Kate Lavelle, Communication Studies, authored the chapter "Go Pro, Lose Money? Common Sense Media Discourse and Caitlin Clark" in "Paying College Athletes: A Reference Handbook," published on Jan. 6 by Bloomsbury Academic.

Grace Deason, Psychology, presented "Think Parent, Think Mom: Stereotypes of Mothers, Fathers, and Parents" at the Midwestern Psychological Association Annual Meeting on April 18 in Chicago, IL. This study examined whether stereotypes of parents are gendered. U.S. adults rated the typicality of a set of traits for one of five groups: women, men, parents, mothers, or fathers. Results showed greater similarity between the parent and mother stereotypes than between stereotypes of parents and fathers. Findings demonstrate gender bias in parent stereotypes, with implications for a variety of social and professional contexts.

Katy Kortenkamp, Tesia Marshik and Tanvi Thakkar, all Psychology, presented "Leveraging Generative AI to Support Programmatic Assessment in Psychology" at the Midwestern Psychological Association Annual Meeting on April 17 in Chicago, IL. This project evaluated the reliability of Generative AI tools in grading three student assignments using departmental rubrics. We computed inter-rater reliability scores for human-human, human-AI, and AI-AI comparisons. Findings suggest AI can support but not replace human evaluators, with reliability contingent on rubric clarity, prompt specificity, and data formatting.

Berna Gercek Swing, Psychology, presented "Exploration of Gender Differences in Friendship Patterns and Life Satisfaction" at the Midwestern Psychological Association Annual Meeting on April 18 in Chicago, IL. In a survey of 226 undergraduates (155 F), females reported having fewer close friends (F=5.65) than males (M=7.15) and enjoyed better quality of best friend relationship (t(203) = -6.15, p <.001). Quality of friendship and number of close friends predict life satisfaction and reduced loneliness for both genders.

Berna Gercek Swing, and Kaia Culver, both Psychology, presented "An Examination of Male and Female Activities Among Friends" at the the Midwestern Psychological Association Annual Meeting on April 18 in Chicago, IL. A total of 206 participants answered (145 females) open-ended questions about how they spend time with their best friends. Analysis of the answers suggest that females enjoy activities that involve talking or create a context for conversations (e.g. shopping). Males engage in activities that do not necessarily afford meaningful sharing (e.g., playing sports).

Valliammai Arunachalam, Kang Duong, Nainil Mukesh Jariwala and Kaaviya Saraboji, all International Education & Engagement students, received the International Student Academic Excellence and Internationalization Award at 61st Annual International Banquet 2026 on April 18 in La Crosse. The International Student Academic Excellence and Internationalization Awards recognize an outstanding international student or students for academic achievement and contributions to the internationalization of UWL who is graduating this May, August, or December 2026. This year’s award goes to four outstanding students who have been extremely engaged across the UWL campus, and in the La Crosse community, throughout their studies at UWL.

Todd Jay Leonard, University of Teacher Education Fukuoka - Japan, received the Burt & Norma Altman Award for Community Service at the 61st Annual International Banquet 2026 on April 18 in La Crosse. Burt and Norma Altman, longtime supporters of international education and educators themselves, opened their home to UWL international students and continue to support campus initiatives. In their honor, these awards were established in recognition of outstanding contributions to the advancement of international education at UWL.

Leonard is a professor emeritus at the University of Teacher Education Fukuoka, Japan. For more than two decades, he has built meaningful bridges between communities, institutions and cultures. His connection to UWL began in 2000 with a single visit, but it quickly became something much more. As he describes it, “I fell in love with the city, the community, the university and the people of La Crosse… ‘Heaven on a stick.’”

That connection inspired him to establish and sustain international partnerships that have enriched teacher education students, local K-12 students, teachers and faculty on both sides of the globe. Even after transitioning to a new institution in Japan, Leonard remained committed to UWL, working diligently to build new exchange opportunities and strengthen existing ties. Over his 26-year relationship with UWL and the La Crosse community, he has created experiences that leave a lasting impact. His students don’t just visit — they connect, they learn, and, as he notes, they too “fall in love with La Crosse each year.”

Although he was unable to join us for the International Banquet, his words reflect the humility and gratitude that define his work: “It is indeed an honor and a privilege… I am truly humbled by this wonderful designation… Thank you from the bottom of my heart for this award. I am forever grateful.” There is also something especially fitting about Leonard receiving an award that bears the name Burt Altman, an educator deeply rooted in teacher education, just as Todd has been throughout his career. One can easily imagine the two of them sitting down together, exchanging stories about students, teacher preparation, and the lifelong impact of education. They likely would have shared not only professional respect but a genuine appreciation for the transformative power of teaching and learning across borders. It is a connection that feels both meaningful and fitting across time. Leonard’s dedication to fostering cross-cultural understanding and building lasting community connections exemplifies the very spirit of this award. His legacy will continue to be felt through the partnerships he helped create and the many lives he has touched along the way. 

