A Map Toward a Brighter Future:

Promoting Geographic Education and Knowledge in Idaho

A proposal submitted to the

National Science Foundation
Geography and Spatial Sciences Program
Program solicitation: NSF 14-537
by
Michael Foushee
University of Idaho
For the Two-Year Period from
April 2016April 2018

Abstract
Geographic knowledge is increasingly important and sought after in the
modern world. Adults and children alike can benefit from a better
understanding of the world, which can be developed through the use of
maps and geographic knowledge. Rapidly advancing geographic technology
is at the forefront of business, political, and environmental decisions across
the globe. However, geographic proficiency has been lacking in Idaho for
many years, due to limited funding for geography education, resulting in
inadequate educational tools and few geographic educational programs.
Limited opportunities exist for Idahos children to receive robust geographic
education. Previous efforts to address this issue in Idaho have made no
noticeable impact and are now non-operational. This project proposes to
utilize a communication and media campaign to increase public support for
geographic education in Idaho. By shedding light on this important issue, the
campaign may influence voters and legislators to begin taking steps to
increase funding for geographic education and to create new geographic
educational programs for Idahos children. These key first steps will begin a
process to turn around the downward trend in geographic proficiency in the
state of Idaho, and in the United States as a whole.

Narrative
In Americas schools, geography receives significantly less funding and
attention in grades K-12 than subjects such as math and science (U.S.
Government Accountability Office, 2015). Few programs exist in the state of
Idaho for children to explore geography outside of the classroom.
Additionally, geography is only offered as a class for students in the 8th grade
(IDAHO CONTENT STANDARDS, 2009), and is placed at a lower priority than
other subjects such as reading, math, and science. At a national level, lack of
focus on geography in Americas schools has translated into low geographic
proficiency scores on educational assessments. Only 21% of U.S. 4th graders,

27% of 8th graders, and 20% of 12th graders were geographically proficient,
according to a 2010 U.S. Department of Education assessment, shown in
Figure 1 (National Center for Education Statistics, 2011). Young American
adults have also demonstrated lower geography test scores than their
European peers (Roper ASW, 2002). Moreover, a study conducted in 2013
found that classroom and teaching materials have fallen far behind current
geographic technology. Print textbooks and paper maps are still widely used
in geography classrooms when more exciting technology is available. Often,
student assessment in geography merely consists of labeling maps and
memorizing information (Schell, Mohan, and The Instructional Materials and
Professional Development Committee, 2013).
Figure 1. Trends in geography assessment results for grades 4, 8, 12

(National Center for Education Statistics, 2011)

Insufficient geographic education not only affects children today but will
continue to affect children as they grow up and face global competition in
college and on the job market. With urgent crises such as climate change
looming on the horizon, geographic knowledge has the potential to give U.S.
citizens a better understanding of the world and to encourage parents and
their children to be better caretakers of the planet and its environment.
Some organizations have already launched efforts to expand geographic
education in the United States. An initiative by the National Geographic

Society currently funds the Network of Alliances for Geographic Education in

all 50 states (National Geographic Network of Alliances for Geographic
Education, 2012). The status of the geographic alliance in each state varies
widely, however. There is a noticeable inequality in funding and program
availability between populous, wealthy states and those with smaller
populations and lower education budgets. For the state of Idaho, the Idaho
Geographic Education and Outreach website is underwhelming and has not
been updated since 2013. The website was only active during the years
2012-2013 (Idaho Geographic Education and Outreach, n.d.).
To address the lack of geographic education in Idaho, adequate awareness
must first be built among the adult population. Project funding will be utilized
to implement a communication campaign to promote geographic education
across the state. This campaign will target adults in Idaho with several
objectives:
1. To increase awareness regarding the lack of geographic education and
proficiency in the United State and in Idaho
2. To inspire Idahos population to take legislative and community action
to increase funding and program availability for geographic education
in Idaho
A variety of media communication methods will be utilized to promote
awareness for geographic education in Idaho. A combination of TV and radio
PSAs will disseminate the projects messages to target audience members.
These PSAs will direct audience members to a campaign website and social
media pages that will provide in-depth information and opportunities to
connect with others who value the benefits of geographic education. News
media kits distributed to TV news outlets and newspapers in Idaho will begin
a public relations campaign to involve the news media in discussing
geographic education. A travel budget will cover the costs of a month-long
tour of Idaho to discuss geographic education with legislators in Boise and
with news media outlets in 25 of Idahos major cities. Additionally, the tour

