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Capstone — College of Arts, Social Sciences, & Humanities Alumni publication

Spring 2025
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Capstone is an online magazine published twice annually for alumni and friends of UWL's College of Arts, Social Sciences, & Humanities.

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The UWL College of Arts, Social Sciences, and Humanities’ Capstone is published online in March and November, for more than 8,000 alumni and friends of the College of Arts, Social Sciences, and Humanities.

History kudos

Penelope Hardy

Penelope Hardy, History, presented "L’artiste et la botaniste: Women & Science on Prince Albert’s Yachts" at the 27th International Congress of History of Science and Technology on July 4 in Ōtepoti Dunedin, Aotearoa New Zealand.

Submitted on: Aug. 21

Kenneth Shonk

Kenneth Shonk, History, presented "‘Pirates, Traders, and Settlers: Ireland in the Atlantic World" at La Crosse Irishfest on Friday, Aug. 8 in La Crosse, WI.

Submitted on: Aug. 8

Gita Pai

Gita Pai, History, presented "'Hordes of Hindus': South Asians in the United States, 1900s and today" at the 118th Annual Meeting of the Pacific Coast Branch of the American Historical Association on July 31 at Santa Clara University.

Submitted on: Aug. 4

James Longhurst

James Longhurst, History, was named faculty fellow of the National WWII Museum in New Orleans, Louisiana on June 16. Faculty fellows came from across the nation and world to attend a one-week seminar covering the most recent scholarship in WWII history. Longhurst plans on teaching a new WWII history course at UWL in Fall 2026 based on his work in the fellowship.

Submitted on: June 30

Dean Vesperman

Dean Vesperman, History, presented "From Kerner to the Classroom: Using AI to Illuminate the Past and Shape the Future of Social Sciences " at the Social Science Education Consortium on Wednesday, June 18 in Detroit, MI. As artificial intelligence (AI) continues to expand, the possibilities of its application to education grow exponentially and, if leveraged appropriately, has the potential to provide educators with a tool for renewing social science education. While AI can lead to a flood of new curriculum due to the timesaving affordances of generative AI, Clark and van Kessel (2024) have argued there has been little attention to the quality of the curriculum produced. We discovered that these lessons provided ample opportunities to discuss issues of power and oppression and did so through interesting activities. These activities provided various methods for students to explore issues of inequality and injustice in the past and present. The lessons encouraged teachers to use various strategies, including case studies, jigsaws, and various research projects. Next, we discovered that when the lessons did hint at Black futurism, it was often tied to activities that required students to take informed action. Lastly, as Clark and van Kessel predicted, we found problematic narratives.

Submitted on: June 18