Session+Descriptions

KEYNOTE ADDRESS RU Being Human? Behold the Refugee

Andrew J. Morikawa Community Nonprofit Facilitator media type="custom" key="29279871" For more than thirty years, Andy has provided leadership for community building and engagement work, primarily in small town, rural Appalachian communities. He served as executive director of New River Community Action 1981-1988. During that time he helped lead the establishment of New River Valley Habitat for Humanity, the Free Clinic of the New River Valley, and the SHARE food distribution program. Each of these initiatives was community-based and community-supported. Each integrated self-help strategies to serve families and communities in need. Each succeeded by engaging a broad, diverse cross section of community. From 1988 to 1996 Andy was CEO of World SHARE, an international development and food distribution nonprofit serving the U.S., Guatemala and Mexico. From 1997 until he retired in 2010 Andy served as executive director of the Community Foundation of the New River Valley. He led in establishing the foundation as a small town, grassroots philanthropy. During his tenure, the foundation raised and distributed more than $10M for charitable community work.

Andy serves another community-based, community-supported project, now in its fifth year, the Dialogue on Race, an African American action initiative, aimed at ending racism in Montgomery County VA. The project does so through action projects and partnerships that include chiefs of police, sheriff, elected officials, school superintendent, and funding support from local governments. Andy is Senior Fellow at the Virginia Tech Institute for Policy and Governance (IPG) with responsibility for its Community Voices program and Trustees Without Borders podcast. IPG serves as a portal between community and university, engaging graduate students, faculty, community leaders, and social entrepreneurs in a rich exchange of scholarship, action, and reflection. Andy believes in local community capacity to identify and address its own needs; and, exercise its ability to engage and organize a broadly representative and diverse cohort of community to get that work done. His approach to community building has featured documenting community life through photography and storytelling, reflecting back to community its own story. His photography practice, which began when he was a Peace Corps Volunteer in Micronesia, has grown to include digital storytelling as an instrument of change.

Registration and Coffee - 8:00-8:45 Opening Session 9:00-9:50
 * Remarks by President Hemphill **


 * 10-10:50 **
 * Breakout Sessions 1 **

E = Elementary; M = Middle school, S = Secondary

Jud Hendrix, judhendrix@globalhumanproject.net, Louisville, KY. Director of the Global Human Project This presentation will explore how to introduce students to the complexities of global migration through a refugee simulation called Walk-A-Mile In My Shoes. The simulation is a unique and dynamic learning experience providing a powerful glimpse into what many refugees endure when fleeing from their homes and living in a refugee camp. The simulation experience cultivates global awareness and compassion through the practice of empathy and perspective-taking.
 * M, S - (123) Walk a Mile in My Shoes: Global Empathy Education Through A Refugee Simulation **

Attendees will Learn: educational theory and practices supporting simulation learning; overview and components of Walk-A-Mile In My Shoes Migration Simulation; how to host a successful simulation at your school or university; how to integrate the simulation into larger a Global Studies/Citizen curriculum; and the components of the 5-week project based learning curriculum designed for Middle School, High School and College students.
 * Resources:** www.globalhumanproject.net


 * E - (139) Oh, The Places You'll Go! (room) **

Bob Greenberg, bobgreenberg01@gmail.com, Videographer/Educational Researcher - [|Brainwaves Channel] , adjunct professor.

As Dr. Seuss says "You can steer yourself any direction you choose." In this presentation you will learn how to take your students around the world without ever leaving your classroom. You will learn how to connect with classes using global projects, video conferencing, music, video and more.

Attendees will learn how to connect with other classrooms around the world; how to create classroom projects for sharing learning; how to foster global awareness.

Radford University elementary student teachers: Catherine Logan, Katelyn Henson, and Abigail Edwards.
 * E, M - (137) Global Mentors: RU Blocking Students Connecting with Teachers from Around the World **

Three teacher education interns present their experiences participating in the Global Mentors Project during their Early Field Experience placements in 2017. In a two-month time frame, the project paired interns with mentor teachers from Taiwan, Russia, England, Australia, Thailand, and India. Radford interns completed a Globes for Peace project between classrooms, shared school cultures through media and artifacts, interacted on Facebook, and learned how global projects enhance competencies when a teacher operates not only locally, but with others from around the world.

