REQUESTS FOR IMPLEMENTATION AUTHORIZATIONFOR NEW ACADEMIC DEGREE PROGRAM

[UNIQUE PROGRAM]

I. PROGRAM NAME AND DESCRIPTION, AND CIP CODE*

A. DEGREE(S), DEPARTMENT AND COLLEGE AND CIP CODE

Degree: Master of Advanced Studies in Geographic Education

Description: The Master of Advanced Studies in Geographic Education (MAS-GE) is designed to be an eighteen month master's degree program using an online format for working teachers. This program is an initiative by the ASU School of Geographical Studies in collaboration with the College of Education, Tempe Campus and the College of Teacher Education and Leadership, West Campus. The program will be self-sustaining (07, self-funded program) and delivered by ASUs School of Extended Education (SEE) on a non-traditional quarter schedule that fits the needs of the K-12 teachers, where SEE will register students and collect the revenue. The MAS-GE will meet the needs to teachers who must become "highly qualified" to teach geography under the No Child Left Behind federal legislation. Students accepted into this program will learn new research in K-12 geography pedagogy, integration of geography across the K-12 curriculum, the latest knowledge in cultural, physical, and regional geography, as well as new geographical techniques that can be used in their classroom. The capstone experience in pedagogical research and the applied project brings together newly learned knowledge with their own classrooms to create innovative solutions to current educational needs in Arizona. The program will prepare graduates to be innovators of geographical pedagogy who will able to influence the future direction of K-12 education.

Department: School of Geographical Sciences

College: College of Liberal Arts and Sciences

CIP Code: 13.1332

B. PURPOSE AND NATURE OF PROGRAM

Students will approach the study of K-12 geographical education with a focus on obtaining more background on geographical knowledge, theory, and techniques, obtaining more insight into geographical pedagogy, and demonstrating mastery of this new knowledge in an applied project. The curriculum incorporates the latest trends in geography teaching and the opportunity to exchange knowledge with other geography teachers and ASU faculty across diverse areas of geographical and pedagogical expertise.

**Uniqueness is determined by means of CIP codes. Please indicate to the Board office the proposed CIP code for the new program before completing this request, and Board staff will provide a list of programs (if any) which share the same code. These guidelines should be used only for programs for which there is no duplication at another Arizona public university campus. For programs which share the same code as existing programs, please use the guidelines for duplicative programs.

The unique curriulum and an online format allows placed-constrained K-12 teachers to complete the program, while also maintain their employment as teachers. Students will come to ASU Tempe for two immersion sessions (one prior to the start of the program, and one at th eend of the program). In addition, faculty will be available to visit the K-12 schools of teachers to answer questions and assist when students have stumbling blocks. The online format will have asynchronous discussion boards to allow for the maximum amount of input by students who will have highly variable time blocks available for assignment completion.

The program utilizes curriculum materials developed with support from NASA, the Association of American Geographers, the National Science Foundation, National Geographic Society, as well as materials developed locally by ASUs School of Geographical Sciences. The program features a faculty team of experts in physical geography, human geography, regional geography, geographical techniques, and pedagogy in the School of Geographical Sciences, the College of Education at Tempe, and the College of Teacher Education and Leadership at West Campus. Because the program is self-sustaining, extensive marketing studies were conducted -- revealing tremendous and long-term demand.

C. PROGRAM REQUIREMENTS—List the program requirements, including minimum number of credit hours, required courses, and any special requirements, including theses, internships, etc.

• Applicants to the MAS-GE program will be accepted year-round for admission to start each Fall Quarter. This program is designed as an 18-month masters degree for working teachers, but it is anticipated that a few students will complete in 12-months and a few will take two years. Students must complete the degree in no longer than 4 years. Potential applicants who hold a bachelor's degree from a regionally accredited institution are eligible to apply to the program. Regular admission may be granted to applicants who have: (a) achieved a grade point average of 3.0 (4.0 scale) or better in the last two years of coursework leading to a bachelor's degree; (b) achieved a grade point average of 3.0 (4.0 scale) or better in the coursework leading to a post-bac teaching certificate; or (c) a GRE analytic score of 4.5 or better. The requirements for a GRE are waived for any student applying who already holds a graduate degree. Applicants will be required to submit an official ASU graduate application, official transcripts of all undergraduate and graduate course work, official GRE scores, a statement of the candidates vision of their role and goals as an educational innovator and how this program will assist them in attaining their related goals, and three letters of recommendation.

• The MAS-GE program will consist of 30 semester-equivalent hours taken online, with two sessions required at ASU Tempe Campus (orientation session at the start of the program; presentation of applied project at the end of the program). As a part of the 30 credits, students will be required to complete the 6 credits of a capstone experience consisting of a 3 credit course on educational research and a 3 credit course on their applied project related to geographic education. This culminating experience will be required in place of a thesis. Applied projects will be presented to fellow students, stakeholders, and faculty at the end of the program.

• Required courses are:

GCU 671 Introduction to Geographic Teaching  (4 credit hours) GPH 672 Physical Geography for Teachers  (3 credit hours)GCU 673 Human Geography for Teachers  (3 credit hours)GPH 674 Geographic Techniques for Teachers (4 credit hours) GCU 675 World Geography for Teachers  (3 credit hours)GCU 676 North American Geography for Teachers (3 credit hours)GCU 677  Geography Across the Curriculum (4 credit hours) DCI 593 Applied Project  (3 credit hours)COE 501 Introduction to Research  (3 credit hours)

• Technology requirements: Students will be required to have access to a computer with an internet connection able to view video and animated files (e.g. Flash, shockwave), access to e-mail, and access to a text program such as Microsoft Word.

• A typical program for a full-time MAS-GE student is listed below. Students will be able to complete the program on an accelerated basis. All courses are offered online. The non-traditional calendar of quarters is needed to meet the needs of working teachers.Quarter 1  Sept to Mid November GCU 671 Introduction to Geographic Teaching (4 credit hours)

Quarter 2  Mid-November to Mid-February

GPH 672 Physical Geography for Teachers (3 credits hours) GCU 673 Human Geography for Teachers (3 credits hours)

Quarter 3  Mid February to Mid-May GPH 674 Geographic Techniques for Teachers (4 credit hours)  GCU 675 World Geography for Teachers (3 credit hours)

Quarter 4  June to Mid-August GCU 676 North American Geography for Teachers (3 credit hours) GCU 677 Geography Across the Curriculum (4 credit hours) 

Quarter 5 September to Mid-December

DCI 593 Applied Project (3 credit hours)

Quarter 6  January through March COE 501 Introduction to Research (3 credit hour)

• The purpose of the capstone experience (DCI 593 Applied Project, COE 501 Introduction to Research) is to be the culminating experience for students enrolled in the MAS-GE program. The expectation is that students will develop a detailed, sophisticated and innovative project based on a real or potential issue in geographical education in a K-12 setting. The intention is that this will be "live" work, based on K-12 classroom conditions, and not merely a theoretical exercise. The capstone experience creates a context whereby a student can discuss issues in geographical pedagogy, discuss ideas for solutions, evaluate the feasibility of the solution, apply the solution, and evaluate a project's success. An abstract of each project will be posted on the MAS-GE website, and students will be encouraged to publish their applied projects in geographical education journals.

A sample Program of Study is located in Appendix A.

D. CURRENT COURSES AND EXISTING PROGRAMS—List current course and existing university programs which will give strengths to the proposed program.

ASUs School of Geographical Sciences has a fourteen-year record of promoting the professional development of K-12 master teachers, with assistance in over 1.5 million of sponsored funding. Each of the GPH and GCU geography courses listed in section C. have been taught previously by ASU Geography s omnibus courses (GPH 598, GCU 598) to K-12 teachers.

ASU Tempe's College of Education has an extensive track record of providing a capstone experience to teachers in their master's programs. The MAS-GE program builds on this success in the 6 units of capstone pedagogy (DCI 593, COE 501) taught regularly by the College of Education.

E. NEW COURSES NEEDED—List any new courses which must be added to initiate the program; include a catalog description for each of these courses.

The courses (24 credit hours ) listed below have been approved by Curriculum Committee and Senate of the College of Liberal Arts and Sciences. They are being entered into the ACRE system.

Courses Catalog Description GCU 671 Introduction to Geographic Teaching  (4 credit hours) 

An intensive course on history of geographic education; scientific method in research on geography education; research trends; resources for teaching; best practices.

GPH 672 Physical Geography for Teachers  (3 credit hours)

Transfer of matter and energy exhibited in Earth's climate, hydrology, soils, biogeography, and landforms; case studies; virtual field trips

GCU 673 Human Geography for Teachers  (3 credit hours)

Analysis of cultural, economic, urban, historical, transportation, population, political, and development geography; case studies; virtual field trips.

GPH 674 Geographic Techniques for Teachers (4 credit hours) 

Introduction to geographic techniques, including GPS, GIS, remote sensing, cartography, qualitative and field methods.

GCU 675 World Geography for Teachers  (3 credit hours)

Systematic overview of geographic knowledge about different world regions.

GCU 676 North American Geography for Teachers (3 credit hours)

Systematic overview of geographic knowledge about different North American regions.

GCU 677  Geography Across the Curriculum (4 credit hours) 

Intensive course on integrating reading, writing and mathematics standards with geography content; selected case studies; best practices.

DCI 593 Applied Project  (3 credit hours) Hands-on dialogue with College of Education faculty on the integration of geographic knowledge in a students' educational context.

COE 501 Introduction to Research  (3 credit hours)

Overview of educational inquiry from controlled, quantitative to qualitative, naturalistic. Emphasizes locating and critically interpreting published research.

F. REQUIREMENTS FOR ACCREDITATION -- Describe the requirements for accreditation if the program will seek to become accredited. Assess the eligibility of the proposed program for accreditation.

The program does not seek to become accredited by any larger body of geographical education. No such accreditation program exists nationally or internationally.

II. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. What are the intended student outcomes, describing what students should know, understand, and/or be able to do at the conclusion of this program of study?

   1. Spatial and Human Factors: Be able to find appropriate knowledge, critically appraise geographical processes, and formulate innovative curriculum related to spatial components of problems and diverse factors relating to human interaction with the environment.

Evaluation: Students will create grade appropriate curriculum relating spatial and human factors to environmental geography, articulating the curriculum to state standards and district scope and sequences, and inclusion of this geographical knowledge into the student's capstone final project.

2. Patterns and Characteristics: Be able to find appropriate knowledge, critically appraise geographical processes, and formulate innovative curriculum related to spatial distributions of physical and human characteristics on Earth's surface, general patterns these form, and processes that have created and are changing these patterns.

Evaluation: Students will create grade appropriate curriculum relating patterns and characteristics of Earth's surface, articulating the curriculum to state standards and district scope and sequences, and inclusion of this geographical knowledge into the student's capstone final project.

3. Location and Relationships: Be able to find appropriate knowledge, critically appraise geographical processes, and formulate innovative curriculum related to the major themes of geographical location and relationships, including absolute and relative location; human and physical characteristics of place; human and environmental relations; movement of people, ideas, and products; and regionalization.

Evaluation: Students will create grade appropriate curriculum relating location and relationships, articulating the curriculum to state standards and district scope and

sequences, and inclusion of this geographical knowledge into the student's capstone final project.

4. Geographic Principles: Be able to find appropriate knowledge, critically appraise geographical processes, and formulate innovative curriculum related to the general geographical principles of human spatial organization, human-environment interaction, and changes in environmental systems.

Evaluation: Students will create grade appropriate curriculum relating geographical principles, articulating the curriculum to state standards and district scope and sequences, and inclusion of this geographical knowledge into the student's capstone final project.

5. Geographic Skills: Be able to critically evaluate and analyze cartographic design, field methodologies, quantitative techniques, remote sensing imagery, and geographic information systems.

Evaluation: Students will utilize appropriate cartography, field activities, quantitative techniques, remote sensing imagery, and geographic information system principles in the creation of grade appropriate curriculum relating geographical principles, articulating the curriculum to state standards and district scope and sequences, and inclusion of this geographical knowledge into the student's capstone final project.

6. Pedagogical Skills: Be able to utilize geographic skills and knowledge in designing, implementing, and evaluating an innovative applied project.

Evaluation: The capstone applied project will be scored according to the matrix presented in Appendix 3.

