When Mary Gospel found out she was going to be teaching a student who is blind, she wondered how that was going to work in a major—Communication Sciences and Disorders—that requires so much visual learning.

Then Haley Sumner came to class, and she had her answer.

"I've had Haley in class four times," says Gospel, Butler University Senior Clinical Faculty in Communications. "The only time I really even was thinking about her being vision-impaired was the first class. After that, you just forget because she handles everything so well. Outside of having a dog in the classroom, which is unusual, you just forget. She is such an amazing, strong student, and knows how to advocate for the things she needs to make the material in the classroom work for her."

That's precisely how Sumner wanted it. She has spent her life finding alternative ways to succeed, and she continued that at Butler.

She finished school in four years with a double major in Communication Sciences and Disorders (CSD) and Spanish. Along the way, she was involved in Student Government Association for three years, and  the Butler University Student Foundation.

"I've been able to develop work connections with graduates, and gotten an idea of what life will look like after college," she says. "If it wasn't for those organizations, it would have been harder for me to make connections, and feel comfortable with the next chapter of my life.”

In summer 2018, Sumner did an internship in the Human Resources department at Eskenazi Health. That spurred her interest in working for a large organization, like Eli Lilly and Co. or Salesforce when she graduates. She's now in the interviewing process.

*

Haley Sumner came to Butler from Ben Davis High School in Indianapolis. Sumner was born three months prematurely, weighing less than two pounds. She’s been blind since birth.

She started in Exploratory Studies, and chose CSD as a major because she had gone through speech therapy when she was young.

"I can't think of a day or even a moment in my life where I thought, 'I wish I could see this right now,'" she says. "I'm so grateful for the experiences I've had. I feel like we're all designed in a unique way."

She has navigated campus with help from her service dog, Ezzie. A text-to-speech machine turned her textbooks to audio. When she had classes that were heavily visual, she relied on tactile formats to feel what she couldn't see.

She says that in one class that dealt with topics such as anatomy and soundwaves, Butler's Student Disability Services office hired older students to draw diagrams she needed for exams and lectures. She has special paper that, when drawn on, makes raised lines, so she can feel what the picture is showing.

Sumner explains that for a drawing of a brain, for example, she can  feel where each lobe is located, and make a square or a circle in her mind, and then try  to put each part together to develop an understanding.

"Once I'm able to gauge where everything is mapped out on the page, then I'm able to make a mental image of it," she says.

*

Gospel says having Sumner in class made her a better teacher. She had to think more purposefully about how, and what, she taught. It forced her to prepare more thoroughly.

In one course, where students were expected to learn phonetic symbols instead of using alphabet letters, Gospel was flummoxed. She was unsure how to possibly make this accessible for Sumner.

Gospel teamed up with Kathleen Camire, Assistant Director of Student Disability Services, and Sumner. Not only were they able to come up with the necessary technology, but the three of them co-wrote a paper that Gospel presented at the American Speech and Hearing Association, about the technology and strategy needed to teach phonetics to a student with vision impairment.

Gospel says Sumner also made an enormous impact on the Butler Aphasia Community, a group of people who have had strokes who come to campus to work on their language skills with Butler students.

"They adored her," Gospel says. "She related to them so well, and they related to her. They saw how she was able to overcome obstacles with a positive attitude and sense of humor. They were inspired by her spirit.

Sumner says she comes at whatever she does with great empathy for others.

"Whenever I hear people complain or I hear them having a bad day, I try to get closer to them and help them find ways to make their situation positive or help them find a positive point in their day," she says.

INDIANAPOLIS—Madeline Smith was in third grade when she attended her first college class. It was math. Finite, to be exact. And she loved it.

Her mom, Sarah Taylor, didn’t really have a choice but to bring her young daughter with her. She was a 30-year-old college student at Indiana University. She had returned to college years after giving birth to Smith and realizing, if she wanted to stop working 16-hour shifts and provide a better life for her daughter, a college degree would help. So, Taylor packed up her whole house, put everything in storage except for two tents, and headed to Yellowstone Woods in Bloomington, Indiana with Smith. They camped out for two months—Taylor and her 10-year-old. Taylor bused tables, saving up for an apartment. She had a friend watch Smith during most classes, but when she had to, Taylor brought an extra set of hands with her to class. Turns out those hands shot up in the air on more than one occasion when questions were asked. Especially during Finite.

“I knew I had to make a change to make Madeline’s life better in the long-run, and I am very thankful she was a resilient individual, because she powered through some tough times,” says Taylor, who has worked in Human Resources since graduating from IU. “She was my study buddy who would hold up flashcards for me during dinner, while I was doing laundry, everything. She took notes in her own notebook during Economics. She always loved learning and saw firsthand from those days that knowledge is power, and education can transform your life.”

That love of learning was always on display. In elementary school, Smith preferred reading to riding bikes with her friends. And when she brought home her first B at Southport High School in Perry Township, Smith cried hysterically, studying all night, determined to bring her grade back up to an A.

When it came time to make a decision about college, Taylor was biased. She took her daughter back to Bloomington where the two had many fond memories. Smith earned a 21^st Century Scholarship—up to four years of undergraduate tuition at participating universities in Indiana—so Taylor knew her daughter had options. They also visited Butler University.

“After being on campus, Butler became a no-brainer,” Smith says. “I loved the atmosphere here. I loved the fact that just six buildings make up the academic section. There was such a community feel right away. With larger institutions, it felt like you had to walk across an entire city to get to class. I didn’t want to be in a department where there are 25 professors and you never meet half of them, and they don’t know your name, and you are just another face. I wanted to be Maddy, and at Butler, it became instantly obvious to me the I would have that type of experience.”

Then, one day during Smith’s senior year of high school, she sat her mom down. She needed to talk to her. Smith was pregnant. They had a long talk—both cried and were scared—but, Smith made one thing clear: her goals would not shift, and she would go to Butler as planned. Taylor explained that she would understand if Smith needed to take a slightly different route, or adjust her timeline. But Smith was adamant. Nothing would change.

Four years later, Smith is on the cusp of graduation. She will join nearly 1,050 other students on Saturday for Butler’s 163^rd Spring Commencement. She will fulfill the promise she not only made to her mom, but to herself, and to her daughter, Arabelle.

The Anthropology major and History minor will walk across the stage right on time, just as she planned four years ago. She is a bit more tired, but also incredibly grateful—for the scholarships, support from faculty and family—and proud—for trusting herself and sticking to her plan.

 

‘I’m exhausted’

The timing, actually, could not have been better for Smith. She was determined to not miss any significant class time, and her daughter was due in December, when Butler was closed for Winter Break.

So, Christmas 2015 arrived, she went to the hospital, and Arabelle arrived on December 27, 2015. Two weeks later, school started, and Smith was in class.

“It was really hard. To be honest, second semester of my first year is a blur,” Smith says, “It is recommended that you have six weeks of bonding time with your baby, and I had like two. But, I would have had to take medical leave if I missed school, and I wanted to graduate on time. It was really difficult, and exhausting, and things you don’t think about, like nursing, were messed up, but I knew I had to get through it.”

On top of having a newborn, Smith had to move to Kokomo during her second semester—about an hour from Butler’s campus—because her mom was relocated from Indianapolis to Tennessee for work. She moved in with her aunt and uncle, and then made the hour-each-way commute every day for classes.

She learned traffic patterns very quickly, she says. She also learned time management.

Each day she woke up at about 5:00 AM, got ready for school, got her daughter ready for daycare, drove to campus for classes, and would return home to pick up her daughter from day care at around 5:00 PM. Then it was dinner time, bath time, bedtime for Arabelle, homework time for Smith, and, hopefully at a reasonable hour, bedtime for Smith.

“The way she has juggled everything has amazed me. But that is Madeline,” Taylor says. “I have seen her up until 2:00 AM working on a paper, or sometimes asleep in a book, trying to finish assignments. Her determination is what has gotten her to this point, and her love of learning.”