Attendees will learn how global projects fit with local curriculum and enhance student engagement not only with academics, but also by developing a curiosity and understanding of the world. Attendees will be able to use this presentation as a model for getting started and interacting with other classrooms around the world.
 * Presentation:** Link to Project Files and Google Slides

**ALL - (151) Harnessing the Wind: The Power of STEM to Inspire Learning around the World** Radford Malawi Group: Felicia Freeman, Nina Ghafori, Alyson Gokey, Erin McGuigan, Tabitha Nelson, Kim Rygas, Catherine Turner, Valerie Wallace, and Emily Warren. **Faculty Mentors:** Dr. Jean Mistele and Dr. Patti Talbot.

This session presented by the RU 2017 participants in the Teaching and Learning trip to Malawi will illustrate how STEM (Science, Technology, Engineering and Math) activities introduced in diverse cultural contexts can be used to cross language barriers and enhance students’ capacity to solve problems in collaborative teams. Participants will leave with a concrete plan to use an age appropriate version of the book, The Boy Who Harnessed the Wind (picture book, young readers edition, or adult version) as the inspiration for a hands on STEM activity for any grade or developmental level.

Kathy Jefferson jeffersonk@fuquaschool.com, Fuqua School, Farmville, VA - grades 4/5 Rebecca Jasman kndrtchr42@gmail.com, Waverly Yowell Elementary School - Madison, VA - Library Media Specialist
 * All - (Banquet room, 3rd floor) Virginia Giant Traveling Map **

Take a walk across the Commonwealth as the Virginia Geographic Alliance shares our BIGGEST resource yet - the State Giant Traveling Map! Participants must bring a pair of socks so they may walk on our giant state map, learn about how to borrow the map as a classroom resource, and discover some of the activities included with the map to enhance the teaching and learning of geography in K-6 classrooms and beyond! This map was a gift to the Geographic Alliances in all 50 states from the NatGeo Education Foundation to celebrate our goal of promoting Geo-Literacy K-12. Attendees will gain enhanced perspectives of geo-literacy, using maps to understand academic content in culture and global perspectives.

Michael Thier, mthier@uoregon.edu - M.A.T., N.B.C.T. - Research and policy fellow, University of Oregon This session shows secondary school teachers, regardless of content, how Cultural Awareness Logs (CALs) can help students target textual elements to generate insights from others behaviors, beliefs, values, and thoughts. When using CALs, readers investigate texts and cultures for key details, guiding developing researchers and thinkers to categorize facts, begin citing sources, and make strong, specific inferences about those texts and cultures. Drawing on Hallas' cultural iceberg, CALs help students go beneath the surface (or waterline) of a culture and identify meaningful similarities and differences between the readers' cultures and the one that a text exposes. Rooted in Bloom’s Taxonomy, CALs allow teachers to set Analysis as the minimum learning target, growing students' cognitive competences by making them inherently responsible for Knowing, Comprehending, and Applying. Participants will receive a ready-to-use classroom method that can make their students comfortable tackling texts both that are familiar or that some teachers consider taboo. Participants will be able to implement a classroom strategy to enhance students’ intercultural understanding and close-reading skills. Participants will acquire resources and strategies that enable them to choose appropriate texts for implementing this strategy and to assess students formatively and summatively. **Presentation:** Link to Resources
 * M, S - (156) Cultural Awareness Logs: A classroom strategy for instilling intercultural understanding and enhancing close-reading skills **

** 11:00-11:50 ** ** Breakout Sessions 2 **

Christy Baker - cbaker@burke.k12.nc.us 3rd grade, Valdese Elementary School - Valdese, NC Katherine Mangum - kmangum@st.catherines.org - 5th grade St. Catherine’s School, Richmond, VA
 * E - (123) The Global Monster Project **

Does the monstrous thought of going “global” paralyze you with fear? Are you terrified that you are not preparing your students for global awareness? Gather up all of your courage to join us as we share The Global Monster Project. This is an event in which classrooms from around the world interact on topics in geography, culture, literacy, math, and science including STEM. Competencies addressed are Global Awareness, Collaboration, Organization, Critical Thinking, Problem Solving, Creativity, and Technology Skills. Participants will hear stories of global interactions, will learn how to involve their classrooms in this Internet project, and learn how to make new friends and academic connections around the world. So don't be afraid! There is nothing to fear here, except for missing out on all of the fun! []

Attendees will learn how to integrate a global project with regular classroom curriculum subjects; how to have your students connect and communicate with other Monster Project participants; and how to use various web technologies in your classroom setting.


