Gearing up for a Cartographic CUFA

Fall 2015 has been a great semester so far. I’ve taught two seminars that accompany our students’ practicum experience (one class on “Framing Social Studies” the other on “Observing Social Studies”) and have made some solid strides with my dissertation. Working with smart and engaged preservice teachers, while also writing *lots* about topics that excite me has been really fulfilling as a teacher and a scholar.

Tomorrow, I’m headed to New Orleans for CUFA 2015. Although the name may not indicate as such, CUFA (College & University Faculty Assembly) is the annual gathering of social studies nerds researchers. This year, it seems as though my conference participation is all about mapping – a part of a methods symposium/workshop where I’ll talk about using mapping as a research method, a paper presentation on mapping as pedagogy, and finally, a paper presentation that puts complexity theory to work to think about teacher education practices, while employing systems mapping! What can I say, you can take the girl out of the geography department, but you can’t take the critical geography theoretical/methodological stance out of the girl…

I am excited to talk about these topics and exchange ideas with social studies researchers and practitioners from all over North America. If you’re a fellow CUFAian, I hope you’ll have the chance to come share the joy of mapping with me for one of the following presentations, or perhaps take sometime before/after CUFA to grab some beignets.

Presentation 1: 

Screen Shot 2015-11-09 at 12.22.43 PM

Presentation 2: 

Date: Thursday, November 12

Time: 3.30 PM – 4.45 PM

Location: R05
Session Title:
Paper: Walking, Photographing, And Mapping: A Method For The Teaching And Learning Of Geography – Now Titled: Making Maps, Not Tracings in (Geography) Teacher Education

Presentation 3: 
Date: Thursday, November 12
Time: 3:30 – 4:45pm
Location: R03
Session Title: Clinical Experiences in Teacher Education
Paper Title: Three-minute Video Annotations: Complexity In Clinical Social Studies Teacher Education

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