B. Provide a plan for assessing intended student outcomes.

ASU Geography regularly assesses student outcomes in its various programs. Students will demonstrate mastery of selected concepts and principles in each of the required classes and in the applied project. As a summary plan, the following methods will be used in determining and assessing learning outcomes.

• Assessment will include evaluation of innovative lessons based on class curriculum, critiques of state-of-the-art curriculum, papers analyzing the integration of geography content into their grade curriculum, online discourse with instructors about the integration of geography content into their school setting, and examinations as a part of each graduate course.

• Each student will be required to successfully complete a final capstone Applied Project. Students will be required to successfully master the Applied Project with a grade of "B" or better, where B is considered mastery in the Appendix 3 scoring plan for each student's final project.

III. STATE'S NEED FOR THE PROGRAM

A. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION? Explain.

This proposed degree program is part of a larger, interdisciplinary agenda to meet the needs of practicing teachers in Arizona. The federal No Child Left Behind program has created a giant demand among K-8 (elementary) certified teachers who occupy secondary positions in middle schools. These individuals in social studies classes need 24 units in their field, or a masters, to meet the definition of highly qualified. This program would be one of the first to meet this national agenda. Furthermore, the larger interdisciplinary agenda of ABOR is to generate online programs to meet the needs of time-bound and place-bound individuals in Arizona such as working teachers. Thus, the online nature of this degree program is a part of this larger ABOR agenda. As the state continues to grow with an increasing number of young teachers, this program will produce graduates with knowledge and a set of skills not usually provided in traditional teacher masters. This program represents an interdisciplinary blend of knowledge of a subject and knowledge of pedagogy, delivered in a way that meets the time demands of practicing teachers.

B. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? Explain and please answer the following questions.

1. What is the anticipated student enrollment for this program? (Please utilize the following tabular format).

5-YEAR PROJECTED ANNUAL ENROLLMENT1st Yr. 2nd Yr. 3rd Yr. 4th Yr. 5th Yr.

# StudentMajors

20 49 68 87 87

2. What is the local, regional, and national need for this program? Provide evidence of the need for this program. Include an assessment of the employment opportunities for graduates of the program during the next three years.

The market demand is strong, based on extensive surveys of teachers who attend the Arizona Geographic Alliance teacher trainings. The market surveys were carried out with a three-tiered strategy to gauge the intensity of interest. First, twenty four “focus groups” of three to five K-12 teachers” took place over the period from 1998-2005. These groups were asked about their personal desire for professional development, about whether they would enroll in a masters of geographic education program, about their ideas for the structure of such a masters program, and about whether their colleagues would enroll in such a program. The second tier of surveys consisted of paper questionnaires given to 485 teachers attending workshops of the Arizona Geographic Alliance from 1998-2005. These surveys asked increasingly refined questions, based on the focus group discussions. For those expressing an interest or thinking that their

colleagues would be interested, the questions delved into how much teachers would pay, the desired mode of delivery, the amount of work, the type of capstone project, and the types of advanced training most desired. The third tier of surveys consisted of one-on-one discussions with sixteen teachers who expressed strong interest in becoming the “apprentices” for such a masters program.

[The apprentice model is where a teacher with financial need enrolled in the masters program receives a scholarship for the courses that they agree to teach as a paid “instructor” after the teacher graduates. The term instructor is used by the School of Extended Education, and these new graduates would have the support of track faculty in charge of online content as well as the program's director. The cycle of apprentices becoming instructors are vital to the growth of the online program, and the budget includes scholarships for such teachers.]

The overwhelming signal from these surveys is that an online masters in geographic education would have a constant flow that will exceed 50 MAS-GE degrees a year by 2010. The intention, however, is to grow the program slowly, starting with an initial class of 20. Surveys reveal that word-of-mouth advertisement and satisfaction with the relevance of the learned material to the working K-12 classroom will be vital to the growth of this program. An oversight board of master teachers, geography professors, education professors, and those in the educational community at large would review the program each year to ensure quality control.

There is no issue over employment opportunities. These are practicing teachers, who seek advanced training for three reasons. First, they need masters degrees to obtain salary increases, where the masters degrees assists their teaching K-12 students. Second, they seek advanced professional training to become "highly qualified" teachers in the area of geography. Third, these practicing teachers seek advanced knowledge of geography, a subject that they teach.

3. Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years? (Please utilize the following tabular format).

This projection assumes that a few teachers from each class take longer than the 18 months to complete their program.

PROJECTED DEGREES AWARDED ANNUALLY1st Yr. 2nd Yr. 3rd Yr. 4th Yr. 5th Yr.

No.Degrees

19 28 37 46 46

IV. APPROPRIATENESS FOR THE UNIVERSITY—Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program.

First, there is a crying need for advanced professional training, a need identified by the teachers themselves who have been requesting such a degree program for almost a decade. Second, the political realities of federal legislation have placed a hardship on teachers who do not have 24 credits in the subject that they teach — in this case geography and social studies. Thus, this program meets a local, regional and national need. Third, the program represents the multi-disciplinary and multi-campus advantages of the New American University. Partnering with professors in the College of Education-Tempe and the College of Teacher Education and Leadership, ASU Geography has put together this program blend. Fourth, life-long learning remains an important goal of a university in a major metropolitan region, and the ability of teachers to continue to learn advanced knowledge in their subject area helps fulfill this larger institutional goal. Fifth, teachers are often place-bound due to family exigencies and many are unable to travel to universities to take courses; thus, this degree program’s online nature helps meet a larger ABOR-identified need for degrees sensitive to those with place-bound constraints.

V. EXISTING PROGRAMS AT OTHER CAMPUSES

A. EXISTING PROGRAMS IN ARIZONA

1. For a unique (non-Duplicative) program, provide a statement to the effect that there are no existing programs at other Arizona public universities that duplicate the proposed program.

No existing programs at other Arizona public or private universities duplicate the proposed program

2. Other Institutions—If this program is not currently offered at the same academic level by private institutions in the state of Arizona, provide a statement to that effect. If a similar program is currently offered by private institutions, list all programs and indicate whether the institution and the program are accredited. (A list of institutions will be provided by Board staff. Please utilize the following tabular format and contact Board staff for assistance, if needed).

There is a hybrid place-based and on-line program offered by Texas State University at San Marcos. However, this program does not meet the needs of Arizona teachers, because of extensive place-based requirement in Texas.

PROGRAM

PRIVATEINSTITUTION

NCA Accreditation

?(Yes/No)

ProgramAccreditatio

n?(Yes/No)

1 MS in Geographic Education (place-based and on-line)

Texas State University at San Marcos

No Institution, yes.Program, no.

2

B. PROGRAMS OFFERED IN OTHER WICHE STATES

1. Identify WICHE institutions that currently offer this program. If appropriate, briefly describe the programs. (Please use the following format).

No Wiche institutions currently offer a masters in geographic education.

PROGRAMS OFFERED IN OTHER WICHE STATES

PROGRAMWICHE

INSTITUTION & LOCATION

NCA Accreditation?

(Yes/No)

ProgramAccreditation?

(Yes/No)12

VI. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

1. Current Faculty—List the name, rank, highest degree, and estimate of the level of involvement of all current faculty who will participate in the program. If proposed program is at the graduate level, also list the number of master's theses and doctoral dissertations each of these faculty has directed to completion. Attach a brief vita for each faculty member listed.

Brief vita of each faculty member are presented in Appendix 4.

Faculty Name Highest Degree

Level of Involvement

* Ronald Dorn Doctorate Program Director* Case Allen Masters Academic Professional and Faculty

Associate, ASU Geography** Malcolm Comeaux Doctorate Emeriti Faculty, ASU Geography* Rob Edsall Doctorate Faculty, ASU Geography* Gale O. Ekiss Masters Faculty Associate, ASU Geography* Billie Enz Doctorate Faculty, ASU Tempe College of

Education* Elizabeth Hinde Doctorate Faculty, ASU West College of

Teacher Education and Leadership** J.P. Jones Doctorate Chair, Geography at the University

of Arizona -- will coordinate UofA faculty participation as presenters via online streaming

* Elizabeth Larson-Keagy Doctorate Faculty, ASU Geography** Christopher Lukinbeal Doctorate Faculty, ASU Geography* J. Duncan Shaeffer Doctorate Faculty, ASU Geography

Part-time Faculty*** Michael Baron Masters Instructor of Specific Courses*** Marc Dastous Masters Instructor of Specific Courses*** Diane Godfrey Masters Instructor of Specific Courses*** Kelly Graham Masters Instructor of Specific Courses*** Noel Normington Masters Instructor of Specific Courses

* Faculty designated with an asterisk will teach required courses, grading assignments, working closely with the students on projects, advising, and mentoring in the final project.

** Faculty designated with 2 asterisks will be involved in the development and refinement of the content of the online material, such as presenting video presentations and organizing online analyses of geography pedagogy in K-12 classrooms.

*** Faculty designated with 3 asterisks will be involved in teaching of specific courses that fit their expertise based on experience and education.

2. Additional Faculty—Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty.

None needed.

3. Current FTE Students and Faculty—Give the present numbers of FTE students and FTE faculty in the department or unit in which the program will be offered.

ASU Geography has 272 degree seeking students in Fall of 2006: 160 undergraduates, 34 master students of geography; 26 Master of Advanced Studies in Geographic Information Systems; and 52 doctorate students. ASU Geography has 25 faculty.

4. Projected FTE Students and Faculty—Give the proposed numbers of FTE students and FTE faculty for the next three years in the department or unit in which the program will be offered.

Year 1 Year 2 Year 3Graduate FTE

132 169 188

Total FTE 302 349 388Faculty 25 26 27

B. LIBRARY

1. Current Relevant Holdings—Describe the current library holdings relevant to the proposed program and assess the adequacy of these holdings.

The library holdings are sufficient, both in terms of books and in terms of journal subscriptions to such serials as Journal of Geography and Journal of Geography in Higher Education.

2. Additional Acquisitions Needed—Describe additional library acquisitions needed during the next three years for the successful initiation of the program.

No additional acquisitions will be needed, other than the normal purchases made for the existing Geography and Education graduate programs.

C. PHYSICAL FACILITIES AND EQUIPMENT

1. Existing Physical Facilities—Assess the adequacy of the existing physical facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc.

The facilities available in the School of Geographical Sciences are sufficient to support the MAS in Geographic Education.

2. Additional Facilities Required or Anticipated—Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program.

No additional facilities are required to support the MAS in Geographic Education.

D. OTHER SUPPORT

1. Other Support Now Available—Include support staff, university and non-university assistance.

The graduate coordinator in the Department of Geography would handle student applications and deal with the Division of Graduate Studies.

2. Other Support Needed, Next Three Years—List additional staff needed and other assistance needed for the next three years.

Available technology support would be needed, including remote library database access, and Blackboard access.

VII. FINANCING

A. SUPPORTING FUNDS FROM OUTSIDE SOURCES—List.

This program is an outgrowth of the success of ASU Geography's Arizona Geographic Alliance (AzGA). Over $1.8 million in sponsored grants to AzGA have supported development of geography teacher training materials. In addition, AzGA has collaborated with national partners in geographic education, including NASA and the National Science Foundation, to develop teacher training materials. These materials are tied together through a capstone grant awarded by ABOR. An Arizona Regents Reach Out (ARRO) grant to ASU Geography, College of Education - Tempe, and College of Teacher Education and Leadership is completing the work necessary to ‘start up’ this program for the Fall of 2007.

B. NEW ACADEMIC DEGREE PROGRAM BUDGET PROJECTIONS FORM—Complete the appropriate budget form, available at http://www.asu.edu/provost/curriculum/newprogbud.xls describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each year are incremental costs, not cumulative costs.

The Master of Advanced Studies in Geographic Education will be a self-sustaining (07, self-funded) program, to be delivered by ASUs School of Extended Education (SEE) on a non-traditional quarter schedule that fits the needs of the K-12 teachers. SEE will register students, collect the revenue, and distribute supporting funds to CLAS. CLAS then redistributes funds to ASU Geography to pay expenses and to the Arizona Geographic Alliance to reinvest at least half of the surplus into K-12 teacher outreach.

Budget Summary Bottom Line

For the MAS-Geographic Education ProgramYear 1 Year 2 Year 3

MAS-GE Students20 new 30 new, 19

continuing 30 new, 28 continuing

Yearly Expenses127,525 210,420 250,105

Surplus $22,513 $50,512 $102,839Reinvestment of Surplus in Teacher Outreach $8,759 $26,519 $53,990

The New Academic Program Budget Projections form is presented in Appendix B.