 * Presentation:** Monster Google Slides

Maggie Front (GCC) San Anselmo, CA maggiefront@icloud.com, Mill Valley School District, The American Defamation League's (ADL) [|Pyramid of Hate] shows how intolerance increases in complexity and consequences, based on bias. Learn to use this graphic as a framework for discussing sensitive topics -- prejudice, discrimination, violence -- in a middle school classroom and how to use restorative practices to establish a foundation of trust for gritty dialogue.Attendees will learn how to: Use the ADL’s Pyramid of Hate as a framework for discussing sensitive topics in a middle school classroom. Use restorative language and practices to establish a foundation of trust for classroom dialogue.
 * M - (137) Gritty Topics in the Middle School Classroom **
 * Presentation:** Resources and PPT

Michael Thier, mthier@uoregon.edu - M.A.T., N.B.C.T. - Research and policy fellow, University of Oregon; Dr. Jason Van Heukelum, vanheukelum@wps.k12.va.us - Superintendent, Winchester Public Schools, Virginia. Friday Conversations, a schoolwide method, aims to promote international mindedness into more than a buzzword. Instead, we offer a flexible framework for educators to build outward-looking school cultures that empower students, teachers, families and communities to wrestle with global issues within their local contexts. This session shows administrators and teacher leaders how to globalize the culture of a middle or high school with intentionality. We demonstrate ways to approach implementation by beginning with the end in mind, starting in a single classroom or across grade-level/disciplinary teams, and then helping international mindedness spill into dialogues at family dinners or other community gatherings.
 * M, S - (156) Friday Conversations: A method to internationalize school and community cultures **

Attendees will be able to: Help their colleagues implement education for international mindedness with intentionality. Grow their classroom- or team/discipline-level conversations to generate schoolwide and community-level involvement.
 * Presentation:** Link to Resources

Tina Coffey tcoffey@rcs.k12.va.us, Instructional Technology Resource Teacher, Roanoke County Schools [|http://tcoffey.edublogs.org]
 * E, M - (139) Collaborating with Global Classrooms to Solve Real World Problems **

This session will show how fifth graders collaborated with partners in Central and South America through a //Level Up Village// Global STEAM course. Together they used Computer Aided Design (CAD) software and a 3D printer to design and build solar-powered flashlights. They learned about global electricity access and resources, and studied Spanish with local high school students.

Attendees will: Discover the potential for creating relationships that extend across the globe and provide opportunities for students to develop the 21st Century skills of creativity, collaboration, communication, critical thinking, and citizenship. Identify ways in which cross grade level collaboration can increase student motivation to learn and help all students involved. Explore and evaluate ideas for potential global STEAM projects/courses for their own classrooms.
 * Presentation:** @http://learningcollaboratory.com/2017/08/18/ru-world-ready/

Josh Nease - jnease@radford.edu - Radford University. The world is undergoing rapid and accelerating change and over the next 30 years, how we respond to these changes will impact everyone for generations to come. This session will explore our new global challenges and the role of sustainability in overcoming them and defining our future. We'll investigate sustainability, why our students need to understand it, and strategies for integrating it into curriculum. Attendees will learn: to define or explain sustainability; strategies for integrating sustainability into curriculum. **Presentation:** Sustainability Handouts
 * All - (151) Sustainability Across Curriculum: Why Sustainability & Why Now? **

Carina Brossy <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">ccbrossy@gmail.com - World View, University of North Carolina at Chapel Hill. Food is essential to human survival, but its functionality is far more complex. Food serves as a window into societal values, attitudes, conflicts and resolutions. This session explores the foodways, traditions, and culinary history of various world cultures with special emphasis on immigrant populations in the United States. We will examine what ties immigrant populations to various food choices and the culinary identities that often endure long after displacement.
 * All - (121) Our Global Kitchen: Food, Culture, and Identity **

