centered perspectives of place\, sovereignty\, and stewardship\, and make evidence-based claims using geospatial data. Participants will examine how to scaffold inquiry through printed large-format maps\, spatial annotation\, fieldwork simulations\, and multimodal storytelling to deepen student engagement and geographic reasoning. Attendees will leave with classroom-ready lesson structures\, research-informed strategies for narrative mapping\, and practical approaches for integrating StoryMaps into human–environment and place-based geography units. \nSession Focus\nSecondary/High School | Physical & Environmental Geography | Inquiry \nConference Room\nReynolds Leadership Circle \nMeet the Presenter\nNicole Means is an Instructional Specialist and AP Human Geography teacher at West Feliciana High School in St. Francisville\, Louisiana. She is a National Board Certified Teacher and serves as a Reader for the AP Human Geography Exam\, bringing a strong focus on student thinking and real-world application into her work.\nThroughout her career\, Nicole has been awarded several teaching fellowships\, including the National Geographic Grosvenor Fellowship and the Fulbright Distinguished Award\, which have shaped her approach to designing place-based\, inquiry-driven learning experiences. She is an avid traveler who sees the world as a field study and leads student travel experiences so students can engage with places beyond their own communities. \nHer work connects students’ local experiences to broader regional and global patterns. She has conducted fieldwork in her community and across the greater Baton Rouge area\, and more recently in southwest Louisiana\, where she collaborates with Indigenous communities to explore environmental change\, cultural landscapes\, and displacement.
URL:https://ncge.org/event/cultivating-civic-stewardship-through-storymaps-narrative-mapping-of-coastal-displacement/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T151000
DTEND;TZID=America/New_York:20261017T155000
DTSTAMP:20260528T152430Z
CREATED:20260528T152430Z
LAST-MODIFIED:20260528T152430Z
UID:10000455-1792249800-1792252200@ncge.org
SUMMARY:An Ecocentric Approach to Teaching Geography
DESCRIPTION:Summary\nHuman-led exploitation of our planet has resulted in an enormous environmental crisis. Anthropocentrism\, the belief that the world was made for humans and\neverything in it is meant for human use\, often goes unnamed in conversations about systemic issues. Yet\, this pervasive worldview is at the root of our ecological crisis and is deeply intertwined with other unjust ideologies. Geography curriculum and instruction\, while often well-intentioned\, can perpetuate anthropocentrism. Extractive/exploitative language\, idealized views of the theory of environmental possibilism\, and the sharp divisions between “human” and “physical” are just a few examples of how anthropocentrism is reinforced to our students in geography. This session encourages educators to take a more ecocentric approach in their classrooms—a necessary step towards a more sustainable future for us all. It opens space for us to share ideas of how we can introduce diverse perspectives in our classroom and work to foster our students’ passions to be stewards of the environment. \nSession Focus\nAll Grade Levels | Geography for Life | Curriculum and Instruction \nConference Room\nReynolds Leadership Circle \nMeet the Presenter\nJacie Lackey (she/her) is a social studies educator at Yukon High School in Oklahoma. She teaches a variety of classes including AP Human Geography\, AP Psychology\, and Sociology. She is also a first-year doctoral student in Educational Studies at the University of Oklahoma\, where her research focuses on critical pedagogy of place and ecological social studies education.