VIII. OTHER RELEVANT INFORMATION________________________________________________________________________ADDITIONAL INSTRUCTIONS FOR HOW TO FORMAT THE REPORT In order to ensure consistency headings and bolding should follow the format of this

guideline. Leave a one-inch margin at the top so that the Board office can paginate all documents.

Appendix A - Master's Degree Program of Study

Appendix B - Proposed Budget

Appendix C - Scoring plan for Applied Capstone Projects

Each MAS in Geographic Education student's applied project will be scored with the following matrix:

General Scholarship  

Superior Mastery Adequate Poor

Quality of information

Quality of interpretation

Writing -- conventions

Writing -- organization

Writing -- synthesis

Geographic Knowledge and Skills  

Superior Mastery Adequate Poor

Spatial and Human Factors

Patterns and Characteristics

Location

Geographic Principles

Incorporating Geographic Skills

Pedagogical Knowledge and Skills  

Superior Mastery Adequate Poor

Formulation Research Question

Research Methodology

Data gathering skills

Analysis Skills

Appendix D - Brief Vitae for Faculty

Curriculum Vitae: Ronald I. Dorn

Address: Department of GeographyArizona State UniversityTempe AZ 85287-0104(602) 965-7533 (dept), -3520 (office), -8313 (fax)ronald.dorn@asu.edu

Personal Data: Born- February 22, 1958, New York, NY, USA Citizenship

Education: A.B., University of California, Berkeley, 1980M.A., University of California, Berkeley, 1982.Ph.D., University of California, Los Angeles, 1985.

Positions

Arizona State University, Tempe : Assistant, Associate, and Full Professor of Geography (1988-current); Co-Coordinator, Arizona Geographic Alliance (1996- current)

Texas Tech University, Lubbock: Assistant and Associate Professor of Geography (1985- 1988); Research Associate, International Center Arid and Semi-Arid Land

Studies (1985-1988).

Honors and AwardsProfessor of the Year Special Recognition, 2005, Arizona State University Parents AssociationEnhancement of Geographic Literacy Cram Award, 2005, National Council for Social Studies (with G.B.

Ekiss and E. Hinde)Enhancement of Geographic Literacy Cram Award, 2003, National Council for Social Studies (with G.B.

Ekiss and E. Hinde)Guggenheim Fellowship, 1996-1997Fellow, Arizona-Nevada Academy of Science (1996), Geological Society of America (1992) Wiley Award of the British Geomorphological Research Group (with R.LeB. Hooke), for Excellence in

Geomorphological Research, 1993Castleton Award, Presented for Excellence in Rock Art Research, Am Rock Art Res Assoc 1991G.K. Gilbert Award, Presented for Excellence in Geomorphological Research, Geomorphology Specialty

Group of the Assoc. American Geographers, 1988Presidential Young Investigator Award of the National Science Foundation, 1987Kirk Bryan Award of the Geological Society of America (with T.M. Oberlander), for Excellence in

Geomorphological Research, 1986

Selected Publications2006. Hinde, E. Osborn-Popp, S., Ekiss, G.O. Dorn, R.I. Literacy learning and geography education. Journal of Geography (special issue edited by C. Shearer and D. Rutherford): in press.2006. Stumpf, R.J., Douglass, J., Dorn, R.I. Learning desert geomorphology virtually versus in the field. Journal of Geography in Higher Education: in press.2006. Cerveny, N.V., Kaldenberg, R., Reed, J., Whitley, D.S, Simon, J. and Dorn, R.I. A New Strategy for Analyzing the Chronometry of Constructed Rock Features in Deserts. Geoarchaeology v. 21: 181–2032005. Dorn, R.I., Douglas, J., Ekiss, G.O., Trapido-Lurie- B. Comeaux, M., Mings, R. Eden, R., Davis, C. Hinde, E., Ramakrishna, B. 2005. Learning geography promotes learning math: results and implications of Arizona's GeoMath Grade K-9 program. Journal of Geography v. 104: 95-103.2005. Gordon, S.J. and Dorn, R.I . In situ weathering rind erosion. Geomorphology, v. 67: 97-113

2003. Selover, N.J., Dorn, D., Dorn, R.I. and Brazel, A.J. Community Partnership Grant Generates Pre-Service Teacher and Middle School Student Motivation for Authentic Science and Mathematics. School Science and Mathematics, v. 103 (1): 45-56.

LIST OF RECENT GRADUATE ADVISEES & POSTDOCTORAL SCHOLARS:

Molly Pohl M.A. San Diego State UniversityGregory Pope Ph.D. Monclair State University Tanzhuo Liu Ph.D. Columbia UniversityThad Wasklewicz M.A. University of MemphisDonald Friend Ph.D. Minnesota State UniversityTom Paradise Ph.D. University of ArkansasAndrew Bach Ph.D. Western Washington UniversityNiccole Cerveny M.A. Mesa Community College, ProfessorBrandon Vogt M.A. Ph.D. student, Arizona StateSteve Gordon Ph.D. United States Air Force Academy, Colorado SpringsMichael Henze M.A. Consultant, J.E. Fuller Inc.Lorenzo Vazquez Selem Ph.D. Universidad Nacional Autónoma de MéxicoMichael Applegarth Ph.D. Assistant Professor, Shippinsburg State UnivEvan Palmer M.A. United States Air ForceKathryn Gross M.A. Hydrologist, Maricopa County Flood Control DistrictRebecca S. Beard M.A. Research Assistant, Ecuadorian Andes Land Use ChangeKevin A. Green M.A. Ph.D. Student, University of OregonDaniel Al. Gilewitch Ph.D. Assistant Professor, U.S. Military Academy, West PointKathleen Bergmann M.A. U.S. Army Corp of EngineersJohn Douglass Ph.D. Paradise Valley Community CollegeSusan Johnson M.A. Elementary School Teacher, VirginiaNiccole Villa Cerveny Ph.D. Mesa Community College

LIST OF RECENT CO-INVESTIGATORS:L. Loendorf E. Wolfe N. Selover D.S. WhitleyL. Toolin B.D. Turrin B.L. Allen M. NobbsR.A. Balling N. Lancaster N. Cerveny A. BrazelR. Cerveny D. Dragovich D.H. Krinsley V. TchakerianD. Lal K. Nishiizumi J. Arnold J. SimonS. Anderson W. Dickinson M. Zreda D. ElmoreP.V. Brady E. Stasack D.S. Frink B. RamakrishnaR.J. Stumpf J. Douglass G.B. Ekiss E. HindeB. Trapido-Lurie S. Osborn-Popp R. Kaldenburg J. Reed

SYNERGISTICS:Dorn’s research has synergy in a number of areas. In terms of research synthesis, he has written the only monograph compiling a diverse research literature on rock coatings (published with Elsevier). In terms of outreach, he is the co-coordinator of the Arizona Geographic Alliance -- a group of 3050 K-12 teachers in Arizona. In this capacity, he has worked to increase K-12 education of science within geography throughout Arizona and in coordination with Geographic Alliances in other states. In terms of SMET education, he is integrating earth science in K-16 in coordination with a GK12 grant and Arizona State University programs.

Curriculum Vitae: Casey D. Allen

Address: Department of GeographyArizona State UniversityTempe AZ 85287-0104(602) 965-7533 (dept), -8313 (fax)case@asu.edu

Personal Data: Born- June 07, 1973, Tremonton, UT, USA Citizenship

Education: B.S., Weber State University, 1996Ed.M., Southern Utah University, 1998.ABD status in Ph.D. Program, Arizona State University

Positions

Arizona State University, Tempe : PhD Research Associate, Institute for Social Science Research (2004-2006); Teaching Associate, School of Geographical Sciences (2006-current); Graduate Assistant, Arizona Geographic Alliance (2004-current)

St. George’s University, Grenada, West Indies: Instructor and Coordinator, Combined Degree Program (2003-2004); Chair, Pre-medical curriculum committee.

Weber State University, Ogden, Utah: Academic Advisor (1999-2000), Academic Coordinator for At-risk Populations (2000-2002), Interim Director (July-December 2002).

Weber State University, Ogden, Utah: Adjunct Faculty, Geography (2000-2003); Adjunct Faculty, First Year Experience (2000-2003).

Honors and AwardsGraduate Student Representative, School of Geographical Sciences, ASU, 2005-06 (peer-elected)Outstanding Advising Program Certificate of Merit, National Academic Advising Association (NACADA), 2003Excellence in Academic Advising, student-sponsored award, WSU (one of ten people), 2001Friend of Student Crystal Crest award (“Academy Awards of WSU”), thrice nominated, 2000-03

Selected Publications and Invited Professional Presentations2006. Allen, C.D. Maps, Marxism, and the (Cultural) Mambo: Using Geography in Academic Advising. Submitted to National Academic Advising (NACADA) Journal.2006. Lukinbeal, C. and Allen, C.D.  Virtual Egalitarianism, Critical Pedagogy, and Geography Education.  Submitted to Journal of Geography.2006. Allen, C.D. Using Geography to Enhance Academic Advising.  Geography Education Specialty Group student paper competition, Association of American Geographers annual meeting, Chicago, IL.2006. Allen, C.D. Physical Geography of Latin America.  Featured Speaker (Opening Session) for Latin America GeoDay Trip. Arizona Geographic Alliance, Phoenix, AZ.2005. Aiken-Wisniewski, S. and Allen, C. D. Did Einstein Know the Date to Withdraw?  Techniques and Activities to Educate Your Campus Community About Academic Advising.  Invited feature article for National Academic Advising Association Clearinghouse of Academic Advising Resources Web site.2002. Aiken-Wisniewski, S., J. K. Willener, C. D. Allen, C. Y. Morphet, and C. Meyer.  October 2002.  Assessing Academic Advisement: Beyond The Satisfaction Survey. Pre-conference workshop for National Academic Advising Association (NACADA) National Conference, Salt Lake City, UT.

ASSESSMENT, CURRICULUM, AND ACADEMIC ADVISING EXPERIENCE:2003-2004. Chair, curriculum committee, Pre-Medical Program, SGU, Grenada, West Indies.

2003-2004. Responsible for total academic advising (e.g., degree audits, transfer and transient credit evaluations, petitions, programs of study, appropriate referrals, etc.), orientation, registration, and campus-wide supplemental instruction program, SGU.

2003-2004. Voting member, School of Medicine Academic Progress, SGU2003-2004. Voting member, School of Arts & Sciences General Education Curriculum, SGU2003-2004. Voting member, School of Arts & Sciences Academic Progress, SGU2000-2003. Co-Chair, Assessment, Academic Advisement Center and One-Stop-Shop, WSU.2000-2003. Coordinate institutional policy and programming efforts for all undecided and at-risk

students (e.g., general studies, first generation, international, academically at-risk; ~6000 total students), WSU.

RELATED TEACHING EXPERIENCE:Geographic Field Techniques, ASUIntroduction to Migration Studies, School of Global Studies, ASU (summer 2006)Geographic Information Technologies, ASUContemporary Geographic Thought, ASUIntroduction to Human Geography, ASUPre-Medical Research Projects, St. George's University, Grenada, West IndiesNatural Environments of the Earth (Physical Geography), WSUPlaces and Peoples of the World (World Regional), WSUIntroduction to the University (First Year Experience), WSUIntroduction to Meteorology, Salt Lake Community College

LIST OF RECENT CO-INVESTIGATORS:R.I. DornC. LukinbealS. Aiken-WisniewskiJ.K. WillenerC.Y. MorphetJ.A. Rivers

SYNERGISTICS:When it comes to synergy, Allen’s background and experience are varied. He has been invited to co-author an on-line resource article and submit a manuscript the NACADA Journal, a peer-reviewed publication that represents over 8700 professional academic advisors in North America. He has been responsible for the successful development, administration, and evaluation of a comprehensive pre-medical program curriculum, worked intimately with at-risk students (e.g., multi-cultural, first generation, international, academically at-risk), and earned a Certificate of Merit for NACADA’s highest award for an academic advising program—all of which involved collaboration with faculty students, faculty colleagues, and administrators. He is also savvy with online and critical pedagogies, resulting in a (submitted) co-authored article based on an experimental graduate seminar. As for outreach, he has been a graduate assistant for the Arizona Geographic Alliance, presenting at their GeoDay Trips. For two years during his undergraduate experience, he was the assistant coordinator for the Utah Geography Olympiad, sponsored by the Utah Geographic Alliance. As part of his master’s degree program, he was appointed by the University President to help establish a K-16 education-research center for the then-newly designated Grand Staircase-Escalante National Monument. Not only does his pre-medical curriculum experience align with SME&T, but he is also currently working with the Arizona Science Center developing earth science teaching modules for K-12 teachers.