It wasn’t always clear to Smith that she made the right choice, though. There were times, she says, she missed out on things like parent-teacher conferences, or making snacks for her daughter’s daycare. Or other things, like homecoming, Greek Life, and just a typical social life on campus. Between classes and taking care of her daughter, Smith has juggled several jobs throughout her four years, such as working at a gas station, working at a fast food restaurant, the Butler IT Help Desk, pizza delivery driver, to name a few.

 

Tight-knit community

Elise Edwards has an adult son, and, after a day of teaching Anthropology as an Associate Professor at Butler, she is drained, she says. So, to see Smith, a first-year student who can juggle being a mom and keep up with her studies, amazed Edwards.

“Maddy is an incredibly smart student. She writes well, thinks well, and despite all of the outside pressures she faces, has remained incredibly focused,” Edwards says. “She is very intellectually curious and, miraculously, hasn’t allowed any additional challenges to get in her way.”

Edwards worked with Smith on an independent study project looking at the Anthropology of Africa. The two handpicked ethnographies on Africa and met weekly to discuss the readings. After graduation, Edwards says, she will really miss these conversations.

But it wasn’t just that Smith was able to keep up, Edwards says. She was often ahead of the class. On more than one occasion, Smith would raise her hand and remind the class that rough drafts were due in a week.

Instructor of German Michelle Stigter was the first person on campus Smith told about her pregnancy. Stigter was her First Year Seminar professor, and the two instantly connected.

“I am the child of teenage parents, and I know the odds are stacked against young women who get pregnant in terms of college completion,” Stigter says. “Being a mom and something else is hard enough, but being a mom and a college student is really difficult. Maddy has a tenacity to move forward and make life happen for her and her daughter that has been incredible to witness.”

Most who know Smith, Stigter says, aren’t even aware she has a daughter. She has been determined to be like every other student and not let her family situation influence her college experience.

It was Stigter who nominated Smith for the Betty Murnan-Smith Scholarship—given to single parents enrolled in the College of Liberal Arts and Sciences, who have at least a 3.0 GPA.

Stigter nominated Smith in 2017, and since then, Smith has received the scholarship for the last three years.

“Without scholarships I never would have been able to come to Butler and receive the education I have received,” Smith says. “To have people that don’t even know you set up scholarships that you’ll eventually benefit from is something I am so grateful for. But, to then have professors looking out for you, and really advocating for you—it is all just so amazing.”

 

An education for everyone

Betty Murnan-Smith ’44 always loved to learn, too.

Born in Indianapolis in 1921, her father died of leukemia when she was 12. Suddenly left to raise Murnan-Smith alone, her mother moved them into the back room of a dried goods store to save money. The two shared a bed, her mother sewed their clothes, and a curtain enclosed their room.

Murnan-Smith rode her bike to school, always eager to get there, says her son, Timothy Smith. A high school English teacher of hers saw her talent as a writer and asked her if she planned to go to college. She said she couldn’t afford college, but her high school teacher told her she still could go, and introduced her to Butler.

“My mom worked her way through school. She had every kind of job you could imagine. She grinded magnesium for airplane parts, she was a soda jerk, an artist model, a Rosie the Riveter,” says Smith, who now lives in Los Angeles. “She was an uncommon woman of her time, one who was fiercely interested in women not following the well-traveled path but taking another option, and daring to do something great with their lives. She got that from her mother.”

Her favorite job, though, was on campus at Butler helping Professor of English Allegra Stewart grade papers. Stewart told Murnan-Smith that she had so much potential, and inspired her to become a professor, too. Murnan-Smith would go on to name her daughter Allegra, after Stewart.

“At a time when most women were becoming domesticated and looking for husbands, my mom went to Butler and had professors who showed her all the potential she had and all the options available to her—that she really could do anything,” Smith says.

Murnan-Smith would go on to teach at the University of Wisconsin-Waukesha. Later in her life she established the Betty Murnan-Smith Scholarship for single parents at Butler.

Her children didn’t even know about the scholarship until the end of their mother’s life, but it certainly doesn’t surprise them.

“It resonates with everything we understood about her. She would save pennies and dimes to help those who are trying to fulfill their dreams, despite challenges,” Smith says. “She taught us from a young age the importance of education. We were 12 and she was telling us the unexamined life is not worth living. She wanted to make sure she did her part to provide that for everyone. She actually sounds a lot like Maddy from the bit I have learned about her.”

 

‘A really special day’

Taylor will be at Hinkle Fieldhouse on Saturday, watching her daughter graduate. Arabelle will not. She would be bouncing off the walls during a long ceremony like that, Smith says.

But, the day will be an emotional one.

“I couldn’t be prouder of my daughter,” Taylor says. “I have seen first hand all she has juggled with school, but also raising my granddaughter and being a wonderful mother, and sticking to her original goals and not wavering. She has always been so driven, but to see everything come to the final stages, it will be such a special day.”

After graduation, Smith is hoping to go into event planning, but she is still exploring her options. Whatever she ends up doing, though, she hopes to one day help others like her—sort of like Murnan-Smith.

Butler University senior Marketing major Abby Smith has a tattoo on her shoulder that says “destroy what destroys you.” On Friday, April 26, in front of a room full of classmates and strangers, she shared the harrowing story behind the ink.

“For a whole year,” she said, “I let a boy control me. He wouldn’t let me cut my hair, wear certain clothes, hang out with certain friends, talk to other boys. And I couldn’t even go to my junior homecoming.”

About eight months into the relationship, the abuse turned physical. She came home with bruises on her arms that she had to hide from her parents. At 17, she broke up with him and suffered bouts of depression. By 18, she felt she was worthless – “a true waste of human space.”

But then she came to Butler, and decided to tell her story—to allow herself to be vulnerable.

“I was tired of letting a stupid boy from high school control the way I thought about myself,” she said. “I no longer felt the burden of hiding the biggest and most impactful part of my life. Not only did I grow in that moment, but those who chose to listen grew as well.”

Smith was telling the story again in the Shelton Auditorium as part of Be Me BU: Unscripted, a TED Talk-like program put on by College of Education Professor Catherine Pangan’s Perspectives in Leadership class.

The goal of the class is to teach leadership theories, styles, and skills, and to learn how leadership styles are applied and then practiced.

Telling the story is still “very raw,” Smith said afterward, “but for every time I tell my story, I feel like I get a little bit of myself back. So anytime I can tell my story, I look forward to the opportunity.”

Junior Entrepreneurship major Emily Fleming, who served as emcee, said students in the class suggested potential speakers for the event, and the class selected the participants. Speakers were selected because they have overcome adversity and inspired the Butler community.

“We wanted people in the Butler community to be able to share their stories unscripted,” Fleming says. “We’re very proud of what we put together.”

Seven students—some from the class, some not—a faculty member, and a staff member, shared stories of life-changing moments and challenges they overcame.

The topics ranged from dealing with obsessive-compulsive disorder, to racial discrimination, to living with DACA (Deferred Action for Childhood Arrivals) status in an uncertain time. Assistant Communications Sciences and Disorders Professor Tonya Bergeson-Dana talked about finding out that she was pregnant one day, then losing her husband, IndyCar driver Paul Dana, the next. Beloved C-Club employee “Miss” Denise Kimbrough talked about finding her home at Butler and providing a supportive environment for others.

Haley Sumner, a senior Communication Sciences and Disorders and Spanish double major, shared her story about being born three months prematurely, and how her grandparents took her in when her parents were unable to care for her. Grace Bowling, a senior Strategic Communications major, told of losing her mother to brain cancer, and how important it is to “embrace the changes that life throws at you.”

Then there was Lindsey Schuler.

A sophomore Health Sciences major from Fishers, she explained that  life can change in the blink of an eye. Schuler was severely injured in a tumbling accident in which she fell 5 feet, face first, to the ground. She couldn’t move.

Schuler went through two surgeries and three weeks in the intensive care unit before heading to the Rehabilitation Institute of Chicago. After months of therapy, she was able to rejoin her high school class and walk at graduation.

