Profile for Dean Vesperman

Dean Vesperman, History, authored the chapter "“But now I see that there’s so much more to it: Journaling, primary contradictions, and expanding conceptions of democracy and citizenship." in "Social Science Education for Just and Sustainable Societies," which was accepted for publication by Emerald Publishing.

A goal of sustainable development is the promotion and creation of a peaceful and inclusive society. Thus, this requires citizens who are committed to these basic principles, enshrined in democratic institutions. Given the central role of schools in the creation of democratic citizens, (Parker 1996; Westheimer & Kahne 2004), this study explores how preservice social studies teachers expanded their conceptions of citizenship and democracy in relation to the goals of the SDGs. This study demonstrates that journaling about democracy creates primary contradictions (Engeström 1987; 1990), which leads to an expansion of their conceptions. Therefore, teachers could and should use journaling as a means for students to explore various aspects of how peaceful and inclusive societies support sustainable development.

Submitted on: June 8

Dean Vesperman, History, presented "The benefits of NCSS" at Teacher Network Night: Engaging in Professional Organizations" on Monday, May 11 online. Vesperman was invited to participate on a panel of experts from ACTFL and NCTM about the importance of joining professional organizations for new teachers. He presented on the benefits that he and his teacher candidates have received from being members of NCSS and discussed joining state-level teacher organizations such as WCSS and the Oklahoma Council for the Social Studies.

Submitted on: May 10

Dean Vesperman, History, presented "Using political simulations to examine policy implications in addressing climate change" at Climate and Coffee on Friday, April 24 in La Crosse, WI. How do you get students engaged in active deliberation of climate change? This presentation addressed two simulations (COP of the UNFCCC and Arctic Council), which engage in deliberative role-play about the issue of climate change.

Submitted on: April 24

Abrielle Klawitter, Audrey Langworthy and Dean Vesperman, all History students, presented "Improving the Rigor of AI-Gen Curriculum: Mastering the Machine" at Wisconsin Council of the Social Studies on March 13 in Madison, WI. This session begins with a short overview, giving historical context for the AI-generated lessons. Next, discuss the generative AI curriculum and the various generative AI engines that were used to generate the curriculum. This includes what each tool created and the limitations of each AI engine. Then, participants will work through stations examining lesson plans created with various generative AI engines.

Submitted on: Mar. 14

Terra Clark, Abrielle Klawitter, history students, and Dean Vesperman, assistant professor of history, presented "Machine Learning Meets History: Improving the Rigor in AI Lesson Plans" at National Council for the Social Studies on Dec. 6 in Washington D.C. This session for teachers shared how to use various learning theories to improve the rigor of AI-generated lessons. We introduced a sample of the 30 AI-Gen lessons created for teaching the Kerner Commission Report. We then guided teachers in analyzing the sample lessons using Bloom's Cognitive Taxonomy, Gardner's Frames of Mind (multiple intelligences), and Newman's Authentic Intellectual Work. Once the learning theory analysis revealed gaps in the lesson, we discussed how to improve the rigor of the lessons.

Submitted on: Dec. 8, 2025