Curriculum Vitae: Robert M. EdsallAddress: Department of Geography

Arizona State UniversityTempe AZ 85287-0104(480) 965-7533 (dept), -5023 (office), -8313 (fax)rob.edsall@asu.edu

Personal: Born December 10, 1969, Huntington, NY, USA Citizenship Social Security Number 002-50-2699

Education: B.A, Kenyon College, 1991.M.A., Penn State University, 1995.Ph.D., Penn State University, 2001.

PositionsArizona State University, Tempe: Assistant Professor of Geography (2001-current);

Instructor (2000-2001).Penn State University, University Park: Research Assistant,GeoVISTA Center,

Department of Geography (1996-2000).

Honors and AwardsASU Centennial Professor Award, 2006International Cartographic Association. Travel award for attendance to ICA

conference in A Coruna, Spain, $1750.National Endowment for the Humanities. Fellowship for Summer Study, “Reading

Popular Cartography” Summer Institute. Newberry Library, Chicago. $3250.Geography Faculty Development Alliance. National Science Foundation, fellowship

for teaching workshop, Boulder, CO. $500 plus housing.J. Warren Nystrom Award Finalist, 2002. National competition for best paper from a

dissertation in Geography, top 10 of 50 submissions.WebGIS conference scholarship, 1999. $400 travel grant.E. Willard Miller Award in Geography, 1999. $700 co-award winner, Ph.D. level.AAG Travel Grant, March, 1999. $250 award.

Peer-reviewed Publications2005. Edsall, R. M. and E.A. Wentz. “Comparing strategies for learning in

introductory undergraduate geography concepts: physical models vs. computer visualization,” Journal of Geography in Higher Education (accepted, December

2005, in press)2005. Sidney, L.R. and R. M. Edsall. “Challenging the conventions of interface

design for education-oriented animated maps,” Research in Geographic Education (accepted, October 2005, to appear in early 2006 with 2005 publication date)

2005. Edsall, R.M. “Challenging Conventions for Geovisualization Interface Design: Implications for Exploratory Data Analysis.” Proceedings of the 9th International Conference on Information Visualization, London, UK, July 6-9, 2005, 335-341.2005. Edsall, R. M. and L.R. Sidney. “Applications of a cognitively informed

framework for the design of interactive spatiotemporal representations,” in Dykes, J., MacEachren, A.M., and Kraak, M.-J. (eds), Exploring Geovisualization (New

York: Guilford Press) 577-589.2005. Fuhrmann, S., P. Ahonen, P., R. M. Edsall, S. Fabrikant, E. Koua, C. Tobon,

and C. Ware. “Making geovisualization useful and usable,” in Dykes, J., MacEachren, A.M., and Kraak, M.-J. (eds), Exploring Geovisualization (New York:

Guilford Press) 553-566.

2003. Edsall, R. M. “The Parallel Coordinate Plot in Action.” Computational Statistics and Data Analysis 43: 605-619

2003. Edsall, R. M. “An Enhanced Geographic Information System for Exploration of Multivariate Health Statistics.” The Professional Geographer 55(2): 146-160.

2000. Edsall, R. M., M. Harrower, and J. Mennis, 2000. "Visualizing properties of spatial and temporal periodicity in geographic data." Computers and Geosciences

26(1): 109-118.1999. MacEachren, A. M., M. Wachowicz, R. M. Edsall, D. Haug, and R. Masters,

1999. "Constructing Knowledge from Multivariate Spatiotemporal Data: Integrating Geographic Visualization with Knowledge Discovery in Databases

Methods." International Journal of Geographic Information Science 13(4): 313-334.

Areas of SpecializationCartography and Geographic Visualization, Geographic Information Science,

Meteorology, Quantitative Methods and Statistics, Historical Geography

Synergism of Research and Education

Edsall’s research is highly interdisciplinary. Proposals and papers that Edsall has contributed to include research from investigators from computer science, psychology, anthropology, meteorology, mathematics, statistics, sociology, and epidemiology. He has published book chapters in flagship books in geovisualization and geographic information science.

Courses TaughtGeographic Information

TechnologiesIntroduction to CartographyGeoGraphics: Interactive

Cartographic DesignQuantitative Methods for Geographers

Special Topics in GeovisualizationGeovisualization (seminar)

Technological ExpertiseFluent in HTML, Flash, DX, Tcl/Tk, Avenue, vtk, Visual Basic, MS Office

List Of Recent Co-Investigators:Anderson, S.Andrienko, G.Andrienko, N.Aspinall, R.Brooks, T.Buttenfield, B.Deitrick, S.

Frink, D.Fuhrmann, S.Harrower, M.Haug, D.Lukinbeal, C.MacEachren, A.Mennis, J.

Peuquet, D.Pickle, L.Sidney, L.Vogt, B.Wachowicz, M.Wentz, E.Youngs, Y.

Gale Barbara Olp Ekiss945 N. Pasadena #107Mesa, Arizona 85201

480-833-2449GBEkiss@aol.com

CURRENT POSITIONCo-Coordinator Arizona Geographic Alliance, Arizona State University

WORK ADDRESS Department of GeographyArizona State UniversityPO Box 870104Tempe, Arizona 85287-0104480-965-5361

EDUCATIONBachelor of Arts in Education University of Arizona May 1970

Major: History Minor: Government

Master of Education Arizona State University August 1982Specialization: Secondary School Administration and Supervision

PAST TEACHING RESPONSIBILITIES Arizona State University East Campus Spring 2003 to present Faculty Adjunct Arizona State University Summer 2001 to present Faculty AssociateMesa Public Schools 1973-2001 (28 years)

7th Grade Geography 1976-2001 (25 years)7th Grade. Gifted Geography and English 1976-2001 (25 years)Social Studies Chairperson 1978-2001 (23 years)

Active Arizona Teaching Certificate (expires March 2011)Active Arizona School Principal Certificate (expires March 2011)

LEADERSHIP AND PROFESSIONAL GROUPS Managing the Model Grant Program to adapt GeoLiteracy Program for English Language Learners

(2006-2007) Served on the Arizona Department of Education committee to revise the K-12 social studies standards

(2003 to 2006) Managed the Grosvenor Grant project to provide 10 GeoLiteracy workshops in Arizona’s under-served

schools and school districts (2003 to present) Managed the Grosvenor Grant GeoMath project which involves supervising 26 teachers from around

the state who are creating 80+ lessons for grades K-8 which teach geography content as well as practice mathematics skills (since 2002)

Co-Facilitated GeoNomics Workshop, a joint project between the Arizona Geographic Alliance and the Arizona Council for Economic Education (February 2002 and 2005) to help teachers integrate geography and economics

Managed the Grosvenor Grant GeoLiteracy project which involves supervising 24 teachers from around the state who are creating 80+ lessons for grades K-8 which teach geography content as well as practice language arts skills (since 2001)

Participated in Mesa Public Schools social studies curriculum and textbook adoption committees for junior high schools (1976=2001)

Served as Co-Facilitator of the two Saturday Social Studies Standards Symposia held on February 10, 2001, and on October 5, 2001 to explain the new Arizona state social studies standards to administrators and teachers

Taught classes at ASU and in Mesa school district on geography lessons that match the Arizona K-12 geography standards (2001)

Presented at a variety of national and regional social studies conferences (since 1989) Served on the Board of the Arizona Council for the Social Studies (1998-2005) and Membership

Chairperson (1999-2001) and Secretary (2005) Served on the committee to create the Arizona Teacher Proficiency Test in the area of social studies

(1998-2001) Participated in Mesa Public Schools Career Ladder program, a merit pay system (1989-2001) Serving as a Teacher Consultant for the Arizona Geographic Alliance (since 1993) Served as a resident Teacher Consultant for Arizona Geographic Alliance Summer Institutes to train

new teacher consultants (1994 & 1995) Taught “Hands On Geography” course for Mesa Public Schools teachers (1994)

AWARDS, ACHIEVEMENTS, AND APPOINTMENTS Appointed to National Council for Geographic Education task force on children’s literature and

geography (2005) Received Grant for the Enhancement of Geographic Literacy from the George F. Cram Co and the

National Council for the Social Studies for GeoMath Project (2005) Selected to attend the National Council for the Social Studies Leadership Conference, Washington

DC, July 2005 Selected as one of 11 US teachers to participate at the International Geographical Union –

Conference on Geographic Education, Glasgow, Scotland, in a session on Innovations in US. Geography Education

Named Project Manager of Grosvenor Grant from the National Geographic Society Education Foundation to Provide GeoLiteracy Workshops for Under-Served Arizona Schools and School Districts (2003-2005)

Received Grant for the Enhancement of Geographic Literacy from the George F. Cram Co and the National Council for the Social Studies for GeoLiteracy Project (2003)

Named Project Manager of Grosvenor GeoMath Grant from National Geographic Society (2002-2005)

Named Project Manager of Grosvenor GeoLiteracy Grant from National Geographic Society (2001-2002)

Appointed Co-Coordinator of the Arizona Geographic Alliance by National Geographic Society (2001)

Received Distinguished Teaching Achievement Award from National Council for Geographic Education (1999)

Received award from YMCA/Juvenile Court system for work with Teen Court (1998) Received "Great Moments in Teaching Social Studies" award from Arizona Council for the Social

Studies for Tales from the Crypt, cemetery lesson on local geography and history (1997) Received "Helping Hands" awards from Mesa Education Foundation for work with at-risk

students (1995 & 1996)

PUBLICATIONSEkiss, Gale and Barbara Trapido-Lurie. “Stars, Squiggles, and Humps: Arizona Geographic Alliance’s

Adventures into Children’s Cartography” 2006 Symposium Changes in Geographical Education: Past, Present and Future.Summer 2006.

Dorn, Ronald, John Douglass, and Gale Ekiss. “GeoMath” Journal of Geography, Fall 2005.Dorn, Ronald and Gale B. Ekiss, “The Status of Geography Education in Arizona,” International Research

in Geographical and Environmental Education. November 2002.Hinde, Elizabeth and Gale Olp Ekiss, “GeoLiteracy in Arizona: K-8 Reading, Writing and Geography,”

Social Studies and the Young Learner. November-December 2002.

Ekiss, Gale. “Tales from the Crypt,” Finding a Way, National Council for Geographic Education. 1999.Ekiss, Gale. “Tales from the Crypt, GeoEnglish, A Lump of Clay in the Hands of a Child, and Not in My Backyard”

30 Lesson Plans for Teaching Geography (K-12). Arizona Geographic Alliance, 1998.Polve, Mary Ann and Gale Ekiss. Study guide for teachers, “Historic Haunts,” Copperstate Chronicles,

Phoenix TV Channel 3, 1993.Polve, Mary Ann and Gale Ekiss. Study guide for teachers, “Canyons of the Red Rocks,” Copperstate

Chronicles, Phoenix TV Channel 3, 1992.

VITA of BILLIE JEAN ENZ

Preparation2001 - Promotion to Full Academic Professional 1993 - Tenure and Promotion to Associate Academic Professional1987 - Ph.D. Elementary Education, Arizona State University;1978 - Reading Specialist Endorsement (K-12)1977 - M.A. Elementary Education, Arizona State University;1973 - B.A. Elementary Education, Minor Dance/Physical Ed. Arizona State University

Experience2000 Director of Professional Development and Induction Programs

Associate Division Director Curriculum & Instruction Arizona State University. 1990 – 2000 Director, Professional Field Experiences, Arizona State University.

1989 – 1990 Assistant Professor, Grand Canyon University, Phoenix, Arizona. 1987 – 1990 Co-Director, ASU Teacher Residency Project; Arizona State University.

SCHOLARSHIP - Publications

Published Book Chapters2003 - Enz, B.J. The A, B C’s of Family Literacy, In A. DeBruin-Pareki and B. Krol-Sinclair

(Eds.) Family literacy: From theory to practice.. International Reading Association. Newark:DE.

2002 - Enz, B.J.– Oral language development in B. Guzzetti (Ed.) Encyclopedia of Literacy. ABC – CLIO. Santa Barbara, CA.

