All-Star Faculty Team—Zach Finn | Butler University
All-Star Faculty Team—Zach Finn | Butler University
How Will March Madness® Affect Indy? Butler Experts Weigh In.
PUBLISHED ON Mar 18 2021
The 2021 NCAA men’s basketball tournament kicks off this week, and from the first game through the Final Four®, Indiana will play host to it all. With the majority of games happening right here in Indianapolis—and several at Butler University’s own Hinkle Fieldhouse—two experts from Butler’s Lacy School of Business share their thoughts on how the city might see impacts of the madness this month and for years to come.
Dr. Ronia Hawash
Assistant Professor of Economics
“I am excited that Indianapolis will be hosting the tournament, not only because some Hoosiers will be able to enjoy the games live, but also because Indianapolis will be in the national spotlight. The stream of visitors to these events—including team members, game spectators, support staff for teams, and media personnel—is also expected to positively impact the local economy.
The high inflow of non-residents to the city will likely increase spending on area hotels, restaurants, retail vendors, and rental car companies, in addition to public transportation and parking services. Moreover, we would expect that the number of visitors to Indianapolis tourism venues will increase. The initial projection of the economic impact was estimated at $100 million if no fans were allowed. But with the NCAA’s decision to allow up to 25 percent occupation of capacity for fans, the positive economic impact of hosting the event will be significantly greater.
Those effects will likely be felt long-term. Higher inflow spending in the city means higher tax revenues for the local government, which in turn is channeled into better, lasting services for local residents. Higher spending in certain industries will also increase local firms’ demand for labor, boosting employment opportunities and wages paid to the Indianapolis labor force. Because workers spend some of their incomes on goods and services, higher employment and wages is expected to induce the economy even more.
The tournament may also strengthen long-term tourist inflows to Indianapolis, as visitors become more aware of the city’s cultural, historical, and entertainment attractions.”
Dr. Dan McQuiston
Associate Professor of Marketing
“I see this as a great opportunity for Indianapolis to showcase the things we do well—and sporting events are something we do extremely well. When we hosted the Super Bowl in 2012, for example, the whole city just turned out. There were so many people who wanted to volunteer. It was incredible.
Tournaments are great in Indy, in part because everything is right downtown. When you look at the venues we have—Lucas Oil Stadium, Bankers Life Fieldhouse, the Indiana State Fairgrounds, Hinkle Fieldhouse, and so on—the proximity of those locations makes it easy for guests to get around. And it’s not just the venues: It’s the organizational efforts from our people. We plan these things really well, and the whole idea of Hoosier Hospitality plays into that.
This will be a festive atmosphere, with people coming from all over the country. In between games, those fans can visit local attractions like the Indianapolis Zoo, the Children’s Museum, White River State Park, and so on. Maybe those people have never been to Indianapolis before, and maybe they’ll see that it’s a pretty neat place. Then, when they go on social media to talk about what a great time they had here, that type of thing can go viral.
We will also have all these media members in the city, and when they aren’t covering games, they will be looking for stories about Indianapolis.
This could be a real boon for the city. Indy has a great brand in terms of all the things we can offer. This just gives us a chance to showcase that, and I have every confidence we will do a great job.”
Media Contact:
Katie Grieze
Senior Content Manager
kgrieze@butler.edu
260-307-3403 (mobile)
How Will March Madness® Affect Indy? Butler Experts Weigh In.
Two Lacy School of Business professors explain potential impacts of the basketball bubble
Two Lacy School of Business professors explain potential impacts of the basketball bubble
With Summer Internships Canceled, Business School Finds New Opportunities for Students
PUBLISHED ON Jul 07 2020
It’s clear that Butler University’s Lacy School of Business (LSB) cares about experiential learning. There’s the school’s new building, designed to encourage collaboration between students, faculty, and the broader business community. There’s the Real Business Experience, during which every LSB student launches an actual product or service. And with a requirement that all students complete two internships before graduation, LSB’s emphasis on valuable work experience is no exception.
So, what happens when a global pandemic leaves the building empty and many internships canceled?
As soon as Associate Dean Bill Templeton realized that possibility, he raised the alarm. He started by decreasing the number of required internship hours from 240 to 125, providing more flexibility for students. Then, he began looking for ways to create new opportunities for those who suddenly found themselves without summer plans.
Thanks to support from Butler’s Old National Bank Center for Business Excellence (ONB Center), Templeton and other LSB faculty were able to add about 20 last-minute summer internship positions.
The ONB Center is working with a total of nearly 30 interns this summer, split between two tracks. Some are participating in the Center’s regular internship program (which was expanded to include more students), and others have joined the academic portions of that experience while working on faculty-led consulting projects.
“A lot of businesses have stepped up to offer opportunities,” Templeton explains. “We weren’t able to find positions for every student who wanted one, but we’re actually about where we normally are, with more than 200 students completing internships this summer. We have fewer students getting paid, and we have a lot more students doing virtual work. There are some downsides to not experiencing as much workplace culture, but overall, we’re keeping students on track to continue building their professional skills.”
