BEGIN:VCALENDAR VERSION:2.0 PRODID:-//National Council for Geographic Education - ECPv6.15.17.1//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:National Council for Geographic Education X-ORIGINAL-URL:https://ncge.org X-WR-CALDESC:Events for National Council for Geographic Education REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20240310T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20241103T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20250309T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20251102T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20260308T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20261101T070000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T163000 DTEND;TZID=America/Chicago:20251018T170000 DTSTAMP:20260420T070802 CREATED:20250714T135252Z LAST-MODIFIED:20250714T135252Z UID:10000365-1760805000-1760806800@ncge.org SUMMARY:When to Teach “Introductory” GIS? Evaluating Course Sequencing Across Institutions DESCRIPTION:Summary\nAs GIS education continues to expand\, it is essential to re-evaluate how introductory GIS courses are sequenced. Historically\, introductory GIS was one of the few GIS-related courses available\, often positioned later in students’ academic careers. However\, with rising demand for GIS professionals and more specialized courses\, this approach may be outdated. We examine how different institutions—from community colleges offering GIS early to four-year universities placing it at junior or senior levels—structure their GIS programs. We also explore how prerequisites and course sequencing may deter students from further GIS study or careers in the field. With the growing availability of GIS majors\, minors\, and certificates\, introducing GIS earlier could help build a stronger pipeline of graduates and expand career pathways. By analyzing program structures\, we aim to offer insights to enhance the accessibility\,  appeal\, and long-term impact of GIS education. \nSession Focus\nHigher Education | Curriculum and Instruction| GIS\, Sequencing \nConference Room\nWinnebago \nMeet the Presenters\nDr. 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\, Dr. Craig currently teaches a wide range of GIS courses\, including Introduction to GIS\, Web GIS\, Spatial Modeling\, and Data Creation and Integration. He holds a Ph.D. in Geography from Oklahoma State University. URL:https://ncge.org/event/when-to-teach-introductory-gis-evaluating-course-sequencing-across-institutions/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T153000 DTEND;TZID=America/Chicago:20251018T164500 DTSTAMP:20260420T070802 CREATED:20250709T204026Z LAST-MODIFIED:20251013T151312Z UID:10000320-1760801400-1760805900@ncge.org SUMMARY:Inquiry into Persecution\, Scale\, and Spatial Change with Holocaust Survivor Testimonies DESCRIPTION:Summary\nThis presentation is based on our chapter in Teaching Holocaust Geographies in Middle and Secondary Schools\, which offers a unique perspective on using geography to understand how this genocide altered people\, locations\, and landscapes. Using the Geo-Inquiry Progress\, students are empowered to use geographic tools to explore Holocaust survivor testimonies to analyze how policies of the Nazi regime impacted Jewish mobility. Investigating persecution across multiple scales\, from the local to the global\, allows students to develop a deeper understanding of how legislative measures and geography impact the daily lives of individuals. Utilizing survivor testimony in the classroom fosters historical empathy and critical thinking and allows students to connect past restrictions to contemporary issues of forced displacement and migration. The inquiry process engages students in storytelling by creating visual representations of movement and restrictions\, allowing them to illustrate patterns of oppression. \nThis presentation highlights how spatial analysis can enhance historical inquiry in the classroom. Furthermore\, by using the Holocaust as a case study\, we will illustrate the fragility of democratic societies and promote a deeper appreciation for safeguarding individual rights and civil liberties. Ultimately\, our objective is to show how the academic framework of geo-inquiry allows students to examine complex issues at various scales. \nSession Focus\nMiddle School/Junior High | Inquiry | Geo-Inquiry\, Scale\, Spatial Change \nConference Room\nWinnebago \nMeet the Presenters\nMegan Bowes is in her eleventh year of teaching middle school social studies and is a non-degree-seeking graduate student at the University of South Carolina. Currently a teacher in Greenville\, South Carolina\, Bowes previously taught in Florida\, where she was recognized in 2016 by the Florida Council for Social Studies as the Middle School Teacher of the Year for St. Lucie County. She is an Alfred Lerner Fellow through the Jewish Foundation for the Righteous and is part of the 2022-2024 South Carolina Council on the Holocaust Teacher Fellow Program. She has presented at the South Carolina Association for Middle Level Education and continues her Holocaust education through professional development.