But there was more rehab to do, and she went back to Chicago to gain strength, endurance, and independent skills. She had to relearn how to climb stairs, use a pencil, tie a shoe, and drive. After five months there, and two more months in another neurological rehabilitation facility in Atlanta, she was able to come to Butler.

“I was terrified to enter a whole new community of people who had not known me prior to my injury,” she said. “I was so nervous that I’d be judged by my differences. But instead, this community has embraced me and welcomed me with open arms. If it had not been for my injury, I never would have come to Butler, I never would have found my passion for helping others, and most importantly, I never would have truly appreciated all I have been given.”

Butler University Business Professor Peter Z. Grossman thinks of his life as "an unstructured research project."

Grossman, who is retiring from Butler after 25 years as the Clarence Efroymson Chair/Professor of Economics, has been, at various times, an actor/playwright, a journalist, and, of course, a professor. He has taught courses as varied as music appreciation, philosophy, and economics,  and written books about topics that include energy policy, the history of the American Express company, law and economics principles, and a history of the major blackouts of the Northeast.

A student once asked him, "How do I get into the kinds of things you have done?" To which Grossman responded: "I have no idea, because almost all of it was serendipitous."

"Peter is a lifelong learner," says Butler Professor of Economics Bill Rieber, his friend and colleague. "As an example, Peter has offered many different courses in Economics since being at Butler, including Mathematical Economics. When Peter first offered the course, he was already a full professor and a well-established scholar, teacher, and commentator in the media. It had been a while, though, since Peter had gone through the mathematics necessary to offer the course, yet he spent the time and effort to do so."

David Phillips '07 took that very course with Grossman as an independent study, and also studied International Economics and Comparative Economics with him. For the independent study, Grossman would give Phillips a set of problems to work out, then they'd get together to work through them on a whiteboard in the Holcomb Building.

"I'm a professor now, so I probably appreciate better than I did then how generous it was of him to offer to do an independent study with me," Phillips, who's a Research Associate Professor at the University of Notre Dame, wrote in an email. "It's a lot of a work, and I'm sure he didn't get any credit or recognition for it!"

Phillips added that when he went to graduate school, he needed to know how to combine economic intuition and heavy duty mathematics. Having the one-on-one opportunity with Grossman helped greatly.

The independent study also allowed them to get to know each other personally, and that’s where Phillips got a taste of Grossman's understated, self-deprecating humor.

One story Grossman told was how during his dissertation defense at Washington University in St. Louis, one of his professors asked a relatively easy question. Grossman froze, couldn't come up with an answer, but his main advisor, future Nobel Prize winner Douglass North, chimed in.

"Peter, I don’t understand your problem.  I asked you that same question last week in my office and you gave me a good answer,” North said.

Grossman's response: "Really? What did I say?”

When his answer was recited back to him, he said, “Oh yes, that’s a good answer.”

"His sharing those experiences with me was incredibly valuable," Phillips says. "A Ph.D. in economics is very different from undergraduate economics, and American students from small schools often struggle to wade through the technical material of the first couple years. Picking an advisor is an intimidating thing. Both the time I spent with him working out problems on the whiteboard and the time hearing about his own experience in graduate school helped me a lot as I became an economist."

 

*

Grossman grew up in Waterbury, Connecticut, the child of a textile worker dad from Hungary (who gave him the middle name Zigmund) and a piano-teacher mom, both of whom insisted that their sons get an education. They wanted their children to become doctors or lawyers, but in high school, Peter gravitated toward theater.

There was no drama club at any of the high schools in town, so he started a citywide drama group. He performed at the Waterbury Civic Theatre, did summer stock in Cape Cod, and generally thought of himself as an actor.

When he got to Columbia University, he transitioned to playwriting. He wrote plays that were performed in New York, including at the Public Theater, and studied philosophy, then earned a Shubert Fellowship to study playwriting at Columbia's School of the Arts.

After earning his Master of Fine Arts in 1972, Grossman was working a nominal job at Columbia, hoping to become a writer,when he bumped into a former classmate who told him about a trade magazine looking for writers. Grossman pursued the lead and ended up writing about fast food and kitchen design.

"Writing about food always made me hungry," he says. "But I was getting experience. I was learning how to write. I never took a journalism course, but I knew I had to be self-critical in order to be able to write something I would want to read. Essentially, I was teaching myself journalism."

A few years later—around the same time he met his future wife, Polly Spiegel—one of his brothers invited him to a party where he was introduced to someone who called the publisher of Financial World on his behalf. The editor gave him a tryout, assigning him a story about the commodities market.

"I had no idea what I was talking about, but I wrote it pretty well," he says.

It earned him $500 and the chance to write more. It also led him, a year later, to his first teaching job—as an Assistant Professor of Humanities at Polytechnic Institute of New York (Brooklyn Polytechnic)—and his first salaried position, primarily to teach journalism.

 

*

His first class, an Intro to Literature and Writing course, was a disaster.

"I came into the classroom the first day and was going to talk about Beowulf and the origins of the English language but I quickly saw that nearly everybody in the class was a non-native speaker," he says. “And whatever I had planned to say only confused them.”

At the same time, he was getting more assignments from Financial World, and from Money magazine. At Financial World, he became the commodities expert, and he also wrote about that topic for Money.

One day, he got a call from an analyst at a brokerage house who wanted an independent view of where interest rates were going. Grossman had no idea. He'd never taken an economics course. He needed to learn, so he signed up to take a second-level macroeconomics course at Pace University. At the same time, he got his first major book contract—to write a history of the American Express company.

He had unrestricted access to the company's archives and found that he loved doing the research. American Express: The People Who Built the Great Financial Empire came out in 1987.

By this point, he was married, and he and Polly had the first of their two sons. He also found out that he wasn't getting tenure at Brooklyn Polytechnic because they were thinking of eliminating the journalism program.

But the school got a grant to create a Science, Technology, and Society (STS) program, and Grossman was teamed with an electrical engineer, Ned Cassedy, whom he'd known since the late 1970s.Together, Grossman and Cassedy wrote Introduction to Energy: Resources, Technology and Society, which became the textbook for the STS curriculum.

While he was teaching, Grossman also started taking classes in City University of New York's Ph.D. program in Economics. He decided to go back to school full time in 1988, and ended up at Washington University in St. Louis, where his mentor would be Douglass North.

"That was the best decision I ever made, and I made it very stupidly," Grossman says. "I knew about his work, but some of these senior professors are horrible to work under. Doug North took the attitude that (as I was already 40) I needed to get in, get out, and get into the world and use my new-found skills in economics along with my writing and research skills as quickly as possible."

 

*

Grossman finished in three and a half years, but had trouble finding a job. It took him three years. Then, at once, he had two opportunities—one at the University of Illinois at Urbana-Champaign, the other at Butler.

"I was a visiting assistant professor at Washington University, two years past my Ph.D., and I kept looking at this ad for an endowed chair at Butler," he says. "It said someone with an affinity for the liberal arts, the fields they listed were my fields, and I had my three books and I'd just published a couple of scholarly papers. I said, 'What do I have to lose?'"

He sent a package—"and it did help that I had a Nobel Laureate as one of my recommenders"—thinking that nothing would happen. Shortly after, Bill Rieber called. Grossman started talking about himself and mentioned his theater background, and Rieber said, "Why didn't you put that on your CV?" Grossman responded, "My CV was confusing enough to people."

But Butler was interested and brought him in for an interview.

"It was a beautiful spring day in 1994, I loved the campus—which has only gotten better since I've been here—and I gave a presentation," he says.

Before that presentation, he came face to face with a senior professor who knew and revered Clarence Efroymson—the professor for whom the Chair in Economics is named—and he didn't want the position going to someone who was "a moron." His definition of "moron" was people who weren't reading things other than books in their disciplines.

The most recent book Grossman had read was On the Origins of Species by Charles Darwin, which established that he wasn't a moron.

Then the professor asked: What are your fields?

“Economic history and law and economics,” Grossman said.

The professor asked: Isn't law and economics kind of a b.s. area?