1999 - Enz, B. J. A University’s Response to State Standards. National Education Systems Annual Yearbook. Chicago, Ill.

1999 - Enz, B. J. How to Support Developmentally Appropriate Play from Infancy to Age Three, in J. Christie, J. Johnson, and T. Yawkey (Eds.) Play and Early Childhood Development, 2nd Ed. Addison-Wesley-Longman. New York, NY.

Published Books 2003 - Enz, B. J., Kortman, S., & Honaker, C. Ready, Set, Teach: A Blueprint for the First

Year. Kappa Delta Pi, Indianapolis, IN. 2003 - Christie, J., Enz, B. J., & Vukelich, C. Teaching Language and Literacy: Pre-School

through the Elementary Grades. (Second Ed.). Allyn-Bacon (Addison-Wesley-Longman) New York, NY.

2002 - Enz, B. J., Kortman, S., & Honaker, C. Trade Secret: for Primary/Elementary Teachers. (Second Ed.). Kendall-Hunt Publishers, Dubuque, IA.

2002 - Enz, B. J., Honaker, C., & Kortman, S. Trade Secret: for Middle/Secondary Teachers. (Second Ed.). Kendall-Hunt Publishers, Dubuque, IA.

2002 - Vukelich, C., Christie, J., & Enz, B.J. Helping Young Children Learn Language and Literacy: Allyn –Bacon (Addison-Wesley-Longman) New York, NY.

2000 - Enz, B.J. & Kimerer, K. Teachers, How to Win the Job You Want (Second Ed.). Kendall-Hunt Publishers, Dubuque, IA.

Journal Articles (Refereed)

2003 Enz,B. & Bodemann, T. Ready, Set Communicate New Teacher Advocate. Kappa Delta Pi, Indianapolis, IN.

2002 Enz, B. & Kimerer, K. "How to Win the Teaching Job You Want. New Teacher Advocate." Vol. 9 ( 4) 2-3.

1997 - Enz, B. & Christie, J. "Teacher Play Interaction Styles: Effects on Play Behavior and Relationship with Teacher Training and Experience." International Journal of Early Childhood Education, Vol. 2, 55-76.

1997 - Enz, B., Kimerer, K., & Freeman, D. "Does the Institution Have an Obligation to Care?" Educational Forum, 62(1), 62-73.

Other Creative Activities

2004 KJZZ radio – National Public Radio, wuth Nadine Bashas, Issues surrounding school readiness.

2003 Choosing and using videos with young children – Educating Arizona’s Families, news segment for New Channel 3.

2003 Best books for young children - Educating Arizona’s Families, news segment for New Channel 3.

2003 Reading strategies for young children - Educating Arizona’s Families, news segment for New Channel 3

2003 Brain basics – FYI Chandler Channel 93 1989 - Reading, Decoding and Language Arts. "Using Literature" & . "Vocabulary"1988 - Reading, Decoding and Language Arts. "Comprehension" & Using Decoding” Video series developed for RDG 401-402 Arizona State University. (with N. Silvaroli, L.

Searfoss and J. Christie).

Sponsored Projects

2004 First Teacher Project, ALPHA partnership, with Jill Stamm. $10,000. 2004 Navajo Early Education Partnership, Title II Grant, $1,7 million. With K. Burnstein, J.

Blanchard, J. Christie, D. Pany, Tanis Bryant. 2002 - Chandler Literacy Task Force – with New Directions. Building a Seamless Support

for Family Literacy - $750,000. 2002 - Office of Youth Preparation Grant – Kindergarten Readiness Project - $12,000. 2002 - Regent Grant Helping Every Teacher Reach ESL Children. - $25,000. 2000 – First Teacher Project - with Jill Stamm 1 million over 3 years. Funded by Arizona

Community Foundation. 2000 – State wide Title II Grant with Patty Horn and Nancy Hass for 2 million (not funded) 1999 – Beginning Educator Support Team – $30,000. Funded by Arizona Community

Foundation. 1990-97 Collaboration Literacy Intervention Project, with L. Searfoss, $2,000 - $5,000 yearly

for statistical analysis (Tempe Elementary District #3).

Presentations – Literacy – Teacher Education

International Conferences

2004 Enz, B.J. Learning from the Inside Out. New Ways to Teach, New Ways to Learn Conference. University of Cairo, Cairo, Egypt.

2004 Enz, B.J. Management by Personality. New Ways to Teach, New Ways to Learn Conference. Dubai, United Arab Emerence.

2001 - Enz, B.J. Literature and Literacy as Play, Encontra International O Desafio de Lira Escrever. Lisbon, Portugal.

2001 - Enz, B.J. Assessing Children Literacy Development. International Conference on Literacy. Lisbon, Portugal.

National Conferences

2004 Enz, B.J. Supporting Early Language and Literacy Development. Libraries of the Future. Tempe, Az. 2004 Enz, B.J., Effects of Environmental Print Activities on Young Children's Print

Recognition. Association of Childhood Education International. New Orleans, LA. 2004 Enz, B.J., Han, M., Gerard, M., Prior, J. Hanson, C. Real World Print in the Classroom:

Creating Instructional Materials for Meaningful Reading Connections with Young Children".  International Reading Association, Reno, NV.

2004 Enz, B.J.., Christie, J A is for Apple Jacks: How Early Literacy Instruction Can Connect to the Real World. Featured Presentation. International Reading Association, Reno, NV.

2000 – Enz, B., Ramey, C., Stamm, J., & Johnson J. Family Literacy 2000: Implications of Neural-Research on Language and Literacy Development. Pre-conference Institute. Annual Conference International Reading Association, Indianapolis, IN.

State Conferences

2004 Enz, B.J., & Christie, J. A is for Apple Jacks: How Early Literacy Instruction Can Connect to the Real World”ASU Language & Literacy Conference, Tempe, Az.

2004 Enz, B.J. Key note, The A, B, C’s of Early Literacy,. Literacy-Biliteracy Head Start Conference, Phoenix, AZ.

2003 - Enz, B.J. The A, B, C’s of Family Literacy, 12th Annual Celebrate the Young Child. Glendale, Az.

2003 - Enz, B.J., Han, M., Gerard, M., & Prior, J. Connecting Home to School: Instructional Uses of Environmental Print. 33th Annual Reading Conference. Temp, AZ.

2002 - Enz, B.J. ABC’s of Family Literacy. Native American Indian Conference. Mesa, Az. 2001 - Christie, J., Enz, B., Han, M., Gerard, M., & Prior, J. Environmental Print: An

Assessment Instrument and Instructional Activity. 31th Annual Reading Conference. Phoenix,AZ.

1992 - Enz, B. J. & Christie, J. Airplanes, Cars, and Buses: Literacy Learning during Dramatic Play. Arizona Reading Association, Casa Grande, AZ.

1992 - Enz, B. J. & Christie, J. Creating Dramatic Play Centers. ASA/PDK/ADE Winter Conference, Tempe, AZ.

Elizabeth R. HindeAssistant Professor

Elementary Education, College of Teacher Education and LeadershipArizona State University

PO Box 37100Phoenix, AZ 85069-7100

Phone: (602) 543-6317FAX: (602) 543-7052

Email: Elizabeth.hinde@asu.edu

Academic Training Ph.D. in Curriculum and Instruction, 2002; Arizona State University, Tempe, AZ M.Ed. in Elementary Education, 1991; Arizona State University, Tempe, AZ B.A. in Elementary Education, 1983; University of Arizona; Tucson, AZ

Licensing and CertificationArizona Teaching Certificate with Middle School Endorsement (all subjects); Arizona Department of Education (expiration 2006)

PublicationsHinde, E. R., in press. Revisiting curriculum integration: A fresh look at an old idea. The Social Studies.Hinde, E., Osborn Popp, S., Ekiss, G. O., Dorn, R., in press. Literacy learning and geography education. Journal of Geography.Dorn, R. I., Douglass, J., Ekiss, G. O., Trapido-Lurie, B., Comeaux, M., Mings, R., Eden, R., Davis, C., Hinde, E., Ramakrishna, B., in press. Learning geography promotes learning math: Results and implications of Arizona’s geomath grade K-8 program. Journal of Geography.Hinde, E. R., 2004. Winter. School culture and change: An examination of the effects of school culture on the process of change. Essays in Education. 12/22/04. http://www.usca.edu/essays/. Vol. 12.Hinde, E., 2004. Bones of contention: Teaching controversial issues. Social Studies and the Young Learner. 17 (2).Hinde, E., 2003. Reflections on reform: A former teacher looks at school change and the factors that shape it. Teachers College Record. 8/3/03. http://www.tcrecord.org. ID Number 11183.Hinde, E.R., 2003. The tyranny of the test: Elementary teachers’ conceptualizations of the effects of state standards and mandated tests on their practice. Current Issues in Education [On-line], 6(10). Available: http://cie.ed.asu.edu/volume6/number10/.Reprint (2005) in Hargis, J., Introduction to education: An anthology. Iowa: Kendall Hunt Publishing Company.Hinde, E. R., Ekiss, G. O., 2002. GeoLiteracy in Arizona: K-8 reading, writing, and geography. Social Studies and the Young Learner. 15 (2). Hinde, E. R., 2001. The Gift. Educational Leadership. 58 (8).

Professional Experiences 2004-Present Assistant Professor, College of Teacher Education and Leadership; Arizona State University

2002-Present Chief Editor, Arizona GeoMath Project2001-Present Chief Editor, Arizona GeoLiteracy Project

2002-2004 Faculty Associate, Teacher Education Department, Arizona State University East 2003 Faculty Adjunct, Chandler-Gilbert Community College1983-1995 5th and 6th Grade Teacher, Grade Level Chair, Mesa Public Schools

Honors and Awards Distinguished Teaching Achievement Award, National Council for Geographic Education, 2005.

asu.edu/provost/curriculum Page 30

Grant for the Enhancement of Geographic Literacy National Award, National Council for the Social Studies, 2003

Star of Arizona Teaching, Arizona Department of Education, 2003 Graduate Academic Scholarships, 1999, 2000, 2001, 2002

University TeachingGraduateTeaching Social Studies with Literature

Undergraduate and Post-BaccalaureateElementary Social Studies MethodsElementary Science MethodsCultural Diversity in EducationSchooling and Social Context

Selected PresentationsNational Hinde, E. and Ekiss, G. (2004, November). Reading, Writing, and Mapping: GeoLiteracy for K-8 Classrooms.

Session at the National Council for the Social Studies annual conference, Baltimore, MD. Hinde, E. and Ekiss, G. (2004, October). GeoLiteracy Training for 3 rd -8 th Grade Teachers. Invited speaker and

workshop presenter at Central Michigan University. Hinde, E. and Ekiss, G. (2003, November). GeoLiteracy: Integrating Language Arts and Geography for K-8.

Session at the National Council for the Social Studies annual conference, Chicago, IL. McGowan, T., Hinde, E., Ekiss, G., Kuropatkin, J., and Dorn, R. (2002, November). Integrating Geography and

K-8 Language Arts in an Accountability Environment. Session at the National Council for the Social Studies annual conference, Phoenix, AZ.

McGowan, T., Cravath, J., and Hinde, E. (2000, November). Integrated Social Studies in a Non-Integrated World. Session at the National Council for the Social Studies annual conference, San Antonio, TX.

State Hinde, E. and Rees, D. (2005, July). ADDING not Subtracting Geography in the K-8 Classroom. Session at the

Math and Science Academy Standards Academy, Arizona Department of Education, Phoenix, AZ. Hinde, E. (2005, June). GeoLiteracy Lessons for Elementary Classrooms. Presentations at the Arizona

Geographic Alliance GeoLiteracy Workshop for K-8 Teachers, Tempe, AZ. Hinde, E. (2004, October). Teaching Controversial Issues in Controversial Times. Session at the Arizona

Council for the Social Studies annual state conference, Tempe, AZ. Hinde, E., Ekiss, G. (2004, October). ADDING not Subtracting Geography in the K-8 Classroom. Session at the

Arizona Council for the Social Studies annual state conference, Tempe, AZ. Ekiss, G., Hinde, E. (2004, October). ADDING not Subtracting Geography in the K-8 Classroom. Session at

Arizona GeoFest Conference, Tempe, AZ. Hinde, E. (2004, October). The Efficacy of GeoLiteracy: Assessing Student Achievement in Elementary and

Middle School Reading and Geography Instruction. Poster session at the Faculty Research Poster Session, Arizona State University, Phoenix, AZ.