\n \n  \n  \nScott Auspelmyer is the Executive Director of the South Carolina Council on the Holocaust.  He is a United States Holocaust Memorial Museum Teaching Fellow who also has 19 years of experience teaching high school social studies in South Carolina and was previously recognized as the National Council for the Social Studies Secondary Educator of the Year. He has presented at numerous state and national conferences and regularly conducts professional development training in Holocaust education for teachers in South Carolina and beyond. URL:https://ncge.org/event/inquiry-into-persecution-scale-and-spatial-change-with-holocaust-survivor-testimonies/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T144500 DTEND;TZID=America/Chicago:20251018T151500 DTSTAMP:20260420T070802 CREATED:20251018T183250Z LAST-MODIFIED:20251018T183250Z UID:10000390-1760798700-1760800500@ncge.org SUMMARY:Opportunities in Non-Formal Education to Enhance Girls’ Motivation Toward Learning Geography\, Geospatial Technologies\, and Related Careers DESCRIPTION:Summary\nJoin Lisa Elikan\, NCGE 2025 Salvatore J. Natoli Dissertation Award recipient as she shares her dissertation that was conducted under the Department of Geography\, Texas State University\, San Marcos Texas\, USA \nSession Focus\nAll Grade Levels \nConference Room\nWinnebago \nMeet the Presenter\nLisa Elikan is an independent scholar and non-formal geography educator. Her research interests include geography education\, non-formal learning in STEM and geography\, motivational learning theories\, and geospatial technologies in education. \n  \n  URL:https://ncge.org/event/opportunities-in-non-formal-education-to-enhance-girls-motivation-toward-learning-geography-geospatial-technologies-and-related-careers/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T144500 DTEND;TZID=America/Chicago:20251018T151500 DTSTAMP:20260420T070802 CREATED:20250711T193458Z LAST-MODIFIED:20251017T025210Z UID:10000353-1760798700-1760800500@ncge.org SUMMARY:Context\, Input\, and Implementation Challenges on Learning Outcomes in Geography DESCRIPTION:Summary\nGeography has laudable goals that could make students become responsible citizens. However\, students’ achievement in geography is generally low\, and this is caused by map reading. Previous studies on map reading concentrated largely on teaching strategies with little attention to factors that could hinder effective learning of geography. This study\, therefore\, investigated self-efficacy and locus of control as predictors of students’ achievement in map reading among secondary school students in Ibadan\, Nigeria. A descriptive research design of survey type was adopted for the study. Simple random sampling techniques were adopted to select ten senior secondary schools from Ibadan North and Akinyele Local Government Areas of Oyo state\, while a total number of three hundred students participated in the study. The instruments used were validated and reliable. \nResults showed that there was a positive relationship between self-efficacy and academic achievement\, while locus of control was found to have a negative relationship with academic achievement. It was also found out that achievement in map reading was jointly predicted by self-efficacy and locus of control. Self-efficacy and locus of control influenced secondary school students’ achievement in map reading. Teachers should work on the self-efficacy and locus of control of students. \nSession Focus\nSecondary/High School | Curriculum and Instruction | Geography\, map reading\, psychological variables \nConference Room\nWinnebago \nMeet the Presenter\nPeter A. Amosun\, Ph.D is a Professor of Social Studies Education and Geography Education at the University of Ibadan\, Nigeria. Prof. Amosun’s research interests cut across Social Studies and Civic Education\, Environmental Education\, Climate Change Education\, Geography Education\, Internet Crime Prevention\, and Curriculum and Instruction. He has made tremendous impact in promoting geography education within and outside the University community through scholarly work with local and international benefits. To his credits are several local and international journal articles\, chapters in books and books. Professor Amosun is currently the Director\, Centre for General Studies in the University of Ibadan. He was the immediate past Head\, Department of Arts and Social Sciences Education\, University of Ibadan. He has supervised tens of undergraduate and Postgraduate students. He has acted as external examiners within and outside Nigeria. He has mentored many students who are now occupying strategic places and position in academia both within and outside Nigeria. \n  \n  \n  