"At that point, I thought, 'Maybe you should just drive me back to the airport,'" Grossman says. "Actually, what he wanted was for me to defend myself, which I did."

Butler offered him the position. Then Illinois also called, offering a tenure-track position.

"As I've thought about it over the years," Grossman says, "I made absolutely the right decision. I was much better placed here just because of who I am and the work I do. I follow that unstructured research plan. I start writing and studying things that interest me. At Illinois I would have been put in a box and all my teaching and research would have had to fit that box. Here I’ve been free."

 

*

At Butler, he wrote four more books, and made use of his journalism background by publishing 140-plus op-ed columns, which gave additional visibility to the University.

Over the years, he taught 14 different courses—several he created, some he revived, all for undergraduates.

"It's been great—the kind of thing I like to do, which is exploring new ideas in different areas," he says. "I never would have been able to do that in Illinois—even if I'd gotten tenure."

And now, going into retirement after 25 years at Butler, Grossman says he's unsure what's next. He's likely to continue writing, he says, but in a life that's been an "unstructured research project," you never know.

"The research will go on," he says, "even though I will no longer be at Butler."

The Thomas Taggart Memorial in Indianapolis' Riverside Park must have been magnificent when it was dedicated in 1931: majestic columns and arches, a curved fountain in front, balustrades lining the monument to the Indianapolis mayor who had created the city’s park system 34 years earlier.

But in 2019, after decades of neglect, it's a mess: cracking concrete, weeds and trees bursting through the mortar, balustrades collapsing on both sides.

That’s about to change.

In December, the Lilly Endowment Inc. awarded $9.24 million to a coalition of the Indianapolis Parks Foundation, Indiana Landmarks, the Indianapolis Shakespeare Company, and Indy Parks to restore the memorial. In summer 2020, the memorial will become the permanent home of the Indianapolis Shakespeare Company—also known as Indy Shakes—run by Butler University Theatre Department Chair Diane Timmerman.

“This is a really great moment in history for the Indianapolis Shakespeare Company,” she says, “because we are deepening and expanding our mission in ways that I don’t believe we fully understood when we wrote our mission statement—which is to share the joy of live theater in ways that appeal to diverse audiences.”

Timmerman says it's also great for Butler Theatre and its students, who will have access to internships and performance opportunities with a professional, growing theater company. Butler Theatre has always had its sights set on transforming the landscape of theater, she says, and its students will be the artists who make the theater of tomorrow.

"When I was first asked to be Artistic Director of Indy Shakes, my first thought was that I would take the job because it would be great for my Butler Theatre students," Timmerman says. "It's been vital for me and other members of the theatre faculty and staff to be professionally connected in Indianapolis so that we can work in our own way to support and improve the arts landscape of Indy. Contributing to theater in Indy is never just about our own professional development, but is always tied to our students and their development as artists."

 

*

Indy Shakes needed a new home. The company had been performing for several years at White River State Park, but between increasing competition from concerts at The Lawn next door, and the sun blinding patrons as it set, the time was right to move.

For a couple of years, Timmerman visited “nearly every green space or big concrete space or any space that would remotely work,” including many of the more than 200 locations in the Indy Parks system. She was looking for an amphitheater setup with sightlines that would work and space to build.

Then in January 2018, the Lilly Endowment announced Strengthening Indianapolis Through Arts and Cultural Initiatives, a program that offered $25 million to organizations working together to better Indianapolis.

At the time, Indy Parks had just completed a master plan for Riverside Park on the city’s near-westside that called for bringing arts programming to the park. Timmerman reached out to  Butler graduate Marsh Davis '80, the head of Indiana Landmarks, the organization that preserves historic places in Indiana, about converting the Taggart Memorial to an amphitheater.

Davis was behind the idea immediately.

"Indiana Landmarks has worked for over a decade to find a sustainable use for the Taggart Memorial, something that would make it relevant to the community," he says. "We were working on a proposal to the Lilly Endowment to repurpose the memorial when Diane contacted me with her idea. It was brilliant, and thanks to the Lilly Endowment, it will be realized. The Taggart Memorial will be restored and serve a meaningful purpose in the Riverside neighborhood."

Timmerman says what she saw from Davis is what she sees in other Butler people: a desire to give back to the community.

 

*

Representatives from Indy Shakes, Indiana Landmarks, Indy Parks, and Indianapolis Parks Foundation are now meeting every other week with Ratio Architects, and others, to discuss construction, repairs, design, sound, lighting, and other considerations.

“It’s going to be beautiful,” Timmerman says. “With its majestic backdrop, it’s so Shakespearean. It couldn’t be a better location. It’s perfect for Shakespeare.”

Last summer, Indy Shakes launched a traveling troupe, and did a one-hour version of Macbeth in a number of city parks, community centers, and libraries. This spring and summer, Indy Shakes will have two traveling troupes that will perform a 30-minute version of Much Ado About Nothing for elementary school-aged audiences, as well as a one-hour As You Like It for middle schools and high schools.

In addition, the company will perform Hamlet July 25-27 and August 1-3 on a temporary stage in Riverside Park.

 

*

The inscription on the Taggart Memorial reads:

 

To Thomas Taggart
Lover of mankind
whose foresight made
possible this park

 

Timmerman says the revitalization of his memorial will serve, “a very established, vibrant neighborhood that has a lot of other things going on,” for decades to come.

“And now it’s up to us,” she says, “to figure out how we fit into the fabric of the Riverside neighborhood and how we can connect with people in ways that support what is already there arts-wise and add to it.”

Before you buy medication from an online pharmacy, you may want to think twice.

And after listening to Butler University Associate Professor of Pharmacy Practice John Hertig, who studies the impact of counterfeit online drug distribution worldwide, rattle off the numbers, you may want to avoid medication sold on the world wide web all together.

"At any one time, there are between 35,000 and 45,000 illegal online pharmacies operating worldwide," he says. "The issue with those illegal online pharmacies, in addition to not operating under the laws and regulations of the United States, is that about 50 percent of them sell counterfeit medications. So in addition to just being the criminals who now have your credit card data and home address, about half the time they're going to ship you counterfeit product."

Hertig is a board member of the Alliance for Safe Online Pharmacies (ASOP), whose mission is to protect patient safety. His research looks at why patients are going online ("No surprise, it's because of cost, but it's also because it's an ecommerce world, and people are not aware of the risks"), and whether pharmacists, nurses, and physicians adequately educate their patients about the risks.

The dangers, Hertig says, are the possibility of getting either a substandard or falsified drug. Substandard could be counterfeit, meaning it might not have any of the active ingredient in it—it could be sugar pills—or there might not be enough, or too much, of the active ingredient. Sometimes, counterfeiters might cut 100 real pills into 1,000 pills by diluting them with sugar, brick dust, antifreeze, or chalk.

Falsified drugs are real, but they haven't been labelled, stored, or handled appropriately.

Hertig says there are ways to tell if an online pharmacy is legitimate. The National Association of Boards of Pharmacy (NABP) owns the ".pharmacy" top-level domain, and there's no way to obtain a dot-pharmacy web address without going through the association.

"If you go to cvs.pharmacy, you're good," he says. "If you go to walgreens.pharmacy, you're good. If you go to bestdrugsever.com, even though the website might look legitimate, you need to second-guess that."

The ASOP and NABP are both heavily involved in consumer education (more information is available at BuySafeRx.pharmacy), as is Hertig in conjunction with the Indiana Coalition for Patient Safety, and a network of hospitals. They've developed toolkits and are working to determine how much doctors, nurses, and pharmacists know about online pharmacies.

This summer, Hertig will be working on a Butler Summer Institute project with Kyla Maloney '22, a Pharmacy student whose research will summarize the possible link between illegal online pharmacies and patient harm worldwide. She plans to do a comprehensive review of the available literature regarding this kind of patient harm and unearth data that can be used for patients and providers to make better-informed healthcare decisions.

Maloney says that during an introductory pharmacy class, she was exposed to the world of online pharmacies and the massive issue surrounding adulterated drugs from these sites.