URL:https://ncge.org/event/an-ecocentric-approach-to-teaching-geography/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T160500
DTEND;TZID=America/New_York:20261017T164500
DTSTAMP:20260528T163714Z
CREATED:20260528T162404Z
LAST-MODIFIED:20260528T163714Z
UID:10000460-1792253100-1792255500@ncge.org
SUMMARY:Traversing India's and Nepal's historical religious geography
DESCRIPTION:Summary\nIn 2024\, I was part of an educational group run by GEEO that toured northern India and parts of central Nepal. This trip focused on visiting multiple religious sites associated with Buddhism\, Hinduism\, and Islam. As well as other Significant locations related to ancient Indian History. This presentation will explore the historical religious geography of India and Nepal\, primarily focusing on Hinduism and Buddhism\, but also including elements about other religions in India.\n\nThis discussion will examine the religious architecture and sacred sites we visited\, such as Varanasi along the Ganges River\, Sarnath\, the location of Buddha’s first sermon\, and Lumbini\, the birthplace of Buddha. and Kathmandu. Additionally\, we will examine some of the religious ceremonies that the group had an opportunity to participate in. Participants in this session will receive a flash drive with an expanded PowerPoint slide show about the various historical religious geography \nSession Focus\nAll Grade Levels | Human and Cultural Geography | World/International \nConference Room\nReynolds Leadership Circle \nMeet the Presenter\nProfessor Wyndham Whynot earned his Ph.D. in History from Kent State University\, where he specialized in modern U.S. history\, with additional concentrations in European and Latin American history. For the past 20 years\, he has taught courses in social studies\, including history\, American government\, and geography\, as a professor at Livingstone College in Salisbury\, North Carolina. \nHe has published approximately twenty encyclopedia articles with ABC-CLIO\, covering a range of country studies and biographical entries on notable historical figures. His current research focuses on a comparative analysis of STEM-related disciplines in ancient Mediterranean and American civilizations. \nIn addition to traveling to approximately 60 countries\, Professor Whynot spent six years of his youth living in two European countries. He has also served in both the United States Army Reserves and on active duty in the United States Air Force.
URL:https://ncge.org/event/traversing-indias-and-nepals-historical-religious-geography/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261017T170000
DTEND;TZID=America/New_York:20261017T173000
DTSTAMP:20260528T170408Z
CREATED:20260528T170408Z
LAST-MODIFIED:20260528T170408Z
UID:10000464-1792256400-1792258200@ncge.org
SUMMARY:Enhancing Geographic Consciousness with Curriculum Artifacts and Vignettes
DESCRIPTION:Summary\nThis session is geared toward teachers and teacher educators who want to think more strategically about improving teachers’ abilities to plan a critically-oriented geography curriculum. With the goal of exploring and advancing notions of geographic consciousness\, the session offers examples and insights from a Miller-funded geography education research project. The project sought to understand the extent to which two pedagogical tools (curriculum artifacts and vignettes) could improve secondary teachers’ geographic “knowledge work” and “curriculum thinking.”\n\nSession participants will explore/ discuss sample curriculum artifacts and vignettes in consideration of their utility for both pre-service teacher education faculty and practicing educators. Findings will demonstrate the extent to which educators were able to use geographic (disciplinary) knowledge to both understand and challenge the logics of society and environment in their lessons (and therefore enhance students’ geographic consciousness).\n\nGiven the contentious political and environmental times we are living\, positioning geography as a visible and critical component of the social studies is more important than ever. The session asks audience members to a) consider this positioning within teacher education and b) re/consider how we first prepare\, and then later develop\, geography teachers. Importantly\, both require enhancing teachers’ abilities to recontextualize critical elements from the discipline for K12 classrooms. \nSession Focus\nAll Grade Levels | Physical & Environmental Geography\, Human and Cultural Geography | Curriculum and Instruction \nConference Room\nReynolds Leadership Circle \nMeet the Presenter\nKelly León is an Assistant Professor of Social Studies Education at the University of Wisconsin-Green Bay (UWGB). Previously she worked in teacher education at San Diego State and for 19 years\, as a social studies/human geography teacher for a large urban school district\, where she led efforts to reconceptualize and update her district’s required geography course. 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. Her research interests include geography education\, educational/social justice\, and teachers’ knowledge work and curriculum-making
URL:https://ncge.org/event/enhancing-geographic-consciousness-with-curriculum-artifacts-and-vignettes/
LOCATION:Conference Room: Reynolds Leadership Circle
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2024/09/2026_NCGE_Conference_Logo.png
END:VEVENT
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