URL:https://ncge.org/event/context-input-and-implementation-challenges-on-learning-outcomes-in-geography/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T140000 DTEND;TZID=America/Chicago:20251018T143000 DTSTAMP:20260420T070802 CREATED:20250711T182429Z LAST-MODIFIED:20250711T182429Z UID:10000347-1760796000-1760797800@ncge.org SUMMARY:Promoting Critical Perspectives in a Geography Methods Course DESCRIPTION:Summary\nThis session shares ongoing efforts by the presenter to promote critical perspectives in a geography methods course for pre-service teachers. This presentation explores how interdisciplinary connections have raised student consciousness about the utility of the field of geography to frame issues of power and inequality. Drawing from decolonial thought\, ethnic studies\, and media literacy\, instruction in this course has centered critical approaches to geography education. More specifically\, students have examined the power and politics of naming places/things\, Indigenous experiences with colonialism\, climate migration\, and mis(dis)information about the recent conflicts in Ukraine and Gaza. These critical approaches have resulted in high student engagement and an increased focus on issues of global justice. Supporting data\, collected over the past three years\, will be shared. Lastly\, this session will be planned so that there is time for participants to discuss their thoughts on the presenter’s practices and/or share their own efforts to promote critical perspectives in geographic education. \nSession Focus\nHigher Education | Curriculum and Instruction | Critical Geography\, Media Literacy\, Decolonial Pedagogies \nConference Room\nWinnebago \nMeet the Presenter\nSean Corrigan \n  URL:https://ncge.org/event/promoting-critical-perspectives-in-a-geography-methods-course/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T131500 DTEND;TZID=America/Chicago:20251018T134500 DTSTAMP:20260420T070802 CREATED:20250711T144912Z LAST-MODIFIED:20250711T144912Z UID:10000342-1760793300-1760795100@ncge.org SUMMARY:Borchert Teacher Fellowship: Letting Teachers Loose in a Map Library DESCRIPTION:Summary\nThe 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. \nSession Focus\nAll Grade Levels | Curriculum and Instruction | Maps \nConference Room\nWinnebago \nMeet the Presenters\nShana 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. \n  \n  \nJess Winkelaar URL:https://ncge.org/event/borchert-teacher-fellowship-letting-teachers-loose-in-a-map-library/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T110000 DTEND;TZID=America/Chicago:20251018T114500 DTSTAMP:20260420T070802 CREATED:20250920T154850Z LAST-MODIFIED:20250920T180616Z UID:10000377-1760785200-1760787900@ncge.org SUMMARY:Beyond the Hype: Critical AI Literacy for Geography and Social Studies Educators DESCRIPTION:Summary\nThe 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! \nSession Focus\nAll Audiences | Digital Literacy | AI | Technology \nConference Room\nWinnebago \nMeet the Presenters\nSamantha 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. \n  URL:https://ncge.org/event/beyond-the-hype-critical-ai-literacy-for-geography-and-social-studies-educators-2/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T100000 DTEND;TZID=America/Chicago:20251018T104500 DTSTAMP:20260420T070802 CREATED:20250710T203111Z LAST-MODIFIED:20250710T203111Z UID:10000331-1760781600-1760784300@ncge.org SUMMARY:Aspects of the Physical and Cultural Geography of Morocco DESCRIPTION:Summary\nGeographers 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. \nSession Focus\nAll Grade Levels  | World/International  | Morocco\, Landscapes\, Culture \nConference Room\nWinnebago \nMeet the Presenter\nVictoria 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. URL:https://ncge.org/event/aspects-of-the-physical-and-cultural-geography-of-morocco/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T090000 DTEND;TZID=America/Chicago:20251018T094500 DTSTAMP:20260420T070802 CREATED:20250710T160353Z LAST-MODIFIED:20250710T160353Z UID:10000325-1760778000-1760780700@ncge.org SUMMARY:Teaching About Taiwan: Crossroads of Culture and Empire DESCRIPTION:Summary\nThis 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. \nSession Focus\nAPHG | Curriculum and Instruction | Taiwan and East Asia \nConference Room\nWinnebago \nMeet the Presenters\n \nAlex 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. \n  \nDawn 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.  \nSchmidt 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. URL:https://ncge.org/event/teaching-about-taiwan-crossroads-of-culture-and-empire/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251018T080000 DTEND;TZID=America/Chicago:20251018T084500 DTSTAMP:20260420T070802 CREATED:20250709T202503Z LAST-MODIFIED:20251013T141916Z UID:10000319-1760774400-1760777100@ncge.org SUMMARY:Mapping Majdanek: A Topographic Inquiry into the Bystanders of the Holocaust DESCRIPTION:Summary\nUsing 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\nquestions. 