"The impact these pharmacies have on the economy, health system, and patient well-being were quite intriguing to me," she says. "Pharmacists have a professional responsibility to deliver exceptional care for our patients; in many cases, the ease and convenience of online pharmaceuticals may aid in that mission ... I am hoping this literature review will allow me to help make the world of pharmacy just a bit safer for my future patients."

Women enroll at Utah Valley University (UVU) at higher rates than the national average. They also drop out at higher rates than the national average.

Since January, UVU undergraduate students Alyssa Jensen, Elizabeht Hansen, Alexis Stallings, and Wendy Covington have been exploring why. They want to know what women are experiencing on campus, and figure out what the school can do to reverse the trend.

On Friday, April 12, they came to Indianapolis from Orem, Utah, to present their preliminary findings at Butler University's 31^st Undergraduate Research Conference (URC). The UVU contingent—four students and two faculty sponsors—were among the more than 100 people who came from out of state to present at the conference.

"We wanted to gain some experience as undergrad researchers to present, and Butler seemed like an ideal situation to portray our research, and express our ideas in a setting where people may not be familiar with the research that we're doing," UVU student Alyssa Jensen says.

URC participants came from as far as California and Florida, New York and Colorado. Though the majority of the presenters were from Indiana—and 356 of the 824 were Butler students—23 states were represented.

The UVU project came about when Dr. Stevie Munz, an Assistant Professor in the Department of Communication, and Assistant Professor of Communication Dr. Jessica Pauly received a grant from the university to study women's experiences on campus. Once they assembled the research team, they started looking for undergraduate research conferences where the students could present.

"This conference is one that's really well respected, so we said, 'Let's go. Let's present this,'" Munz says. "So that's what brought us all the way from Utah to Indiana. Actually, there aren't that many undergraduate research conferences that service all the disciplines, so it was a nice fit for us because our project does cross quite a few intersections of education, identity, religion, family life, home life. So we thought we'd be a really good fit for this conference."

Colorado College student Naomi Tsai came to the URC from Colorado Springs. Her research came from a much greater distance—the Red Sea. She studied coral reefs in the Gulf of Aqaba to determine why they are better able than coral reefs elsewhere to withstand rising temperatures.

She decided to undertake a thesis as part of her degree, and that requires presenting at a conference. She researched conferences, and found the URC.

"I feel like it's a very supportive group of people," she said after her 15-minute presentation in Gallahue Hall. "I don't think I've ever presented in a format like this, and it's really nice to be surrounded mostly by your peers and people who are interested in your research."

Dr. J.C. Blewitt, an Assistant Professor of Management in the School of Business at King's College in Wilkes-Barre, Pennsylvania, was in the audience when one of his students, Rebecca Kinzinger, presented her research showing that millennials going to work at accounting firms want their employers to be active in promoting social entrepreneurship. That is, part of the companies' mission should be to use their professional skills to make a large-scale difference in the world.

Blewitt says it's vital for students planning to go to graduate school to get experience presenting their research at conferences.

"I think a lot of times research conferences can be terrifying," he says. "This conference is a wonderful stepping stone for students to get some exposure, and feel confident, and get some constructive but overall pretty positive feedback from other students and faculty."

Blewitt brought one student to the URC in 2018 and found it "so well run" that he brought two students this year.

"And next year," he says, "maybe three."

Dacia Charlesworth remembers her first research presentation well. And the memories aren’t great.

She was peppered with aggressive questions, and it was more competitive than cordial. So when Charlesworth, Butler University’s Director of Undergraduate Research and Prestigious Scholarships, took the reins of the Undergraduate Research Conference four years ago, she was determined to make it as welcoming as possible—both for savvy researchers and those just starting out.

“We want to ensure the URC is a stepping stone for students when it comes to introducing them to the academic world of research, but we also want to make sure it is credible,” she says. “Both of these goals are integral to our mission as a University when it comes to research in addition to this conference. We want to make sure we provide a place for all students with varying levels of interest in research, while also producing legitimate work.”

The URC will kick off for the 31^st time on April 12 at Butler. There will be 473 total presentations representing 27 academic disciplines. For the first time, the conference had two international submissions—one from Saudi Arabia and one from Canada—and representatives from 23 states will flock to Indianapolis to present their research.

But more than the numbers, Charlesworth says, it all goes back to the mission. When she took over the URC she was surprised to learn that it was open submission, meaning everything that is submitted is accepted. She wanted to enhance the conference’s credibility.

So, the competitive paper division was added two years ago in an effort to mimic the process of sending a journal article out for review. Students submit their papers, and a panel of faculty members review the work, then select the top four papers.

“But I also remembered my first research experience, and how terrifying it was,” she says. “I wanted to make sure we were simultaneously creating a place at the URC for support for an inexperienced researcher who is in the beginning stages of the research process, but has yet to fully develop that project.”

To compliment the poster presentations, oral presentations, and competitive paper division, research roundtables were also added. The roundtables serve as an opportunity for students to present ideas they have for research projects, and then a panel will give them feedback.

This year, Assistant Professor of Political Science Greg Shufeldt will have 13 students present at the URC. Four of them will be at the research roundtable presenting proposals for potential projects.

“This gives them a unique opportunity to test some of their ideas and thoughts prior to jumping into the research,” he says. “They are early in their research careers, so to get some direction and helpful feedback is crucial.”

Shufeldt, who says the URC is one of his favorite days of the year, right up there with graduation, gives extra credit to students who are not presenting but who go to URC presentations to watch. He, like many professors, cancels classes, too.

Attending the URC as a spectator, Shufeldt says, can spark a student’s interest in research. Presenting in front of others also reinforces the importance of being able to explain one’s work. Discovering something critical is important, he says, but if no one knows about it, or if it’s importance is hard to convey, what is the point?

“If no one reads the research I do, what was the purpose of it all?” Shufeldt says. “This event is so critical because it is not just students doing work to get a good grade. It is all about that next step—building knowledge, contributing to the understanding of the world, presenting new problems and new ways to think about the world, and developing professionally.”

INDIANAPOLIS—Eric Farmer ’07 remembers being frustrated.

It was around 2014, and Farmer, an HIV Clinical Pharmacist at Indiana University Health Methodist Hospital, was working at one of the largest providers of HIV care in Indiana, yet he was spending most of his time filling out paperwork.

The Affordable Care Act was in the midst of being implemented, and many of Farmer’s patients were having issues with their health insurance marketplace plans covering the HIV medications he prescribed. So, Farmer was looking for an “in” at the Indiana Department of Insurance in hopes of influencing the process on a larger scale.

Then, an email from a former Butler University professor popped into his inbox.

Carriann Smith, professor of pharmacy practice, was working on a project —with the Department of Insurance—on marketplace health insurance plans. Would Farmer be interested in helping?

“It was unbelievable timing,” says Farmer, who graduated from Butler with a degree in Pharmacy in 2007. “I was desperately looking for a way to improve the process when it comes to deciding what drugs insurance companies cover on marketplace plans. We were having issues with plans covering some of the HIV medications and not others, and I wanted to influence the process on a much bigger scale than just my institution.”

Now, about four years later, the partnership between Butler and the Department of Insurance, which has involved about 25 Butler undergrads, five Butler alumni, and 11 Butler faculty, is doing just that—influencing the process. The tool they created, which insurance companies in Indiana fully implemented last year, specifies what medications insurance companies should cover for 17 diseases that are health priorities in the state.

One purpose of health insurance plans available on the marketplace, Smith says, was to provide a level playing field, and to make sure individuals with certain diseases were not discriminated against by insurance companies in terms of the level of coverage provided.

However, prior to this tool, insurance companies were deciding which medications to cover for each disease. There was limited external clinical perspective or dialogue with experts about why certain medications would or would not be covered, Smith says.

