All-Star Faculty Team—Jeremy Johnson
All-Star Faculty Team—Jeremy Johnson
How to Care for Children’s Minds During COVID-19
PUBLISHED ON Apr 17 2020
Emotions are contagious.
During a time of crisis such as the ongoing COVID-19 pandemic, it’s natural to feel scared. It’s normal to feel stressed, anxious, or angry. But especially for teachers, parents, and other adults working closely with children, Lori Desautels says it’s important to understand how those feelings can affect those around you.
The Butler University College of Education Assistant Professor, whose work in educational neuroscience focuses on strategies to help students who have experienced adversity or trauma, is now developing new resources specific to this time of pervasive fear and uncertainty.
“When this started, we were all thrown,” Desautels says. “Even in that first week when we started seeing places close, schools began reaching out to me, concerned about how to support their students through the switch to e-learning.”
For many children, school is a safe place. It’s where their friends are, where they’ve built connections with teachers and other adults outside the home. For those who were already dealing with adversity, this global pandemic can add another layer to the trauma.
Families are already seeing the effects, Desautels says. Children are growing scared, restless, or angry about all they’ve lost this year. When it comes to schoolwork, some are just shutting down.
So over the last few weeks, school districts across Indiana and as far as Iowa and Colorado have asked Desautels to help with this transition. She is now creating weekly videos on topics related to COVID-19—like this one where she discusses the power of nonverbal communication, or this one with strategies to help calm the brain.
“I’m trying to keep up with emails from schools asking how they can help their families and their teachers,” she says. “We are seeing a collision of roles: Teachers need to also parent, and parents need to also teach. Some parents have lost their jobs or are feeling other pressures, putting them in a survival state of just trying to function. This is where emotional contagion is happening. The stress of all of this is felt by our children.”
According to Desautels, there are three conditions that the mind just can’t handle, and the COVID-19 pandemic hits all of them.
Chronic unpredictability: To help ease the stress of this widespread uncertainty we’re experiencing, Desautels recommends building and following routines wherever possible. Even if kids can’t know when they’ll be able to go back to school, parents and teachers can create predictable schedules for things like meals and play time. Desautels also suggests setting up at-home “amygdala first aid stations”—designated areas where children can go to relax.
- Isolation: Desautels says building connections with students should always be a priority for teachers, but now more than ever, maintaining those relationships is key. When you can’t see kids in person each day, this means being extra intentional. “If you can,” she says, “reach out with a phone call or text. Remind students you are only a keyboard away if they need you. You could also use this time to write a letter of gratitude to each student, sharing a memory of them you will always cherish. Focus on connection: Academics should come second during this time.”
- Physical and emotional restraint: Look for opportunities to get moving and stay active. “I’m also encouraging teachers and parents to give kids a lot of choice, grace, and emotional wiggle room at this time,” Desautels says. “Give them some space. Let them feel safe with you.”
And just as parents and teachers try to ease their children’s anxiety, Desautels emphasizes the need to care for their own minds, as well.
“It takes a calm brain to calm another brain,” she says. “The good news is that our brains are built for resiliency. They are built to repair and to heal. They are constantly trying to find that balanced place where we can think clearly, pay attention, and focus.”
Media Contact:
Katie Grieze
News Content Manager
kgrieze@butler.edu
260-307-3403
How to Care for Children’s Minds During COVID-19
COE's Lori Desautels offers guidance for educators and parents as pandemic causes uncertainty, isolation, and restraint
COE's Lori Desautels offers guidance for educators and parents as pandemic causes uncertainty, isolation, and restraint
Sustainability on the Syllabus
PUBLISHED ON Nov 25 2019
This story is part of a mini-series exploring The Farm at Butler, its methods, and its mission. Part four of six.
Some of the classes held at The Farm might seem obvious—a biology course about soil health, an environmental studies course looking at urban food systems, or a chemistry class studying contaminants. And yes, all of those happen at The Farm. But especially since the CUES received a major grant from the National Science Foundation (NSF) last June—totaling almost $600,000—its curriculum has placed a new emphasis on weaving The Farm into a wider range of classes across campus.