Kim Berg, Records & Registration, received the Burt & Norma Altman Award - University Service at the 61st Annual International Banquet 2026 on April 18 in La Crosse.

The Burt & Norma Altman University Services Award is bestowed upon those who exhibit exceptional dedication and creativity in their efforts to enrich the university experience for all. This nomination comes straight from our Education Abroad/Away team and our students — because Berg is truly something special. As one student perfectly put it, “The courses just get transferred back to UWL, like magic.” And while it may feel like magic, we all know there’s a magician behind the curtain: Kim. She’s the mastermind, making sure every course finds its way home. Of course, what looks effortless on the surface is anything but. There’s a whole world of behind-the-scenes work that makes that “magic” happen. And somehow, Berg makes it all come together seamlessly — no smoke, no mirrors, just expertise, precision, and a whole lot of care. Sending Berg that final piece of the puzzle is always incredibly satisfying, especially knowing it helps students stay on track and reach their goals. Berg is also simply a joy to work with — even when she’s fielding a never-ending stream of questions. There’s a strong sense of trust in the way she collaborates and a confidence that everything will come together exactly as it should. And somehow, it always does. So, while students may never see the work behind the curtain, we know the truth: the magic is real—and her name is Kim Berg. Congratulations!

Victoria Calmes, Global Cultures & Languages, received the Burt & Norma Altman Award - Leadership at the 61st Annual International Banquet 2026 on April 18 in La Crosse.

Calmes, a professor of Spanish, has demonstrated exceptional leadership through her dedication to global education and her deep commitment to her students. She has led multiple faculty-led programs to Granada, Spain — a place she calls home — and in doing so, she doesn’t just teach culture, she shares it. Her passion is evident in every aspect of her work. Through her Granada study abroad program, Calmes has empowered countless UWL students to grow into skilled, confident Spanish language educators across Wisconsin. The impact of her work extends far beyond the classroom, shaping how future teachers bring Hispanic cultures into their own classrooms and communities. Her program is remembered with deep affection by those who participate, and its influence continues to inspire future educators across the state. Calmes leads with authenticity, passion and a genuine belief in the transformative power of cultural exchange. She inspires not only her students, but also her colleagues and community. I can think of no one more deserving of this recognition.

UWL Provost Betsy Morgan received the 2026 W. Carl Wimberly Founder's Award for International Partnerships at the 61st Annual International Banquet 2026 on April 18 in La Crosse.

The W. Carl Wimberly Founder's Award for International Partnerships was established to recognize an outstanding person that has contributed to the development of long-term excellence in international programming. Morgan is truly a deserving recipient of the Wimberly Award for her extraordinary and sustained contributions to international education at UWL.

As the leader overseeing International Education & Engagement, Morgan has ensured that global engagement is never an afterthought, but a clear priority—so much so that every dean understands an international goal belongs squarely in their annual plan…whether they were expecting it or not. Morgan has always been willing to open her calendar — and her home — to visiting international partners, graciously hosting colleagues from around the world. She even welcomed guests to celebrate an international partnership that brought together local and global partners. Her genuine hospitality reflects her belief that international education is built on relationships, trust and shared purpose—and, occasionally, a well-timed meal and a very full living room.

What stands out most — both now and long before she became provost — is how Betsy has always made people feel heard. Whether working with domestic or international colleagues, she listens with intention, advocates for diverse perspectives and elevates voices that might otherwise go unnoticed. Even before it was formally her role, she championed international education and cultural exchange — not just for students, but for faculty, staff, and administrators as well. She has always understood the bigger picture: that meaningful global engagement requires institutional commitment, and that leadership support truly matters…even if it sometimes means gently — but persistently — nudging the rest of us in that direction.

During some of the most challenging periods in UWL’s international education history, including the COVID-19 pandemic, Morgan’s leadership never wavered. When global mobility came to a halt and uncertainty prevailed, she understood that our work had not stopped — despite assumptions that International Education & Engagement had somehow “closed up shop.” She recognized the ongoing, behind-the-scenes labor required to support international students, sustain partnerships and reimagine global learning.

Morgan also invested in building a database of UWL faculty and staff with international backgrounds, language skills, regional expertise, and cultural experiences — strengthening our campus community and expanding institutional capacity. She championed COIL courses with international partners, allowing students to develop global competence from home — an initiative embraced by both students and faculty, and one that proved you don’t always need a passport to have a meaningful international experience. Morgan has also led by example, directing a faculty-led program to Ireland, participating in international delegation visits—most notably to China and Egypt — and consistently encouraging others to pursue global opportunities. She has been a steadfast advocate at both the institutional and system levels, a reliable sounding board during times of federal uncertainty, and a champion of creativity in building new partnerships. She approaches every interaction with kindness, compassion, level-headedness, and a great sense of humor — often delivered at just the right moment.