will include meetings with educators in these cities. Informational pamphlets

containing the projects website address and social media information will be
distributed to educators and members of the public on the tour.
These modes of media will be used to disseminate several key messages to
adults in Idaho:
1. Geography receives less funding than other subjects in K-12 schools
and is taught using ineffective and outdated methods
2. Geography proficiency scores have dropped or shown no improvement
on recent national educational assessments
3. Young American adults also exhibit a lack of geographic knowledge,
and are at a disadvantage when faced with global competition
Adults in Idaho parents, taxpayers, and voters hold the most potential to
facilitate change by educating themselves about this issue and by
encouraging legislators to create and fund geographic education programs.
The process of change begins with a communication campaign, not only to
increase awareness about the need for geographic education, but also to
foster dialogue and feedback among those most able to influence change.
Teachers and education administrators are a key stakeholder group in this
process, and are among those best suited to provide feedback on geographic
education and implementation of geographic educational programs. In
addition, efforts to develop relationships with members of the state
legislature and with the offices of Idahos U.S. Congress members will be
incredibly valuable and rewarding in the long run. Effective action will enable
voters, educators, and legislators to work together to increase funding for
geographic education initiatives and to implement geographic education
programs in Idahos schools.
An expected outcome of the project is increased awareness of the need for
geographic education in Idaho. Heightened awareness may, in turn, inspire

voters and legislators in Idaho to increase funding for geographic education

and to create new geographic education programs for children in the state.
The effectiveness of the proposed communication campaign will be
evaluated across a two-year period. Increased funding for geographic
education in Idaho will likely create numerous long-term benefits for children
in the state, including:
1. Increased geographic proficiency demonstrated in K-12 national
educational assessments
2. Improved awareness of critical global issues such as climate change
3. A more robust education in preparation for college and global
competition on the job market
These benefits and others will provide for a brighter future for Idahos
children and ensure their success in a rapidly changing, highly globalized
world. With the wide availability of new geographic technology and tools,
there has never been a more opportune time for people to learn about
geography.

References
IDAHO CONTENT STANDARDS GRADE 6-9 GEOGRAPHY-EASTERN
HEMISPHERE. Idaho Content
Standards. Idaho State Department of Education, 20 Aug. 2009. Web. 8
Apr. 2016.
IDAHO CONTENT STANDARDS GRADE 6-9 GEOGRAPHY-WESTERN
HEMISPHERE. Idaho
Content Standards. Idaho State Department of Education, 20 Aug.
2009. Web. 8 Apr. 2016.
Idaho Geographic Education and Outreach. Idaho Geo-Literacy Education and
Outreach, n.d.
Web. 1 Apr. 2016.

National Center for Education Statistics. The Nations Report Card:

Geography 2010. Rep. no.
NCES 2011467. Washington D.C.: Institute of Education Sciences, U.S.
Department of Education, 2011. Web. 6 Apr. 2016.
National Geographic Network of Alliances for Geographic Education. National
Geographic,
2012. Web. 1 Apr. 2016
Roper ASW. 2002 Global Geographic Literacy Survey. Rep. no. C510007671.
Washington D.C.:
National Geographic Education Foundation, Nov. 2002. Web. 5 Apr.
2016.
Schell, Emily M., Audrey Mohan, and The Instructional Materials and
Professional Development
Committee. "Road Map for 21st Century Geographic Education:
Instructional Materials and Professional Development." The Geography
Teacher 10.1 (2013): 6-14. Web. 1 Apr. 2016.
U.S. Government Accountability Office. Most Eighth Grade Students Are Not
Proficient in
Geography. Rep. No. GAO-16-7. Washington D.C.: U.S. Government
Accountability Office, 2015. Web. 5 Apr. 2016.

Budget
TV Public Service Announcement
Cost:
Filming/Production
Script Writer
Spokesperson

$2,500
$50/hr. for 10 hours
$50/hr. for 6 hours
$25/hr. per actor for 2
4 Extra Actors
hours
Cost to Mail PSA to TV
$15 per station for 16
Station
stations
Radio Public Service Announcement
Cost:

Total Cost:
$2,500
$500
$300
$200
$240
Total Cost:

Recording/Production
$500
Script Writer
$50/hr. for 5 hours
Spokesperson
$50/hr. for 4 hours
Distribution of PSA via EFree
mail
Website/Message Board
Cost:
Web Designer
Domain Registration
Annual Renewal/Host

$2,000
$20
$100/yr. for 8 years
$3000/yr. for 8 years
Website Maintenance
($25/hr. at 10hrs per
month)
Outreach to News Media
Cost:
Production of Media Kit