Led by CUES Director Julia Angstmann, the NSF-funded project aims to promote scientific literacy by integrating STEM-related topics into non-STEM courses at Butler. Based on the idea that all people would benefit from a basic understanding of science before working together to solve societal challenges, these courses use the power of place-based experiential learning to connect students with science. Down on The Farm, where you can watch things grow and help make it happen, the class content comes alive.
As the project unfolds over the next three years, Angstmann will evaluate how campus farms and other green spaces can become centers of learning for all students. The NSF often tries to develop ways for non-STEM majors to continue engaging with science in their careers and personal lives, and by bringing religious studies, communications, health, and other disciplines down to The Farm, Butler is doing just that.
Having Faith in Nature - RL 384
Brent Hege says Christians usually interact with nature in one of two ways: as a resource for humans, or as an equal being.
“There’s a lot of ambiguity in the Christian tradition about the relationship between Christianity and the environment,” explains the Lecturer of Religion. “Some Christians think the environment is ours to use as we see fit—that we can exploit it because it’s not really as important as human beings. Other Christians think that’s totally misguided—that stewardship means respect, care, and love for the environment.”
In the ecotheology class he teaches at Butler, Hege focuses on that second part—how can humans use religion to see nature through a “loving eye,” caring for the earth and treating all things equally?
For the next time the class meets, Hege has added more place-based learning to the syllabus. In a new unit at The Farm, students will study how farmers think about their relationships with nature. Through interviews with workers at The Farm and with people who buy food from it, they’ll see how urban agriculture highlights a range of perspectives about the environment.
Hege’s research on the relationship between environmentalism and Christianity hasn’t touched directly on sustainable farming. But growing up in Pennsylvania, he spent a lot of time working on family farms and eating local produce. It wasn’t always as easy to find small-scale, sustainably-grown food when he first moved to Indianapolis, so he’s excited for the chance to work with the CUES.
“I think one of the things about farming—or even about gardening—that I find so compelling is that it keeps us connected to rhythms, cycles, and patterns,” he says. “It reminds us that, as hard as we try, we’re not really in control of everything.”
Hege wants to show students how Christianity can be a resource for addressing environmental problems. He hopes they learn to be present in their surroundings, noticing more of what they walk past every day and considering the role they play among it all.
“All of us are part of this natural world,” he says. “So no matter where we’re coming from, we have an obligation to think about how we live impacts all these other things.”
From Farm to Twitter - ORG 358
Lindsay Ems knows social media can be destructive. She knows it can be used to tear people down and target minority groups. But in her service learning class that has partnered with Indianapolis organizations every semester for more than four years, Ems focuses on how social media can empower communities.
In the course, the Assistant Professor of Communication pairs student groups with local organizations to help solve digital-media-based problems. Whether through live-Tweeting an event or developing a new campaign strategy, students help tell stories about the organizations.
The class has worked with a variety of Indy-based groups, including Cancer Support Community Central Indiana, Heartland Film, and Damien Center. They’ve partnered with The Farm at Butler about four times, and other food-related partners such as Indy Urban Acres, Keystone-Monon Community Garden, and Garcia’s Gardens.
As part of the NSF grant, the course will soon start working exclusively with farming-based groups. Ems says empowerment often comes down to food access, so it’s important for agricultural organizations to tell people what they do. She says there are so many places in Indianapolis trying to provide fresh, organic produce, but it won’t make a huge difference unless they can get the word out.
Social media can make the whole food experience more efficient. But posting on Instagram isn’t always a priority for farmers who just love being outside, so Ems says college students make a perfect match.
“When you get these organizations who are resource-strapped to begin with,” she says, “they see [social media] as something they don’t have time for. And we have students who are so good at it—so fluent and literate in the technologies.”
Erin Underwood, a senior majoring in Human Communication & Organizational Leadership, worked on The Farm team when she took ORG 358 last fall. Before the class, she knew The Farm existed, but she says she didn’t know much about it. That was exactly the issue her team worked to solve.