Internships at the ONB Center
The ONB Center works with privately owned companies throughout Indiana, providing personalized business guidance and access to resources from partner companies. As part of a membership or partnership through the Center, businesses can also submit projects to be completed by Butler students.
“What differentiates this project-based work from other internships is that the companies don’t need to hire and supervise the student,” says Ginger Lippert, ONB Center Manager. “We are the ones doing that heavy lift, and we bill companies hourly for the students’ work.”
For ONB Center interns, this means the chance to experience a variety of projects for a range of companies and industries, a bit like working for an agency. Any given student works on at least three projects at a time, Lippert says—sometimes closer to eight. The interns coordinate events, conduct market research, plan product launches, streamline finances, and more.
Bella Ruscheinski, a Butler senior with majors in Marketing and Finance, was scheduled to start an Indianapolis-based staffing internship this summer. When COVID-19 hit, the role was postponed to the fall. Then, Ruscheinski found out it was canceled completely.
But she had already been interning with the ONB Center since January, and in early May, she learned she could stay on for the summer.
“I was ecstatic,” Ruscheinski says. “I knew this would give me an even deeper learning experience. The skills I gained in the spring helped prepare me for the leadership role I’ve taken on now, providing support for the other interns. It’s an incredible opportunity.”
Throughout her time with the ONB Center, Ruscheinski has focused mostly on contributing to marketing efforts for the Center and its member businesses. She has written blogs, planned content calendars, compiled newsletters, and helped with some market research, among other tasks. Through all the projects, she has especially valued the opportunity to work directly with clients.
“At Butler, we are really taught in terms of real-world experience,” Ruscheinski says. “I’ve loved the chance to use the skills I’ve learned in class during this internship. I’ve also learned an incredible amount about time management: In a consulting role, you’re balancing more than just one project or even one team.”
Each week, the interns attend meetings that supplement hands-on work experience with other professional development activities. The students use this time to collaborate, learn from one another, or hear from guest speakers. Lippert says this academic side provides a broader, more holistic experience.
Faculty-led consulting projects
Now, the ONB Center is also offering its professional development sessions to other students who are participating in a variety of faculty-led consulting projects.
Working with teams of about five students each, several LSB faculty members have designed makeshift summer internships by connecting with companies to find real-world projects.
Daniel McQuiston, Associate Professor of Marketing and one of the project leaders, started by reaching out to Jordan Cohen, who has been working with Delta Faucet Company since graduating from Butler in 2016.
“I asked Jordan if Delta had any kind of marketing issue they would like to know more about,” McQuiston explains. “It turns out Delta is interested in looking at the feasibility of marketing an internet-only brand—officially known as a digitally native vertical brand—like Dollar Shave Club, Warby Parker, Casper Sleep, or Allbirds Shoes. A number of other companies have already launched internet-only faucet brands, and Delta is in the exploratory stage of trying to decide whether to follow suit.”
Through the summer experience, Butler students are helping answer this question by conducting secondary and consumer research about what has made other digitally native brands successful. After learning more about the faucet industry, the students led interviews and built a questionnaire to gather data that can help Delta make a more informed decision.
McQuiston says this kind of data collection tends to make up a huge part of marketing, and the project allows students to gain more experience while having the added accountability of serving a real company on a real issue.
“This is real-life stuff,” he says. “In class, a teacher wants you to write a paper, so you write it, turn it in, and just kind of forget about it. But that’s not what this is. Delta Faucet is expecting real information—insights they can take and use. The more we get students actually doing these things, the more they are going to understand.”
For Willie Moran, a rising senior with a major in Marketing, the Delta Faucet project has provided a deeper understanding of how valuable it can be to talk directly with consumers, as well as the importance of staying competitive in an online marketplace.
This summer, Moran was supposed to have a marketing internship with a manufacturing company in his hometown of Milwaukee, Wisconsin. He had just been offered the position, but two days later, the company called back to say they’d had to implement a hiring freeze and cancel all their internships due to COVID-19.
“When Professor McQuiston heard about that, he reached out to tell me about the project he was planning,” Moran says. “I’d just finished up a sales class with him, and he thought I would be a good fit for the team. I had been stressing out trying to figure out how I was going to meet my internship requirements, but this worked out really well.”
Associate Dean Templeton says he knows requiring all LSB students to complete two internships can be an investment, and it can demand a lot of flexibility.
“But we think it’s so worthwhile,” he says. “Internships provide great opportunities for students to learn their disciplines a little more permanently, and a little more deeply, if they are simultaneously working and reflecting on what they have been learning in the curriculum.”
Media Contact:
Katie Grieze
News Content Manager
kgrieze@butler.edu
260-307-3403
With Summer Internships Canceled, Business School Finds New Opportunities for Students
Butler's Lacy School of Business created about 20 last-minute internship positions built on remote, project-based work
Butler's Lacy School of Business created about 20 last-minute internship positions built on remote, project-based work
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