Ekiss, G., Hinde, E. (2004, February). Geo-Nomics: People and $$$. Session at the Arizona Society of Economics Teachers, Mesa, AZ.

Hinde, E., Ekiss, G. (2002-2004) GeoLiteracy Training. Workshops presented to K-8 teachers in Arizona cities: Phoenix, Tempe, Tucson, Chandler, Gilbert, Flagstaff.

Hinde, E. (June, 2003) Standards Room Only. Invited speaker at the Arizona Summer Geography Institute, Tempe, AZ.

Hinde, E., Ekiss, G. (2002, October). Introducing GeoLiteracy! Session at the Arizona Council for the Social Studies annual state conference, Tempe, AZ.

Ekiss, G., Hinde, E. (2002, October). Introducing GeoLiteracy! Session at the Arizona GeoFest annual state conference, Tempe, AZ.

Hinde, E. (June, 2001) Standards Room Only. Invited speaker at the Arizona Summer Geography Institute, Tempe, AZ.

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Hinde, E. (February, 2001) The Articulation of Social Studies Standards at the District Level. Invited speaker at the Arizona Social Studies Standards Symposium, Tempe, AZ.

Research ExperiencesGrants and Funded ProjectsHanson, C., Hinde, E., & Zambo, R. (funded May 2005) Arizona Classrooms of Tomorrow Today: Technology in

the Content Areas. Arizona Board of Regents ($59,996).Dorn, R., Ekiss, G., & Hinde, E. (funded September 2004) Efficacy of GeoLiteracy: Assessing Student Achievement

in Elementary and Middle School Reading and Geography Instruction. National Geographic Society Education Foundation ($173,378)

Dorn, R., Ekiss, G., & Hinde, E. (funded November 2004) GeoLiteracy Workshops in Arizona’s Underserved Schools and Districts. National Council for the Social Studies and George F. Cram Co. ($2500)

Other ProjectsHinde, E. (2002) Switching Classes: Teachers’ Conceptualizations of Change.

Selected Service ExperiencesScholarly and Community Service2005 Invited participant, R. Freeman Butts Institute on Civic Education for Teacher Educators,

Indianapolis, IN2005 Treasurer, Arizona Council for the Social Studies2003-present Arizona Social Studies Standards Revision Committee, Arizona Department of Education2003-present Elementary Social Studies Teacher of the Year Selection Committee, National Council for the

Social Studies2003 Consultant, Arizona Historical Society Museum, Tempe, AZ2003 President, Arizona Council for the Social Studies2002 Vice-President, Arizona Council for the Social Studies2002 Participant, Social Studies Leadership Institute, Washington, DC2000-present Teacher Consultant, Arizona Geographic Alliance

Professional AssociationsMember, National Council for the Social StudiesMember and Board Member, Arizona Council for the Social StudiesMember, Arizona Geographic AllianceMember, National Geographic SocietyMember, Arizona Council on Economic EducationMember, National Council on History EducationMember, Association of Curriculum Development and SupervisionMember, American Educational Research Association

University Service2005 - 2007 Senator, Arizona State University at the West Campus Academic Senate2005 – 2006 Member, College of Teacher Education and Leadership Student Issues Committee, Arizona State

University at the West campus2002-2003 Arizona State University East Advisory Council2003 NCLB action group at Arizona State University East2003 Best Practices action group at Arizona State University East2003 Arizona State University East Teacher Education Student Teacher Scholarship Committee

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ELIZABETH M. LARSON-KEAGY, PhDCURRICULUM VITAE & WORK HISTORY

Address:2130 E. La Donna DriveTempe, AZ 85283(480) 820-3137 phone/fax (home)Elizabeth.Larson-Keagy@asu.edu

EDUCATIONAL BACKGROUND and DEGREES1991 Ph.D. in Geography at the University of Wisconsin-Milwaukee, focus on Latin American Social

Geography. Dissertation: Nicaraguan Refugee Absorption in Costa Rica, 1980-1990: A Structurationist Perspective.

1986 M.A. Louisiana State University at Baton Rouge, Latin American Studies with major focus in Geography, minor in History. Thesis: Population Change in Quintana Roo, Mexico: Pioneer Settlement of Cancun.

1980-81 Year Abroad at the Universidad de Las Americas, Cholula, Puebla, Mexico1983 B.A. University of Wisconsin - Green Bay, Humanistic Studies - co-majors in Spanish Language

and Literature, and History, minor in International Studies

TEACHING POSITIONS and COURSES TAUGHT2003 – Current – Instructor, Department of Geography, Arizona State University (ASU) - GCU-350 –

Geography of World Crisis, GCU-361 – Urban Geography, GCU-328 – Geography of the Middle East and North Africa, GCU-323 - Geography of Latin America, GCU-121 – World Regional Geography, GCU-102 Human Geography, 424 – Geography of Middle America

2002 – May – China Study Abroad/Service Learning Program, faculty co-coordinator and group leader, for Mesa Community College/City of Mesa Sister Cities at Kaiping & Jiangmen, Guangdong Province, China

2000 – Summer – MLS-599 Civil Society and Place, NAU’s Masters of Liberal Studies Program; Fall – MLS-602 Community, Values, and Technology

1996 - 2004 - Adjunct Faculty in Geography at Mesa Community College, Mesa, Arizona, courses taught: GCU-121 & 122 - World Regional Geography: Eastern Hemisphere / Western Hemisphere; GCU-102 – Human Geography; GCU-221 – Geography of Arizona

1996 - 1997 - Adjunct Faculty in Spanish at Rio Salado Community College, Tempe, Arizona, courses taught: SP-115 & 116 - Conversational Spanish & 202 - Spanish Grammar

1995 - Instructor - English and Life Skills at Unlimited Potential (program for minority women) Phx.1994-1995 – Fall – Spanish Language and Culture (non-credit) at University of Wisconsin Center-Barron

County, Rice Lake, Wisconsin1993-1994 - Visiting Assistant Professor of Geography at St. Norbert College, DePere, Wisconsin,

courses taught: 120 - Physical Geography, 140 World Regional, and 225 - Social Geography1991-1993 – Temporary Assistant Professor of Geography at Central Michigan Univ., Mt. Pleasant, MI,

courses taught: 120 - Environmental Geography, 323 - Advanced Cultural Geography, and 373 - Latin American Geography

1990-1991 - Instructor in the Geography Department at CMU, courses taught: 120 - Environmental Geography, and 575A - Refugees: The Geography of Exile

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PUBLICATIONSSAFE Connections through Community Colleges, available only on CD, editor, publication of

Community College National Center for Community Engagement, October, 2005Community Awareness Enhances the Quality of Life, available only on CD, editor,

publication of Community College National Center for Community Engagement, October, 2004These White Walls: The Dialectic of Retirement Communities, with Kevin McHugh,

forthcoming in Journal of Aging Studies, summer 2005.We Are All Related: Service Learning, Civic Engagement, and Connectedness, editor, publication of

Community College National Center for Community Engagement, October, 2003Global Civic Engagement: Building an Ethic of Commitment to Service through Human

Geography, Journal for Civic Commitment, issue #1, 2003Through Whose Eyes: Service-Learning and Civic Engagement from Culturally Diverse

Perspectives, editor, publication of Campus Compact National Center for Community Colleges, October 2002

Arizona September 11th Community Conversations: A Resource for Librarians and Teachers, editor, publication of the Arizona Humanities Council, March, 2002

Scottsdale Meets Citizens Where They Live, for The New Public Innovator: The Official Publication for the Alliance for Redesigning Government, Spring, ‘99

Articles on “Voices from Communities in Transition,” in Arizona Insight, quarterly newsletter of the Arizona Humanities Council, 1995-1997.

Through the Eyes of the Media: Perceptions of Nicaraguan Refugees in Costa Rica in the 1980s, Conference of Latin Americanist Geographers' CLAG Yearbook, 1995.

Nicaraguan Refugees in Costa Rica from 1980-1990, Conference of Latin Americanist Geographers CLAG Yearbook, 1993.

Costa Rican Government Policy Modifications Regarding Refugee Employment and Integration, 1980-1990, International Journal of Refugee Law, Fall, 1992.

XVI Century Perceptions of Latin America: Civil or Savage? A curriculum video produced by the Center for Latin America, UW-Milwaukee, July 1988.

GRANTS and AWARDS2002 – October – 12th Annual Distinguished Public Scholar Award from the Arizona Humanities Council2002 – May – Outstanding Adjunct Faculty of the Year at Mesa Community College1998 – August – 3CMA (Connect, Communicate, Celebrate Marketing Association) Savvy

Communications Award of Excellence for “Scottsdale Voices: Community Visioning Process.” 1998 – June – City Hall Communications Award of Merit for “Scottsdale Voices: Strengthening the

Quality of Community Dialogue.” 1997 - September - Helen and Martin Schwartz Prize for Excellence in Public Programming, awarded

annually by the NEH, for “Voices from Communities in Transition,” conducted by the Arizona Humanities Council, through a grant funded by the NEH.

1993 - January - CMU's Faculty Research and Creative Endeavors (FRCE) Award for Premier Display at the AAG Meeting in Atlanta, Georgia for paper: "Absence of Place: Identity, Values, Readjustment, and Integration of Nicaraguan Refugees in Costa Rica."

1993 - January - CMU's Faculty Research and Creative Endeavors (FRCE) Award for Research on “Nations within Us: Perceptions of Homeland among Exiled Latinas”

1992 - October - CMU's Faculty Teaching and Program Development Award for Premier Display (FTPD) in Atlanta, Georgia for the Southern Historical Association meeting, for "Some Things Never Change: Perception, Reality, and 500 Years of the Encounter”

1991 - November - CMU's Faculty Research and Creative Endeavors award for Premier Display (FRCE) at the AAG conference in San Diego, California for paper: "Nations within Us: Perceptions of Homeland among Exiled Latinas”

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1991 - September – Grant for "Geography, Ecology and Economic Development in the Dominican Republic," Partners of the Americas and the Michigan Geographic Alliance (co-authored with Michael Libbee and Virginia Wazny)

1985 - Organizational Relief Fund Foreign Country Travel Grant, Louisiana State University (LSU)1985 - Latin American Studies Travel Grant, Louisiana State University (LSU)

PROFESSIONAL TRAINING, SYMPOSIA and WORKSHOPS Feb, 2006, Latin America GeoTour for the Arizona Geographic Alliance – presentation on Human Rights

in Latin AmericaJune, 2005, Keynote Speaker - Local to Global Perspectives on Civic Engagement, Service Learning, and

Community, at Howard Community College, Columbia, Maryland, for Learn and Serve America.June, 2005, Workshop on Reflection for state-wide conference on service learning at Howard Community

College, Columbia, Maryland, for Learn and Serve America.October, 2004, Arizona Geographic Alliance presenter – presentation on Arizona’s Changing

DemographyMarch, 2004, Keynote speaker for the Arizona Library Association – presentation on Arizona’s Changing

DemographyNovember, 2001, Participacion Ciudadana: El Motor del Desarrollo Local (Citizen Participation: Motor

of Local Development) for the International City Managers Association (ICMA-Mexico City), November, 2001, Mexico City, Mexico.

December, 1999, Communities in Transition or Transitioning into Community?, for the Seniors Industries Conference, Mesa, Arizona.

May, 1999, “Scottsdale Voices as a Model for Active Citizen Participation,” at the National Conference on Peacemaking and Conflict Resolution, Phoenix, Arizona.

October, 1998, Presenter on “Scottsdale Voices and Public Engagement,” for IAP2 (International Association of Public Participation Practitioners) Western Division Conference, Tempe, AZ

July, 1998, Presenter on Kettering Foundation’s ‘National Issues Forums’ and ‘Governing America’ for ACMA’s (Arizona City/County Management Association) Summer Workshop, “Governance Issues in the New Century.”

May, 1998, Presenter on “Scottsdale Voices: Public Dialogue Program,” for “The Grass IS Greener – Successful Grassroots Campaigns” for the PRSA - (Public Relations Society of America) Western District Conference, Tempe, AZ

October, 1996 –Arizona Council for the Social Studies, Tempe, Arizona, presented “Identity and Values in the School Community.”