“Our tool takes into account all of the latest research, the published literature, and uses the clinical experience and expertise of our faculty, as well as external experts,” Smith says. “The goal is to bridge the gap between the regulators, the insurance companies, and the clinicians, and get everybody on the same page. We look at the evidence and, based on that evidence, say 'Is that side effect of that medication really true, or is a prior authorization really needed, or, from a clinical perspective, this really should be covered.' Medicine is not always black and white, and this now allows for more of a dialogue.”

The Department of Insurance now shares the tool with insurance companies in Indiana, who in turn use it while finalizing their marketplace insurance plans for the year. Plans are then submitted to the Department of Insurance for approval. The tool is used by the insurance companies when deciding which medications to cover for the 17 diseases it looks at.

By providing this expertise, and in turn, this tool, to insurance companies, Butler is adding a clinical perspective to the medication decision-making process when it comes to designing insurance plans. Most insurance companies have limited clinical expertise on staff when thinking through which drugs should be covered. As a result, the clinical perspective is not always taken into consideration or discussed. This process adds that clinical expertise, which in turn could result in a more thorough development of  insurance plans.

“Our goal is not necessarily to make more drugs covered, but to make sure the key products are covered,” Smith says. “We need to weigh the benefits and potential side effects for patients. So our job as clinicians is to carefully consider the literature and evaluate whether or not a treatment is best.”

Keeping up with the latest literature and research has been the main focus of Drew Johnson, a P3 Pharmacy major, who has been involved in the project since 2018. Johnson reviews all of the generic products that come to market and makes sure the tools for bipolar, depression, and MS reflect the most current medications.

To do that, Johnson collaborates with clinical pharmacy specialists, reads up on drug industry newsletters, sifts through literature in the latest databases, and, occasionally, whips out his notes from the clinical experts who recently taught his classes at Butler to see if there is a particular drug in the pipeline that he should be aware of.

“Without having an external clinician looking at these plans, it is possible for the insurance company to look past the clinical perspective,” Johnson says. “Our involvement helps to ensure that quality insurance programs are sold throughout the state of Indiana to all individuals.”

That was essentially why the Department of Insurance reached out to Butler in the first place.

Jenifer Groth, spokesperson for the Department of Insurance, says the Department reached out to Butler in an effort to leverage the pharmacy program’s expertise, as the Department worked to determine if insurance carriers were covering an adequate amount of prescription drugs.

Which all leads back to Eric Farmer and all that paperwork.

As the Affordable Care Act was being implemented, Farmer was noticing that many of his patients with marketplace plans were having trouble getting coverage for the HIV medications he was prescribing.

“Keep in mind, when it comes to HIV, these pills are expensive,” he says. “To control HIV, the first line regimen is usually $2,500 to $3,000, and it only gets more expensive from there.”

The problem was, Farmer was seeing that most of his patients with marketplace plans were getting denied those first line regimens. The insurance companies were asking for prior authorizations for those drugs. Sometimes, insurance companies would not only ask for a prior authorization, but they would instead recommend trying a different drug—usually one from the 1990s, or one that was no longer on the market in the U.S.

“HIV is a field that moves super fast and many insurance companies weren’t keeping up,” Farmer says. “I would spend the majority of my day filling out paperwork, and I am lucky that I was able to. Imagine a small primary care doctor in rural Indiana—if he or she gets a prior authorization back from an insurance company, they likely won’t have the time or person power to fill out that paperwork. Instead, they will just ask the insurance company what will they cover, and just prescribe whatever the insurance company says they will cover. As a result, that patient is not getting the best care.”

Now, Farmer is working on the HIV tool to help guide insurance companies. One aspect of Farmer’s work is determining what medications should be covered, and which should require prior authorizations and which shouldn’t—all from a clinical perspective.

 

MEDIA CONTACT
Rachel Stern
Director of Strategic Communications
rstern@butler.edu
317-940-9257 (mobile: 914-815-5656)

On a Butler University Honors Program and Modern Languages, Literatures, and Cultures-sponsored “Bulldogs to Berlin” spring break trip in 2018, Addy McKown ’21 became fascinated by how the Germans had taken in 2 million Syrian and Turkish refugees, and how those refugees have integrated and assimilated.

“I saw neighborhoods that were devoted to thousands of people from Turkey and Syria and how the city swallows them up and lets German culture wash over them,” she says. “Yet their native cultures are still prevalent in their neighborhoods with their markets, with their restaurants and cafés, and how they garden. They let them adjust to their new life while retaining the fondness and heritage of their old life.”

Her observation became the impetus for her honors thesis, A Cross-Cultural Comparison of the Assimilation of Twenty-First Century Refugees in Modern Cultures. It also earned her the annual Bruce and Lucy Gerstein Holocaust Education Travel Fund, an endowed fund established by Indianapolis dermatologist and friend of the University Dr. David Gerstein. The Fund, named for Gerstein’s parents, supports travel and research related to the Holocaust.

For her thesis, McKown is comparing how Germany and the United States are handling the current refugee crisis, and how the Holocaust left residual effects on Germany’s foreign policy and relief aid efforts.

McKown, a double major in Critical Communications and Media Studies and Human Communication and Organizational Leadership, is spending the spring 2019 semester at Humboldt University in Germany. She’s also traveled on weekends to Vienna, Prague, and Dresden to see how they're taking in refugees.

In Berlin, she’s visited Tempelhof Airport, where some refugees have been housed in hangars, and she’s planning to go back to talk to people living there.

McKown, who’s from New Castle, Indiana, says she chose Butler after visiting campus and meeting representatives of the study abroad and honors programs, and her future faculty advisor, Associate Professor of Communications Allison Harthcock.

“I immediately fell in love with the possibilities,” she says. “I love to travel. I was fortunate to have parents who exposed me to that from a young age. So hearing about all the study abroad opportunities was great. I came here and you feel like a family, but a family that's going to push you and not let you settle for mediocre. That was really important to me.”

Jason Lantzer, Assistant Director of the University Honors Program, describes McKown as “a wonderful student and a terrific representation of our Honors Program.” He’s taught her in a couple of classes and was one of the professors who led the first trip she took to Germany.

“The Gerstein Fund not only helped her achieve her goal of going back, but is helping to lay the groundwork for her planned honors thesis,” Lantzer says. “Having just returned from the second time of Bulldogs to Berlin, it was great to get to see Addy while we were in the city and see just how much she has grown in the year since she first arrived.”

McKown says she’s unsure of her plans after graduation—she might apply for a Fulbright Award, go to graduate school, or find a job. She’s interested in working within outreach programs, a liaison between the public and the organization.

“I want to be on the people side of things, whether that's organizing training, doing research sessions in groups to find out how to better market products or word our statements,” she says.

In the meantime, she plans to keep her options open and explore the world. She thinks others should do the same.

“It's OK to explore something that hasn't been explored yet,” she says. “To witness this refugee crisis firsthand, to see what such a crisis is doing to the world, you can get involved and step in in some sort of way, whether that just ends up educating yourself or if you come over here and start a thesis, if you join the Peace Corps. Whatever it is, I think it's just important to open your eyes up and see the world and see what you can do with it.”

 

It’s March. Time to tune in to endless hours of college hoops, fill out a bracket despite having not watched a minute of college basketball all season, and fire up the live stream at the office. This is the one place void of politics. Right?

Right?

Wrong. That’s according to new research from Butler University Assistant Professor of Entertainment Media and Journalism Ryan Rogers. Turns out, according to Rogers’ research, those who lean liberal politically fill out brackets differently than those who lean conservative. And those differences, according to his study, are magnified when decisions are made in groups of like-minded individuals.

“When we broke groups up by political ideology, and had them fill out brackets together over the Internet, even though the task was something seemingly mundane, we saw how certain traits and values became more salient, and then how conformity is even more prevalent when a group thinks similarly,” Rogers says. “This then led to consensus more readily during the decision-making process.”

In his study, 118 people were divided into small groups based on self-identified political ideology—conservative or liberal. Then together, over the Internet, each group filled out an NCAA Men’s Basketball Tournament bracket.