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. \nSession Focus\nAll Grade Levels | World/International | Holocaust\, Inquiry\, Geo-literacy \nConference Room\nWinnebago \nMeet the Presenters\nBethany 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! \n  \nJeff 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. URL:https://ncge.org/event/mapping-majdanek-a-topographic-inquiry-into-the-bystanders-of-the-holocaust/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251017T151500 DTEND;TZID=America/Chicago:20251017T171500 DTSTAMP:20260420T070802 CREATED:20250709T182011Z LAST-MODIFIED:20250927T143315Z UID:10000311-1760714100-1760721300@ncge.org SUMMARY:Art\, Dance\, Theatre\, Oh My! Using Arts-Methodologies in the Geography Classroom DESCRIPTION:Summary\nCome 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. \nSession Focus\nAll Grade Levels | Curriculum and Instruction | Art\, Literacy\, Engagement \nConference Room\nWinnebago \nMeet the Presenters\nJessica Flach is a Ph.D. student at the University of South Carolina in Columbia\, SC. Prior to graduate school\, she taught AP Human Geography and AP United States History in Pensacola\, FL. Jessica works with  the South Carolina Geographic Alliance in organizing professional development for K-12 geography teachers in South Carolina. Her graduate research focuses on youth geographies\, travel\, and citizenship. She is especially passionate about data literacy in geography classrooms\, and strives to help geography teachers create engaging\, inquiry-based lessons. \n  \n  \nBethany 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! URL:https://ncge.org/event/art-dance-theatre-oh-my-using-arts-methodologies-in-the-geography-classroom/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251017T151500 DTEND;TZID=America/Chicago:20251017T161500 DTSTAMP:20260420T070802 CREATED:20251011T212751Z LAST-MODIFIED:20251011T212751Z UID:10000388-1760714100-1760717700@ncge.org SUMMARY:AAG - A Workshop on the Geography Pipeline from High School to College DESCRIPTION:Summary\nThe AAG task force on undergraduate geography education (aka the Gen A Project) seeks to develop strategies to address the challenge of declining undergraduate geography majors in the US today. This interactive workshop will provide some basic background information on the problem and the work of the task force. The organizers will then facilitate an interactive dialogue on the best ways to strengthen the geography pipeline from high school to college. The goal is to capture the collective wisdom of our community on this issue. \nSession Focus\nSecondary/High School | Higher Education | Geography Majors \nConference Room\nBanquet Level – Winnebago \nMeet the Organizers\n\nBill Moseley\,\nGreg Hill\nSamantha Serrano URL:https://ncge.org/event/aag-a-workshop-on-the-geography-pipeline-from-high-school-to-college/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20251017T130000 DTEND;TZID=America/Chicago:20251017T150000 DTSTAMP:20260420T070802 CREATED:20250709T174554Z LAST-MODIFIED:20251005T163728Z UID:10000306-1760706000-1760713200@ncge.org SUMMARY:Nurturing Curiosity with Earth Observation Day Games DESCRIPTION:Summary\nEarth Observation Day (EOD) is a Science\, Technology\, Engineering\, and Mathematics (STEM) education and outreach event AmericaView participates in annually to celebrate the Landsat program. Since 1972 the Landsat program has maintained a collection of satellites that provide a continuous space-based record of the Earth’s surface and its changes. Scientists\, researchers\, farmers\, forest managers\, policy makers\, and many others utilize Landsat satellite imagery to help make wise decisions about how to utilize precious natural resources and how to better manage our physical environment. AmericaView is a nationwide\, university-based\, and state-implemented network that advances Earth observation education. As part of the annual EOD celebrations\, held annually as part of Earth Science Week  (October)\, AmericaView develops engaging new tools to teach students about the beauty and power of satellite imagery. \nJoin representatives from DelawareView and IowaView as they bring a selection of these games to NCGE Conference attendees. After ‘testing’ several of the games\, workshop participants will be given one of the game posters to take back to their classroom and ideas of integrating in classroom lessons. \nSession Focus\nMiddle School/Junior High| STEM | Earth Processes\, Satellite Imagery\, Critical Thinking \nConference Room\nWinnebago \nMeet the Presenters\nDr. Tracy DeLiberty and Amy Logan URL:https://ncge.org/event/nurturing-curiosity-with-earth-observation-day-games-2/ LOCATION:Conference Room: Winnebago CATEGORIES:Conference Sessions ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png END:VEVENT END:VCALENDAR