The group spent the semester building a social media plan for The Farm’s channels, dedicating each month to promoting a different value. They created content highlighting topics from how The Farm benefits individual and community health to how the methods used there help care for the earth. For each theme, they explained the importance of the value and told the story of how The Farm is living it out.
Erin says the chance to work with a real organization taught her to collaborate, instead of just building a plan without understanding what it needs to accomplish.
“You need to be there to learn about them, listen to them, and hear what they need,” she says. “You need to spend time understanding them so you can effectively make a social media plan in their voice. We could post the best content in the world, but if it doesn’t feel like it’s coming from The Farm, then I think it loses some of that spirit of what they really want to do with social media.”
Erin says there’s some value in classes that stick to hypothetical projects, building mock content and strategies for the sake of practice.
“But the fact that we were trusted as students to get experience with something like this made all the difference,” she says of ORG 358. “It felt like the work we did was valued and really appreciated by our community partner, which was a cool thing to see.”
Ems hopes the course helps students think more critically about their own social media use. She wants them to see that the same tools they use for posting memes, sharing animal videos, or chatting with friends can provide valuable ways to reach people in need.
Cultivating Well Being - PWB115-BI
Growing a garden does more for your health than convincing you to actually eat all the fruits and vegetables you spent weeks watering and weeding. Working in the sun and digging in the soil can improve overall well being in a variety of ways, and Butler students can earn class credit learning how.
In Cultivating Well Being, Farm Manager Tim Dorsey challenges students to think about where food comes from, how to grow healthy foods, and the role gardening can play in a lifetime of well being. After a few days of readings and discussions, students get their hands in the dirt right down on The Farm.
“We’re always looking for ways to be more a part of Butler’s academic life, so this was a good step into that for us,” Dorsey says about the class, now in its fifth year. “We’re able to engage students in a course that fills a requirement while exposing them to our space. They can see right where the food is coming from.”
Zach Madere, a senior Pharmacy major taking the class this fall, makes the most of that experience by visiting the Farm Stand each week to buy some of the produce he helped grow. Back in his kitchen, he cooks his own meals using cilantro, arugula, onions, and spinach that couldn’t be much more local.
“I’ve never experienced anything like it,” he says. “I think it’s so cool that The Farm is literally in our backyard. I think it’s awesome to be a part of that—to grow something—then to actually use what we grow.”
But the class content goes beyond just a how-to on home-grown vegetables. Students also learn about broader societal issues in agriculture and food production, considering ways they can help face global challenges.
“I’d like to see them consider how the ways we answer questions in society—specifically relating to food systems, consumer choices, and government policies—not only affect society,” Dorsey says, “but have an impact on communities, families, and individuals.”
READ MORE:
Part 1: Getting To The Root of It: How Butler’s One-Acre Farm Has Evolved In a Decade
Part 2: Farming Full-Time: How Tim Dorsey Discovered the World Through Agriculture
Part 3: A Crash Course on Nature-Focused, Hands-In-The-Dirt Growing
Part 4: Sustainability on the Syllabus
Part 5: A Model for Urban Farming in Indianapolis
Part 6: So, Where Does All The Food Go?
Explore the full Farm at Butler mini-series here
Media Contact:
Katie Grieze
News Content Manager
kgrieze@butler.edu
260-307-3403 (cell)
Innovations in Teaching and Learning
One of the distinguishing features of a Butler education has always been the meaningful and enduring relationships between our faculty and students. Gifts to this pillar during Butler Beyond will accelerate our commitment to investing in faculty excellence by adding endowed positions, supporting faculty scholarship and research, renovating and expanding state-of-the-art teaching facilities, and more. Learn more, make a gift, and read other stories like this one at beyond.butler.edu.
Sustainability on the Syllabus
As The Farm shifts to a primary focus on education, classes across the Butler curriculum find ways to use the space.
As The Farm shifts to a primary focus on education, classes across the Butler curriculum find ways to use the space.
