Profile for Dean Vesperman

Dean Vesperman, History; Matthew T. Missias, Grand Valley State University; Whitney Blankenship, San Antonio College; and Anne Aydinian-Perry, University of Wyoming; presented "Agency without empathy: The problem of “Great Men” narratives in Evangelical Christian U.S. History textbooks" at H-Net Teaching Conference on Thursday, Aug. 20 online. Historical figures in textbooks have the ability to take action and influence who students believe are worthy or unworthy of telling their story. This research problematizes this concept of historical agency in the Progressive Era as emblematic of the textual discourses that shape historical narratives by the students who use these texts. Our findings demonstrated that positioning historical narratives vis-a-vis “great men” makes it possible for texts to present a moralistic judgment of actions by these powerful actors, particularly in a paternalistic vision of historical agency and empathy. These two tools of historical analysis are intertwined—students use evidence to construct an understanding of the beliefs and motivations (empathy) behind the actions (agency) of historical figures. This vision of historical agency, in turn, diminishes students' construction of historical empathy. It impairs the development of historical empathy toward lesser-known figures or enhances empathy toward great men, thus reifying their position as the center of the story being told. Consequently, students' conceptions of the past focuses on the civil discourse, civic agency, and empathy of the “great men,” and in Evangelical Christian textbooks, this agency is grounded in the divine.

Submitted on: Aug. 20

Dean Vesperman, History, authored the article "Review of Teaching with AI: A Practical Guide to a New Era of Human Learning" (Bowen & Watson, 2024) and "The Complete Guide to AI in Education: Harness Artificial Intelligence to Enhance Student Engagement, Build AI Literacy, Face Ethical Challenges, and Achieve Greater Classroom Efficiency" in H-Net Reviews and was accepted for publication by H-Net. There is no denying that there has been a rapid expansion of the use of artifical intelligence (AI) in K-16 education. A plethora of new research and literature has appeared on using AI to improve student learning. Additionally, we know that teachers are already using the tool, especially social studies teachers. As Daniel G. Krutka and Marie K. Heath have noted, this requires due consideration of how AI “can both help and hurt our communities." Two recent books addressing this question argue that AI can help education within limits. While José Antonio Bowen and C. Edward Watson focus most of their analysis on higher education in "Teaching with AI: A Practical Guide to a New Era of Human Learning," and Gloria Lembo emphasizes the role of generative AI in K-12 education in "The Complete Guide to AI in Education: Harness Artificial Intelligence to Enhance Student Engagement, Build AI Literacy, Face Ethical Challenges, and Achieve Greater Classroom Efficiency," both books approach the topic of AI and education through a technophile lens.

Submitted on: Aug. 17

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