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How do you look at a map, and understand it as an argument about data? And how do you recognize common holes in those arguments? This might be a useful reading for courses with a mapping (or map-reading) component.

A great article about map design, from the simple ("does that data really need to be on a map?") to the complex ("normalize your cloropleth"). Includes a couple of recommendations for mapping tools at the end.

A news story on a web site which uses Google Maps to plot scenes from books. 

With Kenyon's ArcGIS Online organizational account, story maps are one tool available to you for presenting spatial pedagogical lessons to your students. I suggest exploring the Gallery and Storytelling Apps links

At the GLCA/GLAA Consortium for Teaching and Learning Katy Crossley-Frolick at Denison University discusses her use of a dialogue mapping tool to help students unpack complex concepts.

This is a pretty awesome site. Open in a fresh browser window as each click on a hot link opens a new tab. I would like to confirm many of the dates of these sites, but just the map and its interactive-ness alone is worth checking out!

A collection of Google Earth map files, designed to help students think about the geographic locations in various literary works (and the travels of their characters). The site also includes links to some good Google Earth tutorials.

Midterm might be a good time to review your syllabi and make some notes for next time. Take some time for reflection, then check out the example syllabi at the end of this article for inspiration.

An interesting concept map of different theories of how we learn (or learn best), and how they relate. It's admittedly oversimplified, but an interesting start. (Also an example of what you can make with mind-mapping software.)

Kenyon alum Rob Edsall (K'91) has been involved with the creation of an app for community input on the Portneuf River. Community members and tourists can record sites of interest - positive or negative - as they enjoy the environment.

Registration is still required, but Google has discounted their professional-level GIS tool from $399/year to $0.

From Endicott College, an interesting set of suggestions for using the last day of the class to help culminate the class experience and show the transitions to the next steps. Some of these require a fair amount of planning (portfolios and pre- and post-tests) while others (concept mapping and syllabus review) probably could be used on a moment's notice. I particularly like the last suggestion... maybe the CIP needs a fortune cookie machine?

Fascinating example of the creative use of typography to explain complex concepts. The example is about the use of color to connect an equation with its definition, but I can easily imagine the same principle working for maps or conceptual models. (And do read the comments about using appropriate color palettes for the colorblind.)