Thank you, Betsy, for your leadership and your support. You are truly one of a kind.

Jennifer Kosiak, Mathematics & Statistics, received the 2026 Mathematical Association of America- Wisconsin (MAA-WI) Carol Crawford Award for Excellence in Undergraduate Teaching at MAA-WI Section Meeting on April 10 in UW-River Falls. The MAA-WI is the state chapter of the Mathematical Association of America, the world's largest community of mathematicians, students and enthusiasts dedicated to advancing mathematics, particularly at the undergraduate level. The Crawford award is the one of the highest honors the MAA awards, and Kosiak is the first recipient of this award from UWL since the inception of the award in 1991. By receiving this award, Kosiak has also been nominated for the national MAA Crawford Award.

Bixi Qiao, Psychology, co-authored the article "Enhancing Empathy, Prosociality, Relationship, and Life Satisfaction: A Mixed-Methods Study of Empathy Training on Chinese Male STEM College Students," which was accepted for publication by Frontiers in Developmental Psychology. To examine the impact of an empathy training on Chinese male STEM college students, the current study applied a mixed-methods design using short-term longitudinal data. A total of 245 STEM male college students (M = 18.22, SD = 0.82) were randomly assigned to a control group and treatment group. The treatment group completed a 21-day empathy training, including two in-person group training sessions, ten journal entries, and three exercises. Participants’ empathy capacity (i.e., cognitive and affective empathy), life satisfaction, prosocial behavior, and interpersonal relationships (i.e., with parents, male, and female friends) were measured four times (i.e., pre-test, immediate post-test, three-month follow-up, and six-month follow-up). Among participants who completed the entire training, 23 were randomly selected for group interview to explore their observed changes during and after the training and mechanisms of the changes. Linear mixed-effects models were conducted in R to examine the changes in quantitative data and inductive analysis was conducted in Quirkos for qualitative analysis. Quantitative results and qualitative findings converged. The findings supported the effectiveness of empathy training. After the training, participants showed increased cognitive empathy, higher life satisfaction, more prosocial behaviors, and better relationships with parents and friends. Additionally, participants reported having improved emotion states. Participants attributed the positive changes to the training and the usage of empathy. The current study extended the understanding of empathy training to Chinese male STEM college students and shed light on possible effective empathy training to increase Chinese male STEM college students in a more cost-effective and sustainable approach.

Tanvi Thakkar, Psychology, and her Cognitive Hearing & Devices lab hosted a Community Hearing Day  on April 3 in La Crosse. The event reflected UWL’s commitment to community engagement, interdisciplinary scholarship and inclusive education. By bringing together community members, scholars, clinicians and students, and featuring guest speakers Professor Sara Heaser and Dr. Lindsay Hoffman, audiologist, the even created meaningful opportunities for all ages for learning, connection, and dialogue around hearing, communication and the science of sound.

Reg Hawkins, Multicultural Student Services, authored the article "From Trauma-Informed to Healing-Centered: Advancing Institutional Accountability and Black Student Belonging in Higher Education" in The Vermont Connection,  accepted for publication by University of Vermont. This article explores the limits of trauma-informed practices for Black students in higher education. Drawing on racial trauma scholarship and healing-centered engagement, the piece offers a framework for institutional change, community care and Black student belonging.

Gita Pai, History, served as session chair and moderator for "Religious Places and Sacred Spaces in the Diaspora" at the Society of Architectural Historians (SAH) 79th Annual International Conference on April 17 in Mexico City. This session explored how immigrants, migrants and refugees in the diaspora engage with religious places and sacred spaces — materialized in the form of the built environment — to affirm their traditional identity, maintain transnational family ties, and foster cultural connections.

Kim Fuerstenberg, International Education & Engagement, served on the Gilman Scholarship Selection Committee. The U.S. Department of State’s Benjamin A. Gilman International Scholarship Program supports thousands of students in accessing and funding study abroad and international internship opportunities. The Gilman Program empowers U.S. undergraduates of limited financial means and, since 2001, has enabled more than 50,000 students from diverse backgrounds to gain meaningful educational experiences in 160 countries. Thank you, Kim, for your commitment to expanding intercultural connections and global learning!

Alexis Bergstrom, Aj Bierwirth, Sarah French, Kim Fuerstenberg and Miranda Panzer, all International Education & Engagement, directed "the 61st International Banquet" on April 18 in La Crosse, WI. Thanks for their incredible work planning and delivering a vibrant community‑wide event honoring all of UWL’s global connections. From inspiring performances to a thoughtfully curated international menu, your dedication truly shows. Our global community shows us that when cultures connect, we all grow stronger. Thank you—your work does not go unnoticed!