Butler Team Preserves, Improves Access to Artifacts through 3D Digital Replicas
PUBLISHED ON Jul 24 2020
Butler University is home to more than 100 artifacts and fine art pieces, including several three-dimensional works such as sculptures, jewelry, and clothing. Scattered across campus, some of these items fill display cases while others are stowed away for safekeeping. Many of the artifacts have been studied for educational purposes, providing visual examples for courses in art history or anthropology.
But the need to preserve objects that are hundreds of years old means most physical artifacts need to stay put in one place. Even if a piece is out on display, studying it closely means trekking a class of students across campus and crowding together to peer through the glass. And that’s just if you’re already on campus—a luxury not available to all who want to see the art up close, especially in a socially distanced world.
Over the last year, Butler Libraries and the Center for Academic Technology have teamed up to find a way to simultaneously protect these artifacts while making them more accessible to the community. The work was part of a project funded by a grant of more than $5,000 from the Private Academic Library Network of Indiana (PALNI), which supports collaboration between member schools.
The project was led by Olivia MacIsaac, Digital Scholarship Library Associate, and Kristen Allen, Academic Technology Specialist, who started by researching options for digitizing the art collections. They learned about a process called photogrammetry.
By stitching together a series of high-quality photos taken from all sides of each object, photogrammetry creates detailed digital replicas. The end products—which can now be accessed online in Butler’s Digital Collections—are like three-dimensional panorama images that can be rotated and viewed from any angle.
It’s not a new process, but it’s one that often carries a big price tag, requiring expensive camera equipment and computer software. So, as part of its goal to minimize financial pressures for small universities, PALNI charged the Butler team with finding a lower-cost workflow that can be applied at libraries across Indiana.
Thanks in large part to hours of work from Tatum Turner, a rising senior majoring in History and Anthropology, Butler has now created 3D digital objects of nearly 20 art pieces from its collections (though only the first 10 were part of the PALNI-funded project). The team succeeded in developing a low-cost scanning process, swapping pricey gadgets for free apps like Focos, which allowed them to capture detailed images using an iPad camera. Even with some larger purchases, including a high-powered graphics card, the team found a way to replicate their process for just over $2,000.
“This project has shown me that digital humanities is insanely experimental right now,” says Turner, who was responsible for taking photos and trying out new technologies. “The marriage of humanities and technology is something that is incredibly necessary for archival purposes and future generations, as more things can’t withstand the test of time. It also makes things more accessible.”
Now, this low-cost, sustainable solution can be shared with other private universities throughout the state. After streamlining their own workflow, the Butler team created a Canvas training course that others can use to replicate the process.
“Creating 3D objects often seems daunting to librarians with physical collections,” MacIsaac says. “I’m hoping once they learn about the benefits of photogrammetry and the details you can capture with it, this will be a method they can use regularly instead of some of the other methods that cost a lot more money or require more expertise. I hope this empowers other schools to do this kind of work.”
The free online course, which anyone can request access to use, starts by walking students through the equipment and techniques they’ll need to create their own 3D digital objects. Users then learn how to edit the photos of their artifact, adjusting the lighting and removing the background before using 3D imaging software to build the digital replica. To wrap things up, the course shows users how to finalize their 3D models and record all necessary data, choosing the best online platform where the digitized artifacts can be stored and accessed.
“I’ve been really excited to already see the impact of the educational component we created, and that we will be able to partner with faculty and make this available to Butler students,” Allen says.
“This technology and this method has been used for years,” MacIsaac adds, “but it’s just now becoming a standard skill that’s needed in fields like archaeology. This is more important than ever as artifacts are destroyed or lost. We need to capture this information while we can, so developing these skills is really important.”
Media Contact:
Katie Grieze
News Content Manager
kgrieze@butler.edu
260-307-3403
Butler Team Preserves, Improves Access to Artifacts through 3D Digital Replicas
The grant-funded project found low-cost ways to scan and share physical artworks through a method called photogrammetry
The grant-funded project found low-cost ways to scan and share physical artworks through a method called photogrammetry