The purpose was to see how groups of political liberals compared to political conservatives when it came to predicting winners in the tournament. The study also examined how political ideology influenced collective intelligence, or the ability of a group to perform a task and make decisions.

Rogers found that the results certainly differed based on political ideology.

Conservatives tended to go with the safe pick, while liberals went with more underdogs. Conservatives picked more upsets correctly, though, as they tended to pick the safer ones, such as a nine-seed over an eight-seed, while liberals picked riskier upsets, such as a 16-seed over a one-seed. Conservatives were more effective in picking first round wins, and liberals were more effective in correctly picking winners in later rounds.

In short, conservatives were more likely to predict a lower risk team, and tended to play it safe. If an expert picked a team, it was likely the conservative would go with the expert’s pick. Liberals tended to struggle in the early rounds, going with the risky upsets, but then performed better in the later rounds, as some of their risky choices paid off later.

When next March rolls around, he says, it might be a good idea to consider your own political leanings when filling out a bracket, and how that might impact the teams you pick.

“Traits inherent to these groups provided different strengths and weaknesses in their decision making,” Rogers says. “Broadly speaking, prior research and literature shows that conservatives are likely to be more risk averse, and liberals tend to be more optimistic, and more open to emotion.”

Filling out brackets confirmed that these groups have different cognitive dimensions consistent with these ideologies, Rogers says, and when interacting within like-minded groups on the Internet, those differences are only magnified.

“Look at websites today like the Huffington Post, Breitbart, The Blaze, Slate, these sites highlight the traits and values of the groups they represent,” Rogers says. “Basically, these sites reinforce traits and values, creating a feedback loop appealing to those who conform to those respective political ideologies already.”

So, when it comes to something as simple as filling out a bracket, or as important as discussing the issues of the day or reading the news, it might be beneficial to cultivate as many different perspectives as possible, Rogers says.

“Conformity in decision making is even more prevalent when a group shares traits, and as we see with this study, that even carries over to a bracket,” he says. “A mixed group might be most effective.”

Kent Hickey snaps his fingers—one, two, one, two, one, two, one, two. The drummer kicks in—CH-ch-ch, CH-ch-ch, along with the piano—doo-doo-dah-doo-doo.

"Good afternoon, everybody," the Butler University senior trumpet/jazz studies major tells the audience. "We're very excited to be here on a Sunday afternoon at the Jazz Kitchen."

Hickey introduces the five-piece band, and it launches into Charles Mingus' Nostalgia in Times Square, segueing into Henry Mancini's Days of Wine and Roses.

It's the final day in the spring session of the Butler Youth Jazz Program, and the musicians—students from local high schools and middle schools—are getting a chance to show what they've learned. They've been rehearsing for two hours every Sunday for eight weeks, and now they're finishing with a concert in front of  about 200 friends and family members.

"It's been a real pleasure working with these guys," Hickey says from the stage. He serves as a Teaching Fellow in the Butler Community Arts School, which administers the Youth Jazz Program, and has taught at summer jazz camps, as well as during the school year, for almost all of his time at Butler. "These guys are really special. They're really hard workers. They practice their parts and they're ready to play at every rehearsal. Great questions, really curious."

Hickey's band—the second of three that will perform—finishes with Duke Ellington's Caravan, then yields the stage to the program's 17-piece big band for three songs. The last of those is a version of Freddie Hubbard's Crisis.

*

The Butler Youth Jazz Program is Associate Professor of Music Matt Pivec's brainchild. Pivec brought the idea with him from California State University, Stanislaus, where he taught previously.

In California, he was responsible for everything in the program—attracting students, teaching, scheduling, and more. At Butler, he teamed up with the Butler Community Arts School (BCAS), which offers a variety of affordable arts instruction to anyone ages 5 and up, including adults. hat enables Pivec to recruit and teach.

"My job is easy," Pivec says after the concert. "You get great kids in a room with really good teachers and let them learn great music. Then, usually, good things happen."

The Youth Jazz Program yields numerous benefits. Butler's Jazz Studies program gets an early look at local talent, as well as the opportunity to recruit those students to Butler. The Butler students who serve as Teaching Fellows get to hone their teaching skills and work with older, more experienced teachers and professionals who are part of the program.

As for students in the program, they learn to play together and develop self-confidence. They meet other musicians they might never have met otherwise, and they get to raise their talent level. Pivec says he's seen several students arranging jam sessions and gigs on their own through the relationships they've made through the program.

"That's really special," he says. "That comes with working hard at something and getting better at it—and being recognized for it, too."

*

Mitchell Remington understands that. Remington, now a senior at North Central High School in Indianapolis, started in the Butler Youth Jazz Program when he was a sixth-grader.

"There's a really wide spectrum of skills in the program," he says, "so the learning curve gets pretty steep. But it's cool to have an environment outside of school. The teachers know where you're at and they respect it and they really help."

Mitchell's mother, Lynn, heard about the program from the band director at his middle school and thought it would be a good fit for her son. He was a little younger than students were supposed to be, but she contacted Pivec, who offered Mitchell an audition. He passed.

"It's become his passion," Lynn says. "He's in the jazz band in high school. This allows him so much more of an outlet for him to learn, collaborate with other musicians, and play with a group that's different from what he experiences at school."

"We've tried to encourage his friends to do it," adds Mitchell's dad, Grant. "Other people I know, if they have kids who are interested in jazz, we tell them, ‘you've gotta get down there and try it’. Because it really is a great program."

Mitchell says he's been able to parlay what he's learned through the program and the friendships he's made into gigs in the Indianapolis area.

"And all of them are with people I've met here—whether it's an instructor or a Butler student or another student I'm in a combo with," he says. "The networking piece of this has been huge for me."

And in the fall, Mitchell will be a first-year student at Butler.

INDIANAPOLIS – Twelve donor families have made gifts of $1 million or more to Butler University since 2016 to support the construction of a new building for the Andre B. Lacy School of Business. The atrium of the new building, which was designed by CSO Architects, and is set to open in fall 2019, will be named the Founders Circle Atrium in honor of the group for their visionary investment in the future of Butler, and the lives of future generations of business students.

Enrollment in the School has grown 60 percent in the past five years, forcing half of business classes to be held outside of the school’s current home in the Holcomb Building. The new state-of-the-art business school facility, set just inside the entrance to campus near 46^th Street and Sunset Avenue, will provide 110,000-square feet of new space and allow all business school classes and activities to take place within the same building. The facility will also provide space for collaboration with the business community, reflecting a culture of mutual learning where faculty, staff, and students will work alongside business community members as true partners. As a hub of collaboration, the Founders Circle Atrium will feature the Old National Bank Center for Closely Held Business, McGould Investment Room, and Innovation Commons.

“Our Founders Circle donors are visionaries who understand that a strong Butler business program is good for our students, good for our city, and good for the region,” says Steve Standifird, Dean of the Lacy School of Business. “These leaders are great friends to the Lacy School of Business and role models for our students in the way they conduct themselves in business and in life.”

The first among the Founders Circle donors were Andre and Julia Lacy, whose $25 million gift to name the School in 2016 paved the way for construction of the new facility. A portion of their transformational gift was designated to support the new building, and other donors quickly followed suit. Among the Founders Circle are six current or former members of Butler’s Board of Trustees, along with nine alumni of the Lacy School of Business.

“Sometimes buildings are just symbolic and not that much really happens inside that makes a difference. I think this building will be entirely different,” says Keith Faller, a Butler Trustee, alumnus, and Founders Circle donor. “Butler has lived up to the ‘real business’ mantra. They offer so many internship opportunities and business relationship opportunities to their students and it’s not just a one-way street. I think the Central Indiana and Indiana business communities have benefitted from this also.”

The School’s move out of the Holcomb Building into the new facility will free up space for Butler’s science programs to expand into the vacated space. As part of the University’s master plan, the Holcomb Building is set for renovation, expansion, and connection to Gallahue Hall as part of a major investment in the sciences in the coming years.