Attendees will gain a greater understanding of globalization through the lens of food and culinary heritage. Resources and strategies for integrating global food studies will be available as well as information regarding UNC's World View program.
 * Presentation:** Link to Resources

Sandra Lima Argo, <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">sandra@liaisonamerica.com Liaison America, LLC, Blacksburg, VA. An intercultural experience between Brazilian and American educators. How Brazil is learning about American education and the impact of this learning experience for those educators both in Brazil and the USA. How each educator in the room can participate in a global (or glocal) outreach.
 * All - (167) Be a Liaison in Brazil and America **

Attendees will: Identify global skills that are taught around the world, in different countries, which can develop global citizens. Learn how to develop themselves, educators, as global citizens. Learn to establish a short term goal to expand their global (or glocal) outreach.


 * 12:00-12:50 Lunch **


 * Refugee Activity with Identity Packets:00-1:50 **
 * by Jud Hendrix **

** 1:00-1:50 **  ** Breakout Sessions 3 **

Judith Painter <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">jpainter@salem.k12.va.us, Andrew Lewis Middle School - Salem, VA Have you ever wanted your students to have empathy for others? To consider their impact on the world at a personal level? Come learn about strategies that you can incorporate immediately into your classroom! You will walk away with resources and lesson possibilities for K-12 students.
 * All - (151) Sustainability: Think Global, Act Local **

Attendees will be able to: Manipulate resources and sample lessons to create active learning about sustainability in the classroom with students. Create meaningful lessons for students that address the concept of global concerns paired with local (or even global) actions.
 * Presentation:** Link to PPT and Handouts

Connie Rensink, <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">connie.rensink@yahoo.com, World Savvy Programs Administrator Are you looking for ways to prepare your students to be globally informed and engaged citizens? This session will provide an overview of the Global Competence Matrix and introduce strategies that integrate global issues and competencies into existing curriculum. Attendees will learn multiple strategies to integrate the Global Competencies of examining perspectives, effective communication, and critical thinking into daily lessons and units in any subject.
 * All - (156) Bringing Global Competence to Your Classroom **
 * Presentation:** World Savvy Resources

Terry Smith - tsmith39@radford.edu, Radford University; National Geographic Certification Trainer Annie Evans - evansa1@charlottesvilleschools.org, Charlottesville City Schools, VA Geographic Alliance, National Geographic Certification Trainer
 * All - (123) National Geographic Educator Phase 1 Workshop **

National Geographic invites teachers to participate in its Educator Certification program. In this interactive session, share ideas on how you teach with a global perspective, and learn about National Geographic’s Learning Framework (ASK) which focuses on teaching about the world and how it works. The framework aims to empower students to succeed as "explorers" and make the world a better place. This session serves as Phase 1 of certification. Phases 2 and 3 involve teaching lessons with your students, and submitting a capstone video for certification. Attendees will learn what it means to teach with a global perspective, and how to join like minded educators in a collaborative group managed by National Geographic Education.

Attendees will to learn how to join this educational network of NatGeo educators from around the world, and participate in free ongoing NatGeo online explorer events and initiatives.

Denise Lam dlam@rockingham.k12.va.us - Virginia Geographic Alliance - Geospatial presentation Frances Coffey FAcoffey@fcps.edu - Virginia Geographic Alliance - LINK to Resources Lisa Belcher, lisabelcher@gmail.com - Patrick County Public Schools, VA. - Link to Understanding by Design
 * M, S - (139) Exploring South Korea's Past and Future **

Virginia teachers will share lessons learned in South Korea during the summer of 2017 using geospatial technology and making comparisons of local geography with the history and geography of South Korea.

Attendees will be able to explain the history of naming issues faced by Korea, use ready-made lessons for geography/history and AP Human Geography classes, and explain and discuss Korean perspectives of Northeast Asian history and culture.

Lori Towle, fullcircleclassrooms@gmail.com, Director of Full Circle Classrooms, Byfield, MA. Laura Owen, lbowen@henrico.k12.va.us, High School Marketing & Entrpreneurship Teacher, Glen Allen, VA.
 * All - (121) Differentiating PBL: Global Learning as a Platform for Social Skill Building **

This session is designed to demonstrate how teachers can integrate social learning, differentiation, growth mindset and student initiative into globally-oriented projects and real-world learning. Moving beyond the potential for collaborations and cultural understanding, educators will discover ways to use a strength-based approach to engage students of various learning preferences.