$2000
$10 per flash drive for
USB Flash Drives to Contain
16 TV stations and 14
Media Kit
newspapers
$15 per kit for 16 TV
Cost to Mail Media Kit to TV
stations and 14
Stations/Newspapers
newspapers
Informational Pamphlets
Design
Printing

$500
$250
$200
Free
Total Cost:
$2,000
$20
$800
$24,000

Total Cost:
$2000
$300
$450

Cost:

Total Cost:

$500
$0.10 per pamphlet for
12,500 pamphlets

$500
$1,250

Travel/Meetings with Educators, Legislators, and News Media

Cost:
Total Cost:
Food/Lodging
Gasoline

$150/day for 30 days

$2/gal for 2000 miles
at 20 mpg

$4,500
$200
Budget
Grand
Total:
$40,710

Additional Information
Available facilities and resources
This project will utilize public resources where available, including University
of Idaho computer laboratories and the University of Idaho library. The
university computer laboratories furnish computers with a full Microsoft
Office software suite, as well as Adobe graphic design and publication

software. Costs of additional software, hardware, or materials needed for the

project will be supplied by persons contracted to work on individual parts of
the projects communication campaign, and are incorporated into the
projects budget proposal.

Curriculum Vitae
Michael Foushee
EDUCATION:
University of Idaho
May 2014
B.S. Degree, Geography Summa cum laude
Minor in Climate Change
CERTIFICATIONS:
GIS Certificate, University of Idaho, Moscow, ID
May 2014
HONORS and AWARDS:
Deans Award, College of Science, University of Idaho
May 2014

Deans List, University of Idaho

Fall 2012, Spring 2013, Fall 2013, Spring 2014

EMPLOYMENT HISTORY/RESEARCH EXPERIENCE:
Geographic Information Systems (GIS) Analyst
09/14 07/15
Employer: University of Idaho, Idaho Water Resources Research Institute

Coordinated with municipal and private GIS entities to gather geospatial data
used in the Rathdrum Prairie Aquifer Future Demand Study and Integrated

Water Resource Management Plan. Collaborated with multi-disciplinary team

to analyze and publish data. Produced 15 maps that were published in official
study reports. Integrated multiple disparate data into single study data set.
Built and maintained geo-databases. Provided GIS support and expertise to
other personnel working on the study.
Research Assistant
03/15 06/15
Employer: University of Idaho, Department of Geography

Produced over 250 maps to be used in presentations to Idaho state officials.

Synthesized input on map and poster design to create a product that
incorporated existing maps and study data in a clear and informative
manner. Extended hours on a flexible schedule to meet deadlines for results.
Intern, GIS Focus
06/14 08/14
Employer: United States Senate, Senator James E. Risch
Researched legislative issues and created reports while meeting tight
deadlines. Represented the office at weekly briefings and hearings,
producing clear and concise notes on important topics. Assisted with set-up
and official correspondence for Senate GIS Working Group meetings.
Interacted with an average of 10 constituents daily via telephone and
entered data into correspondence database. Proofread batches of
correspondence letters for errors. Led U.S. Capitol tours with up to 15 people
and assisted front desk operations.

Undergraduate Researcher
09/13 05/14
Employer: University of Idaho, Department of Geography
Collaborated with undergraduate research team to analyze potential natural
hazard areas in Idaho. Managed and organized geo-databases containing
over 1GB of study data. Coordinated with professor and graduate supervisor
to delegate work responsibilities. Independently followed specific instructions
to process data using ArcGIS software. Compiled and methodically checked
results using formatted Microsoft Excel tables.
Idaho Digital Atlas
01/14 05/14
Senior Capstone Project, University of Idaho

Planned Idaho Digital Atlas designed for use in 4th grade state curriculum,
alongside graduate student. Developed intuitive and age-appropriate maps
using ArcGIS and Adobe Illustrator. Formulated work plan and table of
contents. Conceptualized Atlas design and layout. Ensured that Atlas met
curriculum standards for the state of Idaho.
COMPUTER SKILLS:
Proficient in: ArcGIS, GIS SQL, ERDAS Imagine, Microsoft Office, Adobe
Illustrator, Adobe Photoshop, Intranet Quorum (IQ)
VOLUNTEER EXPERIENCE:
Student Volunteer

8/12,

9/13 11/13
Palouse-Clearwater Environmental Institute, Moscow, ID, 2 5 hours/week

Worked alongside other student volunteers to assist in trail repairs and

promote awareness for environmental issues. Utilized GPS to mark locations
of vegetation in conservation zone, in conjunction with GPS course at the
university. Managed and identified health of native vegetation species.