COMMUNITY SERVICETalks presented for the Arizona Humanities Council Speakers Bureau – presentations on Arab-

Americans, Cultural Geography of Afghanistan, and Arizona’s Changing Demography – several per year throughout Arizona

Talk on Arab-Americans before and after 9-11, at Grandview Terrace, Sun City West, May, 2005Talks on Afghanistan, and A Westerner’s Perspective of the Geography of China, at Wu Yi University,

Jiangmen, Guangdong, China, May, 2002Facilitator for One Book Arizona, sponsored by the Maricopa County Library Council, the Arizona

Humanities Council, Arizona State Library; Perennial Books, and the Arizona Republic. Lead two book discussions in Guadalupe and Mesa around the book Animal Dreams, by Barbara Kingsolver, April, 2002.

Humanities Scholar for Cultural Geography of Afghanistan, and American-Arabs in the Aftermath of September 11th, for the Arizona September 11th Community Conversations, for the Arizona Humanities Council, November, 01 – March, 02; delivered 9 talks throughout Arizona between November, 2001 and March, 2002 on Afghanistan, and on Arab-Americans.

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Talk on Afghanistan: Geography and Humanitarian Situation, with Steve Bass and Lara Merriam, Mesa Community College, October 11, 2001

Presentation on Afghanistan: Geography, Politics and Humanitarian Situation, with Steve Bass, Lara Merriam, and Brian Dille, Mesa Unified School District, November, 2001

Scholar/Speaker for “The Role of the Citizen in American Democracy,” Teacher-Training Summer Institute sponsored by the Center for Civic Education and the Arizona Bar Foundation’s Law-Related Education, Flagstaff, AZ, July, 2001

Humanities Scholar for, Stories of Love, Life, and Work: A Bilingual Book Discussion Series, funded by Human Pursuits: The Western Humanities Division, and the National Endowment for the Humanities, Desert Sage Public Library, Phoenix, AZ. March-July, 2001

District Coordinator (AZ-CD5) for We the People…the Citizen and the Constitution funded by the Arizona Bar Foundation and the Center for Civic Education 2000 – May, 2002.

Judge, for We the People…the Citizen and the Constitution, National High School Competition, Washington, D.C., May, 2000

Judge, for Project Citizen, Middle School Competition, sponsored by the Arizona Bar Foundation and the Center for Civic Education, April, 2000

Speaker, for Phoenix Public Library Luncheon Series, on Healing Choices, March 2000Speaker on Diversity for ASU's School of Business, Diversity in the Workplace 2000, conference, Feb.

2000Moderator for Panel Discussion on Diversity for Volunteers Plus, Inc. of Scottsdale, Arizona, February

2000Judge for “We the People: The Citizen and the Constitution State-level high school student competition

sponsored by the Arizona Bar Association, January 2000Humanities Scholar, for “Building Civil Society through Deliberative Dialogue,” Showlow City Hall,

Showlow, Arizona, July 1999Scholar/Speaker for “We the People…the Citizen and the Constitution,” teacher-training Summer

Institute sponsored by the Arizona Bar Foundation and the Arizona Humanities Council, July, 1999Speaker on Leadership for the Arizona Asian American Association, April 1999Speaker on Trusting Across Barriers (cross-cultural communication) for Scottsdale Healthcare's Nurses

Training, March 1999

CIVIC ENGAGEMENT PROGRAMS DESIGNED & IMPLEMENTED for the CITY OF SCOTTSDALE, 1997 – 2000:

“Cross Cultural Communication Series - for the City of Scottsdale’s Office of Diversity and Dialogue “Scottsdale Voices Community Conversations,” a civic engagement / public participation program “Scottsdale Voices Public Dialogues,” Public Talk & Roundtable Sessions:

“The Role of Citizens: Rights and Responsibilities,” April 1998 “Scottsdale’s Sense of Place: Building a ‘Knowable’ City,” October, 1998

“Traffic Talks,” with the Transportation Department and the Transportation Commission for the City of Scottsdale, Fall, 1998.

“Character Area Conversations,” with the City of Scottsdale’s Community Planning Department, Winter, 1998.

LANGUAGES Spanish: fluent in reading, writing, speaking

TRANSLATIONS1995 - Litton Electronic Devices, Cuarto limpio - reglas y regulaciones (Clean Room Rules and

Regulations)

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1995 - California Angels, El “Dugout,” “On Deck Circle,” “Batter’s Box”... Pensamientos para la primera base, segunda base, y tercera base... (The Dugout, On Deck Circle, Batter’s Box... thoughts for first base, second base, third base)

SPECIAL INTERESTSCultural Geography; Diversity; Civic Engagement; Study Abroad; Service Learning

OVERSEAS RESEARCH, TRAVEL, and WORK EXPERIENCE2005, Egypt and Jordan to gain perspective on a world region I teach, yet had not previously visited2004, Mexico, Interpreter for Flying Samaritans (Phx Branch) medical personnel2004, U.S. Virgin Islands, St. Thomas and St. Croix; Puerto Rico, for Community College National

Center for Community Engagement, Service Learning Workshops2003, Peru, South America2002, China & Hong Kong for Mesa Community College & City of Mesa, Service Learning and Study

Abroad Programs2001, Mexico City for the IMMAC Conference for Mexican Mayors on behalf of the International City

Managers Association (ICMA), consultant/speaker1999, September, Zapotlanejo, Mexico with International City Managers Association / City of Scottsdale

Partnership to train Zapotlanejo city staff in citizen participation methods1994, March, election monitor in El Salvador1993, Summer, field research in Costa Rica, Nicaragua, El Salvador, Guatemala, and Chiapas,

Mexico, interviews conducted with refugee and repatriated women1992, September, fieldtrip / workshop for Geographic Alliance K-12 teachers, Dominican Republic1992, August, planning for teacher fieldtrip during National Council on Geographic Education (NCGE)

Conference in the Dominican Republic1992, March, site visit to language institute in Merida, Venezuela1991, summer, site visits to cooperating institutions (Study Abroad) in England and Scotland1990, summer, field research in Costa Rica1989, summer-fall, Dissertation field research in Costa Rica1986, January, research in Honduras, research on dooryard gardens in Masca, a Garifuna village1984-85, December-January, research in Quintana Roo, Mexico for M.A. thesis 1982, January, research trip to the Dominican Republic, research on the rural poor women1980-81, Academic year in Cholula, Puebla, Mexico1980, January, University of Wisconsin - Green Bay study program in the Yucatan, Mexico

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Lukinbeal, L. Christopher., Ph.D.Assistant Professor, School of Geographical Sciences

Arizona State Universityemail: lukinbeal@asu.edu, Tel: 480-727-8198, Fax: 480-965-8313

a. Professional PreparationCalifornia State University, Hayward Geography Bachelor of Science 1992

California State University, Hayward Geography Master of Arts 1995

San Diego State University & University of California, Santa Barbara

Geography Ph.D. 2000

b. Appointments2003-Present Assistant Professor, Department of Geography Arizona State University2000-2003 Assistant Professor, Department of Geography Southern Connecticut State University

c. Publications Runaway Hollywood: Cold Mountain Romania. Erdkunde. 2006. Film Geography: A new subfield. In, Mainzer Geographische Schriften. (w/Stefan Zimmermann).

2006. Cinematic Landscapes. Journal of Cultural Geography 23(1): 3-22. 2005. The Map That Precedes The Territory: An Introduction To Essays In Cinematic Geography.

GeoJournal 59 (4): 247-251. 2004. The Rise of Regional Film Production Centers in North America, 1984-1997. GeoJournal 59 (4):

307-321. 2004 . Teaching Historical Geographies of American Film Production. Journal of Geography 101, 250-

260. 2002. Towards a Holistic Approach to Geographic Research on Film. Progress in Human Geography

21, 33-50. 1997. (w/ Christina Kennedy). Visual Search Process and the Multivariate Point Symbol. Cartographica 34, 19-33. 1997. (w/

Elizabeth Nelson, David Dow, Ray Farley). Suburban Landscapes of the East Bay. California Geographer 32, 77-93. 1992. (w/ Christina

Kennedy).

d. Synergistic Activities Co-Principal Investigator for ASU. Comparative Civic and Place Engagement in Three Latino

Enclave Neighborhoods in Transition. Human and Social Dynamics, National Science Foundation, 2005-2007. Total Granted: $600,000; $198,947 for ASU.

Co- Principal Investigator. Interpreting America’s Historic Places: Nature, Culture, and History at the Grand Canyon. National Endowment for the Humanities: Interpreting America’s Historic Places Planning Grant. $44,775.

Principal Investigator for Tri-University Proposal. Mediated Geographies: Critical Pedagogy and Geographic Education. Arizona Board of Regents. Learner Centered Education Grant. Tri-University (ASU, UofA, NAU). $96,569; $33,000 for ASU.

Co-Principal Investigator. The First Step Towards an Integrated Arizona/Sonora Transborder GIS: Land Use and Land Cover Data Development. Southwest Consortium for Environmental Research and Policy Grant. $79,468.

Co-Principal Investigator. Incorporating Historical GIS into the Study of History and Geography at ASU. Quality of Instruction Grant. College of Liberal Arts and Science, ASU, 2005-2006. $11,286.

Created a GIS education outreach program to a local inner city High School in New Haven, Connecticut. This outreach program required each SCSU student to create and implement a lesson plan related to geographic education standards and GIS techniques.

Journal of Geography Award for Best Content Article for "Teaching Historical Geographies of American Film Production" Volume 101 (6): 250-260, Nov/Dec 2002.

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e. Collaborators and Other Affiliations(i) Collaborators

1. Damian Fernandez, Cuban Research Institute at Florida International University2. Patricia Price, Cuban Research Institute at Florida International University3. Maria de Los Angeles Torres, Political Science, DePaul University4. Timothy Ready, Institute for Latino Studies, University of Notre Dame5. Paul Hirt, Department of History, Arizona State University 6. Daniel Arreola, Department of Geography, Arizona State University7. Richard Aspinall, Department of Geography at Arizona State University8. Eric Keys, Assistant Department of Geography at Arizona State University

(ii) Graduate and Postdoctoral Advisors1. Stuart Aitken, Ph.D. Professor of Geography, Department of Geography, San Diego State

University (1987-Present).2. Keith Clarke, Ph.D. Professor of Geography, Department of Geography, University of California,

Santa Barbara (1996-Present).3. Christina Kennedy, Ph.D. Associate Professor, Department of Geography and Public Planning,

Northern Arizona University (1995-Present).4. Larry Ford, Ph.D. Professor of Geography, Department of Geography, San Diego State

University (1971-Present).5. Jim Proctor, Ph.D. Associate Professor, Department of Geography, University of California,

Santa Barbara (1992-Present).

(iii) Thesis Advisor and Postgraduate-Scholar Sponsor John Finn PhD, Ann Fletchall PhD (co-chair), Cayla Buell MA, Natalie Lopez MA, Jennifer Peters MA, Drew Lucio MA, Jason Ross MA. Stacey Brandt MASGIS (co-chair), Dianne Yunker MASGIS (co-chair), Michael Tschudi MASGIS (co-chair), Josh Statzer MASGIS (co-chair), Josh Stroessner MASGIS (co-chair), Christopher Seck MASGIS (co-chair), Jason Ramsey MASGIS (co-chair), Brian McGuire MASGIS (co-chair), Lu Luis MASGIS (co-chair), Todd Lovstrom MASGIS (co-chair), Ruth Jensen MASGIS (co-chair), Joseph Gregory MASGIS (co-chair), Justin Goering MASGIS (co-chair), Allison Glinka MASGIS (co-chair), Banchana Ghimire MASGIS (co-chair), Philip Gershkovich MASGIS (co-chair), Benjamin Coker MASGIS (co-chair), Jeffrey Brissette MASGIS (co-chair), Wynette Arviso MASGIS (co-chair), Gregory Beard MASGIS (co-chair), Sophia Beym MASGIS (co-chair), Daniel Burk MASGIS (co-chair), Christian Christensen MASGIS (co-chair), Timothy Colman MASGIS (co-chair), David Dodds MASGIS (co-chair), Shawny Ekadis MASGIS (co-chair), Brent Figura MASGIS (co-chair), Patrick Gorman MASGIS (co-chair), Julie Heckler MASGIS (co-chair), Timothy Johnson MASGIS (co-chair), Adam Kelker MASGIS (co-chair), Jeannette Kobbeman MASGIS (co-chair), Brent Kober MASGIS (co-chair), Zachary Ricketts MASGIS (co-chair), Garrett Topham MASGIS (co-chair), Tom Tyndall MASGIS (co-chair), Richard Whittaker MASGIS (co-chair),

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J. Duncan Shaeffer

Lecturer and Undergraduate Advisor, Department of Geography, Arizona State University

P.O. Box 870104, Tempe, AZ 85287-0104(480) 965-3652; (480) 965-7533 (dept.); (480) 965-8313 (fax)

shaeffer@asu.edu

Professional Standings

2001-present Lecturer (Multi-year) and Undergraduate Advisor, Department of Geography, Arizona State University, Tempe, AZ.