Attendees will learn how to: Differentiate instruction and create authentic assessments using a project-based learning approach. Develop strategies for implementing a strength-based approach with the goal of reaching all learners when engaging in project-based learning. Design your sessions to ignite inquiry and curiosity among students: how to incorporate emergent curriculum and avoid being stifled by frameworks and standards.

Veronica van Montfrans - Learning Sciences and Technologies, Virginia Tech. <span style="background-color: #ffffff; font-family: Tahoma,Geneva,sans-serif;">vanmonv@vt.edu
 * All - (137) Conversation: How Do We Create Social Justice Thinkers in Our Classrooms? **

There is a call to action for social justice to be incorporated in all aspects of higher education – from content, to student affairs, to faculty development. Traditionally, social justice integration and implementation has been designated to isolated departments, classes, or centers; all focusing on the three components of social justice: content, thought, and action. While all components are important, by focusing on just the thought process, metacognitive tools and strategies can be implemented and used by teachers to develop social justice habits of mind that are directly related to their subject matter content and academic behavior/action. These habits of mind are (1) self-awareness through consciousness-raising, (2) value in the narratives of others, (3) awareness of unseen forces which may lead to unseen consequences, and (4) questioning historical origins or intents. Combined, these four habits of mind, called attributes, create a social justice thinker, or someone who exercises Metacognitive Social Justice. Through creating inclusive environments focused on students’ metacognitive development, these metacognitive social justice attributes shift social justice from an “othered” topic to an embodiment, a way of thinking and processing. Any situation a student experiences, whether in or out of the classroom, is consciously examined in terms of who has access and who is being impacted.

** 2:00-2:50 **  ** Breakout Sessions 4 **

Dr. Edward Kinman Farmville, VA. <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">kinmanel@longwood.edu - Longwood University - Dept. of Natural Sciences
 * M, S - (137) Using Primary Sources in Global Education **

Teaching with primary sources provides students with opportunities to construct narratives and learn content from multiple disciplinary perspectives. Using Virginia Naval Office Shipping Reports from the British National Archives, this session will provide a tool of better understanding British mercantile economic policies by examining the variety and quantity of goods imported and exported from part of Virginia's Northern Neck region. Participants will learn how this Virginia region was connected to Britain, British Caribbean, Africa, and British North American colonies. Ideas will be discussed how to use this spreadsheet data to teach history, geography, language arts, science, and math.

Attendees will connect global perspectives and awareness by understanding historical events connecting Virginia with the world.

Dalila Dragnic-Cindric - daliladc@live.unc.edu - University of North Carolina, Chapel Hill The most valuable collaborators in today’s global community of learners know how to synthesize knowledge and respectfully share it with others to achieve a common goal. This presentation provides means to learn faster, build deeper connections to the material, understand different perspectives, and ultimately become a better participant in the social discourse.
 * All - (139) Learning to Learn: Maximizing Your Contribution to the World **

Attendees will: Implement effective strategies to fight procrastination. Identify and avoid illusions of learning. Learn specific techniques and tools for successful and effective learning.

Georgeanne Hribar, Virginia Beach, VA gchribar@gmail.com - Virginia Geographic Alliance. Investigate the world using of ArcGIS Online mapping technology to engage student inquiry, Explore applications to a variety of subject areas, as everything takes place somewhere. This interactive session features ready-made learning activities and information on how to obtain a free online-mapping account for schools under ESRI's //ConnectED// initiative.
 * All - (151) Maps are More than Location: ArcGIS Online in Action **

Attendees will: Realize how online maps are rich sources of information. Use a map-based inquiry to engage student thinking. Obtain resources to extend and refine analytical thinking skills in a wide variety of disciplines.
 * Presentation** **Links:** - Handouts on Google Drive ; <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">https://sites.wp.odu.edu/MapsRUS[|/] ; GeoInquiries

Sophie Toner <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">sophietoner@msn.com Normandale Elementary French Immersion - Edina Public Schools, Minnesota
 * E - (123) Beyond the Fundraiser: How Service Learning and Global Competence Meet in 3rd Grade **