“Our Founders Circle donors led the way for a new building for the Andre B. Lacy School of Business through their generosity and commitment,” says Butler President James Danko. “We are extremely grateful for their leadership and investment in the future of Butler University.”

 

Andre B. Lacy School of Business Building
Founders Circle Atrium Donors

Keith MBA ’90 and Tina Burks
John ’62 and Judy Cooke
Rollie and Cheri Dick
Bill Dugan ’51
Keith ’71 MBA ’78 and Sarah Faller MBA ’90
Craig Fenneman ’71 and Mary Stover-Fenneman
Andrew Greenlee ’90
Andre and Julia Lacy and Family
Bobby and Jill Le Blanc
Kurt and Linda Mahrdt
Jatinder-Bir “Jay” ’87 and Roop Sandhu
Hershel B. Whitney ’52

 

About Butler University

An influx of philanthropic support has aided Butler University’s dramatic growth in recent years. Pursuant to the Butler 2020 Strategic Plan, the University and donor partners have invested in new campus facilities, academic programs, and co-curricular offerings. In the past five years, Butler has built the Howard L. Schrott Center for the Arts, the Sunset Avenue parking garage including a streetscape beautification project and renovated Hinkle Fieldhouse. In addition, the University partnered with American Campus Communities to build the Fairview House and Irvington House residential communities. The Andre B. Lacy School of Business will open the doors to its new 110,000 square foot home in the fall of 2019, and fundraising is underway to complete a $93 million Science Complex expansion and renovation.

Butler University is a nationally recognized comprehensive university encompassing six colleges: Arts, Business, Communication, Education, Liberal Arts and Sciences, and Pharmacy & Health Sciences. Approximately 4,500 undergraduate and 541 graduate students are enrolled at Butler, representing 46 states and 39 countries. Ninety-five percent of Butler students will participate in some form of internship, student teaching, clinical rotation, research, or service learning by the time they graduate. Butler students have had significant success after graduation as demonstrated by the University’s 97% placement rate within six months of graduation. The University was recently listed as the No. 1 regional university in the Midwest, according to U.S. News & World Report Best Colleges Rankings, in addition to being included in The Princeton Review’s annual “best colleges” guidebook.

 

  

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The man’s blood pressure is 160/88, which is one reason Butler University Pharmacy student Michael Grim is sitting beside him on a folding chair, explaining why it’s important for the man to take his medicine and an 81-milligram aspirin as prescribed.

Grim sits with the man for a few minutes to make sure he understands. When he’s sure the man does, Grim hands over a bag containing his prescription.

It’s a scene that will play itself out a few dozen times on this particular Saturday, when Grim and five of his Pharmacy classmates are volunteering at the Butler University Community Outreach Pharmacy (BUCOP) on the eastside of Indianapolis.

From 10:00 AM to 2:00 PM on Saturdays, BUCOP volunteers are an integral part of the IU Student Outreach Clinic, which provides care for underserved people who live in the area near the Neighborhood Fellowship Church, 3102 East 10^th Street.

Here, inside the church, Butler Pharmacy students join University of Indianapolis students studying Physical Therapy, and IU students training in medicine, dentistry, occupational therapy, social work, ophthalmology, law, and other areas, to get practical experiences in the field.

In 2018, 217 Butler Pharmacy volunteers filled 3,275 prescriptions for 1,047 patients—some were repeat visitors to the Community Outreach Pharmacy. Mostly it's preventative medicine—for diabetes, high blood pressure, high cholesterol, and acute sicknesses like strep throat.

BUCOP spent over $9,500 on medications and medical supplies. It also works with partners like CVS, which donated vials, and Walgreens, which donated flu shots.

"We’ve had some patients who are so happy with the students that they cried in gratitude," says Assistant Professor of Pharmacy Practice Kacey Carroll '12, who serves as BUCOP faculty advisor. "I think that’s meaningful for the students to see their impact. Some come just to  say 'hi' and 'thank you.' One patient didn’t understand what high blood pressure meant. Our student spent an hour with her to explain. No one had done anything like that with the patient before. Though it took a long time, it was time well worth it."

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On this particular Saturday, there are no tears—just grateful patients. Grim and Kate Gordon, another P2 Pharmacy student, are the managers today. Their job is overseeing the operation and working with patients to explain their medicines.

"It's really cool being with all these other areas of practice," Grim says. "We communicate with the medical team all the time."

To their left is Alyssa Mason. She's training to be a manager, so she's watching what Gordon is doing. At the tables behind them, Tyler Kennedy is reading the prescriptions, instructions, and dosages written by the doctor so she can make the label. Rachel Robb is recording prescriptions in the database and printing their labels to pass on to fillers so they can fill them. And Lauren Schmidt is filling prescriptions and giving them to the pharmacist to check.

The pharmacist today is Bradley Carqueville Pharm.D. '17, who's in his second year of residency with Community Health Network, specializing in ambulatory care. Carqueville had volunteered at the clinic when he was a student; now he's the licensing professional, double-checking what the students are doing.

"I let the students run the show," he says. "They're supposed to do all the counseling, they do all the filling, and the documenting. I'm just here making sure everything is right, but I'm supposed to be in the background."

If the students have questions, they can ask Carqueville or the two Medication Therapy Consultants in the next room. Today, that's Chandler Howell and Nichole Barnard, both of whom are set to graduate in May.

"It's rewarding to be here, knowing that it's a great thing for the community," Howell says. "It's also rewarding to work with the medical team. You have so many opportunities to work with so many professions so closely. It gives you more experience working with the entire team, and I think it helps seeing what the other professions are doing, their thought processes."

"Rewarding" is a word that comes up often in conversations with the student volunteers. Grim tells the story of a patient on oxygen who was out of the inhalers he needed to breathe. He helped him fill out the paperwork to get the man what he needed.

"For me, what's most rewarding are the educational aspects—being able to talk to the patients after we fill the medications and counsel them on specific things," Gordon says. "For example, one time a lady picked up a medication for her cholesterol. I started asking her questions about it and she was like, 'I don't know why I have to have a cholesterol medication. Everybody has cholesterol.' I was able to explain that there's bad and good cholesterol, and this medication helps lower her bad cholesterol. It's rewarding to build connections with the patients."

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The IU Student Outreach Clinic, which celebrated its 10^th anniversary on February 14, was founded by Indiana University Dr. Javier Sevilla M.D., who wanted to create a free, student-led clinic in a neighborhood that desperately needed doctors. According to the clinic's website, among the 15,000 homes in the area, half live at or below the poverty level and report unmet health needs due to cost, lack of transportation, lack of a primary care provider, or unemployment.

At first, the clinic provided only medical care. The student-doctors would write prescriptions and church leaders would reach into their pockets and do the best they could to help the patients. Within a couple of months, Sevilla invited Butler's College of Pharmacy and Health Sciences to participate.

"Once that happened," says Sevilla, "there was a cascade of other partners who were waiting. Butler has been key to making this clinic the largest, most vibrant student-run clinic in the nation."

Jim Strietelmeier, the church elder who oversees the clinic, says Butler "has gone far and above what anyone would have expected."

"When I speak to the pharmacists," Strietelmeier says, "I tell them what Martin Luther King Jr. said: 'Everyone can be great because everyone can serve.' Pharmacists are by far the servants of the crowd. They take instruction and then give what's necessary."

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Kacey Carroll was a Butler Pharmacy student when BUCOP started and has been the advisor since joining the Butler faculty in August 2017.

She remembers realizing as a student that there are so many barriers to healthcare — "unintended barriers," she says, "but it doesn’t mean that any person is any less deserving of receiving healthcare."

"If there’s anything I can do with the knowledge that I’ve gained to help people improve their life and improve their health, I want to do that. So it helped instill in me a need and a want to reach out to the community and use this skill that I have to give back."

What she often hears from students who volunteer through BUCOP is about how much they appreciate experiencing the practical application of what they learned in class. The common refrain is: "We talked about this in class, but once I did it, I see that it matters and it made a difference."

As Javier Sevilla says: "It is a beautiful, beautiful service learning opportunity for all of us."