2000-2001 Lecturer (One-year), Department of Geography, Arizona State University, Tempe, AZ.

1998-2000 Faculty Associate, Department of Geography, Arizona State University, Tempe, AZ.

1992-2000 Adjunct Faculty, Maricopa County Community College District, Glendale, Mesa, Phoenix, and Scottsdale, AZ.

Education

2001 Ph.D., Geography, Arizona State University. Dissertation: "Town Promotion in the Nonmetropolitan Southwest: A Typology Applicable to

Other Regions," 203 pp.

1992 M.A., Geography, Arizona State University. Thesis: "Land Acquisition by Hispanos in Northeastern New Mexico Through the Use of the

Homestead Act," 237 pp.

1990 B.S., Geography and History (double major), Brigham Young University, Provo, UT. Utah certificate in Secondary Education.

Teaching Experience

2001 - present Lecturer (Multi-Year), Department of Geography, Arizona State University, Tempe, AZ. Currently teaching World Regional Geography, Geography of Europe,

Geography of Arizona and the Southwest, and Orientation to Geography. Have supervised individualized instruction courses and served on undergraduate honor’s theses committees.

2000 - 2001 Lecturer (One-Year), Department of Geography, Arizona State University, Tempe, AZ. Taught World Regional Geography, Geography of Europe, and

Geography of Asia.

1998 - 2000 Faculty Associate, Department of Geography, Arizona State University, Tempe, AZ. Taught World Regional Geography and Introduction to Human Geography.

1998 - 2000 Adjunct Faculty, Social and Behavioral Sciences Division,

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Scottsdale Community College, Scottsdale, AZ. Taught World Regional Geography and Introduction to Human Geography.

1996 - 2000 Adjunct Faculty, Cultural Science Department, Mesa Community College, Mesa, AZ. Taught World Regional Geography.

1994 - 1996 Adjunct Faculty, Honors and Classical Studies Programs, Phoenix College, Phoenix, AZ. Taught World Regional Geography mainly to students in the college's

Honors and Classical Studies Programs.

1993 - 1994 Adjunct Faculty, Social Science Department, Glendale Community College, Glendale, AZ. Taught World Regional Geography and Introduction to Physical Geography (lecture and lab).

1992 Adjunct Faculty, Department of Social and Behavioral Sciences,

Paradise Valley Community College, Phoenix, AZ. Taught Introduction to Physical Geography (lecture and lab).

1991 Interim Instructor, Department of Geography, Arizona State University, Tempe, AZ. Taught World Regional Geography in addition to Teaching Assistant

responsibilities.

1990 - 1992 Teaching Assistant, Department of Geography, Arizona State University, Tempe, AZ. Assisted professors in the following

courses: World Regional Geography, Urban Geography, and Cities of the World.

1990 Student Teacher, Lakeridge Junior High School, Orem, UT. Taught World Geography and U.S. History to 8th and 9th graders as part of Brigham Young University's

secondary education program and in partial fulfillment of Utah certificate requirements.

Departmental Service

2002 - present Undergraduate Advisor, Department of Geography, Arizona State University. Major responsibilities include advising and consulting undergraduate geography

majors, minors, inter-disciplinary students with geography interests, as well as many other students. Also taught the Orientation to Geography class for the department.

2003 – present Academic Senator, Arizona State University, Tempe, AZ. Served as the Department of Geography's representative on the university-wide Academic Senate (a

faculty governance body).

2001 - 2002 Associate Undergraduate Advisor, Department of Geography, Arizona State University. Assisted with advising undergraduate geography majors and other students. Also helped team-teach the Orientation to Geography class for the department.

2000 - present Member, Undergraduate Committee, Department of Geography, Arizona State University. Working on several fronts to boost enrollment in the department's

undergraduate courses. 2004-2005 served as faculty secretary (took minutes at faculty meetings.)

2001 - present Member, Affirmative Action Committee, Department of Geography, Arizona State University. Received Affirmative Action Training in the Fall of

2001 & the Fall of 2003. 2004-2005 served as the Affirmative Action representative on a search committee (faculty position in the department).

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2001 - 2004 Forum Organizer, Department of Geography, Arizona State University. Organized the department's forums for the Fall 2001, Spring 2003, and Spring 2004 semesters.

2000 - present One of the Departmental Representatives at the annual meetings of the Arizona Geographers held respectively at Morenci, Prescott, Benson, Grand Canyon, and Bullhead

City, AZ.

Presentations and Publications

2005 “Spying Europe: A Sense of Place & a Sense of Time in the European Landscape as Portrayed Through the Novels of Alan Furst.” Presentation at the 101st Annual

Meeting of the Association of American Geographers, Denver, CO.

2004 "America's Longest Stretch of Graffiti: Roadside Folk Art in California's Mojave Desert." Yearbook, Association of Pacific Coast Geographers 66: 207.

2003 "America's Longest Stretch of Graffiti: Roadside Folk Art in California's Mojave Desert." Presentation at the 66th Annual Meeting of the Association of Pacific Coast

Geographers, Portland, OR.

2002 "Evidence of Town Rivalry: Place-Promoting Billboards Along the Interstate." Yearbook, Association of Pacific Coast

Geographers 64: 214-215.

2002 "Creating Distinction: Town Slogans of the Southwest." Presentation at the 98th Annual Meeting of the Association of

American Geographers, Los Angeles, CA.

2001 "Southwestern Community Promotion: Differences Between Town Types." Yearbook, Association of Pacific Coast Geographers 63: 203.

2001 "Evidence of Town Rivalry: Place-Promoting Billboards Along the Interstate." Presentation at the 64th Annual Meeting of the

Association of Pacific Coast Geographers, Santa Barbara, CA.

2001 "Town Promotion in the Nonmetropolitan Southwest: A Typology Applicable to Other Regions," 203 pp. Ph.D. dissertation, Geography, Arizona State University, Tempe, AZ.

2000 "Southwestern Community Promotion." Invited presentation at the K-12 geography teacher's conference, Arizona Geographic Alliance, Tempe, AZ.

2000 "Southwestern Community Promotion: Differences Between Town Types." Presentation at the 63rd Annual Meeting of the Association of Pacific Coast Geographers, Arcata, CA.

1997 Review of Registered Places in New Mexico: The Land of Enchantment by Cotton Mather and George F. Thompson

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(Mesilla, NM: New Mexico Geographical Society, 1995). In Journal of Historical Geography 23: 244.

1997 "Unintentional Attempt at Core Area Expansion: Hispano Homesteading in Northeastern New Mexico." Presentation at the 39th Annual Conference of the Western Social Science Association, Albuquerque, NM, Abstracts, p. 216.

1997 "Influence of Place Promotion on Community Identity in the Southwest." Presentation at the 93rd Annual Meeting of the

Association of American Geographers, Ft. Worth, TX, Abstracts,p. 238.

1996 "Community Promotion and the Changing Geographic Images of the Southwest." Presentation at the 4th Annual Graduate Student

Exposition, Arizona State University, Tempe, AZ.

1995 "Suburban Image Projection: Place Promotion of Selected Communities in the Phoenix Metropolitan Area, World War II to the Present." Presentation at the

Annual Meeting of the Southwest Division, Association of American Geographers, Las Cruces, NM.

1994 "An Hispano Attempt at Expansion: Homesteading in Northeastern New Mexico." Presentation at the 90th Annual Meeting of the Association of

American Geographers, San Francisco, CA, Abstracts, p. 343.

1992 "Land Acquisition by Hispanos in Northeastern New Mexico Through the Use of the Homestead Act", 237 pp. M.A. thesis, Geography, Arizona State University, Tempe, AZ.

1992 "Hispano Expansion and the Homestead Act in Northeastern New Mexico, 1875-1934." Presentation at the 68th Annual Meeting of the Southwestern and Rocky

Mountain Division, American Association for the Advancement of Science, Tucson, AZ, Proceedings, pp. 43-44.

Grants and Honors

2006 Distinguished Teaching Award for Lecturer, College of Liberal Arts and Sciences, Arizona State University, Tempe, AZ.

2005 Nominated for Excellence in Advising Award, College of Liberal Arts and Sciences, Arizona State University, Tempe, AZ.

2004 Honored for "Truly Making a Difference" in the lives of students at the Student Affairs 15th Annual Student Tribute to Faculty and

Academic Professionals, Arizona State University, Tempe, AZ.

2000 Graduate College Travel Grant, Arizona State University, Tempe,AZ. $232 for travel costs to the APCG meeting in Arcata, CA.

1997 Graduate College Travel Grant, Arizona State University, Tempe, AZ. $141 for travel costs to the AAG meeting in Ft. Worth, TX.

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1996 Honors Faculty Service Award, Maricopa County Community College District, Tempe, AZ.

1995 Graduate Research Support Program Grant, sponsored by the Office of the Vice President for Research, Arizona State University, Tempe, AZ. $500 for dissertation research.

1995-1997 Member, The Honor Society of Phi Kappa Phi, Chapter at Arizona State University, Tempe, AZ.

1987 Dean's List, College of Family, Home, & Social Sciences, Brigham Young University, Provo, UT. Only geography major to make the list for the Fall 1987 semester.

Additional Professional Duties and Activities

2005 Program Committee Chair and Session Chair of the 68th Annual Meeting, Association of Pacific Coast Geographers, Phoenix, AZ.

2005 Task Force Member, ART (ASU Retention Tool), Arizona State Univeristy, Tempe, AZ.

2005 Academic Advisor for various sessions of Freshman Orientation, College of Liberal Arts and Sciences, Arizona State University, Tempe, AZ.

2004 Distinguished Educator, Air Force ROTC Distinguished Educators Visit, San Antonio, TX.

2003 Participant, Symposium on World Regional Geography instruction, Key West, FL.

2002 - 2004 Reviewer of 4 different World Regional Geography textbooks (with invitations to write several more reviews).

2002 Participant in "Rookie Camp," a seminar on active learning for new faculty at Arizona State University.

2001 - 2003 Geography Consultant for a private company creating new audio guides of the American Southwest for automobile tours, Chandler,

AZ.

2001; 2003 Travel to Europe (great help to my Geography of Europe classes).

2000 Student Volunteer and Session Chair, APCG Annual Meeting, Arcata, CA.

1996 - 1997 Peer Reviewer, Graduate Student Research Grant proposals, Graduate Research Support Program, sponsored by the Office of the Vice

President for Research and the Graduate College, Arizona State University.

1995 - present Member, Association of Pacific Coast Geographers.

1995 - 1997 Member, Association of American Geographers.

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1995 - present Arizona Community College Regular Teaching Certificate. Teaching fields: Geography and history. Issued by the State Board of Directors for Community Colleges

of Arizona. Valid for life.

1993 - 1995 Arizona Community College Provisional Teaching Certificate. Teaching fields: Geography and History. Issued by the State Board of Directors for Community

Colleges of Arizona.

1990 - 1994 Utah Secondary Education Teaching Certificate. Teaching fields: Geography and History. Issued by the Utah Department of

Education.

Community Outreach and Service

1996 - 2000 Moderator and volunteer, Arizona Geography Bee (both local and state competitions), Tempe and Mesa AZ.

2000 - 2002 Assistant on various Arizona Geographic Alliance projects, Tempe, AZ.

2000 - 2001 Volunteer, Earth Science Days--a community science fair held atArizona State University.

1990 - 1991 President, Arizona State University Chapter of Gamma Theta Upsilon, Geographical Honor Society, Tempe, AZ. Organized field trips and meetings for geography

majors and others interested in geography.

1988 - 1989 Treasurer, Brigham Young University Chapter of Gamma Theta Upsilon, Geographical Honor Society, Provo, UT.

1992 - 2004 Community Leader and Advisor, Boy Scouts of America, Tempe, AZ. Organizer and conductor of service projects, career

preparation activities, and recreational events for youth.

1996 - 2001 Leader, church group service organizations, Tempe and Mesa, AZ. Organizer and led service, teaching, and recreational activities.

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