This presentation is of a year-long elementary service learning experience encompassing many content areas and global competencies. Elementary students learn about themselves, discover the culture of Haiti, plan, organize and run a school-wide garage sale, discuss and vote on how to allocate the funds for a village in Haiti, and finally reflect on the year-long experience. Attendees will learn: the IPARD model for service learning; the QFT model for inquiry; and how global competencies weave together with service learning.
 * Presentation Link: ** Google Slides

Karen H. Leslie - <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">kleslie@rcps.info Roanoke City Public Schools and Radford University
 * All - (156) Using the CLEAR Model to Guide Education for Today’s Global Learners. **

To support education required for success by today’s global learners, educators and administrators must actively devise an educational plan which purposefully integrates necessary skills and modes of thinking into daily practice. I have developed the â€œCLEAR Modelâ€, which is a simple acronym to guide educators in planning education to support global learning.

Attendees will use the model to guide planning for educational opportunities which support global learner outcomes.

Nick Gattis, <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">nkgattis@gmail.com - Carmel Middle School, Charlotte, North Carolina and National Geographic Grosvenor Teacher Fellow Program
 * All - (165) Music and the Environment: Exploring the Sounds of Nature **

Based on the primary experiences as a 2016 National Geographic Govenor Teacher Fellow and field recordings collected in Iceland, this session outlines the development of an artistic response to environmental changes. Through interdisciplinary study we will examine how to investigate the world and to ultimately empower students to take action.

Attendees will examine connections between music and other content areas, and how these are incorporated with the of National Geographic Learning Framework into the curriculum.
 * Presentation**: Music and the Environment

Barbara Crain, <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">Bcrain@nvcc.edu, Northern Virginia Community College
 * All - (167) Teaching with Compassion **

<span style="font-family: Tahoma,sans-serif; font-size: 10pt;">About 30 refugees of 2015 who traveled from the Middle East to Western Europe were interviewed by the presenter in Germany. The information collected has been turned into teaching material that educators can use in their classes. This session is for the most part interactive...as you figure out which path your particular refugee might have taken and how much money it might have cost. Their hopes and plans for the future are discussed as well. Attendees will be able to compare and contrast how refugees from the Middle East are welcomed (or not) in Germany and the US.
 * Presentation**: Refugee Workshop Handouts


 * Video Presentation - Link - **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">@http://tinyurl.com/Tarasevich-reading

Larissa Tarasevich, elementary teacher and global project leader, <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">lar-tarasevich@yandex.ru, Aban School, Aban Russia
 * ALL - From Bear's Corner to the Melting Pot: Windows on Global Interdependence through Reading **

From Siberian Russia, Larisa Tarasevich has connected her elementary through high school students for years using global projects and technology. Most recently she worked with a Radford student teacher and a first grade classroom. Her video session describes international cultural exchange projects where students from the Russian Federation and other countries have the opportunity to read and work together virtually and gain a better understanding of the culture of their counterparts. She discusses: Skyping with foreign classrooms, Book exchanges, Interviewing authors online, an Integrated Interactive Reading Festival, and her Summer Reading Club. She runs the **Doves for Peace Project** for the Kidlink Association, and is starting a new project next year called the Global Reading Club.

Dr. Jean Mistele <span style="background-color: #ffffff; color: #1155cc; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">jmistele@radford.edu and the Radford Malawi Group: Felicia Freeman, Nina Ghafori, Alyson Gokey, Erin McGuigan, Tabitha Nelson, Kim Rygas, Catherine Turner, Valerie Wallace, and Emily Warren.
 * Poster Session - Mathematics Education Research in a Malawi Primary School **

<span style="background-color: #ffffff; color: #171717; font-family: Tahoma; font-size: 10pt; vertical-align: baseline;">This poster session highlights mathematics education research performed by undergraduate students, a graduate student, and a practicing teacher for elementary and middle school mathematics at a public primary school in a Malawi village. The researchers focused on one of three areas: teaching practices, discourse, and curriculum use. One student explored the use of technology when working with two special education students. Data collected over an 8-day period will be illustrated and explained.

Jud Hendrix, Director of the Global Human Project ** Conference Survey **
 * 3:00-3:50 **
 * Door Prizes **
 * Closing Remarks **